Little Rock School District Henderson Health Science Magnet Program Is Conveniently Located In West Little Rock On 1-630 Medical Corridor The Little Rock School District has allocated seats to a new Health Science Magnet Program at Henderson Junior High School. The location in west Little Rock on the 1-630 medical corridor provides close proximity to health care institutions such as LIAMS, Children's Hospital, Baptist Medical Center, and St. Vincent's Infirmary. Collaboration with one or more of these institutions will be ongoing. Health Science Education Park Evolves Henderson's close proximity to Romine Computer Science & Basic Skills Interdistrict Elementary and Parkview Arts & Science Magnet produces an "educational park" setting that promotes a strong health science curriculum from elementary through high school with each level in close proximity to health care institutions. This setting allows students with an interest in health sciences to eminently prepare for entry into college or training for one of the more than 400 health care careers now available. Henderson Health Science Magnet Program A Great Magnet Opportunity In West Little Rock Now there's a junior high magnet school in west Little Rock with an exceptional health science curriculum. Within the Health Science Program at Henderson, seats will be reserved to provide a 60 percent black and 40 percent white student mix. Henderson joins the ranks of other successful magnet programs available within the Little Rock School District. New in '92 First Class Schools For World Class KidsHenderson Health Science Magnet Program Is A "School Within A School" The Health Science Magnet Program at Henderson is a "school within a school" that includes those students who submit the necessary application and are assigned to the specialty program. The magnet program includes a full year's required course in health science for each grade level. Courses by grade level are: Health Sciences in Today's World - An Introduction (7th Grade), Health Sciences in the Universe (Sth Grade), and Health Sciences in the Physical World (9th Grade). The seventh grade program surveys a wide variety of disciplines that are included in the health sciences. The eighth grade course develops the content and skills from selected health science disciplines. The ninth grade study continues to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Science rooms will be modified and equipped as functional science laboratories which allows a greater emphasis on hands-on science in the regular science program. A curriculum specialist will coordinate the health science program. This staff person's primary responsibility will be to develop curricula, secure supplies, provide continuous staff training, assist teachers in implementing courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Learning can be accelerated through the one-on-one contacts students will have with health care professionals working at major medical institutions along the (-630 Medical Corridor. SPECIAL ATTRACTIONS Health Science Laboratory With An Emphasis On Lab Work An Academic Day Which Includes The Additional Required Science Elective Convenient West Little Rock Location Along The 1-630 Medical Corridor Field Trips And Science Fair Mentoring And Shadowing By Health Care Professionals Hands-on Learning Opportunities That Have Been Tested And Proven Integral Part of Program Will Be Constructed In Consultation With Medical Professionals In Our Community Modeled After Some of The Most Successful Health Science Programs In The Country Which Have Produced Top Students In The Field Full-Time Curriculum Specialist Strong Basic Skills Curriculum Students Get A Solid Academic Background In The Basics At Henderson Health Science Magnet School, junior high students receive a solid academic background in the basics: English, history, math and science. They also receive additional science courses and labs that cannot be accommodated in a regular program. Health Science magnet students combine classroom theory and clinical instruction in cooperative programs with hospitals, medical/science labs, dental clinics and veterinary clinics. All of this is effectively balanced with school activities such as Student Council, athletics, and other extracurricular interests. The health care field is one of the nation's largest and fastest growing industries due to advances in science and technology and an expanding American population. Health science students can choose from careers in medicine, dentistry, pharmacy, speech pathology, physical therapy, research, veterinary medicine, medical specialties, and many others ~ more than 400 in all! Henderson Health Science Magnet junior High School 401 Barrow Road Little Rock, AR 72205 228-3050 For Additional Information, Call or Visit The Little Rock School District Student Assignment Office 501 Sherman, Little Rock Call 324-2286H- FRIDAY, ELDREDGE & CLARK HERSCHEL H. FRIDAY. P.A. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EiSEMAN, JR., P.A. JOE 0. BELL. P.A. MICHAEL G. THOMPSON. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P. A . WILLIAM THOMAS BAXTER. P.A WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE BOI-376-201 1 FAX NO. BOl-376-2147 January 15, 1992 y d Scjs lLoI i 'a Sy?' JAN 1 5 1992 0ffic9 of Desegregation Monitoring DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A.CRASS WILLIAM A. WADDELL. JR.. P.A CLYDE TAB* TURNER CALVIN J. HALL. P.A. SCOTT J. LANCASTER JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH, JR., P.A. S.RANDOLPH LOONEY J. LEE BROWN JAMES C. BAKER, JR. H. CHARLES GSCHWENO. JR. HARRY A. LIGHT SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T . TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR , P A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR., P.A NITER'* DIRECT MO. (BOI) 370-1606 M. Samuel Jones WRIGHT, LINDSEY & JENNINGS 2000 Worthen Bank Bldg. Little Rock, AR 72201 Steve Jones JACK, LYON & JONES, P.A. 3400 TCBY Bldg. Little Rock, AR 72201 John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell MITCHELL & ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Dear Counsel: Please find enclosed a Little Rock School District proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School. The proposal explains the need to establish magnet programs at the two schools and outlines programs which LRSD believes will be effective in reversing trends which threaten to resegregate those schools. LRSD desires to establish these programs for the 1992-93 school year and to begin recruitment for the programs as soon as the programs are approved. Please let me know as soon as possible if you have any concerns or objections with regard to this proposal. Yours very tr CJH/k Enc cc: Ann Brown Christopner iellerPROPOSED MAGNET PROGRAMS FOR HENDERSON JUNIOR HIGH SCHOOL AND MCCLELLAN COMMUNITY HIGH SCHOOL Prepared by LITTLE ROCK SCHOOL DISTRICT Office of Desegregation January 1992 The Little Rock School District Office of Desegregation is responsible for monitoring all aspects of the district's desegregation plan. The monitoring process allows the district to identify problem areas as well as activities that are experiencing success. In September 1991, the LRSD Office of Desegregation identified eight area schools in need of special recruitment strategies. All of these schools have high black percentages. schools are: The eight McClellan, Henderson, Bale, Baseline, Cloverdale, Geyer Springs, Watson, and Wilson. The reasons for the high black percentages are not always the same for each school. The attendance zones for Henderson and Wilson have a sufficient number of white students to make significant improvements in the racial balance. Baseline, McClellan, and Watson are experiencing rapid The areas around demographic changes. fringes of this transition area. Cloverdale and Geyer Springs are on the As a result, they have not been affected to the same degree as the other schools in the transition area of southwest Little Rock. The area around Bale has experienced both a change in racial composition and a decline in the number of families with school-aged children. The following process was used to develop a recruitment plan for each school: 1. The associate superintendent for desegregation, the desegregation facilitator, and the appropriate assistant superintendent met with the building principal to discuss possible changes, needs, and strategies. 2 . The building principal appointed a committee of parents and staff members to develop a recruitment plan. Staff members from the LRSD Office of Desegregation provided technical assistance. 3. Each school submitted a recruitment plan to the Office of Desegregation. The purpose of this report is to review the proposed recruitment strategies for Henderson and McClellan. The Little Rock School District proposes to add a magnet program at these schools for the sake of improving the racial balance. It should be noted that long-term initiatives are needed, at times, to improve a school's racial balance. For example, although Parkview opened as an arts magnet in the 1987-88 school year, it did not meet the racial balance requirements for a magnet school until the 1989-90 school year - the year the science magnet program was added, seriousness of the racial balance problems at Henderson and The McClellan warrant initiatives that provide immediate relief and yield long-lasting outcomes. Thus far, the magnet school2 openings in the Little Rock School District have accomplished both of these aims. This report begins with a review of the enrollment demographics at Henderson and McClellan. Similar information is provided for Dunbar and Central, recent magnet school openings on corresponding organizational levels, to demonstrate the impact of magnet programs on schools with serious racial balance problems. Next, a general description is given of the proposed magnet program at each school, discussed. Finally, recruitment pools are Enrollment Demographics This section examines the enrollment history of Henderson and McClellan since the 1987-88 school year. The 1987-88 school year marked the beginning of a new court-ordered desegregation plan that included, among other things, the annexation of territory from the Pulaski County Special School District. During the five-year period from 1987-88 through 1991-92, the distictwide white enrollment declined each year until 1991-92. Significant growth occurred in the districtwide white enrollment from the 1990-91 school year to the 1991-92 school year. The following accounts of the white enrollment history at Henderson and McClellan will demonstrate that these schools have experienced a different set of circumstances. Henderson The white enrollment at Henderson Junior High School has dropped from 398 students in 1987-88 to 135 white students in the 1991-92 school year. Overall, this loss of 263 white students from 1987- 88 to 1991-92 represents a 66% decrease in Henderson's white enrollment. Figure One clearly shows that Henderson's white enrollment has experienced a steady decline since the 1987-88 school year, pattern does not follow the districtwide trend alluded to earlier. This3 FIGURE ONE HENDERSON JUNIOR HIGH 398 400 322 300 256 211 200 135 100 0 + + + + 87-88 88-89 89-90 90-91 91-92 OCTOBER 1 WHITE ENROLLMENT Henderson's white enrollment experienced a significant decrease during each year of the five-year period. The greatest decrease occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% decrease 20 18 36 Q, 'O decrease decrease decrease These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The intervention must occur immediately in order to avoid the anomaly of having an all-black junior high school in a predominately white neighborhood. If the white enrollment trend is not reversed, a likely scenario will involve busing black students across town to a predominately white neighborhood to attend an all-black school. The situation at Henderson is quite similar to the District's experience with Dunbar Junior High School. The white enrollment at Dunbar declined from 215 students in 1987-88 to 141 students in 1988-89. in the white enrollment. This loss of 74 students represents a 34% decrease Dunbar experienced a significant upswing, however, in its white enrollment during the first year of the magnet program. An additional 116 white students (97% increase) enrolled in Dunbar4 in the 1990-91 school year. An additional 27 white students (11% increase) enrolled in Dunbar in 1991-92 school year. Figure Two shows the white enrollment trend at Dunbar during the five-year period. FIGURE TWO DUNBAR JUNIOR HIGH 300 250 200 215 I 236 263 150 141 120 100 50 87-88 88-89 89-90 90-91 91-92 w 0 + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a health sciences magnet program at Henderson. Hopefully, this program will succeed in reversing the rapid decline in white enrollment. sciences program will be provided later. A description of the health Next, the enrollment history at McClellan Community High School is examined. McClellan Although McClellan and Henderson are located in different demographic settings, their experiences are quite similar. The white enrollment at McClellan has dropped from 754 students in 1987-88 to 330 students in the 1991-92 school year. Overall, this loss of 424 white students from 1987-88 to 1991-92 represents a 56% decrease in McClellan's white enrollment. Figure Three shows that McClellan's white enrollment has also experienced a steady decline since the 1987-88 school year. Again, this pattern does not follow the districtwide trend alluded to earlier.5 FIGURE THREE McClellan community high school 800 754 700 600 564 500 442 400 382 330 300 200 100 87-88 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT McClellan's white enrollment experienced a significant decrease during each year of the five-year period. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 25% decrease 22% decrease 14 14 o, Q. *0 decrease decrease In examining the black enrollment history at McClellan since 1987-88, it is evident that an intervention strategy is needed that will attract more white students. The enrollment trend for black students has not reached a level that would necessitate a modification of McClellan's attendance zone. 5. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 23 5 3 4% increase increase decrease increase McClellan's current racial balance is approximately 66% black. If McClellan's black enrollment remains at the current level and the remaining seats are reserved for and filled by white students, the new racial balance percentage will become 55 black. 