Proposed desegregation plan, site selection committee, news clippings
I LITTLE ROCK SCHOOL DISTRICT I I PROPOSED DESEGREGATION PLAN October 3,1988 n I Iobviate the need for compensatory and remedial programs in the higher grades. LRSD proposes that Gibbs Magnet be reorganized as a K-3 school and Rightsell Elementary (approximately four blocks from Gibbs) serve as the 4-6 international studies magnet. Also, Dunbar Junior High School J C " ] (approximately two blocks from Rightsell and adjoining the Gibbs campus) will have a school within a school for international studies. The use of Gibbs/Rightsell as feeders for Dunbar will provide continuity for the ] international studies theme. The uses described above for Washington, Mitchell, Rockefeller, Ish and Rightsell may change if those I schools are needed to house enhanced schools. C. 1990-91 I I The recommendations in this section are based on current demographics and geography which identify a need for new construction. It is proposed that the District relocate I ( ] Stephens Elementary due west of and adjoining Capitol Hill Complex. the The new Stephens will house pre- kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will have a capacity of 600 students and serve as an interdistrict magnet. The magnet theme will be based on the results of the tri-district survey. In addition to being located on the 1-630 corridor, the new Stephens Iwill be easily accessible to downtown office workers, state department employees and University Medical Center personnel. J The site for the new Stephens Elementary is approxi- mately one-half mile from Woodruff. i Woodruff has a capacity of 245 students and is situated in neigh- a 9 C - 9 borhood that has no real potential for white growth. I 9 9 9 9 0 9 Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC). There is no need to continue to use Woodruff as a school after the opening of the new Stephens School. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area bounded by 1-630, Chester Street, 7th Street and Center Street, In addition to being an interdistrict magnet. the big attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as natural magnet for individuals a 9 who work within governmental and business Little Rock. centers of III. Assignment Plan 3 The Little Rock School District proposes to use attendance zones for al*l of the non-magnet, non-enhancement schools. The zones will provide a feeder pattern for elementary Stu- 1 13JOM S94OOS Jtapuafi Aq paqjodaj: qou aasaqi AjoBaqeo aoej u-I^U^Oh sqq ux squapnqs xYb jo jejoj, OOT OOT OOT wr passed :iuaoaad 0 0 T T 0 0 T * T passed 'ON saavwaa aawio passed ^tuaoaad 0 0 0 0 pSSSGJ ON ^a4VW WUO OOT OOT OOT TOT passed 4uaojad T 0 T 0 0 T T 0 passed OM saavwaa aiiHM OOT OOT TCT passed 4uaoaad T 0 0 T 0 0 0 T passed 'ON saavw auLiHM S8 8S tV Si Si 9S passed :}uaojad QZ L iT ST passed "ON saavwaj xavaa 6 S 9S 98 Si iS Ti Oi passed 4Uaojad ZT ST I? OT VT possvd 'ON saavw Hovaa 9 E8 Ti 9S 6 Ti Vi 9S passed ^Tuaojad TT iT 6Z SE VZ VE OT 8T OT iT 5Z SE sz OT 8T passed "ON P94S9J, Oli sj^Naanis qqv T66T 066T 686T S3IiLVW3HJVW 886T T66T 066T 686T 3NIQV3U 886T AaviNSwaoa SNanaais :aoonDS L2 9 E aavao AHVHwns aoonos avnaiAiaNi T6-066T snnsaa isai, aoNvwaoaaad wnwiNiw svsnvhuv i.3iai.sia aooHos aooa aaiinSCHOOL: STEPHENS ELEMENTARY 1988 I 1969 READING 1990 t 1991 1988 ALL STUDENTS No. Tested No. Passed 25 21 35 28 24 18 16 15 25 18 Percent Passed____ 84 80 75 94 72 SLACK HALES No. Passed 6 16 9 5 6 percK.nt Passed BLACK FEMALES No. Passed Percent Passed I WHITE MALES Passed I Ko. Percent Passed WHITE FEMALES No. Passed Percent Passed OTHER HALES No. Passed Percent Passed OTHER FEMALES No. Passed percent_passed 86 9 75 4 100 1 100 * 1 100 73 11 92 0 0 * 1 100 69 9 82 0 0 0 0 100 6 86 1 100 0 * 3 100 u 86 6 50 4 100 1 100 * 1 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 MATHEI-IATICS 1989 35 26 74 16 73 9 75 0 0 * 1 100 1990 24 19 79 11 85 8 73 0 0 0 0 1991 16 15 94 5 100 6 86 1 100 0 * 3 100 1988 25 11 44 4 57 3 25 LANGUAGE ARTS 1989 35 19 54 9 41 9 75 1990 24 13 54 7 54 6 55 1991 16 11 69 5 100 4 57 1988 25 9 36 3 43 1 8 SCIENCE 1989 35 10 29 7 32 2 17 1990 24 11 46 7 54 4 36 1991 16 11 69 5 100 A 57 1988 25 6 24 0 SOCIAL STUDIES 19B9 35 21 60 14 _61_ 19 9 0 24 14 58 8 .6^ 199 1 16 14 5 100 0 6 6 6 50 55 3 0 0 0 4 0 0 0 4 0 0 75 0 0 0 0 1 100 * 1 100 0 lOQ ion. 0 0 0 0 0 0 1 0 0 100 0 * 2 67 1 I ii 0 0 I I * 1 1 0 A- 2 * 1 * 1 0 * 3 100 100 67 100 100 J 100 I Total o all students in the "Other" race category. These scores were not reported by gender.~ k Ml -tA < U U 4S *:i dIUM. 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 621 I SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I Percentile Sunmary N X N X N X N N X N X N 50 26 01 75 49 25 4 4 1 7 25 X 25X 6X 44X 7 5 3 L 44X 31X 1 9X 6X 5 3 4 4 31X 19X 25X 25X 5 3 5 3 31X 19X 31 X 19X 2 1 4 3 13X 44X 25X 1 9X 4 3 5 4 25X 19X 31X 25X 5 3 5 3 Nuabe Mean NatU.NCE 1 6 -48^ 16 1 6 51.0 1 6 52.9 1 6 48..t__ 16 46.8 1 6 52.6 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES Percentile Sumaary N X N X N X N X N X N X 50 26 01 r, 75 49 25 0 0 9 - -7 ox ox 56X - 44 X 5 7 2 31X 44X 13X ____g____ijx_____ -0 4 5 _ 7 _ OX 25X 31X 44X 0 4 6 6 OX 25X 38X 38X 5 5 0 6 31X 31 X OX 38X 5 3 5 3 31X 1 9X 31X 19X NuBbe Tested Mean Nat * 1 NCE 1 6 34.5 1 6 58.5 1 6 37.4 1 6 41 . 8 1 6 51 .5 1 6 50.1 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES Percent lie Summary N X N X N X N X N X N X ____.76 - 99__ 50 26 Qt 75 49 4 4 1 0 13X 13X 31X 12- 12 5 -14 -._ 44X - .3flX 3ex 1 6X _ 3____9X ..5___IfeX______ 7 9 1 1 22X 28X 34X 5 1 1 1 9 16X 2 ex 34X esx 7 1 2 4 9 22X 38X 13X 28X 9 6 1 0 7 esx 1 9X 31 X eex Number Tested Meaa_N<til,NCE 32 41.7 32 59_u6._. 32 J4.._ 32 47.4 32 49.8 32 49.5 31X 19X 31 X 1 37. e '^1 a COMPLETE BATTERY I-! N 0 4 6 6 1 6 41 . 7 X OX 25X 38X -'3 0 * ! 3 COMPLETE BATTERY 0 N X 5 7 1 1 9 1 6X 22X 34X 28X J 9 {-I 32 47.2 p.1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 623 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 2 3 WHITE FEMALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL WHITE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE BLACK FEMALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE 1: TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BAS 1C BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY . N X' N N X N Z 0 1 0 0 ' OX 1 OOX OX OX 10 00 1 OOX OX OX OX 0 1 0 0 OX 1 OOX OX OX 1 o' 0 0 100X ox ox ox 1 b 0 0 10OX OX OX ox 0 1 0 0 OX 1 OOX ox OX 1 0 0 ox ox ox 56.4 lLLT 1 1 86.9 57.0 1 1 67.7 72.8 1 1 54.2 68.5 TOTAL ' READING TOTAL...... MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X" N" X N X 0 1 ox 100X > 0 ox 0 ox 1 0 0 0 100X OX OX OX 0 ox 1 1 oox 0 0 OX ox 1 100X 0 ox 0 0 OX ox 1 1 oox 0 ' ox 0 0 ox OX 0 0 0 OX 100X ox ox 1 0 0 0 1 OOX OX OX OX 1 56.4 j
1 1 1 86.9 57.0 67.7 1 1 72.8 54.2 1 68.5 TOTAL READING TOTAL - MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL ' STUDIES COMPLETE BATTERY N X N : X N X N X' N N X N 2354 14X 21X 36X 29X 6 ,fe 4QX. b.. 5 31 33X 2 OX 7X A 7 3 2 20X 47X 20X 13X 3542 ^X 36X 29X 14X 2 4 3 6 23X 27 X 20X 4 OX 3 31 8 20X '2OX 17, 53X 2552 '36X 36X 14X 14 43. 1 15 62.2 15 52.7 14 49.5 1 5 46.8 15 45.3 1 4 48.9 JLd Itt ' 30 fl 29 2ft 19 Jit. 21 2^ a fl ftft, a 1 I .1 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: i^ir! STEPHENS INCENTIVE SCHOOL 2 3 ?:iJ

:ii ALL STUDENTS TOTAL READING Percentile Sumeary TL 50 26 01 75 49 25 Nunber Tested ___neaii-MatJ-L-KCI N X tt I 1991 < MAT-6 Distribution TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY N X N X N r SCIENCE X N X ttJ6481 M6BYSC SOCIAL STUDIES N X 10/07/91 PAGE 625 COMPLETE BATTERY N X 3 i' e to ^1 * t ' * I - _j4- 6 1 1 4 14% 24X 44% A4X J.3 1 0 3 48X 37% 1 IX , 4Z 5_ 14 6 2 19X 52X 22X 7X ___6^.._.?45:____ 12 5 2 48X 2 OX ex 4 10 7 6 15X 37% ae-/. 22X 3 9 3 12 1 IX 33X 1 IX 44X 5 12 6 2 _20X 48X 24X 8X 16 It 25 ____45..6. 27 .46^3 27 54.0 25 5-2.12 27 ___50,4__, 27 - 45,5_ 25 51 .4 10 ti 21 ?.9 27 2 30 31 I : ' I J .'t . { :'e 33 I i 42' ir' bli } I
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- J?1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 627 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 3 BLACK MALE TOTAL READING TOTAL MATHEMATICS j TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percontll* Sunaary - N X u. N N X N X N X X N X * iT lO 76 50 26 01 99 75 49 25 A 1 2 5 ox 13X 25X 63X 3 . .38X 3 1 38X 13X 3 2 0 3 38X esx ox 38X 1 2 3 2 13X 25X 38X 25X 0 2 2 4 OX 25 X 25X 50X 0 2 3 3 OX 25X 38X 38X 1 o' 4 3 13Z OX SOX 38X t
IB Nunber Tested : Mtan_NtJ.LJiCt 8 A h-? 8 49.6 8 ___47..e_._ 8 40^6 8 __^.37..4 8 36.9 8 38.7 ALL BLACK ' I 'r-- 20 21 22 23 /jib Un Percentile Suaaary -TOTAL 1! READING > i' hi N X ___7$ .r_99. 50 26 75 49 Qi_r_25 Nunber Tested Mean Nat'I NCE e 13X TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY 28 27 N X N N X N N X N 30 1 ....... 53X-'^TifeyBg ____ J In4 2 20X 40X 27X 2131 6 4 0 5 40X 27X OX 33X 3 4 4 4 20X 27X 27X 27X 1 5 2 7 7X 33X 13X 47X 2 4 4 5 13X 27X Z7/, 33X 3 2 4 6 20X 13X 27X 40X 15 ls.9 33 34 3B Jfi. J is ' in-nag^ irtffl Mt p ) I > J 15 54.6 15 46.6 15 40.7 15 42.9 15 44.5 401 i-4. JI 1'1 Miife M'l,
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. * i '7* 16 _____Wan Naf 1 NCE "l^t jV: 38.3 16 51.6 16 ___54.1____ I 6 . 6. _ 4.14.
