Little Rock Schools: Mabelvale Junior High

FILED U J. DISTRICT COURT IN THE UNITED STATES DISTRICT COURTEWTErn district Arkansas EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEC 0 9 1992 CARLR. BRENTS. CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL PTftyWTTPPS. OEP. CLERK V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION TO SET ASIDE SUSPENSION AND EXPULSION RECOMMENDATION AND FOR FURTHER RELIEF Joshua moves the Court for an Order requesting the immediate reinstatement of class member, Eugene Doe, as a student on one of the campuses of the Little Rock School District. He proceeds herein through his mother, Carolyn Doe. The District is being provided the names of the parties. For cause. the movants respectfully show the Court that: 1. Eugene Doe is a special education student who attended Mabelvale Junior High, School. He has attended Mabelvale Junior High from the beginning of the 1992-93 school year until on or about November 30, 1992. 2 . On or about November 30, 1992, the school officials gave Eugene Doe's sister. who also attends this school. a behavior report to be delivered to the parent wherein Adult Doe was given notice by the school that her son was being recommended for expulsion from school prior having the required hearing as required by PL 94-142. A copy of the report is attached hereto as Exhibit"A". The alleged misbehavior involved an out of school incident which occurred away from school on or about November 23, 1992 . Upon receipt of this report, Adult Doe was advised that her son was not to return to school. 3 . On or about December 2, 1992, the school held a meeting with Adult Doe to discuss the incident that occurred on or about November 30, 1992 at the Cloverdale Shopping Center located at Chicot and Baseline Roads. 4 . At this meeting it developed that Eugene Doe was being suspended from school and recommended for expulsion from the school on the basis of newspaper reports and rumors which related Eugene Doe to alleged criminal behavior. Adult Doe was not provided atay evidence that tied her son to the alleged incident. 5. On or about December 8, 1992, Adult Doe was summoned to another meeting with school officials at which time she reguested the reinstatement of her minor son to school. The principal, Mr. Wayne Marshaleck, refused to honor Adult Doe's request. During this meeting school officials attempted to justify the expulsion recommendation given Adult Doe on November 30, 1992 without providing all evidence to Adult Doe prior to the meeting as required by PL 94-142. Defendants LRSD took a statement from minor Doe and failed to notify Adult Doe that a statement had been taken and did not provide her with a copy of same. Adult Doe exercised her constitutional rights and requested that this meeting not proceed. 6. Plaintiffs Eugene and Carolyn Doe respectfully show the Court that Eugene Doe has been denied admission to school sinceNovember 30, 1992 because he is alleged to have been involved in a crime that occurred prior to school hours away from school property which has no relation to his basic right to an education. 7. Defendant LRSD has effectively denied Eugene Doe an education by their actions and deprived him of equal protection and due process of the laws by his treatment herein, inter alia: 1) an expulsion recommendation based upon unrelated allegations away from school of pupil misbehavior
2) improper notice of hearing charges against him
3) school district policy of summary suspension for accused criminal activity
and 4) a policy of a emergency removal from school of anyone suspected of engaging in criminal activity away from school. WHEREFORE, Joshua prays that the Court issue an immediate order and injunction to require the defendant LRSD to allow the reinstatement of minor Doe to Mabelvale Junior High School where he resides or ar his choice, a school whereby he may receive equitable educational opportunities. Moreover, minor Doe prays. wherever he is assigned, that he be "made whole" for the alleged deprivations herein and afforded full and effective remedial relief for the time that he was required to stay out of school. Joshua further prays that the aforementioned behavior report be expunged from minor Eugene Doe's record. Finally, Joshua asks for alternative appropriate and reasonable attorney's fees for this enforcement proceeding. Respectfully submitted.Jo: W. Walker Bar No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Street Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of November, 1992. Steve Jones, Esq. Jack, Lyon & Jones, P.A. 3400 Capitol Towers Capitol & Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge & Clark 2000 First Commercial Building Little Rock, AR 72201 Sam Jones, Esq. Wright, Lindsey & Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Richard Roachell, Esq. #15 Hickory Creek Drive Little Rock, AR 72212 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 J- Walker c: Irsd.mot MAR 10 '93 09:57 GEYER SPRINGS EEC P.2 A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HEALTH A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. Our ninth grade area needs the following: a vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a class set of magnets a Van De Graf generator, 10 triple beam balances, a ciass set of alcohol burners, an astronomical telescope, a class set of each of the following: water buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a genera! purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following: a class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class. Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for .scopes, classroom sets of each of the following: graduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml), magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, microprojecior salely glasses, pelri Wishes, ^i^(!l P&Ak BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a must, real classrooms for the Resource teachers (who roam). This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.MAR 10 '93 09:58 GEYER SPRINGS RBC P.3 PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as tiie last period of the day. locker space currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, girls are required to share lockers with as many as 3 others, a ciass set of Fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat from the qvm during the hot months, insulation and soundproofing would help make the avm warm in the winter, an intercom that works, restroom facilities that work, water fountains that work, volleyball standards that meet AAA requirements, a multipurpose room to separate all three grades in P.E,.sanding and refinishing of the basketball court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S. History projection maps, land acquisition map, erasable white chalkboard with markers on a easel, a set of current encyclopedias, and dictionaries, a U.S, flag as well as an Arkansas flag, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs, In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANISH First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards. VCR, TV, computer, language listening center to include * earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/orai learning, set of Spanish dictionaries, monthly Spanish publications such as Scholastic and funds to provide each student with his own copy.MAR 10 '93 09:59 GEYER SPRINGS RBC P.4 CHORAL MUSIC For their classroom: seated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover, sight reading texts, audio-visual materials, a relatively new set of encyclopedias, and music filing boxes. BAND Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different instruments in one class at the same time doesn't work) instrument storage lockers. 7 field drum cases, 2 bass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our teachers have asked for earlier but have not received. ENGLISH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries are at least 20 years old, a subscription to Scholastic Press for 35 students, teaching packets for several current novels- We would have to buv 10 more sets of novels to be eoual to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are currently storing them on the floor pf the counselors office) a small private room for testing, a direct telephone line, a long conference table. SOCIAL STUDIES Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack.MAR 10 '93 09=59 GEYER SPRINGS FBC P.5 ART ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack COMPUTER TECHNOLOGY AND TECH PREP. 7 period days at the New Futures schools, students are given the option to take Kiauhnardinrt ihA ou i___________w *v Keyboarding in the 7th and Sth grades in preparation for Computer Tech in the 9th grade. This is a vital prer^uisite to the 9th grade course, as required by State Education Department but not available at MJrlb. 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one semester. As a result of the 7 period day, 80% of each of the 9th grade classes are taking Computer Tech in these schools versus only 30% of the 9th graders at MJHS. 3. The New Futures schools have television production studios purchased by New Futures I L X U ------ piuuuuiun iiuuios purcnaseo oy New Futures money aval able to the students with video editors and computer graphics generators using Amega computers for invaluable experience in video production, 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th orade computer labs last year as opposed to at least 16 new IBM for ail of the magnet schools and New Futures ahool l^s. Students are not getting the hands on experience of using up-to-date computers with hard rtf iX/OC 11V A 4nm/ a aH .^xt. ' i. .1 ..... _ drives like they are in alt the other junior highs in the Little Rock School District 5. The computer lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to move around. The lab's cabinet doors are falling off their hinges. Work orders have been ignored or refused. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6, Alt of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graohics have been ignored. IMflR 10 '93 10:00 GEYER SPRINGS RBC .6' February 10, 1993 ^^P"^fendent of Schools ultle Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, School DIsIriclI.S wSdM fuS High, wo understand w Z X oSS 7 n *** J" new superintendent arxl his sta S to bee ,1 "** altow (fete, we have not heard of any ZSf ftXStHn this patrons of the school district. The Mabelvale Junior Hinh pt a ? by the rocfl llfinn e
,.,. Iiaucivdie junior MlOh P.T.A. FYfariltVO date, we have not heard of it's needs. As of this resolution that states
High Executive Board has passed a Ml 'We urge the school district administration classroom, cafeteria and office capital improvements which r- greater insiitueU e^ K day or other innovative scheduling models and Board to proceed with expansion as these are much needed are vital to the implementing of restructuring in interdisciplinary team teaching. Under students through a seven period - J such as block scheduling and present court orders and district plans l#* -.fc - J?_, ** **' students receive educational year. To us it is the highest priority that TJinilirirt ..._____ >! I. .. . * educationei nnnnrtnn:/ nignesi priority that our High schools in the District." We understand that s^tus
however, if you loo^^XS' we enjoy our "neighborhood school' I draw from our neighborhood as well as other parte 'of feel that the term "maonet schoni-^ic fhe students, m"'^^ P^^'bes them with a quality educSn Th? magnet schools to correct racial unbalance Yp7Th! : are using High, Southwest Little Rock can no longer'be XS Mabelvale Junior mixed community. as primarily one race or the other. We are a provide our studSs wiVextracurSS ? ""'S''''failing buildings. neglecting physical improvements to our to however, the central^oS^cTbas^se^en improvements be made to the school . . we have a new prWp?and L^si^ * visrl them ve7 often. We want you Io visit <ioh't have to assistant principal who are doing very well construction and restructuring. you to visit anyway in order to understand We feel that the Board and the Administration our concerns about is of the opinion that all of the problems that areMAR 10 '93 10:01 GEYER SRRINGS RBC P.7 1 occurring in the central office are more important than the education We feel neglected by the Board and Administration ' of our students. we are prepared to once again go back to private schools. act We feel that hu v, ayaui yu uacn 10 private schools, the children P education needed by all through XS'X'?' school 1. 2. our^hool^ 3. 4. - several rooms were 45 5. 6. By direc^ng the support services staff to perform much needed repairs remodelling, and construction at our school. ' By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat degrees during the school day.) By providirjg our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet magnet schools have one for eve^ student). By allowing u$ to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for toe math assistants, inadequate special education c assrooms, cramped cafeteria, roving teachers using other teachers cassrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building failing apart around us. We know the district administrators are interested in the education of our students We waiting for this interest to be manifested with ,*-*- - relations packages. ---------- ..J are action. Show us you mean what you say in your public We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A.MAR 10 '93 10:01 GEYER SPRINGS EEC LITTLE ROCK SCHOOL DISTRICT Mabelvale Junior High Schooi P.8 P.O. Box 187 Phene 455-2413 Mabelvale, Arkansas 72103 February 22, 1993 To Whom It May Concern
