Little Rock Schools: Cloverdale Middle

JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. JR. * Also admitted to Practice in Georgia & the District of Columbia. JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 DEC 2 2 1592 Office of Desegregation Monitoring December 10, 1992 Christopher Heller, Esq. Friday Eldredge & Clark 2000 First Commercial Bldg. Little Rock, AR 72201 Re: Cloverdale Junior High School Dear Chris: The report to you is inaccurate, but more importantly than that, I shall not be chastised by you. clients there. For the record, I had two principal spoke to them. I insisted on being present with them as the did not disrupt the class. did not intervene in a conference involving school officials and parents, I do represent the white parents in question, I did inquire of the in-school suspension teacher regarding obtaining a copy of the inschool suspension rules, did not make any demand to see a teacher's "suspension data". did not solicit names and phone numbers of students, but did indicate to them that if any of them felt that they had problems that were racial in nature that they should contact my office. I deny that I disrupted school operations, interrupted any classes, confronted any teachers or solicited any clients. invite immediately. you conclusion to legal action JWW:Ip P.S. Simcare]^, J ohn W. Walker There are always two sides to every story and if you wish to accept only one side before proceeding, then I see no reason to resolve any matters regarding the Little Rock School District in the future.p!*', rw John w. Walker, p.a. Attor.ney .-iT Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 A w i: DEC 2 2 1S92 Cntl cf Dcscgrecaucn Monitcring JOHN w. walker RALPH WASHINGTON MARK BURNETTE WILEY A. BRAiNTON. JR. AUSTIN PORTER. JR. * Also admitted to Practice in Geoma i the Distnct of Columbia. December 10, 1992 Christopher Heller, Esq. Friday n /A edge & Clark 2000 First Commercial Bldg. Little Rock, AR 72201 Re: Cloverdale Junior High School Dear Chris: The report to you is inaccurate. but more importantly than For the record, I had two did not disrupt the class that, I shall not be chastised by you. clients there, I insisted on being present with them as the principal spoke to them, did not disrupt the class, did not intervene in a conference involving school officials and parents, I do represent the white parents in question, I did inquire of the in-school suspension teacher regarding obtaining a copy of the inschool suspension rules, did not make any demand to see a teacher's "suspension data", did not solicit names and phone numbers of students, but did indicate to them that if any of them felt that they had problems that were racial in nature that they should contact my office. i deny that I disrupted school operations, interrupted any classes, confronted any teachers or solicited any clients. invite immediately. you onclusion to action JWW:Ip P.S. Sirncare]^, ohn W. Walker There are always two sides to every story and if you wish to accept only one side before proceeding, then I see no reason to resolve any matters regarding the Little Rock School District in the future. JOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 9, 1993 Ms. Gayle Bradford Cloverdale Junior High School 6300 Hinkson Road Little Rock, AR 72209 Dear Gayle: It was so good to hear from you. I applaud your efforts to promote your school and I cant think of a better promoter than you! I hope some of the ideas we discussed will be helpful as you develop a plan for marketing Cloverdale. As promised, Ive gone through my files but was unable to find an example of the sort of school brochure that had impressed me several years ago. So 1 called Debbie Milam at VIPS to ask her to go through the VIPS "archives" (since I never threw much away when I was there) to see if she could find the example, since Im sure 1 stashed it somewhere. She will look and send you the sample if she can locate it. Meanwhile 1 came across the enclosed information that is mostly from NSPRA (the National School Public Relations Association). 1 belong to our local NSPRA chapter here in Arkansas and have picked up lots of their stuff through the years. Some of this will be old hat to you but there may also be some new ideas here too. You are free to call on my associate, Connie Hickman Tanner, for suggestions. She is very energetic and creative and will be happy to brainstorm with you, as Im sure Jeanette Wagner would too. Best of luck in your endeavors. Please keep me posted on your progress and let me know how I can help. Sincerely yours, Ann S. Brown Enc. CLOVERDALE JUNIOR HIGH SCHOOL Date: January 24, 1995 We were pleased to find: 1. 2. 3. 4, 5. 6. 7. 8. 9. For the most part, the grounds and areas in front of the school were litter-free. The front courtyard was neat
all of the bushes were trimmed and the evenly spaced crepe myrtle trees promised that the area would be very attractive during blooming season. Several benches near the front building provided an area where visitors could relax and enjoy the view. The main entrance to the building was clean and welcoming. School staff greeted the monitors cordially in the office and throughout the building. A list of honor roll students for each grade level was prominently displayed on the front glass panel at the entry to the main office. Bright art work of students greeted visitors in the main reception area. Prominently displayed were two posters touting volunteerism and a large VIPS poster encouraging parent participation. Security personnel were visibly on-the-job throughout the building. When we spoke to students, they were cheerful, respectful, and very helpful. They changed classes in an orderly fashion. The hallways and courtyards were almost completely litter-free
trash receptacles were stationed at intervals along the exterior halls and in most of the interior halls. About a dozen trash cans were stacked upside-down against one wall in a courtyard. A custodian explained that these receptacles were used for leaf collection. 10. The lockers were all graffiti-free. The paint on the lockers in the new wing was in excellent shape, marred by only a few smudges and pencil marks. On the older lockers in the exterior halls, the paint was faded and dull from exposure to the elements, but the lockers were largely free of extraneous marks and dirt. 11. Except for one of the girls bathrooms, the walls had little or no graffiti. 12. The carpet in the media center was clean and free of litter. Areas Needing Attention: 1. 2. 3. 4. 5. 6. 7. 8. Shadowed exterior sidewalks had not been cleared of the ice and snow that remained from the weekend storm, nor had sand or similar material been applied to aid footing. One of these ice- encrusted areas was outside the exit at the north end of the new wing, and would have made for hazardous egress in case of an emergency. Another ice-covered area ran along the north parking lot, providing very shaky footing between cars and the building. No flags were hung on the flagpole. A small area of the grounds in front of the school, near the flagpole, was littered with cups and other paper. A janitor was picking this trash up as we left the campus just after 10:00 a.m. We were puzzled to see a banner, announcing the school as an "Academy," hanging next to the permanent lettering that read "Cloverdale Junior High School." One of the nine or ten large picnic tables in an interior courtyard was upended against a tree. Some boards and a large piece of cloth lay in a messy heap at the base of the table. Almost all doors, especially those in the older area of the schools, were scuffed and dirty and had tape residue and chipped paint both inside and out. Most of the office, security, and custodial personnel we encountered were of one race. Classrooms in the new wing were partially labeled with construction-paper lettering, much of which had fallen or been tom away, leaving the rooms unidentified. Page 39. 10. 11. 12. 13. One of the two bulletin boards in the new wing was decorated, but the other was mostly blank Although we peeked into relatively few classrooms, we saw many bare walls unadorned with any pictures, maps, or other materials that would promote student learning or interest or allow observers to determine what subject was taught in the room. In contrast, some of the classroom walls were hung with colorful and engaging posters, maps, student work, and the like. Although we did not enter them, in some of the classrooms we noted that most of the students wore thick, heavy coats, giving the impression that the rooms were cold. The library area of the media center was well-ordered, but the office and storage areas were far from being neat and tidy, and appeared disorganized and unprofessional. One of the overhead lights in the main area of the library was not illuminated. In one comer near the entrance, an assortment of wires hung haphazardly along the wall and one dangled from the ceiling to the floor. A few computers were set up in the media center, but one bore a sign reading "out of order." Several ceiling tiles were slightly raised or askew. The windows and doors had a considerable amount of unsightly tape residue. The school sported a profusion of wiring that was exposed to view and, therefore, easy access. In the exterior hallways, large bundles of wiring have been run overhead. In several places, where cut wires dangled from a wall or overhead source, we could discern no obvious intended connection nor past use. 14. All of the fuse boxes for the air conditioning units on the east side have an open exterior lever 15. 16. 17. 18. for "on" and "off." The large fuse boxes in the hallway next to the gym had no padlock and were easily opened. Such exposure of electrical controls invites pranks or outright vandalism. One of the pair of exterior doors at the north end of the new wing was open and could not be closed from inside. Only after hard, repeated shoving from the outside would the door close. Since district regulations require that unattended doors be closed to exterior access, this open door could lead to unauthorized entry into the wing. Throughout the building, we noted ceiling tiles that bore water stains, even a few in the new wing. A custodian explained that, although the roof had been patched with tar in some places, leaks were still a problem. Near an exterior exit on the north side of the building was stacked a motley collection that included a chair, a barbecue grill, two inverted trash cans, a hand truck, and a metal cabinet. Perhaps the school lacks adequate storage area. Most of the water fountains did not work. Only one of the two units in the new wing was operational and just one of the two fountains in an exterior northwest hallway worked. The twin fountain unit near an exterior northeast exit did not work at all and, judging by the collection of dirt in its bowl, it had not afforded anyone a drink for some time. 19. Only the classrooms in the new wing had windows in the doors to facilitate unobtrusive observation. From that vantage point, we noted a few file cabinets, but no built-in storage areas where teachers could organize and store materials. In some of the classrooms, newspapers, boxes, books, and the like were stashed or stacked haphazardly on the floor, giving the rooms a sloppy, unprofessional, and uncared-for look. 20. In a room in the new wing, the chalk tray under the main chalkboard was full of chalk dust which had spilled over on the carpeted floor in a broad yellow band, indicating that the floor had not been vacuumed nor the chalk tray cleaned in some time. 21. Some of the walls in the new wing hallways were scuffed and dirty
several pieces of tape hung in places. The floors were badly scuffed and appeared to need a good scrubbing and waxing. 22. The foundation on the exterior east side of the building, and perhaps the north side as well, appears to be sinking, creating a serious, extended horizontal crack in the brick wall that is several inches wide in some places. At some points, the exterior wall is pulling away from the interior waUs. On the west end of the exterior north wall, we noted a pronounced vertical crack Page 423. 24. 25. between the bricks, which could also signal structural problems. The custodian and principal said they had been trying unsuccessfully for several months to get the district to address these problems. A ramp, designed to permit access to the stage area for persons with disabilities, was used for storage of mats and chairs, which precluded easy access to the stage area. The floor in the cafeteria needed a good scrubbing. Several ceiling tiles were loose. During a class change, several dozen students sauntered singly or in pairs to class well after the tardy bell, even though a security guard was urging them to hurry on to class. A couple of the security guards blatantly flirted with some of the female students. We did not observe any female security guards on the campus. Girls Restrooms 26. 27. 28. 29. The restrooms near the front of the campus were locked during the initial part of our visit. The principal gave instructions to open them. According to some students, with the exception of the new wing, most of the restrooms were locked during class time, but were reopened during class changes. Apparently, this arrangement is an effort to reduce graffiti and vandalism. For the most part, the restrooms in the original part of the building were free of excessive litter, but the sinks and countertops were dirty. None of the stalls had disposal receptacles for sanitary items. Apparent efforts to keep the wails graffiti-free had resulted in some very sloppy paint jobs. Quite a bit of paint had dribbled down the walls onto the ceramic tile. Also many of the tiles were chipped, cracked, and discolored. None of the bathrooms in the original part of the building had soap or paper towels. The ten classrooms in the new wing were served by one restroom, which had three stalls. The two stalls with dispensers for toilet paper had some paper, but the third stall had neither dispenser nor paper. One of the units for disposal of sanitary items was missing. Graffiti was abundant on the far stall wall. The two paper towel dispensers, which were both dirty, were empty and the room contained neither soap dispensers nor soap. The laminated area around the sinks was discolored. All three sinks had both hot and cold water and good water pressure. A dark substance covered much of the upper portion of the narrow wall next to the sinks
