Black History Program at THEME: Refreshments 0 C Ctrsjj
nc. February 19, 1990 3:00 Post Meridiem 2:30 Post Meridiem Media Center You are cordially invited to attend our annual Southwest Junior High School 3301 South Bryant Little Rock, Arkansas The Father of Black History Carter Goodwin Woodson: A Living Legacy Southwest Junior High School Gymnasium Guest Speaker: Dr. Charles Walker, Chancellor University of Arkansas at Pine Bluff School Theme: Success At Its Best At Southwest 'pur > 16 F E B '990> -I Al) 1 U.S. POSTRL J O'^FICIAL S3( iVm 1992 OLVMFIG.-W . - ibiomitc - 4. i I LITTLE ROCK SCHOOL DISTRICT Southwest Junior High Schooi ? 3301 So. Bryant Phone 565-4416 Little Rock, Arkansas 72204 February 22, 1990 SIS'' Dear Community Leader, Thank you for agreeing to participate in our "Read Aloud Project", Wednesday, February 28, 1990, 3:30 p.m. at Southwest Junior High School's Library. To cap off Black History Month, this program is to emphasize reading and literacy and keys to the dream described by Dr. Martin Luther King, Jr. Materials will be available for you to read upon your arrival or you may select and bring along your favorite poem. short story. or other works of blacks. We are pleased to announce that Governor Clinton will be one of our special guest also. w J If there are any questions, contact me. please don't hesitate to Sincerely, I Lynda Johnson, Counselor R E AD I NGF^ L to t/ie Q)rea/fi. International Literacy Year 1990 Martin Luther King, Jr. Read-In February, 1990 lllllfe CENTRAL ARKANSAS LIBRARY SYSTEM Book Suggestions from Central Arkansas Library System Childrens Services During the month ofFebnuiry, volunteers from all over Little Rock and Pulaski County will visit local elementary school classrooms to read from books and writings that relate to the philosophy of Dr. King. These are suggestions for reading alouil. Ask your lib-raruin for further assistance. CENTRAL ARKANSAS LIBRARY SYSTEM Litde Rock Main Library, 7CX) Louisiana Street, 370-5950 Southwest Library, 5702 Dreher Lane, 568-7494 John Gould Fletcher Library, H & Buchanan, 663-5457 Adolphine Fletcher Terry Library, 2015 Napa Valley Drive Sherwood Amy Sanders Library, 31 Shelby Drive, 835-7756 Jacksonville Jacksonville Library, 308 W. Main St., 982-5533 Perryville Perry County Library, Courthouse Square, 889-2554 1 All Ages Adoff, Arnold. ALL THE COLORS OF THE RACE Adoff, Arnold. I AM THE DARKER BROTHER: AN ANTHOLOGY OF MODERN POEMS BY NEGRO AMERICANS. J 811.5 Adoff, Arnold. MY BLACK ME: A BEGINNING BOOK OF BLACK POETRY. J 811.508 Bontemps, Ama. GOLDEN SLIPPERS, AN ANTHOLOGY OF NEGRO POETRY FOR YOUNG PEOPLE. 811.08 Bontemps, Ama. HOLD FAST TO DREAMS. J 821.08 Brooks, Gwendolyn. BRONZEVILLE BOYS AND GIRLS. J 821 Bryan, Ashley. BEAT THE STORY DRUM, PUM-PUM. J 398.2 Bryan, Ashley. THE DANCING GRANNY. J 398.2 Bryan, Ashley. THE OX OF THE WONDERFUL HORNS AND OTHER AFRICAN FOLKTALES. J 398.2 Coerr, Eleanor. SADAKO AND THE THOUSAND PAPER CRANES. J 362.7 Dunbar. Paul Laurence. THE COMPLETE POEMS OF PAUL LAURENCE DUNBAR. 811 Dunbar, Paul Laurence. 1 GREET THE DAWN, POEMS BY PAUL LAURENCE DUNBAR. J 811 Feelings, Tom. BLACK PILGRIMAGE. JB Feelings, Tom. DAYDREAMERS. J 811.54 Giovanni, Nikki. SPIN A SOFT BLACK SONG. J 811.54 Graham, Lorenz. DAVID HE NO FEAR. J 221.9 Greenfield, Eloise. HONEY. I LOVE AND OTHER POEMS. J 811.5 Hamilton, Virginia. THE PEOPLE COULD FLY. J 398.2 Hughes, Langston. DREAMKEEPER. J 811.5 and 811.52 King, Coretna Scott. THE WORDS OF MARTIN LUTHER KING, JR. J 323.4 Lester, Julius. KNEE-HIGH MAN AND OTHER TALES. J 398.2 Meltzer, Milton. THE BLACK AMERICANS: A HISTORY IN THEIR OWN WORDS. J 973.0496 Parks, Van Dyke, reteller. JUMP! THE ADVENTURES OF BRER RABBIT. J 398.2 Parks, VanDyke, reteller. JUMP AGAIN! MORE ADVENTURES OF BRER RABBIT. J 398.2 Steptoe. John. MUFAROS BEAUTIFUL DAUGHTERS. J 398.2 Kindergarten - 1st Grade Aardema, Verna. BRINGING THE RAIN TO KAPITI PLAIN. E Bang, Mollie. TEN, NINE, EIGHT. E Caines, Pat. JUST US WOMEN. E Clifton, Lucille, EVERETT ANDERSONS YEAR. E Clifton, Lucille. SHE COME BRINGING ME THAT LITTLE BABY GIRL. E Feelings, Muriel. MOJA MEANS ONE: SWAHILI COUNTING BOOK. E Freeman, Don. CORDUROY. E Jonas, Ann. THE QUILT. E Keats, Ezra Jack. THE SNOWY DAY. E Kimmel, Eric. ANANSI AND THE MOSS COVERED ROCK. J 398.2 Little, Lessie. I CAN DO IT ALL BY MYSELF. E Steptoe, John. STEVIE. E Walter, Mildred Pitts. MY MAMA NEEDS ME. E 2nd - 3rd Grade Cameron, Ann. MORE STORIES JULIAN TELLS. J Cameron, Ann. THE STORIES JULIAN TELLS. J Flournoy, Valerie. THE PATCHWORK QUILT. E Greenfield, Eloise. AFRICA DREAM. E Grifalcone, Ann. DARKNESS AND THE BUTTERFLY. E Grifalconi, Ann. THE VILLAGE OF ROUND AND SQUARE HOUSES. J 398.2 Greenfield, Eloise. DARLENE. E Greenfield, Eloise. PAUL ROBESON. JB Greenfield, Eloise. GRANDPAS FACE. E Greenfield, Eloise. ROSA PARKS. JB Hill, Elizabeth. EVANS CORNER. E McKissack, Patricia. FLOSSIE AND THE FOX. E McKissack, Patricia. NE l HE JOS FRIENDS. E Keats, Ezra Jack. JOHN HENRY: AN AMERICAN LEGEND. J 398.2 Mathis, Sharon Bell. RAY CHARLES. JB 4th - 5 th Grade Greene, Bette. GET ON OUT OF HERE, PHILLIP HALL J Greene, Bette. PHILLIP HALL LIKES ME, 1 RECKON MAYBE. J Hansen, Joyce. THE GIFT GIVER. J Haskins, James and Benson, Kathleen. SPACE CHALLENGER: THE STORY OF GUION BUFORD. JB Maruki, Toshi. HIROSHIMA NO PIKA. J 940.54 Mathis, Sharon Bell. THE HUNDRED PENNY BOX. J Myers, Walter Dean. FAST SAM, COOL CLYDE, AND STUFF. J Patterson, Lillie. BENJAMIN BANNEKER, GENIUS OF EARLY AMERICA. JB Patterson, Lillie. SURE HANDS. STRONG HEART: THE LIFE OF DANIEL HALE WILLIAMS. JB Sehestyn, Ouida. WORDS BY HEART. J Stewart Paul. BLACK COWBOYS. J 305.896 Sth & 6th Grade Taylor, Mildred. THE GOLD CADILLAC. J Tate, Elenora. THE SECRET OF GUMBO GROVE. J 6th - Sth Grade Brooks, Bruce. THE MOVES MAKE THE MAN. J Fox, Paula. THE SLAVE DANCER. J Guy, Rosa. THE FRIENDS. J Hamilton, Virginia. ANTHONY BURNS: THE DEFEAT AND TRIUMPH OF A FUGITIVE SLAVE. JB Hamilton, Virginia. THE HOUSE OF DIES DREAR. J Hamilton, Virginia. THE MAGICAL ADVENTURES OF PRETTY PEARL. J Hamilton, Virginia. SWEET WHISPERS, BROTHER RUSH. J Hamilton. Virginia. W.E.B. DUBOIS: A BIOGRAPHY. JB Haskins, James. THE LIFE AND DEATH OF MARTIN LUTHER KING, JR. JB Haskins, James. SUGAR RAY LEONARD. JB Greenfield, Eloise. CHILDTIMES: A THREE - GENERATION MEMOIR. J 920 Lester, Julius. TO BE A SLAVE. J 325.26 McKissack, Patricia and Frederick. FREDERICK DOUGLAS: THE BLACK LION. JB McKissack, Patricia. PAUL LAURENCE DUNBAR: A POET TO REMEMBER. JB Myers, Walter Dean. FALLEN ANGELS. Fie Myers, Walter Dean. MOTOWN AND DIDI: A LOVE STORY. J Ortiz, Victoria. SOJOURNER TRUTH, A SELF-MADE WOMAN. JB Petty, Ann. HARRIET TUBMAN, CONDUCTOR ON THE UNDERGROUND RAILROAD. JB Spangler, Earl. THE BLACKS IN AMERICA. J 305.8 Taylor, Mildred. LET THE CIRCLE BE UNBROKEN. J Taylor, Mildred. ROLL OF THUNDER HEAR MY CRY. J Watkins, Yako. SO FAR FROM THE BAMBOO GROVE. JCity of Little Rock Parks and Recreation Departnrent Staff Supervision 1995 SUMMER PLAYGROUND .PROGRAM Most of ihc summer playground staff is comprised of lodlviduals who have been employed by the Parks and Recreaiioo Department for several years, aod who have received a 'good* or eacelleot evaluaddn. These iodividuals are part-time, seasonal employees who may be employed full-time as teachers, coaches or recreation majors In college. We seek Individuals who have bad experience in working with children. Prpp-am Suptrrlsor Length of Program Tele. No.: 371-4442 Beglonlog Dale: Eoding Date: Eight (8) Weeks Monday, June 12, 1995 Thursday, August 4, 1995 There are al least two (2) staff nsembers assigned to each site. Guidelines require one (1) staff per (wenty-five (25) registered participants. Adequate staff will accompany the children b the away-siie* activity while the remaiolog staff will supervise cblldrea who elect not to participale In that activity. Bestroom and Water Facilities ^*'**''** cliUdxca belweeo the agti of 6 and 15 years Is conducted at the she where the ' ~:!! no pre registraiion lor this piograni. child may register myllme during Ihc suiruner providing (hal location bu not exceeded licensing requlremenu. child will attend. There Is Restroom facilities aod drinking fountains ate available al all sites. For shea which do ool have adequate accommodallons, based on licensing requiiemcnu, potta-loilels and waler coolers ate provided. Inclement Weather Playground Locations (Tentative) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. II. 12. Bale Elementary School Baseline Elementary School Dunbar Community Center East Little Rock Community Center Fair Park Elementary School Granite Mountain Community Center McDermott Elementary School Meadowcliff Elementary School Mitchell Elementary School Ottenhelmer Community Center Romine Elementary School South Little Rock Community Center 6501 West 32nd Sueel 3623 Baseline Road 1001 West 16th Street 2500 East 6th Street 626 North Harrbon 1 Granite Mountain Circle 1200 Reservoir Road 25 Sheraton Drive 2410 Battery Street 7201 Dahlia Road . 3400 Romine Road 2701 South Main Street In ihe event Incleraenl weather develops during Ihe day which prohibits >'/ normal programming, outdoor 'on-slle' and 'away-slle' acllvllles may be canceled. All slies have access Io an Indoor facility (classroom, J y- gymnasiufti, activity room elc.) where aclivllies can be moved lemporatily. Please call Frank J. Boyle at 371'6858 for oddJtlonal Information prior to June 17. 1995. Scheduled Uway-SHt" Activities Bocce Skating Movies Muu Derby Fishing Bowling Everylhiog Ooes WUd River Country Basketball Swimming L. R. Zoo Softball Tournament LITTLE ROCK BOYS CLUB 1. 2. 3. TiuupofUlion will be provided by the Little Rock School Dlsulcl Buiu. transporUtloQ Is prohibited. Other WILLIAM E. THRASHER BOYS CLUB 3301 Stale Street JAMES II. PEinCK BOYS CLUB 1201 Leisure Place 4. There Is a separate admission fee for each acllvily. A daily schedule will be given Io the pauenl when Ihe child registers. This schedule will reflecl Ihc day, dale, lime and fee schedule for each iclivlly. .Activity limes are normally 9:15 - 11:15 for the morning and 2:15 - 4:15 for Ihe afternoon sessions. Activities offered are swimming, swimming lessons, table games, softball, tutoring, reading, basketball, baseball, field trips, gym activities and lots of outdoor fun. Breakfast, lunch, and snack are free each day. Scheduled on-slle activities Include various playground games and Arts and Humanities classes which relate to Music, Drama, Dance and Creative Writing, Lunch Each playground sile Is supervised by a staff member from 7:30 a.m. through 6:00 p.m. Lunches and snacks wUl be provided to all participants accordbg to licensing lequiremeots. SOUTHWEST JUNIOR HIGH SCHOOL Date: February 2, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. The grounds in front of the building and along the driveway were nicely landscaped with several mature trees and shrubs. Several plots of pansies added color to the dull winter colors of the season. The exterior of the building was in good condition, and the grounds were fairly free of litter. The school had an ample number of water fountains and all of them worked. A student ambassador greeted us at the front entrance, but she thought we were from the superintendents office. The superintendent and some of his staff were scheduled to meet with some of e districts student leaders. A sign, proclaiming the Veterans Hospital as a Parmer in Education, was prominently displayed in the entry way. Students had access to a very large field for sports and recess activities. The new lockers in the hallways helped to brighten the schools appearance, and the new science stations in the science rooms looked great. Also the hallways had been recently repainted, which helped divert attention from the brick wall surfaces that needed cleaning. The gym floor and bleachers were in good condition. Except for the floor, the surface areas such as tables and chairs in the cafeteria were clean, and a very pleasant aroma wafted from the kitchen area. For the most part, the girls restrooms had an adequate supply of paper products, and were free of graffiti. All the boys restrooms were fairly clean, and had doors on the stalls. Many of the classrooms had excellent displays of student work and multicultural materials. A brightly decorated bulletin board in the main hall enhanced the area. Many of the hall bulletin boards contained excellent displays of student work. Security was very visible in the halls both during class changes and while classes were in session. Adults were highly visible during class changes, and students moved rapidly and in an orderly fashion to their classes. The students we encountered were very pleasant, mannerly, and helpful. Areas needing attention: 1. 2. 3. 4. 5. 6. The beautifully landscaped area in front of the building is obscured by the many cars parked around the circular drive in areas not designed for parking. Several cars and trucks were double parked, blocking the driveway. Large pot holes, standing water, and uneven surfaces have kept staff members from using the schools unpaved parking lot. The flag pole was devoid of flags. Several small pieces of litter were scattered throughout the hallways. All of the halls had several broken floor tiles