'O McClellan's situation can be compared to a recent racial balance problem at Central High School. Unlike Dunbar, Central has yet6 to surpass the number of white students enrolled in the 1987-88 school year. Like Dunbar, however, Central experienced its first increase in white enrollment during its second year as an international studies magnet. Central's white enrollment increased from 617 students in 1990-91 to 640 students in 1991-92 - an increase of approximately 4% (see Figure Four). increase in the white enrollment was accompanied by a 11% increase in the black enrollment at Central. The 900 883 852 800 700 600 500 400 300 200 100 87-88 FIGURE FOUR CENTRAL HIGH SCHOOL 720 617 640 88-89 89-90 90-91 91-92 0 + + + + OCTOBER 1 WHITE ENROLLMENT The District proposes to have a business/communications magnet program at McClellan. The next section provides a brief description of the proposed magnet programs for both schools. Proposed Magnet Programs It should be noted that these programs were proposed to the LRSD Office of Desegregation by the staff members and parents of the respective schools. Each school included parent representatives on its recruitment committee. In addition to including existing parents, Henderson also discussed the proposed program with prospective parents - the parents of sixth grade students who currently live in Henderson's attendance zone. McClellan used a similar strategy by sharing ideas with one of its feeder schools. In addition, some of the business leaders in7 the McClellan community have served on the recruitment committee and/or expressed support for the business/communications program. The following program descriptions are not intended to be comprehensive and/or conclusive. They provide firm representations, however, of the course each school wishes to pursue as a means of enhancing and promoting quality desegregated education. It would be unfair to ask or expect these schools to go beyond this point without an agreement by the parties and approval by the court. It should be noted that the seriousness and urgency of these situations tend to limit the number of options that are available for further consideration. The Little Rock School District proposes to implement these magnet programs in the 1992-93 school year. The 1992-93 pre- registration period will be extended to April for these new programs. Henderson Health Science Magnet Program Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. The program helps prepare students for an undergraduate preprofessional or technical major in the areas of medicine and health. Parkview is a "Partner in Education" with the University of Arkansas for Medical Sciences. are carried out between Parkview and UAMS. Many collaborative activities A junior high program that focuses on the health sciences will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, helping the school retain and recruit students. Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincents Infirmary. Collaboration with one or more of these institutions will be sought. Finally, Henderson's close proximity to Romine and8 Parkview produces an "educational park" setting that facilitates collaboration with the nearby health care institutions. Program design, following goals: The health science program at Henderson has the 1. 2 . 3 . 4. 5. To strengthen and enrich the instructional program. To increase student awareness and understanding of content and careers in the health sciences. To provide a focus for the school which will help retain and recruit students. To emphasize laboratory work in the area of science. To help students achieve personal and academic goals through a high interest specialty program. The Health Sciences Specialty Program at Henderson will be a "school within a school" program that includes those students who submit the necessary application and are assigned to the Specialty Program. The program of studies at Henderson will include a full year required course in health science for each grade level. 'Health Sciences in Today's World - An Introduction' will be offered at the seventh grade, 'Health Sciences in the Universe' at the eighth grade, and 'Health Sciences in the Physical World' at the ninth grade. The seventh grade course will be a survey of the wide variety of disciplines that are included in the health sciences. The eighth grade course will develop the content and skills from selected health science disciplines. The ninth grade course will continue to focus on the content and skills from the health science disciplines with a heavy emphasis on careers in health sciences. Elective courses such as physical fitness and first aid will be considered for eighth or ninth grade. A Health Sciences Fair will be held each year. Speakers on health science careers, students projects in the health sciences, demonstrations of health science equipment/procedures (blood pressure check, etc.) are possible activities to be conducted at the Fair. Organizational Structure. The school day will be organized in 1992-93 to provide space for the health science courses for grades 7-9. A curriculum specialist will be employed, if needed, to coordinate the health sciences program. The curriculum specialist may teach a health science specialty course but will have most of each day to develop curricula, secure supplies, provide inservice, assist teachers in implementing the courses, serve as a liaison with health science institutions, arrange field trips, and coordinate special events such as the Health Science Fair. Facilities/Eguipment/Resources. The science rooms will be modified and/or equipped to be more functional as science laboratories. This will allow greater emphasis on hands-on science in the regular science program. Equipment necessary to9 implement a science laboratory program and health sciences program will be acquired. Curriculum Development/Staff Development. A curriculum committee will be appointed to develop further details for the health sciences program. after program approval, ongoing. The committee will begin work immediately Inservice for staff members will be McClellan Business/Communications Community High School The proposed business/communications magnet program at McClellan will be the first of its kind in Arkansas. The recent attention that has been given to expanding the emphasis on economic education makes such a proposal a timely venture. The business/communications program will seek to establish an educational partnership which involves the business community. the higher education community, and the school district. The structure of this partnership reflects the overall aim of the business/communications program - to provide a sequential program which prepares students for employment opportunities and/or higher education objectives. The skill levels attained by students will be sufficient to ensure their success in either endeavor. The dual focus of the business/communications program will be emphasized. In fact, the college preparatory focus of the program will receive additional emphasis since opportunities for vocational training are already available at McClellan. Collaboration with UALR and other nearby institutions of higher education will be sought. Collaborative efforts may include activities such as guest lecturers, shadowing experiences, campus projects, etc. on- One of the strengths of the proposed program will be the outstanding features of McClellan's business department that are currently in operation. Both students and faculty members have been recipients of local, state, and national awards. McClellan's award-winning business department has some of the following activities/programs: - Future Business Leaders of America/Distributive Education Clubs of America - A school store operated by marketing education students - Cooperative work programs - Junior Executive Training Program - National field trips - Awards program and scholarships Another strength involves the business-related activities that are currently provided by the Community Education Program at McClellan. One of the business teachers at McClellan also teaches business courses in the Community Education Program. The10 Community Education Program offers several courses such as computerized accounting, business law, business management skills, etc. The Community Education Program will play an important role in exposing the community to the various options of the proposed magnet program. Program Design. interdisciplinary approach. The business/communications program will use an In addition to the core program offered by the business department, business-related courses will be interwoven throughout the various subject areas. To some extent, this will necessitate offering new courses in other. subject areas. An example includes the possibility of adding a computer graphics lab course to give students experience with commercial art forms. Other courses such as Writing Lab, Microbiology, Genetics, and AP Chemistry will be considered as additions to support the overall academic program. The program will offer six areas of study. Each program participant will select one area of study and follow the sequence of study for that area during his/her junior year and senior year. The six areas of study are: 1. 2. 3 . 4 . 5. 6. Business Principles and Management Computer Technology Computerized Accounting Executive Services Marketing/Advertising Economics and Finance Students who opt to declare an area of study will be required to take four prerequisite courses: Business Leadership, Business Etiquette, Introduction to Computer Technology, and Keyboarding. The curriculum framework for the business/communications program can be found in the appendix of this report. Additional plans for the future include the possibility of: 1. 2. 3. 4 . 5. A restaurant management program
A branch bank within the school
A Junior Achievement program
Marketing on the mall (A small business would be developed and operated in Southwest City Mall)
and Leadership development seminars. Organizational Structure. The school day will be organized in 1992-93 to provide space for the business/communications electives. Facilities/Eguipment/Resources. Additional computer software will be obtained to accommodate program-related course offerings. Additional facility and equipment needs will be determined at a later date.11 Curriculum Development/Staff Development. A curriculm committee will be appointed to develop further details for the business/ communications program. immediately after program approval, will be ongoing. The committee will begin work Inservice for staff members Recruitment Pools A brief analysis of the racial makeup of current elementary students indicates that the District can expect to have more white students available for matriculation from elementary to junior high school in future years. '' The overall elementary white enrollment has increased from 4552 students to 4953 students (an 8% increase) since the 1989-90 school year. ....... 8 The availability of these students, however, depends on our ability to retain them in the Little Rock School District as they progress to the next organizational level. Therefore, in regard to recruitment pools, we will have to concentrate on keeping students who are already enrolled in the Little Rock School District. Private school students represent another recruitment pool. The senior high white enrollment dropped from 2488 students in 1989- 90 to 2170 students in 1991-92. This represents a 13% decline in the senior high white enrollment during a two-year period. The junior high white enrollment dropped from 1951 students in 1989- 90 to 1882 students in 1991-92. This drop represents a 4% decline in the junior high white enrollment during a two-year period. f Obviously, there are 318 white senior high students and 69 white junior high students who are enrolled in school somewhere other than in the Little Rock School District. Another recruitment pool involves students who are eligible for M-M transfers. In particular, the District should target interdistrict students who live in the attendance zone for Robinson Junior and Senior High Schools. Finally, rigid sending and receiving school restrictions will have to be observed for intradistrict transfers. If this does not occur, we could desegregate one school at the expense of segregating another school.12 APPENDIXBusiness Principles and Management Junior Executive Training Computerized Accounting I I OPTIONS: ' Business English/Cotnm. Business Law CT: Business Appl. Desktop Publishing ' Entrepreneurship ' inlemallonal Business Marketing Rapid Writing I ' Economics Business Finance Business Statistics Intro. Io Business 'NEW COURSES Computer Technology CT: Business Applications Computerized Accounting I OPTIONS: CT: Database CT: Programming CT: Spreadsheets Desktop Publishing Entrepreneurship Keyboarding Appl. I Business Statistics Intro, to Business Economics Business/Communications Proposed Magnet Curriculum Framework Suggested Sequences of Study Prerequisite Courses
: Business Leadership Business Etiquetttte CT: Introduction CT: Keyboarding Computerized Accounting I Computerized Accounting I CT: Business Applications I OPTIONS: Business English/Comm. Business Law ' Business MalhiMachlnes Computerized Acct. II CT: Database CT: Spreadsheets Enlreprenership * International Business Business Finance Business Statistics Intro. Io Business Executive Services Keytxtarding Applications I & Word Processing Ollice Technology Laboratory I OPTIONS: Business English/Comm. Cooperative Ollice Edu. CT: Business Appt. Desktop Publishing International Business Keyboarding Appl. I, II ' Rapid Writing II Word Processing II Economics Intro. Io Business Marketing/ Advertising I Marketing Marketing Management 1 OPTIONS: ' Advertising Cashier-Checking Entrepreneurship Fashion Mdse. Intro, to Marketing Retailing ' Salesmanship Economics Business Statistics Economics and Finance Principals of Economics Business Finance 1 OPTIONS: Intro, to Business Business Statistics Business English Comp. Business Law CT: Business Appt. Desktop Publishing Entrepreneurship International Business Marketing Computerized AccountingFILED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 11 1992 CARL R/BREWTSJCI 3v: K ' DcP, CLER^ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School. The Court heard testimony on the motion during a hearing on February 6, 1992, and the North Little Rock School District, the Pulaski County Special School District, and the Joshua Intervenors do not oppose the motion. The Little Rock School District [LRSD] proposes to implement a health/science magnet program at Henderson and a business/communication magnet program at McClellan in the 1992-93 school year. Both schools are having difficulty maintaining white student enrollment and the LRSD asserts the magnet programs are the most effective means of improving the racial balance at the two schools. After careful consideration of the proposal, the Court finds the motion should be granted. The LRSD reports that both Henderson and McClellan have experienced steady declines in white enrollment during the past I 5 0 five years. Henderson, which is located in a predominantly white neighborhood, has experienced a drop in its white enrollment from 398 white students in 1987-88 to 135 white students in the 1991- 92 school year. This represents a 66% decrease in Henderson's white enrollment over the five-year period. Henderson is now 83% black. McClellan is located in a changing demographic setting and its white enrollment shows a steady decline over the past five years as well. In 1987-88, there were 754 white students enrolled at McClellan
