Little Rock Schools: Baseline Elementary

aI'Kau'Sas DtpartKci-n or coucaiiom AiJwuAi. ociiooi. lilPRovr.l-irNT i'lau VLRiriCAlIOlJ FORM '1991-1992 School Building: (Name, Address, Zip) Pul a ski County Tel epiione: 60-01-052__________ LEA Number J.5Q] l-STo-Ai sn School.Di strict: (Name, Address, Zip) Little Rock School District October 1.. DATE 1QQ1 810 West Markham Little Rock, AR 72201 Telephone: (501 ) 32'1-2000 Please submit one copy of the AnnualSchool Improvement Plan for each school iln the dist by October 15, 1991.* TJi 111 F Finn Pr1ncipal Sicnarure of-.Principol Dr. Ruth Steele______________ Superintendent Signature of Superintendent School Building Task Force I Please send to: llargarpr NaUpv. Chairperson Srarpy Yniino, Srhoni Climare h-a Crenshaw, Sriidenr Aobipvement Associate Director Instructional Services. Arkansas Department of Educ. 4 Capitol Mall Little Rock, Arkansas 72201 William Smith. Teacher Effectj\-eness Maria MitclicLI, Hi ph Expectations Six-Year Plan Pcport Fci'in, Revised 0/89 If District Goals 1. To increase educational achievement for all students v/ith 2. specific emphasis on closing disparities in achievement. To establish climates of educational excellence' in all schools J 1 through: i ! 3. 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 ' To enhance human relations skills for principals, teachers, and central office administrators. i I I I I I i'S' I i i i LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT To 1) a program of The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential, that end, the Little Rock School District will provffie
( / basic education for all students
(2) programs that address the special needs of students (emotional, physical, and mental)
and (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 1-26-84 If baseline elementary school VISION statement tt? WE AT BASELINE ELEMENTARY ENVISION A CHILD, PARENT, AND 3 COMMUNITY CENTERED ENVIRONMENT IN WHICH INDIVIDUAL GROWTH IS INTEGRATED INTO EDUCATIONAL EXCELLENCE and equality. It i 1 J i 4 i A i 4I f BASELINE ELEMENTARY SCHOOL STATEMENT OF PHILOSOPHY Tl-IE FACULTY AND STAFF OF BASELINE ELEMENTARY SCHOOL BELIEVE THAT EVERY CHILD HAS THE CAPABILITY TO LEARN. WE WILL PROVIDE A SAFE ENVIRONMENT, THE BEST INSTRUCTIONAL METHODS, AND THE MOST POSITIVE ROLE MODELS TO ASSIST THE STUDENTS IN OUR CHARGE IN THEIR QUEST TO DEVELOP INTO LIFELONG LEARNERS AND TO BECOME'PRODUCTIVE MEMBERS OF OUR SOCIETY. WE BELIEVE THAT BY WORKING WITH THE PARENTS AND OTHER SIGNIFICANT ADULTS WE WILL PROVIDE A PLACE FOR EDUCATIONAL EXCELLENCE FOR ALL STUDENTS. I i I II I ! I I ! PART ONE ASSESSHENT/ANALYSIS OE LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN Rl^LATION TO ESTABLISHED DISTRICT GOALS Baseline Elementary School in its fourth Rock School District entered year as part of the Little at a time when all available data file perception of courts had taken their' the ' the Comprehensive Outcomes Evaluation -r- indicated a need for res true turinp a significant number of patrons , Other perceptual i process was that the federal its desegregatipn problems. ............................. Tliere was treating ^as a general overall lack of indicators teachers and students lacked climate was surveys, was that there of effective schools, both _ respect for one another, the overall irhnn! poor, there was low expeetatlone ot and by teadSa Parents, students and teachers did safe, clean, well-maintained learning opportunities. environment not perceive Baseline to be the ATT necessary to promote optimum All three groups indicated acore3!T:t:ndat^.S:e:t: ee: of race, sex student aoeial l8uogearts, = M&S oooorred 2.SS iSe" s R be given to them. increased attention should While the lowest rate of overall achievement listed above, all and separation is ap^rStin*^il^histori^l^'7^^^^ feelings of isolation community feelinps and iMoni nisLorical and perceptual data. Strong took Baa^lSe oS? oFthe "'Id only the "wora? ^tod^nL'^L^^rn^Khtrh^T^^ "'t o hp,- Students from the neighborhood and the other areas of the city attend Baseline." Another very strong fear of the school while most overflow from parents was the open space design of noise from adjourning tracted by the 'overHo.' _____y-Ldss spaces. Students have littlp nroMom Students have little problem instruction, r impact upon the overall perception of our school. a negative iI 2 i I 1 J 4 i ! 1 I I j 3 1 As the staff of Baseline Elementary School worked through the formulation of our plans for the Comprehensive Outcomes Evaluation, an attempt was made to address all of the areas which have hindered the school from being effective. Leaving unreal expectations behind, this staff is committed to working through all the steps which will lead to the fulfillment of our vision. j4:^ 1991-1992 ANNUAL SCHOOL IMPROVEMENT PLAN SECOND YEAR PLAN OF THE FIVE YEAR (1990-1995) COMPREHENSIVE OUTCOMES EVALUATION PLAN FOR Baseline Elementary School 3623 Baseline Road Little Rock, AR 72209 A LITTLE ROCK SCHOOL DISTRICT SCHOOL William F. Finn, Principal June 14, 1991 ! I i ) 1 I 1 1 jTARGET OUTCOME: SCHOOL CLIMATE -J i ,1 I J yt- J, TARGET NARRATIVE On June 7, 8, 11, 12 and September 24 of '90, the committee reviewed the eight correlates of educational effectiveness and the results of parent, student, and teacher responses to the Little Rock School District's School Climate and Human Relations Survey. A plan of action was devised for Baseline Elementary School to improve the school climate by incorporating parental involvement into all areas of school life. Examination of the above data revealed four major areas of need for Baseline Elementary School. Listed below are the areas of need. 1. 2. 3. 4. According to the above survey, the committees' first priority was to increase the level of respect for both students and teachers. According to the above survey, the committees' second priority was to improve the climate for the excitement of learning. According to the above survey, the committees' third priority.was to decrease the discipline disparity between black and white students. According to the above suirvey, the committees' fourth priority was to improve race relations. On September 24, 1990, the committee reviewed and analyzed the results of the Comprehensive Outcomes Evaluation Survey in relations to the information from the previous survey. Information gained from this comparison led to verification or revision of the targets and actions selected. On June 7, 1991, the committee met to finalize the 1991-92 school improvement plan.TAJiCET: SCm*'L CLIMTE IMnO/tHhNT PLAN OUTCCME: TO 1>:CRFASE niE l.EVEL OF RESPECT FDR BOTH STin)ENTS AND TF.ACinn^S ACTIONS RESFONSIBILnY TMUNE RESOURCES STAFF DEVELOPMENT EVALUATICM DATA 1. Create improved self-esteem for all members of Baseline Elementary staff to include the following: 2. a. Licensed psychologist b. c. Staff gatherings twice a year Activities sptn^ored by Sun.shine Cotmittee 1. Birthday Calendar 2. Secret Pala Assemblies and Sunshine Conrnittee a b c d e h September - 5th Grade October - 4th Grade November 1st Grade December - Specialists Januarx' - 3rd Grade February - 6th Grade March - Kindergarten April - 2nd Grade i. May - General Staff (Talent .Show) School Climate Counselor Staff/Sunshine . Sunshine Committee August 1991 September 1991- May 1991 August 1991- June 1992 Counselor Staff Staff Workshop Evaluation form Number of participants Scrapbook number with attending Bulletin Boards Number of activitiesIMPROVENHfT PLAN TARGET: scni'vL cLirtvrr. TO T\rrASF nfT I HTi or prsprrr pgr both sTunrvrs A\'n Tr-'^rnFRS ACnCKS RESPONSIBimY TDLINE RESOURCES STAFF DEVELOIfffiNr EVALUAnCN QATA 3. Create inprovemeni in positive communication among stafJ and students through: Staff School Climate March 1992 Staff Sunshine Committee a. Positive remarks activity with staff Explanation at staff meeting or gathering Positive remarks fom Staff survey Number of staff responding b. Positive remarks activity with students Teachers Weekly September 1991- June 1992 Teachers Students Explanation at staff meeting or gathering Lesson Plans and observed by principal c. Friendship Club Peer groups Staff August 1991- May 1992 Counselor Minutes of Friendship Club meetings and number of partici- pants Number of articles in Our Neighborhood d. Just Say No Club Staff September 1991- June 1992 Student Council Minutes from meetings Number of participants e. Student Council Staff/students August 1991- June 1992 Classroom Sponsc rs Minutes from meetings Number of participants f. Banners Staff/principal August 1991- June 1992 Counselor Principal Number of banners displayedIMTRCVtMhNr IIZN TARGET: SCUfmi. Cl, I MAT! (XyCQg: TO Till- CLIMATE FTIR TIfT ryCITrMr\T OF LEARXINg ACnONS RESPONSIBItm TTMEIINE RESOURCES STAFF DEVELOrMENT EVALUATION EiATA 1. Increased recognition of school expectations a. Monthly good citizens awards assembly a. Principal and and staff a. September a. 1991 - May 1992 Teachers and and staff a. None a. Number of a5ards given the awards assembly 2. b. c. Baseline newspaper Banners displayed Improved public relations between school and conmunity a. School Key Cornmunicator b. c. a. b. Our Neighborhood, community publication b. c. "Welcome to school" postcards c. Staff/ selected students b. January - b. May 1992 Gifted/Taient< d Students Principal and staff c. August 1991 - June 1992 c. Key Communicator Key Communicator Staff/prin- cipal Secretary a. b. c. September 1991 September 1991 - June 1992 August 1992 a. b. c. Children's Writing and Publishing Program Computers Baseline School School Staff School Staff Class Roll b. c. a. b. c. None None None None Pre-School staff b. a. b. c. Number of newspapers and copy of newspapers on file Banners will be on display throughout school Number of articles publishec in LRSD Focus and other Our Neighborhood articles on file Number of postcards returnee 1TARGET: SaiOOL Cl. 1 MATE IMPROVEMENT I^AN 1 TO IMPROVE 'niE CLIMATE FOR TIIE EXCITEMENT OF LEARNING ACnONS RISFONSIBIinY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 3. Academic achievement will be recognized a. Display honor roll a. Principal/ Teacher a. November 1991 - June 1992 a. Teachers/ Report Card: Grade Book a. None a. Honor roll displayed with number of students on roll b. Our Neighborhood Honor Roll recognized b. Key Cotrenunir cator b. November 1991 - June 1992 b. Teachers b. None b. Number of honor students recognized in Our Neighborhood newspaperTARGET: SCHOOL CLIMVIi
IMKOWMOrr ITAN OTTOCME: TO DECREASE llfE DISCIPLINE DISPARITY nETl%T'EN BLACK AND WJITE STUDENTS ACTIONS RESPONSIBILITY TTMn.TNF. RESOURCES STAFF DEVELOPMENT EVALUATION DATA 1. Teach the Discipline Plan I Teachers November 1991 Behavior Plan LRSD Handbook policies procedure of Basel: i Best Behavior R ne an Copy of Discipline Plan on file Reduction of behavior problems indicated on quarterly report Number of signed agreements from parents 2. Teach the LRSD Rights and Responsibilitie
Handbook Teachers September 1991 LRSD Handbook Number of signed agreements returned and filed in PRF's 3. Train staff, student^s and parents in conflict management Staff Parents Students 4-6 Cotjnselor September 1991 February 1991 4. Increased cooperation among staff and students a. 'Team Bviilders' Workship School Climate Ctximittee August 1991 Conflict management procedures Counselor 'Team Builders' Trainers Workshop Workshop Workshop Evaluation form Evaluation form Minutes from workshop Decrease in conflicts as measured by quarterly discipline reports Workshop evaluation forms and the number of workshop participantsIMPROVEMHfT IWi TARGET: SCHOOL CLIWTi: Ol^rCCME:, TO IMTROXT RACE RELATIONS AT BASELINE ACnONS RESFONSIBILTIY TMLINE RESOURCES STAFF DEVOjOFMENT EVALUAHON QATA 1. Encourage parental involvement a. Apple Parent Workshop Counselor VIPS Coordinator March 6 1992 Workshop Sigp-in guest list b. VIPS VIPS Coordinator August 1991- June 1995 Sign-in guest list 2. Encourage parental involvement in PTA meeting through student performances a. b. c. d. e. f. 8- h. i. j- September - 5th Grade October - 4th Grade November - 1st Grade December - Specialists January - 3rd Grade February' - 6th Grade March - Kindergarten April - 2nd Grade May - General Staff June - General Staff 3. Encourage parental involvement a. Back to School Picnic b. VIPS Program c. Spring Carnival Teachers Music Specialist September 199 Number attending Pictures Students May 1992 Sunshine Conmit- tee Staff Baseline staff Baseline staff August 1991 August 1991 May 1992 Partners in Education PTA Conmunity donations Brochure/Infor. Community/Staff Workshop Guest list Number of persons attending Number of volunteers signing VIPS sign-in log VIPS list Number of participants attendin VTARGET: SaiOOL CLIMATE IMTOWtMtXr llAN ^liniCCME:. TO IMPROXT R.ACE RFl^TIONS ACnCKS RESPONSlBILnY TTMtUNE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 4. Encourage parental involvement in PTA meeting a. Student performances Teachers Music Specialist Students September 199^ - May 1992 Guest list Number of persons attending b. Spaghetti supper Baseline staff Students October 1992 Conmunity PTA council Guest list indicating number of persons attending 5. Increased awareness of interracial differences a. Cultural Awareness Workshops September 1991 Shirley Freeman Workshop Evaluation sheets b. Tv,o staff functions per year 1. Christmas party 2. End of school party Patricia McGraw Staff December 1991 June 1992 Staff Parties Guest list/scrapbook with number of staff members participatingTARGET