in some areas the damage was extensive. Some of the ceiling panels were missing or discolored. Some graffiti marred the paint as well as the brick surfaces in the halls. The building has many badly scratched plexiglass windows, which are unsightly and detract from an otherwise favorable first impression of the buildings exterior. The cafeteria, which has only one window, was poorly lit and looked gloomy and dull. Although we saw several waste baskets placed in the hallways, the containers were too small to hold the amount of trash placed in them, creating overflow and unsightly areas of litter. Page 197. 8. 9. One of the covered walkways had a ceiling that was falling in, due to severe water damage. In this same area, the light over the outside door was missing. The fire extinguisher was missing from its case in the technical classes wing. A tour of the gym revealed several deficiencies with the facility, such as: the absence of a door between the boys locker room and the gym floor
a lack of hot water in the bathroom
and, even though the coach said he had two handicapped individuals, none of the stalls were handicapped- accessible. 10. The missing door between the gym and locker created a situation where individuals in the bleachers or on the gym floor could catch glimpses of boys in various states of undress. In this regard, the coach acknowledged that the boys had to sprint across the locker room in order to avoid being seen partially dressed. The coach asserted that some boys did not care if they were seen semi-dressed. 11. A water pipe running along the wall above the boys and girls locker rooms was very unsightly. Several sections of this pipe were missing insulation and, according to the coach, the pipe could become quite hot. 12. Water leakage on the outside of the health room has created a large stain down the side of the wall, and algae is growing there. 13. The floor of the cafeteria had a moderate amount of trash, including some dropped cookies and milk cartons. When we walked through 45 minutes later, a sticky residue (which appeared to be milk) was still on the floor, along with the cookies. 14. The counselors wing did not have space for group counseling and the faculty rest room was in the counselors wing. The counselors offices were very small
when a counselor has a student and must close the door, the space becomes almost claustrophobic. No counseling or health 15. 16, 17. 18. 19. 20. 21. pamphlets, resource materials, or other handouts were visible. The same area housed the health office, and the two facilities shared a common small waiting area. The nurse is in the building only three days a week, but was not in the office when we toured the building. Some classrooms had new science stations, but the addition of these labs has compromised space and created a storage problem. Many large items were crammed in the rooms, such as TV monitors and several large crates and boxes. The TV monitors need to be relocated, because the students could see them from their seats. The weather during our visit was warm, and the classrooms were uncomfortably warm and stuffy. Special education students attended class in a portable building that was not handicapped- accessible, nor did it have a covered walkway between it and the main building. The top wooden step on the stairs, which led to the classroom, was rotten and chipped. On another portable, which sat next to the special education unit, the paint and veneer on the door was peeling. Special education students are isolated from the main population for a large part of the day. We noted evidence of water damage to the concrete landing, which was in front of the door to the main building, that led to the portables. The landing was chipped and worn over a substantial area. The wooden frame around the landing door showed evidence of damage from termites or water. Several of the outside doors needed replacement because of serious damage and decay, such as broken-out bottoms. The prefeb building, which housed two separate classes in algebra and learning foundations, had a ramp on only one end. As a result, students needing access to the class without the ramp had to go through the class with the ramp. Such a situation could be disruptive to the teacher and students in the ramp-accessible classroom. Page 2022. 23. A couple of rooms were unattended after the class change. In one of the rooms, the students were reading or talking quietly, but in the other, students were much louder and on the verge of being disruptive. In another classroom full of students, all of whom were girls, the children were either doing nothing or chatting with one another. An adult male stood tn the front of the room, doing absolutely nothing other than standing. When we observed the same room 15 minutes later, we saw the identical scene. 24. Classroom detention lists were displayed in the hall and on a classroom door. Such a practice violates a students privacy and could be viewed as a source of public humiliation. Girls Restrooms 25. Most of the restrooms did not have any soap, had dirty sinks, lacked stalls for the handicapped, and needed painting. The restrooms lacked receptacles for sanitary products, and the waste baskets were inadequate for the amount of trash generated. One restroom had a very unpleasant odor. 26. The counselors mentioned a persistent foul odor from another restroom, which was located in their wing. Apparently the restroom lacked an exhaust system. Boys Restrooms 27. The restrooms contained no toilet paper until it was noted that we were in the building
then a custodian put one roll of toilet paper and fewer than a dozen paper towels in the rack in the front restroom. One restroom had a handicapped-accessible stall, but it was devoid of toilet paper. Page 21received FEB 2 1 1995 Office of Desegregation Moui: li'ig ANNOUNCEMENT Please note the correction on the job announcement dated February 13, 1995 for Network & PC Manager. SALARY AND TERMS
$30,504 - $51,224 - ADMN-12 - Range 2 - A Twelve (12) Month Position, plus Benefits Package. rCtZ. IN THE UNITED STATES DISTRICT COURT SEP 8 1997 EASTERN DISTRICT OF ARKANSCII CH OFFICE OF WESTERN U.S. DIST' LITTLE ROCK SCHOOL DISTRICT SEP 51997 PLAINTIFF JAMES W MCCORMACK, CLERK V. LR-C-82-866 By: DEP. CLERK PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD'S RESPONSE TO MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR LRSD for its Response states: 1. Joshua's Motion arises out of the alleged "misfeasance and malfeasance of the [Southwest Junior High School] principal. Dr. Walter Marchalek (sic)." Joshua's Motion, It 1. Dr. Marshaleck's competency to perform his duties is an individual personnel matter. Consistent with this Court's past practice, LRSD respectfully reguests that it be permitted to address this matter in accordance with its own internal processes. See Order filed Jan. 23, 1997, Docket No. 2915, attached hereto as Exhibit A. LRSD prays that Joshua's Motion be dismissed without a hearing. 2. LRSD admits that late summer changes in Southwest's master schedule resulted in approximately 80 registered students not having a schedule on the first day of classes. To accommodate these students. Dr. Marshaleck planned to provide hand-written schedules to these students upon arrival. This effort was slowed by the illness of Southwest's registrar who missed the first threedays of school, Southwest's attendance secretary was also absent the first day of school due to illness. The effort was further complicated by the arrival of approximately 60 students not previously registered to attend Southwest. These students also needed schedules. Students without schedules were supervised in the cafeteria without incident. Every effort was made, including 16-hour workdays, to provide all students with schedules as quickly as possible. All Southwest students had schedules and were attending class by August 27, 1997. LRSD denies the allegations set forth in paragraph 1 of Joshua's Motion except as specifically admitted above. 3. LRSD denies that "numerous" students were "misassigned" by Dr. Marshaleck. LRSD admits that one special education student was erroneously assigned to a gifted and talented class as a result of a data entry error. First priority was given to students with no schedules. As soon as all students had schedules, work began on correcting scheduling errors. The special education student's schedule was corrected on August 28, 1997. LRSD denies the allegations set forth in paragraph 2 of Joshua's Motion except as specifically admitted above. 4. LRSD admits the allegation set forth in paragraph 3 of Joshua's Motion. Individualized education plans are only prepared for special education students. 5. LRSD denies the allegations set forth in paragraph 4 of Joshua's Motion. 2i 6. LRSD admits that one student was slightly injured during an altercation with another student which occurred while a teacher left class unattended. This was against LRSD policy and a appropriate action has been taken in response to this incident. LRSD denies the allegations set forth in paragraph 5 of Joshua's Motion except as specifically admitted above. 7. LRSD admits that students without schedules were not receiving instruction. LRSD denies the remaining allegations in paragraph 6 of Joshua's Motion. The teaching staff at Southwest has been asked to make every effort to ensure that students who were assigned to class late do not fall behind. 8. LRSD denies the allegations set forth in paragraph 7 of Joshua's Motion. 9. LRSD admits that it was aware of the scheduling problem at Southwest. LRSD believes it responded appropriately by making additional personnel available to assist Southwest, and the problem has now been resolved. LRSD denies the allegations set forth in paragraph 8 of Joshua's Motion except as specifically admitted above. 10. LRSD denies the allegations set forth in paragraph 9 of Joshua's Motion. 11. LRSD admits that counsel for Joshua made LRSD aware of the allegations contained in Joshua's Motion before the motion was filed. LRSD denies the remaining allegations set forth in paragraph 10 of Joshua's Motion. 312. LRSD is willing to work with Joshua to resolve any outstanding concerns about the operation of Southwest. However, a constructive dialogue of Joshua's concerns has been made more difficult by counsel for Joshua's past threats to "get" Dr. Marshaleck. WHEREFORE, LRSD prays that Joshua's Motion To Have Southwest Jr. High Placed In Receivership And For The Appointment Of A Special Administrator be denied with prejudice and without a hearing
that LRSD be awarded its costs and attorneys' fees expended herein
and that LRSD be awarded all other just and proper relief to which it may be entitled. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: Christopher Heller b^hn C. Fendley, Jr. 1^9: 083) 92182) 441 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States JU - : , 1997. mail on this 5^ day of Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey & Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Cl Ji
nnistopher Heller onn C. Fendley, Jr. 5RECEIVFP SEP 8 1937 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION,, FILED OFFICE OF DESEGREGATION MONITORIMQ LITTLE ROCK SCHOOL DISTRICT U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS SEP 51997 PLAINTIFF V. LR-C-82-86^,^ES W McCORMACK, CLERK By:__________________ PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DE?, CLERK DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF LRSD'S RESPONSE TO MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR I. Individual Personnel Matter. Joshua's Motion arises out of the alleged "misfeasance and malfeasance of the [Southwest Junior High School] principal. Dr. Walter Marchalek (sic)." Joshua's Motion, H 1. Dr. Marshaleek's competency to perform his duties is an individual personnel matter. Consistent with this Court's past practice. LRSD respectfully requests that it be permitted to address this matter in accordance with its own internal processes. See Exhibit A to Motion. LRSD prays that Joshua's Motion be dismissed without a hearing. Joshua's allegations against Dr. Marshaleck are very similar to those made against Robinson High School Principal Ralph Hoffman in November of last year. As with Dr. Marshaleck, Joshua alleged that Hoffman's conduct as principal was "in derogation of the Court approved Desegregation and Interdistrict Plans." See Docket No. 2848, p. 5. Without reaching the merits of Joshua's allegations. this Court dismissed Joshua's Motion without a hearing stating."The Court considers the allegations against the principal at Robinson High School an individual personnel matter which should be dealt with by the PCSSD according to its own processes." See Exhibit A to Response, p. 2. LRSD respectfully requests the same consideration in the present case. II. Receivership. It is well-established that a district court must use the least intrusive means to bring about compliance with a consent decree. See U.S. V. Michigan. 940 F.2d 167 (6th Cir. 143, 1991)("[I]t was incumbent upon the district court in the action sub judice to impose the least intrusive remedies available in resolving the issues reviewed on appeal.")