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- . -. 72 73 zy ^7s.^ '< n'*- 4^' .at1 LITTLE ROCK SCHOOL DISTRICT SCHOOL:" STEPHENS INCENTIVE SCHOOL' GRADE: 4 UHITE FEMALE TOTAL READING Percentile Summary N X ^OiMLL 1 991 TOTAL MATHEMATICS N X MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 629 COMPLETE BATTERY N ' X N X N X X N X 76 5 0 26 01 99 75 49 25 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 '1 0 0 ox 1 d'dx OX ox 0 1 0 0 0^ 1 OOX OX OX 1 0 0 0 1 oox "OX ox OX 0 1 0 0 ox 1 oox ox ox 0 1 Q 0 ox iodx ox ox Number Tested Mean Nat * 1 NCE 1 1 1 1 1 1 1 61 . 0 63.5 52.1 61 . 0 82.7 59.9 64.2 UHITE MALE TOTAL READING TOTAL MATHEMATICS TOTAL ' LANGUAGE BASIC " BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X 'N' X N X N X 76 50 26 01 99 75 49 25 0 ox < 0 dx 1 0 1 oox ox 0 ox o' dx 0 ox 0 ox 0 ox 0 i i*ddx ' 0 ox * 'f idox a ' 1 0 100X ox 0 0 OX OX 1 0 1 oox ox 0 0 OX OX 1 0 OX ox 1 oox ox 0 0 1 0 OX ox 1 oox ox Number Tested Mean Nat*1 NCE 1 1 1 1 1 1 1 ALL UHITE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested . Mean Nat * 1 NCE 47.9 43.0 52.1 47.4 50.0 48.4 47.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N x" N X N X N' X N X 0 1 1 0 OX BOX BOX OX 0 r f. 1 1 0 SOX BOX ox 0 2 0 0 OX 1 OOX OX OX 0 1 1 0 OX BOX BOX OX 1 1 0 0 BOX BOX OX OX 0 f 1 0 ox 5 ox BOX OX 0 1 1 0 ox BOX BOX OX 2 54,5 2 53.3
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2 B2.1 s 54.2 s 66.4 2 54.2 2 56.1 1 . r.'i
i :t bl'. I J 3 s o 9 1 19 19 10 ?0 21 32 23 e 29 2 ( 20 90 31 33 34 39 2>. 36 4 5(1) 61 6 6&i 67| ' 6ei 63l 941 6^ Oft' 70' I 741 s 4- J r-' vi '^51 ? V '...A-A. w. I I I 0^' I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 1 1 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentll* Sunnary 7t - 99 50 26 _0i 75 49 Nuaber Tested ___ Mean NaVLLJiCE. BLACK MALE Percantila Suaaary 76 50 26 99 75 49 01 - g Number Tested Mean Nat'I NCE all I----- I 'i 1 I N X N X N X N X N X N X N BLACK 0 ox 2 7 1 0 1 IX 37X 53X 5 8 5 5X 26X 42X 26X X 6 5 7 5X 32X 26X 37X 0. e 4 3 OX 32X 21X 47X 0 5^ 59 OX 26X 26X 47X 0 5 e 8 -OX 26X 32X 42X 0 4' 1 Q 19 34.7 r 19 JJl if i.a. i 1 9 41.0 H 19 .31x5- 19 34.0 19 34_,3 1 9 36.0 TOTAL READING N X 0 OX 3 t9X 25X 56X I TOTAL MATHEMATICS -g^iTOTAL 'V language BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N N X N 1 6 35.5 TOTAL READING Percentile Suaaary : 50 26 _01 75 49 es. Nuaber Tested < Mean Nat * 1 NCE, N X 5 1 1 0_____ QX. 14X 31 X .>|9 B4X^ -35 <4"
35.1jg - 4 5 3A 25X 31X 1 9X _2 i 4 Mu' 5 5 13X 25X 31X 31X 0466 OX 25X 38X 3dX 1 4 Q 3 6X 25X SOX 19X 14 4 6X 25X 25X 7 44X 1 3 7 5 1 6 48.0 1 6 39.6 1 6 39.0 1 6 42.0 1 6 39.3 1 6 39.1 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N 1 0 1 1 _1 29X 3tX 26X _-3- 1 0 1 0 12 _9X 29X 29X 34X . 0 i 0 1 0 15 _ OX 29X 29X 43X 19 13 12 3X 26 X 37X 34X ___1_____ 3X 9 1 0 15 26X 29X 43X 17 1 4 13 35 44.8 di-" i 35 35 .3Ba.9 35 ._37u7.__. 35 ____ 36_.4 35 37.4 t . .} . .r- V* y- :T if ex 19X 44X 31 X 3X EOX 40X 37X OX 21 X 37X 42X PAGE 630 X X I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING 1991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #16481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 631 COMPLETE BATTERY Prc#ntll Suamary 16 50 26 01_ 55_ 75 49. 25 N X N X N X N X N X N X N > Nuaber Tested ... Hean_N*tll_NCJE. 0 b 12 19 _QX 16X 32X 51X _5. 11 12 141 30X 32X 3 24X 3 12 1 0 12 8X 32X 27X 32X 0 OX 1 1 1 1 J5 30X 30X _41X -- .2 1 0 13 12 5X 27X 35 X 32X 1 10 11 15 3X 27X 30X 41X . 18 15 13 3X 22X 41 X 35X 'i^37 36.1 37 45^1 37 4-L.-0____ 37 ___38.9. 37 ____ 39.2__ 37 37.5 _ 37 _38.4__ -t t t'' gjg iTi-l T ial ip 1!^ i j'L- > T s iftS. *-j I is ' H I is . . 4 t- Mi T 3 h
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h.gk J-<T: Jl -tol: 41 1 LITTLE ROCK SCHOOL DISTRICT 1 991 -------SCHOOL: STEPHENS INCENTIVE SCHOOL GRADE: 5 WHITE MALE TOTAL READING TOTAL MATHEMATICS Percent ile'Suamery N 'X 'N X' MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY J6481 M6BYSC 10/07/91 PAGE 63S SCIENCE SOCIAL STUDIES COMPLETE BATTERY ----------------------- X ---------N Z N ... %' -1 > at* 9 54 50 36 01 75 49 25 1 0 0 0 1 OOX ox ox OX 1 0 00 1 OOX ox ox ox 0 1 0 0 OX 1 OOX " OX OX 1 10 OX "0 OX 0 0 OX OX 1 1 OCX 0~ OX 0 0 OX OX 1 0 0 0 1 OOX OX OX OX J _ o' Q 0 1 OOX ox" OX ox Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suiaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * I NCE BLACK FEMALE Percentile Sunaary 76 50 26 01 99 75 49 25 Number Tested Mean NatU NCE 1 1 1 1 1 1 1 65.6 99.0 62.9 78.2 99.0 86.9 84.6 TOTAL READING TOTAV MATHEMATICS TOTAL LANGUAGE BASIC" BATTERY SCIENCE -----------SOCIAL STUDIES COMPLETE BATTERY N X N X N X 'N X N X N X N X' 1 0 0 0 1 65.6 l_0 0X OX OX OX 1 0 0 0 1 99.0 TOTAL READING N X 2 13 8 14X 7X 21 X 57X 1 4 39.3 -Uii- 100X OX OX OX 0 r 0 0 1 62.9 TOTAL MATHEMATICS N 14 7 2 14 47.8 X 7X 29X 50% 1 4X 1 OOX ox OX 1 0 0 0 1 78.2 TOTAL LANGUAGE N 43 4 3 1 4 49.3 X 29X 21 X 29% 21% 200X ox ox ox Ms IC BATTERY N 3 15 5 1 4 44.6 X 21X 7X 36X 36X 10 0 0 1 99.0 1 OOX OX OX OX 1 0' 0 0 1 86.9 SCIENCE N 2 34 5 14X 21 X 29X 36X 1 4 44.3 1 0 0% ox.... 0% OX SOCIAL STUDIES N X 1 3 5 5 7X 21 X 36% 36X 1 4 41 .4 1 0 0 0 1 84.6 1 00% ox OX ox complete BATTERY N' 31 46 21 X 7X 29 X 43% 1 4 43.6 * 09 70 71 7a 73 74 3 <e 49 Bl> Bl -as
wvw 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 633 I SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 5 <1 ^1 Uli- w BLACK KALE TOTAL READING r TOTAL MATHEMATICS . I-. TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaery Li - N X 50 26 01 Al 75 49 25 2 33 4 t 0
.^' Nuaber Tested ______ Mean Net*1 NCE 17X 25X 25X 33X N. . .4 5 12 X N X N X X N Z N...............X " 12 __45.7 12 56.7 ALL bii. BLACK TOTAL READING Percent lie Sunnary N X 76 99 50 - 75 4 J. 26 49 Ot - 25wb' 446 12. 15X isx 23X 462^ Number Tested b Mean Net * 1 MCE > 26 42.3 -F Sir OTHER FEMALE ? Percent i1 -.4 . Suamei^y TOTAL READING X 50 26 75 49 1 0 0 01 - 5 OX ox Number Tested ______-Mean _Netl_NCK w s O * 4. I i * 75.8 * -VI JiX .1.' { _L33X. 42X 8X 17X 0 ox 5 4 3 5 12 J TOTAL MATHEMATICS N X 33X 25X 42X 2 4 4 17X 33X 17X 33X < g 3 3 4 ^75^ 25X 25X 33X 3 42 3 25X 33X 17X 25X 3 333 25X 25X 25X 25X 12 48.3 12 41._8 12 51.3 12 48.2 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N Z 5 9 8 A 19X 35X 31X 15K 47 7 8l 15X 27X 27X 31 5 57 9 1 9X 1 9X 27X 35X - 6 7 3 15X 23 X 33'A 4 71 8 15X 27X 27X 31 X 6 4 7 3 23X 15X 27X 35X 26 51.9 26 46.0 26 46.3 26 44.4 26 46.0 26 45.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X 0 0 0. 1 ^6^9 J-MX. OX ox ___ ox 0 0 0 1 H ' ! ? 4 i 1 OOX OX OX ___OX 1 0 0 lopx ox ox _____0_____ oz 1 0 0 0 1 OOX OX OX OX 1 6 0 0 1 OOX ox OX OX 1 0 0 0 1 OOX OX OX OX 1 1 1 1 53.3_____ Q3 84.6 82.7 6622'' 67 96 90 92'I ^1 0.* 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6431 M6BYSC 10/07/91 PAGE 635 SCHOOL: STEPHENS fNCENflVE GRADE: 5
r WaiaMb,^, 6i z 1 ALL STUDENTS TOTAL ~ READINS't: < Percentile Sunmary If. .,^.-111 : ..T0TAL
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4 MATHEMATICS ' LANGUAGE 76 'so S6 01 99 75 49 S5 6 4 e 1S
aix : 1 4X SIX 43X Nunber Tested Mean Nat' 1 N^ 28 44.3 z. >s f
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*r- SS!!iLi|2dt^ I Social STUDIES --------- COMPLETE BATTERY N X B lO 11 12 13 SIX S5X S5X S9X 29X 14X 25X 32X 8 4 1 3 1 1 Q SIX asx 3SX 7 9 T . 28 uijj- , ' SB 47.8 S8 48.7 S8 48.8 .S' 49 0 >1)1,
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4
r T '1^- 29 SO 31 I 1
i'": n * L < I- ili ipii 33 31 SB S'i 4S 4n. 48 B& Bt 63 B4i bbI Ba| n 68 I 6' I ul i r Wv f II '< 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 6 UHITE MALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6461 M6BYSC SOCIAL STUDIES 10/07/91 Percentile Sunmery N X N X N N X N X N ... 50 26 01 75 49 25 A 0 1 0 OX. ox 1 oox ox 0 1 0 OX OX 1 OOX OX 0 0 01 OX ox OX 1 OOX 0 6 0 1 __ ^OX ox OX 1 oox 0 01 0 OX OX 1 OOX ox 0 01 0 ox ox 1 oox ox Number Tested _._Hean_NatJ L.J(CE. 1 1 1 1 1 1 ALL UHITE Percentile Sumsary 76 50 26 99 75 49 _01 _rL.25. Number Tested __Me a n_ Na t * 1 NCE BLACK FEMALE Percentile Sumnary J 6. 50 26 75 49 ._0L_-_g5^ Number Tested .nftAn_NatJ_E_NCE .57 k 36.5 35,1_ 45,2 40.1 TOTAL READING TOTAL , TOTAL MATHEMATICS .. . LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N X N X N X N X N X N X 0 0 1 A 1 37.7 OX OX 1 OOX ___ ex. 0 01 JL 1 36.5 TOTAL READING N X ox OX 100X ' 0 ox ox vo^ ox -11-l1_1jOOX 0 o 0 OX ox OX 0 01 OX OX lOOX 32.3 1 100X P______OX___ 0 0 1 0 OX ox 1 oox ox 1 35.1 1 1 45.2 40.1 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N N.:
X N X 2 2 2 29X 29X 29X 2> 4 01 29X 57X OX 14X J 2 ./.i 3 J 1,. N N X
7 47.Q 7 63.2 -i 7 5S. 0 'i i w 1 i.- ' Ji!. ll J .1i < sxkt: ,*^r41 7 JJX______ 29X 43X 14X > ili' 'M . < *5 .1 4 1 1 57X 14X 14X J. . 29X 1 4 - 57X 7 .53.u5_ 0 ' 1 ' ____ OX 3 21 14X 43X 29X 14X 7 JJ_,6____ 4 ei 2V 90 31 48 M 99 94 90 IL 97 J Ji 99 JS 41 42 .f PAGE 636 COMPLETE BATTERY N X 0 0 1 0 1 37.1 OX ox 1 OOX ox COMPLETE BATTERY N X 061 0 1 37.1 ox OX 1 oox ox COMPLETE BATTERY N 41 1 7 ___53.7_. X MX 57X 14X 14X 1 LITTLE ROCK SCHOOL DISTRICT t V .1991 j .I'...- SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL,. 6 ' lO- ' . i-t l^r' I MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 637 BLACK MALE TOTAL READING } . TOTAL . MATHEMATICS Percentile Sunnary N . X N X
76---99 50 26 01 75 49 25 1 3 0 eox 20X sox _ox 2 03 0 OX 60X OX 5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N : N X N X N X J 2 11 20X 4 OX 20X 20X Q. 4 1 0 OX 80X 20X OX 1 4 0 0 29X SOX OX OX 3 60% 1 1 0 20X 20X OX _P_____ OX 41 0 sox 20X ox Number Tested MtarvNatlLMCE. 5 .51^. 5 54^ 5 53-. 6____ 5 -53,4 _ 5 _____ 57,3________ 5 59.5 5 ______55.3 _ ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumnary N X N X N X N X N X N X N 76 50 26 99 75 49 ____ s I ^7'- 17X 25X 42X 7X. 4 43 Nunber Tested Mean Nat * 1 NCE i 33X 33X esx 8X. 24 42 17X 33X 33X J7X 1 6 21 dX S7X 17X 8X 2 6 4 0 17X BOX 33X OX 4 43 1 33X 33X 25X ex 1 8 21 8X 67X 17X 8Z OTHER MALE 12 49.9
.TOTAL ' / READING Percentile Sunnary/ N . /. X BQ 99 75 49 1 - 1 QflX. QI - 25 0 00 ox OX 12 59.4 12 52.7 12 53.5 12 55.3 12 54.9 1 2 54.4 Nunber Tested -Bean Nat* 1 MCE 1 67.7 u TOTAL MATHEMATICS TOTAL LANCUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 1 0 0 A 1'
' 71 fa X .. . 10,0X. OX OX OX 221 'a/ f: N X N X N X N X N X .0 10 ___ Q
t 1 OOX ox .0_____ OX 1 -55>9 ____1. 0 0 _ 0 -LOO-X. OX ox ox^ _-,l__.l00.X. 0 00 ox ox ox___ J__ 1JQX_ 0 0 ____0___ OX OX OX 1 JLvJQ. ei 11 V 10 0 0 1 10 OX___ ox ox OX iQ,.J_____ i BOi 3> 22 23 IS 2B IBO -t. 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution SCHOOL: STEPHENS INCENTIVE SCHOOL GRADE: 6 > ALL OTHER TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASl'C?