it appeared as though black paint had been applied and attempts to remove it were unsuccessful. Boys Restrooms 30. 31. 32. One of the restrooms had a very foul order. The place was dirty and one of the commodes was broken. Gang signs were prevalent on the walls. The center restroom was cold and dirty. Only one of three sinks worked. One roll of toilet paper served several stalls. Two of the toilets were dirty. The one restroom serving ten classrooms in the new wing was fairly clean, but it contained only one roll of paper and no paper towels. Page 5LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLEROCK, AR 72201 Division of School Services Sadie Mitchell, Associate Superintendent received SEP i 3 2QQ0 TO: ice of Desegregation Monitoring OFFICE a? FROM: famine, Superintendent of Schools DE8EGRE6AltOH MCNnORINQ DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation ConsultantRECESVED SEP 1 3 2000 OFFICE OF OESEBMOHWRHiS Cloverdale Academy of Applied Technologies <Economics <Multimedia <Engineering yl Comprehensive Design for the International Baccalaureate MiddleYears ProgrammeJanuary 7, 2000 DRAFT DRAFT DRAFT DRAFT DRAFT ............................................... ...................... ............................. ................................' Cloverdale Academy of Applied Technologies ^Economics ' <MuItimed^ (Engineering i .4 Comprehensive Design for an International Baccalaureate MiddleYears Programme 5- ^Program strand: /Economics L -'i!' - J* B _____ Experience Base A first step in successful program design is to broaden the background knowledge of students so that they have common areas of understanding upon which to build new levels of learning. An overall immersion in a series of field trips to business, industries and agencies will create an experience base for students. This mindset, or fi-amework for the study of economics, will enhance learning with relevant meaning. Trips including, but not limited to, the offices of the city planner, chief financial officer, and economic development officer for the city of Little Rock will facilitate comparative studies within the broad range of the economics strand. Also, a series of field trips to local banks, credit unions, stock brokerage firms, credit card companies, larger industries and small businesses will provide specific application level knowledge to further strengthen the economics experience base. Curricular Activities Many well planned, related activities will add in-depth meaning to the students experience base and provide opportunities for higher level applications of learning. Each grade level manages inventory and practices bookkeeping in the school store, practices extensive banking procedures where students have checking and savings accounts, records payroll information and credit card bills, learns about paying taxes and filing returns (grade 6), uses spreadsheets to develop family budgets (grade?), participates in stock trading simulations (grade 8). These pertinent involvement-intensive practices, as well as a wealth of authentic classroom projects, offer students opportunities to experience how all the areas of economics are integrated and students are increasingly capable of constructing more sophisticated and relevant meaning within the overall framework of business and finance. Interactive Environments Specialized areas will be developed for students to engage in real world situations over time. Equipment is usually unique and too expensive or invasive to be used in regular classrooms. An Economic Enterprises Center will be located behind room 4 and wiU incorporate: Cloverdale Supplies Shop Cloverdale Finance Firm Cloverdale Bank Each of these will be equipped respectively as a small retail business, a financial services business, and a chartered and federally insured bank. Each area will be equipped with computer driven technologies with program and applications software in support of the specialized functions of the area. A school web site will facilitate classroom communication with all three areas within the Economic Enterprises Center. Curricular Content The IBMYP subjects of geography, history, mathematics and technology will be integrated in this program strand. The IBMYP provides curriculum guides for its major subject areas. The IBMYP documents will be treated as the primary source, with strong supplementary materials, such as a consumer economics handbook for aU teachers, used in support of daily planning. Extension into reference materials from professional and trade sources will round out curricular content, with the use of traditional textbooks as a minimal level of information. Appropriate technology hardware and courseware, such as financial software and spreadsheets and on-line banking and stock trading software, are integrated throughout to create the appropriate sequence of skills attainment and conceptual understanding.damk. setz-vici6 STA-rtoi^^ C4-) t^l^PLATY COUrMT^P^ PETall- AizeA "Supplies 5Uop" 1 Mctzz4+audI^1^ rew^ei- si7wnc>H ______VjUs^OOVaZ c3Fpi<ieizs c>e*l^ *<iLovePPAee DAJ^K I E Sgp VWtwtTOV^ CNBC MOM ITOR OV^RH^AO 'OVEPHEAP hAOVIlM^ -M'aCLlS Cloverdale Academy of Applied Technologies Economic Enterprises Center Thayer Design Inc. ,- 1495 High Peak Road Monroe, VA 24574 804/929-6359 Best Instructional Practices A few selected practices that match techniques to content and that are employed consistently, are more effective than trying many different approaches simultaneously. The International Baccalaureate Middle Years Programme suggests the use of five Areas of Interaction as the practices that best support their subjects. Approaches to Learning - nurturing intellectual discipline and habits of mind Community Service - responsible, caring participation in ones local setting and in the wider world Health and Social Education - respect for mind and body Environment - responsibility for maintaining a natural world fit for present and future generations Homo faber - appreciation of the human capacity and the quality of life These are interwoven throughout the program design as a conscience for ensuring academic excellence and intellectual integrity. In addition to the IBMYP program initiatives, Cloverdale will be on a block schedule that will allow adequate time for involvement in the Economic Enterprises Center. Teaching techniques/strategies in the EEC and in classroom instruction will employ the constructivist approach for economic projects and research. The program relevance to money matters that students see everyday in the world around them will be extremely motivational, and will fuel students construction of meaning in ensuing lessons and activities. Daily practice through meaningful repetitions of EEC activities will cause students to internalize concepts and processes. Economic simulations, visual displays and oral presentations planned by students will demonstrate effective use of knowledge gained. Formative and Summative Assessment The IBMYP recommends local development of assessment procedures. Assessment fonnats that match each set of activities, such as electronic financial portfolios, serve as authentic measures for teachers to determine exactly what and how students learn. An electronic financial portfolio will be a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during economic studies. This tool will also help teachers to determine whether students are internalizing higher order thinking related to economic principles. The complete portfolio will serve as a global evaluation measure, a summative assessment, concluding units of economic studies. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure. Staff Training and Curriculum Writing Programs are only successful if their staff members successfully complete appropriate training and apply what has been learned. School personnel will receive intensive training on the principles of banking and small business management. A local college professor in the field of economics will come to the Economic Enterprises Center and conduct a series of high involvement activities featuring local businessmen so that teachers will have authentic training. Janice LaForte, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and business and finance unit development. She will collaborate with the staff at Cloverdale in planning for the integration of the Economic Enterprise Center with thematic classroom activities. The result will be a teacher friendly series of curricular materials that has instructional integrity and student friendly activities that are intellectually stimulating and motivating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will oversee the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic apphcations, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to broaden their knowledge base so that they are at ease with the applied technologies in economics theme. Her goal will be to ensure optimal effectiveness and efficient coordination of the wide ranging tasks needed for successfully initiating this dynamic program design.January 7, 2000 Draft Cloverdale Academy ofAppUedTechnologies
-continued- X V >* u< , Program. Strand
.-Multimedia ana Graphics !-)- Experience Base Multimedia and related graphics use will come alive with meaning as students are immersed in exciting examples from the Multimedia industry. Trips to advertising agencies, broadcast studios, and art schools wiU facilitate comparative studies within the broad experience base of the Multimedia and graphics strand. Technologies integral to the multimedia process will be seen in action including operating systems, visual imaging, computer-assisted drawing, computer composition, real-time movement segments, and text-image manipulation. Desk top publishing and graphic design software wiU be seen as the necessary skeletal structure of appUcation level knowledge that strengthens the Multimedia experience base. Curricular Activity Many varied activities wUl motivate students and enable them to use a broad range of exploratory techniques. Through hands on experience, planning independent projects, and exploring appropriate software that pursues a variety of media, students wUl acquire a wide variety of technology-oriented graphic design skills. These pertinent involvement-intensive practices, as well as a wealth of authentic classroom projects, offer students opportunities to investigate, experiment, and construct relevant meaning within the overall framework ofthe area ofMultimedia and graphic design. Interactive Environments A Multimedia and Graphics Enterprises Center will be located behind room 18 and will incorporate: Design Depot Writing Retreat Production Firm Presentation Shop These simulated environments and learning centers assist students and their teachers in maintaining a mindset that is beneficial to Multimedia thematic studies. Students from sixth, seventh and eighth grades wiU have access to the M & G Enterprises Center which wUl include a laboratory equipped with technological tools and computer appUcations for text and graphic manipulation, creation, and experimentation. Emphasis wUl be on basic processes and how the various media and graphics can be integrated, Umited only by the creativity and ingenuity of the students. Curricular Content The IBMYP subjects of humanities, language, science, mathematics, art and technology will be integrated within this program strand. The IBMYP provides curriculum guides for its major subject areas. The IBMYP documents will be treated as the primary source, with strong supplementary materials, such as a Multimedia design, writing, and publishers handbooks used in support of planning. Extension into reference materials from professional and trade sources will round out curricular content, with the use of traditional textbooks as a minimal level of information. Appropriate technology hardware and courseware that focus on the manipulation of video, graphics, and the elements of print design will assist teachers and support daily planning. Also, computer software that uses appropriate vocabulary related to Multimedia, as well as emphasizes writing and journalism skills, will help to integrate other subjects within the Multimedia theme. Best Instructional Practices The International Baccalaureate Middle Years Programme five Areas of Interaction will permeate all activities in the Multimedia and graphics strand. The Personal Project, an independent piece of work, will be completed by each student. It will be the culmination of the students sustained involvement with and experience of the five areas. Constructivist Classroom and Problem Based Learning approaches will be the major techniques employed. Cooperative Learning will also teach the value of teamwork and respect for the creativity of others. By encouraging students to help with community service, through the use of computers for design and implementation of projects for teachers, staff, and the community, real world interactions will be brought into the school. Through a variety of social interactions that allow students to assist peers, faculty, and the community by using Multimedia and graphics skills (such as in group brainstorming, and the planning and design of projects), students become active partners in their education and develop pride and self esteem. Formative and Summative Assessment Assessment formats that match each set of activities, such as computer portfolios, serve as authentic measures for teachers to determine exactly what and how students leam. A computer portfolio that includes charts for data, and imaging for graphics entry and manipulation, will be a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during multimedia studies. This tool will also help teachers to determine whether students are internalizing higher order thinking related to the Multimedia and graphics theme. The portfolio will serve as a global evaluation measure, a summative assessment, concluding units of Multimedia and graphics studies. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure. Staff Training and Curriculum Writing School personnel will receive intensive training on various computer programs that include data and graphic manipulation. A local college professor in the field of Multimedia and graphics studies win come to the school and conduct a series of high involvement activities featuring local computer specialists so that teachers will have authentic training. Sophisticated visual imaging and text programs will be basic to development of a curriculum document that appropriately reflects the best that a multi-media/graphics program should offer. Bin Mahoney, a field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and multimedia and graphics unit development. He will collaborate with the staff at Cloverdale in planning for the integration of the Multimedia and Graphics Enterprises Center with thematic classroom activities. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to broaden their knowledge base so that they are at ease with the applied technologies related to the Multimedia and graphics theme. Her goal wUl be to ensure optimal coordination of the wide-ranging tasks needed for successfully initiating this program design while maintaining the creativity and liveliness that are naturally associated with the theme.'^CloVCTdaleAcademy f6f AppEed-Technologies , cdnfinued- January 7, 2000 Draft Overarching Theme: Greatiye and Applied fechiiologies and IB, Middle Years Programme 0 '' , Programmatic Strand: Engineering Experience Base A series of trips to major areas of the city for the purpose of viewing structures and analyzing engineering principles utilized in their development will create a mindset for a dynamic engineering program. Special attention will be given to the types of technological expertise and equipment that are integral to these structures. Technologies will be recognized as simple or low tech approaches, sophisticated or high tech approaches. Each grade level will conduct in-depth studies related to a specific resource site
6* grade - Riverfront Park 7* grade - Downtown Metropohtan Area 8* grade - Mall areas and special area attractions These sites will provide a large number of structures in support of year long study. Starting in sixth grade, students will begin this journey of learning in much the same way we would begin a puzzle. To do a puzzle, you must first look at the box for the big picture. It is only after this initial picture is seen that the pieces may then be manipulated in a meaningful and effective way. An early visit to each site will raise the awareness of students to the interrelated nature of the engineered pieces. Subsequent field trips will enable students to understand the unique features of given structures, until all at a particular site have been studied. At the conclusion of the year, a final field trip will reinforce the interdependence of the parts and the unique engineering designs that they represent. Curricular Activity A special learner focus wiU occur at each grade level In sixth grade the focus will be Careers in Engineering
in seventh grade, Engineers as Team Planners
and in eighth grade, Individual Accomplishments by Student Engineers. Careers in Engineering - visits by engineers or interviews with engineers on the site of construction or in planning offices/engineering firms. Engineers as Team Planners - engineering projects by teams of students. Individual Accomplishments by Student Engineers - students work alone to design and buUd unique models. As the major areas and each grades focus are explored, extensive research into six types of engineering will occur