Morgan v. McDonough. 540 F.2d 527, 533 (1st Cir. 1976) ("To be sure, direct judicial intervention in the operation of a school system is not to be welcomed, and it should not be continued longer than necessary. But if in extraordinary circumstances it is the only reasonable alternative to noncompliance with the court's plan of desegregation. it may. with appropriate restraint. be ordered.")(emphasis supplied). See also Kendrick v. Bland. 740 F.2d 432, 439 (6th Cir. 1984)("[T]he district court breached fundamental principles of federalism and exceeded its authority by enjoining Hendricks, Henderson and Ashley from performing certain responsibilities of employment which had been delegated to them by the state."). Consistent with this principle, an entity should not be placed in receivership unless the entity willfully disobeys a court order and violates the constitutional rights of the protected 2class. See Glover v. Johnson. 855 F.2d 277, 286 (6th Cir. 1988). There is no evidence that LRSD has done either. Moreover, the scheduling problems at the heart of Joshua's Motion have already been corrected. All Southwest students had schedules and were attending classes by the time Joshua filed its Motion. Therefore, even if this Court reaches the merits of Joshua's Motion, the motion should be denied. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY
c: J^ ihBistopher Heller/ (8 onn C. Fendley, Jr J ( 1083) Jr. (#92182) 3( CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by deposit:^g a copy of same in the United States mail on this day of > 1997. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey & Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr, Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Ch: (L- .r^stopher Heller' u John C. Fendley, Jr. 4FILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION u s district COURT eastern district ARKANSAS DEC 0 5 1997 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * * * * * * * * ORDER JAMES W. McCOi By
^<McCORM, WCK, CLERK No. LR-C-82-866 oep CLERK iUMi: Before the Court is a motion filed by the Joshua Intervenors (Joshua) requesting that this Court convene a hearing involving the Little Rock School District (LRSD), the Office of Desegregation Monitoring (ODM), and Joshua in order to review the circumstances said to exist at Southwest Junior High School. Joshua requests that this Court, upon appropriate findings. determine that it is necessary to have the school placed in receivership or in the hands of a specially designated authority other than the present principal of the school. The time for filing a response to this motion has passed, and the LRSD has not filed a response. This motion was filed during the time in which the Court suspended monitoring of the LRSD in order to allow the LRSD to develop proposed modifications to the desegregation plan. By requesting that this Court place Southwest Junior High School in receivership, Joshua has requested a drastic, equitable remedy. Throughout the history of this case, this Court has never placed a school into receivership. After reviewing Joshuas motion and brief in support. 1 Docket No. 3038. 08 t this Court concludes that the facts as presented by Joshua do not justify the appointment of a receiver to take over the operations of the school. Therefore, Joshuas motion is denied. IT IS SO ORDERED THIS <3 day of December 1997. UNITED S DISTRICTr
^UDGE iancewithri ruts DOCUMOfT ENTERED ON DOCKET SHEET IN SSrJANCE with rule 8B AN(X)fl T(a) FRCP 19^5-2^'?__ ---------------- 2 FILED U.S. DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES By
. DEC 0 9 1997 iOflMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * * * * * * * * * * * * ORDER Ki DEP CLERK No. LR-C-82-866 RECEIVE!^ DEC 9 1397 OFFICE OF DESEGREGATION MONITORING By previous Order dated December 5, 1997, this Court denied a motion filed by the Joshua Intervenors (Joshua") requesting that this Court convene a hearing to review the circumstances said to exist at Southwest Junior High School and determine that it is necessary to place the school in receivership.' In that Order, this Court inadvertently indicated that the Little Rock School District (LRSD) had failed to respond to the motion. For the record, this Court wishes to clarify that the LRSD did file a response in opposition to the motion.^ After reviewing that response, this Court reaffirms its initial decision to deny the Joshua Intervenors motion. IT IS SO ORDERED THIS day of December 1997. untteBst^ dktri^Tj^ DGE Docket No. 3083. n-HS DOCUMENT ENTERED ON DOCKET SHEET IN COMPU^Ejj^^^LE 58 ANaOR 79(a) FRCP ON BY ^4 1 2 Docket No. 3044 and Docket No. 3045. 0 8 5c* Cf John W. Walker, P.A. JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED DEC 1 8 1997 omcEOf DESEGREGATION MONrrORING December 17, 1997 Mr. Michael Gans, Clerk U.S. Court of Appeals 1114 Market Street St. Louis, MO 63101 Re: Appeal No. 97-1689EALR Appeal No. 97-1700EALR Joshua, et al. v LRSD, et al. Dear Mr. Gans: Enclosed please find original and 2 copies of Joshua's motion to supplement the record and 3 copies of their supplemental appendix regarding the appeal captioned above. Also enclosed is a self addressed stamped envelope for return of the file marked copy of the motion. Thank you for your cooperation. / incerely, I John W. Walker JWW:j s Encslosures cc: Mr. Chris Heller Mr. Sam Jones Ms. Ann Brown CP IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT NO. 97-1689EALR NO. 97-1700EALR LITTLE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. V. MRS. LORENE JOSHUA, ET AL. MOTION TO SUPPLEMENT RECORD received dec 1 8 1997 OfflCEOF desegregwiom monitoring APPELLEE APPELLEE APPELLANT Pursuant to Rule 27(B)(a)(6) and Rule 30A(b)(4), Rules of the United States Court of Appeals for the Eighth Circuit, appellants respectfully request that the attached document be accepted as a supplemental appendix. Appellants believe that these documents shed light on the issues raised in the appeal. Respectfully submitted, John W. Walker Robert Pressman John W. Walker, P.A. 1723 Broadway Little Rock, AR (501)^74-3758 By > J oh: W. 72206 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent via United States mail on this 17th day December, 1997 to Chris Heller, Friday, Eldredge & Clark, 2000 First Commercial Bank Building, Little Rock, AR, Sam Jones, Wright, Lindsey & Jennings, 200 west Capitol, Suite 2200, Little Rock, AR 72201 and Ann Brown, Office of Desegregation Monitoring, 201 East Markham, Suite 510, Little Rock, AR 72201. / lL 5 ' 4 4 4 INDEX TO SUPPLEMENTAL APPENDIX 4 Relevant Docket Entries 1 y Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator ......................... 7 4 y LRSD's Response to Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator 12 Order of the Court filed December 5, 1997 17 Order of the Court filed December 8, 1997 19 4 4 4 4 4 4 8 4 4fl fl received fl IN THE UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT DEC 1 8 1997 fl NO. 97-1689EALR NO. 97-1700EALR OFFICE OF OESEGREGAHOMMOMITORINS LITTLE ROCK SCHOOL DISTRICT APPELLEE PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. APPELLEE fl V. fl MRS. LORENE JOSHUA, ET AL. APPELLANT fl fl SUPPLEMENTAL APPENDIX OF fl MRS. LORENE JOSHUA, ET AL. fl fl John W. Walker John W. Walker, P.A. fl 1723 Broadway Little Rock, AR (501) 374-3758 72206 n Robert Pressman 22 Locust Avenue Lexington, MA (617) 862-1955 02173ri ri ri ri INDEX TO SUPPLEMENTAL APPENDIX ri Relevant Docket Entries 1 ri Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator ......................... 7 ri ri LRSD's Response to Motion to Have Southwest Jr. High School Placed in Receivership and for the Appointment of a Special Administrator 12 ri Order of the Court filed December 5, 1997 17 ri Order of the Court filed December 8, 1997 19 Proceedings 4:82cv866 include events between 8/27/97 and 12/17/97. LEAD Little Rock School, et al v. Pulaski Cty School, et al EAL LEAD APPEAL H U.S. District Court USDC for the Eastern District of Arkansas (Little Rock) CIVIL DOCKET FOR CASE #: 82-CV-866 Filed: 11/30/82 Little Rock School, et al v. Pulaski Cty School, et al Assigned to: Judge Susan W. Wright Mahm-o of quit-- Question Dkt # in 8USCA : is 90-1165EA Dkt # in 8USCA : is 90-1166/1167 Cause: 42:1983 Civil Rights Act 8/27/97 3/27/97 9/2/97 9/2/97 3/5/97 3/5/97 3/8/97 440 3038 3039 3040 3041 3042 3043 3044 3045 3046 MOTION by Joshua to have Southwest Jr. High School placed in receivership and for appointment of a special administrator (vjt) [Entry date 08/28/97] [4:82cv866] MEMORANDUM by Joshua in support of motion to have Southwest Jr High School placed in receivership [3038-1] and for appointment of a special administrator [3038-2] (vjt) [Entry date 08/28/97] [4:82cv866] NOTICE of filing of ADE's Project Management Tool for August, 1997 (vjt) [Entry date 09/02/97] [4:82cv866] MOTION by LRSD to release the vacant four-year old program seats for the 1997-98 school year to students on the waiting list (vjt) [Entry date 09/03/97] [4:82cv866] seats MOTION State
by PCSSD for summary judgment on the issue of the funding formula (vjt) [Entry date 09/03/97] [4:82cv866] BRIEF by PCSSD in support of motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 09/03/97] [4:82cv866] RESPONSE by LRSD to Joshua's motion to have Southwest Jr. High School placed in receivership [3038-1] and for appointment of a special administrator [3038-2] (vjt) [Entry date 09/08/97] [4
82cv866] MEMORANDUM BRIEF by LRSD in support of motion response [3044-1] (vjt) [Entry date 09/08/97] [4:82cv866] ORDER by Judge Susan W. Wright granting LRSD's motion to release the vacant four-year old program seats for the 1997-98 school year to students, including black students, who can benefit from the educational opportunities which will be provided [3041-1] (cc: all counsel) (vjt) [Entry date 09/09/97] [4:82cv866] Docket as of Deceniber 17, 1997 11:04 am Page 1 J. SUPP. APP. -1Proceedings 4:82cv866 include events between 8/27/97 and 12/17/97. LEAD Little Rock School, et al v. Pulaski Cty School, et al EAL 9/10/97 3047 9/11/97 3048 9/26/97 3049 9/26/97 3050 H 9/30/97 3051 9/30/97 3052 M d 9/30/97 3053 d 9/30/97 3054 d 3055 d 10/7/97 3056 d d 10/14/97 3057 10/20/97 3058 MOTION by respondent Arkansas Education to extend time to respond to PCSSD's separate motion for summary judgment on the issue of the State funding formula (jad) [Entry date 09/11/97] [4:82cv866] ORDER by Judge Susan W. Wright granting ADE's motion for extension of time until 9/30/97 to respond to PCSSD's separate motion for summary judgment on the issue of the State funding formula [3047-1] [3042-1] (cc: all counsel) (vjt) [Entry date 09/12/97] [4:82cv866] MOTION by LRSD for approval of revised desegregation and education plan (vjt) [Entry date 09/29/97] [4:82cv866] MEMORANDUM BRIEF by LRSD in support of motion for approval of revised desegregation and education plan [3049-1] (vjt) [Entry date 09/29/97] [4:82cv866] RESPONSE by ADE to PCSSD's motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 10/01/97] [4:82cv866] DECLARATION of John Kunkel in opposition to PCSSD's motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 10/01/97] [4:82cv866] DECLARATION of Tristan Greene in opposition of PCSSD's motion for summary judgment on the issue of the state funding formula [3042-1] (vjt) [Entry date 10/01/97] [4:82cv866] NOTICE of filing of ADE's Project Management Tool for September, 1997 (vjt) [Entry date 10/01/97] [4:82cv866] MOTION by Joshua Intervenors for hearing to develop procedures for the consideration of the motion of the LRSD for the approval of a revised plan (vjt) [4:82cv866] MOTION by Knight Intervenors for extension of time to respond to LRSD motion for approval of revised desegregation and education plan (vjt) [Entry date 10/08/97] [4:82cv866] MOTION by PCSSD for release from federal court supervision (vjt) [Entry date 10/15/97] [4:82cv866] RESPONSE by Knight Intervenors to LRSD's motion for approval of revised desegregation and education plan [3049-1] (vjt) [4:82cv866] Docket as of December 17, 1997 11:04 am Page 2 J. SUPP. APP. -2 hfl Proceedings include events between 8/27/97 and 12/17/97. LEAD 4:82cv866 Little Rock School, et al v. Pulaski Cty School, et al EAL 10/22/97 3059 10/23/97 3060 (jad) [4:82cv866] RESPONSE by plaintiff Little Rock School to motion for hearing to develop procedures for the consideration of the motion of the LRSD for the approval of a revised plan [3055-1] (jad) [Entry date 10/23/97] [4:82cv866] MOTION by Joshua intervenors to extend time to respond to PCSSD's petition for release from Federal Court supervision 10/23/97 3061 10/23/97 3062 fl * w w H 10/27/97 3063 10/31/97 3064 H 10/31/97 3065 10/31/97 3066 ORDER by Judge Susan W. Wright finding the motion for extension of time to respond to LRSD motion for approval of revised desegregation and education plan moot [3056-1] (cc: all counsel) (EOD 10/23/97) (jad) [4:82cv866] ORDER by Judge Susan W. Wright setting LRSD's motion for approval of revised desegregation and education plan for hearing on 12/01/97 at 9:00 [3049-1]
denying Joshua intervenors motion for hearing to develop procedures for the consideration of the motion of the LRSD for the approval of a revised plan [3055-1]
Discovery ddl set 11/17/97
granting LRSD's request to continue the temporary hiatus from monitoring
LRSD shall have 10 days after the court's ruling regarding adoption of proposed revised plan to file it's motion for reconsideration of ruling on LRSD's motion to end Federal Court jurisdiction (cc: all counsel) (EOD 10/23/97) (jad) [Entry date 10/24/97] [4
82cv866] ORDER by Judge Susan W. Wright granting Joshua's motion to extend time until 11/24/97 to respond to PCSSD's petition for release from Court supervision [3060-1] [3057-1] (cc: all counsel) EOD 10/27/97 (vjt) [4:82cv866] ORDER by Judge Susan W. Wright directing parties to exchange exhibits with one another and to provide an exhibit list, as well as copies of their exhibits, to both the Court & ODM on or before the November 17, 1997 discovery deadline in accordance with the Court's Order [3062-1], which set a hrg for 12/1/97 re LRSD's motion for approval of proposed revised desegregation and education plan (cc: all counsel) EOD 10/31/97 (vjt) [4:82cv866] ORDER by Judge Susan W. Wright approving the Policy on Interdistrict Magnet School Budget Process as outlined and adopted by the Magnet Review Committee and the Interdistrict Magnet School Draft 6 Budget for 1996-97 (cc: all counsel) EOD 10/31/97 (vjt) [4:82cv866] Interrogatories filed by Joshua Intervenors' regarding LRSD's motion for approval of the revised desegregation and education plan (jad) [Entry date 11/03/97] [4:82cv866] Docket as of December 17, 1997 11:04 am Page 3 J. SUPP. APP. -3 Id Proceedings include events between 8/27/97 and 12/1^97. proceeaxiy Little Rock School, et al v. Pulaski Cty School, et al EAL 4:82cv866 10/31/97 3066 M 10/31/97 3067 10/31/97 3068 11/3/97 11/4/97 3069 11/4/97 3070 REQUEST by Joshua Intevenors' for production of documents regarding LRSD's motion for approval of the revised desegregation and education plan (jad) [Entry date 11/03/97] [4:82cv866] MOTION by Joshua Intervenors to continue hearing (jad) [Entry date 11/03/97] [4:82cv866] NOTICE by Arkansas Department of Education of filing Project Management Tool for October 1997 (jad) [Entry date 11/03/97] [4:82cv866] DOCKET NOTE: exhibit #3 to the Court's order of 10/31/97 (Doc. #3065) mailed to all parties this date as it was inadvertently omitted from the order when copied (jad) [4:82cv866] ORDER by Judge Susan W. Wright taking under advisement Joshua intevenors motion to continue hearing until the the other parties involved have filed their responses to the motion to continue [3067-1] (cc: all counsel) (EOD 11/04/97) (jad) [4:82cv866] RESPONSE by Little Rock School District to Joshua intervenors motion to continue hearing [3067-1] (jad) [4:82cv866] 11/6/97 3071 ORDER by Judge Susan W. Wright granting Joshua's motion to continue hearing [3067-1]