yfe^ BATTERY^^ Percohtilo SuBsary x N X X 76 5 0 26 01 33 75 49 25 H 1 < 100X 4 1
100X- 0 OX i? 0
ox 0 ox 0 0 0 NuBber Tested Mean Nat * 1 NCE H 67.7 i OX OX ox
-2 0 , 10 0 OX 10 0X OX OX rk . 'V 71 .8, /
i ii'VfiSi hi
if b -> 1 ' 55.9 , t h -' . r.
j ? 5-' MiaBiii S r if -L .1 i -i *1' Vi . I k'. rJ ^ .% tt t f , 'T T 1 . t J' j* k'1 ' L . .i. ' . I '* I'jf'F. ' >* I 'L'r I M6BYSC 10/07/91 PACE 638 Bence N" X K 1 1 68.5 70.1 3S .. . JS-SOCIAL STUDIES XOHPreTE BATTERY 37 38 30 40 OOX OX OX OX 100X ox' ox ox 100X OX" OX OX 20 30 1 o' 0 0 1 IT 0 0 J6481 3 0 0 OX ' P0.! I i M. i^,' w ...TJiw epi^
r <?' - 'T f-' ' '': r OL.ki T T .tr .Huteiir 4)^ t TP
i If ,! fl 3 J U'i (!P- ' * 8 iimi, 4?*- . 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J64ei M6BYSC 10/07/91 PACE 639 1 SCHOOL: GRADE: STEPHENS INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N X 76--T, 99 50 Zb 01 75 49 25 3 3 6 2 21 X 21X 43X 14X 5 4 4 1 6X 29X 89X ir. 2 5 4 3 1 4X 36X 29X 21X 2 8 2 2 14X 57X 14X 14X 3 6 5 0 21X 43X 36X OX 5 4 4 1 36X 29X 29X 7X 2 8 3 1 14X 57 X 21 X 7X Number Tested Mean Nat^kHCE. 14 5<L.3.. 14 58^7 1 4 5_l^5 1 4 53 ,J 14 56.4 1 4 54.8 1 4 54.3 I d I I I 1.
'1'- A * T STEPHENS SCHOOL ENROLLMENT GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 225 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 6 2 3 1 12 67% 5 19 1 25 96% 18 21 2 41 95% 21 13 16 18 21 5 123 50% 1989-90 W 0 T 0 1 226 14 12 7 23 14 1 113 46% % Blk 100% 1 1 5 3 1 B 191 2% 1% 1990-91 W 0 T % Blk B 5 7 203 94% 236 35 25 23 41 37 6 245 1991-92 W 0 T 8 1 100% 100% 100% 100% 95% 100% 96% % Blk 245 96%ARKANSAS DEPARTMENT Or EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN VERIFICATION FORM 1991-1992 School Building: .Name, Address, Zip) Stephens Incentive School 3700 West 18th Street Little Rock, AR 72204 Pulaski County 60-01-041 LEA Number "el ephone: 671-6350 School District: (Name, Address, Zip) Little Rock School District October 1, 1991 DATE 510 West Markham Little Rock, AR 72201 "elephone: (501 ) 324-2000 =lease submit one copy of the Annual School Improvement Plan for each school
y October 15, 1991.* in The distric* Lonnie S. Dean Principal Ruth Steele rm nosnt of - Prin Signature of wLipsri fl tcftCc Dr. L n a K** I School Building Task Force Please send to: Lonnie S. Dean Earlene Fowler Associate Director Instructional Services Arkansas Department of Educ. n Michelle Ellington Capitol Mall Little Rock, Arkansas 72201 Mamie Wilkins Doretha Grimes Six-Year Plen Report rorm, Revised 3/S9 I& I 5. I Is I LITTLE ROCK SCHOOL DISTRICT EPS CODE
MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT ADA The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential, that end, the Little Rock School District will provide: (J *
basic education for all students
(2) programs that address the special needs of students (emotional, physical, and mental)
and (3) enrichment opportunities such as art, music, and.athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. To (1) a program of Adopted 1-26-84 K ? S Di strict Goals 1 1 0 i ncrease educational achievement for al 1 s tudents wi th 2. 3. specific emphasis on closing disparities in achievement. 1 0 establish climates of educational excellence in all schools through: a) b) c) d) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the community' and the workplace providing a disciplined, structured learning environment for all students To enhance human relations skills for principals, teachers, and central office administrators.MISSION STATEMENT o f STEPHENS INCENTIVE SCHOOL The staff at Stephens Elementary is commited to the development of the whole child, strive to provide an environment where children are actively involved in their learning and feel comfortable taking a risk. We recognize that our children arrive with varied backgrounds and a wide range of interest, experiences and abilities. It is with this recognxtion that we provide a learning environment with meaningful opportunitites for children to grow in This is best achieved through a creative, integrated-their language development. curriculum with a focus on literacy.1. Stephens Incentive School Goals 1991-92 The principal and staff will develop and implement a plan that will increase the educational achievement of all students and decrease the disparities between male and female students and increase the number of all students that are on or above grade level as measured by SAT and AMPT scores by the end of the 1991 1992 school year. 2. The principal and staff will establish climates of educational excellence at Stephens through
a. b. c. d. implementing multi-cultural educational programs to enhance the learning of all students at Stephens Incentive School
educational and motivational programs to increase student participation and interest in school
opportunities for all students to be actively involved and experience success in the curriculum and in all extra-curricular activities
the number of students referred to the principal's office for disciplinary reasons and out of school suspension will be decreased. 3. The principal and staff will implement strategies for improving human relations skills as measured by the LRSD Quality Education Survey.PART ONE assessmeni/analysis of local school ACCOMPLISIiMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS We have forty-one (41) students assigned to first grade, three (3) repeaters. thirty-three (33) students assigned to second grade, twenty-five (25) students assigned to third grade, twenty-two (22) students assigned to fourth grade, forty (40) students assigned to fifth grade, thirty-seven (37) students assigned to sixth grade and nine (9) students assigned to resource. Each teacher wrote specific Educational Improvement Plans to address each students needs and lesson plans are written and lessons are taught based on these identified needs. Teachers are using all available resources to ensure students are being taught and learning is taking place. Our students needs are being met through the basic curriculum and the following support programs and activities: Gifted Education (Enhance The Chance), Resource, Special Education (Self-contained), Art, Physical Education, Counseling, Music, Media (REACH), Young Author s Conference, Good Citizenship and Scholastic Honor Rolls, Role Models, VIPS, Partners-In- Education, ARKLA Gas, CARE Program, Student Team Learning, Whole Group Instruction, Activities To Promote Higher Order Thinking Skills, One-To-One Instruction, Student Education Plans, Field Trips and Extended Day Classes. Student behavior will continue to improve through the use of our positive discipline plan, rewards and incentives from the counselor and teachers, role models, mentors, positive telephone calls to parents, classroom visitation by me to talk with the students, individual student conferences, counselor's group and classroom sessions. academic awards and good citizenship assemblies at the end of each nine weeks, early C_ __ -1- 'o morning and late evening conferences for our working parents and the "Principal's Honor Roll" displayed in the hall by the office door. At Stephens School, we will keep our students in school, we use whatever intervention strategies necessary to keep our students in school. All staff members and some parents will participate in reviewing, revising and writing our "Positive Discipline Our staff understand that we will be fair, firm and consistent as we implement Plan". : this plan. We will keep our students on task, we will teach each student every day. i Teacher contact time will not be interrupted, meaningful homework will be sent home : this plan. daily and immediate feedback provided. Stephens School staff helped to write our copy of the plan to use as a guide for assuring plan and each staff member will have a strategies and activities are being implemented that will lead to the accomplishment of our school and district goals. Parent involvement will increase through PTA memberships, volunteers, tutors and , r r . 1 J chaperones for field trips.I SCHOOL DISTRICT SCHOOL ARKANSAS DEPARTMENT OF EDUCATION ' annual school IMPiiOVEMENT PLAN Little Rock Stephens Inceptive DATE October'I, 1991 Principal and staff will develop and Implement a plan that will Increase the educa * ... ______________1nnzi f1 o ol'iirlont'c nnn 1 nr.rCAS tlonal achievement of al! students and decrease the disparities between male above grade level as measured by SAT students that are on or school year. oOah No. Slralegies/ActiyiUes and female students and Increase the number of all 1: To Increase educational achievement for all parities in achievement. Person Responsible and AMP Test scores by the end of 1991-1992 students with specific emphasis on closing dis- Completion Date/ Time Lines Related Stall Development Activities Method ol Evaluation Each teacher will analyze MAT-6, AMPT and EPSF test scores and write edu- catlonal plans for each student based on the findings, and determine changes needed in skill .emphpsis and teaching styles. Classroom Teachers PAL Math and Reading Teachers Principal Media Specialist Resource Teacher Counselor August 19, 1991 On-goJ ng Workshops and mini-courses provided through LRSD Staff Development Department SAT, AMPT.EPSF Test scores on file in Principa1's office. Each teacher will analyze test scores to determine Classroom Teachers Principal August 19, 1991 On-going strengths and weaknesses and develop daily plans to address identified needs. Workshops in: Learning Styles TESA
PET
Classroom Management, Cooperative Learning Educational plans, reading ,and math progress sheets on file in Principal's office. Ijildmg Goal
SCHOOL DISTRICT SCHOOL No. 1: (Contd.) ^elaied Dislricl Goal
Slrategips/Activities Each teacher will use high interest materials to encourage achievement . Teachers will send home a list of books for their students reading Level. Parents will rdad to or listen to the students read, sign to verify, teachers will reward students for the number of books read. ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock DATE October 1, 1991 Stephens Incentive Person Responsible Classroom Teachers Gifted Specialist Media Specialist Computer Specialist Principal/Counselor Classroom Teachers Principal Media Specialist Counselor Parents Gifted Specialist PAL Reading and Math Teachers Completion Date/ Time Lines August 19, 1991 On-going August, 1991 On-going Related Staff Development Activities Learning Styles Cooperative Learning
PET
Workshop on making and using manlpulatives Gifted Education Learning Styles PAC Workshops Adult Education Classes Method ol Evaluation SAT, AMPT, EPSF and Teacher-n.ade test. List of books read on file in classroom and principal's office. Iuilding Goal
SCHOOL DISTRICT SCHOOL No. 1: (Contd.) delated District Goal
Straleqigs/Aclivities E.TCll 'At Risk" student will have an assigned tutor and a folder with materials and activities based on identified needs. Eacli student will write a book. These books will be read at the Young Author's Conference. Incentives will be given to foster good behavior In the classroom - - Room Monitors, Office Monitors, Media Monitors, Peer Tutors, special reports highlighting special events and days. ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan Little Rock DATE October 1, 1991 Stephens Incentive Person Responsible Completion Date/ Timo Lines Related Staff Development Activities Method ol Evaluation Classroom Teachers Counselors Instructional Aide VIPS
Volunteers
Principal
Student Classroom Teachers Media Specialist Reading Teacher Gifted Specialist Classroom Teachers Principal Counselor Gifted Specialist Media Specialist August, 1991 On-going August, 1991 On-going August, 1991 On-going Cooperative Learning Roster o peer tutors on file in Principal's office. Writing Across The Curriculum Positive Disclpllnt Plan Number of books completed for student. eacli Decrease In the number of students referred to the Principal's office, and the number of out of school suspensions.uilding Goal
Ho- SCHOOL DISTRICT SCHOOL 1: (Contd.) telaied District Goal
Slrategies/Activities All classroom teachers and support staff will receive training in a PET refresher course, TESA, Classroom Management, Cooperative Learning, Learning Styles, and participate in workshops proxijlded through LRSD Staff Development. ARKANSAS DEPARTMENT OP EDUCATION annual school improvement plan Little Rock School District Stephens Incemitlye Person Responsible Principal Stephens Staff Parents DATE October 1, 1991 Completion pate/ Time Lines August 19, 1991 On-going Related Stall Development Activities How to prepare for standardized test without teaching to the test Method ol Evaluation SAT, AMPT and EPSF Test results and roster of participants.SCHOOL DISTRICT SCHOOL___ KiiilOint) Goal: he 1.11 e<l Dislricl Goal
ti (I I fl) It s/Acl i vi Li^ ARKANSAS annual I.ITTLE ROCK______ Stephens Incentive Person Responsible Mastery of Time Tables by 3rd Grade Recruitment for Family Learning Center through classrooms increased use of math manipulatlves department de education SCHOOL IMPROVEMENT PLAN Completion Date/ T i Ilie Lines DATE October 1, 1991__ LUI I Development Activi ties Method ol EvdliiatitHi___ Second and Third Teachers Math Lab Tutors computer Teclinician Family Learning Center Coordinator Teachers Classroom Teacher Pal Math Teacher May 30, 1992 November. 1, 1991 May 30, 1992 Use of manipul- atives in the classroom Teacher Test, LRSD Test AMPT, and SAT EPSF Scores, SAT Classroom performance. Number of students in Family Learning Center Teacher Plan BookSCHOOL DISTRICT SCHOOL BiiiliiiiKJ Goal: Ri
I<11eu Disli'icL Goal: 11 a I i
i) i(
s/AcLi vi lies Teacher ARKANSAS DEPARfMENT OT EDUCATION annual SCHOOL IMPROVEMENT PLAN LITTLE ROCK Stephens Incentive DATE October 1, 1991 will correlate new social studies text and visuals with Multi-cultural guide (new revised edition), when teaching toward the objectives of achievement tests. Updating library books, materials, films, etc. Make library environment more that focus inviting with centers on current social studies and science objectives and other content areas. Test-taking strategies (more oral questioning, sample questions) Person Responsibie staff Library Media Speciallst/Staff Library Media Specialist/Staff Teacher, Principal, Specialty Staff Cornpie lion Dale/ Time Lines Related Staff Development Activities Method Ol Evaludti^ii On-golng On-going On-going On-going District Curriculum Guide Update Service Inservice on correlating library centers with classroom Related Inservice provided by District SAT, AMPT, Planbook, Visuals, Teacher made tests Inventory of new material Student sign-in sheet. Students' Interest and attitudes toward llhrarj and related activities SAT, AMPT 1SCHOOL DISTRICT l.riTLE ROCK SCHOOL III iili111] (10(11 : 1.1,11 cd Ol sLi' id Cioal