CCTCCKE: SCHOOL CLIMATE IMPROVEMENT PLAN THE SAFETy AST) SECURITY OF BASELINE ELETIENLARY WILL BE ENHANCED Acnoe RESPONSTBELTrY TIMHLDE RESOURCES STAFF DEVELOPMENT EVALUAHCN DATA 1. School building and campus will- be campus will be thoroughly inspected Principal Custodians Aides August 1991 Staff None Report 2. All hazards are to be removed from building and grounds Custodians Plant Services August 1991 Staff None Hazard-Free Building and Grounds 3. All doors shall be placed in proper working order and inspected on a daily basis > 'Head Custodian Plant Services August 1991 Plant Services Kone Custodial Log 3. Proper disaster plans for open-space schools will be developed and taught Principal Teachers Safety and Security Department September 1991 Safety and Security Department Inservice Copies of plan 5. Evasive actions will be taught in order to limit the number of persons exposed to danger Safety and Security Department September 23, 1991 Safety and Security Department Inservice Inservice Agenda 6. All exterior doors will be locked with the exception of one which will be monitored at all times Head Custodian Daily Staff None Entry Logs 7. All persons not on staff at Baseline or wearing a LRSD identification badge will be required to sing-in at door and then be escorted to destination Staff serving as door monitor Daily Staff Inservice Observation Daily Logs I' r I. 1 nt: i " .r .V .if' .'f iTARGET
SCim, CT.TMATF IMPROVEMENT PLAN oSgME: -nTF SAFTTY AX'D SEniPTTY OF MSn.TNE ElJ^EfTARY WILL BE ENHANCED. ACTIONS RESPONSTBIinY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATICW QA3A 8. Distinctive verbal codes will be developjed and given to all staff members. These codes will identify the different kinds of emergencies 9. Appropriate respKjnses to all coded situations will be given to all staff 10. 11. Parents will be advised of added security measures in bulletin sent home Students will be taught their responsibilities during emergencies by classroom teachers and periodic ALL-CALL announcements 12, Playground and playground equipment will be checked daily by an aide and a cus todian 13. Needed repairs will be inade on equipment or area of campus restricted from use lA. PTA, Student Council or Speical Funds will be directed toward maintaining playground equipment Principal Staff Principal Principal Couinunicator Teacher Other staff Aides Custodians Custodians Principal Club Sponsors PTA Officers I I- I' September 30, 1991 September 23. 1991 October 15, 1991 September 23, 1991 throughout school year Daily As needed As needed w - '.X i J' Staff Copier Staff Staff Staff Custodians PTA funds Student Council Funds Activity Funds Monthly Inservice Inservice Staff Bulletin None None Non-certified Inservice None None List'of codes on each teachers desk List of responses Copy of Parent Bulletin fTARGET AREA: Teacher Effectiveness TARGET NARRATIVE This committee has met 9 times. On June 7, 8, 11, and 12, 1990, our meeting was held to review the past school year in light of the desegregation efforts made by the Little Rock School District. On June 11, the Teacher Effectiveness Committee met as a committee for the first time. At the June 11 meeting, the committee reviewed a survey furnished by the Little Rock School District. written at this time. A target narrative and outcome was We met again on September 24 to consider data from our school survey and to compare this data with the Little Rock School District's survey. We then decided that both surveys were very similar in the areas that we had pin-pointed. were: Data collected from these surveys confirmed that the top priorities that teachers, parents and students were concerned about more I excitement taking place in learning
students did not enjoy attending school, were concerned about progressing satisfactorily, and needed extra time to do school work
students and parents felt that there should be fair and equitable punishment for all students who break rules and that everyone in the school have a sense of pride in working together. I The target committee met again on December 3, 1990 to begin to re-write and finalize data and set up more meetings after school to review and finalize the target narrative, outcome(s), and actions of this committee. In these meetings we decided to modify and limit our actions to high expectations of students by teachers and to work more diligently to decrease disparity among subgroups of students. I OUTCOME: To improve teacher effectiveness through high expectations of student performance as evidenced by each student making a significant increase on the MAT-6 and AMPT and decrease the disparity among identifiable subgroups of students. 1 1 1 iTEACHER EFFECTIVENESS ADDITION TO TARGET NARRATIVE fl On June 3, 1991 the Teacher Effectiveness Committee had a short meeting of thirty minutes to discuss the 1991 overlap, changes and additions to our plan. other actions that may cost money. We also had to make decisions on workshops and June 7, 1991 to complete the ensuing year's plan. The committee had a final meeting on We moved classroom management for open space schools and discipline/ conflict management to the 1991-92 school year. This was necessairy because there was no time in 1990-91 school year to have these workshops. 1 aTARGET
ir.Acnrp ! iTH riVL\-Esg I ! IWnWfcHUfr PLAN TO i':!p'-vr TL\cin:R EFrrGTivENESS 'niRoncH men i:xrirTATinNs nr siin)ENT PERroR^iANcr as ivTorscrr) by each suTirNT making signtfic-wi- ixcri'ase r: TPP WT) AMPT AND llFGRrAPF ACnOtiS A^y>NG GROIIPS OP ST1T1P\TS RESPONSIDItnY TTMELINE RESOURCES STAFF DEVELOPMENT EVAIHAHON DATA 1. Iril'leriPr.t a. b. d. r.- ning. in i<lpni i Tied b'.* IK.l lilliilk'd l.-'i TESA/IESA rcfi .ner courses Clas'ro'r. schools :r Dis. 1 igc'iont for o]ien .space if.'roble training 'lent /conf] ict I i Prine j ivsl .^taff Teacher Effectiveness Conriit Principal Staff Teache Effec- OP tiveness Coninit- ice Principal Staff Teacher Effectiveness Committee Comnittee Teaclier Effectiveness Committee September 1991 January 1993 March 19<i2- June 1992 October 1991 Teacher Effectiveness Corii!:..il- IRC Staff IX'XXlopiK'JIt Personnel Principal Staff Arkansas State Department of Education St.nff Develointient stM-ios at local student schools AEA Teacher-To-Teacher v.orkshops In-housp training by by staff Principal Staff State Department of Education Inservice in local schools and monthly meetings January 1992- Staff Develop- ^rjl 1002 ment Counselor L-partmeni lion Inservice .\g,oii-'.-i Roster of 'inservice p.:rii.'i- pants Inservice Evaluation by staff on file in office v
iih number attending Post intervent .ion ci-\-ey of students, parents and staff Inservice n^onda. Roster of attendrjice |Xiinber of pariicip?.
J tiCfl I I 1 t 1 t ViMpRGVhia-xr iw TARGET: Ti^\CI 11 'TFF<'I1VF\TS.S------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- TO I Ml ROVi: TE-.CHER EFFECTIVENF-SS THROUGH HIGH ENPITTATTONS OF STlTiENT PFRFOR.nANCE AS nlDENCED BY STlTiENT M-MaNG SIGNIFICANT rrEF.V^E ON THE MVr-6 AM) AMPT AX'D WrRIASE THE piSP/\Rm' AMONG GRQUPS OF S'nFDENTS I Acnc RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOIMENT EVAWATICN IWTA E?tabli!=i F nsc f pridn and unity and : sliuk'nrs, tc.-ichcr, principal, parents and consnunitv ihm: Stndcnt.s Principal Parents Conmiunity BCC Teacher Effectiveness Team VIPS Staff Principa] Student Council Active PTA Facilitators where needed Comnmnity Resource .-V.areness :nc t j August 19Q1 - lifUo Number of parti ci activities s in Ptafi b. Staff-principal interaction September 1991-1995 Number of times principal participate.? in staff acti' itit c. Corr
. y input September 1991-1995 Community Partners Comniuiity and school needs assessrtont and nvrber returned d. PT.\ Sept ember 19<^1-1995 Nenbersbip rcs' e. rv.mcil ? -'-.I
.
- i-p Sep:eml>er pfl-lt<^<5 Student Cotuicil President ry r-< l- ril uder.L Coi 'c
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DlSPARnV A>K)NC, GROUPS OF STiyiCT'S ACnCNS RESPONSIBILm TIMELINE RESOURCES STAFF DEVfUDIMENT EVALUATION Ii\TA h. Family H!- Sept <*nilH'r H''d-l<l92 Fariily Life Special isL Increased studeni awareno.ss a.s lic. and post tests r-v-'-lopncnt.-.l c
.by pn- 'i -R.btn- 1991-1992 BCC Xuiabef u! I.ii'fLi: j- Clear expoctat.ons and direction are comunicated to staff Principal August 1991- June 1992 Directive.s on file Checkli.st.s on file k. iii'.p siudeuts to accept jtcrsonal responsibalitifs* and respect the Tea
rigins of othej s 1. Sta act Stu
Uc. Ininist ratnr i ntcr- -.ill un 1 Twicliars Staff, students principal 1 January 1902- ly92-bi-Keekly August 1991- 1995 each nine weeks Menos Calondar.s Parent Involvement Team >!enios Calendars Directives Cliecklists Din Cle. lives J i.st.s rtified staff Lncul school insorvices uov!
ehf7 Pre and post tesi-^ nf Riyhis and Re.spon.sibilities Handbook Post .survey.s of students, pareni and teachers Evaluations - building observed by students,-tea administrators diers and ! 1 her Fffec- tiveness Team Teacher-To- an?. leachi'r vorksho I 1IWTOJVHttWr PLAN TARGEf: arrcEME: TO IMPRCAT Tr.ACITR EFFECTTVrNFLSS THROUGH HIGH EXPECTATIONS OF SIWIiM PERFORMANCE AS EVTDENCEP RY EACH STIT)EXT MAKING SIGNIFICANT INCRFA^E ON THE :L\T-6 ant AMPT .ANT) DECREASE THE DISPARITA .A.*JON-C GROUPS OF STUDENTS i T5iP to
ACTIONS h'inf laf'" fill under.stand that !i.' Pa eline plan for in- creased teaclu r ef fectivencs.s ind student achievemen': begins with -iit-hcu level ui mastery for each objective, vill be implemente-i by: ibis plan a. b. c. RESFONSIBILTIY Princi]ial Staff Teacher Effectiveness Team TIMELINE RESOURCES STAFF DEVELORIEirr FYALUATION HATA Augii.st 11Al- j'une 1002 Certified staff Communiiy leaders Teacher Effec- iiveneas Tc<im Sinff in.iprvicc Hnndbctok and di data Htcd Reteaching v.iien 'ver mastery is net achieved G .ac!'i ohjectix'c V.sing er.riciu'iiejr \ict3viLie.s lu meet needs for HOTS '.o include: 1. Rcr. occ
Lse of ..bol lan'niage approach ?eveK-:':r.= skills ef ritical listening . udents ,! -valnations i.ill jsse= :'
Ctainmont of goals to c Stsaff i .11 Aunist 1001- .luue 1003 .August 1991- June 1992 Auj-ust 1001- Junc 1002 .Au* ,11 < I '1- Memorandum to staff Objective made in standarized 1(7.'^ r fojTiat Objective test made in standarized test fen-nat Ixtra learning time p.r areas with improv-i critical .tudenc eiicrgoncy
?e fund Staff rieetin? to update ilr.ble r.e I II TARGET AREA: HIGH EXPEGTATIONS Target Narrative After collecting and examining Baseline Elementary School data, including parent, student, and teacher survey forms, 1989-90 school improvement plan, and standardized test results, and needs relating to high expectations were determined, appropriate outcomes, actions, and all processes were established. The above data confirms that high expectation in several areas need to be strengthened. ~ needs: 1. 2. 3. The survey forms indicated the following priority Interpersonal relations will improve in the school environment. Students will treat all staff with respect. Teachers and students will have a sense of pride in our school and work together to increase learning. The High Expectation Committee met dime 4, 1991 and June 7, 1991 to discuss changes in COE Plan to adjust timelines to 1991-92. We discussed the following: 1. 2. 3. 4. 1990-91-Celebrations - We had parties, but due to limited funds available, the planned evaluation of scrapbook and photos was not accomplished. 1990-91-Peer Tutoring - Change evaluation - Teacher/Student Survey form should be compiled from computer. High Expectation Committee is responsible for making a form for meetings and getting signatures of Council Members (computer). 1990-91-Birthday - Teachers will be given a form to wite student birthdays to be announced, and it will be turned in monthly to be announced over the Intercom. High Expectation Committee is responsible for saving Honor Roll that comes out in "Our Neighborhood " newspaper. These changes will be implemented in the 1991-92 school year.TARGET: HIC!! E\Pp-|.VriH\S INTOITRS ACnONS IMPROVIM-KT PlATi \L 1 n.ATlOX? WILL IMPROVE IN THE SCHOOL r^^XIRON'lENT RESPONSIBILITf TIMELINE RESOURCES STAFF DEVELOPMENT EVAWAnCN QATA 1- Cek-br .^tinshini Conmii t tec/GiiKk?- Icvel nssienment .\i!<nst lOMl- Jiine b'92 InfftiTial ion on each staff nKmibers' birth- None Srnff ntJendnncr by scrapbook photos .nid nun.: attending a. Christmas party b Staff pothicks P^ab\- nd v.v f 2 h Ros. Day ing rhovers e
-! ni-nt.s .Secretary's Day Secret Pals Staff introdvicting at PTA Fricndsb C]u- vit
tuclcnt celebrations -August I9ST- June 1992 a. b. c. Chri.stna.s Txarty Valer Eirtb nc
n-ty cogni Lion Peer Tk:-? Student Ccttncil 'hers and -.1^1 inoi- :ne r'2 j Coi.rutcee .'tudent Council. .\dvi.ors and officers High Expecl.nl i<iii CorHiiittee J'..ne Staff calendar or memo Stmshine funds Teachers and classroom mothe*s Iki fron clnss- fl-'r and tutoring I.