the Court will conduct a hearing on LRSD's motion for approval of revised desegregation and education plan beginning at 9:00 a.m. on 2/2/98 [3049-1]
the discovery deadline is 1/20/98
the Court will also _ conduct a hearing on PCSSD's motion requesting release from federal court supeirvision beginning at 9:00 a.m. on 3/23/98 [3057-1]
the discovery deadline is 3/9/98 (cc: counsel) EOD 11/6/97 (vjt) [4:82cv866] all 11/10/97 3072 uUJCA) we vacate the order awarding fees and costs to the LRSD and PCSSD school districts and remand for further proceedings (de) [4:82cv866] Opinion (8USCA) 11/10/97 3073 11/13/97 3074 11/20/97 3075 MANDATE from 8 USCA reversing and remanding the Decision of the District Court [Appeal [2905-1] (de) [4:82cv866] AMENDED MOTION by LRSD for attys' fees and for costs as to state defts (vjt) [Entiry date 11/14/97] [4:82cv866] SUPPT,FMRNTAT. MOTION by Joshua for extension of time to respond to PCSSD's petition for release from federal court supervision (vjt) [Entzry date 11/21/97] [4:82cv866] Docket as of December 17, 1997 11:04 am Page 4 J. SUPP. APP. -4Proceedings include events between 8/27/97 and 12/17/97. LEAD Little Rock School, et al v. Pulaski Cty School, et al EAL 4:82cv866 11/21/97 3076 fl 11/25/97 3077 H 11/26/97 3078 12/2/97 3079 ORDER by Judge Susan W. Wright granting Joshua's motion for a second extension of time until 12/2/97 to respond to PCSSD's petition for release from federal court supervision [3075-1] [3057-1] (cc: all counsel) EOD 11/21/97 (vjt) [4:82cv866] NOTICE of filing of ADE's Project Management Tool for November, 1997 (vjt) [Entry date 11/26/97] [4:82cv866] AMENDED MOTION by PCSSD for attys' fees and costs as to state defts (vjt) [4:82cv866] OPPOSITION RESPONSE by Joshua to PCSSD's motion for release from federal court supervision [3057-1] (vjt) 12/2/97 3080 [4:82cv866] RESPONSE by ADE to PCSSD's amended motion for attys' [3078-1] and costs as to state defts [3078-2] (vjt) [Entry date 12/03/97] [4:82cv866] fees 12/3/97 3081 12/5/97 3082 12/5/97 3083 MOTION by Joshua for an order directing ODM to provide a listing of all monitoring reports issued during the past fifteen months re PCSSD & NLRSD (vjt) [Entry date 12/04/97] [4:82cv866] ORDER by Judge Susan W. Wright granting Joshua's motion for an order directing ODM to provide a listing of all monitoring reports issued during the past fifteen months re PCSSD & NLRSD [3081-1]
ODM is directed to provide Joshua for the record a listing of all monitoring reports that it has issued during the past fifteen months or is in the process of issuing (cc: all counsel) EOD 12/5/97 (vjt) [4:82cv866] M M ORDER by Judge Susan W. Wright denying Joshua's motion to have Southwest Jr. High School placed in receivership [3038-1] and/or for appointment of a special administrator all counsel) EOD 12/5/97 (vjt) [3038-2] (cc: [4:82cv866] 12/5/97 3084 II fl 12/8/97 3085 fl fl ORDER by Judge Susan W. Wright directing the Clerk to file this Order and the attached letter, (ODM's response to Joshua's request for a listing of all monitoring reports issued during the past fifteen months), thereby making the letter a part of the record in this case (cc: all counsel) EOD 12/5/97 (vjt) [4:82cv866] ORDER by Judge Susan W, Wright reaffirming this Court's initial decision to deny Joshua's motion re placing Southwest Junior High School in receivership [3038-1] [3038-2] [3044-1] [3083-1] (CC: all counsel) EOD 12/8/97 (vjt) [4:82cv866] Docket as of December 17, 1997 11:04 am Page 5 * J. SUPP. APP. -5ri Proceedings include events between 8/27/97 and 12/17/97. LEAD 4:82cv866 Little Rock School, et al v. Pulaski Cty School, et al EAL 12/8/97 3086 12/11/97 3087 ri 12/12/97 3088 12/12/97 3089 12/12/97 3090 12/12/97 3091 12/12/97 3092 H M 12/12/97 3093 12/16/97 3094 REPLY by PCSSD to ADE's response to amended motion for attys' fees [3078-1] and costs as to state defts [3078-2] (vjt) [Entry date 12/09/97] [4:82cv866] MEMO TO FILE: finding PCSSD's motion for extension of time to respond to LRSD's motion for attys' fees and costs [3024-1] moot purs to Order entered on 7/11/97 [3025-1] (vjt) [4:82cv866] ORDER (8 USCA) motion of appellee PCSSD for attys' fees and costs on appeal is granted
PCSSD shall recover for appellant State of Arkansas $1,646.00 (de) [4:82cv866] EMERGENCY MOTION by Joshua for order concerning the payment of attys' fees by the LRSD (vjt) [4:82cv866] MEMORANDUM by Joshua in support of emergency motion for order concerning the payment of attys' fees by the LRSD [3089-1] (vjt) [4:82cv866] MOTION by the Joshua Intervenors to quash deposition of Bonnie Brown (bt) [Entry date 12/15/97] [4:82cv866] AFFIDAVIT of John W. Walker regarding motion to quash deposition of Bonnie Brown [3091-1] (bt) [Entry date 12/15/97] [4:82cv866] RESPONSE by plaintiff Little Rock School to motion to quash deposition of Bonnie Brown [3091-1] (bt) [Entry date 12/15/97] [4:82cv866] ORDER by Judge Susan W. Wright denying Joshua's motion to quash deposition of Bonnie Brown [3091-1] (cc: all counsel) EOD 12/16/97 (vjt) [4:82cv866] M M ri ri Docket as of December 17, 1997 11:04 am Page 6 J- SUPP- APP-II t II ) IN THE UNITED STATES COURjJdisIrI^o^rt EASTERN DISTRICT OF ARK(^.^D'S'''RCT ARKANSAS II WESTERN DIVISION AUG 2 7 1997 JAMES W McCORMACK, CLERK ri LITTLE ROCK SCHOOL DISTRICT By: ri VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR The Joshua Intervenors respectfully request that the Court convene a hearing involving the ) Little Rock School District, the O5ce of Desegregation Monitoring and the Joshua Intervenors in order to review the circumstances that exist at Southwest Junior High School including many w violations of the LRSD and Interdistrict Plans adversely affecting the education of black students, and upon appropriate findings determine that it is necessary to have the school placed in receivership, or in the hands of a specially designated authority other than the present principal of the school. For cause, the Joshua Intervenors respectfully show the court that: 1. Chaotic conditions exist at the school, including but not limited to, numerous students having been kept out of classes for the first five days of school by the principal because they have no schedules through no fault of their own and through the misfeasance or malfeasance of the principal. Dr. Walter Marchalek and the failure of the leadership of the LRSD to respond appropriatelyjto the 1 r J. SUPP. APP. -7I situation
ri 2. Numerous students have been misassigned to classes by Principal Marshalek with the ri result being that some students who were last year assigned to special education and/or resource classes are now assigned to gifted and talented classes and vice versa
3. Many students are retained or have been retained in the same grade for one or more years without the school developing an individualized remedial plan for the student
4. Many students are retained or have been retained in the same grade for two years or more without their parents receiving interim reports prior to their retention
5. Discipline in the school is frequently arbitrary or in some cases non-existent. Some students are left unsupervised in classes without teachers thereby increasing the probability of diiEcult student relationships. In one of the unsupervised classrooms, at least one student has been injured due, in large part, to the absence of supervisor personnel
6. Students are not being taught due to the delay in making schedules for them. For these students, the school has no plan for providing remediation type work. These students will necessarily be disadvantaged in meeting the educational expectations of the school, with many being unable to make up the time or work lost, due to the administrator misfeasance or malfeasance
7. The teaching staff is fractionated and substantially leaderless. Education on an organized, systematic and educationally acceptable basis is simply not occurring at Southwest Junior High school
8. The school district is aware of these problems. It has been aware of these problems ance the assignment of the present principal to the school. The school district has not devised a plan to correct the problems identified above and others of a similar nature. The problems impact black I 2 J. SUPP. APP. -89 II students almost exclusively, with black males being disproportionately affected by the adverse conditions at the school. Moreover, the school administration has difficulty in treating this group of ri students fairly, as a general matter. 9. The equal educational opportunities promised by the desegregation plan are not ri occurring at Southwestern Junior High School
the facts cited in this motion establish violations of ri the LRSD Plan, 4/92, at [pp. 2-3 (Leadership), pp. 28-29 (School Operations), and 33-35], and the Interdistrict Plan, 4/92, at [p. 21 (School Operations)]. 10. Joshua has previously served notice of the administrative malfeasance which has occurred at the school upon IJttle Rocks acting administrative superintendent Don Roberts and upon Ms. Ann Brown. See Attachment A. These efforts did not yield improvements at Southwest. Black ri students are thus in a position where their educational opportunity is being severely curtailed, and in some cases denied in violation of the desegregation plan. This action for relief is therefore appropriate and necessary. An early hearing is essential if relief is to be meaningful. WHEREFORE, the Joshua Intervenors respectfully pray that the Court a) give this matter urgent and immediate attention
b) require the District to prepare within two days a report showing the actual school climate and the extent to which students have been assigned or misassigned to class
c) require the District to report to extend to which black males have been adversely affected by late assignment or scheduling practices and to describe the remediation plans that the District has provided or plans to provide for make-up work, and other corrective actions
d) require the District to establish the extent to which students have been retained in specific grades for more than one year
and to explain by clear and convincing proof all other conditions that demonstrate racial disparity. The Court is further called upon to enjoin the District from allowing the present principal to continue J. SUPP. APP. -9 I * ) 3ri ri his asagnment at Southwest Junior High School and to have placed in his stead someone responsible ri to the Court who will establish the school as an efficient, nondiscriminatory educational institution. The Intervenors further pray that the Court require the ODM to develop a comprehensive monitoring ri report on the present educational and interpersonal conditions which exist at Southwest Junior High ri School, the extent to which there is racial division in the school, and the extent to which the principal has led and now leads the institution. ri Joshua finally prays, as a last resort, for the school to be placed into receivership. ri Respectfully submitted. ri ri JOHN W. WALKER, P. A 1723 Broadway Little Rock, Arkansas 72206 (501) 374-3758 By
ri ) Joi TWalker, Bar No. 64046 ) ri CERTIFICATE OF SERVICE ri ri I hereby certify that a copy of the foregoing pleading has been served upon all counsel of record, by placing a copy of the same in the United States Mail with sufficient postage prepaid, on this PA day of August, 1997. ri 4 J. SUPP. APP. -10 IIN W. WALKER LALPH WASHINGTON fK BURNETTE TIN PORTER. JR. ri ri ri ri ri ri ri ri ri ri ri John w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 Via Facsimile - 324-2146 August 12, 1997 Dr. Don Roberts Interim Superintendent Little Rock School District 810 West Markham Little Rock, AR Dear Dr. Roberts
72201 OI.HUUX jcai., yWB iiaa mmyyrriiaada complaints ooff
a* ^v'- racial nature from students, parents and staff regarding the-administration of Dr. Walter Marshaleck at Southwest Junior Hig@J. School. I advised him that there appeared to be a number of problems and suggested that he may wish to address them the beginning of this school year. T_he_ _s_c_h_o_o_l_ _y_e_a_r_ _is at hand and my office has already received at least three^complaint^ ftom' >black staff members which we construe to have racial zC believe that it would be aoDrooriate for VOll fo A Hl ----- ----------- ---- - overtones. --------- that it would be appropriate for you to address this matter at once to determine whether the Indications we have received are symptoms of a more endemic problem. We will cooperate with you in addressing the issue at your request. We will Back to the Southwest Junior High School matter, Ms. Springer and I spoke with Dr. Marshaleck today and we will no doubt have different opinions about our conversation. .__ perspective, he seeks to run the school and to interact with people as if he is still a military officer. This approach is contrary to the spirit and promises of the desegregation plan. The plan seeks and promises cooperation rather than dictatorial interpersonal and interprofessional situations. From our This approach is Your counsel and wisdom are earnestly sought regarding this matter. CltSK .f- k JWW
js pc
Ms. Ann Brown Mr. Walter Marshaleck J. SUPP. APP. -11 > ri IN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKAN^i ri WESTERN DIVISION IN WStRiCTAfflsAS ri LITTLE ROCK SCHOOL DISTRICT SEP 51997 JAMES w McCormack. V. LR-C-82-866 DEP. CLERK ri ri PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS ri KATHERINE KNIGHT, ET AL INTERVENORS ri LRSD'S RESPONSE TO MOTION TO HAVE SOUTHWEST JR. HIGH SCHOOL PLACED IN RECEIVERSHIP AND FOR THE APPOINTMENT OF A SPECIAL ADMINISTRATOR ri LRSD for its Response states