civil, electrical, chemical, mechanical, aeronautical, and environmental. Intensive practices involving all forms and levels of design, testing, fabrication, modeling, construction, and presentation will ensure relevant, authentic learning in engineering studies. Interactive Environments An Engineering Enterprises Center will be located in front of room 30. Students will have access to a laboratory equipped with technological tools, materials, and equipment for construction, discovery, and research in the six areas of engineering. Computer engineering will be integrated throughout the six types of engineering to be studied in order to underscore the importance of the technologies in this field. Cambridge Physics equipment will provide basic exploration of engineering principles and more advanced apparatuses will enable students to build models for testing. A variety of computer assisted design and plotting programs wiU be basic to aU engineering projects. Tech Labs of Texas will supply modules for computer driven interactive design and fabrication. Students will be involved with a variety of testing devices to verify tolerances. Curricular Content The IBMYP subjects of science, mathematics, and technology win be integrated within this program strand. The IBMYP provides curriculum guides for its major subject areas. The IBMYP documents will be treated as the primary source, with strong supplementary professional and trade sources materials, such as an engineering handbook, used in support of planning. Extension into reference materials from will round out curricular content, with the use of traditional textbooks as a minimal level of information. A strong mathematics sequence is imperative to the engineering strand. This is a match for the IBMYP prerequisites of algebra I and 11 being completed in the middle school in order to be able to continue on schedule for the higher math courses in the IB Diploma Program at McClellan. Appropriate technology hardware and courseware that focus on the types, principles and equipment of engineering activities will assist teachers and support daily planning. Also, computer software that uses appropriate vocabulary related to engineering will help to integrate other subjects with the mathematics, art and technology in support of the engineering theme. T opics that facilitate comparative studies within the broad experience base of the engineering strand will be planned as a 6 by 6" approach in which each of the six types of engineering is studied for six weeks on a school-wide basis. 1 six weeks - civil 2'* six weeks - electrical 3"* six weeks - chemical 4* six weeks - mechanical S* six weeks - aeronautical 6* six weeks - environmental Best Instructional Practices The International Baccalaureate Middle Years Programme five Areas of Interaction will permeate aU activities in the engineering strand. The Personal Project, an independent piece of work, will afford students an opportunity to engineer something from concept to design and construction It will be the culmination of the students sustained involvement with and experience of the five areas as they relate to engineering principles. Teachers will present material by way of expository lecture/forum and project-based instruction. Teaching techniques/strategies will employ the problem based learning and the constructivist classroom approach relative to engineering projects and research. Engineering simulations and oral presentations planned by students will ensure effective use of knowledge gained. Formative and Summative Assessment A variety of assessment formats wUl be employed throughout the various units of study and wUl serve as authentic measures for teachers to determine exactly what and how students learn about engineering. The assessments wUl include pre/post testing, matrix of skills, rubrics to evaluate projects, rubrics to evaluate communication and presentations, traditional tests (multiple choice, short answer, and essay), and student self-evaluations. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design wUl correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure. Staff Training and Curriculum Writing Staff members wUl attend workshops offered through the International Baccalaureate Organisation of North America. This wUl provide teachers and administrators with the specialized knowledge needed to implement a quality IBMYP at Cloverdale. School personnel wUl receive intensive training on the six types of engineering to be studied. This training wUl include Overview of Engineering Fundamentals, Subject Area Integration of the Principles of Engineering, Philosophy and Implementation of Teaching through a Project/Product- Based Approach, Tormative and Summative Assessment approaches - How to effectively match curriculum to each one, Meeting the needs of all students through Multiple Intelligences, and Organizing and Managing a Classroom for Project-Oriented Learning. Diane Taylor and Jim Collins, field consultants with Phale D. Hale Education Consulting Inc, wUl provide leadership in curriculum writing and engineering unit development. Mr. Collins, an experienced engineer, and Mrs. Taylor, a math-science magnet school principal, wUl collaborate with the staff at Cloverdale in planning for the integration of the Engineering Enterprises Center with thematic classroom activities. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to broaden their knowledge base so that they are at ease with the applied technologies related to the engineering theme. Her goal will be to ensure optimal coordination of the wide-ranging tasks needed for successfully initiating this program design.J John W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED NOV - 9 ZOOS JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE SHAWN CHILDS OFHCEOF Via Facsimile November 8, 2000 Dr. Leslie Carnine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Compliance Issues - Cloverdale Dear Dr. Carnine: This is to bring to your attention another issue relating to the Districts compliance with its revised desegregation obligations. You are aware that Mr. Walker and I have previously complained that black students are disparately disciplined. In addition, we have complained that white students, particularly white females, are given more favored treatment, i.e., they are seldom disciplined, not disciplined at all and are given more favored treatment regarding the issuance of discipline. I am, therefore, raising the issue of compliance with respect to Section 2, paragraphs 2.1: LRSD shall in good faith exercise its best efforts to ... to remedy the effects of past discrimination ... to ensure that no person is discriminated against on the basis of race ... and paragraph 2.5.1 LRSD shall ... all students are disciplined in a fair and equitable manner with respect to the discipline of students at Cloverdale Middle School Academy. You and the administration may take the position that this is another isolated incident, however, if proper investigations are conducted of all your schools including the review of disciplinary referral records, I am convinced that you will find that white students, particularly white females, receive favored treatment with respect to the issue of discipline as compared to black students who are disparately disciplined. We, therefore, request that Mr. James Washington, Ombudsman and/or your designee including Dr Linda Watson investigate the complaint that we have received that at least one white female student at Cloverdale Middle School Academy was not appropriately disciplined after admitting that she referred to a black classroom teacher as a stupid bitch. May I suggest that they review the referral records at Cloverdale for now to determine validity of this particular allegation and determine also whether there has been equity regarding the discipline of black and white students since the beginning of the school year for similar offenses. I would also suggest that they compare several other offenses of black and white students to determine whether they received similar treatment. Mr. Washington and/or Dr. Watson may give me a call in order for me to provide additional information including the name of the white female student at Cloverdale who received the favored treatment. Thank you for your cooperation. Sincerely. r Joy C. Sprin
SpringCT U '5' '' On Behalf of Joshua / JCS/ cc: Mr. James Washington Dr. Linda Watson Mr. Junious BabbsTUESDAY, NOVEMBER 17,1992 Junior high student found carrying pills Cloverdale Junior High School officials found six narcotic pills Monday in a 16-year- old student's pockets. Little Rock police said. The girls boyfriend tola school officiahs that she might be carrying the drug, police sc said. The boyfriend, about 21 years old, came to the school about 10 30 a m. demanding to see the girl. He told school officiahs she had something that could get her into trouble, police said. When school officials said he couldn't see her, he said the big man would come to the school and cause Problems The man left in a red 1988 Dodge pickup regisleret to Isaac Henderson Jr. of Little Rock, who is free on bond awaiting trial for capital murder, police said. After the boyfriend left, school officials brought the girl to the office, where they had her empty her pockets. She pulled froin her pocket a plastic bag holding six tablets of the painkiller Dilaudid, police said. . School officials sent the girl home with her mother before police arrived. The incident is under investigation, police said.2B WEDNESDAY. NOVEMBER 18, 1992 r BUS CRASH Rescue workers and firefighters remove a Cloverdale Junior High School student from a school bus Tuesday morning after a car struck the rear of the Arkansas Oemocrat-Gazette/Larry Trussell bus on Geyer Springs Road, near Nova Lane. Eight students were treated for minor injuries at Little Rock hospitals and released. 8 Cloverdale pupils hurt when car runs under bus BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter Eight junior high school students were treated for minor injuries at two Little Rock hospitals Tuesday after a car struck the back of a school bus en route to Cloverdale Junior High, officials said. Thirty-nine students were riding the bus in the 8:40 a.m. accident on Geyer Springs Road, just south of Nova Lane, police said. Little Rock School District spokesman Diane Woodruff said some students suffered bumps and complained of headaches, but none was seriously injured. Shawn Robinson. 16, Chad McMillan, 14, and Cassandra Wilkerson, 15, were taken to Southwest Hospital. Damien Ellis. 13, Monique Gaston. 13, Aun-dra Gannaway. 17. Jeremy Foots. 13, and Ron Everhart, 15, were taken to Arkansas Childrens Hospital. All are from Little Rock. Emergency workers placed at least three of the students in neck braces and carried them off the bus on back boards. All eight had been treated and released by about noon, hospital spokesmen said. The other students walked the remaining two blocks to school at about 9:30 a.m. Azalea Holmes, 17, of 20 Ivy Drive was cited for following too closely after her 1992 Honda Accord struck the rear bumper and became wedged under the bus, police said. The collision peeled the cars hood back about 4 feet. The accident occurred when a line of southbound vehicles in the outside lane of Geyer Springs Road suddenly stopped for reasons police couldnt determine. Bus driver Andrew Gibson, 34, braked and swerved to the right to avoid a van that had stopped in front of the bus, police said. The bus came to a stop with its right front wheel on the roads grassy shoulder. Gibson will not be disciplined as a result of the accident. Woodruff said. The bus sustained about $30 damage to the back bumper, she said. Holmes braked her car but was unable to stop in time to avoid hitting the bus, police said. The car left a 10-foot skid mark in the outside lane. Holmes, a student at McClellan High, was on her way to school at the time of the accident. John Foor, 21, of Little Rock was a passenger in the car. Arkansas Democrat vv (hSazcttc FRIDAY, JANUARY 29. 1993 Copyngni 0 1993. Little Rock Newscapers. Inc. Cloverdale pupil admits rape report false, Bernd says BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter A 14-year-old Cloverdale Junior High School student who ! I told her principal Tuesday that she was raped in a classroom has since recanted her story, Little Rock School District Superintendent Mac Bernd said Thursday. At the most, there was some fondling that took place, and were not even sure of that, Bernd said. There were some kids in the room. We dont even know that she was pulled into the room. Police wouldnt comment on Bernds statement. Were still investigating, Little Rock police spokesman Lt. Charles Holladay said Thursday. We havent even completed interviewing everybody involved. When we complete our interviews then we will assess the situation. No arrests have been made and no warrants issued, he said. The student told the principal Tuesday that she was raped by three students in an empty classroom at the school, a police report said. A fourth student looked on during the attack and at some point sprayed her with a fire e.xtinguisher, the report said. The alleged attackers all age 15 are students at the school. Bernd said the girl and the alleged attackers have been interviewed by police and all have denied that the rape occurred. All parties have said there were no rapes in the room including the girl, Bernd said. We don't know what actually took place in the room. Possibly there was some fondling. District spokesman Dianne Woodruff said the schools principal, Gayle Bradford, spoke with police Thursday and was told that the rapes did not occur. The girl told Bradford on Tuesday that four boys pulled her into Classroom 28 after she unsuccessfully tried to find her caseworker and was walking through a hallway. The alleged attack took place in an empty classroom between 10:38 a.m. and 11:28 a.m. the third class period. The classroom was empty at the time of the attack because about 80 eighthgrade students were away on a field trip. Woodruff said. The students involved in the attack were eighth-graders who didnt go on the field trip and were supposed to be in one of two classrooms supervised by substitute teachers, Woodruff said. All classrooms are locked whether in use or not. Woodruff said. The students apparently gained access to Classroom 28 through an unlocked window, she said. A building engineer discovered that the window was unlocked when he saw one student lifting another through the window sometime after the alleged attack Tuesday. The 14-year-olds substitute teacher had allowed her to leave class to visit her caseworker. Woodruff said. The girl could not find the caseworker and left a note at the office, she said. As the girl walked through a hallway, another female approached her and asked her if she knew Al or Carlos, the police report on the alleged incident said. The 14-year-old started looking for the two and was pulled into the classroom by four boys, it said.Arkansas Democrat MT gazette SATURDAY, JANUARY 30, 1993 Copyright '5 1993, Little Rock Newspapers. Inc. Police silent I on rape charge made by girl 1 Police remained tight- ! lipped Friday about their investigation into the alleged rape earlier this week of a 14- year-old Cloverdale Junior High School pupil. Detective Sgt. Mike Middleton declined to either con- ! firm or deny a statement Thursday by Little Rock School District Superintendent Mac Bernd that the girl recanted her story. We havent completed our investigation, Middleton said Friday. He declined to discuss ! particulars of the case. Middleton said detectives i plan to meet with a deputy prosecuting attorney early next week to discuss the case. Then well have some determination Monday, or at the latest, Tuesday, he said. The girl told the principal Tuesday that three pupils had raped her earlier that day in an empty classroom. The girl said the attack occurred during third period, which begins at 10:28 a.m. and ends at 11:38 a.m. The alleged attackers all age 15 attend the school. The girl also alleged that a 16- year-old student looked on during the attack. Bernd said Thursday that police interviewed the girl and all of her alleged attackers. He said everyone denied the rape occurred. Bernd said the girl may . have been fondled in the . classroom.TUESDAY, MARCH 15,1994 BY WAYNE JORDAN Democrat-Qazette Staff Writer Girl in junior high faces weapon count A 14-year-old Cloverdale Junior High School student was arrested Monday for bringing a SA-inch hunting knife to school. Police charged her in juvenile court with carrying a weapon. School authorities said students began telling them the teen-ager had a knife. When they searched her locker, they found the knife and telephoned police. They said the girl had been having problems with another girl over a boyfriend. The girl was released to her parents.TUESDAY, MARCH 15.1994 BY WAYNE JORDAN ~ Oemocrat-GazeWe Staff Writer Girl in junior high faces weapon count A 14-year-old Cloverdale Junior High School student was arrested Monday for bringing a 5%-inch hunting knife to school. Police charged her in juvenile court with carrying a weapon. School authorities said students began telling them the teen-ager had a knife. When they searched her locker, they found the knife and telephoned police. They said the girl had been having problems with another girl over a boyfriend. The girl was released to her parents.Arkansas Democrat i^C^azcttc THURSDAY. APRIL 13, 1995 Workers find girl, 13, slain in LR woods AK.r>/ XORDSMEIER UYTTEBROUCK bemocrat-Gazene Staff Writere a junior h gh school students hnd,. ed s----- students body Wednesday afternoon in a wood- ftlck Southwest Little Wastewater Fat body about 1 p.ni. after they ate lunch in their truck r "ar Base m Interstate 30 Her mother renorted hr _ of m. af- ahniit missing about 9.30 p.m. Tuesday ri detective ^Wde Steelman estimated that Lakesha, a student at Cloverdale Junior High, had been about 24 hours before the ers discovered her. She annar- hy a ^low Tk^ 5iinian said. 1 he killer apparently drassed th^p^ i '^nods after dealing toe fatal wound, Steelman said rchoo'/^ he Sgt. dead work- the fully clothed girl lying face-down, her head covered with a jacket on gund about 150 feet from the road. Wednesday after- thtn" ?''