.nt C'"uncil .Adv.i Completion of mor.thly bulletin boards t ITARCFT: HIGH r.xpK i.vrj CQ.-Firrnj: IMKOVmEKr ilAN OOTCCME: SllTexTS k-IIJ. TREAT ALL STAFF KITH RF^PFCT ACTIONS RI-SPONSIBILITY TOfi-riNE RESOURCES STAFF DEVOOPMENT EVALUATIOM DATA 1. Tench rulr-'-
iTS nn'l rGn.:<'-'jiiences Increased siipervisi n by all staff member? Cornel-:: A-d duty roster b. Classroor.s v.'ill not be left i:n- sxipervised c. Visible passes for all hall traffic Staff Pareiii s Staff Anr.usl 11G- .lnne I'l'C Anf
isr V>^1- Juno 1992 I i Rase line lk?bavi( Plan for 1991- LRSD Rights and Resionsibi 1 i tit ItandIxKjk siarr 1 s "if,natures of jKirenis iiivl students in PKFs Vrrf>a5n in ninnhp- rf rcferrnls jecrease in liall ir.. and v.nnperv i 'd t the bniIding I -iTARGET: inGHrxpEHAn^ IMPlJWhMfcWr PLAN OUTOCME: TEACinTS AND SirriENTS Ull.l. HAVE A SENSE OF PRTDE IN 01'R SCHOOL AND UiORK TOGETHER TO INCREASE LEARNING ACnONS RESPONSILL ITY TTKELINE RESOURCES STAFF DEVELOmENT EVALUATION OATA 1. Di-lny -tn. Clnssronni ti'iichers Ainnsr IbOl- June ]on2 Bulletin hoards Ntimber of bulletin board displays I . Modifv apsjfTjmcntp Cl.assroom August 19^1- June 1992 Special EducatiCT supervisor PRF information Improved perfonnance on skill and concepts as
:k asurvu by classrocHn monitoring report a. Peer Tutoring Snort J 'ipr.oniont s . Rej^eacfri rvview/i'ilill d. Identification cf unmascered concepts and skills 5. Recognitior. Mr ?'.ejp,hborhoo(l Teachers Key Communicaior Hi.gh Expectation Committee August H('l- June 1992 Local publications Pitblication of ^indents' aebievt- nents in local puhlicaticns and number of itens published .evemont ?PGnblv ncipal chers Augi-^C 19^1- June 19^2 End of e.ich Certificates Ribbons Increase i: receiving veeks b n: Ir.rl M'='nt T Principal I.KSD Scaf A'.irauif V91- Ju.nu Staff Development TESA (for chose vho have not had it) Listed in v
hon com se Q'. Ivted ile iiKo.i nCT.un-y.j'* >'TARGET OUTCOME: STUDENT ACHIEVEMENT TARGET NARRATIVE The Student Achievement Committee met June 7, 8,-11, and 12, 1990, to discuss and establish anticipated outcomes for student achievement for Baseline Elementary for the school years 1990-91 through 1994-95. After collecting and examining MPT and MAT-6 achievement test results for the school years 1988-89 and 1989-90, we determined areas where growth is needed. The 1989-90 MPT results showed that 89% of students in third grade passed in both reading and math. Strategies will be implemented to reteach the 11% that did not pass in math or reading until mastery is achieved on the MPT test. The same strategies will be used for MAT-6. The sixth grade results revealed that 89% of the students passed in reading, 93% passed in math, 68% passed in language arts, 55% passed in science and 64% passed in social studies. The results of the 1988-89 MAT-6 showed that 35.6% of Baseline students were on or above level in reading. In 1990, 36.8% of the students were on or above level, resulting in a net growth of 1%. In math, the 1989 test results showed 58.5% of the students on or above level, and the 1990 results showed 67%, a growth of 8.5%. In 1989, 52.5% of the students were on or above level in language arts, and in 1990, 56% were on or above level, representing a 3.5% growth. In science. 37.7% of students were on or above level in 1989, and 47.1% were on or above level in 1990. This was a growth of 9.4%. The results of the 1989 MAT-6 in social studies showed 56.7% of students on or above level, and the 1990 results showed 61% of the students on or above level in social studies. This was a growth of 15.3% The results of 1991 MPT scores, 85% of third grade students passed reading, 82% passed in math which is 3% below district requirements. Strategies will be implemented to reteach the 15% in reading and 18% in math. The same strategies will be used for MAT-6. ! The sixth grade results revealed 88% passed in reading, 93% in math, 54% in language arts, 44% in science and 54% in social studies. School improvement strategies will be implemented as part of the school improvement plan to improve students' learning of basic concepts and raise these scores to at least the state minimum.TARGET: 1. IMlWVfcMtNr IW rn Tii'P^AT \.
.M.T-Mic ,Annm:jnT nr ..ri- q'li:ni?:>:cg. ACnONS Staff nemiv-rs vill receive copies of ohjeciivc-s on die AlPT and MAT-6 to insure skills are targeted. 2. All instructional concepts are mastered by each student vill be identifier! from the -A^IPT test results All academic skills p^an vill be developed for each student that did not master a subject areas on th'"' .AMPT. Skills \c:ll be reta:ht lunil each child masters skills that they have not mastered Acadenic skills rlau vill follov
siudeni s.nd be skills are nast.-red. RICSPONSIDILITY Tiuchers C.i
iptiier L.li Principal Counselor Principal Teacher Counselor Teacher Counselor Principal Teacher PAL teacliers Principal Counselor Conputer l^ab acher inci pal xinselcr TIMHJNE Xoveiiilwr 1l .lunuuJly throup.h 1^05 August/ September 1991 annually through 1'- October annually through 1905 October 19^1 Ongoing through 1995 iVtober 1901 Ongoing throufdi r''5 RESOURCES Sluie rkiKntment Cu iile MAT-6 compendiums MPT/mT-6 Test results Teacher made .A'^IPT results Textlv)oks Worksheets Peer tutors Conputer Lab STAFF DEVELOmLT Curriculum .'^iiixTvisor Principal Principal Principal Counselor EVALUATION mTA Class tosi |(SI|1 t s LAT-fi/.VlPT resuliK Principal's records lesson Plans List of skills not mastered for each student's class File/Profile \SP sheets on file vith list of skills missed and signatures fPRF) Fest results >sson plans documentation \SP inclusive of signature and dates of mastery ' '^ocurv-'Ut i-- n I I i I IlAFCEr: Acni iaimem WKuvtutwr OUTCCHE: TC> IMPROVE ACADEMIC ACIITrATfENT OF .UL Snn)i:\TS ACnOfG RESPOteiBIUIY TIHELIKE RESOURCES STAfF DEVELOIWTT 6. Parent conferences will be held for signatures at the completion of ASPP. I. MAT-G/MPT skills rt-sourco packet will be The resource packet will consist of practice laaierials on skills. 8.* Tpac'tlSr-vnnnSfnict their students in test-takin?: skills. 9. .At the beginning of school vear, teachers will work on skills identified by .MAT-^b/ MPT and r. those skill.s <1
ver
. system.sl. ac a 10. Cj oss-aop ri.=k propr EVALUAnCN. QMA and inpl' instnict
?nts will be dewtlr. ed chrciuphout the program Teacher Principal Counselor Staff Teacher .Counselor Teacher Princi ]y51 Specialist Tacher Co inselor Principal .'indent Council June HfI ^T.oi:./. - 1<IM5 ASDP sheets Document parent conferences Parent .signature June 1991 .-.:'.r,ually ilirough 1995 - Jan. Hifi: annual t lu'oiigh 19^'5 Augti.sf 19^1- Jiine ] 1 MAT-6/.A.MPT ~k I 11 packec.s from IRC IRC Coun.selor'.s manual/iest- tak.ing Turtle Reading teacher MAT-6 MPT Cluster analysi.': ioun.'^e 1 or' s iTunnunl v-er tutt'fing hand boo)
Principal Grade level Ccunselor' EriT .-nl Fieetin^s Er<
oin,' Leaclier. irincipal Set of eoinnlerp Resource pacliets fm- each student ijesson-plahS" I Lesson PlAans 'r,F .-i teacher, anci ?, - Improved grades .'.nd Peer tutor::: Teacher eval Copy of plan iel--r. test resu^ ! ITARGET: y\TTnPT\G AM' AS*^FSSMfV1' 01' SIliPENT .ACHflTFMl^'rr IMIROVkMfcHr IbVJ OrrCCME: TO IMPROXT ACADPIIC ACHTHTMEKT OF ALL STrnJ^crS Acnotis RESFONSIBimV TIMELINE rj-TURCES STAFF DEVELOPMENT EVALUATION EVATA I 11. n. 14. 15. The princi .amount : f i1 will .nend a sinii fir.anr r:e in ihe cla5:.srnnn cih.^erv- jng and noniioring the academic program. jiie iXij Team vjIj ist teachers in developing .strategie.? to meet Che referred .students' individual needs. A lost o: to encovU' fJe rioi-ls will h-" f'cvoloped improvericnc. P.AL vea: Prinrip.Tl Pupil Scr Team Teacher Principal .Sponsor.? MudejJs LOVurd ><'31 :g and naJi teacher? vill work with students in the classroom during P.AL time (flexible schedule) Laser r.
6th gra: :h will be done with 5th. and Teacher.? iTincipal Princi pal P.AL teacliers Princi pal Vigii^'t r'i Isrgvmg, - 19*5 Sci.ivmlHr l.'N (mgoing - )9i i'opiJ i
r.sonnel Pupil Per.sonnel workshop Pupil Service.? Team |(t9|-](itr .^i']Uepihcr l<^'l-b'92 .^ept enher i -I-I'- . Informal /J'orriis 1 cv..lii.ii
record.? Record.? oi meet mg/deci -n Record of workshop date Teacher documentation of effect
of strategie.s PST updates Local universil and colleges, churches, bu.sinesses and parents PA!., curriculum PAL curriculum
'rincij\:l' s .schedule ifS Role model List Calendar of, visits Lesson Plan Test results I 1 I I I IOJ? 1 5 sC
i,. .A ft-'r 7 or ~irnr?.T Ar.mr.-Ru TO r
-f.:jr.Agr. pTSPArm* i^CTv-r.r .1 utilize a vaj ii 'J SLACK ALT) LUITE ST iciy of dsliveiT.' proven to he post eficctivc jn ers list \
ill be developed. TnS IN LA* RESTOrCIBILirf icacner Princpal Counselor Principal Selected staff ARTS
SOCIAL STi.DIES ALT) SCIP-CL I Aunssr 19-zi On.TOin,", through 95 Sept. 1991 - June 1992 riAJiLATZCfi. I> I I ! clssRtSs?ill he as.signed a nur.bsr oi re
cr!
ns te. co c: 5ers
iStt .e efforts to vices Cour.selor Selected sc
p. F
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1 2 let: 1 :y :-j5S h sfc r.cs sc- vp a her?.
jacl'.ec level sep fi S Tci
rs p. ^1/St
ork pockets .ts absent 11 be ailcble to pore t'nan thfec n
k-nt. 1?91 - June 1992 LkSD Jtciti- cuLturol yiide center Local tinivcrsi- ties and collect bocal churches NeoT'bbori b'jsinesf. Parents'* jst 19=1 - iO 1992 1592 Coope
lean Texth 'SS Sept CT CT Equity a.s.sistfmce center s sen' :sh inC-PI-A cudget
tboc*f< ,S' :provo(i f/. lontor's iist I Tc'nccule /Ips
sjis: I
5
rc ss Czic-^Z2ti\ vorkshop p '.ise: I' sets ss
S :e) 1 ling Kt
sr.op '.oer c. :Stv.n as
5.s
ii:\T or snii)r-\T /\f:nir?.' D<rrXr/i>:.T riA :f> riri.r\r r,: :p\RnY Brr.-, S' i-iAn:' .w!> UH nr sivnr
IN' i.\\":i!Acr sriCfM. gTiirjrs A\7) S^rD
cr I .\zncx^ F^5?0fCISLLI7Y RESaj?.( :il cilJ lake a lr.-min styles wnrk.shop Principal Tenchc".'- '! end '.h '95 for nc./ staff IRC Staff r^velonnen ?S? profile rnrec h: Si S ICi ies co-jfsc Agenda Schedule !es invr-n
?rincinnl Coinmaior ?.AL Sent. Ongoin? 1955 1992 SPS? profile itaff Develop- i^onc Incentive Plan Principal tcr.t.-.ir,
? Si Teacher's 1
Inventory r< us chserv.-.tif. .vies .?t 01 stud
suits I ?
S cr s: GO ..ii: t'o tea
.1 be ic'ned r-ians (1. eS. ,) s Principal P.U C'n'^oin" 1955 ' Principal Incentive Plan ociiice lists 'art All stratr.^ics for student c^: :rove.T.nc'' .Teecbe
0=t- 1951 Onnoir.c - 1595 el r's 'a: :te instr ionai Peacin" ir to'ry >?T/MAT-6 Skills .list. PR? j'.en- Principal lest : Grade Cbser' .s i 1IMPRWtMhWr VLAN TARGET: OUTQCFC: 1 TO nrCRF.ASE DfSPARlTY BlMViEN BLACK AM) UH ITE SITDiyrS TN I^ANGPACE ARTS, SOCIAL S'nmiES AND SCIENCE ACnCNS Rl-5P0NSIBILnY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATICW EATA d. Parent ..ill iirlieaie at'.reenn-nt tn nse bone, rk pack.ct.*?. Teacher Parent Se)it ember 1091 - May 1995 Pl I pl leal ing Paper Ko reams per teacher.s Principal Xiiriber of parent .K:lur XumbiJr of complete homevork packets Student nroyresc e. Additional computer time v.ill l>e scheduled for student.*? in PAL Teacher Computer Lab August 1991- 19^5 MPT results PAL list Ijcsson Plan will document additional scheduled time Canputer Lab schedule r. Pnpil S. ee.
Te.Tn vill vork witli each grade levt1 monthly to make/ strategies to improve student revise achieveriGnt Principal PST Grade level.s September 1992 Pupal Per.sonnel office PST inservice ir macion :lenx Minutes of meetin*' Student progress report. i I iTAROn*: IMnttJVhMWr PLAN dtpUHE: TO DFCRE.SE hl. TAR 117 RlTl.ErJ BLACK AXh UTIITF. SITDIXl'S l'^ LANCHAGE ARTS, SOCIAL SThPTiy AND SCTENCE ACnONS Rl^PONSIBILTTf TIMELINE RESOURCES STAFF DEVELOIMENT EVALUATION OATA 1 . Tr -..ill in-n n all '.1 n .fades ivicr carb k "lales and feriales iii social studies, sci'.'nco and lanf^inge arts '':iai' n-'p-iiis cn progress ciib JAipil Sorvice.s letim. hUidt'iiL 3. A. T-acbof Principal Counsel or Pupil Services Team Principal Ocldbri' 1 -'radr Bnnk lav l--i June 19h2 .^indent in social f
iucs sludie.s, science and lanj^iage arts Ir inri pal Trnpfovenent on cl. rioni['fin
'', feprf!*5 PST mcci in
', -chc ' . report.s shared b> cuun.selor Pupil Services Irani ijill track each black and black riales' pr.,gress cvice each 9 . weeks in Ian,innage, social studies, and science. Teacher ..'ill !=e cirnulative review to maintain areas. ent ion .-nd roteach deficit Selected persrnnel -.ci 11 test black sttident-s once each nine weeks in social studies. 1 e arts and science. PST Teacher Principal Selc-cied staff Principal T will a -.raph for rec-"rdjng al -'tudies, lang
ge arts and .^elected sta progress anfi f \.-ill graph the srndent.s' counsel with a limited number of black femdes/males about pro- gres'' m''nt
'.1... PST Principal Selected stall October Ma\ 1992 Ortobef V''l- Junc 19'2 Intefi.in reports Reinforcement acti\'itics .oveiiibcr VPl- Compilation of May 1992 kA r-: \\'vvn
5w>r 1- -'-I - [uqj IRC Staff Development leaeher made r Test/Textbook ?sr Documented track.i PST recorcs tt. if. reconnenda t i ons Lesson Plans Report Carrls Princi ixal's observ. Ccmpleted tests Test schedule IList of studentr t-? Compjeted 1 .Student .sc''i'e= a . Agenda oi teochc-rs students List of stu,>''
: c- '.erking with ?\uniber of students r.aking prrWRWEHtKr iw TARGET: __________________________ TO DECRr.ASE PI<PARriy Bnu-r^i black ami UTITTE STTPExTS in LA\n.ACE ARTS, SXTAL STUDIE.S .AM) SCIENCE ACnOfiS RESPONSIBILTIY TIMIirNE RESOURCES STAFF DR'ELOIfffNr EVAUJATICW aXTA a. Tonchors .-ill ri-ccivc irnininp Tm' "High 11 kk-! IL' I.: control their ovn behavior lo rioiuicr and 10. I 1 .A plan for remediation will bo de.signed foi' each student un Iqrachieving in language arts, soci'il studies, and science ill. I 12. I'rincip.'il Coi inselnr Sent eriber |W1 IAl.R Admini.sI ration Dej'jarLRient "High Gain" Teachers Workshop Attendance list Lesson Plans i'nncipal I I'rancipai Counselor Pulaski Sheriff'.? Department .Scpie
:ibcr 1993 Pula.ski Coxuity Sheriff Department LRSD .Security S.E.P.T. Program Plait.? Attendance List Number of certificates issued Parents vill sign a llomevork Learning contract to monitor their child's homework in above subject ar'as Teachers -cill teach thinking skills/ reasoning skills Newsletter and progro' bet'.