11 .Il (.''III /ja: l_i V ijj 'lore individualized instruction. More ARKANSAS DLPARIMENI DI EDDCAiION annual school improvement PEAN DATE October 1, 1991 Stephens Incentive Person Responsible Staff coorelation between classroom teacher and specialist. Improve self-esteem of individual st ndent. black Closing the disparity between achievement and behavior, by ma I e having male mentorships (teachers or volunteers.) Aides to room so work longer in the class teacher can work closer with small groups remed la t ion. who need More parental involvement. Staff Staff Staff, Sponsors, Volunteers Principal, LRSD Parents, Staff Completion Dale/ Time Lilies____ Pel died staff Pevel opnien L Adi vi lies Helhod ol Lvaliialioii__ On-going On-going On-going On-going On-going On-going Writing and implementation of SEP'S Grade level meetings Workshops on esteem self- SEP, Journal of student Conferences, Planhook Agendas Self-esteem inventory Black male suspension Disparities rate between Black male and Black female. Instructional aide schedule, VIPS sign-in sheetSCHOOL 01 SID I CT I.T ITLE ROCK SCHOOL III I iliiii| Goal : r I ,ii (mI Hi sir ir I Goa 1: 11.11 i.'i) 11 /^: l_i vi tics Study test data for Language by grade level. Arts akkansas annual DUPAUIhENI or EDUCAT 1 UN SCHOOL improvement PEAN DATC_ October 1, 1991 Stephens Incentive Person DesponsiOle Staff Correlate test objectives LRSI) curriculum guide with the Staff Incorporate writing across the curriculum to provide more practice writing and as a check for comprehension Whole group instruction in language mechanics Staff Staff Completion Date/ Ijiii^iftes August 23, 1991 August 23, 1991 On-going thereafter On-going On-going Delated Stafl Development Activi ties___ Language Arts Instruction Writing Across the Curriculum Writing Process Method ol Lvaluatioj!___ Results of study List of objectives Samples of written Teacher planbook work ISCHOOL DISTRICT Little Rock SCHOOL 'fijjiIding Goal: 2: ARKANSAS DEPARTMENT OF EDUCATION annual school improvement PLAN DATE October 1, 1991 Stephens Incentive The Principal and Staff will es A for all students through: . ,of all students at Stephens Incentive School. Related District Goal. excellence in atablish climates of educational excellence at - implementing multi-cultural educational programs Stephens Incentive School to enhance the learning all school? through: A - providing equitable educational opportunities for all students in a desegregated learning environments. Related Staff strategies/Activities Awards for continued good behavior Each student will be instructed in the Elementary rights and responsibilities handbook and Stephens discipline plan. Display school rules in halls. Workshops on self-image for students. Be consistent with discipline. Person Responsible Completion Date/ Time Lines Development Activities Method of Evaluation Staff staff and Students Staff Principal, Staff LRSD Staff Development Staff On-going At beginning of year and periodically thereafter On-going On-going On-going Share ways of positive affirmation Preventive discipline Self-esteem Classroom Management discipline management Improved behavior List of positive phone calls Teacher Plan Book Observation List of workshops and participants Teacher anecdotal records.V ai iicccisdi/ ) ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan lilding Goal
No. SCHOOL DISTRICT Little Rock DATE October 1, 1991 SCHOOL Stephens Incentive 2: B - Principal and staff will provide educational and motivational programs participation and Interest In school. to increase student dialed Dislricl Goal
No, 2: To establish climates of educational excellence in all schools through: B - Enabling all students to develop a life-long capacity and love for learning. Slralegies/Activities Teachers/parents will ac- quire Central Arkansas Library Cards (CAL) for Stephens School students. Staff will be responsible for monthly assemblies, special day's assemblies and activities. Person Responsible Classroom Teachers Media Specialist Principal Counselor Parents S tudents Classroom Teachers Counselor Support Staff VIPS Parents Completion Date/ Time Lines August, 1991 On-going August, 1991 On-going Related Stall Development Activities Cooperative Learning Learning Styles Self-esteem Human Relations Method ol Evaluation Roster of each classroom group on file in Principal's office. Agendas filed In Principal's office, number of students receiving Good Citizenship awards and student of the week recognition. 1j-.t. Ui nucefvsaiy ) ARKANSAS DEPARTMENT OP EDUCATION annual school IMPROVEMENT PLAN SCHOOL DISTRICT Little Rock DATE October 1, 1991 SCHOOL Stephens Incentive uilding Goal
No. 2
C - The principal and staff will provide opportunities for all students to be actively Involved to experience success in the curriculum and in all extra-curriculum activities. lelated Dislricl Goal
No. 2: To establish climates of educational excellence in all schools through: - Leading all students to be productive contributors In the school, community and the work place. C Strategies/Activilies Each teacher will assess the needs of students, write Educational Plans for all students, plan 1essons color-code to hlgbllebt the using of and following of the multi-cultural curriculum guides. Activities will be planned to assure all students obtain mastery. Students will be taught on their instructional level - cross grouping If necessary. Person Responsible Completion Date/ Time Lines Related Stall Development Activities Method ol Evaluation Classroom Teachers Principal Counselor Media Specialist Gifted Specialist PAL Reading and Math Teachers August 19, 1991 On-going Workshop on Lesson Plan Writing TESA Cooperative Learning Classroom Management Learning Styles SAT, AMPT, EP.SF Test scores. Teacher-made Test, Math Test, Magazine Test and Reading Inventories.c-r'.cjic OL netcssai/ ) ARKANSAS DEPARTMENT OF EDUCATION annual school improvement plan ,uilding Goal: SCHOOL DISTRICT Little Rock DATE October 1, 1991 SCHOOL No. 2: D Stephens Incentive - The number of students referred to the principal's office for disciplinary reasons and out of school suspensions will be decreased . delated Dislricl Goal
No. 2: To establish climates of educational excellence In all schools through: D - Providing a disciplined. structured learning environment for all students. Slrategi.es/Activilies Teachers will teach planned lessons based on LRSD and Stephens School goals and objectives, keeping students focused on academic tasks, teaching on appropriate instructional level and assuring that all student's assigned to them are successful, providing positive feedback as skills are mastered. Students will be involved in writing class/school rules. These rules will be taught and expectations stated clearly. Self-discipline will be taught. Copies o rules and evnectatlons f Person Responsible Classroom Teachers Support Staff Principal Instructional Aides Classroom Teachers Students Parents Counselor Complelion Dale/ Time Lines August 19, 1991 On-going August, 1991 June, 1992 Related Stall Development Activities TESA PET Classroom Management Learning Styles Cooperative Learning Classroom Management TESA Method ol Evaluation Number of students entered on Discipline list, number of referrals to Pupil Services, number of students receiving Good Citizenship awariis, trophies and certificates. Number of students receiving Good Citizenship certificates, awards and trophies. Number of positive responses on Qualit> Education survey.ARKANSAS DEPARTMENT OF EDUCATION annual school IMPROVEMENT PLAN uilding Goal
SCHOOL DISTRICT SCHOOL No. 2: D (Contd.) delated Dislricl Goal
No 2:d (Contd.) Little Rock Stephens Incentive DATE October 1, 1991 Slralegies/Activilies Person Responsible Completion Dale/ Time Lines Related Stall Developmenl ActivUies Melhod ol Evaluation sent home, signed receipts filed to verify parents received, read and understood the behavior expected at school. positive responses on Principal's Parent surveys.SCHOOL DISTRICT Little Rock SCHOOL 'BfjiIding Goal: 'Related District Goal: Strategies/Activities A group picture will be made. Teachers will pair as tl 'mentors . ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN DATE October 1, 1991 Stephens Incentive Person Responsible Principal Classroom Teachers Principal Counselor Completion Date/ Time Lines August, 1991 September, 1991 Related Staff Development Activities Human Relations Stress Management Human Relations Method of Evaluation Copies of picture on file in Principal's Office. Decrease in staff turn-over, staff attendance. Subscribe to periodicals, books, pamphlets on human relations for staff and parents. Stephens Staff Choir. Staff, Parents Building Climate Committee and Professional Growth Committee Music Teacher Staff August 19, 1991 June, 1992 September, 1991 On-going Human Relations Human Relations Staff Morale Number of staff members listed on check-out cards. List of members and results of Human Relations surveys.Target: School Climate Outcome: improvement plan Increased awareness of the need of safe and secure measures for all students and staff at Stephens Incentive SU.ool. ACTION All exit doors will be checked to assure door locks are working properly. The gates are unlocked each morning and locked at the close of the school day. All exit doors will be locked from the outside, and all staff, parents, and visitors will enter through the front doors. All classroom doors will be locked from the outside. All parents and visitors will sign-in at the office before going to the classroom. Principal or principal's designee will accompany parent to classroom. Visitors will remain in office, staff will come to office to receive visitors during their breaks. Request official ID Tags for all staff. Provide security for evening/ night meeting. RESPONSIBILITY Principal Custodians Principal Custodians Staff: I Support Certified, Classroom Teachers Principal Principal Classroom Secretary Principal Secretary Principal Teachers TIMELINE June, 1991 On-going June, 1991 - On-going June 23, 1992 August 12, 1991 August 26, 1991 September, 1991 September, 1991 On-going RESOURCES LRSD LRSD LRSD LRSD LRSD LRSD Security Custodian Staff STAFF DEVELOPMENT LRSD EVALUATION DATA Memo was sent to Assistant Superintendent stating conditions of door locks. Daily walk-through checking doors/gates. Daily walk through by Principal Visitor Sign-in sheets on file in the office An orderly school climate. Principal survey number of staff wearing ID tags dally. Decrease in incidents reported.Target
School Climate Outcome
IMPROVEMENT PLAN Increased awareness of the need of safe and secure measures for all students and staff at Stephens Incentive cliool. ACTION Establish procedures for emergency playground safety in the event of a "drive by' weapons attack during morning recess, lunch recess or P.E. Establish procedures for entering building when there is an emergency. Maintain procedure for fire, tornado, or earthquake drills. Develop a School emergency code. RESPONSIBILITY Staff Staff Staff Staff TIMELINE September, 1991 On-going September, 1991 September, 1991 September, 1991 RESOURCES Staff Staff School Emergency Safety Plan School Emergency Safety Plan STAFF DEVELOPMENT Meeting with Staff on It, School Emergency/ Safety Plan EVALUATION DATA Reduction In time to exit playground. Reduction in time to exit playground. Reduction in time to complete drills. Principal survey staff, and students to ascertain understanding of code. ITarget: Outcome: IMPROVEMENT PLAN Teach students mastery In the areas of deficit in Reading. The percentage of students will increase. ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA WORD RECOGNITION Use flashcards to practice recognition of sight words. Use a list of words with prefixes and suffixes added, to identify base words by dividing between the prefix or suffix and the base word. Practice writing abbreviations,, by writing friendly letters, addressing envelopes and dating daily assignments. Practice recoginzing abbreviations from flashcards. Match synonyms together using cards by playing a concentration game. Match antonyms together using cards by playing a concentration game. Read paragraphs containing unknown words in boldface type. Match the unknown word with its correct meaning. Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher August 26, 1991 On-going August 26, 1991 August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 Basal series Dolch Sight Word list English series Basal series English series Basal series English series English and Basal series English and Basal series Basal series Cooperative Learning PET TESA Classroom management Self-esteem Learning Styles Teacher Observation AMPT scor^es Teacher Observation AMPT scores Teacher Observation AMPT scores AMPT scores AMPT scores AMPT scores AMPT scoresTarget: Outcome: IMPROVEMENT PLAN Teach students mastery in the areas of deficit in Reading. The percentage of students will increase ACTION Use sentences on sentence strips containing unknown RESPONSIBILITY Classroom teacher TIMELINE August 26, 1991 On-going RESOURCES STAFF DEVELOPMENT EVALUATION DATA words. Use context and syllabrication to decode the unknown words. Match words with prefixes and suffixes to their correct meaning by drawing lines. Classroom teacher August 26, 1991 Basal series English series Trade Books Spelling, English and Basal series AMPT scores AMPT scores ITarget: Outcome: ACTION IMPROVEMENT PLAN Teach students mastery In the areas of. dpfirlr in Rpadinp, Thg peT-cntao of criiHau.t-c. will Incrcoaev COMPREHENSION: Read paragraphs from set of cards. Select correct main idea by choosing a, b, or c. Read or listen to stories. Recall important facts by answering comprehension questions. Given a list of causes, write an effect that make sense. . While reading a story, stop at different sections to predict what will happen next. Given a list of titles of books, group them into fiction and nonfiction. Read sentences containing pronouns then attach the correct meaning of the pronoun by coosing a, b, or c answers. Brainstorm different feelings and words associated with those feelings. RESPONSIBILITY Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA August 26, 1991 On-going August 26, 1991 On-going August 26, On-going 1991 August 26, 1991 On-going August 26, On-going 1991 August 26, 1991 On-going August 26, 1991 On-going Basal series Trade Books Basal series Trade Books Basal series IRC materials Basal series Trade books. English series Basal series English series Basal series Trade books AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores IIMPROVEMENT PLAN ,Target
Teach students mastery in the areas of deficit in Reading. The percentage of students will increase Outcome: ACTION Read about different characters. Identify thei
emotions/moods from information given in the paragraph or story, by choosing the correct a, b, or c answer. STUDY SKILLS: Look up spelling, science, social studies and/or vocabulary words in a dictionary or glossary. Classify a group of words by putting them under correct category names. Alphabetize spelling and/or vocabulary words before looking them up in a glossary or dictionary. Interpret graphs, charts, and maps in math, social studies, English, and reading by answering questions correctly. Given several guide words, match words that would be found on the same page. RESPONSIBILITY Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher Classroom teacher TIMELINE August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going RESOURCES Trade books Basal series, Spelling seriei, English series Social Studies series, and Science series Science series Basal series Basal series. Spelling series Math series. Basal series. Social Studies series, English series Basal series STAFF DEVELOPMENT EVALUATION DATA AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores AMPT scores ITarget: Teach students to mastery in areas Outcome: ACTION lthotj NUMBER NUMERATION: Flash numbers to students for identification of either odd or even. Fill in even or i between 2 given Use digit improvement plan of deficit in math in Grade 3. The percentage I of students will increase. responsibility Classroom teacher odd numbers 1 Classroom [ numbers, I cards to make Classroom teacher teacher timeline August 26, 1991 On-going August 26, 1991 On-going RESOURCES Math series IRC activity Math series staff development Using manipulatives to teach math (base ten blocks) evaluation data AMPT scores AMPT scores numbers up to millions Identify number August 26, 1991 On-going IRC digit cards. Math series AMPT scores place. in each place. Match word name cards and playing using with number I Classroom teacher August 26, 1991 Math series AMPT scores concentration game Use geometric shapes and Classroom teacher August 26, 1991 Math series AMPT scores an object to place on. in. or out of the shape upon request by teacher.Target