in 1991-92, the white enrollment was 330. This represents 56% decrease in McClellan's white enrollment. McClellan is now 65% black. The LRSD says the figures for a Henderson and McClellan are in contrast with a district-wide trend which shows an increase in white enrollment from the 1990-91 school year to the 1991-92 school year. In support of its proposal, the LRSD points to the impact that implementation of magnet programs at Dunbar Junior High and Central High School have had in their white enrollment figures. It states that during the first year of the magnet program at Dunbar (1990- 91) , the school enrolled ar. additiona?. 116 white students (97% increase) and an additional 27 white students enrolled in the 1991- 92 school year. Central experienced its first increase in white enrollment during its second year as an international studies magnet school
white enrollment increased from 617 students in 1990-91 to 640 students in 1991-92. The particular educational themes chosen, health sciences at Henderson and business/communications at McClellan, were proposed -2-by staff members and parents of the two schools. In addition, at Henderson, parents of sixth grade students who live in the Henderson attendance zone were consulted, and at McClellan, members of the business community were involved. The Court finds that the LRSD's proposal for the establishment of magnet programs at Henderson Junior High School and McClellan Community High School should be approved. However, in order to ensure that the "magnet" designation continues to stand for distinctive, guality programs that are thoroughly and thoughtfully planned, implemented, and maintained. the LRSD must develop a written plan for the new magnet programs that includes the following: 1. Clearly stated program goals including how the program supports the and objectives. individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. A 2. comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. 3. Selection criteria for participating students. teachers, and other staff. 4 . The number of students targeted for participation by grade level, and the name and/or title and role of teachers and other staff who will be involved in (a) (b) delivering, and (c) supervising the planning. program. 5. Program implementation and completion timelines, including intermediary "critical events." 6. Identification of all necessary resources, including equipment, materials, and personnel, and anticipated costs, including a complete budget projection by year, with start-up and maintenance costs, and identification of those costs to be debited to a both costs. be -3-"desegregation budget." Itemization 7. any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer(s) . of 8. Formative and summative evaluation criteria and timelines. 9. The program's anticipated impact on school capacity and facilities (space designation and use), the projected impact on school enrollment, and a description of any changes to or grounds which may be anticipated in support of the program. the building may 10. Specific identification of how community individuals and organizations will be involved in all aspects of program development, marketing, student/staff recruitment, and ongoing support. IT IS THEREFORE ORDERED that the motion of the Little Rock School District for approval of a proposal to establish magnet programs at Henderson Junior High School and McClellan Community High School be and hereby is granted. The LRSD must develop within thirty (30) days a written plan for the new magnet programs that includes the above-enumerated elements. The LRSD must scrupulously adhere to an implementation schedule which will ensure that the new magnet programs are fully operational when students report to school in the fall of 1992. DATED this / /day of February, 1992. UNITED STATES DISTRICT C ITED JUDGE MIS COCUyFM O p CM DOCKET SMFETIN "by -4-FRIDAY, ELDREDGE & CLARK HERSCHEL M. FRIDAY. PA. ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W . MOORE BYRON M. EISEMAN. JR.. P. JOE 0. SELL. P.A. JOHN C. ECHOLS. P A. JAMES A l-HkUkHlCK S HUTTRV. P A URSEHY. P A H I lahzllERE. p a. OSCAR E DAVIS. JR. JAMES C. CLARK. JR.. P A. THOMAS P. LEGGETT. P.A. JOHN OEWEY WATSON. P A. PAUL. It ULNHAM III. P.A LARRY W . BURKS. P.A. A. WYCKLIFF NISBET. JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M . SAXTON. P.A. J. SHEPHERD RUSSELL III DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N . ROSE. P.A. MICHAEL S. MOORE Mr. Sam Jones A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201*3493 TELEPHONE 501*376*2011 FAX NO. 501*378*2147 March 12/ 1992 T-s -Tse ' C
ca v! r. Mr. Steve Jones OIANE S. MACKEY, P.A. WALTER M. EBEL IN. P.A KEVIN A. CRASS. P.A. WILLIAM A. WAOOELL. JR.. P A CLYDE 'TAB* TURNER. P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES GSCHWENO. JR.. P A HARRY A. LIGHT. P A. SCOTT H. TUCKER JOHN CLAYTON RANDOLPH GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE T. WESLEY HOLMES ANDREW T. TURNER SARAH J. HEFFLEY JOHN RAY WHITE COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR., P.A B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR.. P.A. V RITiR*, QIRtCT NO. (SOI) 370-,506 370-1506 .25=3 1 I I ra D ir.'3 WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Little Rock, AR 72201 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Richard Roachell #15 Hickory Place Little Rock, AR 72212 Ms. Ann Brown Office of Desegregation Heritage West Building 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ann and Counsel: Enclosed for each of you is a copy of the McClellan High School Business/communications Magnet Plan and the Henderson Junior High Health Sciences Magnet Plan. The plans were filed today. Yours very truly CJH/k Enc Christo' erLHellerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL filed I aS.DlSTRICT COURT eastern district ARKANSAS HPR2 31992 CARL R. BRENTS. CLERK By: DEP. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS MOTION FOR PHASED IMPLEMENTATION OF MCCLELLAN HIGH SCHOOL BUSINESS/COMMUNICATIONS MAGNET PLAN For its motion, the Little Rock School District (LRSD) states: 1. Following a hearing on February 6, 1992, the district court approved LRSD's unopposed motion to establish magnet programs at McClellan Community High School and Henderson Junior High School. The district court's order, which was filed February 11, 1992, required LRSD to develop a written plan for the new magnet programs and to include certain specific information in that plan. On March 12, 1992 LRSD filed "Henderson Junior High Health/Sciences Magnet Plan" and "McClellan High School a a Business/Communications Magnet Plan". 2 . The "McClellan High School Business/Communications Magnet Plan" (hereafter "McClellan Magnet Plan") describes required and elective courses for the 10th, 11th and 12th grades. In several of the areas of study described in the McClellan Magnet Plan, courses prescribed for the 10th grade level are prerequisites for courses prescribed for the 11th and 12th grade levels. LRSD has therefore determined that the most practical and cost efficient way to implement the McClellan Magnet Plan is to phase in the plan over a three year period. LRSD proposes to offer the program described in the McClellan Magnet Plan for the 10th grade level beginning with the 1992-93 school year, to implement the 11th grade program the following year, and to implement the entire plan beginning with the 1994-95 school year. LRSD may provide certain upper-level courses in advance of the proposed schedule, however, if it is feasible to do so. 3. PCSSD, NLRSD and the Joshua Intervenors have authorized LRSD to say that they do not oppose this motion. WHEREFORE, for the reasons set out above, LRSD prays for an order authorizing it to implement the McClellan Magnet Plan in phases, beginning with the 10th grade program in the 1992-93 school year. the 11th grade program the following year. and full implementation beginning with the 1994-95 school year. Respectfully submitted. FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By a Christopher Helle^^ Bar No. 81083 2CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion For Phased Implementation of McClellan High School Business/Communications Magnet Plan was served on the following by depositing copy of same in the United States mail on this 23rd day of April, 1992. ifTstopher He 11^ Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY & JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON & JONES, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Little Rock, AR 72211 Ms. Ann Brown Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 3TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MJiRKHAM STREET LITTLE ROCK, ARKANSAS June 18, 1992 Board of Directors RC r*am 'I JUN 1 9 1592 Office of Dssegrsgaiicn N5onitoring FROM: SUBJECT: Ruth S. Steele, Superintendent of Schools APPROVAL OF LAND SALE AT HENDERSON JUNIOR HIGH SCHOOL I am attaching a memorandum from Jim Ivey in which he recommends that approximately eight (8) acres of land at Henderson Junior High School be sold to the City of Little Rock for $45,000. I recommend that the Board approve the sale of approximately 8.05 acres at Henderson Junior High School for $45,000 and that the proceeds from the sale be invested in the land and grounds at Henderson Junior High School in cooperation with the City Parks and Recreation Department to improve the soccer fields, court, and parking area of the school. basketballu LITTLE ROCK SCHOOL DISTRICT PLANT SERVICES 3601 SOUTH BRYANT STREET LITTLE ROCK, ARKANSAS (501) 570-4020 72204 TO
Dr. Ruth Steele, Superintendent THROUGH
FROM
Jim Ivey, Manager, Support Services^ ___ Doug C. Eaton, Director, Plant Service^^/JiC SUB J
Land Sale - Henderson Junior High School DATE
June 16, 1992 The City of Little Rock, by letter dated 15 June, has offered the Little Rock School District $45,000 for approximately eight (8) acres Manderson School oronertv. which presently has been of Henderson property, condemned for the widening of Fourche Creek. A purchase price of $74,000 readjusted to $28,000 was offered the Little Rock School District for this property last year. made of $45,000, but never received Board approval. Little Rock offer was Instead, School Mr. Tom Ferstl, acting on behalf of the District, and Mr. Tom Meeks, rejected the offer, thereby throwing the case A third from Friday Law Firm, whereby the City condemned the property for its project. into litigation. I have been working with Mr. Bill Bunton, Director of the City Parks and Recreation Department, on a project to invest both City and School District money into the Henderson soccer and football fields. Bv Mr. Bunton's letter of May 7th, he indicates that By into the to this approximately $90,000 is available investment Henderson soccer fields, and he asks that we contribute project. I have contacted Mr. Tom Ferstl, and by his letter of 16 June have ascertained that the $45,000 offered the for I June ascertained that the $45,000 for property may not be the very best price we could receive, but it is well within the range of land values and can ---- reasonable. be considered As a result of these actions to date, I recommend that the Little Rock School District Board of Education accept the offer from the City of Little Rock of $45,000 for the 8.05 acres Henderson Junior High School. of property at I further recommend that $45,000 and re-invest it Plant Services be allowed to take that Junior High Department to parking in cooperation improve the into the land and grounds at Henderson with the City Parks and soccer fields, basketball area at the junior high school. I feel that Recreation court, and this expenditure on the part of the City Parks Department and the Little Rock School District at a Henderson Junior time when school ' we are making attracting students and a of the city. gh a magnet school would go far in stronger youth program in that section It is requested that this Education at your earliest convenience. It is action be placed before the Board ofODM Visits to LRSD Schools, Opening Days 1994 Henderson Junior High We were pleased to note that: As visitors entered the building, a security guard met them and directed them to the office. All the lockers were freshly painted. Eighty percent of the school rules posted in the office were stated in positive terms. Students were in their classrooms working and we saw no traffic in the halls during school hours. We also noted some areas needing attention: The cafeteria showed evidence of both ceiling leaks and leaky windows. The cafeteria also featured a rusted and corroded water fountain. Wall paint throughout the main hallways was dingy, dirty, and unattractive. In some areas of the building, floor tiles were dirty. Seventy-five percent the hail rules (which were posted in the office, rather than the hall) were expressed in negative terms. The two students who were waiting in the outer office when we arrived were still sitting in the same spots nearly an hour later, when we left.t/ Recruitment for the Henderson Health Sciences Magnet Program Recruitment Committee The recruitment committee for the Henderson Health Sciences Magnet Program consists of the principal, program specialist, ans all magnet program teachers. In addition, there are representatives from Physicians Clinic, and Childrens Hospital. Assistance from LRSD Student Assignment The Student Assignment Office has been responsible for arranging PSAs, distribution of brochures, and making contacts with the parents of students presently attending private schools. Use of Parents to Recruit to Henderson According to the program specialist, several Henderson parents are already involved in recruitment efforts on their own. However, as of December no official recruitment plan for parents had been formulated.09/22/94 13:15 301 324 2032 L R School Dlst ODM @002/002 CKtBBBsl Little Rock School District MEDIA STATEMENT September 22,1994 For more information: Jeanette Wagner, 324-2020 I Information regarding personnel matters of any Little Rock School District employee, including Karen Buchanan and James Washington, is considered confidential under the policies of the Arkansas Freedom of Information Act. Ilie district will not discuss I these issues on camera or in interviews other than the issuance of this media statement. ### 810 West Markham street Little Rock, Arkansas 72201 (501)824-2000HENDERSON JUNIOR HIGH SCHOOL Date: January 24, 1995 We were pleased to note: 1. 