{"response":{"docs":[{"id":"bcas_bcmss0837_585","title":"Little Rock Schools: Forest Park 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":["1991/2002"],"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","Forest Park Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics"],"dcterms_title":["Little Rock Schools: Forest Park 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/585"],"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 DEC - 9 Ml LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: Forest Park Elementary GRADES: Kindergarten through Sixth (K-6) PRINCIPAL: Virginia Ashley \u0026lt; Race/Gender B/F ASSISTANT PRINCIPAL(S): Race/Gender None3 3 TABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (Aft^r October 1) 2. Enrollment\n- School - Special Services - Class/Course 3. Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. 6. Honors/Awards (Schoolwide) Committees/Parental Invoivement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School PlantI CERTIFIED PERSONNEL 1 WHITE BLACK OTHER TOTAL POSITION MALE FEMALE MALE FEMALE MALE, i 1 Administrator(s) I 1 Classroom Teachers J_L 5. XI 1 Counselor f s) I Librarian f s) K', i ! I I Reading (Compensatory/ Remedial) J. I: N i I I X I Mathematics (Compensatory/ Remedial)_____ I X Gifted (Elementary only) X X I Speech Therapist I f 1 i Other Special Education 1 I ! 'I ? TOTAL 16 26 0 1 9 0 0 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above/ indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. I 'ii j ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE B I. A g K MALE ZEMALE OTHER MALE FEMALE T .Q T A L TOTAL I I I The official date for staffing information is October 1, 1991. Complete and return to Planning/ Research/ and Evaluation office.POSITION SUPPORT PERSONNEL w H : MALE T E FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL Attendance Clerk 0 Cafeteria Workers 1 2 3 Custodians 2 1 3 Instructional Aides 1 1 Media Clerk 1 1 Nurse 1 1 Registrar Secretary 1 1 Security Officerfs) Social Workerfs) ! Superyjsion Aides 2 2 4 Other Computer Lab Attendant\n. 1 1 h TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research. and Eyaluation of^STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted black M F WHITE M F OTHER M F Total Ji 0 N E I I TOTAL i Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK M F WHITE M OTHER D. K . F M F Total TOTAL Duplicate if needed.SCHOOL ENROLLMENT GRADE LEVEL K 1 2 3 4 2 2 WHITE MALE 17 19 13 14 in 2 11 FEMALE black MALS FEMALE OTHER MALE FEMALE total 19 21 17 10 12 12 2 16 18 7 9 22 11 12 8 0 0 60 14 9 13 21 12 12 1 1 0 2 2 1 0 0 1 1 2 0 7 3 4 7 4 7 56 45 I . I I PERCENT SPECIAL ED, Self Contained Resource Room Speech/Vision or Hearing Impaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL PERCENT 92 .23 114 .28 ENROLLMENT 96 95 3 2 402 .24 .24 . 007 . 005 - SPECIAL SERVICES WHITE MALE FEMALE BLACK MALE FEMALE O T MALE H .5 R FEMALE TOTAL 1 2 5 4 3 4 1 9 11 2 9 39 17 23 2 110 32 . 25 44 2 4 28 2 0 130 . 34 .18 70 . 002 0 * those students who have been identified as Gifted by the G/i: office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research A and EvaluaHonoff^CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Forest Park Elementary PRINCIPAL Virginia B. Ashley GRADE ROOM TEACHER'B GENDER/RACE CLASS ENROLLMENT WHITE BLACK OTHER 103 105 110 115 111 114 IXU. 215 214 204 205 2 12 2 16 2 17 2 01 202 MALE FEMALE MALE FEMALE MALE FEMALE TOTAL 20 20 20 25 24 2. 2A 24 24 28 28 22 TOTAL 91 113 97 96 402 K K K 1 1 1 2 2 3 3 4 4 4 5 5 6 6 F F F M F Z. F F F F F F F F F F W W W B W B K W B W B W K B B 5 6 6 6 6 6 7 7 3 3 4 4 4 5 6 7 6 6 7 6 8 4 5 1 1 8 8 9 5 3 6 5 5 6 7 6 A A 5 4 6 8 6 8 6 \u0026amp; 6 2 3 3 5 5 4 2 A 8 6 1 7 7 8 9 6 1 0 0 0 1 0 0 I A 0 1 0 0 0 0 0 1 0 4 0 0 0 0 0 0 n A 0 0 1 0 0 0 0 0 0 1 2 4 2 3 2 5 2 5 2 3 education, etc.). Do not include teachers of pull-out classes (art, music, physical List each class separately. ] The official date for enrollment data is October 1, 1991.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex.\" N/A Do not send to Planning, Research, and Evaluation office.1 ! l.-r ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support student Provide most current student data, including withdrawals by gender, race, and grade level. I tEXTENDED EDUCATIONAL PROGRAMS 1 PROGRAM GRADE BM BF WM WF OM OF TOTAL Governor's School AEGIS Bovs^ State GirlsState Summer Laureate Odyssey of the Mind *Math Olympiad Others (Please Specify^ TOTAL 20 20 List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office. 6 5 3 8 4 1 0 6 5 3 8 4 1 0I 3 SCHOOLWIDB STUDENT HOMOR8/AWARDS Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL a TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Second Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. send to PlanninR, Research and Evaluation office. AI a SCHOOLWIPE STUDENT HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. 0 * iSCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Fourth Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOL COKMITTEE8/PRREHTRL INVOLVEMENT COMKITTBE- WHITE MALE Biraclal Committee Parent Teacher Assoc VIPS Parent Workshops (Please Specify ___others) employees FEMALE BLACK male FEMALE O TH B R MALE FEMALE W H MALE T B__ FEHALB- PARENTS ! PATRONS BLACK wale .TEiSMiS. OTHER- MALE female W H MALE O, : T E FEMALE F F I C E R S BLACK MALE female 0 T H E R__ MALE FEMALE J, 1 1 1 1 i- qPVT P AT. 1 I t I I ^1 List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Note: or a Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS* Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. It is not necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.ACTIVITY -g-E. CLUB _H_1L MALE JL\nT B 2BHAUL E K B E R fl H __i L C H KALB FEMALE J_2. g.T H B R MALE female EXTRACURRICULAR ACTIVITIES w H MALE : T E FEMALE. fl P P N 8 o R e -B E A C K -HMcE. female O T JIALB. [ E R W H JIALB. OFEICER8/LSADERSHIP PO8ITION8 LT E -B-L-A C y Choir Student 2. 2. J. -o-u- ir4- Flag Mnn i ny Just A.a.y Mo 3- s 3 A A 3- -4 2. -6- -0- 9. A J. JL 1. 3 2. J, 4. -4- AG- 221 AL. 22. 2^ 2A 32 3 1 1 1 A H. 9 is report should include membership information. garding sponsors and officer positions, abers of coRunlttces. Include information In addition, include student plicate as needed. )raplGte and return to Planning, Research, and Evaluation office. iS'. O T HER_ lALE IfeMAL eI TOTA L__ 28 28 22, 25 J:LQ_ STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department.I STUDENTS.KETAINED I f^Z nc secondary ic-vel level. Do not , include only thos include failures of lent.5ta i nf'.l c. individual cou -.PG I ! GRADE LEVEL WHITE 1 2 3 4 5 6 RETAINED MALE FEMALE BLACK other HALE FEMALE MALE FEMALE ' TOTAL' MALE.FEMALE' n. 0 1 XI 0 0 n 5. 1 -0- jl 0 L XI 0. 0 A 0 XI Xl 0 .O. 0 XI XL XL 0 0 XI XI XL 0. 0 XI n XL Xi -\u0026gt; XI XI XL Xi e- n XI XL XI I TOTAL 1 0 9 1 0 0 Xi .CL PERCENT . 3 0 2 . 3 . 3 0 0 Xi I Provide the nost current information SECONDARY SUBJECT AREA COURSES FAILED 9 WHITE !SUBJECT AREA Grade Male Female BLACK Hale Female OTHER Male Female Male TOTAL Female\nEnglish 7/10 I English 8/11 ' English 9/12 Math History/Social Studies I I I Science i I________________ Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NLTMBER OF STUDENTS GRADUATING: BM BF WH WF OM OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Re-search, and Evaluation office.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: FOREST PARK ELEMENTARY READING 1?09_ 1990 1991 _ 1900 MATHEMATICS 1909 1990 _199.1_ ALL STUDENTS No. Tested No. Passed 58 49 66 64 63 59 69 64 58 51 66 65 63 56 69 68 Per cent Passed black males No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed WHITE MALES No. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed 8.4, 45 17 85 17 100 lOQ. 94 93 88 98 89 99 16 89 24 100 15 100 100 13 76 22 100 100 16 100 15 79 18 95 11 100 19 100 17 14 19 73 17 05 17 100 100 94 24 100 15 100 100 82 18 82 100 16 100 100 18 95 11 100 19 100 5 7 8 6 8 7 8 6 OTHER MALES No. Passed Percent Passed OTHER FEMALES No. Passed *1 * 2 * 3 * 1 * 1 * 3 * 1 * 1 Percent Passed 100 100 100 100 50 100 100 100 Total of aJ_X students in the \"Other\" race category. These scores were not reported by gender.Cl too L: FOnRST PARK Et.EHENTARY, _ I?. READING 1S69 1P90 II. iJo. TuEted Ho. passed 45 42 51 47 49 43 51 50 45 41 jc^ccnt_Ps5d_ _9L_ J 2. 88 98 91 i A-rf JiftVK- Uo. 1.osod 12 i 8 15 11 10 92 5- 1 :lo. Passed 7 Percent Passed, 78 V iTf .HALF! :o. r iced 10 ejccnt 2.353Bd_\n:'l!rrX_FiAbES Ho. Passed Passed OTJlRRJlALE'i Uo. Passed I I J 80 16 89 10 80 9 75 9 T t 100 17 94 10 77 8 89 10 100 13 0 100 13 0 90 10 0 100 11 100 100 13 100 0 pec^e.nt_Passed_____ c.TiiEP,TIiiLtS Iio. passed 1 0 0 0 * 1 0 Percent, Passed, 1___ lotnl 4 9.11 rcoi'T. V' 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 WATliiJlATICS 1909 51 44 86 8 80 15 83 9 90 12 92 0 0 1990 IJkNGUAGE ARTS SCIEHCe r.uidcnts in the \"Other\" rare cncrgory. . nut rept'f.ert by gender. 49 42 86 14 82 9 75 9 51 51 100 11 100 18 100 10 90 100 10 100 0 0 11 100 * 1 J 100 n'l -------------SO^AL STUUl Es um- 190B 1 awj-l-ina- _U2X- 45 35 51 38 49 31 51 47 45 31 51 33 49 31 51 38 45 32 51 38 49 33 51 41 I 70 6 46 6 67 10 100 13 100 0 0 75 63 8 40 4 7, 12 67 10 100 12 92 0 0 5 42 8 80 10 100 0 0 92 8 73 18 100 10 100 10 91 * 1 100 69 65 63 75 71 75 07 80 5 4 8 7 3 10 S 38 40 47 64 23 40 59 1 73 4 1 3 11 6 11 3\n13 44 39 25 61 67 61 25 72 i! 9 90 13 100 0 10 100 12 92 0 10 100 10 100 0 10 10 10 I 10 ' 10 100 100 100 I 9 82 13 100 0 13 100 0 too 100 ii 10 i 911 100 ! 82 1------ 1 1 0 1 11 0 r_ 0 0 * 1 0 0 0 - j- ! 1 I IJ. 100 100 1II t k k b p 1142, Alii- READING 1990 GRADE 6 No. Tested No. P. iijcd 1202 1063 1765 1533 1799 1590 1709 1542 pTssat-Ps?el- __88 J.7. 88 1?67 1988 READING .989 5RAeE_g No. Tested No. Passed 1326 1130 1811 1679 1799 1623 EfiXSSDi-Jsase'i 85 Ji- JO. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1907 1998 READING in 1990 llii 1?7 ASfia HATUEHATICS lUi. 1991 GRADE 3 No. Tested No. Passed percent Pagsed 1991 1722 1615 90 1990|1991 1756 1562 89 1202 999 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1081 1844 1566 1946 1735 1950 1694 1B63 1620 87 -81. 87 87 i5 85 89 87 B7 MATHEhtATICS 18 1989 199011991 1987 LANGUAGE ARTS 1988 1989 .1190. i2?i llfii .il\u0026amp;l SCIENCE 1989 laio mi 1987 SOCIAL STUDIES ISO? 158? 1990 15?l Ji 1765 1518 1798 1602 1709 1544 1722 1550 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 176*, 17'JJ 1709 1 3 UI I ^6 .987 |1988 .^Oii__10 MATHEMATICS 1989 Ai 70 75 77 70 67 -TJ -li 60 -_-i8 .70 199011991 1987 LANGUAGE ARTS 1988 198911990 1987 SCIENCE 1900 1989 .I99fi 1111 .19 87. SbClAL^TUDlES .198U 1989 i??g 1 1991 I 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1811 1560 1799 1537 1756 1470 1792 1467 1326 724 1811 1272 1799 12 07 1756 1298 1792 1121 1326 866 IBl I 1275 1337 8.1 J 9. Ji 87 JiU___7 A 86 J5 J4 __01 JL 2a __ __ _4i .--70LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 DISTRICT SUMMARY GRADE 3 187 IBBB READING 1111 1111 . HB7 HOB 'mathematics Ult. 1120 Illi AU, STUDENTS No. Tested No. Passed 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1061 1844 1566 1946 1735 1950 1694 1863 1620 Percent passed 11 04 __Ofi 07 07 OS OS 11 07 B7 BLACK HALES No. Tested No. Passed 556 395 625 482 665 525 585 462 557 429 619 514 670 536 585 480 EISB4ES 33cd IX n __ 79 21 Q3 13 82 DL\u0026amp;CE-EEMA LBS Ho. Tested No. Passed 631 537 632 649 571 634 539 631 524 635 559 652 548 634 534 Percent Passed___________OS __86 fll 0 3 08 __04 __04 WHIIL. KAIES No. Tested No. Passed 318 293 326 316 294 290 318 296 341 331 314 292 317 293 PgEnS_Paaaed_ _25 u 14. 11 11 11 WHITE FEMMAS No. Tested No. Passed 311 293 330 317 306 300 304 295 309 294 329 316 306 300 304 292 Percent Passed __ OTHER MALES No. Tested No. Passed Percent Passed OTHER FEMALES No. Tested No. Passed Percent Passed IS 11 95 11 96 **24 23 **17 16 1 *20 19 **23 22 **24 23 *18 15 **20 23 18 21 11 111. Jai 11 10 11 Infornatlon by raco/gonder not available for 1987. ** Total of all students in the \"Other\" race category, not reported by gender. The scores were1241 1284. READING 999 i2ifi. - ,99 9B8 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 DISTRICT SUMMARY GRADE 6 MATHEMATICS B9 '011991 lANGUACE ARTS .9871198811,989 11990 1221. i2Bl. 1288 SCIENCE 1909 1282: 'sociKi. sTuniEf. 1900 1282. 1229 1221 AM. STUDENTS No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 1722 1615 1202 999 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 17G5 1157 12GS 1709 11IH ____88 bl ACK MAI.ES No. Touted Ho. pauNftJ P?C?fiDi- Ess?Oil I'tAVK.J-.fHAf.r.S No. Tcr.te-I Ho. P.^uufd Percent Passed KIItTE MALES No. Touted No. Passed PeCSSQt.PS??^ ''iTE tTA!.K5 !Jo. TeiitoU No. Paused PetSSQt., Passed oriiER hai.es No. Tcutct (Io. Pass* d PCS6nt..pa3sed '.THEP? FFHATES No. Tested No. Passed PeCS8IlL.Passe4._i_____ .81 98 90 96 93 09 90 10. 2.0. T4 71. n 78 67 66 73 ___6 0 __66 .70 -.22 553 4 32 535 423 575 483 531 467 553 432 574 494 532 447 550 330 536 327 571 377 533 341 556 317 538 318 572 370 533 352 554 305 \\\u0026gt;I2 593 515 14 311 296 95 270 262 11 *30 28 T9 84 631 562 577 520 88 621 590 89 18 95 78 82 86 81 60 6L 66 _Si _52 _.6\u0026lt;j _.4S a 08 I 602 512 631 562 579 516 618 569 597 4 30 632 468 570 428 621 4U4 602 295 635 337 581 337 617 389 630 19 I S /J! 95 __89 12 JI 72 78 12 __53__50 6: _53 62 69 \u0026lt;\u0026gt;0 295 278 275 264 277 269 308 287 295 273 276 263 276 259 309 269 296 252 276 242 276 238 306 273 295 257 27G 254 276 254 307 280 29!, 263 27 6 2 (.7 96 97 07 05 __go.__06 __09 _41 _44 __91 82 93\n 1 90 308 302 259 254 263 258 270 262 300 296 257 250 2G3 253 260 247 308 204 259 249 2G3 245 269 229 300 262 23G 265 233 270 2 35 111* 98 __90 96 97 96 92 92 96 93 85 __65 __21 18. __0? 82 - 87 **26 25 *22 21 *30 **2C 25 25 **22 21 30 **30 25 **26 23 **22 **31 19 28 **30 21 **26 22 **22 18 **31 27 30 2G 22 -1| 14. .24 100 11 96 9i 93 18. 8.6 12- 7 0 __81 fil __07 U .HO 0 Information by raco/gendcr not available for 1987. Total of 41J students in tt\u0026gt;e \"Other\" race category, not reported by gender. The scores wereI LITTl.E ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PEREORM/d/CE TEST RESULTS 1990-91 DISTRICT SUMMARY CH/.DK 8 Ml SlUin.'-Ti No. N\u0026gt;. 1---- ISJ7 :\nitud Passed 1326 1130 1 9 it 8 RfiAO'lHC\" 1281 \u0026gt;2 a. 1991 . T 1241 1244 MATHEMATICS 1989 1990 an aiL I.ANCUAGE ARTS all as2 190 .1142. l?.8 'science 1?99. -1121 .ail. 1181 'social si-uincs A?29 n6r AUIUIIIMKA'I IvN rAriUNi-Scyfii.:. ._i :u5. VERCEHr PASaiKd Isa? I?09 II t !\u0026amp; I I 1799 1623 1756 1562 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1011 1799 1560 1537 1756 1478 1792 1467 1326 724 1811 1272 1799 1207 1756 1298 1792 1121 1326 866 lull 12/5 1799 1337 1756 1J24 1792 1U2 I 1560 isnu t .192 PercSOl .l-as5s4 No. tested No. Passed Pci 5?r\u0026gt;t Passed 0( ACK .msMl'S No. Tested No. Passed .81 I 5?S 811 Passed . *' i*L9\n.t* t- No. Tui-tcdi i I No. I .Vised' percent Fa?Scd No. Tested No. Passed Percent Passed, 'ZINIH HAI I.: No. T'.: No. iMuJed Pcoent pj.'.ed No. Tested No. Passed ?ccent Pesged ._24 ,_4L 87 83 42. 42. 41 41. 44 _45 _82 4J 41 .54. 70 . -.1^ _3 , fls 8^ 70 90 324 I i 3/5 I 538 541 449 539 426 528 439 538 545 442 539 410 525 405 539 394 547 394 539 372 527 322 542 309 542 358 539 291 529 328 540 540 362 533 293 800 617 537 632 537 89 87 44 41 44 41 44 77 4i 71 41 4 _S5 __iT, _S5 312 303 289 281 267 254 _.9?_. 12. 308 205 261 258 305 299 .94 __JU I :6 40 21 36 42 37 .I_.5at 44 .J. 554 482 598 527 622 523 631 511 550 473 601 511 619 532 635 515 548 318 596 316 622 392 635 292 550 330 603 392 \u0026lt;\u0026gt;16 633 3 12 87 88 Ji Qi 41 44 __S3 iS. _58 _cs 69 ...52 ill 310 301 289 278 267 248 328 299 299 290 261 267 240 328 292 3)1 290 289 272 267 238 328 289 310 295 290 264 2ft7 222 ,96 41 .IS .24 __8.9 88 25 _21 _.83 1 376 354 307 298 261 254 304 292 378 360 300 302 262 254 305 299 376 324 307 261 262 241 305 265 379 309 266 260 239 306 242 I 4i 9 *26 39 23 35 !7_ 44 95 __90 __22 _2fi ____J6. __85 __11_41_______? US .2? 72 I i I 1 411 88 42 39 *50 45 26 *39 42 23 37 **50 25 16 39 31 42 35 50 35 2ft 33 * 42 I 50 34 J5 44 44 44 44 44 44 44 42. 43. 44 65 41 _11J__7a. Inroraation by race/ger.der and \"total test\" not available for 1987. Total ot ali students in the \"Other\" race category, not reported by yonder. The scores wereSTAFF DEVELOPMENT - CERTIFIED STAFF TOTAL NUMBER OF CERTIFIED STAFF Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List Under \"OTHER STAFF DEVELOPMENT\") High Scope Computer Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) These data should * To be completed at the end of the third nine weeks. be for completed staff development activities. Do not include staff development activities scheduled for 4th nine weeks (1991-1992).STAFF DEVELOPMENT SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT PARENT/COMMUNITY RELATIONS OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. be for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office. QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.,TE: 06/18/91 HE: 10:25:51 ELEMENTARY STUDENT SURVEY TOTALS JEST i ON 14 TEXT EXISTENCE (5) (4) (3) \u0026lt;2) (1) AVG IMPORTANCE (5) (4) (3) \u0026lt;2) (1) AVG DIFF RANK 1 People feel safe at this school. 257 378 342 PCT 24.2 35.7 32.3 63 5.9 20 1.9 3.74 313 427 207 29.8 40.7 19.7 85 8.1 17 1.6 3.89 0,15 12 2 Teachers treat students fairly and consistently. 306 341 269 PCT 29.0 32.3 25.5 101 9.6 38 3.6 3.73 363 374 205 34.8 35.9 19.7 74 7.1 27 2.6 3.93 0.20 10 3 Teachers and students have a sense of pride and work together in this school. 384 340 237 PCT 36.4 32.2 22.4 73 6.9 22 2.1 3.93 271 391 263 26.1 37.6 25.3 90 8.7 25 2.4 3.76 0.17- 38 4 Extra learning time is provided for students who need or want it. 383 270 224 124 PCT 36.5 25.8 21.4 11.8 47 4.5 3.78 317 367 232 30.8 35.6 22.5 93 9.0 21 2.0 3.84 0.06 19 5 Students have opportunities to develop leadership skills. 390 270 222 115 PCT 37.1 25.7 21.1 11.0 53 5.0 3.78 304 309 257 134 29.2 29.7 24.7 12.9 37 3.6 3.68 0.10- 32 6 Teachers feel accountable for students who do not understand the work. 367 331 232 PCT 34.9 31.5 22.1 71 6.7 51 4.8 3.84 290 395 227 27.8 37.9 21.8 99 9.5 31 3.0 3.78 0.06- 27 7 Teachers expect low achievers to respond as often as other students. 297 240 246 PCT 28.3 22.8 23.4 132 136 12.6 12.9 3.40 226 268 288 145 107 21.9 25.9 27.9 14.0 10.3 3.34 0.06- 28 6 Slow learners receive as much praise as more advanced students. 299 262 245 147 PCT 28.6 25.0 23.4 14.1 93 8.9 3.50 270 329 248 120 26.4 32.2 24.2 11.7 56 5.5 3.62 0.12 14 9 Students in our school are excited about learning. 171 190 354 226 PCT 16.5 18.3 34.2 21.8 95 9.2 3.11 323 311 210 116 31.7 30.5 20.6 11.4 60 5.9 3.70 0.59 2 10 The school rules are fair. 385 221 227 106 106 PCT 36.8 21.1 21.7 10.1 10.1 3.64 363 323 177 109 35.6 31.7 17.4 10.7 46 4.7 3.82 0.18 11 11 Student work is proudly displayed throughout the school. 352 276 255 100 PCT 34.1 26.7 24.7 9.7 50 4.8 3.75 209 257 302 157 20.6 25.4 29.8 15.5 88 8.7 3.33 0.42- 47 12 Learning is seen as the most important reason for attending school. 725 170 PCT 69.1 16.2 95 39 20 9.1 3.7 1.9 4.46 546 299 126 52.8 28.9 12.2 39 24 3.8 2.3 4.26 0.20- 41 13 Students are treated in ways which encourage failures. success rather than focusing on 327 353 236 78 59 PCT 31.1 33.5 22.4 7.4 5.6 3.77 329 332 249 31.7 32.0 24.0 87 41 8.4 3.9 3.79 0.02 22 U Teachers have the same level of expectations of academic achievement for students of all races. 515 251 153 86 44 PCT 49.1 23.9 14.6 8.2 4.2 4.05 430 309 171 41.4 29.7 16.5 85 44 8.2 4.2 3.95 0.10- 33 15 Students learn to appreciate different life styles in their classes. 279 347 265 101 42 PCT 27.0 33.6 25.6 9.8 4.1 3.69 207 327 282 20.3 32.0 27.6 135 70 13.2 6.9 3.45 0.24- 43 16 Teachers have the same level of expectations for educational accomplishments 502 251 159 72 68 of female as well as male students. 17 There'is encouragement, as well as opportunity, for students of different races and life styles. PCT 47.7 23.9 15.1 6.8 6.5 447 303 177 67 46 PCT 43.0 29.1 17.0 6.4 4.4 18 Students in this school receive equal treatment regardless of race. 486 217 171 93 67 PCT 47.0 21.0 16.5 9.0 6.5 3.99 3.99 3.93 385 319 204 36.9 30.6 19.6 340 342 222 33.0 33.2 21.6 441 301 168 42.9 29.3 16.4 79 56 7.6 5.4 3.86 0.13- 36 80 45 7.8 4.4 3.82 0-17- 39 75 42 7.3 4.1 3.99 0.06 20.TE: 06/18/91 KE: 10:25:51 ELEMENTARY STUDENT SURVEY TOTALS tSTION K TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2\u0026gt; (1) AVG DIFF RANK 9 Teachers use textbooks, materials and different ways fair to students of all races and life styles. of teaching which are 553 274 PCT 52.7 26.1 150 14.3 49 24 4.7 2.3 4.22 362 352 202 34.9 34.0 19.5 85 8.2 35 3.4 3.88 0.34- 45 0 Teachers in this school receive equal treatment. 404 297 185 88 64 PCT 38.9 28.6 17.8 8.5 6.2 3.85 321 337 224 31.6 33.2 22.0 88 8.7 46 4.5 3.78 0.07- 30 1 Custodians in this school receive treatment equal to other staff mecnbers. 408 288 196 64 72 PCT 38.9 27.5 18.7 8.0 6.9 3.83 301 306 256 116 29.1 29.5 24.7 11.2 57 5.5 3.65 0.18- 40 2 Librarians in this school receive treatment equal to other staff members. 601 269 102 48 31 PCT 57.2 25.6 9.7 4.6 2.9 4.29 344 339 221 32.9 32.4 21.1 92 8.8 49 4.7 3.80 0.49- 49 3 Secretaries in this school receive treatment equal to other staff members. 594 254 127 44 27 PCT 56.8 24.3 12.1 4.2 2.6 4.28 353 337 209 90 43 34.2 32.7 20.3 8.7 4.2 3.84 0.44- 48 4 Teachers of all races in this school receive equal treatment. 611 235 113 48 35 PCT 58.6 22.6 10.8 4.6 3.4 4.28 433 303 183 70 37 42.2 29.5 17.8 6.8 3.6 3.99 0.29- 44 5 J am clear about my rights and responsibilities in this school. 598 256 116 50 23 PCT 57.3 24.5 11.1 4.8 2.2 4.30 436 360 158 34 43 42.3 34.9 15.3 3.3 4.2 4.07 0.23- 42 6 If a student has a problem, there are people in this school who will help. 636 192 141 54 31 PCT 60.3 18.2 13.4 5.1 2.9 4.27 531 311 124 47 28 51.0 29.9 11.9 4.5 2.7 4.21 0.06- 29 7 The principal and the assistant principaKs) of this responsive to students needs. school act on and are 523 303 141 54 37 PCT 49.4 28.6 13.3 5.1 3.5 4.15 421 384 164 43 35 40.2 36.7 15.7 4.1 3.3 4.06 0.09- 31 6 Punishment for breaking school rules is handled fairly in this school. 378 258 227 PCT 35.8 24.5 21.5 99 9.4 93 8.8 3.69 389 363 186 71 41 37.0 34.6 17.7 6.8 3.9 3.94 0.25 8 9 Teachers identify discipline problems early and respond quickly and firmly. 304 307 295 PCT 28.9 29.2 28.0 94 8.9 53 5.0 3.67 279 365 260 92 41 26.9 35.2 25.1 8.9 4.0 3.72 0.05 21 Attending a school which has a student body and staff that are racially mixed will be beneficial to my learning experience. 382 293 212 PCT 36.4 27.9 20.2 75 7.1 87 8.3 3.77 310 298 249 97 86 29.8 28.7 23.9 9.3 8.3 3.62 0.15- 37 $1 There are no racial problems in this school. 269 221 262 146 141 PCT 25.9 21.3 25.2 14.1 13.6 3.31 352 285 221 79 75 34.8 28.2 21.8 7.8 7.4 3.75 0.44 5 52 In this school problems are recognized and corrected. 352 304 235 103 PCT 34.2 29.5 22.8 10.0 36 3.5 3.80 330 363 210 77 32 32.6 35.9 20.8 7.6 3.2 3.87 0.07 17 53 Teachers know and treat students as individuals. 357 310 221 PCT 34.3 29.8 21.2 84 8.1 69 6.6 3.77 340 361 204 84 44 32.9 34.9 19.7 8.1 4.3 3.84 0.07 18 34 If a decision made at your to a higher authority. school seems unfair, you have the right to take it 348 192 200 138 172 PCT 33.1 18.3 19.0 13.1 16.4 3.38 356 317 204 83 74 34.4 30.7 19.7 8.0 7.2 3.77 0.39 6 35 learning expectations are communicated to all students. 419 331 182 PCT 40.8 32.2 17.7 69 6.7 27 2.6 4.01 346 358 216 63 37 33.9 35.1 21.2 6.2 3.6 3.89 0.12- 35 36 Parents understand the school's discipline policies and procedures. 433 320 195 PCT 41.1 30.4 18.5 65 6.2 41 3.9 3.98 381 362 191 68 37 36.7 34.8 18.4 6.5 3.6 3.94 0.04- 25h - t lI \\TE: 06/18/91 IME: 10:25:51 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY STUDENT SURVEY TOTALS PACE: 3 PROG: RAS5O3 CSTIOM M TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 7 There are open lines of communication among students, teachers, and the principal's office. 394 328 195 PCT 37.4 31.1 18.5 93 8.8 44 4.2 3.88 344 352 212 33.2 33.9 20.4 84 8.1 45 4.3 3.S3 0.05- 26 8 Information on career opportunities is available to me in this school. 315 237 233 138 121 PCT 30.2 22.7 22.3 13.2 11.6 3,46 273 315 239 128 26.5 30.6 23.2 12.4 74 7.2 3.56 0.10 15 9 All students participate in college entry or college level courses in this school. 145 160 188 154 356 PCT 14.5 16.0 18.7 15.4 35.5 2.58 204 238 200 124 236 20.4 23.8 20.0 12.4 23.6 3.04 0.46 4 0 Extracurricular activities are available to students without discrimination on the basis of sex. national origin, race, or handicapping condition. 441 248 211 PCT 42.0 23.6 20.1 62 87 5.9 8.3 3.85 383 295 219 84 36.8 28.4 21.1 8.1 59 5.7 3.82 0.03- 24 1 All students are provided with opportunities for success and recognition. 432 313 183 PCT 41.5 30.0 17.6 75 39 7.2 3.7 3.98 360 348 223 80 31 34.5 33.4 21.4 7.7 3.0 3.88 0.10- 34 2 Students treat teachers with respect. 209 290 356 139 50 PCT 20.0 27.8 34.1 13.3 4.8 3.44 395 358 183 64 33 38.2 34.7 17.7 6.2 3.2 3.98 0.54 3 3 Teachers treat students with respect. 355 282 231 PCT 34.3 27.3 22.3 91 75 8.8 7.3 3.72 447 330 172 50 27 43.6 32.2 16.8 4.9 2.6 4.09 0.37 7 4 Students treat other students with respect. 151 248 358 190 90 PCT 14.6 23.9 34.5 18.3 8.7 3.17 350 323 230 75 46 34.2 31.5 22.5 7.3 4.5, 3.83 0.66 1 5 Teachers treat other teachers with respect. 668 207 112 PCT 63.7 19.8 10.7 46 15 4.4 1.4 4.39 422 336 179 58 42 40.7 32.4 17.3 5.6 4.1 4.00 0.39- 46 6 Students are satisfied with their progress in school. 278 317 323 PCT 26.5 30.2 30.8 87 45 8.3 4.3 3.66 390 321 224 68 38 37.5 30.8 21.5 6.5 3.7 3.91 0.25 9 7 I enjoy coming to this school. 362 250 264 PCT 34.7 23.9 25.3 79 89 7.6 8.5 3.68 369 316 177 91 61 35.7 30.6 17.1 8.8 7.8 3.77 0.09 16 8 Principals treat students with respect. 589 216 148 PCT 56.5 20.7 14.2 50 39 4.8 3.7 4.21 522 314 131 39 27 50.5 30.4 12.7 3.8 2.6 4.22 0.01 23 9 Students treat principals with respect. 429 299 210 PCT 41.2 28.7 20.2 61 42 5.9 4.0 3.97 476 336 125 52 42 46.2 32.6 12.1 5.0 4.1 4.11 0.14 13s 1 T Ti J r DATE: 06/18/91 IME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS PAGE: PROG: RAS5' aUESTIOH (UH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG DIFF RA' 1 People feel safe at this school. 270 527 PCT 31.0 60.5 61 7.0 8 0.9 5 0.6 4.20 564 265 66.0 31.0 23 2.7 3 0.4 0 0.0 4.62 0.42 2: 2 Teachers treat students fairly and consistently. 226 556 PCT 26.0 64.0 83 9.6 4 0.5 0 0.0 4.15 567 265 66.5 31.1 20 2.3 0 0.0 0 0.0 4.64 0.49 11 3 Teachers and students have a sense of pride and work together in this school. 185 491 163 PCT 21.4 56.8 18.9 23 2.7 2 0.2 3.96 449 356 52.9 42.0 43 5.1 0 0.0 0 0.0 4.47 0.51 1 4 Extra learning tiine is provided for students *rfio need or want it. 271 407 154 PCT 31.1 46.8 17.7 38 4.4 0 0.0 4.04 373 370 101 43.8 43.4 11.9 8 0.9 0 0.0 4.30 0.26 3. 5 Students have opportunities to develop leadership skills. 234 379 220 PCT 26.9 43.6 25.3 34 3.9 2 0.2 3.93 249 383 204 29.3 45.1 24.0 13 1.5 1 0.1 4.01 0.06 5 6 Teachers feel accountable for students who do not understand the work. 318 438 106 PCT 36.6 50.4 12.2 7 0.8 0 0.0 4.22 382 333 132 44.3 38.6 15.3 14 1.6 1 0.1 4.25 0.03 7 Teachers expect low achievers to respond as often as other students. 201 413 211 PCT 23.1 47.5 24.3 40 4.6 4 0.5 3.88 295 393 155 34.3 45.7 18.0 16 1.9 1 0.1 4.12 0.24 3 8 Slow learners receive as much praise as tnore advanced students. 290 407 139 PCT 33.5 47.0 16.1 28 3.2 2 0.2 4.10 436 359 50.9 41.9 59 6.9 2 0.2 0 0.0 4.43 0.33 2 9 Students in our school are excited about learning. 75 425 314 iPCT 8.6 49.0 36.2 53 6.1 1 0.1 3.59 447 352 52.2 41.1 54 6.3 3 0.4 0 0.0 4.45 0.86 10 The school rules are fair. 407 368 PCT 47.2 42.7 68 7.9 15 1.7 4 0.5 4.34 497 311 58.3 36.5 43 5.0 0 0.0 1 0.1 4.52 0.18 4 11 Student work is proudly displayed throughout the school. 463 307 93 PCT 53.3 35.3 10.7 6 0.7 0 0.0 4.41 330 377 141 38.5 44.0 16.5 8 0.9 1 0.1 4.19 0.22- 6 12 Learning is seen as the most important reason for attending school. 407 315 112 PCT 47.1 36.5 13.0 29 3.4 1 0.1 4.27 564 243 66.0 28.5 47 5.5 0 0.0 0 0.0 4.60 0.33 2 13 Students are treated in ways which encourage success rather than focusing on failures. 273 489 99 PCT 31.3 56.1 11.4 9 1.0 1 0.1 4.17 516 299 60.1 34.8 43 5.0 1 0.1 0 0.0 4.54 0.37 2: 14 Teachers have the same level of expectations of academic achievement for students of all races. 451 317 PCT 51.8 36.4 75 8.6 26 3.0 1 0.1 4.36 593 233 68.7 27.0 36 4.2 1 0.1 0 0.0 4.64 0.28 3' 15 Students learn to appreciate different life styles in their classes. 204 440 189 PCT 23.6 50.9 21.8 31 3.6 1 0.1 3.94 278 378 178 32.5 44.2 20.8 20 2.3 1 0.1 4.06 0.12 4\n16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 524 300 PCT 60.1 34.4 41 4.7 7 0.8 0 0.0 4.53 516 278 59.9 32.3 61 7.1 6 0.7 1 0.1 4.51 0.02- 51 17 There is encouragement, as well as opportiriity, for students of different races and life styles. 478 315 PCT 54.9 36.2 64 7.3 14 1.6 0 0.0 4.44 500 295 58.1 34.3 61 7.1 3 0.3 1 0.1 4.50 0.06 55 18 Studer.ts in this school receive equal treatment regardless of race. 451 290 97 PCT 52.1 33.5 11.2 22 2.5 6 0.7 4.33 599 220 69.9 25.7 35 4.1 2 0.2 1 0.1 4.64 0.31 32ATE: 06/18/91 IME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS PAGE: PROG: RAS5C tUE ST I ON UH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4\u0026gt; I (3) (2) (1) AVG DIFF RA\u0026gt; 19 Teachers use textbooks, materials and different Mays of teaching which are fair to students of all races and life styles. 373 396 PCT 42.9 45.6 86 9.9 12 1.4 2 0.2 4.29 449 326 52.3 38.0 78 9.1 4 0.5 2 0.2 4.41 0.12 4 20 Teachers in this school receive equal treatment. 279 370 165 PCT 32.3 42.8 19.1 42 4.9 9 1.0 4.00 538 262 62.7 30.5 55 6.4 2 0.2 1 0.1 4.55 0.55 IC 21 Custodians in this school receive treatment equal to other staff members. 316 396 120 PCT 36.5 45.7 13.9 28 3.2 6 0.7 4.14 411 325 107 48.1 38.0 12.5 11 1 1.3 0.1 4.32 0.18 43 22 Librarians in this school receive treatment equal to other staff members. 543 288 PCT 62.4 33.1 32 3.7 6 1 0.7 0.1 4.57 461 305 88 5 2 53.5 35.4 10.2 0.6 0.2 4.41 0.16- U 23 Secretaries in this school receive treatment equal to other staff members. 522 289 PCT 60.1 33.3 46 5.3 11 0 1.3 0.0 4.52 449 310 88 9 1 4.39 0.13- 62 52.4 36.2 10.3 1.1 0.1 24 Teachers of all races in this school receive equal treatment. 407 303 112 PCT 47.2 35.2 13.0 32 8 3.7 0.9 4.24 540 253 63.5 29.8 55 0 2 6.5 0.0 0.2 4.56 0.32 31 25 I am clear about my rights and responsibilities in this school. 504 291 PCT 57.9 33.4 57 6.6 17 1 2.0 0.1 4.47 526 276 61.5 32.3 50 2 1 5.8 0.2 0.1- 4.54 0.07 5\n26 If a student has a problem, there are people in this school who Mill help. 539 255 PCT 62.0 29.3 64 7.4 11 1 1.3 0.1 4.51 605 219 70.4 25.5 31 3 1 3.6 0.3 0.1 4.65 0.14 46 27 The principal and the assistant principal(s) of this school act on and are 420 345 91 responsive to studenW' needs. PCT 48.6 39.9 10.5 9 0 1.0 0.0 4.35 545 284 63.5 33.1 27 2 0 3.1 0.2 0.0 4.59 0.24 4( 28 Punishment for breaking school rules is handled fairly in this school. 233 400 178 PCT 26.9 46.2 20.6 52 3 6.0 0.3 3.93 539 292 63.1 34.2 21 1 1 2.5 0.1 0.1 4.60 0.67 6 29 Teachers identify discipline problems early and respond quickly and firmly. 191 521 143 PCT 22.1 60.2 16.5 10 0 1.2 0.0 4.03 523 306 61.3 35.9 24 0 0 2.8 0.0 0.0 4.58 0.55 n school which has a student body and staff that are racially mixed 30 Teaching in a ------------------- will be beneficial to student learning experience. 415 355 PCT 48.1 41.2 79 9.2 10 3 1.2 0.3 4.35 376 317 44.1 37.2 133 20 7 15.6 2.3 0.8 4.21 0.14- bi 31 There are no racial problems in this school. 86 313 302 127 27 PCT 10.1 36.6 35.3 14.9 3.2 3.35 381 332 122 4 1 45.4 39.5 14.5 0.5 0.1 4.29 0.94 32 In this school problems are recognized and corrected. 157 456 211 PCT 18.2 52.9 24.5 35 3 4.1 0.3 3.84 433 359 51.3 42.5 50 2 0 5.9 0.2 0.0 4.44 0.60 33 Teachers know and treat students as individuals. 326 451 PCT 37.9 52.4 82 9.5 1 1 0.1 0.1 4.27 487 327 57.3 38.5 36 0 0 4.2 0.0 0.0 4.53 0.26 37 34 If a decision made at your school seems unfair, you have the right to take it to 495 245 B higher authority. WT 57.6 28.5 83 9.7 30 7 3.5 0.8 4.38 446 315 52.6 37.1 82 5 0 9.7 0.6 0.0 4.41 0.03 5\n35 Learning expectations are communicated to all students. 476 332 PCT 55.3 38.6 49 5.7 3 0 0.3 0.0 4.48 521 278 61.9 33.0 43 0 0 5.1 0.0 0.0 4.56 0.08 51 36 Parents understand the school's discipline policies and procedures. 219 446 181 PCT 25.3 51.6 20.9 18 1 2.1 0.1 3.99 511 299 59.9 35.1 42 1 0 4.9 0.1 0.0 4.54 0.55 12(J TE: 06/18/91 ME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEHENTARY TEACHER SURVEY TOTALS PAGE: 3 PROG: RAS501 STION 4 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK There are open lines of communication among students, teachers, and the principal's office. 367 351 118 PCT 42.5 40.7 13.7 22 2.5 5 0.6 4.22 512 296 60.3 34.9 41 4.8 0 0.0 0 0.0 4.55 0.33 30 } Information on career opportunities is available to all students in this school. 123 257 291 108 PCT 15.1 31.7 35.8 13.3 33 4.1 3.40 155 225 245 126 19.3 28.1 30.5 15.7 51 6.4 3.38 0.02- 59 \u0026gt; All students participate in college entry or college level courses in this school. 13 PCT 1.9 34 5.0 59 112 467 8.6 16.4 68.2 1.56 41 6.1 54 71 92 418 8.0 10.5 13.6 61.8 1.82 0.26 38 ) Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. 454 230 95 PCT 54.4 27.5 11.4 29 3.5 27 3.2 4.26 371 261 132 45.1 31.8 16.1 35 4.3 23 2.8 4.12 0-14- 65 All students are provided with opportunities for success and recognition. 498 298 PCT 57.6 34.5 64 7.4 5 0 0.6 0.0 4.49 521 278 61.7 32.9 46 5.4 0 0.0 0 0.0 4.56 0.07 53 Students treat teachers with respect. 39 375 330 111 6 PCT 4.5 43.6 38.3 12.9 0.7 3.38 614 205 72.5 24.2 26 1 3.1 0.1 1 0.1 4.68 1.30 1 3 Teachers treat students with respect. 231 531 96 PCT 26.7 61.4 11.1 6 1 0.7 0.1 4.13 606 220 71.1 25.8 25 1 2.9 0.1 0 0.0 4.67 0.54 13 \u0026gt; Students treat other students with respect. 24 318 422 96 4 PCT 2.836.848.811.1 0.5 3.30 514 278 60.5 32.7 55 3 0 6.5 0.4 0.0, 4.53 1.23 2 i Teachers treat other teachers with respect. 227 501 119 PCT 26.2 57.9 13.8 17 1 2.0 0.1 4.08 548 265 64.2 31.1 39 0 1 4.6 0.0 0.1 4.59 0.51 16 \u0026gt; Students are satisfied with their progress in school. 51 576 223 PCT 5.9 66.9 25.9 11 0 1.3 0.0 3.77 408 373 47.9 43.8 68 3 0 8.0 0.4 0.0 4.39 0.62 6 7 I enjoy coming to this school. 307 443 90 PCT 35.2 50.9 10.3 23 8 2.6 0.9 4.16 508 315 59.1 36.7 32 3 1 3.7 0.3 0.1 4.54 0.38 24 1 Parents are welcome in this school. 695 150 PCT 80.1 17.3 22 2.5 0 1 0.0 0.1 4.77 527 267 61.6 31.2 60 1 1 7.0 0.1 0.1 4.53 0.24- 68 ? Teachers provide parents with information and techniques for helping students learn. 295 467 101 PCT 34.1 53.9 11.7 3 0 0.3 0.0 4.21 407 365 47.4 42.5 83 3 0 9.7 0.3 0.0 4.37 0.16 45 3 Student progress is reported to parents at conferences. 663 196 PCT 76.6 22.7 5 0.6 1 0 0.1 0.0 4.75 573 247 66.9 28.9 36 0 0 4.2 0.0 0.0 4.62 0.13- 63 1 Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. 440 384 PCT 50.7 44.2 40 4.6 3 1 0.3 0.1 4.45 510 313 59.8.36.7 30 0 0 3.5 0.0 0.0 4.56 p.ll 49 2 Parents voluntarily visit the school. 231 280 273 PCT 26.7 32.4 31.6 60 1 9.2 0.1 3.76 328 366 141 14 2 38.5 43.0 16.6 1.6 0.2 4.17 0.41 23 5 Parents irtderstand the school's instructional program. 116 454 256 PCT 13.5 52.9 29.8 31 1 3.6 0.1 3.76 341 389 114 4 0 40.2 45.9 13.4 0.5 0.0 4.25 0.49 19 Teachers treat parents with respect. 560 291 15 PCT 64.6 33.6 1.7 1 0 0.1 0.0 4.62 546 269 42 0 0 63.7 31.4 4.9 0.0 0.0 4.58 0.04- 60JE: 06/18/91 HE: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS P^GE\n4 PROG: RASSOl 'EST! ON H TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) I (3) (2) (1) AVG DIFF RANK 5 Parents treat teachers with respect. 113 567 178 PCT 13.0 65.2 20.5 10 1.2 1 0.1 3.89 513 296 59.7 34.5 50 5.8 0 0.0 0 0.0 4.53 0.64 7 6 Parents and connunity members are involved in school decisions through advisory conrnittees. 211 369 217 PCT 24.6 43.0 25.3 52 6.1 9 1,0 3.84 253 383 188 29.8 45.2 22.2 22 2.6 2 0.2 4.01 0.17 44 7 Parents st4\u0026gt;port the school's instructional program. 132 502 208 PCT 15.3 58.3 24.2 18 2.1 1 0.1 3.86 381 391 44.7 45.9 77 9.0 3 0.4 0 0.0 4.34 0.48 20 8 Parents promote the school's instructional program. 109 412 282 PCT 12.7 48.1 32.9 50 5.8 3 0.4 3.67 315 397 121 37.2 46.9 14.3 13 1.5 0 0.0 4.19 0.52 14 9 Adninistrators are willing to listen to the ideas and feelings of others, even when they disagree. 287 341 187 PCT 33.2 39.4 21.6 37 4.3 13 1.5 3.98 467 325 54.5 37.9 63 7.4 2 0.2 0 0.0 4.46 0.48 21 0 Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 239 495 118 PCT 27.6 57.2 13.6 14 1.6 0 0.0 4.10 397 385 46.3 44.9 76 8.9 0 0.0 0 0.0 4.37 0.27 35 1 When important decisions are made about programs in this school, my ideas are acknowledged. 221 362 208 PCT 25.6 41.9 24.1 55 6.4 17 2.0 3.82 315 390 141 37.0 45.8 16.5 6 0.7 0 0.0 4.19 0.37 26 There is encouragement and personal support among staff members in this school. 284 405 145 PCT 32.8 46.8 16.7 25 2.9 7 0.8 4.07 432 349 50.5 40.6 74 6.6 1 0.1 0 0.0 4.41 0.34 27 Principals treat parents with respect. 608 223 PCT 70.2 25.8 31 3.6 3 0.3 1 0.1 4.65 553 266 64.6 31.1 34 4.0 0 0.0 1 0.1 4.60 0.05- 61 Parents treat principals with respect. 179 539 142 PCT 20.7 62.3 16.4 5 0.6 0 0.0 4.03 501 310 58.6 36.3 43 5.0 0 0.0 1 0.1 4.53 0.50 17 Principals treat teachers with respect. 437 324 PCT 50.4 37.4 60 9.2 19 2.2 7 0.8 4.34 586 245 68.5 28.6 24 2.8 1 0.1 0 0.0 4.65 0.31 33 Teachers treat principals with respect. 430 396 PCT 49.7 45.7 35 4.0 4 0.5 1 0.1 4.44 572 259 66.6 30.2 28 3.3 0 0.0 0 0.0 4.63 0.19 41 Principals treat stixJents with respect. 534 289 PCT 61.4 33.3 43 4.9 3 0.3 0 0.0 4,55 569 258 66.4 30.1 29 3.4 1 0.1 0 0.0 4.62 0.07 54 Students treat principals with respect. 188 467 183 PCT 21.7 53.8 21.1 29 3.3 1 0.1 3.93 580 244 67.9 28.6 30 3.5 0 0.0 0 0.0 4.64 0.71 5TE: 06/18/91 ME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: PROG: RAS50 SUMMARY ESTION M TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) I (3) (2) \u0026lt;n AVG DIFF RAN 1 People feel safe at this school. 462 777 166 PCT 32.3 54.3 11.6 20 1.4 6 0.4 4.16 768 529 55.7 38.3 73 5.3 9 1 0.7 0.1 4.48 0.32 18 2 Teachers treat students fairly and consistently. 321 800 262 PCT 22.6 56.3 18.4 31 2.2 8 0.6 3.98 738 548 53.9 40.0 72 7 5 5.3 0.5 0.4 4.46 0.48 7 3 Teachers and students have a sense of pride and work together in this school. 503 691 203 PCT 35.4 48.6 14.3 19 5 1.3 0.4 4.17 578 637 143 11 1 42.2 46.5 10.4 0.8 0.1 4.29 0.12 36 4 Extra learning time is provided for students uho need or want it. 386 561 342 PCT 27.5 40.0 24.4 88 25 6.3 1.6 3.85 562 592 187 18 3 41.343.513.7 1.3 0.2 4.24 0.39 13 5 Students have opportunities to develop leadership skills. 369 606 353 PCT 26.2 43.0 25.0 66 14 4.8 1.0 3.88 412 642 275 34 2 30.2 47.0 20.1 2.5 0.1 4.04 0.16 35 6 Teachefs feel accountable for students who do not understand the work. 244 576 428 PCT 17.5 41.4 30.7 115 29 8.3 2.1 3.64 456 589 258 42 5 33.843.619.1 3.1 0.4 4.07 0.43 9 7 Teachers expect low achievers to respond as often as other students. 183 471 455 194 33 PCT 13.7 35.3 34.1 14.5 2.5 3.43 268 524 389 102 11 20.7 40.5 30.1 7.9 0.9 3.72 0.29 21 8 Slow learners receive as much praise as more advanced students. 281 493 365 149 34 PCT 21.3 37.3 27.6 11.3 2.6 3.63 505 566 190 32 3 39.0 43.7 14.7 2.5 0.2 4.18 0.55 4 9 Students in our school are excited about learning. 292 661 369 PCT 21.3 48.1 26.9 42 10 3.1 0.7 3.86 632 543 138 8 1 47.8 41.1 10.4 0.6 0.1 4.35 0.49 6 0 The school rules are fair. 466 649 228 PCT 33.4 46.5 16.3 43 11 3.1 0.8 4.08 592 589 153 15 2 43.8 43.6 11.3 1.1 0.1 4.29 0.21 29 1 Student work is proudly displayed throughout the school. 774 411 177 PCT 55.5 29.5 12.7 27 6 1.9 0.4 4.37 434 556 293 49 8 32.4 41.5 21.9 3.7 0.6 4.01 0.36- 62 12 Learning is seen as the most important reason for attending school. 837 436 PCT 60.0 31.2 115 8.2 7 1 0.5 0.1 4.50 625 444 60.4 32,5 89 7 0 6.5 0.5 0.0 4.52 0.02 47 3 Students are treated in ways which encourage success rather than focusing on failures. 448 666 224 PCT 32.3 48.1 16.2 37 10 2.7 0.7 4.08 683 538 50.6 39.9 107 16 5 7.9 1.2 0.4 4.39 0.31 20 14 Teachers have the same level of expectations of academic achievement for students of all races. 464 548 272 PCT 33.6 39.7 19.7 75 20 5.4 1.5 3.98 695 478 139 21 6 51.8 35.6 10.4 1.6 0.6 4.36 0.38 14 i5 Students learn to appreciate different life styles in their classes. 287 616 358 PCT 21.0 45.0 26.2 90 17 6.6 1.2 3.77 331 517 366 100 16 24.9 38.9 27.5 7.5 1.2 3.78 0.01 49 ,6 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 580 604 159 PCT 42.1 43.8 11.5 32 4 2.3 0.3 4.25 587 538 195 24 8 43.4 39.8 14.4 1.8 0.6 4.23 0.02- 51 7 There is encouragement, as well as opportunity, for students of different races and life styles. 491 590 221 PCT 35.7 42.9 16.1 62 11 4.5 0.8 4.08 587 532 182 23 8 44.1 39.9 13.7 1.7 0.6 4.25 0.17 33DATE\n06/18/91 TIME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS SUMMARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) . \u0026lt;3) \u0026lt;2) (1) AVG 18 Students in this school receive equal treatment regardless of race. 483 551 245 PCT 35.3 40.3 17.9 70 5.1 18 1.3 4.03 746 445 56.3 33.6 106 8.0 22 1.7 5 0.4 4.43 19 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 559 609 176 PCT 40.3 43.9 12.7 37 6 2.7 0.4 4.20 608 551 158 45.1 40.9 11.7 26 1.9 5 0.4 4.28 20 Teachers in this school receive equal treatment. 398 681 205 PCT 30.1 51.6 15.5 29 8 2.2 0.6 4.08 489 551 225 37.9 42.7 17.4 19 1.5 7 0.5 4.15 21 Custodians in this school receive treatment equal to other staff members. 327 614 251 PCT 25.7 48.3 19.8 56 22 4.4 1.7 3.91 370 526 303 29.3 41.6 24.0 53 4.2 11 0.9 3.94 22 Librarians in this school receive treatment equal to other staff members. 459 661 141 PCT 35.8 51.6 11.0 16 5 1.2 0.4 4.21 386 542 289 30.5 42.8 22.8 42 3.3 8 0.6 3.99 23 Secretaries in this school receive treatment equal to other staff members. 465 655 132 PCT 36.4 51.3 10.3 22 4 1.7 0.3 4.21 388 518 303 30.8 41.1 24.0 42 3.3 9 0.7 3.97 24 Teachers of all races in this school receive equal treatment. 463 592 187 PCT 35.9 45.9 14.5 37 11 2.9 0.9 4.13 527 498 219 41.5 39.2 17.3 21 1.7 4 0.3 4.20 25 1 am clear about my rights and responsibilities in this school. 649 539 152 PCT 47.3 39.3 11.1 25 8 1.8 0.6 4.30 593 530 185 44.7 39.9 13.9 16 1.2 3 0.2 4.27 26 If a student has a problem, there are people in this school who will help. 649 500 197 PCT 46.7 36.0 14.2 33 11 2.4 0.8 4.25 766 479 57.0 35.6 93 6.9 4 0.3 2 0.1 4.49 27 The principal and the assistant principal(s) of this school act on and are responsive to students' needs. 593 572 176 PCT 42.4 40.9 12.6 41 16 2.9 1.1 4.20 702 516 52.2 38.3 113 8.4 9 0.7 6 0.4 4.41 28 Punishment for breaking school rules is handled fairly in this school. 414 667 244 PCT 29.7 47.8 17.5 52 18 3.7 1.3 4.00 638 548 147 47.3 40.6 10.9 12 0.9 4 0.3 4.33 29 Teachers identify discipline problems early and respond quickly and firmly. 342 596 373 PCT 24.7 43.1 27.0 57 4.1 14 1.0 3.86 571 582 162 42.9 43.8 12.2 11 0.8 4 0.3 4.28 30 Attending a school which has a student body and staff that ere racially mixed will be beneficial to my child's learning experience. 563 484 243 PCT 40.8 35.1 17.6 57 32 4.1 2.3 4.07 485 436 265 36.2 32.5 19.8 104 7.8 50 3.7 3.89 31 There are no racial problems in this school. 162 407 430 242 108 PCT 12.0 30.2 31.9 17.9 8.0 3.20 539 495 196 41.4 38.0 15.0 52 4.0 21 1.6 4.13 32 In this school problems are recognized and corrected. 309 688 315 PCT 22.5 50.1 23.0 52 8 3.8 0.6 3.90 531 614 158 40.3 46.6 12.0 12 0.9 4 0.3 4.25 33 Teachers know and treat students as individuals. 417 680 239 PCT 30.2 49.3 17.3 35 8 2.5 0.6 4.06 607 585 45.4 43.8 127 9.5 13 1.0 5 0.4 4.32 34 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 847 357 128 PCT 61.0 25.7 9.2 37 19 2.7 1.4 4.42 697 473 146 51.9 35.2 10.9 20 1.5 6 0.4 4.36 PAGE: PROG: RAS' 01FF 0.40 0.08 0.07 0.03 0.22- 0.24- 0.07 0.03- 0.24 0.21 0.33 0.42 0.18- 0.93 0.35 0.26 0.06- R 1 1 5 1 2 5'TE: 06/18/91 ME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: 3 SUMMARY PROG: RAS5O2 ESTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG 5 Learning expectations are communicated to all students. IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 6 Parents understand the schools discipline policies and procedures. 7 There are open lines of communication principal's office. among students, teachers, and the 8 Information on career opportunities is available to fny child in this school. 9 All students participate in college entry or college level courses in thi school. s 0 Extracurricular activities are available to students without di\n. . - ------------.w Hiiiluuk uiscrii the basis of sex, national origin, race, or handicapping condition. iscrifnination on 1 All students are provided with opportunities for success and recognition. 2 Students treat teachers with respect. 3 Teachers treat students with respect. 4 Students treat other students with respect. 5 Teachers treat other teachers with respect. 5 Students are satisfied with their progress in school. 7 1 enjoy coming to this school. 8 Parents are welcome in this school. learn'^'\"^ provide parents with information and techniques for helping students 0 Student progress is reported to parents at conferences. 1 Teachers frequently communicate with parents on student areas of strength and weakness. progress and indicate 551 621 162 PCT 40.5 45.6 11.9 601 611 163 PCT 42.7 43.4 11.6 494 592 239 PCT 35.6 42.7 17.2 232 401 371 PCT 17.9 30.9 28.6 77 141 171 25 1.8 3 0.2 4.24 610 561 138 46.2 42.5 10.4 10 0.8 2 0.2 4.33 0.09 39 25 1.8 52 3.7 198 15.2 179 7 0.5 11 0.8 97 7.5 601 PCT 6.6 12.1 14.6 15.3 51.4 502 495 212 PCT 37.8 37.3 16.0 501 592 221 PCT 36.8 43.5 16.2 244 708 379 PCT 17.6 51.2 27.4 352 702 277 PCT 25.6 51.1 20.2 126 582 572 4.26 4.08 3.36 2.07 64 4.8 55 4.1 3.99 38 2.8 9 0.7 4.13 47 3.4 37 2.7 90 6 0.4 5 0.4 16 PCT 9.1 42.0 41.3 6.5 1.2 446 711 162 13 1 PCT 33.5 53.3 12.2 1.0 0.1 219 712 393 44 9 PCT 15.9 51.7 28.5 3.2 0.7 602 569 189 35 13 PCT 42.8 40.4 13.4 2.5 0.9 1082 265 PCT 76.8 18.8 599 502 PCT 42.6 35.7 1037 297 PCT 74.3 21.3 688 494 PCT 48.8 35.0 53 7 2 3.8 0.5 0.1 246 48 10 17.5 3.4 0.7 51 9 1 3.7 0.6 0.1 173 41 14 12.3 2.9 1.0 3.82 3.98 3.51 4.19 3.79 4.21 4.71 4.16 4.69 4.27 600 5 73 157 44.3 42.4 11.6 635 537 145 47.4 40.1 10.8 304 427 318 21 1.6 2 0.1 4.29 0.03 46 19 1.4 4 0.3 4.32 0.24 24 139 24.2 33.9 25.3 11.0 137 183 213 163 70 5.6 443 12.0 16.1 18.7 14.3 38.9 454 475 250 35.2 36.8 19.4 573 565 152 43.3 42.7 11.5 734 500 55.0 37.5 718 510 53.8 38.2 587 558 43.6 41.4 3.60 2.48 0.24 0.41 25 11 89 6.7 92 6.9 183 13.6 595 558 133 72 5.6 39 3.0 3.95 0.04- 53 24 1.8 10 0.8 4.25 0.12 37 10 0.7 13 1.0 14 2* 0.1 4.46 0.64 3 1 0.1 4.44 0.46 8 5 1.0 0.4 4.26 0.75 2 19 4 45.5 42.6 10.2 1.5 0.3 608 575 137 17 3 45.4 42.9 10.2 1.3 0.2 554 565 202 27 4 41.0 41.8 14.9 2.0 0.3 737 468 54.6 34.6 692 515 131 13 2 9.7 1.0 0.1 136 9 1 51.1 38.1 10.1 0.7 0.1 616 448 60.6 33.3 76 5 2 5.6 0.4 0.1 4.31 4.31 4.21 4.42 4.39 4.53 0.12 0.52 0.00 0.29- 0.23 0.16- 38 5 50 61 27 57 , 765 486 56.5 35.9 69 12 2 6.6 0.9 0.1 4.47 0.20 31DATE: 06/18/91 TIME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: PROG: RAS5 SUMMARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2\u0026gt; (1) AVG DIFF R/ 52 Parents voluntarily visit the school. 395 502 416 PCT 28.5 36.2 30.0 66 4.8 9 0.6 3.87 449 550 302 33.4 40.9 22.5 36 2.7 7 0.5 4.04 0.17 53 Parents understand the school's instructional program. 315 675 346 PCT 22.7 48.6 24.9 51 3.7 3 0.2 3.89 459 613 235 34.3 45.8 17.6 25 1.9 5 0.4 4.11 0.22 54 Teachers treat parents with respect. 755 518 PCT 54.2 37.2 108 12 7.7 0.9 1 0.1 4.44 657 543 137 48.7 40.3 10.2 9 0.7 3 0.2 4.36 0.08- 55 Parents treat teachers with respect. 598 650 143 4 PCT 42.8 46.6 10.2 0.3 1 0.1 4.31 664 535 49.5 39.9 130 9 3 9.7 0.7 0.2 4.37 0.06 56 Parents and community members are involved in school decisions through advisory conwittees. 274 518 394 128 27 PCT 20.4 38.6 29.4 9.5 2.0 3.65 407 542 308 42 7 31.2 41.5 23.6 3.2 0.5 3.99 0.34 57 Parents support the school's instructional program. 342 716 278 34 9 PCT 24.8 51.9 20.2 2.5 0.7 3.97 502 576 234 24 1 37.5 43.1 17.5 1.8 0.1 4.16 0.19 58 Parents promote the school's instructional program. 255 640 387 55 11 PCT 18.9 47.5 28.7 4.1 0.8 3.79 423 562 285 44 3 32.1 42.7 21.6 3.3 0.2 4.03 0.24 59 Principals treat parents with respect. 825 439 PCT 58.9 31.3 117 14 6 8.4 1.0 0.4 4.47 696 502 144 8 1 51.5 37.2 10.7 0.6 0.1 4.39 0.08- 60 Parents treat principals with respect. 651 604 PCT 46.7 43.4 124 11 3 8.9 0.8 0.2 4.35 676 517 148 10 2 50.0 38.2 10.9 0.7 0.1 4.37 0.02 61 Principals treat students with respect. 672 543 162 19 3 PCT 48.0 38.8 11.6 1.4 0.2 4.33 688 550 50.6 40.5 111 8 2 6.2 0.6 0.1 4.40 0.07 62 Students treat principals with respect. 456 679 230 24 4 PCT 32.7 48.7 16.5 1.7 0.3 4.11 722 514 53.5 38.1 102 7 5 7.6 0.5 0.4 4.43 0.32ATE: 06/07/91 IME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS5O 24 FOREST PARK ELEMENTARY UESTION UM TEXT EXISTENCE (5) (4) \u0026lt;3) (2) \u0026lt;1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG OIFF RANI 1 People feel safe at this school. 11 12 PCT 47.8 52.2 0 0.0 0 0.0 0 0.0 4.47 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.26 21 2 Teachers treat students fairly and consistently. 6 17 PCT 26.1 73.9 0 0.0 0 0.0 0 0.0 4.26 15 8 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 0.39 11 3 Teachers and students have a sense of pride and work together in this school. 7 15 PCT 30.4 65.2 1 4.3 0 0.0 0 0.0 4.26 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.43 8 4 Extra learning time is provided for students who need or want it. 10 11 PCT 45.5 50.0 1 4.5 0 0.0 0 0.0 4.40 13 7 59.1 31.8 2 9.1 0 0.0 0 0.0 4.50 0.10 37 5 Students have opportunities to develop leadership skills. 8 11 4 PCT 34.8 47.8 17.4 0 0.0 0 0.0 4.17 7 9 6 30.4 39.1 26.1 1 4.3 0 0.0 3.95 0.22- 67 6 Teachers feet accountable for students who do not understand the work. 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.00 48 7 Teachers expect low achievers to resporxi as often as other students. 5 14 4 PCT 21.7 60.9 17.4 0 0.0 0 0.0 4.04 11 9 3 47.8 39.1 13.0 0 0.0 0 0.0 4.34 0.30 17 8 Slow learners receive as much praise as more advanced students. 10 8 4 PCT 43.5 34.8 17.4 1 4.3 0 0.0 4.17 16 7 0 69.6 30.4 0.0 0 0.0 0 0.0 4.69 0.52 7 9 Students in our school are excited about learning. 3 17 3 PCT 13.0 73.9 13.0 0 0.0 0 0.0 4.00 14 8 1 60.9 34.8 4.3 0 0.0 0 0.0 4.56 0.56 6 10 The school rules are fair. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 17 5 1 73.9 21.7 4.3 0 0.0 0 0.0 4.69 0.04- 52 1 Student work is proudly displayed throughout the school. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 10 11 2 43.5 47.8 8.7 0 0.0 0 0.0 4.34 0.39- 68 2 Learning is seen as the most important reason for attending school. 15 6 PCT 65.2 26.1 2 8.7 0 0.0 0 0.0 4.56 20 3 0 87.0 13,0 0.0 0 0.0 0 0.0 4.86 0.30 18 13 Students are treated in ways which encourage success rather than focusing on failures. 9 13 PCT 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 15 8 0 65.2 34.8 0.0 0 0.0 0 0.0 4.65 0.31 16 \u0026gt;4 Teachers have the same level of expectations of academic achievement for students of all races. 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 16 7 0 69.6 30.4 0.0 0 0.0 0 0.0 4.69 0.30 19 15 Students learn to appreciate different life styles in their classes. 6 14 3 PCT 26.1 60.9 13.0 0 0.0 0 0.0 4.13 9 12 2 39.1 52.2 8.7 0 0.0 0 0.0 4.30 0.17 31 16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 16 7 PCT 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 15 8 0 65.2 34.8 0.0 0 0.0 0 0.0 4.65 0.04- 53 7 There is encouragement, as well as opportunity, for students of different end life styles. races 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 16 6 1 69.6 26.1 4.3 0 0.0 0 0.0 4.65 0.26 22DATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS50 024 - FOREST PARK ELEMENTARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1\u0026gt; AVG IMPORTANCE (5) (4) (3) \u0026lt;2\u0026gt; (1) AVG 0 If F RAN 18 Students in this school receive equal treatment regardless of race. 13 10 0 PCT 56.5 43.5 0.0 0 0.0 0 0.0 4.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.22 26 19 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 14 9 0 PCT 60.9 39.1 0.0 0 0.0 0 0.0 4.60 17 5 73.9 21.7 1 4.3 0 0.0 0 0.0 4.69 0.09 38 20 Teachers in this school receive equal treatment. 8 15 0 PCT 34.8 65.2 0.0 0 0.0 0 0.0 4.34 15 7 65.2 30.4 1 4.3 0 0.0 0 0.0 4.60 0.26 23 21 Custodians in this school receive treatment equal to other staff members. 13 10 0 PCT 56.5 43.5 0.0 0 0.0 0 0.0 4.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.22 27 22 Librarians in this school receive treatment equal to other staff members. 19 4 0 PCT 82.6 17.4 0.0 0 0.0 0 0.0 4.82 18 4 78.3 17.4 1 4.3 0 0.0 0 0.0 4.73 0.09- 60 23 Secretaries in this school receive treatment equal to other staff merrbers. 20 3 0 PCT 87.0 13.0 0.0 0 0.0 0 0.0 4.86 19 3 82.6 13.0 1 4.3 0 0.0 0 0.0 4.78 0.08- 57 24 Teachers of all races in this school receive equal treatment. 16 5 2 PCT 69.6 21.7 8.7 0 0.0 0 0.0 4.60 18 4 78.3 17.4 1 4.3 0 0 0.0 0.0 4.73 0.13 35 25 I .nm clear about my rights and responsibilities in this school. 17 6 0 PCT 73.9 26.1 0.0 0 0.0 0 0.0 4.73 15 7 65.2 30.4 1 0 0 4.3 0.0 0.0 4.60 0.13- 64 26 If a student has a problem, there are people in this school *rf)O will help. 16 6 1 PCT 69.6 26.1 4.3 0 0 0.0 0.0 4.65 17 5 73.9 21.7 1 0 0 4.3 0.0 0.0 4.69 0.04 46 27 The principal and the assistant principal(s) of this school act on end are responsive to students' needs. 14 9 0 0 0 PCT 60.9 39.1 0.0 0.0 0.0 4.60 15 8 65.2 34.8 0 0 0 0.0 0.0 0.0 4.65 0.05 44 28 Punishment for breaking school rules is handled fairly in this school. 11 12 0 0 0 PCT 47.8 52.2 0.0 0.0 0.0 4.47 16 7 69.6 30.4 0 0 0 4.69 0.22 28 0.0 0.0 0.0 29 Teachers identify discipline problems early and respond quickly and firmly. 5 18 0 0 0 PCT 21.7 78.3 0.0 0.0 0.0 4.21 18 5 78.3 21.7 0 0 0 0.0 0.0 0.0 4.78 0.57 5 30 Teaching in a school which has a student body and staff that are racially mixed will be beneficial to student learning experience. 14 8 1 0 0 PCT 60.9 34.8 4.3 0.0 0.0 4.56 12 9 52.2 39.1 2 0 0 8.7 0.0 0.0 4.43 0.13- 65 31 There are no racial problems in this school. 3 10 8 2 0 PCT 13.0 43.5 34.8 8.7 0.0 3.60 10 6 4 0 0 45.5 36.4 18.2 0.0 0.0 4.27 0.67 4 32 In this school problems are recognized and corrected. 7 15 PCT 30.4 65.2 1 0 0 4.3 0.0 0.0 4.26 14 8 60.9 34.8 1 0 0 4.3 0.0 0.0 4.56 0.30 20 33 Teachers know and treat students oS individuals. 11 11 PCT 47.8 47.8 1 0 0 4.3 0.0 0.0 4.43 15 8 65.2 34.8 0 0 0 0.0 0.0 0.0 4,65 0.22 29 34 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 15 6 PCT 65.2 26.1 2 0 0 8.7 0.0 0.0 4.56 13 8 56.5 34.8 2 0 0 8.7 0.0 0.0 4.47 0.09- 61 ADATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: J PROG: RAS50 024 - FOREST PARK ELEMENTARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) \u0026lt;1\u0026gt; AVG DIFF RAN' 35 Learning expectations are corrmunicated to all students. 16 7 0 PCT 69.6 30.4 0.0 0 0.0 0 0.0 4.69 16 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0,09 39 36 Parents understand the school's discipline policies arxi procedures. 9 13 1 PCT 39.1 56.5 4.3 0 0.0 0 0.0 4.34 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.35 12 37 There ere open lines of commwiication 8mor\u0026gt;g students, teachers, and the principal's office. 15 7 1 PCT 65.2 30.4 4.3 0 0.0 0 0.0 4.60 14 8 60.9 34.8 1 4.3 0 0.0 0 0.0 4.56 0.04- 54 38 Information on career opportunities is available to all students in this school. 3 9 4 6 PCT 13,6 40.9 18.2 27.3 0 0,0 3.40 6 5 6 3 27.3 22.7 27.3 13.6 2 9.1 3.45 0.05 45 39 All students participate in college entry or college level courses in this school. 0 2 3 2 12 PCT 0.0 10.5 15.8 10.5 63.2 1.73 2 11.1 1 5.6 1 3 11 5.6 16.7 61.1 1.88 0.15 34 40 Extracurricular activities are avciilnble to students without discrimination on the basis of sex, national origin, race, or harxJicapping condition. 11 7 PCT 47.8 30.4 1 3 4.3 13.0 1 4.3 4.04 10 6 5 43.5 26.1 21.7 1 4.3 1 4.3 4.00 0.04- 55 41 All students are provided with opportunities for success and recognition. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.04- 56 42 Students treat teachers with respect. 0 13 10 PCT 0.0 56.5 43.5 0 0.0 0 0.0 3.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 1.22 1 43 Teachers treat students with respect. 8 14 PCT 34.8 60.9 1 4.3 0 0.0 0 0.0 4.30 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.43 9 44 Students treat other students with respect. 0 13 9 PCT 0.0 56.5 39.1 1 4.3 0 0.0 3.52 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 1.21 2 45 Teachers treat other teachers with respect. 10 13 PCT 43.5 56.5 0 0.0 0 0.0 0 0.0 4.43 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.35 13 46 Students are satisfied with their progress in school. PCT 0 19 4 0.0 82.6 17.4 0 0.0 0 0.0 3.82 12 9 54.5 40.9 1 4.5 0 0.0 0 0.0 4.50 0.68 3 47 1 enjoy coming to this school. 11 11 PCT 47.8 47.8 1 4.3 0 0.0 0 0.0 4.43 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.17 3? 48 Parents are welcome in this school. 22 PCT 95,7 1 4.3 0 0.0 0 0.0 0 0.0 4.95 20 3 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 0.09- 62 49 Teachers provide parents with information and techniques for helping students learn. 10 PCT 43,5 13 56.5 0 0.0 0 0.0 0 0.0 4.43 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.17 33 50 Student progress is reported to parents at conferences. 19 4 PCT 82.6 17.4 0 0.0 0 0.0 0 0.0 4.82 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.13- 66 51 Teachers frequently cofniunicate with parents on student progress arxJ indicate areas of strer\u0026gt;gth and weakness. 14 9 PCT 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.00 49DATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS5C 024 - FOREST PARK ELEMENTARY QUESTION NIX TEXT EXISTENCE (5) \u0026lt;4) \u0026lt;3) (2) (1) AVG IMPORTANCE (5) (4) . (3) C2) CD AVG DIFF RAN 52 Parents voluntarily visit the school. 12 10 PCT 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 10 12 43.5 52.2 1 4.3 0 0.0 0 0.0 4.39 0.08- 58 53 Parents understand the school's instructional program. 7 13 3 PCT 30.4 56.5 13.0 0 0.0 0 0.0 4.17 12 11 52.2 47.8 0 0.0 0 0.0 0 0.0 4.52 0.35 14 54 Teachers treat parents with respect. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.00 5C 55 Parents treat teachers with respect. 8 14 PCT 34.8 60.9 1 4.3 0 0.0 0 0.0 4.30 16 6 72.7 27.3 0 0.0 0 0.0 0 0.0 4.72 0.42 10 56 Parents and conwunity members are involved in school decisions through advisory coTOiittees. 8 13 PCT 34.8 56.5 2 8.7 0 0.0 0 0.0 4.26 7 14 30.4 60.9 1 4.3 1 4.3 0 0.0 4.17 0.09- 63 57 Parents support the school's instructional program. 11 11 PCT 47.8 47.8 1 4.3 0 0.0 0 0.0 4.43 11 12 47.8 52.2 0 0.0 0 0.0 0 0.0 4.47 0.04 47 58 Parents promote the school's instructional program. 9 11 3 PCT 39.1 47.8 13.0 0 0.0 0 0.0 4.26 9 13 39.1 56.5 1 4.3 0 0.0 0 0.0 4,34 0.08 41 59 Administrators are willing to listen to the ideas end feelings of others, when they disagree. even 11 10 PCT 47.8 43.5 2 8.7 0 0.0 0 0.0 4.39 15 6 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 0.26 24 60 Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 9 13 PCT 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 12 10 54.5 45.5 0 0.0 0 0.0 0 0.0 4.54 0.20 30 61 When important decisions ar6 made about programs in this school, my ideas are acknowledged. 8 12 PCT 34.8 52.2 2 8.7 1 4.3 0 0.0 4.17 7 13 3 30.4 56.5 13.0 0 0.0 0 0.0 4.17 0.00 51 62 There is encouragement and personal support among staff members in this school. 11 9 3 PCT 47.8 39.1 13.0 0 0.0 0 0.0 4.34 13 8 56.5 34.8 2 8.7 0 0.0 0 0.0 4.47 0.13 36 63 Principals treat parents with respect. 20 3 PCT 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.08- 59 64 Parents treat principals with respect. 12 10 PCT 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.26 25 65 Principals treat teachers with respect. 15 8 PCT 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.08 42 66 Teachers treat principals with respect. 16 7 PCT 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.09 40 67 Principals treat students with respect. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 18 4 81.8 18.2 0 0.0 0 0.0 0 0.0 4.81 0.08 43 68 Students treat principals with respect. 10 13 PCT 43.5 56.5 0 0.0 0 0.0 0 0.0 4.43 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.35 15J5J J 1 E: 06/13/91\nE: 14:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 35 PROG: RAS502 FOREST PARK ELEMENTARY STIOW TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) , (3) (2\u0026gt; \u0026lt;1) AVG Diff RANK People feel s.^fe at this school. 12 9 PCT 52.2 39.1 1 4.3 1 4.3 0 0.0 4.39 13 10 56.5 43.5 0 0.0 0 0.0 0 0.0 4.56 0.17 33 Teachers treat students fairly and consistently. 6 10 6 PCT 27.3 45.5 27.3 0 0.0 0 0.0 4.00 13 10 56.5 43.5 0 0.0 0 0.0 0 0.0 4.56 0.56 6 Teachers and students have a sense of pride and work together in this school. 5 17 PCT 21.7 73.9 1 4.3 0 0.0 0 0.0 4.17 9 13 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 0.17 34 Extra learning time is provided for students who need or want it. 5 9 7 PCT 22.7 40.9 31.8 1 4.5 0 0.0 3.81 5 16 21.7 69.6 2 8.7 0 0.0 0 0.0 4.13 0.32 18 Students have opportunities to develop leadership skills. 6 10 3 3 PCT 27.3 45.5 13.6 13.6 0 0.0 3.86 7 11 4 30.4 47.8 17.4 1 4.3 0 0.0 4.04 0.18 30 Teachers feel accountable for students who do not understand the work. 4 12 5 PCT 18.2 54.5 22.7 1 4.5 0 0.0 3.86 10 7 4 45.5 31.8 18.2 1 4.5 0 0.0 4.18 0.32 19 Teachers expect low achievers to respond as often as other students. 2 12 7 PCT 9.1 54.5 31.8 1 4.5 0 0.0 3.68 7 9 6 31.8 40.9 27.3 0 0.0 0 0.0 * 4.04 0.36 16 Slow learners receive as much praise as more advanced students. 4 8 5 5 PCT 18.2 36.4 22.7 22.7 0 0.0 3.50 12 6 4 54.5 27.3 18.2 0 0.0 0 0.0 4.36 0.86 2 Students in our school are excited about learning. 3 12 8 PCT 13.0 52.2 34.8 0 0.0 0 0.0 3.78 11 10 47.8 43.5 2 8.7 0 0.0 0 0.0 4.39 0.61 6 The school rules are fair. 7 13 PCT 30.4 56.5 2 8.7 1 4.3 0 0.0 4.13 10 11 43.5 47.8 2 8.7 0 0.0 0 0.0 4.34. 0.21' 28 Student work is proudly displayed throughout the school. 10 9 4 PCT 43.5 39.1 17.4 0 0.0 0 0.0 4.26 6 12 5 26.1 52.2 21.7 0 0.0 0 0.0 4.04 0.22- 58 Learning is seen as the most important reason for attending school. 14 7 PCT 60.9 30.4 2 8.7 0 0.0 0 0.0 4.52 12 10 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 0.05- 51 Students are treated in ways which encourage success rather than focusing on failures. 2 18 PCT 8.7 78.3 0 0.0 2 8.7 1 4.3 3.78 11 9 47.8 39.1 2 8.7 0 0.0 1 4.3 4.26 0.48 12 Teachers have the same level of expectations of academic achievement for students of all races. 6 9 5 PCT 27.3 40.9 22.7 1 4.5 1 4.5 3.81 12 7 57.1 33.3 2 9.5 0 0.0 0 0.0 4.47 0.'66 5 Students learn to appreciate different life styles in their classes. 2 10 8 PCT 8.7 43.5 34.8 2 8.7 1 4.3 3.43 5 8 8 22.7 36.4 36.4 1 4.5 0 0.0 3.77 0.34 17 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 7 13 PCT 31.8 59.1 2 9.1 0 0.0 0 0.0 4.22 9 9 3 42.9 42.9 14.3 0 0.0 0 0.0 4.28 0.06 42 There is encouragement, as well as opportunity, for students of different races and life styles. 6 14 PCT 27.3 63.6 2 9.1 0 0.0 0 0.0 4.18 10 9 2 47.6 42.9 9.5 0 0.0 0 0.0 4.38 0.20 29E: 06/13/91 E: 14:59:36 FOREST PARK ELEMENTARY ST I ON TEXT r LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) 1 (3) (2) (1) AVG PAGE: 34 PROG: RAS5O2 OIFf RANK Students in this school receive eqUtil treatment regardless of race. 6 13 3 PCT 26.1 56.5 13.0 1 4.3 0 0.0 4.04 17 4 73.9 17.4 1 4,3 1 4.3 0 0.0 4.60 0.56 9 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 8 12 3 PCT 34.8 52.2 13.0 0 0.0 0 0.0 4.21 14 5 3 60.9 21.7 13.0 1 4.3 0 0.0 4.39 0.18 31 Teachers in this school receive equal treatment. 7 11 4 PCT 31.8 50.0 18.2 0 0.0 0 0.0 4.13 10 6 5 45.5 27.3 22.7 1 4.5 0 0.0 4.13 0.00 49 Custodians in this school receive treatment equal to other staff members. 9 11 3 PCT 39.1 47.8 13.0 0 0.0 0 0.0 4.26 9 6 7 39.1 26.1 30.4 0 0.0 1 4.3 3.95 0.31- 60 Librarians in this school receive treatment equal to other staff members. 9 13 PCT 39.1 56.5 1 4.3 0 0 0.0 0.0 4.34 11 5 6 47.8 21.7 26.1 0 0.0 1 4.3 4.08 0.26- 59 Secretaries in this school receive treatment equal to other staff members. 13 9 PCT 56.5 39.1 1 4.3 0 0 0.0 0.0 4.52 11 4 7 0 1 47.8 17.4 30.4 0.0 4.3 4.04 0.48- 62 Teachers of all races in this school receive equal treatment. 10 11 PCT 43.5 47.8 2 8.7 0 0 0.0 0.0 4.34 12 6 4 0 1 52.2 26.1 17.4 0.0 4.3 4.21 0.13- 53 I am clear about my rights and responsibilities in this school. 7 12 3 PCT 31.8 54.5 13.6 0 0 0.0 0.0 4.18 14 5 3 0 0 63.6 22.7 13.6 0.0 0.0 4.50 0.32 20 If a student has a problem, there are people in this school who will help. 10 10 3 PCT 43.5 43.5 13.0 0 0 0.0 0.0 4.30 12 7 4 0 0 52.2 30.4 17.4 0.0 0.0 4.34 0.04 45 The principal and the assistant prlncipal(s) of this school act on and are responsive to students' needs. 7 13 PCT 31.8 59.1 2 9.1 0 0 0.0 0.0 4.22 13 5 4 0 0 59.1 22.7 18.2 0.0 0.0 4.40 0.18 32 Punishment for breaking school rules is handled fairly In this school. 6 11 4 PCT 27.3 50.0 18.2 1 0 4.5 0.0 4.00 10 8 4 0 0 45.5 36.4 18.2 0.0 0.0 4.27 0.27 24 Teachers identify discipline problems early and respond quickly and firmly. 4 14 3 PCT 19.0 66.7 14.3 0 0 0.0 0.0 4.04 9 7 5 0 0 42.9 33.3 23.8 0.0 0.0 4.19 0.15 37 Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. 11 9 PCT 47.8 39.1 2 8.7 0 1 0.0 4.3 4.26 9 a 5 1 0 39.1 34.8 21.7 4.3 0.0 4.08 0.18- 57 There are no racial problems In this school. 1 8 8 4 1 PCT 4.5 36.4 36.4 18.2 4.5 3.18 8 9 5 0 0 36.4 40.9 22.7 0.0 0.0 4.13 0.95 1 In this school problems are recognized and corrected. 4 14 4 PCT 18.2 63.6 18.2 0 0 0.0 0.0 4.00 7 10 4 1 0 31.845.518.2 4.5 0.0 4,04 0.04 46 Teachers know and treat students as individuals. 4 17 PCT 17.4 73.9 1 4.3 1 0 4.3 0.0 4.04 9 12 39.1 52.2 1 0 1 4.3 0.0 4.3 4.21 0.17 35 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 14 5 PCT 63.6 22.7 2 9.1 1 0 4.5 0.0 4,45 11 7 4 0 0 50,0 31..8-18.2 0.0 0.0 4.51 0.14- 56ME: 06/13/91 IME: U:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 35 PROG: RAS502 24 FOREST PARK ELEMENTARY JESTION JH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 55 Learning expectations are conmunicated to all students. 9 9 4 PCT 40.9 40.9 18.2 0 0.0 0 0.0 4.22 10 8 4 45.5 36.4 18.2 0 0.0 0 0.0 4.27 0.05 43 56 Parents understand the school's discipline policies and procedures. 8 15 PCT 34.8 65.2 0 0.0 0 0.0 0 0.0 4.34 11 9 3 47.8 39.1 13.0 0 0.0 0 0.0 4.34 0.00 50 57 There are open lines of conmunication among students, teachers, and the principals office. 7 15 PCT 30.4 65.2 1 4,3 0 0.0 0 0.0 4.26 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.13 40 58 Information on career opportunities is available to my child in this school. 6 3 6 5 PCT 27.3 13.6 27.3 22.7 2 9.1 3.27 7 6 31.8 27.3 2 6 9.1 27.3 1 4.5 3.54 0.27 25 59 All students participate in college entry or college level courses in this school.. 2 PCT 9.5 0 3 4 12 0.0 14.3 19.0 57.1 1.85 2 9.5 1 3 6 9 4.8 14.3 28.6 42.9 2.09 0.24 26 to Extracurricular activities are available to students without discrimination on th? basis of sex, national origin, race, or handicapping condition. 6 8 3 3 PCT 36.4 36.4 13.6 13.6 0 0.0 3.95 6 7 5 38.1 33.3 23.8 1 4.8 0 0.0 4.04 0.09 41 1 All students are provided with opportunities for success and recognition. 8 10 3 PCT 38.1 47.6 14.3 0 0.0 0 0.0 4.23 10 9 47.6 42.9 2 9.5 0 0.0 0 0.0 4.38 0.15 38 42 Students treat teacher^ with respect. 4 15 4 PCT 17.4 65.2 17.4 0 0.0 0 0.0 4.00 15 7 65.2 30.4 1 4.3 0 0.0 0 0.0 4.60 0.60 7 43 Teachers treat students with respect. 8 12 3 PCT 34.8 52.2 13.0 0 0.0 0 0.0 4.21 14 7 60.9 30.4 2 8.7 0 0.0 0 0.0 4.52 0.31 22 44 Students treat other students with respect. 3 8 11 PCT 13.0 34.8 47.8 1 4.3 0 0.0 3.56 13 6 4 56,5 26.1 17.4 0 0.0 0 0.0 4.39 0.83 5 45 Teachers treat other teachers with respect. 9 13 PCT 39.1 56.5 0 0.0 1 4.3 0 0.0 4.30 13 5 3 59.1 22.7 13.6 0 0.0 1 4.5 4.31 0.01 47 46 Students are satisfied with their progress in school. 2 13 8 PCT 8.7 56.5 34.8 0 0.0 0 0.0 3.73 11 7 5 47.8 30.4 21.7 0 0.0 0 0.0 4.26 0.53 11 47 1 enjoy coming to this school. 12 7 3 PCT 54.5 31.8 13.6 0 0.0 0 0.0 4.40 10 9 45.5 40.9 2 9.1 1 4.5 0 0.0 4.27 0.ISSA 48 Parents are welcome in this school. 20 3 PCT 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 14 6 60.9 26.1 2 8.7 1 4.3 0 0.0 4.43 0.43- 61 49 Teachers provide parents with information and techniques for helping students learn. 12 8 PCT 52.2 34.8 2 8.7 1 4.3 0 0.0 4.34 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.05 44 50 Student progress is reported to parents at conferences. 15 5 PCT 68.2 22.7 2 9.1 0 0.0 0 0.0 4.59 16 5 69.6 21.7 2 8.7 0 0.0 0 0.0 4.60 0.01 48 51 Te.nchers frequently contnunicatc with parents on student progress and irKlicato .areas of strength atxl weakness. 9 12 PCT 39.1 52.2 2 8.7 0 0.0 0 0.0 4.30 14 6 3 60.9 26.1 13.0 0 0.0 0 0.0 4.47 0.17 36ATE: 06/13/91 IME: 14:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 3t PROG: RAS5OJ 24 FOREST PARK ELEMENTARY UCSTION UM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) \u0026lt;2) (1) AVG DIFF RAN 52 Parents voluntarily visit the school. 8 10 3 PCT 34.8 43.5 13.0 2 0 8.7 0.0 4,04 12 7 4 0 52.2 30.4 17.4 0,0 0 0.0 4.34 0.30 23 53 Parents understand the school's instructional program. 2 15 5 PCT 8.7 65.2 21.7 1 0 4.3 0.0 3.78 11 9 3 0 0 47.8 39.1 15.0 0.0 0.0 4.34 0,56 10 54 Teachers treat parents with respect. 15 7 PCT 65.2 30.4 1 4.3 0 0 0.0 0.0 4.60 15 5 3 0 0 65.2 21.7 13.0 0.0 0.0 4.52 0.08- 52 55 Parents treat teachers with respect. 8 12 PCT 36.4 54.5 2 9.1 0 0 0.0 0.0 4.27 16 3 3 0 0 72.7 13.6 13.6 0.0 0.0 4.59 0.32 21 56 Parents and connunity n\u0026gt;efi4\u0026gt;ers are involved in school decisions through advisory connittces. 3 6 8 3 2 PCT 13.6 27.3 36.4 13.6 9.1 3.22 7 9 3 3 0 31.8 40.9 13.6 13.6 0.0 3.90 0.68 4 57 Parents support the school's instructional program. 4 13 4 1 1 PCT 17.4 56.5 17.4 4.3 4.3 3.78 10 8 4 1 0 43.5 34.8 17.4 4.3 0.0 4.17 0.39 14 58 Parents promote the school's instructional program. 2 14 3 2 1 PCT 9.1 63.6 13.6 9.1 4.5 3.63 8 10 4 1 0 34.8 43.5 17.4 4.3 0.0 4.08 0.45 13 59 Principals treat parents with respect. 16 6 PCT 72.7 27.3 0 0 0 0.0 0.0 0.0 4.72 16 4 72.7 18.2 1 1 0 4.5 4.5 0.0 4.59 0.13- 55 60 Parents treat principals with respect. 12 6 PCT 54.5 27.3 4 0 0 18.2 0.0 0.0 4.36 16 4 72.7 18.2 1 1 0 4.5 4.5 0.0 4.59 0.23 27 61 Principals treat students with respect. 12 8 PCT 54.5 36.4 2 0 0 9.1 0.0 0.0 4.45 15 5 68.2 22.7 2 0 0 9.1 0.0 0.0 4.59 0.14 39 62 Students treat principals with respect. 8 13 PCT 34.8 56.5 2 0 0 8.7 0.0 0.0 4.26 17 4 73.9 17.4 2 0 0 8.7 0.0 0.0 4.65 0.39 15DATE: 06/17/91 TIRE: 17:45:09 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE STUDENT SURVEY TOTALS PAGE: PROG: RASS' QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) (3) (2) (1) AVG DIFF RA' 1 People feel safe at this school. 1057 3834 2684 PCT 12.1 44.0 30.8 720 413 8.3 4.7 3.50 2702 3475 1642 31.7 40.7 19.2 510 6.0 207 2.4 3.93 0.43 2. 2 Teachers treat students fairly and consistently. 675 3088 3386 1119 PCT 7.8 35.6 39.0 12.9 409 4.7 3.28 3249 3264 1342 38.3 38.5 15.8 454 174 5.4 2.1 4.05 0.77 3 Teachers and students have a sense of pride and work together in this school. 1021 2548 3296 1382 PCT 11.8 29.4 38.0 15.9 426 4.9 3.27 1925 2986 2509 22.7 35.3 29.6 798 252 9.4 3.0 3.65 0.38 2 4 Extra learning time is provided for students who need or want it. 2332 2275 2191 1302 PCT 27.1 26.4 25.5 15.1 508 5.9 3.53 2535 3060 2059 30.2 36.5 24.5 535 206 6.4 2.5 3.85 0.32 2 5 Students have opportunities to develop leadership skills. 1992 2717 2460 1061 PCT 23.0 31.4 28.5 12.3 414 4.8 3.55 1849 2740 2597 1007 289 21.832.330.611.9 3.4 3.57 0.02 4 6 Teachers feel accountable for students uho do not understand the work. 904 1907 3276 1750 PCT 10.5 22.1 37.9 20.2 807 9.3 3.04 1898 2756 2640 892 323 22.332.431.010.5 3.8 3.58 0.54 7 Teachers expect low achievers to respond as often as other students. 1402 2388 2719 1421 PCT 16.4 27.9 31.7 16.6 644 7.5 3.28 1396 2210 3042 1225 561 16.6 26.2 36.1 14.5 6.7 3.31 0.03 I 8 Slow learners receive as much praise as more advanced students. 1144 2051 2439 1892 974 PCT 13.5 24.1 28.7 22.3 11.5 3.05 2117 2825 2306 25.3 33.8 27.6 714 392 8.5 4.7 3.66 0.61 9 Students in our school are excited about learning. 450 1314 3306 2534 935 PCT 5.3 15.4 38.7 29.7 10.9 2.74 2156 2712 2219 25.8 32.4 26.5 886 396 10.6 4.7 3.63 0.89 10 The school rules are fair. 909 1860 2716 1794 1299 PCT 10.6 21.7 31.7 20.9 15.1 2.91 3001 2574 1789 627 411 35.730.621.3 7.5 4.9 3.84 0.93 11 Student work is proudly displayed throughout the school. 1405 1992 2686 1687 PCT 16.5 23.4 31.6 19.8 737 8.7 3.19 1192 1988 2808 1582 759 14.323.933.719.0 9.1 3.15 0.04- 12 Learning is seen as the most important reason for attending school. 3085 2258 1889 935 PCT 36.1 26.4 22.1 10.9 383 4.5 3.78 3324 2546 1824 39.4 30.2 21.6 502 237 6.0 2.8 3.97 0.19 13 Students are treated in ways which encourage success rather than focusing on failures. 1283 2839 2890 1092 PCT 14.9 33.0 33.6 12.7 492 5.7 3.38 2502 3062 2104 29.6 36.2 24.9 521 258 6.2 3.1 3.83 0.45 14 Teachers have the same level of expectations of academic achievement for students of all races. 2210 2616 2153 1061 PCT 25.7 30.5 25.1 12.4 544 6.3 3.56 3334 2659 1636 39.5 31.5 19.4 507 306 6.0 3.6 3.97 0.41 15 Students learn to appreciate different life styles in their classes. 1097 2672 2928 1269 PCT 12.9 31.4 34.4 14.9 544 6.4 3.29 1470 2508 2708 1172 SOS 17.6 30.0 32.4 14.0 6.0 3.39 0.10 16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 2822 2956 1798 PCT 32.8 34.4 20.9 623 7.2 400 4.7 3.83 2644 2766 2036 31.3 32.7 24.1 613 390 7.3 4.6 3.78 0.05- 17 There is encouragement, as well as opportunity, for students of different races and life styles. 2216 2887 2153 872 PCT 26.0 33.8 25.2 10.2 405 4.7 3.66 2617 2810 2091 31.2 33.5 24.9 574 298 6.8 3.6 3.81 0.15 18 Students in this school receive equal treatment regardless of race. 1788 2458 2368 1174 PCT 21.0 28.8 27.8 13.8 738 8.7 3.39 3650 2528 1443 43.6 30.2 17.2 444 316 5.3 3.8 4.04 0.65TE: 06/17/91 HE: 17:45:09 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE STUDENT SURVEY TOTALS ST ION TEXT EXISTENCE (5) (4) (3) (2\u0026gt; (1) AVG IMPORTANCE (5) \u0026lt;4\u0026gt; (3) (2) (1) AVG 1 5 LJ. CJ PAGE: 2 PROG: RAS505 OIFF RANK Teachers use textbooks, materials and different ways of teaching which are fair to students of all races end life styles. Teacher in this school receive equal treatment. Custodians in this school receive treatment equal to other staff meirbers. Librarians in this school receive treatment equal to other staff members. Secretaries in this school receive treatment equal to other staff menbers. Teachers of ell races in this school receive equal treatment. 5 1 am clear about my rights and responsibilities in this school. j If a student has a problem, there are people in this school who will help. ' The principal and the assistant principaKs) of this school act on and are responsive to students' needs. J Punishment for breaking school rules is handled fairly in this school. ? Teachers identify discipline problems early and respond quickly and firmly. ) Attending a school which has a student body and staff that are racially mixed will be beneficial to my learning experience. I There are no racial problems in this school. 2 In this school problems are recognized and corrected. 5 Teachers know and treat students as individuals. 4 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 5 Learning expectations are communicated to all students. 6 Parents understand the school's discipline policies and procedures. 2472 2939 1983 PCT 28.9 34.4 23.2 1745 2783 2426 760 8.9 387 4.5 3.74 2471 2952 2094 29.5 35.2 25.0 572 6.6 293 3.5 3.80 0.06 38 905 PCT 20,6 32.8 28.6 11,6 1629 2582 2287 1228 PCT 19.2 30.5 27.0 14.5 2642 3049 1778 PCT 31.1 35.9 21.0 2759 3067 1746 PCT 32.6 36.2 20.6 2658 2785 1848 PCT 31.5 33.0 21.9 3051 2615 1732 PCT 35.7 30.6 20.3 2978 2267 2005 644 7.6 578 6.6 724 6.6 746 8.7 883 PCT 34.7 26.4 23.4 10.3 1775 2581 2393 1056 PCT 20.7 30.1 27.9 12.3 534 6.3 750 8.8 372 4.4 312 3,7 430 5.1 394 4.6 442 5.2 773 9.0 1138 2247 2700 1435 1040 PCT 13.3 26.3 31.5 16.8 12.1 1079 2175 3211 1440 PCT 12.6 25.5 37.6 16.9 2311 2598 2059 873 PCT 27,2 30.6 24.2 10.3 1446 1998 2650 1393 3.49 3.36 3.61 3.87 3.77 3.84 3.75 3.41 3.11 2021 2543 2341 843 24.3 30.6 28.2 10.2 1925 2421 2499 948 23.1 29.0 30.0 11.4 1757 2387 2536 996 21.0 28.5 30.3 11.9 1811 2387 2590 901 21.8 28.7 31.1 10.8 2622 2518 2134 31.7 30.4 25.8 3058 2680 1779 36.5 32.0 21.2 3690 2620 1474 43.8 31.1 17.5 2988 3022 1773 35.4 35.8 21.0 2915 2932 1844 34.6 34,8 21.9 556 6.7 542 6.5 699 8.5 626 7.5 3.55 0.06 39 3.50 0.14 35 3.41 3.46 0.40- 0.41- 48 49 593 7.2 413 5.0 3.76 0.01- 43 625 7.3 657 7.7 951 PCT 17.1 23.7 31.4 16.5 11.3 1017 2265 3178 1410 PCT 12.1 26.9 37.7 16.7 1227 2645 2888 1109 PCT 14.5 31.3 34.2 13.1 3.19 3.59 3.18 1890 2761 2622 22.6 33.0 31.4 2223 2305 2200 496 5.9 360 4.3 371 4.4 3.90 0.06 40 556 6.6 586 6.9 2156 1998 1990 1308 1044 PCT 25.4 23.5 23.4 15.4 12.3 1730 2961 2477 863 PCT 20.6 35.2 29.5 10.3 379 4.5 3.21 3.33 3.34 3.57 1665 2765 2487 1140 PCT 19.5 32,4 29.2 13.4 465 5.5 3.47 281a 4.07 3.3 390 262 4.6 3.1 448 284 5.3 3.4 709 380 8.5 4.5 888 729 26.6 27.6 26.4 10.6 8.7 2936 2399 1842 35.5 29.0 22.3 2129 3015 2228 25.8 36.5 27.0 2577 2839 2075 31.0 34.1 24.9 3063 2755 1700 36.7 33.0 20.4 2113 2877 2383 25.6 34.8 28.9 2194 2845 2289 26.3 34.1 27.4 0.32 26 3.95 0.54 16 3.91 3.60 3.52 0.80 0.41 0.07- 3 25 46 598 487 7.2 5.9 617 276 7.5 3.3 547 280 6.6 3.4 503 330 6.0 4.0 591 294 7.2 3.6 685 341 8.2 4.1 3.81 0.65 12 3.73 0.52 17 3.82 3.92 3.71 3.70 0.49 . 0.58 0.14 0.23 18 14 36 29TE\n06/17/91 17:45:09 LITTLE ROCK SCHOOL DISTRICT PAGE: 3 DISTRICT-WIDE STUDENT SURVEY TOTALS PROG: RAS5O3 ZSTION 4 TEXT EXISTENCE (5) (4) \u0026lt;3) (2) (1) AVG IMPORTANCE (5\u0026gt; (4) (3) (2) (1) AVG DIFF RANK ' There are open lines of conwunication among students, teachers, and the principal's office. 1347 2347 2679 1434 PCT 15.9 27.7 31.6 16.9 680 8.0 3.26 2200 2889 2283 26.4 34.7 27.4 648 7.8 316 3.8 3.72 0.46 21 1 Information on career opportunities is available to me in this school. 2258 2447 2208 986 PCT 26.6 28.9 26.1 11.6 575 6.8 3.56 2384 2755 2135 28.7 33.1 25.7 680 8.2 367 4.4 3.73 0.17 32 All students participate in college entry or college level courses in this school. 697 1538 2601 1916 1660 PCT 8.3 18.3 30.9 22.8 19.7 2.72 1710 2311 2402 1011 833 20.7 28.0 29.1 12.2 10.1 3.36 0.64 11 Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. 2685 2473 1924 PCT 31.6 29.1 22.7 831 9.8 577 6.8 3.68 2818 2635 1952 33.8 31.6 23.4 589 7.1 350 4.2 3.83 0.15 34 AU students are provided with opportunities for success and recognition. 1912 2769 2502 878 PCT 22.6 32.8 29.6 10.4 388 4.6 3.58 2440 2877 2207 29.4 34.7 26.6 542 6.5 235 2.8 3.81 0.23 30 Students treat teachers with respect. 747 2043 3393 1601 PCT 8.9 24.2 40.2 19.0 651 7.7 3,07 2419 2798 2044 29.2 33.8 24.7 573 6.9 455 5.5 3.74 0.67 8 Teachers treat students with respect. 954 2301 3018 1393 PCT 11.3 27.3 35.8 16.5 754 9.0 3.15 3001 2757 1783 36.2 33.3 21.5 459 5.5 288 3.5 3.93 0.78 4 Students treat other students with respect. 578 1990 3273 1766 847 PCT 6.8 23.5 38.7 20.9 10.0 2.96 2307 2746 2188 27.9 33.2 26.4 613 7.4 426 3.71 5.1 0.75 6 Teachers treat other teachers with respect. 2456 3065 1982 584 PCT 29.1 36.4 23.5 6.9 343 4.1 3.79 2343 2618 2143 28.3 31.6 25.9 681 8.2 505 6.1 3.67 0.12- 47 Students are satisfied with their progress in school. 908 2234 3553 1175 PCT 10.7 26.4 42.0 13.9 599 7.1 3.19 2845 2681 1973 34.2 32.2 23.7 478 5.7 351 4.2 3.86 0.67 0 1 enjoy coming to this school. 1370 2348 2528 1018 1048 PCT 16.5 28.2 30.4 12.2 12.6 3.23 2756 2298 1765 33.8 28.2 21.6 631 7.7 708 8.7 3.70 0.47 19 Principals treat students with respect. 1720 2384 2262 1066 866 PCT 20.7 28.7 27.3 12.8 10.4 3.36 3386 2684 1429 41.5 32.9 17.5 360 4.4 295 3.6 4.04 0.68 7 Students treat principals with respect. 1344 2342 2606 1226 771 PCT 16.2 28.3 31.4 14.8 9.3 3.27 2688 2534 1717 33.0 31.1 21.1 573 7.0 640 7.9 3.74 0.47 20TE: 06/17/91 ME: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: PROG\nRAS50 SSTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG DIFF RAN' 1 People feel safe at this school. 363 950 PCT 24.9 65.1 120 8.2 21 1.4 6 0.4 4.12 953 436 66.7 30.5 37 2.6 3 0.2 0 0.0 4.63 0.51 24 Teachers treat students fairly and consistently. 277 1005 165 PCT 19.0 69.0 11.3 7 0.5 2 0.1 4.06 956 436 67.0 30.6 35 2.5 0 0.0 0 0.0 4.64 0.58 17\nTeachers and students have a sense of pride and work together in this school. 214 802 364 PCT 14.8 55.4 25.1 65 4.5 3 0.2 3.80 700 622 49.4 43.9 93 6.6 1 0.1 0 0.0 4.42 0.62 12 Extra learning time is provided for students who need or want it. 437 675 277 PCT 30.0 46.3 19.0 68 4.7 2 0.1 4.01 582 633 197 40.8 44.4 13.8 14 1.0 0 0.0 4.25 0.24 45 Students have opportunities to develop leadership skills. 377 652 370 PCT 25.9 44.7 25.4 54 3.7 4 0.3 3.92 406 671 317 28.5 47.2 22.3 28 1 2.0 0.1 4.02 0.10 56 Teachers feel accountable for students who do not understand the work. 396 756 272 PCT 27.2 51.9 18.7 29 3 2.0 0.2 4.03 559 604 241 38.7 41.8 16.7 36 5 2.5 0.3 4.15 0.12 5? Teachers expect low achievers to respond as often as other students. 246 643 424 PCT 16.9 44.3 29.2 129 11 8.9 0.8 3.67 433 654 305 42 3 30.1 45.5 21.2 2.9 0.2 4.02 0.35 31 I Slow learners receive as much praise as more advanced students. 376 641 319 PCT 25.9 44.2 22.0 104 10 7.2 0.7 3.87 666 621 46.5 43.4 134 11 9.4 0.8 0.0 0* 4.35 0.48 2 Students in our school are excited about learning. 83 576 637 154 4 PCT 5.7 39.6 43.8 10.6 0.3 3.39 698 609 48.8 42.6 118 6 0 8.2 0.4 0.0 4.39 1.00 I The school rules are fair. 541 707 165 PCT 37.3 48.8 11.4 28 9 1.9 0.6 4.20 801 532 56.0 37.2 94 2 1 6.6 0.1 0.1 4.48 0.28 4 i Student work is proudly displayed throughout the school. 583 548 265 PCT 40.0 37.6 18.2 57 4 3.9 0.3 4.13 458 654 282 34 4 32.0 45.7 19.7 2.4 0.3 4.06 0.07- 6 ! Learning is seen as the most important reason for attending school. 506 547 301 PCT 34.9 37.7 20.8 90 6 6.2 0.4 4.00 897 445 62.7 31.1 86 2 1 6.0 0.1 0.1 4.56 0.56 1 Students are failures. treated in ways which encourage success rather than focusing on 335 870 230 PCT 23.0 59.7 15.8 21 1 1.4 0.1 4.04 789 552 54.9 38.4 93 2 0 6.5 0.1 0.0 4.48 0.44 , Teachers have the same level of expectations of academic achievement for students of all races. 616 593 190 53 5 PCT 42.3 40.7 13.0 3.6 0.3 4.20 958 415 66.5 28.8 64 4 0 4.4 0.3 0.0 4.61 0.41 i Students learn to appreciate different life styles in their classes. 253 688 418 82 6 PCT 17.5 47.5 28.9 5.7 0.4 3.76 418 636 330 37 7 29.3 44.5 23.1 2.6 0.5 3.99 0.23 . Teachers have the same level of expectations for educational accomplishments of female as well as male students. 778 584 PCT 53.3 40.0 86 10 2 5.9 0.7 0.1 4.45 808 502 56.0 34.8 120 8 4 8.3 0.6 0.3 4.45 0.00 There is encouragement, as and life styles. well as opportunity, for students of different races 692 577 154 32 2 PCT 47.5 39.6 10.6 2.2 0.1 4.32 786 525 54.6 36.5 120 7 2 4.44 0.12 Students in this school receive equal treatment regardless of race. 617 553 215 55 11 PCT 42.5 38.1 14.8 3.8 0.8 4.17 963 392 67.2 27.4 8.3 0.5 0.1 72 5 1 5.0 0.3 0.1 4.61 0.44ll lJ TE: 06/17/91 IE: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: 2 PROG: RAS501 EST ION 1 TEXT EXISTENCE (5) (4) (3) (2) (1\u0026gt; AVG IMPORTANCE \u0026lt;5) (4) 1 (3) (2) (1) AVG DIFF RANk \u0026gt; Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 516 718 186 PCT 35.5 49.3 12.8 28 1.9 7 0.5 4.17 709 585 49.3 40.7 133 9.2 9 0.6 2 0.1 4.38 0.21 47 ) Teachers in this school receive equal treatment. 391 626 301 PCT 27.0 43.2 20.8 105 7.2 27 1.9 3.86 853 460 59.5 33.5 92 6.4 6 0.4 3 0.2 4.51 0.65 10 i Custodians in this school receive treatment equal to other staff members. 427 670 254 PCT 29.7 46.6 17.7 72 5.0 14 1.0 3.99 632 573 188 44.4 40.3 13.2 25 1.8 4 0.3 4.26 0.27 42 Librarians in this school receive treatment equal to other staff members. 785 558 PCT 54.6 38.8 81 5.6 11 0.8 3 0.2 4.46 695 546 166 48.8 38.4 11.7 10 0.7 6 0.4 4.34 0.12- 65 Secretaries in this school receive treatment equal to other staff members. 726 569 PCT 50.4 39.5 122 8.5 23 1 1.6 0.1 4.38 696 532 174 49.0 37.4 12.2 16 1.1 3 0.2 4.33 0.05- 62 Teachers of all races in this school receive equal treatment. 574 563 209 PCT 39.7 38.9 14.4 76 25 5.3 1.7 4.09 875 439 61.5 30.9 103 7.2 3 2 0.2 0.1 4.53 0.44 29 I an clear about my rights and responsibilities in this school. 780 517 PCT 53.5 35.5 115 7.9 42 4 2.9 0.3 4.39 859 466 60.0 32.6 99 4 3 6.9 0.3 0.2 4.51 0.12 54 If a student has a problem, there are people in this school who will help. 841 460 PCT 57.7 32.9 119 6.2 16 1 1.1 0.1 4.47 977 396 68.0 27.6 59 3 4.1 0.2 0.1 1 a 4.63 0.16 49 The principal and the assistant principal(s) of this school act on and ere responsive to students' needs. 569 670 184 PCT 39.3 46.3 12.7 20 5 1.4 0.3 4.22 843 514 58.8 35.9 72 4 0 5.0 0.3 0.0 4.53 0.31 39 Punishment for breaking school rules is handled fairly in this school. 296 669 344 PCT 20.4 47.6 23.8 106 13 7.3 0.9 3.79 855 509 60.0 35.7 56 4 1 3.9 0.3 0.1 4.55 0.76 t Teachers identify discipline problems early and respond quickly and firmly. 234 897 286 PCT 16.2 62.2 19.8 24 1 1.7 0.1 3.92 823 534 58.0 37.7 59 2 0 4.2 0.1 0.0 4.53 0.61 13 Teaching in a school which has a student body and staff that are racially mixed will be beneficial to student learning experience. 666 599 154 PCT 46.1 41.5 10.7 22 3 1.5 0.2 4.31 616 527 227 34 20 43.337.015.9 2.4 1.4 4.18 0.13- 66 There are no racial problems in this school. 114 504 550 216 47 PCT 8.0 35.2 38.4 15.1 3.3 3.29 630 549 206 13 4 44.9 39.2 14.7 0.9 0.3 4.27 0.98 4 In this school problems are recognized and corrected. 190 746 415 PCT 13.2 51.7 28.8 79 12 5.5 0.8 3.70 688 616 48.8 43.7 101 6 0 7.2 0.4 0.0 4.40 0.70 E Teachers know and treat students as individuals. 415 823 190 PCT 28.8 57.2 13.2 9 3 0.6 0.2 4.13 755 574 53.3 40.5 83 5 0 5.9 0.4 0.0 4.46 0.35 57 If a decision made at your school seems unfair, you have the right to take it to a higher authority. i ) 800 413 151 PCT 55.6 28.7 10.5 55 21 3.8 1.5 4.33 734 527 143 13 1 51.837.210.1 0.9 0.1 4.39 0.06 57 Learning expectations are conmunicated to all students. 633 671 PCT 44.0 46.6 125 8.7 11 0 0.6 0.0 4.33 786 534 55.7 37.9 87 3 0 6.2 0.2 0.0 4.49 0.16 5C Parents ixiderstand the school's discipline policies and procedures. 270 739 367 PCT 18.7 51.1 25.4 63 7 4.4 0.5 3.83 787 531 55.2 37.3 106 1 0 7.4 0.1 0.0 4.47 0.64 11TE: 06/17/91 XE: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: PROG: RA iSTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;S) (4) 1 (3) (2) (1) AVG DIFF There ere open lines of conmunication among students, teachers, and the principal's office. ' 1 Information on career opportunities is available to all students in this school. 511 629 234 PCT 35.3 43.5 16.2 61 4.2 12 0.8 4.08 785 534 55.3 37.6 99 7.0 1 0.1 0 0.0 4.48 0.40 339 503 386 PCT 24.3 36.1 27.9 128 9.2 35 2.5 3.70 347 470 25.4 34.4 353 146 25.8 10.7 52 3.8 3.66 0.04- All students participate in college entry or college level courses in this school. 42 146 275 225 542 PCT 3.4 11.9 22.4 18.3 44.1 2.12 126 220 243 159 467 10.4 18.1 20.0 13.1 38.4 2.48 0.36 I Extracurricular activities are available to students without discrimination the basis of sex, national origin, race, or handicapping condition. on 749 439 155 PCT 52.9 31.0 11.0 38 2.7 34 2.4 4.29 627 463 227 45.0 33.3 16.3 49 3.5 26 1.9 4.16 0.13- All students ere provided with opportunities for success and recognition. 703 572 PCT 48,8 39.7 140 9.7 21 1.5 6 0.4 4.34 801 511 56.6 36.1 101 7.1 3 0.2 0 0.0 4.49 0.15 Students treat teachers with respect. 43 629 567 191 PCT 3.0 43.6 39.3 13.2 14 1.0 3.34 966 395 56 68.0 27.8 3.9 2 0.1 2 0.1 4.63 1.29 Teachers treat students with respect. 287 942 203 PCT 19.8 65.1 14.0 14 1.0 1 0.1 4.03 946 421 56 66.4 29.6 3.9 1 0.1 0 0.0 4.62 0.59 Students treat other students with respect. 26 530 708 172 PCT 1.8 36.7 49.0 11.9 10 0.7 3.26 816 497 57.4 35.0 104 7.3 5 0.4 Oa 4.49 0.0 1.23 Teachers treat other teachers with respect. 299 875 237 PCT 20.7 60.5 16.4 33 2.3 3 0.2 3.99 872 475 79 61.1 33,3 5.5 0 0.0 1 0.1 4.55 0.56 Students are satisfied with their progress in school. 54 839 515 PCT 3.7 58.1 35.7 34 2.4 1 0.1 3.63 649 639 125 10 1 45.6 44.9 8.8 0.7 0.1 4.35 0.72 ' I enjoy coming to this school. 449 769 178 PCT 30.9 52.9 12.2 47 12 3.2 0.6 4.09 826 526 78 6 2 57.4 36.6 5.4 0.4 0.1 4.50 0.41 5 Parents are welcome in this school. 1102 300 PCT 75.8 20.6 50 3.4 0 1 0.0 0.1 4.72 838 472 58.6 33.0 117 3 1 8.2 0.2 0.1 4.49 0.23- Teachers provide parents with information and techniques for helping students learn. 375 745 292 PCT 25.9 51.5 20.2 34 1 2.3 0.1 4.00 588 635 195 12 0 41.1 44.4 13.6 0.8 0.0 4.25 0.25 ) Student progress is reported to parents at conferences. 919 427 PCT 63.6 29.5 60 5.5 20 0 1.4 0.0 4.55 837 476 58.8 33.4 105 5 1 7.4 0.4 0.1 4.50 0.05- Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. 535 699 192 PCT 36.9 48.2 13.2 21 3 1.4 0.2 4.20 720 590 50.5 41.3 112 4 1 7.8 0.3 0.1 4.41 0.21 . Parents voluntarily visit the school. 275 415 532 213 11 PCT 19.0 28.7 36.8 14.7 0.8 3.50 479 615 33.7 43.3 282 41 4 19.8 2.9 0.3 4.07 0.57 Parents understand the school's instructional program. 135 674 517 PCT 9.4 46.9 36.0 105 5 7.3 0.3 3.57 517 649 237 14 0 36.545.816.7 1.0 0.0 4.17 0.60 Teachers treat parents with respect. 827 584 34 PCT 57.1 40.3 2.3 2 2 0.1 0.1 4.54 852 493 82 2 59.6 34,5 5.7 0.1 0 0.0 4.53 0.01-TE: 06/17/91 HE\n17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: 4 PROG: RAS501 eSTION TEXT EXISTENCE (5) (4) (3) (2) \u0026lt;1) AVG IMPORTANCE (5) (4) 1 \u0026lt;3) (2) (1) AVG OIFF RANK 5 Parents treat teachers with respect. 138 943 348 PCT 9.5 64.9 24.0 22 1.5 2 0.1 3.82 806 537 56.2 37.4 91 6.3 1 0.1 0 0.0 4.49 0.67 9 6 Parents and comnunity members are involved in school decisions through advisory committees. 274 596 426 PCT 19.1 41.6 29.7 115 8.0 22 1.5 3.68 410 640 318 29.0 45.3 22.5 42 3.0 4 0.3 3.99 0.31 40 7 Parents support the school's instructional program. 167 811 406 PCT 11.6 56.3 28.2 53 3.7 3 0.2 3.75 587 655 173 41.3 46.1 12.2 7 0.5 0 0.0 4.28 0.53 22 ) Parents promote the school's instructional program. 134 650 515 PCT 9.3 45.3 35.9 127 8.9 8 0.6 3.54 494 667 230 34.9 47.2 16.3 23 1.6 0 0.0 4.15 0.61 14 ? Adninistrators are willing to listen to the ideas and feelings of others, when they disagree. even 432 595 310 PCT 29.8 41.1 21.4 81 5.6 30 2.1 3.91 747 553 52.3 38.7 126 8.8 3 0.2 0 0.0 4.43 0.52 23 J Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 328 841 254 PCT 22.6 58.0 17.5 28 1.9 0 0.0 4.01 625 658 149 43.6 45.9 10.4 1 0.1 0 0.0 4.33 0.32 38 Uhen important decisions are made about programs in this school, my ideas are acknowledged. 293 582 391 PCT 20.3 40.2 27.0 129 8.9 51 3.5 3.64 501 651 253 35,2 45.8 17.8 15 1.1 2 0.1 4.14 0.50 25 : There is encouragement and personal support among staff members in this school. 383 674 299 PCT 26.5 46.6 20.7 78 5.4 13 0.9 3.92 656 616 149 46.0 43.2 10.4 6 0.4 Oa 0.0 4.34 0.42 30 Principals treat parents with respect. 933 438 PCT 64.6 30.3 66 4.6 6 0.4 1 0.1 4.59 871 479 61.2 33.6 71 5.0 2 0.1 1 0.1 4.55 0.04- 61 Parents treat principals with respect. 231 914 281 PCT 16.1 63.6 19.6 11 0.6 0 0.0 3.94 785 542 55.1 38.1 96 6.7 0 0.0 1 0.1 4.48 0.54 21 Principals treat teachers with respect. 647 582 166 PCT 44.6 40,1 11.4 42 2.9 14 1.0 4.24 915 457 63.9 31.9 57 4.0 2 0.1 0 0.0 4.59 0.35 36 Teachers treat principals with respect. 597 742 PCT 41.2 51.2 94 6.5 16 1.1 1 0.1 4.32 899 469 62.7 32.7 64 4.5 2 0.1 0 0.0 4.57 0.25 44 Principals treat students with respect. 763 573 PCT 52.6 39.5 104 7.2 10 0.7 1 0.1 4.43 870 487 60.9 34.1 69 4.8 3 0.2 0 0.0 4.55 0.12 55 Students treat principals with respect. 228 774 376 PCT 15.7 53.3 25.9 69 4.8 5 0.3 3.79 894 468 62.6 32.8 64 4.5 2 0.1 0 0.0 4.57 0.78 5ITE: 06/17/91 IME: 17:49:57 1 SUMMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS PAGE: PROG: RAS5C EST ION M TEXT 1 People feel safe at this school. EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) ( 3) (2) (1) AVG 01FF RAK 2 Teachers treat students fairly and consistently. 3 Teachers and students have a sense of pride and work together in this school. 4 Extra learning time is provided for students who need or want it. 5 Students have opportunities to develop leadership skills. 6 Teachers feel accountable for students who do not understand the work. 7 Teachers expect low achievers to respond as often as other students. 8 Slow learners receive as much praise as more advanced students. 9 Students in our school are excited about learning. 3 The school rules are fair. 1 Student work is proudly displayed throughout the school. 2 Learning is seen as the most important reason for attending school. 5 Students failures. are treated in ways which encourage success rather than focusing on 523 1063 305 PCT 26.8 54.5 15.6 373 1107 390 PCT 19.2 57.1 20.1 581 939 360 PCT 30.0 48.5 18.6 512 756 4 78 PCT 26.8 39.6 25.0 475 804 515 PCT 24.7 41.8 26.8 274 734 640 47 2.4 12 0.6 4.04 1041 720 55.1 38.1 114 6.0 13 0.7 1 0.1 4.47 0.43 14 59 11 3.0 0.6 3.91 990 749 52.7 39.8 123 6.5 12 0.6 6 0.3 4.43 0.52 50 7 2.6 0.4 4.05 746 872 39.8 46.5 235 12.5 21 2 1.1 0.1 4.24 0.19 35 131 33 6.9 1.7 3.82 759 791 286 40.7 42.4 15.3 24 5 1.3 0.3 4.21 0.39 16 107 21 5.6 1.1 3.83 555 843 418 29.6 45.0 22.3 52 4 2.8 0.2 4.01 0.18 36 195 52 PCT 14.5 38.7 33.8 10.3 2.7 230 652 615 269 50 PCT 12.7 35.9 33.9 14.8 2.8 327 643 518 249 64 PCT 18.2 35.7 28.8 13.8 3.6 341 819 576 PCT 18.3 43.8 30.8 558 910 344 PCT 29.3 47.8 18.1 870 587 334 PCT 46.1 31.1 17.7 1049 610 206 PCT 55.2 32.1 10.8 544 905 357 115 17 6.2 0.9 67 26 3.5 1.4 80 18 4.2 1.0 33 3 1.7 0.2 67 16 3.51 3.40 3.51 3.72 4.00 4.17 4.40 607 789 374 32.9 42.8 20.3 371 681 559 20.9 38.4 31.5 662 762 297 65 8 3.5 0.4 4.04 0.55 7 139 22 7.8 1.2, 3.69 0.29 24 47 4 37.4 43.0 16.8 2.7 0.2 815 746 229 13 4 45.1 41.3 12.7 0.7 0.2 780 804 235 24 5 42.2 43.5 12.7 1.3 0.3 524 722 454 113 16 28.6 39.5 24.8 6.2 0.9 1121 586 60.3 31.5 140 12 1 7.5 0.6 0.1 4.14 0.63 4 4.30 4.26 3.88 4.51 0.58 0.26 0.29- 0.11 5 27 62 42 5 Teachers have the same level of students of all races. PCT 28.8 47.9 18.9 3.5 0.8 4.00 905 730 49.1 39.6 180 23 7 9.8 1.2 0.4 4.35 0.35 21 Students learn to expectations of academic achievement for 557 762 398 131 28 PCT 29.7 40.6 21.2 7.0 1.5 3.90 924 670 202 30 10 appreciate different life styles in their classes. 50.3 36.5 11.0 1.6 0.5 4.34 0.44 13 349 813 534 138 PCT 18.8 43.8 28.8 7.4 \u0026gt; Teachers have the same level of expectations for educational accomplishments of female as Well as male students. 738 840 253 45 There is e^ouragement, as well as opportunity, for students of different races and life styles. 22 1.2 3.71 430 670 540 154 23 23.736,929.7 8.5 1.3 3.73 0.02 50 8 PCT 39.2 44.6 13.4 2.4 0.4 614 795 351 88 19 PCT 32.9 42.6 18.8 4.7 1.0 4.19 4.01 780 725 301 36 11 42.1 39.1 16.2 1.9 0.6 783 722 273 32 12 43.0 39.6 15.0 1.8 0.7 4.20 4.22 0.01 0.21 51 35fl fl DATE: 06/17/91 TIME: 17:49:57 SUMMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS PAGE\nPROG: RASSf OUeSTION MUM TEXT 18 Students In this school EXISTENCE (5) (4) (3) (2) 19 20 receive equal treatment regardless of race. Teachers'use textbooks, materials end different ways of teaching which fair to students of all races and life styles. ceacning uni ch 583 759 384 PCT 31.2 40.7 20.6 111 5.9 are (1) 29 1.6 AVG 3.94 Teachers in this school receive equal treatment. 691 836 285 PCT 36.6 44.3 15.1 67 3.5 10 0.5 4.12 21 Custodians in this school receive treatment equal to other staff members. 496 936 308 PCT 27.5 51.9 17.1 48 2.7 14 0.8 4.02 400 834 375 99 22 Librarians in this school receive treatment equal to other staff members. PCT 23.0 48.0 21.6 5.7 30 1.7 3.84 571 917 228 27 10 23 Secretaries in this school PCT 32.6 52.3 13.0 1.5 0.6 4.14 receive treatment equal to other staff menbers. 24 Teachers of all races in this school receive equal treatment. 576 899 228 PCT 33,1 51.6 13.1 33 5 1.9 0.3 4.15 596 818 282 52 16 25 I am clear about my rights and responsibilities in this school. PCT 33.8 46.4 16.0 2.9 0.9 4.09 831 748 237 41 12 26 If a student has PCT 44.5 40.0 12.7 2.2 0.6 4.25 a problem, there are people in this school who will help. 814 696 307 58 16 IMPORTANCE (5) (4) I 993 626 54.7 34.5 806 737 43.7 40.0 (5) (2) (1) AVG DIFF RAF 163 9.0 27 1.5 8 0.4 4.41 0.47 11 253 13.7 37 2.0 10 0.5 4.24 0.12 41 652 746 329 36.8 42.1 18.6 482 701 451 27.8 40.5 26.0 502 720 428 32 1.8 14 0.8 4.12 0.10 80 4.6 19 1.1 3.89 0.05 4} 73 28.8 41.4 24.6 4.2 505 696 441 68 18 1.0 17 29.2 40.3 25.5 3.9 1.0 708 673 314 32 12 40.7 38.7 18.1 1.8 0.7 785 719 275 26 3 43.4 39.8 15.2 1.4 0.2 3.92 3.92 4.16 4.24 0.22- 0.23- 0.07 0.01- 59 60 44 52 22 The principal and the assistant principalis) of this school responsive to students' needs. PCT 43.0 36.8 16.2 3.1 0.8 4.18 1034 645 56.3 35.1 146 9 3 7.9 0.5 0.2 4.46 0.28 25 act on end are 717 828 264 67 25 28 Punishment for breaking school rules PCT 37.7 43.6 13.9 3.5 1.3 4.12 929 705 50.5 38.3 187 12 7 is handled fairly in this school. 10.2 0.7 0.4 4.37 0.25 30 495 907 372 85 29 Teachers identify discipline problems early end respond quickly and firmly. PCT 26.2 47.9 19.7 4.5 33 1.7 3.92 846 756 218 20 45.8 41.0 11.8 1.1 6 0.3 4.30 0.38 18 414 785 543 106 23 30 Attending a school which has PCT 22.1 42.0 29.0 5.7 1.2 3.78 757 780 256 17 6 wi11 be beneficial to Te racially mixed my Chud's learning experience. a 737 657 346 91 48 51 There are no racial problems in this school. PCT 39.2 35.0 18.4 4.8 2.6 4.03 41.7 43.0 14.1 0.9 0.3 652 583 379 152 71 35.5 31.7 20.6 8.3 3.9 4.24 3.86 0.46 0.17- 11 58 12 In this school problems are recognized and corrected. 206 522 643 327 140 PCT 11.2 28.4 35.0 17.8 7.6 3.17 706 677 305 66 30 39.6 37.9 17.1 3.7 1.7 4.10 0.93 1 366 902 486 89 12 13 Teachers know and treat students PCT 19.7 48.6 26.2 4.8 0.6 3.81 707 812 250 28 4 as individuals. 39.3 45.1 13.9 1.6 0.2 4.21 0.40 15 498 920 380 65 12 54 If 3 decision made at your school seems unfair to a himhmir sH.ke.i.,. * PCT 26.6 49.1 20.3 3.5 0.6 3.97 802 801 204 43.8 43.8 11.1 18 5 1.0 0.3 4.29 0.32 23 to a higher authority. you have the right to take it 1088 509 194 67 PCT 57.6 27.0 10.3 3.5 30 1.6 4.35 933 645 228 25 7 50.8 35.1 12.4 1.4 0.4 4.34 0.01- 53 1 1 1 DATE: 06/17/91 TIME: 17:49:57 SUMMARY DISTRICT PARENT SURVEY TOTALS PAGE: PROG: 41AS5( QUESTION NUM TEXT 35 Learning expectations are communicated to all students. EXISTENCE (5) (4) (3) \u0026lt;2) (1) AVG IMPORTANCE (5) (4) (3) (2) 36 Parents ii)derstand the school' s discipline policies and 674 848 284 PCT 36.3 45.7 15.3 47 2.5 4 0.2 4.15 37 There are open lines of communication principal's office. procedures. 817 750 226 45.0 41.3 12.5 18 1.0 38 Information 39 (1) AVG DIFF RAI ernong students, teachers, and the on career opportunities is available to ny child in this school. participate in college entry or college level courses in this 764 832 260 PCT 39.9 43.4 13.6 604 817 353 PCT 32.0 43.3 18.7 359 591 509 PCT 19.9 32.8 28.2 45 15 2.3 0.8 4.19 804 772 246 43.4 41.7 13.3 26 98 17 5.2 0.9 235 110 13.0 6.1 4.00 3.47 818 756 214 4 0.2 4.29 0.14 3i 5 1.4 0.3 4.26 0.07 45 38 44.6 41.2 11.7 2.1 470 618 431 160 26.8 35.2 24.5 9.1 7 0.4 4.27 0.27 26 40 Extracurricular activities are available to students sex, national origin, 131 250 331 271 665 PCT 7.9 15.2 20.1 16.4 40.4 2.33 the basis of 41 All students race nr discrimination on race, or handicapping condition. are provided with opportunities for 686 692 303 PCT 37.5 37.8 16.5 89 61 4.9 3.3 4.01 success and recognition. 623 803 353 62 42 Students treat teachers with respect. PCT 33.5 43.2 19.0 3.3 17 0.9 4.05 43 Teachers treat students with respect. 296 918 564 88 PCT 15.7 48.8 30.0 4.7 16 0.9 3.73 417 943 438 66 44 Students treat other students with respect. PCT 22.3 50.3 23.4 3.5 9 0.5 3.90 153 743 812 150 45 Teachers treat other teachers with respect. PCT 8.1 39.4 43.1 27 8.0 1.4 3.44 46 Students are satisfied with their 556 994 241 PCT 30.6 54.6 13.2 26 2 47 I enjoy coming to this school. progress in school. 258 935 604 1.4 0.1 4.14 67 PCT 13.7 49.7 32.1 3.6 16 0.9 3.71 48 Parents are welcome in this school. 737 791 308 PCT 38.4 41.3 16.1 57 24 3.0 1.3 4.12 77 4.4 3.70 0.23 32 49 Teachers provide learn. parents with information and 1357 443 102 15 PCT 70.7 23.1 5.3 0.8 )0 Student progress is reported to parents techniques for helping students 2 0.1 4.63 at conferences. 693 659 405 125 PCT 36.2 34.4 21.1 6.5 33 1.7 3.96 259 336 321 220 479 16.0 20.8 19.9 13.6 29.7 641 652 353 36.0 36.6 19.8 769 743 256 42.4 41.0 14.1 961 702 151 52.4 38.3 8.2 959 698 150 2.79 0.46 12 91 5.1 45 2.5 3.98 0.03- 54 31 13 1.7 0.7 4.22 0.17 37 14 7 0.8 0.4 4.41 0.68 3 18 2 52.5 38.2 8.2 1.0 0.1 776 745 288 26 42.1 40.4 15.6 1.4 794 758 207 29 44.2 42.2 11.5 1.6 815 765 226 23 4.41 0.51 9 8 0.4 6 0.4 7 44.4 41.7 12.3 1,3 0.4 728 755 316 45 9 39.3 40.7 17.1 2.4 0.5 948 662 222 18 2 51.2 35.7 12.0 1.0 0.1 874 720 238 19 2 47.238.912.8 1.0 0.1 4.22 4.28 4.28 4.15 4.36 4.31 0.78 0.14 0.57 0.03 0.27- 0.35 2 39 6 49 61 22 '1 Teachers frequently communicate with parents areas of strength and weakness. on student progress and indicate 1214 476 PCT 63.9 25.1 132 54 23 7.0 2.8 1.2 4.47 1031 631 55.9 34.2 163 12 7 8.8 0.7 0,4 4.44 0.03- 55 773 656 324 118 PCT 40.3 34.2 16.9 6,1 49 2.6 4.03 975 687 52.5 37.0 171 21 4 9.2 1.1 0.2 4.40 0.37 19DATE: 06/17/91 TIME: 17:49:57 SUKMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS QUESTION NUM TEXT 52 EXISTENCE \u0026lt;5) (4) (3) (2) 53 54 55 Parents voluntarily visit the school. Parents understand the school's instructional program. Teachers treat parents with respect. Parents treat teachers with respect. 56 Parents and coninunity menbers advisory conmittees. are involved in school decisions through 57 Parents si^rt the school's instructional program. 58 Parents promote the school's instructional program. \u0026lt;1) AVG IMPORTANCE (5) (4) \u0026lt;3) (2) \u0026lt;1J AVG 59 Principals treat parents with respect. 60 Parents treat principals with respect. 61 Principals treat students with respect. 62 Students treat principals with respect. 455 646 617 PCT 24.0 34.1 32.6 376 917 493 PCT 19.8 48.4 26.0 940 757 PCT 49.4 39.8 748 923 PCT 39.3 48.5 148 7.8 26 1.4 3.71 . 577 713 457 31.4 38.8 24.9 74 4.0 15 0.8 3.96 99 5.2 11 0.6 3.81 599 828 361 32.6 45.1 19.7 41 2.2 7 0.4 4.07 178 9.4 22 1.2 4 0.2 4.37 871 749 207 47.2 40.6 11.2 16 4 0.9 0.2 4.33 215 11.3 12 0.6 4 0.2 4.26 872 740 210 17 5 47.3 40.1 11.4 0.9 0.3 4.33 330 696 561 191 56 PCT 18.0 37.9 30.6 10.4 3.1 415 981 418 54 14 PCT 22.1 52.1 22.2 2.9 0.7 314 850 563 99 PCT 17.0 46.1 30.5 5.4 1044 650 PCT 54.6 34.0 809 862 PCT 42.7 45.5 180 26 3.57 3.91 543 739 441 64 12 30.241.124.5 3.6 0.7 665 779 353 34 2 36.342.519.3 1.9 0.1 3.96 4.12 18 1.0 3.72 549 760 425 63 7 30.4 42.1 23.6 3.5 0.4 3.98 11 9.4 1.4 0.6 4.40 921 701 216 14 1 49.7 37.8 11.7 0.8 0.1 4.36 194 24 5 10.2 1.3 0.3 810 792 257 36 11 PCT 42.5 41.6 13.5 1.9 0.6 554 908 360 65 6 PCT 29.3 48.0 19.0 3.4 0.3 4.29 4.23 4.02 891 715 227 16 4 48.1 38.6 12.3 0.9 0.2 922 734 188 14 3 49.5 39.4 10.1 0.8 0.2 949 698 178 14 8 51.4 37.8 9.6 0.8 0.4 4.33 4.37 4.38 5 PAGE: PROG: RASSC DIFF 0.25 0.26 0.04- 0.07 0.39 0.21 0.26 0.04- 0.04 0.14 0.36 RAK 31 28 56 46 17 34 29 57 48 40 20I / Nomn I 1 Hoorn 105 Office Room 110 Faulkner Kindergarten Ashley S. Lusby Moore Kindergarten r~pn I Speech I I Restroom fl s I s 13 S! El IB Room 103 Dooms Grade 2 Room 102 Kearney Grade 2 Room 101 Machen Grade 2 I*? r Ai Restroom Room 111 Cajetorium K i tchen Cole Harris Rogers Room 115 Turner Grade 1 Wenger r Room 112 Alexander Computer Lab Roon 114 jWhite Grade I V\\un+ Musi c. Tr\u0026lt;ult\u0026lt;NORHI 1 FAM liJ\n.fc Room 205 Col1i ns Grade 4 Room 204 I Clements Grade 4 Room 203 B o y q e Med i a Center Room 202 Wallace Grade 6 Room , '2O6 \u0026gt; ^oom 207\noom 210 Room 211 Room 212 I? Gord o-n G h a n t Sp,. Res . Stair Boys Girls Jtair J \"htlies PAL ReajdJ p^L ing Math borkroom T Lounge Staff A Attic Room 201 L eml g Grade 6 ' E'zans Counsel 1 Robinson Grade T Room 213 Combs ! Stair Girls ' Boys Roon 217 Wilson Grade 5 / Stair Holmes Room 214 Russel 1 Grade 3 Room 215 J enk i ns Grade 3 Roon 216 Capps Grade 5 I IMarch 25, 1996 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Dear Ms, Brown\na , (PC iWa. received M- 2 r Office of Desesfesauc, 'icriiiCiinc Many parents, teachers and staff at Forest Park Elementary School have expressed an interest in school uniforms for our students. It is our objective to conduct a fair and unbiased survey of any interest in a school-wide uniform policy . A committee is being formed to assess the information gathered. A tentative schedule and our intent have been outlined as follows: 1) April 1 - PTA meeting to be held at Forest Park at which the research data and the concerns of parents and faculty members regarding implementation of a uniform policy will be addressed. 2.) April 2 - Survey to assess the interest in or opposition to a School Uniform Policy to be sent to all parents. 3.) April 11, 6:30 pm - Meeting to be held at Forest Park with open discussion concerning uniform policy and style show/presentation of possible uniform choices. 4.) April 15 - Official Ballot forms to be sent to ail parents, including pre-registered parents, to be returned by April 18. 5.) April 25 - If approved by parental vote, committee members will request to come before the Little Rock School Board to present results and seek approval. If you have any concerns or recommendations, please contact Beth Munsey or Paige Rystrom. Thank you for your consideration of this matter. Sincerely, Paige Rystrom 666-5444 Beth Munsey 664-1936 cc\nKatherine Mitchell, Michael Daugherty, Judy Magness, John Rigss, Linda Pondexter, Pat Gee, Sue Strickland, Dr. Henry Williams, Virginia Ashley, Laura Doramus, Mim Hundley, John WalkerArkansas Democrat (gazette WEDNESDAY, JUNE 9, 1993 Copyngnt 5 1993, UWe Rock Newspapers. Inc. ARKANSAS TIMES APRIL 21.1994 j The Arkaiisas REPORTER - i WHITES NEED NOT APPLY At one LR school, desegregahon proves loo successful. BY JUDITH M. GALLMAN D *anny Johnson wauled his son Io attend Pulaski llcighls Junior High School next year, but Ihere's no room for his son at Ihe school bccaii.se hc'.s while. That's what die school told Johnson on MarchZI whenhcwenttopre-regislerhis II- year-old son Jeremy for next year. It seems die Pulaski I Icighls parents and school officials have Ikcii so successful al rcciuiling whiles dial theirenrollmcntnowrunsafoulof court-ordered racial guidelines. Uie result is a supreme irony in a majority black school district that ha.s struggled for years to hold while parents. Denied admission Io Pulaski Heights, Johnson says he is planning Io buy a house in Conway and enroll his children dicie next year, continuing a ticiid dial has seen Conway explode with whiles fleeing Little Rock. Ralph Hoffman, the principal of Pulaski llcighls Junior High School, says the school has swung from a luiiior high that was roughly 65 Io 67 iKiceiil black in 1988 to a school that's 54 Io 5.5 percent black now. Based on pre-regisiration figures for next year, however, Ihedislrict projects the junior high will Ik 51.8 percent black, which, the disli ict says, nican.s loo few black students will Ik enrolled. The projection pronipled Dr. Russ Mayo, associate supcrinlendcnt for desegregation. Io draft a memo saying that sludenis who pre- rcgislcrcd on or after May 14 will be assigned by Ihe Sludeiil Assignment Office. \"Basically, we will reserve vacant seats for black students while nonblack students will receive allernale assignments,\" Mayo wrote in die mciiio. \"Students who cannot be assigned will Ik placed on wailing lists.\" The memo also went to four eleiiKiitary schools, Terry, PulbrighI, Forest Park and OllcrCrcck, Mayo said, iKcaiisc all will likely sliplKlow die coiiil-appiovcdiiiinimiiin black enrollmenl |Kicenlage. Jefferson doesn't meet die minimum but a memo wasn't sent there. The school district decision is at variance, however, with the federal court's Office of Desegregation Monitoring. Ann Brown, federal monitor, says the minimum black enrollment should not fall below 40 (Krccnt for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 iKrcent for elementary schools, but he insists the minimum for junior highs is 52.5 pcrceiiL More importantly, Brown believes diecourt intended to set racial guidelines, not quotas. Mayo see.s lliem as a quota from which the dish ict may not stray. Mayo said Ihe freeze is a temporary measure that may be lifted once Ihedislrict has a clear understanding of next year's enrollment. Though the policy ap|)ears to stale otlierwise, Mayo said the district does not intend to exclude while studeiiLs who are rightful residents of a school's attendance zones, only those who live outside llic iillcn- dance zone. But at the same lime, he says only that those in tlie zone will lie pul on Ihe waiting list. He also says Ihe district wants Io lie sure all sludenis in a scliool righlfully deserve Ilie assignments. \"I'm told that it has nol been watched a.s carefully by the Student Assignment Office in die past,\" Mayo said. We cannot continue ignoring the plan or the court.\" Brown said the disU ict should look al oilier options beforeexcluding while patents, whose loss could harm Ihe racial composition of Ilie whole disti icl. One option is adding poitable buildings, allhough dial's impossible foi some of the schools and Mayocounlers such additions peipetuale dual education. Some school patrons, parents and teachers worry dial die policy will drive whiles Io private schools or other cides. \"There's no such thing as a school loo white in Little Rock,\" one parent said. But die School District has now ruled odierwise. And the result may Ik at least two more transfers to Conway. PERCENTAGE OF BLACK STUDENTS 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 Jelferson Elementary School 40.4 percent Oller Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 scliool 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 percentage)! indicate what percentage of the student body is expected Io be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs i.s in dispute. The district seLs the limit al 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat ^(i^azettc | THURSDAY, JUNE 15,__1995 Vote on closing 2 schools put off The Little Rock School Board wont vote until June 22 on closing two elementary schools next fall and employing a private\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_568","title":"Little Rock Schools: Fulbright 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":["1991/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Fulbright Elementary School (Little Rock, Ark.)","Educational statistics","School facilities","School management and organization"],"dcterms_title":["Little Rock Schools: Fulbright 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/568"],"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 SCHOOL PROFILE 1991-92 SCHOOL: Fin.BRTGHT EI school GRADES: -Kindergarten - Sixth PRINCIPAL: Mac Huffman Race/Gender w/M ASSISTANT PRINCIPAL(S): Race/Gender iaiiai\ni I Beverly Jones B/F fI TABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2. Enrollment: - School ' - Special Services - Class/Course -I- I 3. Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) I 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) I I 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School Plant iCERTIFIED PERSONNEL POSITION Administrator(si Classroom Teachers 1 Counselor(s) Librarian(s) Reading (Compensatory/ ___Remedial) Mathematics (Compensatory/ ___Remedial) Gifted (Elementary only) Speech Theraoist Qth^r TOTAL WHITE BLACK MALE 1 i 1 FEMALE HALL FEMALE 1 17 i 1 1 1 3 0 Q y H 5 H TOTAL MALE FEMALE 2 A 1 1 1 8 0 0 22. 1 1 I_____ 1 2 1 3 I 34 Advanced Placement/Honors/Olfted/Enrlched (Secondary only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Ehriched classes. ACADEMIC AREA (English, History, etc) WHITE male FEMALE BLACK MALE- zsmalE g-T H E R llALE FEMALE total TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.POSITION SUPPORT PERSONNEL WHITE MALE FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL I Attendance Clerk Cafeteria Workers 3 2 5 Custodians 2 2 4 Instructional Aides 1 1 2 4 Media Clerk A 1 1 Nurse 1 1 Registrar 1 1 Secretary i 1 Security Officerfs) Social Workerfs) I Superyision Aides r 1 1 Other I I 1 i 1 . I I total J. 10 22 4 The official date for staffing information is October 1, 1991, \u0026lt; i Complete and return to Planning, Research, and Eyaluation office.STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F None TOTAL Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F I I TOTAL Duplicate if needed. 1SCHOOL ENROLLMENT GRADE LEVEL WHITE BLACK OTHER MALE 22 12 22 23 14 14 14 FEMALE 12 21 15 17 18 IZ 2Z MALE 11 16 22 14 11 12 14 FEMALE lA 18 19 10 23 21 IQ. MALE FEMALE TOTAL 60 75 81 65 66 77 SC TOTAL 114 122. 114 114 506 PERCENT ENROLLMENT - SPECIAL SERVICES WHITE BLACK OTHER MALE FEMALE SPECIAL ED. Self Contained MALE FEMALE MALE FEMALE TOTAL K 1 2 3 A A 4 1 2 2 4 1 1 1 2 2 3 3 1 3 1 4 1 4 8 8 I I Resource Room 3 2 7 3 15 Speech/Vision or Hearing Impaired, etc. 4 6 3 4 17 Indirect Services 1 2 1 4 *GIFTED/TALENTED 31 27 5 15 5 83 REMEDIAL/ COMPENSATORY 4 TOTAL 16 10 47 32 105 58 46 65 58 5 232 PERCENT * Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 Page 1 of 2 SCHOOL Fulbright Elementary PRINCIPAL Mac Huffman GRADE ROOM TEACHER'S GENDER/RACE WHITE CLASS ENROLLMENT BLACK OTHER MALE FEMALE MALE FEMALE MALE FEMALE '* TOTAL 20 20. IQ 2i 7. Id 11 lA 14 15- lA 12 la lA 20 21 77 W. Ai Ai 2. 2. 2. 21 25 21 20. 20 22 22 22 2k 21 22 2A 25- 25 25 ____Sx TOTAL 23 -25- K K K 1 1 1 2 2 7 3 A A k k A A A A A 1 2 A A k 1 A A F F F F F F F F F F F F F F F F . F F F M F W W W W W W W W B W W w B B A W M C 0 7 7 8 6 1 6 6 5 7 2 0 A A A A A A A 2 A 1 T I N 3 A A k A A A 1 A A 1 A A A k k 9 9 U E D . 5 k k A A A A A k A A k A k k 5 1 6 6 A k k A k A A A A 3 A A 2 A A k A A . .P A t\nE 2 1 1 7 1 1 1 1 1 211 Do not include teachers of pull-out classes (art, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 Page 2 of 2 SCHOOL Fulbright Elementary PRINCIPAL Mac Huffman GRADE ROOM TEACHER'S GENDER/RACE Ji Ji WHITE MALE CLASS ENROLLMENT FEMALE 10 BLACK OTHER MALE FEMALE MALE FEMALE TOTAL 25 TOTAL 136 134 115 112 506 Do not include teachers of pull-out classes [art, List each class separately. education, etc.). music, physical 24 A Z J 1 2 6 2 4 2 8 4 5 The official date for enrollment data is October 1, 1991. Duplicate if needed.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex. II . ~i I 1 Do not send to Planning, Research, and Evaluation office.t. I ATTENDANCE DATA Please insert or have available current attendance data for\nStaff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. i WITHDRAWALS\nGRADE LEVEL WHITE MALE FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL K 1 1 1 1 1 2 4 2 3 4 5 1 1 1 1 3 1 5 2 2 1 1 2 4 3 I .. iroTAL__ 3 1 1 5EXTENDED EDUCATIONAL PROGRAMS PROGRAM grade . SJ\u0026amp; BE. an. aiL Governor's School AEGIS Bovs' State Girls' State Summer Laureate Odyssey of the Mind Math Olympiad Others (Please Specify) Gifted Math 1 2 1 Gifted Math 6 1 3 1 1 TOTAL 2 1 1 4 List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE Honor/Award Grade BLACK OTHER MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWTUtPS Complete one each grading period. Fourth Nine Weeks WHITE BLACK Honor/Award OTHER Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.COMMITTEE .MALS. ^clal Coirjnittee EMPLOYEES female BLACK J1AL. FEMALE 1 SCHOOL COMMITTEESZPMtEMTAL INVOLVEMENT OTHER ISALB FEMALE WHITE MALE PAEENTS / PATRONS FEMALE 1 BLACK MALE FEMALE OFFICERS OTHER WHITE B L A C r. jjALE FEMALE MALE FEMALE MALE I female' 0 T K_E_P.__ HALE TEKAL W K-L.I.JE. 1 1 1 1 I I I t I I 2Q1 vnt_Tsahsr_ Ass 9S, membe rship 1 I ent Workshops ease Specify Others) te: I I T 1 i I I 1 I I I I List membership of all school committees, including committees composed parents/patrons, staff members, or a combination of parents and staff. ve available upon request documentation concerning physical involvement. amples of such documentation are the VIPS' Sign-in Roster, notices of various nool functions, items of publicity about parent participation, etc. cessary to provide monitors with a sign-in sheet of attendance at PTA etings. It is not plicate as needed. braplete and return to Planning, Research, and Evaluation office.EXTRACVRPICTLAR ACTIVITIES T I V I T Y t CLUB W H HALE Jt EMBER 8 K BLACK HALE FEMALE iJ__________ OTHER MALE FEMALE y H MALE T B FEMALE FEMALE OTHER MALE FEMALE y H MALE OmCERa/lEAOERSHIP POSITIONS T E FEMALE BLACK KALE FEMALE OTHER MALE FEMALE TOTAL Macsball__ .2_ CP Mnm' r.nr 'ent Council Not yet organized Hot yet. 1. 13 L T B 1 1 p o w a 0 R BUi A MALE : 1 1 2 1 1 1 1 / I Siny Nn 2 1 2 1 I 1 3 i I I report should include membership information, ding sponsors and officer positions. addi Include information In addition, include student ?rs of committees. icate as needed. plete and return to Planning, Research, and Evaluation office.I STUDENT ACHIEVEMENT/ASSESSMENT DATA I Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. I Do not send to Planning, Research, and Evaluation office.STAFF DEVELOPMENT CERTIFIED STAFF TOTAL NUMBER OF CERTIFIED STAFF 34 Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT . Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List Under \"OTHER STAFF DEVELOPMENT\") High Scope Computer Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) 17 16 34 13 34 33 33 _3 1 31 24 34 * To be completed at the end of the third nine weeks. be for completed staff development activities. I I These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office.STAFF DEVELOPMENT - SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL 77 Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY A DISCIPLINE MANAGEMENT A PARENT/COMMUNITY RELATIONS 4 OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. bo for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office.I I I QUARTERLY DISCIPLINE MANAGEMENT REPORT I Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. I I Do not send to Planning, Research, and Evaluation office.I MAP OF SCHOOL PLANT Insert a copy of the map of th^ school plant. I I I i Do not send to Planning, Research, and Evaluation office.tx n-ooR I ) I II ^^XRTF x.ms:^ocm Courtney! J spcECM sm I I I \\ 5TOOMM ~~K \\ ueAw\\a oaABumcM ISei4\u0026gt;i i X I JL *1 IS I I I w Q A FaussH- ONDCROAmOM W\u0026lt;/z-[h S XICTTVITV O-ASSROOal iQ fK^***fV i j BE ~T~1lra xrceMx SIM 'TW UCVi:.! ! DVTRM^Ce CAACRVI I .LU. T H \u0026lt; I I I? :V 'l/ 'OCeMMRTCN ^2 HattinioriiH 'ONOCROAmCN ^3 .JCTMTr Jones in I jLjTAIW, ^5- Ift Iff I I ihrri^C aie. O-^aanxt^\n^nj Cjnzy ^lo Ua.ll Oharles^irj^ /%?G\u0026amp; ! I p ' FIRST LEVEL FLOOR PLAN Will i FULMLtCTr Kr.FMFNTARY SCHDOL H LU I \\. Z''^ i ODM Visits to LRSD Schools, Opening Days 1994 Fulbright Elementary School We were pleased to note that: The students were very well-behaved and friendly. The interior of the school was bright, cheery, and vibrant. Well-designed, attractive teacher-made bulletin boards welcomed students back to school. The PTA funded the construction of a retaining wall to eliminate erosion near the school entrance. We also noted some areas needing attention: The wooden exterior trim needed re-staining and waterproofing. The facade of the building was marred by a large diagonal crack in the mortar, which appeared to be due to settling. The cafeteria was dark, in marked contrast to the other light, bright spaces of the school. Counselors lacked office space. According to the principal, space problems will be solved when a portable building arrives from Williams. This portable classroom will be used to house the GT teacher and the space currently allotted to GT will be designated as the counseling area. Until that time, the counselor must scrounge around for space to hold private sessions.ARKANSAS TIMES APRIL 21,1994 : 771^ At^atii'as REPORTER WHITES NEED NOT APPLY At one LR school, desegregation proves too successful. BY JUDITH M. GALLMAN D *anny Johnson wanted his son lo attend Pulaski Hcighls Junior High School next year, but theres no room for his son at the school because hes while. Thals what Uic school told Johnson on March 21 whenhcwenllopre-rcgisterhis 11- year-old son Jeremy for next year. It seems the Pulaski Heights parents and school officials have l)cen so successful at reciuiting whites that iheirenrollmenl now luns afoul of court-ordered racial guidelines. The result is a supreme irony in a majority black school district that has struggled for years lo hold white parents. Denied admission to Pulaski Heights, Johnson says he is planning to buy a house in Conway and enroll his children tlieie next year, continuing a tiend that has seen Conway explode with whites fleeing Little Rock. Ralph Hoffman, the principal of Pulaski I leights Junior High School, says the school has swung from a junior high that was roughly 65 lo 67 percent black in 1988 lo a school thats 54 lo 5.5 percent black now. Based on pre-rcgisUalion figures for next year, however, the district projects the junior high will be 51.8 jxircent black, which, the district says, mcaiw loo few black students will be enrolled. The projection prompted Dr. Russ Mayo, associate superintendent for desegregation, todraft a memo saying thatstudenlswhoprc- regislercd on or after May 14 will be assigned by the Student Assignment Office. Basically, we will reserve vacant seals for black students while nonblack students will receive alternate assignments, Mayo wrote in the memo. Students who cannot be assigned will be placed on waiting lists. The memo also went lo four elementary schools. Terry. Fulbright. Forest Park and Oller Creek. Mayo said, lrccau.se all will likely slipirclow ihccouit-npirrovcd minimum black enrollment |)crccnlage. Jefferson doesnt meet die minimum but 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 monilor, says the minimum black enrollment should not fall Irelow 40 percent for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 percent for elementary schools, but he insists the minimum for junior highs is 52.5 percent. Moi c importantly, Brown believes die court intended lo set racial guidelines, not quotas. Mayo sees them as a quota from which die district may not stray. Mayo said die freeze is a temporary measure that may be lifted once the district has a clear understanding of next years enroll- inenl. Though the policy ap|\u0026gt;eais Io stale otherwise, Mayo said the disliict does not intend lo exclude white students who are schools aKentlance rightful residenls of a zones, only those who live outside the atlcn- dance zone. But al the same time, he says only that those in Uie zone will be put on the waiting list. He also says the district wants lo l)e sure all students in a school rightfully deserve the assignments. Tin told that it has not been watched as carefully by the Student Assignment Office in die past, Mayo said. \"Wecannot continue ignoring the plan or the court. Brown said the disU ict should look at other options beforeexcluding white parents, whose loss could hat ni the racial composition of the whole disU ict. One option is adding portable buildings, although thats impossible for some of the schools and Mayo counters such additions perpetuate dual education. Some school patrons, parents and teachers worry that iJie policy will drive whites to private schools or other cities. There's no such thing as a school too while in Little Rock. one parent said. But the School District has now ruled ollietwise. And the result may be at least two more transfers to Conway. PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High Schoo! 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 Otter Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 school year for the above LitGe Rock schools hold true, these schools could end up with loo few black students, which is why additional white students arent being enrolled temporarily. The percentages indicate what percentage of the student body is expected lo be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs is in dispute. The district sets the limit at 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.I Arkansas Democrat^ (gazette wednesda^ebruary 22 ---- Coovrtflht AI . ..