een bl
if-'i'r.iu' parents .bout plans ising the disparity '.nd /'iite studenc.s .A variety related = field .rips and .speaker.? in Staff Principal P.AL Counselor Parent Parent.? .Uff PTA Principal .Staff .Student rep(,riers 3-6 .Sponsor Coun-selor rrincipa.1 Principal Teacliers August Axigust 1995 Augu.st 1993 Ongoing - 1995 iVluber Onp.iung - liirough InconLivo Plan LRSD Curriculum PST records Graphing result.? Progress reports .^cpt ember 199 - .Jui'te b-'C VTP.'? Principal timber of plans coripl eted \ximber of signed contract.? Student progros.? Teacher's gradeb'>f4
Lesson Plans Principal'.? observation lopy of nex.slet ler Schedule r di SI 'amber of issues Zalendar of trip
IIMHRWtM-Nr IW TARCTT: QUTOCME: ?'y)Nnvprj: am- assfssmi'nt oi- s'lvni^r Afiiii-vi->>irNT__________________________________________________________ TO nrCRFASE niSPARin Rrn<rrN black and KIITTE STltPENTS tn lANCltACr arts, social studies ANT) SCIENCE 4. ACTIONS RTSPONSIBIUTV TIMELINE RESOURCES STAFF DEVELOPMENT EVALLWnON CATA 1. The kinderg.arien cl.asses will go lo the fair to see farm aniria.ls. Teachers Principal rk'l.-bci- Ark.insas .State Pair - Barton Coliseum VIP.S Art Vork Pictures Book (story) Writing Language Experience Oral Discussion 2. Tlie kindergarten classes will go the airport to see the .airplanes as .a tx-pe of transportation. Teachers Principal Jnniinry 1992 LR Airpf^rt VIPS 3. Tlie kindergarten classes will take a field trip to the In^pital, fire station, and post office to .show examples of coimunity heli'>ers. Tencliers Principa] April 1992 Mabelvalc area VIP.S I , The kindergarten classes will eo the zoo to see pets and will animals. Students will participate in Heifer Project in PerrxTille. I Teachers Principal Principal Mav 1992 November 1991 LR Zoo VIPS VIPS ITARGET: iMTl^OVhMtNr IW dC^CCME:. TO DECREASE DlSPARin I.I.TCIT^^ BLACK AND KIIITE STITENTS TN LANCHACE ARTS. SOCIAL STLIDTF5 ^\T) SCIENCE ACTIONS RESPONSIDIUIY TIMFLINE RESOURCES STAFF DEVELOPMIOT EVALUATION [IATA 1. Tie first cla!s:es Kill -> le the fire station to siiuiy coi:i!iiuni ty Iwlpers for social studies. r<*:i<'hers Priuciiiiil x'pl(inl'er V'l Fire Station Photographs
ind <.rul iiseu.'-. about field trip l>- fire station The first e cl.nssc's will go lo Toltec Mounds co study Indians for Social Studies li-achers Principal Toliec Mounds Photograph.s anil luscu'^sjkinr about objectives learned at Toltec Mounds 3. The first grade classes will attend tlio Jungle Book Play Correlating Unit. > Teachers Principal .Ai-t Resource Language Experience and picture book 4. Tie first grade classes will go to Pinnacle Mtn. State Park to study animals for science. Teachers Principal May 1992 Pinnacle Mtn. State Park Photographs, oral discussions and responses ahokic trips I t- < V v f ro I TTTARGET: 1. IMIlWhMI-Kl IIZN MfM'b'RiNC AMI As.srssMixi Hr s'nnuvr -v:ii!iATMiyr____________________________________________________________ Tn DFCREASE rlSPARlTT- nnTTEN HUCK AM) WllTE STITIENTS IN lANCt'ACr ARTS. SflCTAL STliniES AND SCIENCE ACnCNS RESPONSIBELlTf TIMELINE RESOURCES STAFF DEVELOEMENT EVALUATION EVkTA Second radc trip to V.ALR clas.u
- will lake a fj(?ld i'lantarium to siudy pl
uiei.s I(
icncrs ninl November b'"! and stars for science unit. Second gr5>.jv classes Kill the the LR Zoo to study animal life and habitat for a life science unit. Iriiicipnl Tejicbers ami principal April 199J I'Al.R Plnneiarium school bus LR Zoo school buses Oral quizzes to ewJuaie objectives learned on the field trip fjral quizzes and vTicten test over life science objectives I 1TARGET: WTCCME: Ji 1. 2. 3. IMIRXWhMINr FLAN MONITORING ANH .AS.SES.SMENr PF S'lllPENT ACIIIBH^MENT____________________________________________________________ TO DECRLV:E DISPARITY RETlvTEN BLACK AND LIIITE STTDENTS IN lANGUAGE ARTS, SOCIAL STUDIES AND SCIENCE ACnONS RI-SPONSIDILITV TIMELINE RESOURCES STAFF bVyrfWWBTT EVALUATION DATA Student? will attend a st. at tlie .Arts Center lo correlate witli selections taught in the reading .series. Arts Center schedule will determine exact da Lu. Students will visit the UALR Planetarium as a part of the science unit on heavenly bodies Students will visit a local dairy or other food processing plant* in conjunction with our Science Unit on the digestive system and Nifty Nutrition Students will participate in an environmental program from the .Arkansas Department of Health 3rd Grade Tencbei and princjpa] 3rd Grade Teacher
and principal 3rd Grade Teacher
and principal 3rd Grade Teacher
and principal LRSD bus VIPS Class booklet depict in,> student art \
ork Class discussion Fehruar> 1992 >by 1992 ?xovomber 19^ LRSD bus VIPS LRSD bus VIPS 1 Ixjs Patterson Arkansas Department of Health Language Experience Chart Unit test Make posters showing well- balanced meals Student thank-yon notes to Mr. PattersonTARGET: 1. 2. 3. 4. 6. IMPWJVFHFNr ITAN MCMKiRlNG AND .ASSESSMENl OF STIDEKT ACHII^'EMENT__________________________________________________________ TO DECRFASE DISPARITY nimEI?
BIJ^CK AND WHITE STI'nENTS 1N UNGIIAGE ARTS, S(X:1AL STUMES AND SCIENCE ACnONS RESPONSIBUnY TIMELINE RESOURCES STAR' DEVELOPMENT Ek'ALUATION CATA Fourth Grade will take a trip to Aikansas Territoral Music and Old State House to correlate with the unit on .Arkansas History settlement Fourth Grade will take a trip to UALR Planetarium to correlate with the Science Unit on the solar system. Fourth Grade will take a trip to the MidAmerica .Musuem to coijrelate with the earthquake unit in science. Fourth Grade will take a trip to Indian Mounds to correlate Kith the unit on Native Americans in Social Studies. Fourth Grade \
ill take a trip to the State Capitol to correlate with the social studios unit on government. Fourth Grade will t.ike a trip to the zoo to correlate with the Science Unit on anir-ial adaptation. Aih Grade Teacher .and principal 5 September J 01 Ath Grade Teacher and principal Ath Grade Teacher .and principal October 1991 November 199 Fobniary 199 Mircb KiQl April 1991 School Budget .LRSD bus VIPS Tost Test results Science Display Pictures Pictures, Test Pictures, TestTARGET: .SIUDLJ1CHIIIDI^ IMPiJDVEHENr PLAN GtfOM:: : .qTIT>F\T.q TV THE THIRD GR-WE WILL IMPROXT :V\TinMATICS MASTERY AS ^TTASLT^ED BY THE ARKANSAS >fPT ACnONS RESPONSIBTLITY TT>g=I.TNE RESOURCES STAFF DEVEIOPMEOT EVALUATICN EVYEA 1. IDENTIFY Subject Area Skills tested on Arkansas Minimum Performance Test Principal September Classroom teachei s 1991 Skills lists 2. IDENTIFY correlated skills in the grade level curriculum guide Principal September Classroan teachei s 1991 Little Rock Curriculum guid< Skills lists 3. Prepare profile of each class A. Show each area a student did not master on previous class MAT-6 Principal . Teachers September 23 1991 Staff Development Day Inservice Slass Profile sheets B. Show each area a student did not master on previous grade assessment oi checklist A. Prepare skills progress chart for each grade level's skills to be available or displayed in each class Teachers Principal -September 30. 1991 Folders Progress Charts Progress charts 5. Teachers will highlight MPT skills in plai book Teachers On-going High lighter Highlighted plans 6. Teacher will use intermittent practice and evaluation techniques to ensure retention Teachers As needed Teacher's plan book Classroom observation 'I 5
- s n H I - .a S:- s-TARGET: STUDENT ACHIEVEMENT IMPROVEMEOT PLAS CXITCCME: STUDENTS IN THE THIRD GRADE WILL IMPROVE MATHEMATICS MASTERY AS MEASURED BY THE ARKANSAS MPT ACTICKS RESPONSIBILnY TIHELIHE RESOURCES STAPP DEVELOEMENT EVAUWnCN EWTA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199 January 1992 Febmary 199 1 Copies of skill sheets sent home I. 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given I f 10. All appropriate items from available item b^cs or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe 1991 Northwest Arkans is : Ed. Serv. Coop' > Arkansas Basic Skills item ban: Arkansas Departnent of Education " Hue Prints for Te.scing" Copies of test given Copies of item banks 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working vrith teachers to improve the teaching of poorly mastered areas. 1 Principal Principal f-W- October 21, 1991 Subject area Supervisor Staff Development Day Inservice MPT class summary sheets ( Staff Developmen: Specialists Copies of letters requesting assistance o ' .'J** "4 s . -ITARGET: ST. T)EXr ACHTEA^ENT IMPRCWEHENT PLAN OUTCCME: STt^ENTS IN THE THIRD GRADE WILL IMPROVE MATHDLATICS MASTERY AS MEASURED BY THE ARKANSAS MFT A- St ACTIONS RESPONSIBILHY TUdJNE RESOURCES STAFF DEVEUDEMOfT EVALUAnON DATA 13. Specific skills packets will .be developed for students who have difficulty learning that skill 14. Stress reduction counselling will be given to students who exhibit signs of test anxiety Teachers Counselor November 1991 On-going January 1992 On-going W Copies of skill packet ounselors Log 1 '-M- 9 <1 t 1 4TARGET: gTT-nrvT ArWTFVP-tFVT IHPROVEHENr PLAN ----STTF^TS TV PH
SIXTH GRADE tJILL. IMPRO^T lANGlIAGE ARTS MASTERY AS MEASURED BY THE ARKANSAS MPT ACTIONS RESTONS IBUJTY Timi^ RESOURCES STAFF DEVEUOEMENT EVALUATION DATA 1. IDENTIFY Subject Area Skills tested on Arkansas Minimum Performance Test Principal Classroom teachei: September s 1991 Skills lists 2. IDENTIFY correlated skills in the grade level curriculum guide Principal September Classroom teacheis 1991 Little Rock Curriculum guid< Skills lists 3. Prepare profile of each class A. Show each area a student did not master on previous class MAT-6 Principal Teachers September 23 1991 Staff Developnent Day Inservice Class Profile sheets B. Show each area a acudent did not master on previous grade assessment 01 checklist 4. Prepare skills progress chart for each grade level's skills to be available displayed in each class or Teachers Principal September 30. 1991 Folders Progress Charts Progress charts 5. Teachers will highlight MPT skills in plar book Teachers On-going High lighter Highlighted plans 6. Teacher will use intermittent practice and evaluation techniques to ensure retention Teachers As needed Teacher's plan book Classroom observation I -r /-.S 5 7 ! 'iS I I. I' r a W: -a -4^ 1TARGET: STUDENT ACHIEVEMENT IMPROVEMENT PLAN OUrCCKE: h. ---------- STUDENTS IN THE SIXTH GRADE WILL I^!PROVE J.ANGUAGE ARTS MASTERY AS MEASURED BY THE ARKANSAS MPT ACTIONS RESPONSIBILriY TT>ffI.TNF. RESOURCES STAFF DEVELOEMENT EVALUAnCN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199 January 1992 February 199 i Copies of skill sheets sent home 9. STUDENT WILL BE GIVDJ practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items from available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going frcxn Octobe . 1991 Northwest Arkans is : Ed. Serv. Coop'3 Arlcansas Basic Skills item ban< Arkansas Depart of Education " : nent '31ue Prints for Te.s:ing" 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working irith teachers to improve the teaching of poorly mastered areas. 4 f f Principal Principal I'. October 21, 1991 Subject area Supervisor W Staff Development Day Inservice Staff Developmer: Specialists Copies of test given Copies of item banks MPT class summary sheets Copies of letters requesting assistance 1 AS' .1TARGET
STUDENT ACHIEVEMENT IMPROVEMENT PLAN ^UrCCHE: ti______ STUDENTS IN THE SIXTH GRADE WILL IMPROVE LANWAGE ARTS MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESPONSIBILnY TTMELINE RESOURCES STAFE DEVELOEMENT EVALUATICN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199. January 1992 February 1991 Copies of skill sheets sent home 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items from available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe . 1991 Northwest Arkansis r Ed. Serv. Coop' s Arlcansas Basic Skills item banc Arkansas Depart of Education "
nent 'Blue Prints for Testing Copies of test given Copies of item banks 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working xjith teachers to improve the teaching of poorly mastered areas. T 'i? '4 i Principal Principal 'Si October 21, 1991 Subject area Supervisor X- w Staff Development Day Inservice MPT class summary sheets Staff Developmen t Specialists Copies of letters requesting assistance 1 J ATARGET: CT?nF\T AnfTFVF^iFVT IKFKTVEHEOT PLAN ityrccME: .g:TlTFvr.<
T\- 7^7 .qTTrTK C^ADE WILL RtPRQVE SCIENCE MASTERY AS MEASURED BY THE ARKANSAS MPT ACTIONS RESPONSIBILnY TMlDiE RESOURCES STAPT DEVELDEWENT EVALUAnON EATA 1. IDENTIFY Subject Area Skills tested on Arkansas Minimum Performance Test Principal September ClassroOTi teacheis 1991 Skill's lists 2. IDENTIFY correlated skills in the grade level curriculum guide Principal September Classroom teacheis 1991 Little Rock Curriculum guid< skills lists 3. Prepare profile of each class A. Show each area a student did not master on previous class MAT-6 Principal Teachers September 23 1991 Staff Development Day Inservice Slass Profile sheets B. Show each area a Student did not master on previous grade assessment oi checklist 4. Prepare skills progress chart for each grade level's skills to be available or displayed in each class Teachers Principal September 30, 1991 Folders Progress Charts Progress charts 5. Teachers will highlight MPT skills in plar book Teachers On-going High lighter Highlighted plans 6. Teacher will use intermittent practice and evaluation techniques to ensure retention Teachers As needed Teacher's plan book Classroom observation Ai X f 1 i I : l-l' /I'' Ai 'iA' a & - A?* . -'ITARGET: IMPRDVEMQfT PLAN OUraCME: SKTENT ACHIEXTMEXT_____________________________________________________________________________ STUDENTS IN THE SIXTH GRADE WILL IMPROVE SCIENCE MASTERY AS MEASUBED BY THE ARKAHSAS HPT ACnONS RESPONSIBILnY TTMEUNE RESOURCES STAFF DEVELOEMENT EVAlilATICN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85% mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199 . January 1992 February 199 I Copies of skill sheets sent home 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items from available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe 1991 Northwest Arkans is : Ed. Serv. Coop' > Arkansas Basic Skills item ban c Arkansas Depart nent of Education " Slue Prints for Testing" Copies of test given Copies of item banks 11. Teacherrs' class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance from subject area supervisors and staff development specialists in working with teachers to improve the teaching of poorly mastered areas. Principal Principal October 21, 1991 Subject area Supervisor Staff Development Day Inservice MPT class summary sheets Staff Develojxnen: Specialists Copies of letters requesting assistance
4. 'i' 1 fe-i '-i