When I joined the faculty at Mabelvale Jr. High School, I cam aboard with a vision. My vision was and is to help those to have an interest in art to develop to their fullest potential and also to impress upon the uninterested the beauty of the arts. I still have that vision. I use this medium to express my concern. The classroom designated for ray art class does not provide adequate space to effectively conduct my class. One of the most important factors in an art class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others. I must report that limited space prohibits us from being able to do so. Further, this hinderance deprives other students who are interested: in art, of the chance to enroll in the class. I would welcome the challenge to teach an additional class inorder to accommodate all of those students who are interested. I humbly appeal to you to allow me the opportunity to fulfill my vision. I am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, /A Edgar Porchia aoMS OF TSE na hawsrs JUN 04 '93 13=29 GEYER SPRINGS FBC P.2 June 3, 1993 Mr, Tom Brock Director of Support Services Geyer Springs First Baptist Church 5615 Geyer Springs Road Little Rock, Arkansas 72209 Dear Tom, Thank you for visiting with me yesterday concerning the renovation of Mablevale Jr. High School. I have enclosed two items for your and the PTA's use: one is a report on capitol projects that I requested of the administration and was included on the agenda of the May 27th school board meeting
the second item comes out of the proposed 1993-1994 budget for the district. Both items mentioned above seem to indicate to me that the administration has put on the "back burner" the improvements to MJHS. I am not in a position to justify their actions but I can shed some light on some of their reasoning. I believe the administration's major concern is the Jr. High Capacity Study mentioned in the capitol projects report. I have heard much from our administration, the court, ODM, and Mr. John Walker on this issue. In its simplest form, our administration contends that we do not need an additional Jr. High School
Mr. Walker feels that we do need one located in east Little Rock
the court is concerned about the issue, but has not ruled one way or the other. Unfortunately, capacity is a very complicated issue in secondary schools, and I am absolutely unable to explain it to you or anyone else. Suffice it to say that our original capacity study was presented to Judge Wright last year, but was rejected until all of the parties involved in the suit (LRSD, PCSSD, NLSD) had time to confer on the issue. So as to not leave you completely perplexed and more importantly fed up with the LRSD, let me suggest various strategies that may or may not be effective on this issue (I'll get to the 7th period later). First, since you have gone through the proper channels and met with our administration, I would suggest you circulate a petition among the PTA and staff and submit that petition to the school board at a regularly scheduled meeting (last Thursday of each month) and be prepared to explain to the board during the citizen comments period the steps you have taken and why you are frustrated. After pursuing this, I would then send the petition to the court (Judge Wright) who will refer you to Ann Brown at ODM. The second step is as important as the first since the LRSD can not undertake any capitol project without court approval. Visiting with Mr. Walker over this issue would be of benefit also. I would suggest that you ask African American members of your PTA to petition Mr. WalkerJUN 04 '93 13=30 GEYER SPRINGS EBC P.3 r 1 to assist on this issue since he is involved in this case as the legal representative of all African American students in the LRSD. I can shed even less light on the issue of a 7th period. I do know that an extra penod is costly-restoring the 7th period at Henderson Jr. High will cost the distnct $303,000. I assume (and it is always dangerous to assume) that the administration is not for a 7th period because of cost. I again suggest that you come up with a pro/con analysis of this need which should include projected costs and benefits and submit this report to Dr. Bernd and the school board. Tom, I hope I have not completely confused you or danced around these two issues as politicians will. As I told you yesterday, I believe that we must return control of schools to local bodies which include parents, teachers, and building administrators. I do want you to know how much 1 appreciate your and other parents involvement in this school. I believe the main difference between a successful school and one in trouble in the level of parental involvement. Please call me if I can be of further help. Sincerely, Johii Riggs, IV ijttle Rock School BoardTOM BROCK May 19.1993 8701 Crystal Valley Cove Little Rock, AR 72210 RECEIVED Mrs. Polly Ramer Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 MAY 2 5 1993 Office o! Desegregation Monitoring Dear Mrs. Ramer, office. The Mabelvale Junior High School and its Parent Teacher Association needs the urgent help of your On February 10,1993,1 wrote Dr. Mac Bernd at the direction of our PTA Executive Board requesting that the Administration and Board help us in providing restructuring of our academic classes and capitol improvements. We are one of the few schools in the district that does not have seven periods, and our school is a 194Os style building that has not had any improvements since Little Rock took it over. I am enclosing a copy of the letter of February 10th. We subsequently were given a meeting with Dr. Bernd in which he told us the District had over $800,000.00 in funds to improve Mabelvale Junior High. At this time we gave him a list of needs prepared by the teachers. Dr. Bernd assured us the District would begin working to fulfill our requests, and on April 29, 1993, the Board wrote me a letter indicating the District would begin drawing up plans for renovations over the summer. I am also enclosing a recent letter I wrote to Dr. Bernd expressing concern regarding the Districts failure to proceed with renovations. Can your office assist us in pressuring the Administration to fulfill Dr. Bernd statements? We feel that the District is neglecting "neighborhood schools" to insure that the magnet schools are adequately funded. We are beginning to think that the District is more concerned about personnel matters and politics than the students of Mabelvale Junior High School. Any help you can provide will be greatly appreciated by the Mabelvale Junior High School. PTA. students, staff, and administration. Sincerely, Tom BrockFebruary 10, 1993 Dr. Mac Bernd, Superintendent of Schools Little Rock School District 810 West Markham Street Little Rock, Arkansas 72203 Dear Mac, Several years ago the citizens of Little Rock passed a milage increase for the Little Rock R' * u* u 7 --------------- u uuiayc iiivicaou lUI LIIC h 1A included funds to do some remodelling and new construction at Mabelvale Junior High. We understand that this work was put on hold at the time of Dr. Steele's resignation to allow me new superintendent and his staff time to become familiar with the district and its needs. As of this proposal from the District to do this work which was approved by the patrons of the school district. The Mabelvale Junior High P.T.A. Executive Board has passed resolution that states: a "We urge the school district administration and Board to proceed with classroom, cafeteria and office expansion as these are much needed capital improvements which are vital to the implementing of restructuring in the 1993-1994 academic year. The proposed restructuring model would provide greater institutional equity for our students through a seven period day or other innovative scheduling models such as block scheduling and interdisciplinary team teaching. Linder present court orders and district plans. Mabelvale Junior High may very well be left at a disadvantage by being restricted to six class periods next year. To us it is the highest priority that cu students receive educational opportunities on a par with ail of the other Junior High schools in the District.' our M We understand that we are not a magnet school. In fact we enjoy our "neighborhood school" status, however, if you look at our attendance zone, it is very similar to that of a magnet school. We raw from our neighborhood as well as other parts of the District based on the needs of the students. We feel that the term "magnet school" is misleading. Students should be allowed to go to any junior high school that provides them with a quality education. The court and districts are using magnet schools to correct racial unbalance. Yet, this is exactly what we are doing at Mabelvale Junior igh. Southwest Little Rock can no longer be viewed as primarily one race or the other We are a mixed community. We feel that the District is neglecting our school in favor of these magnet schools by failing to bUldings^^'' curricular subjects, and by neglecting physical improvements to our On numerous occasions, our staff has requested various improvements be made to the school owe ver the central office has seen fit to approve the requests of other schools and to play favorites. 3 principal and assistant principal who are doing very well so, you don't have to visit them very often. We want you to visit anyway in order to understand our concerns about construction and restructuring. We feel that the Board and the Administration is of the opinion that al! of the problems that areoccurring in the central office are more important than the education of ...a UI lice are more important than the education of our students. orA neglected by the Board and Administration and want them to know that many of us are parents of children who were once in private schools. We have come back to Mabelvale Junior Wirt n nrt/'oi IO A o* ! _..i___ High because of it's curriculum and it's teachers. However, if the Board and nn fhnZ 7 turncuium ano us teachers. However, if the Board and Administration fail to act on the improvement of the facilities, we are prepared to once again go back to private schools. tho ph-iH neglecting to provide the kind of education needed by all Uiv cnjiaren. We feel that the Adminstration and Board should take immediate action to improve our school through several areas: 1. 2. 3. 4. 5. 