1. Joshua's Motion arises out of the alleged misfeasance ri j and malfeasance of the [Southwest Junior High School] principal. Dr. Walter Marchalek (sic). Joshua's Motion, S 1. Dr. ri Marshaleck's competency to perform his duties is an individual ri personnel matter. Consistent with this Court's past practice, LRSD respectfully requests that it be permitted to address this matter ri in accordance with its own internal processes. See Order filed Jan. 23, 1997, Docket No. 2915, attached hereto as Exhibit A. LRSD ri prays that Joshua's Motion be dismissed without a hearing. 2. LRSD admits that late summer changes in Southwest's ri master schedule resulted in approximately 80 registered students not having a schedule on the first day of classes. To accommodate these students. Dr. Marshaleck planned to provide hand-written schedules to these students upon arrival. This effort was slowed by the illness of Southwest's registrar who missed the first three J. SDpp. App. -12tf.'. fl days of school. Southwest's attendance secretary was also absent I the first day of school due to illness. The effort was further complicated by the arrival of approximately 60 students not N previously registered to attend Southwest. These students also needed schedules. Students without schedules were supervised in N the cafeteria without incident. Every effort was made, including 16-hour workdays, to provide all students with schedules as quickly as possible. All Southwest students had schedules and were i attending class by August 27, 1997. LRSD denies the allegations set forth in paragraph 1 of Joshua's Motion except as specifically admitted above. f 3. LRSD denies that "numerous" students were "misassigned" by Dr. Marshaleck. LRSD admits that one special education student N 3 was erroneously assigned to a gifted and talented class as a result of a data entry error. First priority was given to students with fl no schedules. As soon as all students had schedules, work began on fl correcting scheduling errors. The special education student's schedule was corrected on August 28, 1997. LRSD denies the allegations set forth in paragraph 2 of Joshua's Motion except as specifically admitted above. 4. LRSD admits the allegation set forth in paragraph 3 of Joshua's Motion. Individualized education plans are only prepared for special education students. 5. LRSD denies the allegations set forth in paragraph 4 of Joshua's Motion. ) 2 J. SUPP. APP. -13 fl 6. LRSD admits that one student was slightly injured during 1 an altercation with another student which occurred while a teacher left a class unattended. This was against LRSD policy and appropriate action has been taken in response to this incident. LRSD denies the allegations set forth in paragraph 5 of Joshua's Motion except as specifically admitted above. 7. LRSD admits that students without schedules were not receiving instruction. LRSD denies the remaining allegations in I paragraph 6 of Joshua's Motion. The teaching staff at Southwest ) has been asked to make every effort to ensure that students who were assigned to class late do not fall behind. 8. LRSD denies the allegations set forth in paragraph 7 of Joshua's Motion. 9. LRSD admits that it was aware of the scheduling problem at Southwest. LRSD believes it responded appropriately by making additional personnel available to assist Southwest, and the problem has now been resolved. LRSD denies the allegations set forth in paragraph 8 of Joshua's Motion except as specifically admitted above. 10. LRSD denies the allegations set forth in paragraph 9 of Joshua's Motion. 11. LRSD admits that counsel for Joshua made LRSD aware of the allegations contained in Joshua's Motion before the motion was filed. LRSD denies the remaining allegations set forth in paragraph 10 of Joshua's Motion. J. SUPP" APP" -14 3fl 12. LRSD is willing to work with Joshua to resolve any fl outstanding concerns about the operation of Southwest. However, a constructive dialogue of Joshua's concerns has been made more fl difficult by counsel for Joshua's past threats to "get" Dr. Marshaleck. fl WHEREFORE, LRSD prays that Joshua's Motion To Have Southwest fl Jr. High Placed In Receivership And For The Appointment Of A Special Administrator be denied with prejudice and without fl hearing
that LRSD be awarded its costs and attorneys' fees expended herein
and that LRSD be awarded all other just and proper i a relief to which it may be entitled. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: (L. , Christopher Heller V/^4083) Sohn C. Fendley, Jr. <(4'92' 92182) 4 J. SUPP. APP. -15I CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by deposit:^g a copy of same in the United States mail on this day of , 1997. :^oJ fl fl Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey & Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown - HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 C] J,
iwistopher Heller onn C. Fendley, Jr. 5 J. SUPP. APP. -16fl IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. No. LR-C-82-866 fl PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, etal.. Defendants, fl * * * * MRS. LORENE JOSHUA, et al.. Intervenors, filed ... district court eastern district ARKANSAS DEC 0 5 1997 JAMES W.|McC01 By
CK, CLERK OeP CLERK KATHERINE KNIGHT, et al.. Intervenors. ORDER Before the Court is a motion filed by the Joshua Intervenors (Joshua") requesting that this Court convene a hearing involving the Little Rock School District (LRSD"), the Office of Desegregation Monitoring (ODM"), and Joshua in order to review the circumstances said to exist at Southwest Junior High School.* Joshua requests that this Court, upon appropriate findings. determine that it is necessary to have the school placed in receivership or in the hands of a specially designated authority other than the present principal of the school. The time for filing a response to this motion has passed, and the LRSD has not filed a response. This motion was filed during the time in which the Court suspended monitoring of the LRSD in order to allow the LRSD to develop proposed modifications to the desegregation plan. By requesting that this Court place Southwest Junior High School in receivership, Joshua has requested a drastic, equitable remedy. Throughout the history of this case, this Court has never placed a school into receivership. After reviewing Joshuas motion and brief in support. Ia' * Docket No. 3038. fl lb J. SUPP. APP. -17 .4 8 t J I I this Court concludes that the facU as presented by Joshua do not justify the appointment of a receiver to take over the operations of the school. Therefore, Joshuas motion is denied. IT IS SO ORDERED THIS day of December 1997. [TEDS' UDGE nue rwvMwjMgfT entered ON DOCKET SHEET IN IUANCE WIW RULE 88 AND/OR 78(a) FRCP --------------------- C(>UPI 3N_ 2 W' Irl J. SUPP. APP. -18 aU.S. DIS' STTffirCOUR' ISTRteTARKA * -----------------COURT EASTERN DIST^T ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEC 0 811997 JAMES By
. 5 W. McCORi iORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, Plaintiff, DEP CLERK vs. No. LR-C-82-866 * PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. Defendants, * * MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors. * ORDER By previous Order dated December 5, 1997, this Court denied a motion filed by the Joshua Intervenors (Joshua") requesting that this Court convene a hearing to review the circumstances said to exist at Southwest Junior High School and determine that it is necessary to place the school t in receivership. In that Order, this Court inadvertently indicated that the Little Rock School District (LRSD") had failed to respond to the motion. For the record, this Court wishes to clarify that the LRSD did file a response in opposition to the motion. After reviewing that response, this Court reaffirms its initial decision to deny the Joshua Intervenors motion. IT IS SO ORDERED THIS ^^^^av of December 1997. Docket No. 3083. CM rms DOCUMENT ENTERED ON DOCKET SHEET IN COUPLlANCEWr ON ILE 68 AND/OR 79(a) FRCP ___BY UNnEb^A 2 Docket No. 3044 and Docket No. 3045. 3 0 8 5 J. SUPP. APP. -19AS (T ELlCA7f\'- L SCiiOCl. I r L RECESVED EA!FICAT1C\ E I 99 I -1?52 OCT 2 6 1991 School Building
(Kame, Address, Zip) flic S2ese!^atian. Monitofin^ Puloski County Southwest Junior High School 3301 So. Bryant Little Rock, AR 72204 Tei e
r.e: 57Q-4Q70 School District
(Kccuie , Address, Zip) ri j Li ttl 10 L C T i-C fs I Lit* 161 e U I *> Pleese oy Oct r.en 72201 : (501) 324-2000 ,11 15, VIne cc 1991. 1 s 1 t ?icH tri c Charity Smith c School : i 1 ci Task c I c iC 1. All Team Leaders 2. Head Counselor Associcte Director Instructionol Services Arkenscs HC tnent 3. Charon Johnson, PTSA t 5i to! Little 11 Arkens es of Educ. 72201 l Southwest Junior High School Little Rock School District Little Rock, Arkansas little KOCK SCHOOL DISTRICT EPS CODE: ADA The pro HISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT ission of the Little Rock School Distric is to provide an educational gra.m that enables each ch.ild to achieve his/her highest potential, that end, the Little Rock School District will provide: (1) _ basic education for all students
(2) programs that 'address the special To (1) a program of needs or students (emotional, physical, and mental)
and (3) enrichment opportunities such as art, music, and.athletics. 'Through an organized pro- cram of studies, each student will experience academic success and will learn and appreciate responsibi1ity and productive citizenship. Adopted 1-26-84District Goals 1. To increase educational achievement or all students specific emphasis on closing disparities in achievement. v
i t h 2. To establish climates of educational excellence in all schools through: a) b) c) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the community and the workplace d) . providing a disciplined, all students structured learning environment for 3. To enhance human relations skills central office administrators. for principals, teachers, and '4 IVISICN STAEEMEOTS SOUTHWEST'S MISSION STATEMENT The -mission of Southwest Junior High is to provide equal and equitable ' Aa-ming oooortunities tihat will help to er.sure the educational success az every child. 1. 2. To char end we will: Fespcnd to the needs of students at Provide enrichment, basic and ranediai isk. 3. programs needs. hat address speci .c stucent Provide a safe and orderly learning environment which models and encourages seir cisci Through our specif !.Line. C activities, programs and curriculum, students wi'' exoerience success its best at Southwest. at 7th Grade Hall (3rd) With no effort on your part, you were bom to oe scmetlning very special and set apart - not just a human bemc but a human becaninc. What you are going to do in appreciation of th-at gift is a decision only you can make. Sth Grade (Hall (4th) To achieve excellence. think excellence. Sth Grade Hall (2nd) Georce Bernard Shaw: "Setter keep yourself clean and bright
you are the window through which you must see the world". Main Hall If you have a dream, you have e'/erything. If you have everything and no dream, then everything means nothing. Sth Hall Thanas F. Buxton: "With ord1 nary talent and extra- ordinary perserverance, all things are attainable".PHILOSPHY The aim of Southwest Junior High School is to provide equal and equitable learning opportunities that will ensure the educational success of every child. To this end, we focus upon a few necessary coimitments which are basic to our mutual goal of "Success at its best at Southwest". It is our belief that instructional leaders should
LA. Feature a program that responds to the physical, intellectual, social, emotional and moral needs of the early adolescent learner. 2A. Provide a smooth transition fron the self contained elementary school to the highly diversified schedule of the high school by developing a school-within-a-school concept. 3A. Build on the successes of the elementary education and in turn, prepare pupils for a successful experience in the high school. 4A. Pronote the belief that all students can learn and every child will learn if presented with the right opportunity to do so, and actively demonstrate visible ccmraitment to high expectations for students, teachers and staff. SA. Organize parents, cannunity and school integration by actively encouraging parental involvement, school/business partnerships and ccmmunity interest in collaborative initiatives that address issues such as equity, literacy, mentoring and the press for educational excellence. 6A. Offer a wide choice of subjects with a definite curriculum plan tha tincludes factual information or organized knowledge, and skills which provide for a broad breadth of experiences that chanllenges curiosity and creativity and prepares pupils to beccnie good citizens of the world. 7A. Evaluate the program on a regular bsisi and make changes that enhance the learning process.SA. Recognize the importance of affective education bv orcyiding a forum for the improvenent of self concept, through peer tutoring, Kid's Days, school clubs, awards ceremonies, remedial assistance, counseling, heme roems and taachpr/aenH ?rn* orograms. 9A. lOA. UA. 12A. 13. 23. 33. 43. 53. 63. 73. Qnploy teachers who focus on the learning needs of dudHs bv using a variety of teaching techniques that actively involve the student. Develop a learning climate that is safe and personalized in which academic emphases are upon individual growth, critical/ creative thinking skills, and written/oral cannunication. Develop a vision for the school and translate it to speciric grade level, student, parent and educator in the school by posting them in every hallway. Ensure that the principal is a leader of instructors bv motivating, nuturing and supporting others. / it is our belief that teachers should: Provide for the emotional, physical and intellectual individuality of students by helping each to deveioo to full potential. Provide materials and knowledge wiich will enable each student to became a responsible and participating member of a democratic society while encouraging each student's resoect for self and others. :or her/ Share with the heme and the corrmunity the resoonsibilit'z not only tor the student's intellActual growth but also his socral, moral and aesthetic deveiotnent. Work as part of a team with others to prepare students for a perpetually changing world by planning interdiscinlinarv units. Provide students with essential skills that-will enable them to cempete with their peers nationally on standardized tegts. Encourage regular parenta 1 involvement in everv area of schooling. Teach to the objective and make sure that mastery is achieved by developing knowledge level work tasks at which students are successful and assure that students engage in these tasks. Also, we believe that students should: IC. Respect the self worth and the individual right of others to a quality edneat-inn,2C. Coopera-te with school officials in ensuring tha-c a wholesome learning climace prevails at the school. 3C. Copy daily objectives from the boards or overheads and work toward mastery of all materials presented bv the classroom teacher by actively participating in guided'practice in- class and independent study at heme. 4C. Obey school rules and regula-tions regard i-ng attendance and conduct. Further, we believe that parents should: ID. Become actively involved in his or her child's education by visiting the school, arranging conferences with tearhers, reviewing progress reports, joining the PTSA or groups, volunteer as gues' school activities. parent support speakers or mentors and support 2D. Provide experiences to complement and/or suDolenent the-i r child's education, trips, books, community activities. i.e., library, tutorship, family outings/PART ONE ASSESSMEKT/AI^ALYSIS OF LOC/iL SCHOOL ACCOMPLISHMENTS ANT) NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS 'ASSESSMENT ANALYSIS OF SCHOOL ACCOMPLISHMENTS AND NEEDS Goal: To increase educational achievement for all students with specific errphasis on closing the disparities in achievement. Accorrplishments: Student achievement on the MPT test increased on the 3rd administration of the 1991 test by 8% as conpared to the 1990 score. (1990 scores - 80, 82, 85%)