2. 3. 4. 5. 6. 7. 8. 9. The large Henderson sign stood in a neatly landscaped planting area that included seasonal annuals. U.S. and Arkansas flags were properly displayed. On the icy day when we visited, salt material had been spread in front of the building for ice control and safety in shaded areas. The main area of the media center was quite attractive. The neutral-colored carpet was clean and in good repair. Workers had repaired some ceilings leaks that we had noted during an earlier visit. A bulletin board in the office area contained displays both thanking current volunteers and appealing for additional workers. Lockers throughout the building were in good repair, neatly painted, and free of graffiti. Security guards and resource officers were visible throughout the building. Several halls were brightened by displays of student class work and projects. The LRSD mission statement and goals were posted in the entry area of the school. Areas needing attention: 1. 2. 3. 4. 5. 6. 7. 8. 9. A drainage problem was apparent. All of the downspouts drain next to the building. On the south side of the facility, the water has eroded ruts down beside each of the steps. On the north side, rocks control some of the erosion, but the wash is still present. On both sides of the building, the water runs over sidewalks into the parking and drive area. In rainy weather, a pedestrian would have to walk through some deep water and in freezing weather, the area will stay iced. The areas north, east, and south of the building were marred by paper and cans. The loading dock area was surrounded by discarded equipment, chairs, paper, cans, and other miscellaneous refuse. In the west courtyard, paper, trash, cans, cartons, and a broken pot in the walkway were unsightly. Major rust marred the window sills along the west side of the west courtyard. The paint over the south door and east upper wall in the west courtyard was chipped and cracked. Corridors and other areas of building showed evidence of overhead leaks and other moisture problems. We frequently spotted trash during walks down the hallways. While the floor tiles throughout the building were generally in good repair and free of debris, they did not appear to have been washed or waxed in some time. Staff members expressed anxiety about the schools wiring and ventilation. Ventilation was a concern to staff because a number of them had been experiencing respiratory problems. They have questioned the wiring because the bulbs in the AV equipment often blow out prematurely. 10. While the general appearance of the library was very neat and attractive, several adjoining areas needed attention. Library conference room #19 had damaged paint from a ceiling leak and room #12, which is the AV storage area, showed evidence that moisture had damaged the ceiling and one wall. 11. All the wall and trim paint in the cafeteria or surrounding area was either grimy-looking or chipped. The downstairs hall area near the cafeteria included a battered table with a ratty, damaged formica top. 12. The areas around the cafeteria windows showed evidence of leakage problems. 13. Trash was present throughout the gym area. Page 1014. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. Paper, cans, discarded books, equipment, power cords, and broken chairs were strewn about the stage area of the gymnasium. The ceiling above both sets of bleachers showed evidence of major water damage, and some ceiling material was hanging down. The hallway to the boys locker was piled with trash and dust mops. A loose hand rail on the south side of the east end of the gymnasium needed tightening The girls locker room area was very grim. Only the front half of the space was lighted, but the existing illumination revealed a very unkempt and unsanitary locker room. The bathroom area was filthy, and one of the commodes was stopped up, filled with waste and a sanitary pad, and smelled very bad. Apparently the shower area has not been used for a number of years. The showers were dark, and the floor was littered with old clothes, boxes, and assorted trash. On the cabinet which contained the water pressure gauge, door latch was broken and the door stood open. The boys locker room was filled with graffiti, some gang-related. The floors were dirty and the toilet seats filthy. The showers, which didnt appear to have been used in recent years, were filled with various discarded items and equipment, such as coat hangers, a broken basketball goal, etc. The floor drain in the changing area was blocked with an unidentifiable substance. The temperature in the entire locker room area was cold. The students were extremely loud during class change. The halls echoed with the students shouts as they slowly made their way to class. We observed several adults in the hall, but they appeared to be changing classes also, and made no effort to ensure order. One female staff member did shout to the group to hurry on to class, but no one seemed to pay any attention. After the bell rang, quite a few unhurried students remained in the halls. Girls Restrooms The restroom near the office contained all supplies, but it was messy. Paper towels littered the sinks and overflowed the waste basket. The walls were covered with obscene graffiti that had been scratched into rather new-looking paint. Some paint which was splashed on the sinks attested to prior efforts to paint to over the graffiti. Although it was not clean, the blue tile floor was in good condition. Both doors to the restroom located near the cafeteria were locked, denying students access. None of the restrooms had hot water. According to staff members, only the cafeteria and the nurses office had hot water for hand washing. Boys Restrooms The restroom at the west end of the south hallway was filled with graffiti. The veneer was broken off the door edge and bottom. Water, standing on the floor in front of all three urinals, extended approximately two to three feet from the wall. The vanity around the sinks was filthy and the restroom lacked toilet paper and paper towels. The stalls had doors, but they were badly bent. All three toilet seats were filthy and the area was permeated by a foul stench. There was no hot water, and lights above the toilet area werent functioning. The restroom at the east end of the south hallway was also replete with graffiti. The exit door was locked. Only two of the three toilets functioned properly. The front panel of the vanity had been removed and, with its nails exposed, was sitting near the toilet stalls. Although all three stalls had toilet paper, no paper towels were in the restroom. Page 11Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 25,1995 To: James Washington, Principal, Henderson Junior High School From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Magnet Program Information As part of ODMs ongoing monitoring of secondary schools with magnet programs, I would like to receive the following information regarding the Henderson Junior High School Health Science Magnet Program by Friday, February 10, 1995. If you have any questions or concerns, please dont hesitate to call me at 376-6200. Thank you for your assistance. Documentation Requested For each year since the programs inception, magnet program enrollment by race, sex, and grade level. 1994-95 magnet program course enrollments by course title, race, sex, and classification. For each year since the programs inception, the number of students new to the school attracted as a direct result of the magnet program by race, sex, and grade level. 1994-95 magnet program staff by race, sex, and the title of the magnet courses they teach. Furnish an existing comprehensive magnet program description (e.g. philosophy, goals, objectives, structure, curriculum) and any literature describing individual course offerings. Documentation of yearly recruitment activities by the school (e.g. recruitment committee meetings, presentations, site visits to the school by potential parents and students, recruitment visits by staff to other schools) since the programs inception.SEP-22-94 THU 12:47 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 i .6 ir -I September 15, 1995 11 c: TO
Henderoon Faculty FROM
Building Coordinating Committee The BCC will meet with Ms, Buchanan on Monday to discuss faculty concerns. We would like to have faculty reconunendations/solutions on how the atmosphere and working conditions might be improved. Please list below any suggestions you have. Nellie Gerard or Andy Vanecko immediately. Return today to Thank you CONCERNS: Students and staff are not safe. Administration can not control students. Students openly disobey rules and suffer no consequences. D'KalL is ineffective. Tardy policy is a -joke. Students roam the halls and refuse to go to class. Security officers are limited in doing theirjobs. Resource officer needs to be able to fulfill job description. Principal does not support teachers. Principal strives for dictatorship with staff instead of partnership. Principal does not communicate with staff. Three women in administration can not control students
male leadership is needed. Staff morale is at an all-time low. This is not an atmosphere conducive to learning. SOLUTION
Principal is ineffective leader. She has lost control of the students and respect of staff. She needs to be replaced inrtiediately and maybe we can salvage the rest of the year for our students. AJ 'j'}] '/'71 IT 7 -e e T/ / "/p iy , Pl <1 /I OS'?SEP-22--94 THU 12:48 SUSAN W WRIGHT FAX NO, 5013246576 P. 03 < e't I ] 5 C p The faculty at Henderson Junior High School is concerned that the existing atmosphere created by the negative attitude of the principal is not conducive to teaching or learning. U/ I T K Our major concern is the students at Henderson Junior High School. We feel that if the faculty members are continually harassed, intimidated and threatened with insubordination, the stress level will keep us from performing at our maximum level, and as a result everyone loses. L 4-1 ''t Our goal is to have the best Junior High School in the district, with everyone working together to advance Henderson Junior High School and its' students. i)f wt-'i S /A'>4Ll'r '^''' We have asked to meet with you to share some of our concerns that we feel, if not addressed, will become obstacles that will make it harder for us to work toward goal. our k I T C I cti Listed below are some of the concerns reported by the ,7 staff at Henderson: /) i-j pl 1 1. The staff is treated unprofessionally. came in with a negative attitude about the school and Ms. Buchanan the staff. 'i < h I j (,< To 2. 3, Ms. Buchanan disregards the contract and encourages the staff to file grievances. Ms, Buchanan didn't show teachers the courtesy of calling them or letting them know their rooms were being moved. She told custodians to move their things before teachers knew where they were moved. a J 4. The principal does not bother to consult with teachers to get their cooperation before changing or doing anything. A 1 J f o I all cbs: 1A> A- N V 4A. r 5. The principal encourages absenteeism, by insisting that teachers take a day or half day off to take care of business that could be taken care of during our prep, and we could return to school without any interruption of the instructional day. the district, substitutes. This is a practice all over It also saves the district the cost of 6. Staff at Henderson are discriminated against. Since other schools faculties are permitted to leave the campus during their prep ppeerriioodd.. (teachers preparation will go undone, because we come early, stay late, work evening, nights and week ends to prepare for our iA i-v 111 f K'A C e i f 0 SEP-22-94 THU 12:48 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 because we come early, stay late, work vfill qo undone, because we come evening, nights and week ends to prepare for our students) Teachers do not abuse this prxvxlege. we ask to leave it is usually to do things relative to our class or school such as
pick up items for school clubs, assemblies, or pick us materials for class use. However, occasionally we need to go to When the doctor, bank, vote, or go or other emergencies. for parent conferences. Since our school is a late hard to get appointments after This is school it is sometimes ---- - banks close at 4:00 p.m. XXVII of the PM Agreement. 4:00 p.m. and many addressed in Article 7 . Principal makes unprofessional statement on intercom and walkie-talkie. EXAMPLES i Reauests to qo to doctor appointments denied, teachers to tZkeSalf-day rather tha. use a prop teacher had to go to the emergency room to why she hadn't called from the period. One and was questioned as emergency room. Principal stated that grievances welcome them. Conflicting rules for students. don't matter to her. for homework even though required to or work done when a No credit given give homework 4 days a week, substitute is there. Added recognition given to gang members, stage throwing gang signs. They were onSEP-22-94 THU 12:49 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 LR schools security head resigns I 7 / 'J Central High guard says hes fed up with lack of discipline 1 n f security at Little been threatened more than and his assistants send them Rock Central High resigned once already this year by teen- ' Friday morning, citing a lack of agers who received a slap on support from administration the wrist and were sent back to a,nd disrespect from students. Bennie Johnson, a security ______............... guard for eight years, said ho and that tiieyre cop killers. I handed his radio and identifi- back out. Theyre just slapping them on the hand. I clas.s, he said. "They say Im like the police cation card to Central High said. Principal Rudolph Howard about 9:30 a.ni. 'I ( ir "Mr. Howard has been real supportive, but he can't do it by himself. , , , -. , -, , - Theres just a lack of disci- take them seriously, Johnson pline
I see Ilie same kids over and over again, cursing us out. . -, Im just fed up: after eight years many school-s throughout the I just got to go. The stoi7 is the same at . 'Y Psking our lives and Little Rock district, he said. Howard, the schools princi- '><iculous, Johnson "The administration down pal, said he would not talk said. It s pretty bad for me to there needs to get a hold on this about Johnsons action until re- . resign a post at that school the quick or were going to lose our ceiving .1 written resignation "'^y 1]'' se But I just schools, Johnson said. If some- Its not official yet