6. By having a meeting with us to share what plans are being made to improve our school. By directing the support services staff to perform much needed repairs, remodelling, and construction at our school. By allowing us to have direct control of our heating and air conditioning (recently, the District came out and turned off heat pumps which provided air conditioning to our classrooms, and as a result when the weather turned cold our students did not have heat - several rooms were 45 degrees during the school day.) By providing our teachers with equipment necessary to provide our students with a quality education (we have one microscope for an entire class yet, magnet schools have one for every student). By allowing us to have a seven course school day and more teachers to support the restructuring. By adding classroom space. We have no parent conference room, limited storage space, no room for the math assistants, inadequate special education classrooms, cramped cafeteria, roving teachers using other teachers classrooms during prep time, inadequate in-school-suspension area, poor playground facilities, and a building falling apart around us. We know the district administrators are interested in the education of our students. We are wating for this interest to be manifested with action. Show us you mean what you say in your public relations packages. We are anxiously awaiting a reply from you regarding our concerns. Sincerely, Tom Brock, President Mabelvale Junior High P.T.A. ITOM BROCK 8207 Crystal Valley Cove Little Rock, AR 72210 Dr. C.M. "Mac" Bernd, Superintendent Little Rock School District 810 West Markham Street Litde Rock, Arkansas 72203 Dear Dr. Bernd, Thank you for your letter of April 29, 1993 indicating the Little Rock School District is preparing to provide some assisunce to Mabelvale Junior High School. Since your letter, I have heard on several instances a rumor that Doug Eaton of your office had indicated the renovation you stated would be forthcoming is not to be acted upon. Mac, lets face facts, the Administration and School Boards creditability is not good at this time. If the renovation work, and the seven period day is not approved and in place by the beginning of the school year the parents of Mabelvale Junior High School students will be outraged. Needless to say, your credibility and that of the School Board will be nil with us. Therefore, I urge you and the Board to proceed with the plans, staff involvement, and any thing else that will show us as patrons that the District cares and is going to fulfill its promises. Thank you for all of your help and hard work with the District. Sincerely, Tom BrockApril 29, 1993 Tom Brock ssana^ Little Rock School District 8207 Crystal Valley Cove Little Rock, AR 72210 Dear Mr. Brock: appreciate the I appj^eciate concerns for Mabelvale Junior Hiqh School expressed in your letter. ---- ----------- which vou You are correct in stating that several years ago . passed which included funds for remodeling and construction at Mabelvale Junior High. District in July of 1992, i___ examining the needs of Mabelvale this a millage increase less than new I came to the Little Rock School a year ago, but have had my staff ----------------- ------ The coming summer will be our first opportunity to have the building empty and available for the major renovation that I feel is needed. year. Let me apprise you of some important steps which we have taken: 1. My staff has completed a cost analysis on adding an additional period to the schedule at Mabelvale Junior High and the Mabelvale administration has prepared a proposal for the H >-oe+- It -r _________ ... . restructured" day. I am currently reviewing both of these. 2. It has been determined that several hundred thousand dollars are in the account for Mabelvale renovation. I am directing that the school's administration be involved in drawing up the rilanc -P/iv. 4-v.^__.c _ j____. ___ I am directing 3. plans for the cafeteria. Plans tor the cafeteria, restrooms, office and other renovat.ions. e Little Rock School District has many summer programs in its schools, however, as I stated earlier, Mabelvale is being kept open this summer so that the extensive work can progress on schedule. I have requested the administration and staff of Mabelvale compile a list of equipment which is needed, in the process of doing this. They are in The team of evaluators who visited Mabelvale during the N Comprehensive Outcomes Evaluation had high praise for the staff Junior High School and seemed impressed with the school's program. ine staff, strong advocates, such as yourself, and an administration which in less than r - - yourself the North Central of Mabelvale With this several years ago. -------------------, anu an auinxnx:^ ui dcion wnicn a year has taken action to implement what the voters passed I am confident that great things lie ahead for Mabelvale. Sincerely, c / V fl I Dr. c. M. Bernd iiuperintendent OL Schools 8 10 West Markham SI reel Little Hock, Arkansas 7'2201 (301)524 20008 Mabelvale Junior High School P.O, Box 187 Phone 455-24(3 Mabelvale, Arkansas 72103 February 22, 1993 To Whom It May'Concern: a vision. When I joined the faculty at Mabelvale Jr. High School, I cam aboard with My vision was and is to help those to have an interest in art to develop to their fullest potential and also to impress upon the uninterested the beauty of the arts. I still have that vision. I use this medium to express my concern. The classroom designated for my art class does not provide adequate space to effectively conduct my class, class is the pleasure of displaying your art work. It lends an opportunity for each student to study their own art work in addition to review and appreciate the conversation expressed through the handiwork of others. I must report that limited space prohibits us from One of the most important factors being able to do so. Further, this hinderance deprives other students who are interested in art, of the chance to enroll in the class. I would welcome the challenge to teach an additional class inorder to accommodate all of those students who are interested. I highly appeal to you to allow me the opportunity to fulfill my vision. I am asking for more space and an additonal art class. It would please me greatly if you would give serious consideration to my request. Thank you very much. Sincerely, ' / Edgar Porchia HOME or THE HEE HAIEEHE A LIST OF NEEDS AND IMPROVEMENTS FOR MABELVALE JUNIOR HIGH as compiled by the staff HiAUa A health room that can accommodate wheelchairs, one that has more than one cot for 650 students. Areas separate from each other for waiting, counseling and health room cots, built-in storage cabinets, racks or tables as well as cheerful walls. SCIENCE Our ninth grade area needs the following: a vacuum pressure pump, a free fall tube, 2 bell jars, meter sticks, pulley demonstration kit, a gyroscope, an AC geiger counter, tuning forks, a wave motion apparatus, a class set of magnets a Van De Graf generator, 10 triple beam balances, a class set of alcohol burners, an astronomical telescope, a class set of each of the following: water buckets, safety goggles, electric motors (DC) kit, linear spring scales, graduated cylinders, funnels, scissors, large test tubes, plane glass mirrors magnifying glasses, spectroscopes, a general purpose hot plate, mortar and pestles, and a parabolic reflector set. Our eight grade area needs the following: a class set of lab tables, drain tables, meter sticks, AC Geiger Counter, Magnet Set for class. Van De Graf Generator, 10 triple beam balances, class set of Bunsen burners, safety goggles and safety gloves, graduated cylinders, general purpose hot plate, large set of test tubes and racks. Class set of thermometers, specimen slides (plant and animal), refrigerator, micro projector, money for supplies to do experiments, anemometer, sling psychrometer, wind vane. Our seventh grade area needs lab tables, light microscopes, a skeleton, electrical outlets for scopes. classroom sets of each of the following: graduated cylinders, test tubes, thermometers, specimen slides (plant and animal), blood pressure sets, scissors, metric rulers, beakers (100ml and 400ml), magnifying glasses, lab aprons, compasses, globes. They also need a hot plate, models (cell and mitosis), refrigerator, calipers, microprojector safety glasses, petri dishes, prisms, spectroscope, and rock and mineral specimens. BUSINESS EDUCATION A seven period day to facilitate course requirements, 4 computer work centers which will serve 6 computers per station, software for business applications. SPECIAL EDUCATION A seven period school day is a mu^, real classrooms for the Resource teachers (who roam) . This area enclosed an order form for approximately $1000.00 worth of supplies that are badly needed. Our CBI students need a toilet in their classroom, their teachers need access to a telephone, as well as a set of kitchen cabinets.PHYSICAL EDUCATION AND ATHLETICS Seven period days with the athletic period as the last period of the day. locker space - currently our students have to carry their P. E. clothes with them each day as there are only enough lockers for students to use during their class periods, ails are required to share lockers with as many as 3 others, a Class set of fit For Life books to be used in our physical fitness unit, an exhaust fan to remove heat mrn ine gym during the hot mQOlbs. insulation and soundproofing would help make the oym warm in the Winter, an intercom that works restroom facilities that work, mater fountains that work, vniipyhaii standards J "L requirements, ajpuitipurpose room to separate all three grades in P.E. .sanrtinn and refinishing of the basketbail court, charts and teaching aids for first aid and physical fitness, a budget to allow the teachers to replace broken and unsafe equipment. HEALTH EDUCATION Classrooms not shared and big enough to hold a full class, more time to teach health (nine weeks is not enough for eighth graders), current videos, funds for field trips. AMERICAN HISTORY U. S. History projection maps, land acquisition map, erasable white chalkboard with markers on a easel a set of current encyclopedias, and dictionaries, a U.S, flap as well as an Arkansas flan, construction paper, globes, various teaching video tapes a classroom set of newspapers, student desks'. READING 20 more computers are needed so our english classes can attend and use them for writing and research, 2 more computers are needed in the library, computer language arts programs. In our reading classrooms we need weekly newspapers, tape recorders,. CAFETERIA Other cafeterias have salad bars as well as potato bars, a change in the menus would be appreciated. SPANISH sets, First and foremost, one class room or one shared with the French teacher to allow ideas and plans to be implemented, and to eliminate roaming between 3 class rooms throughout the building. The class room would need the following: a working Overhead projector, adequate blackboard space, maps of Hispanic countries, bulletin boards, VCR, TV, computer, language listening center to include - earphone sets, computer, VCR and TV, a quality tape recorder to project adequate sound to the class, two oblong tables, up to date textbooks (a request that was bypassed), additional tapes, computer software, videos, games, supplementary materials (i.e. activity materials published by Foreign Languages Publishing companies) to enhance visual/listening/oral learning, set of Spanish dictionaries, monthly Spanish publications such as SchQfesiiq and funds to provide each student with his own copy.CHORAL MUSIC For their classroom: seated risers, choir folios (100 at $3.95 each) piano repair this requires a cabinet maker to replace hinges on the keyboard cover, 50 music room chairs with table arms (since other courses are taught in our music room, and exploratory music requires extensive note taking), a piano cover sight reading texts, audio-visual materials, ajlativelv new set of encyclopedias, and music filing boxes. BAND Better scheduling (seventh graders only have one elective class) smaller classes (teaching 9 different 9 K the same time doesn't work) instrument storage lockers, 7 field drum cases, 2 Dass drum cases, sheet music, an instrument budget, new uniforms (not used handed down ones). MATH One class set of math explorer calculators, one overhead math explorer calculator, cabinets with locks to house $2000 of math manipulatives for three rooms, educational software these are all things that our laaeiiers have asked for earlier but have not receiverl. ENGLISH One class set of Thesauruses (35 copies), a set of dictionaries for 5 classrooms, our current dictionaries 9t Igast 2Q years Q.ldi a subscription to Scholastic Press for 35 students, teaching packets for several current novels- would have to buv 10 more sets of novels to be eoual to magnet schools. COUNSELORS A conference room for support groups, parent conferences, locked storage rooms for tests (we are SUrrentlv storing thgm.on ths floor of the counselors office) a small private room for testing, a direct telephone line, a long conference table. SOCIAL STUDIES Posters, maps, work booklets, overhead transparencies, a set of current encyclopedias, a book rack. *A-RT ROOM The art room needs: 8 new art desks with stools, a paper cutter, a drying rack W-Utbr technology and tech prep, schools, students are given the option to take ^eyDoardlng in the 7th and 8th grades in preparation for Computer Tech in the 9th grade This is a vital prerequisite to the 9th grade course, as required by State Education Department but not available at MJno, 2. The New Futures schools let students taking Computer Tech have a full year's course instead of one t!^'