Outcome: IMPROVEMENT PLAN Teach students to mastery in areas of deficit in math in Grade 3. The percentage of students will Increase. ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA RATIONAL NUMBERS: Use visuals and manipula- tives to teach matching of fractions to shaded regions. Classroom teacher August 26, 1991 On-going Math series IRC Activites AMPT scores MEASUREMENT: Using individual cardboard clocks, students will show time requested by teacher. Classroom teacher August 26, 1991 On-going Math series IRC activiites AMPT scores Use classroom calendar to Identify features of calendar and read dates of special events. Also, use lessons from Math series Involving reading a calendar. Use money manlpulatives to count chang to $1 in classroom store setting. Weigh objects on pound scale to read weight to nearest pound. Classroom teacher Classroom teacher Classroom teacher August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 Math series Bulletin Board Calendar Math series Math series AMPT scores AMPT scores AMPT scoresTarget: Outcome: IMPROVEMENT PLAN Teach students to mastery in areas of deficit In math in Grade 3. The percentage of students will inrrpasp ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA GEOMETRY: Use manipulatlves of different shapes of different/same sizes to match congruent shapes. Classroom teacher August 26, 1991 On-going Math series AMPT scores I PROBABILITY AND STATISTICS: Read charts/tables in Math series to answer questions Make own charts and tables using various kinds of Information. Classroom teacher August 26. 1991 On-going Math series AMPT scores ITarget: Outcome: improvement plan The percentage of students will increase that master the AMPT Skills. SCIENCE ACTION 2.1 - Living/Non-Living - Display pictures of Livlng-Non-Livlng - Tour school and park for - Field Trips to Science Museum, Pinnacle Mountain 2.2 - Hereditary - Field trip to a - hospital - students will record data on observable traits of family members. - students will grow different flowers to see what traits are passed on. BODY SYSTEMS Students will make life size systems using butcher paper to display on walls with organs labeled RESPONSIBILITY Classroom teacher Classroom teacher Classroom teacher TIMELINE August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going RESOURCES Teacher, Parents Filmstrips Art specialist Media Specialist Library Animal Breedei Bulletin Board with systems displayed P.E. Teacher show how cardiovasculai system works. STAFF DEVELOPMENT EVALUATION DATA AMPT scores AMPT scores AMPT scoresimprovement plan Target: The percentage of students will increase that master rhp AMPT Skills- SCIENCE Outcome: ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA ROCKS -Display rocks in classroom -Field trip to Arkansas Geological Commission Classroom teacher August 26, 1991 Speakers from Arkansas Geological Commission AMPT scores t FOOD CHAIN Poster of Predators Make Poster to illustrate the food chain or pyramid of life. Classroom teacher August 26, 1991 Art Specialist AMPT scores EARTH CRUST TERMS Students will use world Classroom teacher August 26, 1991 AMPT scores maps to mark areas of volcanoes/earthquakes. Students will trace outline of continents, draw plate boundaries on the continents and compare with each. Art Specialist LibraryTarget: The percentage Outcome: ACTION WEATHER improvement plan of si-iijents will increase that master the AMPT Skillfi. I SCIENCE RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Field trip to local weather station or airport Students will make simple weather instruments Keep daily weather report Display large map of U.S. - student will place symbols an correct areas Write a weather report predicting the weather for a week. Classroom teacher August 26, On-going On-going Weekly UNIVERSE Field trip to planetarium Use black construction paper to Illustrate galaxies Display universe in classroom. Classroom teacher NATURAL RESOURCES Display pictures and objects of natural resources. Students begin a recycling program. Classroom teacher On-going 1991 Display weather instruments Library Newspaper Weather report Meteorologist Library Film strips Art specialist Newspaper Magazines Filmstrip AMPT scores I AMPT scores AMPT scores AMPT scoresTarget: The percentage of students will increase Outcome: ACTION RESPONSIBILITY POLLUTION Have learning center with activities for students to do. Visit Pollution Control Center Classroom teacher WATER CYCLE Students will collect rain water in containers and measure the amount evaporated daily. Classroom teacher improvement plan that master the AMPT Skills . SCIENCE TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Draw/label a completed water cycle. ELECTRON FLOW - CONDUCTORS INSULATORS Set up completed circuit - Use various materials to determine if they are conductors or insulators Reflection/Refractlon Students will use mirrors to observe the reversed image Place metal spoon, finger or other objects in glass of water. Classroom i.teacher August 26, 1991 On-going August 26, 1991 On-going August 26, 1991 On-going AMPT scores AMPT scores Art Specialist Electricians Learning Center Visit an Optical Company Learning Center AMPT scores AMPT scores AMPT scoresTarget
The percentage of students will increase IMPROVEMENT PLAN that master the AMPT Skills, LANUGAGE ARTS * Outcome: ACTION RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA CAPITALIZATION Students will be given materials that will requir
capitalization if sentence i proper nouns. Classroom teacher August 26, 1991 On-going AMPT scores I PUNCTUATION Students will be required to write a letter to a friend using correct punctuation. Classroom teacher August 26, 1991 On-going Give sample of letter to each student AMPT scores student will make up the 4 kinds of sentences and use correct punctuation. Display the 4 kinds of sentences in classroom. Give student several sentences that require placing a comma or commas. USAGE Student will use cassette recorder to record every day speech and find all errors of subject, verb agreement, sentence fragament, run-ons and double negatives. Classroom teacher August 26, 1991 All staff members Textbooks AMPT scores ITarget
The percentage of students will Increase Outcome: ACTION RESPONSIBILITY Students will list the names Classroom teacher of all nouns In classroom. Make Into sentences, adding verbs, pronouns and adjectives. COMPOSITION Students will write In journals. Write a report on career choice. Write a report on any subject' of Interest. Classroom teacher IMPROVEMENT PLAN that master the AMPT Skills. LANUGAGE ARTS TIMELINE August 26, 1991 On-golng August 26, 1991 On-golng ' RESOURCES All staff Textbooks Library Library Teachers STAFF DEVELOPMENT EVALUATION DATA AMPT scores AMPT scores ISTEPHENS INCENTIVE SCHOOL Wellness Is A Habit Were Forming Calendar 1992 TIPS FOR MONTHS TO COME JANUARY DRUGS ARE HAZARDOUS TO YOUR HEALTH FEBRUARY PROPER DIET IS A SMART DECISION MARCH PROPER EXERCISE GIVES A POSITIVE EDGE APRIL WEIGHT AND CONTROL HAS ITS ADVANTAGES s M T 5 12 19 26 6 13 20 27 7 14 21 28 W 18 15 22 29 T 29 16 23 30 F 3 10 17 24 31 S 4 11 18 25 S M T W T F 29 16 23 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S 18 15 22 29 S 18 15 22 29 M 29 16 23 30 T 3 10 17 24 31 W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 S 7 14 21 28 S M T 5 12 19 26 6 13 20 27 7 14 21 28 W 18 15 22 29 T 29 16 23 30 F 3 10 17 24 S 4 11 18 25 MAY WELLNESS AWARENESS MONTH JUNE GOOD HYGIENE IS NECESSARY JULY ALL CHOICES HAVE CONSEQUENCES AUGUST HEALTHY BODIES MAKE HEALTHY MINDS S M T W T 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 F 18 15 22 29 S 29 16 23 30 S 7 14 21 28 M 18 15 22 29 T 29 16 23 30 W 3 10 17 24 T 4 11 18 25 F 5 12 19 26 S 6 13 20 27 s M T S 6 13 20 27 SEPTEMBER CLEAN BODIES SAVES FRIENDS M 7 14 21 28 T 1 8 15 22 29 W 29 16 23 30 T 3 10 17 24 F 4 11 18 25 S 5 12 19 26 S 4 11 18 25 FOUR FOOD GROUPS OCTOBER HEALTHY HABITS PROMOTE LONG LIFE M T W 5 12 19 26 6 13 20 27 7 14 21 28 W 18 15 22 29 T 29 16 23 30 F 3 10 17 24 31 NOVEMBER PROPER REST ENSURES YOUR BEST 5 12 19 26 6 13 20 27 7 14 21 28 T 18 15 22 29 F 29 16 23 30 S 3 10 17 24 31 S 18 15 22 29 M 29 16 23 30 T 3 10 17 24 W 4 11 18 25 T 5 12 19 26 F 6 13 20 27 Fruits & Vegetables Milk & Milk Products Meat & Poultry Grains, Bread & Cereal Regular Ups S 4 11 18 25 S 7 14 21 28 s M T W T F 29 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 S 18 15 22 29 DECEMBER AN OUNCE OF PREVENTION. BETTER THAN A POUND OF CURE s M 6 13 20 27 7 14 21 28 T 18 15 22 29 W 29 16 23 30 T 3 10 17 24 31 F 4 11 18 25 S 5 12 19 26 /Ars. Curry. School Nurse Regular exercise s Watch Your Step - Stay Healthy l\eep All Appelntments ii iWJ SEP 1 5 1592 O!fice cl Dsssgrssstcn Moretoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ay., LITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. MRS. LORENE JOSHUA, et al. KATHERINE W. KNIGHT, et al. NOTICE OF FILING the SfP 8 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District hereby gives notice of filing of attached "Stephens Elementary School Strategic Plan" as required by this Court's order of June 5, 1992. LRSD proposes to include the costs of this plan in its desegregation budget. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE & CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 Christopher Hi Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following by depositing copy of same in the United States mail on this Sth day of September, 1992
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 Place Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 -2- STEPHENS ELEMENTARY SCHOOL STRATEGIC PLAN The new Stephens Elementary School is to be a coordinated effort on the part Kindergarten corridor to facilitate of the Little Rock through 6th. grade School District to build a pre- Listed herein order of 5 June 199E. 1mp1emen tat 1on elementary school i n the 1-630 of the Desegregation Plan. are the major considerations requested in the court Phase schedule: There are numerous steps in the construction process of key events and estimated a facility. Identified planning and herein are only completion dates based on fiscal year. EVENT COMPLETION Draft Educational specifications complete, mittee appointed. site & planning com- Public meeting. 30 Oct.'9S Sites analyzed and selected. Public meeting. 31 Jan. 93 Architect/Engineer selected. 31 Jan. '93 Educational specifications complete Public comment/reviews complete 31 Mar. '93 Preliminary drawings completed & reviewed. Public meeting. 1 May. '93 Land acquisition completed. 30 Jun. '93 City Permits & zoning considerations completed. 30 Jun. '93 Final drawings & specifications completed. 30 Sep. '93 Faculty recruiting begins. 1 Mar. ' 94 Construction completed. 15 Jul. '94 Occupancy completed. 15 Aug. '94 Faculty Assigned E5 Aug. '941 . A strategic plan for communi ty neighborhood meetings with the area of a 2 involvement that includes community members living in the surrounding the current Stephens Incentive School, formation biracial i nVO 1vement of citizens paren ts recruitment to the new school. site whose adv i sory ch i1dren commi ttee, are and targeted the for Community Involvement
four (4) priorities
Community involvement will include Neighborhood Meetings
A neighborhood Meeting was held in early 1992 and meetings will continue throughout the process to ascertain the general feelings des ires, meet i ngs Office, d iscuss with regard to the will be at critical such issues conducted points as the new by in site of the public, and Stephens School. their Public the Student Assignments the planning selection, the process to program and the general design of the school. academic Site Advisory Committee
Site selection for the new Stephens Elementary School will be assisted by a bi-racial site committee, drawn Distr ict Comm i ttee Administration. will together by the Little Rock Schoo 1 consist It of 1 s members anticipated that the of the L.R.S.D. Administration, Pulaski County School Administration, City Planning Officials, parents, local community experts, Joshua 1nterveners, Knight interveners and technical experts necessary. It will be the responsibility of this committee if to es tab 11sh a time schedule for the completion of site selection in accordance with the master schedule. the Educatior specification commi ttee
The educat ion specifications for the new elementary school will be drafted by a committee Curriculum consist of Chaired by the Associate and Learning I mprovemen t. Superintendent for The will teachers, parents and education be responsible for general academic program. soliciting input and committee will specialists who drafting the Parental Involvement
early 1992 with a neighborhood General parental involvement began in LRSD school board meeting. meeting and a visit In August 1992 to the the first survey was conducted to assist in determining the theme of the school. Involvement surveys conducted to will continue through new des 1 red selection and any academic program at gather information with regard the new Stephens i nVO 1vemen t other areas where parental will also be is desired invited to in the be members population to the planning process. Schoo 1 , site or community Parents of the site advisory committee and the educational specifications committee.J 2. The schoo1 ' s assigned from total capacity, the number of students to be recruited, LRSD schools. the number of PC55D students to be and the number of early childhood classes anticipated with the ages of the students to be served. Student Distribution: A) Total capacity: 692 Students B) LRSD Students
415 C) PCSSD Students
277 D) Early Childhood Classes
2 E) Student ages
4 yrs. old through 13 yrs. old The racial balance of the new school will be in accordance with the parameters established in the desegregation plan. 3. A changes and the comprehensive description of schoo 1 and/or capacities. effect these changes will have projected attendance zone on the incentive area schoo 1 enrolIment, racial ba1ance, and The District currently owns three properties that have potential as sites for a new or expanded school. Projected attendance zone of current Stephens Site
The schoo1, projected attendance zone Tor if located at the Stephens would consist of the following present site of ISth zone blocks: elementary and Maple, 0572 0573 0574 0583 0441 0571 0575 Zone within bloc ks 0441, the Stephens 0573, 0572, 0583, attendance zone. 0574, are 0575, are within the Franklin attendance Zone blocks zone. currently 0571 , Approximately 245 students currently reside in the first five zone encompass Street, 15th blocks a very 1isted above. These zone smal 1 area Street, Woodrow, generally and 20th School is one block from Pine Street, bounded Street. by bloc ks Pine Stephens three blocks from 15th street, eight blocks Street. An additional 105 from Woodrow, 0571, and 0575. Zone blocks 0571 students reside and two blocks from 20th in zone blocks side of Pine Street (one and 0575 begin on the west blocks 0571 and 0575 block from Stephens School). Zone are currently within the FranklinAttendance toward the zone. The remaining reduction of 65 seats will surround ing it be dedicated incentive enrollment, reducing satellite zones where possible and promoting district wide recruitment. schoo1 Incentive school impact