^tigators were picking apparently an Illegal dump site. Lakeshas mother, Lena Chandler, told police she dropped her daughter off for school Tuesday morning. Some two hours llff to teflh giandmother IV '^as closing early because of a storm-related Lena ChTn^r' ^*^^'"ate told Lena Chandler that a track meet the girl was supposed later was canceled. to attendArkansas Democrat ^djazettc WEDNESDAY, SEPTEMBER 21, 1994 Student takes swing at junior high teacher A 15-year-old junior high school student tried to hit a teacher Monday afternoon when the teacher attempted to discipline the student for rough play, police said. Cloverdale Junior High Principal Cassandra Mason told police the teen-ager swung at teacher Kelvin Bostic between classes about 2:45 p.m. Mason told police the teenager was engaging in ... inap- , propriate horseplay. When i. Bostic intervened, the teenager tried to hit him, then threatened to beat him. School security officers had to separate Bostic and the student but neither was injured, police said. School security removed the teen-ager from campus, and Mason recommended he be expelled, police said.Arkansas Democrat ??5tr(5azctte FRIDAY. SEPTEMBER 30. 1994 Police beat BY JIM KORDSMEIER Democrat-Gazette Potice Reporter Student, 16, faces weapons charge A 16-year-old junior high student was arrested Thursday afternoon for carrying a gun on campus, police said. A Cloverdale Junior High employee told police resource officer Willie Davis that the student, later identified as Deon James of Little Rock, walked off the school grounds about 12:50 p.m. The officer started walking toward his car to search for the teen-ager and noticed him walking back toward the campus, police said. As James approached students standing near the school, he pulled a chrome handgun from his pocket, police said. Davis said he immediately drew his weapon and ordered the teen to drop the gun. James did so, police said. The teen-ager was handcuffed, arrested on a single count of being a minor in possession of a firearm on school property.8B FRIDAY, NOVEMBER 4, 1994 Area center quite a task, SWLR finds BY SUSAN ROTH Democrat-Gazette Education Writer Working with people in Southwest Little Rock to create an after-school community center at ' Cloverdale Junior High School Will take more work than officials originally thought. Officials from the city, the Lit- . tie Rock School District and the state Departments of Health and .Human Services, as well as other ' private agencies, first created a joint committee last winter to examine ways to develop such a program. . It would be modeled after New York Citys Beacons program, which opened several schools af- . ter regular class hours in 1991 as .part of a citywide effort to incorporate drug prevention, treatment .and education. The key component is the community, John Riggs, a school board member who is chairman of .the joint committees community Involvement subcommittee, said at a-meeting Monday. . Were empowering the community to get what they want, rather than doing something to the community, Riggs said. : The idea is to have residents in the area roughly bounded by Base Line, Chicot and Geyer Springs roads and the areas railroad tracks decide what kinds of Services and programs they want at the school-based center. Key players include Cloverdale Principal Cassandra Mason, PTA members and the area neighborhood association. In New York, such programs include academics, recreation and arts courses for children and adults
in addition to job training. Counseling and parenting programs. Complications have involved funding and coordinating with several different agencies. New York officials have said.Aikansas Democrat | FRIDAY, APRILJ4, 1995 7th-graders family wonders why sweetest girl was slain BY OLIVIER UYTTEBROUCK Oemociai-Gazene Pohce Aeooner Pearl Field sensed something peculiar in the brief telephone conversation she Girl School otiiciais said LaKe-sha rode a school bus to her Chandler and Jack and Afhaosaa OBmoerw-Gazene/STP/H KEESEE NO ANSWERS Lena Chandler, whose 13-year-otd daughter. Lakesha. was lound beaten to death Wednesday in woods in Southwest Lit- Oe Rock, IS hugged by her youngest daughter. Usa. 7. outside their home. Chamber had reported Lakesha missing Tuesday night. Conlinued from Pago 1A woofis. Police made no arrests and issued no warrants Thursday in . . Pearl Field all picked out a girl home at lOlOI Palo Allo Drtve they said strongly resembled " Soulliwest Lillie nock. Lakesha. Chandler watched about a mile south of the in Cloverdale .school. Lakeshn's three brothers mid sisters were still al .school and day care when she arrived home. the video several times, and several times exclaimed that a girl standing beside an ambulance wa.s her daughter. the killing. ' Sometime after the brief. .A..n. ho.n..o..r..-.r..o..l.l. . s tudent and te. leph..o. ne co n.v..e..r..s.a..t.i on out of character, alhlcle. Lakesha spent most of grandmother, Lakesha Usually she COmes home her free lime with her family. Chandler said she j S t u/i had with her 13-ye:ir-old granddaughter Tuesday, one day before the girl's beaten She oHen spent the night at her grandparents' home and helped them clean house on the weekends. ..... ........i. oaiu sue , - ,,,, was baffled when she got and stavs home, trlien home at 4 p.m. and discovered * ' her daughter was gone. body turned up in some Little Rock woods. She kind of brushed me off short." Field said Thursday. Field said .she called her granddaughter. Lakesha Chandler, about II a.m. Tuesday, an hour after the seventh- I graders 1 school. \ Cloverdale .funior High j School. closed early | becau.se of a I power fail- I ure. Normally. Lakesha Chandler Lakesha would have chatted awhile, her grandmother said. She made Lakesha promise to page her mother, but the girl never did. About 1 p.m. Wednesday, two workers for the Little Rock Waste Water Utility found the girl's body face down about 150 feet from Distribution Road near Interstate .30 and Base Line Road. Her feet were tied. Her killer had beaten her head, then dragged her body into the See GIRL Page 13A grandfather. When James her Field, "Its out of character," spcnl two weeks in a hospital last month. Lakesha and her mother visited him almo.st every night. ".She wa.s about the best, sweetest thing I ever had.'* the she went fo go, she'd ask me first. She ivauld not Chandler said. Usually she jitst walk away like that,* comes home aitd .slays home. When she went to go. she'd ask Lena Chandler, me first. She would not just walk away like that." tearful Thursday. grandmother said "I believe somebod)* got in Chandler hoped iter daugh- mother ter was al Ihe track meet, but_________ school officials liad canceled the meet that morning. The I MrrirvvT
i ii vwv ly mil Hi mo, ther's ho,p e- s. f..e..l..l. ....w....h. .e n ,a. Ihal hou.se and got her. 1 don'l Hn,vc through the ............................... neighborhood without slopping. .She calleil Cloverdale believe .she'd just walk off like that" Lake.sha's mother. Lena Chandler, last saw her daughter alive when she drove her and another gill Io .school al and Little Rock .School District transportation oRlcials Then she called the police. Little Hock police said n in am Tuesday. Chaiuller Lakesha. was dressed in her (Imu eontinued to an all-ilay Itack uniform sweat shirt and seminar. black jeans that she had pul on "When I look her to school I wtirm-iip pants, In-she didn't act like anything was yestigalor.s found a house key wrong, Chandler said Thurs- clothing. But a gold day. "Everything just seemed tiggel ring she had worn to normal. That's the last I .saw her." A member of the Cloverdale's track team. Lakesha expected to participate In a track meet that evening. .She went to jchnol wearing her track uni form wann-np pants and a >weat shirt. "She was nervous all week Mid because of that track neet," Chandler said. But a powerful storm early dial morning knocked out electricity to much of the city, and school otricials decided to close Cloverdale and 11 other Little Rock schools by 10 a.m. school was mis.sing. suggesting robbery as a possible motive for the killing. In an odd twist. Chandler thought she caught .sight of her daughter on a 10 p.m. news program on KARK-TV. Channel 4. the same night Lakesha disap-peared. On Thursday, Chandler watched raw video footage shot by a Channel 4 cameraman about 7 p.m. Tuesday at the scene of a drive-by shooting at 26th and Center streets in central Little Rock more than a mile from the grandmothers home at 30th and Bishop streets. Two Little Rock men were slightly hurl in the shooting. Lakesba Chandler's "If it's not her. it'.s some girl that really favors her, " Chan dier said Thursday after she reviewed the video at her home. Later, Chandler expresse<l some doubt that the girl wa.s Lakesha. While some image.s looked like her daughter, oth ers did nnl. she said (handler also sai<l she <lidn'l recognize the clothing worn by Ihe girl in the video light colored blue jeans and a loose white shirt. Little Rock police detective Joe Oberle also reviewed the tape Thursday and said he didn't think (he girl in the video was Lakesha. Family members said Lakesha didn't date. She loved music and had composed several original rap songs. .She occasionally attended Greater Par adise Baptist Church on West 12th .Street, most recently on last Sunday. Cloverdale Principal Cassandra Mason recalled Lake-sha as a bright, outgoing girl who liked people. "She was a very happy-go-lucky kind of girl," Mason said Thursday. "She smiled a lot. She just really got along very well with her teachers and the students. Chandler said her daughter wanted everyone to like her and wanted to make her mark in the world. "She always wanted to be someone's friend. Chandler said. "She always wanted to do well."___________________________ , WEnMPSnAY. FEBRUARY 18, 1998 Pepper spray used to quell school fight Two boys fighting Tuesday afternoon had to be pepper-sprayed, Little Rock police said. Police at Cloverdale Junior High School, 6300 Hinkson Road, said they watched as one boy swore at another and flashed gang signs. The boys then started fighting and couldnt be restrained by school administrators and police. An officer then used a half-second burst of pepper spray on the two, abruptly ending the fight One boy, 16, was ticketed for disorderly conduct and third-degree battery. The other, 15, was ticketed for third-degree battery.T Aikansas Democrat (gazette | THURSDAY, JUNE 18,'1998 I U.S. grant to help LR district expand after-school programs BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE - The Little Rock School District is slated to get about $1 million in federal grant money over the next three years for afterschool and summer learning programs for students and adults. The money will be used to ex- to worry ... or seeing these after Cool 4 School Summer Day Camp school hours as a time to fear, we for children 6 to 12 years old, free should see them instead as a win- clinics for economically disad- dow of opportunity, she said. . . .. vantaged students and their fami- Recipients were selected by lies, mental health services for at the U.S. Department of Educa- least 200 children and teen-agers, tion from nearly 2,000 applica- community service and work tions. Little Rock is the only force readiness projects for 75 Arkansas district receiving a teen-agers, and training of litera- pand programs _ at_ McClellan grant cy tutors who will work with Lit- Community School and Cloverdale Junior High. In all, 315 inner-city and rural schools in 36 states will share $40 million for after-school programs. President Clinton announced the awards Wednesday. The grants were made available The centers will provide tutor- tie Rock students. ing, performing arts programs, _ _ _ _ _ At Cloverdale, the grant will summer camp for elementary provide a 2$-station computer pupils, employment preparation laboratory and expansion of the training, medical assistance, and after-school program from '55 parenting skills training. teens to 100 per year. Tutoring Partners joining with the and training in the performing school district to provide the ser- arts including choir, drama through the federal 21st Century vices include University of dance and gymnastics will be Community Learning Centers Arkansas at Little Rock, Pulaski offered. Twelve additional teach- Program. The president said he Enterprise Community, Literacy ers will be used for the expanded hoped Congress would expand Action of Central Arkansas, Fam- activities. funding to as much as $200 mil- ily Service Agency, Philander lion in each of the ne-xt five years. These grants will give thou- Still other offerings Smith College, Arkansas Baptist Cloverdale will include at an College, the Martin Luther King evening tutorial program for 75 sands more children a safe place Jr. Commission and the Arkansas children in kindergarten through to go before and after school and Department of Health. sixth grades. College and high good things to do, Clinton said. At McClellan, the grant will al- school students will provide Statistics show that unsuper- low the addition of up to 20 training Additionally, vised children are more likely to teachers to offer courses for stu- ational activities and snacks will recrecommit a crime or become a vic- dents and adults, nine high be provided to elementary stu- tim of a crime during those after- school teachers and six student dents during after-school hours, school hours, first lady Hillary tutors. An adult literacy program wiU be Rodham Clinton said. Other benefits of the grant will offered, as will mental health ser- Instead of permitting parents include the expansion of the 2 vices. FRIDAY. DECEMBER 14, 2001
LR teacher made meth, police claim School test tubes found in his garage BY AMY UPSHAW ARKANSAS DEMOCRAT-GAZETTE A Cloverdale Middle School science teacher was in jail Thursday night after being arrested on charges that he made methamphetamine in his garage using some equipment from his classroom. Police searched Robert Dorers home at 301 Rosetta St. on Wednesday about 7:30 p.m. and arrested the teacher on charges of manufacturing Teacher Continued from Page 1B pleted before he was hired. sion and to acknowledge the serious situation. I think that is a very humane approach, she said. Cloverdale Principal Angela Apparently there was noth- Munns declined to comment for ing in his background check that this story, would have prohibited him from Little Rock police Sgt. J.B. working on a school campus, Stephens said the equipment she said. used to manufacture metham- : The district does not test phetamine was in a one-car teachers for drugs, Vann said. garage that was not attached to A Cloverdale employee read the house. Inside police found a a statement about the matter set oftriple-beam scales and test over the schools public address tubes belonging to the school system Thursday morning. district, Stephens said. They also found various j charged with a serious crime. I chemicals in just about every A teacher at Cloverdale is methamphetamine, possession of drug paraphernalia, posses- sion of chug paraphernalia with intent to manufacture and maintaining a drug premises. Little Rock police said. We suspect he was making it to sell, said Sgt. Terry Hastings, spokesman for the department. Dorer, 29, remained in the Pulaski County jail Thursday night in lieu of $49,000 bond. He is to appear in court Dec. 20. Dorer has been a teacher with the Little Rock School District since August 2000 and teaches eighth grade, said Suellen Vann, a district spokesman. He is on administrative leave with pay pending the outcome of this case. When asked whether Dorer had any disciplinary problems at work, Vann said, We couldnt say because personnel evaluations under [the states Freedom of Information Act] are not releasable. Vann said she didnt know much about Dorer because he hasnt been with the district long, but a state-mandated background check \flas com- would ask that you keep this stage needed to make metham- teacher in your thoughts as he phetamine, Stephens said. faces a difficult time in his life, Police arent sure how long the employee said. I would al- the equipment might have been so remind our students and staff there, but received a tip about it members that under our Con- this week. When