TARGET: STITDFNT ACHIEVEMENT L^PEOVhHENT PLAN CUICCME: STUDENTS IN Tl-IE SIXTH GRADE HILL IMPROVE SCIENCE MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESPOtBIBILnY TTMELIIE RESOURCES STAFF DEVELDPHENT EVALUATICN DATA 13. Specific skills packets will .be developed for students who have difficulty learning that skill 14. Stress reduction counselling will be given to students who exhibit signs of test anxiety Teachers November 1991 On-going Copies of skill packet Counselor January 1992 On-going Counselors Log P - i I IHFEOVEHEhT FIX.' CUTCCHE: H q-nT-^rr? TV Acncte 1. 2. 3. 5. 6. HTI.L PFPROVi: social studies mastery as measured by the ARKANSAS MPT IDENTIFY Subject Arsa Skills tested Arkansas Minimum Perfoirmance Test on IDENTIFY correlated skills in the grade level curriculum guide Prepare profile of each class A. B. RESPCtSTSrLTIY Principal Show each area a student did not master on previous class 6 Show each area a student did not master on previo^js grade assessment oi checklist Prepare skills progress chart for each grade level's skills to be available or displayed in each class Teachers will highlight MPT skills in plar book Teacher will use intermittent practice and evaluation techniques to ensure retention "I . 'i i. 4'-'. S' TDCLD RESOURCES STAFF DE'/E1OE^T EVAiUAIICN DATA September Classroom teacheis 1991 Principal Classroom teacher September s 1991 Little Rock Curriculum guid< Skills lists Skills lists Principal Teachers Teachers Principal Teachers Teachers September 23. 1991 September 30. 1991 Folders Progress Charts On-going As needed 4 1 1'' fp .mV' High lighter Staff Development Day Inservice Slass Profile sheets Progress charts Highlighted plans Teacher's plan book Classrocm observation f-- i'-*TARGET: STITJENT ACHIEVEMENT IMPROVEMENT PLAN QUPXME: STUDENTS IN THE SIXTH GRADE WILL IMPROVE SOCIAL STUDIES MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESPONSIBILnY T3MEUME RESOURCES STAFF DEVELOPMENT EVAUIATICN DATA 7. Teachers will use reteaching techniques for all students failing to maintain 85Z mastery of tested objectives Teachers On-going Class record books Teacher plan books 8. STUDENTS AND PARENTS WILL BE GIVEN test-taking skills tips along with information about why it is important for students to do their best Teachers Counselor Principal November 199. January 1992 February 199 Copies of skill sheets sent home 9. STUDENT WILL BE GIVEN practice test in standarized test format Teacher On-going From October 1991 Class record books Copies of test given 10. All appropriate items frcm available item banks or item specifications will be used to assess skill mastery Teacher Principal On-going from Octobe 1991 Northwest Arkans as Ed. Serv. Coop' 5 Arlcansas Basic Skills item banc Arkansas Depart nent of Education "Blue Prints for Tes:ing" Copies of test given Copies of item banks 11. Teacherrs class profiles will be be researched to identify areas tested but poorly mastered in each class 12. PRINCIPAL will request assistance fran subject area supervisors and staff development specialists in working with teachers to improve the teaching of poorly mastered areas. "I Principal Principal October 21, 1991 Subject area Supervisor Staff Development Day Inservice MPT class sunmary sheets Staff Developmen c Specialists Copies of letters requesting assistance a "Ms* I TARGET: STUDE^T ACHIEVEMENT IMFROVa^ENT FLAN OUrcctE
r4 STUDENTS IN THE SIXTH GRADE IHLL IMPROVE SOCIAL STUDIES MASTERY AS MEASURED BY THE ARKANSAS MPT ACnONS RESFONSIBILnY TIMELINE RESOURCES STAFF DEVELOFMEIfr EVALUATION DATA 13. Specific skills packets will .be developed for students who have difficulty learning that skill 14. Stress reduction counselling will be given to students who exhibit signs of test anxiety V if I Teachers Counselor c J November 1991 On-going January 1992 On-going Copies of skill packet Counselor's Log 1'LITTLE ROCK SCHOOL DISTRICT Baseline Elementary School 3623 Baseline Road Phone 570-4150 Little Rock, Arkansas 72209 May 25, 1993 RECEIVED MAY 2 8 1993 Ms. Ann Brown, Metropolitan Supervisor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Oifice of Desegregation Mcnitcring Little Rock., AR 72201 Dear Ms. Brown, Enclosed you will find letters sent to Little Rock School District Superintendent of Schools Dr. Max Bernd, as well as the Board members and Judge Susan Webber-Wright protesting this ill-advised budget maneuver to cut library media clerks. I want to add my voice to Mrs. Ann Keck's, (who recently called your office) as well as other library media specialists throughout the District, to express my concern and frustration with the lack of strong leadership for the library program, which was approved in the original Desegregation plan, and which Is now being dismantled, little by little. We are professional, certified library media specialists who want to do our job right, who want to provide our students with hands-on library media experiences Involving reference, study and locational skills as well as literary involvement. We want to assist our teachers by suggesting and providing appropriate resource, extension and enrichment materials. This year, the District made it very difficult, for those of us who were required to provide release time for the teachers, to function effectively. If our library clerk services are even partially removed, our functions as teachers and professionals who can provide much needed guidance and assistance to teachers and students will be more than impaired, functions will be stifled. Those You can make it possible for us to do our jobs, careful consideration. Please give this matter your Sincerely, Margaret R. Nalley Library Media Specialist Enc. I i Dear Dr. Bernd, May 24, 1993 We are writing to protest cutting library-media clerks as a budget reduction measure. invaluable services. The media clerks provide especially in the elementary schools. The proposal to provide schools with only partial clerk services, render the if enacted, will seriously hamper the effort to library services that are needed to continue effective implementation of the ABACUS curriculum. The LRSD Mission Statement for Elementary Media Programs states that the program will enrich and extend the classroom curriculum by offering students learning opportunities at individual learning levels and serve as an avenue to provide resources to students and teachers. These functions mesh well with the goals and objectives of the ABACUS curriculum, which calls for optimal infusion of literary and thematic instruction via library media materials, enhancing. enriching, extending and supporting curricular materials. How will the certified libray media specialist be able to offer the services and professional expertise called for by the LRSD Mission Statement and the ABACUS curriculum if that person is suffused with the clerical responsibilities of running the library media center? How will the specialist have the time to suggest appropriate materials and plan instruction with the teachers? How will the specialist be able to provide viable instruction to the students? will assist the teachers with the delivery. classroom to classroom, Who transfer from and operation of audiovisual equipment if the media specialist is busy with and responsible for a group of students? working alone in the library, will be unable to The media specialist, respond to many. possibly most, requests from teachers concerning materials and equipment assistance. Nor will students be able to have free and ready access to the library at their point of need. Such "freezing" of accessibility of library materials and professional assistance will drain the curriculum of its lifeblood. After all. is the curriculum
reading is the heart of the curriculum
learning and teaching is language. for the principal ingredient of all reading Attached is a list. although not by any means comprehensive. of some of the many important tasks performed by the library media clerk. We budget maneuver. implore you to please reconsider this S incer^b', )ROCK SCHOOL DISTRICT I. is Baseline Elementary School 3623 Baseline Road Phone 570-4150 Little Rock, Arkansas 72209 May 25, 1993 Dear Dr. Bernd, We also wish to add our protest to the recent proposal to cut library media clerk services. Our library media clerk provides important and necessary services that are directly related to the implementation of curriculum. We would like to suggest that the Board consider budget cuts removed from the buildings, that will not directly impact on students and teachers. Could you consider cutting the length of contract time for most of the supervisory and administrative personnel? If they are on contract 10 months, or 11 months or whatever, cut their contracts each by one or two weeks. This could probably save a lot of money, and these cuts would not negatively affect teachers or students. Sincerely, I I I i 6 DUTIES OF LIBRARY CLERK. I t I Places borrower's card in each of the returned books, nonprint materials, and/or equipment DAILY. Arranges books in order on book cart so they are ready for shelving DAILY. Shelves books DAILY. Shelves nonprint materials DAILY. Stores returned equipment. Stamps the borrower's cards for EACH book, nonprint material, and/or equipment checked out DAILY. Types new borrower's cards for books, nonprint materials, and equipment as they need replacing DAILY. Maintains a record of periodicals as they are received. Makes borrower cards for magazines received each week. Writes overdue notes. Keeps track of lost books. Checks out films, kits, and videos from downtown each week. Checks in films, kits, and videos to return to downtown each week. Reads the shelves to check for books out of place. Types book orders. Types nonprint orders. Types supply order. Repairs books. Changes A-V bulbs. Keeps a record of burned out bulbs that are replaced. Organized semester film, kit and video orders from teachers. Sends in weekly order for video from downtown. Keeps record and display of Charlie May Simon books. Laminates materials. Changes bulletin boards. Changes monthly displays. Does housekeeping chores, such as watering'plants. Processes new books. The following process is REPEATED for EACH BOOK: Removes the book's jacket. Arranges the books in alphabetical order. Types the book information in the accession record. Writes the accession number and call number in each book. Stamps the school's name in each book. Types the book pockets and borrower's cards. (continued)DUTIES OF LIBRARY CLERK (continued) Types the spine labels. Glues the pockets in the book. Attaches the spine labels. Types 4 catalog cards for those books not having cards. Types the accession numbers on the catalog cards for the shelf list. Alphabetizes all the subject, author, and title cards. Alphabetizes all the shelf list cards. Files the shelf list cards. Files the catalog cards. (This process takes a minimum of 30 minutes PER BOOK). The following process is REPEATED FOR EACH ITEM: Processes the nonprint materials. Types information in the accession record. Writes the accession number and the call numer on each item in the set. Stamps the schools name on each item in the set. Types the pocket and borrowers cards. Types the spine label. Slues the pocket. Attaches the spine label. Types 4 catalog cards for each set. Types the accession ninnbers on the catalog cards for the shelf list. Alphabetizes all the catalog cards. Alphabetizes all the shelf list cards. Files the shelf list cards. Files the catalog cards. (This process takes a minimum of 45 minutes per item). Discards weeded materials. The following process is REPEATED for EACH ITEM: Stamps discard on each Item. Blacks out each spine. Removes each card and pocket. Locates each title in the aecesslon record. Writes discarded and date by each title in the accession record. Writes discard by its accession number on the shelf list card. If it is the only copy, withdraws each of its cards from the catalog cards and the shelf list. Documentation of students dally visits to the library is maintained through use of Free Flow Book. Categories(fiction, easy, pewey Decimal) of books checkedout are documented each. day. Monthly reports showing students visits and the number and kinds of books checked out are forwarded to the Districts Instructional Media Center. Assists students and teachers with reference materials. Keeps encyclopedias, dictionaries, etc. in proper order on shelves. Provides a learning center in the library for students consisting of audio visual machines, tape players, etc. Tapes and films are changed at regular intervals. Monitors and assists students with use of library computers.A,- J"-' Little Rock School District NEWS RELEASE June 3,1994 For more information: Jeanette Wagner, 324-2020 TWO LRSD SCHOOLS HOLD PARENT MEETINGS Parents of new and currently enrolled students at Stephens Incentive Elementary and Baseline Elementary Schools will meet to discuss plans for the 1994-95 school year with LRSD administrators. The meetings will be held at the schools and are scheduled as follows: Stephens Incentive Elementary - Monday, lune 6 - 6:30 p.m. Baseline Elementary - Tuesday, Tune 7-7 p.m. ###06/03/94 r" < 15:59 501 324 2032 L R School Dist ODM 002/002 Little Rock School District NEWS RELEASE June 3,1994 For more information: Jeanette Wagner, 324-2020 TWO LRSD SCHOOLS HOLD PARENT MEETINGS Parents of new and currently enrolled students at Stephens Incentive Elementary and Baseline Elementary Schools will meet to discuss plans for the 1994-95 school year with LRSD administrators. The meetings wUl be held at the schools and are scheduled as follows: Stephens Incentive Elementary - Monday, June 6 - 6:30 p.m^ Baseline Elementary - Tuesday, June 7-7 p.ul ###TO: FROM: SUBJECT: 1. Baseline Elementary School 3623 Baseline Road Little Rock, AR 72209 Baseline Staff t-- June 6, 1994 Mary Jane Cheatham, Principal Packing DO NOT PACK CURRENT TEXTBOOKS!! Do not pack computer equipment. Turn in to the library any computer equipment in the classroom no later than Wednesday morning. Central office personnel will pack the computer lab. 2. Personal items are to be taken home. Three boxes per teacher are allocated for this purpose. Please do not remove school supplies etc. purchased with school money. If you bought it, you may take it with you. If you are in doubt ask Mrs. Cheatham. If there is something you don't want lost, check with Mrs. Cheatham for instructions. 3. Please turn in your ADD Aritlimetic Developed Daily booklet to Mrs. Me Donald. Turn in to the appropriate teacher any Chapter One material that may be in your classroom. 4. Wlien packing a box be sure to do an inventory of what goes into the box. Label the box for each box. of___ boxes for grade. Fill in the appropriate number Also list the contents on the side of the box. put a packing list inside the box. DO NOT FILL THE BOX TOO FULL,. You may want to Turn in a copy of all inventories to Mrs. Cheatham. 5. equipment. Inventory your furniture by the Tag Number if one is on the piece of Tag all broken equipment and/or furniture for removal. 6. Everything must be removed from cabinets and file cabinets. A rule of thumb is one drawer per box. Label the boxes as directed in item 4.Aifaisas Democrat (gazette WEDNESDAY, JUNE 23, 1993 Copyright 5 1993. Uttte flock Newspapers, Inc. William Farris Finn, age 49, of Sher- wood, died Monday. Mr. Finn, was princi- 9 pai at Baseline Ele- mentaiy School, and I a member of the 9 Board of Trustees of 9 Mount Pleasant 9 Baptist Church. Sur- 9 vivors are his wife, 9 Brenda Collins Finn