^1 PTA honors principal, teacher at Founders Day luncheon I I Democrat-Gazette Staff A teacher and an elementary school principal were honored as PTA educators of the year by the Parent-Teachers Association in the Little Rock School District this month. Irish Williams, a teacher at Fulbright Elementary School, and Lillie Carter, principal at Pulaski Heights Elementary, were presented I with the awards at the PTAs annual Founders Day lun- cheon. The two were nominated for the honor by the PTA chapters at schools. Williams has been their a i teacher for 11 years in school districts in Arkansas and Texas. Her school PTA praised her for demanding good behavior and high achievement from students. She is an active PTA member, serving as an officer and worker in PTA fund-raisers. She also belongs to various curriculum committees and teacher associations. Carter is in her second year as principal at Pulaski Heights, where she has made it a practice to know and be accessible to students and parents. She was praised for her organizational skills, her work ethic and the instructional leadership she provides for her staff.Arkansas Democrat THURSDAY, APRIL 4. 1996 iR I IWI playground. M ru, M Cl . Arkansas Domocral-Gazene/STEVE KEESEE Hol r\" th ^ncipal Michael Oliver holds one of three lightning students were injured in the fall of 1994 when liohtnino struck a tree on the detectors the Little Rock School District has bought. Several McDermott playground. \"gnining struck a tree on the 3 LR schools install lightning detectors BY CHRIS REINOLDS Dcmocral-Gazene Staff Writer The Little Rock School District installed lightning detectors in three schooLs Wednesday, becoming the first district in the state to use the new technology. Nine students were injured Sept. 1,1994. when lightning blew apart a tree on the McDermott Elementary School playground. Tlie lightning bolt struck when about Ilk) students were on the playground. It split a tall oak tree about 1(X) feet from the school's southeast comer. McDennott Principal Michael Oliver now has the Sl^Scan light-ning/ storm detector, which can track liglitning bolts up to 40 miles away. Fulbri^t Elementary and Romine Interdistrict Elementary also received the detectors. The device widely used by the U.S. milita^, Secret Sendee and school districts outside Arkansas was introduced in July 1995. Samuel B. Clubb, president of Sky- Scan Technologies, said his company has sold 5,000 to 6,000 detectors at $200 each. Robert Jones, safety and security director, said the district will evaluate the detectors at the end of this school year to decide whether to install more, Tlii.s gives the principals a real tool, Jone.s said. The device is not meant to replace National Weather Senice reports, but to serve as a first warning. Tlie detector is slightly bigger than a cellular phone and can be held or mounted on a wall. The machine beep.s when it detects lightning. A light array indicates the distance of the liglitning on a scale of zero to three miles, three to eight miles, eight to 20 miles and 20 to 40 miles. The average liglitning stroke is 6 miles long and most thunderstorms move at 25 mph, Clubb said. \"Once a tliunderstomi is within 10 miles, you're in imminent danger, Clubb said, And once you hear it, you've already been at risk for some time. .Since 1990, lightning has killed six people and injured 59 in iVr-kansas, said Renee Fair, National Weather Service warning coordination meteorologist. Fair declined to comment on tlie effectiveness of the new lightning detector. Teachers and students were not allowed to comment on the device at McDermott because two families whose children were hospitalized have sued the district. Four McDermott pupils were hospitalized in the 1994 lightning strike: five other students were treated at the hospital and released. Oliver and teacher Nancy Downing were named as defendants in the lawsuit filed in Pulaski County Circuit Court last year. Five unnamed teachers and aides, the Little Rock School District the school board and the United National Insurance Co. also are defendants. The lawsuit alleges that \"more than 20 minutes prior to the lightning strike. Hashes of lightning and sounds of thunder were ob-served in the McDermott Elenien-taiy School area. Arkansas Democrat .^(Oazettc | Pom/fi'** LETTERS:----- Although not officially sanctioned by Expanding the classroom J' ch written about to IS SriehtEJen.ent's principal, teach SSS!hat*abotUt- ''-SsSlSESnS and parents ^^0 ^ul ngn trip to Washington, D.C. president of i gcade son and his cl ^g^img ^ot only ! cational tSauguration, but they did they attend toe attended th__*1,0 nnlocaust Mu- With so ers and staff- ir commitment to ^a A- Because of their commitmem lo our ox WX** -- . . 1 nations capital. children in public aTs narent ^th two children in pu^v ^.^Py^elieve we need to reme^^r nnsitive things are happenmg S?n K P'-'\"'' school, I believe we This is one shining example. LINDA K-STAUT^R Little Rock 1 also the Holocaust Mu- seum. Mount Vernon, White House and ate at rianeArkansas Democrat J T^^i^SeSoJ^EBRUARY 26,1997 LETTERS Expanding the classroom .... Tuhof i' not officially sanctioned by ^without the dedication of With so wrong with our j highlight somethii^ that tie Rock public school. public schools I want to - - ,1 _i 1 lit- ' is right about Little Rock puDut of teachers Recently, pulbright Elementary %cl?sfoftheircommitmenttoteach- SSJSmSondto^^^^^ nations capital. children in public two we need to remember for Under the planning and direction of pmiuui 5 my sixth- Eileen i grade son of a lifetime. Not only i cationale^enenceofa^--\n^\ntthey ^^XffitteASSBaUandvis. ?,^Q^1^hsoni^n, the Holocaust Mu- seum, Mount SsSndaSplaietHollywood. This is one shining example. LINDA K-STAUTTER Little RockO c t o b e r 17, 2 0 0 0 Novembe r 5. 2 0 0 3 Fulbright school to hold open house ARKANSAS DEMOCRAT-GAZETTE Fulbright Elementary School, 300 Pleasant Valley Drive in Little Rock, will hold an open house for parents of prospective prekindergartners and kindergartners at 6:30 p.m. Monday in the school library-media center. Visitors and prospective families will have the opportunity to meet the schools administration, faculty and prekindergarten and kindergarten staff. Curriculum, school programs and PTA activities will be featured in the program. The evening will close with a tour of the classrooms and other areas. More information about the open house can be obtained from the school at (501) 447- 4700. More information about Fulbright can be found on the schools Web site: www.ful- brightelem.org.\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_671","title":"Little Rock Schools: Geyer Springs 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":["1991/2004"],"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","Geyer Springs Elementary School (Little Rock, Ark.)","Education--Evaluation","Educational statistics","School facilities"],"dcterms_title":["Little Rock Schools: Geyer Springs 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/671"],"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\n03/06/1991 11:37 FROM JOHN W.UfiLKER P.O. TO 3710100 P . 02 TO\nFROM: re: date\nOn site MEMORANDUM MR. JOHN W. WALKER MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER LR8D V. PC38D - New Construction within the LRSD MARCS Sz 1991 visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year. August, 1991. Mr. Herman visited Woodruff and Western Hills. I visited Cloverdale and Geyer Springs, as follows: Our findings at the locations were CLOVERDALE ELEMENTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have 21\" classrooms (3 sections each of K-6) The construction will consist of \"5 additional classrooms, a new playground, office, nurse's station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 492 I I03/-06/-19 91 1 1 : 3S FROM JOHN U.WALKER P.A. TO 3710100 P. 03 ! i ! I PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room, High has several Cloverdale Jr, portableji, The budget between Cloverdale Elementary and Jr, High is approximately 2 1/2 million dollars. GEYER BPRINQS ELEXSNTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms\n9 After construction, the school will have 2 3 classrooms. The construction will consist of 14 new classrooms, a new playground and a new parking lot. Final student capacity: 400 Anticipated capacity next school year\n326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs' construction has been set at 1 1/2 million dollars. I I WESTERN HILLS ELEMENTARY Principal: Margie Puckett (white female) Current student capacity: 336 students 63.7% black 35.8% white .5% other The construction will consist of \"10 classrooms. additional I i03/06/1991 1 1 ! 39 FROM JOHN U.UflLKER P.P. TO 3'10100 P . 04 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. woopRnyr elementary principal: Pat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of expansion of the cafeteria. 10 new classrooms and There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. I i J i Please let us know if additional information is needed. I I I I i i ! i I I03x06/1991 11S37 FROM JOHN U.WALKER P.fl. TO 3710100 P. 01 JOHN w. Walker, P.a. Attorney At Law 172:J Broadway Little Rock, .Arkansas 7!o Telephone (501) 374J3758 FAX (501) :?744187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. Also a(umt0 to rnu.-Lw in CmorYio th. Di.-irt of Coiumbia. yacsiMiLS COVER IJIZAR M. PALNICK LAW i FINANCE BLDG. SUITE 1002 129 fourth avenue PmSBURGH, PA 152IS (412) 288-9220 TO: NO.\n311-01^ FROM: hr DATE: 3-e\u0026gt;-'^1 RE: i^\\! MESSAGE: h^irrZi. THIS FAX CONSISTS OF IF YOU DO NOT RECEIVE 4\u0026amp; PAGE(S), INCLUDING THIS COVER PAGE. PAGE(S), PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. I I i t LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: GEYER SPRINGS ELEMENTARY GRADES: K-6 PRINCIPAL: Eleanor V. L. Cox Race/Gender b / f ASSISTANT PRINCIPAL(S): Race/GenderSCHOOL ENROLLMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE 14 OTHER TOTAL PERCENT SPECIAL ED. Self Contained FEMALE 12 MALE FEMALE TOTAL 38 10 40 34 ENROLLMENT WHITE MALE FEMALE 16 16 10 18 16 92 15 16 83 SPECIAL SERVICES BLACK OTHER MALE FEMALE MALE FEMALE 43 33 25 28 43 36 250 TOTAL K 3 9 1 9 8 2 3 4 5 6 Spec. Ed. 5 3 8 6 3 2 4 3 4 1 2 8 9 2 3?% 2 9 1 ? -7 4 Resource Room 1 2 3 6 Speech/Vision or Hearing Impaired, etc. 3 1 5 2 11 Indirect Services Lf 1. *GIFTED/TALENTED REMEDIAL/ COMPENSATORY / Li 11 TOTAL 18 13 30 29 72 47 43 121 7 5 8 1 1 c 9 ! PERCENT * Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G'T instruction. The official date for enrollmei\"! data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.POSITION Administrator(s) Classroom Teachers Counselor f s) Librarian(s) Reading (Compensatory/ Remedial) Mathematics (Compensatory/ Remedial) Gifted (Elementary only) Speech Therapist Other Music Special Education TOTAL CERTIFIED PERSONNEL WHITE BLACK male MALE FEMALE OTHER TOTAL MALE FEMALE 13 13____ 5 * *7^ 22 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (Enqlish, History, etc) WHITE BLACK OTHER TOTAL MALE FEMALE MALE FEMALE MALE FEMALE 6 1 1 1 9__ 1 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 TOTAL The official date for staffing in'-ormation is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.POSITION W H MALE Attendance Clerk Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Recfistrar Secretary Security Officer(s) Social Workerfs) Superyision Aides Other Computer Lab Attn. TOTAL SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL 6 3' 17 3 1 4 1 2 2 1 3 3 1 1 1 3 1 8 1 1 1 3 1 rr- I The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Eyaluation office.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Geyer Springs Elementary PRINCIPAL Eleanor V. L. Cox GRADE ROOM TEACHER'S GENDER/RACE WHITE MALE TOTAL CLASS ENROLLMENT FEMALE BLACK OTHER MALE 12 16 21 22 20 19 18 15 40 76-' I* If I 10 1 ?5.- 0 /.A'' 1 I'*'. 10 92 FEMALE 7 5 MALE FEMALE TOTAL 19 19 23 20 I/!' 17 'iCif 16 25 -Ilf 1' CO C/ 83 28 20 23 16 20 250 K K 1 1 2 2 3 4 5 5 6 6 Spec. Ed. 1 4 3 6 5 1 F F F F F F F F F F F F F B B W B W B W B W B B W B 1 2 6 4 3 2 3 8 3 3 2 1 2 4 11 7 5 b 1 6 3 2 2 3 4 3 0 1 9 4 8 1 3^ 8 9 9 8 7 9 2 8 ,JO 9 0 4 Do notinclude teachers of pull-out classes (art, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed.STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F K 1 1 1 Gifted/Talent 1st Grade 2nd Grade TOTAL Added/Deleted Support Staff Positions During Current School Year 1 1 1 1 1 1 1 1 1 4 2 2 4 J POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F TOTAL .. 1 Duplicate if needed.COMMITTEE W H MALE : T E FEMALE EMPLOYEES BLACK MALE FEMALE Biraclal Committee 1 1 Parent Teacher Assoc. 1 3 VIPS Parent Workshops (Please Specify Others) 7 SCHOOL COMMITTEES/PAREWTAL INVOLVEHEKT OTHER WHITE PARENTS / PATRONS OFFICERS BLACK OTHER WHITE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE black OTHER MALE FEMALE HALE FEMALE 1 2 1 2 1 2 1 1 3)^ .jO s 1 2 3 5 List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Note: Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS' Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. It is not Duplicate as needed. Complete and return to Planning, Research, and Evaluation to 4-' \\2- office. 4' 3ACTIVITY 0 R CLUB Student Council DARE Ambassador total WHITE MALE 3 3 4 10 MEMBERSHIP BLACK OTHER FEMALE 3 1 5 9 MALE FEMALE MALE FEMALE EXTRACURRICULAR ACTIVITIES SPONSORS c 3 4 16 8 27 16 7 27 W H MALE : T E FEMALE BLACK MALE FEMALE 1 1 OTHER MALE FEMALE W H MALE OFFICERS/LEADERSKIP POSITIONS\nT E FEMALE BLACK MALE FEMALE OTHER MALE T FEMALE TOTAL 14 36 24 74 pv'l his report should include membership information, egarding sponsors and officer po'-itions. Ir. Lddi lembers of committees. Juplicate as needed. Include information In addition, include student Complete and return to Planning, Research, and Evaluation office.STUDENTS RETAINED At the secondary level 1 eve 1 include only those students retained at grade Do not include failures of individual courses. RETAINED WHITE GRADE LEVEL MALE FEMALE BLACK OTHER TOTAL 1 MALE FEMALE MALE FEMALE MALE FEMALE I . -K- 1 1 TOTAL PERCENT Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED WHITE BLACK OTHER SUBJECT AREA Grade Male Female Male Female Male Female TOTAL Male I Female English 7/10 English 8/11 English 9/12 Math History/Social Studies Science Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OM OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.0^/10/2004 12:48 501-447-1161 LRSD COMMUNICATIONS PAGE 02/02 El 810 West Markham Little Rock, AR 72201 For Immediate Release May 10, 2004 For more information: Julie Davis, 447-1027 Scholarship program to be announced for Geyer Springs students BFI of Little Rock and the Geyer Springs Neighborhood Association have partnered with Metropolitan National Bank and various elected officials to form the BFI Children of Promise Scholarship Foundation. The newly formed foundation will hold a press conference at 3 p.m. on Tuesday, May 11, 2004, at Geyer Springs Elementary School to formally announce its formation and plans for the future. Each year the BFI Children of Promise Scholarship Foundation will identify ten Children of Promise from 5* grade students at Geyer Springs Elementary. BFI will contribute $1,000 per year in individual trust fund accounts for each of these students at Metropolitan National Bank, and if the students go on to college, university or technical school within one year of high school graduation, the funds will be made available to them for their education. The foundations Board members will be present at the press conference- They are: Joan Adcock, Aldetperson-at-large\nDonna Hall. Geyer Springs Elementary principal\nWillie Hinton, Ward 2 Alderperson\nJoa Humphrey, Geyer Springs Neighborhood Association\nJosh Mascaro, Metropolitan National Bank\nTony Rose, Little Rock School District Board member\nand Dale Stevener, General Manager, BFI of Little Rock. ### t*i M V 7 , 4f?r. 8 . *criMnAV iiirvnx SUNDAY^-J JEAN BRIGGS SPRINGHORN, 69, of LIRIe Rock, passed away Friday, July 22,1994. She was a member of the Ge^ er Springs First Baptist Church, a member of the Pulaski County Retired Teachers Association and a member of Delta Kappa Gamma. Mrs. Spring- horn taught school at Geyer Springs Elementary School for 24 years. She is survived by 2 daughters, Jackie Clark of Mabelvale and Jerrye McGinty of Benton\n1 brother. Bill Briggs of Memphis, Tenn.\nS grandchildren, Jennifer and Jeremy McGinty of Benton and Joshua, Eilssabeth and Jacob Clark of Mabelvale. Memorials may be made to the Arkansas Children's Hospital. Visitation will be from 1 p.m. until 8 p.m. today at the funeral home. Funeral services will be conducted at 2 p.m. Monday, July 25, 1994, at the Geyer Springs First Baptist Church with Rev. Paul Anders officiating. Burial will be In Pinecrest Memorial Park by Huson Funeral Home, 6400 Mabelvale Pike, Little Rock, Ark. I IGeyer Springs Elementary School i\nCommunication Speciaity \"W fs hn1 IA * * f 1 1 J I f I J 4 j I J J J I s J 5240 Mabelvale Pike Little Rock, Arkansas 72209 Eleanor V. L. Cox, Principal Telephone 565-0184 5A6bJSiW)iuaw^lij^'WWj\u0026gt;2.'4u..\ng r 1 .1 I SCHOOL PROFILE . 1 Geyer Springs Elementary School is located at 5240 Mabelvale Pike, Little Rock, AR 72209. I The school facility is comprised of seven (7) classrooms, a library, cafeteria, and counselor's room. Additional classrooms are located in the rear of the facility by means of portable buildings. There are eight (8) classrooms outside that include 1 special programs such as reading, math, special education, music, and the gifted progra. 1 Geyer Springs is surrounded by several small businesses and churches at large. A good relationship has been established with some of the local businesses and two of the churches. As a result of planned resource speakers from the community, our children have become familiar with the school surroundings In spite of the court mandated busing. mobile, The community is in steady transition and many families resulting in a constant flux of new students. are This has proven to be a challenge regarding instructional effectiveness, but our varied programs are addressing these challenges by way of assessments and individualized instruction. Community involvement with the school is on the rise. This is attributed to the help of the District's encouragement of using the school facility after school hours for such programs as the girls and boys scout, PTA functions. It Just Say No Club, ft tutoring, and various I [ I I I The staff and I are very proud of our accomplishments thus far in both the school and community, and take pride in our SUCCESSES. We welcome the challenges 1 T I I I I I I La 1 1 1 I 1 ENROLLMENT 1989-90 1 11 Jl \u0026gt;1 I Rrarip Mack Uther Tfit.al 1st 2nd 3rd 4 th 5 th 6 th 9 15 10 13 11 7 12 13 20 32 17 27 22 33 43 24 39 Splf-Cnnt.ainpd 7 I 1 Siih-Tntpl Kindprqart.pn Oranrl Total 7 69 124 11 135 186 11 201 L I SCHOOL POPULATION : 204 I RACIAL MAKE-UP OF STUDENT BODY:- 66% Black/34% White L STAFF COUNT: 30 on Staff 50% Black/50% White L I I REMEDIATION PERCENTAGES : PAL READING PAL Math Resource 617, Black/13% White 167, -S,laz}!i 111^7. White 167, Black/22% White ENRICHMENT/GIFTED : in. White I L I1 1 SPECIAL EDUCATION 1 Special Education services are provided for students with specific learning disabilities. A trained certified teacher 1 plans with teachers and parents to identify the most appropriate environment. instructional program in the least restricted 1 In our case, by way of main streaming. GIFTED PROGAM Our gifted program is now coordinated by our gifted L 1 specialist, Ms. Carolyn Rand. She is here two days a week to provide gifted instructional activities to our students. I FAMILY LIFE EDUCATION We have a new program this school year that will address 1 four (4) correlates for students K-6 grades. They are: I Self-esteem I Communication I Decision Making 1 I Reproductive health I Our coordinator is Anita Paul. I MUSIC AND PHYSICAL EDUCATION Both of these programs are offered twice a week to each I child in the school, by certified teachers. Special programs I will be presented throughout the year in both areas. I I I 11 1 1 ART 1 Art activities are conducted in the classroom weekly 1 throughout the school year. A nine week, specialized program will be offered in the spring of the year. 1 DARE 1 DARE stands for Drug Abuse Resistance Education. This program is offered to our youngsters for nine weeks and is 1 conducted by an officer of the Little Rock Police Department. L 1 SCHOOL SPECIALTY Our school specialty is Communication. Many communication 1 I learning experiences will be offered to our youngsters during I the school year. Stay tuned for these special events. I I I I I I I I I I I I I1 1 STRENGTHS L 1 1 1 1 1 L I r 1 I 1. 2. 3. 4. 5 . 6. 7 . 8. 9. 10. 11 . 12 . 13. 14. 15 . 16. 17 . 18, 19. 20. Strong Instructional Leadership Dedicated Staff PAL Program Proactive Parents Active PTA Supportive Partner in Education Computers in School Counselor Child-Centered Environment School Newspaper Peer Tutoring Special Education Program 75^ Teachers PET Trained Emphasis on Field Trips and Resource People As Role Models Orderly Climate Emphasis on Basic Skills School Programs Emphasis on Effective Communication Skills Indiviualized Instruction Discipline Plan I I I 1,1 I I 'l I I I I1 1 I WEAKNESSES AHEAS OF CONCERN Physical Plant L 1 I building that is in good Gever Springs is a seven room _ - unusually clean and is maintained, been added on to address the condition. It is Five po Ti fc-sia hav b\u0026amp;sn acclsCL ou uo uuc P0Ptales able is not serviceable, at all nue to its narrow width Other needs include: Portables are in need of .nan. * Additional classrooms built I Pence around playground _ * The drainage system repaired * Covered walKways and concrete walkways to por.ables Security lights installed at the rear of the buixding I Driveway needs resurfacing condition in office area * Central heat/a. * Repair ceiling in restroom Discinline I I I I I I I the discipline plan taat will be ___ HrtrVehnn A ciea* directive regarding I- . __ Even though an inservice worksnop implemented is much needed, has been provided to principals, plan that will be implemented in I an not sure about the type of the fail. effective * Continue or implement an Full time counselor needed rals and suspensions * Decrease oflice ref Instruction^ Ertectiveness * Hire full tine counselor Mors AV equipment Purchase more library books * lOu\nof staff THSA trained * New 16 mm projector * More trained gifted teacher Effective Gifted Coordinator discipline plan Overall, we have\"had a productive school year, success this year have been experience, effective Hy assets tor leadership and. a supportive, competent staff. I I I I1 1 1 DISTRICT GOALS 1. I I 2. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. To establish climates of educational excellence in all schools through: 1 a) providing equitable educational opportunities for all students in a desegregated learning environment I I b) enabling all students to develop a lifelong capacity and love for learning 1 I c) leading all students to be productive contributors in the school, the community and the workplace 1 1 d) providing a disciplined, structured learning environment for all students I 3. To enhance human relations skills for principals, teachers, and central office administrators. I L I LOCAL SCHOOL GOALS I 1. At the end of the 1989-90 school year, a 5% decrease in the educational achievement disparity will be evident at Geyer Springs Elementary School as measured by objective data. 2. 1 To create an effective, desegregated school climate that fosters educational excellence, discipline, equitable educational opportunities, productive citizenry, and a lifelong love for learning as measured by objective data. 3. I To develop ongoing human relations activities that include parents, teachers, and students as measured by objective data. I II L L 1 L L 1 I I 1 rb I u I u n 1 u p '1 L 1 Dear Parent(s): Geyer Springs Elementary School's Faculty and staff extend a warm welcome to each of you for the 1989-90 school year. p k This is the home of the 11 Geyer Springs Cardinals,\" and we are I very proud and pleased that you and your child/ren have chosen to be a part of our school family this year. I This handbook has been written to share important information that we feel will play a viable role in your child/ren's successful school experiences. I 1 The school should be an extension of the home where clear 1 communication, positive interactions, and mutual cooperation and support lend itself to the success and happiness of \"our\" children. It The staff and I want you take an active role in the education of 1 your child/ren at Geyer Springs by visiting the schools for classroom visitations, information, or as a conferences, \"VOLUNTEER\". child's education. You are always welcome. We are partners in your n u Again, thank you for sharing your most valuable investment with us your child. Sincerely, I I Eleanor V.L. Cox Principal I I 1 II I I PHILOSOPHY I 1 Geyer Springs Elementary School is dedicated to providing an equitable, quality, integrated school environment that fosters I maximum intellectual and inter-personal development of each child. The values of our democratic society, worthy citizenship, and ethical I behavior are emphasized and continually reinforced. When based on a I knowledge and understanding of human growth and development, quality education and mastery learning evolve through intense concentration 1 on Arkansas Basic Skills as youngsters are presented relevant and i significant tasks. In addition to the emphasis on basic skills mastery, higher level thinking opportunities, and challenging content are I provided with high expectations for each student. Recognizing that each child has his/her own maturational patterns 111 of physical, mental, social and emotional growth, a diagnostic, ind1vi Hl 1A1i zpd instructional program is implemented and ongoing I throughout the school year. Positive, goal-oriented learning is rein- I forced by continuous recognition of student successes achievement. at all levels of Diligent efforts of a unified staff, patrons, and student I body merge to reflect a communicative, enthusiastic learning atmosphere that embellishes the idea of \"planning together for a better tomorrow. n I I II 1 I CURRICULUM I I I 1 -*1 The curriculum at Geyer Springs Elementary -School is sequentially designed to provide your child with a series of learning experiences which have been decided upon in terms of his/her individual needs. Futher, these learning experiences foster continuous growth, development, and desirable goals for each child. Our staff is aware that each child is unique. The teachers are . I I dedicated to helping each child develop his/her fullest potential at a rate that is comfortable for him/her. In so doing, a good self image is inevitable. The staff is loyal, friendly, and understanding. 1 I 1 Teachers work well together, sharing materials and ideas always keeping the child's welfare in mind. Special personnel are provided to enhance pupil learning opportunities. These include special resource teachers, a speech therapist, music teacher, reading and math teachers, nurse, counselor, librarian and library clerk, instructional assistant, supervision aides, and our school secretary. J 1 I I I II I I 1. I J I 1 1 1 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17 18. 19. 20. 21. I 22. 23. 24. 25. 26. 27. 28. 29. Strong, Effective Leadership 15 Certified Teachers Certified Counselor Assertive Discipline Plan Communication Specialty Honor Roll Gifted Program CARE Program Peer Tutoring Accelerated Learning Program Special Education Program Music Program Cafeteria Stars \"Good Apples\" All Teachers PET Trained VIPS Programs Frequent Field Trips Frequent Resource Speakers Emphasis on Vocabulary Einphasis on Effective Student Leadership Student council Einphasis on Basic Skills Friendly, School environment Artist in Residence Staff Development Citizenship Awards Daily Praise and Reinforcement I 1 Computers in Classrooms Participation in \"Kids Break\" 30. Writing Across the Curriculum 31. Journal Writing 32. Reading Incentive Programs 33. Science Fair 34. Physical Education 35. Seasonal School Programs 36. Student Video Taping Sessions 37. Speech Therapist 38. Friendly Office Staff 39. Playground Aides Indiviudal Student Academic Needs Met 40. 41. Bnphasis on Patriotism 42. Media Center 43. Monthly School Newsletter 44. Frequent Communicaiton to Parents 45. Teacher Conferences 46. Interim Reports 47. Home Visits 48. Standardized Testing I I1 I I I I 1 i I n Dl u1 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. Dignostic Reading/Math Placements Studentbody Election Safety Awareness Program School Nurse Goal Oriented School Book Fair Self-Contained Classes Annual Boy's Scout Recruitment Program Annual Field Day Annual Talent Show Annual Parent/Teacher Talent Show Breakfast Program Einphasis on Low Achievers 50% of Staff has a Master's Degree Certified Instmctional Assistant Well Equipped Building Enthusiastic Cafeteria Staff Full Certified Kindergarten Program Colorful, Attractive Building Nifty Nutrition Program Easy Accessability to Student Data A Sympathetic and Concerned Staff Small and Personable Hot Cooked Meals on Premises Clean Building Fund Raisers Computer Exposure Einphasis on Student Learning Styles Resource Classes An Orderly Climate Active and Supportive PTA Media specialist Library Club Adequate Playground Facilities High Student Expectations Climate Condusive to Learning Cross Level Grouping Films that Complement the Curriculum 1 1 I I I I I IJ 1 -.nie Lpower of Parents r I i J PARENT'S PLEDGE 1. I want my child to have the best possible education and 1 realize that strong school systems are essential. 2. I will provide a home environment that will encourage my child to learn. 3. I will help my child build a small but meaningful home library. 4. I will insist that all homework assignments are done each night. 5. I will discuss at dinnertime what my child has learned at school each day. 6. I will include stimulating books among the presents I give my child. 7. I will review newspaper stories and TV newscasts with my child and discuss how the news may affect our lives. 8. I will meet regularly with my child's teachers. 9. I will remind my child of the necessity of discipline in the classroomespecially self-discipline. 10. I will help my child appreciate and enjoy the excitement in learning and the thrill of an inquiring mind. I I I J Parent (signed with love and responsibility! Child (signed with love and appreciation! Teacher (signed with great expectations! . ADVbkl lSkMhN I I A Ui published in the Wali Stfrfi fifUttiuJ hv United TeehntdoKies Cutputaiiun Hartiufd, (. onneetieui ObHH] 1 School Visitation - We welcome and appreciate our visitors, recommend that visitations begin the third week of school. We Visitors Do sign must check in the office before moving about the building. our visitor's book. Volunteers are reminded to sign our VIPS sheet to assure accurate credit for your services. Conferences - Conferences with teachers are scheduled daily after 2:30 p.m. (scheduled by teachers, school phone It is 565-0184). conferences must be scheduled at a time that is not allocated tor All instruction. Parents desiring conferences with teachers and/or principal can be scheduled by note or telephone calls. Pets and Toys - Pets and toys can be brought to school only when permission is given by the teacher in advance. School Parties - School District Policy allows two parties (Christmas and Valentine) to be held at school during instructional time. mothers are in charge of these activities. Room Attendance - The Little Rock School District believes that it is necessary to require students to be in attendance a minimum number of days for instructional purposes during the school year. It is the responsibility of the parent to see that the student is in attendance at school and to have the child in class on time each day. The parent is to notify the school office by telephone when the student is absent. 'l Messages - Please see that your children are informed before they leave home about after school activities and rides home. The office cannot handle every day routine instructions from parents to students. We cannot interrupt class activities to give intercom messages unless absolutely necessary. messages to students. In cases of emergency the office will deliver Illness or Injury - If your child becomes ill or is injured at school, you will be notified immediately. Please be sure that the school secretary has a current registration card which tells where to reach you or someone who can take care of your child if you cannot be reached. Our school nurse is on duty one day each week. She is responsible for taking care of illnesses or accidents that occur at school. Please consult your doctor when in doubt about whether to send your child to school. Please We cannot keep sick children at school. _____ days the nurse is not volunteer to work in our health room the Four here. I J 1 I J I I I J 1 1 I I I Volunteers - If you will volunteer in any capacity, please sign the volunteer sheet. We need you often during the school year. I PTA - We are proud of Geyer Springs' PTA for the active role it takes in enhancing our school, serving as a springboard to the community, and establishing a unity that is felt by teachers, patrons, and students alike. As an indication of our active I involvement in Geyer Springs, our school received the \"Arkansas PTA Outstanding Local Unit\" award. I II Entrance and Exit Procedures - Each person who comes to Geyer Springs Elementary School is responsible for observing safety rules and regulations. If your child is tardy, (after 8:00 a.m.) it is permissable to drop him/her off I in front of the building. (This is the ONLY EXCEPTION.) In the morning, students who ride the bus, walk or are dropped off by parents 1 should go to the playground at the rear of the building immediately. Students do not come into the building until the bell rings. Exceptions are accidents. I injury, teacher requests or the purchasing of school supplies at the bookstore. (7:50 - 8:10) During inclement weather, students go directly to the cafeteria and remain there until the bell rings. I I I 1 When the bell rings at 7:55, students should enter the building from the playground and the door nearest their classroom. If your child is tardy, (after 8:00 a.m.) it is permissable to drop your child off at the front entrance. Your child should come by the office for a late slip. School is dismissed at 2:30 p.m. If you bring and pick up your child, please be on time. Bus students will be dismissed at 2:30 or as soon as their buses arrive. They will exit from the front entrance. Walkers will exit the door nearest the classroom and leave the campus immediately. I I I Program for Accelerated Learning - We are very excited about a new program that has been adoped by the LftSO and will be implemented this school year. tt It is the Program for Accelerated Learning or \"PAL\" as it will be called. This program will have two certified teachers and a laboratory aide. I The purpose of the program will be to help remediate and reinforce skills in the area of reading and math. A wealth of materials will be used to stimulate youngster's learning, but we are especially excited about the use of a computer lab that will be set'up in the PAL lab to reinforce skills that the math, reading, and classroom teachers teach. 1 This is a child centered program that will yield SUCCESS IN LEARNING. 1 Our School Day - Our school day for students is from 8:00 a.m. to 2130 p.m. Our tardy bell' rings at 8:00 a.m. Students must report to the office for late slips. All side and rear entrance doors will be locked from the outside after the tardy bell rings. 7:40 a.m. Students are not expected to arrive on the school campus until after I I I I I IBus Information 1 ' ...Jr Pupils who ride buses must follow all rules for behavior and safety. ----- ' 1 I niiK-ino rha e- They mut know their bus number and their address. During the first three weeks, please make bus number, an emergency phone number, and the bus provide efficient transportation, all students. sure your child knows his/her stop. In order to . bus regulations must be followed by SUSPENSIONS, LOSS OF BUS RIDING PRIVILEDGES OR OTHER DISCIPLINARY SANCTIONS MAY RESULT WHEN STUDENTS VIOLATE OUTLINED IN THE BROCHURE. ----------- I SHEET TO THE SCHOOL. ____ THE REGULATIONS PLEASE READ, SIGN, AND RETURN ACCOMPANING Pupils - This is done through the office for child s protection. Parents or guardians are required to sign a register when checking in or out. office. If you neea to pick up your child early, telephone the school in advance and we will have your child waiting for you. are a needless interrruption of the classroom simply working through the school office. Parents or guardians are required to sign _ - This register is located in the if need early. your Check outs that can be avoided by I 1 Safety on Playground - Encourage your child/children to learn our rules for good safety that will enable him/her to play playground. On most days our children will be inclement weather. safely on the school . sent outside unless If for some reason your child cannot during recess, please send a note or doctor's statement. go outside I Withdrawals - If it is necessary to withdraw a child from schoolshould be notified at least two days in advance. I all textbooks and library books are accounted for. written request from the parent or the parent may request a transfer for a pupil. \"S your complete new address, and if possible, will be attending. I school, the We must be sure We must have a . come in person to If you send a note, please give us the school that your child I Lost and Found 1 - Please be sure that your child's belongings -- Clothing and lunch boxes are easily misplaced and proper identification will facilitate their properly marked and/or labeled. are return. I Alost and found box will be kept either on the stage or at the , Once a month all lost clothing and items will be displayed in the corridors for children to claim. entrance to the cafeteria. 1 School Bookstore - Many of the supplies needed by your child can be purchased at the school bookstore. (NO EXCEPTIONS) It is open daily for 7:50-8:10 a.m. I I Large amounts of money should only be sent to Send money to school only when it is required, to Geyer Springs Elementary School. All returned checks to an additional charge taxed by the school. school when necessary. Make checks payable are subject II I Entrance Requirements - Students must be 5 years old on or before October 1, 1988 to enter the kindergarten program. .Arkansas state I I law requires all children of public or private school to be immunized from poliomyllitis, diptheria, tetanus, pertussis (whooping cough), rubeola (measles), and rubella (three-day or German measles) as I I public health that children I evidenced by a certificate of a licensed physician, or a department, acknowledging the sained 8tate law requires entering kindergarten, and new to the Little Rock School District present an official copy of the child's birth certificate. This birth certificate should be presented at registration. Deadline for certi- ficates is September 8, 1988. After this date, the child will be excluded until an official birth certificate is presented. I I I Physical Examination - All pupils entering the Little Rock Public Schools Kindergarten Program must have a physical examination by a The results of this examination are to be recorded private physician. on the \"School Medical and Nursing Record\" form furnished by the school. I Class Assignments - Students are assigned to classes by the principal. Teacher ana room assignments will be forwarded to you by U.S. Mail. Assignments 1 Bring or send class assignments the first day of school. _________ are subject to change if necessary to balance classes or to place individuals in a group more suitable to his/her needs. No request for specific teachers will be honored unless extenuating circumstances warrant consideration o such requests. Medication at School - Medication must be in its original, labeled guardian must be on file. I 1 bottle. A permision slip signed by parent or Teachers do not administer medication of any kind, administered by the building principal or her designee. administered three times a day can be scheduled to be given at home instead of at school. (i.e. before and after school, and at night.) This will help eliminate large groups of students in the office receiving medication during lunch periods. instead of at school. Medication is Medication 1 School Supplies - Teachers have prepared a list of needed supplies for These supplies may be purchased now or after The bookstore is open each morning from 7:50-8:10 a.m. use in the classrooms. school opens. Lunch I Student lunches are $1.00 (includes milk)\nvisitors lunches . Lunch tickets for the week are sold on Milk is available for those who bring sack are $1.10 (milk 15c extra) Monday mornings for $5.00. oring sacx The luncheon menu will be announced to students a day lunches for 15c. in advance. to students who occa- Borrowing Lunch Money - We provide a service A-ionallv forffet oT T^se lunch monev. Our children must learn that sionally forget or lose lunch money. along with every priviledge, there is a responsibility. bilitv is to repay the next day, or we won't have change for someone The responsibility is to repay the next day. 1 else. 1 1I I I GEYER SPRINGS ELEMENTARY SCHOOL Master Bell Schedule 1989-90 J 1 7:A5 Teacher Arrival 7:45-7:55 Teacher Preparation 7:55* 8:00* First Bell F I Tardy bell 8:00-8:15 Opening and Planning I 8:15 11:00-12:00* Instruction Begins Lunch Schedule Kindergarten, Primary 1,2,3 12:00- 1:00* Intermediate 4,5,6 1 2:30* Dismissal 2:30-3:00 Teacher Planning 3:00* I End of Teachers' Day * Denotes the time the bell will ring. I 1 1 II I I PRICE LIST 1989-90 LUNCH I Elementary School 1.00 I Secondary Student 1.05 I Reduced-Price Meals Adults (non-students) Meal with Milk .40 1.35 I Meal without Milk..1.20 All Milk Sold .20 1 BREAKFAST Student .50 Reduced-Price Student .30 Adults .60 1 * Adult prices on lunch will change during the year. I I I IJ I GEYER SPRINGS ELEMENTARY SCHOOL BOOKSTORE SUPPLIES August, 1989' FIRST YEAR PRICES SUBJECT TO CHANGE SECOND YEAR J 1102-B Writing Tablet Crayons Glue Scissors (blunt end) Pencil Large Pink Eraser $ .80 1.25 .75 .90 .15 .35 $4.20 1105-J Writing Tablet 1109-J Spelling Book Crayons Glue Scissors (blunt end) Pencil Large Pink Eraser o J Cap Eraser $ .80 .90 1.25 .75 .90 .15 .35 . 10 $5.20 I THIRD YEAR FOURTH YEAR I I ( 1109-J Spelling Book 1107-C Imaginary Lines Crayons Glue Scissors (blunt end) Pencil Large Pink Eraser Cap Eraser Ruler $ .90 .85 1.25 .75 .90 .15 .35 .10 .50 $5.75 1104-D Writing Tablet 1110-D Spelling Book 1106-D Filler Paper Crayons Glue Scissors (sharp end) Pencil Large Pink Eraser Cap Eraser Ruler $ .80 .90 .85 1.25 .75 .90 .15 .35 . 10 .50 $6.55 n^i FIFTH YEAR SIXTH YEAR 1110-D Spelling Book 1106-D Filler Paper Crayons Glue Scissors (sharp end) Pencil Large Pink Eraser Ruler Cap Eraser $ .90 .85 1.25 .75 .90 .15 .35 . 50 .10 $5 .7 5 1110-D Spelling Book 1106-D Filler Paper Crayons Glue Scissors (sharp end) Pencil Large Pink Eraser o Ruler Cap Eraser $ .90 .85 1.25 .75 .90 .15 .35 .50 .10 $5.75 I 1 Composition Book 40 count $ .80 Filler Notebook Paper 44 count $ .75 Folder w/prongs only .40 Folder w/pockecs only .40 I Music Book .65 Large Pencil .20 Duo-Tang Folder w/prongs and pockets .50 I RED LEAD PENCILS .25 J lAJ KUM J :PO Bb Ccj SCHOOL rruocNT i J I n MUUWH Zz\u0026gt; WWTtR \u0026gt; IHtMXjm I ^c-ftooT 'XH09V U? ! UUMCM I ART o ijg USII II PRINCIPAL I 11 CLASSROOM I TEACHERS j KINDERGARTEN TEACHER I librarian SPECIAL EDUCATION TEACHER MATH PAL LAB TEACHER READING PAL LAB TEACHER SPEECH THERAPIST CERTIFIED INSTRUCTIONAL _______ ASSISTANT MUSIC TEACHER COMPUTER LAB ATTENDENT SUPERVISION AIDES CAFETERIA PERSONNEL media clerk COUNSELOR ARTIST IN RESIDENCEJ NURSE SECRETARY f OUR CURRICULUM IS DIVIDED INTO THREE LARGE BLOCKS OF TIME: READING ENGLISH WRITING SPELLING 1 I SOCIAL STUDIES SCIENCE HEALTH PHYSICAL EDUCATION MUSIC ART1 p-5 Counselor LI P-5A Music r' I r: yin. 4 Classroom P-A * P-4A Classroom Classroom p-3 13/i' Speech J 3B Special Education I P-2 Classroan P-1 Classroom J I T I 4AlfO* ifCnlH a\u0026gt;ia *1 If2 VA I itb I*A C4V\u0026lt;* I L? I 1 L f tl r T1 kOVACI 1 pT 1 .h I #3 ^4 *OO MhNCiMi CfcAiMJa* T I *1 1 *1\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_641","title":"Little Rock Schools: Hall 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":["1991/2004"],"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","Hall High School (Little Rock, Ark.)","School management and organization","Educational planning","School discipline"],"dcterms_title":["Little Rock Schools: Hall 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/641"],"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\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN OCT 2 8 1'991 School Building: (Name, Address, Zip) Hall High School 6700 \"H\" Street Little Rock, AR 72205 Telephone (501) - 671-6200 VERIFICATION FORM 1991-1992 Office of Desegregation Monitoring Pulaski______ County 60-02-001 LEA Number School District: (Name, Address, Zip) Little Rock School District 810 West Markham St. Little Rock, AR 72201 Telephone: (501) - 324-2000 October, 1991 Date Please submit one copy of the Annual School the district by October 15, 1991.. Improvement Plan for each school in Victor Anderson Pri nci pal J Dr. Ruth S. Steele Superintendent Signature of Principal Signature of Superintendent School Building Task Force Entire Hall High School Facu1ty Please send to: Associate Director Instructional Services Arkansas Department of Education 4 Capitol Mall Little Rock, Arkansas 72201 RECEIVED{ HALL HIGH SCHOOL PHTI nSflPHY We the faculty, students, and patrons of Hall High School - . ,, - ----- believe In a vital, d,ao.ic,ll, Stroctorci l,aclg center whose c.rrU.,. organlc.tien respond to changes tn the need, and interests of both one stndents and the world 1 .l.lch the, most function. We believe in the Inherent worth of the indl.idnnl and in the sibillty of the school to of both our students We believe in the Inherent provide respon- appropriate opportunities for each student's total srct. - Utellcct.l, .esthotic, mor.l, social, e.otlonal, sad physical. sponslbllity Includes fostering each That restudent's Innate desire for and love of learning while providing hi,,, .uh the .hiM. and shill, hich the basis of should be offered on essential and well-rounded secondary education. comprise it possible for them to global society as well\na sound education in all those Hall High students aspects of learning which will make satisfy their obligations to an ever-expanding. as their Diverse educational processes obligations to themselves. increasingly correlated if and approaches must be a truly dynamic and constantly evaluated and sirable to continue the use of responsive structure is to be maintained. for different or more proven, effective methods. successful teaching techniques while Innovation is enrich all students. necessary to create an educational A balance of sound traditi environment which will It Is desearching on and meaningful stimulate and I I IDistrict Goals 1. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) b) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning 3. c) leading all students to be productive contributors in the school, the community and the workplace d) . providing a disciplined, structured learning environment for all students To enhance human relations skills for principals, teachers, and central office administrators. I 'i I 1LITTLE KOCK SCHOOL DISTRICT EPS CODE\nAOA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide on educational To 1) a program of program that enables each child to achieve his/her highest potential, that end, the Little Rock School District will provide\n(\nbasic education for all students\n(2) programs that 'address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and,athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. I Adopted 1-26-8'1 IPR NCE VOCAB 59 54.5 LRSD - Spring nth PR 56 NCE 52.9 ASSESSMENT ANALYSIS OF HALL HIGH SCHOOL GRADE 11 MAT - 6 SPRING -91 READ COMP T READ MATH SPEL T LANG LANG BASIC BATT SCI SS COMP BATT RESEARCH 58 59 63 60 65 65 63 54 58 61 58 54.3 54.8 56.9 55.5 58.1 58.0 57.1 52.2 54.3 55.7 54.4 I '91 56 57 59 59 61 61 60 52 56 58 56 53.2 53.6 55.0 54.5 56.1 56.1 55.2 50.8 53.4 54.9 52.9 Hall - Spring '90 10th PR 54 61 58 59 62 68 68 64 58 57 63 59 NCE 51.9 56.0 54.3 54.8 56.3 59.9 59.7 57.4 54.3 53.9 56.8 55.0 HALL HIGH SCHOOL GRADE 10 MAT - 6 SPRING ' 91 PR NCE VOCAB READ COMP T READ MATH SPEL LANG T LANG BASIC BATT SCI SS COMP BATT RESEARCH 47 55 51 50 58 61 61 55 52 50 54 52 48.6 52.4 50.5 50.0 54.3 55.6 55.7 52.8 51.2 49.8 52.3 51.1 DISPARITY IN ACHIEVEMENT SPRING '91 GRADE 11 COMPLETE BATTERY NCE B-45.6/ W-64.6 DIFFERENCE 19% GRADE 10 B-44.4/ W-63.3 Difference 18.9%I CT r SCHOOL DISTRICT SCHOOL 1. 2. 3. 4. 5. ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT ?_AN LITTLE ROCK SCHOOL DI STRI CT HALL HIGH SCHOOL DATE INCREASE MA7-6 SCORES OF ALL STUDENTS AND DECREASE THE DISPARITY O 1 U L/ Li 11 I , Disc'icc Goc'i ci ss/A: civicies PAGE 1 Or 2 JUNE 7, 1991 IN SCORES BETWEEN WHITE AND NON WHITE : Goal 1 TO INCREASE EDUCATIONAL ACHIEVEMENT FOR ALL DISPARITIES IN ACHIEVEMENT. STUDENTS WITH SPECIFIC EMPHASIS OR CLOSIN 0 i i Person Resoonsible ConiDiscion DcC' nni' Lines Re i 5tec- Staff Develooment A 1 vicies Mscnoc 07 -Vo 10 Provide individual copies of MAT-6 scores for each teacher. (7 copies) Present preschool workshop for ci on Administration , - ' ( Committee implementing goal which includes^ information on presentation of scores to class and conferences with individual students. .\nEach content area will design a Departments form which meets the needs of that subject. i Preschool Workshop j Preschool Workshop I None (Committee provide (sample forms and workshop on score jinterpretation. I I (Preschool Departmental: (Meetings. i None Copies provided Workship questionnaire. Teachers in core curriculum Classes will have conferences with individual students and 1 Teachers and I Students 11 w I V I wu u I OCUUCIlUi dliu j help each to identify strenaths i and weaknesses and set one or I I I No later than 6th iwppk five- + IPreschool workshop Completed individual student ^week of firsi quarter, jon score interpret- subject area improvement ' iation. t plan. two goals for the year. Teachers will include results I _ of conferences into lesson plans\n, considering various learning i styles offering individual students opportunites to succeed. i Teacher I ! I i All Year Preschool Workshop Administrative Evaluation I I I I I 1 IARKANSAS DEPARTMENT 0- EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN PAGE 2 OF 2 _ i IG1 r. - n-i 6. SCHOOL DISTRICT SCHOOL LITTLE ROCK SCHOOL DISTRI CT HALL HIGH SCHOOL 1) TO INCREASE MAT-6 SCORES OF ALL STUDENTS AND DECREASE THE STUDENTS. ri CT. GOci : i viTies DATE JUNE 7, 1991 DISPARITY IN SCORES BETWEEN WHITE AND NON WHITE Goal 1 TO INCREASE EDUCATIONAL ACHIEVEMENT FOR ALL STUDENTS WIHT DISPARITIES IN ACHIEVEMENT. SPECIFIC EMPHASIS ON CLOSING I rerscn Responsible i I Completion Dace/ Time Lines I I I I kei T Q LqTT Development Acti VI ti es i I M: r.oc of XVcIUcTlon Emphasize research skills and vocabulary. Include information on test caking skills in lesson plans for each subject area.' All Teachers All year I Teacher All year I I Administrative Evaluation I Administrative Evaluation. I i i I I i I I I I I I01 101nc a SCHOOL DISTRICT SCHOOL Goa i : c Di Siri ct Goal: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District i Hall High School 1 (A) To increase achievement for all students Show a reduction in achievement disparity Goal 1 DATE June 1991 nn a \" closing disparities in achievement on Spring 1992 standardized tests from Spring 1991 levels. To increase educational achievement for all students with in achievement. specific emphasis on closing disparities Strategies/Activities Person Responsible Completion Date/ Time Lines 1. Encourage faculty to participate in TESA 2. Develop recruitment plan for upper level and AP courses for Principal August Pre School Workshop I Teachers of AP and i upper level courses' May 1992 I stuoents in the target population, counselors, I Project Promotion I mentors 2. Develop counseling plan to retain target population in upper level and AP courses. I I A. Operate recruitment plan to Beta Club, NHS, and other academic clubs for target population. 5. Continue Project Promoti mentoring experience. on, a Project Promotion I mentors, counselorsj, September 15, 1991 teachers of upper level AP courses Club Sponsors Counselors, Project I Promotion mentors Club sponsors. May 1992 I 1 counselors, Project October 1991 Promotion mentors I i I All costs for this goal will be rrom. the Academic progress incentive grant. Related Staff Development Acti viti es TESA None None None None Method of Eval ueti on Number completing the course Completed recruitment pier. Compare enrollment amonc ___J. _ _ -i target population w/ 1991-92 levels. Completed and working pier, of retention. Lower course drops than 1990-91 levels Increased membership 1990-91 levels over Evaluation of Project Promotion activities, academic gain in course work three nine weeks for participants overImplementation of Goal lA is on hold pending funding of the Academic Progress Grant as of September 5, 1991. I1991 - 92 HALL HIGH ACADEMIC PROGRESS GRANT PROPOSED BUDGET 1. 2. 3. 4. 5. JUNE I 1991 TESA for four individuals O $240.00 each Materials and Supplies Equipment Project Promotion, a mentoring experience Mentors 0 $15.00 an hour $ 960.00 540.00 500.00 12,200.00 Transportation-3 busses 0 $40.00 daily= $120.00 X 90 sessions 10,800.00 Total $25,000.001 SCHOOL DISTRICT SCHOOL ' Disi-i ARKANSAS DZPARTMEMT 0= 1DUCAI ION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRI CT HALL HIGH SCHOO! p r P I MATE BY DECREASING TARDIES AND REDUCING HALL TRAFFIC DA 11 JUNE 7, 1991 Goal\nGoal 2 TO. ^TABLLSH CLIMATES OF EDUCATIONAL EXCELLENCE IN ALL SCH00LS-PR0VIDIN6 A DISCIPLINED STRUCTURED LEARNING ENVIRONMENT T O les/ i viT es . Tardy procedures should be followed. Person Responsible I lAdminisirators Slips should be sent in on time, i IStaff ComoleLTon Daie/ Ra i oL\u0026lt; LQ I . I Lines I Development Activi ties i Should start August i 19, 1991. Slips should be completed with proper information. Consistency in punishment and procedure should be~pra-cticed- by administrators and staff. t j I I 2. Add personnel needed to handle paper work for detention hall. I (Principal , September, 1991 3. Teachers should lock all doors when tardy bell rings. Students in hall should be sent i { August, 1991 A. to designatediplace and assigned to detention hall. I I i I I Change penaltj' for tardiness to reflect changes. i August, 1991 I ilnstructions for (completing tardy (forms. (Review Policy I I I I I Review Policy Method of EvaluTior iRecords I I i I (Personnel assigned i Teachers follow policy. 1 i j Penalities are enforced. ISCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF ANNUAL SCHOOL IMPROV: LITTLE ROCK SCHOOL DISTRICT HALL HIGH SCHOO! TO IMPROVE EDUCATIONAL CLIMATE oOc!: 3 BY IMPROVING BEHAVIOR AND SEATING ARRANGEMENTS : Di riCT Goc!\nGoal 2 TO ESTABLISH CLIMATES Or EDUCATIONAL EXCELLENCE IN ALL SCHOOLS 1 o /Aeti vi-r-ies 1. All teachers will be assigned specific number of students or area to supervise. a 2. EDUCATION NT PLAN DATE JUNE 7, 1991 IN THE AUDITORIUM. I I I I i Person Responsible IPrincipal I I Teacher attendance at assemblies (Principal should be mandatory. - PROVIDING A DISCIPLINED STRUCTURED ENVIRONMENT, Comoletion Da Time Lines U' ReislSC Slott Deve'ioDmeri* vines Mstnod of Eval uatior (August, 1991 I f I i f (August, 1991 I [o5is A. Auditorium seati I I ng will be with a[Administrator r kirsxA __J i regular class teacher with grade J level seating arranged. I [August, 1991 I 5. Scan sheets will be provided for (Administrator assemblies to record absences and' citizenship. ! I I I Classroom Discipline Observation iClassroom Management Observati as'sembl ies on, roll check a*. } I j Evaluation of I (Seating charts provided I I (August, I I I 1991 Scan Sheets provided I I I i I I I i ) Ii. SCHOOL DISTRICT SCHOOL re ARKANSAS DEPARTMENT DF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT HALL HIGH SCHOOI TO IMPROVE THE EDUCATIONAL CLIMATE________ ' 4) TO DECREASE AMOUNT OF LITTER AT LUNCH PERIODS. T5S/, V I DA 11 JUNE 7, 1991 Goc I\n1 cr Goal 2 TO ESTABLISH CLIMATES OF EDUCATIONAL EXCELLENC\" STRUCTURED ENVIRONMENT. I i Administrators, security personnel and teachers should be on duty ini courtyard, cafeteria, and hallways during lunch period to encourage students to place trash in proper receptacles. 2. Additional trash receptacles will be placed in courtyard, cafeteria' and hallways.\n3. An ad campaign will be implemented LO increase student awareness of the litter problem, environmental concerns, and to encourage school pride. A, The main hall bulletin board willi display free government posters, i student posters, slogans, and daily bulletin announcements, stressing school pride and cleanliness. Intercom announcements. Video announcements will also be used. I IN ALL SCHOOLS - PROVIDING A DISCIPLINED Person Responsible Principal Principal and Comoletion Dat' Time Lines August, 1991 Ke i a tec I I I CC I , Deveiooment Acti vTcies None i Metnoc Evaluc -1 or Decrease in amount of litte*- at lunch periods I i I I I August, 1991 Custodial staff, i , None I I Principal i Teacher committee Principal Teacher Commi May, 1992 i I , None I I 'August, 1991 ttee i ~ i Increase in number of tras\" i receptacles i i Completed ads I Observation I ISCHOOL DISTRICT SCHOOL ARKANSAS DEPART.MENT OF EDU ANNUA. SCHOOL IMPROVEMENT LITTLE ROCK SCHOOL DI STRI CT HALL HIGH SCHOOL ATI ON PLAN DATE JUNE 7, 1991 - ~' I c 1 n c iiOa TO ESTABLISH A MANAGEABLE HOMEROOM PERIOD. 1 : Dis'ric7 Gos'! : Goal 2 TO ESTABLISH CLIMATES OF EDUCATIONAL EXCELLENCE IN ALL SCHOOLS THROUGH (D)PROVIDING A DISCIPLINED, STRUCTURED LEARNING ENVIRONMENT FOR ALL STUDENTS. 1. 2. jies/Aooivities I Homeroom should be a continuation of period 2. j i Period 2 ends with the beginning\nof Channel One. I Homeroom continues five' minutes ' with: j Daily Bulletin . i Necessary Survey Forms, etc. ' Homeroom should be extended for | video taped programs. I i I 1 I I I I I Person Resoonsibie Principal I com.D I Time ion Da Lines ! i Kc i 0 Deve'iooment Kzzf VI ri es Mernoc of Eval usrior j August, 1991 None I Change in bell schedule i I i I j i t I i I I i 1 1 I I I 1 j i I I f I I I I1. 2. -5 4. I cm SCHOOL DISTRICT SCHOOL .02 1 c Dism ARKANSAS DEPARTMENT 0\" EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DI STRI CT HALL HIGH SCHOCH\n6) IMPROVE RELATIONSHIPS AND FOSTER COMMUNICATION DATE JUNE 7, 1991 AMONG THE STAFF AT HALL. Gool. TO ENHANCE RELATIONSHIPS BETWEEN PRINCIPAL, TEACHERS AND CENTRAL OFFICE PERSONNEL. eci es/Acti vities Form an adult Heritage Panel I composed of faculty and admin- i istration. ! Sponsor Multi-cultura-1 .Fair . Person Resoonsible Marvin Burton Ron Lanoue Sue Maddison Comol' T1 m. ion Da Lines I i ReioLsc Slctt Development. OLIvici ss A ' I i End of first nine I weeks. iCoordinator of IForeign Language iand Social Studies.' I j(Zones 2,4,6,8)\n{Dept. Coordinators { 1 Continuing Of optional secret {Barbara Hope pal program. I Metnoc' of Eyal ucLi on Third nine weeks ! bex^ond semester ( I I End of each serneste r I Be trai ned and j participate I None I ! None i ! None I I Survey prepared by Ron Lano-j with input from faculty If people are trained, these people would train others. IParticipation and attendance I I I (Increased participation anc I attendance I Number of participants I ( ISCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District DATE July, 1991 HALL HIGH SCHOOI PAGE # 1 of 2 Building Goal\n7) To involve parents in the education of their children. Related District Goal: Goal 2 To establish climates of educational excellence in all schools -providing a disciplined structured learning environment. Strategi es/Acti vi ti es 1. Actively encourage increased parental contact by faculty 2. Encourage parent conferences on . parent conference day and at other\ntimes 3. Hold Sophomore Parents Orientation 4. Develop and implement College Information Night for parents 3. Invite parents to help sponsor parade activities during home- corni ng. 3. Hold Booster Club Pre Game Activity Central Hall Football Game . Hold Open House Person Responsible Principal Principal, Asst. Principal Counselors, Administrators Counselors Principal, PTA Board Principal, Coaches Booster Club Officers Principal and Faculty Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation August, 1991 August 1991, October 1991, January 1991, April 1992. September 5, 1991 October 31, 1991 October, 1991 October, 1991 October 23, 1991 Feed back from parents in informal survey View parent conference schedule forms on parent conference days. In- formal survey of faculty in conferences. Review sign im sheet at event for participation Evaluate level of participation Evaluate level of participation Review participation levels after event. ISCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District DATE page 2 of 2 July 1991 Hall High School Building Goal: 7) To involve parents in the education of their children. Related District Goal :Goal 2 To establish climates of educational excellence in all schools-providing a disciplined structured learning environment. Strategi es/Acti vi ti es Person Resoonsible Completion Date/ Time Lines Related Staff Development Activities Method of Evaluati on 8. Assist with development of districi Counselors wide College Night November 1991 Evaluate Attendance 9. Develop and produce Project Promotion Parent Night Principal, Project Promotion Staff May 1992 Evaluate level of participation. 10. Develop and produce a series of cultural seminars throughout Principal, Cultura Seminar Committee May 1992 11. 12. the school year. Involve and invite parents in the development of the seminars and the viewing of them Send copy of newspaper to parents who request it as part of PTA membership Send informational newsletter to Partners in Education Newspaper staff May 1992 Newspaper Staff Key Communicator Each Quarter Evaluate the level of participation by parents after each seminar Mailing lists evlauated Completed and mailed newsletter1. SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District Hall High School To implement LRSD security measures and emergency intervention activities. Building Goal: 8) DATE September 10, 1991 Related District Goal: 2 d) Providing a disciplined, structured learning environment for all students. Strategi es/Acti vi ti es Conduct reverse fire drills and bullet drill Person Responsible Asst. Principals Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation 10/7/91 Instruction during homeroom L 2.- Secure all exterior doors except front entrance 3. 4. 5. 6. 7. Campus Security officers \u0026amp; custodians Ongoing Inservice meetings including security officers Administration observation of instruction and drill activities Frequent administrative moni tori ng Lock classroom doors after tardy bell Teachers and remove obstructions from classroom doors Visitors sign in/out, wear visitor's badge and be escorted to destination Erect No Trespassing signs around campus and Pass Required signs on building Hall sweeps Review attendance policy and notify parents of attendance problems for students 5 through 17 years of age Ongoing Inservice meetings Administrative monitoring Campus security offi cers District Security Dept. \u0026amp; Plant Serv: Asst. Principals Asst. Principals, Attendance secretary, teachers Ongoing 10/1/91. Periodically Ongoing Training for securi- Check sign in/out ty officers. Inservice form against visitor: to encourage teachc to challenge visitc w/o passes Inservice meetings Inservice on (lock doors, recording attendance Direct teachers to place attendance on interim reports rs rs observed in badges Administrative monitoring Hall sweep log Observe counselor's copy of interim reports1. SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District Hall High School To implement LRSD security measures and school emergency plan Building Goal:8} Related District Goal: Strategi es/Acti vi ties Conduct tornado drills DATE September 10, 1991 2 d) Providing a disciplined, structured learning environment for all students. Person Responsible J. Powell 2. .Conduct fire drills, implement fire 3. 'marshall program, check for fire hazards regularly Conduct earthquake drill J. Powell J. Powell 4. Implement school emergency plan. Administration Completion Date/ Time Lines January 1992 By the 9th day of each month December 1991' Ongoing Related Staff Development Activities Inservice with information from U.S. Dept, of Commerce Inservice meeting Inservice Review school emer- Method of Evaluation Observation of drills Recording time Moni tori ng gency plan with staff. Supply each with ccpy Monitoring for handbook JSCHOOL EMERGENCY PLAN 1. 2. 3. Designated School Site Emergency Coordinator: Dr. Victor Anderson Designated Alternate School Site Emergency Coordinator: Mr. James E. Powell Designated School Crisis Management Emergency Team Members: Dr. Victor Anderson, Principal James E. Powell, Assistant Principal Mr. James L. Washington, Assistant Principal Mrs. Marilyn Brewster, Assistant Principal Mr. Larry Bynum, Building Engineer Mr. Ronald Forte, Head Custodian Mrs. Kay Gunter, Principal's Secretary Mr. Roy Wade, Coach Mr. E. McGee, Coach Mrs. Janice Yeatman, Nurse Mr. Marvin Burton, teacher Mrs. Pat Bona, teacher Mrs. Kay Dietz, teacher 4. Dates Emergency Drill conducted Fall Winter Spring Bomb Threat November 1991 Tornado - Jan., 1992 Earthquake - Dec,1991 (May want to consider having drills on in-service days or during faculty meetings.) 5. 6. 7. 8. 9. Designated persons to establish emergency kit and prepare contents: Mrs. Marilyn Brewster Mrs. Janice Yeatman Designated person to keep Central Office informed: Kay Gunter, Principal's secretary Barbara Hope, Bookkeeper Designated persons to notify parents and spouses of injured: Janice Yeatman, Nurse Christine Green, teacher Designated staff to identify injured and fatalities: Janice Yeatman, Nurse Marilyn Brewster, Assistant Principal Designated school personnel to report to the hospital to coordinate information from hospital to school and central office: Sam Dace, Counselor Charlene Carpenter, Counselor James L. Washington, Assistant Principal10. 11. 12. 13. 14. 15. 16. 17. 18. Designated staff members to handle telephones: Kay Gunter, Principal's secretary Barbara Hope, Bookkeeper Designated staff members to update parents and public: Dr. Victor Anderson, Principal James E. Powell, Assistant Principal Location of school's news media area: Auditorium Designated school news media spokesperson: Marilyn Brewster Location of school's reception area for parents and public: Gym Designated persons responsible for compiling a roster of students absent from school at time of crisis: James. L. Washington, Assistant Principal Hartense Mitchell, Attendance Secretary Wanda Banks, Guidance Secretary Designated persons responsible for releasing students to parents and nonparent adults: Hartense Mitchell, Attendance Secretary Wanda Banks, Guidance Secretary Designated persons responsible for development of updated information sheets for parents, teachers, and others: (Give facts as to who, what, when, where, and how) Marilyn Brewster, Assistant Principal Phillis Chitman, Journalism Teacher Staff members trained in CPR: Kay Dietz, teacher Janice Yeatman, Nurse Marvin Burton, teacher Barbara Mathis, Health teacher Barbara Hope, Bookkeeper 19. Designated persons responsible for letter to notify parents of post-crisis intervention: / 20. 21. Kay Gunter, Wanda Banks, Barbara Hope Designated persons to coordinate with Central Office and community forum on emergency, and identify follow-up activity\nLinda Porter, Counselor Eloise Fitzpatrick, Counselor Designated staff members responsible for arranging plan of transportation for students, faculty, and parents to home, hospital, emergency shelter, etc.: James. E. PowellI 22. Name of maintenace director/head custodian who will meet the crisis agencies' staff to identify and assist in securing any potentially dangerous utility system(s): Larry Bynum, Building Engineer Ronald Forte, Custodian 23. List alternate available means of coinmiinication: 1. Walkie-talkie 2- Bull Horn 24. 25. Designated food service staff members responsible for acquiring and distributing food to emergancy personnel: Lauri ne Harrison, cafeteria manager Designated staff members to direct traffic: Roy Wade, coach Oliver Elders, Coach Earnest McGee', Coach 26. Name of school insurance clerk who checks student's insurance needs: Barbara Hope 27. Designated name(s) and telephone numbers of professional counselors\n28. PUBLIC ASSISTANCE AGENCIES: Agency Person in Charge Telephone A. 6. C. D. E. F. G. H. I. J. K. 29: Did faculty assist in developing the Emergency Pfocedures Plan? yes No 30. Method used to inform parents of Emergency Preparedness Plan and revisions: 1 P.T.S.A. Newsletter and P.T.S.A. Meetings31. 32. Identify student carriers: Cedric Casey Lawrence Russell Gregory Doster Designated person to print identification badges for school and emergency personnel: Marilyn Brewster (REVERSE Fl UE URI LI, 'Illis drill is intended to facilitate movement of students .into the building when they are outside dui'ing noon and recess breaks. before and after school and/or A pre-arranged signal (one that is unique to other bell signals that are s tudents. commonly used should be taught to The purpose of this s i gnal is to alert students to move quickly to the inside of the building and into their next classroom. This signal also alerts your supervision personnel stationed outside that there an emergency that requires their help in moving students and staff inside for protection. 1 s Bullet Drill (also called by different names) STUDENTS During a bullet drill or at the first sign of gunfire, students should: 1 . Drop and covei liiiinediately take cover under desks tables (inside) or behind trees, etc., (outside), your han\u0026lt;ls to cover your head. 2 . or Use Turn away from windows. 3 . Stay under the shelter until the gunfire stops or an adult gives different instructions. 4 . Remain silent. 5 . Listen for instructions. TEACHERS During a bullet drill, teachers should: 1 . Drop and cover. 2. Turn away from windows. 3. Stay under the shelter until the gunfire stops or the drill is over. 4. Talk calmly to students. 5 . Prepare l.o evacuate the area if necessary.TO: FROM: Hall High School Faculty and Staff James E. Powell, Assistant Principal SUBJECT: Procedures to Take in the Event of an Earthquake (1) All persons in the building are to sit on the floor under their desks or tables until the tremors subside. (2) If evacuation is possible, the normal practical evacuation procedure should be followed. An alternate route may be taken if the primary route cannot be used. practice field will be used as a holding area. The football (3) Notify the main office about any irregularities or building damage. (4) If students are indoors, they should remain there away from windows, bookcases, mirrors, and other heavy furnishings until the shaking stops. (5) If students are outdoors, they should go into the open away from buildings, walls, trees, and power lines. Move to football practice field. (6) Teachers will make sure that he/she has possession of the class roster and gradebook during evacuation. (7) All personnel will assume their respective assigned roles as specified in the attached School Emergency Plan. fTORNADO DRILL The National Weather Service and the State of Arkansas have designated the week of March 4-8 as Severe Weathfer Awareness Week In Arkansas. Severe weather from thunderstorms can happen at any time of the year in Arkansas. However, Sprjng is our peak time for such events, so we strongly urge all school personnel to review and practice severe weather drills .during this week. The annual statewide tornado drill will be held on Wednesday, March 6i\\1991, sometime between 11:00 a.m. and 12:00 noon. Teachers are to review the procedures indicated below on Tuesday, March 5, 1991, so that students may be familiar with the procedures. ALL STUDENTS AND TEACHERS ARE EXPECTED TO PARTICIPATE. TORNADO REGULATIONS Notification of a tornado drill will be by the intercom or by ringing of the tornado alarm. The following procedures should be followed: 1. 2. 3. 4. 5. Stop all work at once. If you are in a classroom with outside windows, move immediately to an inside corridor nearest your i*-oom. If you are in the gym, cafeteria or media center, exacuate these rooms at once. Gym to the 500 corridor Cajteria to the 400 corridor Media Center to 100 and 200 corridors. If you are in Sn inside classroom in zones one or two, move your students to the corridor side of the room. Once you have arrived at the locations indicated above, have your students get down on the floor, face the wall, cover their face with their hands, and lower their heads. If a heavy table is available in your assigned area, get under the table, event, get as far away from plass windows as possible. In anyLRSD SUPPORT SERVICES Fax:1-501-324-2032 Mar 29 95 12:38 P. 01/02 JKCBBB i Little Rock School District Office of Communications FAX Date: To: From: Subject: Special Instructions: Number of pages (including cover page)\nFax phone number: Speed dial: Communications telephone: (501) 324-2020 Fax: (501)324-2032 810 West Markham Street Little Rock, Arkansas 72201 \u0026lt;501)824-2000LRSD SUPPORT SERVICES Pax 1-501-324-2032 Mar 29 95 , Eng Liitle Rock School District Media Advisn 12:38 P. 02/02 March 29,1995 more information\nDina Teague, 324-2020 Students from Hall HJoU c u 1 T- . * the Heifer Project n*day, Nlarch 30 from 8:30 until 9-15 , m Th h O, n educational field tri y e otary Club and is part of their Career qh a r Lareer Shadowing Proeran, i^S Program. International on hip is sponsored them a tour of the facility, the Heifer project. Students will also Perryville, Arkansas tour the International vvith Mr. Jack Rorex from Learning and Livestock Center in 10:00 a. rn. to 2:30 p.m. ### 810 West Markham Street Little Rock, Arkansas 73301 (501)334-3000a 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 \u0026gt;371-0100 December 12, 1995 Mrs. Sue Maddison 6503 Cantrell Road Little Rock, AR 72207 Dear Sue: 1 was delighted to read the article in last weeks Arkansas Democrat Gazette that featured you and your adventures in Russia. Youve always been an ambassador of good will for Little Rock schools\nnow youre a fine emissary for all of Arkansas too. Charlie joins me in saluting your many contributions to education and communities not just here at home, but internationally as well. You never fail to bring your unique (and wonderful!) sense of humor, enthusiasm, and empathy to all you undertake and to all you meet. What deliciously wicked genius to teach the Russian Rotarians the hog call. Only you would have thought of it. Were all very proud of you and your many accomplishments. Sue. Congratulations. Sincerely yours, Ann S. Brown Enc.Arkansas Democrat TUESDAY, DECEMBER 5, 1995 ' [iW ^W-, -4 .?l Russia \u0026gt; teaches .S. Sli* - # t teacher n .'ic \u0026lt;\u0026lt; I . Working vacation imparts life lessons BY CYMTHIA HOWELL . Democrai-GMete Education Witter I Hall High School teacher Sue, iMaddison is back, from ah ex- \ntended field trip. ' Maddison spent October in Russia, teaching students about ^.American literature, the judicial system and life in the United ' States. It was an experience in which . the 23-year English T 4 ,) '^1 1 \u0026gt;^^feacher said she learned fttir [fmore than she was able to teachi. . raraocrarnd tn death beforeF aore inan sne waa ame w leatuc [\n// \" IwasscaredtodeathbeforeF^ pent,* said.,1 couldn't i ^^ent, Maddison said.. \"! couldn't, \u0026gt; believe I was going on my 05vn4\n*^But after a couple of days hi: class, it ,was like being here\" ar Hall.\"^?/T-^V . \u0026lt;':* .^The: trip' resulted from: a?' I *'. i'tlfriend^ip Maddison developed J last year with Tanya Tmehunna^, -aRussianteacherofEnglishwho S spent the 1994-95 school year ^Working at Hall. Tinchurina and itwo other Russian educators M J \\l: if _ - __ - - __________ tai^t in Little Rock as part of ar . Ulla------- - See TOSSW, Page 3B Sian UiUMI ii jfeiJiSMiii (oolsif a j V' Teacher Continued from Page IB program that the U.S. Information /\\gency and the American Council of Teachers of Russian sponsored. Two new Russian teachers are teaching this year at Dunbar Magnet and Cloverdale junior high schools. This summer. Tinchurina returned to Russia with stories of her Arkansas experiences, a new computer system and loads of materials about the United States to share with students In Kazan. But what better way to tell Russian youngsters about the United States than to have an American do the talking? At Tinchurina's urging. School 39 in Kazan Invited Maddison for a visit Maddison spent 254 weeks teaching Reginald Roses play Twelve Angry Men\" to 250 students at a public school that .specializes in teaching English. The play one that Maddison routinely leaches Hall students Is about the deliberations of a jury in a murder trial. Study of the play prompted discussions about the American and Russian judicial systems. ,\"Thcy wanted to discuss the ideas of the judicial system and freedom.\" she said. \"'They were intrigued that I wa.s a child of the late 60s and early 70s. That was kind of fascinating to tliem because they wanted to talk about that hippie erau. Maddison described her students\nwho were in grades eight throu^ 11 and attended classes six days a week, as delightfill, fluent in English and respectful. 'They always stood up when she entered the room, and they always did their homework, of which they had plenty. Their knowledge of history and literature impressed her. A resurgence in religion in Russia prompt- edxseveral students to ask her whether American students believe in Uod. ^ey also wanted to know whether life In America is like the soap opera \"Santa Barbara.\" \"Vve never seen Santa Barbara,\" but I told them no. \" Maddison said. The students I met really gave me such hope for Russias future.\" she added. They all knew that their country was going through a time of change, and they honestly wanted to help contribute to that change.\" In Kazan, a university city of more than 1 million people about 500 miles east of Moscow on the Volga River. Maddison lived in a government-owned apartment with the family of one of her students. Zhenya Sokolova. 14. It was while visiting in the homes of students that Maddison said she really got to see another side of the country where the government even controls the thermostat settings in the apailment houses. I realized that the things I think are necessities are really conveniences. she said. What I found is that Russia is a paradox. It is the Russia you see in pictures: the buildings are gray, the streets are dark, the buses are filthy and the city is noisy. But people seem to fill their lives with other people instead of things. I dont know whether they know they will never have things or they are not interested in things, but I've never been around people who were more hospitable. \"Id be tired of fighting to get on buses and tired of fighting to get into the stores. But once I got home. I was surrounded by generous. delightful people who were full of life and loved music. They all sit around at night and play guitars or the piano and sing Russian songs.\" The country is bitterly cold in the winter, and the salaries low. Maddisons counterparts in the schools earned the equivalent of $60 to $70 a month, she said. Most Russian families grow and store their own vegetables and buy only meat Even her fruit juice was made from home-grown berries, she said. She said the food was wonderful but she had to grow accustomed to the Russian breakfast. She had cabbage rolls for breakfast on her first day in the country. On another day, she had fried shrimp, mash potatoes and green beans. She never ate in a restaurant. \"I think I saw one in Kazan.\" she said. Maddison did attend the ballet and concerts and visited Moscow for five days, Maddisons trip was sponsored in part by Little Rocks Downtown Rotary Club 99. While visiting In the industrial city of Togliatti, Maddison addressed that citys Rotary Club and taught the members to call the Hogs in preparation for a delegation of Texas Rotarians who were expected to visit the following week. Maddison said she hopes to return to Russia in a couple of years once she learns a little more of the Russian language.. 04/28/1998 12:51 501-324-2023 LRSD COMMUNICATIONS PAGE 0: 02 Little Rock School District For Immediate Release April 28, 1998 For more information: Suellen Vann, 324-2020 Christine Green, teacher Claire Nelson, student 671-6200 Constitutional Scholars from Hall High Head to Washington for Competition More than 20 students from Hall High School will travel to Washington D.C. later this week to share their knowledge of the United States Constitution and Bill of Rights. Teacher Christine Green will accompany her advanced placement American History class, composed of one sophomore and 20 juniors, to the nations capital on Friday for the We the People...The Citizen and the Constitution competition. Students will appear before a panel of judges on Saturday and Sunday, May 2 and 3, while representing Arkansas in the national finals of the event, sponsored by the Center for Civic Education and funded by the U.S. Department of Education. Students have been studying for this competition for several weeks, Mrs. Green said, and each team has specialized in a particular area of the Constitution. Judges for the competition are Constitutional scholars, lawyers and government leaders. During their stay in Washington, the students will tour historical sites and museums. On Tuesday, May 5, the Hall team will visit with Senator Tim Hutchinson and Congressman Vic Snyder prior to returning to Little Rock that evening. 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000./less V:51 501-324-2023 LRSD COMMUNICATIONS PACE 02/02 Little Rock School District For immediate Release April 28, 1998 For more information\nSuellen \\'ann, 32^-2020 CTiristine Green, teacher Claire Nelson, student 671-6200 Constitutional Scholars from Hall High Head to Washington for Competition More than 20 students from Hall High School will travel to Washington D.C. later this week to share their knowledge of the United States Constitution and Bill of Rights. Teache: hristine Green will accompany her advanced placement .American History class, composed of one sophomore and 20 juniors, to the nations capital on Friday for the We the People.. .The Citizen and the Constitation competition. Students will appear before a panel of judges on Saturday and Sunday, May 2 and 3, while representing Arkansas in the national finals of the e^'ent, sponsored by the Center for Civic Education and funded by the C.S. Department of Education. Students nave been studying for this competition for several weeks, Mrs. Green said, and each team has specialized in a particular area of the Constitution. Judges for the competition are Constitutional scholars, lawyers and govemment leaders. During their stay in 'X ashin.gton, the students will tour historical sites and museums. On Tuesday, May he Hall team will visit with Senator Iim Hutchinson and Congressman Vic Snyder prior to returning to Little Rock tiiat evening. aiO West Markham Street Little RocR, Aihansas 72201 (501)024-200035/01/I998 03\n43 501-324-2023 LRSD COMMUNICATIONS c: PAGE 01/01 Little Kock School District SOURCE/CONTACT: Suellen Varm L.ittle Rock School Distric (501) 324-2020 MEDIA ALERT! Hail High School Celebrates Its 40'^ Birthday For Immecliate Release .\\4ay 1. 1998 For more information. Suellen Vann. .324-2020 V.'liat: Haii High Schools 40* \"Birthday Celebration Who: Hail High snidents, faculty, alumni, staff and friends When/Where: Friday, May 1,1998 12:09 p.m. -2:00 p.m. 4:00 p.m. - 6:00 p.m. Hail High Cafeteria 6700 H Street Scott Field Behind Forest Heights J.r. High 5901 Evergreen Note. Seniors wid be at Scott Field all day for Senior Field Day. Juniors and sophomores will celebrate tlte schools arLTiversai\")' during their lunch hours. 44* 810 West Markham Street * Little Rock Arkansas 72201 (501)324-2000 July hall high school 6700 \"H\" Street 671-6200 Little Rock, Arkansas 72205 July 21, 1998 RECEIVED TO: Board of Directors JUL 2 3 1998 FROM: Gayle B. Bradford, Principal THROUGH: Dr. Leslie OmCEOF DESEGOTiONMOmiG mine. Superintendent SUBJECT: UALR Partnership with Hall High for a University School We believe that I am requesting approval of the planning and implementation of a university school at Hall High School in partnership with the University of Arkansas at Little Rock (UALR). U_ L_li__ providing challenging options to our high school students at Hall and in the process aiding them in the transition from high school to the post secondary arena would be greatly beneficial. this joint effort with UALR, university school\" In this Hall High would become a which would enable Hall students to enroll in college credit courses taught by both Hall teachers as adjunct UALR faculty and regular UALR faculty members. Course credit would be awarded both toward high school graduation and credit on the UALR It is conceivable that upon graduation from Hall, students involved in this program would have accumulated enough hours of college credit to enter the college or university of their choice as a sophomore or junior. Acquiring college credits in this manner potentially reduces both the time and expense of obtaining a college degree. transcript. This \"university school\" - . program would involve a year of planning and a three-year implementation schedule. The planning year would commence in August, 1998, and the program would go into operation It is expected that Advanced Placement school year 1999-2000. courses would be among the courses to be taught in the beginning of the program with additional courses added as the program expands. the following have During the planning phase (school year 199899), the following have been noted as necessary activities prior to full implementation for school year 1999-2000: work with university department heads to choose classes to be offeredBoard of Directors July 21, 1998 Page 2 work with high school faculty to have them teach concurrent and UALR qualified to courses\nmaintain documentation for Hall faculty^^ high school faculty and university develop staff training sessions for high school faculty and university faculty for initial program implementation and follow-up sessions on a monthly/quarterly basis develop concurrent courses course schedules and location of determine in cooperation with UALR deans which instructors and Hall instructors would teach courses UALR concurrent devise methods for informing counselors, LRSD/Hall students, LRSD/Hall parents, and the city of Little Rock public as a whole of the opportunities of the university school's concurrent enrollment program devise Director enrollment the procedure in cooperation of Admissions for students with the to apply UALR for devise the procedure in cooperation with the Director of Admissions and deans of all determining courses to be offered UALR UALR colleges for determine in cooperation with UALR/Hall team the criteria for concurrent enrollment eligibility entrance determine methods for informing interested students, parents, counselors of the application process set up and maintain responsibility for enrollment of students in the courses continue to research and obtain information regardinci other concurrent enrollment programs around the country\nvisit any which may offer credible in better planning for our program assistance provide necessary logistics for the instructors to operate smoothly on the Hall logistics university campusBoard of Directors July 21, 1998 Page 3 provide orientation/assistance for university instructors in high school regimen notify all colleges and universities in region where most Hall graduates have chosen to attend and submit course descriptions to determine acceptance of transfer from UALR credit assemble a noceoooK of materials from colleges universities for reference as to courses which accepted as transfer credit from UALR notebook of materials from and will be set informational meetings for students and pa^ Hall High School to promote concurrent enrollment parents of program set up informational meetings with local organizations to provide awareness of concurrent enrollment opportuniti at Hall High es determine means of providing students and parents currently enrolled in private and parochial schools with information as to concurrent enrollment opportunities at Hall High studentsreervi July BJ. /^encfc, hall high school 6700 \"H\" Street 671-6200 Little Rock, Arkansas 72205 July 21, 1998 RECEIVED TO: FROM: Board of Directors Gayle B. Bradford, Principal JUL 2 3 1998 .iy OmCEOF DESEGREGATION MOKITORIKG THROUGH: Dr. Leslie' mine, Superintendent SUBJECT: UALR Partnership with Hall High for a University School a We believe that I am requesting approval of the planning and implementation of university school at Hall High School in partnership with the University of Arkansas at Little Rock (UALR). _ providing challenging options to our high school students at Hall and in the process aiding them in the transition from high school to the post secondary arena would be greatly beneficial. In this joint \"university school\" effort with UALR, Hall High would become which would enable Hall students to enroll in college credit courses taught by both Hall teachers as adjunct UALR faculty and regular UALR faculty members. Course credit would be awarded both toward high school graduation and credit on the UALR It is conceivable that upon graduation from Hall, students involved in this program would have accumulated enough hours of college credit to enter the college or university of their choice as a sophomore or junior. Acquiring college credits in this manner potentially reduces both the time and expense of obtaining a college degree. transcript. a This II university school\" program would involve a year of planning and a three-year implementation schedule. The planning year would commence in August, 1998, and the program would go into operation school year 1999-2000. It is expected that Advanced Placement courses would be among the courses to be taught in the beginning of the program with additional courses added as the program expands. During the planning phase (school year 1998-99), the following have been noted as necessary activities prior to full implementation for school year 1999-2000: work with university department heads to choose classes to be offeredi Board of Directors July 21, 1998 Page 2 work with high school faculty to have them qualified to teach concurrent and UALR courses\nmaintain documentation for Hall establish pairings of high school faculty and university develop staff training sessions for high school facultv and university faculty for initial program implementation and follow-up sessions on a monthly/quarterly basis develop concurrent course schedules courses and location of determine in cooperation with UALR deans which instructors and Hall instructors would teach UALR courses concurrent devise methods for informing counselors students, LRSD/Hall parents LRSD/Hall stuaents, LRSD/Hall parents, and the city of Little Rock public as a whole of the opportunities of the universitv school's concurrent enrollment program devise Director the procedure enrollment of Admissions in cooperation for students with to the UALR apply for devise the procedure in cooperation with the UALR Director of Admissions and deans of all UALR colleges determining courses to be offered for determine in cooperation with UALR/Hall team the entrance criteria for concurrent enrollment eligibility determine methods for informing interested students, parents, counselors of the application process set up and maintain responsibility for students in the courses enrollment of continue to research and obtain information other concurrent enrollment programs country\n ' regarding concurrent programs around the -\nvisit any which may offer credible assistance in better planning for our program enrollment provide necessary logistics for the instructors to operate smoothly on the Hall campus for university'.',3^T7ZAy.-.:--v-.. i I Board of Directors July 21, 1998 Page 3 I is provide orientation/assistance for university instructors in high school regimen notify all colleges and universities in region where most Hall graduates have chosen to attend and submit course descriptions to determine acceptance of transfer from UALR credit assemble a notebook of materials from colleges and universities for reference as to courses which accepted as transfer credit from UALR will be set informational meetings for students and parents of Hall High School to promote concurrent enrollment program set up informational meetings wfth local organizations to provide awareness of concurrent enrollment opportunities at Hall High determine means of providing students and parents currently enrolled in private and parochial schools with information as to concurrent enrollment opportunities at Hall High providing students I I I I I\\J(y lA\"?? Bd. RECEIVED 6700 H\" Street 671-6200 Little Rock, Arkansas 72205 JUL 2 3 1998 OmCEOF DESEGREGATION MONITORINQ FV'e'vi July 22, 1998 TO\nBoard of Directors FROM: Gayle B. Bradford, Principal THROUGH\nDr. Leslie V, Carnine, Superintendent SUBJECT\nProposal for Hall High Cisco Academy Communities in Schools, (CIS) is a national non-profit organization committed, for more than 25 years, to championing the connections of needed community resources to children in order for Inc. them to successfully learn, stay in school and prepare for life. Communities in Schools of Arkansas (CISA) is the state affiliate that is charged with replicating CIS initiatives and providing training and technical assistance to communities improving the outcomes of children. committed to CISA offers a comprehensive, consistent and holistic approach to community issues by bringing together, through collaboration, the agencies, businesses, schools and concerned citizens that are determined to work together in solving the most vexing concerns facing their young people. believes that many of these needs can and should be offered and CISA received at the school sites. These services should include mentoring, tutoring, mental health and agency referrals as well as positive and creative activities and opportunities for community service through the schools. The basic philosophy of Communities in Schools of Arkansas is that every child needs and deserves at least four basic resources to be successful. They are: A one-on-one relationship with a caring adult, A safe place to learn and grow, A marketable skill upon graduation, and A chance to give back to the community through community service. Board of Directors July 22, 1998 Page 2 is the world's leading networking company. Cisco systems Inc. . . . _ Currently, Cisco is involved in partnerships with school districts in 39 states totaling 517 Cisco Academies which prepare students for the demands and enormous opportunities of the information economy while creating a qualified talent pool for building and maintaining education networks. In a lab setting that closely corresponds to the real world, students get their hands on the building blocks of today's global information networks, learning by they design and bring to life local and wide-area doing as networks. Ill Cisco Systems is also committed to America's Promise and in doing so has decided to expand its networking academies through the Communities in Schools initiative. communities in Schools and the American Association of School Administrators have partnered to develop Schools of Promise as America's Promise. Since Hall High School part of their commitment to is interested in becoming a School of Promise, it's a natural tie-in for Hall to be a Cisco Academy. Cisco believes that the benefits of their academies are two-fold. First, the students involved in the academy become a workforce which is prepared to handle the technological skills required for jobs in today's companies. support in terms of technological resources. Second, the school is provided the For an overview of the academies and the Cisco Networking Academies Curriculum, attached information. see a The goal for both Communities in Schools, Inc. and Hall High School is to provide the best foundation for all students, especially those in need, to be successfully prepared for what lies ahead of them. Therefore, with the integration of the Cisco Academies curriculum and its technological resources with the curriculum offered at Hall High School, Hall will be able to respond to the needs of all its studentsas a school-to-work initiative and a school-to-university initiative. CISCO NETWORKING ACADEMIES, http.//www.CISCO.com.edu/academies. VIMviCkUAi^ jiup\n//^vr\\v.c2sco.conveau/acaocnn(\n}vovcrvicw nui 1 013 V' somiiowaf - [ \\\n'pnonhCTS [ ? sufi'Obt Gsco Netwotting Acadamtas Overview C1*M E\u0026lt;Wt Eduti-t Background : S(M\u0026gt;flARS PARTMFHX ' FAQ*\"\" currtoullini' apparent that designing and SEAftCH - HHF In 1993, Cisco embarked on an initiative to design practical, cost-effective networks for schools. It quickly became '5^^ installing the networks was not enough - the schools also needed some way to maintain Aoidwns, of tht'rtiSKCj the networks after they were up and running. Cisco Aoodomyf I Senior Consulting Engineer George Ward developed training for teachers and staff for maintenance of school J networks. He soon discovered that the personnel lacked Download\nAcademies Public Presenution Download\nAcademies Program Overview Get Acrofcat*' Reader y the time required to learn the material, so he moved to the next population of learners in the school - the students themselves. The success of these student seminars led to requests from participating schools across the country for Cisco to develop a curriculum that could be integrated as elective courses taught in a semester format. The formalized curriculum and support activities evolved into the Cisco Networking Academies Program. The concept proved to be a powerful draw for students, many of whom initially volunteered for classes outside normal school hours. Today, thousands of students coast to coast are pioneering a school-to-work program engineered for a new global economy. The Solution Through the Cisco Networking Academies program, high school and college students can learn the information needed prepare them for the Cisco Cenitied Networking Associate exam. This certification positions them for immediate openings in a talent-hungry job market or for engineering- and science-focused college studies. In a nutshell, the Cisco Networking Academy is a complete, four-semester program on the principles and practice of designing, building, and maintaining networks capable of supporting national and global T.TWe 1:44 P .iupj/u\\^\\\\.wsa\u0026gt;.covcflu\u0026gt;'acaacijufti'overvj\u0026lt;jwjim organizations. Cisco provides course work for a complete range of basic through advanced networking concepts - from pulling cable, through such complex concepts as subnet masking rules and strategies. The program uses Regional Academies as hubs, each of which supports a minimum of ten Local Academies. These Regional Academies teach the teachers who oversee programs at the Local Academies under their jurisdiction. The Regional Academies funnel input to Cisco on topics such as individual school performance, curriculum quality and effectiveness, and student progress. The format for the classes reflects the content: interactive lessons stored largely on the classroom's Cisco Web server. The Academy design also accommodates diverse learning styles. For those who learn by reading, text is available. More visual learners can focus on the course matenal's extensive graphics and QuickTime movies. To promote development of the personal skills that underpin successful careers, projects require students not only to resolve technical issues but also to successfully address network users needs. Local Academies receive mentoring and technical support from the Regional Academies and are backed by SMARTnet' services, a service and support program that provides round-the-clock access to assistance from Cisco's Technical Assistance Center (TAG) and the Cisco Connection Online (CCO) Web site, plus major software and maintenance releases, product documentation updates, and next-day delivery of replacement parts. Benefits and Results The Cisco N'etworking Academies are in their first full year at schools. But the pilot semester at one site, Thurgood Marshall Academic High School in San Francisco, provides an indication of the potential impact: more than 25 percent of the students involved in the school's program in Spring 1996 secured summer job.s as a direct result of their single-semester experience. And for teachers who have seen the early impact on students and their futures, the Academy stands as a 2of3 7/8./98 1:44 Pwvr, VISCO.cujjvvXiivaciiUlii in es/uvcrvicw.iiL model for schcol-to-work programs. Dennis Frezzo. technology instructor at Thurgood Marshall says, \"In one leap, Cisco has helped us have the most effective schooi-to-work program I've seen locally, and we're proud of that. II \"The energy level of these students is so high, it's hard to find the words to describe it,\" says Bany Williams, who oversees Regional activities for the Round Valley School District in Springerville, Arizona, \"Once, about half of my students had permission to leave school about 20 minutes early. But not a single one left. I talked topologies and media for 90 minutes without a break.\" HOMF 7i\njllWt'SWEW/ , HtOlSrfO . ftEOBACK WAyiUATf SfARCH HtlP i Copyright O CiKO System* Inc, 1997 01'3 7.'8/9H I 44 !Ja4/^uikuti - 7%MU.\u0026lt;UiW2 iUip.z/wu*.ciji(x\u0026gt;.coQi'au/flaiae(me^cufncujum.iiui SUPKIttl L Osco Nmwortint iUadtJ^ Cisco Networking Academies Cuiriculum HOME WHAi S NEW MmSTES. FftaBACK ,v N,5l6ATF SfAHCM Hflp Try out the Cisco Networking Academies curriculum demo! Includes four lessons and one quiz from first semester. First Semester Curriculum Networiung Fundamentals OSI model and industry standards Network topologies ' addressing, including subnet masks Basic network design .Download: Academieo Public Presentation Download: Academies Program Overview Second Semester Curriculum Router Theory and Router Technologies Beginning router configurations * Routed and routing protocols Introduction to LAN switching iSig'Al Third Semester Curriculum Advanced Routing and Switching Advanced router configurations LAN switching Network management Advanced network design Fourth Semester Curriculum Project Ba-sed Learning Advanced network design projects Advanced network management projects HOMF WHArSMW ..\nRECnjTn\n\nFttliSACK NAViGflTf A.SfAftCH T E k,***''*MV \" rtfiP':.' CoflYrigtit.\u0026gt;-Ciscq Svitenn Inc. 1997 1 of 1 7/8/98 1:57 P vJuly 8cJ, received 6700 H\" Street 671-6200 Little Rock, Arkansas 72205 JUL 2 3 1998 OFFICEOF DESEGREGATION MONITORIES July 22, 1998 TO\nBoard of Directors FROM: Gayle B. Bradford, Principal THROUGH\nDr. Leslie V. Carnine, Superintendent SUBJECT\nProposal for Hall High Cisco Academy Communities in Schools, Inc. (CIS) is organization committed, for more than 25 years national non-profit uiwj.=. ..iiciii j'cdj.s, to championing the connections of needed community resources to children in order for them to successfully learn, stay in school and prepare for life. a to Communities in Schools of Arkansas (CISA) is the state affiliate that is charged with replicating CIS initiatives and providing training and technical assistance to communities committed improving the outcomes of children. ciSA offers a comprehensive, consistent and holistic approach to community issues by bringing together, through collaboration, the agencies, businesses, schools and concerned citizens that are determined to work together in solving the most vexing concerns facing their young people. Ctsa believes that many of these needs can and should be offered and received at the school sites. These services should include mentoring, tutoring, mental health and agency referrals as well as positive and creative activities and opportunities for community service through the schools. The basic philosophy of Communities in Schools of Arkansas is that every child needs and deserves at least four basic resources to be successful. They are\nA one-on-one relationship with a caring adult, A safe place to learn and grow, A marketable skill upon graduation, and A chance to give back to the community through community service. Board of Directors July 22, 1998 Page 2 Cisco systems Inc. is the world's leading networking company. Currently, Cisco is involved in partnerships with school districts in 39 states totaling 517 Cisco Academies which prepare students \"for the demands and enormous opportunities of the information economy while creating a qualified talent pool for building and In a lab setting that closely maintaining education networks. corresponds to the real world, students get their hands on the building blocks of today's global information networks, learning by doing as they design and bring to life local and wide-area Ill networks. Cisco -ystems is also committed to America's Promise and in doing so has decided to expand its networking academies through the Communities in Schools initiative. Communities in Schools and the American Association of School Administrators have partnered to develop Schools of Promise as America's Promise. a part of their commitment to Since Hall High School is interested in becoming a School of Promise, it's a natural tie-in for Hall to be a Cisco Academy. Cisco believes that the benefits of their academies are two-fold. First, the students involved in the academy become a workforce which is prepared to handle the technological skills required for jobs in today's companies. support in terms of technological resources. Second, the school is provided the For an overview of the academies and the Cisco Networking Academies Curriculum, attached information. see The goal for both Communities in Schools, Inc. and Hall High School is to provide the best foundation for all students, especially those in need, to be successfully prepared for what lies ahead of them. Therefore, with the integration of the Cisco Academies curriculum and its technological resources with the curriculum offered at Hall High School, Hall will be able to respond to the needs of all its studentsas a school-to-work initiative and a school-to-university initiative. cisco NETWORKING A.CADEMIES, http.//www,cisco.com.edu/academiesUtuww .Vktiv* MI* J inlp:./v,\\v.eisco.)ui/e\u0026lt;w/aca\u0026lt;icinies/ovcn'icw nt SatUKOH?:39 - COHFOHJia. |. PBOnilCTS SWffOHT V SEM-HARS PARINEHS 1 01'3 Csco Networking Acaiteratas Overview Cint SttrtMi '.I . I.r . ij:-' HOMIt \nWWAtt weW \u0026lt; K\nHKlSttW fFEOBrtCK Cifos EdMt'f ' , IdueAt --I-.------------- CIAAtH ',r wr Background In 1993, Cisco embarked on an J initiative to design practical, F -i'' thirvlrw . Cwi-irtouliini .'-S' cost-effective networks for schools. It quickly became Wl apparent that designing and 5^^ installing the networks was not NAVIfiATF SEAflCH Htie enough - the schools also needed some way to maintain the networks after they were up and running. Cisco stjrt An } Senior Consulting Engineer George Ward developed training for teachers and staff for maintenance of school networks. He soon discovered that the personnel lacked -Wvi Download\nAcademies Public Prescnutioo Download\nS Academies Program Overview GetAcrohat'*' Reader \u0026gt; the time required to ieam the material, so he moved to the next population of learners in the school - the students themselves. The success of these student seminars led to requests from participating schools across the country for Cisco to develop a curriculum that could be integrated as elective courses taught in a semester format. The formalized curriculum and support activities evolved into the Cisco Networking Academies Program. The concept proved to be a powerful draw for students, many of whom initially volunteered for classes outside normal school hours. Today, thousands of students coast to coast are pioneering a school-to-work program engineered for a new global economy. The Solution Through the Cisco Networking Academies program, high school and college students can learn the information needed prepare them for the Cisco Cenitied Networking Associate exam. This certification positions them for immediate openings in a talent-hungry job market or for engineering- and science-focused college studies. In a nutshell, the Cisco Networking Academy is a complete, four-semester program on the principles and practice of designing, building, and maintaining networks capable of supporting national and global 7'R,-98 1:44 .lupj/ \\\\ xisoi.coii vcGU/acaocuuftioverv icw.n organizations. Cisco provides course work for a complete range of basic through advanced networking concepts - from pulling cable, through such compie.x concepts as subnet masking rules and strategies. The program uses Regional Academies as hubs, each of which supports a minimum of ten Local Academies. These Regional Academies teach the teachers who oversee programs at the Local Academies under their jurisdiction. The Regional Academies funnel input to Cisco on topics such as individual school performance, curriculum quality and effectiveness, and student progress. The format for the classes reflects the content: interactive lessons stored largely on the classroom's Cisco Web server. The Academy design also accommodates diverse learning styles. For those who learn by reading, text is available. More visual learners can focus on the course matenal's extensive graphics and QuickTime movies. To promote development of the personal skills that underpin successful careers, projects require students not only to resolve technical issues but also to successfully address nehA'ork users needs. Local Academies receive mentoring and technical support from the Regional Academies and are backed by SMARTnet^*^ services, a service and support program that provides round-the-clock access to assistance from Cisco's Technical Assistance Center (TAC) and the Cisco Connection Online (CCO) Web site, plus major software and maintenance releases, product documentation updates, and next-day delivery of replacement parts. Benefits and Results The Cisco bfetworking Academies are in their first full year at schools. But the pilot semester at one site, Thurgood Marshall Academic High School in San Francisco, provides an indication of the potential impact: more than 25 percent of the students involved in the school's program in Spring 1996 secured summer job.s as a direct result of their single-semester experience, And for teachers who have seen the early impact on students and their futures, the Academy stands as a 2of3 7iW'i J-.44. ivu \" VaUvuiUiti * VQW lt\u0026gt;.kfiV4HUlg .*^VIUWUib6 nupjzwuw'.ciuxj.com.'caivaaiaeiiuei/curncuiuiuju\n.. sBninows [ . tPjtli.iiii.-t , ] I suFyom SCM'.hAtCi' Ckeo Netwcufant'j^ibf^ I fAwiwTir Cisco Networking Academies Curriculum HRME WHAtShtW t h'- V. Hf^isres. KtaBACK NAVICATF SfAflCH HflO . I Try out the Cisco Networkin2 I Academies curriculum demo! Includes four lessons and one quiz from first semester. i First Semester Curriculum Networking Fundamentals aggaBPWi OSI model and industry standards Network topologies IP addressing, including subnet masks Basic network design Download: Academies Public Presentation Download: Academies Program Overview Second Semester Curriculum Router Theory and Router Technologies Beginning router configurations Routed and routing protocols Introduction to LAN switching GetlkrsM* i I Third Semester Curriculum Advanced Routing and Switching Advanced router configurations LAN switching Network management Advanced network design Fourth Semester Curriculum Project Based Learning Advanced network design projects Advanced network management projects H9Mf WHAT Shew 'M.amCh rtf IP E 1 CoflYrigh^ e Cisco STrtemi lac, 1997 I of 1 7/SZ98 1:57 G: Page 1 of 1 Ann Marshall From: Sent: To: Diane Vibhakar [vibhakar@sbcglobal.net] Thursday, February 13, 2003 9:31 PM vibhakar@sbcglobal.net Subject: Fwd: Help Hall High go to Carnegie Hall \"Milam, Debra\" \u0026lt;Debra.Milam@lrs(Lorg\u0026gt; wrote: Subject: Help Hall High go to Carnegie Hall Date: Thu, 13 Feb 2003 16:18:46 -0600 From: \"Milam, Debra\" Friends, The Hall High School Madrigal Choir has received a special invitation to perform at Carnegie Hall on Easter Sunday. How exciting! The cost of the trip is $1200 per student. I thought you might want to make a donation to help this dream come true for some of our city's kids. Checks can be made to the Hall High School Choral Department and mailed to 6700 H Street, 72205. Names of all who donate $25 or more will be printed on the back of T-shirts the students will wear. Debbie Milam Volunteers in Public Schools Little Rock School District 447-2967 447-2966 fax 2/18/2003Arkansas Democrat (gazette SATURDAY, SEPTEMBER 19,1992, Two LR teens assaulted Friday at bus stops Two Little Rock teen-agers were assaulted Friday at two school bus stops, police said. A Hall High School student, 15, told police he was standing at the bus stop at 14th and Pine streets when a youth in the back of a 1989 Oldsmobile pointed a handgun at him and snapped the trigger several times. The gun did not fire, police said. At least three other students were standing at the bus stop. All of the students scattered when the youth showed the gun, police said. The car then drove around the block and again passed the bus stop. The car chased the 15-year- old into an alley. The student eluded the car by running across a yard, police said. In the second assault, a pupil, 13, told police-that a man in his 20s followed her to her bus stop at 11th and Peyton streets. The man asked repeatedly if she knew a boy named Terry, police said. After the girl said she didnt talk to strangers, the man pulled a knife and said: Youre going to talk to this stranger. The man forced her to walk south on Peyton Street, police said. The girl then ran to a house and knocked on the door, and the man ran north on Peyton Street.i Arkansas Demcxzraf^C^azcttc . \\ SATURDAY, JUNE12,1993 ? Copyright O 1993, Little Rock Newspapers, Inc. Uncouth crowd at Hall graduation Every young person dreams of the day when he or she will walk across the stage to receive that long-awaited high school diploma. Its exciting. Its special. Its honorable. Unfortunately, however, some folks dont have the slightest notion as to how to behave at such an event. I refer to all the shouting, screaming, jeering and whistling at Hall Highs graduation ceremony June 2. How uncouth can you get? Please, folks, this was commencement, not a circus or a wrestling match! If you see yourself in the above lines, you owe every graduate, faculty member and administrator an apology. TONI T. TACKETT Little Rock^ikansas Democrat ^(i^azettc SATURDAY, JUNE 26. 1993 Copyright C 1993. UWa Rock Newspapata. Inc. Beating victim has come back J Vi Arkanaaa Oamocral-Gazatie/Steva Keasae GOING HOME Paul D. Kelly Jr.. 20. walks out of Arkansas Childrens Hospital on Friday afternoon after being hospitalized more than two months including 12 days in a coma for injuries he suffered when a gang of teenagers beat him on the University of Colorado campus at Boulder. Hall grad, 20, goes home from hospital BY JERRY DEAN Democrat-Gazette Staff Writer Paul D. Kelly Jr., a popular, athletic and artistic 1991 graduate of Little Rock Hall High School, came home Friday from Arkansas Childrens Hospital. In a sense, the 20-year-old may not be all the way home yet. But no one who knows of his ordeal doubts that Kelly,' an aspiring University of Colorado art student, has come back a long way since April 16. Thats when a half-dozen Boulder, Colo., teen-agers beat Kelly on the university cam-, pus. At Arkansas Childrens Hospital, Kelly has endured two. months of what could become,' for him, a lifelong ordeal. Fob now, he will recuperate at his j paternal grandparents Little'' Rock home. But another year must pass before its certain whether' Kelly will have permanent brain damage, Kellys parents and Dr. Kerstin Sobus, a hos-. pital physiatrist, said. Experts then may better assess sensory losses. 7 Sobus, one of a team of doc-' tors and therapists working with Kelly, said Kelly later, may live on his own, tend his,' See KELLY, Page 13A. Kelly Continued from Page 1A affairs, perhaps return to college. But that latter goal depends on recovery of higher intellectual dencits. Sobus added, however, that Paul was always, unfortunately, not going to be what he was. Theres always going to be a deficit. How great a deficit was difficult to predict, she said. But then if one had seen Paul's initial reports, no one would have anticipated this recovery, she added. He really beat the statistics. Kellys mother, Margaret Holcomb of Little Rock, said her son will live temporarily in his grandparents home, well equipped for his needs, while undergoing outpatient occupational and speech therapy. Were so thankful, Holcomb told a news conference. Hes made miraculous progress. Pauls been through an ordeal, she added. And hell continue struggling at least another year. . Kellys father, Paul Kelly Sr., 45, of Tampa, Fla., said his son still must contend with a stomach tube, audiovisual problems and cognitive defects. But for now, he grinned, were going to make sure he gets rest, Kelly, who wore an ear-to-ear grin and an Oakland As baseball cap at his release Friday, was a CU student April 16 when he and four friends, en route to a party, crossed a busy street near campus. Kelly stopped to speak to a friend in a passing car. When that delayed traffic, Kelly argued with teen-agers not CU students whose 1987 Firebird was among cars delayed. The teen agers parked, followed Kelly on campus and attacked him. When friends looked back, they saw Kelly beaten and kicked as 30 or more horrified young witnesses looked on. Kellys grandfather, former state Republican Party chairman William T. Bill Kelly of Little Rock, said brain surgery saved his grandsons life. Surgeons at nearby Boulder Community Hospital, he said, were experts at handling head injuries because of their experience with mountain-related accidents among skiers, climbers and other outdoor enthusiasts. Physicians put young Kelly in a drug-induced coma to reduce brain swelling. After a 12-day coma, chances for recovery seemed slim. He lay in critical condition with damage to frontal brain lobes that control breathing and heart rate. But young Kelly returned May 17 to Little Rock for therapy at Childrens progressive care unit after a Colorado neurosurgeon said that support from his family here might itself prove good medicine. Holcomb worried about her son when she saw no smile for a month. , , , But since, Paul Sr. added, Paul Jr. had found both the smile and that weird sense of humor. Once, he said, his son joked of shaving his head or dying his hair red, once surgical scars healed. Hes got that great smile, Paul Sr. said. But he has trouble with cognitive things. Things are cloudy for him at times. He doesnt recall much about Boulder, Holcomb said. But he wants to go back to school. And he recognizes people hes known awhile. , Key to Kellys recovery has been a close relationship with his brother and roommate Matthew, 19. Holcomb said, Matthew always thought Paul would come back 100 percent. Its wonderful to see them together. Early on, Kellys stepfather, Dr. Tim Holcomb, had written on a tablet to ask Paul Jr. What do _ you want? The youth wrote I want to win. And the family knew Kelly would fight back. Boulder authorities have charged three teen-agers there Justin Graber, 18, and two unnamed 17-year-olds with first-degree assault. Since the younger suspects have prior records, all are charged as adults. A judge has set an Aug. 3 court date to hear the cases. The assailants, if convicted, could receive maximum 16-year prison sentences. Holcomb said Friday that neither she nor Paul Sr. sought to avenge Kellys beating. But she added\nWed both feel badly if (attackers) served no time at all. Theyre young, and, if they can be rehabilitated, they deserve that chance. Paul Sr., a former director of Stepping Stone emergency youth shelter in Little Rock, has worked with troubled youth. But he called the attack on his son \"brutal. At least, Holcomb said, her son can now walk, read and write. He also speaks haltingly, she said, but may have permanent hearing loss. Kellys parents both were grateful Friday for outpourings of sympathy and support from Arkansas and Colorado. Paul Sr. said: Believe me, that makes it much easier to bear. TUESDAY, SEPTEMBER 14, 1993 Hall High bus driver did right thing I commend the driver of the Hall High School bus with the out-of-control students for taking them to the police station. They needed a graphic consequence for their reckless and dangerous behavior. Better this short detour on the way home than a longer one to the hospital or to the morgue. I think that the suspension with pay for a few days for the driver was reasonable, since she did leave the students and the bus at the police station. However, she had taken a stand in the name of safety and self-discipline in a way the students could understand. Thanks to her for teaching this lesson to our self-centered society. As for the rest of the students lesson, that administered by the principal, will it be forsaken? Will it be a stem look and a warning, since it was so hot and the kids were so terribly upset about those 20 extra minutes of school time? Will it be written apologies minus insults and innuendos? Will it be participation in a dialogue with the bus driver to iron out bus problems? How about the same number of days suspension that the driver received, but in school, so that they can enjoy those extra 20 minutes in silence? Maybe call in the Hon. Bill Watt to consult? He might create an ingenious, natural and effective consequence that could result in community awareness over selfishness. As a concerned parent and taxpayer, I hope someone can. IArkansas Democrat (gazette WEDNESDAY, SEPTEMBER 29,1993J Pupil who had gun on campus arrested Little Rock police arrested a 15-year-old Hall High School student about noon Tuesday after they found the boy with a pellet gun on the Southwest Junior High School campus at 3301 S. Bryant St. A school employee saw the boy with two other teen-agers on the campus and realized they were not students at the junior high school. The employee called police, who stored the pellet gun at police headquarters. All three teen-agers were issued juvenile citations. The boy with the gun was cited for carrying a weapon and criminal trespass. The two other boys, ages 14 and 15, were cited for criminal trespass. Police notified the boys parents, into whose custody the youths were released Tuesday afternoon.Arkansas Democrat gazette SlIlSll CfOWd TUESDAY, NOVEMBER 23, 1993 hears pitch for LR taxes Supporters equal interested citizens ' BY JAKE SANDLIN *' Democrat-Gazette Staff Writer ' About 30 people, split evenly between interested citizens and representatives of Future- Little Rock and the city, spent almost 90 minutes Monday night at Hall High School discussing the two sales tax proposals before Little Rock voters Dec. 14. The two tax issues a halfcent, permanent tax to go into the citys general revenue fund and a 1-cent, two-year tax aimed at spurring economic growth would finance recommendations from the Future-Little Rock steering committee. Future-Little Rock was an 18- month study aimed at recommending changes for the city and how to pay for them. It involved about 400 volunteers on 13 task forces. Future-Little Rock officials and city directors are spending much of the next three weeks attending neighborhood association and civic club meetings and community forums, such as Monday nights session. The next forum is at 7 p.m. today at Dunbar Recreation Center, 1101W. 16th St. Weve hit a lot of neighborhood meetings and they are usually well-attended, said Pam Marshall of the Future-Little Rock Implementation Committee. While forums such as the one at Hall are useful, she said, she acknowledged that they havent drawn much response. These forums are sort of a catch-all for those who want additional information, Marshall said. A slide presentation said that 85 percent of the half-cent sales tax would go to crime- and public safety-related programs including adding 135 police officers over three years to help offset the citys 65 percent increase in violent crime since 1988. The bulk of the 1-cent tax would go toward building a 16,000-seat arena downtown.Arkansas Democrat (gazette THURSDAY. NOVEMBER 2^ 1993 Ruling in abuse of retarded student upheld The Sth U.S. Circuit Court of Appeals at St. Louis has upheld a ruling by U.S. District Judge Susan Webber Wright against the mother of a mentally retarded student who was sexually abused by another mentally retarded student at Little Rock Hall High School in October 1989. The suit, filed by a person identified only as Dorothy J., alleged that the Little Rock School District, the Centers for Youth and Families and four employees in the state Department of Human Services were at fault for the abuse. The two boys were students in Halls Community Based Instruction program, which teaches living and work skills to handicapped children. One boy was sexually assaulted and raped by the other student, who was a ward of the state and was in the custody of the Centers for Youth and Families. The parent of the abused boy said in the lawsuit that her son was deprived of his constitutional rights to personal integrity and security. The parent said the defendants, as actors of the state, failed to protect her son. The three-judge panel of the appeals court quoted a U.S. Supreme Court decision in another case that said, A states failure to protect an individual against private violence simply does not constitute a violation of the due process clause. The Sth Circuit found that the Little Rock abuse case was not an exception to that earlier decision.V V -I sssaWf* HF 676-1551 A FRIDAY, FEBRUARY 4, 1994 .4 z 1 f I 1 '. ft i* 'is up, UP AND AWAY Casey Pieretti jumps over barrels Thursday morning during a news conference for Prom Arkansas Demociai GazeRa/Morns Rtchaidson II Promise at Hall High School. Pieretti. who lost a leg Io a drunken driver, is a speaker for the national program. Prom Promise elicits teen pledges to stay| off drugs and alcohol nv QUiDcccc UAon, n among junior and senior high school students has int creased or remained unBY SHAREESE HAROLD Demcx:ra\u0026lt;-Gazene Staff Writer Erin Calvin lost a friend who died after iidialing fumes from an aerosol carpet cleaner last year. This year, the Hall High School senior has intensified her commitment to persuade her friends and anyone else wholl listen to stay clean of drugs and alcohol, especially during prom season. \"We have so many students drinking and doing drugs here its a shame,\" Calvin said LICdSCtI UI i C 111 d 1 It C U Ull-i changed over the past year. Although Prom Promise has Thursday at a statewide high school pep rally inaugurating Arkansas second annual Prom Promise. ' Prom Promise is a peer pressure pledge catnpaign geared to sway teen agers from using drugs and alcoliol during prom season. It is sponsored nationally by Nationwide Insurance Co. Local sponsors include KAHK-TV, Channel 4, and radio station KIPR EM, 92, both of Little Kock. About 100 student.s from 29 Arkansas high schools acknowledged the programs mission Thursday and agreed to solicit signatures from fellow students committing to spend prom night substance free. Last year, more than 3 million students in 22 states par ticipated in Prom Promise. In Arkansas, more than half the students from 13 high schools signed pledge forms. A University of Michigan study released earlier this week shows more teen-agers are using drugs and alcohol after a decade of decline. Prom Promise planners released figures showing: .' 