police went stitution, individuals are iimo- to the door, Dorer gave them cent until proven guilty. consent to search his house and The announcement ended garage. He also admitted that he with the employee asking stu- had about quarter-gram of the dents to focus on their educa- drug in his pocket, which police tion. Vann said school officials found and confiscated, Stephens decided to make the announce- said. ment and send a similar let- Dorers wife was not at home, ter to the parent: of all students ai?.i Stephens said he does not home. on campus to show compas- believe she was involved. See TEACHER, Page 9BCM O o CM LR mayor revives Qty Hall foS Bay City Hall CM 3 C Q BY EUSA CROUCH ARKANSAS DEMOCRAT-GAZETTE City Hall took to the streets of southwest Little Rock on Wednesday, when leaders convened outside Mabelvale Middle School where traffic and children pose a haTarrinns miv One parent told Mayor Jim Dailey hed seen two children nearly struck by. vehicles in the past year and pleaded for a blinking light, signs, or anything that would warn drivers on the two-lane road to slow down. Wearing a suit and tie, Dailey folded his htods behind his back and listened, City Manager Cy Catm^ sorted through possible solutions with Bob Turner, the public works director, and told school administrators that hed consider installing flashing lights outside the citys eight middle schools. The 15-minute meeting was one of several Wednesday scat-tered throughout Ward 7, where Dailey spent a large part of his childhood and chose to revive his City Hall for a Day events he began in 1995. They ended after a few months. Ive missed them, Dailey said, as a Little Rock van drove him past businesses on Base Line Road. Its an opportunity for me to force myself to go out in certain neighborhoods. The City Hall journey into southwest Little Rock took leaders through upscale neighborhoods and dilapidated mobile home parks. At Cloverdale Middle Magnet School, they dropped in on a couple of classes and heard eighth-grad- Little Rock Mayor Jim Dailey signs autographs Wednesday for Cloverdale Middle School sixthgraders Cameron Williams (left) and Shayla Arkansas OenwoBt-Gaame/STEVE KEESEE Days during a tour of the school's computer lab. The visit was part of a City Hall for a Day tour of southwest Little Rock. er Henry Dom play a solo on his trombone. At a public forum inside the Mann Street Neighborhood Alert Center, Dailey asked about 15 nei^borhood association leaders how to move forward with Vision Little Rock recommendations that a cross section of more than 550 residents developed for the city. The Little Rock Board of Directors received the report Tuesday. The 33 goals would cost hundreds of millions of dollars to implement, and finding a funding mechanism needs the publics support, Dailey said. "Hopefully the community See CITY HAU, Page 3B Continued from Page 1B working with us will tell us how to do it, he said. But the public mistrusts its city leaders, said Oley Rooker, president of the Crystal Valley Neighborhood Association. Peoples perception throughout Little Ro^ is the people who handle the money havent han- j died it wisely," he said. 1People who give money to projects dont trust the people who spend it. With Carney looking on, Dailey said the trust issue needs attention. Little Rock leaders are recovering from a string of prob- ' lems that most recently involved overspending the 2001 budget and at one point nearly depleting the citys reserves. On the issues of mistrust, Tell tis what to do to get beyond those, Dailey asked. Serving as the tour guide. City I Director B.J. Wyrick was re- I sponsible for most of the stops I : and the tour through her ward, k, With neighborhood leader Troy Laha navigating from the front seat, Wyrick explained the problems some residents face, including a mobile home park that lacks sewer service. "See that water?" Laha said, pointing to a stream running down the gutters in Carol Circle. Thats not rain. Its sewer water. Sitting in the back of the van, Sheila Reynolds, a code enforcement officer, said she routinely orders residents to clean up their yards, only to find trash and inoperable cars littering their lawns weeks later. In southwest Little Rock, many residents regard code enforcement as vit^ to keeping their neighborhoods clean. We wanted them to see some progress weve made in this part I of the city and some things that we continuously are asking for, Wyrick said. At-large City Directors Joan Adcock and Barbara Graves also attended part of the tour. Toward the end of the day, the city vans pulled into the undeveloped portion of the 250-acre Otter Creek Park, off of Stagecoach Road. There, dump trucks roll down a dirt road to a Saline County landfilL stirring up dust as thick as smoke. Wind blows the dust into a nearby subdivision. Gary Barleywine, a high school science teacher, lives in that subdivision. As trucks rumbled past, he told Dailey and Wyrick that hes sick of the dust clouds. So are city officials, Carney said later. The park cant be developed until the dust issues are taken care of he said. City Hall for a Day will continue each month until officials visit all seven wards. In February, the caravan will spend the day in Ward 6, which encompasses the John Barrow neighborhood in the west central section of the city. Getting out and seeing whats happening in the city is good for staff," Carney said. Sometimes we get trapped in City Hall, sometimes doing things that are important But we sho^d do this. I. N ri'couc T roN D u r i n q ,3 n e m e r q p n c y 0 f .3 n y 1
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h emaraencv 1 i 1-3 s in the preparedness of the faculty and staff. W h e n each m e m b o r !: nows what t
o do and where to c,o the e 1 ernen t of h V 3 t e r i a in the students is reduced greatly. W e 11 - t r a i n e d respond to the s. t a f f and faculty members will e rn e r q e n c V and .thus. for not o n I. V the students a n a immed ia te
1 v main tain a n a u i- a o f calm th emseIvas. good defense" situation of In th e c o a c h i n 0 parents p aria n ce but also,for "the best offense X z a a and this school s ax n q cert3 inly applies in emergency. At Cloverdale Junior High S c h o o 1 e ch me m b e r of the staff h certain a 3 s i q n e d duties to perform during a n emergency and each member will report d i r e c 11 V t.o his/her a s s i 0 n e d station whether i t b e d e fl 1 ,. with the ' students. c r X 3 X s 1 r i m a r V directly o r main tai nine consideration i s th e students in the building , and each be under the direct supervision of a n emerpcncy. never f a c u 11 y the welfare of given to the a the s a f G t V of student will always faculty member d u r i n g Although Cloverdale Junior High School hopes Co have to implement ths a n d staff are prepared school's emergency plan, to do so at any time. the I n Is c H n 01. -."rRcrricY plan OrOTONATPI) oction I sr TP PMf-pr,r!liY C O 0 P D T N A TO P
G A Y L P Pf?AOFOPn 0 F S I G M A T E 0 ALTFRriATE SCHOOL SriE EMERGENCY COORDINATOR: DAVID PATTERSON M F M G E R S
G A Y I DFSTONATCn SCHOOL CRISTS MAN A C C M F N T DRAD FORD, OAVIO PATTERSON. DONNA DUERR, FRAN A8LES F M F R G F N C 'f DRILL CONDLICTCO: ( M A Y B E D U II IN G ON IN-S It D A Y S. f'ACUI TY NF FT INGS) FALL: WI N T E R
SPRING: D A T F 0 R DESIGNATED PERSON TO ESTABLISH EMERGENCY KIT ANO PREPARE CONTENTS: FRAN AB L E 3 DESIGNATED PERSON TO KEEP CENTRAL ' MARTINE K OFFICE INFORNEO
DARLENE DESIGNATED STAFF PERSON TO NOTIFY PARENTS AND SPOUSES OF INJURED: SAMUEL HUNT or IGNATED STAFF PERSON TO IDENTIFY INJURED ANO FATALITIES: JUDY WARREN AND CAROLYN LAMB DESIGNATED PERSON TO REPORT TO THE HOSPITAL TO COORDINATE information FROM THE HOSPITAL TO SCHOOL ANO CENTRAL OFFICE
n L! m b Q I's LAVERNE GOLDSBY will be necessary at Che hospital) (name of parents and phone DESIGNATED STAFF MEMBERS TO HANDLE TELEPHONES: DARLENE R MARTINE K, LYDIA ENOCH, ESTHER WASHINGTON, PATTI p A R r: DESIG N A T E 0 P- A T I STAFF S 0 N MEMBER TO UPDATE PARENTS AND DAVID P! G I r pl A r F. P I" E D I A. (1 0 N f. 0 U i' p
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h t\ P' . I ' i GGS TGr-lftTI'l) PF-RS ON PFSPPMSTBI.C F'f) F! E3TAB1 r"HI MG F- T F< S 1 nr A r F ) / M FI ID T C A I. STATION: STEVIE CHEREPESKI, SCOTT A r4 n R EI TGNATI'D IERSON RESPONSIBLE FOR OF POST-CRISIS INTERVENTION: LETTER Tf) NOTIFY PARENTS SACK JONES DESICNAIED PERSON TO COORDINATE WITH CENTRAL Of'EICE COMMUNITY EORUM ON THE EMERGENCY AND IDENTIFY A FO I. LOW- UP ACTIVITY: KAY COLEMAN designated staff person RESPONSIBLE FOR ARRANGING A PLAN OF TRANSPORTATION FOFI STUDENTS, FACULTY ANO STAFF. AND PARENTS TO HOME, DAVID PATTERSON HOSPITAL, EMERGENCY SHELTER, NAME OF MAINTENANCE DIRECTOR / HEA0 CUSTODIAN WHO WILL MEET THE CRISIS AGENCIES' STAFF TO IDENTIFY AMD ASSIST TN SECURING ANY POTENTIALLY DANGEROUS UTILITY SYSTEMTS): KENNETH FISHER DESIGNATED FOOD SERVICE STAFF MEMBER RESPONSIBLE FOR ACQUIRING AND DISTRIBUTING FOOD TO EMERGENCY PERSONNEL: JOYCE WEEMS LIST alternate ' COURIERS AVAILABLE MEAN OF COMMUNICATION: E U LI- HORN. OE'sIGNATEO STAFF MEMBERS TO DIRECT TRAFFIC: MARCUS DAVIS, Johnny Johnson, ELDON MASON, AND SCOTT ANDRESS A ETC . : NAME OF SCHOOL INSURANCE CLERK WHO CHECKS STUDENT'S I INSURANCE NEEDS: DARLENE M A R TIN E K DE IGNATED NAME(S) ANO TELEPHONETS) OF PROFESSIONAL COUNSELOR S ANO PUBLIC ASSISTANCE AGENCIES
S E APPENDIX A N 0 8 AI G E N F P A L G u T F L r M f:
F M F P G E N C r F S FOP Al. 1. TEACHERS SHOULD FOLLOW THE SPECIFIED PPO(
FDIJRF POR THE EMERGENCY. WHEN EXITING THE BUILD I NG / REP0RTING TO ANOTHER AREA TEACHERS SHOULD TAKE THE FOLLOWING ITEMS WITH THEM: GRADEBOOK/CLASS ROSTER PAPER/BLACK PERMANENT MARKER DUPLICATE CLASS ROSTER (IF NECESSARY) AFTFR AN EMERGENCY HAS REEN OECLARPO EACH TEACHER WILL: CHECK TH PREPARE A ROLL LIST OF STUDENTS WHO ARE NOT WITH THE IF A CLASS PREPAR IN HEALTH ROOM.. WITH-COUNSELORS. IN (THIS LIST WILL BE PICKED UP BY A COURIER) A LIST OF STUDENTS WHO ARE ABSENT FROM THE CLASS DESIGNATED EMERGENCY "NEEDED" TEACHER. PREPARE A DUPLICATE LIST (as listed in 43) AS WELL AS A DUPLICATE CLASS ROLL FOR A TEACHER WHO WILL RELIEVE YOU IF NECESSARY 5.TEACHERS WITH ASSIGNED DUTIES DURING AN EMERGENCY WILL SUMMONED ON TURN THEIR AS NEEDED" BASIS. THESE TEACHERS WILL TUOENTS OVER TO THE RELIEF TEACHER 6. WHEN THE ALL-CLEAR IS GIVEN. TEACHERS WILL RETURN TO - . THE CLASSROOM (OR OTHER DESIGNATED AREA). TEACHERS WILL CHECK THE ROLL AGAIN AND PREPARE A LIST OF STUDENTS MISSING FROM THEIR CLASS TEACHERS ASSIGNED AS RELIEF WILL CONTINUE TO THE THAT TEACHER'S CLASS UNTIL THE TEACHER STUDENTS WHO ARE NEEDED IN ANOTHER AREA WILL MONITOR RETURNS BE SUMMONED FROM THE MAIN 0FFICE. . . STUDENTS WILL NOT BE ALLOWED TO LEAVE THE SUPERVISED AREA FOR ANY REASON UNLESS AUTHORIZED BY ADMINISTRATIVE PERSONNEL IN CASE OF INJURY TO A STUDENT WHEN ADMINISTRATION AUTHORIZED SEND THE STUDENT TO THE ASSIGNED MEDICAL AREA WRITE THE NAME OF THE STUDENT ON THE FOREHEAD 0 F THE S TH or-nt IN TN l
MAINTAIN A LIST OF STUDENTS WHO ARE SENT TO 1 . 2 . 3 . 4 . 7 . B . 9 . A . 5 . C . A . B . C . A . c 1 . e . LMC.ETC. I . I N 0 F L I B I. F THE MEDICAL A R F A I I) . TF A CHF WHO PREP A P fl A11 I '/ A P E T N M F n T AI ( I Y TO IIP I) M THP A LIS I OF I NLI R F IT 0 W S T U 0 F .N T S Til P F P 0 P I r HI I R 0 W N I .'1 C oh
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I E TOO M p n ! p ft I. P 1- P I P K P ( W I I F 11 I.I ! V T G N HF NI ! I . Dll RI NO THP I.IT L I. A SPECIAL 0 r p I c r. OR 1 ' F Al FRI . no NO r CAI I s r N n .A h F 'T I -T : P M r N -A r p It CO DPI) I MOTOR AS IO ! HI
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F f I O 1' H I I 0 r N PDF M A LIO N N " n i.i R I N r, I OCK P 0 0 M A S P P C I A I A L P P r . c: 01 All I F- F I II- A C 11 F R Hi ' I H Fl ' ' TP A1 I AN H THP no Of.' f
) TO WITH THE Tt'l ROOM ANO SHi'H I 0 M A. 1 r i ' P 1. 0 S !*' r OP STU OP NTS . P.i-i:- zlf:OMMiJMi:CATTON INTERNAI. COMMUM TC A T C 0 N WA l.!< r E-TA LK IE RA 0 10 ARE AVAILA8LF FOR USE WITHIN THE B U11. D IN 0 . 0 rj E UNIT STATIONED IN THE MAIN OFFICE AT THE MAIN CONTROL PANEL OF THE INTERCOM SYSTEM. WALKTE- TALKIES ARE ASSIGNED TO THE FOLLOWINO PERSONNEL PRINCIPAL ASSISTANT PRINCIPALS (2) I CAMPUS iiPERVISORS (2) HEAD CUSTODIAN/ BUILDING ENGINEER IN-SCHOOL SUSPENSION COORDINATOR MAIN OFFICE SECRETARY DURING AN EMERGENCY, THESE PERSONNEL HAVE PRE-ASSIGNED DUTIES AS OUTLINED UNDER ASSIGNED DUTIES THE INTERCOM CONTROL PANEL IN THE MAIN OFFICE WILL BE THE CENTER OF THE INTERNAL AND EXTERNAL COMMUNICATION DURING AN EMERGE NC Y. A SYSTEM IS INSTALLED WHEREBY ALL CLASSROOM TEACHERS WITHIN THE BUILDING CAN INITIATE A CALL TO THIS PANEL AT ALL TIMES. ALL-CALL COMMUNICATION CAPABILITY THROUGHOUT THE BUILDING WILL BE MAINTAINED AT THIS POINT, AS WELL AS THE CAPABILITY TO SPEAK INSTANTLY WITH ANY SPECIFIC AREA IN THE BUILDING 3 . A WORKING BULLHORN IS AVAILABLE IN THE MAIN OFFICE FOR USE IN THE EVENT OF AN EMERGENCY FOR CROWD CONTROL AS WELL AS FOR COMMUNICATION 4 . AN EMERGENCY COMMUNICATION KIT CONTAINING THIS PLAN ALONG WITH EXTERNAL COMMUNICATION INFORMATION (see EXTERNAL COMMUNICATION) WILL BE MAINTAINED IN THE MAIN OFFICE P .1.1 (>r N L 1. r Mi' n rm: 't ri TIIa r i nrr
- I . KCrp THe TTUnr NTS no NOT I'fELfASE l\ C A 1. M S rUDE NT FROM YOUR nsSIGNEO AREA WITHOUT nti FROM A 0 M I N 13 T R A T T VE P E R 3 0 N h! E L DO NOT ALLOW ANYONE TO LEAVE YOUR ASSIGNED AREA 4 . REMEMBER NOT FOR TH A r fi. QUIET, ONLY AS A YOU . 5 . ORDERLY ENVIRONMENT WILL SERVE PROTECTION FOR THE STUDENTS BUT ALSO DO NOT RELEASE ANY THAT YOU KNOW MAIN OFFICE OR INFORMATION WHICH YOU KNOW OR THINK r 0 A N Y 0 N F . ..REFER ALL DESIGNATED MEDIA AREA INQUIRES TO THE / t * l>. c nuMiiuTCfti roN HUI rs nr Tiinnn - fti i f on flU H ft T I n M T3 Tn [IE 0 n f l E n y o s i n n a t e n personnel only 1 . p n- 0 V T n e r-ftorufti. T N P 0 I? 11 ft T I 0 N
N I' V I- P f. P r 0 U I. A T E SPEftL CALMLY ANO DELIBERATELY TO CONVEY THE IMPRESSION THAI ft P R 0 E S 3 J 0 N ft L S T ft E F IS IN CONTROL 0 H THE 3 . ftVO ID SITUATION PEAKING IN JARGON
STR ft IGHT FORUARD UNDE PRESENT INFORMATION IN A TANOABIE FASHION A . AVOID LURID DESCRIPTIONS DECLINE TO OFFER POSSIBLE C A USES 0 F ACCIDENTS OR TO ASSIGN BLAME. STRESS INSTEAD THAT CURRENT EFFORTS AR CONCENTRATED ON AI 0 I N THE VI C T I M S . PROVIDE G . 1 . 8 . 9 . ASSURANCES THAT THE SITUATION WILL THOROUGHLY KEEP DETAILED NOTES REVIEW PREVIOUS BE INVESTIGATED OF INFORMATION THAT IS DISCLOSED. STATEMENTS WITH ALTERNATE ENSURE THAT EVERYONE SPEAKS 3P0K E PE RS0N3 TO WITH ONE VOICE INITIATE INFORMATION UPDATES REGULARLY ANO CONTACT REPORTERS WHO RECEIVED EARLIER STATEMENTS r. A 1.1. UPON TECHNICAL EXPERTS TO PROVIDE EXPLANATION OF COMPLEX SYSTEMS 10.NEVER ANSWER A QUESTION WITH "MO C 0 M M E N T. . .A L GIVE ' THE REASON WHY YOU CAN'T ANSWER THE Q U E S TI 0 N S , s . q ..L E G A L INVESTIGATION PENDING, ETC . IF YOU DC NOT KNOW THE ANSWER SIMPLY ADMIT IT AND OFFER TO TRY TO FINO OUT THE INFORMATION. 11.MONITOR PRES COVERAGE ANO ADVISE REPORTERS IMMEDIATELY WHEN IMPORTANT INFORMATION IS REPORTED INACCURATELY 12.00 NOT DISCLOSE NAMES OF VICTIMS. REFER THESE QUESTIONS TO THE PROPER AUTH0RITIES.e.q.P0LICE,FIRE DEPARTMENT. HOSPITAL.ETC. 13 KEEP A LIST OF ALL REPORTERS WHO VISIT THE SCENE I .1 . F MP HA ST IE THE S CHOO L DISTRICT'S commitment to PROTECTING THE ft N C SAFETY ANO SECURITY OF ITS STUDENTS AND F M P I, 0 Y E E S 0 '.CUSS ITS 1 . D F C L I M F TO S P E ft K SAFE WITH ft TURF. REPORTERS I 1 . 1 J N "OFF DET THE A 0 F E E M E L! T S LEAD TO DT f n H r 0 P 1 N EVER PLITES c A r-j t
MADE I 0 1 N ' r. ! P F F . . . SUCH EMILY rn i. I. OU-lip PiJGJ. rcT*r Y rn C' . c 0 r-* r T I p: ( P ?' 1" p /\ p P n TO ri rurii'-:'-. Tur iTi u- i I IUO . I.. IH r'- "f' A 5 UI 1-1 OF ' D ft r , u f p: T. I L rt! f . V
r r u A f! 1'' 1 M - r ()'/ ft R M D ') I .?-l : n : N .ft T F' ft TTDiF '/ nup 0 i- : 11! Y r ' 1 N i 1 N ft M F N (11 Vft ! I ft ft I u T T r I F ' 1 I .'DI : c I'! I (I P.. 1 1 . T n f A I /I I i. prpORT ri' I r 0 IJ ZA I.I Y : 0 T S C I. 0 3 I.' T H l- S A M E [ N r0RMA r r on to ai. l. ? . A D V T e R r P 0 R T e R 3 OF WHEN UPDATFO INFORMATION WILL BF AVA I I AU I.E 2.3.NEVER ATTEMPT TO ESTIMATE THE MONETARY EXTENT OF DAMAGES I N T H F M I 011T OF A CPI I S . TNOICATE when THE MONETARY FIGURES WILL BE ESTIMATED FOLLOWING AN INVESTIGATION 24.KEEP FILES Oz" EVERY NEWSPAPER STORY AND SECURE TAPES OF TELEVISION COVERAGE WHENEVER POSSIBLE. THESE CAN BE USED TO DOCUMENT THE CRISIS FOR LEGAL AND INSURANCE PURPOSES UTILIZE SCHEDULED NEWS CONFERENCES AS SOON AS POSSIBLE A N 0 A S EREOUENTLY AS 26 . DISTRIBUTE PRINTED NEWS NECESSARY RELEASESI r r I? r OR T I. o 0 ri r, TH RI-AT ALERT SYSTEM: A . B . FTRE DR T L 1.