9 2 sons, Terry and 9 Jason i^nn, both of 9 Little Rock
parents, ti- Lawrence and Ruth Rnn, II, of Little Rock
brother Lawrence Finn, III, of Elizabeth, New Jersey
sister, Rosalyn Zeigler, of Little Rock. Arrangements: Ruffin and JarrettAricansas Democrat 7^ (gazette SATURDAY, MAY 28. 1994 LRSD considers closing Baseline 7
BY CYNTHIA HOWELL < 1 Democrat-QazeHe Education Writer 7 'Little Rock School District administrators are considering the possibility of closing Base-line Elementary School in Southwest Little Rock at the end of this year. * - The idea has been floated to School board members but has not been discussed at a public board meeting or submitted to the federal courts for consideration. If such a proposal is adopted by the school board, Baseline could be the second school to be closed this year and the third in two years. Baseline, at 3623 Base Line Road, has 343 students and a budget this year of $974,301. Mary Jane Cheatham has been the principal at the school but was notified earlier this year she would not be reassigned to the building. Superintendent Henry Williams indicated last month that Barbara Means, currently the principal at Fair Park Elementary, would be moved to Baseline. Baseline is an area school that serves children who live in the surrounding attendance zone and does not have the special academic themes that magnet and incentive schools have. The school has a 77 percent black and 23 percent white enrollment this year. The school board voted Thursday to close Stephens Incentive Elementary School to save $1.6 million in costs for next year. That proposal, plus any other school closing, would have to be approved by U.S. District Judge Susan Webber Wright. The judge has scheduled a hearing on the closure of Stephens for June 7. Stephens would be the second incentive school closed in as many years.^Arkansas Democrat THURSDAY, JANUARY 19, 1995 Copyright O Little Rock Newspapera. Inc. 1 New alert center opens at Baseline school BY DANNY SHAMEER Democrat-Gazette City Hall Reporter Little Rock celebrated the grand opening Wednesday of its first neighborhood alert center in a school building. The Upper Baseline Neighborhood Alert Center is in Baseline Elementary School at 3623 Base Line Road. The center is just inside the schools front doors in an office on the right side of the main lobby. Officials believe its a good idea to put an alert center in a school because it will help link the community and its people with their neighborhood school. Pat Gee, a school board member, believes the center will help draw more volunteers to the school. JoAnn Parker, the centers acilitator and a former special iducation teacher, said she was inconcerned about the poten- ial for residents with sub- tance abuse problems who eek help at the alert center oming into contact with school lupils. She said the buildings layout separates classrooms from the alert center office. Mary Anderson, the officer assigned to the center, said she can serve in two roles: as community police officer and school resource officer. Anderson said she planned to occasionally work with school pupils. Already, she said, her presenc Although the city held a grand opening Wednesday, the center actually opened its doors last month and city staff assigned to the center have begun serving the area. Two code enforcers, Carl Pettus and Kenny Bowman, round out the staff. Alert centers are neighbor- hood-based facilities designed to give residents more immediate access to some services. Alert centers provide a central location for a police officer trained in community policing techniques: code enforcement officials who inspect deteriorating houses, rental property, abandoned cars and vacant lots
and a neighborhood organizer. The Upper Baseline center will serve an area of Southwest Little Rock east to Arch Street, west to Stanton Road, north to Interstate 30 and south to the city limits. Office hours are 8 a.m. to 5 p.m. Monday through Friday. I '^Arkansas Democrat C^azette THURSDAY. JANUARY 19, 1995 Copyright O Uttio Rock Newspapers. Inc. 1 New alert center opens at Baseline school BY DANNY SHAMEER Democrat-Gazette City Hall Reporter Little Rock celebrated the grand opening Wednesday of its first neighborhood alert center in a school building. The Upper Baseline Neighborhood Alert Center is in Baseline Elementary School at 3623 Base Line Road. The center is just inside the schools front doors in an office on the right side of the main lobby. Officials believe its a good idea to put an alert center in a school because it will help link the community and its people with their neighborhood school. Pat Gee, a school board member, believes the center will help draw more volunteers to the school. Jo Ann Parker, the centers acilitator and a former special iducation teacher, said she was inconcerned about the poten- ial for residents with sub- tance abuse problems who eek help at the alert center oming into contact with school 'upils. She said the buildings layout separates classrooms from the alert center office. Mary Anderson, the officer assigned to the center, said she can serve in two roles: as community police officer and school resource officer. Anderson said she planned to occasionally work with school pupils. Already, she said, her presenc Although the city held a grand opening Wednesday, the center actually opened its doors last month and city staff assigned to the center have begun serving the area. Two code enforcers, Carl Pettus and Kenny Bowman, round out the staff. Alert centers are neighbor- hood-based facilities designed to give residents more immediate access to some services. Alert centers provide a central location for a police officer trained in community policing techniques
code enforcement officials who inspect deteriorating houses, rental property, abandoned cars and vacant lots
and a neighborhood organizer. The Upper Baseline center will serve an area of Southwest Little Rock east to Arch Street, west to Stanton Road, north to Interstate 30 and south to the city limits. Office hours are 8 a.m. to 5 p.m. Monday through Friday. I ' i 1Arkansas Democrat 7^ C^azcttc i THURSDAY, MARCH 2, 1995 -iwH* A I Mtto Onfit NMMnAnMw Jrw Irate father charged s in school disturbance
was A father upset oyer a disciplinary note about his daughter was charged with assault and disorderly conduct after threatening Baseline Elementary Schools principal and an employee Tuesday, Little Rock police said. PT XXl Clifford York Jr., 28, of Little Rock threatened to have an employee fired, held his fist to her and cursed her, police said. York told the employee he was angry about his daughter s report. police said. York also cursed at the schools principal and slammed her office door, police said."Arkansas Democrat (gazette FRIDAY. NOVEMBER 20, 1998 - Waterline problems
forces school closure Baseline Elementary School at 3623 Base Line Road will'-"be closed today because a waterline serving the school was broken late Thursday and water service to the school was expected to be disrupted for several hours. *
The school is scheduled to reopen Monday, said Suellen Vann, a spokesman for the Little Rock School District.Baseline school closing not a done deal, public told Democrat-Gazene Staff Little Rock School District officials want community opinion before deciding whether to close Baseline Elementary School but say they must convince the public a decision has yet to be made. Supporters of the school and community residents complained about the possible closing during a federal court hearing Tuesday and again at a crowded, emotional public meeting at the school Tuesday night. The school is in chaos, one parent. Victoria Garrett, told U.S. District Judge Susan Webber Wright during a court hearing on another school district matter. There are boxes everywhere, and the children are helping to pack. Im tired of every single one of yall, Beverly Nelson, an area resident, told administrators at the public meeting. I dont trust you because I don't think you give a damn about Southwest Little Rock. Leon Modeste, special assistant to school district Superintendent Henry Williams, tried to allay the fears of the crowd of more than 70 people. Its not a done deal, Modeste said. Theres a whole process involved in getting a school closed down. Modeste said the district is exploring options to cut district Arkansas Democrat-Gazens/Karen VanDonge from packing up her classroom materials Tuesday afternoon to fill out report cards on the last day of school. TAKING A BREAK Dianne Glason, a third-grade teacher al Baseline Elementary School in Little Rock, takes a break expenses. The district is faced with making $7 million in cuts next year to balance the budget and avoid an illegal deficit. The staff packed boxes for reasons other than the possible closure of the school, Mod-este said. Because Pulaski County and the Community Organization for Poverty Elimination are sponsoring a summer youth program at the school, employees packed their belongings to protect them. Also, since the school is to get a new principal next year, school equipment must be inventoried. And the rearranging of some classes requires packing. School district administrators last month circulated a memorandum among school board members on the feasibility of closing Baseline. Williams told Wright that the memorandum was prepared in response to a board request that school closings be considered as a way to save funds. The district could save almost $1 million by closing Baseline, the memorandum states. Baselines enrollment has declined from 389 to 344 since 1989, and its location close to the Little Rock-Pulaski County Special School District boundary line makes the school somewhat inaccessible to Little Rock pupils. The memorandum states that closings of Cloverdale Elementary and Wakefield Elementary, also in Southwest Little Rock, were considered but not pursued. Pat Gee, a member of the Little Rock School Board, said she was concerned the community was not given ample notice of the meeting. This school is not going to be closed because Im still alive. This school will be closed over my dead body, Gee said. Joa Stafford Humphrey, chairman of Southwest Little Rock United for Progress, opposed the closing and said, If you take the thing that a community is based
on, you break it. J.R. Perrifoy agreed. If you do close our schools, then our churches and businesses will leave too.' DRAFT Little Rock School District Baseline School Relocation Business Case Baseline has become inadequate as a public school because of its declining enrollmejtt, increasing costs, and location. It is one of several schools annexed from Pulaski County in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the ] City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during the last five years at Baseline. In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. Parallel to declining enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amount is budgeted for 1994-95, the per pupil cost will be $3,455. By closing this school, a savings of almost $1 million can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. ~ Recruitment of white students to this school has not achieved the desired results. Baseline's location causes it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary fine. M-M transfers across that fine to Baseline are not possible because PCSSD needs the whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance zones that are predominately black. These two circumstances cause Baseline to be "zone locked". Additionally, Baseline's attendance zone is 72% black. Though the current enrollment of the school does not come only from the attendance zone, the school is at 77% black. The recommended solution is to: / Relocate students from Baseline immediately to solve the problem. This alternative addresses all three areas of the problem. a) b) c) d) A plan to redraw attendance zone lines in this area will be devised
An immediate savings of approximately 1 million dollars wUl be realized by ehmmating the need for management staff, food service, building maintenance, and utilities to name a few
Staff will be relocated according to the provisions of the negotiated contract The curriculum offered at Baseline wUl be offered at other schools under the program for that particular school. To implement this solution, the desegregation plan must be modified. The district is aware of the concern that wUl rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as police and fire will not be as efficient are of paramount concern to many in the community. Some will want to know if a plan 3/4/MBaseline School Relocation Business Case 2 DRAFT 5/4/94 exists for use of the building when the students are relocated. While these -lie otuueiiu> are reiocatea. wniie these concerns are understandable, we believe we can offer our students equal opportunities in a more economical way. Negatives o' 1. Students and staff will their friends
experience some disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the 3. community as mentioned above
The building may stand vacant for a period of time if not used bv an agency on the 4. 5. community
Criticism of closing a relatively new facility (1975) may arise
and. The general southwest community may react to the redrawing of attendance in that general area of the city. zones Positives 1. Students will receive assignment to schools equal to current J.. ictcivc aaaigiLuieiiL scRoois equal co cuiTent programs
2. Special activities will be planned and implemented by each newly assigned school 3. to make new students and patrons feel welcomed
Patrons will be included in appropriate school correspondence and activities 4. currently enrolled patrons in that school
as are 5. Baseline is not located emotional reaction
in a residential area and therefore its closing may receive less Children who walk will no longer have to cross school
a major thorough fare to get to 6. 7. Elementary schools in contiguous areas are capable of absorbing the student population of Baseline
8. Immediate and million
and. year-to-year cost savings be realized of approximately $1 The Baseline School facility may be available to the community for use pending court approval. It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a number of other tasks as noted in the timehne included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment No additional personnel are necessary to implement this proposal. Instead, positions will be eliminated. No one will lose his or her iob. however A cain'nrrr -..'ii