35 percent of high school seniors questioned nationwide admitted having five or more drinks in a row in the past two weeks. Alcohol is the countrys primary drug problem among teen-agers. Led by increases in rnari-juaiin and hallucinogens, drug been taking place nationwide] for five years, last year was the first time Hall High School and' Little Rock area students took part. Calvin said shes unsure whether this just say no\" pledge helps alter certain students behavior. Such programs dont stop teen-agers from drinking on weekends or after school each day at area parks or at friends houses, she said. We have people here smoking marijuana in the bathrooms and coming to school drunk every day,\" said Calvin, a member of Halls TRIBE, a 52-stu dent anti-drug and alcohol peer counseling group. That kind of stuff isn't reported, but I think if this type of program changes one person's mind about drinking and taking drugs, it's working to help save a life 1 heard of those pledge forms going around. said Adrian Williams, a 19 year old Central High School senior. But by the time prom comes around, nobody even thinks about that. Williams said he drinks on weekends mostly and has his older friends buy alcohol for him. From the time he started high school, he said, hes noticed more students drink ing. He hasnt seen anyone drinking in school bathrooms so far tills year but suspects students still smuggle alcohol to school. Students from 10 schools in northeastern Arkansas counties signed Prom Promise pledge forms in 1992, and state statistics show a deciine in the number of 15 to l9-year-olds killed in alcohol-related crashes between 1991 and 1992. During prom season 1991,11 teen agers died\nin 1992, two died. Arkansas Democrat \"SP(gazette WEDNESDAY, OCTOBER 12, 1994 Schools Was reporting tainted? Re the Oct. 3 article by Jim Ko- rdsmeier. Hall, not Central, is champ of police incidents: trouble spills over into junior hi^s. I. too, am disturbed by the amount of violence our schools are experiencing. Statistically, perhaps it appears that Central has received a bum rap. Perhaps parents do look at the surrounding area when looking at Central, which is unfair. It is equally unfair to have an article and not give equal time or interview space to administrators and students at the champ school. Current figures as to incidents comparing Hall to other high schools were not provided. How can one know where Hall stands? As Mr. Washington, former assistant principal at Hall, stated. Hall dealt directly with many SlHLcQ. Hdll Ucdll ClIIcLLiy wiui uicuiy discipline problems in the past rather i than using e in-school suspension I policy that Central uses. What statis- tical data does Kordsmeier have as to ! the number of additional incidents dealt with by Central in this manner and not reported? It does not serve our schools to report that any school wins\" in violent incidents. All schools that have been targeted should ei^ect that our news- reporting institutions would provide equal response coverage for adminis- I trators and students. Central is not the only school where you will find enlightened students and faculty who have a realistic view of the school environment. It is also not the only school to have the support of parents who believe in the quality of education being received and hold in high regard the administration that maintains an environment where a student can feel safe and continue to\nlearn. 1 Perhaps Kordsmeier has tainted | his reporting in an eagerness to continue to foster an attitude about Central. All of our hi^ schools and junior highs need positive support from our community. I ANGELA R. WOOLEY Little Rock I__r AAansasDemocraI^$a^*tcJ Students locker yields gun, pager Police arrested a student at Little Rocks Hall High School after a handgun was found in his locker Monday morning. An ofilciai at the school, at 6700 H St., was checking lockers about 10:50 a.m. when he noticed the gun in a jacket belonging to Charles Russey, 19, of 625 S. Elm St., No. 8, police said. The official also found a pager in Russeys locker. Russey told police the pager was his, but said he didnt know how the gun got into his locker. Russey was charged with possession of a gun and a pager on school property. He was being held in the Pulaski County jail Monday night without bond. Little Rock School District spokesman Dina Teague said Russey will be recommended for expulsion.Arkansas Democrat ^(Ipazettc TUESDAY, MAY 16,1995 Hall High schedules commencement rite Commencement ceremonies for the 296 graduates of Hall High School will be May 24 at 6 p.m. at Barton Coliseum. Valedictorian Kay Patel, 17, has a 4.196 grade-point average and is the daughter of Usman and Jackie Patel. Kay Patel has been active in student council, has been president of the National Honor Society and vice president of the Spanish Club. She plans to attend the University of Arkansas at Fayetteville and major in premed. Salutatorian Anandi N. Sheth. 18, ha.s a 4.188 grand- point average and is the daughter of Nayan and Nita Sheth. She was a National Merit Scholar, vice president of student council, ran track and was a member of the National Honor Society. Anandi Sheth plans to major in biology at Rice University in Houston..Arkansas Democrat (gazette THURSDAY, JUNE 8, 1995 LRSD sets classes for student drivers The Little Rock School District will offer driver education classes to students who are at least 15 years old or have completed the ninth grade. Applicants for the program, which begins June 13 and ends July 5 at Hall High School, must have a driver's permit The program fee is $165 for Little Rock School District students and $175 for other enrollees. Classes will be filled on a first-come, first- served bases. Half of the fee is due upon application. Applications should be made to the business office in the districts administration building, 810 W. Markham St For more information, call 324-2070.Arkansas Democrat (gazette J THURSDAY, NOVEMBER 16.1995 Hall High students walk out to protest school vandalism BY CYNTHIA HOWELL Democrat-Gazette Education Writer As many as 100 Hall High School students walked out of the Little Rock school Wednesday to protest what they said was the principals failure to discipline two other students accused of vandalizing Catholic High. The students participating in the walkout after lunch stood in front of Hall for less than 20 minUtes before returning without incident to their fifth-period classes. ' Suellen Vann, district a spokesman, said two Hall students were accused of using orange paint on a religious statue at Catholic High and writing Hall on the statues base. Hall Principal Gayle Bradford was investigating the incident and talking with district administrators about how to punish the students when the walkout occurred Wednesday. Disciplining the two students accused of vandalism was complicated because the incident occurred away from the Hall campus, after school hours and not during a school activity, Vann said. Bradford also had been in contact with Catholic Highs principal to determine what restitution should be made for the statue, Vann said. We couldnt get any understanding about why those students werent punished, said a Hall High senior who called the Arkansas Democrat-Gazette after participating in the walkout. The. incident happened two weekends ago, she said, and she and other students felt enough time had lapsed for the vandals to be punished. Vann was unsure when the vandalism occurred, and Bradford couldnt be reached for comment Wednesday evening. The students accused of the vandalism hold class offices and are involved in other activities as well, the caller said, adding that she believed the alleged vandals were getting preferential treatment because of their standing in the class.rkansas Democrat SUNDAY. NOVEMBER 19.199\u0026amp; Group : targets police Racial panel says blacks need respect BY SHAREESE HAROLD\ni- Oemocrat-Gazene Staff Writer . - Little Rocks Racial and Cultural Diversity Commission plans to focus on what members call racism in the citys Police Department and other institutions\nWe really need to help straighten out the problems in the Police Department, Barbara Douglas, who sits on the commission committee that targets racism in institutions, said Saturday. Black police officers are not respected in the department. Little Rock Police Chief Louie Caudell said he welcomes tfie commissions involvement in reducing racial tension on his force though the commissions plm werent spelled out in detail. ((1Weve worked with them ^Q the past with sensitivity trainii^ workshops, Caudell said. Thejr purpose is to reduce racial te^ Sion of all sorts. I don't think, them getting more involved with this matter is cause for alarm.\n The commission will also target institutional discrimination in the city's public schools, job. market and media. Members set priorities during a two-day retreat that ended Saturday. .\n'The city formed the commission in 19^ two years after Little Rock voters raised the citys sales tax by 1Z2 cent 'The tax money covers salaries for the commission's five-member staff and costs for its programs and projects. Seventeen community leaders serve on the commission. But other than sponsoring its first multicultural event World- See RACE, Page 38 I J Jim-Lynch (left), chairman of the Little Rock Racial \u0026amp; Cultural Diversity Commission, states a view as Vice Chair- AiKansas Damocrai-aazena/STATON BREIDENTHAL man Pat McGraw listens during a meeting Saturday morning in Femcliff. Race Continued from Page 1B fest, last Labor Day weekend, an^ holding monthly sessions, the commissions role has re-cewed little attention from the coihmunity. . Thats why the commission spent this weekend studying its policies, identifying goals and rededicating themselves to the ret^on they chose to serve.\n*It looks like youre on track with what you were formed to do. said Judith Faust, who moderated the retreat Your purpose is to ensure all Little Rock residents equal freedom to purser their aspirations without discrimination because of race, ethnicity, color or national origin. It looks to me like youve done well selecting these priorities. \"These priorities are going to ftelij me do my job better, said Gathy.Collins, executive director of the. commission, because at meetings if we get sidetracked I cam always ask if were on target with:our priorities. Collins said she was hired six months ago without a clear set of guidelines to do her job. Two recent events have highlighted racial tensions in the police department and schools. On Nov. 3. Ralph Jackson, president of the citys Black Police Officers .Association, asked the mayor to fire Caudell for failing to promote more black officers. Blacks have accounted for six of the approximately 65 promotions Caudell has made since becoming chief in 1988. according to Jackson. If the commission wants to get involved as an objective body and conduct its own investigation into what's happening inside the police department, theyve got their work cut out for them.' Jackson said Saturday. Last week, a group of Hall High School black students walked out of class to protest the principals failure to discipline two white students who vandalized property at nearby Catholic High School. Some commissioners will attend a forum Hall High School Monday from 6:30 to 8:30 p.m. Arkansas Democrat (Gazette TUESDAY, DECEMBER 5, 1995 ' Russia teaches teacheh'1 -Working vacation ? imparts life lessons BY CYNTHIA HOWELL -i-l - [\u0026gt;mocntt\u0026lt;3fteetoEdi\u0026lt;aito Fall High- School teacher Sue\nJ sMaddison is baci from an ex- '' t tended field trip- Maddison spent October.in ^' Russia, teaching students about ^American literature, the judicial J* system and life in the Unit^ .\u0026lt;^1 States. It was an experience ui\u0026gt;i^ ''iMMtuinchh. A tthhe 7^!yl.veAaflrr EPnngffhlisAhh?f '^cher said she^ learned \u0026amp;r F ^moie than she was able to teadUv Twas scan^ to death befbreF ' ^irent, Maddison said-,*! couldnt j believe I was going bn my , flBut after a couple oCwys, ^class, it .was like ^ing here aif Hau. T '4: 41' . * .The: trip\\ resulted from. i^lftiend^p tfaddison developed ! 5^ 7.} 12^1.1 H'i Lr-5i \na I I ^-la^ year with Tanya Tinchurina^ . a Russian teacher of English who y spent the 1994-95 school year ____________________________ ^Working at Halt Tinchurina and x aap^lrtofl uw. Rock Han Hlgli NtekHaw afa^.o*\nl Teacher Continued from Page 1B program that the U.S. Information Agency and the American Council of Teachers of Russian sponsored. Two new Russian teachers are teaching this year at Dunbar Magnet and Cloverdale junior hi^ schools. This summer. Tinchurina returned to Russia with stories of her Arkansas experiences, a new computer system and loads of materials about the United States to share with students in Kazan. But what better way to tell Russian youngsters about the United States than to have an American do the talking? AtTinchurina's urging, School 39 in Kazan invited Maddison for a visit. Maddison spent 214 weeks teaching Reginald Roses play Twelve Angry Men to 250 students at a public school that specializes in teaching English. The play one that Maddison routinely teaches Hall students is about the deliberations of a jury in a murder trial. Study of the play prompted discussions about the American and Russian judicial systems. .They wanted to discuss the ideas of the judicial system and freedom, she said. They were intrigued that I was a child of the late 60s\nand early 70s. That was kind of fascinating to them because they wanted to talk about that hippie era,. 'Maddison described her students\nwho were in grades eight through 11 and attended classes six da\n^ a week, as delightfill, fluent in English and respectful. They always stood up when she entered the room, and they always did their homework, of which they had plenty. ..Their knowledge of history and literature impressed her. A resurgence in religion in Russia prompt-ed\u0026lt; several students to ask her whether American students believe in God. ^ey also wanted to know whether life in America is like the soap opera Santa Barbara. Ive never seen Santa Barbara, but I told them no, Maddison said. The students I met really gave me such hope for Russias future, she added. They all knew that their country was going through a time of change, and they honestly wanted to help contribute to that change.\" In Kazan, a university city of more than 1 million people about 500 miles east of Moscow on the Volga River. Maddison lived in a government-owned apartment with the family of one of her students. Zhenya Sokolova, 14. It was while visiting in the homes of students that Maddison said she really got to see another side of the country where the government even controls the thermostat settings in the apartment houses. I realized that the things I think are necessities are really conveniences, she said. What I found is that Russia is a paradox. It is the Russia you see in pictures: the buildings are gray, the streets are dark, the buses are filthy and the city is noisy. But people seem to fill their lives with other people instead of things. I dont know whether they know they will never have things or they are not interest-ed in things, but Ive never been around people who were more hospitable. Id be tired of fighting to get on buses and tired of fighting to get into the stores. But once I got home. I was surrounded by generous. delightful people who were full of life and loved music. They all sit around at night and play guitars or the piano and sing Russian songs. The country is bitterly cold in the winter, and the salaries low. Maddisons counterparts in the schools earned the equivalent of $60 to $70 a month, she said. Most Russian families grow and store their own vegetables and buy only meat Even her fruit juice was made from home-grown berries, she said. She said the food was wonderfUl but she had to grow accustomed to the Russian breakfast She had cabbage rolls for breakfast on her first day in the country. On another day, she had fried shrimp, mash potatoes and green beans. She never ate in a restaurant I think I saw one in Kazan. she said. Maddison did attend the ballet and concerts and visited Moscow for five days. Maddison's trip was sponsored in part by Little Rocks Downtown Rotary Club 99. While visiting in the industrial city of Togliatti, Maddison addressed that citys Rotary Club and tau^t the members to call the Hogs in preparation for a delegation of Texas Rotarians who were expected to visit the following week Maddison said she hopes to return to Russia in a couple of years once she learns a little more of the Russian language. Aikansas Democrat ^(Cazette TUESDAY, FEBRUARY 4, 1997T Arkansas Oeniocrai-Gazetle/STEVE KEESEE Uio Volufilary diug-losling piogiain for stiictonls. Lrlllo Rock r, . . ---- if ........................ OlUUVIHO. UtlllO nOCK \u0026amp;ripoiiiilGnrJent Uoii Roberts (left) spoke dur trig the event as riifl Inhri I. f. iil^ -M----_ i- . _u_u iiiiy ui.e ev Old John Ostner, Liltle Rock Rotary Club 99 president. Crystal Holman, flail High School sludoni body president displays her teens Resisting Unhealihy Choices Eveiyday but ton during a news conference at the school Monday to stall New program rewarding LR teens for staying clean -'VS to have dents mid , Little Rock Rotaiy Club 99 ami 19 Sl\" local businesses have olFered dis-counts to high .school .studenLs who choo.se not to use illegal drugs. Delail.s of the new Incentive program, Teens ResLsting Unhealihy Choices Everyday, were iiresented Monday to studenLs at Hall and McClellan high schools and Mount .St Mary Academy, Similar presentations will be made today and Wednesday at the citys other public high schools, at Rulaski Heights Junior High and at Pulaski Academy. More than 6.000 studenLs are eligible to participate in the TItUCE program this year. We are spending millions of dol-not to be good, said John Ostner. Club 99 spokesman. From this day foiward, w(? would like to reward young people for staying clean. We know it is a tough, daily decision. Helping promote the program at eacli of the schools this week is Kevin Wanzer, an Indianapolis comedian who uses humor to encour-age a drug-free lifestyle. sssssSE iiall students, -iou know thats a portedtopolice.fncnlfvnrnihorei,,. I Ik^ii the coinediaii, once a guest on the David Lellernian Show. used his higf-i lv1p il\\c ihiveMd giggle, a pctL laccooii, and a faiiid-l'ne delivery slyle to enleilain students with zany stories of his own teen years and the pranks he played. Little Rock students who participate in TRUCE will voluntarily undergo a di*ug screen. Those who pass the test will be given photo identification cards entitling them to discounts of 10 to 20 percent at restaurants, car-care places, eye care centers, (hy cleaning esfablishments, recreation centers, and clothing and sludenLs with 'riilKIE cards. PI darteentntss rnrisit ttrroonnsseennlt. lfoorr their children to jiarliciiiate in the pro-grain, which includes an initial uii-nalysis and later random ilrug tests. n-.rr..r tt. nr pivsiuviii in l arKview iwagnet tes tingr at the sclioolJs' '-i n mid-Febru- ' \u0026gt;' won t bene-aiy The test will be for opiates, niar- PCP. ItesulLs will be reported to their parents. Results wont be ported to police, faculty or other stu-won't become pail of a students permanent record, according to the parental consent Ibnn. Counseling will he olfered to stu-deiils with posilive dnig tcsis. Raplist Hoallh will absorb $11 of (he $17 cost of each drug lest, Merritt Finney, TRLICE coordinator at Parkview Magnet High, said Monday. The remaining $6 will be paid by Club 99, which is seeking donations. Liberty Parks, .a junior at Hall, said she doesn't use drugs and intends to (larticipale in the progiani She',s looking fonvard to a 10 percent discount from lYecisioii Tune. M.v car i.s in the sho|) a lot.\" she said. But Parks also said some students are hesitant about the program. primarily because thev fear ' the ding screening will delect alcohol use. i Thaddeus Leopoulos. student I body president at Parkview Magnet nt much from the discounts. But when the program is expanded to l-W^clmols, sludents will be able Io Lake advanlage of discounis for up to six yeais. That is really awesome, he said. Arkansas Democrat (gazette FRIDAY, NOVEMBER 21, 1997 Volunteer jobs focus of fair at Hall High The United Way Volunteer Center and the Little Rock School District will sponsor a Service Learning Fair from 10 a.m. to 2 p.m. Saturday at Hall High School, 6700 H Street The fair will inform youth about agencies with volunteer positions. The fair was previously planned at Pulaski Heights Junior High School. More information is available at 3764567.Aricansas Democrat ^azcttc FRIDAY, FEBRUARY 27, 1998 High school fight injures student, 15 A fight Thursday at Hall High School ended with one student cut and bruised and the other charged with third-degree battery, police said. A 17-year-old student told police that when he was hit with a paper wad, he exchanged words with a 15-year-old student I The younger student reportedly told the other to apologize, and the 17-year-old .. sponded with profanity and racial slurs. re- The 15-year-old said the older student grabbed his arm and began stabbing him with a pen. ' The older student said the younger tried to strike him, and the fight started. He admitted, though, stabbing the younger student with a pen, police said. \\ The older student, who was not injured, was removed from school after being charged with the misdemeanor. The younger student suffered a small facial cut and bruises.Arkansas Democrat WOazcttc FRIDAY, JULY 24, 1998 | Hall High plans to team with UALR on dual credit University school, technology programs outlined BY CYNTHIA HOWELL tional campaign by Communities Lloyd Sain, an assistant principal at ARKANSAS DEMOCRAT-GAZETTE jj^ Schools luc. and Other organiza- Pulaski Heights Junior High School, The principal at Little, Rock tions to provide community re- was promoted to director of the dis- Hall High School on Thursday un- sources to about 4.000 schools by tricts Alternative Teaming Center, veiled preliminary plans to part- 2000 to help 2 million youths be- which is generally for students who ner with the University of come successful learners. have been removed from other, Arkansas at Little Rock so students Cisco Systems Inc., which al- schools for misbehavior. can simultaneously earn high ready has networking academies Other personnel changes adopt- school diplomas and college credit in schools in 39 states, is seeking to ed by the board included the as- Gayle Bradford also described expand to still more schools in- signment of: for the Little Rock School Board the eluding the possibility of Hall Michael Martello, assistant diefforts to add to Hall a sophisticated through the Communities in rector of transportation in the Pu- technology ^stem and curriculum Schools initiative. laski County Special School Dis- offered by Cisco Systems Inc., an in- Ann Kamps, who works with tricL to transportation director in temational networking company. Communities in Schools, told the Little Rock. With both of these partner- board that the Cisco program could John Kelley, longtime Parkview ships, we feel we will be able to mean the installation of as much as Magnet High School coach and sci- I cover the gamut to meet the needs $50,000 in computer equipment at ' of our students, Bradford said. \" \" \" ' I . . ence teacher, to assistant principal Hall, as well as a curriculum, staff at Central High School. The university school pro- training and computer software Randy Rutherford, a J.A. Fair gram will be planned during the all at no cost to the district High School coach and teacher, to coming school year and phased in In other board business Thurs- assistant principal at Pulaski over the following three years, day. Athletic Director Ray Gille- Heights Junior High. Bradford said. spie accepted on behalf of the dis- Aleecia Starkey, a speech lan- Issues to be decided include trict a check for $30,000 from busi- guage pathology consultant for the courses to be offered for dual nessmen Marcus Elliott and Mil- Arkansas Easter Seal Society, to credit, college admission criteria ton Fields. Elliott and Fields, both speech therapy coordinator for the for high school students, qualifica- former high school and college district tions for high school faculty to athletes, raised the money from Joyce Willingham, teacher at teach both college-level and high businesses and individuals to out- Wilson Elementary, to assistant school-level students, class sites, fit Little Rock student-athletes principal at Booker Magnet Ele- possible tuition charges, and pub- with letter jackets. The jackets will mentary. licity efforts. serve not only as rewards but as Susan Caldwell, Central High As for the technology program, incentives to students to partici-....................................................... Bradford said Hall is seeking to pate in athletics, Elliott said. teacher, to assistant principal at become an American School of Promise, which is a part of a na- Central. The board also made several per- Ella Walker, Hall High teacher, sonnel changes for the coming year, to assistant principal at Hall.Arkansas Democrat azcttc FRIDAY, JULY 24, 1998 I Hall High plans to team with UALR on dual credit University school, technology programs outlined BY CYNTHIA HOWELL tional campaign by Communities Lloyd Sain, an assistant principal at ARKANSAS DEMocR-ATc.AZETTE jjj gchools luc. and Other organize- Pulaski Heights Junior High School, The principal at Little, Rock tions to provide communit}' re- was promoted to director of the dis- Hall High School on Thursday xui- sources to about 4.000 schools by tricfs Alternative Learning Center, veiled preliminary pl^ to part- 2000 to help 2 million youths be- which is generally for students who ner with the University of come successful learners. have been removed from other, Arkansas at Little Rock so students Cisco Systems Inc., which al- schools for misbehavior. can simultaneously earn high ready has networking academies Other personnel changes adopt- school diplomas and college credit in schools in 39 states, is seeking to ed by the board included the as- Gayle Bradford also described expand to still more schools in- signment of: for the Little Rock School Board the eluding the possibility of Hall Michael Martello, assistant diefforts to add to Hall a sophisticated through the Communities in rector of transportation in the Pu- technology system and curriculum Schools initiative. laski County Special School Dis- offered by Cisco Systems Inc., an international networking company. Ann Kamps, who works with trict, to transportation director in Communities in Schools, told the Little Rock. With both of these partner- board that the Cisco program could John Kelley, longtime Parkview ships, we feel we will be able to mean the installation of as much as Magnet High School coach and sci- cover the gamut to meet the needs $50,000 in computer equipment at ! of our students, Bradford said. F\" '\u0026lt;' '\"H ! . . i ence teacher, to assistant principal Hall, as well as a curriculum, staff at Central High School. The university school pro- training and computer software Randy Rutherford, a J.A. Fair gram will be planned during the all at no cost to the district High School coach and teacher, to coming school year and phased in In other board business Thurs- assistant principal at Pulaski over the following three years, day. Athletic Director Ray Gille- Heights Junior High. Bradford said. spie accepted on behalf of the dis- Aleecia Starkey, a speech lan- Issues to be decided include trict a check for $30,000 from busi- guage pathology consultant for the courses to be offered for dual nessmen Marcus Elliott and Mil- Arkansas Easter Seal Society, to credit, college admission criteria ton Fields, Elliott and Fields, both speech therapy coordinator for the for high school students, qualifica- former high school and college district. tions for high school faculty to athletes, raised the money from I Joyce Willingham, teacher at teach both college-level and high businesses and individuals to out- Wilson Elementary, to assistant school-level students, class sites, fit Little Rock student-athletes principal at Booker Magnet Ele- possible tuition charges, and pub- with letter jackets. The jackets will mentary. licity efforts. serve not only as rewards but as Susan Caldwell, Central High As for the technology program, incentives to students to partici- teacher, to assistant principal at Bradford said Hall is seeking to pate in athletics, Elliott said. Central. become an American School of Promise, which is a part of a na- The board also made several per- I Ella Walker, Hall High teacher, sonnel changes for the coming year, to assistant principal at Hall.'Arkansas Democrat (gazette j FRIDAY, NOVEMBER 20, 1998 r LR district weighs adding before-, after-school format \u0026gt; BY CYNTHIA HOWELL ARKANSAS DEMOCRAr OAZEriE Little Rock School District officials plan to survey parents of fifth- and sixth-graders later this year to determine whether before- and after-school child-care programs should be included in the districts new middle schools. The district is converting its eight junior highs for grades seven through nine into middle schools for grades six through , , .j, eight. Ninth-grade classes will be TOOmS CRFl bcm3(lC With moved to the citys high schools next August. Linda Young, who is coordinating the districts planning for middle schools, told parents Thursday at a middle school information session that the childcare survey will be distributed sometime after Thanksgiving vacation. dating ninth-graders at the five The survey was prompted in high schools. pail by child-care questions from parents at an earlier public forum. Parents said they were con- cerned about lack of child care ing demand for classroom space for sixth-graders and that private may cause some teachers to give providers were uncertain that up their classrooms during their they would have the staff to pick planning periods to other teach- up children from the middle ers who do not have assigned schools in addition to elementary classrooms and have to float schools. The districts from room to room during the elementary day. Gayle Bradford, principal at Hall High School, told parents that during any one class period at her school there Are 16 VACAnt clA^qrnnmq parent said her childs for- aic lU VULdllL UdbMUOIIlb teacher feared moving and that better use of the good scheduling. schools offer child-care pro- grams, but the junior high schools do not. Also Thursday, parents at a brown bag lunch session objected to district plans for accommo- The enrollment at the high schools will expand because of the additional grade. The resultParents told Young that lack of permanent classrooms for teachers could detract from the quality of instruction offered by a teacher. The floating teacher would be limited in the resources that could be offered to students in terms of supplies, maps, reference books and wall displays. desks in a borrowed classroom. As a result, he taught to the backs of his students. Another parent told of visiting a French teacher only to discover that all the display material in the classroom was for a Spanish class. In response to questions. Young said the district has no plans to build a new high school but will accommodate the nirith-^ graders by more efficient use of\n' available classrooms. Principals will encourage their teachei\n^\n, who share classrooms to shat,pf, classroom space for displays andj ', storage. Young said. She also sifjJ\n.\nteachers who teach vastly differ-' ent subjects wont be made^i^.. share classrooms. ,\nWeve done this before an^it\n'.. can be done again without rediio-\" ing the quality of education, sh^\nsaid. . Gayle Bradford, principal,\nat\nHall High School, told parents, that during any one class period\nat her school there are 16 vac^t\" classrooms and that better use'of the rooms can be made with gbqd\nscheduling. p/jArkansas Democrat Ty (!5azcttc FRIDAY, JANUARY 22, 1999 LR senior semifinalist in science competition ARKANSAS DF.MOCRAT-G.VETTE March to attend a week of activiClaire Nelson, 17, a senior at t--i-e-s- --t-h-a--t- -i-n- -c-l-u--d-e-- -f-i-n al .j udg_ing of Little Rocks Hall High School, projects and the announcement of was recentlv named one of 300 $330,000 in awards. The top prize sseemmiiffiinnaalliissttss iinn tthhee IInntteell SScciieennccee is a $50,000 four-year scholarship. Talent Search, a 58-year-old na- _______ tional competition previously tition later won prestigious inter- PreAdous winners of the compe-llUUal vuiiipctiuiwii uLiuii lattx vu ^,/x . i sponsored by the Westinghouse national honors, including Nobel Electric Corp. prizes and the National Medal of Nelson, the only semifinalist Science. from Arkansas, named her project, Food for Thought: Are Chemicals from Plastic Wrap Migrating Into Your Foods?\" In 1998. Nelson won a trip to the International Science and Engineering Fair in Fort Worth for her research on the effect microwave heating has on foods that are covered with plastic VTap. A total of 1.470 high school seniors from. 49 states. Puerto Rico and an international school in Egypt entered the Intel science competition. The semifinalists are from 184 high schools in 39 states. Nearly half of the semifinalists 145 students are from New- York. Twenty-one are from Virginia and 20 are from California. Monday, judges will announce the names of 40 finalists who will get a trip to Washington, D.C., in Arkansas Democrat '.^(^zizettc | THURSDAY, NOVEMBER 4,1999 Shots near bus stop lead to youths arrest A Hall High School student was arrested Wednesday morning on a charge of unlawful discharge of a weapon from a car after another student told police the youth fired two shots into the air at a bus stop in Little Rock. Police said several students were waiting for a bus at 28th and Harrison streets when the 16-year- old youth and another boy drove up in a car. The youths- said something to one of the students waiting for the bus and fired two shots into the air. police said. Students told police that the shots had something to do with a fight Tuesday on a school bus. Police arrested the two students when they arrived at Hall High in the suspects car. The youth with the gun was held, andu A rkansas Democrat ) ' WEDNESDAY, MARCH 1,2000 70s football star, teaching in LR district, held in sex case i! tv? -W BY JIM BROOKS Tuesday afteniooii. Little Rock ARKANSAS UEMOCRAi OAZ.n 11- pollcc aiTCsted Tolbeil, who for a Emanuel Tolbert once shined year and a half has been a substi- under the gridiron spotlight snar- tute teacher in the Little Rock ing touchdown passes from quar- Poiinni nictript nn w.arT.ants allee-' terback Houston Nutt during Tol- School District, on warrants alleg- ing that he had sexual contact berts glory days at Little Rock witli girl students. , RiS Central High. Three girls, ages 14,15 and 17, | gT After high school, Tolbert have told police that Tolbert took\nsmashed school records in an All- them to his home and engaged in.\nAmerican career at Southern sexual acts with tliem. Police affi- . Methodist University and spent 11 davits said two of the girls attend- years in the Canadian Football cd Hall High Scliool and the third League. attended Forest Heights Junior But now the 41-year-old is the Higli Scliool. subject of attention for all the ^School District spokesman wrong reasons. See TOLBERT, Page 11A fia*'? S! Emanuel Tolbert Tolbert (Continued from Page 1A Suellen Vann said Tolbert's last viprkday was Feb. 18, and he will not be used as a substitute in the future. Tolbert had substituted at Horace Mann Magnet School and Hall High School, and most frequently worked as an in-school suspension teacher at Hall High. ,i,.The spokesman said the allegations of inappropriate sexual contact were first reported by the Hall High School principal to the School Districts Safety and Security Department, which quickly the W' the lock Police Department Tuesday, police detective dra Williams, the lead in- tor in the case, obtained its charging Tolbert with le count of rape and two counts ' ' first-degree violation of a minor. In an affidavit in support of the arrants, Williams outlined the in- istigation. The 17-year-old Hall High stu- mt told Williams that in mid-No- miber, Tolbert called her to his 3sk and began small talk. IThe student] advised that Mr. Albert told her that when she rst walked in he thought that she rd a nice ass, Williams wrote. The girl] said that at the end of Ke day, he asked her to stay after Hass. B During a conversation after Bass, Tolbert asked the girl if she Bas up to having sex with him, \u0026amp;d the student agreed, the affi- vit continued. The next day, the ri and Tolbert passed notes dur- Kg class, and at one point, the 41- ftar-old exposed himself to the B\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_623","title":"Little Rock Schools: King Interdistrict Magnet 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":["1991/1993"],"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","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","School enrollment","School management and organization","Educational law and legislation"],"dcterms_title":["Little Rock Schools: King Interdistrict Magnet 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/623"],"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\nFCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 RECEIVED August 6, 1993 AUG 1 0 1993 Mr. George Mones Senior Vice President for Human Resources St. Vincent Infirmary Medical Center 2 St. Vincent Circle Little Rock, AR 72205-5499 Office of Desegregation Monitoring Dear Mr. Mones: Thank you for agreeing to make the enclosed brochures available to your employees who may be interested in enrolling their children in the new King Interdistrict Magnet School located at 907 Martin Luther King Jr. Drive. The Pulaski County Special School District is interested in recruiting pre-K (age 4) through 6th grade students to attend. It is our belief that many parents of youngsters who may qualify to attend are your employees. If you need additional brochures, please feel free to contact me. Again, thank you for your cooperation and support of public school education. Sincerely, Ruth Simmons Herts, Ed.D. Director of Desegregation PS c Mr. Billy Bowles Mr. Bobby Lester Office of Desegregation Monitoring Provisional Brochure will specify who may qualify to attend.\u0026lt;?P: FCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 received August 10, 1993 W6 1 2 5 Otticc o Dssegteg^uon Moniwing Dear Parents/Guardians: We are very pleased that you have decided to enroll your youngster(s) in the new King Interdistrict Provisional Magnet School. It is an excellent educational opportunity for students. The Pulaski County Special School District is interested in recruiting pre-K (age 4) through 6th grade students to attend. I have enclosed several brochures about the school. Please assist us by distributing the brochures to your friends, neighbors and relations. If you need additional brochures, please feel free to contact me. Thank you for your cooperation and support of public school education. Sincerely, Ruth Simmons Herts, Ed.D. Director of Desegregation ch c Mr. Billy Bowles Mr. Bobby Lester Office of Desegregation Monitoring Brochures will specify who may qualify to attend. RECEIVED AUG 1 6 1993 Office of Dese^regali: Moniiorin^ NLoja-i-vC Mc\n:\u0026gt; 4 '^C\u0026lt;\\SuS^^Q1A5^ \\ \\ 3 '3\\sJbo^^^ (. 1 A I) A. xto V\\ \\ \\ \\ A. 3 \\ \\ K \\ 3 J_ 5 l \\ ^_k a S 1 ) ^_^O k-T'**^ 'CV'''^\u0026gt;^-\u0026gt;^j--' '\\ 3 \\ '^^Ck ^^\\3\\Sk \\ ^'^ Ci V^w^ \\ P*^ I 5^ G \\ \\ g 13 (? I. 1 TEL: Aug 16,93 12:04 No .001 P.Ol 0\nl-ll'cLMniU - Iom/ijVIC 1^ ssr dcH MA/T^ . 4 _ piXijf-STEL: Aug 16,93 12:05 No .001 P.03 r kin^ :\u0026gt; ^J^ASk 1 ^\u0026gt;\u0026lt;v \\ --------- \u0026lt;^\\^\\\\\\ \\ ?3 I V\nvJt fA'-o.-f\u0026gt; J ,r^'\u0026gt;.. ? \\ v3\\S 'X' \u0026gt; ^c I 3 1 \\ 3 \\ I'ii 13 I s J.. 3 (p mrmm TEL: Aug 16,93 12:05 No .001 P.02 Kin^ U) AsSlGA/MgA/T Process I T=\u0026gt;06/cci c'/'e IS r^o uuActiiA^ pnlicc^ (XbSi t/^SD iv kin ATI ACrtSD brea-kdoLon lotj 5chool s 4'kicL-f' zojyt b-c rezissi^nfid 4Uvu Or^\nnal f4\\o5. 'kkicbf' cojyt reAssi^ned 'w 4Iwla\nSchool I 4-)no\u0026amp;e- -Hv/xh +kur nA. 1 SakodJ S-e^ h a.V^ iaI I4 (p I TEL: \\ SI ___Aug J6_. 95 12 :Q5 No .001 P .04 kina I) \\ - '4\\5iAXJii.i\u0026lt;p- O' XSuS^^QibA'i '^- JAJ:y -sfA-sAA, \\ v V V k) *\\ '^\u0026amp;-/'e*\\\u0026gt;\u0026gt;Sl,axXiA\u0026lt;Yr- Vx \\ ^xVio\\, l\\iv) \\f'| \\ \\ 1. 3 \\XSboJ*\u0026lt;x\u0026lt;p- \u0026gt; . \\ \\ 1 V K \\ \\ \\ 3 vJ\\l\u0026lt;3.i\\.\u0026lt;,.vO^V'' 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\nAugust 16, 1993 To: Estelle Matthis From: n Brown Subject\nKing Recruitment and Assignment When you and 1 last met on Friday, August 6, 1993, I inquired what policy the LRSD had developed regarding which and how many LRSD white children the district would allow into King. You stated that, although there was no policy at the time of our conversation, you were aware of the importance of such a policy, and that you expected to develop one within the next few days. It has been 10 days since our meeting, and it is now exactly one week before school opens to students. 1 still have not received any information about your policy on admitting LRSD white children to King. 1 understand that you plan to meet this afternoon with my associate, Connie Hickman Tanner, to discuss recruitment. At that time, please give the following written information to Mrs. Tannen 1. The policy on admitting LRSD white children to King. 2. The names of LRSD administrators, other employees, or board members who were directly involved in formulating this policy. 3. The date this policy was put into effect. 4. The date the policy was communicated to the Student Assignment Office. 5. An explanation of the basis for this policy, citing relevant desegregation plan and court order provisions by date and page number, and including specific reference to any other written LRSD assignment policies and procedures that were factored into the King assignment policy. 6. The LRSD policy for recruiting and admitting private school children into the district. August 16, 1993 Page Two 7. The number of LRSD white students presently registered for King: a. b. c. By grade level, sending (zoned) school, and date registered. Indicate which of those students are coming into the district from private schools. Indicate which of those students have a parent employed at Childrens Hospital, the Capitol complex, or another worksite near King. 8. The number of King seats presently reserved for PCSSD students. 9. The number of King seats presently reserved for LRSD white children. 10. The number of King seats presently reserved for LRSD black children. 11. The number of PCSSD children registered for King as of August 16, 1993. 12. The number of LRSD black children registered for King as of August 16, 1993. 13. The number of King seats for white children that will be reserved, by district, throughout the school year. 14. The date by which the LRSD plans to release any reserved King seats, which seats (by number, race, and home district) the district will release, the policy which will govern that release, and the policy which will guide the placement of new students thereafter. 15. A list of all King recruitment meetings by date, site, number attending, home district of those attending, and home school of those attending. 16. A list of the policies, procedures, and practices the district has instituted to maximize the potential for recruiting students whose parents work at Childrens Hospital, the Capitol complex, or other worksites near King. 17. A description of the safeguards the district has instituted to promote trust and good will between parents and the district during the King recruitment and registration process. 18. Do you plan to change the school assignment of any students whom the district has already assigned to IQng? If so, site the LRSD policy that governs changing an assignment after the district has made an initial school assignment. cc: Connie Hickman TannerODM needs the following information: Total number of LRSD students enrolled in King Number, by race, from the King assignment zone Number, by race, from LRSD outside King attendance zone and a list of the schools those out-of-zone students attended during the 1992-93 school year. Total number of intra-district transfers, by race, to Romine and WashingtonTo: From: Little Rock School District Ms. Melissa Guldin, ODM Monitor \u0026lt; telle Matthis, Interim Superintendent received i? Office of Desegregaiion Wciiifonng AUG 2 0 1995 Re: King Interdistrict School Date: August 20, 1993 Per your request for information received at approximately 3:10 p.m. on Friday, August 20, 1993, I provide the following: 1. Total number of LRSD students enrolled in King: 432 . 2. Number by race, from the King assignment zone: 355 black\n14 white (in addition, 3 whites and 1 black received staff preferences\n2 whites received legal transfers\n2 blacks were successful on appeal of assignment\nand, we are still attempting to trace the origin of 2 blacks). 3. Number, by race, from LRSD outside King attendance zone and a list of the schools those out-of-zone students attended during the 1992-93 school year: 53 white (see attached list reflecting the 1992-93 assignments. A total of 59 students appear on the list, however, 6 of those have been transferred to other schools). 4. Total number of intra-district transfers, by race. to Romine and Washington: we are in the process of gathering this information and will provide it as soon as it becomes available. EM: nr 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361k\n'\"3 I \\ \\ SKAx-j \\ C\\3- -\u0026lt;'?' K J 3 \\\\ \"K Ph I 3 G g !3 X6 (c TD-tA-t - s:\u0026gt;^cu} /)ftrr * 3 4 3 V\\ \\ ^^XiXK \\^^\\^^'5-eJ 3 ^^AV\\b\\ Xsic\n, 5 c0d lUiOi i to: Mr. Jerry Malone Mr. Billy Bowles Ms. Ann Brown FROM\nJohn W. Walker RE\nDATE\nmemorandum King Interdistrict Magnet Elementary School August 20, 1993 6'^ This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock __ This is because information that we have to conclude that a larger number of pupils are school Board offices. received causes us numoer or puyns being assigned to King from outside the King attendance zone than the number we were given. Most of these youngsters are from other cannot be parties to assignment and attendance at the We incentive school areas. practices which allow decline in emphasis . . incentive schools nor can we support practices which distort the double funding requirement and desegregation requirement of the plan. For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting :^D on will not agree to the Courts suggestion that we-------------- pupils be assigned to King under the circumstances. let LRSD white I ! I 1 ILittle Rock School District received AUG 2 A 1993 To: Mrs. Ann Brown, Federal Monitor From: Estelle Matth 'interim Superintendent Office of Deseg.-sgaficn Monitoring f . Re: King Interdistrict Magnet* School Recruitment and Assignment Date: August 23, 1993 In response to your memo dated August 16, following: 1993, I provide the 1. None. LRSD Board. Any policy would have to be acted upon by the It takes two (2) Board meetings to adopt a policy, (i.e. two readings). Further, court approval would be necessary to approve any modification of the court-approved Desegregation Plan and/or the court- approved King Student Assignment Plan. N/A N/A 4. N/A 5. N/A 6. There is no such \"policy. (t Children attending private school are eligible under LRSD's EPS Code: JECwhich admits students K-12 within the geographical limits of the District. students are then assigned to elementary area schools by Those attendance zones or under other provisions of Court-Approved See LRSD Desegregation Plan, Student Desegregation Plan. Assignments, p. 139, III, see also. Desegregation Plan, p. 95. 2. 3 . 7. a. See 8-20-93 memo from Estelle Matthis to Melissa Guldin\nb. See 8-20-93 memo referenced above\nc. Not yet available. I 8. See Interdistrict Plan, p. 3, I-B.: p. 9, I.B. and F. (pg. 11)\nII., p. 11. See also. LRSD Desegregation Plan, April 29, 1992, II., p. 139\nunder these provisions, the PCSSD should send a minimum of40% of the students. The 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361Mrs. Ann Brown August 23, 1993 Page 2 desired goal is approximately 51 percent black (from LRSD) and 49% white (from PCSSD or beyond Pulaski County). 9. Zero. See Motion for Clarification filed 8-20-93. 10. See No. 8 above. Also, the number of students from the court-approved King assignment zone to achieve the desired ratios. of 692 students. Between 349 and 417 students based on a capacity These numbers increase based on the new capacity figure of 728 due to the additional two (2) four- year old classes. 11. 101 as of 8-20-93\nTotal white enrollment as of 8-22-93 was 212. That number was continuing to increase as registration continued. 12. 384 as of 8-22-93. 13. The permissible ranges are as high as 417 black and as low as 279 white\nor, as low as 349 black as high as 347 white. The black number will not go above the maximum. The other seats not taken by LRSD blacks will be available for recruitment of white students from PCSSD and beyond Pulaski County. 14. See response to question 13. either by agreement of the parties Any release of seats may occur in applicable Desegregation Plan provisions Court. accordance with or order of the 15. This information is being gathered in accordance with applicable desegregation plan provisions. 16. See response to question 15. 17. The LRSD is endeavoring to comply with the terms and conditions of the court-approved Desegregation Plan such that all parents, those recruited to King and those not recruited to King, will understand the complexities and constraints under which the LRSD must work while attempting to make available to them the exciting opportunities which will flow from proper implementation of the plan. 18. The LRSD was advised, by representatives of ODM, that the Court (on Tuesday, August 17, 1993) expressed concern regarding the possibility of this occurring. Accordingly, the parties and ODM met on Thursday, August 19, 1993, at 2:00 p.m., to discuss those concerns. An agreement was reached and the LRSD proceeded in accordance therewith. Joshua Intervenors, thereafter, refused to execute the Agree-Mrs. Ann Brown August 23, 1993 Page 3 merit and LRSD filed a motion on 8-20-93. See copy of Agree- ment attached and copy of Motion served on ODM on 8-20-93. However, should such occur, the basis for such change would be the LRSD's commitment to comply with the requirements of the LRSD Desegregation Plan, the and applicable court orders. Interdistrict Desegregation Plan EM: nr Enclosures #1 and #2 cc: Jerry L. Malone Connie Hickman-Tanner Sterling Ingram 1To: From: Re: Date: p.m. Little Rock School District Ms. Melissa Guldin, ODM Monitor telle Matthis, Interim Superintendent King Interdistrict August 20, 1993 School on Friday, August 20, infonnation 1993, received at approximately 3: lo 1. Total number of LRSD 432. I provide the following: students enrolled in King: 2. 355 black\nthe King 3. 4. EM: nr 1 black 14 / ---assignment zone: 14 white (in addition. receivedT^r? received legal transfers\nful on appeal of attempting to trace 2 blacks were assignment\nand. 2 whites success-the . we are still origin of 2 blacks). trom LRSD outside , - King attendance _ those out-of-zone zone and a list of the k\n:e: sk\n.- Total number of intra-district transfers to Romine and WasC! hH i1 ngtojxkn V*: w= . of gathering this information soon as it becomes available. 810 West Markham Street year: appear transferred by race. we are in the process and will provide it as Little Rock, Arkansas 72201 (501)374-3361 I y\\ \\ 8\u0026lt; ^ vA \\ r\\ P \\ '^t5\u0026gt;A-3CA^ 5\u0026gt;a\u0026gt;i \u0026lt;'?' k \\ Ph I SI 3 L\u0026gt;_ a \\ 13 ^(p ' 'Ttifi.k - l-SS i-xay ~t~r^ff\u0026gt;ri. Aferr ^t * \u0026amp; S' 3 -A- 3 \\ I XI-Si I I4 1 13 \\ (p \\ 1 \\ \\ I \u0026gt; \u0026lt;is.O \\ ^\u0026lt;Ck.'\u0026lt;sc\u0026gt;^lJ3j\u0026gt;cu A jC- \\ 1_ 3 \\ \\ V \\ s \\ 3 5 AGREEMENT The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") 1993-94 school year. for The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assignedPage 2 to the Martin Luther King Interdistrict Magnet* School (i.e., including continued enrollment). However, there shall be no sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent Dr. Henry Williams LRSD Superintendent James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney *ProvisionalAUG-23-93 MON 10:36 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION O'! rx\"' 2.0 r\u0026lt;'.i y' 7 I LITTLE ROCK SCHOOL DISTRICT \"PLAINTIFFS ir- - V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR, IN THE ALTERNATIVE, MOTION TO ENFORCE AGREEMENT OF PARTIES The Plaintiff, Little Rock School District (\"LRSD\"), for its motion for clarification of the King Interdistrict School's student assignments or, in the alternative, motion to enforce agreement of the parties, states: 1. The parties herein are operating under court-approved desegregation plans and settlement plans. In particular, the LRSD is operating under a Desegregation Plan dated April 29, 1992. It is also acting under an Interdistrict Desegregation Plan dated April 29, 1992. 2 . The plans make provisions regarding the various types of schools in the several schools districts. Namely, the plans refer to magnet schools, interdistrict schools, elementary area schools and incentive schools. The intent of the plans was for each type of school to serve specified purposes and perhaps, certain patrons. AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO, 5013246576 P. 03 3. The plans also contain provisions outlining the recruitment and assignment of students to the various types of schools. For instance, the LRSD Desegregation Plan provides that students will be assigned to area schools by attendance zones. LRSD Desegregation Plan, April 29, 1992, P- As for 139. Interdistrict Schools, the plans provide that such schools shall be populated primarily by black students from LRSD and white students from PCSSD or beyond Pulaski County. Interdistrict Desegregation Plan, April 29, 1992, p. 4. 4. Incentive school assignments are to be made from attendance zones that encompass the neighborhoods around the school. LRSD Desegregation Plan, April 29, 1992, p. 139. By so assigning, those schools designated as incentive schools would be, at first, virtually all-black schools. Accordingly, the parties agreed that incentive schools would be desegregated in phases through a combination of white recruitment into the incentive schools and by designating a number of seats for white students. Interdistrict Desegregation Plan, April 29, 1992, P- In 4 . addition, desegregation transfers may be made where such transfer enhances the desegregation at the incentive school. LRSD Desegregation Plan, April 29, 1992, p. 140. 5. The plans also envision that efforts will be made to recruit white students currently attending private schools either back to or into the area school which serves the attendance zone where those students live. LRSD Desegregation Plan, April 29, 1992, p. 95. 2AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 6. Under the Interdistrict Desegregation Plan, the parties agreed that various interdistrict schools would be constructed and/or operated in the LRSD and the PCSSD. In fact, the LRSD agreed to, and did, construct a new King Interdistrict School to serve students at the beginning of the 1993-94 school year. The parties attempted to locate the school such that it would be attractive to those whites from the PCSSD and outside Pulaski County who work within the governmental and business centers of Little Rock. Interdistrict Desegregation Plan, April 29, 1992, p. 11. 7. The development of interdistrict facilities and programs which would allow for black children in the LRSD and white children in the PCSSD to attend schools in a desegregated environment was one of the primary aims of the parties. However, the development of the interdistrict schools also served as a mechanism through which the parties could receive financial assistance by way of the majority to minority transfer program. It was understood that vigorous and sustained recruitment would be necessary to maximize such transfers. By doing so, funds would be available to continue the operation of the agreed upon interdistrict schools. 8. In recruiting students to attend King interdistrict School, whites within the LRSD attended meetings and expressed a desire to enroll their children in the school. Based on reasonable information and belief, less than 60 white students within the LRSD have been placed on the list to attend King Interdistrict School. 3AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO, 5013246576 P, 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim superintendent, Mrs, Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year- 10. Dr. Williams and Mrs. Matthis concluded that solutions available to the LRSD such to allow full comp the desegregation plans. corrective action could be taken prior to the opening of that parents could . be advised where their childret They also concluded that th assigned for the 1993-94 school year. see Exhibits No No. 2 attached hereto and incorporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on 1 1 Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 4 1 Teachers in the LRSD returned to contract on Monday, August 16, 1993. 1993\u0026lt; The students are set to return on Monday, August 23, II I I ! AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim superintendent, Mrs. Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year- 10. Dr. Williams and Mrs. Matthis concluded that there were solutions available to the LRSD such to allow full compliance with the desegregation plans. They also concluded that the necessary corrective action could be taken prior to the opening of schools so that parents could be advised where their children would be assigned for the 1993-94 school year. see Exhibits No. 1 and No. 2 attached hereto and incorporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on 1 1 Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 1 4 Teachers in the LRSD returned to contract on Monday, August 16, 1993. 1993. The students are set to return on Monday, August 23, I il I 5 IAUG-23-93 HON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 school year. Being reluctant to permit LRSD whites to attend King School because of the uncertainty whether such would be in compliance with the court-approved desegregation plans as well as the spirit and intent of the parties when the plans were developed, the incoming superintendent deemed it most advisable to seek clarification from this Court. 12. In light of the foregoing, the LRSD prepared to request the indulgence of the court and seek clarification regarding several concerns: (a) whether LRSD whites may be permitted to attend King Interdistrict School without violating the court-approved i J desegregation plans or the spirit and intent of the parties in developing those plans?\n(b) If the response to question number 1 II is in the affirmative, whether those LRSD whites who are allowed to attend King Interdistrict School will be permanently assigned or assigned only for the 1993-94 school year?\n(c) Whether LRSD whites. other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict School during the 1993-94 school year?\n(d) Whether LRSD whites, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict school during the 1994-95 school year and beyond?\n(e) If the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD whites will be t permitted to attend King Interdistrict School?? (f) whether provisions can be made to overcome the loss of M-to-M transfer 5 ,1 I a ij 3AUG-23-93 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by PCSSD white students (either this year or in future years)?\nand, (g) Whether provisions can be made for the potential expenses to be incurred by the LRSD to provide transportation to the LRSD white students, from scattered areas of the city, to attend King Interdistrict School? 13. The LRSD would be pleased to accept white students from the LRSD into King Interdistrict School as long as such can be done in accordance with the court-approved desegregation plans or any court-approved modification thereto. Because of these numerous concerns raised by the incoming superintendent, it is respectfully submitted that a good-faith basis existed for clarification and direction from this Court, In light of the impending opening of ii i! schools, it was critical that this matter be resolved immediately. 5 14 , Before the request could be made. the parties and I representatives from ODM met on Thursday, August 19, 1993 , as instructed by the Court, Present at that meeting were\na. b, c. d. e. f. g- h. i, j k. 1. m. Dr. Henry Williams, in-coming LRSD Superintendent Estelle Matthis, interim LRSD Superintendent Sterling Ingram, LRSD Chris Heller, LRSD Attorney Jerry L. Malone, LRSD Attorney John W. Walker, Joshua Intervenors Attorney Joy Springer, Joshua Intervenors Connie Hickman-Tanner, ODM Melissa Guldin, ODM Bill Mooney, Court-Appointed Budget Specialist Bobby Lester, PCSSD Superintendent Billy Bowles, PCSSD Ruth Herts, PCSSD 6 I ilAUG-23-03 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P. 08 15. During the meeting, concern was expressed that the assignment of some LRSD white students to King Interdistnct school could constitute a violation of the desegregation plans. Notwith- *1 standing, those present were advised that the Court wanted the parties to come to an agreement regarding those students (less than 60) such to allow them to be accommodated at King Interdistrict school for 1993-94 and beyond. The LRSD does not concede that the plan prohibits it from so assigning some LRSD whites to King Interdistrict School. Arguments can be made to the contrary. After much discussion, the parties drafted an agreement (the \"Agreement\") whereby those LRSD white students, outside the King Interdistrict School Assignment Zone, who had received written notice of assignment, to that school before August 19, 1993, would be allowed to attend the school for 1993-94 and beyond. No other 11 16. LRSD White students, not within the King assignment zone, would be .1 II allowed to attend King Interdistrict School. A true and accurate 11 copy of the Agreement is attached hereto as Exhibit \"3\" and incorporated herein by reference. 17. As a result of that meeting and the Agreement, those present agreed that the LRSD could proceed under it, even though it would not be fully executed until Friday, August 20, 1993 . The LRSD did so proceed. Further, the LRSD faxed copies of the type- written agreement to all those who had been present as well as to: a. b. c. d. Dr. James Smith, NLRSD Superintendent Steve Jones, NLRSD Attorney Sam Jones, PCSSD Attorney Richard Roachell, Knight Intervenors Attorney I 7AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 18. At mid-morning on Friday, August 20, 1993, the LRSD received a telephone call from Attorney Walker indicating, among other things, that several other issues would prevent him from being able to sign the Agreement as the parties had contemplated. Recognizing that its dilemma was now even more critical than it had been, the LRSD resolved that judicial clarification was absolutely necessary. The LRSD later received a memo stating the Joshua Intervenors position. A true and accurate copy of that memo as faxed to the LRSD and others is attached hereto as Exhibit \"4\" and incorporated herein by reference. 19. Based on the foregoing, the LRSD does hereby request guidance and direction from this Court. Wherefore, the Plaintiff, Little Rock School District, prays that this Court enter an order clarifying the issues raised herein. II as well as any other related concerns\nor, in the alternative, that an order be entered enforcing the agreement of the parties based on i S k the detrimental reliance of the LRSD and that the parties be awarded any and all legal and proper relief to which they may be entitled. I FRIDAY, ELDREDGE AND CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, AR 72201 Phone No. (501) 376-2011 Attorneys for Little Rock School District..^ Jerry L. Malone Bar I.D. No. 85096 z 8AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P, 10 CERTIFICATE OF SERVICE the foregoing certify that a copy of Request for Clarification of King Interdistrict School Student Assignments has been served on the following by depositing a copy of the same in I the United States mail on this day of August, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachell. First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 k f Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone LRSD Attorney 1 9 iAUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 i i PARENTS!! COME HEAR ABOUT LRSD' Wednesday, August 11,7 P^i* ^sin Room .810 WestMarldaamstreet AMc^SSS'eStam Eiementaiy School is open school attendance zones and coun approved School DisSct wSsTuS?h,H^^ Pulas^^CounTy area also have!!:iop\u0026amp;\"SS\u0026amp;K^^^^ IL Provisional staius 1/AUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO. 5013246576 P. 12 PARENTS? COME HEAR ABOUT LRSDs NEW MARTIN I IfTnrD irrMr to INTERDISTBICT MAGNET^EMEiOTlcK'- Wednesday, August 11,7 p.m. : I Little Rock Administration, Board Room ,810 West Markliam Street 3^isSSSSSSS=ss=^ in the Pulaski County Provisional status . J i J i .1 IAUG-23-93 HON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 13 agreement i The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discus initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") 1993-94 school year. for I I I I J The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. I Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to M2LK from the LRSD as of the date of this I agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assigned Exhibit 3\"AtJG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO, 5013246576 P, 14 Page 2 to the Martin Luther King Interdistrict Magnet* School including continued enrollment) . However, there shall be no .1 I I I sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993 . John W, Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent' Dr. Henry Williams LRSD Superintendent 1 James Smith NLRSD Superintendent 4 5 II Richard Roachell Knight Intervenors Attorney I ^ProvisionalADG-23-93 MON 10:43 SUSAN W WRIGHT FAX NO. 5013246576 P. 15 MEMORANDUM I to: Mr. Jerry Malone Mr, Billy Bowles Ms. Ann Brown FROM: John W, Walker RE\nKing Interdistrict Magnet Elementary School DATE\nAugust 20, 1993 This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock This is because information that we have School Board offices. received causes us to conclude that a larger number of pupils are being assigned to King from outside the King attendance zone than the number we were given. I Most of these youngsters are from other We cannot be parties to assignment incentive school areas. practices which allow decline in emphasis and attendance at the incentive schools nor can wa support practices which distort the double funding requirement and desegregation requirement of the plan. ''For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting LRSD on notice that_we will not agree to the Court's suggestion that we let LRSD white pupils be assigned to King under the circumstances. 1 1 I \u0026lt;1 4 f! 1 I(7 received IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 3 I 1993 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANT LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. -INTERVENORS PCSSD RESPONSE TO LRSD MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR MOTION TO ENFORCE AGREEMENT OF PARTIES The PCSSD will abide by the settlement agreement entered in this matter. WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building. 200 West Capitol Avenue Little Rock, Arkansas 72201-3699 (501) 371-0808 By. M. S At^ .el ones, II irneys for PCSS '(76060)CERTIFICATE OF SERVICE On this 3d day of August, 1993, a copy of the foregoing was mailed, postage prepaid, to: Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Mr. Stephen Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72201 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Mr. Richard Roachell Roachell \u0026amp; Streett 401 West Capitol, Suite 504 Little Rock, Arkansas 72201 Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 M. Sa] el ones III I J:drlll67.030 2JOHN 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 September 2, 1993 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, AR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 received SEP 7 Ofiice of Desesrogstioi'i Monilorifig [COPY] Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. Roachell \u0026amp; Streett 401 West Capitol Ave. Suite 504 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Re: LRSD V. PCSSD\nNo. LR-C-82- 866 Dear Ms. Brown and Gentlemen: Enclosed please find a copy of Joshua's Reply to Motion for Clarification of King Interdistrict School Student Assignments or, in the Alternative, Motion to Enforce Agreement of the Parties which is being filed in the above matter. Sincerely, [ORIGINAL SIGNED BY UNDERSIGNED COUNSEL] John W. Walker JWW:lp EnclosureIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS REPLY TO MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR, IN THE ALTERNATIVE, MOTION TO ENFORCE AGREEMENT OF THE PARTIES The Joshua Intejrvenors support the motion for clarification but oppose the alternative request to enforce the purported agreement of the parties. For cause, Joshua respectfully shows the Court: 1. The Court has approved the closing of the Ish Incentive School against the objections of Joshua. Joshua is mindful that there is a reluctance to aggressively promote white attendance at incentive schools and to enhance the schools to the point where those schools will be the best ones in the district. The effort, therefore, is to close them rather than integregate them and to thereby reduce the district's financial and educational obligations to children of African American descent. 2. Joshua is advised that before school began, children of African American descent from outside the King attendance zone werebeing assigned thereto. Joshua did not have that information when it met with members of the Office of Desegregation Monitoring (ODM) and school district officials where they were advised of the Courts interest in accommodating white parents who live within the Little Rock School District who may have been, albeit inadvertently, promised assignment to King by recognizing those assignments. Joshua and Pulaski County objected for similar and for different reasons. Joshua agreed to allow limited assignment this year of white youngsters who live within the district pursuant to the premises proffered and because it was made clear that this was the Court's wish. 3. The Court is reminded that the district promised African American children that it would both strengthen their incentive schools and recruit white children to them through an aggressive recruitment program. Joshua takes this occasion to assert that while promises made to parents are important, when the promises are made to African American children, they are just as important as the promises which are made to white children and their parents. 4. A hearing would be important on this matter and would help to set the parties upon the appropriate course with this new school administration which appears more committed to the desegregation plan than the last administration. WHEREFORE, premises considered, the Joshua Intervenors join in the motion to clarify student assignments in general and to King I Interdistrict School in particular. Joshua opposes the motion to enforce the agreement without an evidentiary hearing regarding its future impact upon the retention of the incentive schools and thebenefits which were \"promised\" to the children of African American descent who lived in those zones. Those promises, we remind the Court, were made by school district officials and have not been fulfilled either by the district. Respectfully submitted. W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this 2nd day of September, 1993. 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 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. Roachell and Streett 401 West Capitol Avenue, Suite 504 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 John talker AGREEMENT The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") for 1993-94 school year. The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment zone, to MLK. The PCSSD is also concerned about future year's effect of LRSD white students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the encouragement of Court, the parties have agreed that for the 1993- 94 school term only, LRSD white students, who have received written assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assignedPage 2 to the Martin Luther King Interdistrict Magnet* School (i.e., including continued enrollment). However, there shall be no sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent Dr. Henry Williams LRSD Superintendent James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney *Provisional IInterdistrict Schools Enrollment B W T % BIk Baker 75 208 283 27 Crystal Hill Romine Washington 307 277 483 469 84 339 776 361 822 40 77 59 ELEMENTARY INTERDISTRICT SCHOOLS 1992-93 Capacity 60%-40% Enrollment Capacity 328 810 487 939 60% 40% 60% 40% 170 466 217 493 113 197 131 310 486 324 144 292 195 329 563 376 50%-50% Enrollment Capacity Interdistrict Transfers Intradistrict Transfers 50% 50% 50% 50% 141 388 180 411 Prepared by Office of Desegregation Monitoring August 20, 1993 141 388 180 411 164 405 243 469 164 405 243 469 63 black 278 black 10 white 113 white 6 black 0Interdistrict Schools Enrollment B W T % BIk Baker Crystal Hill Romine Washington 75 307 277 483 208 469 84 339 283 776 361 822 27 40 77 59 ELEMENTARY INTERDISTRICT SCHOOLS 1992-93 Capacity 60%-40% Enrollment Capacity 60% 40% 60% 40% 328 810 487 939 170 113 197 131 466 310 486 324 217 493 144 329 292 563 195 376 50%-50% Enrollment Capacity Interdistrict Transfers Intradistrict Transfers 50% 50% 50% 50% 141 141 164 164 63 black 6 black 388 388 405 405 278 black 0 180 180 243 243 10 white 144 black 59 white 411 411 469 469 113 white 176 black 186 white Prepared by Office of Desegregation Monitoring September 3, 1993 IAUG-23-93 HON 10:36 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION c--'rr:o M r- 7 LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR CLARIFICATION OF KING INTERDISTRICT SCHOOL STUDENT ASSIGNMENTS OR, IN THE ALTERNATIVE, MOTION TO ENFORCE AGREEMENT OF PARTIES The Plaintiff, Little Rock School District (\"LRSD\"), for its motion for clarification of the King Interdistrict School's student assignments or, in the alternative, motion to enforce agreement of the parties, states: 1. The parties herein are operating under court-approved desegregation plans and settlement plans. In particular, the LRSD is operating under a Desegregation Plan dated April 29, 1992. It is also acting under an Interdistrict Desegregation Plan dated April 29, 1992. 2 . The plans make provisions regarding the various types of schools in the several schools districts. Namely, the plans refer to magnet schools, interdistrict schools, elementary area schools and incentive schools. The intent of the plans was for each type of school to serve specified purposes and perhaps, certain patrons.AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO, 5013246576 P, 03 3. The plans also contain provisions outlining the recruitment and assignment of students to the various types of schools. For instance, the LRSD Desegregation Plan provides that students will be assigned to area schools by attendance zones. LRSD Desegregation Plan, April 29, 1992, P- 139. As for Interdistrict Schools, the plans provide that such schools shall be populated primarily by black students from LRSD and white students from PCSSD or beyond Pulaski County. Interdistrict Desegregation Plan, April 29, 1992, p. 4, 4. Incentive school assignments are to be made from attendance zones that encompass the neighborhoods around the school. LRSD Desegregation Plan, April 29, 1992, p. 139. By so assigning, those schools designated as incentive schools would be. at first, virtually all-black schools. Accordingly, the parties agreed that incentive schools would be desegregated through a combination of white recruitment into the in phases incentive schools and by designating a number of seats for white students. Interdistrict Desegregation Plan, April 29, 1992, P- In 4 . addition, desegregation transfers may be made where such transfer enhances the desegregation at the incentive school. LRSD Desegregation Plan, April 29, 1992, p. 140. 5. The plans also envision that efforts will be made to recruit white students currently attending private schools either back to or into the area school which serves the attendance zone I where those students live. LRSD Desegregation Plan, April 29, 1992, p. 95. 2AUG-23-93 MON 10:37 SUSAN W WRIGHT FAX NO. 5013246576 P.04 6. Under the Interdistrict Desegregation Plan, the parties agreed that various interdistrict schools would be constructed and/or operated in the LRSD and the PCSSD. In fact, the LRSD I agreed to, and did, construct a new King Interdistrict School to serve students at the beginning of the 1993-94 school year. The parties attempted to locate the school such that it would be attractive to those whites from the PCSSD and outside Pulaski County who work within the governmental and business centers of Little Rock. Interdistrict Desegregation Plan, April 29, 1992, p. 11. 7. The development of interdistrict facilities and programs which would allow for black children in the LRSD and white children in the PCSSD to attend schools in a desegregated environment was one of the primary aims of the parties. However, the development of the interdistrict schools also served as a mechanism through which the parties could receive financial assistance by way of the majority to minority transfer program. It was understood that vigorous and sustained recruitment would be necessary to maximize such transfers. By doing so, funds would be available to continue the operation of the agreed upon interdistrict schools. 8. In recruiting students to attend King Interdistrict School, whites within the LRSD attended meetings and expressed a desire to enroll their children in the school. Based on reasonable infoirmation and belief, less than 60 whit students within the LRSD have been placed on the list to attend King Interdistrict School. 3AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 9. Prior to the start of the 93-94 school year, while the fall registration process was being completed, the Interim Superintendent, Mrs. Estelle Matthis, learned of these assignments. The in-coming Superintendent in the LRSD, Dr. Henry Williams, in consultation with the Interim Superintendent was preparing to resolve those questions surrounding these assignments so that parents could be notified prior to the start of school for the 93- 94 school year. 10. Dr. Williams and Mrs. Matthis concluded that there were solutions available to the LRSD such to allow full compliance with the desegregation plans. They also concluded that the necessary corrective action could be taken prior to the opening of schools so that parents could. be advised where their children would be assigned for the 1993-94 school year. See Exhibits No. 1 and No. 2 attached hereto and incorporated herein by reference. 11. Prior to final action being taken by the LRSD, the LRSD received word, through the Office of Desegregation Monitoring (ODM) and its attorneys, that this Court had expressed concern (on 1 Tuesday, August 17, 1993) regarding the possibility that the LRSD would notify some or all of those LRSD whites that they would not be permitted to attend King Interdistrict School for the 1993-94 1 4 I 16, 1993 . 1993. Teachers in the LRSD returned to contract on Monday, August The students are set to return on Monday, August 23,AUG-23-93 MON 10:38 SUSAN W WRIGHT FAX NO. 5013246576 P.06 school year. Being reluctant to permit LRSD whites to attend King interdistrict School because of the uncertainty whether such would be in compliance with the court-approved desegregation plans as well as the spirit and intent of the parties when the plans were developed, the incoming superintendent deemed it most advisable to seek clarification from this Court. 12. In light of the foregoing, the LRSD prepared to request the indulgence of the court and seek clarification regarding several concerns: (a) whether LRSD whites may be permitted to attend King Interdistrict School without violating the court-approved 1 desegregation plans or the spirit and intent of the parties in developing those plans?\n(b) If the response to question number 1 i' is in the affirmative, whether those LRSD whites who are allowed to attend King Interdistrict School will be permanently assigned or assigned only for the 1993-94 school year?\n(c) Whether LRSD whites. other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict School during the 1993-94 school year?\n(d) Whether LRSD whites, other than those currently on the list to attend King Interdistrict School, will be permitted to attend King Interdistrict school during the 1994-95 school year and beyond?\n(e) If the answers to the foregoing questions are in the affirmative, whether the LRSD will be permitted to develop criteria to determine under what circumstances, if any, LRSD whites will be permitted to attend King Interdistrict School?\n(f) Whether provisions can be made to overcome the loss of M-to-M transfer 5 IAUG-23-93 MON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P, 07 moneys to be sustained by LRSD through permitting LRSD white students to occupy seats which could otherwise be filled by PCSSD white students (either this year or in future years)?\nand, (g) Whether provisions can be made for the potential expenses to be incurred by the LRSD to provide transportation to the LRSD white students, from scattered areas of the city, to attend King Interdistrict School? 13, The LRSD would be pleased to accept white students from the LRSD into King Interdistrict School as long as such can be done in accordance with the court-approved desegregation plans or any court-approved modification thereto. Because of these numerous concerns raised by the incoming superintendent, it is respectfully submitted that a good-faith basis existed for clarification and direction from this Court. In light of the impending opening of schools, it was critical that this matter be resolved immediately. 14 . Before the request could be made, the parties and representatives from ODM met on Thursday, August 19, 1993, as instructed by the Court. Present at that meeting were\na. b. c. d. e. f. g- h. i. j k. 1. m. Dr. Henry Williams, in-coming LRSD Superintendent Estelle Matthis, interim LRSD Superintendent Sterling Ingram, LRSD Chris Heller, LRSD Attorney Jerry L. Malone, LRSD Attorney John W. Walker, Joshua Intervenors Attorney Joy Springer, Joshua Intervenors Connie Hickman-Tanner, ODM Melissa Guldin, ODM Bill Mooney, Court-Appointed Budget Specialist Bobby Lester, PCSSD Superintendent Billy Bowles, PCSSD Ruth Herts, PCSSD 6 IAUG-23-93 NON 10:39 SUSAN W WRIGHT FAX NO. 5013246576 P, 08 15. During the meeting, concern was expressed that the assignment of some LRSD white students to King Interdistrict School could constitute a violation of the desegregation plans. Notwith- standing, those present were advised that the Court wanted the parties to come to an agreement regarding those students (less than 60) such to allow them to be accommodated at King Interdistrict school for 1993-94 and beyond. The LRSD does not concede that the plan prohibits it from so assigning some LRSD whites to King Interdistrict School. Arguments can be made to the contrary. 16. After much discussion, the parties drafted an agreement (the \"Agreement\") whereby those LRSD white students, outside the King Interdistrict School Assignment Zone, who had received written notice of assignment, to that school before August 19, 1993, would be allowed to attend the school for 1993-94 and beyond. No other LRSD White students, not within the King assignment zone, would be 'I allowed to attend King Interdistrict School. A true and accurate copy of the Agreement is attached hereto as Exhibit 3\" and incorporated herein by reference. 17. As a result of that meeting and the Agreement, those present agreed that the LRSD could proceed under it, even though it would not be fully executed until Friday, August 20, 1993 . The LRSD did so proceed. Further, the LRSD faxed copies of the type- written agreement to all those who had been present as well as to: a. b. c. d. Dr. James Smith, NLRSD Superintendent Steve Jones, NLRSD Attorney Sam Jones, PCSSD Attorney Richard Roachell, Knight Intervenors Attorney 7AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P. 09 18. At mid-morning on Friday, August 20, 1993, the LRSD received a telephone call from Attorney Walker indicating, among other things, that several other issues would prevent him from being able to sign the Agreement as the parties had contemplated. Recognizing that its dilemma was now even more critical than it had been, the LRSD resolved that judicial clarification was absolutely necessary. The LRSD later received a memo stating the Joshua Intervenors position. A true and accurate copy of that memo as faxed to the LRSD and others is attached hereto as Exhibit \"4 and incorporated herein by reference. 19. Based on the foregoing, the LRSD does hereby request guidance and direction from this Court. Wherefore, the Plaintiff, Little Rock School District, prays that this Court enter an order clarifying the issues raised herein, 1 as well as any other related concerns\nor, in the alternative, that an order be entered enforcing the agreement of the parties based on 1 the detrimental reliance of the LRSD and that the parties be awarded any and all legal and proper relief to which they may be entitled. FRIDAY, ELDREDGE AND CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, AR 72201 Phone No. (501) 376-2011 I Attorneys for Little Rock School District- Jerry L. Malone Bar I.D. No. 85096 3AUG-23-93 MON 10:40 SUSAN W WRIGHT FAX NO. 5013246576 P. 10 CERTIFICATE OF SERVICE certify that a copy of the foregoing Request for Clarification of King Interdistrict School Student Assignments has been served on the following by depositing a copy of the same in I the United States mail on this 7*^. day of August, 1993: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 7201 Mr. Richard Roachell. First Federal Plaza 401 West Capitol Avenue Suite 504 Little Rock, AR 72201 I Ii f Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone LRSD Attorney 9 J AUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO, 5013246576 P.ll I PARENTS!! COME HEAR ABOUT LRSD' Wednesday, August 11,7 p.m. . 810 West MarkhamStreet ^oard Room t^JicSAiScan elernSS^snSs v School is open school attendance zones and wh^( 'P coun approved School District WhiSsSe^?^Th?^r\"^ PuJasfi^Counly arcaalso tav^ Provisional status area also have the option toltteMKn Luther King Jr. school. ]\u0026gt;e^o '2^ nJ 3 I.AUG-23-93 MON 10:41 SUSAN W WRIGHT FAX NO, 5013246576 P. 12 PARENTS! Wednesday, August H, 1 p.m. Litile Rock Administration, Board Room , 810 West Marrams treet Eknjenuiy School is open school ^attendance zones and the court approved SchoolpisSSSav^\"?nS/o? the option to Marrin T nri,^, T. area also have Provisional status option to attend Martin Luther idkg Jr schoolAUG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 13 agreement I The parties met on Thursday, August 19, 1993, pursuant to the instructions of the Court, to discuss initial enrollment at Martin Luther King Interdistrict Magnet* Elementary School (\"MLK\") for 1993-94 school year. 1 I i J The parties are in substantial disagreement about certain matters which relate to the plan and the manner in which assignments would be made under the plan to MLK. Joshua Intervenors strongly oppose the placement, assignment or enrollment of LRSD white students, who live outside the Martin Luther King Interdistrict School assignment The PCSSD is also concerned about future zone, to MLK. year's effect of LRSD white Students being assigned, enrolled or allowed to attend Martin Luther King Interdistrict Magnet* School. All parties are mindful of the admonitions of the Court regarding school district/parent cooperation and integrity as well as the other needs for both desegregation and certainty about school opening for this year at Martin Luther King Interdistrict Magnet* School. Based on these concerns and considerations, and the I encouragement of Court, the parties have agreed that for the I993- 94 school term only, LRSD white students, who have received written I .1 assignment notices to MLK from the LRSD as of the date of this agreement, shall be allowed to attend or be enrolled or assigned to MLK. Once assigned to MLK, those children shall be afforded all the rights and privileges of other students who are being assigned Exhibit 3\"AUG-23-93 MON 10:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 14 ! Page 2 1 to the Martin Luther King Interdistrict Magnet* School (i.e,, including continued enrollment). However, there shall be no sibling preference available to these students so assigned. No other LRSD white students may be assigned to MLK. The parties will seek Court approval of this Agreement. DATED THIS day of 1993. John W. Walker, Joshua Intervenors Attorney Bobby Lester PCSSD Superintendent' Dr. Henry williams LRSD Superintendent J 1 James Smith NLRSD Superintendent Richard Roachell Knight Intervenors Attorney I ! I *ProvisionalAUG-23-93 HON 10:43 SUSAN M WRIGHT FAX NO. 5013246576 P. 15 MSMORANDOM TO\nMr. Jerry Malone Mr, Billy Bowie: Ms. Ann Brcwn FROM\nJohn w. Walker RE: King Interdistrict Magnet Elementary School DATE\nAugust 20, 1993 This is to advise that Joshua has not signed the Stipulation upon which we agreed upon in principle yesterday at the Little Rock School Board offices. This is because information that we have received causes us to conclude that a larger number of pupils are being assigned to King fron outside the Xing attendance zone than Most of these youngsters are from other the number we were given, incentive school areas. We cannot be parties to assignment practices which allow decline in emphasis and attendance at the incentive schools nor can we support practices which distort the double funding requirement and desegregation requirement of the plan. \"For these basic reasons, as Joshua counsel, I am withholding endorsement of the stipulation and putting LRSD on notice that_we will not agree to the Court's suggestion that we let LRSD white pupils be assigned to King under the circumstances. I I // J I i 1 J 1 1Little Rock School District August 26, 1993 RECEIVED AUG 2 6 1993 Mrs. Ann Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 510 Little Rock, AR 72201 Office cf Desegregation IV\niGi inng Dear Mrs. Brown: Provided is the additional information that addresses Items 15 and 16 in your request for information dated August 16, 1993, regarding King recruitment and assignment. Item 15 - Please see enclosed charts Item 16 - The LRSD will adhere to the criteria established by the parties in the Interdistrict Desegregation Plan, April 29, 1992, as well as the latest filing to the Court, No. LR-C-82-866, Item 16, dated August 20, 1993. The District will finalize its criteria for placement of students in the Martin Luther King Interdistrict Elementary Magnet* School as soon as additional clarification is provided by the Court. See August 20, 1993, filing. Conferences were held with recruitment staff on August 13, 1993, and they have been directed to use the language in the interdistrict plan when recruiting students to the new King School. Staff activities are being closely supervised by appropriate administrator. Your assistance to and patience with the District in this sensitive matter are appreciated. Please contact me if additional clarification is needed\nSincerely, Estelle Matthis Interim Superintendent EM/lks * Provisional 810 West Markham street Little Rock, Arkansas 72201 (501)824-2000 PERSON(S) RESPONSIBLE SCHOOL/DEPARTMENT DATE May 17, 1993 May 18, 1993 June 7, 1993 July 22, 1993 August 11, 1993 LITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS Assoc. Supt. Marie Parker\nRecruiters Cole and Rather Desegregation SITE Oak Grove Elementary Sylvan Hills LRSD Board Room LRSD Board Room LRSD Board Room NO. ATTENDING 0 Parents 3 Parents 44 53 32+ HOME DISTRICT OF ATTENDEES PCSSD PCSSD PCSSD Parents and Counselors PCSSD PCSSD and Western LRSD Patrons RECEIVED AUG 2 6 1993 Offisa of Qesegrsgation Monilonng HOME SCHOOL OF ATTENDEES See attached sign-in sheet See attached sign-in sheet See attached sign-in sheet See attached sign-in sheetVi ! J (' \u0026lt;S\n1 - ' ! I m i J 1 (jxuhaj2jM_ (mAajJc?6$ ^63JVvto to 'c,rv\\' 12 'S'H'-4aaj \u0026lt;=* \\ ^^C'VX. A a^b'' I? \"'^ l-U Or- 6' - C^) \u0026lt;ZOztA.Wx\u0026lt;J^\u0026gt;. ^c~ CAp L ,4 6 LI 3 1 ( s\\ \u0026gt; 0 n 'i'i 5 ^1- '}z^ I (aI ^l\u0026gt;. d/iAJU /:VvJlV^ LcfVS A-2X_ y6t.i.i:s.o/J t4C/^. Pcssii O '^'4 \"VxirvKiyX-^ kj(^xc:\u0026gt;. LKS j:, LR.SD w\u0026amp;- ^(l'i-'-CL{AU)ck C'CC' h /tv tte( \u0026lt;1 . '1\u0026gt;7laj-\u0026gt;~ \u0026gt; Axvbv] j'C I-ryt^,^) ^/oopXzvtAv-i-e^-^ '' II 26^e I b !-' Vt P\\fm me SV' p 0,1 icc. p f Cy j 4 Gcaj-AsiQu^x, fiddfeez^ ^*5 J/'tx S/ye/'c^'^oe^ ya/j-o 333^3 I II QL(j^i^/yiA. 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CiA'+l^ 3ce\u0026gt;Z 33i-^od\u0026lt;d -h 376. !(23s-- k^.L.'. 'cVV'Q. ^od^ '~7Si^C) 9A| O''t AJ L 2. KC!f\u0026lt;C- - WM? l'it2 IC' llG G-^ A '-/iS'L. 1~ fd-L.^ 12 3! L^ c \u0026lt; IT - !T T :!*\u0026gt; -.' I ' r- I 7 ^-i,^~SW/ H S37 5 ?3^l-2ic\u0026gt;-l H - To Zf S3^^ 7^10 / y-Q \\jp cV ) y r ) '4|T)1''aV'4^' ^.d^-r Lctc^teqc DaLcC. 1 TV sM 'C (Jmh \u0026gt; ^YCq- C A 1 I 6\u0026lt;zV( 5o e J.(atL2 'To J ,d fl I-fi A A\nd:. cJ\n 'r- /^!di2^fr\\f^ic,/'J d.2^2b.,d^ C^FriCjfi (OCC LccpPd, 3xh\n.m^i 11C- 2\u0026gt;1i^^C0\u0026gt; t C cS5-)^_^ Cc.^ Ci/2 2GO3 ^WCtcJldr f- J in 0^2' I H H ? r.) I \\ T- ! n J f t h 1 J ______________ lA ktsi^d'^a.tAi'n /^dd/zei\u0026gt;A fdh(}7t^. I I IASAs^ Pei\u0026lt;dA^ 18(8 Jo^ce Co aft L^, f\\t{~722Qlf C'ih.Q.t~-\u0026gt;^4-J^.._ JZ-4-.-QCI ___-4/.._1Aihc-_ ___Ub- 3//0 ^-^- -Oe:\u0026lt;C/ HIlUjl ' I! ._7.:2j:\u0026gt;(^__^Q^A^5. L________ I X'^S Cho^l^bz _ ,5 C\u0026gt;09(C\\l^^ Dr Kt A. hZ. ~)Dl('4 4 ___to/1 Au A '^.t^c/dr^AK-c 7 2sz(, AkII 6-y'' j^Afj4 idjjs/ijA- t ch) rp d k.f Af/Cezd /H C^. =3 'z-rr^Y JiAin.e.^U,^\\\n /\u0026gt; II! |M4.|\u0026lt;v\u0026lt;34U. PiSr 'k44^ir4il /-j'/ili^lL- Sr^ l! I .nci j ^ndyLA^isK hbxb\\ F\u0026amp;\u0026amp; -n J jQl - iv[ u c'LtP.^ __ 'iiFd A S7 J^S-c? ?,)______ 7^3 7d?z.-z^cy\u0026gt;^\u0026lt;^. a4j Co/_ 44-c .^'\u0026gt;L^^(y..^AK.. ^Sd2-/^y4/ fl^%_GsS^2LC:4_. iSidi 'i^-nn. hl?. I fldF\u0026amp; 7Fc97 i5^60 I CAI- Ll Sq^_ui,gLi. Ldtjih^.RQGi\u0026lt;^QM-'12,^G4_ -. SS/C .sZii/\u0026amp;.adcls\u0026gt;l.3dS4. .Ki.^,AZ.Z/Ud..iss-cm^-dh I^Q. '^ .hl. ilkyid^Y^^ Lhz.c4 rrtci:\n^-___ iJ^LLMoci . / X^r/^C-C\u0026lt; -iZtCTLA^r^/i ?\n) \\j k'i. y - ..Akh. .\nsii.^ W/^ I '. -^!czd3/i '7' Z- - c '^YA-coAC'^Z-C- ^A)~- St (Zi ^yCS/At I 4$ __.6SF Ic.! 4/i_ il 'iA. i L____97^^. /d\u0026gt;c :al?c2\u0026lt; I I TT il iiPERSON(S) RESPONSIBLE SCHOOL/DEPARTMENT DATE March 30 April 1 May 17 May 18 June 7 July 30 August 4 August 6 August 11 August 17 August 18 LITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS LRSD Desegregation Office. PCSSD, and Sadie Mitchell SITE Presbyterian Church Ish Oak Grove Sherwood Elementary LRSD Board Room Ark. Children's Hospital LRSD Board Room Ark. Children's Hospital Child Development LRSD Board Room Crystal Hill Elementary King School tours NO. ATTENDING 12 84 0 9 15 60 12 8 48 127 57 HOME DISTRICT OF ATTENDEES LRSD LRSD PCSSD PCSSD PCSSD Potential PCSSD and Private School Parents Potential PCSSD and Private School Parents Potential PCSSD and Private School Parents PCSSD PCSSD PCSSD HOME SCHOOL OF ATTENDEES Ish Elementary Ish Elementary Oak Grove Elementary Sherwood Elementary Various PCSSD schools Various PCSSD schools Crystal Hill, Pine Forest, Oak Grove Crystal Hill, Pine Forest, Oak GrovePERSON(S) RESPONSIBLE SCHOOL/DEPARTMENT DATE July 25, 1993 Ad 11 II II fl 11 II II II II LITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS MRC/LRSD Collaborative Effort SITE Arkansas Democrat/Gazette Jacksonville Patriot Sherwood version of Patriot North Pulaski Leader Little Rock Free Press Maumelle Monitor North Little Rock Times The Free Bee Flyers - Kiehl Avenue and Jacksonville area Examples: Pizza for Less, Petty's Discount Drugs, Harvest Foods NO, ATTENDING N/A 2 days per week - continuing basis 2 days per week - continuing basis Wednesday - continuing basis Two times One day per week - continuing basis One day per week - continuing basis One day per week - continuing basis HOME DISTRICT OF ATTENDEES N/A HOME SCHOOL OF ATTENDEES N/A N/A N/A N/A N/A N/A N/A N/A N/A N/ALITTLE ROCK SCHOOL DISTRICT KING INTERDISTRICT ELEMENTARY MAGNET SCHOOL RECRUITMENT ACTIVITIES/MEETINGS PERSON(S) RESPONSIBLE Jeanette Wagner, Director of Communications S CHOO L/DEPARTMENT Communications - LRSD DATE SITE NO. ATTENDING HOME DISTRICT OF ATTENDEES HOME SCHOOL OF ATTENDEES March 1 Letter from Supt. Bernd to PCSSD - theme survey N/A N/A N/A March 10 News release - delayed assignment March 20 Recruitment Plan written March 30 Production of community meeting fliers April 1 April 2 April 12 - July 1 May 17 May 18 May 28 May 29 June 6 It ,1 It I, Promotion on weekly- broadcast KARN Production of community meeting fliers II Planning session with PCSSD at ODM Planning session for marketing meeting planned for June 7 Production of Fact Sheet K June 7 Marketing meeting with PCSSD parentsJune 7 Production of survey for meeting June 7 Preparation of survey report June 15 Feature on Channel 4 on King Elementary June 16 Meeting w/PCSSD to formulate timeline June 27 News release for public meeting June 29 July 16 News release news conference July 20 July 20 Press conference to highlight theme (covered by three TV stations and Democrat-Gazette) July 15 August 10 Placement of registration ad August 13 News release for August 17 meeting Currently in production - temporary King recruitment brochureRitcavi /62Wa8At' - iUG 3 0 '993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 1 Office ci Qo^OppQf iior X IAS LITTLE ROCK SCHOOL DISTRICT, AVG 27-{995 vs . Plalntiff, I ^ftBflENTS/ctERK NO. 82-CV-866 .Cti f PULASKI COUNTY SPECIAL SCHOOL DISTRICT, Defendant. June 8, 1993 Little Rock, Arkansas 9:05 A.M. *a ic. Oi I .ifI3 HEARING 2 2 BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows\nAPPEARANCES\nOn Behalf of the Plaintiff\nCHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark,. 2000 First Commercial Building Little Rock, Arkansas On Behalf of the Defendant\n72201 M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District\nSTEPHEN W. JONES. Ill Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72201-3401 Proceedings reported by machine st.. Transcript prepared by notereading. stenography j ( Pages 1 250 ) LOIS M. LAMBERT,^CCR 1 any / hic^rnu.e.1 Ur any or the zone blocks, Mr. walker, at all. 56 1 just left 2 them as they were. Q 3 Do you know where those kb youngsters who are not there now 4 are are attending schools No. A 5 I don't know where they're actually attending school. Q 6 Now, you would acknowledge that the way King is being 7 started, at least for the Little Rock school District, you only U have seven white children tn the zone that you you've drawn. y isn t it true 10 11 Yes , sir. that i sn t it true that tr you O' gone across A Q 1 r 1^ it you'd gone in a dirferent route, you would have been 13 able to have pulled more white youngsters into the King zone? you ' d 14 You could have, in other words, drawn the King let's look at 15 11 agai n. 16 And you could have drawn the King zone here by going north 17 16 ly and west. You could have attracted -- you could have brought more white youngsters into the K-1 ng zone, couldn't you'? And i t you had especial ly, it you had gone as tar to the south as 20 you went In order to get King to get Ish students, it you had \u0026gt; 21 22 23 24 25 used the same standard In going north and west, you could have brought more white youngsters Into that zone? It'S true, but you also would have eliminated the Woodrurt and maybe even the Pulaski Heights attendant zones If you had done that. A a B1 Q by But you also could have used the satellite concept to get 2 more white youngsters 1n, couldn't you, without going to J Woodru rri 4 A there are not enough whites In that area now tor those b three schools, Mr. walker, but your answer 1s yes. b W well. listen to my question. It youre going to have a / satellite zone tor* white youngsters 1 mean, tor black U youngsters, then that same concept which 1s good, enough tor 9 black youngsters is good enough tor white youngsters, too, I 10 11 12 11 { A Yes. sir. Q All right. Now, you have used a tigure ot maybe two miles 1 s 13 from the King site tor assignment purposes, haven't you? 14 15 lb IZ 18 19 2U get Yes, sir. You can jump over a number ot areas and go turther west and by using the two-mile figure, especially if you're going to use transportation, to get some ot the youngsters from around Jetterson to come into king. Isn't that correct? Mr. Walker, 1 thought that an Interdistrict school's only purpose -- not only purpose, but main purpose was to provide a A Q A - 21 2'2 school where the majority of the population in the district would be assigned there and we would draw from outside the 3 5- L 23 distrlCt 24 Q Well, X understood, but X' 25 A for the whites. It i ' t- 0-3 h'^GU- i ?c.f|cer gvcjAt'oneAt. Cot^-i 2 i. J 4 b b 7 8 y lU li 12 V 1 19 20 21 24 2b 14 lb these copies. p I an Ms. ki'n^ 1 /z Parker, could you tel I the Court whether you to hold seats for white students in the event your recruitment e rfort towards the Pulaski county white students and ! lu Little Kock white students are they will be I IHt WllNtSb: County regarding not as successfu1 as you now hope we how long have had a discussion the expectations hold those seats, and at this time. date, a wou 22 final data. to Id hold those seats. THE COUR I s I he WllNESSt consideration to that. 1 HE COUHI\u0026gt; suggesting with Pulaski wouId be for us to we have not arrived at a and a cutoff date as to how long we 1 Ihat is still under discussion. I hank you. But we have asked them to give some i take it by your answer you're ni Ei to the Court indefinitely or that these seats will not be held from one year to the next? IHE wllNESSi I HE COURII Ihat is correct. they w I I I- be filled even If the school 1 1 out of balance racial Iy? IHE WlTNESSi the seats, we were students and the for the seat. be inter f rom No. No, we have no. In terms of looking at the the number of white when we were It had to do looking at the consideration with white students that should be -- should they be the Little Hock School District. that might would Interested in going So, we're not talking 1 about tilting those seats with black students. LI J 2- s IJ li J 4 5 6 1 8 y iU li i2 13 14 15 16 1/ 16 19 au 11 me line. 21 22 23 1 HE GUUHI ! is 11 i haven't had a chance to look at this substantively the same IHE WilNESS: IHE CUUH1s IHE WilNESS: differently because as cou Id be roll owed eas i was placed we we Yes, It is. it'S Just In Yes, 24 25 as the different form? it is. if the Its formatted r J R. a part of our discussion so that it be ( e r easier and be tracked easier, and it i placed It in the format of a time could begin determining who was set out costs f rom there . 11 ne so 111 at respons t b te, how to begin to and begin working from there \"to set up our plans IHE GOUHlt Have you targeted yet these waiting lists $ for magnet schools? the WITNESS: rhe staff has pulled those -- those the waiting Hst. They have those waiting lists. and they have begun -- they have begun to try to work those. Yes, we are targeting those waiting lists. the GOUK1: You say you re beginning to work those? IHE WllNESSi that'S a part yes. I hat 3 a part of what they've already begun to do. IHE GUUHT : Little Hock And have you had any success rec ru111 ng Intradistrict white students? (HE WilNESS: did not come off Yes . AS as i understand 1t, and i t before i left, they were pulling a printout 4^ I \u0026gt;1 Tj /I I X 2 J 4 5 6 } 8 iU define because 13 r. ? ' i S-.'i for 14 Little prIntou t when we lb 16 1/ la 19 20 21 22 23 because we did take 1/4 tentative registration I { Rock whites and the printout -- they d1d not have the when i left. but they were pulling that Inrormatlon. 1 HE LOUR I I IHL WilNhSSi take a Lan you give us Not to a rIgure at all.' __ not at this break, i probably 1 HE LUUKI : IHE WllNESS! 1 HE euUH f IHE WilNESSi THE COURT I registered now 24 2b couIU. for how many Because __ intradistrict I h a t s How many tor king.' the witness* regi stered moment. if rJ G. f. white students -- what i'm talking about. Interdistrict whites i do not have a through the Pulaski I HE COURT * 1 might ask your m1nute. or not numbe r. do we have 1 hey Lounty special School District. And do you believe 1 guess, Mr. Jones. IHE witness when we MH. SAM JUNES* 1 he lour 1 1 you someth I ng confusi on have a chance. 1 could go well, you. don do not need to (HE WllNESSs (HE COURT* the witness* that has for me 1 ahead and find out. t need to right this ask immediately. 1 don't know If itS appropri ate I All right. but 1 bothered me would like to and has been a there's matter ofI I Ht CUUHl : iHt WilNtSSs Yes. t n terms of recrui tment, and It has 4K. S i- .5., # X ] *' 8 to do with recruitment of whites District. i know the ultimate re s ponsi bi Ii ty of sometimes regard i ng when rrom the Pulaski County School VI responsibility is both districts, when i'm recrui tment, the but my question asked questions become s such as i am especially recruitment wi.thin PU I dSi i 4^ li A I'T 11 'il2 13 - 14 \u0026gt; Hg-i- S'? f? i s' v 15 lb 17 la 19 county . what is the Little Kock school Districts ro I e 11 20 21 promoting kids from And I'm just ^2 23 Pulaski County to come ,to \"* to Little Hock. not clear on that because 1 get confused and who i s responsible for what and, you students . know, primarily. the private schooIs 24 know, we with work co I to how have we work to attracted those -- to pull students from and whites, and 1 also intra to get our collaboratively laboratively with work with those to me in terms students. that we know we are working white students from here and I know we It was my the Pulaski students, of the IHt COUHI ! belief that we county School but my question ultimate re well. will certainly try obligations under work Ui strict to try what's not clear sponsibillty for those i m glad you to po I nt out the Plan, the stated that. 1 think to both direct language districts their of the Plan that I 1 i rJ c. f. i /b Is X 2 IS t- I$ 4 b b / 8 a 10 the 11 districts agreed to as early, rigorous pl go rou s been you r and 1 12 14 lb lb 1/ to the King School. rhe language i s sustained recruitment efforts. and sustained. And 1 regret that you, ru I Iy aware or the c as a person own obIigat ions ob I i gat ions. district who con IB 19 Early, 111 charge. have not Ilommi tments o r the Plan and perhaps o r or have been con rused about your own i m SU re that you has not been aware a re not the or them or fused about them, but that is And I we' ve Plan, 21 22 only person has been what the dis think It s pretty had so far today that. as the district has been don t know whether 23 in your o the rwi se istrict promised. clear from l^he evidence that In many otirer areas behind in its 1 should say or this obIi gallons. the district And 1 1 can't say you've refused to do it. i don't know that ifs refusal . I 24 think it's Perhaps, a a lack of coordination. a lack of planning ahead. 25 lack of leadership and c administrators and from heari ng have and a lack of counse I . But its pretty that the not done oord Inat i on di recti on clear to me district has not so many And these matters other than have among the from the board members 1 n the course recru1 ted as other things that you concern heari ngs and prod you to go 1 know me greatly. and tell you a I ong that and Of this promi sed, as you have promised 1 don't know to do. what to do what I think you do right under with respect to the Plan. the Stephens should do Schoo I , the 4 1 court requlred you to have a 1 ! I strategic plan with time lines. I signed an order last year. 1 think, requiring that with respect i to Stephens. 4 And it Is certainly or concern to me that the district 5 has not pulled together before now -- the attendance zones has b not pulled together before now. a theme. You still don't know iR / how many students you might get from the county. I b Uo you know how many seats for white students. Little I I iU 11 12 13 14 lb 16 Hock white students, you've reserved? tor Little Hock white students. I Ht WllNfcSb: IHt CUUHl: or We ve Have you reserved seats not sped f i ca I I y ? no t speci f ica1 Iy, no. You're Just glad to get anyone you can get as long as that person comes from a school that would permit the transfer iHt WliNtSSi THE COUHl1 that is correct. 1 take it? Have you targeted any y S 1/ particular schools that are predominantly white or :T. 18 IHE WITNESS. have.looked at those schools, yes. 19 We know schools where whe re where the fami 1ies have not 20 been able to get into the attendance zone schools, and we have 21 looked specifically at those schools. liw? * * 22 i HE CUUHi All ri ght. Well, let's do take a break. 2 3 and 1 am going to ask. Ms. Parker, that you call your office and 24 see if you can t get those figures on how many white students 2b you do have from the district1 2 3 4 5 o / H y 10 11 12 13 14 15 lb 17 Ibi numbers, Court's exhibit numbers. (Gourt's and receIved in Id 19 20 21 exhibit Nos. 133, evidence.) 1Hfc COUH1X Now, Ms. 134 and ijb were offered Parker, do you have any information concerning the number of have been recruited. 22 white students who. Intradistrict first? (Ht WilNtSSt iHt COUKrs recruited. County, IHt WllNtSS! I Ht COUK I : I'Ht WiINfcSSi IHt COUHVt IHt WllNtSSx iHt COUHIj Yes, i do. All ri gh t. THt wllNtSSj IHt COURft 1 have there are 19 who have been A I 1 ri gh t. Ihat have 19 wh i te- s tudents actually signed up. -- have signed up intradi strict'? ihat is correct. these are from 23 24 a SO far, } i other Little' Kock schools? That is correct. How many are students from PuIaski or do you know? IHt WirNtSSx 1 do not know. IHE COURT\u0026gt; IHE WilMtSSj IHE COURT 1 MR. WALKER: back of the room, MH. 1 You do not know? They did not A I I right. have that number. Thank you. Your Honor, 1 have someone think It was ur. SAM JONtSi Huw les. Yeah, 1 thought here at the said It was eight. that had been given K liasa era? '5C ,IN THE UNITED STATES DISTRICT COURT AUG 3 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Otfice of D ssegreaaiicr. :Vh inng ^0f993 X LITTLE ROCK SCHOOL DISTRICT t clerk Plaintiff, V s. NO. a2-CV-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT . June 9, 1993 Little Rock, Arkansas 9:40 A.M. t ) -1 Defendant. HEARINC BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows: APPEARANCES) On Behalf of the Plaintiff: CHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas On Behalf of the Defendant:. 72201 M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District: STEPHEN W. JONES Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72^ 1-3401 X Proceedings reported by machine Stenography\nTranscript prepared by notereading. ( Pages 1 209 ) I Un i OIS M. LAMBERT. CCR d States Court Reporter22 1 Is my recollection correct to your knowledge? 2 A Io my knowledge. I know they have.one. 1 don t I I J know about two. f Okay . Have -- Just out ot curiosity, have you -- have they been involved in any of these meetings or this process to you r understandi ng? Yes. Okay. Do you know, and perhaps 1 should ask the Little Hock witness, if these two Little Rock recruiters have been given any specific responsibility so far as recruiting white PCSSD students Is concerned? I don't know if theyve given -- been given specific responsl bi 1111es. I know that they have made contact with Dr. ,4 Herts and myself and and made themselves ava'i table to work with us. 1 don't - I don't know what - you know, exactly 4 5 b 1 8 9 *^10 ^^11 [12 3 5 Q A Q A 1 .6 a what they were told specifically to do. 7 Generally, theyre -- theywe'been told to work with us in Sa [18 any way that they can to -- to recruit. they're working more 20 2X closely with Dr. Herts than All right, sir. MR. SAM JONESt than with me. Your Honor, I have In my hand I 0 ^2 dont think its part of the Little Rock packet, a memorandum to 3 4 Mr. Bowles from Ms. Parker dated May 13 of this year regarding 'ecrul t1 ng . in tact, since we apparently have an original. I f i couId briefly 1n inform the record whats In here? . t10 11 12 13 14 23 She notes that the county's responsible for arranging parent and patron forums, that once the parents and patrons there. Little Hock is responsible for marketing the program. a re that Little Rock Is responsible for getting the fliers to the county. fliers. The county is responsible for the distribution of the She notes appropriately that Little Rock cannot market a program if there are no parents or patrons. And then 1t makes a reference to the McCain Mall booth that Mr. Bowles has already de sc ri bed . it concludes on something i don't know that the Court wants to get into at all in this hearing, btit It broaches the subject of the prospect of releasing seats in the future to LRSD white students if they're not all filled by county students in the first year. 1 2 3 4 5 6 7 a y 15 If I could hand this back to Hr. Bowles? 15 17 wou 1 d THE COURT: I am more interested 1n whether seats I mean, my questions yesterday to Ms. Parker with 18 respect to releasing seats went Xo releasing county seats, but I 19 was concerned about releasing them to Little Rock black 20 student s . 21 In response to my question, I thought she was saying 22 that they would be released to county black students. even 23 though that would be in violation perhaps of the racial balance ~I 24 requI remen t s . Maybe 1 was wrong In understanding that. Maybe 25 that's not what she meant.1 24 I was concerned about doing what might have happened 2 3 i n the incentive schools. In other words, putting the seats that were reserved tor whites. rilling them with black children to 12 and thereby eliminating the possibility or moving whites Into those seats later. 1 know you, as the county's attorney, would be interested in the M-to-M money that you would receive by sending white students from your district into Little Hock. I am concerned with the interdistrict transfers, but I'm also very interested in just the racial balance, period, of King. But to fulfill the requirements o-f the Plan, the idea is to bring primarily white students from your district. 'J 13 MR. SAM JONES: Let me ex let me explore that a 14 moment with Mr. Bowles. 15 BY MR. SAM JONES: lb Let's go back a ways, Mr. Bowles, and then come forward to 17 the issue of whether or not it would be wise to release seats at IB this school to Little Rock blacks. 19 Were you around in 1984 when Mr. Reville first started 20 explaining to us about how you approach the issue of recruiting 21 for magnet schools? 4 5 b 7 a 9 11 Q 22 A Yes . I 23 Can you remember what he what his advice was to us when Q J 24 problems were encountered early in recruiting students the first 25 year or two?25 10 Well, he had so much good advice. One or the one thing 1 rec a 1 1 from Mr. told us that sai d that Revllle is that in meeting with us, he he was -- he was very upbeat and positive. he He X can just use an example of a situation he used he told us about in Butralo. He said that at one of the interdis innercity schools at Buffalo, they -- they set it up as a magnet school and the first year, they had two whites to come to that school, and he said two years later, it was 5O-5U. So, he always told us that, you know. 1 t couId happen. 1 2 J 4 5 6 7 8 a 11 A Just as long as you have a good program, as- long as you were 12 telling parents that their children were safe and you were 13 telling them that they were going to get a good quality 14 15 desegregated education, that it could be done. ' I 1 recaI I that. 1 don't know If that's what you -- 16 Q Well, you recall It being also given in the form of a 17 prediction of what we could experience in the figure from time 18 to time on particular schools? 1 19 20 21 22 23 24 Yas, yes. It was the Information at least that And do you recall him the question being put he was to him, \"If you have such miserable experience In the first year, do you give up and close that school, or do you keep working on It? Well, my recol lection of Mr. Revilla Is he never gave up. so he he sort of Insti I led that in us that It can be done. A Q A 25 He was he was just that positive. So, what he Instilled in10 2b US was that you didn't give up. Okay. Bring us forward to the Issue the court has broached understanding the context you've just said. WouId It be your advice that seats presently designated for county white least for the foreseeable future, be reserved for county whit for future recruitment rather than being filled by black students i Well, there's first of all, 1 obv ious1y, -- there's two schools of thought on that. 1f we did give them up. it would have to be only to white students, but at iu, 1 2 J 4 5 b I 8 a 11 0 A 1 f 1 f s , at the same time, you need to reserve some seats for those students 12 who may chose to come at a later date, sort of like the 13 prediction of Mr. Reville, they'll come. It may not be day one, 14 but If the -- the program Is there and parents 'become 15 Interested, they'll come. So, obviously. It would be wise also 16 to have some seats available when they're ready to come. 1'/ So, Ms. Parker and I discussed this, but we never came to a J 18 19 20 21 22 23 24 a conclusion on It. It was Just some we -- we didn't decide anything. some discussion and There was a concern that she did express to me that if we chose to go the route, and we didn't, of giving up the seats that weren't filled, that they would be filled by whites, not blacks. In the Little Rock School District. MR. SAM JONbSi And, your Honor, my recollection of 25 It is hazy as to how well It worked, and I know Mr. Steve Jonesi 2/ is an ardent student of its history, but Judge Woods did enter 2 an order on this issue in regard to Little Rock magnet schools J 4 like 1n June or July or 1987, for whatever that may be worth. i 10 simply mention that to the Court because this testimony prompted me to reca 11 it. FHE COUHTs Well, 1 want to clarify my remarks. am, of course, interested in racial balance at King. states, however, rhe Plan that king will be populated primarily by Little Rock black students and county white students. And so, to fulfill the goals of the Plan, the 5 6 7 8 9 1 11 1 nterdi strict goals of the Plan, the court \u0026gt;s very Interested in 12 getting the white students out of the county and into king. I I 13 I might also add that some of the schools you have 14 targeted for recruitment like Arnold Drive and 'Sylvan Hills have 15 been either out of compliance or close to out of compliance, and 16 so, we can fulfill that goal, too, if we can get those students into king. IS 19 THE WITNESS: Uh-huh.. THE COURT: That will help your racial balance under 17 20 your plan, the county's plan. And so, I think that if we all 1 21 work together to get this recruitment underway, that certainly a 22 number of Plan objectives can be fulfilled. 23 My concern is whether the recruitment has been early, 24 sustained and continuous, and 1 want to make sure tfiat it 25 sustaIned. Are those the words, \"early, sustained and10 MS. BROWN: THE WITNESS: THE COURT: 23 Early, sustained and vigorous. Early, sustained and vigorous. V1gorou s. V1 go rou s , yes. Sustained and continuous are synonyms. V1gorou s . MS. BROWN: THE WITNESS\nTHE COURT: THE WITNESS: THE COURT: Okay. Yes. early, sustained and Early, rigorous and sustained. Early, rigorous and sustained. Rigorous and sustained Yes, ma'am. in the Plan. But that's what I'm 1 2 3 4 5 6 7 8 9 11 concerned about and I know that I was very .skeptical about 12 Crystal Hill because I didnt think you-al1 had planned it well. i 13 14 15 and lo and behold, it worked. THE WITNESS: THE COURT: You got out there and It will. And white people are on waiting lists 16 trying to get In, as I understand it, the people In that area. 17 18 19 20 21 22 THE WITNESS: THE COURT: Yes, ma'am. So, that's wonderful. And let's do the same thing for King If we THE WITNESS: MR. SAM JONES: to separate two issues. We will. That's good news. can. And just so I can explain. I'm trying I I think the Court's concern, potential 23 criticism about -- about recruiting is one issue. 