The reassignment of attendance zones from Franklin to Stephens elementary will allow the district to assign students presently being bussed west from these zones due to lack of capacity at Franklin to return to their neighborhood 1 ncen t i ve schools schoo 1. will be The 65 pr imar ily seats for iden t i fi ed for disparity in the incentive schools. reducing racial Area school impact
and enrollment of The subsequent impact on racial balance the districts western area schools expec ted to be minimal, as the Franklin will be coming from students returning 1 s to will be affected to any great extent. many schools and no one school Projected attendance zone of current Lee site
The 12th and projected attendance zone Pine, IS identical for Stephens, if located at to that identified for the present Stephens school site. 0572 0573 057^ 0583 0441 0571 0575 Zone within blocks 0441, the Stephens 0573, 0572, 0583, 0574, are attendance zone. 0575, are within the Franklin attendance Zone blocks zone. curren 11y 0571 , The distribution of students will be identical to that described above for the old Stephens site. Incen t i ve schoo1 identical if the new impact
Due to attendance zones school IS located being at this site, the impact on the surrounding incentive schools will be the same as described above for the Stephens school site. Area school impact
Since the attendance zones are identical for this site, the subsequent area school impact will be the same as for the Stephens site. Projected attendance zone of King/Oakhurst Site
The present King/Oakhurst site is new elementary school. However, at a possible location present all for the children from this area are being sent to many schools both in the immediate vicinity and west for racial balancing and due to lack of local capacity. There are two options for populating a school at attendance the King/Oakhurst site: zone surround ing the creation schoo 1 of site transportation of students from the present Stephens a new or zone.The If this site is chosen and a new 5 attendance zone is created surrounding this site, a much more in-depth analysis will be required. If a school at the populated with students King/Oakhurst were will be students from necessary to one from the present Stephens transport predominately, black a large number to zone, be i t of black attendance zone to another predominately black attendance zone. This would have a negative impact on our desegregation plan by increasing,rather than decreasing, the burden of busing on black students than if a new attendance zone is created. Incentive school impact
If the King/Oakhurst site is chosen a major p1 ace. realignment of ail <St this time this surround i ng zones must take until a final site is selected. affect can not be fully realized Area school schoo1 impact
A major realignment of the incentive zones and the possible shifting of satellite zones will obviously have an impact on the districts area schools. Until a final site is selected and the zones area school impact can not be fully analyzed redrawn, the above three locations are location of the new school. strong possibilities for the IS determined. and i t above, the fully assessed. impact on is possible that the incentive and However, until the final location i t may not be area schools one the cannot be A. A description of all anticipated costs, including site purchase. site preparation, design fees, construction, equipment/ furnishinqs, materlals, complete budget of personnel, etc. must be start-up and main tenance included in expenses. a The portion of the costs to be funded by desegregation funds is to be clearly indicated in the budget. Antic 1pated costs
Listed herein are the estimated costs for the Stephens school. (Costs are very preliminary estimates expressed in FY 92 dollars. based on averaged anticipated costs in the FY 92 budget and subject to final decisions on location, educational specifications, constraints ). construction method, size and budget Start-up costs
expenses: Start-up costs include the following one time Site purchase
Estimated cost for the purchase improved property: $37,000 (per 50' x 150' lot). of6 Site preparation
Estimated cost for of the preparation site. the existing school district property: $160,000 per Design fees: Estimated cost of design: $315,000. Construction: $3,500,000. Estimated cost of construction: Equipment/furnishings: Est i mated cost of schoo1 eguipment and furnishings: $^51,000. Mater ials: Estimated cost of materials/books: $641,000. Pont i ngency: $450,000. Estimated cos t of con t i ngency funds: Maintenance costs: Estimated costs to identified areas for FY 94. operate the below No te: Personnel: Estimated personnel costs: $1,593,700. Total personnel cost is funded as follows: Operating budget
$1,449,800. Desegregation budget
$144,000. Ma in tenance $215,000. cost: Estimated physical support cost: (All non-desegregation costs are funded improvement or operating budget.) by the capital 5. Contingency plans for students while construction rebui11 on the current site. accommodating the current takes place, if the school Stephens is to be a comprehensive re-use plan If the school is located elsewhere, with the community. should be developed in conjunction Student contingency plan: The current studen ts of Elementary school will be accommodated in the following Stephens manner. Stephens school site: Should the new Stephens school be built on the site of will be moved the present school, all students the construction period. to the Oakhurst/King school site during6. 7 Re-use plan
If the new Stephens school is not located on the present Stephens site, the disposition of the old school will be coordinated with the local community after the final site is selected. advisory committee, with the developing building. local any public meetings will neighborhood ideas they may Description of the process that purchase a site, if applicable. description should include coni nq Through the to have site be conducted assist for them 1 n the school will be used to select and If a new site is selected. steps required to obtain the any special consideration required, status of options to purchase the property, and information regarding the neighborhood support an interdistrict school. for Site Selection process
It will be recommended that the new Stephens In terdistrict Elementary School be constructed in one of three school locations: site, present Stephens present King/Oakhurst schoo1 schoo1 site, site. cons 1 de'^a11 on will be given to will be made using a three step process: other sites. The final present Lee However, selection 1 > Selection Criteria
of the Site Advisory It will be the responsibility Committee to draw 2) 3) Site Purchase establish, and list in priori ty together, sequence all criteria with regard to selecting the school site. Visiting & Evaluating Sites
The Committee will be responsible for evaluating cr i ter ia. those Recommendat ions: visiting proposed sites against The recommendations based evaluations to the the sites, and estab 1i shed Commi ttee on its site Little will propose visits and its Rock School District Administration as outlined in the master schedule. process
The purchase of additional land necessary once the final site has been selected. If may be necessary to purchase additional land to construct school, 1 and condemnation . acquis i tion If city or will be state land through direct- leasing will be considered. is immediately it becomes the Stephens purchase or adjacent. Stephens school site
property may from be acguired If this site is or leased from selected, additional private landowners. This will the city depend on or purchased program of the new school and the anticipated design. the needs and8 Zoning
Zoning is not a consideration at this a school presently exists. site, as will Lee school have to site
If this be acquired. site is selected This acquisition additional land direct purchase or condemnation if necessary. will be through a school Zon ing
Zoning is not a presently exists. consideration at this site, as K1 nq/Dakhurst site
may be available through a If this site is selected additional land joint use agreement with the city of Little Rock, leasing action with the city or direct purchase from private landowners. Zon1 ng
Zoning is not a a school presently exists. consideration at this site. as Neighborhood support
held in early support for 1992, a new site. At a 11 was public meeting with local Citi zens indicated that there interdistrict school At this point in time we do not from the remaining local population. is much local at the Stephens school know the level of support But this will be determined through the process outlined under Community Involvement. 7. Summary of procedures for the design and construction the selection of an process including preliminary designs. arch i tectural design input from citizens. teachers, firm, and parents, design completion with adherence to federal requirements and ADE recommendations regarding new school construction, and a description of the construction schedule. Des 1qn & Construction
Design Stephens School will be as follows
and construction for the new A/E Selection
Architectural engineering firms will be solicited via public announcement, screened against an LRSD cr i ter ia by a Plant Services Directorate screening board and an award made. and Purchasing Preliminary Designs
Preliminary designs will be a part of the design process and administration for periodic review. submi tted to the Design Input
Design input will be coordinated with the the educational additionally spec ifications be secured commi ttee. from interested parents during neighborhood meetings. It will citizens and9 8. An Design Completion: Designs will and state review process to follow the normal city insure adherence federal, state and local laws and ordinances. Construction schedule: It 1 s construction schedule submitted by anticipated that be a bar chart ind i cat mg to the the Contractor will significant construe t i on activities against which progress will be measured. administrative, projections for outline of staff recruitment procedures for the school's the outlined teaching and each grade level recruitment and hiring in the description of plans support staff, including and all support programs. staff If Professional practices planned differ from those the LRCTA must be included. to negotiate the hiring Negotiations Agreement, a modifications with Staff recruitment procedures: Staff recruitment and selection procedures currently used by the Little Rock School District for other schools will be used to staff this school so as to accordance with achieve a racially balanced faculty in district. fo 1 lowed positions vacancies based on posi tion. the faculty racial balance of the schoo1 The Professional Negotiations Agreement will be in all regards including using applicable will be filled the job the filling of vacan t Staff transfer provisions. by the most Remaining description and projections: The level with Arkansas Department con trac tua1 agreements, Directors' policies. qualified applicants qualifications for of staffing each will conform of Education standards, negotiated and any applicable Board of' STEPHENS SITE SELECTION COMMITTEE DATE, PLACE, AND PURPOSE FOR MEETING DATE
WEDNESDAY, NOVEMBER 11, 1992 4:00 5:00 P.M. 810 WEST MARKHAM PURPOSE: TO REVIEW THE PURPOSE OF THE SITE SELECTION COMMITTEE
TO PLAN FUTURE COMMITTEE MEETINGS DATE: MONDAY, DECEMBER 14, 1992 3:30 4:30 P.M. STUDENT ASSIGNMENT OFFICE 501 SHERMAN PURPOSE
TO FINALIZED PLANS FOR COMMUNITY MEETINGS TO REVIEW SITE APPRAISAL FORM DATE: TUESDAY, FEBRUARY 23, 1993 9:00 A.M. 1:30 P.M. PURPOSE: TO CONDUCT A BUS TOUR OF THE FIVE PROPOSED SITES TO PROPOSE SITE RECOMMENDATION FOLLOWING TOUR DATE: FRIDAY, MARCH 5, 1993 10:00 11:00 A.M. 810 WEST MARKHAM PURPOSE: TO RECOMMEND STEPHENS SITE TO DR. BERND TO BE RECOMMENDED TO THE SCHOOL BOARD
TO SHARE ADDITIONAL COMMENTS FROM COMMUNITY MEMBERSDATES STEPHENS SITE SELECTION COMMUNITY MEETINGS 1. NOVEMBER 18, 1992 STEPHENS SCHOOL 2. DECEMBER 15, 1993 FIRST BAPTIST CHURCH REV, WALKER, PASTOR 3. JANUARY 14, 1993 ROBINSON ELEMENTARY PCSSD > 4. JANUARY 26, 1993 PINE FOREST ELEMENTARY PCSSD 5. FEBRUARY 26, 1993 SYLVAN HILLS ELEMENTARY PCSSDLITTLE ROCK SCHOOL DISTRICT ORGANIZATIONAL AND LEARNING EQUITY 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 To: Chris Heller, Attorney From: Marie Parker, Associate Superintendent for Organizational and Learning Equity Subject
Support Data for Stephens Interdistrict Site Selection The information to support the Stephens site below and enclosed, call. selection is listed If you need, additional information, please 1. Abstract: Stephens Interdistrict School Site Selection 2. Agenda for Stephens Site Selection Community Meetings 3. Unedited comments from patrons and parents 4. Stephens Interdistrict Survey 5. A list of signatures from the Stephens Community 6. A letter from Foster Strong, President of the Greater Little Rock Community Development Corporation, Inc, (GLRCDC), with a Special Report, Cooperative Community Revitalization Plan A letter from the Pulaski County Special School District A support letter from Jim Dailey, Little Rock Mayor Two special reports with recommendation: Bernd and the Board of Directors. submitted Chris, I have included a packet for your file if you need it. not please return and I will file here. If 7 . 8 . 9 . o Dr. Enc.STEPHENS INTERDISTRICT ELEMENTARY SCHOOL SITE SELECTION ABSTRACT The Stephens Elementary School Strategic Plan was submitted to the Court in September 1992. A committee was formed to establish a timeline, search criteria, conduct and attend community forums, participate in site visits, and to develop written recommenda- In accordance with the Strategic Plan, Site Selection tions. Committee participants included: representatives from Little Rock, North Little Rock, and Pulaski County School Districts including the LRSD Biracial Advisory Committee
parents and comnunity experts
Joshua and Knight Intervenors
CTA representatives
and technical experts from the City of Little Rock Department of Neighborhoods and Planning. This committee conducted throe (3) meetings for organization and formation of recommendations
five (5) community meetings
an interest survey for Pulaski County School District aund LRSD
and a bus tour to review the five (5) sites. A total of sixty-one (61) individuals participated in community involvement phase of Coimnunity based groups such as ACORN and The this process. Greater Little Rock Community Development Corporation played an Both groups were integral part to the decision making process. represented in the attendance at the Community meeting, with an ACORN representative serving on the Site Selection Committee. Both groups submitted written documents which were utilized during our consultation. A Special Report, written by Douglas Eaton, was submitted to Superintendent, Dr. Mac Bernd on Februairy 25, 1993, with recommendations from the Site Selection Committee. The findings, after accumulating all data, evaluating concerns of patrons and experts, and review of site observations was that the present site, 3700 W. 18th, be proposed as the final site for Stephens Interdistrict Elementary School. Several major concerns exist as to the success of the proposed site: (1) the perception that inner city is not safe, (2) filling of Pulaski County seats to maintain critical desegre- gation balance