C ON T I MUOUS WAIL OVER THE INTERCOM SYSTEM B 0 M R THREAT i.CONTINUOUS WAIL OVER THE INTERCOM SYSTEM 2.VOICE ANNOUNCEMENT:"THIS IS A FIREDRILL" MOVEMENT OF CLASSES
A , ALL CLASSES WILL EVACUATE THE BUILDING ACCORDING TO D . THE ESTARLTSHFD ROUTES FOR EVACUATION DURING A BOME! THREAT: teachers will EIRIEFLY SURVEY THEIR CLASSROOM REFORE LEAVING AND WILL REPORT ANY SUSPICIOUS ARTICLES TO THE MAIN OFFICE.' DO NOT TOUCH ANYTHING OEFUSE/NEUTRALIZE SUSPICIOUS OR ATTEMPT TO AFETY PRECAUTIONS: A . MOVEMENT OF STUDENTS l.ALL STUDENTS SHOULD BE LOCATED AT LEAST 100 FEET FROM THE BUILDING TN THE AREA DESIGNATED FOR THE CLASS 2.TEACHERS AND STUDENTS WILL REMAIN AT THE DESIGNATED AREA UNTIL THE ALL-CLEAR IS GIVEN 3.00 NOT ALLOW ANY STUDENTS TO LEAVE THE DESIGNATED AREA B.ACCOUNTING OF STUDENTS 1.CHECK THE ROLL UPON ARRIVING AT THE DESIGNATED AREA 2.PREPARE THE LISTS REQUIRED IN AN EMERGENCY (SEE GENERAL INSTRUCTIONS) 3.CHECK ROLL AGAIN AFTER RETURNING TO THE BUILDING ) P... I !ft C T T 0 r J n I ft tJ
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E WITH IN THE SCHOOL 0 tj I L 0 I N G : 1.SOU NO THE FIRE A I A R M T M II E 0 I A r F L Y . NOTIFY THE CENTRAL OFFICE AS OON AS POSSIBLE WITH INFORMATION REGAROING THE NATURE AND THE LOCATION OF THE FIRE AND IF THERE ARE ANY INJURIES TO EITHER PERSONNEL OR STUDENTS. 2 . IF A NORMAL EVACUATION ROUTE I OBSTRUCTED, ft N EMERGENCY ANNO U N C E M E N T UI L I, BE M A 0 E VIA THE INTERCOM OF THE ALTERNATE ROUTE TO BE TA KC N AND A MEMBER OF THE CRISTS MANAGEMENT TEAM WILL THE ROUTE BE STATIONED TO ASSIST IN USING 3.T H E SCHOOL ECRETARY WILL NOTIFY THE LITTLE ROCK FIRE DEPARTMENT, I. ITT I E ROCK POLICE DEPARTMENT, AND THE EMERGENCY MEDICAL SERVICES BY CALLING 911. 4.EVACUATE THE BUILDING PROCEDURES: A.TEACHER WILL DOORS ARE PROCEDURE THE CLASS CLASSROOM U N L 0 C K E D . ACCORDING TO M A K E N pI re Y THE FOLLOWING SURE THAT ALL WINDOWS AND SHUT DURING THE EVACUATION AND THAT HE/ SHE HAS POSSESSION OF ROSTER AND GRADE BOOK. LEAVE AND OFFICE DOORS CLOSED BUT (EXCEPT FOR CRITICAL AREAS THAT MUST BE KEPT LOCKED) B.STUDENTS WILL WALK OUT OF THE DESIGNATED EXIT IN A OUIET, ORDERLY MANNER. AVOID CROWDING AND UNDUE HASTE. STAY IN FORMATION UNTIL THE GROUP emerges at THE DESIGNATED EXIT ANO IS DIRECTED C.THE STUDENT HOLD THE BY THE TEACHER TO THE SAFE AREA REACHING THE OUTSIDE DOOR FIRST WILL DOOR OPEN FOR OTHERS 0.STUDENTS MUST GO AT LEAST 100 FEET FROM THE BUILDING AND MUST NOT STAND IN ANY DRIVEWAY OR OTHER HARD SURFACED AREA E . TEACHER S THETR ARE R F S P 0 N S T R L F SUPERVISION ATTENDANCE STUDENT. M U S T B F ft C THE C 0 M M I I.AS OR FOR T S T11 0 E N T S UNDER A N0 M 1.1 ST TAKE 0 U N T I N 0 S T U 0 E N IS RE PORTED T I UUE PTATELY I- M U I l-l ( 1.1 ri!. I Y iiyu ft i F I c c T H i A IT pill 0 0 ft 1 . r.err'- so ADO T I I H I ORT L I. WHO E ft C l-i ARE UNACCOUNTED FOR I H F PROPRIATE AUTHORITV EVAC L A I I ON PdSTC 0 ! AR COM!- NY I I . I r M C (Ui 1 W!! r I EOF ?. S R 0. : y r r: 0 .. .1 S - -1 1 "I PRE'-
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U T T D 11'-' T, AT TUT 0 T P T OTTO N 0 f- T H E (' H T N IT I P n I or.ii V U P ON TH e PITCnnMENOATTON OF THE ETRE DEPARTMENT 9 . D E CISI 0N RE o ARDING SC HO 01. 0 T S M .T 0 S A I. OR OTHER FURTHER ACTIONS ARE THE PREROGATIVE OF THE UPERINTENOENT FIRE PROTECTION RULE THE OUR FOLLOWING ARE THE GROUND RULES FOR FIRE PREVENTION IN B U I L. D 1 N 6
MAINTAIN GOOD HOU E K E E PIN G TN A L L AREAS OF THE THIS D U I L 0 I M G . IS THE MOST EFFECTIVE MEANS OF B . PREVENTING FIRE BRING TO THE ATTENTION OF THE PRINCIPAL ANY APPARENT E T R E 0 R SAFETY HAZAROS EXISTING IN THE BUILDING C . D . " N 0 OBE'.' 3 M OKING SIGNS, WHERE POSTED DO NOT THROW MATCHES, CIGARS, CIGARETTES, OR PIPE ASHES INTO WASTE BASKETS, OR INTO AN'/ TYPE OF E . RECEPTACLE CONTAINING COMBUSTIBLE' MATERIAL IF YOU ARE A SMOKER, PROVIDE YOURSELF WITH NONCOMBUSTIBLE ASHTRAYS AND SEE THAT ALL MATCHES, CIGARS, CIGARETTES, AND PIPE ASHES HAVE BEEN F . COMPLETELY EXTINGUISHED OIL'/ RAGS OR SIMILAR MATERIALS IN THE BUILDING MUST BE PLACED IN APPROVED METAL CONTAINERS PROVIDED FOR THIS PURPOSE G . HOT PLATES, COFFEEMAKERS, OR SIMILAR ELECTRIC EQUIPMENT WITH HEATING ELEMENTS MAY BE USED IN THE BUILDING ONLY WHEN THE INSTALLATION, H . I . INCLUDING THE STAND, IS APPROVED BY THE DEPOSIT ALL WASTE AND TRASH FOR THE PURPOSE A CLEAR ADEQUATE PASSAGEWAY AND TO FIRE EXTINGUISHERS BUILDING PRINCIPAL IN RECEPTACLES PROVIDED IN CORRIDORS, TO STAIRS. MUST BE MAINTAINED AT ALL TIME S. STORAGE OF EQUIPMENT AND SUPPLIES MUST XI'j .AC C fl I? 0 A NC' l-J r T H '1 A F P R A f' T T C F S FIRE M BOXES I or 'IT 1 ON iiPFf AFTON: NO NF A L A FI I. F
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3 I C N ft T L' n EXIT. 0 U I ( T !H< n F li L Y M ft N N E P THE STUnENT REftCHIHS THE OUTSIOE THE IT OP E N F 0 R TH f CLASSROOM DOOR 0 I' H E R S W ILL B E TO LEAVE the STUDENTS MUST GO RCO A T- AND MUST NOT SURFACED AREA TEACHERS WILL 3 T N !1 L C ODOR FIRST WILL H 0 I. n CLOSES BY THE LAST PERSON LEAST 100 FEET FROM THE BUILDING STAND IN ANY DRIVEWAY OR OTHER HARD TAKE THEIR CLASS ROLLS WITH THEM AND ACCOUNT FOR EACH STUDENT UNDER HIS/HER SUPERVISION AFTER THE BUILDING HAS BEEN EVACUATED I ) 1I nr.VC i!3f ( 1 l< 'c OU T I L A REVERSE FIRE DRILL. IS HELD IN THE f
VL- NT OF A DRIVE-BY S. W 0 0 T I N G PERIODS OR OTHER CRISTS WHICH DC CH RS FTTHFR AT THE LUNCH OR DURING THE RFFORE/ AFTER SCHOOL PERIOD. Al FRT SYSTEM (LUNCH) I . THE INTERCOM FIRE SOUND ALARM (A CONTINUOU WAIL) WILL 2 . DUTY TEACHERS. SECURITY, AND ADMINISTRATORS WILL A . S E N D T U D F N T S into the HUILDING in an ORDERLY FASHION AND WILI- FEASIBLE SECURE THE area of danger if A , B . FIRST LUNCH STUDENT WILL REPORT IMMEDIATELY TO THEIR 4T H PERIOD CLASS SECOND LUNCH STUDENTS WILL REPORT immediately TO TEACHERS THEIR STH PERIOD CLASS WHO ARE AT LUNCH WILL IMMEDIATELY REPORT TO THEIR CLA CHECK ROLL,. SECURE THEIR DOORS. AND AWAIT FURTHER INSTRUCTIONS A . B . FIRST LUNCH TEACHERS WILL GO TO THEIR 4 T H o PERIOD CLASS ECONO LUNCH TEACHERS WILL GO TO THEIR STH PERIOD CLASS C. TEACHER WHO HAVE A PREPARATION PERIOD LUNCH PERIOD WILL IMMFOIATELY FOLLOWING THEIR MAIN OFFICE FOR FURTHER REPORT TO THE INSTRUCTIONS AND/OR ASSIGNMENT D . ANY A FTER TEACHER/STAFF PERSON NOT INVOLVED IN AND/OR. DUTY WILL REPORT CLASSROOM IN S T F U C TID N TO THE OFFICE TUOENTS ARE IN THEIR CLASSROOMS. THE P E C I A L ALERT PROCEDURES WILL BE FOLLOWED I -IF: r r 0 R r 1 . sc uno I. THE BELL WHICH SOUNDS FOR THE BEGINNING OF THE S C H n 0 L GAY WILE BE ACTIVATED AND WILL BE FOLLOWED BY THE FIRE DRILL BELL (CONTINUOUS WAIL) DUTY TEACHERS AND SECURITY WILL GENO STUDENTS INTO THE BUILDING IN AN ORDERLY MANNER ALL TEACHERS WHO ARE IN THE BUILDING WILL IMMEDIATELY REPORT TO THEIR FIRST PERIOD C L A S S R 0 0 M . (: H E C l< ROLL SECURE DOORS. AND AWAIT FURTHER INSTRUCTION 4 . B U S DUTY PERSONNEL WILL CENTRAL ASSEMBLY AREA. BUSES SEND UNLOADED BUSES TO A STUDENTS' WILL REMAIN ON THE 5 . ALL TEACHER WHO DO NOT WI1. L HAVE A FIRST PERIOD CLASS REPORT TO THE OFFICE FOR ASSIGNMENT ' AFTER SCHOOL ALERT 1. . 2 . THE INTERCOM ALL STUDENTS FIRE ALARM (CONTINUOUS WAIL) WILL SOUND REMAINING IN THE BUILDING WILL REPORT TO THE GYM AND BE SEATED IN THE BLEACHERS 3. TEACHERS REMAINING IN THE BUILDING WILL REPORT TO THE MAIN OFFICE FOR ASSIGNMENT 4. BUSES 1 A . 8 . IF SAFETY PERMITS. STUDENTS WAITING IN THE BUS LOADING ZONE WILL" BE BOARDED ON BUSES THEIR BUS ANO DISPATCHED AS QUICKLY AS POSSIBLE IF STUDENTS CANNOT BE SAFELY LOADED ON BUSES THEY WILL BE SENT TO THE GYM 5 , SPECIAL ALERT PROCEDURES WILL BE PLACED IN EFFECT I ., n I'Al I- l< T SYSTF M 1 . fi C 1 " !-! I., fl r.| : T 0 R N zA n G zA L F R T 1 LR CITY I 3 . A . T (1 !: rJ fl D 0 PULSATING WAIL FOLLOW SAFETY PRECAUTIONS AS f tACHER I OVER THE INTERCOM LISTED BELOW IN PORTABLE BUILDINGS WILL MOVE TO A S S I T. N F D L A S 31RN S OOMS IN THE MAIN BUILDING -LOCATED AT CLOVERDALE ELEMENTARY SCHOOL 3 I R E N I S ACTIVATED TAKE COVER IMMEDIATE I. Y FOLLOW SAFi-TY PRECAUriONS TEACHERS ESCORT STUDENTS LISTED BELOW FROM P0RTA8L. E [3 U I L 0 IN G S MOVEMENT OF STUDENTS IN CLASSROOMS A . REGULAR CLASSROOM 1 . 2 . REMAIN INSIDEDO NOT ALLOW STUDENTS TO LEAVE FOLLOW SAFETY PRECAUTIONS AS LISTED BELOW B . PORTABLE CLASSROOMS 1 . 2 . ROOM If 3G GO C . n. FFTY z-1 . A . c 6 , 7 . 8 . 9 . 10 . 11 . G YM : ROOM fl33 GO ROOM 113 8 GO ROOM #39GO ROOM #A0GO ROOM # 8GO ROOM #1.0 GO ROOM #41GO ROOM #42GO ROOM # .9 GO ROOM #11GO TO TO TO TO TO TO TO TO TO TO TO ROOM #25 ROOM #26 ROOM #27 ROOM #28 ROOM #29 ROOM #35 ROOM #14 ROOM #23 ROOM #21 ROOM # 2 ROOM # 3 LEAVE THE MAIN GYM AREA AND ENTER THE DRESSING R 0 0 M S A N f3 L lEiRAR Y M EIFID HOUSE D I zf CENTER: 1. EAVE ANO GO TO ROOM # P R E C A ij T T 0 N S movement of I MOVE A GET ON STUDENTS W A Y FRO M WIN 0 D W S TO THE FARTHEST WALL J . THE F LOOR P 0 ' r T I 0 f J F ,'i t' f! r. O' ! P I IT f Of. L TADz F HANOS, DOO IN A IMF nr. S fl fl S 0 U .A T T IN G t.'.A ' I, DR CNF I TNn F f 0 LOTH I NG ( : 'I 0 I'l OS'F K P R OTC I' ' ' Z! N H-IAO FO.R REM A T N S I f. N ,-1. I r N THE ' r, I POSIT TO r.i r M ! I N T r i Till' A ! ' -Cl F .A ,R I'l 0 N n T .A ! I 01,-1 AMYONF ro I FA T r I r :-oll(.l I in:
'll:. A'F zipuI D I r c no M0T R r i'l A 1 ,N I' 1111 '' 1'' V ro IF I) I N (' TIIF ! I 01.1 .A M Y I N THS THE I' : Ni .1 i ST IIP F NT R D O M ' I r I T I I RO I I ' N 0 I N '
I I,' 11 c R I P 0 R T (11.I S A I r (I Till I I AVF r D r N i p .'T i D 0 0 .M AND I' .: 0 f 1 sPA I'I-TV r OOliDTMATDR rru) f)r
':T:?urTTi)N Hrtvr CHCCKI-O ro I P .1 (1 c I XNJresn C T T (1 N l> I. : nnnfi TH i\r TN THE EVENT OF A HDMI' T l-l (? I- A T : 1 , I H E AS r R 0 M P r C [.-1 VI M c, riiF Tii:)f- 0 try to dhtait! 4 . MUCH IN FOR MATT ON AO P 0 S S I H I. e ABOUT T H r-: BOM B rt N 0 ITS LOCATION. TRY TO ASCCRTAIH THE EXACT OF THE BOMB. LOOKS LIKE. PLACED, M 0 N IT 0 R S L 0 C A T T n N THE TIME FOR DETONATION, WHAT IT THE TYPE OF EXPLOSIVE, WHY IT W A 3 AND ANY OTHER INFORMATIOTJ POSSIELE. IMMEDIATELY TURN PHONS IF THE THREAT IS MADE OVER TO AN ADULT BY T E L E P H 0 N e . THE F Y ACT TIME SHOUl.D BE NOTED AND THE '-HONE S H 0 U I.. D BE NOTIFIED IMMEDIATELY IMMEDIATELY INFORM SUPERINTENDENT IMMEDIATELY CALL C 0 M P A r IY < ' 3 - C 0 E C ) SCHOOL P R I N C I P A 1. <370-1610) THE POLICE D E P A R T M C N T AND < 9 I 1 ) rt M 0 INFORM THEM OF THE BOMB THREAT AND A L L THAT WERE OBTAINED WHEN THE THREAT W THE DETAILS RECEIVED . THE POLICE WILL ,NOTIFY THE FIRE DEPARTMENT BOMB S 0 U A D. ALL THREATS H 0 U L D E