1 24 25 THE COURT: All right. MR. SAM JONES: On the other hand, I think it's10 11 12 29 important that the public not perceive King to be some kind ot failure if it doesn't attract a lot of white students In year i think its important ror the public to understand that in other school districts around the county, more often than not, these schools attract only a few people of the targeted race in the first year, people 1 rarer to as the pioneers, and if they have a good experience, generally, by year two. everything's going well. BY MR. SAM JONES: To get at something else the court has broached, Mr. Bowles, the Court quoted accurately from th.e Plan that the white students would be primarily from the Pulaski District. I wan t 1 2 J 4 5 6 7 8 9 13 one. Q to go back to something that was broached yesterday, and that 14 15 was the recruitment efforts involved with places such as believe these were mentioned - Children's Hospital, the Capitol 1 16 complex, the medical center, the VA complex and institutions 17 similar to that. 18 Does that involve not only white - potent i al white students from Little Rock and the county but also white students 20 from outside these three school districts? 21 22 Yes, that's correct. Ms. Parker r- excuse me. Ms. Parker and I have discussed that, and she I think A X I don't 23 know if it's in the plan that was submitted on yesterday, but n 24 she has said to me that that was one of the areas that they were 25 going to saturate and and do some heavy recruiting In because1- 30 the parents are coming in from so many places and the school is 2 wary accessible to those people who work In those areas around 3 there, such as the ones you named. 4 Q And I've forgotten. Is this school to have arter-school 5 care? A ti It's my understanding that it is. it wasn't on the sheets or tact sheets or or the tiler. IHE COUHI! 1 want to clarity that. i don't think 7 8 y that Mr. Bowles is the person to clarity that with. Pe rhaps 10 11 12 13 someone from the Little Hock School district HR. SAM JONES: IHE COURT: I could ask for stipulation. But may I ask tor that? The Plan does say, In addition to being an interdistrict school. an 14 attraction for King will be an early childhood 'program and 15 childcare facility,\" and that's in the Plan. 16 MR. WALKER: Your Honor, childcare facilities. 17 though, does not permit the district which uses technical 18 reliance upon language to use those facilities. I think that 19 -- 1 think that it's appropriate that there be a use requirement 20 added to it. 21 22 23 THE COURT: MH. WALKER: THE COURT: All right. We I I well, I think It's implied. I mean, I understand, Mr. walker, what 24 you're saying, but the facilities that are used as childcare 25 facilities, not Just physical space for It.10 11 196 and gave the parties a chance to work it out on their own. And so. this is your chance to work it out on your and 1t doesn ' t work. then we go Pack to - 1 don t know wtiat, mandatory assiynnients might be one thing. is certainly another thing tfiat could constitutionally mandated ir it doesn And i don't think anyone that. We want encourage both to recruit and uonsoI 1 da t i on conceivably be t WO rk. this room wants any ol the Plan to work, and that's one reason 1 the county district and the Little Kock Uistrict recruit tor King just as much as you can. WK. SI'EPHhN JONES: Your Honor, 1 don't want to 1 2 J 4 b 6 I b a 12 Own , i r i n borrow trouble tor problems that may not occur, but with respect I '____I 13 to consolidation, 1 I have a client that X think would 14 would be take umbrage with my being silent. - 15 16 1/ It would be justify consolidation segregated acts taken the position of North Little' Rock that to there would have to be interdistrict by North Little Kock subsequent to the lb settlement agreement to justify consolidation. 19 20 21 22 23 IHE dUUKI: MK. WALKEKs things are developing. 1 HE CUURt : Welt, you might be right. that's not going to be too hard the way Im not saying anything. I'm just telling you that if these things don't work let's all assume 24 that they're going to work and let's all work toward that. 1 25 don't want to think about making (i^an incentive school or1 L V ! cun SU I i dd t i on ur niandatury busing or any or tliat. I a J 4 b Lei. s jusL work licirti ttv recruit t(ie wn i te students r I'oni Llie county and the black students rrom the district for this school. and some white students as well from the Little Hock School district tor King and make it successruI schooI, a a fa high quality school that we all want. 7 Now , tills order will be reduced to writing at some 8 point, and what Im suggesting to you now is that what I write 9 and sign is what counts, ir there's been some ambiguity today. 10 11 So, what I write and sign is what counts. today so you can act on it. I'm telling you this You understand.that. 12 I'm doing it to be nice, not so you can later come I _J 13 back and say, \"But you said I'm doing it now to be 14 courteous to you and considerate of you in your situation 15 because you need a decision right away. 16 Mr. Heller? 17 MN. HELLER. Your Honor, 1 just want to be clear as 18 we begin surveying students that the district is free and 19 expected to survey all three groups of students that you've 20 ment i oned 21 IHE COURT! Yes . 22 MR. HELLER: through your order. 23 THE COUR 1'1 Yes . 24 MR. HELLER: And so, those students wouldn't 25 necessarily be offered the option to attend King or the choice1 198 between King and ish? a J I HE COUR I : That's correct. That 1s absolute 1y correct. And this WQU I d include those students who Yes . now, 1 4 believe Llial Ms. Parker told us that the students who live 5 outside the ish zone but who currently attend ish will be 6 allowed to go back to their own attendance zone school. I Now , that was what she testified to. 8 what you're suggesting Is that as to that group, you 9 would also give them the opportunity to go to King.' iO il la MR. HELLER: THE COURT: Yes, your Honor. Was that her testimony? MH. STEPHEN JONES: No. i believe you properly I i J _J characterized Mrs. Parker's testimony. 14 MH. WALKER: Why why couldn t tho^e youngsters. 15 your Honor, continue to go to King, especially if they have been 16 with children for two or three years? 17 18 19 ao 21 aa a3 24 25 tHE COURT: MH. WALKER: IHE COURT: Uh That's part of their Job. -- Im about to say fine. think any of us are In disagreement. Yes, X don't i Just wanted to make sure that X remembered Ms. Parker's testimony. You see, I'm requiring you to survey those youngsters. too, those people who attend Ish but who do not live in the zone. Those people, you weren't going to include In the 100. MR. HELLER: Right.I RECaVED ./ A 6 A: ! lUG 3 0 1993 Olfics ci iiO!: iOritOfing I i i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION X I Ms LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. : : AiJG NO. 82-CV-366 *.Cti PULASKI COUNTY SPECIAL SCHOOL DISTRICT, Defendant, : : : HEARING June 8, 1993 Little Rock, Arkansas 9:05 A.M. BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows: APPEARANCES: On Behalf of the Plaintiff: CHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark. 2000 First Commercial Buildl Little Rock, Arkansas On Behalf of the Defendant:' 72201 ng M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District: STEPHEN W. JONES, III Jack, Lyon \u0026amp; Jones 3400 TCBY Tower Little Rock, Arkansas 72201-3401 Proceedings reported by machine stenography\nTranscript prepared by notereading. LOIS M. LAMBERT, CCR ( Pages 1 250 ) 1 any / l?r -jue S ba n ' AiOf.kcf-any or the zone blocks, Mr. walker, at all. 5d 1 Just left 2 them as they were. 3 y Uo you know where those Zb youngsters who are not there now are are attending school/ No. I don't know where they're actually attending school. Now, you would acknowledge that the way King Is being started, at least tor the Little Rock School District, you on 1 y have seven white children In the zone that you you've drawn. isn t 1t true 10 sir. 11 that isn't it true that it you' cT gone across it 4 5 6 7 d 9 A Q Q Yes . W 12 you' d - If you'd gone In a different route, you would have been 13 14 15 able to have pulled more white youngsters Into the King You could have, 1n other words, drawn the King It again. zone ? let's I ook at 16 And you could have drawn the King zone here by going north 1 17 Id 19 and west. You could have attracted -- you could have brought more white youngsters Into the K-1 ng zone, couldn't you? And 1 f you had especially, it you had gone as far to the south as 21 20 you went In order to get King to get Ish students, if you had used the same standard In going north and west, you could have 22 brought more white youngsters into that zone ? s 23 A It'S true, but you also would have eliminated the Woodruff 24 4nd maybe even the Pulaski Heights attendant zones if you had 25 done that. . f -. 1 Q by But you also could have used the sate I lite concept to get 2 more white youngsters in, couldn't you, without going to J Wood ru r r i 4 A Ihere are not enough whites in that area now tor those 5 three schools, Mr. walker,, but your answer 1s yes. b Well, listen to my question. It you're going to have a / satellite zone tor white youngsters I mean, tor black a youngsters, then that same concept which is good, enough tor 9 black youngsters is good enough tor white youngsters, too, I 11 f 10 11 Yes. sir. All right. J I K13 514 Now, you have used a tlgure ot maybe two miles from the King site tor assignment purposes, haven't you? Yes, sir. E 12 4 5 A Q A ? 15 Q You can Jump over a number of areas and go further west and e\n15 get -- by using the two-mile figure, especially if you're going 17 to use transportation, to get some of the youngsters from around 18 Jefferson to come into King. Isn't that correct? 21 22 23 A-?- Mr. Walker, I thought that an interdistrict school's only purpose -- not only purpose, but main purpose was to provide a school where the majority of the population in the district would be assigned there and we would draw from outside the distrlCt fc. la R 20 I \" 24 Q Well, I understood, but 28 A for the whites.I Q-r i 'ps^cicar cjvcjA .a \u0026gt;4 =.i kicj 1 / z il 1 these copies, Ms. Parker, could you tel I the court whether you a p 1 an to hold seats for white students in the event your i I 3 4 b 12 5 13 14 lb 16 1/ IB L fa I 8 9 id 11 recruitment e rrort towards the Pulaski county white students and Little 19 Hock white students are they will be? iHt WllMtSb: not as we have 20 county 21 22 regarding how long successful as you now hope had a discussion the expectations hold those seats, and at this time. date, a final date. to would hold those seats. THt COURT* iHfc Wit NESS* consideration to that. 1 he CUUHIt suggest!ng to the inderinitely or 23 24 2b with Pulaski wou1d be for us to we have not arrived at a and a cutoft data as to how long we Ihat is still under discussion. ihank you. But we have asked them to give some i take it by your answe r you're s * Ir- Court that these seats will not be held from one year to the next? (HE WIINESS: 1 HE COUH1 out of balance Ihat is correct. they Wil I- be fi1 led even If the school i I raci a I Iy ? IHE WITNESSs the seats, we were students and the for the scat, be inter No. No, we have looking at the when we were it had to do no In terms of the number of white looking at the consideration with white students that might would that should be -- should they be interested in going trom.the Little Kock School District. So, we re not talking J.\n' (7! |- I 1 Z 3 ShS r 4 5 b J b 9 iU 1 H 1/4 define because because we did take tentative reg t strati on U ' 13 for 14 L t tt t e Rock whites and the printout they did not have the printout when 1 left. but they were putting that Information. lb 16 1/ when we IS 19 20 21 22 23 1Ht GOUKIt IHt WilNtSSi take a can you give us Not to a r tgure at alt? not at tills break, i probably 1Ht GOUHIs iHt wllNtSS: 1Ht GUUH f iHt WilNtSSs the GUUHTi registered now 24 25 moment. c. c OU 1u. f-or how many Becau se -- 1ntradist rict white students that s How many tor King.' the witmess* regi stered what i'm talking abou t. 1 nterdi strict 1 do not have a through the Pulaski I HE GUUR r! 1 might ask your mi nute. o r not whites numbe r. Gounty Special And do you believe do we have I hey school Uistrict. 1 guess. Mr. Jones, witness when we HK. SAM JUNESi 1Ht GUUR11 you have a chance. I could go Well, yo4. don do not need to IHE WiiNESSs IHE GOURI* the witness* something that confusi on 1 ahead and find out. t need to right this ask immediately. 1 don All right. but 1 has bothered me for me t know if it s would like to -- and has been a appropriate theres matter ofIbi i a J 4 5 t) I U J a 10 11 12 13 numbers. Court s exhibit numbers. (Court's Exhibit Nos. idJ, ib** were ot fered 14 15 lb and received in evidence.) 1Ht COUH1s 1n r ormat1 on 1/ la Now, Ms. concerning the have been recruited. 19 20 21 22 Parker, do you have any number of white s Intradistrict first? (Ht WilNtSSi IHt COUKrs recruited. County, 23 2 4 25 tudents who. SO far. :\n=5l Yes, i do. All righ t. IHt WllNtSSs I Ht COOK I J I'Ht WlfNESSi I Ht COUHT IHt WllNtSSi 1Ht COURT I THE WITNESS: IHt COUR r i have there are IS who have been A 1 1 right. That have 19 wh i te-s tudents actually signed up. have signed up Intradistrict? That Is correct. These are from other Little Hock schools? That Is correct. How many are students from Pulaski or do you know? THt WlfNESSi X do not know. the COURT J IHt WlTMtSS: (HE COURT J MH . WALKER I back or the room. MH . You do not know? They did not have that number. All right. Thank you. Your Honor, 1 have someone here at the 1 think It was ur. SAM JONtSi Yeah , Huw les. said It was 1 thought that eight. had been given 1 31 Does the district have a response for that question. 2 Mr. Ursery? it was not In the flier. Ms. Parker said yesterday 3 she thought the childcare was part of it. -----1 ~I 4 b 6 / 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 MR. WALKtR: mention other things. staff. Your Honor, also, the flier I didn't The flier doesn't even mention childcare Ihere's been no mention of there being an effort to develop a childcare staff. MR. SAM JONES: i'm not sure what the flier is, your Honor. Is that IHE COURT: 1 he flier is the thing that was introduced into evidence yesterday. Copies^ were given MR. SAM JONES: THE COURT: 132? That's right. MR. SAM JONES: go to the next question. THE COURT: too. I do need an answer \"to this before I Well, 1 want to know about the childcare, I'm not going to explore the four-year-old program today and I'm not going to explore the_budget and other matters within the theme today, but I am going to concern myself with the childcare aspect of the Plan because I do think that this is not only important to be in compliance with the Plan, but also, if Im considering your request to close Ish, that's another component of that consideration at least. MR. URSERY: Yes, your Honor. IHE COURI: Mr. Ursery, do you have any response?Introduction Volunteers in Public Schools (VIPS) and Partners in Education (PIE) are community involvement programs of the Little Rock School District, providing volunteer services to the District's 51 schools, serving more than 1,800 staff members and more than 26,6CK) students. Volunteers in Public Schools, founded in 1972, is a general citizen involvement program. The program's mission is to provide assistance to the teachers and staff of the Little Rock School District by recruiting, training and coordinating volunteers in all District schools. VIPS's motto is \"Helping Teachers Help Kids.\" Partners in Education facilitates the development of mutually beneficial voluntary relationships between schools and community groups, organizations or businesses. Partnerships support and enhance the educational programs of the District and strengthen the relationship between the District and the community. Both programs are managed by a staff which includes a program coordinator, two school volunteer coordinators, a resource coordinator. Partners in Education manager, office manager and resource secretary. Volunteers in Public Schools As a joint project of the Little Rock School District and the community, VIPS is governed by a Board of Directors which includes representatives from the following groups: American Association of University Women, Board of Realtors, Delta Sigma Theta Sorority, Greater Little Rock Chamber of Commerce, Greater Little Rock Optimist Club, Leadership Roundtable, League of Women Voters, Little Rock Classroom Teachers Association, Little Rock Junior Chamber of Commerce, Little Rock PTA Council, Little Rock School Board of Directors, Junior League of Little Rock, National Association for the Advancement of Colored People (NAACP), Operation PUSH-Excel, Principals' Round table. Retired Senior Volunteer Program of Central Arkansas (RSVP), Sigma Gamma Rho Sorority, University of Arkansas at Little Rock, and Urban League of Arkansas. Twelve members-at-large also serve on the Board. VIPS provides guidance and assistance with volunteer and staff training, activity and career days, shadowing programs, mentoring, cross- and peer-age tutoring programs, enrichment programs, English as a second language, international visitors, scheduling field trips and writing grants for innovative programs. Partners in Education Activities provided by businesses involved as Partners in Education include incentive programs to reward improvement in grades and/or attendance, school grounds beautification projects, career awareness programs, job shadowing, homework centers and self-esteem training classes. Schools return the generosity of their partners through a variety of activities which include holiday musical presentations, art displays, pen pal programs, appreciation events and sharing school facilities. Affiliations VIPS and Partners in Education are active in a number of organizations and through them work to improve school volunteerism. Professional affiliations include the National Association of Partners in Education, International Association for Volunteer Administration, Arkansas Volunteer Coordinators Association, Arkansas Division of Volunteerism, Greater Little Rock Chamber of Commerce, Future Little Rock Educational Task Force, New Futures for Little Rock Youth, Cornerstone Project, Little Rock PT A Council, and the Certified Volunteer Management program of the Arkansas Public Administration Consortium. The information gained through organizational networking refines our services so that VIPS and PIE remain on the cutting edge of school volunteerism. Recognition Volunteers are recognized through the VIPS Chairperson Luncheon, individual school appreciation functions and the annual Evening For the Stars reception, a districtwide volunteer recognition event. Financial VIPS is funded by contributions from individuals, businesses, civic and social organizations and the Little Rock School District. VIPS Operating Budget 1992-93 School District Funds Community Contributions $14,971.60 $ 6,401.50 Partners in Education is funded by the Little Rock School District with a 1992- 93 operating budget of $3,728.40. Highlights Wonders of Work (WOW) VIPS and Junior League of Little Rock combined efforts during the 1992-93 school year to continue WOW, a career awareness program for sixth-grade students, for a second year. WOW matched 27 students a semester with professionals in the conununity for four visits, which included job shadowing and a class presentation. Mentoring VIPS implemented a mentoring program in the seven incentive schools during the 1991-92 school year. Sixty mentors volunteered the first year\n105 were matched during the 1992-93 school year with students for weekly school visits where mentors and mentees talked and shared with one another. The concluded with a districtwide picnic for those involved in the program. year Senior Volunteers from retirement centers in the Little Rock metropolitan area are contributing hundreds of volunteer service hours by making learning activities, tutoring students and assisting with bulk mailings. Reading is FUNdamental (RIF) Reading is FUNdamental to Arkansas' Future (RIF) encourages reading and reading comprehension by letting children choose three books to take home and keep at no cost to the students or their families. The program was administered by VIPS through a Student Loan Marketing Association challenge grant with financial and volunteer time contributions from Friends of Central Arkansas Library System (FCXIAL), Pulaski Heights Kiwanis, Central Little Rock Kiwanis and West Little Rock Kiwanis clubs. During the 1992-93 school year, 7,564 books were distributed among 1,891 fourth-grade students in all Little Rock School District elementary schools.Awards The Arkansas Department of Human Services (DHS) was the Education Winner of the 1993 Golden Rule Award, sponsored by United Way of Pulaski County and J. C. Penney. VIPS nominated DHS for the award in honor of the partnership DHS has with Bale Elementary School. Their partnership activities include the \"Buddy Club,\" a mentoring program\nclassroom presentations\na book drive that resulted in 100 books being donated to the school library\nand job shadowing. Al Porter, longtime VIPS board member, was selectd as United Way of Pulaski County's Volunteer of the Week for the week of May 10-15, 1993. Discount Trophies donated a plaque for Porter, which was presented to him at the May 10 VIPS Board of Directors Executive Committee. Awards for volunteer service to the Little Rock School District were presented during the annual VIPS Evening for the Stars reception. The Jane Mendel Award for Outstanding Volunteer Service was presented to Betty Ruth Davis. Parkview Arts and Science Magnet, Dunbar International Studies/Gifted and Talented Magnet and Ish Incentive School received awards for most volunteer hours per students during the 1992-93 school year. Pulaski Heights Elementary, runner-up for most volunteer hours per student, and Carver Basic Skills-Math/Science Magnet, having the most overall volunteer hours districtwide, were also recognized. Excellence in School/Business Partnerships awards were presented to Twin City Bank - Heights Branch for their partnership with Forest Park Elementary, Unitarian Uni versalist Church for their partnership with Garland Incentive School and Storer Cable for their partnership with Western Hills Elementary School. Value of Volunteer Services Program volunteers serve at a school or other educational site on a regular, repeating basis, providing direct assistance to students and teachers on a wide variety of general support services. Resource volunteers visit classes on an occasional basis to make presentations about their jobs, hobbies, skills, travels, special interests or experiences. Partners in Education volunteers serve as either program or resource volunteers, providing diverse services to schools through their commitment to partnership or special projects. Hours served by program volunteers Hours served by resource volunteers Hours served by partner volunteers Resource volunteers on file Registered field trip sites Individual teacher requests filled Resource volunteer/student contacts (This figure includes, in some instances, the same students having contact with more than one resource volimteer during the school year) Number of Partnerships Total number of volunteers Total hours of volunteer service Cost benefit of volunteer service (at $11.58 per hour, an average nationwide figure in educational fields as suggested by the National Association of Partners in Education, the Arkansas Division of Volunteerism and ACTION, the national volunteer agency) 116,256.50 1,010.00 14,034.00 883 no 759 23,496 Ill 7,541 131,300.50 $1,520,459.795i han CTX' ^^4* .ara 9 / - A-Ly ft.) / iVSl AU G 3 ,IN THE UNITED STATES DISTRICT COURT Sljbd EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION '*'\u0026lt;*NSAS Office of D jsegrsgaticn Monii.cnng X ^0t993 LITTLE ROCK SCHOOL DISTRICT : Plaintiff, : V s . NO. 82-CV-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT . : : 1 June 9, 1993 Little Rock, Arkansas 9:40 A.M. ~i Defendant. X HEARING BEFORE THE HONORABLE SUSAN WEBBER WRIGHT, UNITED STATES DISTRICT JUDGE, as follows: APPEARANCES: On Behalf of the Plaintiff: CHRISTOPHER J. HELLER FRED S. URSERY Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 On Behalf of the Defendant:. M. SAMUEL JONES, III Wright, Lindsey and Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 On Behalf of the North Little Rock School District: STEPHEN M. JONES Jack, Lyon \u0026amp; Jones I 3400 TCBY Tower Little Rock, Arkansas 7 2^ 1-3401 __I Proceedings reported by machine stenography\nTranscript prepared by notereading. 1 Pages 1 iiO9 ) f Uni OIS M. LAMBERT, CCR d States Court ReporterIf r 22 1 Is my recollection correct to your knowledge? 2 A Io my knowledge. I know they have.one. I I 1 don ' t J know about two. Okay . Have -- Just out or curiosity, have you -- have they been involved in any or' these meetings or this process to your understanding? Yes . Okay . Do you know, and perhaps 1 should ask the Little Hock witness, 1r these two Little Hock recruiters have been 10 given any specific responsibility so far as recruiting white 11 PCSSD students Is concerned? 12 I don t know if they've given been given specific E13 14 respons1b1 1111es. I know that they have made contact with Dr. Herts and myself and and made themselves available to work with us. I don't know what you know, exactly 4 5 b 7 8 9 Q A 0 A 1 1 don't I 4 J what they were told specifically to do. ^3? fl7 ^18 Generally, they're they'vebeen told to work with any way that they can to to recruit. i heyre work i ng us in more ^19 b20 closely with Dr. Herts than than with me. All r1ght, sir. 0 ^21 22 [23 iR24 MR. SAM JONESi Your Honor, I have in my hand -- 1 don't think It's part of the Little Hock packet. Mr. Bowles from Ms. 'ecrui 11 ng . a memorandum to Parker dated May 13 of this year regarding In fact, since we apparently have an original. iS'* 1 f 1 25 could briefly In inform the record what's in here? IiO 11 12 13 14 23 She notes that the county's responsible for arranging parent and patron forums, that once the parents and patrons there, Little Hock is responsible for marketing the program, a re that Little Hock is responsible for getting the fliers to the county . fli e rs . The county is responsible for the distribution of the She notes appropriately that Little Rock cannot market a program if there are no parents or patrons. a reference to the McCain Mall booth that Mr. de sc ri bed . And then It makes Bowles has already it concludes on something i don t know that the Court wants to get into at all in this hearing, but it broaches the subject of the prospect of releasing seats in the future to LRSD white students if they're not all filled by county students in the first year. 1 2 3 4 5 6 7 a y 15 If I could hand this back to Mr. Bowles? 16 17 would THE COURT 1 I am more Interested in whether seats I mean, my questions yesterday to Ms. Parker with 18 respect to releasing seats went lo releasing county seats, but I 19 was concerned about releasing them to Little Rock black 20 studen ts . 21 in response to my question, I thought she was saying 22 that they would be released to county black students, even 23 though that would be in violation perhaps of the racial balance ~1 24 requ I remeti t s . Maybe 1 was wrong In understanding that. Maybe 25 that's not what she meant.1 24 1 was concerned about doing what might have happened 2 i n the i ncent i ve schooIs. In other words, putting the seats J that were reserved tor whites, rilling them with black children 4 and thereby eliminating the possibility of moving whites Into 5 those seats later. b i know you, as the county's at\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_662","title":"Little Rock Schools: King Interdistrict Magnet 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":["1991/1993"],"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","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","Educational planning","Educational law and legislation","School attendance"],"dcterms_title":["Little Rock Schools: King Interdistrict Magnet 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/662"],"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\nUnited.States Court of Appeals FOR THE EIGHTH CIRCUIT Nos. 912640EA, 91-2648EA, 91-2655EA, 91-2683EA Little Rock School District, Pulaski County Special School District No. 1, North Little Rock School District, and Mrs. Lorene Joshua, Appellants. * * * * On Appeal from the United States District Court for the Eastern District of Arkansas. Submitted: September 4, 1991 Filed: November 14, 1991 Before ARNOLD, Circuit Judge, HEANEY, Senior Circuit Judge, and WOLLMAN, Circuit Judge. ARNOLD, Circuit Judge. On December 12, 1990, we approved a comprehensive settlement of the Pulaski County, Arkansas, school-desegregation case. Little Rock School District v. Pulaski County Special School District. 921 F.2d 1371 (Sth Cir. 1990). We recognized, however, that the approved plans, which we shall call the 1989 plan or plans, would need some modification because of the passage of time. We remanded the case to the District Court with directions to adopt the plans with any necessary transitional changes. We also stated that the parties are \"free, by agreement, to modify the settlement plans by incorporating in them one or more provisions of the Tri-District Plan, subject, of course, to the approval of the District Court.\" 921 F.2d at 1393 n.l5.narrow, and that all of their proposed changes, being constitutional, workable, and fair, should have been approved. They ask us to reverse the orders of the District Court and remand the case with directions to approve all of modifications. the parties' I. There is much in the District Court's opinions with which we agree. The 1989 settlement which we approved last year should indeed be a benchmark for the future path of this parties are not authorized to modify it at will. case. The Further, we agree, for the most part, that any changes approved should be concerned only with the details of the plan, affecting it only at the margin, so to speak. We wish to dispel, in particular. any notion that an asserted lack of funds on the part of any of the three school districts would justify reduction in their commitment to desegregation represented in the 1989 plan, even if such a reduction were agreed to by the Joshua Intervenors, eventuality which, in any event, seems to us most unlikely. an The desegregation obligations undertaken in the 1989 plan are solemn and binding commitments, not be disturbed. The essence and core of that plan should On the other hand, we think the District Court was too strict with itself. We did not intend, for example, to limit changes in detail to matters that are merely transitional, or to the selection of certain provisions from the Tri-District Plan. (We accept responsibility for any lack of clarity in our December 1990 opinion on this point.) If a question is truly one only of detail, not affecting the major substantive commitments to desegregation, the District Court has the authority to consider it. Some such changes, for example, as the District Court noted, may have merit, either because they advance desegregation, or for other reasons. Even changes that go beyond the level of detail, moreover, could -4- abe approved, but only if the parties affirmatively establish good reasons (not including the lack of funds) for them. It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools\n(2) operation of the agreed number of magnet schools according to the agreed timetable\n(3) operation of the agreed number interdistrict schools according to the agreed timetable\nof (4) intradistrict desegregation of PCSSD according to the agreed timetable\n(5) the agreed effort to eliminate achievement disparity between the races\n(6) the agreed elements of early-childhood education, at least in the incentive schools\nand (7) appropriate involvement of parents. For purposes of illustration, we will discuss a number of the proposed modifications. indicating which of them seem to us to concern mere details, and which of them, on the other hand, would require substantive justification. Items we consider to involve details include deciding whether Russian will be taught at Parkview\nfailing to include the 144-page appendix in the revised PCSSD May 1991 Plan\nchanging the plan's language with respect to a possible interdistrict school in Chenal Valley\nchanging the process to decide whether King Elementary School will be Montessori school\nand eliminating Explorer memberships t a for 1 students at incentive schools. In contrast, changes we consider to be significant, requiring justification, include reducing the number of instructional aides in the incentive schools from one per classroom to two aides for every three classrooms\neliminating incentive-school themes\nand eliminating a full-time nurse at each 1 Students at the incentive schools, which are all on the elementary level, are too young to be Explorer Scouts. Addendum (J.A.) 102. Joint -5-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION - LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER FILED U.S DISTRICT COURT EASTERN DISTRICT ARKANSAS mar 17 1992 CARL R/ 5 By: r/ eWENTS, CLERK lEP CbgRK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Little Rock School District's request for approval to build the new King Interdistrict School at the site of a city park at Ninth and Pulaski Streets. A hearing on the site selection was held on March 9, 1992. The Court finds that the site should be approved. The parties originally were considering the renovation of or new construction on the old Westside Junior High School site at Fourteenth and Marshall Streets. However, after further consideration and court-ordered community input. the parties determined that the site at Ninth and Pulaski Streets is preferable for the new interdistrict school. The Court agrees that the proposed location is acceptable and consistent with the parties' court-approved desegregation plan. Additionally, it believes that a new. welldesigned school, which is highly visible and easily accessible from Interstate 630, will be attractive to parents and students.The Court is concerned, however, that members of the community , have expressed a perception that the Little Rock School District (LRSD) is not genuinely interested in citizen input into the school site selection process and that the school district deals with community participation in manner which is perceived as superficial and perfunctory. In recognition of this perception. which was expressed by witnesses at the hearing. the Court finds that the LRSD must strive in the future toward more meaningful involvement with parents and other citizens in determining the location of schools. The Court requires the parties to consider carefully the concerns and suggestions of community members in making decisions a such as the site of new schools. It cannot stress too strongly the wisdom of seeking community input early in the decision-making process. When members of the community can voice their concerns. opinions and suggestions and be heard by those in authority before final decisions are made. there is a greater likelihood that imaginative ideas. new alternatives. and creative solutions to problems will emerge from the broad perspective of our diverse community. There is also increased probability that the ultimate decisions will be more pleasing and acceptable to the community which has helped fashion them. Furthermore, sincerely inviting and utilizing community involvement in school district planning and operations builds a relationship of understanding and trust between citizens and education officials, ultimately fostering mutual confidence and long-term community support of the school district -2-and its education and desegregation goals. In the future, the Court expects the parties to consult with the Office of Desegregation Monitoring (ODM) in matters such as community involvement in school site selection to define a comprehensive but specific process that will ensure the timely and meaningful participation of parents and other citizens in the plans and actions that impact them. The school districts must approach decisions such as the placement of new schools according to a definitive community involvement action plan and schedule of implementation that is faithfully followed and results in citizens having ample opportunity to participate in making important decisions. The ODM will strictly monitor a school district's adherence to its plan and to its schedule of community involvement. The ODM will report the level of compliance to the Court. Concerning the King Interdistrict School, the Court directs the LRSD to work closely with the neighborhood residents, involving them early in decisions such as the design and orientation of the school building. location of parking lots and the playground. traffic patterns, and use of the school's playground facilities. The Court also requires the LRSD to investigate fully the feasibility of restoring. adapting. demolishing or otherwise properly disposing of vacant buildings in the Ninth Street Park area which detract from the general appeal of the proposed school site. The Court notes the distinctive and attractive architecture of the many significant historic and contemporary structures in the neighborhood and encourages the parties to design a school facility -3-that will aesthetically complement and reinforce the beauty of the area. The parties are reminded that the Settlement Plans caution against the duplication of school themes\ntherefore, the Court encourages the parties to join with parents, teachers, employers and employees in the Ninth and Pulaski area. and with other interested community members in creatively exploring fresh academic themes for King which capitalize upon the unique location of the new school and its proximate learning environments such as the nearby centers of government, law, medical technology and health care, for example. The Court advises the parties to begin working now to select a site for the proposed Stephens Interdistrict School, working diligently and in good faith with the community in the manner described herein. DATED this / ^*^^^ay of March, 1992. ) V, united states district JUDGE A f ey -4-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS APR 2 31992 CARL R. BRENTS, CLERK By:---------------------------- DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS ) MOTION TO RESCHEDULE INTERDISTRICT SCHOOL CONSTRUCTION For its motion the Little Rock School District (LRSD) states: 1, LRSD notified the court on July 19, 1991 that the Westside School site at Fourteenth and Marshall Streets had been approved by all parties as the location for the King Interdistrict School. LRSD proceeded to develop plans for the new school at the Westside site, to secure options on adjacent property and to remove asbestos from the old Westside Junior High School building in preparation for demolition of the building to make way for the new school. After further consideration by the parties, community input, the presentation of evidence, and visits by the parties and the court to various potential school sites, LRSD requested approval to build the new King Interdistrict School on the site of a city park at Ninth and Pulaski Streets. Following a hearing on March 9, 1992, this court approved the site at Ninth and Pulaski Streets for the construction of King Interdistrict School. la(hy\\C\u0026lt;B\u0026gt;tfucik)ii.9th) 2. Most of the land at the Ninth and Pulaski site is owned by the City of Little Rock and is presently being used as a city park. Additional land on the western portion of the site which fronts Dr. Martin Luther King, Jr. Drive, is privately owned. Additional land to the north of the proposed site is controlled by the Arkansas State Highway Commission. Since this court's approval of the Ninth and Pulaski site on March 17, 1992, LRSD has made a presentation about King Interdistrict School to the Board of Directors of the City of Little Rock, worked with city officials in an effort to devise a plan for the sale, lease, or joint use of the Ninth Street Park site which might be acceptable to the City Board of Directors, invited members of the community to meet concerning the development of the King Interdistrict School on the Ninth and Pulaski site. approached Arkansas Children's Hospital concerning possible acquisition and renovation of the Westside school building by the hospital, presented a proposal to the Chief Engineer of the Arkansas State Highway Commission for lease of the land north of the Ninth Street Park, contracted for appraisals of the various parcels of property west of Ninth Street Park, and reported to the Office of Desegregation Monitoring and the parties concerning these developments. 3. LRSD remains convinced that the Ninth and Pulaski site is a better site for the construction of the King Interdistrict School than the Westside site or any other site which the parties have thus far located. It is now clear, however, that LRSD will be unable to complete the following steps to construct the school in kihy\\CowmjcuM.Wi 2time for the beginning of the 1993-94 school year: complete a sale lease or joint use agreement for the use of Ninth Street Park\nfinalize a lease for use of the land north of the park controlled by the Arkansas State Highway Commission\nacquire any necessary property to the west of Ninth Street Park\nand plan the development of the King Interdistrict School with the help and support of the community surrounding the school site. LRSD believes that the desegregation plan will be better served in the long run if King Interdistrict School is constructed one year later at the larger, more accessible and more visible Ninth and Pulaski site than if a school is constructed immediately at the smaller Fourteenth and Marshall site. A further consideration is that the Fourteenth and Marshall site is presently occupied by an historic school building which could be renovated if the King school is built elsewhere but which must be demolished if the King school is constructed at that site. 4. The May 1, 1991 Proposed Desegregation Plan also requires LRSD to construct a second interdistrict school to be ready for operation the year following the opening of the King Interdistrict School. In order to avoid a competition for M to M transfer students between two new interdistrict schools which could work to the detriment of both schools, LRSD proposes that the construction of the second interdistrict school should be rescheduled if the construction of the King Interdistrict School is rescheduled. 5. The parties expected that interdistrict schools in both LRSD and PCSSD would be funded largely by state payments to the kjilhyVCoinKlk.9U 3districts for M to M transfer students. The granting of this motion will allow the parties to make any necessary adjustments to their desegregation planning which may be necessary following the PCSSD millage election scheduled for May 5, 1992. 6. PCSSD and NLRSD have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order rescheduling the construction of the King Interdistrict School to require that school to be open for the beginning of the 1994-95 school year and rescheduling the construction of the second LRSD interdistrict school to require that school to be open for the beginning of the 1995-96 school year. Respectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 B Bar No. 81083 kiihy\\CoMiructkjn.9ih 4 CERTIFICATE OF SERVICE on I certify that a copy of the foregoing motion has been served the Office of Desegregation Monitoring and the following counsel of record by depositing copy of same in the United States mail on this 23rd day of April 1992. 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 Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Christopher Hell ladiy^\u0026lt;xsUuctkn.9ih 5 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL FILED M U.S. DISTR ICT COURT EASTERN DISTRICT ARKANSAS APR 2 31992 CARL R. BRENTS, CLERK By:---------------------------- DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS I MOTION TO RESCHEDULE INTERDISTRICT SCHOOL CONSTRUCTION For its motion the Little Rock School District (LRSD) states: 1. LRSD notified the court on July 19, 1991 that the Westside School site at Fourteenth and Marshall Streets had been approved by all parties as the location for the King Interdistrict School. LRSD proceeded to develop plans for the new school at the Westside site, to secure options on adjacent property and to remove asbestos from the old Westside Junior High School building in preparation for demolition of the building to make way for the new school. After further consideration by the parties, community input, the presentation of evidence, and visits by the parties and the court to various potential school sites, LRSD requested approval to build the new King Interdistrict School on the site of a city park at Ninth and Pulaski Streets. Following a hearing on March 9, 1992, this court approved the site at Ninth and Pulaski Streets for the construction of King Interdistrict School. klhy\\C(nuucl\u0026gt;\u0026lt;n.9ihJ 2 . Most of the land at the Ninth and Pulaski site is owned by the City of Little Rock and is presently being used as a city park. Additional land on the western portion of the site which fronts Dr. Martin Luther King, Jr. Drive, is privately owned. Additional land to the north of the proposed site is controlled by the Arkansas State Highway Commission. Since this court's approval of the Ninth and Pulaski site on March 17, 1992, LRSD has made a presentation about King Interdistrict School to the Board of Directors of the City of Little Rock, worked with city officials in an effort to devise a plan for the sale, lease, or joint use of the Ninth Street Park site which might be acceptable to the City Board of Directors, M invited members of the community to meet concerning the development of the King Interdistrict School on the Ninth and Pulaski site. approached Arkansas Children's Hospital concerning possible acquisition and renovation of the Westside school building by the hospital, presented a proposal to the Chief Engineer of the Arkansas State Highway Commission for lease of the land north of the Ninth Street Park, contracted for appraisals of the various parcels of property west of Ninth Street Park, and reported to the Office of Desegregation Monitoring and the parties concerning these developments. 3. LRSD remains convinced that the Ninth and Pulaski site is a better site for the construction of the King Interdistrict School than the Westside site or any other site which the parties have thus far located. It is now clear, however, that LRSD will be unable to complete the following steps to construct the school in k\u0026gt;Qiy\\Cooamicuco.9tb 2time for the beginning of the 1993-94 school year: complete a sale lease or joint use agreement for the use of Ninth Street Park\nfinalize a lease for use of the land north of the park controlled by the Arkansas State Highway Commission\nacquire any necessary property to the west of Ninth Street Park\nand plan the development of the King Interdistrict School with the help and support of the community surrounding the school site. LRSD believes that the desegregation plan will be better served in the long run if King Interdistrict School is constructed one year later at the larger, more accessible and more visible Ninth and Pulaski site than if a school is constructed immediately at the smaller Fourteenth and Marshall site. A further consideration is that the Fourteenth and Marshall site is presently occupied by an historic school building which could be renovated if the King school is built elsewhere but which must be demolished if the King school is constructed at that site. 4. The May 1, 1991 Proposed Desegregation Plan also requires LRSD to construct a second interdistrict school to be ready for operation the year following the opening of the King Interdistrict School. In order to avoid a competition for M to M transfer students between two new interdistrict schools which could work to the detriment of both schools, LRSD proposes that the construction of the second interdistrict school should be rescheduled if the construction of the King Interdistrict School is rescheduled. 5. The parties expected that interdistrict schools in both LRSD and PCSSD would be funded largely by state payments to the kjlhy\\Con*inxnioa.9(h 3districts for M to M transfer students. The granting of this motion will allow the parties to make any necessary adjustments to their desegregation planning which may be necessary following the PCSSD millage election scheduled for May 5, 1992. 6. PCSSD and NLRSD have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order rescheduling the construction of the King Interdistrict School to require that school to be open for the beginning of the 1994-95 school year and rescheduling the construction of the second LRSD interdistrict school to require that school to be open for the beginning of the 1995-96 school year. Respectfully submitted. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By: ThTistopher Helle: Bar No. 81083 lathy VCoDairuai on. 9th 4 CERTIFICATE OF SERVICE I certify that a copy of the foregoing motion has been served on the Office of Desegregation Monitoring and the following counsel of record by depositing copy of same in the United States mail on this 23rd day of April 1992. 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 Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Christopher Helle^^^ io* ihy \\CoQa irucii oo. 9Qi 5 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION CARL, By: LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER Before the Court is the motion of the FILED JUN - 5 1992 ERK t/ depTcl CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District [LRSD] to reschedule the construction of two interdistrict schools and the motion of the Pulaski County Special School District [PCSSD] to replace portable classroom buildings at Pinewood Elementary with permanent classrooms. The LRSD seeks to delay the construction of the King interdistrict school from the May Submission date of 1993-94 to a new date of 1994-95. It also asks the Court to approve a delay in construction of the Stephens interdistrict school from 1994-95 to 1995-96.^ The Court held a hearing on the motion on May 29, 1992. After careful consideration of the motion and the testimony presented at the hearing, the Court finds that the motion should be denied at this time. The Court is unconvinced that the LRSD cannot. if it acts diligently, meet the deadlines set forth in the May Submission for both the King and Stephens schools. Mr. Jim Ivey, manager of support services for the LRSD, testified that the money for both *The original 1989 plan construction dates were 1992-93 for King and 1990-91 for Stephens.schools is in the bank, with $3.85 million earmarked for King and $3.5 million earmarked for Stephens. The testimony of Mr. Doug Eaton, director of plant services for the LRSD, indicated that land acquisition for King is proceeding at an acceptable pace and that the additional year was needed mostly to get community input on the King school. There has been and will be sufficient time for community involvement on the design and use of the King school, provided the district acts expeditiously. There was no convincing argument that Stephens could not be constructed by 1994-95 as set forth in the May Submission. In order to ensure that the LRSD meets the 1994-95 opening date, the Court will require the district to develop and submit to the Court written plan for the construction of the new Stephens interdistrict school. The plan is to include dates of completion for each phase of development and the following: 1. A strategic plan for community involvement that includes neighborhood meetings with the community members living in the area surrounding the current Stephens Incentive School, formation of a biracial citizens site advisory committee, and the involvement of parents whose children are targeted for recruitment to the new school. a 2. The school's total capacity. the number of students to be assigned from LRSD schools, the number of PCSSD students to be recruited, and the number of early childhood classes anticipated with the ages of the students to be served. 3. A comprehensive description of projected attendance zone -2-changes and the effect these changes will have on the incentive school and/or area school enrollment, racial balance, and capacities. 4. A description of all anticipated costs. including site purchase, site preparation, design fees, construction, equipment. materials, furnishings, personnel. etc. must be included in complete budget of start-up and maintenance expenses. The portion of the costs to be funded by desegregation funds is to be clearly indicated in the budget. 5. Contingency plans for accommodating the current Stephens students while construction takes place, if the school is to he rebuilt on the current site. If the school is located elsewhere. a comprehensive reuse plan should be developed in conjunction with the community. 6. Description of the process that will be used to select and a purchase a site, if applicable. If a new site is selected, the description should include steps required to obtain any special zoning consideration required, status of options to purchase the property, and information regarding the neighborhood support for an interdistrict school. 7. Summary of the design and construction process including procedures for the selection of an architectural firm, preliminary designs, design input from citizens, teachers, and parents, design completion with adherence to federal requirements and ADE recommendations regarding new school construction. and a description of the construction schedule. -3-8. An outline of staff recruitment procedures for the school's administrative, teaching and support staff, including staff projections for each grade level and all support programs. If the recruitment and hiring practices planned differ from those outlined in the Professional Negotiations Agreement, a description of plans to negotiate the hiring modifications with the LRCTA must be included. The Court also orders the LRSD to refrain from spending the $3.85 million earmarked for King and the $3.5 million earmarked for Stephens, and the interest earned on the sums, for any pxirposes other than the construction of these interdistrict schools. In its motion. the PCSSD seeks authorization to replace portable classrooms at Pinewood Elementary School. One of the four double portable buildings recently was destroyed by fire. Because of this emergency and the district's assurance that capacity of the school will not be changed, the Court determines that the motion should be granted. In granting the motion, however, the Court notes that at the May 29th hearing, the PCSSD indicated that it intended to file a motion with the Court concerning the replacement of all portable classroom buildings with new construction. The Court prefers to consider the question of replacing portables in a comprehensive manner rather than piecemeal, and it is granting the motion as to Pinewood because of the particular circumstances involved. Further, on the topic of new construction in the PCSSD, at the May 29th hearing the Court also heard testimony on the PCSSD's -4-motion to delay construction of an interdistrict school on the Highway 67/167 corridor. The Court will delay ruling on the PCSSD motion until it receives and considers the anticipated comprehensive motion concerning replacing portable classrooms with new construction. IT IS THEREFORE ORDERED that the LRSD motion to delay interdistrict school construction [Doc. #1584] be and is hereby denied. The LRSD is ordered to submit to the Court within ninety (90) days from the date of entry of this Order a timetable for the construction of Stephens interdistrict school. IT IS FURTHER ORDERED that the PCSSD motion to replace portable classrooms at Pinewood Elementary School [Doc. #1607] be and is hereby granted. DATED this day of June, 1992. UNITED STATES DISTRICT JUDGE Also before the Court is the motion of the LRSD for phased implementation of the McClellan High School Business/Communication Magnet Plan [Doc. #1583]. Counsel for the LRSD orally withdrew the motion at the May 29th hearing\nthe motion is, therefore, moot. -5-ii D CENTRAL HIGH NEIGHBORHOOD ---------------r INC.'S---------------- 'We've Got Heritage,\" January 17, 1992 .c Ms. 0. G. Jacovelli President Little Rock School Board 6622 Gold Court 0e2^'^'laicH Little Rock, Arkansas 72209 \\1 c^ Dear Ms. Jacovelli: The undersigned residents of the Central High neighborhood and patrons of the Little Rock School District hereby submit for consideration by the Little Rock School Board an alternative proposal for the development of an interdistrict school in the Central High neighorhood. We propose creation of a two-campus educational facilitythe Dr. Ms^tin Luther King, Jr. Educational Parkas the centerpiece of a neighborhood redevelopment initiative. Our proposal also would enable Ish Elementary School to remain in operation as an incentive school, an approach supported by patrons of' Ish. The School Board's response to this proposal should be directed Ethel Ambrose, president of the Central High Neighborhood Association, who can be reached during the day at 370-5950. to TEL: Feb 19.92 11:50 No.001 P.01 KING TNTERPXSTRICT SCHOOJ.. Site Selection Process T'lmel j.nc danuarv 11 - Phone survey of key community leaders Pulaski (Ninth .Htrect Park) arps.'i .in 91,11 cU'xi February A - Mailed specia.l PLil.aski StrewtiJ ai'ea survey to all LR.'^iO p-trcnl3 in Pt-lt mid February 10 - Host luncheon meet.!ng at Mt. with key community leaders Zion Paptiol Clnireh February 19 - Begin sending surveys to parents ot r.i.ndents in i.arget.ed areas of Little .Rock and Pulaski County Fe.bruary._19 - Form a site selection committee of parent.'? and teachers from both districts. February 20 - Di.stribute pr- publ.ic input nrinouiicinc period for February 20 - Mail survey? to selected Partner? in Education, bu.sinesses end cTiurchc in downtown Little Rock asking tliom to moke them available to l.he.ir employees and concrepations. those businesses to be ineJudHd are Arkansas Children' Amoiiij Hoppitnl, Arkansas State Capitol Mail, First. Cornmftrcia.l Hank, and Axkarnscis Powar and Light. Immanuel Baptist Church. Churches include Mt. Zion B.-aptist Chui-ch and February 23 ad in Arkansas Democrat-Gazette to announce publ.ic foruni.a and to inform public that surveys are nvailablo upon raquoot. survey. Include a phone number to call to requouL a February 24 - FUnT.l C FORUM Gi.bbs ScIkjoI , 6:00 p.m. 1115 W. 16th St. Fwbx-uary ..25. - PUBLIC FORUM Lawson School, 19901 Lawson Road 6:00 p.m. February 27 - PUBLIC FORUI4 Oak Grove Elementary Schoo.! , .5703 Oak Grove Road 6 : 0 n p. m. March 2 - Site Selection Committee Meeting LRSD Administration Building 6:00 p.m.I tL: Fee 19.92 11:50 No.001 P.02 ANNOUNCEMENT, February 19,1992 Dear Patron. elementary school in the area new school is scheduled to open in August 1993 Although c school will be built in the Little Rock School District, the Pulaski County Special School Distnet will be actively involved in recruiting students. We are very concerned about getting as much public opinion and input as possible in the selection of a site for this school. The new school will be an interdistrict school. Interdistrict schools serve black students from me Little Rock School District and white students from the Pulaski County Special School rjR'tnrt Tna ohl/4An*n TS..J_1 * . . - ------- \u0026lt; wAbMa-k Distner. The students from tlic Pulaski County Special School District are recruited on a volun- tary basis. The new elementary school, .which wiU be named after Martin Luther King, Jr., will have a capacity of 696 students. This includes two classes for four-year-old students. The' four-year-old classes will be free of charge. In addition, the new King School will have a . theme. minutes to complete the survey attached to this letter. As you can sec, we would like to have your input on the selection of a site and the selection of a theme for the new lung Interdistrict School. In addition to completing the survey, you are invited to attend one of the public forums listed on the survey form. These meetings will be held to give our community the opportunity to express any concerns/suggestions about the site and/or theme for the new Martin Luther King, Jr. Interrfishict School. Thanks in advance for taking the time to complete the site selection survev form. We hope to sec you at one of the public forums. Little Rock School District Pulaski County Special School DistrictTEL: Feb 19.92 11:50 No .001 P.03 Little Rock School District Pulaski County Special School District Community Survey Which of the following locations would you prefer for the new King Elementary Inteidistrict School? Rank (1 for first choice, 2 for second choice. Map is enclosed.) 9th and Pulaski Streets Westside Junior High School site (14th and Marshall Streets) Comments\nPlease check your choice for a theme for King Interdistrict School. Rank (1 for first choice, 2 for second choice, 3 for third choice, 4 for fourth choice, 5 for fifth choice, 6 for sixth choice, and 7 for seventh choice. Program descriptions ore enclo,) Basic Skills Computer Science Economic Education EnviTOnmcntal Science Medical Science and Health-related Occupations Visual and Performing Arts Other\n__________________ Would you be interested in enrolling your child(ren) at the King Elementary Interdistrict School? Yes No Maybe You arc invited to give public comment about this school site selection at any of the following public forums\nFebruary 24,6 p.m. Gibbs Magnet Elementary School, Media Center, 1115 W. 16th, LRSD February 25,6 p.m. Lawson Elementary School, Cafeteria, 19901 Lawson Road, PCSSD February 27,6 p.m. Oak Grove Elementary School, Cafeteria, 5703 Oak Grove Road, NLR Name. Address Childs Current School Assignment Phone, ___Grade If apflicable, please return to your childs school by Monday, February 24, 1992.TEL: Fea 19.92 11:52 No .001 P.04 MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL SITE/THEME SELECTION SURVEY Theme Descriptions February 1992 Basic Skills This program places strong emphasis on mastery of basic skills at the student's instructional level in reading, math. Engli.sh, spelling, writing, science, social studies, health, penmanship, art, music, and physical education. This includes a highly structured, disciplined approach to academic and social behaviors. Computer Science Eac.h area of the basic skills curriculum will be supported by the use of computer technology. In addition, students will prepare for the twenty-first century with an introduction to programming, word processing, telecommunications, and interactive video. Economic Education This program will prepare students for the twenty-first century through e development of academic, technological and interpersonal skills. Each student's knowledge and awareness of business will be developed from both the consumer and career point of view. An enriched curriculum will be featured that includes in-class study(using varied Icaming/tcaching strategics), visiting speakers, and field trips. Environmental Sciences The environmental science program will be designed to offer challenging educational experiences with an emphasis on the scientific method, inquiry, methodologies, and experiences in environmental science. Challenging and meaningful activities will be geared to llic level of each student and his/her interest. Ecology and conservation will be the specific areas of concentration. Medical Science and Health-related Occupations This program will increase student awareness and understanding of content and careers in die health sciences. Students will have the opportunity to practice hands-on laboratory work in a controlled setting. Special emphasis will be placed on mastery in mathematics and science. Visual and Performing Arts This program will feature instruction in dance, vocal music, theater arts, and visual arts. Qualified professionals will instruct in the specialized areas and the opportunity for performance and/or exhibits will be an integral part of the program. An enriched basic skills program, using a variety of teaching strategies, will be provided to meet the needs of all students.I !L_ : Fes 19. 11 i No.001 P.05 MAP 921 S. Pulaski Little Rock, AR February 24, 1992 122^2 RECEIVED Mrs. Ann Brown Desegregation Monitor Office of Desegregation Monitoring 210 East Markham St. FEB ii 5 IW2 Office of Desegregation Monitoring Little Rock, AR 72201 Dear Mrs. Brown: Enclosed is a copy of signatures I collected in our neighborhood in opposiiton to the building of a school in the Ninth Street Park area. recent neighborhood meeting, our opposition. I felt concerned enough to do this after a We would appreciate consideration of Sincerely, H.W. Hall, Jr. Enclosures cc: Dr. Ruth Steele Mr. James Jennings Mrs. Arma Hart Mrs. Sharon Priest Mr. John Lewellen Mr. Jim LawsonWE, THE MEMBERS OF THE 9TH STREET PARK NEIGHBORHOOD, ARE OPPOSED TO THE SELLING OF THE 9TH STREET PARK AREA TO THE LITTLE WE ROCK SCHOOL DISTRICT FOR PURPOSES OF CONSTRUCTING A SCHOOL. NAME ADDRESS U/1^ .5- e'fa /rJ } 0 /\u0026lt; r)S \u0026lt;JG C5V\u0026amp; //)^i) V/^rA/2-y . a/0 f.J. fJ J i^t'} ______ n-Ai vxj'\\o jr T21 '\u0026lt;//2- ^H'dasir/ Qd. ! JZ -------------,.--------------- \\\\)0U 11 .ul 'X, ^7'X ::\u0026gt;\u0026lt;. A ^/ }'/6A A\u0026lt;^x\\ /\u0026lt;6( 4. X6'~Z1 Q 4 Cd K ( I /J ,3/ U!. W l\u0026gt;./s-p^.lii.^k.'.x4(R J I ^1 K r /a\u0026gt;/\u0026gt;~/'^'A/cLS zf\n' * '/KV \\\u0026lt;) ?, K I z9 'Ai-^ v\u0026gt;o P il 9o^/J,ii,k' X',/?. -7':\u0026gt;x\u0026gt;^\n ZV\u0026gt; A/^rc f H-'/f^OAx if ///y/ 1*^6 I LOgj^'-t- ft) b(\u0026lt;v /k\u0026gt;-)-. .\u0026lt;?/. 1WE, THE MEMBERS OF THE 9TH STREET PARK NEIGHBORHOOD, ARE OPPOSED TO THE SELLING OF THE 9TH STREET PARK AREA TO THE LITTLE ROCK SCHOOL DISTRICT FOR PURPOSES OF CONSTRUCTING A SCHOOL. I, NAME Zz2 .ia- -ly/. ''t r ' \u0026lt;5 c ADDRESS ^rVXX-Z^ U / Q/i^^L^Z-JjmiLLih J /5I-) (^'e^ Iolcp i'i)\\as y.'i /122. b /H-jS IJ7 , . cJ, 1^ Z) A t\u0026lt;n ^ \\ArT A (0^1 if'.n o^-yrr-,^ \\J 1 f Lyf^ 3 /} - (~Jy ( a/f swnitae B Sol V XB RECE5VED 1 LJ CENTRAL HIGH NEIGHBORHOOD ----------------r INC.3---------------- JUN 1 5 1592 Office of Desegregation Monitoring \"Weve Got Heritage'. June 12, 1992 To: Little Rock Board of Directors From: Central High Neighborhood Association, Inc. Subj ect: Sale of the City Park at 9th and Pulaski Streets to the Little Rock School District for use as a site for the Martin Luther King Elementary School. We urge you to sell the park site at 9th and Pulaski Streets to the Little Rock School District for use as a site for the new Martin Luther King School which is mandated under the school desegragation plan. Both the preservation of the West Side Junior High School building and the development of a neighborhood elementary school are important to the stabilization of our neighborhood. If the LRSD acquires the block of land between Pulaski and MLK Blvd, and builds the school fronting on MLK Blvd, as they propose to do, it would be highly visible from 1-630 and in close proximity to Children's Hospital. from suburban neighborhoods. This would facilitate attracting white students Removal of structures in the block west of the park which at present create an eyesore would enhance the neighborhood aesthetically, increase property values and address the goal of the city to reduce crime by reducing blight. Children's Hospital has reaffirmed their desire to purchase the West Side Junior High School 0 As a corporate neighbor they have indicated a commitment to restoring the building and developing the property in a way that would enhance the neighborhood and increase pronerty values If the Little Rock School District can acquire the park site at 9th and Pulaski Streets plus the block of property west of the park and build the new inter-district school there and if Children's Hospital can purchase and renovate the West Side Junior High School, we feel the needs of the city, the neighborhood, the school district andLittle Rock Board of Directors, page 2 and Children's Hospital can be met. This could create a win-win compromise which would encourage families already living there to stay in the nieghborhood and would help to attract other stable families to move into the neighborhood. Again, we urge that the city sell the part site at 9th and Pulaski Streets to the Little Rock School District. cc: Dr. Mac Bernd Dr. Ruth Steele George Cannon Patricia Gee Willie D. Hamilton Dorsey Jackson 0. G. Jacovelli Katherine P. Mitchell John Moore Judge Wright Tom Dalton Dr. Randall O'Donnel Scott Gordone? IT FOR SPECI7VL MEETING FOLLOWING BOARD COMMITTEE MEETING LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS '7 July 16, 1992 TO: Board of Directors JUL 6 Oiiice of Doseofesatof* FROM: SUBJECT: Mac Bernd, Superintendent of Schools ACQUISITION OF PROPERTY FOR NEW KING ELEMENTARY SCHOOL We are required by the desegregation plan to construct a new King School on the 1-630 corridor. The Federal District Court has approved the site at Ninth and Pulaski for the construction of the school. The District must acquire the property in the block bounded by Ninth Street, Martin Luther King Drive, Tenth Street, and the Ninth Street Park. We have obtained appraisals on the property that we need to acquire. I am recommending that the Board (1) act to declare the necessity to acquire the property within the boundary of Ninth Street, Martin Luther King Drive, Tenth Street and the Ninth Street Park\nand (2) to authorize and direct the administration to proceed to acquire the privately owned property within the said boundary by purchase or, if necessary, condemnation. It will also be necessary to enter into lease agreements with the City and the State for some property outside the above described boundary, but these leases will be submitted to you at a later date for your approval.03/02x1993 15:00 FROM JOHN U.WALKER P.A. TO 3710100 P. 02 if .John w. walker, P.A. Attorney At Law J 72.3 Broadway Little Rock. Arka.nsas 72206 TEi.EIHONE (501) ^4-3758 FAX (501) 374-4187 J JOHN W. walker RALPH WASHINGTO.N MARK BURNETTE WILEY A. BRANTON. .JR. AUSTIN PORTER, .JR. A Ln wimittwl h. Pnirtiw i.i O.r,ia Ih. Wumhi,. March 2, 1993 pelivercd Vis Fax S U.S. Mail . I , ,i 'i ' i Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 I\" ,. I n T Re: LRSD V. PCSSD Dear Judge Wright: Today I had a visit with the Office of Desegregation Monitoring at which time I learned that principal interviews were being conducted by the Little Rock School District for the position of principal of ths new elementary school, In that we have participated in such interviews in the past, we believe that it is appropriate for us to participate in such interviews at present. Exclusion at this level will surely mean exclusion rather than inclusion at the next level. Moreover, the district did not involve us nor the ODM in a timely way in the site selection process for the school. This raises again the good faith of the administration in implementation of the desegregation program. Would you kindly include this matter on your list for the hearing on March 19, 1993. Thank you for your consideration on this matter. JWW\nIp cc\nAll Counsel of Record Dr. Mac Bernd Ms. Ann Brown Ve' truly yours, J^n W. Walker Counsel for the Joshua Intervenors 1 i I 03x02/1993 15!0 0 FROM JOHN U.URLKER P.fl. TO 3710100 P. 02 h. .1 JOHN W. WALKER. P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 TfxeIHONF. (501) 374-3758 FAX (501) 374-4187 I J i JOHN W. WALKER RALPH WA.SH1NGTON MARK BURN BITE WILEY A. BRANTON. JR. AUSTIN PORTER, JR. * Al?h (winiilUf.J Prntliw it thf IhMri'? Cyiliwhia. March 2, 1993 Delivered Via Fax \u0026amp; U.S. Mail . t J I Honorable Susan Webber Wright united States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 I Re: LRSD V. PCSSD Dear Judge Wright: the Office of Desegregation i- I , .1 I I\nI 5 I \u0026lt; 1 r f 1- Today I had a visit with Monitoring at which time I learned that principal interviews were being conducted by the Little Rock School District for the position of principal of the new elementary school. In that we have participated in such interviews in the past, we believe that it is appropriate for us to participate in such interviews at present. Exclusion at this level will surely mean exclusion rather than inclusion at the next level. Moreover, the district did not involve us nor the ODM in a timely way in the site selection process for the school. This raises again the good faith of the administration in implementation of the desegregation program. Would you kindly include this matter on your list for the hearing on March 19, 1993. Thank you for your consideration on this matter. JWW:Ip cc: All Counsel of Record Dr, Mac Bernd Ms. Ann Brown Ve Jl truly yours, ^n W. Walker Counsel for the Joshua Intervenors .'Z JOHN w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 7220fi Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED MAR 1 9 1993 Office of Desegregation ^lonno.ing JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR, AUSTIN PORTER, JR. * ALw admillnl In Practice in Onrsia \u0026amp; the DLslrict of March 16, 1993 Dr. Mac Bernd Chris Heller, Esq. c/o Little Rock School District Little Rock, AR 72201 Dear Dr. Bernd and Mr. Heller: It has just been driven home to me that the interviews are now being conducted for the principalship of the new King School. understand that the other parties are participants in tl--- We those inteirviews. interests is Is there any reason why we are omitted? compelling and we. therefore. The Joshua request that the interviews be suspended until such time as we are included. Thank you for your cooperation. Sincerely, ijS. John W. Walker JWW:lp cc: All Counsel of Record Honorable Susan Webber WrightJOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 722or\u0026gt; Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED MAR 3 I 1993 Office of Desegregation Monitoring JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER, JR. Also admitlPd to Practice in Georgia \u0026amp; the District of Columbia. March 30, 1993 Honorable Susan Weber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 Re: LRSD V PCSSD Dear Judge Wright: I wish to raise the issue of the Little Rock School District's good faith once again regarding its plan to assign students who live in the Ish Incentive Elementary School attendance zone to the new Dr. Martin Luther King, Jr. Interdistrict School. This option would only discourage the parents of students in the Ish attendance zones from sending their students to Ish, thus forcing the closure of Ish Incentive School without proper court approval. On information and belief, the Little Rock School District has never discussed these plans with the patrons of the Ish Incentive School community. Moreover, the District has never discussed their position regarding the Intervenors. Ish attendance zones with the Joshua I would appreciate knowing, as soon as possible, whether we will be able to make our argument that Little Rock School District intends to close Ish Incentive Elementary School with or without court approval. Hopefully, the Court will allow this presentation on April 19th or 20th during the District's budget hearing. Thank you in advance for your response. Sincerely, /i Jbhn W. (j). Walker JWW/lp cc: All Counsel of Record Ms. Ann Brown Dr. Mac Bernd 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. JOHN C. ECHOLS. P.A. JAMES A. BUTTRV. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A.* JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EdWARO 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 UI. P.A. 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. DRIFFIM HI. P.A, THOMAS N. ROSE, P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III, P.A. A PARTNERSHIP OP INOIVIOUAUS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201*3493 TELEPHONE 601*379*2011 FAX NO. 501*379*2147 April 1, 1993 KEVIN A. CRASS, P.A. WILLIAM A. WADDELL. 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 OSCHWEND. JR.. P A HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A GUV ALTON wade PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES OAVIO 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE OAVIO M. GRAF PAMELA 0. PERCEFULL CARLA 6. SPAINHOUR JOHN C. FENOLEY. JR. COUNKl WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. V HITCH'* OIHICT NO. (501) 370*1509 Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 RECEIVED APR 2 1993 Re: LRSD V. PCSSD Office of Desegregation Monitoring Dear Judge Wright: I am writing in response to the March 30, 1993 letter to you from John Walker which I received today. Mr. Walker was sent a map and an explanation of the proposed King Interdistrict School attendance zone together with information concerning the impact of the creation of the King attendance zone upon other attendance zones. He was asked to comment on the proposed King attendance zone and was told that the proposal would be filed with the court after the Little Rock School District had the benefit of any comments by the other parties. The impact of the proposed King attendance zone upon Ish Incentive School has been and continues to be discussed in the Ish community. Mr. Walker has not given the Little Rock School District the benefit of any comments or concerns the Joshua Intervenors may have concerning the proposed King attendance zone. He will have the opportunity to foraally object when the proposal is presented to the district court in the near future. There is no reason to ignore the normal procedure and to take up this matter at a hearingscheduled for another purpose when there has been no motion filed by the Little Rock School District and no objection filed by the Joshua Intervenors. Thank you for your consideration. Yours very truly, Christopher Heller CJH/k cc\nAll Counsel of Record Ms. Ann Brown Dr. Mac Bernd f 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 D. BELL, P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTHY, P.A. FREDERICK S. URSERY, P.A. H T. LARZELERE, P.A. OSCAR E. DAVIS, JR., P.A. JAMES C. CLARK, JR.. P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS,P.A. A. WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. 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. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III, P.A. A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 601-376-2147 March 12, 1993 MW 1 7 '.iJ KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, 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 GSCHWEND, JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. 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 DAVID M. GRAF PAMELA 0. PEACEFULL CARLA 0. SPAINHOUR JOHN C. FENOLEY. JR. Oli of Ce-jsgr on f/ionitonng COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. VRlTER'S OIHSCT NO. 1501 I 370-1506 g 'S lass w, -v- Ms. Ann Brown Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Mr. Sam Jones Mr. Steve Jones 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 Mr. Richard Roachell JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Re: LRSD V. PCSSD - King Attendant Zone Dear Ann and Gentlemen: I am providing for your review information concerning our proposed King Interdistrict school attendance zone and the impact of that zone upon several other assignment zones in the Little Rock School District. The number of students residing within the proposed zone constitutes roughly half of the expected student population of the school. The reason for this, of course, is that efforts will be made to recruit the remaining students from the Pulaski County Special School District and within the Little Rock School District. I have been advised that the creation of zones for the new Stephens school will not require an adjustment of the proposed King school zone or an adjustment of any of the zones which must now be adjusted to accommodate the creation of a King school zone.I would like to have your comments concerning the proposed King attendance zone as soon as possible. I have enclosed printed maps showing the proposed King zone and its impact upon other zones. Thank you for your consideration. Yours very truly, Christopher Heller CJH/k Enc cc: Mac BerndREPORT ON THE IMPACT OF THE KING ATTENDANCE ZONE Prepared By: Leonard Thalmueller Marie Parker The new Martin Luther King, Junior Elementary School is being constructed in an area near the satellite attendance zones for Jefferson, Forest Park and Terry and near the attendance zones of Rightsell and Mitchell Elementary Schools. The vast majority of the students who live in these attendance zones is black. The new Martin Luther King Elementary school will be an interdistrict school. The Little Rock School District will petition the Court to designate the school an interdistrict magnet school. PARAMETERS Listed below are the parameters which were considered in establishing the attendance zones for the new Martin Luther King, Junior (King) Elementary School: 1. The seating capacity of King will be 696. a. Thirty-six (36) of the 696 seats will be reserved for two four-year-old classes (18 students per class). 4. 5. b. Six hundred-sixty (660) of the seats will be reserved for students in grades kindergarten through sixth grade (k- 6) . The desegregation goal will be to achieve a racial balance of fifty percent black/white. a. b. kathy\\King.A2 The range of acceptable racial balance will be from 40% to 60% of either race. The four-year-old classes will seek to obtain a racial balance of 50/50 of either race. King will have an attendance zone. The amount of busing will be minimized. The impact of changing attendance zones at other schools will be minimized. 2. 3.PROCEDURES After a careful analysis of the data and the study of various combinations of zone blocks, the areas indicated in Attachment 1 are the proposed attendance zones for King, Rightsell, Washington and the Jefferson satellite zone. The zone blocks which were reassigned are indicated below and shown in Attachment 2. A. Zone blocks 0432, 0433, and 0438 were transferred from the Jefferson satellite zone to King. B. Zone blocks 0473, 0476, 0477, 0479, 0480 and 0485 were transferred from Ish to King. C. Zone block 0439 was transferred from Rightsell to King. D. Zone block 0439 at Rightsell was replaced with zone block 0455 from Washington. E. Zone blocks 0432, 0433, and 9438 from the Jefferson satellite zone were replaced with 0111, 0112, 0121, 0122 and 0210 from Washington. F. The zone blocks from the Washington zone which were transferred to Jefferson and Rightsell were not replaced since the attendance zone for Washington contains more students than are needed at Washington. IMPACT ON SCHOOLS The school impacted most by the proposed attendance zone changes is Ish Elementary School. Ish is described below. The proposed relationship between King and 1. Students within the Ish attendance zone will be assigned to King but will have the option to remain at Ish. 2. Bus transportation will be provided for those students from the Ish attendance zone who go to the new King School. 3. Ish will remain open unless fewer than 100 students choose Ish, in which case all Ish students will be assigned to King, and Little Rock School District will work with the community to determine building. an appropriate use for the Ish Ish lathy UCing.AZ 2STUDENTS RESIDING IN ATTENDANCE ZONES The impact of the zone block assignments on the attendance zone of the schools involved are shown in the following table. Please note that these data indicate the number of students, other than magnet students, who reside in the attendance zone. Current Attendance Zone Black Nonblack Total Proposed Attendance Zone Black Nonblack Total Ish 186 187 Jefferson Satellite 182 291 473 208 289 497 King 342 349 Rightsell 311 313 294 302 Washington 738 25 763 573 15 588 1 * 0 0 0 0 0 0 7 2 8 *Assuming all students elect to go to King. BUSING The zone blocks shown in Attachment 2 are those whose current school assignments will be changed under this plan. The impact of changing these zone blocks on the transportation of students is indicated below. A. No Change in Transportation 1. The students in zone blocks 0439, 0455 are not B. transported this year and will not transportation under the plan. require The students in zone blocks 0111, 0112, 0121, 0122, 0210 are transported this year and will be transported next year under the plan. Change in Transportation 2. 1. The 110 students residing in zone blocks 0432, 0433 and 0438 are provided transportation this year to Jefferson but will not require transportation to King next year. 2. The 187 0476, 0477, students residing in zone blocks 0473, 0479, 0480 and 0485 are not provided kaihy\\King.AZ 33. Attachment 1: Attachment 2: laifay\\Kins.AZ transportation this year to transported to King next year. The above would indicate Ish an but will increase transportation for 77 students under this plan. 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J m tt HOOP Cj K (N O -H 2 2 CM CM Pl CH M cI p 03 P 03 O -H 2 O K CM P 4 -C o -:?o J 2 UI \u0026lt; \u0026gt; Xih2'5 x32 'ZuipQa., luQO Z E \u0026lt; 3 z \" o w cc E U a UI O U O E \u0026lt; W Z 50 . . o\ny N Z E MPOMOPdOOMXO CMOO3 CMO^OICMOIP as 03 M e p w S.*: \u0026gt; m o z 4 p Z 4 4 c K Ji (n o O UI p . .- J a-i-3 -(EPzoSso o .4 w n E z z z - p o c. 2 3 ------------- -5cuj_j5p2Xq2 *\u0026gt;^cJmQmui-'\u0026lt; 4Ul5zPE?dX^MdUJx\u0026lt;3 4 _ uj u (A W o (I) W O X c \u0026gt; \u0026lt; i\n\u0026lt;11 \u0026lt; UI 5 XMd_,5xz'd 5^3pOO4d -OpX4O-I--\u0026lt; E Z a ~ 4UIZZpEu^Z'mij^*X'* .__,.--.-.^^^Jo2Oz3e\u0026gt;5e52wZ ujO:*4\u0026gt;OO4e W4ZO\u0026lt;\u0026lt; \u0026lt; - 4^4 ZE5nffl--\u0026gt;-)u.zo-\u0026gt;^-\u0026gt;E_i4-,--2\",'iOS\u0026gt;fflE-\u0026gt;uJUPESi-2oS mui3idOZ'd Ea_i2euiz2 Q E E UII would like to have your comments concerning the proposed King attendance zone as soon as possible. I have enclosed printed maps showing the proposed King zone and its impact upon other zones. Thank you for your consideration. Yours very truly, Christopher Heller CJH/k Enc cc: Mac BerndREPORT ON THE IMPACT OF THE KING ATTENDANCE ZONE Prepared By: Leonard Thalmueller Marie Parker The new Martin Luther King, Junior Elementary School is being constructed in an area near the satellite attendance zones for Jefferson, Forest Park and Terry and near the attendance zones of Rightsell and Mitchell Elementary Schools. The vast majority of the students who live in these attendance zones is black. The new Martin Luther King Elementary school will be an interdistrict school. The Little Rock School District will petition the Court to designate the school an interdistrict magnet school. PARAMETERS Listed below are the parameters which were considered in establishing the attendance zones for the new Martin Luther King, Junior (King) Elementary School: 1. The seating capacity of King will be 696. a. Thirty-six (36) of the 696 seats will be reserved for two four-year-old classes (18 students per class). 4. 5. b. Six hundred-sixty (660) of the seats will be reserved for students in grades kindergarten through sixth grade (k- 6) . The desegregation goal will be to achieve a racial balance of fifty percent black/white. The range of acceptable racial balance will be from 40% to 60% of either race. b. The four-year-old classes will seek to obtain a racial balance of 50/50 of either race. King will have an attendance zone. The amount of busing will be minimized. The impact of changing attendance zones at other schools will be minimized. kalhy\\Kin.AZ 2. 3. a. 1PROCEDURES After a careful analysis of the data and the study of various combinations of zone blocks, the areas indicated in Attachment 1 are the proposed attendance zones for King, Rightsell, Washington and the Jefferson satellite zone. The zone blocks which were reassigned are indicated below and shown in Attachment 2. A. Zone blocks 0432, 0433, and 0438 were transferred from the Jefferson satellite zone to King. B. Zone blocks 0473, 0476, 0477, 0479, 0480 and 0485 were transferred from Ish to King. C. Zone block 0439 was transferred from Rightsell to King. D. Zone block 0439 at Rightsell was replaced with zone block 0455 from Washington. E. Zone blocks 0432, 0433, and 9438 from the Jefferson satellite zone were replaced with 0111, 0112, 0121, 0122 and 0210 from Washington. F. The zone blocks from the Washington zone which were transferred to Jefferson and Rightsell were not replaced since the attendance zone for Washington contains more students than are needed at Washington. IMPACT ON SCHOOLS The school impacted most by the proposed attendance zone changes is Ish Elementary School. Ish is described below. The proposed relationship between King and 1. Students within the Ish attendance zone will be assigned to King but will have the option to remain at Ish. 2. Bus transportation will be provided for those students from the Ish attendance zone who go to the new King School. 3 . Ish will remain open unless fewer than 100 students choose Ish, in which case all Ish students will be assigned to King, and Little Rock School District will work with the Ish community to determine building. an appropriate use for the Ish kalhy\\King.AZ 2STUDENTS RESIDING IN ATTENDANCE ZONES The impact of the zone block assignments on the attendance zone of the schools involved are shown in the following table. Please note that these data indicate the number of students, other than magnet students, who reside in the attendance zone. Current Attendance Zone Black Nonblack Total Proposed Attendance Zone Black Nonblack Total Ish 186 187 Jefferson Satellite 182 291 473 208 289 497 King 342 349 Rightsell 311 313 294 302 Washington 738 25 763 573 15 588 1 * 0 0 0 0 0 0 7 2 8 *Assuming all students elect to go to King. BUSING The zone blocks shown in Attachment 2 are those whose current school assignments will be changed under this plan. The impact of changing these zone blocks on the transportation of students is indicated below. A. No Change in Transportation 1. The students in zone blocks 0439, 0455 are not B. transported this year and will not transportation under the plan. require The students in zone blocks 0111, 0112, 0121, 0122, 0210 are transported this year and will be transported next year under the plan. Change in Transportation 2. 1. The 110 students residing in zone blocks 0432, 0433 and 0438 are provided transportation this year to Jefferson but will not require transportation to King next year. I 2. The 187 0476, 0477, students residing 0479, in zone blocks 0473, 0480 and 04 85 are not provided lcalhy\\King.AZ 33. Attachment 1\nAttachment 2: kathy\\King. AZ transportation this year to transported to King next year. The above would indicate Ish an but will increase transportation for 77 students under this plan. School Attendance Zones Transferred Zone Blocks 4 be inJOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED MAR 1 9 1993 Office of Desegregation fiyionnoiing JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. JR. * Also admiltPil to Prartice in (leorRia \u0026amp; Ilie District of Cohimbia. March 16, 1993 Dr. Mac Bernd Chris Heller, Esq. c/o Little Rock School District Little Rock, AR 72201 Dear Dr. Bernd and Mr. Heller: It has just been driven home to me that the interviews are now being conducted for the principalship of the new King School. We understand that the other parties are participants in those We those interviews, interests The Joshua Is there any reason why we are omitted? compelling and ve, request that the interviews be suspended until such time as we are included. is therefore, Thank you for your cooperation. Sincerely, John W. Walker JWW:Ip cc: All Counsel of Record Honorable Susan Webber WrightBOARD MEETING ON 3/25/93 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 received Z 6 TO: March 25, 1993 Olfice ot Desegregation Monitoring Board of Directors FROM: Mac Bernd, Superintendent of Schools SUBJECT: PERSONNEL RECOMMENDATION I recommend that Sadie Mitchell be appointed as the principal of the new Martin Luther King Elementary School for the 1993-94 school year at an annual salary of $42,881.14 plus a car allowance of $564.00.I /93 10:21 501 324 2032 L R School Dlst ODM Wie Need Your Ideas @002/002 Attention: NEIGHBORHOOD PUBLIC MEETINGS Martin Luther King Jr interdistrict School Opening for 1993-94 Community Meetings to gather information from porspective parents and patrons to be used in consideration of atten-jdance zones and theme selection for Martin Luther King Jr School opening at the onset of the 1993-94 school year. TUESDAY, March 30,7 p.m. Allison Presbyterian Church 922 Wright Street, Little Rock THURSDAY, April 1, 7 p.m. Ish Incentive Elementary School 3001 Pulaski Street, Little Rock The Little Rock School District will offer an innovative alternative to your neighborhood school with the opening of Martin Luther King Jr Interdistrict School in the fall of 1993. It will offer a strong, traditional basic skills curriculum woven into a special interest theme. Pulaski County School District students may attend through a majority-to-minority transfer. TEL: Mar 26.93 10 :25 No .001 P.01 UTTtB ROCK SCHOOL DieTRICT OVnCB OP DESBGRBGATION 01 iMnMa ^^**\u0026gt;4 *:. A* Tian TML (501) 324.2351 nan '3- J - 6 -d TO MONnt't nom 324-2271 mUBCT peeial laatnictions C*lico/KA-^ JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECESVED M4R 3 1 1993 Office of Desegregation Monitoring JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A, BRANTON, JR. AUSTIN PORTER, JR. * Also admitted to Practice in (Jeorgia \u0026amp; the District of (olumbia. March 30, 1993 Honorable Susan Weber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 Re: LRSD V PCSSD Dear Judge Wright: I wish to raise the issue of the Little Rock School District's good faith once again regarding its plan to assign students who live in the Ish Incentive Elementary School attendance zone to the new Dr. Martin Luther King, Jr. Interdistrict School. This option would only discourage the parents of students in the Ish attendance zones from sending their students to Ish, thus forcing the closure of Ish Incentive School without proper court approval. On information and belief, the Little Rock School District has never discussed these plans with the patrons of the Ish Incentive School community. Moreover, the District has never discussed their position regarding the Intervenors. Ish attendance zones with the Joshua I would appreciate knowing, as soon as possible, whether we will be able to make our argument that Little Rock School District intends to close Ish Incentive Elementary School with or without court approval. Hopefully, the Court will allow this presentation on April 19th or 20th during the District's budget hearing. Thank you in advance for your response. Sincerely, (fiXn (1). Itlftfifc J n W. Walker JWW/lp cc: All Counsel of Record Ms. Ann Brown Dr. Mac BerndTO: FROM: RE: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, Arkansas March 30, 1993 Marie Parker, Associate Superintendent IJ HI 8 I T 1 I------- Jeanette Wagner, Acting Director of Communications Distribution of King Public Meeting Fliers The fliers for the King School public meetings were distributed as follows: 25 fliers - TCBY building for placement in employee lounges, etc. 20 fliers - Dept, of Education, Capitol Mall for placement in employee lounges 10 fliers - AlDC, Capitol Mall for placement in employee lounges and on bulletin boards. Janet van der Werff, director of communications, also agreed to place a notice on E-Mail for the next two days for all employees. no fliers - Arkansas Children's Hospital does not allow outside fliers to be placed in the building, Jessica Szehner, director of pubhc relations, agreed to put notice on E-Mail for their more than 3,000 employees for the next three days. Some very good groundwork has been laid by going through the proper channels. Onward!!( , I I C r' ( r f r r c (' f ( f '\u0026lt; \\ ( ( i . !, i . p exhibit V 9 ------------ ' ** T^ztiztZ X'^/^n I. i .L Ml J Zi?. 13. I 1^2 ZT/X M / l(p \u0026gt;4.'-t \u0026lt;\u0026lt;, /.. 1 - , % I I9 i i 2. -J 7 iT f sa?r A' iiJr \\i .. . ^-'k. L Wa:\n.l-Tfe- \u0026gt;! 77V45 IL i^fi.------------------- J-3, 'r^ K\u0026gt; A: -.vA IS 33= X 'ir S 1 . 'v-hVL' \" ' . ,, ..: -Vvt.l '? S' ! X l^ !, ^0 \\11 Q! J (Iio r I - ! -o 'M ' I} , ? I f FRIDAY, ELDREDGE \u0026amp; CLARK if 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 D. BELL, 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., P.A. JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT. P.A.' JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EbWARO 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. P.A. 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. r.BicpiN )H p.4 THOMAS N. ROSE, P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL III, P.A. A PARTNERSHIP OP INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 601-376-201 1 FAX NO. 501-376-2147 April 1, 1993 KEVIN A. CRASS, P.A. WILLIAM A. WADDELL, JR., P.A. CLYDE *TA8 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 GSCHWEND, JR.. P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH, P.A. 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 DAVID M. GRAF PAMELA 0. PERCEFULL CARLA G. SPAINHOUR JOHN C. FENDLEY, JR. COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR., P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. WRITER'S DIRECT NO. (501) 370-1606 Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 RECEIVED APR 2 I993 Re: LRSD V, PCSSD Office of Desegregation Monitoring Dear Judge Wright: I am writing in response to the March 30, from John Walker which I received today. 1993 letter to you Mr. Walker was sent a map and an explanation of the proposed King Interdistrict School attendance zone together with information concerning the impact of the creation of the King attendance zone upon other attendance zones. He was asked to comment on the proposed King attendance zone and vzas told that the roposal would be filed with the court after the Little Rock School District had the benefit of any comments by the other parties. The impact of the proposed King attendance zone upon Ish Incentive School has been and continues to be discussed in the Ish community. Mr. Walker has not given the Little Rock School District the benefit of any comments or concerns the Joshua Intervenors may have concerning the proposed King attendance zone. He will have the opportunity to formally object when the proposal is presented to the district court in the near future. There is no reason to ignore the normal procedure and to take up this matter at a hearingscheduled for another purpose when there has been no motion filed by the Little Rock'School District and no objection filed by the Joshua Intervenors, Thank you for your consideration. Yours very truly, Christopher Heller CJH/k cc: All Counsel of Record Ms. Ann Brown Dr. Mac Bernd JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER, JR. * Also admitted to Practice in CfOorRia \u0026amp; Iho District of Oilumbia. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received APR 6 1993 Office of Desegregation Monitoring April 5, 1993 Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse Little Rock, AR 72203 Dear Judge Wright: This is in reply to the letter of April 1, to you. 1993 by Mr. Heller The Joshua concerns were presented to the Court on a timely basis when it became apparent that the District in fact intends to close an incentive school. Dr. Bernd's comments in the press about what will happen to Ish mirror your admonitions to the North Little Rock District with respect to the Rose City closing. Thus, to him at least, Ish's closing is already a fait accompli. That is not Moreover, it acceptable and represents a serious plan deviation. is an attempt to circumvent the double funding requirements of the plan for these children. We, therefore, seriously object to this dialogue. Furthermore, the new school construction contemplated by the plan was for the purpose of supplementing, than educational presence in the American rather supplanting, community. African Rather than work within the plan, Mr. Heller seems to relegate Joshua to litigation: \"He will have the opportunity to formally object when the proposal is presented to the District Court in the near future.\" Par 2 The Joshua Intervenors do not wish to be, and by the settlement did not plan to be, in constant litigation regarding The district's approach unnecessarily basic tenets of the plan. involves the Court and counsel in the district's devious approach Surely, the Court can see that the district to modify the plan. plans to convert two schools to one by their plan. is to be continued other than by way of Joshua complaints regarding If litigationPage Two Honorable Susan Webber Wright April 5, 1993 implementation or LRSD change proposals after due consultation between the parties, then Joshua asserts that their counsel, like the school district counsel, should be paid for their time and effort. Time is of the essence because the African American community is again being left in s state of query and further divided by the School District's statements regarding Ish. Please set this for hearing on the 19th or 20th. Respectfully submitted, bhn W. Walker JWW:Ip cc: All Counsel of Record Ms. Ann Brown7. 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. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE, P.A. OSCAR E. DAVIS, JR., P.A. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. 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. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 601-376-2011 FAX NO. 601-378-2147 April 8, 1993 RECEIVED KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. 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. P.A. JOHN CLAYTON RANDOLPH. P.A GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES OAVIO 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE DAVID M. GRAF PAMELA D. PERCEFULL CARLA G. SPAINHOUR JOHN C. FENOLEY, JR. iPR 1 2 W3 Office of Dessgrj Monitonng COUNSCl WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR.. P.A. WRITEK** OlfieCT NO. (50n 370-1606 Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 Re: LRSD V. PCSSD - King Attendance Zone Dear Judge Wright: I must respond to Mr. Walker's letter of April 5, 1993. The assertions contained in that letter bear no relationship to the truth. 1993 . The The Little Rock School District has not \"relegate[d] Joshua to litigation\". The Little Rock School District has not tl unnecessarily involve[d] the Court and counsel in the district's devious approach to modify the plan\". All the Little Rock School District has done is to provide the Joshua Intervenors through Mr. Walker information concerning the proposed King Interdistrict School attendance and to request Mr. Walker's conunents concerning the proposed attendance zone. We have received no zone Walker's response from Mr. Walker concerning the proposed King attendance zone. Mr. Walker contends that the Joshua Intervenors do not wish to be in constant litigation. statement. Joshua's recent actions belie that --------- First, Joshua's response was to the Court, not to LRSD, when LRSD simply sought to learn Joshua's position with respect to the King attendance zones so that the parties could discuss the not to LRSD, matter before anything was filed with the Court. Second, Mr. Walker sued the district concerning its election zones without any prior notice or discussion. Third, Joshua has filed numerous \"motions for further relief\" concerning matters which have nothing to do the desegregation plan. Finally, the Arkansas with Department of Education says in its recently filed brief that the Joshua Intervenors \"did not even bother to contact the state\" before filing litigation. a motion to bring the ADE brief, state back into this P- 5. That would be consistent with Joshua's recent efforts to avoid the negotiations and discussions required by the spirit of the desegregation plan and to resort first to litigation. If Joshua continues to refuse to provide its comments concerning the proposed King attendance zone to the Little Rock School District, the only reasonable way to proceed is to allow Joshua to respond appropriately in court at such time as the Little Rock School District attendance zone for King, before that time. seeks court approval to establish an There is no reason to call a hearing Respectfully submi CJH/k Enc cc: All Counsel of Record Ms. Ann Brown Dr. Mac Bernd Christopher^el r* EXHIBIT LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 s e LI April 22, 1993 TO: Board of Directors FROM: Marie Parker, Associate Superintendent, Organizational and Learning Equity THROUGH: Dr. C.M. Bernd, Superintendent of Schools SUBJECT: Approval of New Martin Luther King, Jr., Attendance Zone The new Martin Luther King, Jr. Interdistrict School located at 10th and Martin Luther King, Jr. Drive (King) is scheduled to open August, 1993. A map of the proposed attendance zone for King is attached. We have notified the parties, conducted neighborhood meetings with the community members and parents whose children are targeted for re- cruitment or assignment to the new school. We have also mailed surveys to all families that will be affected by the proposed zone, including Pulaski County Special School District. The receipt of this group of surveys will allow us to establish a theme for King. It is recommended that the Board approve the proposed attendance zone for the new Martin Luther King, Jr. Interdistrict School. I EXHIBIT \"B\"Little Rock School District fnv April 28, 1993 1J''1 A\n1Y! 3 1993 O'tice of Do: igregatoii ^ion.io.ing Ms. Joy Springer 1723 Broadway Little Rock, AR 72206 Dear Ms. Springer: The information you requested in your letter dated April 20, 1993 regarding the Parent Recruitment Team is enclosed. The individuals on this team represents the first phase of our concerted effort to move beyond recruitment in isolation to a more comprehensive plan of recruitment. have someone from Joshua represented on this team. We would be pleased to Other teams to be directly involved in the recruitment process are LRSD Recruitment Coordinators representing each school, PTA representatives from each school and teams identified by categories of schools (incentive schools, area schools, magnet schools, etc.). Mrs. Becky Rather, Parent Recruitment Coordinator, will serve as the liaison person to each of these groups. She is housed in the Student Assignment Office and I am responsible for providing leadership to her in this endeavor. If there are questions or concerns please call. Sincerely, Marie A. Parker cc: Mac Bernd Ann Brown Chris Heller Becky Rather 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000 ti INTERDISTRICT PARENT RECRUITMENT TEAM I 1. Becky Rather, W/F, Parent Recruitment Coordinator (SAO) 2. Troy Cole, W/M, Parent Recruitment Coordinator (SAO) 3. Jeanette Wagner, W/F, Communications Director 4. Carla Bobo, B/F, PTA Council President 5. Debbie Milam, W/F, VIPS Coordinator 6. Roy Albert, B/M, Parent Council Chairperson 7 . Liz Parkhurst, W/F, Subcommittee Recruitment Chairperson, District Biracial Team 8. Catherine Gill, B/F, Parent Recruitment/Parent Involvementent, Coordinator for Incentive Schools 9. Sadie Mitchell, B/F, Principal, Martin Luther King, Jr. School 10. Marie Parker, B/F, Associate Superintendent for Organizational and Learning Equity 11. Pat Price, W/F, Early Childhood Education 12-15. Representative to be appointed from: A. B. C. D. Incentive Schools Area Schools Interdistrict Schools Magnet School 16. Representative to be appointed from LRSD Principals' Roundtable 17. Billy Bowles, B/M, Assistant Superintendent, PCSSD Separate working committees facilitated by the Recruitment Coordinator will be established to include: 1 a representative from each of the schools as described in the Plan PTA president from each school or their designeeJOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 7220c Telephone (501) 374-3758 FAX (501) 374-4187 received aV 1 8 5 Office ot Desegregation Monitoring JOHN W, WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER. JR. Alwi arlniillcd to Practio* in (Iwrgia \u0026amp; the District of Columbia. May 17, 1993 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Little Rock, AR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Richard Roachell, Esq. Roachell \u0026amp; Streett 401 West Capitol Ave. Little Rock, AR 72201 Suite 504 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Re: LRSD V. PCSSD\nNo. LR-C-82-866 Dear Sirs and Madam: Enclosed you will find the following pleadings which have been filed in the above matter: 1. Motion to Allow Discovery and for a Further Extension of Time in Which to Reply to the Motion to Dismiss\n2 . The Response of the Joshua Intervenors to the Little Rock School District's Motion to Approval of Stephens Interdistrict School Site\nand 3 . Opposition to Motion for Approval of King Interdistrict Attendance Zone. Sincerely, C J . A /tf John W. Walker JWW\nIp Enclosures JOHN W. WALKER RALPH WASHINCTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER. JR. Also adinilUxl to Iraclico in (JoorKia \u0026amp; thn Bislrict of Columbia. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 EAX (501) 374-4187 May 17, 1993 Honorable Susan Webber Wright United States District Judge 600 West Capitol Little Rock, AR 72203 Re: LRSD V. PCSSD No. LR-C-82-866 Dear Judge Wright: received may 1 8 Office of Desegregation Monitoring I am most disappointed with the site of the new King school. It meets none of your requirements for attractiveness or for being an attraction to pupils who are Someone apparently just decided to make possible by placing it right by King Drive. not required to attend there. it as unattractive as Also the plans for the construction of Stephens do not include placement for the youngsters who attend that school during the construction period. I am hand delivering this letter to you so that it can receive your immediate and urgent attention. The District seems to be planning or failure by its location of King and its silence upon the interim placement of the necessarily displaced students at Stephens. Would you please give these matters your urgent attention. iry truly yours, ohn W. Walker JWW/js cc: Ail Counsel of Record Dr. C.M. Bernd Ms. Ann Brown Mr. Bobby Lester Mr. James SmithPCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 I DATE: May 17, 1993 TO: FROM: Ms. Peggy Bates, Lawson Elementary f^^Ruth Simmons Herts, Director of Desegregation SUBJECT: Student Recruitment for M. L. King Interdistrict Elementary School I have enclosed fliers which announce the opening of the M. L. King Interdistrict Elementary School. Please distribute to all K-6 students. Thank you very much for your cooperation. ch c Mr. Billy Bowles Mrs. Connie Hickman Tanner PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501)490-2000 I DATE: May 20, 1993 TO: Affected Principals FROM: '^^r. Ruth Simmons Herts, Director of Desegregation, SUBJECT: Student Recruitment for M.L. King Interdistrict Elementary School As you are aware, we are recruiting students to attend the M.L. King Interdistrict Elementary School which will open in August 1993. White students from your school may attend on a majority-to-minority transfer. Ms, Becky Rather, Parent Recruiter Coordinator (LRSD), is available to make presentations to parents and share information about the new school. She can be contacted at 324-2272. Please inform your parent organization officers and other parents as well. Thank you very much for your cooperation. / c Mr. Billy Bowles Ms. Connie Hickman Tanner A copy of this memo was sent the following schools\nLawson Elem. Oak Grove Elem. Pine Forest Elem. Sherwood Elem. to Sylvan Hills Arnold Drive Cato Elem. Dupree Elem. Jacksonville Elem. Elem. Elem. Taylor Elem. Tolleson Elem. A PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 DATE: May 11. 1993 TO: Affected Principals FROM- Ruth Simmons Herts, Director of Desegregation SUBJECT: M. L. King Informational Fliers I have enclosed fliers for the meetings which are scheduled next week regarding the M. L. King Elementary Interdistrict School. Please distribute to K-5 students. contact me. Thank you very much. If you have questions, feel free to ch This memo was sent to the following: Sherwood Elem. Sylvan Hills Elem. Pine Forest Elem. Oak Grove Elem. PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 DATE: May 11. 1993 TO: Affected Principals FROM: . Ruth Simmons Herts, Director of Desegregation SUBJECT: Recruitment for M.L. King Elementary Interdistrict I have enclosed fliers which outline information about the M. L. King Elementary Interdistrict School which is opening this fall. Please distribute to K-5 students. me. Thank you very much. If you have questions, feel free to contact ch This memo was went to the following schools: Arnold Drive Cato Elem. Dupree Jacksonville Elem. Taylor Elem. Tolleson Elem. PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 I June 3, 1993 Dear Counselor: Thank you for agreeing to attend an informational meeting regarding the new Dr. Martin Luther King Elementary Interdistrict School. The meeting will be held , Monday, June 7, 1993, 9 a.m. at the Little Rock School District Administrative Office Building located at 810 West Markham. The meeting will end around 11:00 - 11:30 a.m. Parking is available at the side and back of the building, on the street and in the fenced area across the street. I have been informed by Little Rock School District officials that it is fine to park at either one of these areas. As you are aware, the new school is scheduled to open in August. The Pulaski County Special School District is presently recruiting students to attend the school on majority-to-minority transfers. I certainly look forward to seeing you there on June 7. Please feel free to call me at 490-2000, ext. 205 if you have any questions. Sincerely, Ruth Simmons Herts, Ed.D. Director of Desegregation ps 0 Mr. Bobby Lester Mr. Billy Bowles PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216-8601 (501) 490-2000 June 3, 1993 Dear Parents/Guardians: Thank you for agreeing to attend an informational meeting regarding the new Dr. Martin Luther King Elementary Interdistrict School. The meeting will be held Monday, June 7, 1993, 9 a.m. at the Little Rock School District Administrative Office Building located at 810 West Markham. The meeting will end around 11:00 - 11:30 a.m. Parking is available at the side and back of the building, on the street and in the fenced area across the street. I have been informed by Little Rock School District officials that it is fine to park at either one of these areas. As you are aware, the new school is scheduled to open in August. The Pulaski County Special School District is presently recruiting students to attend the school on majority-to-minority transfers. I certainly look forward to seeing you there on June 7. Please feel free to call me at 490-2000, ext. 205 if you have any questions. Sincerely, Ruth Simmons Herts, Ed.D. Director of Desegregation ps c Mr. Bobby Lester Mr. Billy Bowles The following people were sent information about a meeting regarding the new King Elementary Interdistrict School, Monday, June 7, 1993 held at the Little Rock School District Administrative Office Building located at 810 West Markham. Arnold Drive, Elementary Tanna Pitts, Parent Route 1 Box 525 Ward, AR 72176 Penny Davenport, Parent Cato Elementary Jennifer Drew, Counselor P.O. Box 21297 Little Rock, AR 72221 Patricia Losack, Parent 120 Gravel Lane North Little Rock, AR 72120 835-7830 Dupree Elementary Vickie Wordworth, Parent 112 Marilyn Lane Jacksonville, AR 72099 988-5514 Vivien McCullough, Counselor 2005 Millwood Conway, AR 72032 Denise Smith 1008 McArthur Drive Jacksonville, AR 72076 982--6553 Jacksonville Elementary Linda Remele, Counselor #2 Foxhunt Cove Jacksonville, AR 72076Sandy Blasingame, Parent 1113 Grazing Lane Jacksonville, AR 72076 Julia Evans 809 Braden Cove Jacksonville, AR I Lawson Elementary Ellen Stanber, Parent 7911 Johnston Little Rock, AR 72210 445-5307 Cathy Swaty, Parent 17124 Lawson Road Little Rock, AR 72210 Lois Craig, Counselor 3600 Rocky Lane Little Rock, AR 72210 Oak Grove Elementary Mickey Kendrick, Parent 13007 Katherine Drive North Little Rock, AR 72118 Susan Haynes, Parent Julia Rauton, Parent 1700 West Park #40 Little Rock, AR 72204 Oakbrooke Elementary Bridget Riedie, Parent 387 East Marilyn Sherwood, AR 72120 Lisa Rogers, Parent 103 Summer Shade Sherwood, AR 72120 Nancy Eddy, CounselorPine Forest Elementary Rebecca Stanley, Parent 51 Kingsbridge Way Little Rock, AR 72212 Pinewood Elementary Sara Shinn, Counselor 10 Satterfield Mayflower, AR 72106 I Sherwood Elementary Marilyn Berry, Parent 1406 Coolhurst Sherwood, AR 72116 835-6817 Jane Luckey, Counselor 5 Brooklawn Drive Little Rock, AR 72205 Sylvan Hills Elementary Peggy O'Sullivan, Parent 310 Kelso Road Jacksonville, AR 72076 Angie Scott, Parent 43 Stanwood Loop North Little Rock, AR 72118 Jacquelyn Briley, Counselor 12133 Southridge Little Rock, AR 72212 Taylor Elementary Anita Knife, Parent Route 1 Box 181-13 Jacksonville, AR 72076 Bobbi Young, Parent Route 1 Box 177 Military Road Jacksonville, AR 72076Cindy Williams, Counselor #6 Pineridge Place Jacksonville, AR 72076 Tolleson Elementary Lisa Peeples, Counselor Route 1 Box 8062 Jacksonville, AR 72076 982-2572 ( Sue Pillow, Parent 702 Jefferson Jacksonville, AR 72076 835-6556 Charles Ellison, Parent 125 Arkansas Jacksonville, AR 72099 988-2802FRIDAY, ELDREDGE \u0026amp; CLARK ee 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. SELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR . DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL S. 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. P.A. 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. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. A PARTNERSHIP OF INOIVIOUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-378-2147 May 24, 1993 received mat 2 8 W5 OHIce of Desegregation Monitoring Honorable Susan Webber Wright United States District Judge United States District Court U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 Re: LRSD V. PCSSD Case No. LR-C-82-866 Dear Judge Wright: to you. KEVIN A. CRASS. P.A. WILLIAM A. WAOOCLL, 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 GSCHWEND. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT M, TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A GUV 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 DAVID M. GRAF PAMELA 0. PERCEFULL CARLA G. SPAINHOUR JOHN C. FEN OLEY, JR. COUNtCi WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P.A. B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A. VNITCN't OINECT NO. (501) 370-1606 I am writing in response to Mr. Walker's May 17, 1993 letter Mr. Walker contends that judicial action is required because the King Interdistrict School is \"unattractive\" and \"the plans for the construction of Stephens do not include placement for the youngsters who attend that school during the construction period.\" He is wrong. The King Interdistrict School is being constructed in compliance with the applicable desegregation plans and the orders of this Court. find the school to be There is no requirement that Mr. Walker personally tl attractive\". The plans for relocating Stephens students during the construction of the Stephens Interdistrict School are contained in the \"Stephens Elementary School Strategic Plan\" which was filed and served upon Mr. Walker on September 8, 1992. That plan, at page 6, says that Stephens students \"will be moved to the Oakhurst/King school site during the construction period\".Since these issues were raised in a letter to the Court, and not in a pleading, we do not believe that any further response from LRSD is required. Thank you for your consideration. Yo ery Christopher Heller CJH/k Enc cc: All Counsel of Record Dr. Mac Bernd Ms. Ann Brown Mr. Bobby Lester Mr. James Smith IqC. ' K * II C Fiin 1\n- ! C IN THE UNITED STATES STRICT COURT EASTERN DISTRICT O^J\\RKANSAS f. WESTERN DIVISION '' c\n. , I n A LITTLE ROCK SCHOOL DISTRICT BY. PLAINTIFFS NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS 1. MOTION FOR APPROVAL OF KING INTERDISTRICT SCHOOL ATTENDANCE ZONE The Dr. Martin Luther King, Jr. Interdistrict School is presently under construction at a site approved by the Court. King Interdistrict School is scheduled to be open for the 1993-94 school year. The Interdistrict Desegregation Plan states that II Interdistrict Schools shall be populated primarily by black L\nV. 2. students from LRSD and by white students from PCSSD or beyond Pulaski County\". Interdistrict Desegregation Plan, p. 4. The Plan also notes that tl [a]s new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an Incentive School\". 3. LRSD developed a proposed attendance zone for King Interdistrict School and submitted the proposed zone to all of the parties to this case and to the Office of Desegregation Monitoring \u0026lt; * on March 17, 1993 . The proposed King Interdistrict School attendance zone was approved by the LRSD Board of Directors at its regular meeting on April 22, 1993. A map of the proposed zone is attached as Exhibit \"A\". A Memorandum from Marie Parker to the LRSD Board of Directors in support of the attendance zone is attached as Exhibit \"B\" . A report on the impact of the King attendance zone prepared by Marie Parker and Leonard Thalmueller is attached as Exhibit \"C\" . A list of the steps which have been taken in preparation for the opening of King school is attached as Exhibit \"D\". A draft recruitment plan for King Interdistrict School is attached as Exhibit \"E\" . The results of the survery conducted to select a theme for King Interdistrict School are attached as Exhibit Information concerning the public meetings which were conducted to gather information from \"F\". prospective parents and patrons to be used in consideration of attendance zones and theme selection for King Interdistrict School is attached as Exhibit \"G\". 4 . The King attendance zone proposed by the Little Rock School District has been submitted to all the parties to this case and to the Office of Desegregation Monitoring, discussed at community meetings and approved by the LRSD Board of Directors. LRSD asks this court to approve the proposed zone. WHEREFORE, for the reasons set out above, LRSD prays for an order approving the attendance zone for King Interdistrict School I shown on the map attached to this motion. Respectfully submitted. 2LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 Christopher Hell?6f Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion for Approval of King Interdistrict School Attendance Zone has been served on the following by depositing copy of same in the United States mail on this , 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 #15 Hickory Creek Drive Little Rock, AR 72212 3Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 istopher 4 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 April 22, 1993 TO: Board of Directors FROM: Marie Parker, Associate Superintendent, Organizational and Learning Equity THROUGH: Dr. C.M. Bernd, Superintendent of Schools SUBJECT: Approval of New Martin Luther King, Jr., Attendance Zone The new Martin Luther King, Jr. Interdistrict School located at 10th and Martin Luther King, Jr. Drive (King) is scheduled to open August, 1993. A map of the proposed attendance zone for King is attached. We have notified the parties, conducted neighborhood meetings, with the community members and parents whose children are targeted for re- cruitment or assignment to the new school. We have also mailed surveys to all families that will be affected by the proposed zone. including Pulaski County Special School District. The receipt of this group of surveys will allow us to establish a theme for King. It is recommended that the Board approve the proposed attendance zone for the new Martin Luther King, Jr. Interdistrict School. EXHIBIT \"B n( REPORT ON THE IMPACT OF THE KING ATTENDANCE ZONE Prepared By: Leonard Thalmueller Marie Parker The new Martin Luther King, Junior Elementary School is being constructed in an area near the satellite attendance zones for Jefferson, Forest Park and Terry and near the attendance zones of Rightsell and Mitchell Elementary Schools. The vast majority of the students who live in these attendance zones is black. The new Martin Luther King Elementary school will be an interdistrict school. The Little Rock School District will petition the Court to designate the school an interdistrict magnet school. PARAMETERS Listed below are the parameters which were considered in establishing the attendance zones for the new Martin Luther King, Junior (King) Elearntary School: 1. The seating capacity of King will be 696. Thirty-six (36) of the 696 seats will be reserved for two four-year-old classes (11 students per class). 