and (3) present lack of a program, focus. It is believed that these factors can be eliminated through a vigorous recruitment effort for white students
and because this site has historical significance within the African American community. The representatives of the community based groups have previously voiced their approval of this ite and should be called on to help the District in its search for success of this venture. In addition, the City of Little Rock, in a letter dated February 24, from Mayor Jim Dailey, has pledged its support in as much as the neighborhood is a part of the City's current Block Grant renovation program.t ( Little Rock School District DATE: December 1$, 1992 TO: Stephens Site Selection Committee Members FROM
Marie A. Parker, Associate Superintendent - Organizational and Learning Equity SUBJECT: Site Selection Criteria/Materials " Enclosed are the site^ appraisal ''criteria "and other materials . ... thatwore discussed by Doug. Eaton at .the December 14 meeting. Please use these forms to give your assessment of the sites. If you are not comfortable visiting these sites alone and would like for someone to visit with you, please call Doug Eaton 570-4020 Marie Parker 324-2271. or There are five (5) proposed sites listed on the enclosed sheets. If there are other sites you feel should be included on this list please call Doug Eaton. k 810 West Markham Street Little Rock Arkansas 72201 (501)374 3561 f SITE LOCATION DATA SHEET 1. The general location of the new Stephens school is to be the I 630 corridor. Generally bounded on the north by I 630
south by city limits
east by I 30 and west by University Ave. a. The attendance currently being assigned Stephens will be by LRSD students
attendance zones Elementary School, and PCSSD students: Elementary School and Franklin (Consideration may be given Garland students), attendance to be assigned by PCSSD. 3. Properties which may be considered
1 . 3700 West 18th (Stephen?,. school, si te ) a. Vacant property a blocks east of University S of I 630 3. 4800 West a7th (Oakhurst/King school site) 4. 3805 West lath (Lee school site) 5. Vacant property south of Horace Mann JH, east of I 30t- f 1 jfc K I ( I Qxqnn m i TTt ( CONSIDERATIONS OF SCHOOL LOCATIONS
1) Review and Determination of District Organisation Pattern
a) Pattern of development (district) determine service area. 2) Comparison to Land Use Study a) Development of'trends
\:population, growth, facilities 3) Enrollment Estimates\Placement 4) Grade Grouping Patterns a) determine grades to attend\population\busing * 5) Determination of Formal School Faci1itiesXExtended Community Service and Implications on Site. 6) Selection of General Land Area for Sites: a) Land use determines natural\logical community area. b) Population determines number of studentsXages. c ) Grade grouping and.other that formal school services I determines general characteristics of site d) Tie to community 7) Selection of Specific Site: a) No set land formula...use criteria\program. b) Don't "back into c) Considerations: II program from site. (1) Location of building(s) (S) Number of stories (3) Set backs (4) Space around buildings (5) Architectural design (6 ) Orientation-sight-sound-climate (7) Integrated building-landscape plan (S) Parking (9) Safety (10) Utilities (11) Site development (12) Accessibility (13.> Traff icibi lity (14) Location (zoning) (15) Physical conditions 8) Miscellaneous Considerations: a) R, choo1\community relations b) Site determinant school program Attractiveness of site d) Acquisition of property e) Cost f) Resistance to chapging siteXnew site g) Expansion of ma 1! s i tes is nonexistent SITE APPRAISAL STEPHENS SCHOOL SITE \ 1. SITE LOCATION
(Ad-dress ) 2. ADJACENT STREETS
(North) (South) (East) (West) CURRENT USE: (1 ) Vacant, (2 ) Commerc ial, (3) Residential, (4) Pub lie Note
If 2, 3 or 4
What is presently on property? 5. MAIN ACCESS TO SITE PROM INTERSTATE OR MAJOR THOROU(3HFARE
Thoroughfare: Directions to site: 6. SURROUNDING PROPERTY: (Within 5 blocks each direction) (Nor th)T ype: Cond i 11 on : (South )Type: Cond i t ion: (East)T ype: Condition: 1(West)Type: Cond i tion:_ GENERAL CRITERIA ELEMENT RATING/POINTS 1. Will the school have to be multistory? YES (0) NO (1) 2. Are utilities readily available? YES (1) NO (0) 3. Are there zoning restrictions? YES (0) NO <1) 5. 6. Are there architectural considerations? Is the site serviced by public transportation? Is the site readily available? YES <0) NO (1) YES (1) NO (0) YES (1) NO (0) 7. Will additional property have to be purchased? YES (0) NO (1 ) 8. Will the site allow for future expansion? YES (1 ) NO (0) 9. Will extensive relocation be necessary? YES (0)N0 (1) 10. Is the site attractive? YES (1) NO (0) TOTAL POINTS
(10 Points Max) COMMENTS:__ c(Note: Criteria are 1. 2. 3. A. 5. 6, SITE EVALUATION in priority sequence) SITE CRITERIA SUPPORT PROGRAM (SUFFICIENT SIZE) (Consider if the site is large enough RATING/POINTS POOR >>>>>>>>>>GOOD 1 2 3 A 5 to support the educational program to include sufficient space for recreational activities and parking or will have to be purchased?) SITE CONDITIONS (Cons i der additional land i 2 3 A 5 the physical aspects of the site, flatness, vegetation. soil conditions) drainage, CONSTRUCTION RE{3UIREMENTS (Consider 1 2 3 A 5 0 if any significant construction requirements will have to be met in order to build on the site,ie
drainage features, access routes ) sound barriers. retaining walls. spec i a 1 fences, SITE ACCESSIBILITY\TRAFFICIBILITY (Can the site be accessed easily and by bus/auto) SITE SAFETY (Consider the area around the school present to children and participants. schoo 1 and areas accessibi1i ty by vech1c1es ) . RECRUITMENT (Consider the attendance, zone (s ) ) 1 e, 1 2 3 A 5 safely both walking and 1 2 3 A 5 and the dangers it may look at routes to the and buildings along these routes, evaluate police, fire department and other emergency 1 2 3 A 5 impact of the site on recruitment and accessibility from outside attendance( 7 . EDUCATIONAL PROGRAM 5 2 1 3 (Consider program) if the site will determine the educational 8. RELATION TO EDUCATIONAL FACILITIES 3 5 2 1 9. (Consider proximity to 1ibrar ies, educat ion community center SITE ENVIRONMENT support facilities le: and organ1zat1ons, par ks ) 1 2 3 4 5 (Consider the school and how surrounding neighborhood) it will complement the 10. ZONING 1 2 3 4 5 (Consider the zoning of the surrounding neighborhood, conducive to enhance the school site) learning environment will its development 11. COMMUNITY SHARING 5 3 4 2 1 (Consider if the site lends itself to community activities beyond educational) 12. ENHANCE COMMUNITY INVOLVEMENT 5 3 2 1 4 (Consider if the school will foster community involvement by virtue of its being there) TOTAL POINTS:(60 Points Max) 7. GENERAL COMMENTS ON SITE: 51 gnature (Evalua tor) (Date) <4COMBINED FORMS (Pulaski County. LRSD and Blue Forms-LRSD) November 1992 STEPHENS INTERDISTRICT SCHOOL INTEREST SURVEY THEME RANK ORDER OF CHOICE COMMUNITY OF LEARNING: 5] 1 3 5 [ [ ( 2 ( 6 J 7] [ 11 ] 6 J ACCELERATED LEARNING: 13] 1 3 5 4 [ [ [ 2 [ 6 ] 14] [ 14 ] 1 ] 4 SCHOOL-WIDE ENRICHMENT: 12] [23 LANGUAGE EXPRESSION: 8] [2 2] 15 1 3 5 1 3 [ [ [ [ ] 2 4 2 [ 5 ] ] ] [ ] OTHER: 13 (6) Creativity in Learning (5) Communications (3) Basic Science, Math & Skills (1) Music and Art Appreciation (Band, Art & Dance) [11 5 [ 2 ] 4 ]t' Greater Little Rock Community Development Corporation P. O. Box 192864 Little Rock, Arkansas 72219 Voice Mail (501) 664-0334 March 09, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd, Let the record show that The Greater Little Rock Community Development Corporation requests that Stephens Elementary School be redesigned and rebuilt on the same ground that it now occupies. Enclosed is a copy of the revitalization plan for the Stephens School area that was adopted by The Greater Little Rock Community Development Corporation (GLRCDC) last year. (See pages 7, 8, 17 and 18). Maybe it was presumptuous, but we considered it a given that Stephens School would remain as an integral part of this community. The GLRCDC is presently compiling and quantifying remodeling and new construction costs for homes in the neighborhood just north of the school. The presence of Stephens School will be one of our main marketing tools used to encourage families to repopulate this community. Thank you and the Site Selection Committee for allowing us to participate in the selection process and for the sensitivity with which you conducted yourselves at the public meetings. We also appreciate your positive consideration of our request. We are convinced that in years to come history will record that the Little Rock School District did the right thing by rebuilding Stephens School at its present site. Sincerely, L - Foster Strong, President The GLRCDC cc: Site Selection CommitteeI I 1 I THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. I f i COOPERATIVE COMMUNITY REVITALIZATION PLAN I CHARLES A. JOHNSON, JR. November, 1992 Copyright PendingTHE GREATER LITTLE ROCK COMMUINITY DEVELOPMENT CORPORATION, INC. (GLRCDC) 1 i COOPERATIVE COMMUNITY DEVELOPMENT PLAN I ! 1 TABLE OF CONTENTS PAGE f ( Introduction................................................................. Building Community Capacity..........................- The GLRCDC .............................................vVt < Management Structure.......................................... Staffing.......................................................................... Financial Resources .................................................. Geographical Area Served................................... Housing .......................................................................... Initial Target Area.................................................... Community Obstacles to Overcome.............. Actions to Overcome Obstacles ..................... Coalition Building ................................................... Network Members ................................................ Network Objectives............................................ Actions to Accomplish Network Objectives Summary.................................................................... I APPENDIX Census Tract Map .................................. Midtown Service Area Map ............... Service Area Housing Analysis Map The GLRCDC Board Profile................. 1 2 4 5 6 6 7 7 8 9 10 10 11 11 13 18 A B C DI I INTRODUCTION The primary purpose of this community development plan is to provide a comprehensive procedure for the development of a network of public and private organizations to address the social, economic and housing needs in census tract 13 of Little Rock, Arkansas (see Census Tract Map, p. A, Appendix). The plan outlines a general framework for building a coalition of organizations with specific services, experiences and skills that are needed for the revitalization of the target area. I The plan outlines the objectives of the revitalization effort and assigns areas of responsibility for each community network member. A description of the activities and services provided by the network is also provided. I! BUILDING COMMUNITY DEVELOPMENT CAPACITY I I I 1 I I Few Individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A.cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our inner city communities. The composition of the cooperative network is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community In revitalizing Inner city neighborhoods. The first step in establishing a Commursty Cooperative Network is the Identification and recruitment of a knowledgeable arxl respected irxlividual or organization to Inform and organize organizations and irkHviduais about the networking concept. The network coordinator must build trust and Interest among prospective network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. A general framework for developing community cooperative networking requires the following tasks: * Qt the prospective network members to talk 1 in a I Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information i- - way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains" (Schermerhorn 1979, p. 25). 21 I * Identify common and individual goals of prospective network members Unless most of the prospective network members perceive benefits to be gained from the network arrangement, they may not participate. Identifying common and individual goals will enable the network coordinator to express the benefits both common and individual to the prospective members. I * Identify resources that each prospective network member is wHling and able to allocate to the network. I -.'T I Project planning and implementation strategies can to be developed with the knowledge of the availability of resources. The network coordinator can plan a variety of specialized services that no one organization could possibly afford except through'network participation. For community groups, Community Cooperative Networks offer an opportunity to become equal partners In revitalizing Greater Little Rocks inner city communities. I To effectively address the social and housing needs of the target area, the residents must become involved in planning, management and operation of the development activities that impact their lives. Community Development Corporations (CDCs) are being developed in American cities and rural areas to empower low income people to address the development needs of their neighborhoods. I I ! The formation of a CDC is a significant component to empower the residents of the service area toward development of a community cooperative network. The following CDC objectives and resources will be employed to organize the residents and organizations needed to revitalize the target area. 3J ! THE GREATER LITTLE ROCK COMMUNITY DEVELOPMENT CORPORATION, INC. (GLRCDC) I i The Greater Little Rock Community Development Corporation was incorporated under the laws of the State of Arkansas as a non-profit organization in November, 1991. In May 1992, the GLRCDC obtained tax exempt status as a 501 (c) (3) non-profit organization from the U.S. Internal Revenue Service. The primary goal of the GLRCDC is to reverse the trend of deteriorating residential and non-residential facilities within the greater Little Rock area. To fulfill its primary goals, the GLRCDC will seek to accomplish the following: -To purchase deteriorating residential/nooresidential structures and/or vacant lots for development. To sell renovated structures to low-income individuals and small disadvantaged entrepreneurs. 1 To develop and rehabilitate residential and non-residential facilities in the area. I To recruit small disadvantaged businesses to the commercial service areas. I To contract with and/or sponsor the services of architects, attorneys, accountants, engineers and other professionals in the development of the service area. To contract and/or sponsor managerial and technical assistance to small disadvantaged businesses in the service area. To inform, train and facilitate housing education workshops and other training activities in the service area. To plan, promote and facilitate crime prevention programs for area residents. 