. 7 period day, 80% of each of the 9th grade classes are taking Computer tech in these schools versus only 30% of the 9th graders at MJHS. ^' television production studios purchased by New Futures money In,t'l w students with video editors and computer graphics generators using Amega computers for invaluable experience in video production. 4. Mabelvale only received 9 new IBM computers when new computers were purchased for the 9th grade nnmniitor one J I___. J................................ '3St 16 new IBM for all of the magnet schools and New Futures Khool labs. Students are not getting the hands on experience of using up-to-date computers with hard . . v.i w VI vvui^ lu vja drives like they are in all the other junior highs in the Uttle Rock School District. 5. The comput^ lab at MJHS is crammed into a 20' by 22' old classroom with no room for students to The labs cabinet doors are falling off their hinges. Work orders have been ignored or re used. The electricity is wired over the floor in raised boxes which students frequently trip over. The room frequently floods and has a leaky roof which endangers the welfare of the students. 6. All of the other computer labs in the district have direct on-line network access to the Colliers Encyclopedia in the Learning lab on CD/ROM except MJHS which has not ever had access. 7. Frequent request for software to fulfil curriculum requirements for Desktop publishing and Graphics have been ignored.Date: January 26. 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. MABELVALE JUNIOR HIGH SCHOOL The exterior appeal of the school had been greatly enhanced by the newly constructed entrance and pavilion that have been centered in the front of the building. The structure and roof line of the pavilion pay visual homage to the traditional schoolhouse silhouette. The school was very clean. Breezeways, courtyards, and areas at the periphery of the campus were all free of litter. We noted trash barrels, neatly lined with plastic, every few yards along the length of each breezeway. No graffiti was present in or around the building. All bathrooms throughout the school were very clean, functional, open to students, and fully supplied. Most of the lockers looked neat and attractive due to a new coat of taupe paint applied by staff members during the summer of 1994. Security personnel were highly visible on the campus. The gym and locker rooms, while old and not particularly attractive, were well kept. All areas of the gym and locker rooms were clean. The main hallway included displays of student work, various trophies, and the academic honor roll. While the media center was not large, it included an e?ctensive collection of books and displays of student work. Students and staff were helpful and friendly. All classrooms were clearly labeled with each teachers name and the room number. During the class change, all teachers were on duty and encouraged students to hurry to classes. Adults continually informed students of the time remaining for class changes. A couple of students who lagged behind responded politely to final warnings about tardiness and then rushed to their classes. Areas needing attention: 1. 2. 3. 4. 5. 6. 7. Neither the U.S. nor Arkansas flags were displayed from the flagpole. Some of the renovation completed this summer has not held up well at all. The skylights in the front passageway leak, causing deterioration of the ceiling material and trim paint. Newly installed metal bathroom fixtures appear corroded after only a few months of use. Major cracks run through the new concrete installed at the entry to the building. The district did not provide landscaping when they redesigned the entrance
as a result, the entry looks rather barren. The principal said she was working to find funds to landscape e entrance area. The area behind the main building has a serious problem with runoff and drainage. During period of heavy rain, water cascades through exterior passage ways. Monitors saw a pile of sand bags at the ready in one hall. The district has worked to improve drainage, but the problem has not been alleviated. Two banks of lockers remain to be painted
compared to the other lockers with their fresh paint, these looked very grimy. The portable classrooms were not in the best of shape. Most needed some paint, and some had holes in the underskirts or outer walls. The principal reported that district workers were performing some maintenance on these buildings on the day of our visit. Some electrical wires were hanging rather low in the outdoor passageways, perhaps as a result of some roofing and electrical work that was in progress. However, these wires pose a hazard and should be safely secured as soon as possible. Page 12MANN JUNIOR HIGH SCHOOL Date: January 30, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. The grounds were nicely landscaped, and a comer of one planter held a patch of blooming pansies. The office was neatly arranged, and a security guard was present at the front door. Visitors could see lists of "Bear Cat Stars" prominently displayed on a wall by the reception counter. The five school rules, three of which were stated in positive terms, were posted in several prominent locations in the hallways. The schools colors were evidenced all over the campus and the school mascot was displayed in several motifs. The student-created murals throughout the building were bright, colorful, and impressive. Two large display cases in the central hallway, and several smaller ones in other parts of the building, were filled with neat and attractive decorative or informational displays. Most of the glass enclosures were clean. Trash receptacles were stationed at various points about the campus. Although we entered no classrooms when class was in session, we briefly observed some from the windows in the classroom doors. We saw that many walls were brightly decorated with interesting displays, and most children were actively engaged in learning activities. Some of the teachers had done an exceptional job of decorating their rooms with materials and displays that focused on cultural and ethnic diversity. Students lockers throughout the building were generally in good shape, with some scratches, dents, marks, and paint streaks here and there. Several concrete benches offered pleasant seating along the walkways in the courtyard. The girls restroom near the main office was clean, contained paper towels and soap, and was free of graffiti. The counselors wing was spacious, contained a waiting area, and appeared to be well-supplied with college catalogues, fact sheets, and resource information. The spacious, well-lit media center was well-supplied with books and materials. On a west wing, the three exterior drinking fountains all worked. The cafeteria was clean and several attractive murals depicted positive scenes or promoted inspirational messages. A very pleasant aroma drifted from the kitchen. Throughout the building, the students and staff we encountered were friendly and helpful. Although a little slow in getting to their doors, teachers were visible in the passageways during class changes to supervise students. Areas Needing Attention: 1. 2. 3. 4. Recent warm weather had caused some grass against the building to grow tall and ragged in several places
it needed trimming. Some paper litter detracted from the appearance of the grounds, both in front of the school and in the hallways. In the main office, the pale blue paint on the walls in the main office was chipping in several places (particularly where chairs had rubbed against it), revealing an ugly brown undercoat. A ceiling tile or two were stained with brown rings from water drainage. A few of the glass display cases in the hallways were dirty and one was marred with a small amount of graffiti. Page 135. 6. 7. 8. 9, 10. II. 12. Most of the doors to the hallways and classrooms had windows, most of which were very dirty
many of them also had ugly tape residue. Many of the rooms were very crowded with desks, file cabinets, student projects, etc. Although we did not look into many classrooms, most of those which we did see had dull, dirty floors. Throughout the building, we noticed several cracks in the concrete walkways and hall floors. In some places, the concrete had worn away, leaving ragged etches, jagged gaps between seams, or sizable holes. A large yellow mechanism, designed to wring out mop heads over a bucket, was very noticeable lying behind one of the benches in the courtyard. Paint on the underside of the building overhangs and walkway covers was badly peeling in many places. The building appeared to have no water drainage system to direct runoff from the roof
so, tn several places, water from recent rains was running down I-beams and poles or dripping off the edge of the building. Metal signs hung at several spots around the building, admonishing visitors to obtain a pass from the principals office. All were badly rusted and most were bent and battered. Throughout the building, gates were wide open and many exterior doors were accessible from outside, posing a risk of unauthorized entrance to the campus and buildings. At least one classroom door was unlocked. 13. The health room was locked and dark. We learned that the nurse was not scheduled to be on campus the day we visited. 14. The cafeteria floor was swept, but scuffed and dull. We noticed several water-stained ceiling tiles along the west wall of the cafeteria. The water fountain outside the cafeteria did not work. 15. Near the art rooms, some ceiling tiles were ajar and several small tiles were missing. 16. In a north wing, the back door to an area at the northeast, which houses electrical equipment, was standing open and was unattended. Several old school district books were stacked on a power plant, and boxes and other miscellaneous stuff had accumulated in this area. A car was backed up to the open door. A paint can was overturned on the ground near the door, the stump of a small tree or shrub was freshly painted with white paint, and the wet paint was splattered messily on the grass. 17. Some teachers were eager to tell us of their concerns about classrooms over-crowded with students, and a custodial worker complained that the school needed more custodians. 18. The media center was carpeted in an attractive, soft blue covering that, although free of spots, was littered with scraps of paper and needed vacuuming. A cover over one light fixture was lose and hung precariously, and one ceiling tile was ajar. 19. On the walk between the main building and the English annex, a large area of concrete had deteriorated and held a big puddle of water. The water appeared to have overflowed from a drainage ditch which contained largely stagnant water. The ditch contained considerable plant life, so it apparently held water at least much of the time. Twin tire ruts had been cut deeply into the wet lawn near this area. 20. In the alley between the main building and English annex, a sizable section of the paving was crumbled and sunken and held a large puddle of standing water, 21. Most of the exterior hall floors in the annex were dirty and gritty and needed sweeping. Several of the hall floors had sticky substances that looked like spilled soft drinks, and needed wetmopping. 22. The exterior of one of the three main doors at the front of the English annex was badly peeled at the edge, and the paint on all three was faded. The windows in these doors were dirty. 23. The floors in the annex were dull and scuffed and some needed energetic scrubbing. Some floor tiles were broken, especially at structural joints in the hallways. Page 1424, 25. 26. In the annex, wiring (some of which appeared to be for computer links) was draped along the walls and ceilings. One wire, which extended from type of sensor, was missing part of its insulating covering. In the annex, we found two sets of twin water fountains, but only one head in each was hooked to a water source. Water pressure in one of the fountains was so low that it was impossible to drink from it. Classroom doors in the annex had metal air exchange vents on their lower half