__ one will lose his or her job, however. A savings of 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the total budgeted cost of Baseline School for 1994-95 is expected to be saved. This savings is a year-to-year savings. SuMuRad Or. HVT F. W.i as/o</M acjsuaBaseline School Relocation Business Case DRAFT 5/4/94 The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. Milestone Business Case presented to the LRSD Board of Directors for approval______________________ Contact the pnncipals of surrounding schools who may be affected by the relocation___________ Develop a list of key people in the community who should he contacted immediately___________ Notify finance person to include this as a budget reduction strategy_______________ File motion with the U. S. Federal Court to relocate students at Baseline School__________ Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._____________________ Conduct informational meeting with the principal, faculty, and staff about the process__________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone
and. c) those who do not attend Baseline School but live in the attendance zone._________________ Develop notice of relocation and date of community information meeting to send to: Pate 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. 12. 13. 14. IS. 16. 17. 18. 19. 20. 21. 3} b) =) d) parents & students
community groups and churches
media (press release) door-to-door delivery in the neighborhood Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to
a) b) <:} d) parents & students
community groups and churches
media (press release) door-to-door delivery in the neighborhood Deliver fliers, door-to-door, announcing the relocation and date of the information meeting Conduct community information meeting by_______________________________________ Inventory building________ Design plan for new attendance zones in southwest. __________________________ Mail letter to parents and students with announcement and assignment________________ Remove materials and eouipment from school_____________________________________ Reroute transportation of students________________________________ Secure building___________________________________________ Reassign staff__________________________________________ Send final assignment notices___________________________________. XuknuiM by Or. Huy f. Wiibaotk S<ipiAi<nti 5/20/94 5/20/94 5/24/94 5/24/94 S/27/94 5/30/94 712-094 7n-\l94 7IZM94 8/1/94 Person Williams Ingram Modeste Williams Williams Modeste Williams Mayo Mayo Mayo Mayo Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo BC..S5LMIBaseline School Relocation Business Case 4 DRAFT 5/4/94 I Background " " " Baseline Elementary School was one of several schools included in the annexation of Pulaski County land by the City of Little Rock in 1987. It was built in 1975 and experienced minor renovations in 1991. The building sits on 8 acres and houses 50,455 square feet It is located in the southwest area of the City of Little Rock near the boundary between Pulaski County Special School District (PCSSD) and the City of Little Rock. Unfortunately, this location prevents the proper desegregating of this school under our plan. Further, student enrollment has declined and costs increased during 4-U^ 1 _______-j.n____7. the last five years at Baseline. I Problem Definition Baseline has become inadequate as a increasing costs, and location. public school because of its declining enrollment, In recent years, enrollment at Baseline School has declined. Since the 1989-90 school year, the number of students attending Baseline School has dropped from 389 students to 344 for 1993-94. The number is expected to be 282 next year while its capacity is 390. This decline is illustrated in Figure 1. Figure 1 Baseline Elementary Enrollment (October of each year) sSchooli Baseline 1989 389 1990 ' f :1991 370 337- 1992\ 339| 1993 344 282 Parallel to declining enrollment is the increasing costs per pupil at Baseline. The cost for 1993-94 is $2,841 per pupil. If the same amount is budgeted for 1994-95, the per pupil cost wiU be $3,455. By closing this school, a savings of almost $1,000,000 can be realized. One intent of desegregation is to bring children of different cultures together for common opportunities. P ....... achieved the desired results. Baseline's location causes Recruitment of white students to this school has not it to be difficult to desegregate. On the south and east side of the attendance zone is the PCSSD boundary Une. M-M transfers across that Une to Baseline are not possible because PCSSD needs to keep whites in that area of the county for their own desegregation purposes. Surrounding the Baseline attendance zone within the city are neighborhoods and attendance that are predominately black. These two circumstances cause Baseline to be zones "zone locked". Additionally, Baseline's attendance zone is m black. Though the current Suto<und ky Or. Hatry P. Wtlhun^ SvpvMlaMaN BC.suaBaseline School Relocation Business Case 5 DRAFT 5/4/94 enrollment of the school does not come only from the attendance zone, the school is at 77% black. I AnnZysfs of Alternatives Solutions were discussed with a committee representing administrators in the Data on attendance zones, enrollment, percentage of black students in the school as well as in the attendance zone has been reviewed. LRSD. Upon careful consideration, three aspects had to be considered in resolving the problem. They were declining enrollment, increasing costs, and location. Addressing one or two and not all three aspects seriously compromises an effective solution. Inherent in the selection of an alternative is the assumption that the problem can be addressed adequately if the alternative offers quality for students and cost efficiency for tax-payers. The alternative solutions considered are listed below: 1. 2. Change nothing. This will not address any aspect of the problem and will allow costs to grow annually
Redraw the attendance zone to increase the number of students attending Baseline School. This reduces the per-pupil costs at Baseline but will increase costs elsewhere since another attendance zone must be reduced to enlarge Baseline's. Tl__ L__ address the imbalanced attendance zones surrotmding Baseline created bv its location. Further, it would imoact in npo'afivA xvaizc s. This does not schools. impact negative ways the enrollment of other 3. Relocate students from Baseline immediately to solve the problem. addresses all three areas of the problem. This alternative a) b) A plan to redraw attendance zone lines in this area will be devised
An immediate savings of approximately 1 million dollars will be realized by eliminating the need for management staff, food service, building maintenance. c) d) and utilities to name a few
Staff wlU be relocated according to the provisions of the negotiated uiaxi wm ue reiocarea accoramg tne contract The curriculum offered at Baseline will be offered at other schools under the program for that particidar school. 4. Intensify recruitment ^ts. Recruitment has been tried. The results have not been significant If the enrollment of Baseline -were increased by this effort, the location is still a problem. I Reccmtmendation Alternative 4 is recommended. 3. Relocate students from Baseline immediately to solve the problem. This alternative addresses all of the problem areas. SodnurtM Dr. HwvryP. WiUum, rrlmf CBAH/M acjsu<Baseline School Relocation Business Case 6 DRAFT 5/4/94 I Objective By the opening of school for 1994-95, Baseline students will be relocated, faculty will be reassigned according to the negotiated contract, and appropriate reductions in positions will be completed with a minimum of disruption to these individuals and the school district. Using this proposal will require a modification in the LRSD Desegregation Plan. This proposal supports the school district goals relating to securing financial resources necessary to fully support schools and the desegregation program. The problem will be considered solved if the following list of criteria are met 1. New attendance zones will reflect a reasonable racial balance for the area
2. The community is given the opportunity to be heard on the decision
3. Transportation is re-routed to accommodate these students
4. Special activities are planned and implemented by each school to make the new students and patrons feel welcomed
5. Patrons are included in appropriate school correspondence and activities currently enrolled patrons in that school
as are 6. Key members of the community are made aware of the relocation plan and have the opportunity for input
7. Immediate cost savings is realized
and, 8. The relocation of students and staff at Baseline will be complete before the opening- of school for 1994-95. Most of these benefits will occur when the process begins. Desegregation Plan goals will not be altered and parent concerns about the process and their newly assigned school will be minimal. I Impact Analysis The desegregation plan must be modified to accommodate this proposal. The district is aware of the concern that will rise in the Baseline community about the closing of the school. A number of school buildings have been abandoned in the city. This and the fear that city services such as police and fire will not be as efficient are of paramount concern to many in the community. Some will want to know if a plan exists for use of the building when the students are relocated. While these concerns are understandable, we believe we can offer our students an equal program in a more economical way. Negatives 1. Students and staff will experience their friends
some disappointment in being separated from 2. Community reaction will be strong against the decision for fear of the impact on the community as mentioned above
SuMmRM Or. Hatry ?. Willumh SupauuaMaM tt/IM/M ac_a5LNBBaseline School Relocation Business Case / DRAFT 5/4/94 3. The building may stand vacant for a period of time if not used by an agency or the community
4. Criticism of closing a relatively new facility (1975) may arise
and, 5- The general southwest community may react to the redrawing of attendance zones in that general area of the city. Positives 1. Students will receive assignment to schools equal to current programs
2. Special activities will be planned and implemented by each newly assigned school to make new students and patrons feel welcomed
3. Patrons will be included in appropriate school correspondence and activities as are currently enrolled patrons in that school
4. Baseline is not located in a residential area and therefore its closing may receive less emotional reaction
5. 6. 7. Children who walk will no longer have to cross a major thorough fare to get to school
Elementary schools in contiguous areas are capable of absorbing the student population of Baseline
Immediate and year-to-year cost savings will be realized of approximately $1 million
and. 8. The Baseline School facility may be available to the community for use pending court approval. Risks The risks of not implementing this solution is increasing district costs and not realizing the expected goals of desegregation. The risks of implementation of this solution are criticism for abandoning another school building in the community, inconveniencing the students who walk to school, and the possibihty that this solution will not realize all of the benefits exactly as anticipated. Timing It is critical that the process be complete before the opening of school for 1994-95. If this solution is to be implemented, patrons will need to know as soon as the Board of Directors approves. Awareness must be generated in the community, students must be notified of their new assignments, and a munber of other tasks as noted in the timeline included must be addressed. This will impact projected enrollment at other schools, transportation, food services, and the relocation of students, staff, and equipment SuMtutad by Dr. Hsuy P. WtlUami. SopanMandwl (B/04/M BC.SSLN1Baseline School Relocation Business Case s DRAFT 5/4/94 [Rgsofzrcgs Analysis Personnel No additional positions are necessary to implenient this proposal. Instead, some positions will be eliminated. No one will lose his or her job, however. Financial A savings of approximately 1 million dollars is the estimated benefit under this plan. This includes the cost of relocating students, staff, and equipment Because the remaining schools and staffs will absorb students and personnel where vacancies occur, the budgeted cost of Baseline School is expected to be saved. See attachment. This savings is a year-to-year savings. Revenue Source A source of revenue is unnecessary. Implementation of this proposal creates a cost-reducing strategy for the 1994-95 budget j Force Field Analysis Primary supporters of this proposal will be those not directly affected by the solution. The Board of Directors and administration of the school district are well aware of the improvement this solution will bring for student opportunity and cost savings. Those most opposed to the solution will be those in the immediate area of the school. These include some parents of students attending the school, community groups, and churches. They will argue that too many buildings have been closed, abandoned, and now are eye-sores in communities. That schools which are closed are those located tn the black community, and that a school is the life of a wholesome community. Some say that removing a school from a community that is already experiencing economic difficulty removes the last hope for the survival of that community. The Joshua Interveners may oppose the relocation of these students. The position of the City of Little Rock is unclear at this time. The negative reaction may be reduced by keeping everyone informed as the decision is made and implemented. One-to-one meetings with key community people will allow for their questions and an attempt to resolve their concerns. SukouXM Dr. Henry F. WdhtmL SupennUMm BCJ5LNBBaseline School Relocation Business Case 9 DRAFT 5/4/94 I General Iniplettientation Plan The following milestones for implementing this proposal are suggested and will be monitored by the Associate Superintendent for Desegregation daily. 1. 2. 3. 4. 5. 6. 7. 8. 9. Milestone ________________ Business Case presented to the LRSD Soard of Directors for approval_________ Contact the principals of surrounding schools who may be affected by the relocation Develop a list of key people in the community who should be contacted immediately______ Notify finance person to include this as a budget reduction strategy File motion with the U. S. Federal Court to relocate students at Baseline School______ Make contact with key people in the community who should be contacted immediately and solicit support for getting people to community information meetings. Include PTA president and ministers._________________ Conduct informational meeting with the principal, faculty, and staff about the process________ Compile list and mailing labels of all students living in the Baseline School attendance zone and those scheduled to attend the school. Sort the lists by
a) those who attend Baseline School but live outside of the attendance zone b) those who attend Baseline School but live in the attendance zone