1991 scores - 69, 88, 93% o student test score increase is attributed to: A. B. C. D. E. A successful academic incentive grant which was used to design and develop an after school homework and tutorial assistance program which served 90 at-risk students. All students enrolled passed the MPT. UALR morning tutoring program which provided services to 20 students. A school wide intensive tutorial program whereby every teacher and staff marber gave up preparation time to provide volunteer tutorial services. Increased parental involvement of 15% in the test-taking seminar. Special reading and math assistance during a portion of the year for students who scored below the 25% on the MAT-6. Each grade level increased their achievement on the MAT-6 when previous years scores were criteria referenced. class of 1994 difference in disparity 1989 (7) BA^ 30-69 39 Specifically, 1990 (8) B/W 33-73 40 1991 (9) B/W 42-67 25 Analysis: Black students increased score three consecutive years. white students increased score 2 consecutive years. Disparity was reduced by 15 point. A disparity reduction of 15% was also achieved. Goal
To establish climates of excellence in all schools by providing a disciplined, structured environment. Achievements: 1. A 5% reduction in the nurrtDer of student referrals was evidenced when 1990 and 1991 referrals for out of school suspensions were analyzed. 2. A family-like atmosphere was encouraged which allowed for every staff member and educator to be a part of a team.page 2 3. Parental involvement increased as measured by the total number of parents who ccnpleted forms to provide volunteer services to the school. completed forms and provided services. In 1990, a total of 33 parents Goal: To enhance human relation skills for principals, teachers, and central office administration. Overall human relations were increased as measured by an overall analysis of the 1990 and 1991 climate analysis survey. The average scores for, 1990 was a rating of 2-3. The average score for the 1991 were ratings of 3 to 4. (5 is the best possible rating.) NEEDS BUILDING In order to inprove school climate, all portal and make-shift classrooms should be replaced. 1. Currently, 4 classes are being conducted in 3 portable buildings. Conditions are unsuitable for learning and space per student violates state standards. 2. Because of a lack of space, one counselor's office is housed in the parent conference roan. This space is needed. 3. One classroan is now housed in the weight room adjacent to the gym. A new classroom is needed. 4. One reading class is conducted in the math storage area. A new classroom is needed. 5. Case managers, a staff of 5, are housed in the English storage area. A new office space is needed. 6. The In School Suspension program is being housed in the school's only storage area. A new In School Suspension room is needed. 7. The library reference room is used to provide desk and file space for 6 traveling staff members and new corputer equipment. Space for traveling teachers is required by P.N. agreement.page 3 8. Currently, parking is inadequate. At least 10 staff members 9. 10. 11. STAFF park on the school yard. parking except in the fire lane. members now park on the side walk. During the day, there is no visitor Also, at least 20 staff The bus loading area is grossly inadequate, is full of rocks, gravel and broken concrete. The parking area This is also a possible safety hazzard. A new bus loading area is needed. The bleachers in the gym and school lockers need to be replaced! A special education class is being housed in the home economics living room. A new space is desperately needed. Additional staff development activities are needed in the following areas: 1. Conducting parent conferences 2. Writing behavioral modification plans 3. Iirplementing and writing academic remediation plans 4. Learning strategies for all students 5. Investigating student incidents by administrators 6. How to increase parental involvement and supervision of student homework. 7. Current trends and research in education 8. Grant writing STUDENT 1. Same students report to school hungry, the breakfast program is needed. A reinstatement of 2. Free assignment notebooks would assist students in long range planning and conpletion of daily homeworkSOUTHWEST JUNIOR HIGH SCHOOL ANNUAL SCHOOL IMPROVEMENT PLAN JUNE, 1991 CHARITY SMITH, PRINCIPAL s. J ARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE RCTK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 1 '^lilding Goal : 7. ~ . ' ) To increase educational achievement for all students with specific emphasis on closing disparities in achievenent. 'Related District Goa 1: Goal #1 Strategies/Act ivi ties 1. To inprove the delivery of instruction by reducing frontal lectures and providing more learner engaging activities by providing significant technical assistance to teachers. 2. To provide tutorial opportunities that are individualized to meet the needs of the child by enabling the student to contribute (to discuss his or her work, not merely copy and/or recall facts). 3. To continue to provide the homework center. Person Responsible Principal Technical Assist, staff - Center foi Leadership in School Reform Teachers Administrators Curriculum supervisors Counselors Parents Administrators Teaching teaiTis Students Mentors VIPS Principal Teachers Teaching teams Completion Date/ Time Lines Ongoing 1991-92 school year 1991-92 school year 1991-92 school year Related Staff Development Activi ties Method of Evaluation Learning Foundatioi Conpletion of staff curriculun inservice Sunmer Instruction Institute 11 Today for Tomorrow Institute for at- risk students Pre-school workshops Dr. Jody Potts - The Lively Mind seminars Inservice for participating staff Incentive grant review inservice development activities Quarterly monitoring of students Review of student's quarterly grades IARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 2 'E^ii Iding Goal
I 'I 'Related District Goal
Strategies/Acti vi ties 4. To create a team homework hot- line wtiich will allow parents and students to receive daily updates regarding Iiomework. 5. To improve our in-school suspension program by providing resource speakers, self-esteem training, and behavioral management and conflict resolution skills for students. 6. To disaggregate and utilize test data for identification of academic disparity in achievement and complete remediation plans. Person Responsible Principal Teachers Teaching teams Administrators Teaching teams VIPS Seminar speakers Administrators Teaching teams Parents ConipleLion Date/ Time Lines 1991-92 school year 1991-92 school year Review by Sept. 15 Related StaTT Development Activi ties UAiLR tutoring program Quarterly "staff development for ISSP Monthly faculty meetings and weekly team meetings Disparity reduction seminar Multicultural naterials inservice Method oT Evaluation Quarterly attendance reports Review of after school program Quarterly ISSP reports Statistical survey of student achievements School level data analysisI t:.} T J SCHOOL DISTRICT SCHOOL '^1 i1 di ng Goa I: Id 'Related District Goal
SLrategies/Activities 7. ARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITTLE ROCK SCHOOL DISTRICT SOUTHWEST JUNIOR HIGH SCHOOL To identify low achievers and provide sunmer academic enriclmnent opportunities. 8. To continuously improve the instruction delivered by compensatory instructors by providing on site instruction. 9. To continuously monitor instruction and develop interdisciplinary teaching units. 0. To reduce disparity between black and wliite students by 5%. I DATE 6/91 3 Person Responsible 3 teachers 1 asst, principal 1 New Futures liaison Math and reading specialists Administrators Staff developnent director Principal Curriculuti supervisors Teachers Staff developnent director II Completion Date/ Time Lines 1991-92 school year Ongoing 1991-92 Ongoing 1991-92 It Related Staff Development Activi ties Heifer Project Sunmer Learning Institute program and workshops Parent conferences Providing inservict!: Learning Styles Reclaiming At- Risk youth Provide inservice regarding: Method of Evaluation Review or conpletion of Conpensatory teacher's report Standardized test results Monitoring of: A. Teacher conferences 1. Teacher evalua- B, Building audit tion inservice 2. Program for effective learning 3. TESA 4. Clinical supervision 5. Writing object 6. Disparity re- 7. ^ticuitural activities 8. Strategies for GT/RR students C. D. E. F. G. Lesson plans Grade distribution Formal & informal observations Individual teacher inprovement plan Annual plan implementationARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITILE ROCK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 4 ' pji i 1 d i ng Gon 1 : il To establish cliirates of excellence in all schools by providing a disciplined, structured learning environment/ 'Related Di strict Goal: Goal #2 Strategies/Acti vi Lies 1. To improve school climate by empowering teachers to make decisions at the team site. 2. To reduce teacher isolation by providing time within the school day for teachers to work cooperatively with members of their teaching team. 3. To establish cooperative class- room clirretes in each room by designing appropriate tasks, observing group interaction and intervening wtien necessary. Person Responsible Teaching teams Support teams Parents Adminis trators Steering cannittee Team leader Administrators Steering conmittee Teachers Department chairpersons Team leaders Curriculum supervisors Completion Date/ Time Lines Ongoing Ongoing Ongoing Related Staff Development Activi ties Shared decision Flexible scheduling Cooperative Learning Method of Evaluation Teacher clinate survey analysis Clinate survey analysis Classroom clinate surveys Observation ((.J ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE RCXZK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUniWEST JUNIOR HIGH SCHOOL 5 Iding Goal
I ! 'Related Di strict Goal : Strategies/Activilies 1. To develop, review and enforce behavioral expectations by: A. Re-establishing rules, ownership and identity. B. Posting and reviewing shared vision statements. C. Providing parents with copies of behavioral expectations and team discipline procedures. D. Conducting behavioral expectation assemblies for each team. 2. To reduce the occurrence of out of school suspensions and maintain a continuous flow of learning by operating a successful in-school suspension program. Person Responsible Teaching teams Support teams Parents Administrators Advisory team (7 th grade) Case Managers Students Principal ISSP teacher Completion Date/ Time Lines October 1, 1991 September 13, 1991 Assistant principals Teacfiers Teacher Advisor team Related Staff Development Activi ties 7th grade orientatic n Open House Faculty and team meetings/inservice Monitoring of quarterly district management report Quarterly staff development and inservice from the Center for Leadership in School Reform (CLSR) Classroom rranagemenf inservice Collaboration between teams Quarterly staff development for ISSP teacher and assistant principal
Method of Evaluation Monitoring of: District handbook distribution District handbook tests results Distribution of team rules Assembly agenda Timelines of daily reports Review of: Quarterly ISSP report Comparisons of disciplinary dataARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 6 '"^li Iding Goal
t >1 'Related District Goal: Strategies/Ac Livities 3, To inprove the team based student behavior management system. To provide incentives for students wfio demonstrate exceptional 4. behavior and achievement. ( Person Responsible Team leaders Team rrembers Administrators Bill Kerewsky Students Parents Team leaders Teaching teams Support teams PTSA Completion Date/ Time Lines Ongoing 1991-92 1991-92 Related Staff Development Activities Conducting successful inservices regarding
Classroom management Teacher expectation Learning styles Behavior nsnagement Building structures for student success Successful detentioi hall Incentive program workshop sponsored by the Center for Research in School Reform National Middle School conference attendance for selected staff Inservice for: Building structures for student success Grant writing Successful team strategies Method of Evaluation Conpletion ofs Team agenda Student conference forms Parent contact forms Interim reports Parent conferences Presentation S, monitorin Citizenship awards Student of the week Red Ribbon awards Quarterly awards Annual awards program Field trips Medals of excellence Scholastic buttons Team t-shirts Team incentivesI J T J SCHOOL DISTRICT SCHOOL 'E^md 1 ng Goal : I 'I 'Related District Goal : Strategies/Acti vi ties 5. ARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LITI'LE ROCK SCHOOL DISTRICT SOtmiWEST JUNIOR HIGH SCHOOL To create a personalized environment based on the "ethic of caring" that goes beyond the boundaries of fonral classroom based roles by revitalization of teacher/ student mentoring on teaching teams. 6. To provide opportunities for DATE 6/91 7 Person Responsible Administrators Team leaders Parent Advisory conmittee Student Council Student arnbassador? students to receive specific assistance Teachers from ccmiiunity agencies through the inprovement of case management services. 7. on To encourage student participatior the PTSA boards, school conmittees. and specific corrrnunity activities. I Completion Date/ Time Lines__. 1991-92 1991-21 Related Staff Development Activi ties Method of Evaluation PTSA president Principal Parents Students October 15, 1991 Teacher Advisory conmittee inservice Young Professionals inservice Team leader expectations Conflict resolutior Professional literature ^nd Feedback from in-service Evaluations Clirrate survey analysis review of exemplor
iry schools and practh' PTSA meeting Inservice Student town Iiall meeting inservice :es Review of teacher surveys Review of increased student participation ii Campus clean-up project Student Council electio PTSA membership roster VIPS monthly report Partners in Education report Drug Prevention tey participation Earth Day participation Black Histo' activitie Educatio Career DaysARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK PUBLIC SCHOOLS DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 8 '^liIding Goal: I >1 'Related District Goal : Strategies/Activi Lies 8. To increase home-school corrmunication by recording school events on an ansvrering machine. 9, To encourage and increase visibility in school programs. 10. To create a continual emphasis on vision, goals and student achievement. Person Responsible Learning Foundation
classes Teacher Teams Key Conmunicator Teaching teams P'lSA VIPS Parent Advisory committee Parents Teaciiers Staff Completion Date/ Time Lines 1991-92 Ongoing Ongoing Related Staff Development Acti vi ties Preparing public announcemen t s KTHV - 11 Method of Evaluation Monitoring nunber of calls to homework hot line 7th grade oriental