E R E P C R T E D AND EVEN IF BUILDING IS NOT EVACUATED THREAT EVALUATION: THE PRINCIPAL WI L L. DECIDE I F EVACUATION OF THE BUILDING IS NECESSARY AND, I F SO . TO WHAT EXTENT THE BUILDING SHOULD BE EVACUATED. THE EVACUATION WILL BE ACCOMPLISHED BY A STANDARD FIRE DRILL ANO INCLUDE THE FOLLOWIN (ANNOUNCE THIS IS A FIRE DRILL") Pl A . 8 . C . D . I'llLS EVERYONE SHOULD BE AT LEAST 100 FEET FROM THE BUILDING STAFF MEMBERS SHOULD MAKE VISUAL CHECKS THEIR CLASSROOMS UNUSUAL. 0 F A N 0 ANYTHING DO NOT TOUCH ANYTHING SUSPICIOUS TEACHERS UNDER ARE RESPONSIBLE FOR THE STUDENTS THFTR ATTENDANCE SITE TO GTUDf N OF R'^P UPFRVT S1 ON AT THE AC CD 11 fl T TE '-ilUI 0 R TED T M M F 0 T .A T E rt C 111- R G MT 5 I A DO I'! PRi)C P PH'- D F . 111J N C ! A (! \ F S r N : f, 11M r!!'! r (1 A. A r< c T S H ' 1 T I I'l'' H P- T .1 . 1 I AND SHOU I 0 TAKE EVACUATION HOLDING T 5 ! ~ I < ir- H GTIIOENT. Hf.'TED \ F r!<T|lC TP TO T I / f' !aI I u T PH". I , 1 f I I . f ' ' I F OiV?nT MFF f
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LAW r N F 0 f'' C e M H M T AND HFEN CONDUCTED ANO NOTH ING UPON THE RECOMMENDATION OF THE POLICE AND/OR SUPERINTFNDENT, ENTRY INTO THE BUILDING 0 E C I 3 I 0 N 3 I ^ E G (\ R 0 I N G S C l-l 0 (D I. WI I I. 0 I 3 M I S F. A L PFRMIT RE- 0 R 0 T H C R FURTHER ACTIONS ARE THE PREROGATIVE OF THE SUPERINTENDENT g. CAUTION
NEVER TUNE TO AN EM RAOTO FREOUENCY DURING BOMB THREAT CONDITIONS AS SOME. BOMBS ARE PROGRAMMED TO DETONATE BY AN EM RADIO SIGNAL (' i.i.- Ic R rI s MANA n i- M e rj T t e a m I n T R T R T c r C I? T R. r s i
I- 5 I' 0 N S I- TF AM run LITTLE ROCK C H C 0 L DISTRICT WILL R E P 0 N '.'i F. TEAM COM P 0 S f 0 () F THREF HAVE A PERMANENT CRISIS SECONDARY COUNSELORS, THREE ELEMENTARY COUNSELORS, THREE CHOOL NURSES. THE VOOKUINArOK OF SCHOOL HEALTH SERVICE AND ONE CENTRAL OFFICE ADMINISTRATOR WHO WILL BE RESPONSIBLE FOR THE PERIODIC REVIEW O.F THIS PLAN, MAKE APPROPRIATE CHANGES AND OFFER RECOMMENDATIONS TO THE ADMINISTRATION CONCERNING POLICIES AND PRACTICES IN THE LITTLE ROCK SCHOOL DISTRICT. THE TEAMS PRIMARY PURPOSE I TO HELP STAFF ANO TUDENTS AT THE LOCAL BUILDINGS TO DEAL WITH THE GRIEF AND EMOTIONAL REACTIONS PRECIPITATED BY A DEATH OR 0 T H ER TRAUMATIC EVENT AT THE BUILDING. THE DIRECTOR OF PUPIL SERVICES WILL BE RESPONSIBLE FOR D SIG N A T1N 6 THIS TEAM .. THE COORDINATOR OF HEALTH SERVICES WILL BE THE CHAIRPERSON OF THIS TEAM ANO WILL BE DISPATCHED TO A CRISIS WHEN IT IS DETERMINEO THAT A DISTRICT RESPONSE IS NEEDED. IMPLEMENT SCHOOL DISTRICT TN THIS TEAM WILL PLAN AND RVICE PROGRAMS ON THE CRISIS MANAGEMENT PLAN AND WILL A 1ST IN TRAINING THE LOCAL SCHOOL CRISIS TEAMS. ANNUAL SESSIONS WILL BE PROVIDED FOR LOCAL SCHOOL TEAMS TO INSURE PROFICIENCY IN IMPLEMENTING SCHOOL RESPONSE PLANS DISTRICT CRISIS RESPONSE TEAM 1 . 2 . COORDINATOR OF HEALTH SERVICES CHAIRPERSON NEW FUTURES MENTAL HEALTH CONSULTANT DESIGNATED DESIGNATED DESIGNATED DESIGNATED SCHOOL NURSES EL EMEN TAR'/ GUIDANCE COUNSELORS SECO NO AR'/ GUIDANCE COUNSELORS PSYCHOLOGICAL EXAMINERS COMMUNTTY sT T U A Tin M WHO MAY ALSO OF CALLED IF THE CRIST A . 5 . 6 . A G E L' C I r 0 T F T A T F C H I I. D C E N T E F 0 R c F NTF
YOUTH A N D P R n F F S C 1 0 N A I COUNSF!THO ASSOCIATES '1 , I. oca
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TTTI E R 0 C K ' 0I Lcr Al. A r. H 0 n I. c R T s T:: M A rj A r, R M e N T t r a m PA CH I.'IRAI ACilPA I TEAM C 0 M P 0 ' C OUNCE L . I.I 1 I I. 0 OF 11 A VI
A p r I! 11A p f- N r C I? ] 3 I S M A M A G I.- |-| I'.' W T DFSiriNATCn ACM XNI3TRA TORS, A T E A C H I: P , THF THF C R E T A R Y THE ANO , H IJ R S I- X HC 1. T D R A R I A N . T!ir SCHOOL I F P 0 S S r 0 1. E , A RCPRCSFNTATTVE FOR Till PTA . E A C H TE/\M VS TO HEFT EARLY IN THE SCHOOL OEVELOP THEIR OUN SITUATIONS. CONCISE SCHOOL YEAR A N 0 PLAN OF RESPONSE TO CRISIS CRISIS RESPONSE PLANS WILL BE REVIEWED BY THE APPROPRIATE ASSISTANT SUPERINTENDENT. P L A N S THE WI L L 10 IJ L D El DEVELOPED FOR THE DAY OF THE CRISIS AND DAYS A ND WE F KS FOLIOWING THE CRISIS. BE RFSPOriSiOLE TO SEE THAT A BRIEF. THIS TEAM EFFECTIVE IN 3 E R VICE IT WILL FOR BE EFFECTIVENE IT IS STAFF IS HELD EARLY IN' EACH SCHOOL YE AR . IMPORTANT FOR THIS TEAM TO EVALUATE THE 3 S OF THEIR PLAN FOLLOWING ANY CRISIS EVENT. ESSENTIAL THE LOCAL SCHOOL L THAT ON BOTH THE SCHOOL DISTRICT AND LEVEL, CONSIDERATION BE GIVEN TO MEASURES THAT COULD PREVENT OR MINIMIZE CRISIS SITUATION ( A L 1 . THIS WILL INCLUDE: RECOGNIZING THAT, UNFORTUNATELY, THESE CRISIS SITUATION BECOME REALITY
TAKING SERIOUSLY ANY STATEMENT, CONVERSATION OR OTHER INDICATION THAT EVENTS HAVE BEEN T H 0 F A T F N F D . SUGGESTED OR CONSIDERED: 3. TRACKING DOWN SOURCES OF INFORMATION ANO PROVIDING ANONYMITY FOR THE PROVIDERS OF THIS INFORMATION
4 . SURVEYING EACH LOCAL SCHOOL FOR POTENTIALLY D A N G F R 0 IJ S environmental FACTORS ASSIGNED ROLE S C H Q 0 I. r- c c p f) c T
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I AN I C ANRI)''. !1 r R !' C T I'lilNCIPAL WILL C 0 M M U M T C A T I 0 N S A N n OUPFRVTSF IFAD EFFORT?'. INJURED, Aj
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TO NOTIFY PARENTS A!SSIST TEACHERS 0 F F W I I L INJURED, I ANO/OR SP0U3F0. or THF IN SUPERVISING STUDENTS WHO ON THE Cl OVE RD ALE CAMPUS. AND DIRECT THE VISITOR ANO TRAFFIC MONITORING EFFORT THE GUIDANCE COUNSELORS WILL DIRECT AND SUPERVISE FIRST AID EFFORTS INVOLVING STUDENTS WHO MAY OR HYSTERICAL, ASSIST IN LOCATING STUDENTS. SUPPORT 0 F BE INJURED COMMUNICATE WITH PARENTS OF STUDENTS AS THEY ARRIVE ON THE CAMPUS. a M 0 A 3 S I S I' THEY WILL T E A C H F R I? BE PEOPLE IN MANAGING THE R I-? S P 0 N S I G L E F 0 R TUOENTS AS N E F 0 E 0 . KEEPING LISTS OF INJURED WHO ARE REMOVED FROM THE EMERGENCY SITE. THE NAMES OF INJURED PERSONS SHOULD BE ON THEIR BODIES, EITHER ON A STICK-ON LABEL FROM THE SCHOOL EMERGENCY KIT OR WRITTEN ON THE E!ACK OF THEIR. HAND. I F , AFTER A S C H 0.0 I. E M E R G F N C Y , C 0 U N S E L I. N G PARENTS, OR FACULTY MEMBERS. IS NECESSAR'/ THE GUIDANCE FOR STUDENTS. DEPARTMENT IN COOPERATION WITH THE CHOOL AND DISTRICT ADMINISTRATION HI L 1. PLAN ANO MAKE THE NECESSARY ARRANGEMENTS ASSIGNED ROLES STAFF 1 EVERY TEACHER WILL BECOME FAMILIAR WITH THE VARIOUS ALARM SIGNALS APPROPRIATELY IF EVACUATION PROCESS IS AS AND REACT IMMEDIATELY, CALMLY, ANO WITH HIS/HER CLASSES (SEE PAGE A-5). IS NECESSARY, MAKE SURE THAT THE ORDERLY AND PROMPT AS POSSIBLE. A L S 0 M A K e SURE AL L WINDOWS ANO DOORS ARE CLOSED AND THAT THE STUDENTS ARE RELOCATED TO THE nrSTGNATFO ARFA APPROPRIATE TO THE NATURE F M F R G F N C Y OF THE EVER'/ TFAFHFR i.l T I T U f M T WI 1. I A I I HAVE T T M P G R A 0 E rS 0 0 L 0 11 R T N C ' r> NO Cl A S S r ? G c N c y .. ROSTERS TH? ROPTE RS w r 1. 1. i'-. '.TUO'.- NTS I M C 1. U D F FNROI I f I? A N alphabetic .a L I I S T [ N G 0 I- C LI !>' i
F N L S C H 0 0 I ? r- N !1 Y FAP. I N H I S POO i'l THF rc 1J A M F S F0:( H I.) M F '"U !' I' 111-.l ' N 11 M P fI I- A I S HA Z A R n ( G1 TO T H 6 T n F N T T F T F 0 , OP T F saffty of STUDF NTS STUOL'NTS AND AOULrS 0 R A n IJ L r G ARH T M 4 . 5 . DAflGFP TN ANY UAY.THF FIRST PPIOPTTY OF TFAFHFPG WIL I N E C E OF TO TAKE WHATEVER AFT TON PRUDENT OR GARY FOR THE SAFETY OF THE STUDENTS. THE SECOND PRIORITY HILL BE TO NOTIFY THE MAIN OFFICE AS SOON AS POSSIBLE. COMMUNICATION POSSIBILITIES INCLUDE THE TWO-WAY INTERCOM SYSTEM
RADIO (TN THE POSSESSION OF THE HEAD- CUSTODIAN/BUILOING ENGINEER, PRINCIPALS SUPERVISOR C A M P U WALKIE-TALKIE PRINCIPAL, ASSISTANT SUPERVISORS, CAFETERIA A ND M A IN OFFICE)
A TELEPHONE STATION IN THE BUILDING (LOCATED IN THE CAFETERIA. LIBRARY/MED!A CENTER, G U ID A N C OFFICES)
OR STUDENT RUNNER TO THE TEACHERS WILL NOT LEAVE THE THE TEACHER WORKROOM AND THE IF ALL ELSE FAIL OFFICE STUDENT SEND A IF SAFE TO DO SO S UNATTENDED BY AN ADULT UNDER ANY CIRCUMSTANCES THE PE TEACHER (TRAINED IN CPR AND FIRST AID) WILL GO TO ANY PART OF THE CAMPUS WHERE STUDENTS ARE REPORTED TO BE INJUREDIF, AND ONLY IF, HE/SHE IS NOT ATTENDING TO STUDENTS. HIS/HER MAJOR RESPONSIBILITY WILL BE TO APPLY FIRST AID TO THE INOURF.D . A WELL-STOCKED PORTABLE FIRST-AID KIT WILL BE KEPT BY THE ANOTHER KIT WILL BE BY THE SCHOOL NURSE PRINCIPAL PE TEACHER AT ALL TIMES. MAINTAINED IN THE HEALTH ROOM AS PECIFIED BY THE ASSISTANT NURSES THE SCHOOL NURSE WILL GO TO THE TEACHER'S LOUNGE AT THE OUTSET OF AN EMERGENCY. HIS/HER PRIORITY WILL BE TO APPLY FIRST AID AND TO ATTEND TO INSURED STUDENTS AT THAT L 0 C A T I 0 N . Foil OWING: ADDITIONAL RESPONSIBILITIES WILL INCLUDE THE M 0 I N T A I N A I NJ URFO LOG INC HD I NG TH? STUDENTS. AND TH B . MARK ON TH F INSURED I EXPO 0 I r M B I A K PTA T nab I F fl" T H F THE WITH F T I F CHILO Fl anf f N D .1 0 |- ANY N A M F F N A T11R S K I N NATH P F 0 M A FJ E f'l T CHID IRA N -I : 0 R T F M I N F A I N I r S I 0 F H M : D A ! A I. I. f I : A 1'1 rn 1 D I- M'lV: 1 N I HRl U Gr UDE NTS S r I! D I N r F HF A I IH R'DOM OF IDENTIFIED 0 F THE IF T NS HOIFS (FOREHEAD OR INK 0 G AND N'l A N F HO'' UFO A I I ID' I F ,'! M F i I NS URY IF M A R ITAI 0 11 I W I I! il. A I. ' H ", S r I I C I'. I /Mi SIA F L N n- I INi-, IVOHAIFA11 MT HT$TRATIVK T A r F 1 . THE PRTNCTPAL WILL SUPERVISE ALL EMERGENCY PROCEDURES T H E DURING THE INITIAL STAGES OF THE EMERGENCY. AS SOON AS NATURE OF THE EMERGENCY IS IDENTIFIED. SURE: HE/SHE WILL MAKE A.THAT THE APPROPRIATE ALARM IS SOUNDED B.THAT PROCEDURES TO ENSURE THE SAFETY OF THE STUDENTS ARE BEING EXERCISED C.THAT PROPER AUTHORITIES AND AGENCIE ARE NOTIFIED .THAT INTERNAL COMMUNICATION CHANNELS ARE ESTABLISHED E . F . WITHIN THE BUILDING THAT PLANNED ROLE ASSIGNMENT THAT EXTERNAL COMMUNICATIONS ARE REINFORCED, ARE ESTABLISHED AND THE PRINCIPAL WILL ALSO ASSUME THE RESPONSIBILITY FOR INSURING THAT ALL PERSONNEL BE FULLY TRAINED IN THE CONTENTS OF THIS EMERGENCY PLAN. HE/SHE WILL ALSO UPDATE THE PLAN PERIODICALLY 2 . THE DESIGNATED ASSISTANT PRINCIPAL WILL INITIALLY RESPOND TO THE AREA OF THE BUILDING WHERE THE EMERGENCY IS OCCURRING TO ENSURE THAT ALL PROCEDURES ARE BEING FOLLOWED TO PROTECT THE SAFETY OF THE STUDENTS. HE/SHE WILL ESTABLISH INTERNAL COMMUNICATION WITH ALL PARTIES VIA WALKIE-TALKIE RADIO AND REPORT THE STATUS OF TH EMERGENCY. OTHER RESPONSIBILITIES WILL INCLUDE THE FOLLOWING: A . MAKING SURE THAT THE WALKIE-TALKIE RADIOS ARE IN WORKING ORDER, FULLY CHARGED, AND IN THE HANDS OF THOSE ASSIGNED TO USE THEM
B. MAINTAINING THE FIRST AID KITS LOCATED IN THE HEALTH ROOM AND IN THE POSSESSION OF THE PE TEACHER