2. 5. b. Six hundred-sixty (660) of the seats will be reserved for students in grades kindergarten through sixth grade (k- 6) . '\"he desegregation goal will be to achieve a racial balance of ifty percent black/white. a. b. The range of acceptable racial balance will be from 40% to 60% of either race. The four-year-.old classes will ^-jek to obtain a racial balance of 50/50 of either race. King will have an attendance zone. The amount of busing will e minimized. The impact of changing attendance zones at other schools will be minimized. EXHIBIT \"C\" 3. 4.PROgEPVEES After a careful analysis of the data and the study of various combinations of zone blocks, the areas indicated in Attachment 1 are the proposed attendance zones for King, Rightsell, Washington and the Jefferson satellite zone. --- .LllL. ---- Th* zone blocks which were reassigned are indicated below and shown in Attachment 2. A. Zone blocks 0432, 0433, and 0438 were transferred from the Jefferson satellite zone to King. B. Zone blocks-0473, 0476, 0477, 0479, 0480 and 0485 were transferred from Ish to King. C. Zon* block 0439 was transferred from Rightsell to King. D. Zone block 0439 at Rightsell wee replaced with zone block 0455 from Washington. E. Zone blocks 0432, 0433, and 9438 from the Jefferson satellite zone were replaced with 0111, 0112, 0121, 0122 and 0210 from Washington. r. The zone blocks from the Washington zone which were transferred to Jefferson and Rightsell were not replaced since the attendance zone for Washington contains more students than are needed at Washington. IMPACT ON SCHOOLS The school impacted most by the proposed attendance zone changes is Ish Elementary School. Ish is described below. The proposed relationship between King and 1. Students within the Ish attendance zone will be assigned to King but will have the option to remain at Ish. 2. Bus transportation will be provided for those students from the Ish attendance zone who go to the new King School. 3. Ish will remain open unless fewer than 100 students choose Ish, in which case all Ish students will be assigned to King, and Little community to determine building. Rock School District will work with the Ish an appropriate use for the Ish 2f STUDENTS RESIDING IN ATTENDANCE ZONES The impact of the zone block assignments on the attendance zone of the schools involved are shown in the following table. Please note that these data indicate the number of students, other than magnet students, who reside in the attendance zone. Current Attendance Zone Proposed Attendance Zone Nonblack Total Ish 186 187 Jefferson Satellite 182 291 473 208 289 497 King 342 349 Rightsell 311 313 294 302 Washington 738 25 763 573 15 588 jLL\u0026amp;sk 1 0 0 0 0 0 0 7 2 8 *Assuming all students elect to go to King. The zone blocks shown in Attachment 2 are those whose current school assignments will be changed under this plan. The impact of changing these zone blocks on the transportation of students is indicated below. A. No Change in Transportation 1. The students in zone blocks 0439, 0455 are not 2. B. transported this year and transportation under the plan. will not require The students in zone blocks 0111, 0112, 0121, 0122, 0210 are transported this year and will be transported next year under the plan. Change in Transportation 1. The 110 students residing in zone blocks 0432, 0433 and 0438 are provided transportation this year to Jefferson but will not require transportation to King next year. 2 . The : 0476, 187 0477 , students residing 0479, in zone blocks 0473, 0430 and 0485 are not provided 33 . Attachment 1: Attachment 2: transportation this year to transported to King next year. The above would indicate Ish an but will increase transportation for 77 students under this plan. School Attendance Zones Transferred Zone Blocks be in I 4MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL We have completed the following steps regarding the Martin Luther King, Jr. Interdistrict Elementary School. ..Developed maps for proposed attendance zone ..A Principal has been selected ..A theme has been proposed to the Superintendent ..Four community meetings were held - March 7, April 1, April 21, and May 4. ..Marie Parker has spoken several times via telephone and visited in her office with Sarah Facen, Ish community leader ..Proposed attendance zone presented and approved by the Board ..Sent survey letters to all students in the proposed .attendance zone ..Two community meetings have been scheduled for PCSSD on May 17 and May 18, 1993. ..Draft of King recruitment plan ..Surveyed PCSSD, LRSD, and Governmental agencies near school site exhibit \"D nSUPPORT DATA 1. List of signatures 2. 3 . Recruitment Plan for King Theme selection survey results 4. Report of the impact of the King attendance zone 5. Copy of attendance zone maps 6. Copy of letter submitted to Board 7 . Neighbor meetingsEXHIBIT \"E RECRUITMENT PLAN FOR MARTIN LUTHER KING JR, SCHOOL March 20, 1993 SITUATION ANALYSIS The Desegregation Plan places great importance on the Inter-District Schools in enabling the LRSD to be in full compliance. In order to draw a school population from the surrounding area, this plan was designed to enroll black children from the immediate area and white children from Pulaski Counts- as well as Little Rock. TARGET AUDIENCES The major target audiences include: The neighborhood surrounding the school Additional zoned areas PCSSD Magnet Schools (non-placements) Children of employees at\nArkansas Children's Hospital The State Capitol Comple.x (Big Mac, Dept, of Ed., State Capitol, etc.) West Dttle Rock Areas of Chenal Valley, Taylor Loop, etc. The major goal of this recruitment plan is to dese^r-egate. MLKJ according to the Desegregation Plan by using the neighborhood to draw black students and draw white students from PCSSD first and them from Magnet School nonplacements, employees of the medical and government comple.x, and counts' residents in West Little Rock. This plan will rely heavily on the cooperation of PCSSD to assist in the recruitment of white parents from their district. ACTION P^J\\N It is understood that this recruitment process cannot begin until the school theme and curriculum are chosen, the principal has bcm named and some promotion\n: materials have been printed. The theory behind this -- parents want to km - what they are getting. Parents want to know the academic 1 theme and nvw their child will relate to the curriculum, thes- want to meet and talk wi\nL the person who will be in charge, and they 'v.ant to walk awas- with information in hand. The act -m plan will begin with group presentations in hope.s that rhe school will be filled bs- using the parent recruitment team manpower in a more- frugal was'. Howeser if this cannot be accomplished, one-on-one recruitment will take place. In each meeting there will be an esaluation component or surses- for parents to ill out. T his will be used later to es-aluate '\ne process ai.tl to pros ide iniormation for ODM and the Court about the recruitment process. 'This will also he used to document PCSSD'.s ins-ols ement.King Recruitment Plan Page 2 GROUP PRESENTATIONS - May, June The Parent Recruitment Team will begin as soon as possible (mid-late April) in organizing and implementing the following: Meeting with PCSSD to discuss the recruitment of their white students beginning with those who were unhappy because they could not get into Crystal Hill. Organize a meeting at Crystal Hill to meet with these parents. Meeting with Magnet Review Committee to obtain a list of students who could not get into magnets. Organize a meeting with those parents at a central location. Recruitment meetings in churches in the school neighborhood. Recruitment meetings in churches in West Little Rock. Special presentations to Realtors Association, Rotary, Optimist Club, etc. Working with the Public Relations Offices of Children's Hospital, State Capitol, Big Mac, Dept, of Ed. and other government offices, decide the best time to present a program to the employees about the school. (Group presentations may be timed to catch staff arriving/leaving their work schedule and may need to include donuts and coffee or refreshments of some kind). Work with local corporation relocation staff (AP\u0026amp;L, Arkla, Systematics) to reach people as soon as they enter the area. Follow-up meetings with area employees may be necessary. ONE-ON-ONE PRESENTATIONS - July, August If the group presentations have not filled the school with the appropriate racial balance, the enrollment will be reviewed for racial composition and the following will be done: If more students of each race are needed: Individual letters followed by phone calls will be made by Parent Recruitment Team in the neighborhood area , PCSSD lists. West Little Rock. (This will require that PCSSD provide a list to LRSD). I A Phone-a-thon organized to call after hours to insure parents are reached. If more black students are needed: Same as above and possibb' home visits to parents.King Recruitment Page 3 If more white students are needed: Same as above and possibly home visits to parents. School visits and meetings held at the school should begin as soon as the school is ready. Group tours will be a must! PUBLIC RELATIONS/COMMUNICATIONS SUPPORT FOR RECRUITMENT Write a special, catchy promotional theme (just a few words) to be used and identified with MLKJ school. This will be used on all promotions so that the community will quickly indentify it with the school. Assist in writing and producing literature for recruitment. Use Dr. Bernd's weekly radio show to promote recruitment. Produce PSAs - radio and T.V. Use KLRE/KUAR heavily to promote the school Plan a recruitment campaign with the Chamber of Commerce to promote the school to newcomers. Order the Daily Record to receive all new residents addresses to mail information. Ask SWB, Arkla, or AP\u0026amp;L to include an ad in their billing to promote the school. Ask the same corporations as well as others to place a story about the new school in their corporate newsletter. Work with T.V. stations to do a feature spot about the school. Ask local radio D.J's to do their morning shows from the school in order to talk about how great it is. Ask D.J.'s to bring their mobile units to the school to promote -- have T- shirt give aways and other goodies to draw people.MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY RESULTS LITTLE ROCK SCHOOL DISTRICT MARCH-APRIL 1993 Suggested Theme Choices Theme Rankings 1st 2nd 3rd 4 th The Martin Luther King, Jr. Interdistrict School for Economic Education The Martin Luther King, Jr. Interdistrict Academy for Communication Arts The Martin Luther King, Jr. Interdistrict School for High Intensity Learning The Martin Luther King, Jr. Interdistrict School for Health Sciences 11 19 26 20 47 30 16 19 22 27 w X a H oa H Tl 9 5 3 9 5 3 Other Suggestions: l.Kids ride the bus from Ish to King. 2-Martin Luther King, Jr. Interdistrict School - Dreams Come True_____ Where 3.No. Ish teachers be hired at this new school. l.EistorY_jnagnet with strong emphasis on African culture. S.Martin Luther King, Jr. .Interdistrict School for Music 0.Martin Luther King, Jr._Interdistrict School for Econo- mics, Center Communication, Intensity, and Overall Learning_____ IMARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL COMMUNITY SURVEY RESULTS LITTLE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT FEBRUARY 1992 r Site Rankings Suggested Site Choices 1st 2nd 9th and Pulaski Streets Westside Jr. High site (14th \u0026amp; Marshall) 174 135 134 159 Theme Rankings Basic Skills Suggested Theme Choices 1st 2nd 3rd 4th 5th 6t! 185 41 33 26 18 Computer Science 73 121 70 37 21 13 Economic Education 13 53 68 66 73 30 Environmental Science 16 40 36 80 86 Medical Science and Health-related Occupations Visual and Performing Arts 53 17 Would you be interested in enrolling your child(ren) at King? 40 69 53 Yes 73 32 226 No 57 34 63 42 98 Maybe 30 14- 7 Other Theme Suggestions: Foreign/Sign Language Physical Education Cooking Science/Social Studies Job Preparation Communication Math/Science Special Education Aviation Black History theme Multicultural Education Education Athletics/PE Aeronautics Self-Esteem \u0026amp; Interpersonal Skills AerospaceMartin Luther King, Jr. Interdistrict School Community Survey Results Little Rock/Pulaski County Special School Districts February 1992 Page 2 Comments: - 1. All schools should have the same themes, equal opportunities for all students. 2. Neither site is in a safe location. 3. Those attending should choose their own site. 4. What about Granite Mountain as a site? 5. No additional schools are needed - Little Rock should maintain the present ones - do not bus. 6. Securitv/transportation - need more information on this. 7. Blacks need basic skills first before any of these other things. 8. Martin Luther King, Jr. was not deserving of this honor - he was nothing but a trouble maker - perhaps name in the honor of Alex Haley. 9. Wrong side of the river - need school like this in North Little Rock or Jacksonville. 10. School too far for some North Little Rock and Jacksonville children to be bussed - they prefer their neighborhood schools.MARTIN LUTHER KING, JR. INTERDISTRICT SCHOOL THEME SELECTION SURVEY RESULTS PULASKI COUNTY SPECIAL SCHOOL DISTRICT MARCH-APRIL 1993 Suggested Theme Choices Theme Rankings 1st 2nd 3rd 4th The Martin Luther King, Jr. Interdistrict School for Economic Education The Martin Luther King, Jr. Interdistrict Academy for Communication Arts The Martin Luther King, Jr. Interdistrict School for High Intensity Learning The Martin Luther King, Jr. Interdistrict School for Health Sciences Interested in enrolling child at King? 40 69 160 18 Yes 43 50 56 41 No 182 75 50 29 57 Maybe 67 55 37 13 102 7 7 ther Suggestions: Math/Science with emphasis on hands on learning using computers. \"Mr. Rogers type science labs. Combination of all four. Math/Scie\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_614","title":"Little Rock Schools: Mabelvale 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":["1991/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mabelvale Junior High School (Little Rock, Ark.)","School management and organization","Educational planning","School facilities","School discipline"],"dcterms_title":["Little Rock Schools: Mabelvale 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/614"],"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\nFILED U J. DISTRICT COURT IN THE UNITED STATES DISTRICT COURTEWTErn district Arkansas EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEC 0 9 1992 CARLR. BRENTS. CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL PTftyWTTPPS. OEP. CLERK V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO SET ASIDE SUSPENSION AND EXPULSION RECOMMENDATION AND FOR FURTHER RELIEF Joshua moves the Court for an Order requesting the immediate reinstatement of class member, Eugene Doe, as a student on one of the campuses of the Little Rock School District. He proceeds herein through his mother, Carolyn Doe. The District is being provided the names of the parties. For cause. the movants respectfully show the Court that: 1. Eugene Doe is a special education student who attended Mabelvale Junior High, School. He has attended Mabelvale Junior High from the beginning of the 1992-93 school year until on or about November 30, 1992. 2 . On or about November 30, 1992, the school officials gave Eugene Doe's sister. who also attends this school. a behavior report to be delivered to the parent wherein Adult Doe was given notice by the school that her son was being recommended for expulsion from school prior having the required hearing as required by PL 94-142. A copy of the report is attached hereto as Exhibit\"A\". The alleged misbehavior involved an out of school incident which occurred away from school on or about November 23, 1992 . Upon receipt of this report, Adult Doe was advised that her son was not to return to school. 3 . On or about December 2, 1992, the school held a meeting with Adult Doe to discuss the incident that occurred on or about November 30, 1992 at the Cloverdale Shopping Center located at Chicot and Baseline Roads. 4 . At this meeting it developed that Eugene Doe was being suspended from school and recommended for expulsion from the school on the basis of newspaper reports and rumors which related Eugene Doe to alleged criminal behavior. Adult Doe was not provided atay evidence that tied her son to the alleged incident. 5. On or about December 8, 1992, Adult Doe was summoned to another meeting with school officials at which time she reguested the reinstatement of her minor son to school. The principal, Mr. Wayne Marshaleck, refused to honor Adult Doe's request. During this meeting school officials attempted to justify the expulsion recommendation given Adult Doe on November 30, 1992 without providing all evidence to Adult Doe prior to the meeting as required by PL 94-142. Defendants LRSD took a statement from minor Doe and failed to notify Adult Doe that a statement had been taken and did not provide her with a copy of same. Adult Doe exercised her constitutional rights and requested that this meeting not proceed. 6. Plaintiffs Eugene and Carolyn Doe respectfully show the Court that Eugene Doe has been denied admission to school sinceNovember 30, 1992 because he is alleged to have been involved in a crime that occurred prior to school hours away from school property which has no relation to his basic right to an education. 7. Defendant LRSD has effectively denied Eugene Doe an education by their actions and deprived him of equal protection and due process of the laws by his treatment herein, inter alia: 1) an expulsion recommendation based upon unrelated allegations away from school of pupil misbehavior\n2) improper notice of hearing charges against him\n3) school district policy of summary suspension for accused criminal activity\nand 4) a policy of a emergency removal from school of anyone suspected of engaging in criminal activity away from school. WHEREFORE, Joshua prays that the Court issue an immediate order and injunction to require the defendant LRSD to allow the reinstatement of minor Doe to Mabelvale Junior High School where he resides or ar his choice, a school whereby he may receive equitable educational opportunities. Moreover, minor Doe prays. wherever he is assigned, that he be \"made whole\" for the alleged deprivations herein and afforded full and effective remedial relief for the time that he was required to stay out of school. Joshua further prays that the aforementioned behavior report be expunged from minor Eugene Doe's record. Finally, Joshua asks for alternative appropriate and reasonable attorney's fees for this enforcement proceeding. Respectfully submitted.Jo: W. Walker Bar No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Street Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of November, 1992. 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 Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 J- Walker c: Irsd.mot MAR 10 '93 09:57 GEYER SPRINGS EEC P.2 A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HEALTH A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. Our ninth grade area needs the following: a vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a class set of magnets a Van De Graf generator, 10 triple beam balances, a ciass set of alcohol burners, an astronomical telescope, a class set of each of the following: water buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a genera! purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following: a class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class. Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for .scopes, classroom sets of each of the following: graduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml), magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, microprojecior salely glasses, pelri Wishes, ^i^(!l P\u0026amp;Ak BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a must, real classrooms for the Resource teachers (who roam). This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.MAR 10 '93 09:58 GEYER SPRINGS RBC P.3 PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as tiie last period of the day. locker space currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, girls are required to share lockers with as many as 3 others, a ciass set of Fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat from the qvm during the hot months, insulation and soundproofing would help make the avm warm in the winter, an intercom that works, restroom facilities that work, water fountains that work, volleyball standards that meet AAA requirements, a multipurpose room to separate all three grades in P.E,.sanding and refinishing of the basketball court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S. History projection maps, land acquisition map, erasable white chalkboard with markers on a easel, a set of current encyclopedias, and dictionaries, a U.S, flag as well as an Arkansas flag, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs, In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANISH First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards. VCR, TV, computer, language listening center to include * earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/orai learning, set of Spanish dictionaries, monthly Spanish publications such as Scholastic and funds to provide each student with his own copy.MAR 10 '93 09:59 GEYER SPRINGS RBC P.4 CHORAL MUSIC For their classroom: seated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover, sight reading texts, audio-visual materials, a relatively new set of encyclopedias, and music filing boxes. BAND Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different instruments in one class at the same time doesn't work) instrument storage lockers. 7 field drum cases, 2 bass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our teachers have asked for earlier but have not received. ENGLISH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries are at least 20 years old, a subscription to Scholastic Press for 35 students, teaching packets for several current novels- We would have to buv 10 more sets of novels to be eoual to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are currently storing them on the floor pf the counselors office) a small private room for testing, a direct telephone line, a long conference table. SOCIAL STUDIES Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack.MAR 10 '93 09=59 GEYER SPRINGS FBC P.5 ART ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack COMPUTER TECHNOLOGY AND TECH PREP. 7 period days at the New Futures schools, students are given the option to take Kiauhnardinrt ihA ou i___________w *v Keyboarding in the 7th and Sth grades in preparation for Computer Tech in the 9th grade. This is a vital prer^uisite to the 9th grade course, as required by State Education Department but not available at MJrlb. 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one semester. As a result of the 7 period day, 80% of each of the 9th grade classes are taking Computer Tech in these schools versus only 30% of the 9th graders at MJHS. 3. The New Futures schools have television production studios purchased by New Futures I L X U ------ piuuuuiun iiuuios purcnaseo oy New Futures money aval able to the students with video editors and computer graphics generators using Amega computers for invaluable experience in video production, 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th orade computer labs last year as opposed to at least 16 new IBM for ail of the magnet schools and New Futures ahool l^s. Students are not getting the hands on experience of using up-to-date computers with hard rtf iX/OC 11V A 4nm/ a aH .^xt. ' i. .1 ..... _ drives like they are in alt the other junior highs in the Little Rock School District 5. The computer lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to move around. The lab's cabinet doors are falling off their hinges. Work orders have been ignored or refused. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6, Alt of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graohics have been ignored. IMflR 10 '93 10:00 GEYER SPRINGS RBC .6' February 10, 1993 ^^P\"^fendent of Schools ultle Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, School DIsIriclI.S wSdM fuS High, wo understand w Z X oSS 7 n *** J\" new superintendent arxl his sta S to bee ,1 \"** altow (fete, we have not heard of any ZSf ftXStHn this patrons of the school district. The Mabelvale Junior Hinh pt a ? by the rocfl llfinn e\n,.,. Iiaucivdie junior MlOh P.T.A. FYfariltVO date, we have not heard of it's needs. As of this resolution that states\nHigh Executive Board has passed a Ml 'We urge the school district administration classroom, cafeteria and office capital improvements which r- greater insiitueU e^ K day or other innovative scheduling models and Board to proceed with expansion as these are much needed are vital to the implementing of restructuring in interdisciplinary team teaching. Under students through a seven period - J such as block scheduling and present court orders and district plans l#* -.fc - J?_, ** **' students receive educational year. To us it is the highest priority that TJinilirirt ..._____ \u0026gt;! I. .. . * educationei nnnnrtnn:/ nignesi priority that our High schools in the District.\" We understand that s^tus\nhowever, if you loo^^XS' we enjoy our \"neighborhood school' I draw from our neighborhood as well as other parte 'of feel that the term \"maonet schoni-^ic fhe students, m\"'^^ P^^'bes them with a quality educSn Th? magnet schools to correct racial unbalance Yp7Th! : are using High, Southwest Little Rock can no longer'be XS Mabelvale Junior mixed community. as primarily one race or the other. We are a provide our studSs wiVextracurSS ? \"\"'S''''failing buildings. neglecting physical improvements to our to however, the central^oS^cTbas^se^en improvements be made to the school . . we have a new prWp?and L^si^ * visrl them ve7 often. We want you Io visit \u0026lt;ioh't have to assistant principal who are doing very well construction and restructuring. you to visit anyway in order to understand We feel that the Board and the Administration our concerns about is of the opinion that all of the problems that areMAR 10 '93 10:01 GEYER SRRINGS RBC P.7 1 occurring in the central office are more important than the education We feel neglected by the Board and Administration ' of our students. we are prepared to once again go back to private schools. act We feel that hu v, ayaui yu uacn 10 private schools, the children P education needed by all through XS'X'?' school 1. 2. our^hool^ 3. 4. - several rooms were 45 5. 6. By direc^ng the support services staff to perform much needed repairs remodelling, and construction at our school. ' By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat degrees during the school day.) By providirjg our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet magnet schools have one for eve^ student). By allowing u$ to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for toe math assistants, inadequate special education c assrooms, cramped cafeteria, roving teachers using other teachers cassrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building failing apart around us. We know the district administrators are interested in the education of our students We waiting for this interest to be manifested with ,*-*- - relations packages. ---------- ..J are action. Show us you mean what you say in your public We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A.MAR 10 '93 10:01 GEYER SPRINGS EEC LITTLE ROCK SCHOOL DISTRICT Mabelvale Junior High Schooi P.8 P.O. Box 187 Phene 455-2413 Mabelvale, Arkansas 72103 February 22, 1993 To Whom It May Concern\nWhen I joined the faculty at Mabelvale Jr. High School, I cam aboard with a vision. My vision was and is to help those to have an interest in art to develop to their fullest potential and also to impress upon the uninterested the beauty of the arts. I still have that vision. I use this medium to express my concern. The classroom designated for ray art class does not provide adequate space to effectively conduct my class. One of the most important factors in an art class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others. I must report that limited space prohibits us from being able to do so. Further, this hinderance deprives other students who are interested: in art, of the chance to enroll in the class. I would welcome the challenge to teach an additional class inorder to accommodate all of those students who are interested. I humbly appeal to you to allow me the opportunity to fulfill my vision. I am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, /A Edgar Porchia aoMS OF TSE na hawsrs JUN 04 '93 13=29 GEYER SPRINGS FBC P.2 June 3, 1993 Mr, Tom Brock Director of Support Services Geyer Springs First Baptist Church 5615 Geyer Springs Road Little Rock, Arkansas 72209 Dear Tom, Thank you for visiting with me yesterday concerning the renovation of Mablevale Jr. High School. I have enclosed two items for your and the PTA's use: one is a report on capitol projects that I requested of the administration and was included on the agenda of the May 27th school board meeting\nthe second item comes out of the proposed 1993-1994 budget for the district. Both items mentioned above seem to indicate to me that the administration has put on the \"back burner\" the improvements to MJHS. I am not in a position to justify their actions but I can shed some light on some of their reasoning. I believe the administration's major concern is the Jr. High Capacity Study mentioned in the capitol projects report. I have heard much from our administration, the court, ODM, and Mr. John Walker on this issue. In its simplest form, our administration contends that we do not need an additional Jr. High School\nMr. Walker feels that we do need one located in east Little Rock\nthe court is concerned about the issue, but has not ruled one way or the other. Unfortunately, capacity is a very complicated issue in secondary schools, and I am absolutely unable to explain it to you or anyone else. Suffice it to say that our original capacity study was presented to Judge Wright last year, but was rejected until all of the parties involved in the suit (LRSD, PCSSD, NLSD) had time to confer on the issue. So as to not leave you completely perplexed and more importantly fed up with the LRSD, let me suggest various strategies that may or may not be effective on this issue (I'll get to the 7th period later). First, since you have gone through the proper channels and met with our administration, I would suggest you circulate a petition among the PTA and staff and submit that petition to the school board at a regularly scheduled meeting (last Thursday of each month) and be prepared to explain to the board during the citizen comments period the steps you have taken and why you are frustrated. After pursuing this, I would then send the petition to the court (Judge Wright) who will refer you to Ann Brown at ODM. The second step is as important as the first since the LRSD can not undertake any capitol project without court approval. Visiting with Mr. Walker over this issue would be of benefit also. I would suggest that you ask African American members of your PTA to petition Mr. WalkerJUN 04 '93 13=30 GEYER SPRINGS EBC P.3 r 1 to assist on this issue since he is involved in this case as the legal representative of all African American students in the LRSD. I can shed even less light on the issue of a 7th period. I do know that an extra penod is costly-restoring the 7th period at Henderson Jr. High will cost the distnct $303,000. I assume (and it is always dangerous to assume) that the administration is not for a 7th period because of cost. I again suggest that you come up with a pro/con analysis of this need which should include projected costs and benefits and submit this report to Dr. Bernd and the school board. Tom, I hope I have not completely confused you or danced around these two issues as politicians will. As I told you yesterday, I believe that we must return control of schools to local bodies which include parents, teachers, and building administrators. I do want you to know how much 1 appreciate your and other parents involvement in this school. I believe the main difference between a successful school and one in trouble in the level of parental involvement. Please call me if I can be of further help. Sincerely, Johii Riggs, IV ijttle Rock School BoardTOM BROCK May 19.1993 8701 Crystal Valley Cove Little Rock, AR 72210 RECEIVED Mrs. Polly Ramer Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 MAY 2 5 1993 Office o! Desegregation Monitoring Dear Mrs. Ramer, office. The Mabelvale Junior High School and its Parent Teacher Association needs the urgent help of your On February 10,1993,1 wrote Dr. Mac Bernd at the direction of our PTA Executive Board requesting that the Administration and Board help us in providing restructuring of our academic classes and capitol improvements. We are one of the few schools in the district that does not have seven periods, and our school is a 194Os style building that has not had any improvements since Little Rock took it over. I am enclosing a copy of the letter of February 10th. We subsequently were given a meeting with Dr. Bernd in which he told us the District had over $800,000.00 in funds to improve Mabelvale Junior High. At this time we gave him a list of needs prepared by the teachers. Dr. Bernd assured us the District would begin working to fulfill our requests, and on April 29, 1993, the Board wrote me a letter indicating the District would begin drawing up plans for renovations over the summer. I am also enclosing a recent letter I wrote to Dr. Bernd expressing concern regarding the Districts failure to proceed with renovations. Can your office assist us in pressuring the Administration to fulfill Dr. Bernd statements? We feel that the District is neglecting \"neighborhood schools\" to insure that the magnet schools are adequately funded. We are beginning to think that the District is more concerned about personnel matters and politics than the students of Mabelvale Junior High School. Any help you can provide will be greatly appreciated by the Mabelvale Junior High School. PTA. students, staff, and administration. Sincerely, Tom BrockFebruary 10, 1993 Dr. Mac Bernd, Superintendent of Schools Little Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, Several years ago the citizens of Little Rock passed a milage increase for the Little Rock R' * u* u 7 --------------- u uuiayc iiivicaou lUI LIIC h 1A included funds to do some remodelling and new construction at Mabelvale Junior High. We understand that this work was put on hold at the time of Dr. Steele's resignation to allow me new superintendent and his staff time to become familiar with the district and its needs. As of this proposal from the District to do this work which was approved by the patrons of the school district. The Mabelvale Junior High P.T.A. Executive Board has passed resolution that states: a \"We urge the school district administration and Board to proceed with classroom, cafeteria and office expansion as these are much needed capital improvements which are vital to the implementing of restructuring in the 1993-1994 academic year. The proposed restructuring model would provide greater institutional equity for our students through a seven period day or other innovative scheduling models such as block scheduling and interdisciplinary team teaching. Linder present court orders and district plans. Mabelvale Junior High may very well be left at a disadvantage by being restricted to six class periods next year. To us it is the highest priority that cu students receive educational opportunities on a par with ail of the other Junior High schools in the District.' our M We understand that we are not a magnet school. In fact we enjoy our \"neighborhood school\" status, however, if you look at our attendance zone, it is very similar to that of a magnet school. We raw from our neighborhood as well as other parts of the District based on the needs of the students. We feel that the term \"magnet school\" is misleading. Students should be allowed to go to any junior high school that provides them with a quality education. The court and districts are using magnet schools to correct racial unbalance. Yet, this is exactly what we are doing at Mabelvale Junior igh. Southwest Little Rock can no longer be viewed as primarily one race or the other We are a mixed community. We feel that the District is neglecting our school in favor of these magnet schools by failing to bUldings^^'' curricular subjects, and by neglecting physical improvements to our On numerous occasions, our staff has requested various improvements be made to the school owe ver the central office has seen fit to approve the requests of other schools and to play favorites. 3 principal and assistant principal who are doing very well so, you don't have to visit them very often. We want you to visit anyway in order to understand our concerns about construction and restructuring. We feel that the Board and the Administration is of the opinion that al! of the problems that areoccurring in the central office are more important than the education of ...a UI lice are more important than the education of our students. orA neglected by the Board and Administration and want them to know that many of us are parents of children who were once in private schools. We have come back to Mabelvale Junior Wirt n nrt/'oi IO A o* ! _..i___ High because of it's curriculum and it's teachers. However, if the Board and nn fhnZ 7 turncuium ano us teachers. However, if the Board and Administration fail to act on the improvement of the facilities, we are prepared to once again go back to private schools. tho ph-iH neglecting to provide the kind of education needed by all Uiv cnjiaren. We feel that the Adminstration and Board should take immediate action to improve our school through several areas: 1. 2. 3. 4. 5. 6. By having a meeting with us to share what plans are being made to improve our school. By directing the support services staff to perform much needed repairs, remodelling, and construction at our school. By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat - several rooms were 45 degrees during the school day.) By providing our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet, magnet schools have one for every student). By allowing us to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for the math assistants, inadequate special education classrooms, cramped cafeteria, roving teachers using other teachers classrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building falling apart around us. We know the district administrators are interested in the education of our students. We are wating for this interest to be manifested with action. Show us you mean what you say in your public relations packages. We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A. ITOM BROCK 8207 Crystal Valley Cove Little Rock, AR 72210 Dr. C.M. \"Mac\" Bernd, Superintendent Little Rock School District 810 West Markham Street Litde Rock, Arkansas 72203 Dear Dr. Bernd, Thank you for your letter of April 29, 1993 indicating the Little Rock School District is preparing to provide some assisunce to Mabelvale Junior High School. Since your letter, I have heard on several instances a rumor that Doug Eaton of your office had indicated the renovation you stated would be forthcoming is not to be acted upon. Mac, lets face facts, the Administration and School Boards creditability is not good at this time. If the renovation work, and the seven period day is not approved and in place by the beginning of the school year the parents of Mabelvale Junior High School students will be outraged. Needless to say, your credibility and that of the School Board will be nil with us. Therefore, I urge you and the Board to proceed with the plans, staff involvement, and any thing else that will show us as patrons that the District cares and is going to fulfill its promises. Thank you for all of your help and hard work with the District. Sincerely, Tom BrockApril 29, 1993 Tom Brock ssana^ Little Rock School District 8207 Crystal Valley Cove Little Rock, AR 72210 Dear Mr. Brock: appreciate the I appj^eciate concerns for Mabelvale Junior Hiqh School expressed in your letter. ---- ----------- which vou You are correct in stating that several years ago . passed which included funds for remodeling and construction at Mabelvale Junior High. District in July of 1992, i___ examining the needs of Mabelvale this a millage increase less than new I came to the Little Rock School a year ago, but have had my staff ----------------- ------ The coming summer will be our first opportunity to have the building empty and available for the major renovation that I feel is needed. year. Let me apprise you of some important steps which we have taken: 1. My staff has completed a cost analysis on adding an additional period to the schedule at Mabelvale Junior High and the Mabelvale administration has prepared a proposal for the H \u0026gt;-oe+- It -r _________ ... . restructured\" day. I am currently reviewing both of these. 2. It has been determined that several hundred thousand dollars are in the account for Mabelvale renovation. I am directing that the school's administration be involved in drawing up the rilanc -P/iv. 4-v.^__.c _ j____. ___ I am directing 3. plans for the cafeteria. Plans tor the cafeteria, restrooms, office and other renovat.ions. e Little Rock School District has many summer programs in its schools, however, as I stated earlier, Mabelvale is being kept open this summer so that the extensive work can progress on schedule. I have requested the administration and staff of Mabelvale compile a list of equipment which is needed, in the process of doing this. They are in The team of evaluators who visited Mabelvale during the N Comprehensive Outcomes Evaluation had high praise for the staff Junior High School and seemed impressed with the school's program. ine staff, strong advocates, such as yourself, and an administration which in less than r - - yourself the North Central of Mabelvale With this several years ago. -------------------, anu an auinxnx:^ ui dcion wnicn a year has taken action to implement what the voters passed I am confident that great things lie ahead for Mabelvale. Sincerely, c / V fl I Dr. c. M. Bernd iiuperintendent OL Schools 8 10 West Markham SI reel Little Hock, Arkansas 7'2201 (301)524 20008 Mabelvale Junior High School P.O, Box 187 Phone 455-24(3 Mabelvale, Arkansas 72103 February 22, 1993 To Whom It May'Concern: a vision. When I joined the faculty at Mabelvale Jr. High School, I cam aboard with My vision was and is to help those to have an interest in art to develop to their fullest potential and also to impress upon the uninterested the beauty of the arts. I still have that vision. I use this medium to express my concern. The classroom designated for my art class does not provide adequate space to effectively conduct my class, class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others. I must report that limited space prohibits us from One of the most important factors being able to do so. Further, this hinderance deprives other students who are interested in art, of the chance to enroll in the class. I would welcome the challenge to teach an additional class inorder to accommodate all of those students who are interested. I highly appeal to you to allow me the opportunity to fulfill my vision. I am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, ' / Edgar Porchia HOME or THE HEE HAIEEHE A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HiAUa A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. SCIENCE Our ninth grade area needs the following: a vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a class set of magnets a Van De Graf generator, 10 triple beam balances, a class set of alcohol burners, an astronomical telescope, a class set of each of the following: water buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a general purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following: a class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class. Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for scopes. classroom sets of each of the following: graduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml), magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, microprojector safety glasses, petri dishes, prisms, spectroscope, and rock and mineral specimens. BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a mu^, real classrooms for the Resource teachers (who roam) . This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as the last period of the day. locker space - currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, ails are required to share lockers with as many as 3 others, a Class set of fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat mrn ine gym during the hot mQOlbs. insulation and soundproofing would help make the oym warm in the Winter, an intercom that works restroom facilities that work, mater fountains that work, vniipyhaii standards J \"L requirements, ajpuitipurpose room to separate all three grades in P.E. .sanrtinn and refinishing of the basketbail court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S. History projection maps, land acquisition map, erasable white chalkboard with markers on a easel a set of current encyclopedias, and dictionaries, a U.S, flap as well as an Arkansas flan, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks'. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs. In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANISH sets, First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working Overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards, VCR, TV, computer, language listening center to include - earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/oral learning, set of Spanish dictionaries, monthly Spanish publications such as SchQfesiiq and funds to provide each student with his own copy.CHORAL MUSIC For their classroom: seated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover sight reading texts, audio-visual materials, ajlativelv new set of encyclopedias, and music filing boxes. BAND Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different 9 K the same time doesn't work) instrument storage lockers, 7 field drum cases, 2 Dass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our laaeiiers have asked for earlier but have not receiverl. ENGLISH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries 9t Igast 2Q years Q.ldi a subscription to Scholastic Press for 35 students, teaching packets for several current novels- would have to buv 10 more sets of novels to be eoual to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are SUrrentlv storing thgm.on ths floor of the counselors office) a small private room for testing, a direct telephone line, a long conference table. SOCIAL STUDIES Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack. *A-RT ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack W-Utbr technology and tech prep, schools, students are given the option to take ^eyDoardlng in the 7th and 8th grades in preparation for Computer Tech in the 9th grade This is a vital prerequisite to the 9th grade course, as required by State Education Department but not available at MJno, 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one t!^'\n. 7 period day, 80% of each of the 9th grade classes are taking Computer tech in these schools versus only 30% of the 9th graders at MJHS. ^' television production studios purchased by New Futures money In,t'l w students with video editors and computer graphics generators using Amega computers for invaluable experience in video production. 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th grade nnmniitor one J I___. J................................ '3St 16 new IBM for all of the magnet schools and New Futures Khool labs. Students are not getting the hands on experience of using up-to-date computers with hard . . v.i w VI vvui^ lu vja drives like they are in all the other junior highs in the Uttle Rock School District. 5. The comput^ lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to The labs cabinet doors are falling off their hinges. Work orders have been ignored or re used. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6. All of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graphics have been ignored.Date: January 26. 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. MABELVALE JUNIOR HIGH SCHOOL The exterior appeal of the school had been greatly enhanced by the newly constructed entrance and pavilion that have been centered in the front of the building. The structure and roof line of the pavilion pay visual homage to the traditional schoolhouse silhouette. The school was very clean. Breezeways, courtyards, and areas at the periphery of the campus were all free of litter. We noted trash barrels, neatly lined with plastic, every few yards along the length of each breezeway. No graffiti was present in or around the building. All bathrooms throughout the school were very clean, functional, open to students, and fully supplied. Most of the lockers looked neat and attractive due to a new coat of taupe paint applied by staff members during the summer of 1994. Security personnel were highly visible on the campus. The gym and locker rooms, while old and not particularly attractive, were well kept. All areas of the gym and locker rooms were clean. The main hallway included displays of student work, various trophies, and the academic honor roll. While the media center was not large, it included an e?ctensive collection of books and displays of student work. Students and staff were helpful and friendly. All classrooms were clearly labeled with each teachers name and the room number. During the class change, all teachers were on duty and encouraged students to hurry to classes. Adults continually informed students of the time remaining for class changes. A couple of students who lagged behind responded politely to final warnings about tardiness and then rushed to their classes. Areas needing attention: 1. 2. 3. 4. 5. 6. 7. Neither the U.S. nor Arkansas flags were displayed from the flagpole. Some of the renovation completed this summer has not held up well at all. The skylights in the front passageway leak, causing deterioration of the ceiling material and trim paint. Newly installed metal bathroom fixtures appear corroded after only a few months of use. Major cracks run through the new concrete installed at the entry to the building. The district did not provide landscaping when they redesigned the entrance\nas a result, the entry looks rather barren. The principal said she was working to find funds to landscape e entrance area. The area behind the main building has a serious problem with runoff and drainage. During period of heavy rain, water cascades through exterior passage ways. Monitors saw a pile of sand bags at the ready in one hall. The district has worked to improve drainage, but the problem has not been alleviated. Two banks of lockers remain to be painted\ncompared to the other lockers with their fresh paint, these looked very grimy. The portable classrooms were not in the best of shape. Most needed some paint, and some had holes in the underskirts or outer walls. The principal reported that district workers were performing some maintenance on these buildings on the day of our visit. Some electrical wires were hanging rather low in the outdoor passageways, perhaps as a result of some roofing and electrical work that was in progress. However, these wires pose a hazard and should be safely secured as soon as possible. Page 12MANN JUNIOR HIGH SCHOOL Date: January 30, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. The grounds were nicely landscaped, and a comer of one planter held a patch of blooming pansies. The office was neatly arranged, and a security guard was present at the front door. Visitors could see lists of \"Bear Cat Stars\" prominently displayed on a wall by the reception counter. The five school rules, three of which were stated in positive terms, were posted in several prominent locations in the hallways. The schools colors were evidenced all over the campus and the school mascot was displayed in several motifs. The student-created murals throughout the building were bright, colorful, and impressive. Two large display cases in the central hallway, and several smaller ones in other parts of the building, were filled with neat and attractive decorative or informational displays. Most of the glass enclosures were clean. Trash receptacles were stationed at various points about the campus. Although we entered no classrooms when class was in session, we briefly observed some from the windows in the classroom doors. We saw that many walls were brightly decorated with interesting displays, and most children were actively engaged in learning activities. Some of the teachers had done an exceptional job of decorating their rooms with materials and displays that focused on cultural and ethnic diversity. Students lockers throughout the building were generally in good shape, with some scratches, dents, marks, and paint streaks here and there. Several concrete benches offered pleasant seating along the walkways in the courtyard. The girls restroom near the main office was clean, contained paper towels and soap, and was free of graffiti. The counselors wing was spacious, contained a waiting area, and appeared to be well-supplied with college catalogues, fact sheets, and resource information. The spacious, well-lit media center was well-supplied with books and materials. On a west wing, the three exterior drinking fountains all worked. The cafeteria was clean and several attractive murals depicted positive scenes or promoted inspirational messages. A very pleasant aroma drifted from the kitchen. Throughout the building, the students and staff we encountered were friendly and helpful. Although a little slow in getting to their doors, teachers were visible in the passageways during class changes to supervise students. Areas Needing Attention: 1. 2. 3. 4. Recent warm weather had caused some grass against the building to grow tall and ragged in several places\nit needed trimming. Some paper litter detracted from the appearance of the grounds, both in front of the school and in the hallways. In the main office, the pale blue paint on the walls in the main office was chipping in several places (particularly where chairs had rubbed against it), revealing an ugly brown undercoat. A ceiling tile or two were stained with brown rings from water drainage. A few of the glass display cases in the hallways were dirty and one was marred with a small amount of graffiti. Page 135. 6. 7. 8. 9, 10. II. 12. Most of the doors to the hallways and classrooms had windows, most of which were very dirty\nmany of them also had ugly tape residue. Many of the rooms were very crowded with desks, file cabinets, student projects, etc. Although we did not look into many classrooms, most of those which we did see had dull, dirty floors. Throughout the building, we noticed several cracks in the concrete walkways and hall floors. In some places, the concrete had worn away, leaving ragged etches, jagged gaps between seams, or sizable holes. A large yellow mechanism, designed to wring out mop heads over a bucket, was very noticeable lying behind one of the benches in the courtyard. Paint on the underside of the building overhangs and walkway covers was badly peeling in many places. The building appeared to have no water drainage system to direct runoff from the roof\nso, tn several places, water from recent rains was running down I-beams and poles or dripping off the edge of the building. Metal signs hung at several spots around the building, admonishing visitors to obtain a pass from the principals office. All were badly rusted and most were bent and battered. Throughout the building, gates were wide open and many exterior doors were accessible from outside, posing a risk of unauthorized entrance to the campus and buildings. At least one classroom door was unlocked. 13. The health room was locked and dark. We learned that the nurse was not scheduled to be on campus the day we visited. 14. The cafeteria floor was swept, but scuffed and dull. We noticed several water-stained ceiling tiles along the west wall of the cafeteria. The water fountain outside the cafeteria did not work. 15. Near the art rooms, some ceiling tiles were ajar and several small tiles were missing. 16. In a north wing, the back door to an area at the northeast, which houses electrical equipment, was standing open and was unattended. Several old school district books were stacked on a power plant, and boxes and other miscellaneous stuff had accumulated in this area. A car was backed up to the open door. A paint can was overturned on the ground near the door, the stump of a small tree or shrub was freshly painted with white paint, and the wet paint was splattered messily on the grass. 17. Some teachers were eager to tell us of their concerns about classrooms over-crowded with students, and a custodial worker complained that the school needed more custodians. 18. The media center was carpeted in an attractive, soft blue covering that, although free of spots, was littered with scraps of paper and needed vacuuming. A cover over one light fixture was lose and hung precariously, and one ceiling tile was ajar. 19. On the walk between the main building and the English annex, a large area of concrete had deteriorated and held a big puddle of water. The water appeared to have overflowed from a drainage ditch which contained largely stagnant water. The ditch contained considerable plant life, so it apparently held water at least much of the time. Twin tire ruts had been cut deeply into the wet lawn near this area. 20. In the alley between the main building and English annex, a sizable section of the paving was crumbled and sunken and held a large puddle of standing water, 21. Most of the exterior hall floors in the annex were dirty and gritty and needed sweeping. Several of the hall floors had sticky substances that looked like spilled soft drinks, and needed wetmopping. 22. The exterior of one of the three main doors at the front of the English annex was badly peeled at the edge, and the paint on all three was faded. The windows in these doors were dirty. 23. The floors in the annex were dull and scuffed and some needed energetic scrubbing. Some floor tiles were broken, especially at structural joints in the hallways. Page 1424, 25. 26. In the annex, wiring (some of which appeared to be for computer links) was draped along the walls and ceilings. One wire, which extended from type of sensor, was missing part of its insulating covering. In the annex, we found two sets of twin water fountains, but only one head in each was hooked to a water source. Water pressure in one of the fountains was so low that it was impossible to drink from it. Classroom doors in the annex had metal air exchange vents on their lower half\nmost of these grills were badly bent and discolored. 27. Several of the exterior doors in the annex (other than the three at the main entrance) could be opened from the outside. All of the door windows were dirty and several had tape residue. 28. Outside the rear doors ofthe annex were two walls where chalkboard erasers had been clapped against them, leaving a white powdery residue. In this area, five student desks (with chairs attached) were arranged in a circle around cardboard boxes. The boxes contained empty soft drink cans, cigarette butts, and miscellaneous trash. A little further on, next to an exterior east walk was another desk-chair and a small pile of broken wood that apparently had been discarded there. The grass in this area was becoming overgrown. Girls Restrooms 29. The condition and appearance of the restrooms, as well as their supplies, were uneven. Most of them needed a good scrubbing. Some of them had plenty of toilet paper, while others had little or none. All of the restrooms had paper towels. Some had no soap, but where it was furnished, it was restricted to only one bar. None of the restrooms had hot water, and in some cases, water pressure was inadequate, thereby reducing the likelihood that the one bar of soap would be used. A student in one restroom said she could not depend on the room having toilet paper, so usually brought some from home. 30. Inadequate custodial care resulted in dirty mirrors, smeared cleanser residue, and bumed-out light bulbs or missing covers for light fixtures. Some of the stalls had graffiti on the walls, one stall had no door, and another bore an \"out of order\" sign due to damage. The use of strong cleaning compounds had badly discolored the countertops around some of the sinks, and in several cases, the caulking around the sinks had deteriorated or was completely missing. The cabinets surrounding some of the sinks were battered, and some were missing pieces of veneer or exhibited other signs of mistreatment. Boys restrooms 31. Except for the restroom used by the staff, which was kept locked, the restrooms were devoid of soap, paper towels, or toilet paper. A monitor described one of the restrooms as \"the worst ever\" of those weve monitored, which is a strongly negative assessment. The restroom near the cafeteria was locked. Foul odors, dirty floors, and the lack of general supplies made a trip to the restroom an act of desperation for male students. Page 1502.IS/OS 18:04 501 324 2023 LRSI) COMMVNICATI ODM 002/003 Little Rock School District .Junior League of little Rock Sponsors Career Day A t Mabelvale Junior High School l or Immediate Release February 18,199S For more information: Leah Tucker, 664-6025 Suellen Vann, 324-2020 Seventh graders at Mabelvale Junior High will leain an important lesson tomorrow - stay in school if you want to succeed in life. Some 200 students will take part in Career Day sponsored by the Junior League of Little Rock on Thursday, February 19, from 9: 30 - 11 JO a.ra. The program will featur e speakers from a variety of career fields, includirig a local artist, a zookeepen a poHceman and a TV cameraman. In addition to learning about different careers, students also will get tips on filling out applications, dressing for iriLeniews, and meeting several people from different walks of life. This is a great way to introduce our studen ts to a wide variety of careers,\" said Patricia Pennington. Mabelvale counselor. Its wonderfill to see people from the community raking time out from their work to come and encourage our students to be excited about the future.\" This is the second year that the Junior League of L ittle Rock has sponsored the Career Day program in the public schools. Members of the League's provisional member class are responsible for the planning, organizing and implementation of the program. (more) 810 West MarRham Street Little Kock, Arkansas 72201 (501)324-2000 02 IS '9S 0501 324 2023 LRSD COJOIVXICATI ODM 003.003 18:0 5 Junior Leagut'Career Day Page 2 of 2 Schools are selected in cooperation with the Little ilock School District administration. The Junior League of Little Rock in its 76th year is an international organization of women ccmmitted to promoting volunteerism, developing tb.e potential of w'omen and improving the commumty through the effective action and leadership of trained volunteers. Its purpose is exclusively educational and charitable. Mabelvale Junior High School is loc3.ted at 10811 Mabelvale Road West, Uli JILITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of Schooi Services Sadie Mitcheii, Associate Superintendent received SEP 1 3 70CB TO: ice of Desegregation Monitoring QFFlGEQf FROM: t:arnine, Superintendent of Schools DESEGRESATtOJ'i WCNnORlNG 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 Consultant (received SEP 1 3 2000 OFFICE 01- desegregaiion monitoring Mabelvale Middle School for Accelerated Studies Environmental Sciences 1= Communication SystemsMabelvale Middle School for Accelerated Studies Environmental Sciences Communication Systems Comprehensive Program Design Overarching Theme: School of Accelerated Studies Program Strand: Environmental Science Experience Base A first step in successfill 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. Students will experience an overall immersion into major areas of environmental science through trips to a local hatchery, Arkansas State Plant Board, Arkansas Game and Fish - Aquaculture, Arkansas Highway Department, Arkansas Project Globe, Arkansas Project Wet (Water Education Tearn), EPA (Weyerhauser and recycling), Data Stream (NLR weather). Meteorology departments at television stations, and local hospital laboratories. These experiences will provide students with a broad base for comparative studies within the programmatic strand of environmental science. Experiences provided through a variety of real, virtual, and imaginary field trips wiU: demonstrate what is meant by natural niches, habitats and biomes by observing plants and animals in a variety of settings review industrial processing relating to material and energy sources lead to an appreciation of how human activities, conscious or inadvertent, are seriously impacting planet Earth examine individual and collective roles in jobs and agencies that relate to the natural environment recognize how environmental factors meet needs assess common, everyday activities as appropriate use of resources, inappropriate acts resulting in abuse, or sensitive plan/schedule of resource use for conservation raise awareness as to how the development of scientific thinking and technology increases ability to utilize the environment wisely develop and understanding that all environments, whether they are small communities, global areas, or part of the universe, are continually evolving I Curricular Activity Many well planned, related activities wiU add in-depth meaning to the students experience base and provide opportunities for higher level applications of learning. Student projects wUl emphasize the use of scientific technologies and how the application of these technologies supports investigation and experimentation of crucial environmental problems. Students will discover what variables lead to higher life expectancies and more productive environments in regards to water, plants, animals, and fish. They will also learn about influential factors in the stability of an ecosystem and how different variables can be harmful and alter this balance. For example, in the Globe Program, students will visit a water sampling point once each month and conduct 26 different tests. Students will analyze the chemical, physical, and biological conditions of the body of water to be studied. The data will be compiled in a state-of-the-art computer that is provided with the program. Mabelvale will commit for at least 5 years for the study and recording of data. Students wiU become scientists first hand. Overlapping areas of knowledge for this water sampling project are chemistry, physics, and biology. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about environmental science. These activities will be focused on maintaining balanced ecosystems for each of the separate environments for fish, plants, and animals. Living laboratories win allow students to see ecosystems in action fi-om production to decay to reproduction. Activities planned around the water tanks will include work with the school fish hatchery and maintaining a separate pond that holds older fish and plants. The greenhouse and outdoor pond win provide active areas for students to help produce and maintain different plant species. Students will also take an active role in the planning and development of landscaping for each lab area by taking into account the environment, temperature, and available sunlight. Through these interactive experiences and involvement-intensive immersion experiences, students will be provided the opportunities to investigate, analyze, experiment, and construct relevant meaning within the overall framework of environmental science. 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. The old cafeteria will be converted into a large Environmental Studies Center housing three different lab areas that support the advanced life sciences curriculum. The room will be painted in earth colors with the ceiling tiles painted the pale blue of a daytime sky. The lab areas to be included will be the Fish Farm (aquaria, aquaponic gardening, closed water system for a small fish hatchery). Natural Niches (authentic habitats for animals), and Plant Place (growing tables and hydroponic gardening). There will be a small outdoor shelter for bigger animals connected to the Environmental Studies Center. A variety of advanced measurement devices will be employed at each of the three lab areas for high tech science support. Equipment will include pumps for water treatment (water purification), computers for data manipulation and for maintaining the hatchery unit, proper heat/air/water necessities for all lab areas, microscopes, and projection systems. Other items will include animal incubators, cages, medical equipment for check-ups and emergencies (stethoscopes, scales, antibiotics, clippers, bottles, etc.), and smocks and goggles for the students to wear during lab hours. The progress and growth of each environment will be documented using video equipment and digital cameras. A campus water garden and greenhouse will serve as outdoor classrooms for the study of botany. This outdoor water garden and surrounding area will be enhanced by landscaping that is designed by students with special attention to architectural design of planters, flower beds, and the waters edge to avoid erosion and the loss of plant life.Thayer Design Inc. 1495 High Peak Road Monroe. VA 24574 804/929-6359 Environmental Studies Center Curricular Content Acceleration is possible when the content to be mastered is interesting, meaningful and relevant to a need to know. Curricular content focuses on forming a working framework for environmental studies by subdividing it into three categories of knowledge\nplants, fish, and animals. Course material to be included in the discussion of plants will be pollination, genetics, gardening, hydroponics, cloning, climate, and adaptation and wiU overlap with the subjects of entomology, pesticides, and agriculture. Knowledge to be learned about fish wiU include information about hatcheries, water purification, life cycles, water pollution, fishing culture, and economics. Animal course content overlaps with much of the above but also includes dietary needs, vaccinations, behavioral science, and maintenance of the animals and their environment. The knowledge in each of these three areas wiU overlap at many points and will be organized in the context of three separate ecosystems with three separate lab areas (Fish Farm, Plant Place, and Natural Niches). Knowledge about ecosystems will include learning about balance, adaptation, biomes, geography, human body system, and weather/climate. Curriculum content wUl also focus on the training of specialized lab equipment for each ecosystem including the use of machinery, tools, and medical supplies to be used in the maintenance of the fish hatchery, habitats/niches, greenhouse, and outdoor pond/garden. A series of visits from local professionals in the areas of veterinary, horticulture, botany, and biology wiU provide key insight to the new developments in the high tech world and how those contributions have affected society. Teachers wUl have a wealth of reference books and materials that include National Geographic PubUcations, National Science Magazine, Field Study Guides, and the Arkansas Governmental Agencies Publications (Game, Fish, and Forestry). By searching the Internet, students can find related maps and models that can serve as examples of the kind of studying they are doing on their campus. Miniature animal and aquatic stations can be placed in each classroom as sub-studies of the larger picture of environmental science. Also, there wiU be 15 computers in each classroom that are hooked up to a network computer so aU classes can share their information. Course appropriate technology hardware and software wiU be used to integrate technology throughout the accelerated studies program. Mathematical and scientific applications wUl also be emphasized to complement the high tech approach to environmental studies. 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 Teaching techniques/strategies are based on the seminar approach, problem-based learning, and scientific inquiry. Techniques for student learning include self-discovery, peer collaboration, community partnerships, independent study, extension learning, distance learning, and expository reporting through scientific research. Formative and Summative Assessment Accelerated studies are based on high expectations which are made clear to students in carefuUy drawn rubrics prior to each unit of study. Assessment formats that match each set of activities, such as a rubric assessment for evaluating projects based on the productivity of a lab environment, serve as authentic measures for teachers to determine exactly what and how students learn. Such formats will allow a teacher to evaluate, for example, whether students have produced harmonious ecosystems (balanced systems with Ettle decay and loss of Efe) whEe also servmg as a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during environmental studies. Performance assessments, such as in student planned projects, oral presentations, daily journals, planned experiments, and portfoEos (on disk or video) will also help teachers to determine whether students are internaUzing higher order thinking related to environmental principles. These performance assessments will be graded by rubric and matrix evaluation techniques. A final summary portfoEo assessment, using digital pictures to represent the stages of progress and growth, will serve as a global evaluation measure, or summative assessment, for each student. Arkansas Frameworks This section to be developed when the new standards and aEgnments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and anciUary materials in order to ensure a tightly aligned curriculum document that is practical and user fifiendly within a creative and advanced content structure. staff Training and Curriculum Writing Programs are only successfill if their staff members successfully complete appropriate training and apply what has been learned. Accelerated studies can only be facilitated by staff members with subject area content and pedagogical skills at advanced levels. School personnel will receive intensive training in a series of mini-workshops that consist of -visits from local professionals in the areas of veterinary, horticulture, botany, and biology that will provide key insight about the new developments in the high tech world of environmental science and how those contributions have affected society. Also, staff will be trained in how to use specialized equipment/tools and application software to integrate this new technology and information into the students working framework of knowledge. Janice Meyer, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and Environmental Studies unit development. She will collaborate with the science department IRC and the staff at Mabelvale in planning for the integration of the specced areas outdoors and within the Environmental Studies 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 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 _ 1 I- 1 1 ___1_ +z\\ Q H art fnoir and Standards. She will be responsible for leading teachers to work as a team to broaden their knowledge base so that they are at ease with the Environmental Studies approach and the activity centered curriculum. Her goal -will be to ensure optimal success in the wide ranging tasks needed for implementing the accelerated studies curriculum at Mabelvale.Mabelvale MUddle School for Accelerated Studies -continued- Overarching Theme: School of Accelerated Studies Program Strand: Communication Systems Experience Base Students will be exposed to many different types of communication systems through a series of field trips and interactive learning experiences. There will be an initial immersion in the world of communication including visits and interactions with local radio and television stations, local newspaper publishers, marketing firms, Arkansas Education Television Network (AETN), CNN news production, and noted guest speakers fi'om major communication outlets. These experiences will provide students with a broad base for comparative studies within the programmatic strand of communication systems. A communications mindset will evolve as students learn to recognize parts, sub-systems, interactions, and matching properties of various communication venues. Curricular Activity Student projects win involve analyzing, designing, assembly, and trouble-shooting the mechanical and electrical components of communication as well as the human aspects of planning and presentation. Emphasis will be placed upon specific technologies required for optimal quality communication practices. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about communication systems. These activities will include video and radio broadcasts, script writing, technical production, on-air presentation, and taping. Print communication activities -wiU include writing and publishing newsletters, designing advertisements for school activities, and developing magazines that reflect student participation and accomplishments. An important study will focus on rhetoric and forensic speaking so that vocabulary and articulation in speech is of appropriate quality to support aU communication projects. Students will gain confidence in self-expression using their own body movement and emotions through dramatizations using pantomime. Print and broadcast samples will be reviewed by teachers on a regular basis to build the level of sophistication relating to communication concepts, skills, and application. Through these interactive experiences and intensive involvement practices, students wiU be provided opportunities to investigate, experiment, and construct relevant meaning within the overaU framework of communication systems. Interactive Environments A specially designed technological support area, Communications Central, will be used as a primary source for students to rely on during their studies of interactive communication. This will be housed in the new cafetorium to be built on the front of the campus. The stage will serve -as a presentation center and behind the stage wiU be a series of project rooms for specialized communications studies. Communications Central wUl incorporate\nbroadcast systems (radio and video), print centers (writing, graphics, and publishing), and a non-verbal communication lab (body language, deaf awareness, and sign language). Other tools found in this support area wUl be digital cameras, microphones, tele-prompters, traditional film developing tools, and a projection system. Computer driven applications specially designed to assist in elements of broadcasting, print, and design wUl be available to each classroom (content software, graphics, Internet capabilities, and presentation material). Each class will be equipped with fifteen networked computers to ensure continuity of programmatic pieces between Communications Central and classroom. This in-depth student involvement with technological systems, employed in support of verbal and non-verbal format, will assist students and their teachers in maintaining a mindset that is beneficial to thematic studies in communications. Students will mtemaUze the concept that communication systems are made of inter-connecting parts that affect quality of meaning transmitted. Curricular Content Curricular content focuses on instruction in the technological components to be used throughout the study of communication systems. This includes the study of technological interfacing, computer science, and computer math (emphasis on formulas, algebra, and problem-based solutions). Primary state-of-the-art sources to be used during the study of communication systems: objects, models, images, audio, print related to broadcasting, language (verbal and non-verbal), and judicial/forensic debate sub-studies (moot court hearings, debates, interviews, peer mediation). Reference sources will also include samples of actual images, film, audio, and artifacts that exemplify early broadcasting practices and communication formats (recordings of old interviews, broadcasts, commercials, debates, and trials) as well as student research focusing on historical documents in the original handwriting or language. Best Instructional Practices Teaching techniques/strategies are based on the seminar approach, problem-based learning, and formal critiques in the three areas of print, broadcast, and non-verbal communications. These techniques for learning include self-discovery, peer collaboration, expository reporting through scientific research, and hands-on student learning (planned projects, oral presentations, portfolios, dramatic productions, character plays, and sign language).1= 1= -rc:3t2.i CJr^ -r LotirO llM-se'FZ.T SE\u0026gt;x-ri\u0026gt;-u\u0026lt;i and STUDBtNT V-IOeK. \u0026lt;-tuoeV-tv pttoa^cr\" C^l fF'U^-Y IZ T \\] - cioNzii'.a^N-l\"^\" AIZ-SA EtolTlt-'Ixij ^^l^TJZOI- Pcxpr-zi 4- r\u0026gt;n i o o Video e\u0026gt;(zoaoc\u0026lt;vst Studio n c \\ c ,4 4 \u0026amp; NOtsi - Vi2F2-l3A--L_ Co R4 rvA LJ ID/*VI O r-* Mabelvale Middle School for Advanced Studies Communications Central fit PViraLJi\u0026gt;l-^\u0026lt;f^\u0026lt;S7 \u0026lt;^\u0026gt;FZAFl+V\u0026lt;S UAvS Thayer Design Inc. 1495 High Peak Road Monroe. VA 24574 804/929-6359 Formative and Summative Assessment Assessment formats that match each set of activities serve as authentic measures for teachers to determine exactly what and how students learn. Formative and summative assessments to be included are video portfolios, performances, daily journals, and student developed experiments and investigative research (with hypotheses, analyses, and conclusions). A specialized rubric and matrix system that consists of a computer flow chart for documentation wiU be used for learner products. These different assessments wiU serve as diagnostic/prescriptive tools for teachers to use in accurately modifying their instruction during the study of communication systems. These tools will also help teachers to determine whether students are internalizing higher order thinking related to the communications theme. 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 in technology (including the use of specialized computer equipment, application programs, information and graphics software, and Internet navigation), broadcasting, print, and non-verbal language from specialized consultants and field experts. Staff will participate in intense curriculum writing workshops and will cooperate with specialized consultants and field experts in order to create authentic program elements. Also, teacher knowledge of sophisticated visual imaging and text programs will be basic to the development of a curriculum document that appropriately reflects the best that a communication program should offer. Jon Boettcher, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in establishing an authentic communications center that incorporates all the areas described under Curricular Activity and Curricular Content. Mr. Boettcher has worked for many years in public radio and television production in the midwest and east coast. He will collaborate with the technology department IRC and the staff at Mabelvale in planning for the integration of the specialized communications functions with thematic classroom activities. The result will be student involvement in activities that are motivating as well as being intellectually stimulating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum waiting 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 work as a team to broaden their knowledge base sb that they are at ease with the advanced studies and the activity centered curriculum. Her goal will be to ensure optimal success in the wide ranging tasks needed for implementing the accelerated communication systems curriculum at Mabelvale.REF: SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE RUCK SCHOOL DISTRICT MABELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 1 ' 2 3 s 6 10 12 13 IB T? 20 21 23 24 3\" 26 27 28 29 30 31 32 33 34 35 se 37 3S 3B 40 42 43 44 45 45 47 48 49 50 51 52 53 54 OB se 57 COURSE TITLE CLASS SEX HATCH PfcKiUi! GROUP SSC TfiRH. HAHE S v OATS R0a\n4 TEACHER fiAME TTOE CAP MALE cHRULLMLNr SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 T\u0026lt; 2 3 5 t AOMIN BOIOOI F01003 B02001 302003 BOiOOl TniWfT B03011 S03013 eO3\u0026lt;521 B 03023. noiooi AOH-CONDUCT 1 1 z 1 1 7 7 7 MTWRF MTWRF OFFICE MARSHA UFFltc MARSHA 0 ftSQUeSTS W A MARSHALECK K A marshAleLK * TOTAL 150 757 300 150 T57 300 N TT e ART I 7-3 102 102 102 ----------103 163 103 ART I 7-8 102 102 102 ---------103 103 103 ART II 8 ART II 8 1-2 3-4 4B 48 MTWRF MTWRF MTWRF -HTWRP 13 77 PORCHI PORCHI' PORCHIA 32 RSlUESTS PARCH U F i. TOTAL 20 77 40 6 Z 14 8 TT 13 14 T7 32 6 7 d Y T 6 TZ 19 8 ~7 14 10 11 12 13 14 15 14 t t IB 13 17 PORCHI MftCW 32 eOUESTS PORCHIA t A PBRCHIA F a * TOTAL ?.O 77 40 6 S 14 9 Tir 18 14 T7 32 6 7 8 Y T 6 T7 13 8 14 ** .UO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** ART ! ~ ~ 102 102 102 1-2 103 133 103 1-2 AST i -------------- 102102102 3-A 103 103 103 3-A ART II 9 ART n 9 art III 9 ART III 9 0 RFOUPSTS 0 REQUESTS 4B 5 48 5^ MTWRF . MTRF MTWRF MTWRF 13 13 PORCHI PORCH! J REQUESTS PORCHIA A PORCHIA E A * riTAL S 5 10 3 3 3 3 5 2 Y Y 1 T 2 7 20 21 22 23 24 25 24 27 u. 29 80 31 32 33 34 35 afi. 37 38 39 40 * 13 13 PQRCHI PQRCHI 3 requests PORCHIA E A PORCHIA..F A tuTal 5 5 To 3 7 3 7 5 2 7 Y \u0026gt;( 1 T 2 7 42 43 45 45 ** NO SECTIONS DEFINED ** ** S^\u0026amp; SCCTIliNS OSFIFJSO ** NO \"SECT IONS DEFINEO ** ** NOlSECTISNS BSFINED #* MONITOR 101 101 101 102 102 102 loa 103 103 1S4 104 104 105 105 105 106 106 106 110 110 110 111 111 111 112 112'112 113 113 113. --------------rTTTTTrrr 115 115 115 120 120 120 1-2 TTr 1-2 1-2 1-2 1-2 1-2 T7- 1-2 1-2 T-TT- 1-2 1-2 1 ~T 3 A A 5 6 1 3 4Av b 1 0 REQUESTS S RSOUtSTS 0 REQUESTS 0 REQUESTS MTWRF MTWAF MTWRF. MTWRF MTWRF MTWRF MTWRF MTWAF OFF TTT OFF OFF F F OFF 01 w WILLIA WILLIAMS J WILLIAWILLIAMS U WILL IA WILLIA WILLIA WILLIA PENMIN WILLIAMS J WILLIAMS J WILLIAMS J WILLIAMS J PENNINGTON p A MTWRF ' 01 MTWRF at 'nT\"W\"'i\"=\" MTWRF MTWRF IT 01 LIB PSMMW PeNMlNSTilM ir' A PEM'MKx PEHNIU PENMN PORTER penning TUN P A PENNINGTON P A Pf f-ilUGT'''? A PENNINGTON P A PORTER T P 5 7 5 5 5 5 5 7 5 ST 5 5 1 T 1 T 1 1 1 2 1 T 1 T 1 1 1 1 1 T 2 1 T 1 1 4 T 4 4 4 A A TT 3 4 T 5 4 y Y y y y / T 7 y y 1 1 1 1 T 1 1 T 1 T 1 1 1 48 SO 51 52 53 54 55 56 57 58 59 40 61 42 63 64 45 44 47 48 49 70 71 72 73 * t 7B zyREF: SCH.56n DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MAt=LVALE JUNIOR HIGH SCH'JOL COURSE MASTER SCHEDULE PAGE 2 COURSE TITLE 2 3 4 6 CLASS SEX HATCH PERIOD GROUP SEC TERHNAMES DAYS ROOM TEACHER NAME MAX CAP male eNROLL?*eNT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 9 10 12 001003 13 IB 1B IB TT 20 21 22 23 24' 20 20 27 2e 29 30 31 32 33 34 90 90 E01021 X 2 3 37 38 39 40 41 42 43 44 40 40 EQ1023 an 48 80 81 53 04 o 00 00 .07 121 121 121 122 122 122 123 123 123 124 124'124 125 125 125 MONITOR 101 101?101 102 102\u0026lt; 102 103 103 103 104 104 104 105 105 105 106 106 106 1-2 1-2 1-2 1-2 3-4 3-4 3-4 3-4 3-4 3-4 110 110 110' 3-4 111 111 111 112 112 112 113 113 113 114 114 114 315 115 115 34 3-4 3-4 3-4 3-4 120 120 120 '3-4 121 121 121 122 122 122 123 123 123 124 124 124 125 125 125 ENGLISH R 1 101 101 101 102 102 102 103 103, 103 104 104- 104 2 3 4A 5 6 MTWRF MTWRF MTWRF LIB LIB LIB TXa tiS PORTER PORTER PORTER PORTER PORTER 18 ReauesTs PORTER T P PORTER T PORTER T P PORTER T P PORTER T P TOTAL 5 5 6 J 5 99 2 1 1 1 I 1 16 1 1 1 1 1 18 4 4 12 Y Y Y Y Y 1 1 0 0 T 1 12 1 6 8 9 10 12 13 3-4 3-4 3-4 3-4 3-4 1 2 3 4A . 5 6 1- 2. 3 4A b -I- 2 3 4A 5 6 MTWRF ^TWHF MTWRF MT'^RF. MTWRF MTW9F MTWRF \" MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF OFF OFF OFF OFF OFF OFF 31 , 01 01 01 01 01 LIB LIB L13 LIB LIB LIB MILLIA MILLIA WILLIA NILLIA WILLIA 'WILLIA PENNIN PENNTN PENNIN PENNIN PENN IN PENMN PORTER- PORTER WILLIAMS J WILLIAMS J WILLIAMS J WILLIA'IS J WILLIAIS J WILLIAMS J PfNNINGT'JN C A PENNINGTON P A PENNINGTON P A PENNINGTCJ P A PENNINGTON P A PEffNINGTOiN P A PORTER T P PORTER T P PORTER' paRTER I P POLITER PORTED PORTER IS ReOUESTS PORTER T P PORTER T P PORTER T P * TOTAL 1-2 1-2 1-2 1-2^ 105 105 IOS 1-2 196 106 106 107 107 107 1-2 1-2 2 b 3'. 5 3 5 MTWRF MTWRF MTWRF MtR'F HTHRF MTWRF MTWRF 02 02 04 04 04 06 06 JONESL JuNESL TePRY TERRY TERRY JONESD JONE SO 156 REQUESTS JONES L K JO j2S L K TERRY P 0 TERRY P 0 leRRY P 3 JONES 0 \" JONES 0 8 * TOTAL 5 5 S 5 5 5 s 5 5 5 S 5 5 5 5 5 90 30 30 30 30 30 30 30 210 1 1 2 11 11 10 12 13 11 12 80 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 ENGLISH ,R ' 7 * - ? 101 101 101 102 102 102 ________103 103 103 104 104 104 LOS 105 iOS 3-4 3-4 3-4 3-4 3-4 106 106 10^.' 3-4 107 107 107 3-4 2 6 3 4A 5 3 5 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 02 02 04 04 04 06 06 JONESL JONESL TERRY TERRY TERRY JONESO JONE SO 156 REQUESTS JONES L K JOIIES L \u0026lt; TERRY P J TtRRY P 0 TERRY P 0 JONES D a JliJLS 0 A * T'.ITAL 30 30 30 30 30 30 30 210 11 11 10 12 13 11 12 80 1 1 1 1 1 1 16 1 1 1 1 1 1 13 4 4 4 4 4 4 4 4 3 4 4 5 4 4 4 4 4 4 72 Y Y Y Y 1 Y Y Y 1 Y y Y Y Y Y Y Y 1 1 1 1 1 1 1 1 1 1 1 1 12 1 1 T 1 1 1 6 IS 15 20 21 23 2 25 26 27 2fi. 29 90 31 22. 39 94 35 38 37 38 39 40 42 43 10 3 11 11 10 10 15 75 10 8 11 11 10 10 15 75 21 19 21 23 23 21 27 155 21 19 21 23 23 21 27 155 9 11 9 7 1 3 55 9 11 9 7 7 1 3 55 Y r y Y f Y Y Y Y y y Y 5 5 4 5 4 4 1 5 5 4 5 4 4 1 34 16 14 17 18 19 16 20 120 16 14 17 18 19 16 20 120 40 40 48 49 50 51 52 69 64 55 56 57 58 69 60 61 62 63 64 66 66 67 68 69 70 71 72 79 78 c*REF: SCH.560 OATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL OISTIICT AHELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEUULE PAGE 3 2 3 6 8 8 9 10 COURSE Title CLASS SEX FQ1041 ATCH pgs100 GfMIUF sec TERM NAMES ENGLISH GT 7 101 101 101 102 102 102 1-2 1-2 103 103 103 , 1-Z 1 -3 4A OAYS ROOM TEACHER NAME MAX CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 8 t 12 13 14 IB 18 18 20 21 S 23 24 2B 26 27 28 2ft 30 31 32 33 38 88 87 38 3 40 41 42 48 48 40 tn 48 4ft BO Bl 82 88 84 88 84 F01043 F02021 E02023 MTWRF /MTWRF MTWRF 02 02 02 JONESL JONESL JONESL 72 xesugsTs JOIES L K JONES L 8 JONES L K * total 30 30 30 9a 9 11 11 11 13 14 14 AJL 22 25 25 72. 8 5 5 la. Y Y Y 13 18 16 47 a 7 9 li 10 12 13 ENGLISH GT 7 101 101 101 102 102' 102 103 103 103 ENGLISH R 8. 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 ENGLISH R 8 101 101 101 3-4 3-4 3-4 4 A 1 3 MTWRF MTWRF MTWRF 02 02 liZ. JONESL JONESL JONES L K JONES L K 12 REQUESTS jONESL___JONES L * TOTAL 30 33 90 9 11 11 31 13 14 14 41 22 25 12 3 5 18 1 X 13 18 14 47 6 7 9 21^ IB 16 i B s 1-2^ 1-2 . 1-2 1-2 1-2 1-2 3 : 1 2 6 .. . . HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 03 03 03 06 06 06 CAMERO CAMERO CAMERO JONESD JONESO JONESO 146 REQUESTS CAMERON- 5 F CAMERON S F CAMERON S F JONtS C 3 JONES D . JONES O 3 * TOTAL 30 30 30 30 30 30 180 12 14 10 17 15 13 31 10 10 9 10 12 14 65 24 19 27 27 27 146 8 6 11 3 3 3 34 1 1 Y 1 1 1 t, 4 b 9 a 41 16 16 15 21 Id 19 105 3-4 102 102 102 3-4 103 103 103 104 104 104 105 105 105 106 106 106 3-4 3-4 3-4 3-4 3 5 1 2 4A 6 MTWRF ..'MTWRF MTWRF MTWRF MTWRF MTWRF 03 03 \u0026gt; 03\n06 06 06 CAHERU CAMEftO CAMERO CAMERON S F CAMERON 3 F CAMERON S F JOMES\u0026amp; UW46S.a3 ...... JONESO JUNE SO 146 REQUESTS JONES. D 3 JONES 0 8 * TOTAL 30 .30 30 -12. 30 30 180 12 14 10 17 15 13 81 10 10 9 Ifi. 12 14 65 22 24 19 27 27 27 146 a 6 11 3 3 3 34 Y Y Y X Y Y 6 8 4 6 9 a 41 16 16 15 _ai 18 19 105 e0Z041 ENGLISH GT 8 ' 101 101 101 102 102 102 1-2 1-2 2 6 MTWR\u0026gt;= MTWRF 04 04 TERRY TERRY 5B REQUESTS TERRY P 0 TERRY P 0 * TOTAL 30 30 60 9 11 20 21 17 38 30 28 5b 2 2 Y 1 16 16 32 14 12 26 02043 EO3021 ENGLISH - GT 8 ' 101 101 101 102 102 102 3-4 3-4 2 6 MTWRF MTWRF 04 04 TERRY TERRY 58 REQUESTS TERRY P 0 TERRY P 0 * TOTAL 30 30 60 9 11 20 21 17 38 30 28 58 2 2 Y Y 16 16 32 14 12 26 ENGLISH R 9 101 101 101 102 102 102 103 103 103 1-2 1-2 1-2 3 5 6 MTWRF MTWRF MTWRF 05 05 03 CANNON CANNON MCDONA CANNON S R cannon S R MCOQNALO ROBERT 30 28 28 14 13 10 16 13 11 30 26 21 2 7 Y Y 1 8 1 2 22 19 19 3S. 21 22 28 2d. 28 28 27 g6 29 80 31 22. 33 84 88 afi. 37 38 , 39 40 42 43 44 48 48 48 49 BO 81 82 83 84 88 88 87 88 89 80 81 82 88 84 88 88 87 88 89 70 71 72 78 * t 8 ) t \u0026lt; 78 75/ p u I J 4 $ s iREF: 3CH.560 ATE: 10/15/92 time: 12:44:41 16 LITTLE RUCK SCHOOL DISTRICT Mabelvale junior high school COURSE master schedule PAGE 4 CaURSF I I TLE 2 3 8 6 s 8 10 12 13 14 18 IS 18 To' 20 21 22 23 24 28 26 27 28 28 SO 31 32 33 34 38 SO 37 38 38 40 r 42 AS 48 46 47 46 49 80 81 02 03 84 06 M I CLASS SEX E03023 03041 03043 F02OO1 F02.003 F02101 F02103 P04001 .MATCH TEKTOT SROWPsec TcRH NAMES DAYS 104 104 104 105 105 105 106 106 106 ENGLISH R 3 101 101 101 10? 102 102 103 105 104 104 104 105 105 105 106 106 106 ENGLISH GT 9 101 101 IGl 102 102 102 FNGLISH\n'3T/9' IQI 101 101 102 102 102 aaoM FAX TEACHER name CAP MALE fcNROLLMENI SfcAIS AVAIL tLASi ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 -\u0026lt; 2 S 1-2 1-2 1-2 3-4 3-4 3*4:: 3*4 1-2 1-2 .3-4 3-4 1 2 4A 3 5 1. 2 4A 4A 4A 6 SPANISH I 78 101 101 101 R.1-2 1. 10.? 102 102 103 103 103 1-2 1-2 2 3 MTWR = MTHRF MTHRF MTHRF .MTHF,F MTWPf\"\" THRF. MTHRF MTHRF MTWRF yTi*. \u0026lt;F HTWRF MTHRF MTWPF : MTNRF MTHRF 03 03 CAN.Niri CAMERO CAMERO lA*/ wciiSjESTS CA 4NON S R CAMERON S F CAMERON 5 F ruAt----- To 30 30 TTY 12 12 11 'TZ T? 7 13 TT 19 29 W 7 11 1 YT Y Y Y 7 3 7 37 TY 16 22 TTF s 8 10 12 13 SPANISH I 78 . 101 101 101 102 102 102 103 103 103 Il . SPANISH II 3 3-4 3-4 3-4 1 2 3 MTWRF MTMPF MT\u0026gt;^RF 05 05 Q5 03 . 03 CANNON CA.NNON . CAWION CANNON S -s CANNON S R CAM^O , S F. CAM6R0 149 REQUESTS CAMERO.M S F * TOTAL 30 28 7K 30 30 30 ns 14 13 77 12 12 11 72 16 13 TT 12 7 18 77 30 26 \"TT 24 19 23 149 2 b 11 1 27 Y Y 7 Y 7 S 7 \"T S 3 7 33 22 19 lY 13 15 22 116 18 1 05 05 CANNON CAN.'.'UN 37 REQUESTS CANNON S CAN'.'C'i s a * TOTAL 3u 28 53 3 6 9 16 10 28 21 16 37 9 17 21 Y Y 16 TT 26 5 S' 11 OS 05 CAINON\" CANNOiX S R cannon 37 RETUESTS CANNON S R * TOTAL 30 28 58 3 6 9 18 10 28 21 16 37 9 12 21 Y Y 15 10 25 5 6 11 06 27 26 8OMAM3U^i\u0026lt;MAN S F RiJMJ'J BOWMAN 65 REQUESTS BOHMAN S F BOWMAN S F * TOTAL 30 30 30 90 7 7 10 24 12 14 15 41 19 21 25 65 11 9 5 25 Y 7 7 7 13 14 34 12 8 11 31 06 27 26 BOWMAL* bowman BOWMAN '6i \"'SFgUSSTT 30 IMAN S F BOWMAN S F B34MAN S F ^\"To'w: 30 30 30 \"W 7 7 10 13 13 15 at 20 20 25 5T 10 10 5 '75' Y Y Y 8 12 14 TV 12 8 11 TT MO SeCTI'lNS OEFINeO ** !O SECTIONS OEFINEO ** SPANISH I 9 102 .102 102 103. ,103 103' F04003 SPANISH I 9 T=2~T 1-2 1*2 2 3 MTWOF- :MTWRF MTWRF. ITT Q RESUcSTS 0 REQUESTS eOWHAt'l In R? luESrS' ST HOWMAN S F BOWMAN S F 3^ 30 35 4 7 2 2 ~7 6 2 TIT Tff- 33 Tir Y Y 7 T 3 2 T 3 T 20 21 22 23 24 28 26 27 28 28 30 91 92 39 34 98 a\u0026amp;. 97 38 38 40 42 43 44 48 46 47 48 48 SO 81 82 83 84 80 86 87 88 88 60 61 62 63 64 68 66 67 88 68 70 71 72 73 74 78 75/REF: SCH.560 DATE: 10/15/92 time: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MABELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 5 9 ' 2 3 COURSE T.ITlF CLASS SEX MATCH\n,* peftiOEj MAX SRaUP SC TERM HgS \\ ^eATS ROOM 'TEACHeR MME CAP MALE ENPOLLMENT seats avail class ethnic aALAWCF FEMACe TAKEN SEATS ROLLS 01 02 T\u0026lt; 2 3 9 8 8 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 1 2 3 MTWRF MTWRF MTWRF 06 27 26 bOWMAL' BOWMAN SO'WMAN 10 RQUESTS BOWMAN 3 F BOWMAN S F BOWMAN S F TOTAL , 30 30 35 95 A A 2 2 Z 6 2 b 2 28 24 33 By Y Y y 1 3 2 7 1 3 e to B 9 10 9 12 F05001 F05003 F06C01 \u0026gt;^06003 SPANISH II 9 SPANISH II 9 SPANISH III SPANISH III * NO SECTIONS OEFlNEQ **' * NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED * ** NO SECTIONS DEFINED ** 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS 12 13 14 IS 13 14 18 F09001 FRENCH T 7-\n191 101 101M-2 * 18 20 21 23 24 \"S 28 27 28 29 80 F09O03 FIQIOI 102 102 102 FRENCH I 7-8 \u0026lt; . 101..191 ,101 102 102 102 FRENCH IT 101 101 101 1-2 4B 5 MTWRF MTWRF 25 25 GRlLLg.\n?GRILLO THgRESA GRILLO 38 REQUESTS GRILLO THERESA * TOTAL 2a 23 56 8 6 14 10 14 2^ IS 20 38 10 8 18 Y Y 3 13 21 10 7 17 3-4 48^\n3-4 5 MTWRF MTWRF 25 25 GRILLO GRILLO 38 REQUESTS GMLLt] TJ-aeSA * TOTAL 28 28 56 8 6 14 10 14 24 18 20 38 10 8 la Y 3 13 21 10 7 17 1-2 6 MTHRP. 25 MCFA03 9 REQUESTS MCFADDEN E X * TOTAL 28 28 4 4 5. 5 9 9 19 19 Y 6 3 3 31 32 83 34 38 38 FiaiO3 FRENCH II 8 101 101 101 S-4 6 MTWRF 25 KCFAOC 9 REQUESTS MCFADO^^w K * TOTAL 28 23 4 4 5 5 9 9 19 19 y 6 6 3 3 20 21 22 23 24 28 28 27 aa. 29 so 31 32. 33 34 38 33. 37 38 39 40 41 42 43 44 48 48 9 8 9 9 8 37 38 39 40 41 42 FllOOl FRENCH I 9__________ 101 101 101 102. 192\n102 1-2\n. 48 1-2 'S'\nMTWRF MTWRF 25 GRILLO GRILLa 12 REQUESTS GRILLO THERESA GRILLO THERESA * TOTAL 28 28 56 2 2 4 \u0026lt;y 4 8 6 6 12 22 22 44 y Y 2 3 5 4 3 7 43 44 48 48 Fl1003 FRENCH I 9_________ T 101 101 101 102 102 102 ' -T-A 3-4 . 48. 4 5 MTWRF - MTWKF\n1 25 25 GRILLO GRILLO ReauesTs GRILLO THEReSA GRILLO THERESA TOTAL 23 23 56 2 2 A 4 4 8 6 b IZ 22 22 44 Y Y Z 3 5 4 3 7 47 48 49 80 81 83 64 88 ! F120Q1 FRENCH II 9 101 IDI 101 1-2 6. MTWRF , 25 MCFAOO \" 4 RE Ques ts MCFAOOEN E K * T3TAL 30 30 4 I* 4 4 26 26 y 4 4 F12003 FRENCH II 9 101 101 101 3-4 6 MTWRF 25 MCFAOO 4 RSOUESTS MC'^ADDEN E K * TOTAL 30 OS' 4 4 4 4 26 26 y 4 It 48 49 80 81 82 83 84 88 88 87 88 89 80 81 62 83 84 88 68 67 88 89 70 71 72 73 8 9 8 8 8 8 78 Jis' 9PEF: SCH.560 DATE: 10/15/92 TIMEi 12:4A:il 016 LITTLE ROCK SCHOOL IISTRICT mabelvale junior high SCHJOL COURSE MASTER SCHEOULE PAGE 6 cauRse TITLE 2 3 s 8 0 10 12 13 IB 17 18 20 21 22 23 24 2B ze i.1 28 20 30 31 32 33 34 38 30 87 38 30 40 41 42 43 44 48 Al 48 40 so SI 82 S9 S4 80 80 I CLASS SEX F13001 F13003 HOIOQI H01003 H02001 H02003 MATCH PSRIOS GROUP SEC TERM NAMES FRENCH III 101 101 101 FRENCH III 101 101 101 PE 7 PS 7 PE 8 PC 8 1-2 b 3-4 6 MAX GAYS RfJQM TEACHER NAME CAP MALE !MROLtMtMT SEATS AVAIL CLASS ETHNIC BALANCE female TAKEN SEATS ROLLS 01 02 7: 2 3 MTWRF MTWRP 25 MCFAOD b ReavesTS MCFADDEN L K * TOTAL 23 20 6 6 6 6 22 22 3 3 3 3 8 0 10 12 13 25 MCFA-JT MCFADn K 6 REQUESTS TPTAL 2Q 28 6 6 b 6 22 22 Y 3 3 3 3 18 101 101 101 102 102 102 103 103 103 104 104' 104 105 105 IOS 106 106 106 120 120 120 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1 2 3 4A 5 6 \u0026gt; 3 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF GYMl GYMl GYMl GYMl GYM2 GYMl GYH3 SLATER SL ITER SLATER SLATER COFFMA SLATFR C A, SLATER C A SLATER C A SLATER C A CQFFMAI^ StATgR:. SLATER C A TCOO QO REQUESTS TOUD K M * TOTAL 20 20 20 35 15 20 3 133 8 6 6 15 9 6 1 51 3 5 3 6 5 4 2 28 11 11 9 21 14 10 3 79 9 y 11 14 1 10 54 y Y Y y y y y 2 3 3 9 6 3 26 y 3 6 11 8 7 3 52 101 lOl'lOl 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 120 120 120 101 101 101 3-4 3-4 3-4 3-4 3-4 3-4 3-4 1-2' 102 102\n102\n: l-2 103 103 103 105 105 135 136 106 106 120 120 120 1-2 1-2 1-2 1-2 101 101 101 102 102' 102 103 103 103' 105 105.105 106 106 106 120 120 120 3-4 3-4 3-4 3-4 3-4 3-4 2 3 4A S 6 3 1 2 - 3 5 6 3. 1 2 3 5 6 3 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF GYHl GYMl GYMl GYYl GYM.? GYMl MTWRF 5 '\u0026gt;GVM3 ?^T'WRF ' / TITWRF . MTWRF MT^RF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF SLATER SLATER C A SLATER SLATER SLATER eOFFMA SLATES TOOQ 30 REQUESTS SLATEP C A SLATER C A SLATER C A COFFMAN OOSNIE SLATER C A Toaa H N________ TUTAL 20 20 20 35 15 20 3 133 8 6 6 15 9 6 1 51 3 5 3 6 5 4 28 11 11 y 21 14 10 yy 9 9 11 14 1 10 54 Y Y Y y Y Y X. i 3 3 \u0026lt;} 6, 3 26 9 8 6 11 8 7 52 GYMl CY^l GYMl GYM2 GYMl GYM3 SLATER SLATER C A SLATER SLATER C: A SLATER COFFMA SLATER TOOO 50 RBJOFSTS SLATER C A COFFMAN OONME SLATEr'. C A TOOO H H * TCTAL 15 15 15 15 15 A- T9 4 5 1 3 Z 31 3 6 3 4 1 2 19 7 8 11 10 4 50 8 5 7 4 5 Y y. y y y y 1 3 1 1 4 1 11 6 7 7 10 6 3 39 GYMl GYMl GYMl GYM2 GYMl GYM3 SLATER SLATER SLATER COFFMA SLATER TOTO 50 REQUESTS SLATER C A SLATER C A SLATER C A COFFMAS SLATER C A TODO H * TOTAL 15 15 15 15 15 4 ly 4 4 5 7 9 2 31 3 b 3 4 1 2 19 7 10 8 11 10 4 50 8 5 7 h 5 Y Y Y y r 'f 29 1 3 1 1 4 1 11 6 1 7 10 6 3 39 20 21 22 28 24 28 28 27 2fiL 29 SO 31 32 33 34 38 30 37 38 30 40 41 42 43 44 48 48 47 48 40 80 81 82 83 84 88 88 87 88 80 80 01 02 03 84 88 80 87 08 00 70 71 72 73 74 78 TjJREF: SCH.560 PATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT YABELYALE JUNIOR HIGH SCHOOL COURSE '(ASTER SCHEf-ULE PAGE 7 * 2 3 CUUKifc 111 Lt CLASS sex 51ATCH PfcXIUi) GROUP sec TERH 'NARES ' DAYS ROOM . TEACHeP, NAMK KAy CAP RALF tNKUULr^fcMI SfcAfS ATOIL CLASS ETHNIC SALANCe FERALE taken SEATS ROLLS 01 02 S\u0026lt; 2 9 * s H05001 OE 9 8 0 e 10 101 101 101 102 102 182 103 103 103 105 105 105 106 106 106 120 120 120 1-2 1-2 1-2 1-2 1-2 1 y 3 5 6 3 MTWRF MTMSF\"\nMTWRF MTWRF MTWRF MTWRF GYM! GYMl GYMl GYM 2 GYMl GYM3 SLATER SLATER SLATEP C A TCTJEft C SLATER \" SLATES C A COFF\u0026gt;1A SLATER TOOO 12 44 REQUESTS COFFMAN DONNIE SLATER C A TODD H M * TOTAL 15 TT 15 IS 15 5 80 6 -~T 8 5 4 2 29 3 T 3 3 1 3 15 9 11 8 5 5 44 6 -g- 4 7 10 36 19 10 H05003 10 ie 20 101 101 101 102 102 102 103 103 103 105 105 iOS 3-4 3-4 3-4 21 106 106 106 3-4 120 120 120 3~4 1 2 3 T k 3 MTWRF MTWRF MTWRF MTWRF ' MTWRF \"\"\" MTWRF 22 GYMl GYMl GYMl GY1M2 GYMl SYM3 SLATER SLATER SLATE A COFFMA SLATER TOOD SLATER C A SLATL C A 23 S R-. VJESTS SLATER C A CfJFFKAN OONNTE' SLATER C A Ta.Jf H H * TOTAL 15 15 15 TV 15 5 80 6 4 8 T 5 30 3 3 3 1 3 16 9 7 11 T h 5 6 8 4 T 9 54- 24 28 20 27 20 102101 Home ec 9 101 101isi 102 102 102 1-2 1-2 3 S MTWRF MTHRF 10 10 OLACS SLACK 29 30 44 REQUESTS BLACK L L BLACK L L * TOTAL 23 28 56 4 7 11 18 15 33 22 22 44 6 6 12 91 92 99 94 TBTTT!MQME EC 9 ------ 101 101' 101 102 102 102 3-4 34 3 5 MTWRF ' MTWRF 10 10 SLACK BLACK 30 30 44 REQUESTS SLACK L L BLACK L L * TOT-AL 28 23 56 it 1 11 13 15 33 22 22 44 6 6 12 ser 30 39 K01021 40 42 43 44 48 40 MrrH\"\"R t 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 104 107 107 107 108 108 109 1-2 1-2 1-2 1-2 1-2 TTTJ- 1-2 1-2, 47 46 46 80 . K01OZ3 TOTH R 7 101 101 101 3-4 81 82 69 04 00 102 102 102 103 103 103 104 104 104 105 105 105 60 57 Y y Y y Y y Y Y T Y Y Y Y Y S. 1 6 1 3 4 A 3 3-4 1 3-4 3-4 3-4 6 1 3 2 T 3 2 T 2 12 7 T 8 6 T 3 32 6 10 ia 13 9 T 2 3 T 2 2 TT T 5 8 3 XT 19 _ S2. 21 22 23 U. 26 20 27 at Z9 80 9 7 2 9 7 2 9 15 20 35 15 20 35 91 22. 33 34 30 ai. 97 96 99 40 41 42 49 ' 0 ' * TH F MTWRF MTWRF MTWRF 'ITWRF MTWRF MTWRF MTWRF MTWRF MTjrF MTWRF MTWRF 16 18 18 14 14 ' 14 24 ' 16 LINOSE ELLINS ELLINS ZAKRZE ZAKRZE ZAKRZE CLARK LIN1M3E 171 REQUESTS LlNOBERG V L SLLINCTON JR J ELLIfISTCN JR J ZAKRZEWSKI M C ZAKRZEWSKI M C ZAKRZEWSKI M C CLARK N 3 LI.N03ERG Y L * TuTAL 30 30 30 30 30 3T 30 30 240 11 10 10 8 14 TT 12 10 88 15 5 11 9 8 XT 13 9 82 2k 16 21 17 22 25 19 170 14 9 13 3 5 5 11 70 Y Y Y Y Y y Y Y 3 3 5 2 8 ~T b 5 46 18 13 16 15 14 \"K 18 14 123 16 18 \"'S IB 14 14 z iMoes LINOBERC Y L : LLLINg\nFLLXhGTON JR 0 ELL ING ZAKRZL ZAKKZE fLLINGTON JR J ZAKRZEWSKI M C ZAKRZEWSKI S C 30 30 30 30 30 11 10 10 8 14 15 6 11 S 8 26 16 21 17 22 4 14 9 13 8 Y y Y Y 8 3 2 3 18 13 T6 15 14 46 40 40 49 80 61 62 69 64 66 86 87 66 69 80 61 02 69 04 06 60 07 08 09 70 71 72 79 74 78 7y * 0 PEF: SCH.560 DATE: in/15/R2 TTMC: 12:44:41 018 LITTLE ROCK SCHOOL OISTRICT MAPELVALE JUNIOR HIGH SCHOOL COURSE MASTER SC'lEOULc PAGE 8 2 9 COURSE. titLE CLASS sex MATCH ROOP SEC TERM NAMES ROOM TEACHER AX CAP HALE ENROLLHENT seats avail class ethnic balance FEMALE TAKEN SEATS ROLLS 01 02 9 106 106 106 107 107 107 108 108 108 3-4 3-4 3-4 4A 4A 3 MTWRF MTWRF MTWRF 14 24 16 2AKRZE CLARK LINTiBE 171 RESIUESTS ZAKRZ'^WSKI H C CLARK fj , LINOT.LRG y L T.JTAL 30 30 30 240 13 12 10 88 11 13 9 82 24 25 19 T70 6 5 11 70 Y Y 9 6 15 18 14 46 123 a 9 10 K01041 12 MATH GT/EN 7 101 101 101 ________102 102 102 1-2 1-2 2 6 MTWRF MTWRF 14 14 ZAKRZE ZAKRZE 13 60 RSaUSSTS ZAKRZEWSKI 1t b TAKRZtWSKI M C * TOTAL 30 30 60 14 12 26 16 13 34 30 30 60 Y Y 17 20 37 12 10 22 18 18 17 KniC43 MATH GT/EN 7 101 101 101 102 102 102 3-4 3-4 2 6 MTWRF MTWRF 14 14 ZAKRZe ZAKRZF R 2 9 s 9 10 12 13 t3 18 19 20 21 ^0 REQUESTS ZAKRZEWSKI M C ZAKFZEWSKI \\ C TOTAL 30 30 60 14 12 26 16 13 34 30 30 60 Y Y 17 20 37 12 10 22 22 23 K0021 24 28 28 27 28 29 30 MATH R 8 101 101 101 ________102 102 102 103 103- 1'03 104 104 104 105 105 105 1-2 1-2 1-2 1-2 1-2 1 5 2 3 48 MTWRF MTWRF MTWRF MTWRF MTWRF 15 15 18' 18 la ABOUL- ABOUL- ELLIMG ELLINS s ELLINS 111 REOJESTS AP.3UL-ENEIN C ABIOL- I'\nC ELLiNGTON JR J ELLINGTaN JR J ELLINGTON JR J * TOTAL 30 30 30 30 30 150 b 12 14 14 14 62 11 \u0026lt;) 12 9 8 49 19 21 26 23 _S2 111 11 9 4 1 8 39 Y y y y Y 6 4 4 7 4 25 13 17 22 16 18 86 31 32 33 K02023. MATH R - 8 , 34 38 38 101 191 101 102 lOZ-'-lQg. 103 103 103 104 104 104 105 105 105 3-4 1 3-4 , S\u0026gt; 3-4 3-4 3-4 2 3 . HTWSP - MTWRF MTWRF MTWRF MTWRF is 15. 18 18 18 ABOOL- A30UL- ELLING FLLING ELLING 37 38 39 111 REQUESTS ASaUL-GNElN C AoOUL-SNEIx c ELU.NGTCT Jr J ELLINGTl-1 JR J ELlINGTCjN JR J TOTAL 30 30 30 30 30 150 8 12 14 14 14 62 11 9 12 9 8 49 19 21 26 23 22 111 11 9 h 1 8 39 Y Y Y y Y 6 4 4 1 25 13 17 22 16 18 86 20 21 22 23 24 28 28 27 aa. 29 90 91 92 39 34 98 36 37 96 39 40 41 42 43 40 41 K02041 42 ALG I GT 8 101 101 101 1-2 4B MTWRF 15 APO'JL- 43 31 REQUESTS ABO'JL-ENEIN C * TOTAL_________ 30 30 11 11 20 20 31 31 1- 1- Y 23 23 8 8 44 48 48 K02043 A7 ALG X er 8 _______ 101 101 101 3-4 4B MTWRF 15 ARHUL- 48 31 REQUESTS AB JUL-fmEIN c * TOTAL 30 30 11 11 20 20 31 31 1- 1- Y 23 23 3 8 49 80 81 KO^251 82 83 84 PP-ALGSaA 8 TOI 101 101 102 102 102 1-2 1-2 a b MTWRF MTWRF IS 15 ABOUL- A30UL- 59 REQUESTS ABaUL-'NSTN C Ai.lUL-' '1-IN C * TOTAL 30 30 60 16 10 26 13 20 33 29 30 59 1 1 88 88 87 E* Y Y 12 12 24 17 13 35 48 48 47 48 49 80 81 82 89 94 89 98 97 98 89 80 61 62 69 84 88 66 67 88 89 70 71 72 79 74 78REF: SCH.56T DATE: 10/15/92 TIME: 12:44:41 16 LITTLE r^nC'\u0026lt; SCHOOL HISTICT mabelvale junior hi i SCHOOL PAGE 9 COURSE TASTER SCHEDULE COURSE TITLE (K 2 3 6 10 12 13 14 15 16 17 19 20 21 22 23 24 2S Z6 27 22 29 30 31 32 83 S4 35 36 37 38 30 40 41 42 43 44 45 4 48 49 SO 51 52 53 54 BO B6 CLASS SEX K02253 KOAOOl *04003 MATCH .PERtOO MAX GROUP SEC TERM NAMES P-ALGEBRA 8 101 101 101 102 102 102 PR-ALC-ESRA 9 ________131 101 101 102 102 102 103 103 103 DAYS ROOM TEACMeR MAME CAP MALE Enrollment SEATS AVAIL CLASS ETHNIC SALANCE female TAXEN seats rolls 01 02 3 e t 3-4 3-4 3 6 MTWRF MTWRF 15 15 ABHUL- APHUL- AMOUL\nIN C 59 REOUESTS AbOUL-?NeiC TOTAL 30 30 60 16 10 26 13 20 33 29 30 59 1 1 104 104 lOA___ PR-ALGESRA 9 IQX 101 101 102 102 102 103 103 103 104 104 104 KOSOll ALGEBRA I 9 . __ 101 101 101 102 102 102 103 103 103 K05013 ALGEBRA I 9 101 101 101 102 102 102 103 103 103 *\u0026lt;09041 ALGEBRA TIGT 101 101 101 Ka9043 ALGEBRA IIGT 101 101 101 LUNCH LUNCH PERXOO 101 101 101 102 102 102 103 103 103 Y Y 12 12 24 17 18 35\n 10 12 13 1-2 1-2 1-2 1 2 4A 1.6 MTWRF MTWRF MTWRF MTWRF. 17 16 16 16 HUO S or\nLiNOSE LINOBE LiMone 94 REiUESTS HUDSON S A LINWFRG Y L LINDBERG. V L LINOBEkg Y L TOTAL 30 30 30 _3l 120 14 13 13 aa 53 10 7 14 111 41 24 20 27 23- 94 6 10 7 26 Y Y Y X. 6 2 1 21 18 18 20 11 73 IB 16 3-4 3-4 3-4 3-4 1- 2 4A 6 MTWRF MTWRF MTWRF MTWRF 17 16 16 16 HUOSON LINOSE LINOBF LIHOBE REQUESTS HUDSON 5 A LINDBERG V L LINOHi-/S Y L LINO\n: KG L roTAL________ 30 30 30 3 0 120 14 il. 13 13 53 10 7 14 10 41 24 2a. 27 23 94 6 la 3 7 2b Y X Y Y 1 b 21 13 18 20 17 73 1-2 i-2 1-2 2 48 6 MTWRF \u0026gt;TWRF MTWRF 17 17 17 HUOSON HUDSON HUDSON T8 REQUESTS HUDSON S A HUDSON S A HUDSG?\nS A TOTAL 30 30 30 90 8 11 9 28 21 15 14 50 29 26 23 78 1 4 7 12 Y Y Y 9 10 6 25 20 16 17 53 20 21 22 23 21. 25 26 27 21. 29 30 31 32. 33 34 35 36 37 38 39 40 * t 3-4 3-4 3-4' 2 4B 6 MTWRF f-ITWRF MTWRF 17 17 17 HUDSON HUDSi'JH MUOSOH \u0026lt;78 R.eQUESTS HUDSON S A HUDSON S A WDSON' $ A * total JO JO 30 90 8 11 9 28 21 15 14 50 29 26 23 78 1 9 7 12 Y Y Y 9 10 6 25 20 16 17 53 1-2 3 MTWRF 17 HUDSON 17 REQUESTS HUDSUNS A * TOTAL \" 30 30 4 9 13 13 17 17 13 13 Y 13 13 4 4 3-4 3 MTWRF 17 HUDSON 17 REQUESTS HUDSuH S A * TOTAL 30 30 4 4 13 13 17 17 13 13 Y 13 13 4 4 1-4 1-4 1-4 4A 4A 4A MTWRP MTWRF MTWRF CAFE CAFE CAFF ATKINS billin BRISCO ATKINS L ) JILLIHGSLEY-R G iJRISCOE III J W 275 275 275 20 19 21 23 25 22 43 44 43 232 231 232 N N N 16 14 15 27 30 27 42 43 44 45 46 47 48 49 SO 51 S2 53 54 55 56 57 68 59 60 61 62 63 64 65 66 67 68 69 t t 71 72 73 75REF: SCH.560 DATE: 10/1'5/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL IISTRICT maLELVALE JUMOR NISH SCK.IOL COURSE MASTER SCHEDULE PAGE 10 cuUksE USLE 2 3 B 10 12 13 IS IS Tb 20 21 23 24 2S 26 27 28 2 30 31 32 33 94 36 36 37 38 30 40 42 43 44 46 46 47 48 49 60 61 82 BS S4 SB 86 CLASS SEX LOIOOI L01003 LOIZOI L01203 MAICH PfiRlJt! GROyP sec TERM MAMES 104 104 104 105 105 105 106 106 106 1-4 1-4 1-4 157 107 10? .1-4 108 108 108 109 109 109 110 110 in 111 111 ill 112 112 112 I IS UT ITT 114 114 114 115 115 ns 116 116 116 117 117 117 118 118 113 119 119 119 123 120.120 121 121 121 122 122 122 123 123 123 124 124 124 125 125 125 126 126 126 127 127.. 127 128 128 128 129 129 129 130 130 130 131 131 131 132 132 132 133 133 133 134 134 134 135 135 135 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 DAYS ROOM TEACHER MAME TTOC CAP MALE ENROLLMENT SfcAIS AVAIL CLASS blHNlU BALANCE female taken seats rolls 01 02 7^ 2 8 BAND I 7-a 101 101 101 3 RAND I 78 101 101 151 9 SANO II 76------- 101- 101 101 B BAND II 7R 4ft 48 Tflf tik 4B 4B 48 4 A 48 4A 4A 4B 1-4 4S 1-4 4 A 1-4 1-4 1-4 1-4 TT4 1-4 1-4 1-4 1-4 1-4 4 A . 4B 4A 4S 4A MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF CAFE CAFE CAFE CAFE CAFE CAFE CAFE CAFE CAFF 3RYANT CAfiFRO CANNON COLLIN CROMME ELLINS DUNCAN GREEN GULLET MTWRF ' MTWRF MTWRF MTWRF MTWRF MTWF MTWRF\nMTWRF MTWRF MTWRF MTWRF 'MTWRF MTWRF 48\n . . MTWRF 4A 48 48 1-4 46 1-4 4 A 1-4 48 1-4 1-4 1-2 3-4 1~2 4S 43 2 ' . 1 MTWRF MTWRF MTWRF MTWRF' MTWRF MTWRF MTWRF MTWRF MTWRF HTWRF MTWRF : CAFc CAFE CAFE CAFE CAFE CAFE CAFF CAFE . CAFE CAFE CAFE CAFE CAFE i CAFE CAFE CAFE CAFE CAFE CAFS CAFE CAFE CAFE HUOSON JAME^ * JONES KA*lAftA KINMAM \nRYA(!T L G CAMERON S F CANNON S R eULLlNS M A------- CRDMMETT p n ELLINGTON JR J DUNCAN M H C S GREEiJ GULLETT R E H'SSLLATO J 'K-------- HOQSOfN S A JAMES OOHNELL JONES iM P, KAMARA L A LM\u0026amp;HE' tINOfsSRS' T MCFAOO. MCFAOaeM K lATTON PAFTON ft T PEDIGO PENN IN PORCHI PORTER SINGH slater SMITH TAYLOR TERRY PENNINGTO.', P A PORCHIA E d. PORTER T P SINGH D f SLATER ,Cj a . SMITH S 0 TERRY P D WALLAC MALLACtt\"Fir WARD WILLI.A ZAKRZE CLARK 671 ReauesTs WARD R D WILLIAMS J ZAKRZfcWSKI M C CLARK N B * TOTAL 275 31 31 2^ Zlb Z'fb ZIb Zlb 30 rs\" 31 40 15 Z15 31 ST 31 12 31 31 28 ------y 15 ISO 12 275 31 ly 40 5 275 275 3984 zO 2 3 -T 19 21 18 IB 2 T 3 3 21 3 4 2 3 2 8 \"T 2 12 19 2 ----- 8 1 23 24 319 20 3 3 ------T Z5 19 18 3 F 3 3 4 19 3 ----7 3 3 3 6 2 2 9 3 23 T 3 1 22 23 339 40 5 6 ------K t'i -7T ib 5 ------ b b 7 40 6 ------ 8 5 6 b 14 S' 12 21 3 42 6 -----y 11 2 45 47 658 ?S5' Zb Zb ZIT 231 230 -77S ZbS 25 ------ 25 34 3 235 25 23 7 25 26 14 11 129 9 233 25 --------T Z\") 3 230 223 3326 TT N N TT N N K N N IT N N N N N TT N N N N N IT N N N N N w N N N N \"TTT 2 Z -----T 14 15 -rr 15 2 ------ Z 2 T 14 2 ------T 3 2 ------ 1 3 2\" 1 1 1 IZ z r 5 1 T5- 18 224 TS\" 3 4 -----S' 30 30 -TS' 21 3 ----4\" 4 4 S' 26 4 5 3 4T b 11 S' 3 14 2 30 4 2\" 6 1 29 432 s 0 10 12 13 IS IS 18 19 20 21 22 23 24 26 26 27 aft. 20 30 31 22. 33 34 36 36 37 38 30 40 42 49 25 MOOREH 1 REQUESTS 'ClRtHEAO K 0 * TOTAL 35 35 1 1 1 1 34 34 1 1 25 MtnSEK 1 REQUESTS MOOREHEAD K 0 TOTAL 35 35 1 1 1 1 34 34 1 1 25 29 REQUEST KORWES KORNEGAY CHRIS * TOTAL 45 45 16 16 13 13 29 29 16 16 9 9 19 19 46 46 47 48 49 60 Bl 62 83 64 86 86 87 88 89 60 61 62 63 64 6B 66 67 68 60 70 71 72 \"ts 74 76REF\nSCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MAScLVALE JUNIOR HIGH SCHOOL COURSE 'FASTER SCHEDULE PAGE 11 r V z 3 CQUftSe TITLE match CLASS SEX PERI 00 MAX' GROUP SEC TERM HAHES OATS ROOM TEACHES NAME CAP MALE ENROLLMENT SEATS AVAIL CLASS ^THMIC SALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 3 101 101 101 3-A 1 MTWRF 25 KORMEG 6 5 8 9 10 LC1501 INT SANO 7-8 101 101 101 1-2. 3 MTWRF 12 13 15 L015Q3 INT SANO 7-8 101 1QI IQl 3-4 3 .MTWRF 29 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 16 16 13 13 zs 16 16 Y 9 9 19 19 6 25 KORMEG 10 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 6 6 A 10 10 35 35 Y 5 5 5 5 Z5 KORMEG 19 REQUESTS TaT.At 45 45 6 A 4 4 10 10 35 35 5 5 5 5 e 10 18 To 20 21 23 24 ' 26 27 28 29 30 L02001 ADV SANO 7-8 101 101 101 1-2 3 MTWRF^ . , 25 K8RNEG 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 1 1 1 1 y z 4? 43 Y T 1 1 1 L02003 ADV 3AN0 7-8 101 101 101 3-4 3 MTWRF 25 KORNEG 2 REQUESTS KORNEGAY CHRIS TOTAL 45 45 1 1 1 1 2 43 43 Y 1 1 1 1 L06301 L06303 L06501 CHOIR 7-8'6 CHOIR 7-3 B ** NO SECTION BEFINgS * ** NO SECTIONS DEFINED ** 0 ReauesTS 0 REQUESTS 31 32 S3 34 35 36 37 38 39 40 41 42 43 44 45 47 4B 49 50 51 53 54 56 57 L06503 L15001 Masai LI5301 L15303 CHOIR 7-3 G________ 101 101 101 CHOIR 7-8 G ________101 101 101 8G BAND I 9 101 101 101 SS 'SANO. I 9 101 101 101 86 SANO II 9' 101 101 101 .SO 8AN0 II 9. 1-2 3 MTWRF 24 31 REQUESTS SWINNE' \" SWIHNEY J J * total 40 40 31 31 31 31 9 9 Y 10 10 21 21 3-4 3 .MTWRF 24 SWI 31. REQUeSTS IE SWINNEY J J TOTAL 40 ^0 31 31 31 31 9 9 Y 10 10 21 21 1-2 2 MTWRF 25 MOOREH 0 REQUESTS MOOREHEAD K 0 TOTAL 35 35 35 35 Y 3-4 2 MTWRF 25 MOOREH 0 REQUESTS MOOREHEAD K 0 * TOTAL 35 35 35 35 Y 1-2 1 MTWRF KORggG 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 z z 2. z 43 43 Y 2 2 12 13 15 16 17 IB 20 21 22 23 28 26 27 . 2\u0026amp;. 29 30 31 . S2. 38 84 SB 36 87 38 39 40 41 42 43 1 I 4S 48 49 50 51 52 83 64 55 86 87 88 59 60 61 62 63 64 65 66 67 68 69 71 72 73 75 jTj/ RFF: SCM.560 DATE\n10/15/^2 time: 12:44:41 016 LITTLE ROCK SCHOOL .IISTRICT MA8FLVALF JUNIOR HIGH SCHOOL COURSE MASTER SCHtUULf. PAGE 12 ' 2 3 COURSE TITLE HATCH CLASS sex PE RI 00 GROUP sec TERM NAMES 8AYS ROOM TFACHSR NAME KM CAP MALE ENROLLKENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 n 2 3 101 101 101 3-4 1 MTWRF 25 KQRNEG 8 B 10 12 13 18 18 17 18 Id 20 21 22 23 24 28 28 27 28 2 SO 31 32 33 34 38 38 37 38 39 40 41 42 43 48 48 47 48 4B 80 81 L16001 L16003 L17001 L17003 L2O50I L20503 L20701 L20703 MOIOOI 82 83 M01003 84 88 88 ,87 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 2 2 2 2 43 43 Y 2 2 6 8 INT SANO 9 101 101 101 INT BAND 9 101 101 101 ADV BAND 9 101 101 101 ADV BAND 9 ________101 101 101 CHOIR 9 80YS CHOIR 9 BOYS 10 1-2 i MTWRF 25 KURWEG A requests KORNEGAY CHRIS * TOTAL 45 45 2. 2 2. z 4 4 41 41 I 1 3. 3 12 13 18 17 3-4 3 MTWRF 25 KORNEG 4 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 2 2. 2 4 4 41 41 Y 1 i 3 3. 1-2 3 MTWRF 25 KORNEG 14 requests KORNESAY CHRIS * TOTAL 45 45 6 6 8 8 14 14 31 31 Y 2 2 12 12 3-4 3 MTWRF 25 KORNEG 14 RgaUESTS KORNEGAY CHRIS TOTAL 45 45 6 6 3 8 14 14 31 31 Y 2 12 12 SECTIONS OEFTMEO ** ** NO SECTIONS OECINEO ** CHOIR 9 G___________ 101 101 101 CHOIR 9 G 101 101 101 LIFE SCIENCE 101 101 101 ________102 102 102 103 IPS 103 134 104 104 105 105 IPS 106 106 106 107 107 107 LIFE SCIENCE 101 101 101 102 102 102 103 103 103 1-2 3 MTWRF 24 3-4 3 MTWRF 0 REQUESTS 0 REQUESTS SWINNE 4 REQUESTS SWINNEY J J * total 30 30 4 4 4 4 26 26 Y 1 1 3 3 24 SWINNg '4' Re*\n?'je'STs SWINNEY J J TOTAL 30 30 4 4 4 26 Zb Y 1 1 3 3 1-2 1-2 1-2 1-2 2 AA 1 3 1-2 4A 1-2 1-2 5 6 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 12 12 36 36 36 36 36 GREEN GREEN BRYANT ItRYANT C G GREEN C G GREEN SRYANT L 0 SR YANT L G BRYANT BRYANT L G ^TvYANT BRYANT 167 REQUESTS BRYANT L G BRYANT L G * TOTAL 30 30 30 30 30 30 30 ZIP 14 14 10 15 IL 15 11 90 12 12 11 10 13 10 3 76 Zb Zb 21 25 _24. 25 19 166 4 4 9 5 6 5 11 44 Y f Y Y Y Y Y b b b 5 5 4 b 34 20 20 17 20 20 15 131 3-4 3-4 3-4 2 4A 1 MTWRF '^TWRF MTWRF 12 12 36 GREEN GREEN 3RYANT C G GREEN C G GREEN BRYaNT L S 30 30 30 14 14 10 12 12 11 26 26 21 4 4 9 Y Y Y 6 4 20 20 17 20 21 22 23 24 28 28 27 28 29 30 31 33 34 38 36 37 36 39 40 42 43 48 48 47 48 48 80 81 82 83 84 88 88 87 88 89 80 61 82 83 84 68 66 67 68 69 70 71 72 73 74 78 zy2 3 B B 8 ft to 12 18 14 16 16 ie Tb zo 21 22 23 24 2B 2B 27 28 20 30 31 32 33 34 39 86 87 38 89 7' .2 43 44 :49 46 XI 46 46 REF: SCH.560 DATE: 10/15/92 TIE: 12:44:41 CCURSE IllLt CLASS sex MOlOAl M010A3 M02(501 M02003 M02041 60 61 62 63 64 M02043 66 016 LITTLE ROCK SCHOOL DISTRICT MABELVALE JUITOR HIGH SCHOOL CriURS- MASTER SCHIGULE PAGE 13 ' HATCH PERIilO GROUP sec T6RMAKS 104 104 104 105 105 105 106 106 106 107 leT'ia? L SCIENCE GT 101 101 101 ------------102 1\u0026amp;2 152 103 103 103 L SCIENCE GT -------------101 101 151 102 102'102 103 10.3 103 gRTH SCIENCE 102 102 102 103 103 103 104 134 104 105 105 105 106 106 106 -------------167' lO'TTIGT 108 108 103 ERTH SCIENCE -------------152 lon-or OAYS RtJOM TFACH.JR SAME CAP HAte bNROLLHEM SfcArS AVAIL CLASS ETHNIC BALANCE FEMALE TACEN SEATS ROLLS 01 02 7\u0026lt; 2 9 3-4 3-4 3-4 1-2 TTT 1-2 7=^ 3-4 3-4 1-2 1-2 1-2 1-2 1-2 1-2 103 103 103 ,3-4 104 104 104 105 105 105 106 106 106 107 107 107 108 ina 153 3-4- 3-4 3-4 3-4 4A 5 ~F 1 T\" 5 . T 3 5 2 4A 1 3 48 T 1 : 3 40 5 E SCIENCE gT 101 101 101 102 152 102 103 103 103 G SCIENCE GT MTWRF MTWRF MTWRF TTTWIF MTWRF MTWRF' MTWRF MTWRF NTWftF MTWRF MTWRF HIHRF MTWRF MTWRF MTWRF HTWJLF MTWRF wTWF MTWRF MTWRF MTWRF MTWRF MTWRF 3-4 \n, , MWSF 1-2 T=7 1-2 1 T\" 5 MTWRF HTWrF MTWRF 36 36 36 JF \u0026gt;- lYA.T RKYANT PRYANT RRYANi 167 RSOUeSTS BF /ALT L 31 BRYANT L G BRYANT L G BRYANT LG * TOTAL 30 30 30 T3T 210 13 11 15 TT 90 10 13 10 -B\" 76 TF 24 25 TT 166 ~F 6 5 TT 44 Y Y Y y T 5 4 34 2rr 19 20 TT 131 B ft 10 12 13 t 12 TT 12 GREEN GRStN GREEN 71 RETjeSTS C 0 GREET T it GREEN C 0 09.\u0026amp;i * TOTAL 30 30 90 3 TT 12 27 15 TT 15 44 18 TF 21 71 12 3 19 Y y 1 15 T5^ 20 50 3 TIT 7 20 19 r \u0026lt; T? 12 12 GREEN GRFEN GREEN Z Si GREEN C GREEM 71 REQJESTS 0 G GREEN * T 1TAL TT 30 30 90 T 12 12 27 TF 14 15 44 IS 26 27 71 TT 4 3 19 y T? 15 20 sZT T 10 1 11 11 37 37 37 37 BUNCAN OUNCAN WHITE WHITE WHITE WHITS. WHITE OUNCAN H M aONCAN H JHITE 152 REQUESTS WHITE ROONEY WHITE ROONEY WHITE ETWNFY WHITE ROONcY * TOTAL 30 30 30 30 30 TT 30 210 10 16 9 13 13 IF 12 86 12 7 6 8 16 K 9 66 22 23 15 21 29 ZT 21 152 8 7 TT 9 1 ~y 9 58 Y Y T 1 1 T Y 6 1 5 1 -y 4 35 16 16 TT 16 22 TT 17 117 TT 11 37 37 37 37 \"TT DUNCAN DUNCAN H H DUNCAN OUNCAN ! M WHITS WHITE WHITE WHITE WMife WHITE OaNEY 152 REQUESTS WKITF ROONEY WHITE Rn'YlEY WHITE RODNEY WHITE ROONEY * TOTAL 30 30 30 30 30 \"5o 210 ITT 16 9 13 13 13 IT 86 T? 7 6 0 16 8 7 66 7? 23 15 21 29 21 TT 152 1 15 9 1 9 58 Y Y 1 Y 1 1 y -S' 1 2 5 7 4 V 35 ss 16 13 16 22 11 -yy 117 11 TT 11 DUNCAN MJMtAN 0UNC7*N ounca:-: OUNCAN .M M 70 REOUESTS 3UMCAH H * TOTAL 30 TT 30 90 8 TC 9 21 11 14 18 43 19 21 10 11 S 3 20 Y y 1 11 T^ 14 41 8 13 29 20 21 22 23 24 29 28 27 at 29 SO 31 32 38 34 39 38 87 38 39 40 41 42 43 44 48 48 48 49 SO 92 98 54 89 98 97 98 99 80 81 82 83 84 89 ee 87 88 69 70 71 72 79 c r * * * t 7BREF: SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOUL DISTRICT MABELVALF JUNIOR HIGH SCHOOL COURSE MASTER SCHeOULE PAGE 14 ' 2 9 COURSE TITLE CLASS SEX MATCH P6R10U MAX GROUP sec term names OATS ROOH TEACHER NAME CAP MALE ENROLLNENT seats AVATl class ethnic BALANCE FcMALE TAKEN SEATS ROLLS 01 02 7\u0026lt; 2 9 8 8 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 1 3 5 MTWRF MTWRF *1TWRF 11 11 11 DUNCA'M DUNCAN DUNCAN 70 REQUESTS lliJNCAN M M DUNCAN M ' OUNCAN M M * TOTAL 30 30 30 90 8 10 9 77 11 14 18 43 19 24 27 7^ 11 6 3 To Y Y Y 11 16 14 8 8 13 9 10 M03041 12 P SCIENCE GT 101 101 101 102 102 102 8 0 10 11 12 13 13 14 IS 18 17 18 IT 20 21 22 M03043 P SCIENCE GT 101 101 101 102 102 102 23 24 Mn3501 1-2 1-2 2 5 MTWRF MTWRF 08 08 3RISC0 BRISCO 40 RSQUeSTS BRISCOE III J W BRISCOE III J W * total 3 3 30 60 3 6 9 13 18 31 16 40 14 6 zo Y Y 12 13 25 4 11 15^ 18 20 21 3-4 3-4 2 5 MTWRF MTWRF 08 08 BRISCO BRISCO 40 REQUeSTS BRISCOE III J W BRISCOE III J * TOTAL ' 30 30 60 3 6 13 18 31 16 24 40 14 b Y Y 12 13 25 4 11 T5 25 28 27 28 29 SO PHYS SCIENCE 102 102 102 ________103 103 103 104 104 104 105 1\u0026lt;35 105 106 106 106 107 107 107 1-2 1-2 1-2 1-2 1-2 1-2 48 __6 1 2 -3 5 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 08 08 09 09 09 7 09 BRISCO BRISCO NAttY NALLY NALLY NALLY 144 REQUESTS TRISCaS III J W BRISCOE III J W NALLY C NALLY C S NALLY-Cfeg_________ NALLY C e * TOTAL 30 30 30 30 30 30 180 14 13 14 7 12 12 72 11 3 12 13 13 14 72 Zb 22 Zb zo 25 26 144 5 a 4 10 s 4 36 Y Y y y Y Y 5 3 3 1 3 9 36 20 19 17 13 22 17 108 31 33 83 MO3503 34 PHYS SCIENCE 102 102 102 3-4 38 38 37 38 39 103 103 103 104 104 104 105 105 105 106 106 106 107 197 107 3-4 3-4 3-4 3-4 3-4 48 : 6 1 2___ 3 S MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 3. 08 09 09 09 09 3R1SC0 BRISCOE HI U W BRISCO NALLY NALLY NALLY NALLY 9 40 41 144 KEQUgSTS BRISCOE III J W NALLY C C NALLY C E N\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_687","title":"Little Rock Schools: McDermott 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":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","McDermott Elementary School (Little Rock, Ark.)","Educational planning","Students","Teachers"],"dcterms_title":["Little Rock Schools: McDermott 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/687"],"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\nRECEIVED SEP 1 3 iwl Enclosure 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN VERIFICATION FORM 1991-1992 School Building: (Name, Address, Zip) Pulaski County McDermott Elementary School 1200 Reservoir Road Little Rock, AR 72207 Telephone: (501) 228-3072 60-01-020 LEA Number School District: (Name, Address, Zip) Little Rock School District 810 West Markham Little Rock, AR 72201 Tel ephone: (501 ) 324-2000 October 1 datT , 1991 Please submit one copy of the Annual School Improvement Plan for each school in the district by October 15, 1991. Michael Oliver Pri nci pal Dr. Ruth Steele Superi ntendent Si gnature^f rincipa Signature 0 I Super!ntendent School Building Task Force Please send to: Michael Oliver Helen Thomas Associate Director Instructional Services Arkansas Department of Educ. 4 Capitol Mall Mary Enderlin Little Rock, Arkansas 72201 Bobble Singleton Ronda Dorsett *Any district with standard violations during the 1990-91 school year must submit this document by October 10, 1991. Six-Year Plan Report Form, Revised 8/89LITTLE ROCK SCHOOL DISTRICT EPS CODE\nADA ) MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT of the Little Rock School District is to provide an educational ..............................................................., To The mission G. --- ------ --------- . proqram that enables each child to achieve his/her highest potential. that end, the Little Rock School District will provide: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment music, and,athletics. Through an organized proopportunities such as art, Huju., qram of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. Adopted 1-26-84District Goals 1. 2. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. To establish climates of educational excellence in all schools through: a) b) c) d) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the community and the workplace providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.LITTLE ROCK SCHOOL DISTRICT McDermott Elementary School 1200 Reservoir Road Phone 225-6568 Little Rock, Arkansas 72207 MISSION STRTEMENT The purpose of McDermott Elementary is to promote the development of the total child\nacademically through a balanced multicultural curriculum.