on Completion and review and open house Importance of parental participation Staff developments Disparity reduction CLSR assessment Parent surveys and evaluation forms Guest speakers roster Attendance at inservi School program attendance Distribution and conpletion of: Interim reports Annual plan inserv ce Progress reports Effective schools Instructional leadership Multicultural materials Shared vision Parent conferences Parent contact Student conferences Posting and review of goals Student profiles Assentolies for teams 1 IARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK PUBLIC SCHOOLS DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 9 'I^ii Iding Goal : HI 'Related District Goal : Strategies/Activi ties 11. To respond to the needs of kids at risk by improving the extended day program three days each wek. 12. To provide skill building seminars in test techniques prior to formalized testing. 13. To develop and inplement a school safety plan. Person Responsible Teachers Administrators Staff Counselors Parents Supervisors Teachers Administrators Team leaders Parents Administrators Office of Safety and Security Campus supervisor
Completion Date/ Time Lines Ongoing Ongoing Ongoing Related Staff Development Activi ties Teacher training regarding
Teacher-advisor inservice Teacher-based guidance programs inservice Comnunity service networking workshop At risk students School reform March, 1992'i. School safety workshop Gang violence workshop School safety drills Method oT Evaluation Review of
Teacher-advisor records Referral records to comnunity agencies Establishment of an extended day program Approval of academic incentive grants Approval of special needs grants Pre-college planning workshop Participation in test taking seminar for students and parents Quarterly discipline reportn I 3 ARKANSAS DEPARTMENT OE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK PUBLIC SCHOOLS DATE 6/91 T J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 10 '^)iIding Goal: ) 1.1 'Related Di strict Goal: To enliance human relation skills for principals,, teachers, and central office administration. Goal #3 Strategies/AcLi vi ties 1. To treat all staff, students and parents as our most important assets. 2. To promote a high level of professional collegiality among staff. 3. Implementation of the Little Rock School District's staff development initiative. 4. To provide opportunities for students to increase human relation skills. Person Responsible Principal Teaching teams Support staff Student Council Principal Teaching teams Central office administration Building admin. Principal Team leaders Completion Date/ Time Lines Ongoing 1991-92 1991-92 1991-92 April, 1992 Related Staff Development Activi ties Team building inservice Participatory nranagement and decision making inservice Monthly team staff development Teacher evaluation inservice Participation in New Futures Sunmer Institute Use of designated staff development days AT&T Human Effectiveness training Method of Evaluation Increase in staff morale survey School clirreite survey Parent survey Team decision nraking survey review Nunber of formal and informal team meetings Individual staff inprovement plans reviev Review of staff development evaluation forms Student certificates and attendance review fV J ARKANSAS DEPARTMENT DE EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN SCHOOL DISTRICT LITTLE ROCK SQIOOL DISTRICT DATE 6/91 1 J SCHOOL SOUTHWEST JUNIOR HIGH SCHOOL 11 '^liIding Goal: HI Related District Goal : Strategies/Activi ties 5. To improve forral and informal conmunication systems. 6. To implement a participatory rranagement system. 7. To develop collegial support groups for teachers, principals, counselors and assistant principals. Person Responsible Administrative tean Team leaders Team members Faculty Staff Teachers Team leaders Administrators Completion Date/ lime Lines 1991-92 Ongoing 1991-92 1991-92 Related Staff Development Activi ties___ Coinnun icat ions and networking service School restructurin inservice 3 Pre-school inservic 5 Building Structures for Student -Success "Reaching Consensus' "Expectation of Tecan Leaders" (new staff only) Decision making Professional literature review "Building Structures for Student Success' Collegial support group inservice Method of Evaluation Conpletion of: Conmunication guidelines Newsletters Handbook, letters Memo's Agendas Use or review of: Open agendas Attendance in staff development Docunentation IANNUAL SCHOOL IMPROVEMENT PLAN NARRATIVE SOUTHWEST JUNIOR HIGH SCHOOL JUNE, 1991 CHARITY SMITH, PRINCIPALsou'llIWEST JUNIOR HIGH SCHOOL ANNUAL SCHOOL IMPROVEMENT PLAN NARRATIVE JUNE, 1991 Building Goal: To increase educational achievement for all students with sfjecific emphsis on closing disparities in achievement. Strategies/Activities Strengths Weaknesses To establish and develop a learning foundations curriculum for all students in grades 7,8,9. The learning foundation curriculum was established by a participatory approach. The curriculum guide received one of the district's highest ratings by the curriculum audit conmittee. According to progress reviews and news reports, our program was successful. (See attacliments.) In some schools parents and teachers did not fully understand the rationale and nature of the curriculum. To provide tutorial opportunities for all students. To establish a liomevurk center. Tutorial opportunities were provided for all students through the Academic Incentive Grant program called "New Club on the Block", and before school through the UALR tutoring program. To improve our in-schooi suspension program. As a result of the in-school suspension program, habitual offenders spent more time in school. To review and utilize specific academic data related to disparity in acheivement. Complete data is unavailable at this time. However, a significant disparity continues to exist among student achievement. To implement and improve the delivery of compensatory programs by providing on site instead of student pull out. The compensatory program delivery Improved. Tlie team teaching situations help students improve. To continuously monitor instruction. Instruction was nnnitored by conducting all procedures outlined in the Annual Plan.SOLrniWEST junior high school ANNUAL SCHOOL ItlPROVEMENP PLAN NARRATIVE JUNE, 1991 Building Goal: To establish climates of excellences in all schools by providing a disciplined, structured learning environment. Strategies/activities Strengths Weaknesses To establish, review and enforce behavioral expectations by: A. Developing team rules, ownersfiip and identity. B. Posting and reviewing sliared vision statements. C. Providing parents with copies of behavioral expectations. D. Conducting betiaviorai expectation assentilies for each academic team. The overall school climate improved. The total iiLnriber of student referrals were reduced. The expectations for school climate were established with students and staff during well attended open house, 7th grade orientation, faculty meetings and behavioral expec tat ion assemblies. Clearly, a sense of ownership and team spirit were developed by creating team identity. Governor Clinton, the Superintendent, New Futures representatives, parents, Arkansas Legislators, and VIPS volunteers liave all connented favorably about ttie improved climate at Southwest. To reduce the occurrence of out of school suspensions and traintain a continuous flow of learning by operating a successful in-school suspension program. The number of out of school suspensions were reduced by 10% (302 to 273). To develop a team based student behavior neinagement system. Each team successfully developed a team based behavior rranagenent system wliicli included detention hall, rewards, incentives and team/parent conferences. Teachers need additional assistance in conducting parent conferences. To provide incentives for students who demonstrate exceptional behavior and achievement. During the annual awards program, a total of 357 awards, tropliies, patches, ribbons, buttons, plaques, and medals were earned and distributed. Teachers actively participated in the Incentive Program workshop on 9/25/90, conducted by the Center for Research in School Reform, team incentive program was carried out. A quarterlySOU'niWEST JUNIOR HIGH SCHOOL ANNU7VL SCHOOL IMPROVEMENT PLAN NARRATIVE JUNE, 1991 Building Goal: To establish clirrates of excellences by leading all students to be productive contributors in the school, the cannunity and the workplace. Strategies/Activities Strengths Weaknesses To create a positive school atnnsphere wtiich allows every educator, staff meniber or student to be a part of a team. 8 academic learning teams or families wre established. They are: 7th grade - 7 Sails, Pirates 8th grade - Motionaires, Terminators 9th grade - Super Novas, Spurs Related Arts - Racers Counseling - Mystics To develop and foster a sense of student responsibility by eliminating bells. Student's demonstrated the ability to nove from class to class without use of bells. 'Illis created additional time for scheduling flexibilities. Since passage time was reduced from 5 to 3 minutes, some tardies were observed. To encourage student participation on the PTSA boards, school comnittees, and specific comnunity activities. Currently we have a very active P'ISA board with four active student participants. One of our students was selected to represent the city of Little Rock in our city's quest for the All American City contest. To encourage parent visibility in school programs. Parental visibility and participation is excellent. All activities conducted during the school year, including open house, orientation. Black History assembly. Beta Club inductions, musical programs, were so well attended by parents that our seating space was quite limited. To create a continual emphasis on vision, goals and student acfiievement. Vision statements have been posted, copied, accepted and interpreted to students and staff. Students interpreted their perceptions of our school vision statements at the annual awards program. To respond to the needs of kids at risk by implementing an extended day program three days each week. The Extended Day Program at Southwest was the nost successful of all the 4 restructured schools according to progress reviews. A total of 90 students participatf passed the MPT. dwmnc h rn on All 8th grade participants Since the nunfcer of at risk kids at Southwest is high, it is im^rtant that we be able 7tli 9th grade participants MAT-r 1'0 0 I- provide services to more student.SCVniWEST JUNIOR HIGH SCHOOL ANNUAL SCHOOL IMPROVEMENl' PLAN N7U?RAT1VE JUNE, 1991 i Building Goal: To enhance hunan relation skills for principals, teachers, and central office administration. Strategies/Activities Strengths Weaknesses To treat all staff, students and parents as our most important assets. Hunan relation skills inproved among teachers, principals and students. To promote a high level of professional collegiality among staff. The overall teaming process served to reduce teacher isolation and increase collegiality. Implementation of the Little Rock School District's staff development initiative. Our school actively participated as leaders in the human relations workshop sponsored by our district. Evaluation forms received were excellent. To improve fomal and informal conmunication systems. Sone improvements in conTTwnication were noticed. Tliey included team minutes and agendas and Steering Corrmittee agendas. Additionally, parents were asked to conference with a team of teachers instead of one. Additional inservice on how to conduct parent conferences will be beneficial. To provide opportunities for students to increase hurran relation skills. Students participated in seminars, served as tour guides, interviewed potential teachers and staff wliile inproving human relation skills. To implement a participatory nanagement system. The participatory tranagement system allowed teachers to have a more active role in decision making and hiring practices. To develop collegial support groups for teachers, principals, counselors and asst, principals. The collegial support groups have eliminated the need for grievance hearings because of a renewed sense of collegiality. All staff and administrators united together in an outstanding effort to inprove our MEI scores. Our collegiality. Otir scores increased frc. 9% to nearly 87%.LITTLE ROCK SCHOOL DISTRICT Southwest Junior High School 3301 So. Bryant Phone 570-4070 Little Rock, Arkansas 72204 Barrel Hc-Tiilton STUDENT SUCCESSES 1990-91 * Aw3XG. .Roberr Shelton Career Oriemtatacn St^ Contest Winner Jc-Tes Burton Stucent Selected to .Represent i.RSD ir Sa.n .Antonio, Te.xas Khaiisha Toom Student NcmmaLed as I'^s. Teen .Ace .Arkansas Hein Chu 35 Young ?r ssionals Won .Award tor .Acade.mic lmorcve.me: from .APL Employees .'4r. Urban's Orientatron Class '.von Stats Scrapebook Contest uaveca .Hale placed 2.nd in the little Rock Rotary- Club Essay Contest Elizabeth Willingham Was Nominated Restructurmg Precess tor Outstanding Minority Teacher in the rive Students ?a tret
atea Councrl of Teachers i.n language English and language .A .Arts Festival Sponsored by .Arkansas ts Alisha Hedges .Recet ec Outstanding ?r to/Voice Award Band Received 15 1st Ense.mble Contest ics and 13 2nd Place .Medals in All Region Solo/ 4 Band Students Received Outstanding Band Student .Award :m Phi Beta .Mu .All City Basketball Award .All Tournament Award -
anwood Srian Bunc.he and James .Nichols .All City Track Team - A-li City Track (Giris) Ronald Car , .Roby Greenwood, Robe2rt Palmer, Calvm Givens Oee Wesley, latonya Buri, Kesha Fairley m 1 Sc.nooi Serectec as Site of Signing of Acadenic Ethancament Scholarshio Act by Governor Bill Clinton Micnaei .Anderson Recognized for Participating in .Ar.kansas Aviation Hail of Fame Essay Contest SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUllATION ANNUAL SCHOOL IMPROVEMENT PLAN LITT^ ROCK SCHOOL DISTRICT DATE SOUTHWEST JR I HIGH COUNTY I I Building Goal
To specifically address areas not passed on the MPT. (Science) Related District Goal: Strategies/Activities | Person Responsible Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation 1. To provide all science l^bs with appropriate lab tables and equipment 2. To implement satellite I 1 Principal Teacher Science curriculum coordinator September 1, 1991 Ttrrival of new tables and materials instruction in science at j the 7th grade level. Science coordinator 7th grade teachers October 1, 1991 Science Satellite Instructional wrkshop
LRSD science workshops Installation of satellite and teacher evaluation 3. To provide tutoring in science in the after school program. After school program directoi Printipal Teachers October 15, 1991 Academic enhancement Leming Student tutorial records 4. To increase the overall science scores by 5%. Principal Teachers Parents Students Standard I.r,1
Form Humber
PI.D-02 -Ol-OO? 7/91 kSCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN LltTLE ROCK SCHOOL DISTRICT SOUTHWEST JR. Building Goal: 1 HIGH i I DATE COUNTY To specifically address areas not passed on the MPT. {Social Studies) Related District Goal: i I Strategies/Activities | Person Responsible Completion Date/ Time Lines Related Staff Development Activities Method of Evaluation ! i ! 1. To secure adequate maps, globes and charts for each classroom. I I Principal Teachers Parents Students 2. To design learning centers in each classroom. I 3. To provide tutoring in social studies in the after school program. I Standard T.'.!