C . MAINTAINING AMD UPDATING THE CONTENTS OF THE 0 . emergency communication kit (SEE ASSISTING T HE I M P L E M E N T T N G P U R POS F S PRINCIPAL R I OOIC TN PLANNING ORT 1. I. S APPENDIX C) AND TRAINING r 0 RTl IC sc II DO I 3CCPE r,'*RY wri.L M rt [ rj T A [ r-i r? c s p 0 N s T n T L r T Y for OP FRAT ING THF CENTRAL , CONTPOI. piaiF L INTERNAL AND E X T E R N A 1. ' C 0 M M IJ N I C A T I 0 N r 0 M A N AGE A I. L IN THE EVENT OF AN E M F R Cl E N C Y . UrS/IIFR FIRST RFGPONG IG I L TTY AT THE OUTSET OF AN emergency WOULD DE TO ASCERTAIN THE NATURE OF THE EMERGENCY AND SOUND THE APPROPRIATE ALARM. THE SECOND RESPONSIBILITY WOULD BE COMMUNITY AGENCY (FIRE, PREPAREDNESS BY CALLING TO REPORT TO THE APPROPRIATE POLICE, EM ANO EMERGENCY 911) ANO TO REPORT THE EMERGENCY TO THE DISTRICT OFFICE. RESPONSIBILITIES INCLUDE
ADDITIONAL A . SET UP THE EMERGENCY DURING THE INITIAL KIT FOR IMMEDIATE USE TAGES OF THE EMERGENCY
MAINTAIN AN UPDATED ALPHABETICAL LIST OF ALL STUDENTS ANO PERIODICALLY DISTRIBUTE IT TO C . THE EMERGENCY KIT AND TO ALL TEACHERS
ASSIST THE ASSISTANT PRINCIPAL IN ORDERING ANO D . MAINTAINING THE CONTENTS OF THE EMERGENCY COMMUNICATIONS WORK WITH THE PRINCIPAL IN PLAN TO ALL PERSONNEL IN DISTRIBUTING THIS THE SCHOOL AND TO APPROPRIATE EXTERNAL AGENCIES (DISTRICT KIT
OFFICE. FIRE DEPARTMENT, POLICE DEPARTMENT. EM ANO THF CITY, COUNTY, OR STATE OFFICE OF EMERGENCY SERVICES) 4. THE PRINCIPAL"OR HIS/HER DESIGNEE WILL MAINTAIN RESPONSIBILITY FOR ESTABLISHING COMMUNICATION WITH THE DISTRICT OFFICE AT THE OUTSET OF AN EMERGENCY. HE/SHE WILL COMMUNICATE THE NATURE OF THE EMERGENCY I IMMEDIATELY BY TELEPHONE. WILL INCLUDE: ADDITIONAL RESPONSIBILITIES A . ASSIST THE SCHOOL SECRETARY IN MANAGING INTERNAL AND EX TER NA I. COMMUNICATIONS, i
ANO TH F THE BE I L 0 G GIM G A L L N A M F S 0 F IN J URY. N G N E C SSARY INFORMATION (E.G. STUDENTS INJURED . Tl- NATURF OF AND T HF T R A N S P 0 R IF D SI ST THE UPDATING SCHOOL r 0 F H 0 S I IA I ) SECRETARY IN M A IN T A ININ G A 1. P 11 A 0 F T T C A 1. L I S T S 0 F A I. ! 0 A I I. Y UPDATE ' T U D F N T r N F D P M A T I D M A N 0 STU OF NTS . FW'DTr r\ D R F s I
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r. r N c Y , M n ri r T111? 111. T!) 11T r p TO OEAI. WTTH THE EMERGENCY IN THE n T ET E E AREA, MONITOR T R A E E 1 0 AT THE ENTRANCE OE THE BMllOING AND TO INFORM ANO ASSIST CMERGENCY / DISTRICT PE R SONNE I. AS THEY ARRIVE. ADO X T I 0 N A 1. R E S P 0 N S I e I L I T I E s WILL INCLUDE: A . LOG THE ARRIVAL OF EMERGENCY/0 ISTRICT PERSONNEL WHO ARE ASSISTING WITH THE EMERGENCY D.KEEP VISITORS OR OUTSIDERS FROM ENTERING THE BUILDING C . A S SIS T PARENTS AS THEY ARRIVE AFTER THE INITIAL E M F R 0 E N C Y S I A G OF THE IN LOCATING THEIR STUDENTS C U S T 0 0 I A L STAFF T.AT THE OUTSET OF THE EMERGENCY,WHEN THE A.I. ARM , CUSTODIANS WILL REPORT TO THEIR RESPECTIVE PERMANENT ASSIGNMENTS WITHIN THE BUILDINGS.RESPONSIBILITIES WILL INCLUDE THE FOL LOWING : A.SURVEY THE INTERIOR TO MAKE SURE THAT ALL STUDENTS AND TEACHERS ARE EVACUATEDIF APPROPRIATE TO THE EMERGENCY B.MAKE SURE THAT ALL DOORS ANO WINDOWS ARE SHUT C.REPORT TO THE MAIN OFFICE ANY DAMAGE TO THE BUILDING.ANY BROKEN WATER OR GAS LINES,ANO/OR THE LOCATION AND NATURE OF ANY FIRE TN PROGRESS D.IF A FIRE IS lOENTIFIED,ATTEMPT TO EXTINGU.ISH WITH EXTINGUISHER E.BEGIN SEARCH FOR A BOMB OR EXPLOSIVE DEVICE T F S 0 0 Y INSTRUCTED TO 00 THE M A .1 M OFFICE R F P 0 R T I 0 0 I i? r! f {.1 ' TH IMMFOIATEIY IF F I R F HAS SUCH REF N Sl-l LTC i-l WITHIN THE ACTIVATEO ANO THE lUTl. D I'N LOCATION OF Fill ! Y E No CHARSFO 'ROIU'T !' T E ' Nr' F r 1 0 :' ' !.i T I ' fT LI I I 0 r NC THF ! f.' NO A. I I I'UPTHfR P !!!' T ' 0 ?! M A I N 0 F F I C E C H i\ \ r>.: M S I N W I M A I N T A I N 1 T HI ' . i !! 11H r N 0 p 0 N 1 I
1 !' - T r 'S T A f- E EMERGENCY RELATED TO THE KIT CHE N OPERATION OF THE C A F E T F R I A I . A N y C /\ I' E T E !? r rt Oil OH I n RE REPORTC0 TMMHO I ATE I. Y TO THE MAIN OFFICE 2.when am alarm SOUNDS , All. CAFETERIA Pef!SONMEL MUST EVACUATE THE KITCHEN AREA IMMEDIATELY. ALL WINDOWS ANO DOORS SHOULD BE SHUT AND ALL STOVES ANO OVENS SHOULD BE SHUT OFF.' PERSONNEL SHOULD EVACUATE TO THE AREA IMMEDIATELY BEHIND THE CAFETERIA. 3.IF STUDENTS ARE PRESENT IN THE CAFETERIA, CAFETERIA PERSONNEL SHOULD ASSIST THE TEACHERS IN GETTING THE STUDENTS EVACUATED THROUGH THE REAR EXIT DOOR. a . IF THE EMERGENCY INVOLVES THE EVACUATION OF TEACHERS AND STU DENTS FROM THE SCHOOL, CAFETERIA PERSONNEL 5 . SHOULD ASSIST TEACHERS IN THE CONTROL OF STUDENTS. IF WARRANTED THE CAFETERIA MANAGER WILL REPORT DIRECTLY TO THE PRINCIPAL FOR INSTRUCTIONS AND TASK ASSIGNMENTS AND , IN THE EVENT THAT FOOD AND/OR SHELTER ARE f NEEDED, WILL BE RESPONSIBLE FOR MAKING THE NECESSARY PREPARATIONS AND ARRANGEMENTS ASSIGNED ROLES FOR ATTENDANCE SECRETARY THE ATTENDANCE SECRETARY WILL ASSUME RESPONSIBILITY FOR THE OPERATION OF THE COMPUTER SYSTEM, THE MANAGEMENT OF STUDENT DATA, AND THE -OPERATION AND MANAGEMENT OF THE SCHOOL'S TELEPHONE SYSTEM THE TEACHERS WILL HAVE THE DIRECT RESPONSIBILITY FOR THE SUPERVISION AND MANAGEMENT OF THE STUDENTS. teachers WHO DO NOT HAVE CLASSES OR STUDENTS ASSIGNED DIRECTLY TO THEM AT THE TIME OF THE WT I 1. IMMEDIATE 1. Y REPORT TO THE PRINCIPAL FOR FURTHER INSTRUCTIONS E M E F G E N C Y . III I S P E C I A 1. A I. C P r I . ALERT BELL 'HORT , tntfrmtttfnt rings of the S y 3 T F Il : 11 . Ill . THE TEACHER SHOULD FOLLOW THE PROCEDURE FOR A TORNAOODRILL INSTRUCTIONS AS TO THE TYPE OF ALERT AND/OR Tr4STRUCTIONS UII.L ARRIVE OY COURIER OR BE GIVEN OVER THE INTERCOM SAMPLE *OF A "PLEASE SPECIAL ALERT KEEP YOUR STUDENTS IN YOUR CLASS UNTIL FURTHER A N N 0 U N C E M E N T : NOTICE. AT THIS TIME: DO NOT EXCUSE ANYONE FROM YOUR ROOM FOR ANY REASON, DO NOT CALL THE OFFICE. INFORM YOUR STUDENTS THAT YOU HAVE BEEN TOLD THAT THE SCHOOL WILL HAVE AN EXTENDED PERIOD AND THAT THE OFFICE WILL NOTIFY WHEN THE PERIOD IS TO END. iA I'. T 1 0 N Il, r.n
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-' 1 iHji.1 rue r\ L A I ! M F 0 K n SPECIAL ALEr?T WILL c, 0 u N n . AFTER QUAKE l.THE MAIN OFFICE SHOULD RE NnTIFIED AS SOON A POSSIBLE OF INFORMATION RELATING TO THE NATURE AND LOCATION OF BUILDING DAMAGE AND OF ANY INJURIES WHICH HAVE BEEN INCURRED 2 . THE SCHOOL ECRETARY WILL NOTIFY THE LITTLE ROCK FIRE DEPARTMENT .. THE POLICE D 1: P A R TM E N T . A N D EMS, IF APPROPRIATE,DY CALLING 911.THE DISTRICT OFFICE LJI L I THEN RE NOTIFIED. 3 . I E YOU ARE INDOORS,STAY THERE.GET UNDER A DESK OR A TABLE.STAY CLEAR OF WIN0OWS.B00KCASE .MIRRORS,A ND OTHER HEAVY FURNISHINGS UNTIL THE SHAKING STOPS. 1 . 1 F YOU ARE IN THE KITCHEN,TURN OFF THE TOVE AMD OVEN AT THE FIRST SIGN OF SHAKING AND QUICKLY TAKE COVE UNDER A TABLE OR COUNTER OR STAND IN A DOORWAY. YOU ARE OUTSIDE,GO INTO AN OPEN SPACE AWAY FROM BUILDINGS .TREES ,WAL I. S , ANO POWER LINES. IN A CROWDED AREA.DO NOT RUSH FOR. THE DOORWAY SINCE OTHER ARE GOING TO HAVE THE SAME IDEA.MOVE AWAY FROM DISPLAY WHICH MAY FALL. SHELVES WHICH CONTAIN OBJECTS /.STUDENTS WILL BE EVACUATED TO PREARRANGED LOCATIONS AS SOON AS POSSIBLE AND AWAY FROM THE BUILDINGS AS ' FAR AS POSSIBLE.THEY WILL BE DIRECTED TO STAY CALM ANO AWAIT FURTHER INSTRUCTIONS. 8.TEACHERS WILL MAKE SURE THAT THEY HAVE POSSESSION OF THE CLASS ROSTER AND GRADEBOOK DURIN.G THE EVACUATION. 9 . A I. L PERSONNEL WILL A :uMe their respective assigned r I.' ROLES AS I L'l 'I L.i R IF S RE SUSE 0 1 I? E C T ! l-.i' I P E 0 Fl! UE
. SPECIFIED IN THIS PLAN. AFTER THE stopped ESSUPE TO fII N U N I I I 'I ! THE ' CiL.'E ! r, poll N 0 TOPS ERF ATHT NG .. Civ/R S 11 /\ K I N G MOUTH-TO- UT'I R 1. F F 0 r N G I'KIUND on rUFY 1 U ill,.
TN.TURY RY APPLYING SERIO U S 1. t' L? 5 . I F 6 . I F F 0 R T n N Y 0 N F I A T I 0 N , S T 0 P f\ N Y N 0 T I N I . Ui N' N 0 V E r M M F 0 I A IE DA N r. 0 F ' Pr I I r c i< I. r 3 r p r o c ir n u r? c 0 (! E A R T H 0 IJ A K P ADM T N T U Ti
ATORS [.APPOINT GUARDS TO SEE THAT NO UNAUTHORIZED PERSON INTO THE DU IL DING UNTIL THE B U I L D I N G H A 3 DEEN DECLARED SAFE. 2.POST TRAFFIC CONTROL AT SCHOOL ENTRANCES TO KEEP THE PARKING LOT FREE FOR EMERGENCY VEHICLES. 3.ASSESS TOTAL SCHOOL SITUATION AND REPORT TO THE SUPERINTENDENT 4.ANNOUNCE LOCATION OF THE DISASTER AND FIRST AID CENTERS: OPERATE A CALL ON PRINCIPAL' FIRST AID CENTER DESIGNEES(3) TO 5. DIRECT THE, RECOVERY OF ALL DISASTO'R-RELATED AND 0 0 E 0 P. A C K t I MEDICAL SUPPL IES,EQUIPMENT, ANO INFORMATION L T S T T N G 3 STATIONS FROM THE TWO/THREE FIRST AID SUPPLY 6.OVERSEE CONSERVATION AND DISTRIBUTION OF WATER /.SEE THAT PARENTS AND GUARDIANS ARE NOTIFIED AS OOM AS POSSIBLE OF ANY SERIOUS INJURY TO STUDENTS
I F NECESSARY, SEND INJURED STUDENTS TO EMERGENCY CENTERS DESIGNATED BY THE COUNTY SHERIFF OR THE C IT Y P 0 L IC E 3.RE LEASE STUDENTS ACCORDING TO THE SUPERINTENDENTS DIRECTIVE ANO THE PROCEDURES OUTLINED IN THE EMERGENCYPLAN 9.RELEASE TEACHERS AT THE PRINCIPALS DISCRETION Ir L rt c 1 . RE MA IM WITH rj 0 I HAVE THF Cl, A" r, R 0 U P , I\ CROUP. CR TF TIIF TFACHFR DOFS 2. TEACH ERR REPORT TO THF MATH OFFTCF 3 T U D E N T S first aid ARE IN CHARGE OF ALL FIRST AID FOR THE IN THEIR CLAS GROUP UNTIL AN EMERGENCY STATION IS ESTABLISH EO. MAJOR IN.IURIES STUDENTS WITH ARE TO REMAIN IN THE CLASSROOM SUPERVISED CY A TEACHER FROM' THE RELIEF GROUP
STUDENTS WITH MINOR INJURIES ARE TO BE CAPED FOR BY THE CLASSROOM TEACHER AFTER THE FVACUATION 3.WHEN EVACUATING THE CLASSROOM. TAKE THE EMERGENCY >ST AID r IT A.CHECK WITH NEARBY CLASSES WHEN EVACUATING. A R E SERIOUSLY INJURED PERSONS WHO C A N NOT B F IF THERE ONE TEACHER MOVED. IS TO REMAIN WHILE THE OTHER TEACHERS 5 . TAK U A T E THE BUILDING WITH THE REMAINING STUDENTS THE ROLL. SEND NOTICE TO THE MAIN OFFICE/DISASTER CENTER (AS PER INSTRUCTIONS IN THE EMERGENCY PLAN) IMMEDIATELY OF ANY STUDENTS WHO ARE NOT WTTH THE CLASS GROUP, NOT PO IB I.E WHEREABOUTS, I.e. AT THE LIBRARY, ETC . IN THE RESTROOM, TAKE ROLL PERIODICALLY THROUGHOUT THE DISASTER PERIOD 6.NOTE ON CLASS ROSTER IN THE EMERGENCY KIT THE NAME OF ANYONE WHO FOR ANY REASON LEAVES THE CLASS GROUP, DISASTER i.e. TO GO TO THE FIRST AID CENTER, CENTER, HOME. HOME OF AUTH 0RIZED PERS0N. A.TEACHERS ARE ASKED TO BE SPECIFIC IN NOTING NAMES AND ADDRESSES OF THOSE TO WHOM STUDENTS ARE RELEASED IF OTHER THAN PARENTS B.NOTE ON RECORD THE TIME THE STUDENT WAS RELEASED C.RECORD ANY UNUSUAL BEHAVIOR OR ANY FIRST AID GIVEN. IF T STUDENT I o RELEASED TO ANYONE OTHER THAN A AUTHORIZED PERSON. TO vt T D WRITE THE STUDENT'S NAME ON THE STUDENT 1 fJ 0 P M A - ENT INK. ( THF STUDENT MAY GO INTO SHOD K F E C 0 M E UNCONSCIOUS LAIFR AND NOT BE ABLF TO WITH '! F R NA Fl F - ' F I I. I I HATIOf.) TF. AT IH F F F WHO AFC H P C H AND ' I .A 1 i
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This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.