\nsocially through leadership opportunities, extra-curricular activities\nand physically through physical education program. The school recognizes the responsibility it shares with the home in the development of ethical and moral education program. values. The staff at McDermott is both highly qualified and dedicated to meeting the learning and emotional needs of individual students. The faculty seeks to guide students overall development through personalized attention, dynamic educational opportunities, and group and individual work. We believe that learning must be viewed as a lifelong endeavor. The ultimate goal of the school is to guide students toward becoming intellectually curious, mature, responsible people who are equipped to shape the future of society. PAGE 1 SCHOOL DISTRICT SCHOOL Qing Goal: i ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan LITTLE ROCK SCHOOL DISTRICT McDermott eTiFmentary school DATE JUNE 14, 1991 To increase overall student achievement in language arts, math, reading, science, and social studies ited District Goal: 1 To increase educational achievement for all students with specific emphasis on closing disparities in achievement Strategies/Activities 1. Identify weak cognitive areas of the 1991 AMPT and MAT-6 Person Responsible Completion Date/ Time Lines Related Staff Development Activities T Method of Evaluation 1. Certified staff 1. June, 1991 August, 1991 1. Disaggregated data on file by teacher, grade level, and school with the teachers, specially and principal 2. Inservice teachers in weak areas (ACADUIIC GRANT) 2. Principal 2. On-going, 91-92 2.*GESA *The At-risk student *Self-esteem *Pre-referral Intervention Strategic\n*Recipes for Writing 2. Roster of participants on file with principal s * Writing Frames and Webbing *Creative Ideas for Writing *Creative Writing in the Content Areas *The Student Journal *Social Studies PotpourriPAGE 2 ARKANSAS DEPARTMENT OF EDUCATION annual school IMPROVEMENT PLAN SCHOOL DISTRICT little rock school district DATE JUNE 14, 1991 SCHOOL MCDERMOTT Er.FMENTARV SCHOOL. !a\nng Goal\nl (continued) To increase overall student achievement in language arts, math, reading, science, and social studies Sled District Goal\ntq increase educational for all students with specific emphasis on closing disparities in achievement Strategies/Activities S.Implonent inservice training in classrocms via: . PAL . REACH . COMPUTER LAB . ETC. . PEER TUTORING . field TRIPS Person Responsible 3. Staff Completion Date/ Time Lines 3. On-going, 91-92 Related Staff Development Activities Method of Evaluation 3. Monitor for usage through formal,informa and walk through observations Purchase additional instructional supplies and equipment through Academic Grant 5. Check for improved scores 4. Principal Staff 4. October 31, 1991 4. Additional supplies purdhased 5. Principal and Staff 5. June. 1992 5. Analyze for increase iiPAGE 3 ARKANSAS DEPARTMENT OF EDUCATION annual SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE POCK SCHOOL DISTRICT DATE JUNE 14, 1991 SCHOOL MCDERMOTT ET.I-MENTARY SCHOOL 'o\nng Goal\n2a To provide students with well-rounded educational opportunities sled District Goal: 2 to establish climates of educational excellence through providing educational opportunities for all students in a desegregated learning environment Strategies/Activities 1. Increase use of writing in the content areas (ACADEMIC GRANT) Person Responsible 1. Principal Staff Completion Date/ Time Lines 1. On-going, 91-92 I. Related Staff Development Activities Recipes for Writing *Writing Frames *Creative Ideas for Writing *Creative Writing in the Content Areas *The Student Journal Method 01 Evaluation * 2.Identify and assign at- risk reading and math students to the conputer lab three times a week 2. Classroom teachers Lab Specialist Counselor 2, September 13, 1991 2. Inservice teachers on priority at-risk students 2, At-risk students on file with teachers and principalPAGE 4 ARKANSAS DEPARTMENT OF EDUCATION annual SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT DATE JUNE 14, 1991 SCHOOL MCDERMOTT ET.EMENTARY SCHOOL. !a\nng Goal\n2b TO provide an educational program which is both intellectually stimulating and interesting to all students ated District Goal\n2 to establish climates of educational excellence in all schools through enabling all students to develop a lifelong capacity and love for learning T StrategiesZActivities 1. Implanent the following: . Book. It . Science Fair . Book Fair 2. Expand peer tutoring program-Buddy Club Person Responsible 1. Principal \u0026amp; Staff 2. Counselor Completion Date/ Time Lines 1. On-going, 91-92 2. On-going, 91-92 Related Stall Development Activities Method ot Evaluation 1. All events advertised and conducted 2. List of tutors and identified students on file with principalPAGE 5 SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan LITTLE POCK SCHOOL DISTRICT MCDERMOTT KT.EMENTARY SCHOOL. DATE JUNE 14, 1991 10.ng Goal, establish climates of education excellence through creation of educational opportunities that will lead all students to be productive contributors in the school, the ccranunity, and the workplace 2ted District Goal\n2 Same as above Strategies/Activities 1. Create leadership opportunities for all students via: *Student Council *Office Monitors *Bus Monitors *Fire Marshalls *McGreeters *Buddy Club *Just Say No Club *Yearbook Staff 2. Inservice staff on ADD and Pre-referral Intervention Strategies Person Responsible 1. Principal \u0026amp; Staff 2. Principal Completion Date/ Time Lines 1. On-going, 1991-92 2. First semester Related Staff Development Activities 1. Method of Evaluation Roster of students on file 2. Attention Deficit Disorder 2. Pre-referral Intervention Strategies 2. Roster of participant, on file IPAGE 6 SCHOOL DISTRICT SCHOOL !a:ng Goal: 2d ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT MCDERMOTT Er,EMENTARY SCHOOL DATE JUNE 14, 1991 To ensure 100% parental awareness of McDermott and LRSD discipline policies and procedures Sled District Goal: 2D Providing a disciplined, structured learning environment for all students Strategies/Activities 1. Revise current Behavior Management Plan 2. Teach Student Rights \u0026amp; Responsibilities Handbook and local school plan to all students 3. Secure parental receipt of LRSD Student Handbook, local school plan, \u0026amp; classrocm rules 4. Develop and post school Person Responsible 1. Assistant Principal Staff 2. Classroctn teacher 3. Classroom teachers Assistant Principal 4. Classrocm teachers and classrocm rules with positive and negative consequences Specialists Assistant Principal Completion Date/ Time Lines 1. August, 1991 2. September 13, 1991 3.October 1, 1991 4. Septonber 13, 1991 1. Related Staff Development Activities Inservice staff on new plan Method of Evaluation 1. Revised 1991-92 Behavior Management Plan in Teacher Hand- - book------------------------------- 2. Pre/Post Test on file with Asst. Principal\nAcknowledgement of Instruction on file wi Assistant Principal 3. Parental receipt on file in PRC z 4. School and classrocm rules will be display in each class and hallway throughout the buildingPAGE 7 SCHOOL DISTRICT SCHOOL !a:ng Goal: ARKANSAS DEPARTMENT OF EDUCATION annual school IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT MCDERMOTT ET.EMENTARY SCHOOL DATE JUNE 14, 1991 2D To ensure 100% parental awareness of McDermott and LRSD discipline policies and procedures 2!ed District Goal\n2D Providing a disciplined, structured learning environment for all students Strategies/Activities 5. Charting of disciplinary 6. infractions and sanction by classroan and grade level to determine effectiveness of plans Purchase four(4) Maxon walkie talkies for Person Responsible 5. Assistant Principal Staff 6. Principal increased conmunication and security of building . (Acadonic Grant) $1500 Completion Date/ Time Lines 5. On-going, 91-92 6. September 2, 1991 Related Staff Development Activities 5. Faculty inservice on charting procedures 6. Inservice aides. Head Custodian, and Assistant Principal in use of equipment rZethod of Evaluation 5. Chart on file with Assistant Principal 6. Walkie talkies purchas bu 9/2/91PAGE 8 SCHOOL DISTRICT SCHOOL 'a:ng Goal\n3 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT MCDERMOTT Er.IMENTARY SCHOOL DATE JUNE 14, 1991 Students and staff will develop a more respectful attitude toward each other regardless of race or gender aled District Goal\n3 enhance human relation skills for principals, teachers and central office administrators StrategiesZActivities 1. Identify human relation strengths and needs 2. Schedule staff develop\u0026gt;- ment activities (Academic Grant) 3. Conduct inservice 4. Ccrrprehensive Outcomes Evaluation and Self Stud^ Person Responsible 1. Staff 2. Principal 3. Principal Staff Development 4. Entire Staff Completion Date/ Time Lines 1. June \u0026amp; August, 1991 2. July 1, 1991 3. On-going, 91-92 4. On-going, 91-92 Related Staff Development Activities 2.*Gender/Ethnic Student Achievement *The At-Risk Student *Self-esteem 3, See #2 4. Comprehensive Outcomes Evaluation Inservice by Principal, Tkssistant Principal , \u0026amp; Counselor Method of Evaluation 1. Human Relations Survey Results Biracial Monitoring Results 2. Roster of participants on file with principal 3. Staff Development Request sutmitted 4. COE Self study ccnpletreceived U'^y 1 8 1991 McDermott Elementary School 1200 Reservoir Road Little Rock, AR 72207 1991-1992 School Safety Plan important aspect of McDermott's students is of the School safety and security is an The physical safety of our staff and school community, that have been implemented school climate. utmost importance to the are discriptions of various procedures for purposes of safety and security: Following Visitors All visitors must check in at the office and receive a pass before entering the instrucional areas. The pass is returned to the office as the parent leaves the building. Entrances All entrances to the building are the main entrance by the flagpole. locked' at all times except Safety Drills Fire drills, reverse fire drills, bullet drills, earthquake and tornado drills are conducted throughout the year student safety in the event of an actual emergency. reverse so as to ensure Building Safety conducted by the principal and Monthlv safety inspections are _ . mhe playground is inspected eacn morning for hazardous the head custodian. by the principal and the supervision aides conditions of equipment. Attached are rules and staff responsibility of the staff for emergency situations.TEACHER 1 . Eve ry 2. 3. 4 . 5. ASSIGNED, RO_LES ..AND .STAFF RESPONSIBILITY teacher will become familiar with the various alarm ignals and react immediately, calmly, their classes (see next page). and appropriately with If evacuation is necessary. make sure that the process is as orderly and prompt as possible. Also make sure all windows and doors are closed and that- the children are appropriate relocated to the designated area to the nature of the emergency. Every teacher will have gradebook at all times during an emergency. and class rosters with them The rosters will include an alphabetical listing of all students enrolled in his/her classroom for the current school year, parents names, home addresses. and telephone numbers. their parents If a hazard(s) to the safety of students and adults is identified, or if students or adults are in danger in any way, the first priority of teachers will be to take whatever action prudent or necessary for the safety of the students. second .pr_io..ri.ty will be to notify the main office The as soon as Communication possibilities -include the two-way possible. intercom system\nwalkie-talkie radio (in the possession of the head custodian/building engineer, principal. principals, office)\na cafeteria, assistant campus supervisors, cafeteria supervisor, and main telephone station in the building (located in the ths 1ibrary/msdia center, the teacher workroom, and the guidance offices)\nrunner to the office if or if all else fails, safe to do so. leachers will not leave any circumstances. The PE teacher (trained send a student students unattended by an adult under in CPR and First Aid) will go to any part of the campus where students are reported to be injured-- if, and only if, he/she is not attending to students. His/her major responsibility will be to apply first aid to the injured. A well-stocked portable first-aid kit will be kept by the PE teacher at all times. Another kit will be maintained in the health room by the school nurse as specified by the assistant principal. NURSES The school nurse will go to the health room at the outset of emergency. His/her priority will be to apply first aid and an to attend to injured students at that location. Additional responsibilities will include the following:A . Maintain a log including the names of identified injured B . C. D. E. s tudsnts, and the nature of their injuries. Mark on the injured childs skin (forehead or exposed limb) the name and nature of injury if ascertainable with a permanent ink marker. Report to the office the name transported to the hospital. and nature of injury of any child Maintain immediate all students. Remove access to an updated alphabetical list of injured students to the library/media center if health room space becomes inadequate. ADMINISTRATIVE STAFF 1 ipal will supervise all emergency procedures during the initial stages of the emergency. As soon as the nature of the emergency is identified, he/she will make sure: The prin the emergency. identified, 2. A. B . C. D . E . F. that the appropriate alarm is sounded, that procedures to ensure the safety of th being exercised, that proper authorities and agencies are students are notified, that internal communication channels are established within the building, that planned role assignments are that external communications are reinforced, and established. The principal will also assume the responsibility for insuring personnel be fully trained in the contents of He/she will also update the plan periodically. will also assume the responsibility that all this emergency plan. will initially respond to The designated assistant principal building where the emergency is occurring to procedures are being followed to protect the He/she will establish internal the area of the ensure that all safety of the students. communication with all p rties via walkie-talkie radio and report the status of th will include th following: erne rgency. Other responsibilities A. making sure that the walkie-talkie radios are in working fully charged, and in the hands of those assigned to that the walkie-talkie radio order, use them,4. B . C. D. maintaining the first aid kits located in the health room and in the possession of the PE teacher, maintaining and updating the contents of the emergency communication kit in the main office (see Appendix B), assisting the principal in planning and implementing periodic drills for training purposes. The school operating secretary will maintain responsibility for and the central control panel to manage all internal and external communications in the event of an emergency. His/her responsibility at the outset of an emergency would be to ascertain ths nature of the emergency and sound the appropriate alarm. The second responsibility would be to report to the appropriate community agency (fire, police, EMS, and emergency preparedness by calling 911) and to report the emergency to the district office, include: Additional responsibilities A. B, C. D. set up the emergency kit for immediate use during the initial stages of the emergency. maintain an updated alphabetical list of all students and periodically distribute it teachers, assist to the emergency kit and to all the assistant principal in ordering and maintaining the contents of the emergency communications kit. work with the principal in distributing this plan to all personnel in the school and to appropriate external agencies (district office. fire department. police department, EMS, Emergency Services). and the city, county. or state office of The attendance clerk will maintain responsibility for establishing communications with the district office at the outset of an emergency. the emergency immediately by telephone, responsibilities will include: He/she will communicate the nature of Additional A. assist the school secretary in managing internal and external communications. information (e.g. and logging all necessary the names of all children injured. the B . C. nature of the injury. transported to the hospital). and the names of those being assist the school secretary in maintaining and updating alphabetical lists of all students. daily update student information in the computer data base (telephone numbers. home address, etc.).5. The Registrar ascertain the primary initial responsibility will be to - that are monitor steps nature of the emergency, with the emergency of the building and_to inform the office area, being taken to deal traffic at the entrance -- personnel as they arrive. moni to r - . . and assist emergency/district Additional responsibilities v. will include: A. log the arrival of emergency/district personnel who are assisting with ths emergency, B. keep visitors or outsiders from entering the building, C. assist parents as they arrive locating their children, the emergency in D. pin badges after the initial stages of preferably with pictures of all district and school staff who will be involved in managing the Make sure those persons i--- emergency. badges at the emergency site. wear their assigned CUSTODIAL STAFF 1. At the outset of an alarm sounds, the custodians will report totheir assignmen emergency when an respective permanent Responsibilities ts within the buildings. will include the following: A. survey the interior teachers are evacuated, to make sure that all children and if appropriate to the emergency, B . make sure that all windows and doors a re shut. C. report to the main office any broken water or gas lines, or damage to the building, the location and nature of any a fire in progress. D. if fire is identified, attempt to extinguish with fire E . F . extinguisher, begin a search for i n d i c a t ed.._. t o..d Q .s o. i n te rcom..sys tsm, a bomb or explosive device if bi\u0026lt;..the.main............... record to the office immediately if a fire alarm switch the building has been activated and the locauo . the office a fire within The head custodian will maintain a fully charged walkie talkie radio at all times. . 1 lliaiUbUXM V. ---------------J , , If an emergency situation is identifie on the grounds. within the building or immediately and wait main office for further he/she will notify the instructions.THE CAFETERIA STAFF 1 . Any emergency related to the kitchen operation of the cafeteria should be reported to the main office immediately. 2. When an alarm sounds, all cafeteria personnel mu t evacuate the kitchen area immediately. All windows and doors should be and all stoves and ovens should be shut off. Pe rsonnel should evacuate the area immediately behind the cafeteria. shu t, 3. If students are present in the cafeteria, cafeteria personnel should assist the teachers in getting the students evacuated through the rear exit door. If 4. the emergency involves the evacuation of teachers and students from the school, cafeteria personnel should assist teachers in the control of students, if warranted. 5. The Cafeteria Manager will report directly to the principal for instructions and task assignments and, in the event that food and/or shelter are needed, will be responsible for making the necessary preparations and arrangements. ASSIGNED ROLES FOR OTHER STAFF MEMBERS The Of fics... .Aides nd Clerks will assume responsibility for the operation of the computer system, the management of student date. and the operation and management of the schools telephone system. The Tsacher_s will have the di rect responsibi1i ty 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 emergency will immediately report to the principal for further i nstructions.TUESDAY, NOVEMBER 17, 1992 LR school to celebrate 25th year Reception planned today at Me Dermott BY CYNTHIA HOWELL Dcmocral-Gazelle Ediicalion Waler McDermott Elementary School al 1200 Reservoir Road will celebrate 25 Years of Excellence with a reception at 7 p.m. today al the school. The reception will feature the four principals who have served during the school's 25 years, as well as former PT A presidents, Ijitlle Rock Superintendent Mae Bernd and school board President O.G. Jacovelli. Michael E. Oliver, principal of the school since 1988-89, said parents of current students, as well a.s former students, parents and staff, are invited to attend. McDermott has .')09 pupils this year in grades kindergarten through six and a staff of about 50 certified and non-leaching employees, Oliver said. lie said the school has one of the most experienced faculties in the Lillie Rock district, with an average of 14 years of experience per teacher at the end of ( I last year. McDermott was completed in . IHfiT at a cost of $.'\u0026gt;53,40r\u0026gt; for the r land, building and furnishings, jrioyd Parsons was superintendent at the lime and Don Arick Wa.s the schools first principal. Arick was succeeded by Marie Abrahms, who in turn was replaced by Dr. Edwin .Jackson. * ___ a I ...1. 1^1. Ia#%fic\u0026gt;o L1V.VVI MJ i-ei. .................... The school, which housed about 320 pupihs the first Year was one of 28 schools selected for the liX)8 Exhibition of .School Architecture al the annual con ference of the American Association of School Administrators in February 1968. See SCHOOL. Page 3B I School Continued from Page 2B According to newspaper re1 I 1 ports from 1967, McDermott was , * . . 1-_ T illion MP- UUl VO 11 VIII XMW . ,----------, ., ,. .f named for the late Lillian Mc- Dermott, who served on the LiL He Rock School Board from 1922 to 1946. She was said to be Ine ' first woman on the Little Rock School Board and served a.s ! board president tliree times t \u0026gt; j____ _ 'Tl, M \u0026lt; During her tenure, The New I nei leuuic, . -y-- Xnrk Times reported that McDer- York reporlert inai ivicuci- , I,lotl was the first woman to sign a construction bond issue lol $1 , million. The money was used to , build Central High School, then , called Lillie Rock High. 1THURSDAY, FEBRUARY 4, 1993 McDermott Elementary students laise money for heart research Students at McDermnff mentary School raised $1 131 J f'\" cardiovascul, their Jump Rope for Heart 'aised $1,131 in on Nov. J 2th event on iNov. 1211, and 13th The rnon.es raised during the Ameri- o I viic vctiuiovascuiar svs- twlente, (some for Heart will help heart in the state. e research According to Jump Rope Hammond, 130 of paled in the Iwo day event. The hole student body supported the St T (ho schools T Toacher Association. When coor- partic- for the first time) to learn how to jump rope. The event was fun, not stressful Hammonds continued to say that VMM r\n\"-Walnut Valley Christian Schools demonstration team that provided a pre- mnH (hat got McDermott students motivated and an opportunity to participate. ea- The American Heart Associaasked why the school participated Hammonds said, Ju\n- tion is the only health - - iy neaith agency to reduce disability and death from disease and stroke. heart , IArkansas Democrat (gazette WEDNESDAY, NOVEMBER 10.1993 Educator loses suit against LRSD Black assistant principal alleged bias after not being promoted A federal jury decided Tuesday that Helen J. Thomas, a black assistant principal at McDermott Elementary School, was not passed over for promotion by the Little Rock School District because of her race. , Thomas had asked for monetary damages from the district and a promotion to the next vacant elementary school principals post. Thomas said she had served as principal of Brady Elementary School in 1987-88 after completing 17 years as a teacher in Little Rock and other districts. Her contract wasnt renewed after that year, but she was later assigned to McDermott after settlement negotiations. A federal jury that heard evidence in her case ruled Tuesday in the court of U.S. District Judge Henry Woods that race was not a motivating factor in the decision not to promote her. Thomas had alleged she was discriminated against twice when she was denied promotions to principal at Western Hills and Rightsell elementary schools. Andrew Turner, an attorney for the Little Rock district, said the district denied Thomas allegations of racial bias. The Little Rock district employs more black educators than any school district in this area, he said.fArkansas Democrat THURSDAY, SEPTEMBER 1, I994 ' Boy, 15, could stand trial as adult in knifing BY MICHELLE HILLIER Democrat-Gazette Benton Bureau GLENWOOD An eighth- grader accused of stabbing a classmate Wednesday may be first juveniles the among charged as an adult under new laws adopted at last months special legislative session. Pike County Sheriff David Baker said. Police said the 15-year-old boy is accused of stabbing a seventh-grader in a crowded hallway after lunch. The younger boy was sitting in front of his locker when he was stabbed in his right side with a steak knife. Arkansas State Police Sgt. Jack Ursery said. The victim, whom officials refused to identify, was in guarded condition in the intensive care unit Wednesday evening at St, Joseph's Regional Health Center in Hot Springs. Baker said an emergency hearing is scheduled for today before Juvenile Court Judge W.H, Arnold to decide what charge or charges will be filed, I helped lobby for the new laws, but I had no idea Id be using them this quick, Baker said, Gov. Jim Guy Tucker called the special session, which ended Aug. 24, to focus on the rise in violent crimes committed by juveniles. But. Baker noted, I've been sheriff for 15 years, and this is the first time Ive had to go into a school for a violent act, Baker said he did not think either boy had been in criminal trouble before, but witnesses said that this was brewing for a couple of days, The suspect told police he was retaliating for an obscene gesture the seventh-grader had made at him earlier, Ursery said. Several factors will determine whether the suspect will be one of the first juveniles charged as an adult under the new laws, said Bob McMahan, assistant coordinator for the state Prosecutor Coordinator Office. The most important is whether the victim survives, he said. If he dies, prosecutors could charge the suspect as an adult with murder under old laws, McMahan said. But if the victim survives, McMahan said, the new legislation would allow prosecutors to charge the suspect with attempted capital or first-degree murder or first-degree battery. Such laws did not exist for juveniles before the special session. But even with the new legislation, prosecutors still could try the suspect as a juvenile. McMahan said.P Arkansas Democrat ^^C^azctiLe _THURSDAY, SEPTEMBER 1, 1994 LR directors hold off on youths day curfew until two city elections BY KEVIN FREKING Democrai-Gazene City Hall Reporter The Little Rock Board of Di- mre tmll __* rectors will wait to consider for youths until on truancy are elections a challenges. While nighttime curfews for youths are becoming are held. acro AriX common Corn and the nation, Carpenter said daytime curfews are rare and have yet to viewed in court. re- board tentatively decided Wednesday to----- ' Jo Evelyn Elston, the R kc u 'y\" Klston. the Little viucu weunesoav to reconsider mmn Districts director of the curfew and hold puEelr ?ecPtors Wed doings trict \u0026lt;- The curfew proposed bv Citv vefr nr joh this \"uid baT ings in late November. by rpptnr Viokn.i . V . who oversees truancy t .on district you hs 17 and dnr fm 5,\"\n?y 'os. has Citys streets from 9 a.m to 2-30 tellint h? for \"ot P..m. on school days. Penalty pro or mnC students had 10 visions would be the same as^fnr w une.xcused absences, violation of the citys nighttimo f ^^*^1 he believes the sta- curfew: a citation on the \u0026amp; of- fS^\"^ daytime cur- fense and fines up to $500 for nap t/ enty on subsequent offenses ' said*hp J? Mason\" Jr. Keck proposed a Sept 20 nnh wanted time for the city lir. ha,niP.\\_ oept. aio pub- board and school board to discuss the curfew. Other directors a \"e time to reIic heying on the curfew. But 1^* colleagues pushed J.7vSS S 7\"'! Thanksgiving. Watt and other city officials want to use the the statisfics to why truants arent in school and what activities they mre XP,^\"h!^'P^hng in outside of vtoe school. City Attorney Tom Car- can use those findings to improve a curfew ordinances chances of meeL Keck and City Director Jeff arnnnH Y\"^.rP- who spoke for the curfew coming elections also figured m the delay. hoard is expected to de- Oc^t^ ^oy to hold an election uct. 11 asking voters to restructure a bond issue that would pro- . J an additional $30 million for street, parks and public safety projects. On Nov. 8, seven of the board s 11 seats are up for elec- 1 -fI Arkansas Democrat THURSDAY, SEPTEMBER 1, 1994 Trial over funding law is pushed back one week BY DANNY SHAMEER DemocraKSazene Educaaon Water A legal challenge to the states school funding law will prepare so to trial one week later than scheduled, planned but could be recessed for an unknown period, a judge session that ended Aug. 24. Hed said the special session didnt give him enough time to for trial as originally said Wednesday. If recessed for an extended period, lawmakers may overhaul the law before the court has a During a conference call with attorneys Wednesday, Pulaski County Chancery Judge Annabelle Clinton Imber decided that the school-funding chance to rule. The timing of the trial and trial will begin Sept. 26. The change in Imber s e trial auu crowded docket leaves a week of particular to try the case, which she and the attorneys predict will take longer to complete. When that a decision are interest to the state because a task force is studying changes in , jii the states formula for funding week is complete^ me.tna^wiu schools. The task force plans to make recommendations to Gov. Jim Guy Tucker by November Those recommendations could old Jiase form the basis for potential leg- islation during a later special likely be recessed until she can continue hearing the case. Imber has said repeatedly she is trying to get the 2-year- moving through the session. court system. Tucker said through his spokesman Wednesday that be- 1992 lawsuit by cause of the the subject s im- At issue is a 1992 lawsuit by cause oi me me the Lake View School District, portance and impact on stu- tem in Helena. Lake View sued hopes the judicial orancn the state over the school-fund- would find a way to make room iS sySem% constitutionality. on the courts schedule for Tha two Ipsislators who rep- trial to have a start and a fin The two legislators who represent Lake View state Sen. Bill Lewellen of Marianna and state Rep. Jimmie Wilson of Lexa would not be available to represent the district during ish. Tucker said if Imber can do that, then the task force would have the benefit of trial testimony and the judges ruling. The task forces co-chairman. Sen. George Hopkins of a legislative session. Malvern?\naid Wednesday he Lewellen is entitled to a post- anticipates that task force ponement because hed been in- bers P^ceed with thei volved in a special legi.slative work as planned. , II Arkansas Deinoctaf^(li)a2cU.c THURSDAY. SEPTEMBER 1, 1994 Counselors will help students make it back after lightning attack BY SUSAN ROTH Democrat-Gazette Health Wnter School counselors and nurseach school for more individual care if necessary. If there are individual needs, we'll certainly today will help students and contact parents.\" staff at McDermott and Efird said children will want stall at ivicueimu incidents. They should have the facts to prevent speculation that could be scarier than the truth, she es and Franklin Elementary Schools to cope with concerns about a Wednesday lightning accident and drowning. -TSey may tell .b^ S'* them KhcbUS Tba StT\nhe release, par, will cause anxiety in their of how they deal with it. , peers, ssid 3 socisl worker 3t XrrthVX^^^ b'Ei, mSS - may be shaken by the drowning age, Cyol death of an 8-year-old Franklin to... pupil who was swept into fast dren s wptpr in a citv drainsfio ditch af- department. teT^Wednesdays thunderstorm. Parents can expect younger We are pulling counselors children to be nervous and and nurses From other schools clingy or regress into immature and nurses irom^ behavior, Maxwell said. Older children, meanwhile, may act more aggressive, angry and ir- Parents and teachers should watch for changes in behavior. \"There will be a mixture of feelings and reactions based on tant director of Arkansas Chil- Hospitals social work Parents can expect younger and putting ------- two said Gwen Efird, coordi- SSSSo.!?ers\"S S'be , su. schools may also accept offers of S^from professionals at ble force. local social service agencies. _ children to talk courage 5''oltV''c\"SSs''needT. Tblhe'i7-t.eltngs. but they but counselors will start by shouldnt pr^sYe^\"^^^^^ meeting with children and discuss the \"cidento, mxweii teachers in the classes that in- smd. and offer them extra attention. If the symptoms of anxiety for more than two elude youngsters who were in- jured or killed. We will be there for the children, Efird said, encouraging continue parents to send their children to school despite their fear and anxiety. Any children needing extra support will have it. We will have a special location in months, parents and teachers should seek counseling for the children. Maxwell said. Staff reporter Chris Reznotas contributed to this story.I Arkansas Democrat T^Cjjazctle THURSDAY. SEPTEMBER 1.1994 Spray used to shoo dog fells teacher Democrat-Gazette Staff A teacher collapsed from the effects of pepper spray used to expel a dog from McDermott Elementary School on Wednesday. Nine McDermott students were injured Wednesday afternoon by a lightning strike during recess. As paramedics treated several of the students about 2 p.m., a large gray dog wandered through an open door and walked down a hallway. A police officer sprayed the dog with pepper spray to chase it back outside. But the spray also overcame teacher Emogene James, who collapsed outside the schools east entrance. James was treated at Baptist Medical Center in Little Rock V OVERCOME BY FUMES Emogene James, a teacher at McDermott Elementary School, lies in computer lab and released. instructor Toni Whites arms while a paramedic checks spokesman said. a hospital V.' '\u0026gt; \u0026amp; J Arkansas Oemocrat-Gazette/Steve Keesee her heart rate Wednesday. James was overcome by pepper spray that a Little Rock police officer used on a dog at the school. [ A Democrat (IJiazelle THURSDAY, SEPTEMBER 1, 1994 ' 1 saved, sister dies in raging ditch Arkansas Derrxxxal-Gazette/StevG Keesee WATCHING THE WATER Little Rock firefighter Dan Harris stands atop a bridge over a drainage ditch along 28th Street near Madison Street in Little Rock, searching for one of two children swept away by runoff from Wednesday's heavy rains. Drowning Continued from Page 1A minutes later. Little Rock firefighters pulled Versies unconscious body from the ditch and two men helped a terrified Cecillia out of the ditch. Firefighter Daniel Hirrill said he was stationed at a bridge over the ditch at 28th and Madison streets when he saw Versie being swept along face down in water flowing through i the ditch. I heard some guys on the other side of the bridge say here she comes, and I jumped in, Hirrill said. Hirrill said he caught the girl and carried her to the side of the ditch. Versie was taken to University Hospital, where she was pronounced dead about 4:05 p.m., police said. Cecillia was swept along the ditch to a spot behind the Curran Conway Field where she 1. Children swept away by stream tn z 22NDST. g 24TH ST. co z PRINCETON OR. ui o s I Currtn Conway Field 28THST. 2. Child rescued here 3. Child drowns here 13 s I Ui STEVE SCALLION / Arkansas Oemocral-Oazene grabbed onto a tree limb and began calling for help. Scott Brownell, 19, and Jake Hagar, 21, members of the University of Arkansas at Little Rock baseball team, said they were taking batting practice at just some kids playing in the ditch, Hagar said. Brownell and Hagar said they couldnt see the girl from the field and ran down to the ditch where they saw Cecillia clinging to a tree suspended over the creek. We told her to calm down and told her we would get her out, Hagar said. Scott waded across and put her up on his shoulder and gave her a ride, Hagar said. The water was still pretty high, about waist high. The two men carried the girl up to the field clubhouse where they called 911. She was real disoriented but she looked all right, Brownell said. Paramedics and rescue personnel treated Cecillia in the the fields covered batting cage c-l-u-b-h- ous,e before taking her to when they heard tt.h..e, girl Children s H. osp.i tal,. w..here oili-screaming for help. cials listed her in stable condi- At first we thought it was tion Wednesday night. BY JIM KORDSMEIER Democral-Gazette Police Reporter A Little Rock girl drowned Wednesday when swift waters from an afternoon thunderstorm swept her and her sister down a drainage ditch in Central Little Rock. Versie Mitchell, 9, and Cecillia GrilTin, 10, both of 1 Madison St., were walking home from Franklin Elementary School about 2:30 p.m. with three friends when they stopped to play in a drainage ditch at 153 Monroe St. a few blocks south of the Highland Park housing project, police said. Sheena Horton, 9, told po-lice Versie and Cecillia jumped into the ditch after their backpacks felt into the\nwater. Cecillia later told rescuers they were washed away when a wall of water came from behind them as they went to retrieve the packs. Sheena and two other children not identified by police ran to call for help. About 10 blocks and 30 See DROWNING, Page 13A I Ligl^ning hurts 9 on playground at LR school: Kids just dropped I Arkansas Democrat t^(pazelle THURSDAY, SEPTEMBER 1, 1994 Arkansas Democrat JT(Gazette BY OLIVIER UYTTEBROUCK AND JIM BROOKS Democrat-Gazette Staff Writers A bolt of lightning injured nine students Wednesday as it shattered a tree on their school playground during recess. The same small, violent storm that produced the lightning also caused flash flooding that killed one of two sisters swept along a drainage ditch north of Asher Avenue. Lightning Continued from Page 1A None are in life-threatening condition.\" said Dr. Henry Williams, superintendent of the Little Rock School District. \"Lightning struck without warning. It struck the tree not the youngsters.\" All the children appear to be doing verv well. said Dr. Steve Schexnayder. an emer- Counselors, nurses to help students cope with concerns about lightning accident, drowning 12A gency room physician who Related articles 13A We heard thunder, and the tree blew up. said Matthew Munday, a trembling fourthgrader who witnessed the event from a nearby classroom. It blew up the whole tree, and the kids just dropped. Nine McDermott Elementary School pupils were taken by ambulance to Arkansas Childrens Hospital. Police released the names of the nine about 2:30 p.m. after their parents were notified. Christopher Nichols, 7, was treated some of the children. \"Many of the children have no detectable injuries. \" Schex-nayder said. j Bill Munday was one of I dozens of parents who took their children home early after learning of the accident. Matthew wa.s sitting in a corner classroom in full view of the ac cident. The child's hands trembled. and his knees knocked. A total of 186 people in-eluding 181 students, four teacher aides and a custodian listed in serious condition Wednesday night. Gerold Walker. 11, Nicole Behrendt, 7, and .lames Berault. 7. were listed in fair condition Wednesday afternoon. Five other students were treated at the hospital and released: Brad Byers, 10 Angela Adams, 10 Christopher Lewis, 7 Christopher Dobbin, 10 Tasha Woodard, 11. See LIGHTNING, Page 12A were on the playground of McDermott Elementary at 1200 Reservoir Road about 1:15 p.m. when lightning struck the tall oak tree in the southeast corner of the playground. Little Rock police spokesman Lt. Charles Holladay said. Toni White, a computer laboratory specialist and certified nurse's assistant, helped paramedics with the injured stu dents. .She said she heard the thunderbolt and immediately moved her students away from the computers. Every child literally jumped.\" White said. It was one big. powerful bolt.\" The force of the strike reverberated through the floor, a fourth-grade teacher said . Arkansas Oemocfat-Gazeite/Sleve Keesee school. Gilmer said. Children were transported to the hospital one by one as stretchers and ambulances arrived, he said. Emergency workers at first thought only three children were injured, he said. Two children wandered into the health room complaining of head and neck pains as paramedics worked on other children, he said. Caroline Roberts, mother of one of the injured children. .Angela Adams, said her daughter seemed more frightened than injured. Angela complained of a sore chest and said she was frightened. Roberts said as she stood beside an ambulance. Wagner said a crisis intervention team will be sent to the school today to help children and staff deal with the emotional effects of the lightning strike. Schexnayder said that, as ambulances streamed into the emergency room bays. 15-20 physicians swung into action to treat the injuries. Lightning has killed seven Arkansans and injured 52 in the last five years, according to sta-tistics provided by the Weather Service Forecast Office in North Little Rock. In September 1991. lightning killed two Southwest Little Rock brothers and injured a playmate. Quinton Yarberry. 7. and his brother Keith. 5. died after lightning struck a transformer at Chicot and Hillsboro roads about 75 yards from , , .. where the children were play- HIT BY THUNDERBOLT Lightning shattered this tree Wednesday on the M\u0026gt;ac-rD\u0026gt;e__r_m__o_utt fE-tl_e__m.emn/4 talrayii i iprilnazyi grrtoinuAn d/, hiilnHjurornin gu unhinn e\\u cnhrail dnrelanu iwnfhl o were playing Accord.in.g .t o an A rikansas Power and Light Co. news release. 1994 has brought more lightning strikes than 1993. In June. 400.959 lightning nearby. teachers are instructed that they should take their students inside. School district spokesman Ingrid Rodriguez, who was in the library at the time. Every-body was crying. It sounded exactly like an explosion, ssaaiidd Kristin Jeanette Wagner said_it was not Walden, whose classroom at the southeast corner of the school is nearest the struck tree. The lightning bolt split the raining at the time of the lightning strike. She said teachers told her there were ominous clouds in the distance. tree, which is on a hill about 100 Teachers and children said feet from the schools southeast the school was a scene of chaos corner. Branches and wood after the lightning bolt crashed Little Rock firefighter flashes were recorded in Ar- Charles Gilmer said he saw kansas by a new satellite net-burns on one of the nine chil- work subscribed to by the util-dren. but he did not know the ity. In June of 1993. 187,899 girls name. flashes were recorded in Ar- Three of the children weren't kansas by the National Lightspeaking, Gilmer said. ninj Detection Network. The rest would answer splinters scattered as far as 20 outside the building, feet around the base of the tree. They were not taking shelter under the tree.\" Williams said. \"During lightning and thunder. It was mass panic,\" said a teacher, who declined to give her name. 1 was crying. said 8-year-old The network uses two satel-questions but would take lites and 132 ground sensors dis-awhile, kind of collecting their tributed evenly across the country to detect lightning strikes thoughts, he said. Paramedics set up a tempo- and record their positions. rary infirmary in the health Stajf reporter Chris Reinolds room on the east side of the contributed to this story. 2B FRIDAY, JULY 7, 1995 Parents sue school aides, seek damages Lightning last year hurt nine ehildren BY LINDA SATTER Democral-GazeMe Courthouse Reporter The parents of two children who were injured by lightning last year while playing on the McDermott Elementary School playground have fded a negligence lawsuit against school ofTi- cials. The suit alleges the girl and boy were not only negligently instructed to remain outside on the playground, but were also forbidden to enter the school building while a thunderstorm had been approaching the general area. Nine students were injured when a bolt of lightning blew apart a tree on the playground during recess. Among the students were Christopher Nichols and Nicole Behrendt, both 7 years old then. Their parents Handy and Darla Nichols, and Bruce and Karen Behrendt Filed the suit through Little Rock attorney Lewis E. Ritchey. The childrens injuries werent described, except as serious and warranting future medical bills. Principal Michael Oliver and teacher Nancy Downing were named as defendants in the suit, which was Filed in Pulaski County Circuit Court. Both were unaware of the Filing when contacted Thursday evening at their homes, and both declined to comment. Five unnamed teachers and aides, the Little Rock School District, the school board and the districts insurer. United National Insurance Co. also are defendants. The suit seeks compensation for medical expenses and suffering, as well as punitive damages. Attorneys for the school district couldnt be reached for comment Thursday evening. School ofFicials, board members and a district spokesman all were attending a meeting. The lawsuit alleges that more than 20 minutes prior to the lightning strike, flashes of lightning and sounds of thunder were observed in the McDermott Elementary School area. The lightning bolt struck about 1:15 p.m. Aug. 31, 1994, while about 180 students were on the playground. It split a tall oak tree that stood on a hill about 100 feet from the schools southeast corner. The school is at 1200 Reservoir Road. One teacher described the scene afterward as mass panic. Superintendent Henry Williams said then that the students were not taking shelter under a tree. During lightning and thunder, teachers are instructed that they should take their students inside. -TlWIArkansas Democrat ^(jjazcttc f SATURDAY, AUGUST 19,1995 McDermott parents told of school routes The Little Rock Public Works i ' Department has identified routes ' for parents of McDermott Elemen- R tary School pupils to take to reach H the school despite construction to I widen parts of Reservoir Road. j School starts Monday for McDer- I mott children and other students in ( the Little Rock School District Parents coming from Cantrell Road will be allowed access to the school. Parents coming from Rodney Parham Road should take Southedge Drive to get to the school. When leaving McDermott, parents should go north on Reservoir Road to Old Forge Drive, which will take them back to Rodney Parham. \u0026lt;5 j A'r kansas Dem ocrat ^(J^aze*l-t-c-- -- - THURSDAY. APRIL 4, 1996 Arkansas Democrat-Gazen\u0026amp;STEVE K==35 McDennott Dementary Principal Michael Oliver holds one of three liohtning students w..ere injured in the fail of 1S94 when lightning struck a tree on the detectors the Little Rock School District has bought. Several McDermott playground. 3 LR schools install lightning detectors BY CHRIS REINOLDS Democrat-Gazette Staff Writer The Little Rock School District installed lightning detectors in three schools Wednesday, becoming the first district in the state to use the new technology. Nine students were injured Sept. 1.1994. when lightning blew apart a tree on the McDermott Elementary School playground. Tire lightning bolt struck when about IfJO students were on the playground. It split a tall oak tree about. IIX) feet from the schools southeast comer. McDennott Principal Michael Oliver now has the SkyScan light-ning/ storm detector, which can track liglitning bolts up to 46 miles away. Fulbri^t Elementary and Romine Interdistrict Elementary also received the detectors. The device widely used by the U.S. miiitap'. Secret Service and school districts outside Arkansas was introduced in July 1995. Samuel B. Clubb, president ofSkj- Scan Technologies, said his company has sold 5.000 to 6,000 detectors at $200 each. Robert Jones, safety and security director, said the district will evaluate the detectors at the end of this school year to decide whether to install more. Tliis gives the principals a real tool, Jone.s said. The device is not meant to replace National Weather Service reports, but to serve as a first warning. The detector is slightly bigger than a cellular phone and can be held or mounted on a wall. The machine beeps when it detects lightning. A light array indicates the distance of the lightning on a scale of zero to three miles, three to eight miles, eight to 20 miles and 20 to 40 miles. The average lightning stroke is 6 miles long and most thunderstorms move at 25 mph, Clubb said. Once a tliunderstorm is within 10 miles, you're in imminent danger,\" Clubb said. And once you hear it. youve already been at risk for some time. Since 1990, lightning has killed six people and injured 59 in .'\\r-kansas, said Renee Fair, National Weather Service warning coordination meteorologist. Fair (le-clined to comment on tlie effectiveness of the new lightning detector. Teachers and students were not allowed to comment on the device at McDermott because two families whose children were hospitalized have sued the distncL Four McDermott pupils were hospitalized in the 1994 liglinung strike: five other students were treated at the hospital and released. Oliver and teacher Nancy Downing were named as defendants in the lawsuit filed in Pulaski County Circuit Court last year. Five unnamed teachers and aides, the Little Rock School District the school board and the United National Insurance Co. also are '.le-fendants. Tlie lawsuit alleges that more than 20 minutes prior to the lightning strike. Hashes of lightning and sounds of thunder were ob-sened in the McDennott Elenien-taiy School area.\" I SE TUESDAY, DECEMBER 1, 1998 Arkansas Democrat (gazette Paper Trails By Carrie Rengers I Nell Frost has enough stories for her own book I am Hogue was honored when guest reader Nell Frost visited her sixth- Pgrade class at McDermott Elementary School, but she did have one concern. Would a reading by a 100- year-old woman keep toe attention of a fidgeting group of preteens? Frost could have left her book at home. The class wanted to hear her stories. Frost who taught sixth grade for 40 years, is one of more than 675 volunteers who visited classrooms at Little Rock elementary schools to read to pupils in celebration of National Childrens Book Week Nov. 16-20. t A representative with Volunteers in Public Schools, which organized the readings, drove Frost to McDermott, but she did toe rest It was a very simple little storj\n Frost sajs of Shel Silverstein's The Gii\u0026gt; mg Tree, which she chose to read. The discussion, though, was quite involved. We had so much to talk about, Frost says. We wondered what she had to live through, what inventions she had to live through and live without says pupil Sam Rabaduex. Frost told them of the first time she saw an automobile. She and a cousin were on a horse returning from the store with eggs. The car fii^tened toe horse, who threw off the girls and galloped away. The girls Jost the eggs, which broke and smeared all over the street but the horse returned home and stood waiting for them in front of his stable. She knows a lot about historj, says pupil Abdias Montoya. She was alive when toe Titanic (sankIl Frost told of how people in her hometown of Dardanelle got updates on toe , Titanic, not from radio or TV but by I heading to the river each day to get newspapers that came by boat 1 , Shed be good for social studies. Sam says. It was neat actually being in the room with somebody who lived at SI !\u0026gt; Pam Hogue (standing, back row) had no reason to worry that her pupils might be inattentive when 100- year-oid Nell Frost visited her classroom during National Childrens Book Week. Even o ne had not brought each pupil a Slinky, James Pfeifer would have been a hit with this group of kindergarten pupils at Romine Elementary School. the time of the Titanic. And you can understand it better from her than, like, a book. Pupil Savannah Couca says she was surprised that she wasnt boring, that she had a lot to say. The pupils surprised Frost, too, when she quizzM them on current events. 1 was amazed they were so smart, she sajS- I was so proud of them. And shes not through. Theyre going to let me come back and tell them some more things, Frost says. The pupils are already planning a birthday party for her. She turns 101 two days after Christmas. I just love it I or years, James Pfeifer was busy at work at Little Rocks One Source Home and Building Centers. He F supported various causes financially, but it has only been in retirement that the 82-year-oId Pfeifer has been able to devote as much time as be wants in person to those causes. So, in addition to reading for Book Week, Pfeifer reads to kindergarten pupils at Romine Elementary School in Little Rock once or twice a week. Honestly, I have never done any-thing so fulfilling as this, Pfeifer says. I just love it So do the kids. During Book Week, he brought each of them a brightly colored Slinky. The pupils like their Slinkj's. but it's Pfeifer they really appreciate. Of the pupils, he says. I havent met one yet that I havent fallen for. i TUESDAY, OCTOBER 26.1999 CopvT\u0026lt;i C 1999. *ATivs OemccTaxVvmv. I Arkansas Democrat WtQazettc | They see it, hear it, say it, feei it Tlie only thing theyre not doing is tasting it, and if I could figure out a way for them to dothat, Id doit 4\" Youve got to hand it to Nancy Downing. The McDermott Elementary schoolteacher (below) will do almost anything to help her students learn. Movement helps her class understand sounds. Downing says. Sensible approach i Little Rock teachers multisensory methods earn her accolades and her students devotion. I'- \\ t Photos by Staton lireidenthal By J.J. Thompson Special to the Democrai-Ga/ette - \" ancy Downings 25 second- graders dance in their classroom. They sing jingles. They snap fingers. And, above all, they dont just leam. They have fun learning lots of fun. Downings ability to motivate her students won her national recognition as one of 29 L teachers named to USA To- days 1999 All-USA SaHH Teacher Team, its second annual, which was fea- tured in the newspapers Oct. 14 edition. On Oct. 15, the Little Rock McDermott Elementary School teacher traveled to Arlington, Va., to receive a trophy and $2,500 for her school, and she says she has also received a telephone call offering ku- do.s from representatives at the White House. Downing was selected from a pool See TEACHER, Page 8ETeacher Continued from Page 1E of 599 nominees, according to Tracy Wong Briggs, an editor al USA Today who i.s working on the project. The leachers selected are representatives of all outstanding teachers Briggs says, since its really impossible to definitively decide the best Other Arkansans honored by USA Today include Vicki Allland, Ida Bums Elementary. Conway, vho was named to the second earn. Honorable mentions were wl twarded to Mavis Forrest, MacArthur Junior High. Jonesboro. and to the Fundamentals in Research Method.s Team Donna Hutchinson. Alecia Castleberry and Shane Willbanks al the Arkansas School for Mathematics and Science!? in Hol Springs. CARING TEACHER I dont think I do anything special.\" Downing, a tall, slender woman dressed in a flowing black and while skirt topped by a fuchsia blazer, says recently, sitting in her bright, yellow-walled classroom while her students are off to music class. I think I do what I'm supposed to do. Perhaps, but fellow teachers and parents who nominated her see it differently. They each described Downing as a teacher who cares about every single one of her students and who has figured out how to tap into each students abil-it\u0026gt;' and desire to learn. \"She involves everyone in the learning process with a st\\ le of her own.\" says McDermott's principal. Virginia Ashley. \"Every child is happy in there, though she is very firm and determined that they will learn what she has set out for them to learn.\" Firm? Yes. Tough? Not really. Throughout the day. certainly more times than Downing would like, lessons are punctuated with her saying in an *i m serious\" kind of voice. Excuse me! I will wait until I have every ones attention. Or until the students at Table 2 are quiet. Or until the little boy who seeks constant attention has put down his pencil, sat down in his chair or stopped whatever other disturbing behavior he might be doing. Obviously, the blank after until\" can be filled in any number of wavS. Yet the students respond. They seem to thrive in the controlled atmosphere she esiabli.shes \"The neatest tiring is. when students first go into Ms. Downings class, they go home and say. 'Shes mean. 'Shes hard. but all you have lo do is give them one week. Then they say. 'Tliere s no one like Ms. Downing. .Ashley says. .A lot of that has lo be because they know that Downing knows Artiansas Oemoaal-GazanaSTATON BOEIDEMTHAL Nancy Downing and her students act out a jingle. and cares about each of them. She knows which children haven't had breakfast, which children have no parents in the house to help them with reading and other homework, and which children live in homes with all the nurturing and guidance they need. She knows which ones are autistic, which one has difficulty hearing (a condition that she was one of the first to recognize) and which one hears only Spanish in the home. Though she has taken time to learn about the myriad and sometimes depressing home lives from which her students come to school each day. her expectations for learning never vaiy from child to child. Each one is expected to focus\" on the task at hand, each one is expected to be respectful and courteous, and each one is expected to behave. Downing maintains this state with the usual idealsa calm voice, positive reinforcement a piercing l(X)k when necessaiy and consistent rules and consequences but mostly she maintains it with her multi-sensoiy approach to education. The approach .she has developed Ibr teaching reading a peppy mixture ol'phonics, signing and jingles grouped together in what she calls Downfcld Phonics offers a prime example. With Downfeld Phonics, children dont simply recite the alphabet. they chant to a beat A, vowel, long a, aaaay. short a. aaaah,... to stress the sound or sounds each vowel or consonant makes while at the same time using their hands to sign the letter. They don't just learn vowel rules, they jump up and move to catchy jingles, singing about such things ns \"trouhlc-innkcr y a trouble maker because it Is a member of the vowel fam-i ly and consonant fam-i-ly. Ashley and oilier educators have taken notice of Downing, who was last year's Arkansas Teacher of tlie Year, and her effective approach. Wlial's amazing to me is how fast they all gel into it\" Ashley says. Tliey learn those jingles and tliose movements so quickly, and they're so proud of themselves for it And that's the key to a students succe.ss right tliere Uicy feel they can do what the/ve been asked to do. Downing developed Downfeld Phonics, which she would like to market to reach students at other schools, seven years ago. She started with the framework of a fellow teacher's reading program when she found herself teaching first grade after years of teaching older elemental^ children. lore they a.s.sociale it with the written characters, so performing the motion can be a quicker trigger than seeing the letters for the brain to produce the sound. Reading isnt the only subject that benefits from Downings determination to allow learning to happen through multiple senses. Other lessons are spiced up with movement, tactile activities or problem-solving with a partner. Remember learning division by watching a teacher draw a pie on the chalk board? These children cut out cookies with a partner and set the table for imaginary guests. As more guests arrive, they redivide the cookies. Downing says she realized the importance of a multiscnsory approach to teaching from watching her own three children learn. Because one child is considered gifted and another has what she* calls learning differences, Downing understands that children have many different ways of learning. Punctuation family's antics What's a day in a second-grade classroom like? Of course, that will vary from teacher to teacher, but what follows are some typical scenes from a day in Nancy Downing's class at McDermott Elementary School in Little Rock: Punctuation lesson: Whispers and giggles give away the students' exertement as soon as Downing tells them that there was a big commotion at her house before she left for school that morning. In fact, they guess immediately that the Punctuation Family had caused the ruckus. Downing confirms their suspicions by telling them that Punky Period, who goes on tolling senloncos, was tattling again. Mark Question Mark was still crying because he never knows the answers. And Elmer Exclamation Mark was going wild because he's always excited or scared about something. for work so early that he had no one al home to make sure he was up and ready for school. The students knew the chafactefs by heart, lau^ at their antics. Reacing grap: \"Awesome. I can tell you're practicing at heme. Keep it up,\" Downing tells the student who has just read. The boy smies shyly and bews his head. Another bc^ reads and grins widely when Dewnrig offers Nm a quiet high-five for his efforts. To discuss the assignment for the next day, Downing motions the boys and girls to lean in as if in a huddle. She whispers the reading game plan, and they end the lesson with their hands stacked on each other and a whispered OKT. Schools out At the end of each day. Downing stands at the door as they are dismissed so she can hug each one and rrtake sure they leave with a final word from her. That it means much to the students is evident in the hug. smile and nod that J.they return. ).J. Thompson She bought him an alarm clock. As a single mother who works taught him how to use it, and after ^wo jobs (she tutors after school), that, he rarelv came in tardy. Downing is s.j inp. atlietic to families Its easy to forget that dedicated who struggle to get children to teachers have a life outside tlieclass-school already fed, rested and with completed homework. Therefore, she makes sure to do ivoin. but major events have a way of making tliat fact hard to ignore. At the beginning of the year, hcr priority, Ashley says. Downing's \"concern never wavered from her students.... When it was time to take him back to the hospital, she would call and check on her students every day. \"She asked Iteacher] friends and me to go in and monitor them while they were with a substitute. such things as send home the next just days before learning of the , weeukus spelling 1l esson. uo-n the pre- Tbday recognition, Downings A LIVELY APPROACH Thats another reason the stu- \u0026lt; dents seem to blossom in Downings class: Its lively.\nFor instance, a recent spelling list encompassed the continents, f the names of which were printed neatly on the board. The children shouted out in unison the letters of the words, using sign language to sign each letter with their hands as they said it. Downing has found that using a multiscnsory approach in her teaching allows her to capture and hold the interest and imagination of all children, be they top of the class or struggling to keep up. They see it. hear it say iL feel it Tlie only thing they're not doing is tasting it. and if 1 could figure out a way for them to do that. Id do it.\" Downing says. I freaked out. I thought. Ive got to teach these kids to read fast, Downing says. She built on the program by teaching students to sign the alphabet and the sounds of blends such as bl or \"wr with their hands while they speak the sound. For extra effect, they close their eyes while speaking and signing. When you close your eyes, you take away the sense of sight.*' Downing says, but you feel at a deeper level. Some children, she says, associate the sound with the motion be-ceding Friday so tliat busy parents will have the weekend to start working with their children. She asks parents to bring sandwiches and fruit instead of cookies and candy to school parties, and then slips the leftovers into the backpacks of those students whom she suspects may not get a nutritious supper at home. Shes also been known to pull coats out of her own closet to give to students who needed them. One year, she says, she taught a little boy who was habitually absent or late to class. She learned that his parents had to leave home teen-age son suffered severe injuries in a car accident. Though her son was naturally June 2 1, 2 0 0 5 Arkansas Damooral-Qazette/STEVE KEESEE Barbara Beavers (center), the math coach at Meadowcliff Elementary School In Little Rock, reacts along with fellow teachers Joyce Mason (left) and Theessa Arnold after the staff was honored Monday because their students showed improvement on test scores during the past year. Test results score bonuses for school Private pay program rewards Meadowcliff teachers, staff for 17% gain BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Teachers and staff at Little Rocks Meadowcliff Elementary School are $134,800 richer this summer as a result of a privately funded pilot program to reward employees for what turned out to be a 17 percent student achievement gain on a nationally standardized test. The Student Achievement Challenge and Teacher Reward Project is the end result of a quest started two years ago by Meadowcliff Principal Karen Carter as a way to reward faculty for the academic progress the pupils at the 350-student school seemed to be making. On Monday, school, district and state leaders celebrated the project that was quietly put into place in August by staff with help from the Public Education foundation of Little Rock and an anonymous financial donor. We are here to show that the quality of teaching impacts the education of children, and that the clear measurement of data is important and necessary, Lisa Black, executive director of the foundation said at the school in a news conference attended by about 100 school employees and community leaders. Carter said her staff screamed and cried when they learned of the bonus amounts last week, but during the year their focus was on student achievement. \"The staff agreed to participate ... not because of the money but because they were excited to have data on the growth of their students, she said. Kathy Thomas, a first-grade teacher, agreed. 'Tve taught since 1970 and have never had the opportunity to look at what my students knew and how they ch^ged, she said. \"The money is nice\nthe tools are better. As part of the project, and despite coping with a July 23 fire that damaged the school's kitchen and cafeteria, the Meadowcliff faculty administered the Stanford Achievement Test, ninth edition, to pupils in kindergarten through fifth grade during the week of Aug. 30. The results of the exam gave teachers information on the skills each child had or needed, making it possible to target instruction. The results of a second set of Stanford tests, given the week of May 9, showed pupils on average made a 17 percent gain. Black said. Teacher bonuses were calculated based on individual gains of pupils. For each pupil who made up to a 4 percent gain on the May test when compared with the See BONUSES, Page 5B ! Bonuses Continued from Page 1B pre-test last August, the teacher was entitled to $100. For each pupil who made a gain of between 5 percent and 9 percent, the bonus was $200. If the pupils gain was between 10 percent and 14 percent, the bonus was $300 and if the gain exceeded 15 percent, the bonus was $400. The actual teacher bonuses ranged from $1,800 to $8,600, and cost $65,000, Black said. Twenty-five school employees including curriculum specialists, the media speciahst, and maintenance and cafeteria workers also earned bonuses the maximum allowed because the schools gains overall exceeded 15 percent. For certified employees such as the math and literacy coaches, that bonus was $5,000. The total cost of the project, including the testing, was about $145,000, Black said. When Meadowcliff pupils took the test in the fall, they only scored better than 25 percent of a national sample of students who took the same test. By spring, they had improved to scoring better than 34 percent of fellow ... ---------- tion and used in more than a test takers nationwide. They had dozen Arkansas schools, includ- curve equivalent score ing Rockefeller and Stephens in of 35.6 in the fall, improving to Little Rock. 41.5 in spring for the 17 percent The Meadowcliff plan differs . from the Denver and Milken The Little Rock School Dis- plans in that it is focused solely trict and the state have discontin- on student ued use of the Stanford test and All of these things are promis- cb-n Iowa Test of Basic ing, Greenman said. We have to J try a lot of different kinds of mod- Meadowcliff used the Stan- els instead of this current system ford for the project because the of only rewarding teachers based district had the software to grade on the amount of time they stay in the school system and the The results came after the end graduate credit they rack up. of the school year, but Carter said , . ------------- Kathy Christie, vice president pupils who return to school in for the Education Commission of August will be rewarded as well, the States, said the performance Performance pay plans remain pay concept is very popular with rare throughout the country. business leaders and political fig- The statistic that is out there ures, including a number of govts something like more than 95 ernors, but it is unusual for a percent of the school districts state to do anything large scale. use a single salary schedule, said ..................... Meadowcliff Teacher Reward Project Teachers and staff at Little Rocks Meadowcliff Elementary School earned bonuses totaling $134,800 tor the achievements made by pupils In kindergarten through fifth grades in the 2004-05 school year. Using the Stanford Achievement Test, ninth edition, Meadowcliff teachers tested their students in late August and again In early May to determine how much learning was gained over the school year. GRADE LEVEL Kindergarten e' First Grade Second Grade Third Grade Fourth Grade Fifth Grade PRE - 42.8 '33.2 4/ 38.6 31.2 Josh Greenman, director of strategy and communications for The Teaching Commission. Exceptions include alternative pay plans in Denver and the Teacher Advancement Program created by the Milken Founda- business leaders and political fig- Its tough work, she said Bonuses varied by teacher based on the gains of their individual students. The pilot Student Achievement Challenge and Teacher Reward Project was made possible by the Public Education Foundation of Little Rock with funding from a donor. The bonuses were based on normal curve equivalent scores, which is one of several methods used to report standardized test scores. POST AVG.CHANGE 48.7 37.6 38.2 10.4'1 5.9 +4.4: -0.4 51 9 34.8 40.2 Arkansas Democrat-Gazette about putting alternative pay plans into practice. The conversations are growing, but it is squishy business. Its hard and getting it right is very tricky. Black said foundation and district leaders would continue to study the data provided by the project and would be interested in continuing the reward system at Meadowcliff and other district schools if funds become available. Funding is a significant challenge for many bonus pay programs, Greenman said. Opponents of performance pay systems cite that as a reason so it is important that when the systems are designed it is important that they are somewhat sustainable, Greenman said. I sure hope they can find the money to continue it. If you are trying to make teaching a more professional profession, youve got to be able to tell teachers that they are eligible for awards for the quality of the jobs they do not just in a single year but on a continuing basis.\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_607","title":"Little Rock Schools: Parkview Arts Science Magnet 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":["1991/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Parkview High School (Little Rock, Ark.)","Student activities","School management and organization","Educational statistics","Educational planning"],"dcterms_title":["Little Rock Schools: Parkview Arts Science Magnet 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/607"],"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\nSciences The science magnet special course offerings are as follows: BIOLOGICAL SCIENCE 1. Biolab (1 year) (existing District high lech course) 2. Microbiology (1 semester) (newcourse) 3. Human Anatomy and Physiology (1 semester) (new course) 4. Environmental Health (1 semester) (new course) 5. AP Biology (existing course) (1 year) PHYSICAL SCIENCE 1. Chemtech (1 year) (existing District high tech course) 2. Qualitative Analysis (1 semester) (new course) 3. Organic Chemistry (1 semester) ( new course) 4. Physics (1 year) (existing course with slight modifications to emphasize medicine and health applications) 5. Unified Physics I, II (existing District high tech course) SCIENCE SKILL COURSES Applied Statistics and Technical Writing (1 semester) (new course) FOREIGN LANGUAGE German I, II, III, IV (1 year) (existing course) Latin I, II, III (1 year) (existing course) PROGRAM REQUIREMENTS Biolab (1 year) required in the tenth grade Chemtech (1 year) required in the tenth grade Physics (1 year) required in the eleventh or twelfth grade AppliedStatisticsandTechnical Writing(1 semester) required in theelevenlh grade Two (2) semesterelectives mustbe chosen from Microbiology, Human Anatomy and Physiology, and Environmental Health in grades 10-12. One (1) semester elective must be chosen from Qualitative Analysis and Organic Chemistry in grades 11-12. AP Biology may be elected in the twelfth grade. Two (2) years of foreign language mustbe chosen from either German or Latin in grades 10-12. All students will complete a science research project each year. All students will complelea 3-hour \"shadowing\" ofa health-science professional during the twelfth grade. The ParkviewScienceMagnetSchool will work cooperatively with the University of Arkansas at Little Rock College of Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Both Universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses, and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some individual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. ParkviewScienceMagnetSchool staff will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific strategies for the upcoming school year. ADVANCED BIOLOGY(AP)-Grade 12-(Prerequisites: Exceptional achievement in Biology and Chemistry) Advanced Biology is a second-year course requiring exceptional achievement in 10th grade Biology or Biolab and 11th grade Chemistry or Chemtech. It is designed to meet the needs of those college-bound students who have a special interest in biological science as a career. This course is designed to provide a greaterdiversity of laboratory activities and independent research experiences than is offered on the 10th grade level. Major emphasis is centered on cellular and organismal functions, genetics, human physiology, and microbiology. BIO LAB - one year (Prerequisite: Ninth grade science) Biolab is a laboratory oriented course designed to develop skills in four major areas. First, Biolab stresses mastery level achievement of the major concepts and principles associated with a rigorous introductory biology course. Second, the laboratory phase provides students with concrete experiences to reinforce major conceptsand principles. Third, Biolabgivesstudents the opportunity to understand and learn to operate instrumentation commonly used in the academic and industrial field of biology. Finally, Biolab requires students to conduct research investigations to demonstrate their ability k) successfully model the scientific method. CHEMTECH - one year (Prerequisites: Completion or concurrent enrollment in Algebra II is recommended) Chemtech is a laboratory oriented first year chemistry program with a high-tech emphasis. The basic content and skills of a regular high school chemistry program serve as a foundation for extended laboratory opportunities that utilize the latest in technology. Students input their data into computers for checking and grading many of the lab activities. In addition sensory probes are used in conjunction with the computer to make accurate measurements and record data. Other high tech instruments such as spectrophotometers, scalers and Geiger tubes, electronic balances, and electronic pH meters are used to give students experiences wi^ scientific instrumentation. Also, each student completes a research paper to demonstrate his ability to successfully model the scientific method. MICROBIOLOGY - one semester (Prerequisite: Biolab) Microscopic organisms are featured. Aseptic methods, culturing techniques, microscopical skills, and the structure and classification of microorganisms are the major topics of the course. HUMAN ANATOMY AND PHYSIOLOGY-one semester (Prerequisite: Biolab) All major body systems are studied with special emphasis on their relationship and importance to our well-being. Because the structures of the body are exquisitely designed to carry out specific functions, anatomy and physiology are integrated as much as possible throughout the course. Lab activities illustrate anatomical structures and the basic fundamentals of physiology. ENVIRONMENTAL HEALTH - one semester - (Prerequisite: Biolab) The relationship between environmental factors and the health of living organisms is the focus of environmental health. The clinical effects of toxic wastes is examined along with ways to reduce the production of toxic wastes and safely contain and dispose of wastes that are produced. QUALITATIVE ANALYSIS - one semester (Prerequisite: Chemtech) Qualitative analysis focuses on what products are present in a sample. Lab procedures are directed at isolating suspected chemical ions and then confirming the presence of the ion through chemical reactions that produce a characteristic precipitate, use of a flame test, chromatography, and spectroscopy. Skilled use of analytical techniques is a major goal of the course. ORGANIC CHEMISTRY - one semester (Prerequisite: Chemtech) Organic Chern istry is presented through a systematic study of hydrocarbons and their derivatives. Classification, nomenclature, and preparation of organic compoundsareexamined through leclures,discussions, and laboratory experiments. Students also gain an understanding of various industrial and biochemical organic reactions. APPLIED STATISTICS AND TECHNICAL WRITING -one semester (Prerequisite: Algebra II) AppliedStatistics is concerned with scientific methodsfor collecting, organizing, summarizing, presenting and analyzing data, as well as drawing conclusions and making decisions on the basis of such analysis. Measurement, experimental design, basic sources of error, and statistics needed to estimate error are topics of study. Technical Writing prepares students towrite a scientific reporter paper. Topics include reading efficiently, use of the library and its resources, principles of organization, writing the summary, writing and reading definitions explaining a process, classification, comparison and contrast, diction, the paragraph and coherence. PHYSICS - (Prerequisites: Algebra I and Geometry and completion of or concurrent enrollment in Algebra II) Physics is a one-year course for students who wish to understand and to be able to apply the natural laws which govern our physical universe. The course also investigates the impact of human life on the environment, alternative sources of energy for the future and the impact of computers on society. The major topics covered are action, force, conservation laws, heat and energy, vibrations and waves, optics and light, electricity and electromagnetic radiation, atomic physics, nuclear physics, and astronomy. Computer simulation and problem solving are frequently used as an aid to learning. UNIFIED PHYSICS I - (Prerequisites: Completion of Algebra I, and completion of or concurrent enrollment in Geometry) Unified Physics I (UPl) is the first year of a two-year course. Unified Physics is a course in applied physics for students who plan to pursue careers in technical fields or those which just want to keep pace with the advances in modern technology. UNIFIED PHYSICS II (ADVANCED PLACEMENT)-(Prerequisites: Completion of Algebra I, Geometry, and completion of or concurrent enrollment in Algebra II\nsatisfactory completion of UPl) Unified Physics II includes topics in both classical and modern physics. Unified Physics II will provide a systematic introduction to the main principles of physics and emphasizes the development of problem-solving ability. In-depth study into many of the more technical fields of physics will be correlated with an extensive laboraton/ program. The Parkview Arts Science In 1987 Parkview Arts/Science Magnet High School became Arkansas'first and only interdistrict magnet high school, with its enrollment of 825 students from the Little Rock, North Little Rock and Pulaski County Special School Districts. As a magnet school. Parkview provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. All students meet state standard graduation requirements, while choosing from a wide range of course electives such as calculus, statistics, French, Spanish, German, Latin, AP English, architectural drafting, computer programming, AP History, journalism. Naval ROTC and many vocational courses. Parkview is recognized for its academic accomplishments as evidenced by the scholarships and awards received by its students and faculty. In 1988-89, seniors were awarded scholarships valued at more than $332,900 to colleges and universities throughout the nation. Although the emphasis at Parkview is on the arts and sciences, a variety of extracurricular and athletic opportunities are offered to its students to enhance the total educational curriculum. True \"Patriot Pride\" is shown by the outstanding accomplishments of Parkview's administration, faculty, and student body. 2501 Barrow Road Little Rock, Arkansas 72204 225-6440 Junious C. Babbs, Jr., Principal Magnet Program MUSIC VISUAL ARTS MUSIC THEORY 1 One year-grades 10-11 - Required for all 10th grade students who are enrolled in the music specialty area. This course is designed to introduce concepts of total music including notation, terminology, and harmony. MUSIC THEORY II One Year - grades 11-12- Prerequisite: Music Theory I. This course is designed for intensive study in diatonic pitch collection, functional triadic harmony, simple metersand rhydims. Two-part contrapunctual textures, and the smaller forms of music. MUSIC THEORY III (ADVANCED PLACEMENT) One year - grades 11-12- Prerequisite: Permission of instructor. This course is designed for in-depth study and development of skills needed to use notation, terminology, reading and writing of harmony, score reading, and instrumental transposition. A major project will be required. LAB SINGERS One year - grades 11-12- Prerequisite: Audition This course provides an opportunity for singers to study and perform a variety of vocal literature. Skills concentration is on developing vocal production and music independence. Music area courses, which are taught in the Little Rock School District secondary schools, such as Choir I, II, III, Madrigals, Band I, II, III, Stage Band and Orchestra, are also included in the Parkview music curriculum. DRAMA HISTORY OF THE THEATRE One year-grades 10-11 -Required for all students who choose the study ofdrama as a fine arts area of concentration. This course is designed to introduce drama students to the development of the theatre from past to present, and the theatrical practices which have influenced the history of the theatre. MIME One semester - grades 10-12 This course will explore fundamental techniques of concentration, relaxation, transformation, and isolation. Communication without words through body movement and expression will be studied. CLASSIC SCENE STUDY One semester - grades 11-12- Prerequisite: Drama I Classic Scene Study will emphasize form, language, meter, and meaning in scenes from Shakespeare and the Restoration playwrights. Course content includes howto approach scenes, thepoint to make, rhythmic highsand lows, and emotional expression. ACTING One year - grades 10-12 - Prerequisite: Permission of instructor. This course is designed for intensive study in acting techniques, character development, and movement CHILDREN'S THEATRE One year - grades 10-12 - Prerequisite: Permission of instructor. Children's Theatre is a course designed for study in presentations to young audiences through characterization, movement, and costuming. DRAMA II One year - grades 10-12 - Prerequisite: Drama I or permission of instructor. This course is designed to continue skills development begun in Drama I. INTERPRETATIVE COMMUNICATION One year - grades 10-12 - Prerequisite: Communication I. Students will learn to interpret poetry, prose, and dramatic literature through individual and group interpretations. 9 Theatre area courses, which are part of the Little Rock School District's secondary curriculum such as Drama I, II, Stage Craft I, II, Debate, Communication I, il, and Creative Writing, are also included in the theatre area curriculum at Parkview. ART HISTORY One year-grades 10-11 -Required forall 10th grade students who are enrolled in the visual arts specialty area. Art History is an introductory surveyofthe history of visual art from prehistoric to modern art. The purpose of this course is to provide the student with a foundation in art appreciation. POTTERY I One semester - grades 11-12- Prerequisite: one year of high school art. Students will study clay, glazes, arxJ kiln. Har)dbuilding methods will include pinch, slab, and coil construction. Study will include kiln stacking arxJ wheel throwing techniques. POTTERY II One semester - grades 11-12- Prerequisite: Pottery I Studentswill learn more advanced pottery skills, emphasizing wheel techniques, kiln operation and decoration techniques. OILS One semester - grades 11-12- Prerequisite: Introduction to Painting. This course is designed for students who have had experience with basic painting techniques and wish to work with oils. Emphasis is on developing a personal style\ncomposition and color theory will be examined. PRINTMAKING One semester - grades 10-12 - Prerequisite: Graphic Design, Drawing I or Drawing II. Printmaking is a course which offers studies in various methodsof reproducing original art work. The study of four-color silk screening and lithography techniques is included. DRAWING I One year - grades 10-12 This course is an introduction to basic drawing units of study in the following areas: line, composition, forms, tonal scale, texture, color theory, enlargement, perspective, pen and ink, portraits, and lettering. PHOTOGRAPHY One semester - grades 10-12 Course study includes black and white and color photography. Camera, light meter, and electronic flash will be covered. Darkroom techniques to print black and white film will be studied. Students must have access to a 35mm camera. 0 DRAWING II One year - grades 10-11 - Prerequisite: Drawing 1. Drawing il is a course which is structured as an in-depth study of visual perception. Skill development in proportion, perspective,' and shading of the human face, features and body will be emphasized. The student will be required to exhibit selected works. DRAWING III One year - grades 10-11 - Prerequisite: Drawing II. Drawing III is a course structured for advanced students to work independently on drawing techniques. Studentswill be required to give written critiques of their work and exhibit selected works. CRAFTS-FIBERS One year - grades 11-12- Prerequisite: one year of high school art. This course is designed for students interested in the study of fibers and the variety of crafts which incorporate these materials and will include fabric design, basketry, papermaking, weaving, macram^ and soft sculpture. ADVANCED CRAFTS-JEWELRY One year - grades 11-12- Prerequisite: Art-Design or teacher recommendation. The classwill teach basic jewelry construction fundamentals, including design composition, sawing, scrolling, piercing, soldering, bezel setting, and buffing. Different forms of jewelry, metals and stones will be covered. Equipment usage and safety will be.emphasized. STUDIO ART AP (ADVANCED PLACEMENT) One year - grades 11-12- Prerequisite: Introduction to Painting, Drawing II or teacher recommendation. This is a studio art course designed for advanced students who are seriously interested in the visual arts. Students will be required to develop an art portfolio in painting and drawing. DANCE HISTORY OF DANCE One year-grades 10-11 - Required of all students who choose the study of dance as a tine arts area of concentration. Presents history and background of the development of dance as an art form. DANCE TECHNIQUES I One year - grades 10-12 Beginning course for techniques in ballet, modern dance and jazz. DANCE TECHNIQUES II One year - grades 10-12 - Prerequisite: Dance Techniques I or permission of instructor. Intermediate level for techniques in ballet, modern dance and jazz. DANCE TECHNIQUES III Oneyear-grades 11-12-Prerequisite: Dance Techniques I or II orcomparable experience and permission of instructor. Advanced level for techniques in ballet, modern dance and jazz. DANCE ENSEMBLE One year-Prerequisite: Dance Techniques i orcomparable course and audition. Performance group for advanced dance students. RECFJVPS' FEB 2 3 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegregation LITTLE ROCK SCHOOL DISTRICT, ET. AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA INTERVENORS KATHERINE W. KNIGHT, ET. AL. INTERVENORS To: NOTICE OF DEPOSITION Mr. Junious Babbs Parkview High School Little Rock School District 2501 Barrow Road Little Rock, AR 72205 PLEASE TAKE NOTICE that pursuant to the provisions of Rule 33 of the Arkansas Rules of Civil Procedure, the Joshua Intervenors, will take the depositions of JUNIOUS BABBS, Principal AND MARIE FLEMIONS, Journalism Teacher at Parkview High School before a Certified Court Reporter or some Other authorized by law to administer oaths. Said deposition will be used both for discovery and/or evidence, to the full extent allowed by the Arkansas Rules of Civil Procedure and the Arkansas Rules of Evidence. The deposition will take place on Tuesday, March 1, 1994 at Parkview High School, 2501 Barrow Road, Little Rock, Arkansas, 72205, beginning at 2:00 p.m. and continuing thereafter during normal business hours until completed.Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 J^hn W.. Walker Bar No. 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage paid all counsel of record on this A^r\u0026gt;^day of February, 1994. ft: I-' John- W. Walker 11/14/96 11:24 501 324 2023 LRSD COMMVMCATI ODM 0002/003 Ui F Little Rock School District Press Release November 14,1996 More Information: Zeomee Herts, 324-2020 Parkview Students Present Up The Down Staircase' Parkview Arts and Science Magnet High Schools Acting, Stage Craft and Music Theory III classes will perform Up the Down Staircase for audiences Thursday, November 21, at 7:30 p.m. and Sunday, November 24, at 2:30 p.m. in the school auditorium. A performance for the student body is scheduled for Friday, November 22 at 9:30 a.m. The play, which was adapted from the novel by Bel Kaufinan and was later made into a movie by Christopher Sergeis, focuses on the success of one first-year teacher who knows she can make a difference. The fall production is a class project of three classes including original music composed by the Music Theory EH students under the direction of Mrs. Amelia Farlow. The set for the production is an original design by the stage craft classes. Under e direction of Fred Boosey and Gary Bailey, the performers for the presentation come from all three Pulaski County school districts and are enrolled in the magnet program at Parkview. The production will involve almost one hundred students in all aspects of the production and helps focus on the inter-relationship of the arts which was the focus of a recent program by the three instructors at the International Network Conference in Louisville, Kentucky. (more)11/14/96 301 324 2023 LRSI) CO.MMlMCATI OD)I @003. 003 11 : 25 Press Release -Parkview (11/14/96) Page 2 Tickets for the presentation are $5.00 and may be purchased at the door at the time of the performance. For group information, call 228-3045. /1 MEDIA NOTE: Dress rehearsals in full costume will be held November 14,15,18, 19 and 20, from 6:30 - 9:00 p.m. in the school auditorium. This would be the best opportunity for photos.1 I 1 0: 2S XS'oOl 32 ) 2023 l.RSn COT'tl'MCAl f ODM 002'002 .a.xuinur. IMK^ Ji^ri Little Rock Schoo! District Pres.s Rtiease ^'l^Lrch i X, 1997 For intorn latioii: Zeomee }Tert.s, 324-2020 Parkview Students to Study in (Germany T'.ventv-..ive students who sndv GetTOan at Parkview Arts and Science Magnet High School will travel to Berchtesgaden, Germany, March 14, 1997. for a firsthand expenence oi German lajiguage end cnltoe. The trip is part of a school exchange b'jtween Pirk.'iew and the Gymnasium Berchtesgaden. Funding was nrovided by the Gerrnan-American Partnership Program, and Parkviews stud-ents raised $3,000 to help offset die cost of ths trip. Mudenis xvifi spend two weeks in southern German,e and. the surrounding area, inclujiug trips to Venice. Italy\nS\u0026gt;ilzburg. Austria\nmnd Munich, Germany. WTiile in Bercmesgaden, students will be staying with G.snnan families who are pa,riicpating m -'le exH.-viie- Gpon their retun. to the states. Partview students vdll host the (jerman exchange stud' ts in their homes. Special activities have been planned tor the guests from Germany iactvdiiig pre'seatation.s and a trip to Bramson, Mis souri April 5 an.d 6'. Jennifer Lusk, faculty .sponsor at Parkview: Christy Jackson, r tatii teacher at. Parks jetv\nand Judy Millard, a parent, will chaperone the exchange. Andi Schoberl is the ficutty srionsor from the GymnasituTj Berchtesgaden ) 'Y. 810 West Markham Street Little Rock. Arkan.sas 72201 * (501)524-2000 t3ec-O9 -'\n3/ I : 0.1. H P a r-k. V 1 r-1, 'Sc 1 encG HS P . 02 QUIREMENTS FOR GROUPS REV 10/9 7 g'.\"UDE\n7T PARTICIFATION IN GROUPS WITH 3-6 STUDENTS IS A REQUIREMENT FOR THIS CLASS Group Presentations are designed so that nc suuaent presents alcne. Failure, tg demonstEal.e--Atjj'iLe_falLjea3Lki^j^ secure a 0 and recoMariiiAtAgB-..fgr..r\u0026amp;avJ^4ur_JStLqij^ teffiAiiidr,.a bh.L^. slia2i,-yfi.ai-. Liie Students wil.1 be able to work CCLLABORATIVELY\nlearn strategies of conproms ijir.g and time management\nengage in problem-solving, face-to- hce .rteraction and goal setting\npractice decision-maXing and hct1ve-partic ipation\ndemor trafce individual and group accountaDiiity\ndevelop listening. practice oral. wr itten reading, research, performance, writing and leadership skills\nand display skills components of cormiinic.ation\nand use skills essential in the work itai'ket for which public schools and leaders of Amer oileges prepare students who are the future ca f..LXiiLiiTAT.i UN The follow.!ng will be responsibilities within a group. appllcfible in an effort, to balance the Presentations should be 45 m.Lriutes in length. Ten minutes may he u,sed for a video presentation made and performed by students who are members of the group. Other video/audio excerpts which are directly related tc the contant of tha book or play may r?e teacher used .should be questloning. Any time not used by the students will be reserved tor The last five minutes of the presentation time reserved for the written quiz. ?RS3ENTATXQM P'-RFQ.C.l. Group presentation?, are designed to teach you how to work with others and to plot, allow you to reach setting, themes, o better understanding of the characters, summary, etc., in the book. The purpose of the group meeting IS not to plan a presentation, but to REACH AN UNDERSTANDING about the content of the book, looking at the. key elements 1 sted above, the author, the period in which the book was t en, and other important facets associated with the literature. THE PRESENTATION IS DESIGNED TO ALLOW YOU TO DEMONSTRATE YOUR UNDERSTANDING TO OTHERS, AND TO ENCOURAGE THBM TO READ THS BOOK. HIGH INTERFST. rNFCR.M.ATION PACKED PRESENTATIONS ARE BEST. DO NOT READ TO THE CLASS. The information should be known. .5C r-rts may be used .FOR SUPPORT BUT NOT DEPENDENCE. Index cards or typed PRESENTATION 116IB 1 -ITIEJ\nThe. presentation responsibiliries should noX one :^.ndividual, dm T le.?:der sli.f.ilu net de all of the work, ANY MEMBER OF THE MI? M.AY ! d\n. e *blt c- r .5 filTl'TE .t. e i 0 7, t d 1'3.-. AM EFFORT TO HGI.C /i GRC'Ui' MEETIN .he .aut-hpy. t.)n- 1 Id: - \u0026gt;, 1 port a\nm.,j\ne t i\n.:.e at, one idu pl a 1 .shOU T .1 e load s up the cn G r \" *4 DT thor . .ip meetJtq? equally All group .by c_ty jnembep, i s expected..! be__t o..'. oily familiar with iiaifacte.r 2 h 1 c d.. V 1\nrireser.: _..an.d _the. .1 wn . UI' MF MRU I!- M I J 1 pa t recomme.hdation Lar iftgulai y Oivi V i '.1 jn. ^21 .stcriz : _.ng \" 'Ip . c 1'. a - I I J I' iVC- -.n I 17 6\nHAVE .AJ7.okP.?4 nqx .to I '.VL. W.A.I- tL..f_or .th. '1' Xeai. =-: '1-a i d 3.r.d_a ether F.sjL.iui e_ .to i . }'*v \u0026lt;112 V n r oi r.h i a r a J. F\ni.'.p 111\" ^b. .5 Qchofi i i.g ?lysi , r 5 inDec-OD-g/ 12:O2P Parkview Art. s/Sc i enc\u0026lt;=\u0026gt; HS P . 04 i\nTrie ? /H\n' jriiy ifr.er the qt c\".\n' ent Gliouid t he I\n1 Xl.l/iUSkP't I I :: t: .cni..b: s .1 i L: ought to ?r wo . i --t iit'li\nVP r li 11 t. I, ! P: \n.) p\nme a \\ P E L tip wi utter. P. Kt. '.J r4 PRE.5 EKTA Is.ader i.$ SCRIPT: e xp 1 rt: n 1 ?. q the r ne-li5 r. J be eri' Fe t' t L'Ay ?scons' .immediate. 1 /a* I-11? 2 1 \u0026lt; h FOLD ER OF LARGE Q ? E - BEFORE PRESEriTATFON s for her\nThe script htripts should be a combined effort.. input.' input from\ngroup members not ttie entire j-rouf) presentations. h\\ Lig in BfliNd group p.-iC\u0026lt;et. should he typed. croup, Scripts will be the tesalt. of All ,scripts are t,o be reviewed b later than the Wednegday of the week preceding the 2J.\nKaL2.. .A2iR..JLET.s.. The group leader will meet with the teachei the gtoup. zzfes are to consist of IC questions. multiple ch.oice or a test cannot be ail true/false. t to discuss the progress of The ten questions will be lonfcinatlon of Multiple Chcice/True-FaIse, content of ths book presented. The group r The The test should be d true refiectiot responsible for handing in the day fcilowing the test, the test papers no latsr ttar. returned toy ths next .class day, If the papers are not checked and the atfaiiR-lfili. hdt .by. excused and ingtead of an X for the ..excused participants, the sroup mejrbers will regxy{L..fi21.t.,BQ.iRED._.po.in.t^^^^ The test key should toe turned for teacher review. student test papers must toe recorded alphabetically with the number of point,s earned by each student. groups The master copy of the test should be submitted by all the Friday precedir: SOME QUESTIONS TC EXPECT 1 . 3 . 4 . f. the 1st presentation for teacher FROM TEACHES AT INTERVAL,?. How much progress have you made in your reading? p\n. an 6? .How many meetings have you had? N'?TE : review. di *. ?i e '/ last ? Where were they? EO yov! have m.eetings .planned away .fro.m school? D-o 'jC u have any problems we need to discuss? bo you have a written quit member of your has With How your group long and author's biography? ~s every roup familiar with the author information? your group dis:UE.sed the book in .detail? l.nfor.iation and misinformation? IS there any thing that I can help wit,h that, will not interfere with your presentation plan? Have your clarified If you will request need .a VCR., you will need to submit to me when you turn three days before you present. in your te.st, a w,lit ten but not less thanfJec-OSS-y Z\ni 2\n02P Pa rkv -i ew Atts/Sc i ence H P . 03 io - r. v.r? 1, . J . TP? C.. 4 N I 3 \u0026gt;\n. P: 'j:^-jannounct? c*' i r f\" L cl c 6 !: lb. ed ..t 'k r.s of rJ'.e re ad\nO.lp wi z prccrL?s Wl.i ? rht- RSADINO PRCGRES5 report 1 k\nep cl record. e 11 each Itup rec\n: * meeting. .L.i5. lyned tiy ^11 !Dembers of meeting. rder will t.iin the group A IQIIIEED. ATTE\ni2SiK:_______ I'end^n.ce witl be recorded at all AaU-it^j3 point5/3 Qt\u0026gt;t Meetxncis ic\n. gro'ir Me.?T.ings 'nelc rtside of clash cjroup meetings by every memoer \\Eetore school, atter 'I' r j lunch awav fro- the school ' Oi' shall be awarded required ir tr *'O 3 meetings (15 pr nts each). Mee tines held, should he the entire group agrees on cne nc'.'ed frc\" p.lace to place unless leetinn place. 'ine iiidividual .shcild not be given the advantage The grtup decides on the meeting place. COMPROMISE l.S -A .M'JST. : wil retain sen,-id 3 evenings each\n4 weeks to ac-conm'.cdate Cl pl a.' h' .dents IP..\nv indi VI dualides on the meeting place. 15 a t f'cnocl 3 evenings fl h'.' cannot meet If .Al K fi i eader ?.N\n1 t\n1 n t'ach rf any other envircnment. in .ind record the att\u0026lt;?ndahce .^0'1 Sai o'winc rday\nmeet 7 nc h'^n the 'within 24 hours unless the meeting is r.mmed lately held on ..! ? meribers p.. '.er\" f' ? at i -'O sent sheet should be turned in It the meeting shall sign :' iT^endance before the leader Oil the next class day. I. DURING THE MEET ING) f 11 turns in the sheet. T'ne stterdah Hfir will de the following: date o!' mee' ing\n.m e meeti.nq scheduled to begin, time of ai11val an .4 departure cregress e ac r during group me.tber, the neeiing. readme progress, and activities and CP.fflJKU.nic5X-iJ\u0026gt;5 .dhd _prin^J,.c.Uia.JtVL..tftijBnon^.,^e eiu^^ . YOU .should have the telephone numbers of all group members in your wallets. Ch r desk cr or. you\n' bulletin board. DON'T 3E AFRAID TO DISCUSS YOUR O O K. 'B 'f p H C N E U.SE i-WAY 'WHEN YOU HAVE IT AVAILABLE. tCGKRDTSHMENT .\nic m ode. Dmpl 1 shme.n the det 5.1 nd a pr-eptr ed costumvc re'.'iew'd, r.\npes\u0026gt;rch . tee IN..ltTGS : in meeting E .la.T'ples Indicate on form furnished for your usage. J ant interested in what was script imput/input, accomplished, script written, program outlined, practice session, assembled or made, responsibilities divided, visuals and props script q \u0026lt;\ne .s icns b !\n'J i iphy revo-ewed. reviewed, computer werx or typing, v and other. Gro'..r 'pem,,h5i' responsibilities: N.sme or responsible group member .A .s s 1 g I'. .'.'I e 111 ...... c cplf'ted ___ Wot Com,pie ceo, Each, individual member ..f the group ILENTit,\n.CAT.'-jn\nl,.gE_^K2UJL should make every effort to work, with other meinbers ot the yioup. will not have the .same w..rk .It i' Every r fc w.,style or wotX ethic. there oul'.l woi'k out t.he problem in the10/09/1998 14:18 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 I SOURCE/CONTACT: Suellen Vann Little Rock School District 810 West Markham Little Rock, AR 72201 (501) 324-2020 (501) 324-2023 (fax) For Immediate Release October 9,1998 MEDIA ALERT! What: Announcement of major grant award. When: Monday, October 12, 1998, 1:00 p.m. I Where: Science Laboratory Parkview High School 2501 Barrow Road I Who: Dr. Les Gamine, LRSD Superintendent Dennis Glasgow, LRSD Math/Science Director I ## I i Ii II Ii 11/09/1998 14:41 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 u4*fs-Scicc uUognef S/tgfc Sciioo^ 2501 ^(Mow ^oad Me 15ocfc, 72204 (501) 228-3000 November 5,1998 PRESS RELEASE Parkview Arts-Science Magnet High School's Acting and Stage Craft classes will present Dark of the Moon on Friday, November 20*\" at 7:30 p.m. and Sunday, November 22'* at 2:30 p.m. in the Metcalf Auditorium located on the Parkview campus at 2501 Barrow Road. Tickets for this presentation are $5.00 and may be purchased at the theatre the day or evening of the performance. Dark of the Moon is a play by Howard Richardson and William Berney that dramatizes the \"Ballad of Barbara Allen\". It is the story of a young witch-boy that wants to become human so that he can marry his one true love. The complications in the plot arise in accepting someone different, in a society that wants only to accept others like themselves. It is a love story, it is a social commentary, and most of all it is an evening of enchantment ! This production is a project of the Acting classes and the Stage Craft classes at Pykview Arts-Science Magnet High School, which is makes the production an educational venture and a training ground for these high school Thespians. This is the third presentation by the acting classes this school year. The Stage Craft classes take the play and design set, costumes, lights, sound and blend these elements with the students in Acting creating the roles of the characters within the play. For further information about Parkview, Dark of the Moon, drama program at Parkview, call 228-3045 or 228-3000. or the Contact person: Fred Boosey05/06/1939 09:12 501-324-2023 LRSD COMMUNICATIONS Xt-y PAGE 01/01^^iZc DATE: 810 West Markham Little Rock, AR 72201 Phone: Fax: (501)324-2020 (501)324-2032 TO: FROM: SUBJECT\nMay 6,1999 Central Arkansas Media Sports Editors Cynthia Howell, Arkansas Demoaat-Cazette Sueilen Vann, Director of Communications First Female Parkview Athlete to Sign Scholarship MESSAGE: Parkview senior Michelle Carter will sign an athletic scholarship this afternoon to play for Westark Junior College. Michelle, a center on the Parkview Patriots basketball team, will be the first female player from Parkview to sign an athletic scholarship. She was the first female Parkview basketball player to be named as an all-state player. The signing will take place at 2:00 p.m. in the Parkview library. She is the daughter of Pulaski Heights Elementary principal Lillie Carter. # Pages (including cover) 1 To Fax# An Individual Approach to a World of Knowledge A'Y' A.n Individual Approach to a World of Knowledge December 7, 1999 Mr. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 received DLC 9 1999 Dear Mr. Walker: CFFiCEOF DESEGREGATION MONITORING We have seriously investigated your concerns regarding Kim Lockhart's senior class placement at Parkview. Staff members in the Offices of Instruction, School Services, and Pupil Services all have collaborated in order to make a sound, equitable decision. Specifically, we have analyzed Kim's transcript, her grade point, and her AP course completions from her middle school years through the last semester of her 11 grade year. (We have not considered her senior courses at this point.) We do not find any discrimination surrounding Kim's No. 3 ranking in her class. We also have investigated your criticism of our counseling services for black students. While we do counsel students to excel, to pursue their interests, and to become knowledgeable of careers early in their schooling, we do not counsel any of our students for becoming valedictorians or salutatorians in their senior year. Your second concern related to the fact that Kim's magnet specialty area does not carry an AP designation. Only the College Board determines AP designations for courses, and those offered by the LRSD are sanctioned by the College Board and recognized by the Arkansas Department of Education. It is apparent that Kim has worked extremely hard in her pursuit of excellence, but we cannot in good conscience arbitrarily change her class ranking to No. 1 without being unfair to other students and because of the legal ramifications which the action would precipitate. Sincerely, Marian G. Lacey Assistant Superintendent Secondary Schools MGL/lks c: Dr. Les Carnine Sadie Mitchell Junious Babbs Dr. Bonnie Lesley Ann Brown 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax:501-324-2032 ix'w*^ I xoii^ rwoc. uxz ux 810 West Markham Little Rock, AR 72201 Phone: Fax: (501)324-2020 (501) 324-2032 DATE\nMarch n, 2002 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrof-Cazeffe FROM: Julie Davis, Communications Specialist SUBJECT: Parkview Championship Celebration MESSAGE: The students and staff of Parkview Arts a Science Magnet High School will celebrate their newly won state basketball championship title Tuesday, March 12, at 3 p.m. in the Parkview gym. LRSD Superintendent Ken James will attend. For more information, contact Pam Hobbs at Parkview at 228-3028. ### u U.P'.UV I XUt MO rwac. ox/ ox JJruX. 1^1 w\\ 81 u west Marknam Rock. 72: Little Rock, AR 72201 for immediate Release March 18. 2003 For more infonnation. Pat Treadway, 447-2368 Les Miserables Comes to Parkview Parkview Arts-Sdence Magnet High Schoo! is pleased to announce their spring musical presentation. Les Miserables, performed entirely by students. This special school edition of Les Miserables at Parkview Arts-Science Magnet High School will be at 7:30 p.m, on April 25'\" and 26*\" and at 3:00 p.m. on April 27\". The performance will be held in the Metcalf Auditonum located on the Parkview campus at 2501 Barrow Road. Tickets tor this presentation are $7 for students and S9 for adults and may be reserved by calling 447-2356 or purchased at the door the evening of peiibnnance. Les Miserables has just been released to select schools across the country, and Parkview .^rts- Science Magnet is the first school in Arkansas to receive the rights for the production. Over one hundred students on stage plus technical and instrumental music students and production staff help bring to the stage the French Revolution with the popular tunes that include 1 Dreamed aDream and One Day More. A special school presentation has been scheduled, and teachers who wish to bring groups are encouraged to contact Karen Wisener at 447-2356. For additional information, contact Pat Treadway at 447-2368. Les Miserables is a musical by Alam Boubiil and Claude-Michael Schonberg, based on a novel by Victor Hugo, music is by Claude-Ivfichael Schonberg and lyrics by Herbert Kretzmer with matenal by James Fenton. The orchestrations ate by John Cameron. The original London production was directed and adapted by Trevor Nunn and John Caird, and the original London production was by Cameron Mackintosh and The Royal Shakespeare Company. This special school presentation was adapted and licensed by Music Theatre International and Cameron Mackintosh.Enclosure ARKANSAS DEPARTt-IENT OF EDUCATION RECEIVED ANNUAL SCHOOL IMPROVEMENT PLAN VERIFICATION FORM OCT 2 8 1991 1991 1992 Office of Desegregation Monitoring School Building\n(Name, Address, Zip) Parkview Arts/Sclencc Magnet High School 2501 Barrow Road Little Rock, AR 72204 Telephone (501) 228-3000_____ Pulaski County 6001-005 LEA Number 4 School District\n(Name, Address, Zip) Little Rock School District 810 U. Markham St. Little Rock, AR 72201 Te 1 ephone (501) 324-2000_____ Please submit one copy of the Annual School Improvement Plan for each school in the district by October 15, 1990 . Junious C. Babbs. Jr. Principal nr. Ruth StPPip____________ Superintendent signature of Printipal' Signature of Superintendent School Building Task Force Junious Babbs Carolyn Carpenter Anne Hansen_____________ Harold Haygood Karen Wisener____________________ Marcelline Carr Evelyn Menz_______________ Lucious Powell Please send to: Associate Director Instructional Services * ^Arkansas Department of Educ. 4 Capitol Mall Little Rock, Arkansas 72201 Susan Taylor I i I Ella Wa er ^ny ^is^rict with standard violations, during the 1988-89 school year, must submit this document by October 10, 1990 . I I I1991 1992 ANNUAL SCHOOL IMPROVEMENT PLAN COMPREHENSIVE OUTCOMES EVALUATION (Visit Spring '91 - Revisions Spring/Fall *91) PARKVIEW ARTS/SCIENCE MAGNET HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICTI SCHOOL AND COMMUNITY Parkview opened in the fall of 1968 with students enrolled in The first class to be graduated was in grades 8, 9 and 10. In 1987 Parkview Arts Magnet High School the spring of 1971. ---------- ------------- . - became Arkansas' first and only inter-district magnet high ________ With an expanded science program Parkview became an arts/science magnet high school in 1989, with an enrollment of 825 students from Little Rock, North Little Rock, and school. Parkview is one of Pulaski County Special School Districts. the five high schools in the Little Rock School District. Little Rock, the capital of Arkansas, is \u0026lt;_ ---i \" of approximately 190,000 and is the retail, financial, governmental, cultural and medical center of the state. .Located in the city are the following educational institutions: University of Arkansas Medical Sciences, University of Arkansas at Little Rock, University Law School, several private colleges, and several business and technical a medium sized city schools. SCHOOL Enrollment: 825 total Faculty: Accreditation: North Central Association Arkansas State Department of Education PROGRAM OF STUDIES In addition to the arts and science programs. Parkview is a comprehensive high school with a strong college preparatory program, a vocational program and classes to meet special The schedule of 114 classes includes needs of all students. Advanced Placement classes in English 12, calculus AB, U. S. history, French, music theory III, unified physics II, Honors and gifted classes include English 10 and 11, geometry, algebra II, and advanced algebra/trig. classes are 50 minutes in length and meet five times a week. and studio art. All Students enrolled in the Fine Arts Program select an area of emphasis from the arts dance, drama, instrumental music, vocal music or visual art - and follow an expanded curriculum Students may choose courses in in their specialized area. drawing, design, photography, pottery, painting, crafts, dance techniques, communication, children's theatre, mime, classic scenes, interpretative communication, music theory, choir, band, orchestra, or fine arts survey. Students enrolled in the Science Magnet Program must complete 4 semesters of biology, 3 semesters of chemistry, 2 semesters of physics, 1 emester of applied statistics \u0026amp; technical writing, 6 semesters of math and 2 German or Latin. emesters of Page 1STATEMENT OF SCHOOL MISSION AND GOALS The Little Rock School District is committed to providing educational experiences that will promote the development of each student. Parkview Arts Magnet School will provide learning experiences that foster academic/aesthetic growth of . students who express an interest and/or need in the arts. Further, the program will be designed and implemented to include identifiable learning outcomes in all magnet program areas of academic and aesthetic study. The curriculum will surpass all state standards. In recognition of the need for total development of the individual, the Fine Arts High School will provide specialized studies in the arts combined with an academic program utilizing the LRSD secondary curriculum and offering numerous choices for future training at . advanced instructions as well as careers following high school graduation. . Parkview Fine Arts Magnet School has the following objectives/goals: 1. 2. 3. 4. 5. 6. 7. 8. To develop in each student the essential skills in oral/written communication, computation, reading, science, social studies, and the arts (music, visual arts, movement, and dramatic arts). To provide a varied program of activities that will afford opportunities for investigation and experimentation in the area of the arts. To develop student recognition of the arts as an integral component of his/her environment. To increase student understanding and participation in those areas of the arts in which he/she has a special interest. To promote creative thinking, creative expression, and self evaluation by group and individual activities. To provide the opportunity for creative learning expression for students served by the Booker Intermediate Arts Magnet School and Mann Junibr High Arts Magnet School. To provide an arts curriculum that exceeds the regular arts course offering in depth and breadth. To provide a strong academic curriculum that will prepare students for college study as well as possible career opportunities. Page 2The Science Magnet Program wi specialty science courses with a prepare students for an t technical major in the area Science Magnet School ill combine the district's high-tech a magnet curriculum that will undergraduate pre-professional\ncrca of medicine and health. T will work cooperatively with the or The Parkview University of Arkansas for students. fSr SSSical sciences to provide Both universities have expressed investigations and 5^Uhivetsity pMsonne! to the school site for special lectures and/or demonstrations. n.,-. wot-ci tv \u0026lt; of Arkansas for Medical Sciences where a The University individual \"shadowing experiences will provide some individual snaaowiny for a iaent follows and works with a health-care professional for a d Of time. Parkview Science Magnet School staff will me period of time. annuaiij -------c-------------- - ...4.1 the University of Arkansas at Little ------- Arkansas for Medical Sciences to plan specific strategies for the upcoming school year. activities and Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regular science program in depth and breadth. 2. student understanding in the math/science To increase content that is prerequisite to technical course of study in me a pre-professional or medicine or health. 3. To increase student acquisition and techniques in science. of laboratory skills 4. To develop skills in information acquisition, processing. statistical analysis, and technical writi g. 5. To increase the foreign language Russian to the curriculum. offerings by adding 6. TO provide opportunities for students to ^nteract^with^ hfsa 1 thscience professionals through field t \"p health-science site, guest site, and student shadowing of the health science professionals. page 3t DATA ANALYSIS The information below is based on the guidelines as set forth in Arkansas State law which requires entering freshmen to enroll in developmental courses at the college level. ACT English 18 or below ACT Math 18 or below SAT Verbal 350 SAT Math 380 Of the 223 students who took the ACT in the school year 1989-90, 108 or 48% scored below State requirement. were white males and 19 or 17% were white females. Of those who scored below 5 or 4% 34% were black males and 47 or 43% were black females. Also, 38 or Of the 41 students who took the SAT in the school year 1989-90, 5 or 12% scored below the state requirement on the verbal and 7 or 17% on the math. Of those who scored below in the verbal, no white males and 1 or 20% white female scored below. Also, 2 or 40% black males and 2 or 40% black females scored below state requirements. Of those who scored below on the math, no white males and 1 or 14% white female scored below. males and 3 or 42% black females scored below state requirements. Also, 3 or 42% black PSAT 1990-91 Juniors: Verbal 32 and below = predicted 350 on SAT Math 37 and below = predicted 380 on SAT Sophomores\nVerbal 29 and below = predicted 350 SAT Math 29 and below = predicted 380 SAT Of the 128 juniors who took the PSAT, 18 or 14% scored below the standard above on the verbal, 36 or 28% scored below the standard stated above on the math. and 4 or 22% white females scored below. Of those who scored below on the verbal no white males Also, of those who scored below on the math, 1 or 2% white male and 11 or 30% white females scored below and 7 or 19% black males and 17 or 47% black females scored below standard. Of the 59 sophomores who took the PSAT, 5 or 8% scored below the standard stated above on the verbal. Of those who scored below on the verbal no white males nor females scored below the standard and 4 or 80% black males and 1 or 20% black female scored below standard. Two or 3% of the 59 who took the PSAT scored below the standard on the math part of the test. male and no white females scored below. 50% black female scored below standard. Of those who scored below standard, 1 or 50% white Also, no black males and 1 or Page 4f DATA ANALYSIS The information below is based on the guidelines as set forth in Arkansas State law which requires entering freshmen to enroll in developmental courses at the college level. ACT English 18 or below ACT Math 18 or below SAT Verbal 350 SAT Math 380 Of the 223 students who took the ACT in the school year 1989-90, 108 or 48% scored below State requirement. were white males and 19 or 17% were white females. Of those who scored below 5 or 4% 34% were black males and 47 or 43% were black females. Also, 38 or Of the 41 students who took the SAT in the school year 1989-90, 5 or 12% scored below the state requirement on the verbal and 7 or 17% on the math. Of those who scored below in the verbal, no white males and 1 or 20% white female scored below. Also, 2 or 40% black males and 2 or 40% black females scored below state requirements. Of those who scored below on the math. no white males and 1 or 14% white female scored below. males and 3 or 42% black females scored below state requirements. Also, 3 or 42% black PSAT 1990-91 Juniors: Verbal 32 and below = predicted 350 on SAT Math 37 and below = predicted 330 on SAT Sophomores: Verbal 29 and below = predicted 350 SAT Math 29 and below = predicted 380 SAT Of the 128 juniors who took the PSAT, 18 or 14% scored below the standard stated above on the verbal, 36 or 28% scored below the standard stated above on the math. and 4 or 22% white females scored below. Of those who scored below on the verbal no white males Also, of those who scored below on the math, 1 or 2% white male and 11 or 30% white females scored below and 7 or 19% black males and 17 or 47% black females scored below standard. Of the 59 sophomores who took the PSAT, 5 or 8% scored below the standard stated above on the verbal. Of those who scored below on the verbal no white males nor females scored below the standard and 4 or 80% black males and 1 or 20% black female scored below standard. Two or 3% of the 59 who took the PSAT scored below the standard on the math part of the test. male and no white females scored below. 50% black female scored below standard. Of those who scored below standard, 1 or 50% white Also, no black males and 1 or Page 4MAT 6 Of the 218 tenth graders tested in 1987-88 school year, 51% scored at or below the 50th percentile on the MAT 6. 37% of the total white students tested, 66% of the total black students tested scored at or below the 50 percentile. Of the 272 tenth graders tested in 1989-90 school year, 50% scored at or below the 50th percentij.e. 35% of the total white students tested and 61% of the black students scored at or below the 50 percentile. Of the 255 tenth graders enrolled in the 1989-90 school year, 78 or 31% scored at or below the 50 percentile. Of the students who scored below, 11 or 14% were white males and 13 or 16% were white females. Also, 22 or 28% were black males and 32 or 41% were black females. Of the 270 tenth graders tested in the 1990-91 school year, 73 or 27% scored below the 50th percentile. Of the subgroups within these totals include 1) 59% black students above norm 42 male - 49 female 2) 89% white students above norm 41 male - 61 female Of the 232 eleventh graders tested in the school year 1987-88, 49% scored at or below the 50th percentile on MAT 6. O/ 31% of the total white students and 66% of the total students scored at or below the 50 percentile. Of the 251 eleventh graders tested in the school year 1988-89, 49% scored at or below the 50th percentile on MAT 6. 67% black students scored at or below the 50th percentile. 27% v^ite students and Of the 250 eleventh graders tested in the school year 1989-90, 114 or 45% scored at or below the 50th percentile on MAT 6. Of the students who scored at or below the 50th percentile, 14 or 12% were white males and 20 or 17% were white females. 