certain- can t deal with it anymore. thing doesn't happen, some kid ly people change their minds. I Student brawls are com- is going to get seriously hurt or have asked him to put it in writ- monplaee and students curse killed. ins. he said. Bobbv Jones, art- and intimidate school person- nei with virtual impunity,, are a few kids, 30 or 40.who are Us not official yet
certain- , , ing, he said. Bobby Jones, act- At Central, he said, "There ing director of district security, ) -r
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, 3C cr 10,-..he ire said he had received no official 7,? u disruptive to the school. We word from Central High about the halls at school, and he has send them to Rudolphs office Johnsons resignation ' 2 A x lo > Jv X 's ? I I. i > tJ J J 1 aj aJ , 5 !& t- ' VI i 'h ff' J Fl? S g J 71 liPi ill ili Wp- ils -Ill'll hn O S, sss'.ssss? Si <n OJ) 01'^32 3 > 4> q g*^ flq O W) i. m o 38-Bl is o o CZ3 13 I" I=3h7|!2j- :r t6 o 0) .si - S.S tZJ Im S 4) J, !Z! 3 CZ3 II < liitn ig|| Ilia 3 S 9 " S .9 Ci 4! -. 1= s .D " ' - 4>w5'--'5 'tiijlaS las's 2S.- "low ill|l?h hili e^1^5|.S.S "=23.^0^. ft -3-2 "= Stfl e if 11 5 3 a'2 f/) 1) ill (Q V} o 'jiiBii tj4.jO C<'5ci < Q e _ ^e? s? S - 'o-SSS^S !'3 S -.n^ ='SS'SS!ft'i'3:2.S S "c I** X-tx o 7^ J I v*^SEP-22-94 THU 12:47 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U. S. DISTRICT JUDGE SUSAN WEBBER WRIGHT (501) 324-5422 FAX LINE (501) 324-6576 DATE: September 22, 1994 TO: Ms. Ann Brown O.D.M. FROM
Ms. Mildred Kraft NUMBER OF PAGES INCLUDING COVER SHEET 5Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 20, 1995 Mr. James Washington, Principal Henderson Junior High School 401 Barrow Road Little Rock, Arkansas 72205 Dear Mr. Washington: The Office of Desegregation Monitoring is preparing a monitoring report on the secondary schools in the Little Rock School District which have magnet programs: Central High School, Dunbar Junior High School, Henderson Junior High School, and McClellan High School. I am writing this letter to ask your assistance in gathering data and in establishing a schedule for monitoring visits. The report will be written in eleven sections: (1) enrollment and recruitment, (2) staffing, (3) themes, (4)curriculum and instruction, (5) discipline, suspensions, expulsions, (6) guidance and counseling, (7) student achievement, (8) parent and community involvement, (9) facilities, (10) transportation, and (11) finance and budget. To the extent it is practicable, the report will focus on the magnet program and its effects. We will gather much of the data from district files but will need your assistance in collecting information available at school. I will visit with you in person before the monitoring visit to discuss procedures and to establish a monitoring date. Please have these items available to us during the monitoring visit: 1. A copy of the master schedule 2. Class enrollments for courses identified as magnet offerings 3. Program and course descriptions for magnet offerings as available 4. Curriculum guides for magnet curriculum as available 5. Textbooks and manuals used in magnet courses 6. Descriptions of enhancements of the magnet program as available 6. Brochures and other printed material related to student recruitment and parent involvement 7. A building floor plan.We will also need your help arranging interviews with appropriate staff in these areas
1. Guidance and counseling 2. Magnet curriculum 3. Recruitment 4. Parent and community involvement 5. Desegregative effects of the magnet program. The district staff have offered to assist with data collection regarding enrollment, discipline, achievement, transportation, and budget. I will call you soon for an appointment that will allow us to clarify issues related to this report and to establish a schedule of monitoring visits. Sincerely, Gene Associate MonitorOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 -(501)376.6200 Fax (501) 371-0100 MEMORANDUM Date: November 28, 1995 From: Gene Jones To: James Washington Subject: ODM Monitoring Visit This memorandum is to confirm Tuesday, December 12, 1995, as the date for the ODM monitoring visit to Henderson Junior High School. The ODM staff will arrive at 9 a.m. and remain until the relevant data for the magnet program has been compiled. We will come to your office for a brief conference with you or those you designate. Please be prepared at that time to direct us to those staff members with access to information necessary for monitoring the items on the monitoring guide as we discussed during our recent visit. Thank you for the hospitality and candor you have shown us during this process.Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 December 12, 1995 Mr. James Washington, Principal Henderson Junior High School 401 Barrow Road Little Rock, Arkansas 72205 Dear Mr. Washington: The ODM monitoring team observed school processes at Henderson on Tuesday with the feeling that a good educational program is in the making. Beginning with your obvious concern for the school and continuing through our conversations with staff and parents, we received the message that Henderson Junior High can offer quality to its students. Thank you for sharing that message with us. We share your opinion that the program envisioned in the plan developed in 1992 has not yet been fully realized, but we also see that much work has been done in recent months toward establishing a school climate conducive to fulfilling that vision. ODM wishes you continued success in that work. The monitoring activities we are conducting now will culminate in a report to be completed in the spring of 1996.1 will contact you prior to the report's completion to offer you a chance to react to its content. Thank you for the hospitality extended to us on Tuesday. Sincerely, Gene Jones, Associate Monitor Little Rock School District Olfice of ocr 2d Becky Rather & Essie Middleton, Parent Recruiters h' - < Student Assignment Office J Dear Community Leader, The Little Rock School District realizes that the transition from Elementary to Junior High is a very confusing time for many of our parents. In an attempt to make this process easier for our parents, we are preparing for our first annual 6th to 7th grade transition meeting. The meeting is scheduled for Sunday, November 17, 1996, from 2:30 until 4:00 p.m. at Henderson Junior High School, 401 Barrow Road, Little Rock, .AR. Members of the Student Assignment Staff will present information as to how to take advantage of the choices available to parents when making the transition from Elementary to Junior High School This will mclude how to register for attendance zone and magnet schools, applying for desegregation and M to M transfers, and an overview of our safety and security polices and procedures. After the general meeting parents will have an opportunity to visit with personnel from each of our Junior High Schools to determine how they will create a learning environment thats tailored to their childs personality and talents. Open Houses wUl follow the transition meeting hegrrming Monday', November 18, 1996 at 10:00 am. and 1:30 p.m. We would like to request that you make your members or patrons aware of this special event and encourage them to call our oflBce for further information- We are enclosing a flyer that we hope you will post in a conspicuous location. Likewise, if you print a bulletin or newsletter, this information may be shared in written form. Thank you for your assistance and cooperation in this matter. It is extremely important that families are made aware of these and other services available to them through the Little Rock School District. Remember, our schools are what we make them. Sincerely, Becky Rather Parent Recruiter Essie NEddleton Parent Recruiter RECEP OCT 2 3 1996 ENCLOSURE Office of D9sesfeai.o Monitoring 501 Sherman Little Rock, ar 72202 (5ni)324.::7: F,\x (5ni)32-i-::xi SPECIAL NOTICE TO PARENTS OF ALL 6TH GRADERS For information on the transition from Elementary to Junior High School... LRSD 6th to 7th Grade Transition Meeting Sunday, November 17, 1996, 2:30 - 4:00p.m. HENDERSON JUNIOR HIGH SCHOOL 401 Barrow Road, Little Rock, AR s. Learn the choices and opportunities available to your child in the LRSD Junior High Schools for the 1997-98 school year. FOR INFORMATION, CALL 501-324-2272 C : 03/23 9 11:35 301 324 2023 I.RST.' COMMCXICATT OBH 002/002 Little Rock School District Photo Opportunity May 2.3,1997 For information
Zeomec Herts, 324-2020 HendersoK Donating Ftiod to Dorcas House Henderson Health Science Magnet Junior High will donate barbecue ribs and chicken lunch meals to Dorcas Hoose, 823 S. .Park, today at noon. The donation, which will feed approximately 50 people, will help students recognhze the value in community involvement. Principal James Washington and several staff and students will make the presentation. 1, It 4 810 West Markham Street Little Rock. Arkansas 72201 (501)324-2000 L. Henderson Junior High Health Sciences Magnet Plan New in 1992HENDERSON HEALTH SCIENCES MAGNET SCHOOL Pulaski County is served by two elementary science magnet schools (Carver and Washington), one junior high science magnet school (Mann), one senior high science magnet school (Parkview), and an additional elementary interdistrict school (Romine) with science as a major thrust of its' program. Students from the three elementary schools with a science emphasis who desire to enroll in Mann Magnet are not all successful due to the limited number of seats available at Mann. An additional junior high school with a science related specialty program will help serve students matriculating to the junior high level from these three elementary schools. The science program at Parkview has a health science emphasis. program helps professional prepare or technical health. Parview is a students major for in the an undergraduate areas Arkansas for Medical Sciences. The pre- of medicine and "Partner in Education" with the University of carried out between Parkview and UAMS. Many collaborative activities are focuses on the health sciences A junior high program that will not only create student interest in education in general but will also inform and prepare students to pursue health sciences as a program of study leading to a health sciences career. Locating the Health Sciences Program at Henderson Junior High is advantageous for several reasons. First, the health sciences program will strengthen and provide a focus for the instructional program at Henderson, students. helping the school retain and recruit Second, the location of Henderson on the 1-630 corridor provides close proximity of the health sciences program to health care institutions such as UAMS, Childrens Hospital, Baptist Medical Center, and St. Vincent's Infirmary. more of these institutions will be sought. Collaboration with one or close proximity to Romine and Parkview produces an Finally, Henderson's tt educational park" setting that facilitates collaboration with the nearby health care institutions. The following description of the magnet program is in response to the ten items listed in the February 11 court order. Each item is underlined and followed with strategies requirements in the court order will be met. detailing how the The first requirement of the February 11 court order is to provide clearly stated program goals and objectives. including how the program supports the individual school's desegregation goals and the district's overall desegregation goals, particularly in the areas of student capacity and interdistrict transfers. 1. The goals of the Henderson Junior High School Health Sciences Magnet are: 1Goal #1: The health sciences magnet program will strengthen and enrich the instructional program at Henderson. Objective 1.1 Increase the number of course offerings by offering a minimum of three health science courses. Objective 1.2 Enrich the science program by providing an intensive health science program that includes laboratory activities, field trips, guest speakers and a health sciences fair. Objective 1.3 Integrate activities related to health sciences into other subject areas such as language arts, social studies, and physical education. Goal #2: The health sciences magnet program will increase student understanding of concepts and skills from the health sciences. Objective 2.1 Develop an understanding of content from a wide range of health sciences. Objective 2.2 Provide It hands-on tt skills related to the health sciences. activities that will develop Objective 2.3 Implement enrichment activities that provide information about the various health sciences. Goal #3: The health science magnet program will increase student awareness of careers in the health sciences. Objective 3.1 Conduct a health sciences fair that includes exhibits on a wide range of health sciences careers. Objective 3.2 Focus on health sciences careers through field trips and guest speakers. Goal #4: The health sciences magnet program will provide a focus for the school which will help retain and recruit white students. Objective 4.1 Increase the percentage of white students at Henderson by adding a theme that provides an identity and rallying point for the school. Objective 4.2 Develop a more positive school climate at Henderson by providing an instructional focus that will be relevant and interesting to parents, teachers, and students. Goal #5: The science program will be strengthened at Henderson Health Sciences Magnet School. Objective 5.1 Equip science rooms at Henderson with lab 2tables and laboratory equipment. Objective 5.2 science program. Include more laboratory work in the regular In regard to Goal #4, Henderson's white enrollment experienced a significant decrease during each year of the five-year period from 1987-88 to 1991-92. The greatest decrease occurred from the 1990-91 school year to the 1991-92 school year. 1987-88 to 1988-89 1988-89 to 1989-90 1989-90 to 1990-91 1990-91 to 1991-92 19% 20% 18% 36% These data clearly show the necessity for some type of intervention to reverse the steady decline in Henderson's white enrollment. The health sciences magnet program will be used as a strategy to help the District meet the goal of having all junior high schools in compliance with court-approved desegregation requirements. At present, Henderson is the only junior high school in the Little Rock School District which is not in compliance with court-approved desegregation requirements. Approximately 131 seats are currently vacant at Henderson. On the districtwide level, currently available. approximately 270 junior high seats are on the junior high level are at Henderson. As a result, almost half of the vacant seats The attendance zone projections for Henderson from the current school year to students. 