most of these grills were badly bent and discolored. 27. Several of the exterior doors in the annex (other than the three at the main entrance) could be opened from the outside. All of the door windows were dirty and several had tape residue. 28. Outside the rear doors ofthe annex were two walls where chalkboard erasers had been clapped against them, leaving a white powdery residue. In this area, five student desks (with chairs attached) were arranged in a circle around cardboard boxes. The boxes contained empty soft drink cans, cigarette butts, and miscellaneous trash. A little further on, next to an exterior east walk was another desk-chair and a small pile of broken wood that apparently had been discarded there. The grass in this area was becoming overgrown. Girls Restrooms 29. The condition and appearance of the restrooms, as well as their supplies, were uneven. Most of them needed a good scrubbing. Some of them had plenty of toilet paper, while others had little or none. All of the restrooms had paper towels. Some had no soap, but where it was furnished, it was restricted to only one bar. None of the restrooms had hot water, and in some cases, water pressure was inadequate, thereby reducing the likelihood that the one bar of soap would be used. A student in one restroom said she could not depend on the room having toilet paper, so usually brought some from home. 30. Inadequate custodial care resulted in dirty mirrors, smeared cleanser residue, and bumed-out light bulbs or missing covers for light fixtures. Some of the stalls had graffiti on the walls, one stall had no door, and another bore an "out of order" sign due to damage. The use of strong cleaning compounds had badly discolored the countertops around some of the sinks, and in several cases, the caulking around the sinks had deteriorated or was completely missing. The cabinets surrounding some of the sinks were battered, and some were missing pieces of veneer or exhibited other signs of mistreatment. Boys restrooms 31. Except for the restroom used by the staff, which was kept locked, the restrooms were devoid of soap, paper towels, or toilet paper. A monitor described one of the restrooms as "the worst ever" of those weve monitored, which is a strongly negative assessment. The restroom near the cafeteria was locked. Foul odors, dirty floors, and the lack of general supplies made a trip to the restroom an act of desperation for male students. Page 1502.IS/OS 18:04 501 324 2023 LRSI) COMMVNICATI ODM 002/003 Little Rock School District .Junior League of little Rock Sponsors Career Day A t Mabelvale Junior High School l or Immediate Release February 18,199S For more information: Leah Tucker, 664-6025 Suellen Vann, 324-2020 Seventh graders at Mabelvale Junior High will leain an important lesson tomorrow - stay in school if you want to succeed in life. Some 200 students will take part in Career Day sponsored by the Junior League of Little Rock on Thursday, February 19, from 9: 30 - 11 JO a.ra. The program will featur e speakers from a variety of career fields, includirig a local artist, a zookeepen a poHceman and a TV cameraman. In addition to learning about different careers, students also will get tips on filling out applications, dressing for iriLeniews, and meeting several people from different walks of life. This is a great way to introduce our studen ts to a wide variety of careers," said Patricia Pennington. Mabelvale counselor. Its wonderfill to see people from the community raking time out from their work to come and encourage our students to be excited about the future." This is the second year that the Junior League of L ittle Rock has sponsored the Career Day program in the public schools. Members of the League's provisional member class are responsible for the planning, organizing and implementation of the program. (more) 810 West MarRham Street Little Kock, Arkansas 72201 (501)324-2000 02 IS '9S 0501 324 2023 LRSD COJOIVXICATI ODM 003.003 18:0 5 Junior Leagut'Career Day Page 2 of 2 Schools are selected in cooperation with the Little ilock School District administration. The Junior League of Little Rock in its 76th year is an international organization of women ccmmitted to promoting volunteerism, developing tb.e potential of w'omen and improving the commumty through the effective action and leadership of trained volunteers. Its purpose is exclusively educational and charitable. Mabelvale Junior High School is loc3.ted at 10811 Mabelvale Road West, Uli JILITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 Division of Schooi Services Sadie Mitcheii, Associate Superintendent received SEP 1 3 70CB TO: ice of Desegregation Monitoring QFFlGEQf FROM: t:arnine, Superintendent of Schools DESEGRESATtOJ'i WCNnORlNG DATE: September 7, 2000 SUBJECT: Magnet Schools Assistance Program Grant The Little Rock School District is in the process of developing a plan that will improve the educational offerings of four schools in Southwest Little Rock: Fair High School, McClellan High School, Mabelvale Middle School and Cloverdale Middle School. The schools have decided to adopt magnet-like school themes to focus on academic content and to increase student engagement in learning. The schools, along with the District's Director of Planning and Development, will aggressively seek resources to support the themes. The Magnet Schools Assistance Program provides grants to eligible local educational agencies (LEAs). Each eligible LEA that desires to receive assistance shall submit an application before December 22, 2000. The Little Rock School District is preparing to submit an application which will include the schools listed above. If you have questions, please call Sadie Mitchell at 501/324-2007. c: Junious Babbs, Associate Superintendent - Student Registration Dr. Terrence Roberts, Desegregation Consultant Dr. Stephen Ross, Desegregation Consultant (received SEP 1 3 2000 OFFICE 01- desegregaiion monitoring Mabelvale Middle School for Accelerated Studies Environmental Sciences 1= Communication SystemsMabelvale Middle School for Accelerated Studies Environmental Sciences Communication Systems Comprehensive Program Design Overarching Theme: School of Accelerated Studies Program Strand: Environmental Science Experience Base A first step in successfill program design is to broaden the background knowledge of students so that they have common areas of understanding upon which to build new levels of learning. Students will experience an overall immersion into major areas of environmental science through trips to a local hatchery, Arkansas State Plant Board, Arkansas Game and Fish - Aquaculture, Arkansas Highway Department, Arkansas Project Globe, Arkansas Project Wet (Water Education Tearn), EPA (Weyerhauser and recycling), Data Stream (NLR weather). Meteorology departments at television stations, and local hospital laboratories. These experiences will provide students with a broad base for comparative studies within the programmatic strand of environmental science. Experiences provided through a variety of real, virtual, and imaginary field trips wiU: demonstrate what is meant by natural niches, habitats and biomes by observing plants and animals in a variety of settings review industrial processing relating to material and energy sources lead to an appreciation of how human activities, conscious or inadvertent, are seriously impacting planet Earth examine individual and collective roles in jobs and agencies that relate to the natural environment recognize how environmental factors meet needs assess common, everyday activities as appropriate use of resources, inappropriate acts resulting in abuse, or sensitive plan/schedule of resource use for conservation raise awareness as to how the development of scientific thinking and technology increases ability to utilize the environment wisely develop and understanding that all environments, whether they are small communities, global areas, or part of the universe, are continually evolving I Curricular Activity Many well planned, related activities wiU add in-depth meaning to the students experience base and provide opportunities for higher level applications of learning. Student projects wUl emphasize the use of scientific technologies and how the application of these technologies supports investigation and experimentation of crucial environmental problems. Students will discover what variables lead to higher life expectancies and more productive environments in regards to water, plants, animals, and fish. They will also learn about influential factors in the stability of an ecosystem and how different variables can be harmful and alter this balance. For example, in the Globe Program, students will visit a water sampling point once each month and conduct 26 different tests. Students will analyze the chemical, physical, and biological conditions of the body of water to be studied. The data will be compiled in a state-of-the-art computer that is provided with the program. Mabelvale will commit for at least 5 years for the study and recording of data. Students wiU become scientists first hand. Overlapping areas of knowledge for this water sampling project are chemistry, physics, and biology. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about environmental science. These activities will be focused on maintaining balanced ecosystems for each of the separate environments for fish, plants, and animals. Living laboratories win allow students to see ecosystems in action fi-om production to decay to reproduction. Activities planned around the water tanks will include work with the school fish hatchery and maintaining a separate pond that holds older fish and plants. The greenhouse and outdoor pond win provide active areas for students to help produce and maintain different plant species. Students will also take an active role in the planning and development of landscaping for each lab area by taking into account the environment, temperature, and available sunlight. Through these interactive experiences and involvement-intensive immersion experiences, students will be provided the opportunities to investigate, analyze, experiment, and construct relevant meaning within the overall framework of environmental science. Interactive Environments Specialized areas will be developed for students to engage in real world situations over time. Equipment is usually unique and too expensive or invasive to be used in regular classrooms. The old cafeteria will be converted into a large Environmental Studies Center housing three different lab areas that support the advanced life sciences curriculum. The room will be painted in earth colors with the ceiling tiles painted the pale blue of a daytime sky. The lab areas to be included will be the Fish Farm (aquaria, aquaponic gardening, closed water system for a small fish hatchery). Natural Niches (authentic habitats for animals), and Plant Place (growing tables and hydroponic gardening). There will be a small outdoor shelter for bigger animals connected to the Environmental Studies Center. A variety of advanced measurement devices will be employed at each of the three lab areas for high tech science support. Equipment will include pumps for water treatment (water purification), computers for data manipulation and for maintaining the hatchery unit, proper heat/air/water necessities for all lab areas, microscopes, and projection systems. Other items will include animal incubators, cages, medical equipment for check-ups and emergencies (stethoscopes, scales, antibiotics, clippers, bottles, etc.), and smocks and goggles for the students to wear during lab hours. The progress and growth of each environment will be documented using video equipment and digital cameras. A campus water garden and greenhouse will serve as outdoor classrooms for the study of botany. This outdoor water garden and surrounding area will be enhanced by landscaping that is designed by students with special attention to architectural design of planters, flower beds, and the waters edge to avoid erosion and the loss of plant life.Thayer Design Inc. 1495 High Peak Road Monroe. VA 24574 804/929-6359 Environmental Studies Center Curricular Content Acceleration is possible when the content to be mastered is interesting, meaningful and relevant to a need to know. Curricular content focuses on forming a working framework for environmental studies by subdividing it into three categories of knowledge