and, c) those who do not attend Baseline School but live in the attendance zone._____________ Develop notice of relocation and date of community information meeting to send to: Date 5/12/94 5/13/94 5/13/94 5/13/94 5/18/94 5/20/94 5/20/94 5/18/94 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. a) b) 0) d) parents a students
community groups and churches
media (press release) door-to-door delivery in the neighborhood Develop letter to parents and students with announcement and reassignment. Mail notice of relocation and date of community information meeting to
a) b) o) d) parents & students
community groups and churches
media (press release) door-to-door delivery in the neighborhood Deliver fliers, door-to-door, announcing the relocation and date of the information meeting Conduct community information meeting by____________________________ Inventory building___________________________ Design plan for new attendance zones in southwest._________________ Mall letter to parents and students with announcement and assignment_______________ Remove materials and equipment from school__________________ Reroute transportation of students_______________________ Secure building________________________________ Reassign staff__________________ Send final assignment notices 5/20/94 5/20/94 5/24/94 5/24/94 5/27/94 5/30/94 6/1/94 6/15/94 7/31/94 7/31/94 8/1/94 Person Williams Ingram Modesle Williams Williams Modests Williams Mayo Mayo Mayo Mayo Mayo Williams Neal Mayo Mayo Eaton Montgomery Eaton Hurley Mayo Mvounad M Dr. Hanry P. WiHuno. $upmniaM>< OifH/n BCJSU4BBaseline School Relocation Business Case 10 DRAFT 5/4/94 Attachment 1 Copxj of pages from 1994-95 Tentative Budget relating to the cost of Baseline School SuMuu^ Or. Hout P. WUUum. $yifHwi 8C.9SU<EDate: 03/23/9h Time: 13:44 Little Rock x>l District BOG: BUD002 Oepsrtment Budget - OOH FiDCt ion Department Code - Description Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FIE 1994/95 BASELIME ELEMENTARY 0022 Page 59 1105 ^rrrr 1120 1124 1195 FOUR YEAR OLD PROGRAM 0110 I 0120 I 0210 ! 0240 0380 I 0410 ! 0416 ! 0540 I 0548 I REGULAR CERTIFICATED REGULAR NOH-CERTIFICATED SOCIAL SECURITY TAX INSURANCE FOCO SERVICES SUPPLIES SUPPLIES SUPPLY CENTER EQUIPMENT-PERSONAL PROPER 11^5 EQUIPMENT fOUR TEAR OLD PRCXRAH SUPPLY CENTER TOTALS so.oo so.oo so.oo so.oo so.oo so.oo so.oo so?oo lOo so.oo $41,754.00 S20j22.00 $3,18938' $3,149.37 $0.00 $37955717 $0.00 $7,200:00 16.36 16676763? $636' $8,570.80 $65536 $835.24 $1,548.90 $5,039.19 $370.63 $490.26 $1,836.11 $19,346.7? $62,510.00 $20,822.00 $6,374.90 $5,200.00 $0.00 $689.00' $0.00 $0.00 $0.00 $95,595^90 2.00 2.00 k.QO tlNOERCARTEN MIO REGULAR certificated" "OjlO SOCIAL SECURITY TAX 5746' 0410 INSURANCE SUPPLIES -------------------------6116 1110 . KINDERGARTEN ELEHEMTARY 1120 GAU local supplies $f> TRACKIN SUPPLIES SUPPLY CENTER TOTAU S106,176.00 S8,122.76 S6,13636~ S4S6.44 so.oo ----------I6?r5 S116
6as3r $112,575.00 "n^5:iR737" $141.46 $206.00" 1957W" $12^75:77' $46,906.29 $3,531.36 "lO5T3y so.oo Silo.00 611975? 157,522.66 U2,57O.OO $4,786.61 $2:600700 $480.00 $0.00 ---------$636 $70,436.61 2.00 2.00 ffuy oUo" 0210 0245 0326 633? O34r 0360 ono" 0416 047? OSZ? ELEMENTARY REGULAR CERTIFICATED REGULAR HON-CERTIFICATED SOCIAL SECURITY TAX INSURANCE ______________ REPAIRS-EQUIPMENT PUPIL TRANSPORTATION POSTAGE PRINTING t BINDING-INTERN SUPPLIES SUPPLIES SUPPLY CENTER OAla PRIOR ENCUMBRANCES TEXTBOOKS - LOCAL SOURCES EQUIPMENT-PERSONAL PROPER EQUIPMENT - SUPPLY CENTER TOTALS ELEMENTARY MUSIC ~ 6116 REGULAR CERTIFICATED ---------------------6716 SOCIAL SECURITY TAX 0240 1124 ELEMENTARY MUSIC ACCELERATED LEARNING 6120 INSURANCE TOTALS REGULAR NOH-CERTIFICATED n5B7i5?75i" ----- $29^76675? $27,052.57 S295?40 $429.40 S266716 i76.OO $1,49r.7T $2,662.5? SO.OO so.oo -----------$17527:7? lasnr $452,916717' i34'f,W5:W "nfiTJiSTT? $^558.61 $24,597:4? $5i5:6o $o:65' $257.50 $25775 0 "^179113? S4j
^o.oo $1,892.19 $25736' $772'36' $0.00 $433,424:7? 11163573? $10^68974? $9^25037 $5,97637 $636 U5.97 $Hl.28 $0.00 IHETT $1,95136 $0.00 $0.00 $1,864.19 $0.00 $140,748.69 $347,000.00 $36,416.70 $29,331.38 $23,400.00 $500.00 $0.00 $200.00 $0.00 $1,669.00 $2,900.00 SO.OO SO.OO SO.OO $0.00 UAl,437.0a 13.00 5766 18.00 so.oo or so.oo so.oo SIO.206.00 $30,512.00 U
33r55 si.lssToo S34,0Ti76Q S1O.411.OO so.oo 15765' so.oo so.oo so.oo 15765 so.oo so.oo t4.33Z.9O SO.00 0.60Date
03/23/94 Time: 13:44 Little Rock School Dletrlct Depertment Budget - OOM PROG
BtD002 . Function Deptrtinent Code - Peacrlptlon Object Code BASELIHE ELEMEMTART - Description 0022 fl2io soi^iAL igajftnrnpr Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 flE 1994/95 Page 60 1210 TOT 1560 1910 2120 2154 2222 1195 0240 IMSURAMCE ACCELERATED LEARHtHG ITINERANT INSTRUCTION 0110 I ~ii2T0 ! _____________ 021.0 I 1210 iTiMERART IMSTRUCTIOM RESOURCE ROOM Ollft ' 0^10 RESOURCE ROOM TOTALS REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE TOTALS REGULAR CERTIFICATED SOCIAL SECURITY TAX INSURANCE ACADEMIC PROGRESS GRANTS 1560 oTTT 02Tcr oBT TOTALS STIPENDS SOCIAL SECURITY TAX PUPIL TRANSPORTATION ACADEMIC PROGRESS GRANTS TOTALS CIFTEO AHO TALENrEP ~snir 0210 ________________02A0 CiflEO AND TALENTED OJIDAKCE SERVICES OHO 2120 REGULAR CERTIflpiIEO SOCIAL SECURHV TAX IWSURARCE TOTALS REGULAR CERTiyiCATEO 0210 SOCIAL SECURITY TAX 0240 GUIDANCE SERVICES HlffiSIRG SERVICES 0120 syre" 0240 2134 INSURANCE TOTALS NURSING SERVICES REGULAR HON-CERTIFICATEO SOCIAL SECURITY TAX INSURANCE SCHOOL LIBRARY SERVICES 2222 0110 0120 0210 0240 0410 0416 SCHOOL LIBRARY SERVICES TOTALS REGULAR CERTIFICATED REGULAR NON-CERTIFICATEO SOCIAL SECURITY TAX Tnsurance ' ^PLIES SUPPLIES - SUPPLY CEN'TER' TOTALS $740.96 I 47?Or $1.404.00 I $1,292.94 $127390.96 I $12750036 S20.006.00 _j2,142.47 $4,526.20 $5i~6?r23 $29,649.00 $2,114.28 $1,302775^ $357o60F l7ffT7r Tift,636.ftp >l,?66.?0 19,966.11 ~i331.ft5- >417.94 >5,067.64 M.OO >760.00 >780.00 0.60 $0,167.30 U2rio' S1j?20.6r SIO.ST^I TTJ5r9C sa67?6r S4767or T?796Or S2O,429.5o ^T.ssris SoBTof S22
w7ir 11,514.02 S605.85 13,000.69~ j31,134.2l >13^606.00 >3J22.66 >2^940.46 >27^5^7 S97.Zr 347165.64 pw?. fffrswf SO.OO SO.OO SO.OO SO.OO ITfJftft.M si J6o.oa s5Jr3r irrrgggjr 429,500.40 si.Tssryg- $1?5o2.o9 $327906.60 111,173.65 U6571 >517.01 >i2,is^sr S32.692.44 S9,396.42 S2.420.19 S22?24.4r Si?6.65 S257.SO~ t<6,070.23 If"I" $l2,3557?r $467.16 $13,5609 >15.226.00 >1,1609 ____>650.00' >17,040.79 qTJo T12,441.46 TTItS^o' tip,290.3r 59.106.00 S4.J2T776 7ii.9?O(r 665,579.76 ITTo TT^ 1729. sn?89 io.00 S7ei.O4 SO.00 SO.00 to,00 so.oo 6.769. ft 1^ sm7?56 ~Sl60.Z7 ?57335.W 2*1 J5S.B sB^oo 535 413^692.10 "SMlTTo" 4474.20 ~si3,nT?oa~ Bl, 664.00 S23Z5.fO~ SI Joo.00 S37j39j0~ T5d 1.00 S5.075.33 S164.77 >5,646.40 >12.502.00 __i9?J7ty >520.00 >13,976.40' 0.40 0.40 SI4,4<A.42 SO.OO S1,l97.i4 Sdorof S222?jr _ SZO3 sii3^o?ijo~ >33.716.76 >4,635.20 *2,949.22 >1,620.00 >3,000.00 >300.00 46
^7ir 1.00 0.40 0 iDate: 03/23/94 Time: 13:44 Little Rock School District Department Budget - OOM h...u: BUD(K)2 Function Department Code Description Object Code - Description Actual 1992/93 Budget 1993/94 Actual 01/31/94 Budget 1994/95 FIE 1994/95 lASElIHE ELEMEkTARY 0022 2410 OFFICE OF THE PRINCIPAL 0110 0120 0210 0240 REGULAR CERTIFICATED REGULAR NON'CERTIFICATEO SOCIAL SECURITY TAX INSURANCE SUPPLIES 0416 SUPPLIES - SUPPLY CENTER 2410 OFFICE OF THE PRINCIPAL TOTALS >52,566.06 Tfi 029.85 >5.5.9S >5,0217(14 JOO jSToo >81,114.26 >60,544.09 >14
561.65 35,370.54 >2350:5^ >126.85 >252.50 >85,220.15" >29,325712 >,026.62 12,7^.52 >1,135.09 >0.00 >0.00 >41.263.35 >59,816.94 >16,239.25 >5,818.30 $2,600.00 $300.00 >200.00 >84,974.49 1.00 1.00 TocT JOT UPKEEP OF BUILDINGS -------------------------on5" 0210 ----------------535 0240 B32V REGULAR NON-CERTIFICATED SOCIAL SECURITY TAX PUBLIC EmFlOTEES RETIREKE INSURANCE__________________ UTILITY SERVICES-NATURAL lOT 55^5 UTILIir skvicei-elcctkic (S3I3 UriLITT lEE-UATEE/JEUACE/ UPKEEP Of miLOINGS OTHER SUPPORT >ERVICtS->U TOTALS s5:i7rr ii
024:36 >7,530.65 >1,4901 la2
277:2i >51,600:54 >2,448?26' 4i
w575r >2,433.92 >9,300.60' U4
606:66 >1,800.00 >94,Mk61 >19,522.44 >1,497.25 ^28235' >945.30 $2,245.26 353760630' >991.26 >52,541.25 >36,226.20 >025.17 ISTOf >3,900.00 >9,300.00 >46,000.00 >1,800.00 >100,051.82 Tm 3.00j ---------------------------------------------- 6(14 XJPELIM - nJPPir CEHIE* "' 2590 0TWE8 mPPOlIt >EVICE$-IU IOTAl> EASELIHE ElEMEIIlt tOT>t> > Psge 61 >174613^ >1,6413^ wirarw >2,500.60 >2,500.00 >131535^ Tt3li36' >7
MT:ir >2,500.00 >2,500.00CITV* OF MANAGER TEL:501-371-4498 Jun 07 94 8:20 No .002 P.Ol I \' . City of Little Rock Joan Adcock City Director V City Hall. Room 203 500 W. Markham Lillie Rook, AR 72201-1427 (501)371-4516 FAX (501) 371-4498 June 7, 1.994 The 1-tonorabie Susan Webber Wright Federal Judge Federal Building 600 W. Capitol Little Rock, AR 72201 Dear Judge Wright: It has been brought to my attention that the Little Rock School District is considering the closing of Baseline Elementary School, as well a,s possible other Southwest Little Rock schools. It is my opinion that, at a time when the Little Rock Board of Directors and the Little Rock School Board should be closely aligned in working together to solve mutual problems within the city and school district, the City Board members should be notified when closing is under consideration. any school More importantly, in this situation, where there ha.s been no study conducted to determine why this particular school has been selected for closing, there has also been no input solicited from the affected community or the parents of the children involved. Southwest Little Rock citizens, over the past 18 months, have been involved in a concerted clfort to stabilize and revitalize their community. During this time, 17 neighborhood associations have been officially formed, specifically in areas where a school is located, lire schools are utilized as meeting places for these groups, comprising of 7.5-100 concerned neighbors at each meeting. It is through these association meetings that we hope to be able to secure volunteers for the schools, strengthen the safety of the neighborhoods surrounding the school grounds, and educate the neighborhoods on special issues such as the need for school millage increases. Baseline ^'iseline Elementary School has been the meeting place for the Upper Baseline cighboihood Association since its formation. It has also been suggested and approved by the Superintendent of the Little Rock Schools, Dr. Henry Williams, as the site for a new alert center.CITY' OF.,L.R. MANAGER TEL : 501-371-4498 Jun 07 94 8:21 No.002 P.02 1 Speak lor myself and other Southwest area representatives in soliciting your serious consideration in proposing that a study be conducted R 7 r, at a study be conducted as to the feasibility of maintaining Baseline Elcmentaiy as a strong component of the overall community, and that mcctinc? 1 lu J rr. , ----------------------I community, and that meetings between school board officials, parents, and community representatives be conducted before any action is taken to close this school. Thank you for your interest in this matter. Sincerely, Joan Adcock City Director JA:acd cc
Ann Brown Dr. Henry Williamsh, ivV > / .3-! * ' . *. 4A Vl- i/y I f. t- .5 L d 1 '<-a. > These are the memos that . - V i i' went out at Baseline Elementary A 'J .r, 1. * U. > 1 *^4 ' D I I I 1 1 RECRV^O I JUN 9 1994 ii LLLCBBBi B I ! A Office d Etesegregaiori i.. LITTLE ROCK SCHOOL DISTRICT Baseline Elementary School 3623 Baseline Road Phone 570-4150 Little Rock, Arkansas 72209 June 2, 1994 To: From: Mary>3ane Cheatham, Principal Subject: NEWSPAPER REPORT CONCERNING CLOSING BASELINE Due to the serious financial problems of the school district, members ,of the school board requested the superintendent to look for additional schools that might be closed. The newspaper report was pot generated by the school district. NO decision has been made. Baseline is one of the school being discussed but ? I am generating a list of key parents and community members who need to participate in any discussions about the possibility of closing Baseline. If you have any recommendations, please let me know. The following are my best recommendations: 1) Take all personal items home. 2) 3) 4) 5) Discard any materials and/or equipment that you did not use this year and/or do not think you may use next year. Discard any tattered books, etc. Tag any broken furniture and have Mr. Rendel remove it from your area. Inventory all books and materials to be left in the classroom space. Inventory all furniture, bookcases, etc. that are in your space. V) As soon as the board directs Dr. Williams to develop a business case related to closing Baseline, a time/events calendar will be developed similar to the one in the May agenda for Stephens. At that time procedures will be implemented according to the district PN agreements concerning reassignment of staff. Baseline. No one is expected to lose his/her job due to the closing of I I I I i t I I I I I 1RECEIVPO JUN 9 1994 Oaice of Desegregation Mo-..'-' icig Baseline Elementary School 3623 Baseline Road Little Rock, AR 72209 June 6, 1994 TO: Baseline Staff FROM: Mary Jane Cheatham, Principal SUBJECT: Packing 1. DO NOT PACK CURRENT TEXTBOOKS! ! Do not pack computer equipment. Turn in to the library any computer equipment in the classroom no later than Wednesday morning. Central office personnel will pack the computer lab. 2. Personal items are to be taken home. Three boxes per teacher are allocated for this purpose. Please do not remove school supplies etc. purchased with school money. If you bought it, you may take it vzith you. If you are in doubt ask Mrs. Cheatham. If there is something you don't want lost, check with Mrs. Cheatham for instructions. 3. Please turn in your ADD Arithmetic Developed Daily booklet to Mrs. Me Donald. Turn in to the appropriate teacher any Chapter One material that may be in your classroom. 4. When packing a box be sure to do an inventory of what goes into the box. Label the box for each box. of____ boxes for grade. Fill in the appropriate number Also list the contents on the side of the box. put a packing list inside the box. DO NOT FILL THE BOX TOO FULL. You may want to Turn in a copy of all inventories to Mrs. Cheatham. 5. equipment. Inventory your furniture by the Tag Number if one is on the piece of Tag all broken equipment and/or furniture for removal. 6. Everything must be removed from cabinets d file cabinets. A rule of thumb is one drawer per box. Label the boxes as t rected in item 4. I I i I i ILITTLE ROCK SCHOOL DISTRICT i Memorandum JUN 9 1994 Date June 4. 1994 Office of Desegregation Monitoring From Ja Cheatham, Principal To AU I 1 I Re LAST WEEK'S EXPECTATIONS OF SCHOOL - OUNE 6 - OUNE lOi Teachers' supplies such as stapler machines, tape dispensers, excess copy paper, staple pullers, Section paper, etc. should be boxed and abeled_ as directed by thepacking bulletin and left in the classroom. You are expected to teach both days, Monday and Tuesd
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