1995-96 indicate decline in the number of a 1991-92 1992-93 1993-94 1994-95 1995-96 918 900 934 899 883 Based on these tentative projections. it seems likely that Henderson may have even more vacant seats in the years to come. If this trend occurs, desegregate Henderson. it will enhance the District's ability to Efforts will be made to retain and/or recruit the white students who currently reside in Henderson's attendance zone, recruit private school students throughout the district, and recruit M-M students from the western sector of the Pulaski County Special School District. The availability of 131 seats at Henderson will provide ample space for the recruitment of these target groups. 3The second requirement of the February 11 court order is to provide a comprehensive description of all program components, including course descriptions, and written curriculum which is specific to the magnet program. Program Components 1.) Health Science Courses Note: a) b) c) d) e) f) II tl It It It It Health Sciences in Today's World - An Introduction Health Sciences in the Universe It Health Sciences in the Physical World Health Sciences Seminar Technical Writing" Medical Illustration II It The objectives listed in the course content guide for each of the courses listed are subject to change when curriculum work is done this summer. A seven period day will be established to accommodate the health sciences courses. The following pages provide the scope and sequence of topics in the health sciences courses and the objectives for each health sciences course. 4Scope and Sequence of Topics in Health Sciences Courses Grade Seven Grade Eight Grade Nine Careers-Overview Nervous System Microbiology Nutrition and Dental Health Muscles/Bones Communicable Diseases Digestive System Circulatory System Endocrine System/ Biochemistry Consumer Health Respiratoiry System Immune System Personal Health (includes decision making, stress management, safety) Physical Fitness/ Sports Medicine/ First Aid/Accident Prevention/CPR) Forensic Medicine Reproduction/ Reproductive Health/ Growth and Development Introduction to the Microscopic World Environmental Health Ecosystems Endangered Species Forms of Pollution Acid Rain Greenhouse effect Genetics Technology in Medicine (Genetic Eng.) Drug Education History of Medicine (herbs, home remedies, health of ancient humans, advances through the years) Technology in Medicine (Transplants,etc.) Health Occupations (related to Sth grade content) Environmental Health (Toxic Chemicals, Waste Chemicals) Health Occupations (realted to 9th grade content) 5HEALTH SCIENCES IN TODAY'S WORLD Seventh Grade BASIC INFORMATION/SKILLS Basic Skills 1.1 Identify basic medical instruments. 1.2 Define basic medical terms. 1.3 Identify common laboratory glassware. 1.4 Use scientific instruments to record data in the form of graphs, etc. 1.5 Measure and record oral temperature, pulse rate, breathing rate, and blood pressure. CAREERS-OVE RVIEW Basic Skills 2.1 Name specialty fields in which we find physicians. 2.2 List places that nurses work other than the hospital. 2.3 Name health professionals that work in places other than in hospitals and explain their jobs. 2.4 Explore the training requirements for health sciences occupations. 2.5 Name major health career fields pertaining to systems being studied. 2.6 Give an example of an occupation related with major health career field. 2.7 Name two kinds of mental health professionals and explain their occupation. 2.8 List two health professions that are perceived to be male or female and why. 2.9 Participate in the Health Sciences Fair. Developmental Skills 2.25 Visit and report on local health care delivery system. 6NUTRITION AND DENTAL HEALTH Basic Skills 3.1 Describe how plaque accumulates on teeth. 3.2 Check effectiveness of brushing and flossing techniques. 3.3 List diseases of the teeth and gums. 3.4 Describes causes of tooth decay and tooth loss. 3.5 Evaluate the nutrients in fast foods. 3.6 Name the six major groups of nutrients and identify food sources. 3.7 Name and discuss five important factors in food handling. 3.8 Understand the physical and psychological effects of bulemia and anorexia nervosa. Developmental Skills 3.25 Describe the functions of each nutrient. 3.26 Evaluate a food label in terms of nutrient information based on serving size and additives. 3.27 Identify common food additives and their uses. DIGESTIVE SYSTEM Basic Skills 4.1 Identify the parts and functions of the human digestive system. 4.2 Demonstrate peristalsis. 4.3 Describe common ailments of the digestive system. 4.4 Tell what happens to different food materials in the digestive system. 4.5 Test the effects of salivary amylase on starch. Developmental Skills 4.25 Describe how hormones regulate the flow of digestive juices. 7CONSUMER HEALTH 5.1 Tell how what you see can influence your opinion of a particular product. 5.2 Explain how words and music can create moods and images about a particular product. 5.3 Tell where to get factual informatin about products. 5.4 Use product labels to compare different brands of food. 5.5 Calculate unit prices of consumer products. 5.6 Describe what mistakes are made in poor experiments reported in advertising. Developmental Skills 5.25 Plan an experiment to test consumer preferences for edible products. 5.26 Design an ad that influences others to buy your product. PERSONAL HEALTH DECISIONS 6.1 Explain the benefits of a positive self-concept. 6.2 Explain how to make responsible decisions. 6.3 Identify the advantages of handling personal problems one step at a time. 6.4 Identify three basic emotional needs of every human being. 6.5 Identify what stress is and name ways of managing stress. 6.6 Explain the differences between negative and positive peer pressure. 6.7 List strategies for dealing with negative peer pressure. 6.8 Understand why attitudes towards safety are important. 6.9 List three factors which are important for personal safety. REPRODUCTION 7.1 Describe the location and function of the organs of female reproductive system. 7.2 Describe the location and function of the organs of the male 87.3 7.4 7.5 7.6 7.7 7.8 reproductive system. Trace the path of a sperm from its origin to the fertilization of an egg. Trace the path of an egg from its origin to the organ where it is fertilized. Describe the main events in the development of a human embryo and fetus. Describe the location and function of the organs where the embryo develops and grows. Describe the changes in the ovaries and uterus during the menstrual cycle. Describe the steps in pregnancy and the birth of a baby. Developmental Skills 7.25 Describe the steps in the development of the egg and the sperm. 7.26 Describe the production of estrogen and testosterone and related changes. INTRODUCTION TO MICROSCOPE WORLD Basic Skills 8.1 Identify parts of a microscope. 8.2 Prepare a It wet mount tl slide. 8.3 Use a microscope to observe a variety of living and prepared specimen. 8.4 Identify and describe cell structures. 8.5 Discuss the habitat and environmental conditions required by common microscopic organisms. Developmental Skills 8.25 Culture a microscopic organism. 8.26 Research and report on a microbe. 8.27 Construct a 3-dimensional model of a microbe. 8.28 Investigate factors that influence the growth of a 9microscopic organism. DRUG EDUCATION Basic Skills 9.1 Describe the effects that drugs and alcohol have on the brain. 9.2 Describe some of the uses and misuses of over-the-counter drugs and prescibed medicines. 9.3 Describe the ways in which drugs can harm the body. 9.4 Describe the health risks related to the use of drugs. HISTORY OF MEDICINE Basic Skills 10.1 Research developments in medical science from ancient times to present. 10.2 List herbs, potions, and home remedies that have been used over the years. Developmental Skills 10.25 Compare and contrast the health of ancient man to modern man. 10HEALTH SCIENCES IN THE UNIVERSE Eighth Grade BASIC INFORMATION AND SKILLS Basic Skills 1.1 Identify basic medical instruments. 1.2 Define basic medical terms. 1.3 Recognize basic medical abbreviations. 1.4 Define prefixes, suffixes, and word roots pertinent to medical terminology. 1.5 Describe, and demonstrate selected aseptic techniques in medicine. Developmental Skills 1.25 Spell and pronounce medical terms correctly. NERVOUS SYSTEM Basic Skills 2.1 Identify the major parts of the human nervous system. 2.2 Identify three types of nerves, and describe what they do. 2.3 Describe where sensory nerve endings are found and what they do. 2.4 Outline the path of nerve message from the skin to the brain. 2.5 Trace the paths of motor nerve messages from the brain to voluntary muscles. 2.6 Identify parts of the eye and tell what each part does. 2.7 Describe the iris reflex in terms of feedback. 2.8 Describe common diseases of the nervous system and their treatment. 2.9 Identify common examples of external and muscle-stretch reflex acts. 2.10 Describe the role that the brain plays in the autonomic 11nervous system. 2.11 Identify the main parts of the ear and describe the role of each part. 2.12 Describe how the senses of taste and smell work. Development Skills 2.25 Describe the roles of the cerebrum and cerebellum in sending motor nerve messages. 2.26 Explain how the brain controls the movement of the body parts. 2.27 Trace the nerve message pathway for muscle-stretch reflexes. 2.28 Trace the pathway of a nerve message through the autonomic nervous system. 2.29 Identify four main features of a neuron, and tell what each feature does. 2.30 Describe and compare the nervous systems of insects and other organisms. MUSCLES/BONES Basic Skills 3.1 Describe the primary functions of the skeletal system. 3.2 Give everyday analogies to the different types of joints. 3.3 Identify the major bones of the skeletal system. 3.4 Observe bone structure with the microscope. 3.5 Discuss the function of ligaments. 3.6 List and discuss the function of the three major kinds of muscles. 3.7 Differentiate between voluntary and involuntary muscles. 3.8 Discuss the function of tendons. 3.9 List common diseases and problems associated with the skeletal system. 3.10 List common diseases and problems associated with the muscular system. 12Developmental Skills 3.25 Describe the process of bone formation. 3.26 Dissect a chicken wing to relate bone-muscle function. 3.27 Describe the process of muscle contraction. CIRCULATORY SYSTEM Basic Skills 4.1 Name factors that may increase one's risk of having a heart attack. 4.2 Describe the functions of the red blood cells, white blood cells, plasma, and platelets. 4.3 Describe what happens in the body during a heart attack and stroke. 4.4 Name the symptoms of a heart attack or stroke. 4.5 Measure pulse rate. 4.6 Identify the normal pulse rates for children, teenagers, and adults. 4.6 Measure blood pressure. 4.7 Compare the blood pressure for persons of different ages. 4.8 Describe diseases of the circulatory system. 4.9 Identify the usual medical treatment of diseases of the circulatory system. 4.10 Label the parts of the heart and describe their functions. 4.11 Identify the parts and functions of the organs of the respiratory system. 4.12 Dissect sheep's heart to observe organization of a 4-chambered heart. Developmental Skills 4.25 Describe the functions of arteries, veins, and capillaries. 4.26 Observe and describe the structure of arteries, veins, and capillaries using the microscope and a prepared slide. 134.27 Describe first aid for a heart attack or stroke. 4.28 Define diastolic and systolic pressure and describe their causes. 4.29 Describe the process importance. of blood clotting and explain its RESPIRATORY SYSTEM Basic Skills 5.1 Trace the path of air from the nostrils to the alveoli. 5.2 Describe how air is cleaned and warmed in the breathing system. 5.3 Explain what causes air to enter and leave the lungs. 5.4 Measure lung capacity. 5.5 Compare lung capacity to body weight and active or sedentary life styles. 5.6 Describe common ailments of the respiratory system and their treatment. 5.7 Describe bodily signs which indicate a need for oxygen. 5.8 Dissect pig's lungs to observe the basic parts of the respiratory system. Developmental Skills 5.25 Define cellular respiration. 5.26 Explain how the breathing rate and feedback system is involuntary. 5.27 Describe how oxygen moves into the cells and carbon dioxide moves out. PHYSICAL FITNESS Basic Skills 6.1 Describe the field of Sports Medicine. 6.2 List activities and procedures Sports Medicine professionals would conduct. 6.3 Explain the effect that rest and exercise have on pulse rate 146.4 6.5 6.6 6.7 6.8 6.9 and blood pressure. List ways to improve cardiorespiratory fitness. Determine personal heart rate and identify ways to improve fitness. Experience and differentiate between aerobic and anaerobic activities. Design a short-term personal fitness plan. Describe appropriate first aid procedures for selected emergencies. List 10 ways to prevent accidents at home, school, and in recreational situations. 6.10 State 5 signs of a choking victim. 6.11 Explain and demonstrate the Heimlich manuever. 6.12 Measure and record oral temperature, pulse and breathing rate, and blood pressure. Developmental Skills 6.25 Perform cardiopulmonary resuscitation. (CPR) 6.26 Develop a long-term personal fitness plan. ENVIRONMENTAL HEALTH Basic Skills 7.1 Know the terms: environment, ecosystem, and pollution. 7.2 Understand man's influence on pollution by overcrowding. 7.3 Describe the causes and effects of air pollution. 7.4 List the four main causes of polluted water. 7.5 Describe the effects of water pollution on the ecosystem. 7.6 List five ways to be safe with household and garden chemicals. 7.7 Know how noise is measured. 7.8 Know the safe decibel range for human hearing. 7.9 Describe four methods of solid waste disposal. 157.10 Recognize that all chemical substances cause a change in one's body. 7.11 Describe the causes and possible consequences of the greenhouse effect. Developmental Skills 7.25 List the causes and effects of acid rain. 7.26 Describe the destruction of the ozone layer by chlorofluorocarbons. TECHNOLOGY IN MEDICINE Basic Skills 8.1 Discuss technological advances in medicine that affect the longivity and quality of life. HEALTH OCCUPATIONS Basic Skills 9.1 Name speciality fields in which we find physicians. 9.2 List places that nurses work other than the hospital. 9.3 Name health professionals found in a hospital setting and explain their function. 9.4 Explore health careers through specific laboratory activities. 9.5 Name major health career fields pertaining to systems being studies. 9.6 Participate in a Health Sciences Fair. Developmental Skills 9.25 State three things an EMT/paramedic might do on an emergency call. 9.26 Explore the training requirements for health sciences occupations. 