plants, fish, and animals. Course material to be included in the discussion of plants will be pollination, genetics, gardening, hydroponics, cloning, climate, and adaptation and wiU overlap with the subjects of entomology, pesticides, and agriculture. Knowledge to be learned about fish wiU include information about hatcheries, water purification, life cycles, water pollution, fishing culture, and economics. Animal course content overlaps with much of the above but also includes dietary needs, vaccinations, behavioral science, and maintenance of the animals and their environment. The knowledge in each of these three areas wiU overlap at many points and will be organized in the context of three separate ecosystems with three separate lab areas (Fish Farm, Plant Place, and Natural Niches). Knowledge about ecosystems will include learning about balance, adaptation, biomes, geography, human body system, and weather/climate. Curriculum content wUl also focus on the training of specialized lab equipment for each ecosystem including the use of machinery, tools, and medical supplies to be used in the maintenance of the fish hatchery, habitats/niches, greenhouse, and outdoor pond/garden. A series of visits from local professionals in the areas of veterinary, horticulture, botany, and biology wiU provide key insight to the new developments in the high tech world and how those contributions have affected society. Teachers wUl have a wealth of reference books and materials that include National Geographic PubUcations, National Science Magazine, Field Study Guides, and the Arkansas Governmental Agencies Publications (Game, Fish, and Forestry). By searching the Internet, students can find related maps and models that can serve as examples of the kind of studying they are doing on their campus. Miniature animal and aquatic stations can be placed in each classroom as sub-studies of the larger picture of environmental science. Also, there wiU be 15 computers in each classroom that are hooked up to a network computer so aU classes can share their information. Course appropriate technology hardware and software wiU be used to integrate technology throughout the accelerated studies program. Mathematical and scientific applications wUl also be emphasized to complement the high tech approach to environmental studies. Best Instructional Practices A few selected practices that match techniques to content and that are employed consistently, are more effective than trying many different approaches simultaneously Teaching techniques/strategies are based on the seminar approach, problem-based learning, and scientific inquiry. Techniques for student learning include self-discovery, peer collaboration, community partnerships, independent study, extension learning, distance learning, and expository reporting through scientific research. Formative and Summative Assessment Accelerated studies are based on high expectations which are made clear to students in carefuUy drawn rubrics prior to each unit of study. Assessment formats that match each set of activities, such as a rubric assessment for evaluating projects based on the productivity of a lab environment, serve as authentic measures for teachers to determine exactly what and how students learn. Such formats will allow a teacher to evaluate, for example, whether students have produced harmonious ecosystems (balanced systems with Ettle decay and loss of Efe) whEe also servmg as a diagnostic/prescriptive tool for teachers to use to accurately modify their instruction during environmental studies. Performance assessments, such as in student planned projects, oral presentations, daily journals, planned experiments, and portfoEos (on disk or video) will also help teachers to determine whether students are internaUzing higher order thinking related to environmental principles. These performance assessments will be graded by rubric and matrix evaluation techniques. A final summary portfoEo assessment, using digital pictures to represent the stages of progress and growth, will serve as a global evaluation measure, or summative assessment, for each student. Arkansas Frameworks This section to be developed when the new standards and aEgnments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and anciUary materials in order to ensure a tightly aligned curriculum document that is practical and user fifiendly within a creative and advanced content structure. staff Training and Curriculum Writing Programs are only successfill if their staff members successfully complete appropriate training and apply what has been learned. Accelerated studies can only be facilitated by staff members with subject area content and pedagogical skills at advanced levels. School personnel will receive intensive training in a series of mini-workshops that consist of -visits from local professionals in the areas of veterinary, horticulture, botany, and biology that will provide key insight about the new developments in the high tech world of environmental science and how those contributions have affected society. Also, staff will be trained in how to use specialized equipment/tools and application software to integrate this new technology and information into the students working framework of knowledge. Janice Meyer, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in curriculum writing and Environmental Studies unit development. She will collaborate with the science department IRC and the staff at Mabelvale in planning for the integration of the specced areas outdoors and within the Environmental Studies Center with thematic classroom activities. The result will be a teacher friendly series of curricular materials that has instructional integrity and student friendly activities that are intellectually stimulating and motivating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, -will facilitate the curriculum writing effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks _ 1 I- 1 1 ___1_ +z\ Q H art fnoir and Standards. She will be responsible for leading teachers to work as a team to broaden their knowledge base so that they are at ease with the Environmental Studies approach and the activity centered curriculum. Her goal -will be to ensure optimal success in the wide ranging tasks needed for implementing the accelerated studies curriculum at Mabelvale.Mabelvale MUddle School for Accelerated Studies -continued- Overarching Theme: School of Accelerated Studies Program Strand: Communication Systems Experience Base Students will be exposed to many different types of communication systems through a series of field trips and interactive learning experiences. There will be an initial immersion in the world of communication including visits and interactions with local radio and television stations, local newspaper publishers, marketing firms, Arkansas Education Television Network (AETN), CNN news production, and noted guest speakers fi'om major communication outlets. These experiences will provide students with a broad base for comparative studies within the programmatic strand of communication systems. A communications mindset will evolve as students learn to recognize parts, sub-systems, interactions, and matching properties of various communication venues. Curricular Activity Student projects win involve analyzing, designing, assembly, and trouble-shooting the mechanical and electrical components of communication as well as the human aspects of planning and presentation. Emphasis will be placed upon specific technologies required for optimal quality communication practices. A variety of activities will motivate students to use a broad range of exploratory techniques while learning about communication systems. These activities will include video and radio broadcasts, script writing, technical production, on-air presentation, and taping. Print communication activities -wiU include writing and publishing newsletters, designing advertisements for school activities, and developing magazines that reflect student participation and accomplishments. An important study will focus on rhetoric and forensic speaking so that vocabulary and articulation in speech is of appropriate quality to support aU communication projects. Students will gain confidence in self-expression using their own body movement and emotions through dramatizations using pantomime. Print and broadcast samples will be reviewed by teachers on a regular basis to build the level of sophistication relating to communication concepts, skills, and application. Through these interactive experiences and intensive involvement practices, students wiU be provided opportunities to investigate, experiment, and construct relevant meaning within the overaU framework of communication systems. Interactive Environments A specially designed technological support area, Communications Central, will be used as a primary source for students to rely on during their studies of interactive communication. This will be housed in the new cafetorium to be built on the front of the campus. The stage will serve -as a presentation center and behind the stage wiU be a series of project rooms for specialized communications studies. Communications Central wUl incorporate
broadcast systems (radio and video), print centers (writing, graphics, and publishing), and a non-verbal communication lab (body language, deaf awareness, and sign language). Other tools found in this support area wUl be digital cameras, microphones, tele-prompters, traditional film developing tools, and a projection system. Computer driven applications specially designed to assist in elements of broadcasting, print, and design wUl be available to each classroom (content software, graphics, Internet capabilities, and presentation material). Each class will be equipped with fifteen networked computers to ensure continuity of programmatic pieces between Communications Central and classroom. This in-depth student involvement with technological systems, employed in support of verbal and non-verbal format, will assist students and their teachers in maintaining a mindset that is beneficial to thematic studies in communications. Students will mtemaUze the concept that communication systems are made of inter-connecting parts that affect quality of meaning transmitted. Curricular Content Curricular content focuses on instruction in the technological components to be used throughout the study of communication systems. This includes the study of technological interfacing, computer science, and computer math (emphasis on formulas, algebra, and problem-based solutions). Primary state-of-the-art sources to be used during the study of communication systems: objects, models, images, audio, print related to broadcasting, language (verbal and non-verbal), and judicial/forensic debate sub-studies (moot court hearings, debates, interviews, peer mediation). Reference sources will also include samples of actual images, film, audio, and artifacts that exemplify early broadcasting practices and communication formats (recordings of old interviews, broadcasts, commercials, debates, and trials) as well as student research focusing on historical documents in the original handwriting or language. Best Instructional Practices Teaching techniques/strategies are based on the seminar approach, problem-based learning, and formal critiques in the three areas of print, broadcast, and non-verbal communications. These techniques for learning include self-discovery, peer collaboration, expository reporting through scientific research, and hands-on student learning (planned projects, oral presentations, portfolios, dramatic productions, character plays, and sign language).1= 1= -rc:3t2.i CJr^ -r LotirO llM-se'FZ.T SE>x-ri>-u<i and STUDBtNT V-IOeK. <-tuoeV-tv pttoa^cr" C^l fF'U^-Y IZ T \] - cioNzii'.a^N-l"^" AIZ-SA EtolTlt-'Ixij ^^l^TJZOI- Pcxpr-zi 4- r>n i o o Video e>(zoaoc<vst Studio n c \ c ,4 4 & NOtsi - Vi2F2-l3A--L_ Co R4 rvA LJ ID/*VI O r-* Mabelvale Middle School for Advanced Studies Communications Central fit PViraLJi>l-^<f^<S7 <^>FZAFl+V<S UAvS Thayer Design Inc. 1495 High Peak Road Monroe. VA 24574 804/929-6359 Formative and Summative Assessment Assessment formats that match each set of activities serve as authentic measures for teachers to determine exactly what and how students learn. Formative and summative assessments to be included are video portfolios, performances, daily journals, and student developed experiments and investigative research (with hypotheses, analyses, and conclusions). A specialized rubric and matrix system that consists of a computer flow chart for documentation wiU be used for learner products. These different assessments wiU serve as diagnostic/prescriptive tools for teachers to use in accurately modifying their instruction during the study of communication systems. These tools will also help teachers to determine whether students are internalizing higher order thinking related to the communications theme. Arkansas Frameworks This section to be developed when the new standards and alignments are provided to staff members. The final draft of this program design will correlate benchmarks, standards, text and ancillary materials in order to ensure a tightly aligned curriculum document that is practical and user friendly within a creative and advanced content structure. Staff Training and Curriculum Writing School personnel will receive intensive training in technology (including the use of specialized computer equipment, application programs, information and graphics software, and Internet navigation), broadcasting, print, and non-verbal language from specialized consultants and field experts. Staff will participate in intense curriculum writing workshops and will cooperate with specialized consultants and field experts in order to create authentic program elements. Also, teacher knowledge of sophisticated visual imaging and text programs will be basic to the development of a curriculum document that appropriately reflects the best that a communication program should offer. Jon Boettcher, field consultant with Phale D. Hale Education Consulting Inc, will provide leadership in establishing an authentic communications center that incorporates all the areas described under Curricular Activity and Curricular Content. Mr. Boettcher has worked for many years in public radio and television production in the midwest and east coast. He will collaborate with the technology department IRC and the staff at Mabelvale in planning for the integration of the specialized communications functions with thematic classroom activities. The result will be student involvement in activities that are motivating as well as being intellectually stimulating. Anita Tanner, principal consultant with Phale D. Hale Education Consulting Inc, will facilitate the curriculum waiting effort as well as conduct implementation strategies workshops that combine specific thematic applications, educational best practices and integration of Arkansas Benchmarks and Standards. She will be responsible for leading teachers to work as a team to broaden their knowledge base sb that they are at ease with the advanced studies and the activity centered curriculum. Her goal will be to ensure optimal success in the wide ranging tasks needed for implementing the accelerated communication systems curriculum at Mabelvale.REF: SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE RUCK SCHOOL DISTRICT MABELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 1 ' 2 3 s 6 10 12 13 IB T? 20 21 23 24 3" 26 27 28 29 30 31 32 33 34 35 se 37 3S 3B 40 42 43 44 45 45 47 48 49 50 51 52 53 54 OB se 57 COURSE TITLE CLASS SEX HATCH PfcKiUi! GROUP SSC TfiRH. HAHE S v OATS R0a