4t I BUILDING COMMUNITY DEVELOPMENT CAPACITY ! I Few individual organizations have sufficient capabilities to undertake the revitalization of inner city communities. A cooperative effort among community organizations with social, housing and economic development resources is needed to reverse the deterioration of our inner city communities. The composition of the cooperative network is determined by the nature of the task, the skills required, and the willingness of organizations to collaborate to achieve together what each cannot do alone. The underlying philosophy of this network is that of connecting specific organizations with social, housing and economic resources to assist the community in revitalizing inner city neighborhoods. I i The first step in establishing a Community Cooperative Network is the identification and recruitment of a knowledgeable and respected individual or organization to inform and organize organizations and irxiividuals about the networking concept. The network coordinator must build trust and interest among prospective"network members. The coordinator acts as an advocate and a broker. The coordinator advocates cooperative efforts and brokers the services of network members to the community. A general framework for developing community cooperative networking requires the following tasks: f * Get the prospective network members to talk I Establish regular communication among the organizations and those with whom they need to cooperate such as community residents and other service providers. This is done by providing timely information in a way that promotes dialogue and collaboration among organizations. Dialogue also helps each prospective network member to gain mutual respect and overcome the inherent protection of perceived territorial rights. "Organizations arrive at a point of cooperation after a process of relationship-building and in anticipation of mutual gains" (Schermerhorn 1979, p. 25). 2I i To plan, promote and conduct youth activities for area youths. To plan, promote and conduct senior citizen activities for area senior citizens. Management Structure To implement the goals of the GLRCDC, a board of directors which reflects the composition of residents within the service area is In place. The board members also bring a wealth of diverse experiences and skills needed to reach the goals of the organization. The GLRCDC is governed by a board of directors, comprised of nine (9) area residents. Each director serves a term of three (3) years. The - manner of selection and qualifications of directors is defined and controlled by the Bylaws of the Corporation. The directors are nine longtime residents of greater Little Rock who provide knowledge and experience In the areas of consumer credit counseling, real estate, social services and community activities (see Board Profiles, p. D.) They are: Foster Strong, President 3514 West 14th Street Little Rock, AR 72204 Pam Abrams, Secretary 5109 W. 11th Little Rock, AR 72204 Felix Thompson, Vice President 5902 Timberview Road Little Rock, AR 72204 Charles A. Johnson, Jr., Treasurer 3907 American Manor Drive Little Rock, AR 72209 I'- Elissa Gross P. 0. Box 500 North Little Rock, AR 72115 Merle Smith 2810 Arch Little Rock, AR 72206 Frank Baugh 4110 W. 21st Little Rock, AR 72204 Robert Aycock 2405 West 13th, Apt. B Little Rock, AR 72202 James Lawson 41 5 Willow North Little Rock, AR 72114 51 I Under the leadership of this board, the GLRCDC will implement the goals listed in its Articles of Incorporation. I Staffing 1 The GLRCDC is presently without a paid staff. During 1992, the work activities of the GLRCDC has been conducted by the President, Treasurer, other board members and consultants (architects, engineers, market and financial specialists). I During 1993, the GLRCDC expects to receive grant funding that will enable it to employ an Executive Director, Community Developer, and an Administrative Assistant. Technical services will be contracted to architects, engineers and other specialists when needed. Financial Resources During the second quarter of 1992, the GLRCDC received a Community Incentive Grant from the Winthrop Rockefeller Foundation in the amount of $7,500. The grant provides board training and organizational development funds for the GLRCDC. A grant application to the Winthrop Rockefeller Foundation to provide not less than $50,000 for economic development will be prepared during the fourth quarter of 1992. The grant award will enable the CDC to support staff and professional costs in 1993. I. In August 1992, the organization received a City of Little Rock HOME Program Grant Application and is in the process of completing the grant application. The GLRCDC expects to be designated a CHDO (Community Housing Development Organization) by the city and state governments and qualify to access the 15% set-a-side of city and state HOME Program funds. The GLRCDC will seek to obtain not less than $75,000 from Little Rock's allocation of the HOME Program Grant Funds during the fourth quarter of 1992. The city grant funds will provide the initial target area with housing development funds. In the first or second quarter of 1993, a State HOME Program Application will be submitted to the Arkansas Finance and Development Authority (AFDA) to obtain up to $500,000 of HOME Grant Funds. The 6I state HOME Grant Funds are projected to provide new construction and rehabilitation financing of housing in civil jurisdictions and unincorporated areas outside the city limits of Little Rock and North Little Rock in Pulaski County. GEOGRAPHICAL AREA OF SERVICE I The Midtown neighborhood is located in north central Little Rock and is bounded by 1-630 to the north, Elm Street to the west, Roosevelt Road to the south and Missouri Pacific Railroad tracks to the east. Like other older residential neighborhoods, the Midtown area is experiencing a general decline and a deterioration of existing infrastructure and private property. This trend toward a general decline is moving westward from the core city and is the most significant overall issue in the entire area. It is influencing both the physical appearance of the neighborhood and the housing stock. The problem of marginal residential has a strong impact on the entire area, encouraging encroachment from nonresidential uses (see Service Area Map, p. B, Appendix). -- - . - \ The primary goal of the neighborhood and Its residents should be to preserve and strengthen the residential character of the Midtown neighborhood. A stronger effort must be made by both the city and the residents to help make this goal a reality and reverse the existing decline. The quality of life, including social aspects, is also negatively impacted by the physical deterioration of the neighborhood. The basic neighborhood structure could be greatly improved by the addition of amenities such as sidewalks, community spaces and recreational facilities. Preserving the existing housing stock and constructing new quality housing is critical to the existence of the Midtown area. i Three sub-areas within the Midtown region are experiencing unique housing problems will require location specific strategies to achieve the network's housing goals. I I Housing One of the more serious problems affecting the Midtown area is the rapid deterioration of the existing housing stock. The substandard conditions are having an effect on the physical appearance of the area, and in some instances, the livability of certain neighborhoods within the 7Midtown area. This problem is rapidly increasing and must be abated. Reversing the trend of deteriorating housing is critical to the future of the neighborhood. Programs, such as Code Enforcement and Housing Rehabilitation, are needed to begin the process of improving the neighborhood's housing. f Strong housing strategies and programs are needed to ensure a high percentage of home ownership. Home ownership is vital to maintaining stable residential neighborhoods, as a shift to a great number of rental units will continue to add to the deterioration of the housing. Owner occupied units will help strengthen the single family residences as the neighborhood's primary land use. r I There are three pockets of substandard housing
two are small subareas but one is of significant size (see Area Analysis Map, p. C, Appendix). These areas should be identified as priorities for any home improvement programs that are initiated In the neighborhood. Some type of visible upgrading In these areas should have a positive effect on surrounding areas and, in turn, the entire neighborhood. The residents of the Midtown area must be made aware that it is possible to upgrade a neighborhood through Improved housing conditions. The core of the area offers a good starting point. INITIAL TARGET AREA I
I I The GLRCDC plans to initiate revitalization activities in a four square block area beginning on the north boundary of Stephens Elementary School. This enclave is experiencing security problems and physical deterioration. Some of the problems are: gang violence, a disfunctional street system, substandard housing, poor drainage, and vacant lots. Immediate attention given to this area should be an incentive to residents of surrounding neighborhoods to believe that Midtown is of value and should be saved. 8COMMUNITY OBSTACLES TO OVERCOME Recognizing the need for "bottom up planning" (community involvement) and implementation of community development activities, the Greater Little Rock Community Development Corporation conducted a community needs assessments workshop in August, 1992. The results were used to formulate a development plan for the initial target area. The needs assessment categorized the problems of the area as follows: Critical Problems: Important Problems: Significant Problems: Crime, (especially illegal drugs). Senior Citizens fear of criminals, lack of effective Police Protection, Community Apathy
I Code Enforcement for Housing and Vacant Lots, Absentee Landlords, Infrastructure Improvements (Streets,curbs,sidewalks, drainage systems)
I 1 Lack of safe and convenient recreational facilities, possible lack of adequate fire protection
Organization Obstacles 1 The Greater Little Rock Community Development Corporation is without a proven track record, therefore it must obtain resourceful and dynamic leadership that can embark on a mission of addressing basic community needs in the service area. The GLRCDC must provg that things can be done and build pride and commitment among area residents. The initial objective of the Greater Little Rock CDC is to successfully undertake the physical revitalization of the Stephen's School neighborhood and reclaim the streets from crime and economic rot. The GLRCDC has identified the following barriers to organization goal attainment: Limited Financial Resources Lack of Professional Staff 9I 1 Limited Board Training Lack of Housing Development Experience ACTIONS TO OVERCOME OBSTACLES Organization Actions A successful Community Development Corporation must build a cooperative partnership among the for-profit sector (financial Institutions are of special importance), the public sector (local as well as state government), and the non-profit sector (foundations and other 501 (3)(c) corporations). The GLRCDC will play a catalytic role to build and strengthen its working relationship among these cooperative partners. Network Actions The identification and recruitment of a respected and trusted network coordinator is crucial to the successful formation of the Community Cooperative Network. The Individual or organization must be willing and capable of dispelling mistrust, and apathy among the prospective network members and the area residents. I I I Although Little Rock does not elect its city board of directors by wards. City Board Member John Lewellen has been very active and concerned about inner city issues. He has the political status to bridge the gaps that separate organizations and individuals in their common quest. The GLRCDC will seek to secure the services of Mr. Lewellen as network coordinator. I Coalition Building Despite a vast array of government and private programs designed to find solutions and deliver services to low income residents, no single entity has been able to revitalize low income neighborhoods. To overcome the barriers to revitalization of low income neighborhoods, a cooperative effort between the private and public sectors is needed to implement effective projects. 10Community Cooperative Network Members The key participants in the revitalization process are the residents of the targeted areas. A practical approach to empowering low income residents is to give them the opportunity to determine what their communities need, and enable them to share in the task required to successfully implement the project. I I The development plan for the targeted area requires a cooperative effort among the following entities: Community Residents Area Churches City of Little Rock (Police Deptartment, Fire Department, Housing Authority, Code Enforcement, and Neighborhoods and Planning) Housing and Urban Development (HUD) Worthen National Bank Community Organization for Poverity Elimination (COPE) Senior Citizens Activities Today (SCAT) New Futures for Little Rock Youth Watershed Cornerstone Project Association of Retarded Citizens (ARC) GYST House Urban League of Arkansas Arkansas Power & Light Company Arkla Gas Company Southwestern Bell Telephone Company Community Cooperative Network Objectives The implementation process for the target area has been developed by defining the project's objectives, including those related to the project's financial costs to the GLRCDC. The objectives were identified as follows: Objective 1 Objective 2 Implement crime prevention activities
Provide safe recreational activities and social services for youth
11Objective 3 Objective 4 Objective 5 Provide social services and activities for senior citizens
Increase code enforcement
I Develop safe, decent and affordable housing. I Next, the objectives were distributed among the network members and a narrative describing how each would be obtained. I In addition to the list of objectives and network members' areas of responsibility, the implementation process has been developed according to the implementation time frames of the objectives and events planned to overcome barriers to development. I I I A Goal Achievement Matrix (GAM) (Syyed T. Mahmood and Amit K. Ghosh, 1979, part IV, p. 3) has been developed to provide the network members with objectives, task responsibilities, and time frames for the start and completion of each objective. I OBJECTIVE FRAME NETWORK PARTICIPANTS TIME #1 Community Residents City Churches Little Rock Police Department GYST House The Other Way 1993-1994 #2 Community Residents New Futures Watershed Cornerstone (Summer) 1993-1994 #3 #4 COPE, SCAT Central Arkansas Agency on Aging Little Rock Neighborhoods & Planning 1993-1994 1993-1994 #5 GLRCDC 1993-1995 12I ( I I Urban League (Home Owner Training) Little Rock Neighborhoods & Planning HUD COPE (Weatherization Program) Local Banks Arkansas Power & Light (Entergy) ARKLA Gas Company Southwestern Bell Telephone Company Actions To Accomplish Network Objectives The cooperative network will conduct a marketing campaign to gain attention and arouse interest in the revitalization of the service area. Brochures and letters explaining social service availability, ho
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.