9.27 Visit and report on local health care delivery systems. 16HEALTH SCIENCES IN THE PHYSICAL WORLD Ninth Grade BASIC INFORMATION/SKILLS Basic Skills 1.1 Identify basic medical instruments. 1.2 Define basic medical terms. 1.3 Identify anatomical positions, planes, (anterior, posterior, dorsal, ventral, transverse, frontal, proximal, distal. and directions lateral, medial superior, inferior). MICROBIOLOGY Basic Skills 2.1 Classify microorganisms. 2.2 Use aspetic techniques to culture microorganisms. 2.3 Stain microbes and observe with microscope. 2.4 Identify normal flora of humans. 2.5 Describe methods of controlling microbial growth. 2.6 List the methods of entry of bacteria in the human body. COMMUNICABLE DISEASES Basic Skills 3.1 Describe epidemiology and transmission of diseases. 3.2 Discuss methods of preventing the spread of communicable diseases. 3.3 Describe the body's defenses against disease. ENDOCRINE SYSTEM AND BIOCHEMISTRY Basic Skills 4.1 Describe the function of the endocrine system. 4.2 Describe natural phenomena that demonstrate periodicity (rhythms). 174.3 Collect personal physiological data to illustrate circadian rhythms. 4.4 Identify and discuss the 4 major groups of biological chemicals. 4.5 Describe what a catalyst is and what it does in a chemical reaction. 4.6 Test the effects of temperature, pH, and concentration on invertase. 4.8 Test common food materials for protein, glucose, lipid, and starch. Developmental Skills 4.25 Describe the process by which proteins are assembled in cells. IMMUNE SYSTEM Basic Skills 5.1 Describe the actions of the human immune system. 5.2 List the defense systems the body has to prevent microbes from entering. 5.3 Differentiate between acquired immunity and natural immunity. 5.4 Describe Acquired Immune Deficiency Syndrome. (AIDS) 5.5 Describe the problems the immune system causes with organ transplants and how these problems are overcome. FORENSIC MEDICINE Basic Skills 6.1 Describe tools and procedures used in forensic medicine. 6.2 Use chromotography to analyze a specimen. 6.3 Test common white powders to determine their identify. GENETICS Basic Skills 7.1 Identify Mendel's contributions to the field of genetics. 187.2 Describe the difference between a pure strain plant and a hybrid plant. 7.3 Identify dominant and recessive traits. 7.4 Explain how parents pass genes on to their offspring. 7.5 Identify two kinds of body cells in which mutations can be passed. 7.6 Name and describe the structure of the chemical molecule that makes up genes. Developmental Skills 7.25 Describe how selective breeding, inbreeding, and cross breeding are done. 7.26 Describe how DNA produces differences between species and individuals. 7.27 Describe how DNA duplicates itself. 7.28 Draw a family tree for a particular genetic trait found in your family. TECHNOLOGY IN MEDICINE Basic Skills 8.1 Discuss the technological advances in medicine and the effects on longivity and quality of life. Developmental Skills 8.25 Discuss the advances in genetic engineering and future implication these new techniques could have on society. PHYSICAL FITNESS Basic Skills 9.1 Identify and experience activities that enhance muscular endurance and strength. 9.2 Explain importance of flexibility and practice appropriate activities. 9.3 Describe the relationship of body fat to lean body mass. 9.4 Identify how body fat is measured. 199.5 9.6 Practice the skill of using skin-fold calipers. Recognize that decreasing calories and increasing exercise is the way to lose weight. Developmental Skills 9.25 Perform fitness maintain satisfactory scores. test and implement ways to improve and 9.26 Describe how to increase muscular size without the effects of steroids. 9.27 Adopt behaviors that promote total physical fitness. ENVIRONMENTAL HEALTH Basic Skills 10.1 Discuss the causes of chemical pollution. 10.2 Discuss three ways to lessen the problem of solid waste disposal. 10.3 State two reasons why solid waste disposal is such a major concern. 10.4 Discuss problems associated with the storage and disposal of toxic and chemical waste. Developmental Skills 10.25 List toxic chemicals and describe their effects on life forms. HEALTH OCCUPATIONS Basic Skills 11.1 Name major health career fields pertaining to systems being studied. 11.2 Give an example of an occupation related with major health career field. 11.3 Name specialty fields in which we find physicians. 11.4 List places that nurses work other than at hospitals. 11.5 Name health professionals outside a hospital setting and explain their job responsibilities. 2011.6 Explore the health careers through specific laboratory activities. 11.7 Explore training requirements for health sciences occupations. 11.8 Participate in a Health Sciences Fair. Developmental Skills 11.25 Visit and report on local health care delivery system. 11.26 Research and report on one health sciences speciality field. 21HEALTH SCIENCES SEMINAR Seventh, Eighth, Ninth Grade GT/Enriched Full Year Basic Skills 1.1 Compile and report on news releases related to the health sciences from news reports, newspapers, and news magazines. 1.2 Research a health sciences topic, develop a report, and present the report to the class orally. 1.3 Investigate a problem related the health sciences and present this information at the Health Fair. 1.4 Debate, in groups, a science and society issue related to health. 1.5 Contact a volunteer health agency, find out about their materials and programs and present these findings to the class. 1.6 Volunteer in the community in the area of health sciences. 1.7 Shadow a health sciences professional and report to the class. Developmental Skills 1.25 Contact and arrange to have a health sciences professional speak to the class. 1.26 Present a skit depicting a major advance in the history of medicine. 1.27 Contribute, proper nutrition. to a class cookbook, recipes which illustrate 1.28 Plan, with the help of teacher, a substance abuse awareness week. 1.29 Investigate a career in health sciences, identify cost, advantages and disadvantages of this career. 1.30 Plan, with the help of the teachers, an environmental project for the school. 22TECHNICAL WRITING Ninth Grade Semester Basic Skills 1.1 Define technical writing and its various elements and forms. 1.2 Understand the need for and the importance of good, effective writing skills in technological fields. 1.3 Discover that effective writing is a skill that can be learned. 1.4 Recognize that all writing, including technical writing, is a process. 1.5 Master each of the stages of the writing process. 1.6 Discover the need for accurate, precise information in problem solving. 1.7 Become actively involved in the steps of problem solving. 1.8 Develop an organizational plan which most effectively presents statistical data. 1.9 Complete an initial draft of a technical report. 1.10 Understand that content revision and editing are two separate stages in the writing process. 1.11 Recognize and revise a technical report. 1.12 Edit a technical report. 1.13 Conduct an investigation that involves collection of data. 1.14 Write concise, effective technical reports. Developmental Skills 1.25 Critique the technical reports of other students. 1.26 Present a technical report orally to the class. 1.27 Evaluate technical reports written in magazines or journals. 23MEDICAL ILLUSTRATION Ninth Grade Semester Basic SkiJ.ls 1.1 Understand concepts of radial symmetry, bilateral symmetry, and asymmetry in relation to anatomy and cytology. 1.2 Identify the fundamental planes of reference and terms of direction related to anatomy. 1.3 Draw cytologic and anatomical cross section. 1.4 Identify and describe the levels of structural organization in living things. 1.5 Enlarge or II blow-up II slides or photographs. details of cytological and anatomical 1.6 Understand prodecures of microscopy. 1.7 Apply microscopical skills to estimate the size of objects under the microscope. 1.8 Give perspective to 2-dimensional photographs, slides or drawing. 1.9 Apply principles of alignment to drawings of the human body and its structures. 2.0 Use 35mm photography, microscopy, and videography in medical illustrations. 2.1 Locate and name the structures in the body systems and plant and animal cells. 2.2 Investigate and model the relationship of function in body structures. structure to Developmental Skills 1.25 Research a particular body structure and complete a series of illustrations of different parts of the structure shown in different magnifications. 242.) Science Laboratories Existing science rooms at Henderson will be equipped as laboratories. The laboratory equipment and furniture will enable students to better conduct hands-on" science 3.) 4.) science include nucleus tl curriculum guide investigations. The revised hands-on of It the for grades 7-9 will activities that will form the laboratory science program. Teachers will select additional investigations to strengthen the science program. Major furniture and equipment which will be purchased for Henderson are lab tables for all seven (7) science rooms, microscopes, computers, video microscopy system, mobile grow carts, human skeleton. and incubator. Additional materials and supplies will support the approach. Field Trips/Guest Speakers The health sciences specialist will science hands-on" coordinate field trips and guest speakers to correlate with the content at each grade level. Field trips to health care providers (hospitals, doctors' offices, health sciences educational institutions) and guest speakers from the same can add career perspective to the curriculum. a personal and Health Fair The health sciences specialist will coordinate the planning and implementation of a Health care providers, fitness health clubs, fair. and educational institutions will be invited to set up and man booths that contain information and n hands-on II Students will present activities related to health sciences. II science-fair" type research projects on some topic from the health sciences. The third requirement of the February 11 court order is to describe the selection criteria for participating students, teachers, and other staff. In regard to student selection, all attendance zone students interested in participating in the health sciences program must submit a magnet application. The magnet application will be used as means of identifying attendance zone students who also wish to participate in the magnet program. Students who live outside of Henderson's attendance zone must complete Optional Enrollment Request Form. an selection applicants. process will be used If necessary. a random for non-attendance zone Interdistrict students will be required to complete an M-M application and an Optional Enrollment Request 25The Form. All applications will be considered on the basis of desegregation requirements, select students. No other criteria will be used to A special meeting will be held during the second semester of each year to familiarize new students, graders, and existing students with the health incoming seventh sciences program. each year. Applications will be processed during the spring of The spring application period will give the building staff adequate time to identify needs and prepare class schedules for the upcoming year. The Little Rock School District Student Assignment Office will be responsible for assigning students to the health sciences program. It is extremely important that all staff members are fully aware of and committed to the goals. requirements of the magnet program. objectives, and To ensure that the expectations are clearly understood, each staff member will meet individually with the building principal to discuss his/her commitment to the magnet program. Each staff member will be allowed to transfer to another school if he/she is not committed to the goals, objectives, and requirements of the magnet program. All transfers will be in accordance with the Professional Negotiations Agreement, place prior to April 23, 1992. These meetings will take As vacancies occur in the future, the interview process will be used to ascertain each candidate's commitment to the goals. objectives, and requirements of the magnet program. process will apply to all certified positions. racial balance requirements. The health non-certified as well as This all Efforts will be made to ensure that the of the staff sciences complies program will have with desegregation a health sciences specialist who will coordinate the program and have part-time teaching responsibilities (one or two periods per day) . addition. In science teachers will be utilized to teach the health sciences curriculum for grades 7,8, and 9. To ensure program success, a job description has been developed for the positions of health sciences specialist and health sciences teacher (Appendix A) . Applicants will be interviewed by a committee composed of the principal, supervisor of science, other central office administrators, teachers at Henderson, parents, community. and representatives from the health sciences The health sciences personnel will be hired in - time for staff development and curriculum development during June-July, 1992. fourth requirement of the February 11 court order is to identify the number of students targeted for participation by grade level and the name and/or title and role of teachers and other 26staff who will be involved in (a) planning, (b) delivering, and (c) supervising the program. One health sciences course per grade level will be required at grades 7-9. Today's World At the seventh grade level, "Health Sciences in II will be offered. "Health Sciences in the Universe II At the eight grade level, will be offered. Ninth grade students will be able to take tl Health Sciences in the Physical World. It The elective courses are It Health Sciences Seminar (GT/Enriched), Illustration". II II Technical Writing, It and II Medical During the 1992-93 school year, at least two sections of the Health Sciences series (Today's World, Universe, and Physical World) will be offered at each grade level. This will allow at least 50 students at each grade level to participate in the Health Sciences program. Course demand will be carefully monitored for the sake of adjusting the number of sections offered in the future. The name and/or title of teachers and other staff who will be involved in program activities are as follows: 1. Planning the program Supervisor of Science - overall coordination of program planning. a. b. Planning/Advisory Committee -(principal, five teachers. Coordinator of Health, parents, and representatives from the health sciences community) The committee planned courses and programs to be offered
identified equipment and supplies needed to implement the program