47 or 41% were black females. Also, 33 or 28% were black males and Of the 256 eleventh graders tested the 1990-91 school year, 77 or 30% scored below the 50th percentile of the subgroups with theses totals include 1) 56% black students above norm 33 male - 39 female 2) 85% white students above norm 31 male - 67 female Page 5TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Upon receiving our test results (MAT6, PSAT, SAT, ACT) in spring '91, cumulative information was compiled and provided to the entire staff. Parkview's scores were then reviewed over the past three years to establish patterns of growth and/or deficits for respective sub groups ( grade, race and gender) in overall performance and specific content areas. Achievement data reflects the following: MAT6 Complete Battery Percentiles over the past three years. lOth Grade 11th Grade 1988 1989 1990 1991 Black 34 38 56 59 White 63 70 81 89 Black 33 30 41 56 White 69 72 68 85 Page 61 STUDENT ACHIEVEMENT 7MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT TARGET NARRATIVE OUTCOMES 1. To increase student achievement resulting in 757. norms (50Z) greater. ar Evaluation Data: Metropolitan Achievement Test Results A. Content Area B. Disparities 2. To increase achievement for all students with specific emphasis on closing disparities. ( Evaluation Data: Metropolitan Achievement Test Results A. Content Area B. Disparities Page 7OUTCOMES Individual departments desired outcomes examined this data, identified target Aet'sUi _ \u0026lt;^hen established and outccxnes established are: areas and presented to the staff. The 1. To increase the 1 success ratio of 10th grade black females on the ACT and SAT Oiack a^id SAT, males and 2. To in^rove test taking skills black and white students and and decrease the disparity between 3. Target mat 6 Con^josite language Arts and Math between the Battery - to increase the Reading, scores of blacks and decrease scores of black and white students. the disparity Page 8 ffTnrgfct: (il como: iMFROVEHENT PLAN Monitoring and Assessment of Student Achievement To increase success ratio of black male and black female students on the ACT and SAT ACTIONS /.ESTONSIBILITY TIMELINE HESOtIRCES STAFF DEVELOPMENT EVALUATION DATA 1. Show videos Counselors II Be prepared for the ACT\nand 11th and On going \"Be prepared for the PSAT and SAT\". Provide and review booklets on Test Preparation for ACT and SAT- 12th grade English/Math teachers College Board, American College Testing Co Inservice teachers oi Test Preparation Booklets Survey students to determine use of booklet 2. Purchase appropriate computer software Adminlsttatic n 0 o 0\u0026lt;J re V\u0026gt; 3. Provide computer software for students and teachers Counselors College Board, American College Testing Co. American College Testing Co. Receipt of computer software Log of student use *Target: Outcome: ACTIONS 1. Show video IMPROVEMENT PLAN Monitoring and Assessment of Student Achievement test-taking skills and to decrease the disparity in scores between white and black oLUQenLS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA \u0026gt;13 B) OO (S o \"Be prepared for the PSAT and SAT\" to lOth and 11th grade students 2. Provide outdated tests for review and practice 3. Generate and provide a brochure containing tips on test-taking skills for students and parents 4. Provide all teachers with outdated PSAT's so that they can become familiar with test format Counselors and 10th and 11th grade English teachers Counselors, 10th and 11th English teachers and math teachers Counselors Counselors On going On going On going On going College Board Video Outdated PSATs College Board ACT, State Dept, of Educ., LRSD Outdated PSAT's Attendance of student viewing video ! Number of students taking practice tests Inservice for classroom teachers Survey of students to determine value of brochure Survey of teachers to determine their use of the suggested formatIMPROVEMENT PLAN Tsrgtt\nMonitoring and Assessment of Student Achievement OuLconio: To increase reading scores of black males and females Ijetween white and black students on MAT 6 and decrease disparity in the scores 1 2 T* 3 Bl W It 4. ACTIONS RESIONSIBILITY TIMELINE IIESOIIRCES STAFF DEVELOPMENT EVALUATION DATA Provide activities emphasizing reading comprehension (Literal and Inferentia: Vocabulary emphasis throughout interdisciplinary curriculum Implement classroom strategies that prompt the use of critical cinalysis and higher order thinking skill* Teacher made tests that Classroom Teachers ) Guidance Staff Classroom Teachers Classroom Teachers Classroom have a standardized test Teachers format (multiple choice, timed sections, op-scan answer sheets) Chgoing Cngoing Ongoing Ongoing IKSD Staff Development Office IKSD Staff Development Office LRSD Staff Development Office Scantron Teacher Inservice Depto Mtgs. (presentations) Faculty Meetings Reading Across the Curriculum MAT 6 Results Teacher report of action implementation Formal Observations MAT 6 Results Teacher Observation MAT 6 Results Teacher Observation Observation of Teacher made testsIHPROVEHEMT PERM Target: Monitoring and Assessment of Student Achievement Outcome: To increase language arts scores of black males and females and decrease disparity in the scores between white and black students ACTIONS RESPONSIBILITY TIMELINE KESOtlRCES STAFF DEVELOPMENT EVALUATION DATA \"d 01 w (t t\\3 Throughout the year class curriculum will address lower range score areas on MAT 6 test by: a. b. c. Classroom Teachers Ongoing through 9\nGuide English Curriculur Communication Skills Inservice, Prejudice Reduction Training stressing frequent spelling reinforcement weekly vocabulary work reviewing research skills with at least one research project per year Students performing at or below grade level will be given additional preparation for the MAT 6 test Stress latin prefixes, suffixes, roots and analogies Classroom Teachers Classroom Teachers Classroom Teachers Classroom Teachers Chgoing through 9\nEnglish Teacher Latin Teacher A. Spelling list Warriners Grammar text English Department Meetings Chgoing through '9: B. Vocabulary workbooks Compare 1990-91 MAT 6 scores with 89-'90 Also, compare result\nof teacher made test\nSpring Semester Spring Semester Ongoing C. Research manual Test taking tips Sample Questions Teacher Inservice in February/March faculty meetings TESA/PET English Department Meeting Improved grades on research papers Compare '90-91 MAT 6 scores with 89-90 Target: Outcome\n\"d Bl OQ ni LO ihfrovehemt plan Monitoring and Assessment of Student Achievement To increase math scores of black males and females and decrease disparity in the scores between white and black students ACTIONS responsibility TIMELINE HESOtIRCES STAFF DEVELOPMENT EVALUATION DATA Emphasize problem soIvin | skills in all math courses Expose students to real world situations that are math related (Higher Crder Thinking Skills) Identify and target students below norm Math Dept. Math Dept. Classroom Teacher Registration Various teaching strategies (visual aids, hands on activities, practical application, peer tutoring and group work) Math Dept. ongoing 90-'93 I ongoing 90-^93 Fall Semester Spring Semester Curriculum 1 Guide Textbook furnish 2d Exams Sample Questions Math Assistance Program Math Department Meetings 91 MAT 6 Scores | also, compare result! of teacher made tests. Speakers LRSD Staff Dev. VIPS Faculty Meetings Department Inservice Team Learning Brainteaser Box (daily exercise s Math Assistance Program ) 91 MAT 6 Scores MAT 6 Data Mu Alpha Theta LRSD Staff Dev. Math Assistance Program Building Guidance Department Cooperative Learning LRSD Inservice 91 MAT 6 Scores 91 MAT 6 Scores\u0026gt; HIGH EXPECTATIONS( HIGH EXPECTATIONS TARGET NARRATIVE Faculty committees met to address the ten perceived weaknesses identified on a 1989-90 survey. by the Parkview student\nby the students were: The perceived needs expressed (1) boredom in class and lack of student enthusiasm due to teachers not presenting materials in varied and interesting ways, and (2) a lack of information concerning the students' progress in these classes. After thorough analysis of the data, these ten weaknesses were condensed and categorized under the target of \"High Expectations\", with two major sub- groups, \"Communication\" and \"Motivation\". The outcomes were: (1) to increase and improve communication between school, parents, and students and improve student motivation. (2) to The improvement plan developed by the target coimnittee, with additional input from the entire staff,- includes strategies that can be implemented immediately, as well as during the period of time from 1990-1995. Page 14I 1. 2. high expbctaticns arrccMEs To increase and improve positive coBaaunication between school, parents and teachers. Evaluative data: Perceptual survey. Conparison of data results frost the 1989-90 and 1990-91 perceptual surveys. To improve student motivation. Evaluative data: Improved school attendance by students. Improved student test scores. Increase in students* attendance and participation in extra curricular and co-curricular activities. Page 15IMPROVEMENT PLAN Target: High Expectations (Mil come: To improve student motivation ACTIONS\n:esponsibility TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA \"S Bl W It O' To provide recognition and incentives to students for perfect attendance, honor roll, awards assembly, citizenship, letters of recognition and displays throughout each department . To increase computer lab time for students and teachers To assign teacher advisors to students To invite guest lecturers To expand and maintain academic enrichment activities Department areas Principal Sept. 1990 ongoing '95 Ribbons, tickets, pizza, newspaper, lunch discount, coupons, coke, donut party, IRC None Quality of Education Survey Departmental Surveys 1992 Teachers Lab attendanc Assistant, Principal PV staff Sept. '90 Ongoing '9 Computer lab IRC None Number of letters sent Fall, 1991 Faculty Guidance counselors Teachers Sept. '90 Ongoing '95 VIPS-Volunteer s assigned to PV Staff Sept. '90 Ongoing '95 VIPS College programs Computer inservice workshops, IRC to train faculty Pre-school inservice None Lab usage log Quality of Ed. Survey General Survey Student Organization Survey-Awards won in academic competitive activitiesTarget\nHigh Expectations Out conic\nTo improve student motivation ACTIONS\n:esionsibility TIHELINE IMPROVEMENT PLAN RESOURCES STAFF DEVELOPMENT EVALUATION DATA 'V OQ n To increase food source/ public services interest activities Wellness Committee Cafeteria Supervisor Science Club Pupil Service Team Sept. '90 Chgoinp^^ LRSD Food Service VHI Science Club Pupil Service Teat i Guest Speakers Student questionnaire Quality of Education Survey IIHPROVEKEMT PLAN Target: High Expectations (Milconic: increase and improve communication between school, parents, and students ACTIONS I'.ESPONSIBILITY TIMELINE KESOtIRCES STAFF DEVELOPMENT EVALUATION DATA ns Bl 00 (t 00 To provide a pre-school orientation assembly for new students To provide parents a \"Positive Expectations\" newsletter To call parents of students enrolled in first period classes welcoming them to PV and Administrators Counselors Teachers Peer Facilitators 2 weeks prior to 1991 opening Administrators Counselors Club participants ROTC In-service Orientation assembly attendance Guidance 1st period teachers encouraging PTSA membersi ip To provide a course outline for each subject Teachers/ Dept. Chairs To give interim reports to all students Teachers 1st week 1991-92 school year Computer lab Newsletters, Parkview PTSA Radio Computer Inservice Newsletter PTSA Survey 1st 9 wks ' 90 '95 1st week of enrollment 1991-92 Cpen House '95 Oct. 5th week of each 9 week Oct. 90 Telephone Pers. Data Info Pupil Data Sheets Curriculum guides, textbooks, supplementary materials Gradebook Interim report form Computer Communication Skills Workshop Master Teacher - Tips on Talking to Parents Classroom managment Computer Inservice PTSA membership Course outline(s) turned in to the principal Documentation of reports given Teacher copy on file To schedule parentteacher conference for students Teachers Counselors Parents Each 9 weeks ' 95 Gradebook Textbooks Student folders Student projects Work samples Faculty meeting Telephone contact Interim report TESA Classroom Management Communication skills Number of parentteacher conferencesPARENT-COMMUNITY INVOLVEMENTPARENT-CCMMUNITY INVOLVEMENT TARGET NARRATIVE This committee began meeting during the Spring of 1990., After collecting the data gathered\u0026gt;from the CCE Teacher-Parent-Student Survey, The plan devised included outcomes, actions and needs were determined. their related processes. The committee, in their needs assessment, confirmed that parental involvement was an area which needed to be improved at Parkview. The committee saw the need for developing outcomes which would: 1) increase patron participation in activities and 2) involve parents and the community in the educational program of the school. Increased expectations for parental and patron involvement were identified as keys to the success of the school. The committee developed a series of actions which included the establishment of a Patriot Patron Involvement Group to promote and support general school activities, a-Patriot Patron Resource Bank of Careers for use during Career Day activities, a Patriot Parent Hot-line to be used for direct communication to parents, and to establish a Patriot Alumni group to develop cohesiveness between the school and the community, and to bridge the gap between the past and the present. The Parent-Community Involvement Group presented these actions and ideas to the whole faculty. The faculty decided that these four specific actions were realistic in their approach and achievable within the specified five-yeaf time frame. \u0026lt;( Page 191. 2. PARENT-CCMMUNITY INVOLVEMENT OUTCCMES\nTo increase patron participation in activities Evaluation Data: Survey administered to a randomly selected group of parents, teachers, and students Records indicating the number of actual service hours, participants, and events To increase involvement of parents and the community in the educational program of the school Evaluation Data: Composite school records of parents and members of the community involved in the educational program annually maintained for comparative purposes Page 20Target: PARENT/COMMUNITY INVOLVEMENT (Mil conio: To Increase ACTIONS IMPROVEMENT PLAN involvement of parents and the community RESPONSIBILITY TIMELINE in the educational program of the school RESOURCES STAFF DEVELOPMENT EVALUATION DATA 'TS Bl OQ re N) 1. To recruit parents to participate in various curriculum based activities Arts/Sclences 2. To encourage patrons and other members of the community to volunteer in the library media center, as tutors and/or computer lab 3. To invite parents and members of community to serve Staff, Principal, VIPS Chairman To begin 1990-91 School yes r and to continue VIPS, PTSA survey, PTSA workshop on how Staff members. Student Council, Magnet contract parents to get parents involved Self evaluation to determine success and number of parents involved in all areas Staff, Principal Librarians March Spring Year 1 and continuing '95 VIPS, PTSA, Patrons, Librarian, Media Specialist Peer Facilitators Tutor Orientation/ workshop Parents/community V involved in tutoring VIP's hours registere as resource speakei S Guidance staff March '91 Spring Year 1 and Ongoing'95 Patrons, Guidance VIPS, None Student/Speaker/ Teacher Survey 4. To include parents in development of school/ department goals Principal, Staff August '90 Year 2 and Ongoing Selected patrons, principal, teachers Attendance at meetingsl where goals are developed UAMS Department RepresentativesTnrgfet: PARENT-COMMUNITY INVOLVEMENT (Mil come\nH cam IHPROVEHENT PLAN To Increase patrons participation in activities ACTIONS r.ESPONSIBlLlTY TIMELINE KESOIIRCES STAFF DEVELOPMENT EVALUATION DATA 13 re hj hj 1. To establish a Patriot Patrons Involvement gorup for the purpose of promoting and supporting general school activities 2. To develop a Patriot Patrons Resource Bank for Career Speaking Identifi- Principal, Executive Counselors cation and advisory support 3. To create an alumni issociation to bridge the\nap between present, past ind future generations )f Patriots Identified 'staff. Alumni director Sept. '91 Year 2 Ongoing '95 Sept. '91 Year 2 2nd Sem. Ongoing '95 Feb. '93 1991-92 Representatlves from staff, PTSA Partners-in-Edu- cation (HUD,UALR) VIPS Bank Teachers, Partners in Education, Chamber of Commers Parent Occupations Survey One hour Inservice Number of actual service hours, participants,events Survey of patrons opinions None e 1 Former class officers, class reunion committees selected staff, media channel 19, newspaper, local TV, school newspai media committee, PTSA One hour inservice er Number of Career Day participants Number in bank, Number in use, Number Increase year to year The growth of the alumni association and their participatiorTEACHER EFFECTIVENESS \u0026lt; \u0026lt;I TEACHER EFFECTIVENESS TARGET NARRATIVE This conanittee began meeting during the spring of 1990. After collecting \u0026amp; examining the data gathered from the CCE Teacher-Parent Student Survey, the target areas were established, and the desired outcomes and actions for achieving these outcomes were determined by the coBisittee. Two weaknesses were identified in the top ten items showing greatest disparity between importance and existence as perceived by The sur-vey indicated a need for improving teacher morale teachers. at Parkview Arts/Science Magnet and a need to improve fairness and consistency in grading practices. In the fall of 1990, the committee began to develop actions which would implement improvement in these areas over a five year period. The committee felt that these outcomes could be realized by using available resources and at a minimal cost, with the exception of the expense of the grading machine. Page 23I TEACHER EFFECTIVENESS OOTCCMES 1. To improve fairness in grading procedures Evaluation Data: A. Teacher evaluation observations B. Student/parent surveys 2. To improve teacher morale Evaluation Data: A. Survey of faculty B. Cbservation and evaluation of teachers Page 24IMPROVEMENT PLAN Teacher Effectiveness i)ul cunic: To improve the consistency and ensure fairness in grading procedure. ACTIONS /.ESTONSIBILITY TIMELINE hesources STAFF DEVELOPMENT EVALUATION DATA 1. To develop guideline checklist for monitorinc fairness in grading and Teacher and/oi Administrator! August 91 Year 1 promote its use in schoc L (placed in teacher handbook) Instructional Departments Qigoing 95 Teachers, Administrators, Counselors Pre-school workdays COE Survey-quiz during faculty meetings Student survey to test effectiveness 2. To facilitate the use of varied testing procedures that can be used with different learning styles Department Chairman meetings August 92 Year 2 *95 learning styles specialists IRC specialists Staff development workshop Department meetings Feedback from teachers following workshops/ Survey follows appreciation pl 00 re M UI 3. To share specific effective evaluation procedures within depts. Departments Exec. Council August 92 Year 2 Cngoing 95 Teachers testing and evaluation Department - LRSD Staff development through departmental meetings Teachers evaluation observation 4. To assure schoolwide Administratior August *91 Year 2 Student/parent evaluation through survey awareness of grading and attendance policies 5. To assist teacher Administratior Qigoing,^^ Nov. Year 1 90 School district personnel Preschool staff development workshop Teacher evaluation observations efficiency in grading by providing instructions in computer grade book programs Comp. Lab attendance and IRC persoi r lel 6. To assist teacher Administratior 91 Oct. Year 2 91 Comp, staff Comp. lab IRC Computer workshop for staff members in use of programming Use of programming efficiency in grading by providing grading machines 95 IKSD Standard Grading Sheets Use of machinesns IHFROVEHEMT FLAM Target: Teacher Effectiveness (it conic\nTo improve the consistency and fairness in grading procedures ACTIONS RESPONSIBILITY TIHELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 1 To improve the consistency and ensure fair ness in grading procedurf (placed in teacher hand book) Teacher and/oj Administrator: instructional Depeirtments Augirsmr Year 1 Ongoing 95 Teachers, Administrators, Counselors Pre-school workdays COE Survey-quiz during faculty meetings Student survey to test effectiveness 2. To facilitate the v Bl 00 n\u0026gt; M O' use of varied testing procedures that can be used with different learning styles Department Chairman meetings August '92 Year 2,gg Learning styles specialists IBC specialists Staff development workshop Department meetings 3. To share specific effective evaluation procedures within depts. Departments August '92 Year 2 Exec. Council Ongoing 95 Teachers testing and evaluation Department - LRSD Staff development through departmental meetings 4. To assure schoolwide Administratioi August '91 Year 2 awareness of grading and attendance policies Chgoing^g School district personnel Preschool staff development workshop 5. To assist teacher I Nov. AdministratiorS Year 1 90 Feedback from teachers following workshops/ Survey follows appreciation Teachers evaluation observation Student/parent evaluation through survey Teacher evaluation observations efficiency in grading by providing instructions in computer grade book programs Comp. Lab attendance and IRC persoi 91 Comp, staff Comp. Lab IRC 6. To assist teacher Administratioi efficiency in grading by providing grading machines lel Oct. 91 Year 2, 95 LRSD Standard Grading Sheets Computer workshop for staff members in use of programming Use of programming Use of machinesIMPROVEMENT PLAN Teacher Effectiveness (Mil Como\nTo improve consistency and fairness in grading procedures ACTIONS r.ESPONSIBlLITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 7. To make teacher classroom rules consistent with established policies Teacher Year 1 IRSD Student Handbook Pre-school faculty meeting Periodic review Student input v Bl 00 (t I NJT.trg-t: Teacher Effectiveness Out Como: To improve teacher morale ACTIONS RESPONSIBILITY TIMELINE IIESOIIRCES STAFF DEVELOPMENT EVALUATION DATA 1. To have secret pal BCC at Christmas 2. To establish \"Patrio . Partners\" for new teachers Department Chairpersons 3. To create \"Focus on Department\" (10 minute presentation at faculty meetings, one department a month) Year 1 Qigoing| 9 Institute August 1991 Year 2 Chgoing, 9 Volunteer staff Clerical staff Tenured staff None None Participation evaluation of effectiveness Evaluation of first year teachers 'V to 00 to NJ 00 4. To hold Christinas luncheon 5. To hold faculty breakfast (End of 1st 9 weeks) 6. To send a Spirit Bus to football and basketball games 7. To present a patriot certi ficate 8. To implement a teache pamphlet for Public Relations 9. Teacher recognition/ Department Highlight Department Activity People Award, etc. Year.2 Ongoing, 9: Department \"Fact or \"Brag\" sheet 11 None Evaluation by faculty BCC Dec. '91 Oigoi\n^ Administrator 3 PV staff PTSA Administrative Council idmini lournalism.^ me Arts Sta Principal appreciation for noteworthy performance/accomplishmer ts Volunteer staff None Faculty survey Oct. '91 Ongoip^5 Dec. *90 Ongoing Jan '9\nInstitute Ongoing Annually f '91-92 Annually Activity fund Volunteer staff None None Administrative Cour ci 1 Journali sm/Photogra 5hy Student Government Association Executive Council tt None None None Participation Publication Faculty Meeting Observ ition DocumentationIHPWOVEHRUT PIJVW Targf-t : To maintain a safe and orderly climate as one of the top strengths observed/noted by Parkview Magnet students ----------------------------- paren ts f nU conio: Reduce and continue to reflect niinimal disciplinary sanctions when compared iQ Otherschools wiLlnnLireLKbl) and reflected by our '90-91 school year. ACTIONS i.E.SPONSlDlLlTY TlHEhlHE HESOIIRCES STAFF DEVEhOPMEUT EVALUATIOH DATA Teachers post at classro doors between classes )m classroom teachers . '91-92 school year Extend campus supervisor cove rage 7:30 PM from 8:00 AM to campus supervisor '91-92 school yeai Designation of Supervise y Staff persons before school, at lunch and after school. Assigned staff '91-92 school year Staff Security and Safety Inservice LRSD Safety Spring '92 office LRSD Safety and Security office Safety and Security off ice Teacher/School wide revi\u0026lt; of Student Handbook and LRSD Rights and Responsibilities Handbook w 1st period teachers selected Sept. '91 VIII Pre-School Teacher Inservice speech student iParkview Arts/Science Magnet High School LITTLE ROCK PUBLIC SCHOOLS 2501 BARROW ROAD PHONE Ijni.E ROCK. .WKWSM 72:(U SAFETY AND SECLtRITY TARGET NARRATIVE OUTCOMES 1. to maintain a safe and orderly climate as one of the top strengths obserxed and noted by Parkview Magnet students, staff and parents. EVALUATION DATA: Quality of Education Surx ey 2 To reduce and continue to reflect minimal disciplinary sanctions when compared to other schools within the LRSD and reflected by the 90-91 school year. EVALUATION DATA: LRSD Disciplinary Sanction ReportParkview Arts/Science Magnet High School LITTLE ROCK PUBLIC SCHOOLS 2501 BARROW ROAD rlIO\\E22S-?(X\u0026gt;0 IJTnJ\nROCK. ARKANSAS 72:O4 TARGET NARRATIVE SAFETY AND SECURITY The entire Parkview staff recognizes the role that each of us plays to help ensure a safe and orderly climate. Because we are a school of choice, an atmosphen has developed of mutual toleration and respect for others that results in positive academic growth, a high attendance rate and few behavior/discipline concerns. concern to us at Parkview as a component of the total edt The security and welfare of all of our students is a cnal program. Q The disciplinary .'suspension data for the 90-91 school year is noted below and reflects the least number of sanctions recorded within th e Little Rock School District.\nn : T OU* t' I t 2 :: ? 6 i: 0 (2 B Z C 1 1 9 12 3 8 6 e 10 12 13 IB 18 7? 20 21 22 23 24 2B 26 il 28 29 30 31 32 33 34 38 36 37 36 39 40 41 42 43 44 46 46 47 46 49 80 81 82 83 84 SB 86 87 l.RS - Li School: Term: Teacher ACKLEN fl- F T Teacher BLACK M X T i 005 PARKVIEW ARTS/SCIENCE MAGNET Period 1 M08751-1Q1 Period 2 Suaaary Ha\u0026amp;ter/Toacher Schadulo/Race \u0026amp; Sex 3UHMAS- X BIOLAB B U 6 6 5 6 11 12 0 T 12. 1 12 1 24 B H 0 T Period 3 M04021-104 BIOLOGY B W 0 T Per i od 4 M0B751-1Q3 BIOLAB B W 0 T Period 5 B U 0 T Period 6 M04021-10B BIOLOGY B W 0 T Period 7 M08751-105 BIOLAB B U 0 T Period 8 Period 9 R B U 0 T B U 0 T B U 0 T 2 3 Period 1 005021-101 WLD HISTORY Period 2 B W 0 10 2 A 16 8 T 12 .12. 24 B W 0 T TeacherPeri od 1 BOOSEY M F T Teacher flSAITQ fl. F T Teacher BURKE- M F T Tearher CARPEN M F X Teacher E3000i-101 COMMUNICTN I B W 0 T RerXo4-2------- 07151-101 ACTING - PM 3 5 4 2 1 8 7 T r 1..15 (, 1 3 5 9 12____ T 13 8 Period 1 Period 2 B 0 T B U 0 T Period 1 B06601-10i DRAWING ITT Period 2 605251-101 DRAWIHfl T-PH B u 0 7 3 8 9 T 10 _J7. il 6 W 0 7 6 2 6 T 1 14 9 12 2 23 Period 1 B W Q T Per i od 1 Per iod....2 008021-101 -5X 10 2 15 6 -fl 12 21 6 h 1 3 13 9 4^.1i 10 1 23 1 X 6 14 7 -------9 1 14 1 22 6 13 10 13- 11 23 8 6 8 Period 3 005021-104 WLD HISTORY- Per i od 4 Period 5 004021-104 AH HISTORY Period 6 005021-107 WLP HISTORY Period 7 Per i od 8 Period 9 to B 7 fl- U 4 16 10 0 T 11 ___15- 26 B W 0 T 6 W 8 5 13. JL 21 9 0 T 13 il- 30 B U 0 T 10 B U 0 T B U 0 T B W 0 T B U 0 T 12 13 14 18 8 7 2 17 13 12 2 27 Per i od 3------- E07151-102 ACTING - PM B W Q T Period 4 B W Q T 2 6 5 4 8 1 10 j_ia Period 3 B 0 T Period 3 B U 0 T Period 3 004021-101 AM GOVERNMEN AM HISTORY B U 0 T B M Q -1. 1 X 1 4 2 1 7 5 4 4 3 B Per i od 2 .5... 3. 4 10 X4. Period 3 Period 4 F24Q01-101 LATIN II B U 3- 6 X 9 9 10 0 T -------4 15 19 Period 4 B0675i-101 Period 5--------- 30001-102 COMMUNICTN I Period 6 B M 9 3 7 2 16 5....2 U____I. 12 2 11 B U Q T Per led 7------- E07151-103 ACTING - PM B W 0 T Period 9 Ji JI X B U D T B W -0-_X 7 3 1 3 14 7 1 11 i-ia. Period 5 F23Q01-101 LATIN I B W 0 T Period 6 F23001-102 LATIN I Period 7 F24001-102 LATIN II Per i od 8 Period 9 4 10 6 6 10 16 -----14- 1 13 1 27 B fl. 3 W X 11 12 0 T 1 15- 9 B fl. W X 0 1 24 1 h 15 10 T 13 25 6 U 0 T B U 0 T B U 0 T Period 5 605001-101 Period 6 Period 7 Period 8 Period 9 STiiniQ ARTAP ART iir PFSICM. B U 4 5 ____5, 4 10 0 T 9 -5. 14 B u 0 Per Iod 4 B u n X Period 4 4 6 ___Il 4 12 T 10 B w 0 T 3 W 0 T B U 0 T B U 0 T B U 0 T 1 17 Period 5 B M D T- Period 6___ 004021-110 AM HISTORY _B__U__0__r. Period 7------- 004021-103 AM HISTORY B W -O-.-X Period 8 Period 9 B U 0 X fl. fl -X B W 0 T Period 5 3 3 8 8 11 11 6 16 fl2. 2 4 13 6 6 1 20 15 101-24- Per i od 6 Period 7 Period 8 Per i od 9 19 20 21 22 23 24 28 26 27 za. iO 30 31 32 33 34 38 36 37 38 39 40 41 42 43 44 48 46 47 48 49 80 81 82 83 84 88 86 87 88 89 60 61 62 63 ' 64 68 66 67 68 69 70 71 72 73 74 78 S'LRS - LtttLe Roch Schoot District Schoo L: Term\n005 PARKVIEW ARTS/SCIENCE MAGNET 1 Suaaary Master/Teacher Schedule/Race Ik Sex SUMMAS Page 2 CARR K09041-102 ALG II GT~H K09041-i01 ALG II GT-H KllOOl-103 Ki004i-10i K10041-102 BOOT TRIG/ADV ALC GEOMETRY GTH GEOMETRY GTH 3 3 5 6 IO 12 13 14 10 16 20 21 22 23 24 28 26 27 28 29 30 31 32 33 34 36 36 87 38 39 40 42 43 46 46 47 48 49 80 81 82 83 84 68 66 .57 M . T 6 2 U 9 0 T 11 B 5 6 Z..1-3 7 15 2 24 7 5 9 3 16 WOT 8 1 13 _12 1 25 B 6 U 2 13 5 19 7 0 T 8 __IS 26 B U 0 T BOOT BOOT B U 0 T B U 0 T B U 0 T Teacher CART D M F Per Iod 1 L28701-101 MUSIC THRY I B W 0 T.. Per i od 2 Period 3 Per i od 4 5 3 9 IT T 14 8 Teacher CLARK M F T Teacher CODY-T M . T Teacher CORROT M F 8 14 22 SHOT B W 0 T SHOT Period 1 M5951-X01 ART HISTORY Period 2 Per i od 3 B05951-102 ART HISTORY Period 4 VQ1Q01-1Q4 STUDY HALL B 8 4 W b 4 12 10 0 T 14 8 22 6 U 0 T B 9 4 U 6 6 0 T 15 B 15 i ii 13 12 1 26 18 18 33 25 W 0 7____ T 22 36 58 Period 1 B W 0 T Period 1 KO9001-101 7 2 10 2 17 4 9 12. 21 6 1 9 5 15 6 7 11 21 2 3 8 6 Period 5 L28701-103 Per i od 6 021100-101 Per i od 7 Period 8 Per Iod 9 8 MUSIC THRY I FNE ARTS ART B W 0 T 9 1 3 9 1 11 B H 0 T to 16 3 1 20 Period 5 B05251-103 9 12 21 3 12 17 29 Per i od 6 021100-102 DRAWING I-PM FNE ARTS ART B 9 4 13 U 3 4 7 0 T 1 13 8 1 21 B 11 U 2 0 iO 6 2i 8 T 13 16 29 B W 0 T B W 0 T B W 0 T B W 0__L 12 13 14 18 18 Period 9 Period 8 Period 9 B WOT B U 0 T fi U 0 T GUO T Period 2 E05041-101 ENG CT/H 11 6 W 0 T Per Iod 3 E05041-102 ENG CT/H 11 B W 0 T Per Iod 4 E05041-103 ENG GT/H 11 B W 0 T per Iod 5 VOIOOl-105 STUDY HALL Period 6 E05041-104 ENG GT/H 11 Period 7 Period 8 Period 9 10 9 10 9 li 19 3 2 9 13 12 15 5 22 21 1 6 7 B U 0 10 7 T 17 B 1 U 4 0 9 4 1 14 10 10 1 21 9 14 1 24 19 21 1 41 7 8 8 12 T 5 IS. 2Q B U 0 T B W 0 T B U 0 T B WOT 20 21 22 23 26 26 27 aft. 20 80 31 lisa 84 88 Period 2 K09001-105 Period 3 K09001-102 Period 4 ALGEBRA HR ALGEBRA HR ALGEBRA HR B M 0 T B W 0 T 5 4 9 4 T 14 8 Teacher CROSS Period 1 B JBL F T Teacher DANIEL M F T 9 13 JZ 5 8 2 4 13 6 7 12 11 Period 2 FllQOt-101 FRENCH I WOT Period 1 B W 0 T B M 0 T SHOT Per i od 5 K08501-102 INT ALGEBRA B W 0 T Per i od 6 4 3 1 6 S 8 11 6 3 3 3 Teacher__Period 1 10 8 1 19 Period 3 FllQOl-102 FRENCH I Period 4 Fi2Q01-i01 FRENCH II 9 6. 9 6 15 B W 0....1 Per Iod 7 K08501-i01 INT ALGEBRA B M P T Period 8 Per i od 9 37 38 30 40 Period 5 Per i od 6 F12Q61-1Q2 FRENCH II 3 6 2 1 9__3 5 7 12 ...WB-J- B W 0 T SHOT Per i od 7 F14fill-1Q1..... FRENCH IV AP Period 8 Period 9 B W 3 3 1 2 10 5 0 T _6, 9 15 B i_2. WOT 1 3 ____9. 1 11 14 5 1 20 B W 3 5 10 6 13 II 0 T __a 16 24 B U 0 T B U 0 T B 13 4 1 5 7 13 11 20 1 25 5 W X 6 0 5 7 T _ 11 12 6 U 0 T B WOT G U 0 T Period 2 080920-101 HEMJH_____ Period 3 080920-102 Period 4 B 6 WOT 12 6 18 11 11 la. 29 HEALTH B W 9 3 10 S 19 8 0 T 12 IS 27 B U 0 T Per i od 5 080920-103 HEftLM_____ B W 9 9 8-^ 17 12 0 T 18 11 29 Period 6 080920-104 HEALTH B 4 3 9 2 13 5 WOT 7 11 18 Period 7 Per i od 8 Period 9 B W 0 T B U 0 T B W 0 T B w 0 T Period 2 Period 3 Per i od 4 Period 3 Period 6 Per Iod 7 Period 6 Period 9 42 43 48 46 47 48 49 80 61 82 83 64 88 56 57 88 89 60 61 62 63 64 68 66 67 68 89 70 71 72 78 t 78 LRS - -LJ t tie Rock School Distrirt Suftcary Master/Teacher Rrhffriule/Race \u0026amp; Sex RIIMMAR J- School: Term: 005 PARKVIEW ARTS/SCIENCE MAGNET 1 ELLIS L28051-i01 L2800i-101 INT PRCHESTR__ORCHESTRA 3 1 s M X T B U 0 T BOOT B W 0 T B U 0 T B W 0 T BOOT B U 0 T B U 0 T B W 0 T B U 0 T 4 3 B..a 12 11 7 -ti 23 S A 9 5 X \u0026lt;\u0026gt; 7^ z 3 8 1/ lx lx 8 TO 1.1 12 13 18 18 20 21 22 23 24 28 28 27 28 9 20 30 31 32 33 34 3B sft 87 SB 39 40 41 42 43 44 46 46 48 49 80 81 82 83 64 c* 65 88 87 ES Teacher ELROD Fer Iod 1--------- L34981-101 DANCE TECH I B H 0....T... Period 2____ L23511-101 DANCE T III -A-A-O-Jl Peri cd 3. B K 0 T Per Iod 4___ L35051-103 Per I nd 5__ L35001-101 Per I Dd 6 DANCE TECHII HISTRY DANCE M F i 1 11 6 i2__a. 1 19 -2a 13 6 13 6 19 43. A 1 5 NOT B...U__0_-X B U 0....1. Period 7_____ L35001-102 HISTRY DANCE B M 0 T Per Iod 8 Period 9 B....A O- T- A__A Jl_r A JI__0__I 1 6 2 11 Ai 1 11 1 12__1. 1 1 19 -Xia 2 11 7 13 9 2 20 22. 10 11 12 13 18 16 Teacher FARLOW Period i B W 0 T Period 2 L233Ai-i01 MUSIC TIIIAP Period 3 K F T B U _2__r 8 5 10 12 0 T ____i 13 22 B 0 T Period 4 L23351-101 MUSIC THYRII B W 0 T Perlod 5 B U 0 T Per Iod 6 L23521-101 LAB SINGERS B U 0 T Period 7 L23351-102 MUSIC THYRII B U 0 T Period 8 Period 9 B W 0 T B U D T B 0 T i__2 5 5 ___4 1 ii 13__5. 14 7 7 7 1 15 27 12 .la. 21 39 2. 1. 5 7 1 8 .3 12 15 Teacher FAUBEL Period 1 171500-101 MARKFTNG RI. I Period 2 Period 3 031200-101 RIIPFRMRTTF Period 4 C04251-105 Per i od 5 017001-105 Period 6 017001-107 Period 7 017001-108 Period 8 Period 9 KFYBQdgpT/TT MARKFTTWr. CT__MARKETINf. Cl__MARKEIINC-Xl M A- T B 2 WOT 2 14 3 2 19 16 3 2 21 B WOT B 3 U 0 T 3 .....3.....1 40 9 3 1 13 6 U 1 4 10 7 17 11 0 T 11 28 B WOT 3--1. 3 1 4- 4 B U 0 T B U 0 T B U 0 T B W 0 T B U 0 T 2 2 -5__2__2__SL 7 2 2 11 6 6 Tearher FLANIG Period. .4 B W - 0...T Period 2------- 080520-101 PE 9-12 B X 0 T Per i nd 3------- 080520-102 PE 9-12 B A q T Period 4 Period 5 B W O T B W 0 T Per I nd 6------- 080520-103 PE 9-12 B A 0 T Per i nd 7____ H05501-101 ATHLETICS B BAO T Period 8 Per i od 9 B M 0 T B n X M F X- 4 4 1 7 3 11 9 10 1 19 6 6 9 8 15 X4- 12 1 18 1 30 4 8 7 4 12 11 11 12 22. 16 10 3 1 19 11 26 4 ia Teacher FL4MH0- Period 1 020560-101 PHOTOC - PM Per i od 2 A4200i~lOt Period 3 40001-101 Per i od 4 B JOURNALSM YB JOURNALISM I X P T 1 W X 4 0 1 5 T X 5 6 B W 4 2 4 8 1 9 0 T -------\u0026amp; 11 n B W 0 T 3 2 9 3 12 5 -5. 12 17 B WOT Fer i od 5 -42501=104 JOURNALSM SP B W 0 T Per i od 6 B W 0 T X 6 5 7 11 -2. 11 18 Per Iod 7 020560-102 Period 8 Period 9 PHOTOC PM Teacher KULBRI Period 1 S23001-103 Period 2 S22001-105 Period 3 Period 4 A HISTORY RR ENGLISH RR12 Per i od 5 S18001-101 ENGI TSH RRll Period 6 S17751-102 LEARNING RR 6 X i WOT B W 0 T B W 0 T B W 0 T X 6 2 7 -i 1 9 M K T B 4 WOT 2...1 6 1 4 X 1 B 1 2 3 W X 1 0 T 1 ____1 4 B WOT B W 0 T B 2 2 X 3 WOT B W 0 2 4 X 5 1 1 3....?, 4 3 T 2 i 1 Per i od 7 S20501-101 F SCIENCF RR BOOT Period 8 Per i od 9 5 1 X 5 3 6 8 B W 0 T 6 W 0 T B W 0 T Teacher Period 1 Period 2 Period 3 Pgr i od 4 Period 5 Pgriod A Period 7 Per i od fi Period 9 19 20 21 22 23 24 28 26 27 za. 29 30 31 33 34 38 Sfi. 37 38 39 40 41 42 43 48 46 47 48 49 SO 81 82 83 84 88 66 87 88 69 60 61 62 63 64 66 66 67 68 69 70 71 72 78 74 76 lx Ia2 3 8 to 12 13 14 18 16 18 Ttf 20 21 22 23 24 28 26 27 28 20 SO 31 32 33 34 38 36 37 38 30 40 42 43 44 48 46 e 41 48 40 80 81 82 83 84 88 e 66 School: Terra: FULLER H X T QQ^S PARKVIEW ARTS/SCIENCE MAGNET i M08801-101 CHEMTECH__ 130895-102 BL ANALYSIS M08801-102 CHEMTECH___ M08801-103 CHEMTECH___ 130895-101 BL ANALYSIS SUWHAS - Pag* M08801-i04 rUEMIECH___ 4 t B 1 WOT s i 13 A....h___i_13- B U 0 5 4 13 11 2 26 X 6 4- 8 T 9 -5- 14 B W 8 5 0 T 13 1 UU- 15 11 1 27 B U 0 4 1 10 4------- 14 11 T 11 44 25 B W 5 3 A .....9. 9 12 0 T 8 i3- 21 B W 0 T B W 0 Teacher__Period 1 GATES B M....0-1- Period 2____ VOlOOl-102 STUDY HALL B U 0 T Period 3_____ 172600-101 IND COOP R I B W 0 T Per i od 4 172700-101 IND COOP RII B M 0 T Period 5_____ 028001-101 IND COOP C I B M...O.....T... Period b_____ 828001-102 IND COOP C I ..B ..H..-0X- M F T 9 5 3 12 12 17 14 1 16 1 3a 4 2 Ji. 3 4 7 1 b -13. 1 6 4 6 7 10 5 12 -Il2 2 X 2 2 A 2 3 2 2 4 5 5 4 Teacher -GILSOM- Period 1 1105801^^101. CHEMISTRY Period 2 130905-103 ST/WRITING Period 3 M05001-102 CHEMISTRY Per i od 4 Period 5 M05001^103 CHEMISTRY Per i od 6 H05QQt-104 CHEMISTRY B W 0 JI F 3 3 10 4 T 13 7 T _fi. 14 20 B U 3 4 9 4 12 8 0 T ____7 13 20 B W 0 Teacher GRAHAM Period 1 VOlOOl-iOl STiiDY HALL B W 0 T Per i od 2 L23001-i0i BAND 11_____ SHOT 3 8 10 5 13 13 T ii -15- 26 B W 0 T B W 0 T B W 0 T 7^ 2 3 6 5 5 b 2 11 7 T -la 8 18 B W 0 T B W 0 Period 3 B U 0 T Period 4 L24001-i01 FIRST BAND B U 0 T 3 3 7 7 10 10 T _A. 14 20 B W 0 T 4 2 17 5 9 6 8 11 1 18 Period 5 Period 6 B U 0 T B U 0 T M K T 4 6 S 11 9 17 10 1 17 1 27 23 12 35 -24-102-30. 49 22 2 73 20 11 10 10 30 21 31 -2a 51 Teacher__Period 1 GREENH B H 0__t Eer led 2____ 130905-101 ST/WRITING B M a X Period 3__ E0610i-10i period 4___ E06021-103 Per i od 5 ENGLISH APi2 ENGLISH R 12 B.....M....0. ..T B H 0 T JBM 0 T Period b____ VOlOOl-106 STUDY HALL M F X 5 5 8 5 13 10 10 13 -23. 2 4 3 10 5 14 b i 14 1 20 11 i 7 4 18 10 17 11 .28 1 b 8 9 17 15 ls 17 -32- Teacher GRUMME Period 1 Per i od 2 Period 3 Period 4 Period 5 PO9001-1O1 COMPUTER D I Period 6 K F T 6 W 0 T B WOT B W 0 T B W 0 T B W X i 2 0 T X i 2 B WOT Teacher HARDIN Period 1 L33001-101 CHCIR..I. Period 2 L32001i0i CHOIR n___ M B W 0 4 3 F 17 IQ T 21 13 T 7 34 B W 0 6 3 1 31 10 Teacher__Period 1 T 9 1 33 1 42 Period 2 Per i od 3 L28701-i02 MUSTC THRY I B W 0 T Period 4 Period 5 L2900i-101 MADRIGALS Period 6 L2870i-104 MiLSIC THRY I B W 0 T B WOT B 5 a A 13 11 10 44 24 -a 1 13 5 -JL 14 5 3 -55. WOT 10 8 8 10. 18 Period 3 Period 4 Period 5 Period 6 Period 7--------- 029001-103 IND COOP CII SHOT Period 8--------- 828501-101 IND COOP CIA B M 0 T -Period 9 B O O T BUOT 3 4 1 4 2__a. 4 8 dZ 1 -I 2 -Z 3 X Period 7 Period B Period \u0026lt;) B W 0 T B W 0 T 6 W 0 T B W 0 T 8 0 10 12 13 14 IS IS Period 7 L25001-i01 STAGE BAND B U 0 T Period 8 Period 9 10 8 10 10 18 -2- 20 Peri od 7_____ E061O1-102 ENGLISH AP12 B M 0 T 2 6 3 8 1 6 14 B W 0 T B U 0 T B W 0 T a 11 1 20 Per i od 7 6 W 0 T Period 7 B WOT Period 7 Period B Period 9 B M O T B 8...0t- 30 -OX Period 8 Period 9 B W 0 T B W 0 T B W 0 T Period 8 Period 9 B W 0 T B W 0 T B W 0 T Period fl Period 9 20 21 22 23 24 28 26 27 \u0026amp;a. 20 30 31 S3 34 36 36 37 38 39 40 41 42 43 44 46 46 47 48 40 80 61 62 63 64 66 66 87 88 60 60 61 62 83 64 66 66 67 68 60 70 71 72 73 74 78 y t tA - 2 3 8 e 8 a 10 12 13 14 18 18 IT 20 21 22 23 24 28 28 27 28 29 SO 32 33 34 38 88 37 38 3a 40 42 43 44 48 .48 47 48 49 80 81 82 S3 84 88 ,88 18b LRS - Little Rock School District School: Term: HENRY M F T Teacher HOWELL M F X Teacher HRISHI- Jt F 005 PARKVIEW ARTS/SCIENCE MAGNET i 04021-101 ENGLISH R 10 B U 0 Suwaary Master/Teacher Schedute/Race \u0026amp; Sex SUMMAS Page: 5 E0402i-i02 E0402i-i03 E04021-104 E0402i-105 CD ENGLISH R 10 ENGLISH R 10 ENGLISH R 10 ENGLISH R 10 8 6 6 7 14 13 T 14 u 27 B u D T B W 8 3 D T 11 B 4 u 0 7 6 1 14 15 9 1 25 12 5 16 10 T 9 IT 26 B U 0 T B W 0 9 8 T 17 B w 0 T B U 0 T B U 0 T B U 0 T 8 3 1 12 6 3 1 IQ 15 11 1 27 .7....i 15 9 __li 1 25 2 3 e Ox Per i od 1 E36001-101 STAGE CRAFT SHOT Period 2 6 1 A 4 10 11 13 8 21 Per i od 1 150880-101 SOCIOLOGY B W 2__6 9 8 T 11 14 Teacher JENNIN M T T B W 0 T Period 3 E35001-101 PRAHA B H 0 T 3 1 5 4 8 5 4 9 13 Period 4 Period 5 Period 6 E30001-1O4 Per i od 7 E35001-102 Period 8 Period 9 8 B U 0 T B H 0 T COMMUNICTN I DRAMA B W 0 T 4 5 8 7 12 12 9 1 16 1 25 B W 0 T 4 2 5 4 6 6 9 15 10 \u0026lt;Lz B U 0 T B W 0 T 8..M....0...1, 12 13 1 0 T ____8 17 25 Period 1 Cil501-101 COMP.TEC.BS B U 0 T 8 4 2 14 _x 15 ______T 4 2 21 Teacher period 1 JOHNSM M F X Teacher JQHNSP K F T Teacher JUSTIC M T T SHOT Period 1 260500-101 Per i od 2 DQ5021-1Q2 WLD HISTORY B W 0 T Period 3 Period 4 005021-103 WLD HISTORY B WOT 1____1 5 12 7 8 1 9, 12 1 21 Per iod 2 030500-101 KEYBOARDING Period 3 B W 0 12 8 20 9 9 T 12 1 18 1 30 Period 4 Ci050i-i0i OFC TECH LAB Period 5 QQ5Q21-105 WLD HISTORY B U 0 T Period 6 B U T Period 7 005021-106 WLD HISTORY B W 0 T Period 8 Per i od 9 B 0 T B U 0 T B W 0 T 4 b 15 2 19 8 10 17 27 S 6 9 t, 14 12 11 15 26 Per i od 5 Period 6 Cil50i-102 COMP.TEC.BS Period 7 Cil501-103 COMP.TEC.BS Period 8 Period 9 B W 6 ..4....4 10 4 0 T _A^ 14 B W 0 T B W 1 2 0 T 3 B W 0 T Period 2 Per i od 3 B M 0 T SHOT 13 6 1 20 14 8 1 23 B W 0 8 4 4 3____ 12 1 T 12 _J7. 19 B W 7 2 0 T B W 0 T B U 0 T B U 0 T ..5 2 3_1Q. 12 4 3 19 Period 2 260300-101 Period 3 NJ R0TCIII12 NJ ROTCIIll- 6 5 3 1 6 3 U 0 T .ft. 1 9 B 5 2 9 14 2 WOT __z 1 10 1 17 B W 0 T Period 4 F04001-103 SPANISH 1 Period 5 Per i od 6 B 6 U 4 10 8 12 JJ__1 10 18 __28 Period 4 B WOT B H D T ,B fl....1. Period 1 F05001-103 SPANISH II B H 0 T Per i od 8 Period 9 B MOT Period 5 260500-102 Period 6 260300-102 NJ R0TCIII12 NJ ROTCIIll- B W 5 3 7 12 3 0 T __a. 7 15 B w 10 3 5 15 3 0 T 13 5 18 7 4 13 3 20 7 11 16 J2X B H 0 T B H fl...I Period 7 Period 8 Period 9 B W 0 T B U 0 T 6 U 0 T B U 0 T Per i od i L2350i-101 DANCE ENSBLE B W 0 T Period 2 B W 0 T Period 3 L3505i-i01 PANCE TECHII B W 0 T Period 4 Period 5 L35051-102 Per i od 6 L34981-103 Period 7 L34981-102 Period 8 Period 9 B WOT DANCE TECHII DANCE TECH I DANCE TECH I B W 0 T I S 10 5 11 1 Ifl 16 2 4 6 6 6 2 io 12 2 1 5 8 7 9 3 IT 16 B 2 W 0 IQ 5 12 5 T 2 Ifl 17 B 1 8 9 WOT 1 6 1 15 B W 0 T B W 0 T B W 0 T 6 1 16 Teacher Period 1 Periffd 2 Pgrioti 3 Per i od 4 Period 5 Pgripct-6 Period 7 Period 8 Period 9 20 21 22 23 24 28 28 27 28 20 30 31 22. 33 34 38 38 37 38 39 40 41 42 43 44 48 48 47 48 49 80 81 82 83 54 55 88 87 88 59 80 81 82 63 84 86 88 87 68 69 70 71 72 73 I I I 1 1 (, 78 I2 3 4 8 e e 9 10 12 13 18 17 13 20 21 22 23 2A 28 2 27 20 29 30 31 32 33 34 SB 30 37 30 39 40 41 42 43 44 48 40 Al 40 49 SO 81 82 83 84 Be 80 87 Ee School: Term: KELLEY 005 PARKVIEW ARTS/SCIENCE MAGNET 1 M04021-10i aiaLQGY_____ B W 0 T M04021-102 BIOLOGY_____ B W 0 T M0402i-103 BIOLOGY B W 0 T 8 F 10 4 T 18 9 13 -14 27 3 4 10 7 13 11 7 i2. 24 9 3 .....7.....i. 16 7 12 1 12 1 24 Ruftaary Master/Teacher Schedule/Race-A. Sex 130896-101 ENV HEALTH B W 0 T B M 0 T B U 0 T SUMMAS B W 0 T B U 0 A T B U 0 T B W 0 T Teacher__Period 1 KING M F X B0582i-10i Per i od 2__ B0800i-101 Per i od 3 CRAFTS FIBER GRAPHC DESGN a u 0 T aUox a.....u . a. T 2 3 8 7 10 10 5 15 ag 5 9 3 3 B 12 14 6 2a Teacher Period 1 a F T Teacher KREADY M a T 8 3 .2.....2. 10 5 11 -4. 15 2 3 B E04051.rl01 ENG GT H-10 B W 0 3 4____ 9 4 12 8 T 13 20 Period 1 E06021-106 Period 2 Period 3 E04051-102 ENG GT H-iO B WOT B W 2__1 8 3 10 8 0 T 1 1 12 1 19 Period 2 E0602i-107 Period 3 06021-108 ENGLISH a 12 ENGI ISH R 1?__ENGLISH R 12 B W 0 T B W 0 T B 4 3 -4X 10 5 2 -\u0026amp; 15 5 7 -45. t 12 12 1 10 1 22 10 1 6....5. 16 6 MOT 11 -IX 22 Teacher__Period 1 L.LEM B U -0 T Period 2 B U 0 T Per i od 3__ 201001-101 M F X Teacher Period 1 LEIGH--------------------- Period 2 B W 0 T B WOT a F T Teacher LOVELA Period 1 C0425i-104 Period 2 C07001-i01 M X T Per i od 4.......... B0525i-i02 DRAWING I-PM ...a....W-a...T Period 5 Period 6 a...a....a....x a__a...-Ox. Period 1_____ B05721-10i POTTRY I ill ...B....M___0-_X_ Period a Period 9 9 10 a.-jia-jL a...jj....a__I a....M.....a__I. 7 8 5 4 12 12 15 9 24 4 5 3 9 9 12 7 14 2X 12 13 18 10 Per i od 4 E04051-103 ENG GT H-10 Period 5 -E0405i=104- ENG GT H-10 Period A Per i od 7 E04051-10S ENG CT H-10 Per iod 8 Period 9 B U 5 2 4 5 9 7 0 T ____7. i 10 1 17 B W 0 T B U 0 T B U 0 4 4 19 8 4 12 8 12 1 21 _4, 1 10 6 14 9 T 7 16 23 B U 0 T B W 0 T B U 0 T Period 4 SHOT Period 4___ ZOlOOi-102 NS ROTC 10PM NS ROTC iOPM a H a T B M O T 8 1 3 9 3 11 1 X2. 11 7 3 2 X4__2. 18 5 21 Per i od 3 Period 4 B W 0 T B W 0 T Per i od 3 C0425i-106 Period 4 KEYBOARDIZII__BUSINESS i AH KEYBOARDT/II B w 5 5 ....8....5. 13 10 0 T 10 ___IX 23 6 W 9 5 1__a 14 7 a T 14 ____X 21 B W 0 4 3 9 B____ 13 11 T 7 XX 24 B WOT XaacherPeriod 1 Per i od 2 Per i od 3 Per i od 4 Per i od 5 06021-109 ENGLISH R 12 B U 0 9 3 10 6------- 19 9 T 12 X6- 28 Period 6 Period 7 E06021-110 ENGLISH R 12 Period 8 Per Iod 9 B WOT B U 0 5 a i 13 6 T 10 -S- 19 B W 0 T B U 0 T B U 0 T Per i od 5 Per I od 6 Period 7 Period 8 Period 9 B H a....T BMP...T a....M a___L a....a....a___x a....a....g....x B M__Q-...X 18 19 20 21 22 23 28 20 27 u. 29 30 31 22. 33 34 38 38 37 38 39 40 41 42 43 Period 5 B W 0 T Period 6 BOS7S1-1O2 DRAWING II B W 0 T Per i od 7 B0S251-104 DRAWING I-PM Per i od 8 Period 9 B U 0 T B WOT B W 0 T B w 0 T Period 5 B WOT Period 5 1 10 4 2 5 12 XL 6 17 6 3 4 10 5 1 10 1 10 8 2 20 Period 6 Period 7 Period 8 Period 9 B W 0 T B W 0 T B W 0 T B w 0 T B w 0 T Period 6 Period 7 Period B Period 9 48 40 47 48 49 80 81 82 83 84 SB B0 87 88 89 00 01 02 03 04 08 00 07 08 09 70 71 72 73 74 78 zyI.RS - I ittte Rock School DlstrlcJ- Simmary H4*i'~/Tarhr Srhoriir I g/Rara 4 Sex SUMMAS 2 3 9 9 0 10 ?n 12 13 19 19 77 20 21 22 23 24 29 29 27 29 20 90 31 W 32 39 34 39 99 37 39 SO 40 41 4Z 43 44 4B 4 Schoo L: Term: LUBANS M X T 005 PARKVIEW ARTS/SCIENCE MAGNET 1 B U 0 T TeacherPeriod 1 LUSK M F T Teacher MENZ------ M F T Teacher NAUDEN M X T KliOOi-102 K09001-104 K0900i-i03 K0900i-107 K0900i-i06 TRIG/ADV ALG__ALGEBRA H -R. ALGEBRA HR__Al GEBRA II R__ALGEBRA HR o a\u0026gt; F2000I-101 GERMAN II BMP T 3 8 6 3 9 11 11 9 2a Period 1 B U 0 T Period 1 KINDI -101 xmiL-i_______ B U 0 T 8 -3. 13 1 i 9 -i 14 Teacher__Period 1 NAUGHE M F T Teacher PACErM- M F B U 0 3 2 6 1------- 9 9 T 5 Xi 18 B W 0 T BUST Pur 1 nd 2 B U 0 T Per i od 2 H08751-iQ2 BIOLAB B U 7 7 7 5 14 12 0 T __iX 12 26 Period 2 KINDI -101 XUUL-I_____ B U 0 8 -5- i3 1 i T 9 JSl 14 Period 2 7 404 10 8 1 -U. 18 7 2 ^-2- 16 9 9 46^ 25 B 7 W 6 10 3 17 9 0 T 13 26 B W 0 T B U 0 T B W 0 T B U 0 T BUS T 3 3 -75- 10 8 6 18 2 3 e R04101-101 READING/ENG BMP I. B M n I 1 2 J. 1 i 3 X Per I od 1 KllOOl-101 Period 2 K10001-1P6 TRIG/ADV ALG GEOMETRY R B U 0 T A 2 1___2. 8 5 T 14 7 13 1 22 B 6 5 U i 7 0 Teacher \" PERTLE 49 40 Period 1 006001-101 ULD GEOGRAPH ii 10 T _9. 12 21 Period 2 90 91 B 92 99 94 M F T 8 6 J__2. WOT B W 0 T 99 99! ll 9 8 14 17 Teacher__Period .1 Period 2 Per i 011-3------- F200O1-102 GERMAN II B U P-X Period .4------- F19001-102 GERMAN I -BUaX Period 5- B H a..r Period 6------- F19001-i03 GERMAN I B U 0....1. Per iod .2------- F21001-i0i GERMAN HI B U 0 T Period a Per i oO 9 0 lO [ , B M 0 T au0t B M a X 5 3 Ifl. 6 3 i 11 9 1 7 1 20 7 6 14 13 14 1 14 1 2B 5 8 7 5 12 13 13 2 14 2 21 1 X 3 6 3 7 la. 12 13 19 Per Iod 3 B U 0 T Period 3 KINDI -iOl KIND I_____ B 8 -5- i3 W i i 0 T 9 ____3 14 Period3------- R04101-102 READING/ENG B U P T 5 5 5. Period 3 B u 0 T Period 3 006001-102 Period 4 M09011^.i01 M BIOLDCYAP B U 0 T Per i od 3 xsaass^xox Period 6 MOBTSl^iaX HICR BIOLOGY BIOLAB Period 7 V01001.4=lli STUDY HALL Period 8 Period 9 _3__5. JL 4 B 7 13 12 1 21 Period 4 KINDH-101 KTMD TT B W 0 8 _5- i3 i i T 9 -i 14 Per I od 4_____ E05021-106 ENGLISH R 11 B U 0 T 4 4 8 7 4 3 14 1 R 3 22 Per i od 4 K10001-ia7.. GEOMETRY R B -6. 10 w i K 16 8 0 T ____9. 15 24 Period 4 004021-111 ULD GEQGRAPH AH HISTORY B 8 8 7 3 15 11 WOT 16 xa. 26 B W 3 5 8 a 11 8 0 T 8 XL 19 B U 0 ji__5. 4 7 10 12 T i 12 1 23 B k 9 W X 4 15 ii 0 T 1 14 1 14 2 28 B 0 T 7 11 11 6 18 17 1 xa 17 1 36 6 U 0 T B U 0 T B U 0 T Perifld-1 Period 4 Period 5 KINDII-101 KTMh TT Period 6 KINDH-101 KIND II------- Period 7 KINDII-iOl KIND U------- Period 8 Period 9 19 19 20 21 22 23 24 29 29 27 28 20 SO 31 I Lz u B 8 U 0 T i 13 i 9 __5. 14 B 8 5- 13 W 1 0 Period 5 30 T. Period 5 B U 0 T Period 3 004021-105 AM HISTORY B 6 W 0 4 T i ii 1? 4 2 18 ie 8 3 29 Period 5 i T 9 -5- i4 B 8 -5. 13 w 1 0 1 T 9 -5- i4 B U 0 T B U 0 T B U 0 T Period 6___ E05021-107 Period 7__ E05021-i08 Period S Period 9 ENGLISH R 11 ENGLISH R 11 BMP I B M 0 T B....M-aT JBU0I- BMP T 6 4 9 5 15 9 10 1 15 1 25 4 13 XI 5 9 13 -22 Period 6 Kiiooi.-iai Period 7 TOiOOi^^iOir Period 8 Period 9 TRIG/ADV ALG STUDENT CNCL B 6 2. WOT 9 6 15 8 _a. 15 23 6 U A____ 3 1 7 1 0 T ____4. 4 8 B U 0 T B U 0 T B U 0 T Period 6 Period 7 006001-103 UI n GFPGRAPH Period 8 Period 9 33 34 39 39 37 39 39 40 41 42 43 44 49 49 47 48 90 91 92 93 94 99 99 97 99 90 90 91 U ix I I, (. 92 . B W 0 T B ii WOT B U 0 T B U 0 T B W 0 T 4 a -3- 16 7 15 23 Period 6 Period 7 Period a Period .9. 93 94 99 99 97 99 99 70 71 72 73 74 79 zyT LRS - Li ttle Rock School. District School: Term: 005 PARKVIEW ARTS/SCIENCE MAGNET 1 Summary Maeter/Teacher Schedule/Race \u0026amp; Sex SUMMAS Page: 8 2 3 4 8 e 10 12 13 18 10 e 13 20 21 23 24 28 26 27 28 29 30 31 32 33 34 38 36 37 38 39 40 az 43 48 46 48 40 80 81 82 83 84 88 86 87 PICARD rt0700i-i01 H0700i-i02 V0i001-i03 M0700i-103 0700i104 PHYSICS I UN PHYSICS I UN STUDY HALL PHYSICS I UN PHYSICS I UN fl T B W 7 3 1 7 8 10 0 T 10 8 18 B U 3 2 .'I.S 7 5 0 T 5 ___X 12 B W 7 3 0 T 10 B U 0 T B U 0 T B U 0 3 5 19 10 8 1 19 4 4 6 5 10 9 T S 1 19 B W 0 4 3 T 7 B W 0 T B U 0 T G U 0 T 2 2 15 6 5 1 12 2 3 0 Teacher RIPLEY M F Per i od 1 004021-106 AM HISTORY B H 0 T 8 12 3 3 T 20 6 11 1 16 1 27 Per i od 2 004021-107 AM HISTORY B M 0 T 6 3 2 6 8 9 9 8 17 Teacher Period i Period 2 ROBERT PQ3001-1Q1 AUTO TECH I M F T B 1 U 0 T ____1 B U 0 T 1 1 Teacher SMITH Period 1 B U 0 T Period 2 E0402i-i06 M r T Teacher SMITS M F Per Iod 1 F04001-101 SPANISH I B M 0 T 4 4 10 8 T 14..1Z Teacher SPRIMC JI F T Teacher STEPHE M F T 8 18 J2 Per i od 1 pot001\u0026gt;101 AUTO BODY I B W 0 T ___1 1 1 Period 1 K11041-101 TRIC/ALG GTH B 4 W 5 0 T 9 7 IQ21? 11 15 2 28 Teacher Period 1 Per i od 3 004021-108 AM HISTORY B H Q T 7 4 7 4 14__8 11 11 22 Per i od 4 004021-109 AM HISTORY B W 0 T Period 5 Period 6 Period 7 Period 8 Period 9 9 10 Per i od 3 B U 0 T Period 3 004051-101 ENGLISH R 10 AM HISTRY GT B U 0 T \u0026amp; U A 17 11 15. 26 B U 1 5 8 9 9 14 0 T b 23 9 1 2 6 8 11 1 14 1 25 Per i od 4 B W 0 T Period 4 B U 0 T B B 0 T B M 0 T SHOT SHOT SHOT B U 0 T 12 13 18 16 Period 5 Period 6 Period 7 Period 8 Per i od 9 B U 0 T B U 0 T B U 0 T U 0 T B U 0 T B U 0 T Period 5 E04021-107 Period 6 004051-102 Per Iod 1 04021-108 Period 8 Period 9 ENGLISH R 10 AM HISTRY CT ENGLISH R 10 B U 7 6 6 7 13 13 0 T 13 13 26 B U 0 T B U 0 T B U 0 T B U 0 T B U T 1 2 3 8 5 13 S 10 1 16 6 12 1 19 8 4 1 13 16 9 1 26 Period 2 F05001-101 SPANISH II B M 6 11 2 4 17 6 0 T 8 15 23 Period 2 B W 0 T Period 2 B W 0 T Periftd. 2 Per Iod 3 F04001-102 SPANISH I B H 0 T Per i od 4 B H 0 T Period 5 FO5001-102 SPANISH II B ,M...fl.....X Per i od 6 F07011-101 SPANISH IVAP SHOT Per Iod 7 Period 8 Per I od 9 B U 0 T B W Q T B H 0 T B H 0 T 6 9 4 6 15 10 10 15 25 h 2 14 5 20 7 1 9 19 1 6 5 7 1 28 7 12 6 13 19 Period 3 Per Iod 4 Period 5 Period 6 Period 1 Period 8 Period 9 B W 0 T B W 0 T B WOT B W 0 T B WOT B U 0 T B U 0 T B U 0 T Period 3 K13011-10i Period 4 K11041-102 Period 5 Period 6 K130il-102 Period 7 K13011-103 Period 8 Period 9 CALCULUS AAP TRIG/ALC GTH B W 3 4 6 1 9 11 0 1 T 8 li B 2 w 0 1 21 8 10 10 15 T 7 la. 25 B W 0 T CALCULUS AAF CftLCULUS flftP B WOT 3 4 3 6. 6 10 7 9 16 B 5 5 U 1 a. 9 0 T b __a. 14 B W 0 T B U 0 T B U 0 T Period 3 Per i od 4 Period 5 Per i od 6 Period 7 Period 8 Per i od 9 18 19 20 21 22 23 24 28 26 27 xa. 29 30 31 33 34 38 at 37 38 39 40 41 42 43 44 48 46 47 48 49 so 81 82 83 84 88 86 87 88 80 60 61 62 63 64 68 66 67 68 69 70 71 72 73 74 78 .zySiii.Hf.ry Mantpr/Tparhpr 3rhpriiilMZR*ce t. 3ex SUMMAS Pjqg: A 2 3 9 6 8 9 10 12 18 IB 18 T# 20 21 22\" 23 24 28 26 27 28 26 80 31 32 33 34 38 38 37 38 38 40 42 43 School: Terra: TANNER M 48 48 47 48 005 PARKVIEH ARTSZSCIENCE MAGNET 1 M04021-105 BIOLOGY_____ B H 0 T 130825-101 PHYSIOLOGY B U 0 T B WOT 130825-103 PHYSIOLDGY. 6 i__ii T 17 4 X 9 10 XX 2i 3 1 4 5 9 6 4 1 1.2. 1 16 B 1 W 0 T i 5__3__t 2 S. 6 3 2 il Tpjrher__Period 1 TREADU M F X Teacher TYLER JX F T Teacher VOLSEN M X T Teacher WALKER M F X Teacher WASHAM -it F T Teacher WATSON 40 80 91 .2 KI M H K T O C 98 88 I Teacher H04021-106 joauuiY____ B 4 HOT B U 0 T M04021-107 JIQLOGY_____ B U 0 T 8 U Q T SHOT 8 U 0 T 4 99. 13 13 8 X_15- 1 21 7 6 7 4 14 10 13 1 12 1 25 2 9 8 J) sD J) E34001-101 DEBATE B H n T Period 2____ 07601-101 THEATR HIST SHOT Period 3 SHOT Per i od 4__ 30001-105 Period 5___ E076O1-1O2 Period 6 COMMUNICTN I THEATR HIST B U 0 T B M n 1 B M n...-X Per jail.X------- E07601-103 THEATR HIST B H 0....X Period B Feri ad ? 8 9 10 B H n T B M 0 T. B -U__0__I- I 7 3 8 7 15 10- 10 1 16 1 2X 5 4 4 6 9 IB. 9 10 12. 4 7 15 3 19 10 11 1 19 1 30- 3 4 8 7 11 1 7 15 22. 7 4 iO 6 11 1 17 17 to__i_2a 12 13 14 18 18 Period 1 K05Q11-101 ALGEBRA I R B 9 2 4 3 13 5 WOT Period 2 K05O11-102 ALGEBRA I R B U 0 T Period 3 Per i od 4 K05011-103- ALGEBRA I R Period 5 K05011-104-- ALCEBRA I R Period 6 KOSOll-105 ALGEBRA I R Per Iod 7 Period 8 Period 9 18 i XX. 8 1 19 Period 1 B HOT Period 1 B H 0 T Period 1 i0503t-10l ENGLISH R 11 B 6 6 4 4 10 10 WOT Period 1 B WOT 6 U 0 3 4. 4 7 2 b 7 6 13 8 3 8 16 1 4 T 9 20 B U 0 7 3 4 11 4 7 T -iO. 8 18 6 U 0 4 -4 6 10 3 7 T _8. 9 17 B WOT B U 0 T B U 0 T 6 U 0 T Per i od 2 K085O1-103 INT Al CFBRA Period 3 K05011-106 ALGEBRA X-R. Period 4 Period 5 KlOOOl-105 GEOMETRY R Period 6 KlOOOl-108 GFnMFTRY R Per i od 7 KlOOOl-104 r.FnMETRY R Period 8 Per i od 9 B U 0 9 2 Z5------- 11 1 T 11 -X 18 B W 4 2 X 8 0 T -------a 14 B U 0 T B 6 XX WOT 6 17 11 12 XX 28 B U 7 5 B 4 15 9 0 T 12 ___IX 24 B 4 3 12 4 16 7 WOT 1 16. 23 B W 0 T B WOT fi W 0 T XZ 8 20 B W 0 T Per i od 1 Ppriod 2_____ 090600-103 FOODS i NUTR B W D T- Period 3. Period 4 B M n I B M n T Per iod 5 090600-101 FOODS \u0026amp; NUTR B w n I- Period 6 090600-102 FOODS \u0026amp; NUTR R y Q...I- Period 7 Perlod 8 Per iod.-S- 20 21 22 23 24 28 26 27 2a. 20 30 31 32. 93 34 38 36 97 38 39 40 41 42 43 o o U I B M XL_X B U n .X BMP T. B U...Xt T 7 7 5 14 5. 7 12 -la. 11 7 3 la X 11 10 -2X 7 1 5 5 14 6 10 10 xa. 48 48 Per i od 2 xwsoat-ioa ENGLISH R 11 B W 0 T Period 3 05021-103 ENGLISH R 11 Per i od 4 Period 5 E05021-104 ENGLISH R 11 Period 6 X 4- 9 3 a 1 13 6 X 4 WOT X 9 X 3. B WOT B 13 7 1 21 11 10 13 1 22 7 4 i 8 13 12 WOT B W 0 T Period 7 E05021-105 ENGLISH R 11 B U 0 T Period 8 Period 9 6 W 0 T B W 0 T B W 0 T Per i od 2 C08001-I01 Period 3 C08001-102 Period 4 pnMPiiTFB ACT__COMPIITFR ACl B W 0 T B W 0 T B H 0 T 5 1 10 4 6 _a 14 7 1 10 5 17 6 8 Xi 23 Per i od St- Per I nd 3. Period -4. XX 14 25 7 2 9 4 16 6 -2- 13 22 Per i od 5 C04251-103 KFYRnARDIZII SHOT Per i od 6 C04251-102 Period 7 C04251-101 Period 8 Period 9 5 4 13 6 18 10 9 IX 28 Pprlnri 5 KEYBOARDI/IIKFYRnARPI/II B U 0 7 2 10...a. 17 10 T 1 10 ......la 1 28 Per iod A B U 0 T B H 0 T SHOT B H 0 T 3 3 9....Z- 12 10 Per i Qft-J?- 6 XX 22 Period B Period 9 48 49 SO 81 82 89 84 88 88 87 98 80 60 81 92 89 84 88 88 67 68 60 70 71 72 79 74 76LRS - LittLa Rack Schnnl District Schoo i: Terra: i 005 PARKVIEW ARTS/SCIENCE MAGNET Suaaary Hastej/Teacher Schedule/Race A Sex SUMMAS Page: 10 UILLIA 06021-101 ENGLISH R 12 06021'102 ENGLISH R 12 E0602i-i04 E0602ii05 ENGLISH R 1? ENGLISH R 12 I 2 3 4 s M X T 8 6 U 4 -It8- 12 12 0 T 10 K 24 B W 0 T 8 5 2- W 4 12 10 0 T 9 13- 22 B W 0 T B W 0 T 6 W 8 3 4i 14 6 0 T 11 -------9- 20 8 7 -2- 14 W 1 -6- 1 0 T 8 13- 21 B W 0 T B U 0 T B W 0 T 7^ 2 3 8 8 8 10 12 13 IS 18 18 T3 20 21 23 24 28 28 27 28 29 SO 31 32 33 34 38 38 37 38 39 40 41 42 43 44 48 48 48 40 SO 81 82 83 84 88 88 87 Tgjrher__Period 1 Period 9 WILSON M F T Teacher 4\u0026lt;XSHE_ A F T KlOOOl-101 GEOMETRY R B M g-i. B U 0 T Par i nd 3____ KlOOOl-109 GEOMETRY R B M 0 2 Period .4____ KlOOOl-102 GEOMETRY R B \u0026gt;1 0 T Per i nd 5____ KlOOOl-103 GEOMETRY R -JBHOt Per I nd 6 B U 0 T Period. 7--------- K09001-108 ALGEBRA HR BOOT Period a Period 9 8 9 10 B M 0 T B 0 T -Btt 5 11 5 1 10 2 14 2 3 13 3 5 1 17 8 4 9 5 1 13 1 15 5 7 12 9 2 1 12 16 6 2 24 15-.-ii__1-22. 2__9 2 28. X4. 9 1 24 7 4 8 6 15 10 11 14 25 12 13 18 Per i od 1 30001-1106 COMMUNICTN I Per i od 2 Period 3 30001-103 COMMUNICTN I Period 4 X07S51=101- Period 5 E07551-102 Per i od 6 Period 7 Period 8 Period 9 18 CHILD THEATR CHILD THEATR 8 4 u 0 T A B u 0 T 10 2 14 2 1 13 1 17 8 U 2..-5 14 b 16 14 0 T -10. 20 30 6 u _5__2 5 5 10 7 0 T ____1. iO 17 B U -X__t 6 5 10 6 0 T -5 11 16 B U 0 T 6 U 0 T B W 0 T B W 0 T B H 0 T 20 21 22 23 1. 28 28 27 2a. 29 30 31 32. 33 34 38 Ifi. 37 38 39 40 41 42 43 44 48 48 48 49 80 I 81 82 83 64 88 88 87 88 89 80 81 82 63 84 88 66 67 68 89 70 71 72 73 74 78 ) 2 3 J 8 9 10 12 13 J 14 IS 18 To 20 21 22 24 28 i p J 29 Iso 33 34 38 38 5 37 38 30 40 Si\" ^2 5 44 48 48 47 48 80 81 S 83 84 08 88 ,l Records selected Records written 1 1 -K 2 3 Records selected Records sorted Records written : 5950 : S950 : 2B6 8 8 8 0 Can't chatKiB apootad f i ! at tr lb Utas. Records selected Lines printed____ Pages printed : 286 : 4B5. : 10 \"\u0026gt; 12 13 IS 16 18 o 20 21 22 23 24 28 28 27 2. 28 30 31 22. 33 34 38 as. 37 38 39 40 41 42 43 44 48 48 48 46 80 81 82 83 84 88 58 87 86 89 80 81 82 83 84 88 86 67 88 89 -o c o o c o U 71 12 73 74 78 zyREF: scH.seo DATE: 10/15/92 TIME: 12:07:15 005 LITTLE ROCK SCHOOL DISTRICT PARKVIEW arts/science MAGNET COURSE MASTFR SCHEDULE PAGE 1 Xi COURSE TITLE 2 3 8 0 8 0 10 12 13 18 10 17 18 20 21 23 24 \" 20 27 28 2 SO 31 32 S3 34 30 30 37 88 39 AQ 41 42 43 44 48 40 47 48 I* 80 81 K S3 84 88 00 07 CLASS SEX MATCH PERI 03,, MAX' AOMIN B05S01 605003 BQ5251 805253 805721 8057,23 B05751 B05753 GROUP SEC TERM MAMES ADM CONDUCT 1 - 2 .3 \u0026lt; . ii 1 T 3 4 1 2 3 4 1 y 9 9 DAYS ROO'-I TEACHER name CAP MALE enrollment SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 3 s 1-2 ART DESIGN 101 101 101 DRAWINS I-PM ________101 101 101 102 102.. 102 103 103. 103 ________104 104 104 ORAWTHG I-PM 101 101 101 102 102 102 103 103 103 104 104 104 Fomv Z ll 101 101 101 poTTRY I an 101 101 101 ORAdIN II 102 102 102 DRAWING II 3-4 5 1-2 1-2 1-2 1.-2 2 it 5 7. 3-4 3-4 3-4 3-4 2 If 5 7 1-2 7 3-4 7 1-2 6 MTWRF MTWRF MTMRF MTWRF BABBS XBASES BABBS BABBS 100 100 100 100 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRP MTMRF BARBS 0 REijUESTS TOTAL ICO 300 100 300 Y Y Y 0 10 12 13 10 3105 RURKE- 3 REQUESTS BURKE-CARRQLL TOTAL 30 30 1 1 1 1 2 2 28 28 Y 1 1 3108 3URKC- h REaUESTS 8URKE-CARR0LL * TOTAL 30 30 1 1 2 2 3 3 27 27 Y 1 1 1 1 3102 3102 3102 3102 BURKL- KING CLARK LEIGH 89 REQUESTS JURKE-CAHROLL CtAJ^K R * TOTAL 30 25 30 30 115 15 15 13 10 53 9 9 8 10 36 2^ 24 21 20 39 6 1 1 10 2b 1 Y Y 1 12 12 7 8 39 10 12 13 10 45 18 10 20 21 22 23 24 28 20 27 ia. 20 30 31 22. 3S 34 38 * 3102 3102 3102 3102 BURKF- KING CLARK LEIGH 12 REQUESTS 3108 KING 21 REQUESTS KING 14 REQUESTS 3102 LEIGH n REQUESTS BURKE-CARROLL KING CLARK R LEIGfl M * TOTAL KING 8 * TOTAL KING R * TOTAL LEIGH * TOTAL 30 25 30 30 115 10 13 11 10 44 8 6 7 7 28 IB 19 18 17 72 12 6 12 13 43 1 1 7 11 5 8 31 10 8 12 8 33 30 30 7 7 14 14 21 21 9 9 Y 12 12 9 9 30 30 5 5 9 9 14 14 16 16 Y a 3 6 6 30 30 11 11 b b 17 17 13 13 1 12 12 5 5 37 38 S9 40 41 i 43 44 48 I 47 48 40 SO 81 82 83 84 88 80 07 08 SO 00 01 02 03 OS 00 07 08 00 4 It It I 72 732 3 8 8 a 9 10 12 13 18 20 21 22 23 24 28 28 27 28 29 30 31 32 S3 34 38 38 37 38 39 40 41 42 43 48 48 47 48 4 80 81 82 89 84 88 88 .87 PFF: SCH.560 DATE: 10/15/92 TIME: 12:07:15 COURSE TTTle CLASS SEX 805821 B05823 B05851 805853 S05951 BO5953 B06G01 E06003 B06075 B06601 806683 506751 Q06753 MATCH PERiaa GROUP sec TERN NAMES 102 102 102 CRAFTS FI8ER 101 101 101 CRAFTS Flaes 101 101 101 AV CRAFTS JL AV CRAFTS IL ART HISTORY 3-4 6 005 BAYS mtwrf 1-2 1 MTWRF 3-4 1 MTHRF LITTLE ROCK SCHOOL DISTRICT PARKVIEW ARTS/SCIcNCt MAGf-ET COURSE 'lASTER SCHEDULE ROaM 3102 MAX PAGE 2 TEACHEf\nCAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE female taken seats ROLLS 01 02 2 S LEIGH 17 RE'^iiJESTS LEIGH M * TOTAL 30 30 11 11 6 6 17 17 13 13 Y 12 12 5 5 8 8 9 10 3108 KI 20 REQUESTS KING * TOTAL 30 30 5 5 15 15 20 20 10 10 Y 10 10 10 10 12 13 14 18 3103 KING 20 REQUESTS KING \u0026lt;7 * TOTAL 30 5 15 15 20 20 10 10 Y 10 10 10 Ifi. ** NO SECTIONS DEFINED ** LINK definition ( \u0026gt; ** 101 101 101 102 102 102 1-2 1-2 1 3 MTWRF MTWRF 3104 3104 0 REQUESTS CLARK CLARK 49 REQUESTS CLARK R CLARK R * TOTAL 30 30 60 15 15 30 3 11 19 23 26 49 7 4 11 Y Y 10 12 22 13 13 26 ART HISTORY 101 101 101 102 102 102 ART WATERCOL ART WAT6RC0L STUDIO ARTAP 3-4 3-4 1 3 MTWRF MTWRF 3194 3104 CLARK CLARK 43 REQUESTS CLARK f. CLARK R TOTAL 30 30 60 13 16 29 9 10 19 22 26 8 4 12 Y Y 10 11 21 12 14 26 18 19 20 21 22 29 24 25 26 27 2fi. 29 30 91 32 S3 34 38 36 37 98 39 40 LINK DEFINITIQN ( ) * ** LINK DEFINITION ( ) * ** NO SECTIONS DEFINED ** DRAWING III 101 lOllOi ORAMINS III 101' 101 101 STUDIO ARTAP 101 101 101 STUDIO ARTAP ni 101 101 0 REQUESTS 1-2 1. MTWRF ^31Q^ BURRC- IT REQUESTS CUXKL-CA^ftULL f TOTAL 25 25 IS. 10 7. 7 17 17 8 9 2. 8 3-4 1 MTRF 3102 BURKE- 17 REQUESTS 3URKE*CARRQLL it TOTAL__________ 25 25 10 0 7 1. 17 17 3 A Y 9 3. 8 A I-*2 4 MTWRF 3101 14 BURKE- aUKKC-CARSULL * total 30 30 9 9 5 5 14 16 16 Y 10 10 4 4 3-4 4 MTWRF 3101 14 REQUESTS iURK' 3URKE-CARR0LL * TOTAL 30 30 9 9 5 5 14 14 16 16 Y 10 10 4 4 42 43 48 48 47 48 49 80 81 82 83 84 88 88 87 88 89 80 81 62 83 84 68 66 67 68 69 70 71 72 79 74 78 2^REF: SCH.^60 DATE: 10/15/92 TIME: 12:07:15 005 LITTLE ROCK SCHOOL DISTRICT PARKVIEW ARTS/SCIENCE MAGNET COURSE MASTER SCHEDULE PAGE 3 \u0026gt;, tUURifc lIILfe 2 a 8 6 8 0 CLASS^ SfiX B08001 10 12 IS 18 16 18 io 20 21 IT 23 24 29 28 27 28 20 30 31 32 33 34 39 38 38 30 40 )*' 42 43 44 48 49 tn 48 4 90 9t 62 63 94 Be 98 S7 KAILH ,, PtKiUU SRflyP ? SEC TERM MAMES . ?BAS GRAPHC OESGF 101 101 101 sOAOOT ORAPhc PEsr/j 101 101 101 Wax 1-2 2 MTWRF 3-4 2 MTWRF ROOM 3103 TEACHER SUMS. CAP .MALE tNRULLM'EN'f SfcAJS AVAIL LLASK EIHNAC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 KING . . 20 Sfc:^UKS tS' KING 3 T^JTFT 30 14 TT b 20 10 Y 12 TT 8 3103 KING 20 REQUESTS KING R TOTAL 30 30 14 14 6 S 20 20 10 10 Y 12 12 3 8 809001 INTRO PAINT . 101 101 101 1-2 MTWF.F 3103 BUP.KE- 15 REQUESTS RURKE-CARROLL * TOTAL 25 25 9 9 6 6 15 15 10 10 Y T7 12 T 3 809003 INTRO PAINT 101 101 101 3-4 S^, MTWRF 3 IOS 8URKE- 15 RF liJt STS SURKE-CARRaLL * IDTAL 30 30 9 9 6 6 15 TF 15 TF Y 12 TZ' 3 Y 2 8 s 12 13 16 * 810001 810003 COIOOI C01003 CO2501 C02503 C0425I C04253 C8EAT ART 12 CREAT ART 12' CLERICAL REC CLERICAL SEC CSMPUTER TCH COMPUTER TCH ** LIS4K ftSFlNlTlOH \u0026lt; 5 ** ** Llf-tK SEFIMTros i y ** ** LINK DEFINITION ( ) ** ** LINK OC-F!!iiiTiaN I 5 ** ** LINK OEFINlTiaN ( ) ** #* LINK DEFINITION ( ) * FF75F5WI7TI----- 101 101 101 ' 1-2 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 1-2 1-2 1-2 1-2 T^ 7 6 . 5 1 4 Y~ MTWRF MTWRF MTWRF MTWRF MTWRF 3209 3208 3203 3209 3209 MTWRF 3201 WATSON WATSON WATSON LOVELA FAUREL WATSON C WATSON C WATSON C LOVELACE D FAUREL V 155'REQUESTS LavaLA,\nLOVClACe d * TOTAL 30 30 30 25 30 ZF no 6 10 9 10 11 -n 53 16 13 19 13 18 ~TT 101 2Z 26 23 23 29 z^ 15^ 8 2 2 2 1 T 16 Y Y Y Y 7 -r 10 10 TF 10 11 TT 62 12 17 18 13 18 TT 91 KEYBOAROI/II 101 101 101 ' IFZ'TTFIFZ .0 103 103 103 104 104 104 --------1'0'5 1'05 105 106 106 106 3-4 TYY 3-4 3-4 Y7Y 3-4 7 5 . 1 ? 3 MTWRF MTWRF MTWRF MTWRF. mTWrp MTWRF 3209 SzaS. : 32,08 3209 ------57TF 3209 WATSON WATSON C AT39H .WATSM C 150 REQUESTS WATSOM LOVSLA FATJti'-r LOVELA WATSON C LOVELACE 0 fAu3el V LOVELACE 0 * TOTAL 2,Z 6 30 10 30 25 TT 25 170 7 9 TZ 7 51 16 TF 17 13 TF 17 '\u0026gt;7 22 ZF 2^ 22 ZF 2^ 143 8 ~Z b 3 Z 1 22 Y T Y 7 T 7 10 TO 9 9 TT 11 60 12 TT 15 13 TT 13 67 20 21 22 28 24 29 28 27 28 20 SO 31 32. as 34 39 31 38 30 40 41 42 43 49 48 48 40 90 61 92 93 94 98 98 87 88 80 80 81 82 83 84 88 88 67 88 80 70 71 72 78 L \u0026amp; i. 79 REP: SCH.56O PATE: 10/15/92 TIME: 12:07:15 005 LITTLE ROCK SCHOOL JISTRICT FARKVIE'W ARTS/SCIENCE MAGNET COURSE MASTER SCHEDULE PAGE 4 2 3 COURSE TITLE CLASS SEX hatch PE RI aft GROUP SEC term WAHSS SA T S '\nftOOH TEACHER WAHe- HAX CAP MALE EMROtLHENT SEATS AVAIL CLASS ETHNIC BALANCE FEHALfc TAKEN SEATS ROLLS 01 02 7^ 2 3 8 6 8 s 10 12 13 IB 16 17 18 To 20 21 22 23 24 SB 26 27 28 ZS 30 31 32 33 94 88 96 87 98 39 40 41 42 48 44 48 46 A7 48 42 BO Bl 82 83 84 I* SB s C04751 C04753 WORD PRSr/II 101 101 101 WORD PRSI/II 101 101 101 C07001\n8USIBESS LAW 101 101 101 1-2 4 MTRRF 3205 JENNIN ISReftUESTS\"' JS''HINGS C * .TOTAL 30 w 2 7 12 TT 14 T4 16 TS\" Y 6 7 T 3-4 4 MTWRF 3205 JENNIN 15 REQUESTS JENNINGS C * TOTAL 30 30 2 2 12 12 14 14 16 16 Y 6 6 1 1 1-2 2 MTWRF 3203 LOVELA 21 REQUESTS LOVELACE 0 * TOTAL 25 25 14 14 1 7 21 21 4 4 Y 7 1 14 14 C07003 SUSiMfSS LAM T81 101 lot 3-4^\n' HTM\nRF 3208 LCVELA 20 REQUESTS HWELACe 0 * TOTAL 25 25 13 13 7 7 20 20 5 5 Y 6 6 14 14 8 6 10 12 13 C03001 . COMPUTER A''I 101 101 101 __________102 102 102 08803 COMPUTER ACI ni 101 101 102 10? 102 eopofti\nCOMPUTER All t 101 .lO'l TOI C09003 COMPUTER All 101 101\n101 C10501 FC TeCH LAB ________101 101 101 C10503 OFC TECH LAB 101 101 101 1-2 1-2 3-4 3-4 1-2 3-4 1-2 3-4 2^ 3 . 2 3. . MTWRF \" MTWRF 3208 3208 MATSON MATSQN C 37 REQUESTS MATSON\nMATSiT C * TOTAL 30 30 60 6 8 14 8 IS 23 14 23 37 16 7 23 Y 6 10 10 17 27 MTWRF .MTWRF' 3208 3208 \nHATSOH MATSON C 37 REQUESTS WATSON . MATSON\n.C * TOTAL 30 30 60 (1 8 14 8 15 23 14 23 37 16 7 23 Y 4 0 10 10 17 27 20 21 22 29 24 28 26 27 fi. 29 90 91 92 33 94 38 96 37 38 99 40 41 42 43 46 46 2' , MTWRF 3208 WATSON g REQUESTS WATSON C TOTAL 30 30 30 30 2 4 4 MTWRF MTWRF MTWRF 3203 MATSON O REQUeSTS WATSSN C * TOTAL 30 30 30 30 3205 JENNIU 9 REQUESTS JENNINGS C * TOTAL 25 25 1 1 8 8 9 9 16 16 Y 2 2 7 1 3205 JENNIN t REQUESTS JENNINGS C * TO\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_664","title":"Little Rock Schools: Pulaski Heights Elmementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2000"],"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","Pulaski Heights Elementary School (Little Rock, Ark.)","Education--Evaluation","School enrollment","School attendance","Educational statistics"],"dcterms_title":["Little Rock Schools: Pulaski Heights Elmementary"],"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/664"],"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\nJ ' LITTLE ROCK te. SCHOOL DISTRICT -f ^KSCHOOL GRADES: PRINCIPAL SCHOOL PROFILE 1991-92 Pulaski Heights Elementary Kindergarten thru Sixth Kay Loss - --IC Race/Gender ^S^SSISTANT PRINCIPAL(S): Race/Gender - -AiI . i TABLE OF COMTEMTS r s 1 I \u0026gt; Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2 Enrollment: - School ' - Special Services - Class/Course . \n !* 3 Attendance Data: - Certified Staff - Support Staff - Students 'j. 4. Extended Educational Programs I 5. Honors/Awards (Schoolwide) * \u0026gt; 6. Committees/Parental Involvement as. 7. 8. 9. 10. 11. 12. 13. 14. Extracurricular Activities (Including Student Monitors) Student Achievement/Assessment Data Retention Data i Secondairy Subject Area Courses Failed Graduation Data (High School Only) staff Development Activities - Certified Staff - Support Staff r Quarterly Discipline Management Report Map of School Plant I t I I I ICERTIFIED PERSONNEL WHITE POSITION MALE black MALE OTHER MALE ZHIALE total Administrator(si 1 1 Classroom Teachers 11 15 4 1 Counselor(s) Librarianfs) Reading (Compensatory/ __Remedial)____ Mathematics (Compensatory/ __Remedial)_____ Gifted (Elementary only) Speech Therapist Other Resource Music 1- 1 1 1 1 1 1 1 0 5 0 0 1 1 1 1 1 1 1 1 * TOTAL 18 24 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, Indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etcl WHITE MALE BLACK MALE FEMALE JIALE HER JEMALE TOTAL TOTAL t The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.p POSITION Attendance Clerk H MALE n/a SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Registrar Secretary Security Officerfs) Social Workerfs) Superyision Aides Qthgr TOTAL 2' n/a n/a n/a 11 4- .\u0026lt;r I 18 2 1 1 1 5 3 5 1 1 2 2 1 3 f i 3 3 1 1 1 4 The official date for staffing information is October 1, 1 1991 -1 . i '- 1 -I.- T?.- }\u0026lt; I J ' -i: Complete and return to Planning, Research, and Evaluation office. -r1) STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted black WHITE OTHER Total M F M F M F None TOTAL Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F 4 None f I I ! TOTAL Duplicate if needed. I I. pi-' CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Pulaski Heights Elementary PRINCIPAL Kay Loss GRADE ROOM 10 21 22 22 OS-D OS-A . OS-C TOTAL 15 TEACHER'S GENDER/RACE WHITE MALE 3 CLASS ENROLLMENT FEMALE 8 BLACK OTHER VI VI VI .4 1? 15 11/4 74 MALE 7 FEMALE 1 MALE 0 FEMALE 0 TOTAL 19 20 24 24 25 21 22 25 25 25 25 26 25 16 21 |0O 34 3 K K -1 1 1 2 2 2 2 A A 2 2 3 2 2 5. A 12 5 F F F F F F F F F F F F F F F W W W B B W B W W W W W 3 5 6 7 6 6 4 5 5 1 5 4 4 9 5 6 5 7 1 6 1 3 3 4 5 0 3 6 6 4 6 4 4 7 8 8 8 8 7 8 2 7 7 7 5 5 6 5 8 9 7 1 3 6 0 0 0 0 0 0 0 1 1 0 0 0 0 0 2 0 1 : 1 0 1 0 0 0 0 0 0 1 0 0 Do not include teachers of pull-out classes (art, music, physical education, etc.). List each class separately. List each class separately. The official date for enrollment data' is October 1, 1991. i Duplicate if needed. Complete and return to Planning, Research, and Evaluation office.1\u0026gt; i r t SCHOOL ENROLLMENT GRADE LEVEL K WHITE Pig 6 FEMALE 17 BLACK MALE 13 OTHER TOTAL PERCENT 18 16 16 10 10 10 12 74 21 SPECIAL ED. __Self Contained Resource Room Speech/Vision or Hearing Impaired, etc. Indirect Services *GIPTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL 14 13 15 16 15 33 17 24 30 FEMALE 3 MALE 0 FEMALE 0 TOTAL 39 ' 211 10 11 17 14 23/ .006 .01 74 43 50 50 51 37 100 ENROLLMENT - SPECIAL SERVICES WHITE MALE n/a 10 15 31 BLACK FEMALE MALE FEMALE OTHER MALE FEMALE TOTAL 12 29 25 17 10 40 32 67 11 37 56 54 88 189 1 2 3 4 6 0 2 5 6 8 2 1 3 8 0 1 1 0 1 0 9 0 1 9 0 0 42 2 4 34 3 : 1 6 1 7 5 0 I 5 0 3 0 0 0 ) 1 1 3 0 1 0 0 0 1 2 PERCENT I' * Include ONLY those students who havM been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office. STUDEMTS RETAINED i' At the secondary level, include only those students retained at grade- level. Do not include failures of individual courses. I WHITE RETAINED GRADE LEVEL MALE FEMALE 1 BLACK OTHER TOTAL TOTAL PERCENT 14% 10 45% FEMALE 2 MALE. FEMALE MALE 10 FEMALE 12 41% 45% 55% K 1 a 3 4 5 6 0 0 2 2 3 1 4 4 6 4 4 2 1 1 9 Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED I SUBJECT AREA Grade WHITE Male Female BLACK Haig. Female B R Female Male Female O T H jialslj jSSXMl English 7/10 I English ?/ll English 9Z12 Math History/Social Studies________ Science Provide the moat current information GRADUATION DATA TOH 1990-9X SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OH OF TOTAL TOTAL TOTAL ( I I J. I Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.p I CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or haye ayailable master schedule or curren't print-out . entitled Summary Master/Teacher Schedule Report - Race and Sex.\" XfT' t J.. J: I, ''H .5. I- l 1 i I I I . Do not send to Planning, Research, and Evaluation office.11 i ATTENDANCE DATA Please insert or have available current attendance data for: Staff ~ Certified - Support Student I I I Provide most current student data, including withdrawals by gender, race, and grade level. I I- . ( I } 4 I I -f Do not send to Planning, Research, and Evaluation office.it . i -LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS ACTUAL ENROLLMENT BY RACE SCHOOL Pulaski Heights Elementary DATE 10-31-91 Please include a student count by white/black/other, by grades, for your school with your attendance report at the end of each quarter. This report should not include the current withdrawals, but should Include those students actually enrolled on the last day of the quarter. A-I GRADE 1 2 3 4 5 6 Sub-Total Kindergarten GRAND TOTAL WHITE BLACK OTHER * TOTAL 35 36 2 24 22 16 19 11 127 23 150 20 26 35 29 27 173 17 190 1 1 1 1 0 6 0 6 I 12 45 49 52 49 38 306 40 346 * Please indicate below the number of students listed in the \"OTHER\" col according to the specific ethnic codes. I umn 03 04 05 06 Spanish S.E. Asian/Pacific Islander American Indian/Eskimo Other 2 T IT IT r I 1 I I 'NT STUDENTS LITTLE ROCK PUBLIC SCHOOLS TRANSPORTED PUPILS Hp ?CHOO Pulaski Heights Elementary SCHOOL Kay Loss PRINCIPAL 91 No. of Days: 45 Grade UNGR 1 2 3 4 5 6 Kinder-garten Yearly EnrolIment II) 9-Weeks Enrollment (2) Days Absent B 0 7 1 7 9 7 4 3 G B G (3) Days not on Roll (4) Current Withdrawals (5) B G 0 0 0 0 0 0 0 11 4 6 4 6 2 1 7 1 7 9 7 4 3 11 4 6 4 6 2 1 39 3 15 20 25 10 15 27 0 1 51 29 31 3 1 0 0 0 0 0 1 1 0 0 0 0 0 0 Previous Withdrawals (6) 0 10 0 0 0 0 0 . 0 o RESIDENT STUDENTS LITTLE ROCK PUBLIC SCHOOLS NON-TRANSPORTED PUPILS No. of Days: 45 4 SCHOOL Kay LasA PRINCIPAL 10-31-91 DATE Grade UNGR 1 2 3 4 5 6 kinder qarten Yearly EnrolIment -JU_____ B 0 i 27 18 18 17 20 22 19 G 0 30 22 17 21 18 13 18 9-Weeks EnrolInent (2) B G 0 0 27 18 18 17 20 22 19 30 22 17 21 18 13 18 Days Absent (3) Days not on Roll (4) Current Withdrawals (5) B G 0 0 0 0 79 37 53 60 60 82 53 146 99 26 38 44 111 81 1 0 1 0 0 1 1 0 1 .0 0 2 2 0 Previous Withdrawals (6) 0 0 0 0 0 0 0 0 rRESIDENT STUDENTS PulaskiHeights Elementary School---------- - ---------- Yearly Enrollment fl) Grade UNGR 1 2 3 4 5 6 Kinderl-gartenj B 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 NON-RESIDENT STUDENTS G NINE WEEKS ATTENDANCE REPORT UTTLE ROCK PUBLIC SCHOOLS TRANSPORTED PUPILS Kay Loss Principal 9-Weeks Enrollment (2) B G 0 0 0 0 0 0 0 0 0 0 Pulaski Heights Elementary SCHOOL Yearly Enrollment -Ji)___ 0 0 0 0 0 0 0 0 Grade B G UNGR 1 2 3 4 5 6 kinderk (gartenj 0 1 1 1 1 0 5. 0 0 0 1 0 0 0 1 I Days Absent (3) 0 . 0 0 0 0 0 I No. of Days not on Roll (4) 0 0 0 0 0 0 0 0 Current Withdrawals (5) 0 0 0 0 0 0 0 0 B 0 0 0 0 0 0 0 0 G I IJwvious Withdrawals (6J 0 0 0 0 0 0 0 0 LITTLE ROCK PUBLIC SCHOOLS NON-TRANSPORTED PUPILS Kay Loss WINCIPAL No. of Days: 45 10-31-11 We 9-Weel\u0026lt;s Enrollment (2) B G 0 1 1 1 1 0 0 0 0 0 0 1 0 0 0 1 Days Absent (3) Days not on Roll (4) Current Withdrawals (5) B G 0 0 0 2 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Previous Withdrawals (6J 0 0 0 0 0 0 0 0 p p. S' S t. Terzie Davis Carolyn Dodds 3 Vivian Gentry 'f. V * J . 'A* ..\u0026lt; . staff Perfect Attendance 1st 9 Weeks 1991-92 V*-, i. '* ''^c. ' IS?* t. 3}= i^r 6r 3rd Grade 3rd Grade 4th Grade -I Kay Loss -uJT- Principal M ' Margie Northcutt Secretary (\u0026gt; Kelva Price P.E. Teacher Toni Skarda bjr 2nd Grade ? I I ( I i :lX \u0026gt; ErTEHDED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BP NM WF OM OP TOTAL Governors School AEGIS Bovs' State GirlsState Summer Laureate Odyssey of the Mind Math Olympiad Id I 0 ^3 .i Others (Please Specify) fAcrIln Cn Jr. 6ooKs 5 lO Cl 3 O' n 5 . 6 1 L a o O I TOTAL 1^ ^1 1^ O .J List any educational programs that are conducted outside the normal school day. Include the most current information ( I. Complete and return to Planning, Research, and Evaluation office. i BXTENDED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BF WM WP OM OF TOTAL Governor's School AEGIS Bovs^ State GirlsState Summer Laureate Odyssey of the Mind I Math Olympiad Others . (Please Specify) I I I I TOTAL List any educational programs that are conducted outside the 'normal school day. Include the most current information. f * Complete and return to Planning, Research, and Evaluation office. I I i I I I .v. SCHOOLWIDB 8TOTBOT HONORS/AWMIDB Principals Honor Roll Complete one each grading period. I First Mine Weeks I \\ WHITE BLACK Honor/Award Grade 1 2 3 4 5 6 OTHER TOTAL MALE 12 4 2 4 3 2 27 FEMALE 13 7 3 2 3 3 31 MALE FEMALE MALE FEMALE TOTAL\n(. 2 1 1 4 3 2 2 4 1 12 3,0 14 11 . J!' .6 6 = t 74 I I Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.I F I 8CH00LWIDB S' H0M0R8/AWARDS Academic Honor Roll Complete qne each grading period. First Nine Weeks Honor/Award Grade WHITE BLACK OTHER MALE FEMALE MALE FEMALE FEMALE TOTAL 16 13 S?8- ,r TOTAL 4 4I I 4 'O 18 21 21 19 '20 83 I I 1 3 3 6 3 0 1 I I 2 I 3 4 5 6 f I I t I 4 2 1 3 9 2 4 0 2 4 4 5 1 3 2 3 6 2 0 1 0 0 0 1 1 0 0 1 0 3 18 s Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I ( Do not send to Planning, Research, and Evaluation office. I t4 r i i .1 SCHOOLWIDB SI HONORS/AWARDS Citizenship Honor Roll Complete one each grading period. I First Nine Weeks WHITE Honor/Award Grade BLACK MALE 13 27 FEMALE 12 38 MALE FEMALE 12 29 39 * OTHER MALE FEMALE TOTAL .18 28 I 138 f i J 1 9 0 2 2 1 4 5 6 4 0 2 4 4 9 5 3 9 i 0 3 3 6 5 3 5 5 7 9 1 0 0 1 2 0 0 0 1 0 I I :21\n. 2 I I f. I Include the most current infoxrmation, i.e., scholarship, citizenship, athletic honors/awards, etc. t Do not send to Planning, Research, and Evaluation office. r I 1 I (p ( ! / .t i r. SCHOOLWIPB STUDENT HONORS/AWARDS Attendance-:-Per feet Complete one each grading period. First Nina Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE male FEMALE TOTAL 17 12 13 ^11 - TOTAL 21 22 23 .3 21 88 K 4 8 1 I 1 2 3 4 5 - 8 5 3 4 3 2 2 4 1 5 3 1 1 ' 1 3 4 8 3 0 I 1 5 1 4 4 3 0 0 14 0 0 0 1 0 0 1 0 0 0 0 7 0 ' 0 0 ^6 5 I- I Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office. t I i II I SCHOOLWIDB S' Most Improved Academic Complete one each grading period. I . Birst Hine Weeks Honor/Award WHITE ,T*- -T-M TOTAL Grade MALE BLACK FEMALE MALE OTHER FEMALE MALE FEMALE 0 TOTAL 1\"' : 1 1 1'2 I 2 \u0026lt;5 16 1 2 3 4 5 6 0 1 0 0 0 1 2 1 0 2 0 3 I I I J 1 1 0 1 0 4 0 1 1 1 0 0 0 2 0 0 3 0 0 3 0 0 0 0 0 0 i I - 5 5 0 0 I .1 f f Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office. ) f I II i f- I i SCHOOLWIDB 8TTOBMT HOWORS/AWAHDa Most Improved Citizenship Complete one each grading period. I First Mina Weeks I .a \u0026gt; WHITE Honor/Award Grade 1 MALE 1 FEMALE 1 BZACX Male 2 female 0 OTHER HME 0 / FEMALE 0 TOTAL , 4 : TOTAL :0 ii I- I- .1 L-. ^As- . J ' 2 1 0 0 0 0 3 0 0 1 1 0 0 4 5 6 , r 2 ' 0 2 0 3 0 1 0 0 0 5 0 0 2 0 0 4 0 0 1 0 \" 0 a : 0 0 0 0 0 ' I . I 1 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office. I I I }\u0026gt; SCHOOLWIDB ST HOWORS/AWARDS Complete one each grading period.. Second Nine Weeks WHITE Honor/Award Grade BLACK OTHER MALE FEMALE MALE female MALE FEMALE TOTAL i TOTAL I . ! '! J Include the most current information, i.e.,'Scholarship, citizenship, athletic honors/awards, etc. t I I I Do not send to Planning, Research, and Evaluation office.1\u0026gt; i SCHOOLWIDE ST HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL - . *8 ' TOTAL / / . I i i. Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDB STUDENT HONORS/AWARDS Complete one each grading period. Fourth Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL \u0026gt;3. i Include the most current information, i.e., scholarship citizenship, athletic honors/awards, etc. t . I I Do not send to Planning, Research, and Evaluation office.C T I V 1 T t LB. . PT A 4 t ' r ' I V.\n3' t v l'' ' mPTBACUBRiailAR KCTIVITXEa . 3 -F' % 1 w H KALB / X. T B_ XBH\u0026amp;UL 3^ M II B B K M B L\nL JUUL J / s \u0026gt; V B JCUUU. ,. .(P ue_ O t J- JLK HALB rBMMA JIMJ. : T B___ tbmalb i \u0026gt; O w 8 o K 8 1, iL JLi 0 T HI B R - ISH\u0026amp;IiE. JLK OrriCBny/LBAPERBHIP P\u0026lt;^8inow| TJ. B II h C K j]AU_ JCEHMK. JIMit JEXH\u0026amp;IiE. JiftUL \u0026lt;/LL, TOTAL T JQIAL 3 ! (o L. .i Lk :i^C\u0026gt; I ils report should include sesbershlo sgardlng sponsors and officer positions. In addition. eabecB of caulttees. upllcate as needed. Include student -.omplete and return to Planning, Research, and Evaluation office. hi '4\ni}!. r. { L. 1 AUGUST 19, 1991 Building Representatives I, t I 4 1. Grade Level Representatives (BCC) 1. 2. 3. uJr 3 I- (J I I I f .Human Relation Committee (Sunshine) 2. 3. iFacy V)eCLu^ ViviQin Qjen-V LiJ H ! f?\u0026gt; F I I i Pupil Services 1. 2. 3.' 4. Carol.Blahn T Georgette Hahlev Deborah Bolls - Jenifer Faught ______ 5. . 6. 1 Debbie Finkbeiner Coordinator of Black History Month 1. Bi-Racial Committee 1. 2. Eva Maeweather Lisa Roberts \u0026amp;.F t P.T.A. Representatives 1. ! I I I ) i . I I 1 I I 1 I I r I I v' C.O.E. Chairmen ' 1. Suni Hoffman 2. * Toni Honts 3. Jimmie Lou Neal bjp 11 student Council Advisor udent I Laura Beth Arnold 1. 2. 3. J School Emergency Plan 1. 2- } bL^P 2, Margie Northcutt coP' 4. 5. Lee Sanders Kay Loss gJ }~ UJ P Committee'^ for Lounge Cleaning 1. 2. 3. f Kjnrl^r Mot + t L Ik lx? gj r I I j i bj f i I P I I I i\nv $'A fj'\n4.\n' Xi I-- 'i '.t -V I pwlOOt CPn\u0026lt;t'rMBg/w*^ A'S\\5 COMKITII I Btraolal CoItf K .. Parent Teacher Assoc. W.tt. JiUA\n-T 8 I ' UES_ BIOT B-S B 1, A C-g---- JIMA ZBIBU / A O T k B R JUU.B iTHtMiB W-K. JI\u0026amp;U ii KMtCTTB / KKTROMK I. A C K O T H g K rBMALK jflPO^K WMiB /__ ^_z_ZZZ-W H JIBU A :.T g ZEHMil T .5 4 L r \\ r r 1 c KJ I B 1, h JI\u0026amp;ULlJ c K .J rEHAl.B O T H E_R. Jl\u0026amp;IdL rEHMiB . Parent WorkshOBB. (Please aoeclfV-Othersl________ OftC.___ _ i a List BeBberBhlp of all school Note! I--------------------------.- I coeblnation of parents and atacrs of parente/patrone, staff neabers, or a reouaat docunentatlon concerning physical Involvement. Have available upon L . . a_a - ..MS BeaaAeaWe BA^ 4 (\u0026gt; aF VA CscxhaonSpll eafu onfc tsioucnhs . dIotceumnse notfa tplounb laircei tyte e- parent parti- cipa.tion, etc. the VIPS' Blqn-ln Roster, notices of various school functions. Items of publicity about parent par.. e.i pwn, --c..o_ . Ij t le not necessary to provide monitors with a sign-in sheet of attendance at PTA Beting* Duplicate ee needed ): f'-' tJ- y 'vS. 3^ j'/t.i-. A:Z??S Complete and return to Planning I L \u0026gt;t- 'v' ' I.- .:' . .'i^ i-W^k'i I'-:': Research) and Evaluation office I i LITTLE ROCK SCHOOL DISTRICT f,. 810 WEST MARKHAM LITTLE ROCK, AR 72201 r\\ 0\\I? r \\0I School Pulaski Heights Elementary Principal Kay Loss I ? \\ ? \\ 11 1. PIA Officers Name Race Gender Janet Shults President Ted Goodloe Vice-President Melanie Strigel Secretary Theresa Taylor Membership Eleanor Kennedy Treasurer W W W - B W F M F F F John Stewart / Joe Gray M Calendar B M 2. PTA Comnittee Members Name Conrittee Race Gendsr Jackie Richardson Membership B F Marlin Weems Landscape B M Randolph Hegwood .Landscape B M Dennis Blevins Landscape V M Janet Carson Landscape.: W Pat Treadway Fund Rasing Frank Cox Fund Rasing W 3. PTA total membership (approximate) to date by race. Keep records on future meetings. Black 30 White 70 Other (Please specify) t Membership drive is under- way at- g I I (over) B 4 1\u0026gt; 4. PTA meeting dates for 1991-92.- September October November 9/19/91 December 12/05/91 10/03/91 11/7/91 March 03/05/92 January 01/02/92 February 02/06/92 April 04/12/92 May XO--. r 05/07/92 O'XSfJ r cL I i. I I ! i I I t I I I1\u0026gt; 4 STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. 1 V fi. */*}! .it ' it. f 4 I I I i Do not send to Planning, Research, and Evaluation office.^35 ^^^aess^HsmK^iszBB^na I -IJl. 2S 96 c^ ' 11:08 501 324 2023 I.RSD CO'IMi \\ICATI -. ODM 121002/002 ' '..if.her''' 19- KCBBSfl Little HocK School District Media Advisorv l or inforrndtion\nZeomee Herts, 324-2020 lLLA5Ki HEIGH Ls JI \u0026gt;/OR HfGH rO BE DISMISSED AT 9:30 DI E TO POWER Ot r Af.F A.M. Students at Pulaski Heights Junior High wi!i he dismissed at 9:30 a.m. due to a st.jra re!a:eu po^8er outage. Buses have been called to t transport students home Parents n* Uk bu, j ,aK-e a.-,=emcnK fo, ,teir child ,o gel home. .'5 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000ii: zz LRSD COMMUNICATIONS ' PAGE 01/01 Parent Teacher Association Pulaski Heights Elementary 319 N. Pine St. Little Rock, AR 72205 February 7,2002 NEWS RELEASE For Immediate Release FAMILIES, NEIGHBORS WORK ON GREENING PLAYGROUND OF PUBLIC SCHOOL neighbors of Pulaski Heights rhl P as part of a continuing renovation t id W playground was formally dedicated last April as the Margaret' P Adventure Playground. Mrs. Kolb has been a longtime neighbor of the school and an advocate for public education. renovation of Hie mees we funded fay two grants received by the schools Parent Teacher Association- And Renaissance of Trees at Pulaski Heights Elementary Md one from Je Arkansas Forestry Commission called Dont Hurt the Dirt!\nA Soil Conservation Project at Pulaski Heights Elementary School. The PTA has partnered I h the Little Rock Parks and Recreation Department, the Little Rock School and numerous other CIVIC ----------District, groups to enhance the outdoor environment at the school. Our schoo yard used to be a barren, eroded place\u0026gt;-it didnt do justice to the wonderful educational experiences students were getting inside the walls of the school, said Hope Coulter, director of the playground renovation. But studies have shown rhAr for h.airK, But studies have shown that for healthy development children really need green, leafy, inviting outside spaces to play in and explore. So that s what were beginning to offer them. together to make this happen. A lot of people are coining Related projects include a butterfly garden, a Science Fair with a new Natural Studies rzr* hands-on gardening lessons. Also this Saturday at the school. Eagle Scout candidate Daniel Feild will terracing part of the slopes and constructing an arbor. be For more information contact Hope Coulter, renovation committee chair, at 663-5787./ 5^ : I Yom Are Cordially Invited To Attend an Evening Pulaski Heights 7 { 3 l[[ Proceeds go to Pulaski Heights Elementary School Arts Program S^atMrd^i\n^^ November 14 i I J I 5\noo to 8\noo p,m. Kramer School Artist Co-Operative 71S sberman Street^ Little Kocb Tickets $5.00 per couple, $10.00 per Family Por more information call 6665459 0^? Wild Kingdom encounter tn - J ^'--W^sZ, V : A, ^^''' ^'4 4 IB 1 :\n4u k* . .... i i . '^. 1. 4- \"Is \\ I -istftifefli'J\nI i liii'i'r i \\ g^S'S' 1 to-A ft ! i .a i NO SNAKE EYEING Jim Fowler, co-host of the syn- i dicated \"Mutual of Omaha's Wild Kingdom television I s^iow, holds an 11-foqt-iong Burmese python a little too close for comfort for Lauren Cox, a third-grader at Pu- c i .-f \"t : -t*\nArkansas Democrai-GazeWe/Scott Carpenter laski Heights Elementary School in Little Rock. Fowler brought several animals, including a 7-year-old Florida panther, one of about :$0 remaining in the world, which pupils were able to pet'. Article, 2B2B FRIDAY. OCTOBER 2, 1992 Arkansas Democrat ~^(6azctte J hhlUAY, UVIUDcn ............................................................. ......... 1 11 Wild Kingdom co-host brings a bit of it to elementary school __________________________________________________________________---------------------------------------------------------------, Vil1o/t Ext Pirc An tbA bicTbu.Qv: c BY CYNTHIA HOWELL Democrat-Gazette Education Writer Jim Fowler just smiled as he stood on stage with the ll-foot Burmese python wrapped around his neck and arms. The children at Pulaski Heights Elementary School screamed some with delight, some with fear as the reptile shifted and twisted, trying to get comfortable on Fowlers broad shoulders. What Im trying to do is be a tree, Fowler, co-host of Mutual of Omahas Wild Kingdom television show for 27 years, said. Thats why I put it around my neck. Snakes have a fear of falling. Im not trying to be sensational. The python was only about half-grown. They live up to 30 years and get as big as 26 feet long and 110 pounds. Fowler visited Pulaski Heights while in Little Rock on a promotional tour sponsored by Willis \u0026amp; Geiger, a mens clothing company. He displayed the animals later in the day at the Dillard Department Store in Park Plaza mall. His purpose in the visit was to promote an awareness and concern for wildlife and to get Hocus-pocus teaches pupils Now you see it. Now you dont. Thats often the case in magic tricks and money matters. But at Pulaski Heights Elementary School on Thursday, magic was used to teach sixthgraders the importance of earning and saving money. Mary Ann Campbell, whos both a certified financial planner and a magician, performed illusions with ropes, torn newspapers, dollar bills and burning paper to introduce pupils to the schools new Learn-n-Earn program. The better you are, the more you can earn, and the more you save, the more you can buy, children to realize that animals and human beings together make up the ecosystem, he said. These'animals are part of the same world in which we live, Fowler told the school as a monkey-faced owl perched on his arm. We are all part of the ecosystem. Y'ou must make sure the animals survive. If this owl Campbell said. The children will soon be able to discover that for themselves. By attending school, arriving to class on time, completing homework, displaying good behavior in class and on the playground, and reading approved books, pupils will be able to earn up to $5 a day, $25 a week. The students wont receive actual cash, but the money will be posted to their individual accounts. Each Friday, the children will be paid. They will use deposit slips and checks donated by Clarke American Printing Co. cannot survive in Arkansas, chances are people cannot. He thinks human beings are --------, ------ . smart enough they will clean up been in the past, Fowler said. their own nests to prevent deterioration of the ozone layer, he said. But he wants such concern to extend to the care of wildlife, the rain for\u0026amp;ts and the African elephant. Pulaski magic of money-handling to deposit their paychecks. Students will have to balance their own checkbooks. Every other Friday the sixthgraders will go shopping at the school store, Pulaski Heights Plaza, unless they choose to save their money. The store is stocked with items and services donated by the school PTA and almost two dozen Central Arkansas businesses, including utilities, drugstores, individuals, dress designers, a trailer manufacturing company, an athletic store, a kitchen goods store and several others. Possible purchases range from florescent pencils and T- He is encouraged that children now are more informed about wildlife than they have One of the highlights of the exhibition was the appearance of a 7-year-old Florida panther. The panther, which weighs about 130 pounds, was born in captivity, but its parents were shirts to before- and afterschool limousine service. Campbells daughter-in-law, Cheryl Campbell, is the Pulaski Heights parent who developed the Learn-n-Earn pilot program. She wanted a different way to provide pupils with an incentive for practicing good behavior and study skills. The sixth-graders are role models for the rest of Pulaski Heights Elementary, Cheryl Campbell said. The program, which may be expanded later to other grades, teaches responsibility as well as economics, she said. BY CYNTHIA HOWELL taken from the Florida Everglades. he said. Only about 30 panthers remain in the Everglades. Fowler said. Originally, hunters killed them. Now they are becoming extinct because of a depletion of natural places to roam, an increase in mercury poisonjing in the environment and their being killed by cars on the highways. Fowler also displayed a baby alligator, another animal that is endangered. Other animals he showed were a screech owl, an opossum and a tenrec, related to the hedgehog but small enough to fit in ones hand. The animal is a native of Madagascar and is protected from enemies by its prickly quill covering. Pupils were able to pet many of the animals at the exhibit, including the snake and the panther. Some of the animals were from the Little Rock Zoo. i Fowler, a Georgia native, trained eagles and falcons as-a youth. He also enjoyed going into undeveloped areas to see the wildlife there, he said. - He now lives in New York aiid Connecticut and is a frequent guest on the Today Show. He also is the spokesman for Mutual of Omahas National Wildlife Federations Nature News Break, a widely distributed radio broadcast. In closing, Fowler quoted a 9-year-old girl who said animals and people need to live together: If anjmals are lost, then we lose a part of ourselves.Arkansas Democrat (gazette WEDNESDAY, MAY 11. 1994 Ask first-graders: Teachers care D enni Scales, a first-grade teacher at Pulaski Heights Elementary School, had long since had her fill of the criticism bestowed upon educators in general when a letter published here April 28 pushed her over the line. I have been very disappointed by all the negative press teachers receive in your letters column, she wrote to me. 'This past Thursday, a man wrote in to summarize the situation by stating that teachers do not care if their students are learning or not. I read his letter to my students and asked them to write their response to you. We appreciate you for giving the children equal time. 'There were a couple of problems with giving Scates pupils equal time: Our policy requires that we verify the authorship of each letter to be published and that all published letters bear the writers first and last names (or at least two initials and a last namp) Hauling first-graders out of class one by one to grill them about their letters seemed both impractical and silly, even if they had signed both first and last names, so I decided to do the next best thing: give them my space. 'The letters Meredith Oakley From Hunter That man doesnt know about teachers. My teacher takes care of me to keep me safe and help me learned about insects, plants and telling time. From Jerry: I am happy for my teacher. I can get an education. You can leam a difference fYom teacher.' n From Alex: I know how to spell. Teachers care about their students. My dad is a teacher and he cares about his students. What that man said is not right My dad helps my teacher. From Nene: Our teacher helps as have a good education. We are learning cation. What that man said wasnt true. Teachers do care if their children learn. I love school. From Ian: My teacher cares about me!... Our teacher told us almost everything we know. That man didnt know the truth. I like school. . , From Acadia: My teacher cares about us and one of my favorite things that she cares about is when she helps us. She is a very nice teacher. She teaches us lots of things.... Some of my favorite things are stories, plays, going to the auditorium, writing stories and thats all. 'Thank you. From Amber I like when my teacher teachs us fun things and gives us fun things to do. She really wants us to learn. . , From Rashedia: I live in America. What that man said is not true. My teacher is giving my class friends and ed- ucation. We are leaning plenty. We know ,. - ,. .--------------------------------- math good. She almost taught as every- Mathj^ English, social studies and sci- thing that we should know in fist grade\n. ence. From Jacob: I am having a good education. My teacher cares. I am in Hist From Gracie: My teacher really cares about me. She gives us treats.._ The man is wrong. Teachers do care at school. are condensed, but no spelling or grammar was corrected. (\" FYom Jordan K: Teachers care about their kids. We leam all kinds of things We leam how to read. We leam how to Teachers teach and our teachers really care. They do things for us at school. So you know that teachers care! grade. We have been learning obout insects. I love my teacher. From Ted: We are getting a good ^- ucation. Our teacher cares about us and spell. We leam how to write.' ft From Jordan R.: Our teacher cares about us. We learned a lot in school. From Brett: My teacher cares about me. My mom is a teacher. My mom is in J dance class. That shows my mom is a teacher. And Mrs. Scates lets us have free choice. From Jordan W.: My teacher lets me have free choice and read books. My teacher gives me an wink and thumbs up. It makes me feel good to know Im learning. From Caitlin: I like to leam because my teacher makes it fim! Im only in first grade and I bet all the teachers in Arkansas or any place else like their students. From Will: I am getting a good edu- she made us learn aiot. From Anna: I am sorry that m^n thinks teachers do not care. He needs to meet my teacher. In my class the children are learning all the time because my teacher cares. ' Associate Editor Meredith Oakleys column appears every Wednesday, Friday and Sunday.Arkansas Democrat :^(Bazgttc TUESDAY. OCTOBER 4, 1994 Forum on schools at Pulaski Heights Little Rock School District fnH Williams and Little Rock School Board member Judy Magness will be nosts of a town meeting at Pulaski Heights Junior School tonight. meeting, one of seven the th?. ? scheduled High St P\"I Arkansas Democrat WEDNESDAY FEBRUARY 22 1995\" I PTA honors principal, teacher at Founders Day luncheon Democrat-Gazette Staff A teacher and an elementary school principal were honored as PTA educators of the year by the Parent-Teachers Association in the Little Rock School District this month. Irish Williams, a teacher at Fulbright Elementary School, and Lillie Carter, principal at Pulaski Heights Elementary, were presented with the awards at the PTAs annual Founders Day luncheon. The two were nominated for the honor by the PTA chapters at schools. their Williams has been a teacher for 11 years in school districts in Arkansas and Texas. Her school PTA praised her for demanding good behavior and high achievement from students. She is an active PTA member, serving as an officer and worker in PTA fund-raisers. She also belongs to various curriculum committees and teacher associations. Carter is in her second year as principal at Pulaski Heights, where she has made it a practice to know and be accessible to students and parents. She was praised for her organizational skills, her work ethic and the instructional leadership she provides for her staff.1 Aikansas Democrat WtEJazctte - FRIDAY, APRIL26, 1996 CoovfVit O LlOe Asa Sewwwwx. wst O 3 O o' a CL 3* (Q O C o u o 0) 3 Q. o \u0026lt;5^ S O) :3 g vt o 3 03 O - 2. o 5 3- 3 3 -li 33 r 3 , \"a \u0026lt;^3 O 3 3 a 3- to 3- 3 Q.^ o S - f-s 3 0 u \u0026lt;:_3 c U\u0026gt; .3 X 3 01 fl) ? 'V 3\n2 \u0026lt; TT 3 \u0026gt;\u0026lt; 2. S a' : 3 3 g 2 2.3 o 00 (D '*s7 P^i Sts- n (D * (Zf I Author of the Fear Street Series K 11 1 .* ^Si FS tw-^- 'i5' id V) s f 05 2. CQ : s: -'' OT vi \u0026lt;3 o 3 0) {/\u0026gt; 2. T Q. o 3^^ 2 t = -^a-S 2. CT iS Q\u0026gt; 'S 3 \" Does her boyfriend j really want takillher^ !\\, fe c o? cg-gM zr Q m w og2s\njs g-g ^3\"a. -s g CT^ il 8 S.? i ' (0 I:: .$ S.S o S S'\" g - - Q -O \u0026lt; _. a tu. 2\" o \u0026lt;o C CT \u0026lt; \u0026gt;$ a-2-5g S'' r* 3-a*g ro\u0026lt;a 5lS-a,gl 9 S ' \u0026lt;3 o ', s 2\" ? 3. f'l ICs 3 a \u0026lt; \"s' co x-P in rs o. -c S r*-o O m 3 5 g. ro CT'S 3 , \" I e HfiKitllU' FWFW\u0026gt;. t Broken Date, one of A.L. 1 Stines other novels, not a part of any senes such as \"Goosebumps\" or Fear Street. -i First Date, one of the books in Stine's series called Fear Street,\" is meant for the teervyoung adult i market, according to a sticker on the -S back of the oook. ati Bookshelf Brouhaha A popular authors works has flower power parent sowing seeds of discord. ih F By Jack W Hill Democnt-Gazene Sn'ie Wr.ter or Dee White Norton, a 1986 graduate of Hendrix College in Conway, the vers thought of censorship is repugnant. It runs counter to the free-thinking, liberal reputation of her alma mater. But the free-spirited Norton, a fan of e Graterul Dead and owner of a Volkswagen van with flower power stickers, has a problem with a book. In fact, she is UDset about a lot of books, most of them b}- one author. She is angrj-that there are books by R.L. Stine at the Pulaski Heights Elementary' School where her son. Jasper Williams. 8. is in third grade. Stine, who has become immensely popular with children and teenagers. has been churning out book alter money-making book since 1992. Stine, who developed the 'Goosebumps' and \"Fear Street series, has been called the Stephen ICng of childrens literature. .And Norton doesnt understand whv Stines books are available in the Little Rock public schools. \"I never thought I would see the day when pulp fiction became the mainstay of the public schools in Little Rock. Norton says. Ive told lasper that almost anything can be used as a drug to get kids hooked, even books. \"These books depend upon the murder and se.xual harassment of girls for their plots. This makes them sexist hate literature. If these books I depended upon the murder of k Jews or blacks or native Americans for their so-called B plot lines, then they would be termed racist hate literature and would not be available in school libraries. Norton became aware of her sons See BOOKS, Page SEArkansas Democrat gazelle FRIDAY, .APRIL 26. 1996 CowTiyrt O uw oc\u0026gt; .\u0026lt;ewsoacefs. 4X. w Wuoiiiiuou lioiii I aye ii_ reading habits in November when he brpught home (through a give- ^.program) T.S. Hues The At-sw! vritlen by one of several 'wannabes. Norton says Attic is about teen age girl.s whohre locked in an attic and murdered by a teen age boy. Sh? took the book to the schobi's principal. Lillie Carter, wboflold her, It wont happen again. But a month later, Norton.s ire was ^nmsed again when her son brouglit home Stines Beach House. She returned to the school, voiced her complaints lo the principal and to librarian Maty Gillespie. Norton made a written objection lo the book. Alter a few days, she wa.s invited by Gillcsjiie a fellow Hendrix graduate to returri to the school, where the librarian had on her desk Stines book First Date. Norton could not find any of the Stine books listed in the schools card catalog, and the librarian refused to help her by providing a list of Stine's books in the library. (jillespie, according to Norton, said, Im not going lo liclp you one bit. You are a censor. When Norton tried to voice her complaints at a school PIA meeting, she says she was prevented from, doing so shouted down in her words. Liz tucker, president of the PF Ai remembers it dilferently: f told her she was out of order,\" Luckdr says. H's not the Pl'A's re- '5 \u0026gt;* i 1 .'Jhi? ff- . -.u \u0026lt;\u0026gt; ..X h\ni I 1 Arkansas Uornocral Gazotle/MORRIS niCHARDSON 11 Dee White Norton linds herself at odds with her usual liberal statree as she lakes issue with some of the books available to her son al school. spoiisibility to pursue the issue. I Hings trilogy.) Hobbit and 'I'be Lord of the explained that bringing the issue I.n. ..F..ond Du Lac, Wis., Evans up was out of order. The PTA's role School principal Maiy Ann Mirilz is to support the school and the booled Stines books from the li-stafT, not to interfere with curricular issues. Gillespie declined to comment, referring a repoHcr to principal \u0026lt;'arter who did not return a telephone call. She referred the matter lo Suellen Vann, the LHSl) coin-mupications director. . A coinmittee at the school reviewed this and recommended that theibook .should stay on the shelf, Vapn says. As a district, we believe that a parent has the rigid and responsibility lo monitor wliat her child reads, but every parent has a different opinion. The book has been distributed lo the school board, and if they choose to override that, they could. . Vann says that complaint was the' only one school authorities liaye had, and a committee formed to examine the book was only the second such instance since 1988. Vann says there are Stine books in dthcr Little Hock schools. Some may have been donated, and those have to meet the same criteria as those bought by the district\n'Ihe school librarian selects IxxikK based on reviews, Ixxik lists, her exafiinations of books and rciiuests IVoni staff membei'S, Vami says. Pulaski Heights houses an ele-meplary and a junior high, and the schools have separate libraries. Stine's books have created controversy in other parts of the United Slates. in Evergreen, Colo., Wilmot Elementary School principal Lariy Fayer ordered the library in Febriiary 1994 to stop circulating 42 young adult books, including Stine*.s The Hitchhiker, Hit and Hunil Ilie Babysitter and Fear Street Missing. (Also on the hit list: brary in November IDIM, complaining (hat the books are violent, Ask yourself, should a tree have had Io die /dr this? Dec White Norton Michael Crichtons Jurassic Park,'' andfJ.H.H. Tolkiens The I \u0026lt;' I H14 S \"PM: Arkansas 4^' Hi-. Democrat-Gazette/MORRIS RICHARDSON II Dee White Norton with two of the R.L. S^e books that have her at odds with the Little Rock School District. Arkansas Democrat azettc TUESDAY. SEPTEMBER 15, 1998 . Report card missed mark Last year, Pulaski Heights Elementary ranked No. 24 in the Democrat-Gazette Public School Report Card, this year sliding to No. 67. Pulaski Heights is a neighborhood school. We do not receive the same funding that incentive and magnet schools receive. Of the 35 elementaiy schools in the Little Rock School District, we place 33rd in the amount of dollars per studept. We are also 24 percent above capacity. Why do so many families choose Pulaski Heights? Our school maintains a 100 percent parent and teacher membership in the PTA Our PTA raised over $20,000 last year and plans are even more ambitious this year. Volunteers contributed over 4,500 hours last year. Principal Lillie Carter has a reputation of maintaining discipline. She was chosen Principal of the Year by the Little Rock PTA Council two years ago. Pulaski Heights was named Best Elementary School by Arkamas Times this year after being a semi-fmalist the year before. Our school is racially balanced with a ratio of 51.9 percent black and 48.1 percent white and other, and we have a waiting list. We participate in the following programs, some of which are unique to Pulaski Heists and most of which depend on PTA funding: Odyssey of the Mind\nQuiz Bowl\nGeography Bee\nSpelling Bee\nmusical productions\nvisiting authors\nvisiting artists\nAccelerated Reader\nReading Is Fundamental\nScience Fair\nMath Olympiad\nJunior Great Books: Girl Scouts and Boy Scouts\nafterschool sports and fitness, dance and piano\ntutorin^mentoring\nand parent seminars. Receiving a grade D and an overall ranking at the bottom of the list of the Democrat- Gazette Public School Report Card does not give the true picture of Pulaski Heights El- ementary. SUSANT. BOR-\\E Little RockNovembe r 1 5. 2 0 0 0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_675","title":"Little Rock Schools: Pulaski Heights 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":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Pulaski Heights Junior High School (Little Rock, Ark.)","School management and organization","Educational planning","Educational law and legislation"],"dcterms_title":["Little Rock Schools: Pulaski Heights 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/675"],"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\n4 HOLIDAY GREETINGS FROM PULASKI HEIGHTS JR. HIGH SCHOOL LITTLE ROCK, AR 722051997 Sunshine Pocket Planner PERSONAL DATA ^3 Name___________________ Address__________________ City______________________ Phone___________________ Company_______________ Address__________________ City______________________ Phone___________________ In Case Of Emergency Call Phone__________________ State Zip State___ Zip IMPORTANT PHONE NUMBERS Police Rre Ambulance Doctor Dentist Pharmacy School Veterinarian HEALTH \u0026amp; ACCIDENT INFORAAATION Insurance Company Policy Number Printed in U.S.A. JANUARY S M T W T F S 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2122232425 262728293031 APRIL S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 1314 15 16 17 18 19 20 212223242526 27282930 JULY S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 131415 16 17 18 19 20212223242526 27282930 31 OCTOBER SMTWT F S 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 202122232425 262728293031 1997 FEBRUARY S M T W T F s 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 161718 19 202122 232425262728 MAY S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 1819 2021222324 252627282930 31 AUGUST S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1718 1920212223 24252627282930 31 NOVEMBER SMTWT F S 1 2 3 4 5 6 7 8 9 K) 11 12 13 1415 161718 19202122 23242526272829 30 MARCH S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 2122 23242526272829 3031 JUNE S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15161718 19 2021 22232425262728 2930 SEPTEMBER S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 21222324252627 282930 DECEMBER SMTWT F S 1 2 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 21222324252627 28293031 JANUARY SM TWT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY S M T W T F S 12 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER S MTWT F S 1 2 3 4 5 6 7 8 9 10 11 12 n 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 JANUARY SMTWT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 MAY SM TWT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SEPTEMBER S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 M IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 1996 FEBRUARY MARCH APRIL S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 S MT WT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 IS 19 20 21 22 23 24 25 26 27 28 29 30 31 S M T WT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 JUNE JULY AUGUST SMTWT F S 1 2 3 4 5 6 7 8 9 10 H 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SM T WT F S 1 2 3 4 5 6 7 8 9 10 n 12 U M IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 S MT WT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 OCTOBER NOVEMBER DECEMBER S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S M T WT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 M 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1998 FEBRUARY MARCH APRIL SMT WT F S 1 2 3 4 5 6 7 8 9 K) 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 S M T WT F S 1 2 3 4 5 6 7 8 9 K) n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 SMTWT F S 12 3 4 5 6 7 8 9 X) n 12 13 M 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 JUNE JULY AUGUST S M T W T F S 1 2 3 4 5 6 7 8 9 W H 12 13 M IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 S M T W T F S 12 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 S M T W T F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 OCTOBER SM T WT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 NOVEMBER DECEMBER S MTWT F S 1 2 3 4 5 6 7 8 9 10 n 12 13 M 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 SM T WT F S 1 2 3 4 5 6 7 8 9 W n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31J t t. A You Can't Get Much Done By Starting Tomorrow 5 12 19 26 F4ii MOW 6 Epiphany (Canada) 13 20 Martin Luther King, Jr.'s Birthday (USA, Observed) 27 4. DECEMBER 1996 5 M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 7 14 21 28 1 in 'J J 1 f II X ,. FRI m*, New Year's Day 8 15 22 29 2 9 16 23 30 3 4 10 17 24 31 11 18 25 FEBRUARY 1997 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 w V Its Better To Look Ahead And Prepare, Than Look Back And Regret 6 2 3 9 10 4 11 I 1 I I I'* I JANUARY 1997 S M T W T F 5 12 3 4 5 6 7 8 9 H) 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 5 6 12 Lincoln's Birthday (USA) Ash Wednesday 13 MARCH 1997 S M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 M 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 14 Valentine's Day n 1 8 15 J-. 9- 1 II i V. 16 23 Lil 17 Presidents' Day (USA) 24 18 19 20 21 22 Washington^ Birthday (USA) 25 26 27 28 4 I MON I ij Be Happy... It Is One Way Of Being Wise 2 9 3 10 4 11 I i I 5 12 4 Fit:: ( ft ' FEBRUARY 1997 5 M T W T F 5 1 2 3 4 S 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 6 13 APRIL 1997 S M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 7 14 1 8 15 ! i Palm Sunday 30 16 17 st. Patrick's Day 18 19 20 21 22 23 Easter Sunday 24 25 26 27 28 29 31 Easter Monday (Canada) Good Friday ) I A I Kindness Is I The Ability I To Love People More Thon They L Deserve I* 6 13 20 7 8 L1 i 2 . 9 14 21 28 15 22 Passover Begins 29 Passover Ends 16 23 30 3 10 17 24 MARCH 1997 S M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 11 18 25 MAY 1997 S M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 12 19 26 MON i 4 -5 * Practice Makes Perfect, So Be Careful What You Practice 4 5 APRIL 1997 5 M T W T F 5 1 2 3 4 5 JUNE 1997 SMTWT F 5 1 2 3 4 5 6 7 1 6 7 8 9 10 11 12 8 9 10 11 12 13 14 13 14 15 16 17 18 19 15 16 17 18 19 20 21 20 21 22 23 24 25 26 22 23 24 25 26 27 28 27 28 29 30 29 30 6 I 7 I I I I 8 9 10 Mother's Doy 12 13 14 15 16 17 Armed Forces Day (USA) 19 Victoria Day (Canada) 26 Memorial Day (USA, Observed) 20 27 21 I I ( 28 22 29 23 30 24 31 /MOW I I I A 1 8 2 9 15 16 .. Father's Day 22 29 23 30 1 I 10 17 24 st. Jean Baptiste Day (Quebec) Keep Your Ideals High Enough To Inspire You, And Low Enough To Encourage You *11 18 25 12 19 26 MM 1997 5 M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 13 14 Flog Day (USA) 20 27 JUiy 1997 5 M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 21 28 J. r dll I You Can't I Just Turn I Back The I Clock\n* But You Can t Wind It Up 9 Again 6 JUNE 1997 5 M T W T F S 1 2 3 4 5 6 7 8 9 TO n 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 7 8 Canada Day (Canada) Independence Day (USA) a 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 b 27 28 29 a 30 31 AUGUST 1997 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 fl -V A MOM V If You Have Joy In Your Heart, It Will Be Known By The Look On Your Face 3 4 A 5 1^. JUiy 1997 S M T W T F 5 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 '7 28 29 30 31 SEPTEMBER 1997 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 U 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 7 8 9 Ji 10 17 24 31 Civic Holiday (Canada) 11 18 25 12 13 14 15 16 19 26 20 21 22 23 I 27 28 29 30 f- 1* .a: \\ . ,1 h ir- 'J . N *E l u .1 p A Friend Is One Who Knows Our Faults, Yet Finds Our Virtues Too 1 Grandparerrts' Day (USA) 14 21 28 Labor Day (USA) Labour Day (Canada) 8 9 ? sS. 4\" 3 15 16 22 29 23 30 10 17 24 tFRI j 4 5 6 11 12 13 18 19 20 i 25 26 1 AUGUST 1997 5 M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 OCTOBER 1997 5 M T W T F 5 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 31 A Hint Is Something I That We Often Drop * But Rarely Pick Up SEPTEMBER 1997 S M T W T F S 1 2 3 4 5 6 7 8 9 K\u0026gt; 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 6 13 Columbus Day (USA, Observed) Thanksgiving Day (Canada) 20 27 I fe. rRi sr 1 'a.. ,1 n NOVEMBER 1997 5 M T W T F S 1 2 3 4 S 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 1 2 3 4 I 23 24 25 26 27 28 29 *. 30 7 8 14 15 21 22 28 29 Rosh Hoshonah Begins 9 16 23 30 Rosh Hashanah Ends 10 17 24 31 Halloween I 11 Yom Kippur 18 25 I I I MON It 1, 'll k W/ If r: h ) I J. i- Lfc .1 Perhaps You Can't Be A Star, But You Need Not Be A Cloud 2 J 9 t-'l * 1^ 16 *1 ^1 23 3 4 5 Election Day (USA) 10 17 24 11 12 30 Veterans Day (USA) Remembrance Day (Canada) 18 19 \u0026amp; 25 26 OCTOBER 1997 S M T W T F S 12 3 4 5 6 7 8 9 ro 11 12 13 M IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 6 13 20 21 Thanicsgiving Day (USA) DECEMBER 1997 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 7 14 21 28 1 8 15 22 29 MON I T 6 1 The Best Gift... Forgiveness 28 8 9 10 11 12 13 15 22 29 16 17 18 19 20 23 24 25 26 27 * Hanukkah Begins Christmas Day Boxing Day (Canada) 30 31 Hanukkah Ends NOVEMBER 1997 S M T W T F 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 JANUARY\" 1998 S M T W T F S 1 2 3 4 5 6 7 8 9 10 11 12 13 14 IS 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 it 1997 Julian Calendar Jan Mar Apr Moy Jun Jul Aug Sep Oct Nov Dec Wedding Anniversaries I I fi I. I' w Hi I A 1 001 032 060 091 121 152 182 213 244 274 305 335 2 002 033 061 092 122 153 183 214 245 275 306 336 3 003 034 062 093 123 154 184 215 246 276 307 337 4 004 035 063 094 124 155 185 216 247 277 308 338 5 005 036 064 095 125 156 186 217 248 278 309 339 6 006 037 065 096 126 157 187 218 249 279 310 340 7 007 038 066 097 127 158 188 219 250 280 311 341 8 008 039 067 098 128 159 189 220 251 281 312 342 9 009 040 068 099 129 160 190 221 252 282 313 343 10 010 041 069 100 130 161 191 222 253 283 314 344 11 oil 042 070 101 131 162 192 223 254 284 315 345 12 012 043 071 102 132 163 193 224 255 285 316 346 13 013 044 072 103 133 164 194 225 256 286 317 347 14 014 045 073 104 134 165 195 226 257 287 318 348 15 015 046 074 105 135 166 196 227 258 288 319 349 16 016 047 075 106 136 167 197 228 259 289 320 350 17 017 048 076 107 137 168 198 229 260 290 321 351 18 018 049 077 108 138 169 199 230 261 291 322 352 19 019 050 078 109 139 170 200 231 262 292 323 353 20 020 051 079 110 140 171 201 232 263 293 324 354 21 021 052 080 111 141 172 202 233 264 294 325 355 22 022 053 081 112 142 173 203 234 265 295 326 356 23 023 054 082 113 143 174 204 235 266 296 327 357 24 024 055 083 114 144 175 205 236 267 297 328 358 25 025 056 084 115 145 176 206 237 268 298 329 359 26 026 057 085 116 146 177 207 238 269 299 330 360 27 027 058 086 117 147 178 208 239 270 300 331 361 28 028 059 087 118 148 179 209 240 271 301 332 362 1st.. Clocks 2nd .. China 3rd .. Crystal \u0026amp; Glass 4th .. Electrical Appliances Sth .. Silverware 6th .. Wood 7th .. Desk Sets Sth .. Linens \u0026amp; Lace 9th .. Leather 10th .. Diamond Jewelry 15th .. Watches 20th .. Platinum 25th .. Sterling Silver 30th .. Diamond 35th .. Jade 40th .. Ruby 45th .. Sapphire 50th .. Gold 55th .. Emerald 60th .. Diamond 70th .. Diamond 75th .. Diamond Flowers \u0026amp; Birthstones January February March April Carnation .. Violet.. . Jonquil. Sweet Pea Garnet Amethyst Aquamarine Diamond 29 029 30 030 31 031 088 119 149 180 210 241 272 302 333 363 089 120 150 181 211 242 273 303 334 364 090 151 212 243 304 365 June. July August September October Moy... Lily Of The Valley ... Emerald .. Rose.. . Larkspur Gladiolus .. Aster.. Calendula Peari Ruby Peridot Sapphire Opal Clothing Sizes To Remember November... Chrysanthemum ... Topaz December Narcissus Turquoise Women AAen OEM SIZE Blouse (___) PERSONS NAME Skkt ( J Dress (___) Shoe (___) Ponts (___) Ring ( ____{ J J ITEM SIZE Suit (_) Ponts (__) Shoe (__I Shift!_) Ring(_) _____(_l PERSONS NAME Special Dates To RememberTelephone / Address Nome \u0026amp; Address Telephone / Address Areo Code Phone Number Nome \u0026amp; Address Areo Code Phone Number ( I ( ) ( ) I ( ) ) 1 1 ( ) ( ) ( ) ( I ( ) I ) ( ) ( ( ) ( ) I ) ( ) ( ) (I Date Expense Log Location / Purpose Amount Date Mileage Log Location / Purpose AAMeage r ni! Notes i .' er- S'- I i\\ p J lUu O at lU s 4 ' g s 8r, z lU |s s 4 Vw) is h |g E I o J - U.S.A. Time Zone \u0026amp; Area Code Map |O 3 10^ kJ j I -. 1, ,r5i iHUl 11 a* w /t z - g *I i eS O i\n E. sit I tv \\P' irJ s iMk J HMH h iidlho! ihih KiUjirrfi? sH'. sM u.'l ji'-f J K |i=r g i 'dp t Z M. ? \u0026lt; I xk/ o g *i5 CT ? = 3-5 s S- ' 1- 'i 1 '-Vli 4 s\" -A i I M.'K' i i 1 I iiH -------T g '5 I ^ii i/ o s \\ .[ \u0026lt;/\u0026gt; I i o SiI oI p -^ \\4' I \u0026lt; ? s s g 58^ i Si o gsz i f Eo i I Si \" 5 i\" o I I IS i/jCQaC I I- g ' = I 33~ o K I I S X I J k \u0026lt;3 = siX (5 j USA and Canada Measurement Conversions LENGTH 1 in = 2.54 cm (centimetres)* 1 ft = 0.3048 m (metre)* 1 yd = 0.9144 m (metre)* 1 mi = 1.6093 km (kilometres) AREA 1 sq in = 6.452 cm^ (sq centimetres) 1 sq ft = 0.0929 m^ (sq metre) 1 sq yard = 0.8361 m^ (sq metre) 1 ac - 0.4057 ha (hectare) 1 sq mi = 2.5900 km^ (sq kilometres) LIQUID CAPACITY 1 fl oz = 29.574 ml (millilitres) 1 qt = 0.9463 L (litre) 1 gal = 3.7853 L (litres) DRY CAPACITY 1 qt = 1.1012 L (litres) 1 bu = 35.238 L (litres) VOLUME 1 cu in = 16.387 cm^ (cubic centimetres) 1 cu ft = 0.0283 m^ (cubic metre) 1 cu yd = 0.7646 m^ (cubic metre) WEIGHT 1 gr = 0.0648 g (gram) 1 oz avdp = 28.3495 g (grams) 1 lb avdp = .4536 kg (kilograms) 1 short ton = 0.9072 metric ton TEMPERATURE indtccrtes exoct conversions. 1 cm = 0.3937 in {inch) 1 m = 3.2808 ft (feet) 1 m = 1.0936 yds (yards) 1 Icm = 0.6214 mi (mile) 1 cm^ = 0.155 sq in (square inch) 1 m^ = 10.7639 sq ft (square feet) 1 = 1.1960 sq yds (square yards) 1 ha = 2.4710 ac (acres) 1 Icm^ = 0.3861 sq mi (square mile) 1 ml = 0.03381 fl oz (fluid ounce) 1 L = 1.0567 qt (quart) 1L = 0.2642 gal (gallon) 1L = 0.9081 qt (quart) 1L = 0.028378 bu (bushe)) I cm^ = 0.061 cu in (cubic inch) 1 = 35.3145 cu ft (cubic feet) 1 = 1.3079 cu yd (cubic yards) I g = 15.4324 gr (grain) 1 g = 0.0353 oz avdp (ounce avoirdupois) 1 kg = 2.2046 lb avdp (pound avoirdupois) 1 metric ton = 1.1023 short ton F = (C X 1.8) + 32 (Centigrade) O| C = (F - 32) / 1.8 (Fahrenheit) O| Canada Area Code Map /403\\ * Yukon \\ 403 Northwest Territories 1 f / I I British I Columbia / 403 ! Alberu J i k ) ! 306 Saskaichewap 819 Northwest ^Territories. *1 A 709,z r709 Newfoundland A, ? 204 /'VX \\ /418 t Manitoba / * Ontario \\\n^18O7\\7O5\\ \\ *4 J 9 X_________ 519^ London 905 Toronto ^514 ^S^902 Prince Edward island **902 Nova Scotia 506 416 tontreal ^613 New Brunswick Onawa Metro Toronto RECEIVFH DEC 1 3 M6 Office of Desegregation Monitoring BHPULASKI HEIGHTS .HMOR HIGH SCHOOL SCHOOL UNIFORM BALLOT The results from the school uniform survey are in: 83% of the parents responding voted in favor of developing a school uniform policy. As a result of the survey, the School Uniform Committee has drafted procedures for implementation of the policy. Also enclosed are drawings of the proposed uniform. VOUR VOTE IS V ERY IMPORTANT! For the implementation and success of a uniform policy, parents, teachers, and the school administration must support the policy. 1. Are you in favor of a school wide uniform policy at PHJH? Yes No H. Please indicate grade level your child is in now: 6th 7th Sth 9th UI. In accordance with desegregation guidelines, please indicate your race: Please return this ballot to the PHJH in the enclosed envelope by May 16.1996. If additional information is needed, please contact Priscilla Alexander, Lally Brown, Melanie Bradford, or Selma Chandler at 671-6250.PULASKI HEIGHTS JUNIOR HIGH SCHOOL UNIFORM POLICY All parents/guardians will sign a contract agreeing to the PHJH Uniform Policy at registration. If parents/auardians choose not to participate in the PHJH Uniform Policy, they may request a transfer to another junior high school from the Little Rock School District Student Assignment Office. Financial assistance for parents who cannot afford a uniform will be provided. Criteria for assistance will be determined by PHJH Administration. Close monitoring of uniform compliance is imperative in order to have a successful uniform policy. Therefore, PHJH has adopted the following procedures: Students may wear ONLY clothing stated on the uniform list. All other items will be confiscated and returned to parents. Students who violate the uniform policy will: a) first violation: receive a document with parental notification, b) second violation: sent-home to change clothes c) third violation: sent-home for parent conference the following day. Parents must arrange for immediate pick-up of students sent home, d) beyond the third violation students will be subject to increased sanctions of \"In-school Suspension\" or \"Out-of-School Suspensions.\" PULASKI HEIGHTS JUNIOR HIGH SCHOOL UNIFORM GIRLS Shirt . Color - white, forest (dark ) green (solid) . Style - long or short sleeve polo type . Fabric - 100% cotton, polyester, poly cotton Skirt A . Color - khaki (solid) may be purchased at Toggery or sewn using Butterwick pattern #4159 View D . Fabric - poly cotton mav be purchased at Hancock Fabric Stores Style - double pleat in front and back, must not be more than two inches above or one inch below knee with shirt tucked in Skirt B . Color - plaid - exclusive for PHJH - may be purchased at Toggery locations only . Fabric - poly cotton Style - double pleat in front and back, must not be more than two inches above or one inch below knee with shirt tucked in Pants . Color - khaki (solid) Style - pleated or plain front with side pockets optional, and must fit belted waist with shirt tucked in. . Fabric - twill, polyester, poly cotton, 100% cotton . In-home sewing - Simplicity pattern 7941 View 5 Shorts Color - khaki (solid) . Style - pleated or plain front with side pockets optional no more than two inches above or one inch below knee, must fit belted waist with shirt tucked in . Fabric -twill, polyester, poly cotton, 100% cotton . In home sewing - Simplicity pattern 7941 View 3 (over)BOYS Shirt . Color - white or forest (dark) green (solid) Style - long or short sleeve polo type Fabric - polyester, poly cotton, 100% cotton Pants Style - pleated or plain front with side pockets optional, must fit belted waist with shirt tucked in Fabric - twill, polyester, poly cotton, 100% cotton In-home sewing - McCalls pattern 7599 View A \u0026amp; C Shorts . Color -khaki (solid) than two inches above or one inch below knee and must fit Style - plain, or pleated front no more belted waist with shirt tucked in Fabric - twill, polyester, poly cotton, 100% cotton In-home sewing - McCalls pattern 7599 View B \u0026amp; D BOYS/ GIRLS Sweatshirts ., ,, . , num Color - white, forest (dark) green, or grey (solid) no emblem other than RHJH Style - longsleeve- to be worn with uniform shirt only . Fabric - poly cotton, 100% cotton Coats NO STARTER JACKETS Other jackets/coats must be kept in locker to be worn to and from school only Socks/Tights Solid white crew socks only, no emblem Solid naw opaque tights may be worn with skirts Belt Solid black or brown only, MUST be worn with shorts and pants Shoes Solid black, brown, or white, no other colors Jewelry Earrings - no larger than a quarter (25 cent piece) Necklaces - no longer than 16 inches and 1/8 inches in diameter . No beads STORES WHERE UNIFORMS MAY BE VIEWED AND PURCHASED: -Toggery Stores - Ready-made skirts - place orders by July 15 for August delivery -Hancock Stores - In-home sewing materials -Dillards Department Stores - Other clothing items -Target Stores - Other clothing items -K-Mart Stores - Other clothing items -Wal-Mart Stores - Other clothing items -Montgomerv Ward Stores - Other clothing items -Other\"general clothing storesBOYS GIRLS BOYS/GIRLS SHORT SHORTS Lu SHORT SLEEVE POLO 1 PANT PANT A ZB LONG SLEEVE POLO I Uu uu PULASKI HEIGHTS JUNIOR HIGH SCHOOL UNIFORM PLEATBD SKIRT CREW NECK SWEATSHIRT 5\n77 g - tc*' ar!a .t ttf MAR 8 1993 Office cf Dosegregsticn Wonticnn, Pulaski Heights Junior High School 401 North Pine Street Phone 671-6250 Little Rock, Arkansas 72205 February 2^19~^3 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 West Heritage Building Little Rock, AR 72201 Dear Ann: I met with Dr. Bernd on February 24, 1993, and discussed my proposal to develop a \"University School\" specialty program for Pulaski Heights Junior High for the 1993-94 school year. Please send me all of the guidelines, rules, procedures, etc., required in order to gain approval of a specialty program. It is my opinion that Pulaski Heights is the only nonmagnet junior high school to successfully achieve the main integration goals of the desegregation order, continue that success. We want to Sincerely, R. Pph Hofiman A Principal cc: Sam Stueart Assistant Superintendent \"WHERE EXCELLENCE IS A TRADITION\" 1 ROCK SCHOOL DISTRICT received MAR 8 1993 Office of Desegregation Moniiormg Pulaski Heights Junior High School 401 North Pine Street Phone 671-6250 Little Rock, Arkansas 72205 February W^3 Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 West Heritage Building Little Rock, AR 72201 Dear Ann: I met with Dr. Bernd on February 24, 1993, and discussed my proposal to develop a \"University School\" specialty program for Pulaski Heights Junior High for the 1993-94 school year. Please send me all of the guidelines, rules, procedures, etc., required in order to gain approval of a specialty program. It is my opinion that Pulaski Heights is the only nonmagnet junior high school to successfully achieve the main integration goals of the desegregation order, continue that success. We want to Sincerely, man Principal cc: Sam Stueart Assistant Superintendent m (fJtCA if \"WHERE EXCELLENCE IS A TRADITION\" Vu f / t I J / ULASKI HEIGHTS / ..zx_TTTnTT OPUnAT / WNIOR HIGH SCHOOt ___ Established 1921 J We would like to invite you to attend ou 7th grated :^'\u0026amp;wJBs5ty29\u0026gt;ia from 7:00-8:30 pjD: I 1 5 ( ! academics and discipline. For more information, - \"Zl please call 671-6250- - or drop by the school. 