4 TEACHER fiAME TTOE CAP MALE cHRULLMLNr SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 T< 2 3 5 t AOMIN BOIOOI F01003 B02001 302003 BOiOOl TniWfT B03011 S03013 eO3<521 B 03023. noiooi AOH-CONDUCT 1 1 z 1 1 7 7 7 MTWRF MTWRF OFFICE MARSHA UFFltc MARSHA 0 ftSQUeSTS W A MARSHALECK K A marshAleLK * TOTAL 150 757 300 150 T57 300 N TT e ART I 7-3 102 102 102 ----------103 163 103 ART I 7-8 102 102 102 ---------103 103 103 ART II 8 ART II 8 1-2 3-4 4B 48 MTWRF MTWRF MTWRF -HTWRP 13 77 PORCHI PORCHI' PORCHIA 32 RSlUESTS PARCH U F i. TOTAL 20 77 40 6 Z 14 8 TT 13 14 T7 32 6 7 d Y T 6 TZ 19 8 ~7 14 10 11 12 13 14 15 14 t t IB 13 17 PORCHI MftCW 32 eOUESTS PORCHIA t A PBRCHIA F a * TOTAL ?.O 77 40 6 S 14 9 Tir 18 14 T7 32 6 7 8 Y T 6 T7 13 8 14 ** .UO SECTIONS DEFINED ** ** NO SECTIONS DEFINED ** ART ! ~ ~ 102 102 102 1-2 103 133 103 1-2 AST i -------------- 102102102 3-A 103 103 103 3-A ART II 9 ART n 9 art III 9 ART III 9 0 RFOUPSTS 0 REQUESTS 4B 5 48 5^ MTWRF . MTRF MTWRF MTWRF 13 13 PORCHI PORCH! J REQUESTS PORCHIA A PORCHIA E A * riTAL S 5 10 3 3 3 3 5 2 Y Y 1 T 2 7 20 21 22 23 24 25 24 27 u. 29 80 31 32 33 34 35 afi. 37 38 39 40 * 13 13 PQRCHI PQRCHI 3 requests PORCHIA E A PORCHIA..F A tuTal 5 5 To 3 7 3 7 5 2 7 Y >( 1 T 2 7 42 43 45 45 ** NO SECTIONS DEFINED ** ** S^& SCCTIliNS OSFIFJSO ** NO "SECT IONS DEFINEO ** ** NOlSECTISNS BSFINED #* MONITOR 101 101 101 102 102 102 loa 103 103 1S4 104 104 105 105 105 106 106 106 110 110 110 111 111 111 112 112'112 113 113 113. --------------rTTTTTrrr 115 115 115 120 120 120 1-2 TTr 1-2 1-2 1-2 1-2 1-2 T7- 1-2 1-2 T-TT- 1-2 1-2 1 ~T 3 A A 5 6 1 3 4Av b 1 0 REQUESTS S RSOUtSTS 0 REQUESTS 0 REQUESTS MTWRF MTWAF MTWRF. MTWRF MTWRF MTWRF MTWRF MTWAF OFF TTT OFF OFF F F OFF 01 w WILLIA WILLIAMS J WILLIAWILLIAMS U WILL IA WILLIA WILLIA WILLIA PENMIN WILLIAMS J WILLIAMS J WILLIAMS J WILLIAMS J PENNINGTON p A MTWRF ' 01 MTWRF at 'nT"W"'i"=" MTWRF MTWRF IT 01 LIB PSMMW PeNMlNSTilM ir' A PEM'MKx PEHNIU PENMN PORTER penning TUN P A PENNINGTON P A Pf f-ilUGT'''? A PENNINGTON P A PORTER T P 5 7 5 5 5 5 5 7 5 ST 5 5 1 T 1 T 1 1 1 2 1 T 1 T 1 1 1 1 1 T 2 1 T 1 1 4 T 4 4 4 A A TT 3 4 T 5 4 y Y y y y / T 7 y y 1 1 1 1 T 1 1 T 1 T 1 1 1 48 SO 51 52 53 54 55 56 57 58 59 40 61 42 63 64 45 44 47 48 49 70 71 72 73 * t 7B zyREF: SCH.56n DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MAt=LVALE JUNIOR HIGH SCH'JOL COURSE MASTER SCHEDULE PAGE 2 COURSE TITLE 2 3 4 6 CLASS SEX HATCH PERIOD GROUP SEC TERHNAMES DAYS ROOM TEACHER NAME MAX CAP male eNROLL?*eNT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 9 10 12 001003 13 IB 1B IB TT 20 21 22 23 24' 20 20 27 2e 29 30 31 32 33 34 90 90 E01021 X 2 3 37 38 39 40 41 42 43 44 40 40 EQ1023 an 48 80 81 53 04 o 00 00 .07 121 121 121 122 122 122 123 123 123 124 124'124 125 125 125 MONITOR 101 101?101 102 102< 102 103 103 103 104 104 104 105 105 105 106 106 106 1-2 1-2 1-2 1-2 3-4 3-4 3-4 3-4 3-4 3-4 110 110 110' 3-4 111 111 111 112 112 112 113 113 113 114 114 114 315 115 115 34 3-4 3-4 3-4 3-4 120 120 120 '3-4 121 121 121 122 122 122 123 123 123 124 124 124 125 125 125 ENGLISH R 1 101 101 101 102 102 102 103 103, 103 104 104- 104 2 3 4A 5 6 MTWRF MTWRF MTWRF LIB LIB LIB TXa tiS PORTER PORTER PORTER PORTER PORTER 18 ReauesTs PORTER T P PORTER T PORTER T P PORTER T P PORTER T P TOTAL 5 5 6 J 5 99 2 1 1 1 I 1 16 1 1 1 1 1 18 4 4 12 Y Y Y Y Y 1 1 0 0 T 1 12 1 6 8 9 10 12 13 3-4 3-4 3-4 3-4 3-4 1 2 3 4A . 5 6 1- 2. 3 4A b -I- 2 3 4A 5 6 MTWRF ^TWHF MTWRF MT'^RF. MTWRF MTW9F MTWRF " MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF OFF OFF OFF OFF OFF OFF 31 , 01 01 01 01 01 LIB LIB L13 LIB LIB LIB MILLIA MILLIA WILLIA NILLIA WILLIA 'WILLIA PENNIN PENNTN PENNIN PENNIN PENN IN PENMN PORTER- PORTER WILLIAMS J WILLIAMS J WILLIAMS J WILLIA'IS J WILLIAIS J WILLIAMS J PfNNINGT'JN C A PENNINGTON P A PENNINGTON P A PENNINGTCJ P A PENNINGTON P A PEffNINGTOiN P A PORTER T P PORTER T P PORTER' paRTER I P POLITER PORTED PORTER IS ReOUESTS PORTER T P PORTER T P PORTER T P * TOTAL 1-2 1-2 1-2 1-2^ 105 105 IOS 1-2 196 106 106 107 107 107 1-2 1-2 2 b 3'. 5 3 5 MTWRF MTWRF MTWRF MtR'F HTHRF MTWRF MTWRF 02 02 04 04 04 06 06 JONESL JuNESL TePRY TERRY TERRY JONESD JONE SO 156 REQUESTS JONES L K JO j2S L K TERRY P 0 TERRY P 0 leRRY P 3 JONES 0 " JONES 0 8 * TOTAL 5 5 S 5 5 5 s 5 5 5 S 5 5 5 5 5 90 30 30 30 30 30 30 30 210 1 1 2 11 11 10 12 13 11 12 80 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 2 1 1 ENGLISH ,R ' 7 * - ? 101 101 101 102 102 102 ________103 103 103 104 104 104 LOS 105 iOS 3-4 3-4 3-4 3-4 3-4 106 106 10^.' 3-4 107 107 107 3-4 2 6 3 4A 5 3 5 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 02 02 04 04 04 06 06 JONESL JONESL TERRY TERRY TERRY JONESO JONE SO 156 REQUESTS JONES L K JOIIES L < TERRY P J TtRRY P 0 TERRY P 0 JONES D a JliJLS 0 A * T'.ITAL 30 30 30 30 30 30 30 210 11 11 10 12 13 11 12 80 1 1 1 1 1 1 16 1 1 1 1 1 1 13 4 4 4 4 4 4 4 4 3 4 4 5 4 4 4 4 4 4 72 Y Y Y Y 1 Y Y Y 1 Y y Y Y Y Y Y Y 1 1 1 1 1 1 1 1 1 1 1 1 12 1 1 T 1 1 1 6 IS 15 20 21 23 2 25 26 27 2fi. 29 90 31 22. 39 94 35 38 37 38 39 40 42 43 10 3 11 11 10 10 15 75 10 8 11 11 10 10 15 75 21 19 21 23 23 21 27 155 21 19 21 23 23 21 27 155 9 11 9 7 1 3 55 9 11 9 7 7 1 3 55 Y r y Y f Y Y Y Y y y Y 5 5 4 5 4 4 1 5 5 4 5 4 4 1 34 16 14 17 18 19 16 20 120 16 14 17 18 19 16 20 120 40 40 48 49 50 51 52 69 64 55 56 57 58 69 60 61 62 63 64 66 66 67 68 69 70 71 72 79 78 c*REF: SCH.560 OATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL OISTIICT AHELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEUULE PAGE 3 2 3 6 8 8 9 10 COURSE Title CLASS SEX FQ1041 ATCH pgs100 GfMIUF sec TERM NAMES ENGLISH GT 7 101 101 101 102 102 102 1-2 1-2 103 103 103 , 1-Z 1 -3 4A OAYS ROOM TEACHER NAME MAX CAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 8 t 12 13 14 IB 18 18 20 21 S 23 24 2B 26 27 28 2ft 30 31 32 33 38 88 87 38 3 40 41 42 48 48 40 tn 48 4ft BO Bl 82 88 84 88 84 F01043 F02021 E02023 MTWRF /MTWRF MTWRF 02 02 02 JONESL JONESL JONESL 72 xesugsTs JOIES L K JONES L 8 JONES L K * total 30 30 30 9a 9 11 11 11 13 14 14 AJL 22 25 25 72. 8 5 5 la. Y Y Y 13 18 16 47 a 7 9 li 10 12 13 ENGLISH GT 7 101 101 101 102 102' 102 103 103 103 ENGLISH R 8. 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 ENGLISH R 8 101 101 101 3-4 3-4 3-4 4 A 1 3 MTWRF MTWRF MTWRF 02 02 liZ. JONESL JONESL JONES L K JONES L K 12 REQUESTS jONESL___JONES L * TOTAL 30 33 90 9 11 11 31 13 14 14 41 22 25 12 3 5 18 1 X 13 18 14 47 6 7 9 21^ IB 16 i B s 1-2^ 1-2 . 1-2 1-2 1-2 1-2 3 : 1 2 6 .. . . HTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 03 03 03 06 06 06 CAMERO CAMERO CAMERO JONESD JONESO JONESO 146 REQUESTS CAMERON- 5 F CAMERON S F CAMERON S F JONtS C 3 JONES D . JONES O 3 * TOTAL 30 30 30 30 30 30 180 12 14 10 17 15 13 31 10 10 9 10 12 14 65 24 19 27 27 27 146 8 6 11 3 3 3 34 1 1 Y 1 1 1 t, 4 b 9 a 41 16 16 15 21 Id 19 105 3-4 102 102 102 3-4 103 103 103 104 104 104 105 105 105 106 106 106 3-4 3-4 3-4 3-4 3 5 1 2 4A 6 MTWRF ..'MTWRF MTWRF MTWRF MTWRF MTWRF 03 03 > 03
06 06 06 CAHERU CAMEftO CAMERO CAMERON S F CAMERON 3 F CAMERON S F JOMES& UW46S.a3 ...... JONESO JUNE SO 146 REQUESTS JONES. D 3 JONES 0 8 * TOTAL 30 .30 30 -12. 30 30 180 12 14 10 17 15 13 81 10 10 9 Ifi. 12 14 65 22 24 19 27 27 27 146 a 6 11 3 3 3 34 Y Y Y X Y Y 6 8 4 6 9 a 41 16 16 15 _ai 18 19 105 e0Z041 ENGLISH GT 8 ' 101 101 101 102 102 102 1-2 1-2 2 6 MTWR>= MTWRF 04 04 TERRY TERRY 5B REQUESTS TERRY P 0 TERRY P 0 * TOTAL 30 30 60 9 11 20 21 17 38 30 28 5b 2 2 Y 1 16 16 32 14 12 26 02043 EO3021 ENGLISH - GT 8 ' 101 101 101 102 102 102 3-4 3-4 2 6 MTWRF MTWRF 04 04 TERRY TERRY 58 REQUESTS TERRY P 0 TERRY P 0 * TOTAL 30 30 60 9 11 20 21 17 38 30 28 58 2 2 Y Y 16 16 32 14 12 26 ENGLISH R 9 101 101 101 102 102 102 103 103 103 1-2 1-2 1-2 3 5 6 MTWRF MTWRF MTWRF 05 05 03 CANNON CANNON MCDONA CANNON S R cannon S R MCOQNALO ROBERT 30 28 28 14 13 10 16 13 11 30 26 21 2 7 Y Y 1 8 1 2 22 19 19 3S. 21 22 28 2d. 28 28 27 g6 29 80 31 22. 33 84 88 afi. 37 38 , 39 40 42 43 44 48 48 48 49 BO 81 82 83 84 88 88 87 88 89 80 81 82 88 84 88 88 87 88 89 70 71 72 78 * t 8 ) t < 78 75/ p u I J 4 $ s iREF: 3CH.560 ATE: 10/15/92 time: 12:44:41 16 LITTLE RUCK SCHOOL DISTRICT Mabelvale junior high school COURSE master schedule PAGE 4 CaURSF I I TLE 2 3 8 6 s 8 10 12 13 14 18 IS 18 To' 20 21 22 23 24 28 26 27 28 28 SO 31 32 33 34 38 SO 37 38 38 40 r 42 AS 48 46 47 46 49 80 81 02 03 84 06 M I CLASS SEX E03023 03041 03043 F02OO1 F02.003 F02101 F02103 P04001 .MATCH TEKTOT SROWPsec TcRH NAMES DAYS 104 104 104 105 105 105 106 106 106 ENGLISH R 3 101 101 101 10? 102 102 103 105 104 104 104 105 105 105 106 106 106 ENGLISH GT 9 101 101 IGl 102 102 102 FNGLISH
'3T/9' IQI 101 101 102 102 102 aaoM FAX TEACHER name CAP MALE fcNROLLMENI SfcAIS AVAIL tLASi ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 -< 2 S 1-2 1-2 1-2 3-4 3-4 3*4:: 3*4 1-2 1-2 .3-4 3-4 1 2 4A 3 5 1. 2 4A 4A 4A 6 SPANISH I 78 101 101 101 R.1-2 1. 10.? 102 102 103 103 103 1-2 1-2 2 3 MTWR = MTHRF MTHRF MTHRF .MTHF,F MTWPf"" THRF. MTHRF MTHRF MTWRF yTi*. <F HTWRF MTHRF MTWPF : MTNRF MTHRF 03 03 CAN.Niri CAMERO CAMERO lA*/ wciiSjESTS CA 4NON S R CAMERON S F CAMERON 5 F ruAt----- To 30 30 TTY 12 12 11 'TZ T? 7 13 TT 19 29 W 7 11 1 YT Y Y Y 7 3 7 37 TY 16 22 TTF s 8 10 12 13 SPANISH I 78 . 101 101 101 102 102 102 103 103 103 Il . SPANISH II 3 3-4 3-4 3-4 1 2 3 MTWRF MTMPF MT>^RF 05 05 Q5 03 . 03 CANNON CA.NNON . CAWION CANNON S -s CANNON S R CAM^O , S F. CAM6R0 149 REQUESTS CAMERO.M S F * TOTAL 30 28 7K 30 30 30 ns 14 13 77 12 12 11 72 16 13 TT 12 7 18 77 30 26 "TT 24 19 23 149 2 b 11 1 27 Y Y 7 Y 7 S 7 "T S 3 7 33 22 19 lY 13 15 22 116 18 1 05 05 CANNON CAN.'.'UN 37 REQUESTS CANNON S CAN'.'C'i s a * TOTAL 3u 28 53 3 6 9 16 10 28 21 16 37 9 17 21 Y Y 16 TT 26 5 S' 11 OS 05 CAINON" CANNOiX S R cannon 37 RETUESTS CANNON S R * TOTAL 30 28 58 3 6 9 18 10 28 21 16 37 9 12 21 Y Y 15 10 25 5 6 11 06 27 26 8OMAM3U^i<MAN S F RiJMJ'J BOWMAN 65 REQUESTS BOHMAN S F BOWMAN S F * TOTAL 30 30 30 90 7 7 10 24 12 14 15 41 19 21 25 65 11 9 5 25 Y 7 7 7 13 14 34 12 8 11 31 06 27 26 BOWMAL* bowman BOWMAN '6i "'SFgUSSTT 30 IMAN S F BOWMAN S F B34MAN S F ^"To'w: 30 30 30 "W 7 7 10 13 13 15 at 20 20 25 5T 10 10 5 '75' Y Y Y 8 12 14 TV 12 8 11 TT MO SeCTI'lNS OEFINeO ** !O SECTIONS OEFINEO ** SPANISH I 9 102 .102 102 103. ,103 103' F04003 SPANISH I 9 T=2~T 1-2 1*2 2 3 MTWOF- :MTWRF MTWRF. ITT Q RESUcSTS 0 REQUESTS eOWHAt'l In R? luESrS' ST HOWMAN S F BOWMAN S F 3^ 30 35 4 7 2 2 ~7 6 2 TIT Tff- 33 Tir Y Y 7 T 3 2 T 3 T 20 21 22 23 24 28 26 27 28 28 30 91 92 39 34 98 a&. 97 38 38 40 42 43 44 48 46 47 48 48 SO 81 82 83 84 80 86 87 88 88 60 61 62 63 64 68 66 67 88 68 70 71 72 73 74 78 75/REF: SCH.560 DATE: 10/15/92 time: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MABELVALE JUNIOR HIGH SCHOOL COURSE MASTER SCHEDULE PAGE 5 9 ' 2 3 COURSE T.ITlF CLASS SEX MATCH