and will explain program to parents and interested students. c. Health Sciences Specialist and Health Sciences Teachers - will develop strategies and activities to support the curriculum. 2. Delivering the program a. Health Science Specialist - will coordinate the delivery of the overall program and will be specificially responsible for special activities such as guest speakers, field trips, and the health fair
will teach one or two classes per day. b. Health Science Teachers -will teach a health sciences magnet course in addition to his/her science assignment. c. regular All teachers - will correlate, when feasible. curriculum activities to the health 273. sciences program. d. Health Science Community will be asked to support the program through field trips, guest speakers, and health fair exhibits. Supervising the Program a. Principal and Health Science Specialist - daily supervision of program
will monitor program on daily basis to make sure that program goals and objective are being met. b. Supervisor of Science - overall supervision of program
will monitor program on a regular basis to make sure program goals are being met. The fifth requirement of the February 11 court order is to address program implementation and intermediary "critical events. tl completion timelines, including Program Timelines Program Activity Completion Date Identify personnel with planning responsibilities November 20, 1991 Form a planning committee November 25, 1991 Identify courses and program components December 4, 1991 Develop Course Content Guides for curriculum March 2, 1992 Develop Job Descriptions for Health Sciences Staff March 2, 1992 Announce Health Sciences Job positions March 20, 1992 Develop and Distribute Informational Brochure May 1, 1992 Develop and advertise bids for equipment and furniture March 20, 1992 Interview candidates for health sciences coordinator and April 10, 1992 28teacher positions Hire individuals for the health sciences positions April 23, 1992 Hold pre-summer curriculum planning meeting May 15, 1992 Award bids to vendors for equipment and furniture May 15, 1992 First student registration period May 15, 1992 Second student registration period June 1, 1992- August 31, 1992 Revise budget July 1, 1992 Issue purchase orders for equipment and furniture July 1, 1992 Identify and order needed materials, supplies, textbooks, and resource books. July 1, 1992 Develop activities and strateties to support curriculum objectives (during summer) July 17, 1992 Collaborate with health care institutions July 17, 1992 Training for health sciences specialist and health sciences teachers August 1, 1992 Issue contract and add electrical outlets to science rooms August 1, 1992 Plan/hold student and parent orientation August 7, 1992 Open School August 31, 1992 The sixth requirement of the February 11 court is the identification of all necessary resources, including equipment. materials, and personnel. and anticipated complete budget projection by year. with cost, both including start-up I L_a and maintenance costs, and identification of those costs to be debited to a "desegregation budget. tl 29Science Laboratories Existing science rooms at Henderson will be equipped as laboratories. enable students The laboratory equipment and furniture will to better conduct II hands-on II science investigations. grades 7-9 will include The revised science curriculum guide for "hands-on It activities that will form the nucleus of the laboratory science program. Teachers will select additional investigations to strengthen the science program. Major furniture and equipment which will be purchased for Henderson are lab tables for all seven (7) science rooms, microscopes, computers, video microscopy system, mobile grow carts, human skeleton, and incubator. materials and supplies will support the II Additional science hands-on" approach. PROJECTED BUDGET FOR HENDERSON HEALTH SCIENCES MAGNET SCHOOL Startup Furniture Equip all 7 science rooms with lab tables and chairs 98 tables @ $275= 200 chairs @ $10.62 = $26,950.00 2,124.00 Folding Tables (For projects, aquaria, etc.) 21 e $62.00 1,302.00 File Cabinets (1 per room + coordinator) 8 @ $132.00 = 1,056.00 Mobile Microscope Cabinet 665.00 $32,097.00 Facilities Add electrical outlets to 3 rooms @ $400 per room = $1,200.00 Supplies ETR and Assoicates or other Modules 12 Health Activities Project Supply Kits 3 Aquaria (30 gallon) @ $200.00 ea 3 Large animal cages @ $114.00 ea 3 Vivariums @ $97.20 3 Small Hamster Cages @ $ 108.10 Dissection Specimen Prepared Microscope Slides Glassware Chemicals Miscellaneous Supplies $2,700.00 3,560.00 600.00 342.00 291.00 324.30 295.00 750.00 500.00 500.00 2,000.00 $11,863.00 30A/V and Computer Equipment and Materials IBM Computer System 7 0 $1,200.00 $8,400.00 Camcorder Laser Disc Player TV Monitor A/V Carts 1 @ $1,000.00 1 e $ 2 0$ 2 0$ 800.00 400.00 150.00 Video Microscopy System 1 @ $1,895.00 Health Science Video Discs $6,500.00 1,000.00 800.00 800.00 300.00 1,895.00 6,500.00 $11,295.00 Science Equipment Microscope 20 @ $175.00 Binocular Medical Grade Microscopes 2 0 $1,000.00 $3,500.00 Microprojector Mobile Grow Carts Incubator/Oven Human Skeleton 1 0 4 0 1 0 1 0 500.00 535.00 419.00 750.00 Set of 4 Functional Joints 1 6 $299.95 Heart Model 1 e (2 times normal size) $272.00 $ 2,000.00 500.00 2,140.00 419.00 750.00 299.95 272.00 Cram Thin Man Body Systems Chart 1 e 1 e $315.00 $300.00 Automatic Egg Incubator 1 0 $231.00 Miscellaneous Equipment 315.00 300.00 231.00 2,000.00 $12,726.95 Textbook and Supplementary Books Encyclopedia of Psychoactive Drugs Medical Dictionaries Van Nostrand's Scientific Encyclopedia Class-sets of Health-type textbooks 3 X 30 0 25.00 Supplementary Library Books $ 448.75 100.00 214.50 Staff Training Curriculum training 6 weeks this summer for curriculum development 5 X 30 days X $97.50 Computer Simulation Mini-course 2,250.00 2,000.00 $5,013.25 $14,602.50 5 @ $15.00 $75.00 75.00 Pay tuition and expenses to attend UCA THTM teacher training 5 X $300.00 All teachers return to school 1 day early 70 teachers X $97.35 1,500.00 6,814.50 $22,992.00 31Transportation for Field Trips Bus trips 12 X 100.00 $1,200.00 Publicity $6,000.00 Personnel $318,000.00* $419,987.20 Note: Approximately $20,000 of Staff Training will be paid from a grant. All other costs will be debited to the desegregation budget. *(This amount may change depending on scheduling needs.) Maintenance Cost During subsequent years, the following funds will be needed to maintain the program (exclusive of personnel): Supplies Equipment Transportation Textbook and supplemental books $6,000.00 2,000.00 1,200.00 1,000.00 $10,200.00 The seventh requirement of the February 11 court order is the itemization of any necessary teacher training (preparatory and ongoing) by date, subject, participant group, and provider/trainer. Teacher Training 1. Subject: Date: Health Activities Project (HAP) Course 8 hours training 2 days to be determined, June, 1992 Participant Group: Health Science Specialist Health Sciences Teachers 2. Provider: UALR, Dr. Mel Fuller Subject: Date: Technical Writing 1 Day in July Participant Group: Technical Writing Teacher Health Sciences Specialist Health Sciences Teachers Provider: Beth Greenway, Parkview High School 323. Subject: Date: Overview of Health Sciences Program Participant: 1 Day in August prior to pre-school week Henderson Certified Staff 4 . 5 . 6. Provider: Subject: Date: Health Sciences Specialist, Health Sciences Teachers, Principal, Supervisor of Science. Teenage Health Teaching Modules (THTM) Summer of 1992 Participant Group: Providers: Subject: Date: Health Sciences Specialist Health Sciences Teachers UCA, Dr. Arvil Burk Partners in Science Various Short Courses are Offered: (July 7,8,9,14,15,16/1992) Heart AIDS Adolescent Sexuality and Reproduction Eye Placenta and Early Embryology Cell Division and Cancer Chemotherapy (July 21-23, 1992) Stimulating Science Interest Through Computer Simulations (Three day Short Course) Summer, 1992 Participant Group: Health Sciences Specialist Health Sciences Teachers Provider: UAMS, Dr. Robert Burns (Note - Staff will pick and choose various short courses.) Subject: Date: Varied Topics Related to Health Sciences (Short Seminars) Ongoing Partcipant Group: Selected Faculty and Staff based on observed need Provider: Health Sciences Professional from Collaborating Institution (Note - short, special interest topics will be presented at Advisory Committee meetings after school) The eighth requirement of the February 11 court order is to provide formative and summative evaluation criteria and timelines. Evaluation Criteria Formative 1. I Objectives will be entered into the Abacus system. Teacher made test items will be developed and correlated with objectives during 1992-93. A record of student mastery of objectives will be maintained by Abacus. (Note - this process will be used on a 332. 3. preliminary basis during 1992-93, but will be developed and fully implemented during 1993-94.) Feedback from tests will be used to modify/adjust the appropriate program component. Formative evaluation of the program will be accomplished through monitoring by the principal. supervisor coordinator. of science, and the health sciences Program monitoring by the LRSD Planning, Research, and Evaluation Department will include health sciences components and will be expanded from twice a year to quarterly visits during the first year of implementation. After.that, the monitoring by the Planning, Research, and Evaluation Department will revert back to the regular monitoring schedule. Use of Formative Evaluation Formative evaluation will be used to make program adjustments to improve the day to day effectiveness of the health sciences program. Summative 1. A survey of parents, students, and teachers will be 2. 3. given by the Planning, Research, and Evaluation Department to evaluate the level of satisfaction with program components. Criterion-referenced tests for health sciences objectives will be developed during 1992-93, field- tested during 1993-94, and used for summative evaluation during 1994-95. The principal's annual report will include summative evaluation data such as standardized test results. Arkansas racial Minimum Performance composition of the test student results, the discipline reports, and attendance reports. population. Such data, when compared to previous years, will be a component of summative program evaluation. Use of Summative Evaluation Summative evaluation will be used to make program adjustments from one year to the These adjustments will improve success of the health sciences program. the long major next. range 34The ninth requirement of the February 11 court order is the the program's anticipated impact on school capacity and facilities (space designation and use) , the projected impact on school enrollment, and a description of any changes to the building or grounds which may be anticipated in support of the program. The only permanent changes in the building related specifically to the health sciences electrical outlets to the science rooms. program is to add There will be no changes to the building that will impact school capacity or negatively impact enrollment. The tenth requirement of the February 11 court order is the specific identification of how organizations will be involved in community individuals and all development, marketing, support. student/staff aspects recruitment. of program and ongoing In reference to student recruitment, a recruitment committee, members, ] consisting of the established. parents, building principal, staff and community representatives, will be The recruitment committee will be responsible for developing, implementing, and overseeing all recruitment activities. This includes providing training to other individuals involved in recruitment activities. The Little Rock School District Student Assignment Office will provide technical assistance to the recruitment committee. The student Assignment Office will assist the recruitment committee in disseminating school brochures and public service announcements, conducting mass mailouts, and making contact with private school and interdistrict parents. Special emphasis will be placed on using parents to recruit other parents to the school. In particular, existing parents will be used to recruit private school and interdistrict parents. Professionals from the health sciences community will serve on the planning/advisory committee. The planning/advisory committee will: (a) review the technical curriculum to ensure its currency science
and relevance to the field of health (b) develop and participate in mentorship opportunities which provide career-related role models and personal contacts in the field of training
and (c) offer insights to volunteer opportunities for students on the junior high level. The Health Sciences Specialist will solicit collaboration between the school and health care institutions. 35Collaboration will be sought in such areas as field trips, guest speakers, health fairs, staff development and shadowing experiences for students. Contact has been made with health professionals at Arkansas Children's Hospital, Baptist Medical Center, CARTI, Arkansas Cancer Research Center, and St. Vincent's Infirmary. Parent representation on the interview team for Health Sciences Specialist and Health Sciences Teachers will be provided. 36APPENDIX A JOB DESCRIPTIONS Health School) Sciences Specialist (Henderson Health Sciences Magnet Qualifications: Secondary Health or Secondary General Science or Biology Certification Responsibilities: Participate in training this summer to implement the curriculum next fall. Coordinate curriculum development this summer. Be the liaison between health care institutions, health care professionals, and the school. Monitor program implementation. Teach one or two classes related to the Health Sciences curriculum. Arrange guest speakers. Coordinate field trips with curriculum. Evaluate the program on an on-going basis. Liaison between the other core programs and the new health sciences program. Coordinate and arrange the Health Sciences Fair. Arrange shadowing opportunities for the students in the Health Sciences Seminar class. Advise students doing Health Sciences Fair projects. Health Sciences Teacher (Henderson Health Sciences Magnet School) Qualifications: Secondary Health or Secondary General Science or Biology Certification 37Responsibilities: Be willing to recieve training on an on-going basis to keep abreast of education. current trends in health sciences Participate in training this summer to implement the curriculum next fall. Be willing to teach one or more classes of the newly implemented health sciences courses in addition to t
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.