401 Northjine Street J- 4 - i\u0026gt;UivlX X XXXV/ A~p* ^ ittle RockrArkansas 72205 1 Pulaski Heights Junior HigkSchool 4 \\ . .1- 'S' ,x- f -Z' 5.John w. Walkek., p.a. A'ITouney .At Law 172\n. Brdauway Li iti.I': Ruck. Arkansas 722m: TEi,r.iTi()Ni':(-501) FA.X (501) :i7'!-llS7 mat 1 8 Office of Desegregation Mcnitonng .lOllN W. WAI.KKK HAIJll WASIIINcnoN MAI'.K lUIRNCTI'K WII.EY A. liKANTOi'i.Jli. AUSTIN IOHTEK. .11:. * Als\u0026gt; 1 ruwlio' in * *i:i A- ili\u0026lt;* IHstrii-l of f May 17, 1993 Dr. Mac Bernd Superintendent of Schools Little Rock School District 810 W. Markham Little Rock, AR 72201 Re: Pulaski Heights Jr. High Quiz Bowl Tryouts Dear Dr. Bernd: I am in receipt of your letter dated May 4, 1993 in response to my lette of March 31, 1993 regarding the above captioned. In your letter of April 1, 1993, you indicated that Ms. Marie Parker, Associate Superintendent for Organizational and Learning Equity would investigate the issues raised in my letter. provide me a copy of her report. Would you please I also understood that Mr. Sara Stueart, Acting Assistant Superintendent, and Ms. Mable Donaldson, Director of Gifted and Talented Education, also investigations regarding the Quiz Bowl tryouts, copies of their reports. completed I would also like Finally, would you provide me a copy of the letter forwarded to Ms. Perkins by Mr. Hoffman. Dr. Bernd, Joshua is not satisfied that Mr. Hoffman and his staff are not committed to implementing the plan when it comes to ensuring inclusive. that all extra-curricular activities are racially There have been several complaints this year alone regarding Pulaski Height's failure to implement this commitment as you well know. I look forward to hearing from you. Springer A JCS:Im cc: Ms. Ann Brown Mr. Ralph Hoffman Ms. Sam Stueart Ms. Mable Donaldson JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. .JR. Als ndmitt**! In Pmctitv in (^uriiin the IhsiriH \u0026lt;f Cdumhia. John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 722im\u0026gt; Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVES JUN 7 ITO Office of Desegregation Monitoring June 4, 1993 Delivered Via Fax 8 U.S. Hail Dr. Mac Bernd Superintendent of Schools Little Rock School Distric 810 West Markham Little Rock, AR 72201 Dear Dr. Bernd: filling This is a follow-up on ray earlier fax to you regarding the of vacancies and the making of commitraents of principalships and other administrative positions. As we have indicated displeasure with the treatment of African American students by Ms. Volsen at Dunbar, we also remind you that we have persistently raised the same issues with Mr. Ralph Hoffman at Pulaski Heights Jr. High School. Please review the Joshua monitoring reports for the last two years in this respect. branch of the NAACP has Also, for your information, the local raised similar administration at Pulaski Heights Jr. High School. issues regarding the any attempt to put Mr. Hoffman in the Central Furthermore, High school situation, we believe, would be violative of at least the spirit of the desegregation plan in view of the questions and facts presented by the Joshua monitoring reports. I am asking the Court to include this letter as a supplement to our earlier letter of today with a request that she, too, read the monitoring reports and letters to ODM's office that we have submitted regarding Dunbar and Pulaski Heights Jr. High School. Sincerely, hn W. Walker JWW:Ip cc: Honorable Susan Webber Wright Ms. Ann Brown Chris Heller, Esq. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rix'k. Arkansas T-zam Telephone (501) 374-3758 FAX (501) 374-4187 JUN 7 1993 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER, JR. Abo admitted to Prartirc in (Jeorgia \u0026amp; the District of Columbia. June 4, 1993 Office of Desegregation Monitoring Dr. Mac Bernd Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Pulaski Heights Jr. High School Dear Dr. Bernd: It has come to my attention that Pulaski Heights Jr. High School has been conducting junior varsity cheerleader clinics since Tuesday, June 1, (12) junior varsity cheerleaders. 1993 in preparation for the selection of twelve district's constitution and accords a This is illegal according to the unfair advantage discriminatory. select group of students over the general student population which is If you recall, we had similar problems last year and all principals were told they could not have junior varsities, but pep sguads where all who came out could participate, with no special selection process. he pleases guestion contrary to It appears that Mr. Hoffman continues to do as district policy. Also, there IS the of how the person coordinating the activity is being compensated inasmuch as there is no line item in the budget for a junior varsity sponsor. Hopefully, you will look at this matter as soon as possible. Please let us know your findings of fact. Thank you in advance for your continued cooperation. Sincerely, JWW:Im LI -f s ROCK SCHOOL DISTRICT Pulaski Heights Junior High School 401 North Pine St. Phone 671-6250 Little Rock, Arkansas 72205 January 1994 Dear Parent\nIf you have not decided to have your child attend Pulaski -H-eig-3h--t-si iJcuAbn ijoecri jLH',i gwhe nweoxutl dy elairke for you to consider joining us for the 1994-95 school year. Pulaski Heights has a long-standing reputation as an excellent school that offers the best of traditional education with an emphasis on academics and discipline. If you live in our attendance zone and will be'n^ to the district, please come to Pulaski Heights and register during the pre-registration period of February 7-18. C 1_ since we have had a waiting list for the last two This is very important, years. If you want your child to attend PHJH and do not live in our attendance zone, you will need to register your child at your attendance zone school and then request a Desegregation Transfer to Pulaski Heights Junior High during the time period of March 21 - Notification of approval or disapproval of transfer requests will then be made by April 18. Transfer request forms can be obtained only at the Student Assignment Office at 501 Sherman f2 blocks east of the Arkla building). April 6. your 21 - Transfer request forms can For more information, please call me at 671-6250 or drop bv the school. Sincerely. Ralph Hoffman Principal ' ^^xcelience tA a Slaelition -192.1 ROCK SCHOOL DISTRICT Pulaski Heights Junior High School 401 North Pine St. Phone 671-6250 Little Rock, Arkansas 72205 you are Invited to attend our OPEN HOUSE ON February 2nd at 7:00 SECONDARY EDUCATION. SECOND TO NONE. STRONG LEADERSHIP EXCELLENT DISCIPLINE OUTSTANDING STUDENTS MASTER TEACHERS GREAT PARENTS \"The school most attractive to students and parents for the last three years has been Pulaski Heights Junior High, a non-magnet school.\" PHJH OFFERS A COMPREHENSIVE ACADEMIC AND EXTRA-CURRICULAR PROGPJiK ENRICHED/ GT CLASSES IN ALL SUBJECTS * AN EXCELLENT FOREIGN LANGUAGE PROGRAM THAT INCLUDES FRENCH, SPANISH, AND GERMAN * 156 DUKE UNIVERSITY SCHOLARS IN OUR CURRENT STUDENT BODY * NUMEROUS CLUBS AND ACTIVITIES - DRAMA, DEBATE, QUIZ BOWL, DRILL TEAM, MOCK TRIAL COMPETITION, JOURNALISM, MATH COUNTS, STOCK MARKET TEAMS, ETC. * VARSITY AND JUNIOR VARSITY CHEERLEADERS * VARSITY AND JUNIOR VARSITY SPORTS INCLUDING - CHAMPIONSHIP TEAMS IN FOOTBALL, BASKETBALL, TRACK, TENNIS, GOLF, AND SOCCER Parents and students are invited to visit our school any time. Please call 671\u0026gt;6250 for additional information. Ralph Hoffman, PrinciaaJ, FEB 2 FEB 7-18 MAR 14 MAR 14-JUNE 6 MAR 21-APR 6 OPEN HOUSE/ REGISTRATION DATES Open House - 7:00 p.m. Pre-registration for new students, kindergarten four-year-olds and options (incentive, interdtstrict, and magnet schools) Assignment notification letters sent to all students, except four-year old program applicante. j Registration resumes at area schools. Desegregation transfer application period' * A * A A I I'\" APR 18 Notification to desegregation transfj year-olds.__________________________ j weUentx a StiaaijUon i PULASKI HEIGHTS JUNIOR HIGH SCHOOL Date: January 30, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. The U.S. and Arkansas flags were properly displayed on the flagpole. Some landscaping work was in progress along the west side of the building, while at the same time, workers in that area were applying sealant to the area around the cafeteria windows. The entry hall was filled with signs of school life. Monitors saw two signs praising volunteers, a notice about LRSD registration dates, a bulletin board on learning teams. PT A announcements, the honor roll, and a display of photographs highlighting a special scouting event. All drinking fountains were operating and had good-pressure. The red tile corridors were clean and shiny. While student lockers were not immaculate, all were free of graffiti and in good repair. The white vinyl floors surrounding the media center were very clean and looked recently waxed. Bulletin boards in the hall near the media center featured displays related to each of the schools six learning teams. Each display was colorful, attractive, and promoted positive team spirit. The boys restrooms were clean, free of graffiti and litter, and the toilets and urinals were functioning normally. Besides being clean and free of odor, the restroom on the upper floor had good lighting and water pressure. The walls were clean and the floor condition was acceptable. The inside of the gymnasium was bright and attractive\nthe stands and court area contained only a small amount of paper and trash. During the PE session, the students were organized, dressed- out. and participated in the activity. Adults provided plenty of observation and supervision. The boys locker room on the lower level was open and in use. The painted areas were clean and free of graffiti, and the lighting was acceptable. During the class change, teachers were at their doors and students were orderly. Adults reminded stragglers to hurry up, and students cautioned each other about being late. School personnel propped the exterior doors open for the class change and closed and secured the doors immediately after classes resumed. Outside, most of the students were orderly during their walk to and from the portables. The exterior of the portable buildings appeared to be in good condition. We saw several students putting trash in the conveniently located barrels during the class change. Areas needing attention: 1. The narrow, two-sided planter, which is parallel to the brick and concrete sign that bears the school name, has not been weeded in some time, as attested by the privet, seedling trees, and other weeds that grow there. The sign sits in the midst of a planted area that is partially set apart by plastic edging, much of which has worked up out of the ground. The bark ground cover in this area has broken down and shifted, exposing bare ground and the black plastic weed shield, which sticks up in unsightly tatters and shreds. 2. The grass in much of the area on the west side has been trafficked away, leaving large patches of bare dirt. 3. In the north parking area, a large water-filled hole was in the dirt area by the front drive, starkly contrasting with the landscape work on the other side of the drive. 4. Entry rugs were trashy-looking and askew, and numerous pieces of paper and trash littered the floor. Page 165. 6. 7. 8. 9. 10. 11. 12. 13, 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. Outside the main entrance, a large amount of trash cluttered the parking area and walkway, mainly paper, cups, food, and cans. Outside the gymnasium, the north and east areas were very trashy. The north was cluttered with beer bottles, paper, cups, and cans. A trash can was three-quarters full, and obviously had not recently been emptied, because refuse inside was wet from weekend rain. Both fence lines along the east were littered with paper, cans, cups, and assorted junk. The roof gutters and downspout on the east side empty onto the walkway, causing water damage around the buildings footing and the steps to the athletic field. The east basketball courts were littered with paper, cans, cups, and assorted junk. The areas around the dumpsters were littered with excessive trash and broken glass. Next to this area, an employee sat in a yellow district maintenance van and appeared to be asleep. Some of the airflow vents under the gym were missing, leaving holes into the crawl space. We noted some damaged interior plaster walls in the south end of the building. While the walls in the main building have undergone some repair work, several walls in the back section showed evidence of moisture problems resulting in peeling paint and flaking plaster. An archway near the in-school suspension area was in very poor shape, and the terrazzo floor below the arch had a wide crack. The area around the west door to the building was heavily cluttered with cigarette butts, an old broken wooden ladder, and a shoe. The exterior west wall had a one-inch hole which needs patching to prevent additional water damage. Serious water damage exists on the area of the interior wall near the entrance to the cafeteria. The west wall also had one area of graffiti which needs to be removed immediately. Trash lay all around the portable buildings. The steps leading to the cafeteria were pitched steeply, yet there were no non-skid runners or non-skid paint on the steps. Cookies and diced peaches were neatly placed on tables in the cafeteria\nhowever, neither staff nor students were watching over the food to assure that it remained free of contaminants until consumed. Several fluorescent tubes were missing, adding to the oppressive mood of the cafeteria. In the auditorium, ceiling tiles were damaged by water leaks. In the balcony ceiling, a couple of damaged tiles were hanging threateningly over the seats. Throughout the auditorium, paint and plaster were peeling, particularly on the west wall. The auditorium was quite warm even though it was not in use. Additionally, several windows were open, and it appeared that they usually remain that way. The middle section of the balcony guard rail was missing. The stage appeared to be set up for choir rehearsal Sheet music and trash were strewn aimlessly around the stage and on the risers. Two sets of mobile steps provided access to the stage from the front. However, both sets had loose molding on the edges of individual steps, which could lead to a serious fall since the steps didnt have rails. Trash was on the floor level of the auditoriummost of it around the trash barrel! The stage drapery was worn\nbackground drapes were literally tattered in places Four overhead lights in the auditorium were not functioning properly. The showers in the boys locker room had not been used for some time, judging from the dusty, undisturbed exercise mats and used equipment that were stored there. Only one teacher was standing outside watching the class change between the main building and the portables. Other than custodians dumping trash, we saw no other adults observing the class change outside. Several students were cursing loudly on their way to a portable. Page 1729. 30. 31. About 15 to 20 straggling students were still in the hall after the tardy bell sounded, but all appeared to be going slowly to class. In some hallways, tape loops were left hanging on the walls above the lockers. Throughout the building, a number of exit lights were not functioning. Girls Restrooms 32. The restrooms were usable, free of odors, and contained paper products, but most lacked soap. The third floor restroom had a large section of missing tiles, and all the tiled areas would benefit from a good scrubbing. AU the toilets appeared clean. On the second floor, graffiti marred the plexiglass restroom window. The tile work in the second floor bore the remains of a sloppy paintjob. Boys Restrooms 33. The fourth floor and third floor restrooms lacked soap, toilet paper, and paper towels. Although each of the two restrooms had three sinks, one set of faucets in each room didnt work. Page 18Pc: DATE\nMarch 15, 1995 RECBVED TO: Ms. Ann Brotun Mr. Horace Smith Office of Desegregation Monitoring MAR 2 2 1995 Cilice of Dese\n'b' lEuil FROM: Pulaski Heights Junior High Faculty RE: PROPOSED REDUCTION OF CLASS SCHEDULE AT PHJH FROM A 7-PERIOD TO 6-PERIOD DAV The Little Rock Schoo! District has recently discussed a cutback from a seuen-period to a siu-period day at area junior high schools as a may to solue the budget shortfall. SuCu a Cutback miil haue serious negatiue consequences on programs me haue created to meet the needs of all of our students at Pulaski Heights Junior High land other area junior highs as melll and me object uiqorousiu to this proposal. Changing from a seuen-period to a siu-period day mould: 1. reduce chances for PHJH students to earn credits for high school graduation and for competitiue college admissions: At-risk students who are assigned to both Math Plus and the new Language Arts Plus course will have no elective choices in the 7th or Sth grade and only one elective choice in the 9th grade! They will earn fewer credits at the same time as the District is requiring additional credits for high school graduation. 9th graders now have four core courses plus three electives. They can take Language (French, German, or Spanish) plus Computer (Keyboarding, Computer Tech, or Computer Programming), and choose an Art/Band/Music, VocationalZBusiness, or the Health/P.E. requirement for their third elective. These students will be forced to delay or simply lose one or more of these credit IS Students concentrating on Language credits for college admissions now have three chances to earn credits. A new 7th grade prerequisite by the District, Exploring Language, will leave these students only two chances for a Language credit.Office of Desegregation Monitoring. PHJH petition Page 2 2. greatly reduce the abilitu of teachers to mork as teams to prouide students and parents mith: interdisciplinary or cross-curriculum units team activities that build sense of community and belonging other field trips and special projects behavior \u0026amp;.''or curriculum modification for individuals The proposed cutback mill effectiuely gut the efforts made at team building and restructuring during the past flue years. The District, as mell as our school, mill lose a major inuestment of time, money, and energy. Instead, me urge the District and Court to see the unique opportunity me haue to build on the inuestment and successes at Pulaski Heights and other junior highs. If the T-period day remains intact, important programs related to curriculum as mell as to student counseling can be added to our present offerings, including: Case Management Support Groups Advisor-Advisee Groups Mentor and peer helper programs Service-learning programs Finally, lue belieue that the proposed cutbacks mill haue a significant and aduerse effect on ouerall desegregation efforts of the District. Our \"area\" school mill offer less! Students mho attend the magnet schools mill by contrast haue the opportunity to earn more credits for graduation and college admissions. More students mill apply instead for a seat in a magnet school or opt to leaue for priuate schools. Either outcome is contrary to the stated goals of the District. Please help us send the message to the District, its patrons, and the Court that these outcomes are unfair to students and parents mho attend PHJH and other area junior highs and that the proposal is unmise and unacceptable. Respectfully submitted: (see attached list of signatures)6 16.04 70'^6^ ^\u0026lt;^yn I j tObtu n^\n1'-- ' yi'i^i-iJ'^^ (i (JX^z(__,b-t*XzO l'} z-n ) h, k^\\yk [/ \u0026amp; Ah ^Ui i c* EASTEHN district ^k'-.-a?i district AhiiXwSAG IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 2 2 1995 WESTERN DIVISION JAMES W. McCOKMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL. By\n--------- PLAINTIFFS DEP CLERK VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS BRIEF IM SUPPORT RP Introduction - 1995 This is a case to challenge the Little Rock Scho^f'^- of Desegregation Monitoring District's decision to involuntary transfer African American students from Pulaski Heights Junior High School to other junior high schools. African American students who live in the southern and southwest sections of the Little Rock School District were targeted. The Joshua Intervenors are bringing this action for the purpose of obtaining injunctive relief to prevent the Little Rock School District from carrying out its objective. The Joshua Intervenors contend that the District's actions are in violation of the students' Fourteenth Amendment rights of equal protection. Statement of Facts Pulaski Heights Junior High School is located in a predominately white neighborhood. Most of the students who walk to school live in the neighborhood. Many of the minority students who attend Pulaski Heights live outside the neighborhood. The Little Rock School District has historically provided these students with transportation to and from school. In August 1995, without notice to the students or their parents, African American students who live in the southern or southwest sections of the Little Rock School District were involuntarily transferred. Some of the African American students who could provide their own transportation were allowed to continue attendance at Pulaski Heights while others were not. Statement of Law \"The central question, however, in any preliminary injunction case is 'whether the balance of equities so favors the movant that justice requires the court to intervene to preserve the status quo until the merits are determined. t II Hill V. Xvauad, Inc. 939 F.2d 627, 630 (Sth Cir. 1991), quoting. Dataphase Systems, Inc, v. C.L. Systems, Inc.. 640 F.2d 109 (Sth Cir. 19S1). Whether a preliminary injunction should issue involves consideration of (1) the threat of irreparable harm to the movant\n(2) the state of the balance between this harm and the injury that granting the injunction will inflict on other parties litigant\n(3) the probability that movant will succeed on the merits\nand (4) the public interest. Dataphase Systems, Inc, v. C.L. Systems, Inc., 640 F.2d 109, 113 (Sth Cir. 19S1). The Court in Dataphase pointed out that \"probability of success on the merits\" does not necessarily mean that in each case, the party must prove that he has a \"fifty per cent likelihood that he will prevail on the merits.\" 640 F.2d at 113. In applying the four factors, \"[a] reviewing court must be mindful of the fact that no single factor is determinative.\" Hill V, xvauad. Inc. 939 F.2d 627, 630 (Sth Cir. 1991). On appeal, this court may not disturb the district court's balancing of the equities absent a clearly erroneous factual determination, an error of law, or an abuse of discretion. [t]he focus in determining probable success should not be to apply the probability language with mathematical precision. Rather, a court should flexibly weigh the case's particular circumstances to determine 'whether the balance of equities so favors the movant to preserve the status quo until the merits are determined.' Calvin Klein Cosmetics Corp, v. Lenox Laboratories, 815 F.2d 500, 503 (Sth Cir. 1987). It is the Joshua Intervenors' contention that the decision to involuntary transfer African American students was done for purely racial reasons. Neighborhood assignments favor white children and parental convenience and advantage. Pulaski Heights Junior School is located in a predominately white neighborhood. Most of the students who walk to school are white and live in the neighborhood. Most of the African American students live outside the neighborhood and are bused to school. The student assignment plan requires that transfers be freely allowed and once allowed maintained so that the educational experiences of children will not be interrupted or disrupted. However, African American students were involuntarily transferred\neven some 9th grade African American students who were integrally involved in the life activities of PulaskiHeights have been involuntary transferred. similarly, the District's allowance of some students who live in the southwest area to continue enrollment if they provide their own transportation results in undue expense, inconvenience and hardship to their parents as well as considerable distress and uncertain educational experiences on them. The Little Rock School District has shifted a disproportionate burden on African American children. \"It is beyond debate that the burden of desegregation should be shared as equally as possible between blacks and whites.\" Davis V. Board of Education of North Little Rock, Etc.. 674 F.2d 684, 687 (8th Cir. 1982). In conclusion, the students will suffer irreparable harm if this Court does not grant the Joshua Intervenors' motion for preliminary injunction and restraining order before a full hearing on the merits of their cause of action can be heard. Respectfully submitted. John W. Walker, P. A. 1723 S. Broadway Li^ (spi e Rock, Arkan^s 72206 3^-375)8 / /7 By: Ji 'n^W. Walker CERTIFICATE OF ^SERVICE I do hereby state that a copy of the forego^g was delivered U.S. mail to all counsel of record on this \"9*^ ^day of August, 1995. bregoing Ji W. Walker E. FJLElu^ u q \"district court eRN DISTRICT ARliANSAS I IN THE UNITED STATES DISTRICT COURT WG 2 2 1995 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES W. McCORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL. y'PLAlfjTiFFS OEt'CLiR'. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. B a Laus V i DEFENDANTS MRS. LORENE JOSHUA, ET AL. AUG d 4 1995 INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS Office of Desegregation Moniterinj MOTION FOR TEMPORARY RESTRAINING ORDER, PRELIMINARY INJUNCTION AND TO CITE THE LRSD FOR CONTEMPT OF COURT Come the Joshua Intervenors, by undersigned counsel, and respectfully move the Court for an Order providing them with temporary, preliminary and permanent injunctive relief as will be set forth below. Joshua also asks the Court to cite the District for contempt. The Joshua Intervenors respectfully show the Court as follows: 1. The desegregation plan requires that students be allowed free choice assignments in the junior high schools (as well as in other grade levels). 2. Pursuant to the desegregation plan the Pulaski Heights Junior High school has solicited students for the past five years and has provided them transportation to attend the school. 3. The Pulaski Heights Junior High school is located in a predominately white neighborhood. Most of the students who walk to school live in the neighborhood. Many of the minoritystudents who attend Pulaski Heights, represented by the Joshua Intervenors, live outside the neighborhood. These students have historically been provided transportation to Pulaksi Heights by the Little Rock School District. 4. In August 1995, without notice to the students or their parents, African American students who live in the southern and southwest sections of the Little Rock School District were involuntarily transferred out of Pulaski Heights into other junior high schools. This has caused the students and parents considerable distress and uncertainity and stands to adversely affect their educational experiences during this school year. 5. Some of the students who have been involuntarily assigned are in the 9th grade and are integrally involved in the life activities of the school. Involuntary transfers will diminish their opportunities to have well rounded educational experiences in the schools to which they will be involuntarily assigned. 6. The student assignment plan requires that transfers be freely allowed and once allowed maintained so that the educational experiences of children will not be interrupted or disrupted. 7. The School District appears to be uncertain about the transportation component of the desegregation plan because it allows some students who live in southern and southwest Little Rock to continue attendance at Pulaski Heights if they provide their own transportation, while it says to others that they can not continue attendance at Pulaski Heights even if they providetheir own transportation. 8. The District is required to provide transportation to all students whose residences are located more than 2 miles from the school to which they are either assigned or is the school of their choice. 9. The District's failure to provide transportation to class members constitutes race discrimination in that only black students are being denied enrollment at Pulaski Heights by the transportation policy. 10. The District's alllowance of some students who live in the southwest area to continue enrollment if they provide their own transporation constitutes discriminaton and results in undue expense, inconvenience and hardship to their parents or other persons responsible for providing transportation for them. White parents in the District are not treated in a similar fashion. 11. Some of the examples of the arbitrary, capricious. unreasonable and racially motivated reassignements or assignments follow: (a) Velrita Campbell is the parent and next friend of Kianna Daniel, a 9th grade pupil. Kianna attended Pulaski Heights in the 7th and Sth grades and was assigned to Pulaski for the 9th grade. She was provided transportation by the school district in each of those years. Toward of the end of the 1994- 95 school term, Kianna tried out for the drill team and was a member of the National Junior Honor Society at Pulaski Heights. She was selected for the drill team. She enrolled at Pulaski Heights for the 1995-96 school year and attended one class onAugust 21, 1995. At that point, she was removed from the school and told that she had to attend Cloverdale Junior High School. (b) Yvonne Morris is the parent and next friend of Alex Morris, an Sth grade pupil. Alex attended Pulaksi Heights Junior High school during the 1994-95 school year with District transportation provided. Like Kianna, he lives in southwest Little Rock. He, too, is involved in the life activities of the school. He still is enrolled at Pulaski Heights. The District reguires him, however, to provide his own transportation. This option was not allowed to Rianna's parent and demonstrates the arbitrariness and basic unfairness of the rule. (c) Dorothy Robinson is the parent and next friend of Ashton Robinson, an Sth grade pupil who also attended Pulaksi Heights in the 7th grade. His situation is identical to that of Alex Morris. (d) Louise Wiley is the parent and next friend of O'Mont Wiley, a 9th grade pupil who also attended Pulaski Heights in the 7th and Sth grades. His situation is analogous to that of Kianna except that he was not on the drill team or the Honor Society. 12. The foregoing situations are typical of circumstances faced by black students and their parents at Pulaski Heights Junior High school. On information and belief, black students are being similarly treated at Forest Heights Junior High school. It too is located in a predominately white neighborhood. Neighborhood assignments favor white childrena and parental convenience and advantage.13. The foregoing facts demonstrate that the school district is violating the desegregation plan and is otherwise treating black youngsters, members of the class, differently from white students similarly situated. 14. The actions of the school authorities in making school assignements in the foregoing manner were never discussed with the Joshua Intervenors nor approved by the Little Rock School District Board of Directors or the Court. They constitute a plan change which is in contempt of court. WHEREFORE, the Joshua Intervenors move to cite the District for contempt of court and reguest the Court to provide them with appropriate relief in order that the members of the class who are identified above and who are similarly situated to those above enjoy the rights provided by law and by the desegregation plan. The Intervenors request an immediate hearing on their motion because time is of the essence. They also apply for all other equitable relief which the law provides. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 By: \u0026lt; O'? 1 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS --- V** BRIEF IN SUPPORT R Introduction - 1995 This is a case to challenge the Little Rock Scho\u0026lt;9i'^^ Oesggr- '5' iiioji Monilorif-.\" District's decision to involuntary transfer African American students from Pulaski Heights Junior High School to other junior high schools. African American students who live in the southern and southwest sections of the Little Rock School District were targeted. The Joshua Intervenors are bringing this action for the purpose of obtaining injunctive relief to prevent the Little Rock School District from carrying out its objective. The Joshua Intervenors contend that the District's actions are in violation of the students' Fourteenth Amendment rights of equal protection. Statement of Facts Pulaski Heights Junior High School is located in a predominately white neighborhood. Most of the students who walk to school live in the neighborhood. Many of the minority students who attend Pulaski Heights live outside the neighborhood. The Little Rock School District has historically provided these students with transportation to and from school. In August 1995, without notice to the students or their parents, African American students who live in the southern or southwest sections of the Little Rock School District were involuntarily transferred. Some of the African American students who could provide their own transportation were allowed to continue attendance at Pulaski Heights whild others were not. Statement of Law \"The central question, however, in any preliminary injunction case is 'whether the balance of equities so favors the movant that justice requires the court to intervene to preserve the status quo until the merits are determined. r II Hill V. Xyquad, Inc. 939 F.2d 627, 630 (Sth Cir. 1991), quoting. Dataphase Systems, Inc, v. C.L. Systems, Inc.. 640 F.2d 109 (Sth Cir. 19S1). Whether a preliminary injunction should issue involves consideration of (1) the threat of irret\u0026gt;arable harm to the movant\n(2) the state of the balance between this harm and the injury that granting the injunction will inflict on other parties litigant\n(3) the probability that movant will succeed on the merits\nand (4) the public interest. Dataphase Systems, Inc, v. C.L. Systems, Inc.. 640 F.2d 109, 113 (Sth Cir. 19S1). The Court in Dataphase pointed out that \"probability of success on the merits\" does not necessarily mean that in each case, the party must prove that he has a \"fifty per cent likelihood that he will prevail on the merits.\" 640 F.2d at 113. In applying the four factors, \"[a] reviewing court must bemindful of the fact that no single factor is determinative.\" Hill V. Xyquad, Inc. 939 F.2d 627, 630 (Sth Cir. 1991). On appeal, this court may not disturb the district court's balancing of the equities absent a clearly erroneous factual determination, an error of law, or an abuse of discretion. [t]he focus in determining probable success should not be to apply the probability language with mathematical precision. Rather, a court should flexibly weigh the case's particular circumstances to determine 'whether the balance of equities so favors the movant to preserve the status quo until the merits are determined.' Calvin Klein Cosmetics Corp, v. Lenox Laboratories, 815 F.2d 500, 503 (Sth Cir. 1987). It is the Joshua Intervenors' contention that the decision to involuntary transfer African American students was done for purely racial reasons. Neighborhood assignments favor white children and parental convenience and advantage. Pulaski Heights Junior School is located in a predominately white neighborhood. Most of the students who walk to school are white and live in the neighborhood. Most of the African American students live outside the neighborhood and are bused to school. The student assignment plan requires that transfers be freely allowed and once allowed maintained so that the educational experiences of children will not be interrupted or disrupted. However, African American students were involuntarily transferred\neven some 9th grade African American students who were integrally involved in the life activities of PulaskiHeights have been involuntary transferred. similarly, the District's allowance of some students who live in the southwest area to continue enrollment if they provide their own transportation results in undue expense, inconvenience and hardship to their parents as well as considerable distress and uncertain educational experiences on them. The Little Rock School District has shifted a disproportionate burden on African American children. \"It is beyond debate that the burden of desegregation should be shared as equally as possible between blacks and whites.\" Davis V. Board of Education of North Little Rock, Etc.. 674 F.2d 684, 687 (8th Cir. 1982). In conclusion, the students will suffer irreparable harm if this Court does not grant the Joshua Intervenors' motion for preliminary injunction and restraining order before a full hearing on the merits of their cause of action can be heard. Respectfully submitted. John W. Walker, P. A. 1723 S. Broadway Li^ (501 e Rock, Arkan^s 72206 X^-37a6 / By: Ji 'ri^W. Walker CERTIFICATE OF ^SERVICE I do hereby state that a copy of the foregoing was delivered U.S. mail to all counsel of record on this 1995. oregoing J. W. Walker of August, (c - Cfi IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL received AUG 25- 1995 DEFENDANTS f-S-p INTERVENORS KATHERINE KNIGHT, ET AL Office of Desegregat'on Monitoring INTERVENORS RESPONSE TO JOSHUA MOTION FOR A TEMPORARY RESTRAINING ORDER, PRELIMINARY INJUNCTION AND CONTEMPT CITATION For its response. the Little Rock School District (LRSD) states: 1. Joshua asserts that the LRSD desegregation plan \"requires that students be allowed free choice assignment in the junior high schools. That statement, which is not supported by any reference to the desegregation plan, is absolutely false. The student assignment plan contained in the LRSD desegregation plan is a zone assignment plan with an allowance for certain voluntary transfers which aid desegregation. Students are not allowed \"free choice assignments.\" See LRSD Desegregation Plan, pp. 139-42. 2. Joshua asserts that Pulaski Heights Junior High School has solicited students to attend the school and provided them transportation. That was done in the past but has not been done in the last two years. 3. Joshua asserts that minority students who attend Pulaski Heights live outside the neighborhood and have historically been nn 7provided transportation. All students who reside within the Pulaski Heights attendance zone and who qualify for transportation under LRSD guidelines have been, and continue to be, provided transportation. Students who reside outside the Pulaski Heights attendance zone and attend Pulaski Heights because of desegregation transfers have also been provided transportation in accordance with the LRSD Desegregation Plan. That plan requires LRSD to \"provide transportation for desegregation transfer students where it is cost effective to do so.\" LRSD Desegregation Plan, p. 140. 4. Joshua asserts that certain African-American students were involuntarily transferred out of Pulaski Heights Junior High School in August of 1995. This is not true. The only students who were reassigned to other junior high schools were those who moved out of the Pulaski Heights attendance zone. Those students were assigned in accordance with the attendance zone assignment plan agreed upon by the parties and approved by the court as a part of the LRSD Desegregation Plan. 5. Joshua asserts that the \"student assignment plan requires that transfers be freely allowed and once allowed maintained so that the educational experience is that children will not be interrupted or disrupted.\" The LRSD Desegregation Plan limits desegregation transfers to two at each organizational level one to allow the student to transfer from his or her zone school and the second to allow him or her to return to the zone school. The LRSD Desegregation Plan also limits desegregation transfers to situations where both the sending and receiving schools will remain 2 in compliance with the desegregation requirement following the transfer and to schools at which a seat is available. Although it is expected that a student who takes a desegregation transfer will remain in the school to which that student transferred, the LRSD Desegregation Plan does not say that transfers will be \"freely allowed and once allowed maintained. LRSD Desegregation Plan, p. 140. 6. Joshua contends that some students will be allowed to continue to attend Pulaski Heights if they provide their own transportation while other students will not be allowed to continue to attend Pulaski Heights even if they provide their own transportation. If that is true, it is because LRSD is following its desegregation plan. If a student has moved from the Pulaski Heights Junior High School attendance zone, that student will be assigned to his or her new attendance zone school and will not be allowed to attend Pulaski Heights Junior High School unless the student requests and qualifies for a desegregation transfer. If a student has previously attended Pulaski Heights Junior High School on a desegregation transfer, that student may or may not be provided transportation depending on whether it is cost effective for LRSD to provide transportation. Students who reside within the Pulaski Heights attendance zone will be provided transportation in accordance with the transportation guidelines of LRSD. 7. Joshua asserts that LRSD is required to provide transportation to all students who reside more than two miles from the school \"to which they are either assigned or is a school of 3their choice.\" This is half true. LRSD provides transportation for students who live more than two miles from the school to which they are assigned. A student may choose Pulaski Heights Junior High School but not be assigned to Pulaski Heights Junior High School either because reassignment would put the sending or receiving school out of compliance with the desegregation requirement or because a seat is not available. That student will be assigned to another school and, of course, will not be provided transportation to Pulaski Heights Junior High School. 8. Joshua alleges that LRSD's \"failure to provide transportation to class members constitutes race discrimination in that only black students are being denied enrollment at Pulaski Heights by the transportation policy.\" This statement is wrong for two reasons. First, the challenged decisions were made in accordance with the LRSD Desegregation Plan which governs LRSD's actions in this case. Second, the transportation policy applies throughout the district, not just to Pulaski Heights Junior High School, and policy is applied equally and fairly to black students and white students. 9. When the parties agreed that LRSD would provide transportation for desegregation transfer students \"where it is cost effective to do so,\" it was clearly understood among the parties that in situations where it was not cost effective for LRSD to provide transportation some students would be able to provide their own transportation and some students would not. No injunction should issue against LRSD and LRSD should not be held in 4contempt for simply doing what all of the parties, including Joshua, agreed would be done. 10. The desegregation transfer application form used by LRSD, which must be signed by a parent of each desegregation transfer student, clearly notifies the parent that \"transportation is not guaranteed for desegregation transfer students, however, transportation may be provided where it is cost effective to do so. Sample form attached as Exhibit A. In addition, the notice which is attached as Exhibit B was sent by the student assignment office to all schools for distribution at registration. The notice says: \"Transportation xs usually provided for students whose address of record is more than two miles from the assigned school. If a student is on a desegregation transfer or on appeal to a school he/she may not receive transportation if feasible for the transportation.\" it is not economically district to provide the 11. Kianna Daniel has moved to a new attendance zone and has been assigned to his attendance zone school. 12. Alex Morris is desegregation transfer student at Pulaski Heights Junior High School who provides her own a transportation to school. 13. Ashton Robinson is a desegregation transfer student at Pulaski Heights Junior High School who provides his own transportation to school. 14. O'Mont Wiley has moved to a new attendance zone and has been assigned to his attendance zone school. 515. The foregoing assignments are made in accordance with the LRSD Desegregation Plan and in accordance with the same rules which are applied to white students. The LRSD is not violating its desegregation plan or treating black students differently than white students. 16. Joshua contends that the \"actions of the school authorities in making school assignments in the foregoing manner were never discussed with the Joshua Intervenors nor approved by the Little Rock School District Board of Directors or the court.\" In fact, the LRSD Desegregation Plan, in accordance with which the student assignments were made, was discussed with and approved by the Joshua Intervenors, the LRSD Board of Directors and the court. The challenged assignments do not constitute a change in the LRSD Desegregation Plan and the LRSD is not in contempt of court. 17. The Joshua Intervenors have instituted this litigation and scheduled a court hearing without referring the court to any particular provision of the LRSD Desegregation Plan which they claim has been violated by the challenged assignments. WHEREFORE, for the reasons set forth above, the motion of the Joshua Intervenors should be denied. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT 6FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By:, Christopher He Bar No. 81083 er CERTIFICATE OF SERVICE I certify that a copy of the foregoing Response to Joshua Motion For A Temporary Restraining Order, Preliminary Injunction And Contempt Citation has been served on the following on this 25th day of August, 1995: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 By FAX - August 24, 1995 HAND DELIVERED - August 25, 1995 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 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor 201 East Markham, Suite 510 Little Rock, AR 72201 7Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 8 ,. . 08/23/1995 17:09 5013242281 LRSD STUDENT ASSIGNM PAGE 04 A11AtnntNI I LITTLE ROCK SCHOOL DISTRICT DESEGREGATION TRANSFER APPLICATION SECONDARY STUDENTS 1995-96 FOR OFFICE USE ONLY Date___________________ Amiweo Demeo STUDorr AutamoKT Oman Student's Name, .I.D. Number. Addreu. .Birthdate. ,2pGode .Grade 1995*96. 1995*96 School Assignment. .Race, yoiff school choices in numerical order (1st, 2nd) by placing the number in the appropriate box tn front of the school name. You may make only two choices. JUNIOR HIGH 7-9 [ ] Ooverdale Jr. High School [ ] Forest Heights Jr. Ifigh School [ ] Henderson Jr. High School [ ] Mabelvale Jr. High School ( ] Pulaald Heists Jr. High School [ ] Southwest Jr. High School SENIOR HIGH 10-12 [ ] Central High School [ ] Fair High School [ ] Hall High School [ ] McClellan High School L understand and accent th, thllowimr ** students in grades 7-12 may transfer to another school if the assignment aUows both the sending and receiving schools to comply with desegregation requirements and if *vil\u0026gt;blc. This does not apply to magnet programs within the schools. DESEGREGATION TRANSFERS MAY NOT BE REQUESTED FOR MAGNET SCHOOLdS. o e\u0026gt; Sibling preference does not qjply to Desegregation Transfers. A student may not make more that two Desegregation Transfers during his/her career at each organizational level (elementary, junior high, and high school). The second desegreg- on transfer is for the sole purpose of allowing the student to return to his/her original attendance zone school assignment This return transfer will be permitted only at semester or summer break. If approved, the Desegregation Transfer y^ill remain in effect for a minimum of one semester. Desegregation Transfers only apply to the schools listed above. 3iMaaimiimjma:ra2ABAiJiEiaiiiajies^^ SXUdfiQlS. however, tronsportation may be provided where It Is cost effective to do so. Parent Signature Date 501 Sherman Street, Little Rock, Arkansas 72202 (501) 324-227208/23/1995 17:09 5013242281 LRSD STUDENT ASSIGNM PAGE 05 ATTACHMENT 2 I ly Litdo Rock School District 810 West Markham Little Rock, AR 72201 Tranaponmon Department 1995.1996 Request for Transportation Request for Bus Stop Transportation is usually provided for studeos whose address of record is more than two miles from the assigned school If a student Is on a desegregation transfer or on appeal to a school heZshe may not receive transportation if it is not economically feasible for the district to provide the transporution. Courtesy stop* are within a schools attendance zone, leu than two miles from the school, and the bu* has enough time and seats for eatra students. Courtesy stops are on the schedule if time and seats are available. Before a courtesy stop i* added, all eligible students must be scheduled New courtesy stope will begin September 6,1995. All bus stops are based on students addresses of record. On an individual basis, students may be assigned to alternate bus stops if the stops are already on the route sheet Changes in dM location of bu* *tops are granted on an individual basis. The requests of patron* wid re^ts from school administrator* are honored if it is economically feasible to move a stop *tu^ safety concern* are evaluated by the Safety and Security Department. Stops changed with the approval of the Director of TramppTtation can be Date of Rcqueat Student'* Name Request please complete this request School of Asaignment Students Address of Record Previous Address (If Applicable) Previous Bur Stop (If Applicable) Parent Signature/Administrator Signature Telephone Number RECEIVF^ FILED c.cHS OISTRICT COURT eastern district ARKANSAS SEP 'i 1995 Oilice of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 2 6 1995 JAMES w. MccyHMACK. CLERK py-'V OB* Cork LITTLE ROCK SCHOOL DISTRICT PLAINTIFF J vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS, LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS OEUEE The Joshua intervenors filed three motions which have now been resolved by agreement among the parties. The motions were for a temporary restraining order, a preliminary injunction, and to cite the Little Rock School District (LRSD\") for contempt of court in connection with student assignments at Pulaski Heights Junior High School. [Doc. # 2477.] At a hearing on August 28, 1995, the attorneys for the Joshua and Knight intervenors informed the Court that the intervenors and the LRSD had settled the matter. Therefore, the motions are denied as moot. IT IS SO ORDERED this f day of September 1995. S' :t judge rWIS DOCUMENT ENTERED ON DOCKET SHEET IN B 5 3 COMPI ON ' 'UANICCEE WITH RRUULLiE 5 AND/OR 79(a) FRCP BY 0 10/28/96 12:30 501 324 2023 LRSD COMMCNTCATI ODM 1 @002/002 Little Rock School District Media Advisory Octouei 28, 1990 Foi' information: Zcomee Hens, 324-2020 Pl LASKl HEiGfliS tl.EyiEN / ARY TO RF DfSMJSSE!) AT NOON DI L I O POWER Ol I aGP Siiideiiis ai Piiiaski Heights Elernemar. wl] be lismssed at noon due tn a stonu related puwe\n- tiiage. Lunch v.iii De serr'ed belorc these sfuaents are dismissed Buses ha\\e been calieu to trarssDcrt studeuis home. Parents of students who do not ride the bus should\" make arrangements tor tpeu ehi'd.ren 'o get home. The CAPF program will /'Derate as norrml. MudeP'S at .'Udassi Heigins Juaioi High we-e dism ?d at d'.'^O a.rr also dii to a slorm reiaied posser outage. Pareiit.s should be advised tliai phone lines will he tur\nied sff at noon wrtdr eiectnciU \nbeing restored to the bittidings. 810 West Markham Street Little Rock. .Arkansas 7220! 13Oi\n52A-2OOO LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501)324-2272 E-Mail: jcbabbs@,stuasn.Irsd.kl2.ar.us September 17, 1999 RECEIVED Mr. John Walker 1723 Broadway Little Rock, AR 72206 SEP 2 2 1999 UFFICEOF DESEGREGATION MONITORING Dear Mr. Walker: In response to your September 13* letter to Dr. Les Gamine requesting information regarding the book bag policy at Pulaski Heights Middle School, the following information is provided: no Yes, Principals have certain authority to promulgate individual school rules. Such rules would be stated in individual handbooks and housed in each building. If you have additional questions, please feel free to contact me. Sincerely, Junious Babbs cc: Larry Berkley Dr. Les Caraine Chris Heller Ann Brown Dr. Vic Anderson Dr. Bonnie Lesley Sadie Mitchell Dr. Marian Lacey z- r. ,NSA5 riPAPTMENT CF EDCCATICN RECE VEO ALLLAL ECiiCCL IMPPCiEMENT FLAN v VERIFICATION FORM OCT 2 8 1991 iSSi-i5S2 Office of DesegregaSai School Building\n(Name, Address, Zip) Little Rock School District 810 W. Pferkhan Little Rock, AR 72201 Puloski County Telephone: 501 - 326^2mn 60-01-010 lEA Li School District: (K'cme, Address, Zip) Otrihpr 1 1001 Maski Hgts,-Jr. 1^ 401-North Pire Str^ E-ttle Rock,AR 72205 ' I el ephone: pynj ' 671-6250' ' jl 1: Plcose by CctobeF S'jpriit one copy cf 15, IS1 .* nnuel S no Plcn T rn n : I U u.I upe 5 ?? enc Ralph Hiffimn c 1 Si one^L'fe,. cfVl cci c. School Building T Sainy Gcarrfy Am Blayl nri?_______ Ruth Ifendricks sk Pl esse sene to: San Stueart Sue Buffalo Leslie I.ipke Perry Rudder Ifarilyn Tilley Associate Director Instructional Services Arkansas Department of Educ. A Capitol Ma Little Rock. 11 Arkenscs Ifency Rousseau tJinaim T^zes Tom Ifener Ifelai ALttEimer Beverly WlttsTberg Six- Y Pl 1' 1 u Qlittle rock school district EPS CODE: ADA [ MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the Little Rock School District will provide: (1) a program of basic education for all students\n(2) programs that 'address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and.athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. Adopted l-26-O\u0026lt;l IDistrict Goals 1. 2. To increase educational achiev^einent for all students v/ith specific emphasis on closing \u0026lt;iTsparities in achievement. To establish climates of educational excellence in all schools through: a) b) c) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the community and the workplace d) . providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, central office administrators. and IPULASKI HEIGHTS JUNIOR HIGH SCHOOL PHILOSOPHY Pulaski Heights Junior High exists to develop individuals fully capable of functioning in and contributing to a democratic society, today and in the future. To achieve these ends, we strive to provide for the social, physical. and intellectual development of the student to his fullest potential and/or ability. To serve the community, Pulaski Heights Junior High will identify and implement learning procedures which are effective for each pupil so that he masters skills and knowledge required by the community. To serve the student, Pulaski Heights should strive to help the student to think critically. Increase knowledge, solve problems creatively, develop positive self-concepts, accept responsibility and promote self direction. The Pulaski Heights organization should provide for a continuous upward unbroken progression for all learners with consideration for the wide variability among its learners. The role of the personnel is to promote optimal learning in a,safe and challenging environment.PART ONE ASSESSMENT/ANALYSIS OF LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS Pulaski Heights Jr. High demonstrated significant progress in the direction of accomplishing established district goals: 1. Educational achievement increased as measured by Mat 6 scores. 2. 3. 4. Disparity in achievement was closed as measured by MhT - 6 scores. The educational climate improved as measured by the annual jJarent/teacher/student survey. Human relations skills for principals and teachers improved as measured by the annual Parent/ teacher/ student survey. School goals for Pulaski Heights Jr. High were developed from six major data sources and were related to district goals and to the specific needs of our students.SCHOOL DISTRICT SCHOOL uilding Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District PULASKI HEIGHTS JUNIOR HIGH SCHOOL Page 1 of 11 DATE June 21, 1991 To increase educational achievement for all students with specific emphasis on closing disparities in achievement and to increase the percentage of eighth grad-e students that pass the AMPT. delated Dislricl'Goal\nGoal #1 : To increase educational achievement for all students with specific emphasis on closing disparities in achievement. Stralegies/Activities To provide tutorial opportunities for all students. . To improve our in-school suspension program To review and utilize specific academic data and grade distributions. Person Responsible Counselors Principals Teaching teams Principal ISSP Staff Faculty Principal Teaching teams Counselors Completion Date/ Time Lines 1991-92 school year 1991-92 Review: Oct. 1 Utilization 1991- 92 school year Related Staff Development Activities InsejTvice for participating staff Quarterly staff development for Method of Evaluation Quarterly monitoring of academic performance Academic incentive grant Quarterly ISSP reports review Monthly faculty meetings and weekly team neetings\nDisparity reduction seminar\nMulticultural naterials inservl ^earning styles rforkship Statistical survey of student achievement ccuilding Goal\ntelated DistriclGoal: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT Little Rock School District SCHOOL PULASKI HEIGHTS JUNIOR HIGH SCHOOL Page _2 of 11 DATE Jxme 21, 1991 Stralegies/Aclivities To implement and improve the delivery of compen- satory programs by providing on-site instead of student pull-out To continuously monitor instruction. Person Responsible Math \u0026amp; reading specialists\nPrincipal\nCurriculum supervisors\nStaff development director Principal\nCurriculum supervisors\nTeachers\nStaff development director Completion Date/ Time Lines Ongoing Ongoing Related Staff j Development Activities Method of Evaluation Provide inservice Review or com- regarding: 1. Compensatory delivery model 2. Learning styles 3. At risk student pletion of: 1. Compensatory teachers report 2. Standardized test resilLts Provide inservice Monitoring of: regarding: 1. 2. 3. 4. Teacher evaluation inservice Program for effective learning TESA Clinical supervision A. Teacher conferences B. Building audit C. Lesson plans D. Grade distribut\n o E. Formal \u0026amp; informel 5. Writing objcci Ivf'fi observations F. Individual teacher improvement plans G. Annual plan ImpIfiiKiilal lullSCHOOL DISTRICT SCHOOL uilding Goal: delated District Goal: Strategies/Activities ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District PULASKI HEIGHTS JUNIOR HIGH SCHOOL Person Responsible Page _3 of 11 DATE June 21, 1991 Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation To continuously monitor instruction, (con't) 6. Disparity reduction 7. Multicultural activities 8. Strategies for gifted students 9. Strategies for handicapped students 10.\"How to evaluate a lesson Implementation of a special'after school program for itentified at-risk AMPT failures. Principal/ - After, school coordinator Oct.15, 1991 Eighth grade team meetings AMPT resultsREMEDIATION PLANS FOR 7TH AND STH GRADE 1. 2. 3. 4. 5. 6. 7. 8. A check of student records for 6th and Sth grade MPT results (MPT failures will be pulled) will be made by the counselors. Counselor will send these results to appropriate teams to begin remediation plans. Appropriate teacher(s) will write an individual improvement plan for each student who failed the 6th/Sth grade MPT. The blank forms will be provided by the counselor. Team members will determine strategies and a timeline for implementation. A one page synopsis of remediation activities for the team will be submitted during the 9th week of each grading period. The principal, counselor, and team leaders will confer quarterly. Check when mastery has been achieved and initial (quarterly). Remediation plans will be sent to the principal by March 6, 1992. The principal will return these individual plans to the counselor to file in individual student folders. i: uilding Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT Little Rock School District SCHOOL PULASKI HEIGHTS JUNIOR HIGH SCHOOL I DATE June 21, 1991 Page _ of 11 To establish climates of excellences in allschools by providing a discipline, structured learning environment. I Ulaled Districl Goal\nGoal #2 : To establish climates of eduational excellence in all schools. Stralegies/Activities To establish, review and enforce behavioral expectations by: A. Developing team rules, ownership and identity B. Posting and reviewing shared vision statements C. Providing parents with copies of behavioral expectations. D. Conducting behavioral expectation assemblies for each academic team. Person Responsible Teaching teams Support teams Parents Administrators Completion Date/ Time Lines October 1, 1991 Related Staff Developmerit Activities 1. 7th grade orientation/ Method of Evaluation Ifonitoring of: 1. District hand- Open House book distributioi 2. Faculty \u0026amp; tean2. District handmeetings/ inservice 3. Monitoring of quarterly district management report 4. Quarterly book test result 5 3. Distribution of team rules 4. Assembly agenda staff develop- ment and inservice from the Center for Leadership in School Reform (CLSR) 5. Classroom mniMigenunt inservlceuilding Goal\nMetaled District Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT Little Rock School District SCHOOL PULASKI HEIGHTS JUNIOR HIGH Stralegies/Aclivities To reduce the occurrence of out of school suspensions and maintain a continuous flow of learning by operating a successful in-school suspension program To develop a team based student behavior management system. To provide incentives for students who demonstrate exceptional behavior and achievement Page 5 of 11 DATE June 21, 1991 Person Responsible Principal ISSP teacher Asst, Principa' Classroom teachers Team Leaders Team members Administrators Team leaders Teaching teams Support teams Completion Date/ Time Lines September 15, 1991 Ongoing 1991-92 1991-92 Related Staff Development Activities Quarterly staff developnent for ISSP teacher \u0026amp; asst, principals Conducting successful inservices regarding: Method of Evaluation Review of: Quarterly ISSP repo Comparisons of disciplinary data\nAttendance data Classroom manage - ment\nTeacher expectation\nLearning styles\nBehavior management\nBuilding structures for student success I :t Completion of: Team agenda\nStudent conference forms\nParent contact form PresentaLloii \u0026amp; moni- toring: citi zenshi I' awards\nStudent of the Wet'k\nKed Hiblxn awai drt\nI ci I y awanis\nbuilding Goal: delated Districl Goal: ARKANSAS DEPARTMuNT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LLtlle Rock SJiool Dijstricl: SCHOOL M-ASJ HEignS ,hunor Hi\"h School Xii 1 Page 6 of 11 __DATE Juie21, 1991 I I i I I I I I 1 Slralegies/Activities To provide incentives for students who demonstrate exceptional behavior and achievement School climate survey of parents/teachers, students Revision of school safety plan to irclucfe: 1. Improved security 2. Inproved supervisicn of students 3. Inproved fnergprey pfrocedures Person Responsible School staff Asst, Principal Faculty/staff Completion Date/ Time Lines May 15, 1992 Sept. 15, 1991 Related Staff Development Activities ^acuity meeting/ team meetings Method of Evaluation Annual awards progr\njn Field trips\nMedals of excellence\nScholastic buttons\nTeam T-Shirts\nTeam incentives Annual school climate survey Pre-school work- shop/Faculty meeting Completion of revised school safety planJuilding Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT Little Rock School District SCHOOL PULASKI HEIGHTS JUNIOR HIGH SCHOOL Page _T_ of 11 DATE June 21, 1991 To establish climates of excellence, by leading all students to be productive contributors in the school, the corrmunity, and the workplace. delated DistriclGoal\nGoal //2 : To establish climates of educational excellence in all schools. Strategies/Activities To create a positive school atmosphere which allows every educator, staff member or student to be a part of a team. ' Person Responsible Administrators Team leaders Completion Date/ Time Lines August 30, 1991 Related Staff Development Activities Pre-school conference August, 1991 (5 day program) : Team leader expectatic Team members\nMethod of Evaluation Feed back from inservice\nevaluationf Review of teacher ns\nsurveys Reaching concensis\nSchool reform\nProfessional literature reviev\nSite visits to axemplorary schocls\nlechnical assistcuce from CLSR To encourage parent visibility in school programs Teaching teams PTSA VIPS Ongoing 7th grade orientation and Open Completion \u0026amp; review D Parent surveys \u0026amp; evali louse inservice\nation forms\nGuest Importance of aarental participation speakers roster\nAttendance at inservic school program nt tot 1\nSCHOOL DISTRICT SCHOOL uilding Goal: lelaled Districl Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT PULASKI HEIGHTS JUNIOR HIGH SCHOOL Stralegies/Activities To create a continual emphasis on vision, goals and student achievement To respond to the needs of kids at risk by continuing an extended day program three days each week. Page 8 of 11 DATE June 21, 1991 Person Responsible Parents Teachers Staff Teachers Administrators Staff Completion Date/ Time Lines Ongoing Related Staff Developmerit Activities Staff development on: Disparity reduction\nCLSR assessment\nannual plan inservice\neffective schools Instructional Leadership\nmul- ricultural marerials\nshared tision Ongoing Ceacher training regarding: ?eacher-advisor Method of Evaluation Distribution and completion of: interir reports\nprogress re- ports\nparent confe: U SI parent contact\nstucsr conferences\nposting and review of goals\nstudent profiles leview of: Teacher- idvisor records\nReferral records to nservice\nteaches community agencies )ased guidance establishment of an )rograms inservic\nextended day progr Comminity service networking work- iliop\nat risk itiidenl s Approval of aeadeiiii incentive grants\nApproval ol sfiecial iieeda pjaal.aARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Page __9 of 11 SCHOOL DISTRICT Little Rock School District , DATE June 21, 1991 SCHOOL PULASKI HEIGHTS JUNIOR HIGH SCHOOL Building Goal: To enhance human relations skills for principals, teachers, and central office administration. Related Dislricl Goal: Goal #3 : To enhance human relations skills for administrators. principals, teachers, and central office Slrategies/Aclivities Person Responsible Completion Date/ Time Lines To treat all staff, students and parents as our most important assets. To promote a high level of professional collegiality among staff Principal Teaching teams Support staff Student council Ongoing 1991-92 Related Staff Developmerit Activities Team building inservice\npar- i ticipatory . - management and decision making inservice\nschoo . Method of Evaluation Increase in staff morale survey\nscho climate survey completion\nparent surve Principal Teaching teams 1991-92 restructuring workshop Monthly team staff development\nteacher evaluation inservice\nparticipation in New Futures Summer Learning Institu^ Team decision making survey review\nnumber of formal and infonia team meetins\nindividual staff improvemrr plans review e Use of designatec Review of staff staff developmen days develoiiment evnlii ation formsSCHOOL DISTRICT uilding Goal\ndelated District Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock School District SCHOOL PULASKI HEIGHTS JUNIOR HIGH SCHOOL Strategies/Activities To improve formal and informal communication systems Person Responsible Admini s trat ive team Team leaders Team members Page 10 of 11 DATE June 21, 1991 Completion Date/ Time Lines 1991-92 Related Staff Developmerit Activities Communications \u0026amp; networking inservice\nschool, restructuring inservice\nPreschool conferences\nbuilding structures for student success Method of Evaluation Completion of: communication guide - lines\nnewsletters\nhandbook\nletters\nmemos\nagendas To foster staff ownership by implementing participant designed or requested staff development programs Faculty Staff Ongoing 1991-92 Teacher requested Staff development staff development evaluations revii e w To implement a participatory management system Faculty Staff Ongoing 1991-92 \"Reaching Consensus\"\n\"Expectation of Team leaders\"\nDecision making\nUse or review of: Open agendas\nAttendance in staff development Professional litsr- nturc review\n\" Ru I Id i 1 ig S t n le 111 re for Sliuleul Siiei 'fidSCHOOL DISTRICT uilding Goal: delated Districl Goal\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT SCHOOL PULASKI HEIGHTS JUNIOR HIGH SCHOOL Slralegies/Aclivities To develop collegial support groups for teachers, principals, counselors and asjsistant principals Page _1_1 of 11 DATE June 21, 1991 Person Responsible Completion Date/ Time Lines Related Staff Development Activities Collegial support group inservice Method of Evaluation DocumentationArkansas Democrat (j^azcttc WEDNESDAY, SEPTEMBER 23, 1992 I ------- Teacher punched in face\n' pupil with gun ticketed 1 i A Little Rock junior high , school teacher was attacked Tuesday while trying to break up a fight outside her class, and a pupil at another city junior high school was ticketed Monday for carrying a gun on school property, police said, Sherrye Keaton, a teacher at Southwest Junior High at 3200 S. Bryant St,, said that a boy punched her in the face about 12:30 p.m. when she stepped between him and another student who had confronted each other outside her classroom. Keaton was treated at Baptist Medical Center and released Tuesday afternoon. Police said that Keatons attacker, who was believed to be 16 or 17, was loudly threatening a student in the hallway outside the classroom. Keaton told the threatened boy to go into her class and remained outside with the other youth, who punched her in the face, police said. Police did not know if Keatons attacker was a student at the school. No arrest had been made Tuesday night. Also on Tuesday, police ticketed a 14-year-old Pulaski Heights Junior High pupil about 4 p.m, Monday for carrying a weapon on school grounds, according to a police report. A school employee found the .25-caliber handgun on the boy, who told police he found the gun and was keeping it for himself. Police said the gun was unloaded, and the child was cited and released to his parents. It was the third incident this year involving weapons on school grounds, police said.Arkansas Democrat (gazette FRIDAY, OCTOBER 9, 1992 LETTERS O Mi i Restore Gifted program I am a student in the fourth grade at Pulaski Heights Elementary School. I am in the Gifted and Talented Program. The program has been changed because of the budget cuts. This letter is about why I want regular Gifted back. My Gifted teacher, Mrs. Arnold, is one of the best teachers in the world. She is nice, doesnt yell and teaches me the most interesting things anyone has every taught me. Let me talk about last years situation. Last year was a very, very boring year for me in regular class. It was Mrs. Arnold who saved my life and all the other kids lives, too. We would get to go to Gifted for two hours and 30 minutes each week. We would love it when we got to go to Gifted. We had lots of fun and we got to get out of class! Now I want to talk about this year. This year we only get to go to Gifted for 30 minutes each week, and we absolutely dont get to do anjlhing at all. Right when we sit down in Mrs. Arnolds room, we have to leave. We need more time to at least do something. We really need a lot more time. In the years past, the public schools have been doing a great job because of Gov. Clinton. Gov. Clinton has been part of the public schools progression over the past few years. Now while Gov. Clinton is running for president, everything gets turned around. I am going to talk about why we should cut Computer (class) instead of Gifted. In the first place, computers cost more than Gifted. Second, the kids in my grade and Im sure the other grades hate Computer. Third, the computer teacher does not help us. Fourth, and last of all, I want Gifted back! PETER SHULTS Little RockTHURSDAY, MARCH 24,1994 W' CONGRATULATIONS TO 'S' ' .f J PULASKI HEIGHTS JR. HIGH MOCK TRIAL TEAM Evelyn Brown Victor Bulloch Molly Deere Elizabeth Fleming Shannon Heard Larissa Jennings Joanie Lipke Sarah Monk Sarah Remley Brad Roehrenbeck SPONSORS: Sam Stueart \u0026amp; Barbara Sparling Two years ago Pulaski Heights became the first Junior High to enter the state High School Mock Trial Competition with an all-freshman team. Since that time, Pulaski Heights has not lost in district one-on-one competition and once was selected as the districts number one ranked team to represent the district high schools at regional competition. Central Ark. District Tournament Ranking: #1 - Mt. St. Marys High School #2 - Pulaski Heights Jr. High #3 - L.R. Central High School #4 - Oak Grove High School First In Academics \u0026amp; First In Athletics. CONGRATULATIONS PULASKI HEIGHTS PANTHERS BASKETBALL TEAM 1993-94 City Champions, 20-1 Record Six City titles since 1983 Coaches: Stan Williams, Darrell Seward, Donnell Nelson *1. Harry Winkler *2. Jay Hickman *3. Derrick Greenwood 4. Vincent Williams *5, Danny Greenwood 6. Michael Campbell 7. Damien Hayes *8. Naim Page 9. Jason Flanigan *10. Fred Leonard *11. Ahmad McMullen 12. Derrick Floyd *13. Russell Hampton 14. Adam Tappin *15. Mark Norfleet 16. Donald Floyd .-v f- - 'Honor roll studentsARKANSAS TIMES APRIL 21,1994 : The Aihawhs REPORTER WHITES NEED NOT APPLY At one LR school, desegregation proves loo successful. BY JUDITH M. GALLMAN D aniiy Johnson wanted his son to attend Pulaski Heights Junior High School next year, but there's no room for his son at the school iKcatisc he's while. Thats what die school told Johnson on March 21 whenhewenttopre-regislcrhisll- year-old son Jeremy for next year. It seems the Pulaski I IcigliLs parents and school officials have ticen so successful at reciuitiiig whiles dial dieir eni ollmenl now runs afoul of court-ordered racial guidelines. The result i.s a supreme irony in a majority black school district that has struggled for years Io hold while parenis. Denied admission Io Pulaski Heights, Johnson says he is planning to buy a house in Conway and enroll hi.s children llicre next year, continuing a licnd dial has seen Conway exploilc with whiles fleeing Litife Rock. Ralph Hoffman, the principal of Pulaski I Icighls Junior High School, says Ilie school has swung from a lunioi high dial was roughly 65 Io 67 percent black in 1988 to a school that's 54 to 5.5 percent black now. Based on pre-regislration figures for next year, however, the disIricI projccl.s the Junior high will lie 51.8 pcrcenl black, which, the district says, means loo few black sludcuts will be enrolled. The projection prompted Dr. Russ Mayo, associate supcrinlendent for desegregation. Io draft a memo saying that students who pre- rcgislcrcdon or after May 14 will tic assigned by the Student Assignment Office. Basically, we will reserve vacant seals for black students while nonblack sliideiiLs will receive alternate assignments, Mayo wrote ill the iiicnio. Sliidcnls who cannot be assigned will be placed on wailing lists. The memo also went to four elementary schools, Terry, Fulbright, Forest Park and Oller Creek, Mayo said, iKcaiisc all will likely sliplKilowlliecouil-apiaovcrl minimum black enrollment jicrccntage. Jefferson docsntmcct die minimum but a memo wasn't sent diere. The school distr ict decision is at variance, however, with the federal court's Office of Desegregation Monitoring. Ann Brown, federal monitor, says the mini- nium black enrollment should not fall below 40 Iiercenl for elementary schools and 51 pcieciit foi juulul high scIumjIs. Mayo ngreos on 40 Iiercenl for elemenlary schools, but he insists the minimum for junior highs is 52.5 ixncent. Moi e importantly. Bl own believes diecourt intended to set racial guidelines, not quotas. Mayo sees them a.S a quota from which tlie district may notsbay. Mayo said die freeze is a temporary measure that may be lifted once the district has a clear understanding of next years enrollment. Though the policy ap|ienni to stale odierwise, Mayo said the district does not intend Io exclude while students who are rightful residenhs of a school's allendance zones, only those who live outside the atlcii- dance zone. Butal the same lime, he says only that those in die zone will be put on the wailing list. I le also says die districl wants Io be sure all studenl.s in a school rightfully deserve die assignments. Ci Im (old that it has not been watched as carefully by the Student Assignment Office in die past, Mayo said. \"We cannot continue ignoring Ilie plan or the court. Brown said Ilie disiric 1 should look al oilier options before excluding while pareitls, whose loss could harm the racial composition of the whole districl. One option i.s adding poilahlc buildings, allhough that's impossible for some of Ilie schools and Mayocounicrs such additions perpetuate dual education. Some school patrons, parenis and leachers worry that die |iolicy will drive whiles Io private schools or other cidcs. \"Theres no such thing as a school loo white in Little Rock, one parent said. But the School District has now ruled odierwise. And the result may be at least two more transfers to Conway. PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High School 51.8 percent Terry Elemenlary School 39.9 percent Fulbright Elementary School 43.1 percent Forest Park Elementary School 39.2 percent Jefferson Elementary School 40.4 percent Otter Creek Elemenlary 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 willi too few black students, which is why additional white RlutIcniH nren't being enrolled temporarily. The percentages indicate what percentage of Ilie student body is expected Io be black. Elemenlary schools cant have fewer than 40 percent, but the bottom limit for junior highs is in dispute. The district sets the limit at 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat (gazette THURSDAY, APRIL 28,1994 ' Anthony School celebrates 50th year with big plans The Anthony SchooLhow en- J -y BY ADAM BIEGEL Democrat-Gazette Staff Writer The Anthony School kicked off its 50th anniversary celebration Wednesday morning with three large birthday cakes, a rendition of Happy Birthday and an appearance by one of its founders, Jeanne Anthony, 79. The private school, the oldest nonparochial school in Arkansas, will also hold a birthday dinner, dance and auction at the YWCA on Cleveland Street May 14 to raise funds to build new classrooms and a gymnasium. Principal Kay Patton hopes workers will break ground on the $750,000 project by the end of May, with completion slated for the fall. 1994 is a big year for us, said Patton, who first taught at the school in 1959. Anthony and her late husband, Allen, established the school when they began teaching preschool and kindergarten in a rented room at Pulaski Heights Junior High School in 1944. Before moving the school to its current location at 7700 Ohio St. in 1967, the couple also taught students in their home on Elm Street. rolls 264 students in preschool through eighth grade. It is a wonderful place, arid I hope it always will be, Anthony said. Fifty years in the school has been a very satisfying experience to me. Tickets for the birthday dinner, which will have a Western theme, are available from the school at 225-6629.ARKANSAS TIMES MAY 26. 1994 SCHOOLS- I am concerned about your article Whites Need Not Apply concerning limits on white enrollment at Pulaski Heights Junior High. The assignment of students is complex. It is a dynamic process not a series of arbitrary decisions. Whether or not a child may be assigned to a particular school can change. Factors such as the availability of seats, the racial balance of the school and the students address are primary considerations. Whether the child attempts to enroll during or after February registration is also important. If a child registers after February, assignment to the school of his or her choice may be more difficult, but by no means impossible. If parents have questions they should call the student assignment office at 324-2272. I was surprised to see the terms at variance with and insists in reference to our views on racial balance. Further, whether or not I perceived our ranges as quotas was not addressed in my interview with Judith Gallman, who wrote the article. At tlie time the article was researched, we were holding waiting lists for several schools. By the time the article actually appeared, many of the waiting lists were cleared, including the junior high school noted in the article. The issues which arise from our desegregation plan are complicated by emotion and misunderstanding. No one is more sensitive to the value of all our parents and students than the new superintendent. An article with a sensational headline and innuendo based on limited research can stir deep emotions. Our intent i.s to work with parents and their children to accommodate their needs and interests while being fair to all. Russ Mayo Associate Sufierinceritlent Little Rock School UistrictArkansas Democrat (gazette ) FRIDAY, MAY 27, 1994 Eighth-grader chosen for special program David Manjgaladze, an eighth-grade student at Pulaski Heights Junior High School in Little Rock, has been selected to participate in a two-week program at Meadowcreek, a nonprofit environmental education center in Stone County. Manjgaladze will stay at the center in Fox and take part in Meadowcreek Weeks, a program that challenges students to find I I I ways they can make a difference . in the environment through | everyday choices. Students will explore practi- cal solutions and technologies in energy, agriculture and recycling. Meadowcreek is an affili- ate of The Kerr Center for Sustainable Agriculture. For more information, call 363-4500.Arkansas Democrat WEDNESDAY, JUNE 22, 1994 Principal leaving job at Pulaski Heights, going to county school BY CYNTHIA HOWELL Democrat-Gazette Education Writer Ralph G. Hoffman is resigning as principal of Pulaski Heights Junior High School in Little Rock, one of the citys most Successful schools, to become principal of Robinson High Siihdol in west Pulaski County. ''\" 'A 20-year veteran of the district, Hoffman said 'Tuesday that the Robinson job is rich in potential and has interested him for several years. Robinsons attendance area covers most of western Pulaski County, which has become more populated and ^fluent in recent years. . .Hoffman said he was looking forward to working with district .administrators, who have been Specially supportive in recent days. P5 Sh .offman, an outspoken man ^ften wears cowboy boots rides a motorcycle, has been [cipal at Pulaski Heights e 1988. \u0026lt;?yffis annual salary of $61,053 :5?iir drop by about $10,000, :tllodgh his actual pay has not\n5een decided on. But he said \\T-tfesday that he will take advantage of an early retirement ' incentive offered this year by the Little Rock district, which will make up much of the difference. \u0026gt; Gary Miller, assistant superintendent for the Pulaski County Special School District, said administrators decided Friday to recommend Hoffman to the county school board to replace Ed Shehane, retiring from Robinson. The board will vote on the recommendation July 11. Hoffmans resignation adds another change to a growing list of principal changes in the Little Rock district. Principals in more than 20 of the districts 51 schools are expected to change as the result of early retirements, resignations and involuntary transfers to new positions. Pulaski Heights is one of the citys most popular schools among parents. On average, its students scored as well as or better than students in the citys other junior highs on the Stanford Achievement Test in 1993. Pulaski Heights enrollment was the most racially balanced of all eight junior highs in 1993- 94 at 55 percent black and 45 percent white or other. Dr. Richard Hurley, director of human resources for the Little Rock district, said the district will begin this week to seek candidates for the Pulaski Heights vacancy. Information on other principal assignments for next year is being prepared this week for distribution to the school board. Hurley said.Arkansas Democrat gazette THURSDAY, SEPTEMBER 29, 1994 Copynisnt O Little RocH Newspapers. Inc. Girl cited for knife at LR junior high A 13-year-old Little Rock junior high student was cited Wednesday afternoon for carrying a weapon on campus when she gave a knife to a security guard, police said. Someone told a security guard at Pulaski Heights Junior High about 12:30 p.m. that the girl was carrying a knife, police said. The guard and a police resource officer went to the girls classroom and called her into the hallway, police said. The guard asked the girt whether she had a knife, and she said and took a steak knife out of her sock, police said. The girl was told to appear in juvenile court on the weapons charge and was released to her mother, police said. weaponst Arkansas Democrat l^Ci^azctte ( SUNDAY, FEBRUARY 12, 1995 CAnxrfKh* I \u0026gt;**!/\u0026gt; BaaI. ki. ----------------------------------------------------------------------- ----------------------------------------/: Hillcrest schools to mark birthday in style Fund-raiser for auditorium to be held at Ricks Armory BY LINDA S. CAILLOUET Democfat-Gaxette Feature Writer evening's profits. The celebration is a result Pulaski Heights Junior of a visit to the auditorium by High School is giving a parent who was a former Vicki Saviers a golden student. Upon her return. Cyn- ___ opportunity to show thia East, owner of a local fab-her green-and-gold Panther ric shop, cast a critical but pride knowing eye on the auditori- Saviers i.s president of the PHJHS Parent-Teacher Association. While she's not an alum of the school, her two uni's curtains. \"She grabbed me by the arm and said. 1 think these are the same drapes that were here children will be. She's looking when I went to school here.' toward the school's future by Saviers said. celebrating its past. The junior high, which has 800 students, and the adjoining The Little Rock School District will provide the structural work painting and wa-elementary school, with 420 terproofing the auditorium more eager learners, will be 75 while the PTAs are planning to ' replace the stage curtains and window draperies. East will years old this year. Saviers. who i.s planning for 800 Panthers al the birthday bash, is being assisted by co-chairmen Billie Rutherford and Cynthia East. Anyone connected with the schools from former stu dents and parents and teachbuy the fabrics at cost and arrange for the labor to make the drapes and curtains. But the renovation will do more than replace tattered ers to present parents and neighbors of the school is invited to attend the Pulaski Heights 75th Birthday Celebration\" from 8 p.m. to midnight Feb. 24 at Rick.s Armory. 'This is going to be a real casual party. We want every-fabric. Saviers said. Their surroundings feed into the children s pride and self-esteem about their school.\" Saviers said Pulaski Heights is steeped in tradition and is a Hillcrest landmark Its auditorium and gymnasium :a\u0026lt;an/iainn school are used by other groups, too. feel so VICKI SAVIERS Their surroundings teed into the childrens pride and sell-esteem about their That's why we one to wear their blue jeans strongly about making it some and tennis shoes like what Gurley Brown, editor in-chief thing its neighbors can be of Cosmopolitan magazine, and it they wore in junior high but proud of. In that neighborhood. Brooks Robinson, a member of they can leave their bell bot- jt really stands out.\" Efforts the Baseball Hall of Fame. toms at home.\" Saviers said. are under way to nominate the .j p^^ies to show- Those buying tickets at $15 school for listing on the Na- j^g panther pride, each or $25 per couple for the Saviers said the school has a Places. lot to be proud of this year. It Saviers expects the reunion wa.s the recipient of two na-are dance and party will hear music by Little Joe and the BKs, enjoy snacks and get refreshments from a cash bar. tional Register of Historic their t The school's auditorium will get dressed up from the of past graduates will raise tional grants: one from the about $30,000 for the project. Carnegie Foundation and an- Some of the more famous for- other from the Kellogg Foun-mer students include Helen dation. \"Two of the teachers, George West and Ardell Thompson, recently went to the Los Angeles School District to learn how to implement service learning at Pulaski Heights. Its a new innovative program that teaches the students how to be good public servants.' The junior high has also seen improvements in other areas with the founding of a.Boy Si'oiil.iti/oofi that works with students at risk. Saviers, a 39-year-old Fort Smith native, knows about community involvement. Shes a member of the Junior League of Little Rock and has served as chairman for the National Centennial Celebration in Memphis for Chi Omega sorority and served on the board of Potluck. She represents the Junior League on the board of tne- nrnHusa?^ It, Center. -Zj Saviers said she and husband, Mark, an invest!, are proud that their two children, Marshall, a ninth-grader, and John Mark, a seventhgrader, attend Pulaski Heights Junior High. We want everyone to know about the good news in the Little Rock School District and thats our school. WEDNESDAY. AUGUST 23, 1995 5B Judge asked to stop transfers of blacks out of junior high I I I BY CYNTHIA HOWELL Democrat-Gazfilte Education Writer An attorney for black students in the Little Rock School District asked a federal judge Tuesday to order the district to stop transferring black students out of Pulaski Heights Junior High School. John Walker, who represents black families in the 12-year-old Pulaski County school desegregation lawsuit, submitted the request on a relatively quiet second day of school. Walker asked U.S. District Judge Susan Webber Wright to hold a hearing immediately to stop what he said was the districts practice of transferring black students out of the school without their consent. He also asked the judge to hold the school district in contempt of court for violating its dese^egation plan. A school district official countered that Walker doesnt understand the district's current plan. The districts desegregation plan requires that students be allowed free choice of schools in the junior highs. Walker said. In the past the district recruited black students for Pulaski Heights, which is in a predominantly white neighborhood, and provided transportation for those children. This year, black students who live in south and Southwest Little Rock were involuntarily transferred out of Pulaski Heights, County school enrollment up Attendance in the Pulaski County Special School District was higher on the first day of classes Monday than it was on the first day last year. The district reported enrollment of 19,513 students, up 180 over last years count of 19333. The racial composition of the district is 31 percent black and 69 percent white. Most of the increase was in the secondary where some had become involved in school activities, Walker said. But, some black students from Southwest Little Rock were allowed to remain at Pulaski Heights if they could provide their own transportation, he said. Walker said that practice places a hardship and a burden of transportation on black students that do not exist for white families. Dr. Russ Mayo, the districts assistant superintendent for deseggrades, where the student count rose by 126 students over last year. Elementary numbers were up by 54 pupils. The county district is the only one of the three Pulaski County school districts to report a student increase so far this year. Officials in all three districts expect their enrollments to climb over the next several days and will do - several more enrollment counts. regation, denied that the district.. was violating the plan in making the student assignments. John Walker is not familiar, with the most current plan, Maya said. He said the district does not offer free choice to the junior highs, although it does allow stu-. dents to voluntarily transfer between schools if the transfer does not negatively affect the racial' balance at either the sending or the receiving schools. tWEDNESDAY. AUGUST 23, 1995 SB Judge asked to stop transfers of blacks out of junior high BY CYNTHIA HOWELL Democrat-Gazette Eckcatjon Writer An attorney for black students in the Little Rock School District asked a federal judge Tuesday to order the district to stop transferring black students out of Pulas^ Heights Junior High School. John Walker, who represents black families in the 12-year-old Pulaski County school desegregation lawsuit, submitted the request on a relatively quiet second day of school. Walker asked U.S. District Judge Susan Webber Wright to hold a hearing immediately to stop what he said was the districts practice of transferring black students out of the school without their consent. He also asked the judge to hold the school district in contempt of court for violating its dese^egation plan. A school district official countered that Walker doesnt understand the districts current plan. The districts desegregation plan requires that students be allowed free choice of schools in the junior highs. Walker said. In the past the district recruited black students for Pulaski Heights, which is in a predominantly white neighborhood, and provided transportation for those children. This year, black students who live in south and Southwest Little Rock were involuntarily transferred out of Pulaski Heights, County school enrollment up Attendance in the Pulaski County Special School District was higher on the first day of classes Monday than It was on the first day last year. The district reported enrollment of 19,513 students, up 180 over last years count of 19,333. The racial composition of the district is 31 percent black and 69 percent white. Most of the increase was in the secondary where some had become involved in school activities. Walker said. But, some black students from Southwest Little Rock were allowed to remain at Pulaski Heights if they could provide their own transportation, he said. Walker said that practice places a hardship and a burden of transportation on black students that do not exist for white families. Dr. Russ Mayo, the districts assistant superintendent for deseg- grades, where the student count rose by 126 students over last year. Elementary numbers were up by 54 pupils. The county district is the only one of the three Pulaski County school districts to report a student increase so far this year. Officials in all three districts expect their enrollments to climb over the next several days and will do several more enrollment counts. regation, denied that the district was violating the plan in making the student assignments. John Walker is not familiar, with the most current plan, Mayo-\" said. He said the district does not offer free choice to the junior highs, although it does allow stu-, dents to voluntarily transfer be-- tween schools if the transfer does not negatively affect the racial', balance at either the sending or the receiving schools. tArkansas Democrat ^(J^azette WEDNESDAY. AUGUST 23,1995 Hearing set on reassignment of black students SS3n Rwi Webber Wright has set a hear- they ing for 3 p.ni. Friday on a dis- Rock to other schools unless pute over the reassignment of some black Pulaski Heights Ju- School District ' can provide their own transportation to the school. Walker said the districts position creates a hardship for ist for white students. not exA top district official, howev- John Walker, an attorney for black families in Pulaski Counts three school districts, filed me sn toTtnnJ^*8 Wright fected by the transfers to stop the transfers. He said the district is transferring Pulaski Heights students who live in south and Southwest Little er, contends that the district complied with the student as- signment plan. The students af- -------------are those who recently moved out of the Pulaski Heights attendance zone and now live in other schools attendance zones.f Arkansas Democrat ^(tjazcttc | SATURDAY, AUGUST 26, 1995 Ninth-grader sends LR schools to court BY CYNTHIA HOWELL Defnocrat-Gazette Education Writer The plight of a ninth-^ade honor student denied admission to Pulaski Heights Junior High School this year caught U.S. District Judge Susan Webber Wrights attention Friday. Kianna Daniel and her mother appeared in federal court in an emergency hearing Friday afternoon to object to the Little Rock School Districts abrupt reassignment of the girl to another Little Rock junior high. Kianna, a member of the schools drill team, and her mother, Velrita Campbell, didnt learn of the reassignment until the first day of classes Monday. She had attended Pulaski Heights the past two years. The court hearing was scheduled Friday at civil rights lawyer John Walkers request. Walker accused the Little Rock School District of transferring several black students who live in Southwest Little Rock out of Pulaski Heights Junior High School and de\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_611","title":"Little Rock Schools: Terry 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":["1991/1995"],"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","Terry Elementary School (Little Rock, Ark.)","Education--Evaluation","Educational statistics","School enrollment"],"dcterms_title":["Little Rock Schools: Terry 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/611"],"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 SCHOOL PROFILE 1991-92 SCHOOL: Terry Elemehtary School GRADES: 6 K PRINCIPAL: LaPell Looper Race/Gender w/F ASSISTANT PRINCIPAL(S): Race/Gender James L. Wise B/MTABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2 . Enrollment\n- School - Special Services - Class/Course 3 . Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School PlantCIRTITISD PERBOMMEL f PQSITIOM W H I I ..E BALE II21ALK BLACK bale. zehalk OTHER TOTAL JIAL\u0026amp; ZHAL AdlBitratQrfsl I 1 2 ClaasroMi Tchare 18 21 3 Counselorfsi 1 1 Librarian(s) 1 1 Reading (Compensatory/ Remedial) 1 1 Mathematics (Compensatory/ __Remedial)_____ 1 1 Gifted (Elementary only) 1 1 2 Speech Therapist 1 1 Other Music 1 1 Resource 1 1 0 1 4 TQTAL, 26 31 0 0 Advanced Placement/Honors/Sifted/Enriohed (Secondary Only) Of the secondary classroom teachers listed above, Indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English. History, etc! WHITE BALE ZEBALE BLACK BALE ZEHALE SLi BALE B_E_B ZEHALE TOTAL Z2ZAE The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.f SUPPORT PERSONNEL POSITION H KALE -XE.. FEMALE HA.LS 0 T MALE HER FEMALE TOTAL A g K Attendance Clerk I 1 A Custodians 3 1 4 Instructional Aides 1 1 2 Media Clerk 1 1 Nurse 1 1 Registrar 0 Secretary 1 1 Security Officer(s) 0 Social Worker(s) 0 Suoeryision Aides 2 2 2 6 Other TOTAL 8 6 2 0 2 19 The official date for staffing infomation is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.staff changes (After October 1) / Added/Deleted Certified Staff Poeitione During Current School Year POSITION Added Deleted HACK mil OTHEK Total M F M F M F G/T Teacher 1 X 1 TOTAL 1 1 Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted SS1Z5 OTHBK Total M F M F M F TOTAL Duplicate if needed.SCHOOL gWROLLWENT GRADE IllZllL a_a JIBItK 16 21 22 18 18 16 21 B.. Ji A g I riAiiB I..9 T L TOTAL 132 PERCENT SPECIAL ED. __Self Contained 21 15 14 22 16 16 19 123 15 14 15 17 18 26 20 125 18 21 16 18 20 20 120 BKKOLLWEWT - SPECIAL SERVICES black riATiK other 60 73 15 74 72 79 84 517 TOTAL 0 T H B R K 1 2 3 4 5 6 y B I T g EKMALE 1\u0026lt;AI.K 7 1 3 2 0 1 0 1 8 0 2 1 1 1 1 3 9 Resource Room 1 1 8 2 0 0 12 Speech/Vision or Hearing Impaired, etc. 6 3 8 1 0 2 20 Indirect ____Services AGIFTBD/TALENTED 24 40 13 25 106 1 3 REMEDIAL/ COMPENSATORY TOTAL PERCENT * Include jJgliX those students who have been identified as Gifted by the G/T office and are receiving 6/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.SCHOOL GRftBE K (Elementary Schools Only) 1991-92 Terry Elementary ROOM 124 TEACHER'S GENDER/RACE WHITK PMIMCIPXL LaPell Looper nr.xj MfiT T-MMrr MAL 7 BLACK OTHER MALE 1 FEMALE 0 TOTAL 20 123 20 122 20 119 24 120 24 121 25 101 25 102 25 103 25 104 25 105 24 25 2b, F B llALE 5 5 2 K K 1 1 1 2 2 2 3 1 J A A F F F F F F F F F F W W B W W W W W w 6 5 7 7 1 9 7 6 6 1 5 8 7 7 4 5 6 4 5 5 8 5 9 5 4 6 5 5 4 6 5 4 5 6 6 5 3 2 1 5 6 7 8 6 5 5 6 0 0 1 2 0 1 1 0 0 0 0 0 0 1 1 0 0 0 1 0 1 0 0 1 11 4 I 24 1 1 5 3 1 1 VI TOTAL 117 113 114 118 110 111 112 132 123 6 10 125 120 2b 21 26 26 28 28 28 517 F W 1 6 5 0 0 5 5 5 6 6 6 F F F F F F B W W W W W 5 6 5 1 1 1 5 5 6 5 8 9 7 5 1 1 7 8 6 7 7 0 0 0 1 0 0 8 1 0 0 2 1 0 9 Do not Include teachers of pull-out classes (apt, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed. Complete and return to Planning, Research, and Evaluation office.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex.\" Do not send to Planning, Research, and Evaluation office.P n O Q K AL AL AL OE TOTAL Governor's School AEGIS Bovs' state Girls' State Summer Laureate Odyssey of the Mind Math Olympiad 21 1 12 1 1 Others (Please Specify) TOTAL List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office.tCMOOLWIPB STUPPrr BOWOM/AWOPg Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade MMtg FEMALE MALE FEMALE FEMALE TOTAL PRINCIPAL 0 0 0 0 0 0 0 K 1 6 10 22 0 4 2 0 I TOTAL 2 1 8 1 2 0 1 19 3 4 5 5 2 1 3 24 \u0026lt;3 0 3 0 0 17 0 1 0 0 0 3 3 2 1 0 0 7 4 0 1 0 1 9 34 11 0 2 77 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.ICTOOLWIPB ITOPPTT BqiirT* Complete one each grading period. First Mine Weeks WHITE BLACK OTHER Honor/Award MALE MALE MALE rSXXLS TOTAL K 0 0 0 0 0 0 0 ACADEMIC 10 24 1 4 1 5 2 2 10 10 11 10 13 32 34 10 11 39 10 22 TOTAL 41 46 24 46 164 2 3 4 5 6 4 1 2 5 1 0 7 6 4 8 5 8 0 7 0 0 1 1 0 0 8 0 0 4 3 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.8CB0QLWIPB gTOPnrr OWOBl^aWMM Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade female MALE FEMALE MALE FEMALE TOTAL ATTENDANCE 18 K 6 6 4 2 0 0 1 12 10 13 11 10 14 31 32 34 33 34 44 TOTAL 50 52 59 53 226 9 4 6 8 3 1 I 2 3 6 1 2 1 3 9 7 6 0 0 4 8 8 8 7 1 1 5 6 8 6 9 0 0 7 1 2 7 5 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STODgMT HOlKMtS/XWMPg Complete one each grading period. Second Mine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE ZQTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDB STUDENT HOKORS/XWMtPfl Complete one each grading period. Third Mine Weeks WHITE BLACK OTHER Honor/Award Grade male FEMALE HALF FgMALB MALI female TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIPE STPDBMT HOMOM/AWX\u0026amp;Pg Complete one each grading period. Fourth Mino Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE rgWMiB MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.eOMIIITTBB JUL A_A IXriiQTlI BLACK BALa aclal COMltt ^nt T\u0026gt;chr Aoc CMOOL COMMITTEES/PMlEirrAL IMVOLVlMgNT orriciKi AIMAU. 1 AALA JCAAALA 1 AAIA : T B___ AAAAIiA 1 BLACK AALA JAAALA 2 AAU. UMALA UiALA ABMALA LA AAU-lJ I e A... AALA ABI\u0026amp;UL 137 . mt.B IrHAt.M X Q T a 8 B gMtBMTB ! PATKOm Q T a B A W B I a 8 O T B \u0026gt; 1 1 1 1 79 8 1 A 19 ent Workhop KMB SMCXLY OthT\u0026gt; \u0026lt;te: List mesbership of all school cosmitteas, including couittees composed parents/patrons, staff members, or a combination of parents and staff. v available upon request documentation concerning physical involvement. :a^ples ot such docuaentation are the VIPS' sign-in Roster, notices of various :hool functions, items of publicity about parent participation, etc. icesaary to provide monitors with a sign-in sheet of attendance at PTA etings. It is not \u0026lt;pXicat as needed. onplete and return to Planning, Research, and Evaluation office.CLUB a a jiAUL JL\nT a__ jaiAiA a k-A. MAM J JL^ EXTRACURRICULAR ACTIVITIES XJL niuu.-MAUL. JIMMil.-MAU : T a__ ranATia Ik JIALL , C K zBiiaui O T K JI\u0026amp;U_ J 1 a a JUHAU. IJt jIAUL JUL HUU-MUJL tea . jaHAU. g T JBOA. 1 a 1 BBMAt-B T9TAL lx :ripes Helpers -2. 13 _z 12 _X 11 :ud. Coun. 2. . \" T I V I T Y 2 6 4 3IjU\u0026lt;. s 1 M 1 1 K a \u0026gt; A i _____ 9 T n 1 H O M Q K ornciM/'f\"i\u0026gt; MiTioM B L A 1 1 X 1 1 1 2 2 1 A 0 0 I I report should include nenbershlp information, rding sponsors and officer positions. Ir*. rddi Include information In addition, include student oers of coaaittees. licate as needed. -aplete and return to Planning, Research, and Evaluation office.STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. Do not send to Planning, Research, and Evaluation office.ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. Do not send to Planning, Research, and Evaluation office.8TUDEMT8 RET AI JI ED At the secondary level include only those students retained at. .gradc level. Do not include failures of individual courses. R E T \u0026gt; I 1 B MUI GRRDE LEVEL XXHMiJL B ! R C I 0 T B 1 \u0026gt; T 0 T R JI\u0026amp;UL JSBBU- 1 1 1 2 1 1 X X X X X X TOTAL K K 1 1. 1 2 2 1 2 PERCENT i Provide the most current information BECOWDRRY 8PBJECT RRER CODRSES rRILBP SUBJECT RRER jSAd\u0026amp; WHITE Female B L R C K riMle OTHER JUlt. jlale. TOTAL Female English 7/10 English 8/11 English 9/12 Hath History/Social studies_____ Science Provide the most current information ORADURTIOM DATA FOR i0-i BCROOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM HF ON OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.I9UI ygLowiiMiT - CHTIW tmn TOTAL NUMBER OF CERTIFIED STAFF Number Completing Prior to __lggl-g2 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List UnderSci. \"OTHER STAFF DEVELOPMENT\") High Scope Computer T ar Journa Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) Me RAT Teaching Strategies Child Abuse_______ Drug Education________ Learning Disabilities Peer Facilitation 9 11 11 13 T -1 111 2a 16 12 1 12. 16 3 5 14 12. 1 1 2 3 2 7 * To be coaploted at the end of tbe third nine weeks. SEE ATTACHED These data should be for eoapleted staff developaeat activities. Do not include staff developaeat activities soheduled for 4th nine weeks (199X1992). i/Bsr- 1 Do not send to Planning, Research, and Evaluation office.Number Completing Prior to 1991-92 Project Learning Tree Integrated Learning I Time Management_______ Self Esteem Vocabulary 1 1 T T Tawr PKVK.OPMMT - lOTPOaT BWr TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to __1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY 3 DISCIPLINE MANAGEMENT 1 PARENT/COMMUNITY RELATIONS OTHER STAFF DEVELOPMENT (SPECIFY) Red Cross Training 1 See Attached Sheet * To be completed at the end of the third, nine veeks. be for completed staff developmaat aotivities. These data should Do not Include staff development aotivities soheduled for 4th nine veeks (1991-1992). Do not send to Planning, Research, and Evaluation office.QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.P.ART I. Grade K 1 3 4 5 6 *ToLaJs \\()TL\nTerry Elementary School PKiIP.\\L LaPell Looper DISCIPLIXARY SA^CTIO^'S ISSUED - CXJt-of Schnpl I'lsrfpi IX,. 'IANACF?!EVI ' iPlTKiy Pri'( Quarter] \\ f^uports 1} f one (1) week-' '^Luuent li.-\n- ne (i\nu,ek followmo each nme-wcek Gradm\nPlease indicate the total nunber of ir i n0 Office Perj od. August 26, 1991 October 31, 1991 pensions issued by your school. 5X \"(1) BP Tot Blk (3) WM (4) kT (5) Tot t Tota Wht 7^ Total OS Susp Bl! TsT SF Tot BIK (10) T KM (U) fCndp mi 0 0 0 0 1 0 0 1 0 .CL 0 0 0 0 0 0 0 0 XnE\n0 1 0 0 1 0 0 0 0 0 0 0 0 n 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 Grand Total equals the Sua 0 0 0 0 0 0 0 0 /, 14 and 21. 0 0 0 0 0 0 0 0 kT (12) (13). Total 1/T Susp (14) BM (15) BP (16) Tot Blk aTT Uvojlpions I Code 041 (16) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Tot WF Kht (19) W Total Expulsions | Tay T Gratnd Total* _0 0 0 _0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ,0 , 0 0 0 0 0 0 0 0 0 0 0 0 0 0 _0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 u 1 0 0 0 ) IPATT CL'-PLETt Haaea iijujrt *S.inctions on ICode 05) 6 F 0 total mjick 6 \"^capped Studenta wi 2 I/F 0 TOTAL UKTTE __2 Plaead on Htbound Inatnictlnn _2 0 0 0 2 0 0 0 I Ji 0 T^cse figures 1 Ji 0 Students nee to bo included in Pait I Sent lionv are not included in Part I DATA - Fl. ,........,, , r . Hie rh.irl to in.lfcifl' iHr. r'Ha-.Ti.\nnF, il,e vi.rloiiii ,.,1,,, \" -'wpli.j,. ,i. CRitND TOTAl. 8 - Disciplinary ioiicin.ns b.. HUT. ai-x nn.l i-xi.pi I,,| 'led. f ----------- f blng Expcritti, Rncf/.Scx i?r UP TotiiJ Ulu.-k Race/S\u0026lt;-x w UP Tol III Will If .-3 4-10 11-15 L^O 16-20 Total I'.'. ilOIifCNT LATA - Pla. Indicate ai K 1 2 3 4 3 6 X-ilo an fl) 15 14 14 16 18 26 20 23 IF (2) 7 18 20 16 18 20 20 119 \u0026lt; \u0026gt; .Hid I'll.ll Ji 0 0 0 0 0 0 0 0 0 0 0 -L 0 0 0 0 0 your school - sn OffiOLLMD.T Total Black (3) UM 0 0 0 0 0 0 1 0 0 0 0 0 1 22 32 34 32 36 46 40 242 15 20 22 18 19 16 20 130 J. 0 0 0 0 1 i ' total fhrollnent by Crlc Uvel, s,,x \u0026lt;l uce. WF (5) 27. 16 15 20 17 16 19 125 Totci] Wliitf {(\u0026gt;)' OM (Z) OF (H) Tiiliil Other (')) 21 36 37 38 36 32 39 255 1 3 2 0 1 0 1 u 0 2 1 0 1 1 3 8 1 3 0 2 1 4 16 --1. ___0 0 0 0 1 T(dz\\i, rpxrr c. btrl I ^uni td Cuhn\n_____ 23. 74 70 74 79 83 .__513____ \u0026gt;, i\u0026gt;,NAP or SCHOOL PLANT Insert a copy of the map of the school plant. ! Do not send to Planning, Research, and Evaluation office.IMT I AC 1J 1^ yje^ ObtacuC CoUR*\u0026lt; r T T T 1 t \u0026lt;\u0026gt; )ri \u0026gt; i r i- i .Ll\n1 :1 hl (I ? . *7^ x^ 106 105 104 103 J KlTCrt^M a 1 107 422- f L*\" r 102 101 Porch t 4* COO^T\" lOO omcclClIt a a a 1 1 fiiUlL T T 1 T T I I I I I I 108 lAl c wa H 6 G 1109 [110 111 X BKRMt Its V 1 hw iniiTiT k 4 |113 1114 115 iu|n7klll6 r T X r K f 4 nni f t F\u0026gt;UXy\u0026lt;\u0026amp;Rou\u0026gt;\nr J ' 1 I I ! 'FXpi 4X__ 1J--- 1--- L 1 X Sox.iU / T * *\u0026lt;** - ie.vA 1 fM* T. I\nJ aril' s Ji'im I nijs I ' rnni: I'.if'J i Loupt-r , Sub ject : Bi Racial Date: Jackie Moore Jennie Cooper Kir.i Jones Janice Bosquez Ann Moore ( Rita James Assfnial e Supi-i j nt Indcnl Piiricipa 1 retry t'lenientarv Sehool Coinnittee foi' 1991-92 1 2 , ! 9Q] Parent Parent Parent Parent Teacher Teacher Black/Female White/Fena!e Biack,'Female White^Female Bldck/Female White/Female To replace Carolyn Elliott (No children enrolled in Terrv School for the 1991-92 school year)( yiVA' I To\nBi-Racial Committee Members From: Label 1 Looper, erry Principal Subject: Bi-Racial Monitoring Visit Dat e : October 15, 1991 The Bi-Racial Committee of Terry School will meet on October 23, 1991 at 8:15 a.m. We will begin in Mrs. Looper's office and conclude by 9:15 a.m. Hope to see you thenl ( LirrLE ROCK SCHOOL DISTRICT' 810 WEST MARKHAM LITTLE ROCK, AR 72201 School -.JbUxp _________ Principal ./n H I t t^'f-il,.l/Ulli/.tV. 2 1. PTA Officers Name Race k/ Gender 2Uot\u0026gt;aJ ikdkhA/^ 2. PLA Coomittee fembers Name dCtJxdouJ^ jljLLUjdnijk^ kuj/j .1^^ H k h A k Race Gender JiL -k k Id II h k- I 3. PIA toMl WMbcrahip (i^^nxKijaite) future meet Ings. to date'by Se^'ecc^S'on Black Uhltc Ocher (Please specify} 'T 'i (over)Terry Elementary P.T.A. Committee Members 1991 1992 Hospitality - Jana Hunter aT Room Mother* - Ma rc i Ha 11 A\n' Teresa Rushing / ' Landscaping - Frank Thomas lA RIF - Verna Bone \"o f\" Health Roon - Peggy Nobles yiT Pleasant Hills - Elise Argue Para Finch Campbells Label - Lisa Bruno Harvest Food - Jennifer Kidd Ophelia Dedner Art - Jennie CooperF Safety - Robin Jones Partners - Frank Thomas \\\\h'A Janet Schwerin f Spring Festival - Nancy Moore tU r Joyce Stuart Mrs. Williams Mr. Williams Ais 4 A \"y' \u0026gt; rv\n 5^ I A ' : ' I / I ^6\u0026lt;r lu / a 1^ c- / -k- le hyroK\u0026amp;'i JV_BlQci^ males ? K' I! ryyalo 8 ^iacCI e-i VU b/k o7^^r rO-Ce^ H l( oP -hho^c tx-^erra -hh^ pST decided -P do Pu'licr dcs-h' CUPo^-H\u0026gt;K\u0026gt;e tt-ferretl 17 a wc had on)^ -^- 6(c4w[f|y pes-had^ - (^a7(^ix{ Pdr social cducadiot^ ser0ce5(^^pft^vf^^t^\u0026gt;^fcO OuPoP 4^CU^bc\u0026lt; 15 . 3 1 JL !C U.afi'/i\u0026amp;d)-hhe. i^ea^da^'ri inalCs 0 ialiMe/nnley bl'^clC (o ol^c^/ Io I'd -f eor I There VtyCre 4^, ps-r, rrafs hrvhen J^_?)\\aci- n^alcs\u0026gt; mc(fo BiacC-k^natj. VUkk r)-h^er- r0.CC3 -Tma le^ H 1/ Qx-F ah' 4^050 rt-Grci (s -ihe pS T , \\1 T^ided T do T'Hcr dcs-h't^ Ow-l'O-P-Hose n-(^red wc had only c/OcI Cic4uflf[y y - Tr s^o/od edaoa4\u0026gt; seri^ ce5(^ peed'^^te rc T). UiH'oP -Vl^enu^Yikcr -4^'^ l^^a/^dc^o !s -3 Ubf B-^a/Cs 0 whi^/emaley 15 . yi L bt^d\u0026lt; , z.1^ (e c4^k- / . lo I a I -IZT e6(r \\^i^0 'There redcrcals proKeei I Bbcki mcilcs Wlii4\u0026lt; mc(fo 8 6lacL-Tn:\u0026gt;^f-^ -Tyiale. H \u0026gt;1 fX^?/es Qx-f' 0^ 4^05c rx-Tra \u0026lt;5^ Te P^T decided -. do nii'-hlyCr' -psh'^ 17 A Ow-i'0-P\u0026gt;t-ferrec( VJC had onlv d3- c/bd Cd\u0026amp;ktaffy -hshd) dT s^c/bi.1 cdacadic'ik'^(/l ce5 (eofxc^'iie^c^rcp). uud- 0-P 15 , 3 J. I aalTedi-Hc fnalfs 0 whi^Te/t^dley b{\u0026lt;^c(C IcjJ' Ze' M / I 'fV/ 0\n\u0026lt;r 'The[ Vverc 75 t'le psy\nCan dredcih (e/oLAZrt /t^ _ Biacki males Wlii-k male 8 6\u0026gt;(acc4^rTa^'^^ VUk'k ^1 e r races -+dma le^ H 1/ fX^/cs Ck/d 0^ 4d\\o^c rxdy^ra ^5^ pST 17 decided \"k\u0026gt; do Owi 0-P-Hiose re-ferrec( I [ y - educa^iO' ser^cei^speeri 4^nu\u0026gt;mbo^ -4^^ HqJ only dS- ci'al C^dbf)^ /ir S^*- ^cRftOourcej. Otc .4\"oP it\u0026gt; , 3 J. hifillCs O bt^dC , (o oi^t ( fht.a l'iio -'If 7-(^ rra. IS J' ecdr (dc)\\/j^ ' males k'k-^ pnctfo 8 Blaccdd/n^lej, VU bi'k race^ --k^ales It If [)u-^ 0^ 4^05c, iy-^crra ^5^ -ibc -p^T decided \" do w-l4\\Cr -^s-h 17 a' Ow+o-P-Hiose yt-ferrect had ohIv c^l CjC-kmfly -peshd) cducadio^^ serwce^ . ( z 4^nu/YiIxr' ^Ltfl f 1/1 ecl)d^^ iwia P is' 'S# hl/?ck^\u0026gt;g5 W ' '^' '3: Wcftogle 7^ C' ( 5 (?6tr P^r. he _/_V_BlQci\u0026lt;i )nal c\u0026amp; S ViHii-^ male 8 SiacL-P^nxIi^-^ W bi'k Phr^ I ^4 C- r rClCC3 ~P^a ks H u Ou-^ 0^ 4^050 n^ra I5 -pbc pS T decided ~ /7 Oix-I-0-P do Pui'-fdiCr -ps-h'f^] had oinly d^- Qc4uz3[f(y peshd^ y - /dr 5^\u0026lt;c\u0026gt;'ci educa-lio seriz)' ce:, (^ pee4fit i\u0026gt;(urc tj. (^4oP 'ci'ai T^ieniMYibcr 4^4 ^ua6'4ie(4,44e a-faWaori i^\u0026gt;. Icj -t Op^Cr'LR?D ORT SERVICES Fax:1-501-324-2032 Jan 20 95 10:37 P. 02/02 LiTfLE Rock School District Media Advisory Januar}' 20, 1993 For more information: Dina Teague, 324-2020 Terry Elementary School will celebrate it's 30th birthday at a party this afternoon. Members ot the Terry family, for whom the school is named, will join students and school employees from the past and present for a luncheon at noon and then will continue the celebra'Ion at a pep rally/partv at 1:00. ### ~ ) 8) 0 West Markham Street Little Rock, Arkansas 72201 \u0026lt;501)824-2000 ARKANSAS TIMES APRIL 21,1994\n77i At^awiis REPORTER WHITES NEED NOT APPLY At one Ui school, desegregation proves loo successful. BY JUDITH M. GALLMAN D anny Johnson wanted his son Io attend Pulaski Heights Junior High School next year, but there's no room for his son al the school liecaiisc hc'.s white. Thal's what die school told Johnson on MarcliTl whenhcweiitlopre-regislerhis 11- year-old son Jeremy for next year. It seems Ilie Pulaski llcighl.s parents and school officials have been so successful al recruiting whiles dial their enrollmenl now lunsafoulof court-ordered racial guidelines. The result is a supreme irony in a majority black school district that has struggled for years Io hold while paients. Denied admission Io Pulaski Heights, Johnson says lie is planning to buy a house in Conway and enroll his children there next year, continuing a liciid that has seen Conway explode widi whiles fleeing Little Rock. Ralph Huffman, Ilie principal of Pulaski Hcighls Junior High .School, says the school has swung from a junior high 111 nt was roughly 65 Io 67 percenl black in 1988 to a school that's 54 to 5.5 percent black now. Based on pre-regisUation figures for next year, however, the district projects the junior high will be 51.8 |icrcent black, which, the district says, means too few black students will be enrolled. The projection prompted Dr. Russ Mayo, associate supcrinleiident for desegregation, todrafi a memo saying that students who pre- rcgisleredonoi after May 14 will lie assigned by the Student Assignment Office. \"Basically, we will reserve vacant seats for black students while nonblack .students will receive alternate assignments,' Mayo wrote in the mciiio. \"Students who cannot be assigned will be placed on wailing lists.\" The memo also went Io four elementary .schools, Terry, Fulbright, Forest Park and Oller Creek, Mayo said, tx-cause all will likely slipliclowthecouil approved niiiiiminiiblack ciirolhncntiicicenlage. Jefferson doesnt meet Ilie minimum but a memo wasn't sent Ihere. The school dish ict decision is at variance, however, with the federal courts Office of Desegregation Monitoring. Ann Brown, federal monitor, saysthemini- muni black enrollment should not fall below 40 Iierccnt for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 percent for elementary schools, but he insists the minimum for junior high.s is 52.5 percent. Moreimpoitaiilly, Brown believes tlie court intended Io set racial guidelines, not quotas. Mayo sees them as a quota from which the disIricI may not stray. Mayo said Ilie freeze is a temporary measure that may be lifted once the district has a clear understanding of next year.s enrollment. Though the policy ap|iears to stale otherwise, Mayo said the district does not intend to exclude while students who are rightful residents of a school's attendance lones, only those who live outside the attendance zone. But at the same lime, he says on ly that those in tlie zone will be put on the waiting list. He also says the district wants Io Ire sure all students in a school rightfully deserve die assignments. Ci \"Im told that it has not been watched as\narefully by the Student Assignment Office in the past, Mayo said. \"We cannot continue ignoring the plan or the court. Brown said thedisU id should look at other optionsbeforeexcludingwhitcpareuts.who.se loss could harm the racial composition of the whole dish id. One option is adding portable buildings.allhoughlhatsimpossibleforsonic of the schools and Mayo counters such additions iierpetuale dual education. Some school patrons, parents and teachers worry diat die policy will drive whiles Io private schools or other cides. \"There's no such thing as a school too while in Little Rock, one parent .said. But the School District has now ruled odietwise. And the result may be at least two more transfers to Conway. PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High School 51.8 percenl Terry Elemenlary School 39.9 percent Fulbright Elementary School 43.1 percenl Forest Park Elemenlary School 39.2 percenl Jefferson Elemenlary School 40.4 percent Otter 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 percent, but the bottom limit for junior highs is in dispute. The district sets the limit at 52.5 percetit\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat (^azc^ THURSDAY, MARCH 14, 1996 ! ------------------ j Teen with lancet j stabs 10-year-oId ! A 13-year-old Terry Elemen- tary School student stabbed a 10- year-old in the hand with a lancet Tuesday afternoon on a bus ride home from school, police said. The school bus (friver reported the incident Wednesday morning to Terry Elementary Vice Principal Susan Beard, police said. Be^d told police the older student is diabetic and uses the lancet every day for blood tests. She said the school was notiiy- mg the younger pupils parents about the stabbing Wednesday The 13-year-old did not give the lancet to the bus driver, police said.Arkansas Democrat '^O^azelLc [ B WEDNESDAY, SEPTEMBER 23. 1998 LR girl, 10, abducted ' from elementary school Police question man who claims to be father BY JIM BROOKS ARKANSAS DEMOCRAT-GAZETTE Little Rock police are investi- gatii^ the Tuesday afternoon abduction of a 10-year-old girl from Terry Elementary School in west Little Rock, a case they believe is linked to an ongoing custody dispute. Police were still searching for Versie Starmisty Williams early Tuesday evening and took into custody a man who claimed to be her father. Shortly before 1 p.m. Tuesday, Darmy Lee Williams, 45, of 206 S. Park St., Apt. A, arrived at the school at 10800 Mara Lynn Road with three women to check Versie out of school. During a disturbance, the three women grabbed the girl and ran from the school. School officials told police the girl cried as the women led her across the street. The women stopped to use a telephone at a business at the intersection of Markham Street and Shackleford Road, police said. Police said the state Department of Human Services had recently placed the girl in foster care. Williams told officers that he was the girls father. He was taken to police headquarters, where police questioned him Tuesday night Williams told police he di\u0026amp;it know the women were going to take the child and that he only knew one of them. Police searched the area, but were unable to find the girl or the woman Williams knew. School officials sent a letter home with students. The letter, signed by principal Nancy Acre, told parents proper security measures were in place when the abduction occurred. The letter said. Today, at the end of intermediate recess, a custodial situation which involved one of our students occurred at our school. Some adults with whom she formerly resided removed a student from the school. This abrupt action occurred within view of our fourth grade students. We want the parents to know that this was basically a domestic dispute, Acre wrote. All safety precautions were taken: all adults were supervising appropriately, and no other child was involved. FRIDAY, FEBRUARY 25, 2005 -Terry Elementary principal named ARKANSAS DEMOCRAT-GAZETTE The Little Rock School Board appointed Becky Ramsey as principal of Terry Elementary School during its meeting Thursday. Ramseys appointment will be effective as of Wednesday. Ramsey has been interim principal at Terry since the beginning of the 2004-05 school year. She was previously assistant principal at Rockefeller Elementary and Stephens Elementary, both in the Little Rock School District. 1\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":129,"next_page":130,"prev_page":128,"total_pages":155,"limit_value":12,"offset_value":1536,"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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