Torm Number: RLD-O?. Ol-no?. 1/911. 2. 3. 4. 5. 6. SUPPORTING DATA FOR ANNUAL REPORT - 1991 How many students were tutored through the UALR program? Twenty What was the disparity in 1990-91 versus 1989-90? 1990 (40) - 1991 (25) = 15% reduction How many students were absent (on suspension) last year versus the proceeding year? Total: 1991 - 336 1990 - 353 If the number of student referrals was reduced, please indicate percentage of decrease and attach supporting data. 7 % reduction What were the dates of behavioral expectation assentolies? Six behavioral expectation assemblies were held the week of September 10-14, 1990 and January 28-31, 1991. How nany students attended parent meetings at the beginning versus the end of the year? A total of 150 attended during the first semester. A total of 276 attended the second semester.SCHOOL SAFETY AND CRISIS MANAGEMENT PLAN SOUTHWEST JUNIOR HlOi SCHOOLI I I CRISIS GUIDELINES PERSON RESPONSIBLE SUICIDE 1. Wlien a clilld threatens suicide, contact thet A. Counselor or nurse B. Principal or designee C. Parent 2. Write a brief report of the facts as you know them. 3. Review page 14 on suicide intervention in the Crisis Team Handbook. Counselors Nurse Adminis tra tor Teachers LCAIH/LOSS 1. Give them the opportunity to talk about their thoughts and feelings. 2. Review page 17 in the Crisis Team Handbook for additional information. Counselors Teachers I GAMS ACTI0N5/RACIAL DISTURBANCES Pealing with violence! 1. Separate and contain students involved in the disturbance. 2. Notify the police if necessary. 3. Notify Dr. Angela Sewall, Assistant Suiorinrendent 4. Write an incident report clearly describing incident. Principal Assistant Principal Security Officers HOSTAGE OR TERRORIST ACTION 1. Contact a trained outside agency innodiateiy. 2. Ilie principal will he responsible for negotiations until tlie exports arrive. 3. Keep hostage taker and hostages contained. 4. Don't trust hostages to give accurate infomation uliile being held. 5. Renaln calm. 6. Establish ccnmunication. Principal KIDNAPPINS/ABDUCriON 1. Clearly identify the abducted student to the principal. 2. Tlie principal or designee will notify police. Principal or designeeCRISIS GUIDELINES RAPE 1. Allow the victim to describe the perpetrator and the facts leading to the incident. 2. Notify parents and administrator. 3. Notify nurse and counselors. MOLESTATION 1. Allow student to clearly describe the incident. 2. Write a brief report on the incident. 3. Notify parents. 4. Notify counselor and administrator. tU\TURAL DISASTER 1. Tell students to report to designated areas. 2. Carefully account for all students. 3. Identify missing persons. 4. Call for help. 5. Provide medical and counseling assistance. 6. Conplete a serious accident report. PERSON RESPONSIBLE Administrator Counselors Staff Nurse AtJminis trator Crisis Management TeamCRISIS TEAM REPORT INTERNAL PRCCEDURES SOUTHWEST JUNIOR HIGH SCHOOL Adapted and reprinted from National School Safety Coirmittee materialsr CRISIS TEAM HANDBOOK Table of Contents Introduction 1 Purpose 2 Plan of Action 3 Procedures for Intervention 4-6 Dealing with the Media 7-3 Residual Effects 9-11 Crisis Categories 12 Suicide 13-15 Death/Loss 16-17 Gang Actions/Racial Disturbances 18-20 Hos tage/Terroris t__ Kidnapping/Abduction 21-23 24-25 Rape 26-28 Molestation 29-31 Natural Disaster 32-34 Prevention Assistance 35 Suicide Prevention 36-38 Bibliography, 39 Appendix A - Crisis Summary, 40 Appendix B - Debriefing 41r CRISIS TEAM HANDBCOK A crisis may be defined , ------incident whic.h affects the ^tional stability of students/faculty and disrunts the educational program (i.e., plane crash, suicide, death of . shooting incident, a j-aculty member/student, drua ^Tiid disturbance, child abuse, - racial _ . natural disaster) as determined bv ^-^te acministraror and/or princina'i campus SP(~!n-i sssisLant orinci da1 or dealing with identified guideline when --------- c__sis situations at Southwest Jr. Hich. The handbook outl--p^ 4._ , some of the types of crisis situations that team memoers couxd be called upon to handle. Included win be upon to bandIp guidelines, intervention techniques, and basic ouide- u^es that are applicable in any type of crises situation. 1Punxise The overall effort of this concept is to develop a state of professional readiness in the event of unpredictable trophic-type situations which may occur in the future, most practical day-to-day application will be related to Its numerous crisis-type situations but will also be aligned with our District Disaster Preparedness Plan. 2PLAN OF ACTION 1. On-site coordinator is notified. 2. Local team is convened at earliest time possible by on-site coordinator. 3. On-site coordinator determines the need and contacts District Coordinator on all cases for reporting purposes and input. 4. Local team, with direction of the principal, determines course of action. 5. On-site coordinator notifies and updates District Coordinator on progress. 6, Depending on crises, determination will be made whether principal or District Coordinator will, make al 1 media contacts. 7. At the conclusion of each intervention, the local team will convene to sumrarize and evaluate its involvement. 8. If necessary, follow-up plans should be finalized. 9. On-site coordinator is responsible for continued education and in-service of local team. 10. Determine whether support agencies are needed. 3 T".......Procedures for Crisis Interzention 1. Once directed to respond, arrive at site before classes begin, if possible. A- Advise teacher/aides to remain calm, to ac.kncwledge incident to class, and indicate Crisis Team will be available to students a. and parents. Encourage teachers to maintain daily routine and schedule- purpose is to provide support serzices during and after the Our crisis and thus promote the continuation of he educational process. C. D. Be aware and sensitive to other prior trauratic incidents that school population might have experienced. Some site staff may be more distressed than the srudents, making adult crisis inter'zention more appropriate. 2. Tea' A. a. hers sign up fcr classrocm visitations. S/nq' 1 Groups Individuals 3. Decide which classes, groups, 4. 5. 6. 7. and where, nurse's oft Consider Suggested locations: .ce. iresentations. or individuals will be seen by whom conference rooms, mul' Counseling Center, Media Center, purpose rocms, unused rocms. teaming" with another Crisis Team member when doing classrocm However, don't make a crisis there isn't one. Examplespeaking to an entire class when only two students are upset. Be aware -that la^< enforcement agencies might already be at the site. VJork with them. Meet with designated classes and/or individuals. 3e aware that students might identify other students as risk (e.g. suicide). Contact school personnel at other sites where siblings, relatives. or otherwise significant others are enrolled. Assess need there with help of on-site cooitdinator and administrator- 8. Consult with your administrator if you are uncomfortable responding to a specific crisis. 9. Se aware that the MEDIA might be at the site. (Sea MEDIA section) A. Inform administrator of the presence of media. Administrator B. will contact principal whenever -necessary. Coordinate any media contacts with the site administrator and school scicurity personnel as appropriate. 410. Be avaiIable to parents and/or initiate parent contacts when appropriate, in order. Referrals to social service agencies might be 11. Contact local social service agencies to alert them for possible referrals or "walk-in". 12. Provide "Hot Line" numbers to school population. 13. Be available for and participate in possible staff/parent/ police/PTA meetings at end of the day. 14. Be aware of the need for periodic evaluation of situation assess personal and/or organizational needs, requests for intervention services. 15. Meet with administrator(s)/staff for exit-conference. 16. Attend "debriefing session" with Crisis Team membersc.bance to ventilate feelings and allow for closure on day's events. 17. Complete crisis sumnary report and assist team rrembers in collating general sunmary. administrator. Submit completed reports to District Crisis Team members who arrive at Southwest will be provided: 1. 2. Map of school School bell schedule 3. Master schedule 4. 5. 6. 7. 8. Identification of local Crisis Team members and key administrators Identify key secretary/clerk to assist team members Telephones for team members Message center for team members Various rooms and office spaces for team members to use 5IMPORTANT FRAME OF MIND
DURING AND AFTER A CRISIS Seme basic principles
1, Accent svef/ person's riant to his/her own feelings. Remember that they can be di erent because perceptions of experiences differ. Do not place a judgment on the feelings sharedright or wrongit's 2. a feeling. LISTEN! Accent a oersen's Limitations. People who have gone through a traumatic exoerience need time to recover. 3. Sice un a distressed person's abilities and concerns as accurately and cuicklv as oossible. Use your cotinseling skills. 4. Accent vour own limitations in a relief role. Know yourself well. Remember, you cannot do everything, and your own past experiences may get in the way. It may be appropriate to decline responding to a particular crisis situation. Don't be afraid to share your feelings with other team menbers or your supervisor. 6DEALING WITH THE MEDIA 7Dealing With The Media Seme of the crisis situations you will be dealing with will be covered by the media. This will be at least a distraction, if not a source of anxiety for you, the school staff, and students. Students often have a typical desrre to be seen on television, aven in ide midst of a tragedy. The important thing for Crisis Team members and other school staff to remember is th,at there are certain rights of privacy 'rtiic.d must be protected, and apprise t especially for minors. If you are firm with the media tem of the privacy rights of students and staff. they will usually be coopeztative. The media. especiallv the television media, can be charged with invasion of privacy for intrusion on private affairs, including walking into a senooi rocm with cameras running, f they do this without prior consent. Just because srudents are Ln a "public" school does not constrtute prror consent by their parents for idem to appear on television. Members of the news media know this. and they wi'! 1. resoect it if you bring it to their attention. They can also be charged in he case of public disclosure of private facts. Public disclosure of child abuse or molestatron, when associated with a specific minor, is an example of a prevate fact that could be grounds for legal action against the media or possibly school authorities. The site principal, unless directed otherwise by a District official, has primary responsibility for relations with the public, including the media. Refer ail media contacts to the appropriate administrator. 85SS1DUAL S iCTS 9Residual Effects, of Crisis Situations_ When a crisis occurs, other unresolved concerns of-en surface within individual Students. In turn, teachers and parents may be uncertain as to how to deal with the impact of an incident or their own feelings. add-ji-inn Ally, site issues may come to the fore. The following is offered for your awareness. STUDENTS: Fear of Death - Eating Disorder (overeating, not eating, etc.) - Sleeoino Disorder (inscmnia, nightmares, etc.) - Enuresis - Reverting to inmature behavior (clinging, cryin tg. acting out, etc.) Unresolved grier issues other may result in: relating to death or illness of a srgnii .cant - General Insecu
.t*/ - Distractibility - Excitability - Anger - Anxiety - Disbelief n 1 the above can be considered part of what is known as "Post Traumatic Stress Syndrome or Disorder." PARENTS: Disbelief Anxiety Confusion about whether to al irM 'their child to attend the funeral 10THACHEHS: Insecurity - What to tell students in n - What to do with, class sntpAi? >3 DisTzracrihiiitT (pa iculariy if media prssenc) Anxierr Cecrassicn STAF": Anxiety Dis he'd,of Other si 'm T r^r (p^-r- r
~ jt-* mecia prsseni :a issues CHISIS TEAM: ms sr cn - Monitoring events other than those di - Lnaccurate information :siy related to the it is iroo^^ant for Crisis Team meinbers to keep in mind that we are not in a position to make administrative chances. even though sone staff memoers may expect us tn Hn e
n 11CRISIS CATEGORIES Suicide Deeth/Loss Gang Action and Racial Distursancs Hostace/Terrorist Situations Kidnapping/Abduction Rape/Molestation Natural Disaster 12SUICIDE / 13 TSUICIDE Suicide is a tragedy. It is a response to pain. It signals total defeat and leaves de'/astation in its wake for family, friends, and cannunity. feelings. In view of this, you will be dealing with a continuum of he following shotild be considered when discussing suicide with those who are left behind. XINGS/REACTICIS HINTS FCR DE.iLING WITH THE F XINGS/REACnONS Shock Listen: Allow srodent to express feelings. - slowed reaction - flat affect Don' t feel obligated to give advice or f simple solutions. nd - hysteria 3e Honesr: Be in touch with your own feelings. Anger Guilt Share Feelincs: Allow your own humanness to Confusion show. Let the students know rhi ley are not Loss Disorien ration Depression Sadness alone and that feelings of depression and hopelessness do not last indefinitely. Get Helo: ReccxTmend ourreach to a trusting Discomfort parent, teacher, counselor, or Crisis Team member if need be. 14ITEMS TO KEEP IN MIND
- Oaltural/ethnic/sexual differences in reactions - Reiigicus convictions - Feelings expressed ajre real, not to be denied or passed over - Residual issues may surface . - Personal, candid appraisal of self SPECIFIC REFERRRAL RESOURCES: Crisis Hotline 568-2989 Stepping Stone 562-5557 F ire/Police/Paramedics 911 15DEATH/LOSS 16death/LOSS (INCLUDING NATIONAL CHISIS 1 r^.~NGS/HACIICNS u-n7rs_?0R DEALING WITH FEELINGS/HEACIICNS Disbelief and shock Apathy, daydreanung Give them opporrn: thoughts and teeii ties to talk about their ICS. Get accurate inroraation as scon as ooss - 1 a Oruc in schooi perfoirance Use sensi in rrj^-inTani.na status quo. -ai3T- th.ar semaone love may be lost ley th-! 5 oossio. 7 and ez' ics about causes and meaning or dea.th/los3 Gi li xt t! lines that scmethlng th.ey did or a-
rn' t do hA?? caused the death/loss Anger Coping and surviving excress thir tear. How thein to other adults tobe ope-n and honest about hheir own ICS. Enccurace a review or oxeasant ano uncieasant memories or Allow tor catlnarsis, conressicn. and release. remerrbrance, Allow the students to talk about it. not reassure too qurcxly. Allow it to Do be e.xcressed verbally without oveirreactxng. It is a natural part of crieving process. 11 low seme tine for sorting out for verba Tiring. but keep giving opportunxcies Establish positive direction and assistance. 17GANG ACTIONS AND RACIAL DISTURBANCES 18Gano Action/Racial Disturbancss Dealing with violence and heightened emotions requires an attitude and demeanor of calmness, reason, and self-control. rZLlNG3/ REACrrCNS HE'ZrS FOR DEALING ^VITK THZ LI^/REACTIONS Anger " Allow to vent briefly .Remain calm Anxiary Demnstrata empatby rear Listen Assess safety' concerns Allow to experienca. system if vsitranted. ?:~ovics suopoirt C-uilt Convey rsassuranca Hysteria Remain patient Isolate if necessary Phys i ca 1. Injury Share a few words of enccuragcrent Maintain medical, support Pride Over Reaction Allow to express briefly, then refocus toward resolution. Revenge Maintain non-judgmental attitude Be alert regarding plans to retai iata Promote legal and formal resources such as mediation, use of school or ocnmunity authorities to resolve issues, etc. as alternatives to retai iatipn. Rumors Give accurate, up-to-date infonnation that might defuse rumor. 19items to KEZ? IN MIND Cultural/ethnicz^gender differences. Periodically reassess an overall awareness of the situation and emotional climate. Mainrain a nnn1 tong-jng yer n-mfsg.qinnaJ1'/ secure attitude. Consider pezrsonai safsiy issues. Knew hew to recognize theindividual gangs. Knew what territories the gangs claim. Seoarate gang members, p
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