,* peftiOEj MAX SRaUP SC TERM HgS \ ^eATS ROOM 'TEACHeR MME CAP MALE ENPOLLMENT seats avail class ethnic aALAWCF FEMACe TAKEN SEATS ROLLS 01 02 T< 2 3 9 8 8 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 1 2 3 MTWRF MTWRF MTWRF 06 27 26 bOWMAL' BOWMAN SO'WMAN 10 RQUESTS BOWMAN 3 F BOWMAN S F BOWMAN S F TOTAL , 30 30 35 95 A A 2 2 Z 6 2 b 2 28 24 33 By Y Y y 1 3 2 7 1 3 e to B 9 10 9 12 F05001 F05003 F06C01 >^06003 SPANISH II 9 SPANISH II 9 SPANISH III SPANISH III * NO SECTIONS OEFlNEQ **' * NO SECTIONS DEFINED ** ** NO SECTIONS DEFINED * ** NO SECTIONS DEFINED ** 0 REQUESTS 0 REQUESTS 0 REQUESTS 0 REQUESTS 12 13 14 IS 13 14 18 F09001 FRENCH T 7-
191 101 101M-2 * 18 20 21 23 24 "S 28 27 28 29 80 F09O03 FIQIOI 102 102 102 FRENCH I 7-8 < . 101..191 ,101 102 102 102 FRENCH IT 101 101 101 1-2 4B 5 MTWRF MTWRF 25 25 GRlLLg.
?GRILLO THgRESA GRILLO 38 REQUESTS GRILLO THERESA * TOTAL 2a 23 56 8 6 14 10 14 2^ IS 20 38 10 8 18 Y Y 3 13 21 10 7 17 3-4 48^
3-4 5 MTWRF MTWRF 25 25 GRILLO GRILLO 38 REQUESTS GMLLt] TJ-aeSA * TOTAL 28 28 56 8 6 14 10 14 24 18 20 38 10 8 la Y 3 13 21 10 7 17 1-2 6 MTHRP. 25 MCFA03 9 REQUESTS MCFADDEN E X * TOTAL 28 28 4 4 5. 5 9 9 19 19 Y 6 3 3 31 32 83 34 38 38 FiaiO3 FRENCH II 8 101 101 101 S-4 6 MTWRF 25 KCFAOC 9 REQUESTS MCFADO^^w K * TOTAL 28 23 4 4 5 5 9 9 19 19 y 6 6 3 3 20 21 22 23 24 28 28 27 aa. 29 so 31 32. 33 34 38 33. 37 38 39 40 41 42 43 44 48 48 9 8 9 9 8 37 38 39 40 41 42 FllOOl FRENCH I 9__________ 101 101 101 102. 192
102 1-2
. 48 1-2 'S'
MTWRF MTWRF 25 GRILLO GRILLa 12 REQUESTS GRILLO THERESA GRILLO THERESA * TOTAL 28 28 56 2 2 4 <y 4 8 6 6 12 22 22 44 y Y 2 3 5 4 3 7 43 44 48 48 Fl1003 FRENCH I 9_________ T 101 101 101 102 102 102 ' -T-A 3-4 . 48. 4 5 MTWRF - MTWKF
1 25 25 GRILLO GRILLO ReauesTs GRILLO THEReSA GRILLO THERESA TOTAL 23 23 56 2 2 A 4 4 8 6 b IZ 22 22 44 Y Y Z 3 5 4 3 7 47 48 49 80 81 83 64 88 ! F120Q1 FRENCH II 9 101 IDI 101 1-2 6. MTWRF , 25 MCFAOO " 4 RE Ques ts MCFAOOEN E K * T3TAL 30 30 4 I* 4 4 26 26 y 4 4 F12003 FRENCH II 9 101 101 101 3-4 6 MTWRF 25 MCFAOO 4 RSOUESTS MC'^ADDEN E K * TOTAL 30 OS' 4 4 4 4 26 26 y 4 It 48 49 80 81 82 83 84 88 88 87 88 89 80 81 62 83 84 88 68 67 88 89 70 71 72 73 8 9 8 8 8 8 78 Jis' 9PEF: SCH.560 DATE: 10/15/92 TIMEi 12:4A:il 016 LITTLE ROCK SCHOOL IISTRICT mabelvale junior high SCHJOL COURSE MASTER SCHEOULE PAGE 6 cauRse TITLE 2 3 s 8 0 10 12 13 IB 17 18 20 21 22 23 24 2B ze i.1 28 20 30 31 32 33 34 38 30 87 38 30 40 41 42 43 44 48 Al 48 40 so SI 82 S9 S4 80 80 I CLASS SEX F13001 F13003 HOIOQI H01003 H02001 H02003 MATCH PSRIOS GROUP SEC TERM NAMES FRENCH III 101 101 101 FRENCH III 101 101 101 PE 7 PS 7 PE 8 PC 8 1-2 b 3-4 6 MAX GAYS RfJQM TEACHER NAME CAP MALE !MROLtMtMT SEATS AVAIL CLASS ETHNIC BALANCE female TAKEN SEATS ROLLS 01 02 7: 2 3 MTWRF MTWRP 25 MCFAOD b ReavesTS MCFADDEN L K * TOTAL 23 20 6 6 6 6 22 22 3 3 3 3 8 0 10 12 13 25 MCFA-JT MCFADn K 6 REQUESTS TPTAL 2Q 28 6 6 b 6 22 22 Y 3 3 3 3 18 101 101 101 102 102 102 103 103 103 104 104' 104 105 105 IOS 106 106 106 120 120 120 1-2 1-2 1-2 1-2 1-2 1-2 1-2 1 2 3 4A 5 6 > 3 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF GYMl GYMl GYMl GYMl GYM2 GYMl GYH3 SLATER SL ITER SLATER SLATER COFFMA SLATFR C A, SLATER C A SLATER C A SLATER C A CQFFMAI^ StATgR:. SLATER C A TCOO QO REQUESTS TOUD K M * TOTAL 20 20 20 35 15 20 3 133 8 6 6 15 9 6 1 51 3 5 3 6 5 4 2 28 11 11 9 21 14 10 3 79 9 y 11 14 1 10 54 y Y Y y y y y 2 3 3 9 6 3 26 y 3 6 11 8 7 3 52 101 lOl'lOl 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 120 120 120 101 101 101 3-4 3-4 3-4 3-4 3-4 3-4 3-4 1-2' 102 102
102
: l-2 103 103 103 105 105 135 136 106 106 120 120 120 1-2 1-2 1-2 1-2 101 101 101 102 102' 102 103 103 103' 105 105.105 106 106 106 120 120 120 3-4 3-4 3-4 3-4 3-4 3-4 2 3 4A S 6 3 1 2 - 3 5 6 3. 1 2 3 5 6 3 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF GYHl GYMl GYMl GYYl GYM.? GYMl MTWRF 5 '>GVM3 ?^T'WRF ' / TITWRF . MTWRF MT^RF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF SLATER SLATER C A SLATER SLATER SLATER eOFFMA SLATES TOOQ 30 REQUESTS SLATEP C A SLATER C A SLATER C A COFFMAN OOSNIE SLATER C A Toaa H N________ TUTAL 20 20 20 35 15 20 3 133 8 6 6 15 9 6 1 51 3 5 3 6 5 4 28 11 11 y 21 14 10 yy 9 9 11 14 1 10 54 Y Y Y y Y Y X. i 3 3 <} 6, 3 26 9 8 6 11 8 7 52 GYMl CY^l GYMl GYM2 GYMl GYM3 SLATER SLATER C A SLATER SLATER C: A SLATER COFFMA SLATER TOOO 50 RBJOFSTS SLATER C A COFFMAN OONME SLATEr'. C A TOOO H H * TCTAL 15 15 15 15 15 A- T9 4 5 1 3 Z 31 3 6 3 4 1 2 19 7 8 11 10 4 50 8 5 7 4 5 Y y. y y y y 1 3 1 1 4 1 11 6 7 7 10 6 3 39 GYMl GYMl GYMl GYM2 GYMl GYM3 SLATER SLATER SLATER COFFMA SLATER TOTO 50 REQUESTS SLATER C A SLATER C A SLATER C A COFFMAS SLATER C A TODO H * TOTAL 15 15 15 15 15 4 ly 4 4 5 7 9 2 31 3 b 3 4 1 2 19 7 10 8 11 10 4 50 8 5 7 h 5 Y Y Y y r 'f 29 1 3 1 1 4 1 11 6 1 7 10 6 3 39 20 21 22 28 24 28 28 27 2fiL 29 SO 31 32 33 34 38 30 37 38 30 40 41 42 43 44 48 48 47 48 40 80 81 82 83 84 88 88 87 88 80 80 01 02 03 84 88 80 87 08 00 70 71 72 73 74 78 TjJREF: SCH.560 PATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT YABELYALE JUNIOR HIGH SCHOOL COURSE '(ASTER SCHEf-ULE PAGE 7 * 2 3 CUUKifc 111 Lt CLASS sex 51ATCH PfcXIUi) GROUP sec TERH 'NARES ' DAYS ROOM . TEACHeP, NAMK KAy CAP RALF tNKUULr^fcMI SfcAfS ATOIL CLASS ETHNIC SALANCe FERALE taken SEATS ROLLS 01 02 S< 2 9 * s H05001 OE 9 8 0 e 10 101 101 101 102 102 182 103 103 103 105 105 105 106 106 106 120 120 120 1-2 1-2 1-2 1-2 1-2 1 y 3 5 6 3 MTWRF MTMSF"
MTWRF MTWRF MTWRF MTWRF GYM! GYMl GYMl GYM 2 GYMl GYM3 SLATER SLATER SLATEP C A TCTJEft C SLATER " SLATES C A COFF>1A SLATER TOOO 12 44 REQUESTS COFFMAN DONNIE SLATER C A TODD H M * TOTAL 15 TT 15 IS 15 5 80 6 -~T 8 5 4 2 29 3 T 3 3 1 3 15 9 11 8 5 5 44 6 -g- 4 7 10 36 19 10 H05003 10 ie 20 101 101 101 102 102 102 103 103 103 105 105 iOS 3-4 3-4 3-4 21 106 106 106 3-4 120 120 120 3~4 1 2 3 T k 3 MTWRF MTWRF MTWRF MTWRF ' MTWRF """ MTWRF 22 GYMl GYMl GYMl GY1M2 GYMl SYM3 SLATER SLATER SLATE A COFFMA SLATER TOOD SLATER C A SLATL C A 23 S R-. VJESTS SLATER C A CfJFFKAN OONNTE' SLATER C A Ta.Jf H H * TOTAL 15 15 15 TV 15 5 80 6 4 8 T 5 30 3 3 3 1 3 16 9 7 11 T h 5 6 8 4 T 9 54- 24 28 20 27 20 102101 Home ec 9 101 101isi 102 102 102 1-2 1-2 3 S MTWRF MTHRF 10 10 OLACS SLACK 29 30 44 REQUESTS BLACK L L BLACK L L * TOTAL 23 28 56 4 7 11 18 15 33 22 22 44 6 6 12 91 92 99 94 TBTTT!MQME EC 9 ------ 101 101' 101 102 102 102 3-4 34 3 5 MTWRF ' MTWRF 10 10 SLACK BLACK 30 30 44 REQUESTS SLACK L L BLACK L L * TOT-AL 28 23 56 it 1 11 13 15 33 22 22 44 6 6 12 ser 30 39 K01021 40 42 43 44 48 40 MrrH""R t 101 101 101 102 102 102 103 103 103 104 104 104 105 105 105 106 104 107 107 107 108 108 109 1-2 1-2 1-2 1-2 1-2 TTTJ- 1-2 1-2, 47 46 46 80 . K01OZ3 TOTH R 7 101 101 101 3-4 81 82 69 04 00 102 102 102 103 103 103 104 104 104 105 105 105 60 57 Y y Y y Y y Y Y T Y Y Y Y Y S. 1 6 1 3 4 A 3 3-4 1 3-4 3-4 3-4 6 1 3 2 T 3 2 T 2 12 7 T 8 6 T 3 32 6 10 ia 13 9 T 2 3 T 2 2 TT T 5 8 3 XT 19 _ S2. 21 22 23 U. 26 20 27 at Z9 80 9 7 2 9 7 2 9 15 20 35 15 20 35 91 22. 33 34 30 ai. 97 96 99 40 41 42 49 ' 0 ' * TH F MTWRF MTWRF MTWRF 'ITWRF MTWRF MTWRF MTWRF MTWRF MTjrF MTWRF MTWRF 16 18 18 14 14 ' 14 24 ' 16 LINOSE ELLINS ELLINS ZAKRZE ZAKRZE ZAKRZE CLARK LIN1M3E 171 REQUESTS LlNOBERG V L SLLINCTON JR J ELLIfISTCN JR J ZAKRZEWSKI M C ZAKRZEWSKI M C ZAKRZEWSKI M C CLARK N 3 LI.N03ERG Y L * TuTAL 30 30 30 30 30 3T 30 30 240 11 10 10 8 14 TT 12 10 88 15 5 11 9 8 XT 13 9 82 2k 16 21 17 22 25 19 170 14 9 13 3 5 5 11 70 Y Y Y Y Y y Y Y 3 3 5 2 8 ~T b 5 46 18 13 16 15 14 "K 18 14 123 16 18 "'S IB 14 14 z iMoes LINOBERC Y L : LLLINg
FLLXhGTON JR 0 ELL ING ZAKRZL ZAKKZE fLLINGTON JR J ZAKRZEWSKI M C ZAKRZEWSKI S C 30 30 30 30 30 11 10 10 8 14 15 6 11 S 8 26 16 21 17 22 4 14 9 13 8 Y y Y Y 8 3 2 3 18 13 T6 15 14 46 40 40 49 80 61 62 69 64 66 86 87 66 69 80 61 02 69 04 06 60 07 08 09 70 71 72 79 74 78 7y * 0 PEF: SCH.560 DATE: in/15/R2 TTMC: 12:44:41 018 LITTLE ROCK SCHOOL OISTRICT MAPELVALE JUNIOR HIGH SCHOOL COURSE MASTER SC'lEOULc PAGE 8 2 9 COURSE. titLE CLASS sex MATCH ROOP SEC TERM NAMES ROOM TEACHER AX CAP HALE ENROLLHENT seats avail class ethnic balance FEMALE TAKEN SEATS ROLLS 01 02 9 106 106 106 107 107 107 108 108 108 3-4 3-4 3-4 4A 4A 3 MTWRF MTWRF MTWRF 14 24 16 2AKRZE CLARK LINTiBE 171 RESIUESTS ZAKRZ'^WSKI H C CLARK fj , LINOT.LRG y L T.JTAL 30 30 30 240 13 12 10 88 11 13 9 82 24 25 19 T70 6 5 11 70 Y Y 9 6 15 18 14 46 123 a 9 10 K01041 12 MATH GT/EN 7 101 101 101 ________102 102 102 1-2 1-2 2 6 MTWRF MTWRF 14 14 ZAKRZE ZAKRZE 13 60 RSaUSSTS ZAKRZEWSKI 1t b TAKRZtWSKI M C * TOTAL 30 30 60 14 12 26 16 13 34 30 30 60 Y Y 17 20 37 12 10 22 18 18 17 KniC43 MATH GT/EN 7 101 101 101 102 102 102 3-4 3-4 2 6 MTWRF MTWRF 14 14 ZAKRZe ZAKRZF R 2 9 s 9 10 12 13 t3 18 19 20 21 ^0 REQUESTS ZAKRZEWSKI M C ZAKFZEWSKI \ C TOTAL 30 30 60 14 12 26 16 13 34 30 30 60 Y Y 17 20 37 12 10 22 22 23 K0021 24 28 28 27 28 29 30 MATH R 8 101 101 101 ________102 102 102 103 103- 1'03 104 104 104 105 105 105 1-2 1-2 1-2 1-2 1-2 1 5 2 3 48 MTWRF MTWRF MTWRF MTWRF MTWRF 15 15 18' 18 la ABOUL- ABOUL- ELLIMG ELLINS s ELLINS 111 REOJESTS AP.3UL-ENEIN C ABIOL- I'
C ELLiNGTON JR J ELLINGTaN JR J ELLINGTON JR J * TOTAL 30 30 30 30 30 150 b 12 14 14 14 62 11 <) 12 9 8 49 19 21 26 23 _S2 111 11 9 4 1 8 39 Y y y y Y 6 4 4 7 4 25 13 17 22 16 18 86 31 32 33 K02023. MATH R - 8 , 34 38 38 101 191 101 102 lOZ-'-lQg. 103 103 103 104 104 104 105 105 105 3-4 1 3-4 , S> 3-4 3-4 3-4 2 3 . HTWSP - MTWRF MTWRF MTWRF MTWRF is 15. 18 18 18 ABOOL- A30UL- ELLING FLLING ELLING 37 38 39 111 REQUESTS ASaUL-GNElN C AoOUL-SNEIx c ELU.NGTCT Jr J ELLINGTl-1 JR J ELlINGTCjN JR J TOTAL 30 30 30 30 30 150 8 12 14 14 14 62 11 9 12 9 8 49 19 21 26 23 22 111 11 9 h 1 8 39 Y Y Y y Y 6 4 4 1 25 13 17 22 16 18 86 20 21 22 23 24 28 28 27 aa. 29 90 91 92 39 34 98 36 37 96 39 40 41 42 43 40 41 K02041 42 ALG I GT 8 101 101 101 1-2 4B MTWRF 15 APO'JL- 43 31 REQUESTS ABO'JL-ENEIN C * TOTAL_________ 30 30 11 11 20 20 31 31 1- 1- Y 23 23 8 8 44 48 48 K02043 A7 ALG X er 8 _______ 101 101 101 3-4 4B MTWRF 15 ARHUL- 48 31 REQUESTS AB JUL-fmEIN c * TOTAL 30 30 11 11 20 20 31 31 1- 1- Y 23 23 3 8 49 80 81 KO^251 82 83 84 PP-ALGSaA 8 TOI 101 101 102 102 102 1-2 1-2 a b MTWRF MTWRF IS 15 ABOUL- A30UL- 59 REQUESTS ABaUL-'NSTN C Ai.lUL-' '1-IN C * TOTAL 30 30 60 16 10 26 13 20 33 29 30 59 1 1 88 88 87 E* Y Y 12 12 24 17 13 35 48 48 47 48 49 80 81 82 89 94 89 98 97 98 89 80 61 62 69 84 88 66 67 88 89 70 71 72 79 74 78REF: SCH.56T DATE: 10/15/92 TIME: 12:44:41 16 LITTLE r^nC'< SCHOOL HISTICT mabelvale junior hi i SCHOOL PAGE 9 COURSE TASTER SCHEDULE COURSE TITLE (K 2 3 6 10 12 13 14 15 16 17 19 20 21 22 23 24 2S Z6 27 22 29 30 31 32 83 S4 35 36 37 38 30 40 41 42 43 44 45 4 48 49 SO 51 52 53 54 BO B6 CLASS SEX K02253 KOAOOl *04003 MATCH .PERtOO MAX GROUP SEC TERM NAMES P-ALGEBRA 8 101 101 101 102 102 102 PR-ALC-ESRA 9 ________131 101 101 102 102 102 103 103 103 DAYS ROOM TEACMeR MAME CAP MALE Enrollment SEATS AVAIL CLASS ETHNIC SALANCE female TAXEN seats rolls 01 02 3 e t 3-4 3-4 3 6 MTWRF MTWRF 15 15 ABHUL- APHUL- AMOUL
IN C 59 REOUESTS AbOUL-?NeiC TOTAL 30 30 60 16 10 26 13 20 33 29 30 59 1 1 104 104 lOA___ PR-ALGESRA 9 IQX 101 101 102 102 102 103 103 103 104 104 104 KOSOll ALGEBRA I 9 . __ 101 101 101 102 102 102 103 103 103 K05013 ALGEBRA I 9 101 101 101 102 102 102 103 103 103 *<09041 ALGEBRA TIGT 101 101 101 Ka9043 ALGEBRA IIGT 101 101 101 LUNCH LUNCH PERXOO 101 101 101 102 102 102 103 103 103 Y Y 12 12 24 17 18 35
10 12 13 1-2 1-2 1-2 1 2 4A 1.6 MTWRF MTWRF MTWRF MTWRF. 17 16 16 16 HUO S or
LiNOSE LINOBE LiMone 94 REiUESTS HUDSON S A LINWFRG Y L LINDBERG. V L LINOBEkg Y L TOTAL 30 30 30 _3l 120 14 13 13 aa 53 10 7 14 111 41 24 20 27 23- 94 6 10 7 26 Y Y Y X. 6 2 1 21 18 18 20 11 73 IB 16 3-4 3-4 3-4 3-4 1- 2 4A 6 MTWRF MTWRF MTWRF MTWRF 17 16 16 16 HUOSON LINOSE LINOBF LIHOBE REQUESTS HUDSON 5 A LINDBERG V L LINOHi-/S Y L LINO
: KG L roTAL________ 30 30 30 3 0 120 14 il. 13 13 53 10 7 14 10 41 24 2a. 27 23 94 6 la 3 7 2b Y X Y Y 1 b 21 13 18 20 17 73 1-2 i-2 1-2 2 48 6 MTWRF >TWRF MTWRF 17 17 17 HUOSON HUDSON HUDSON T8 REQUESTS HUDSON S A HUDSON S A HUDSG?
S A TOTAL 30 30 30 90 8 11 9 28 21 15 14 50 29 26 23 78 1 4 7 12 Y Y Y 9 10 6 25 20 16 17 53 20 21 22 23 21. 25 26 27 21. 29 30 31 32. 33 34 35 36 37 38 39 40 * t 3-4 3-4 3-4' 2 4B 6 MTWRF f-ITWRF MTWRF 17 17 17 HUDSON HUDSi'JH MUOSOH <78 R.eQUESTS HUDSON S A HUDSON S A WDSON' $ A * total JO JO 30 90 8 11 9 28 21 15 14 50 29 26 23 78 1 9 7 12 Y Y Y 9 10 6 25 20 16 17 53 1-2 3 MTWRF 17 HUDSON 17 REQUESTS HUDSUNS A * TOTAL " 30 30 4 9 13 13 17 17 13 13 Y 13 13 4 4 3-4 3 MTWRF 17 HUDSON 17 REQUESTS HUDSuH S A * TOTAL 30 30 4 4 13 13 17 17 13 13 Y 13 13 4 4 1-4 1-4 1-4 4A 4A 4A MTWRP MTWRF MTWRF CAFE CAFE CAFF ATKINS billin BRISCO ATKINS L ) JILLIHGSLEY-R G iJRISCOE III J W 275 275 275 20 19 21 23 25 22 43 44 43 232 231 232 N N N 16 14 15 27 30 27 42 43 44 45 46 47 48 49 SO 51 S2 53 54 55 56 57 68 59 60 61 62 63 64 65 66 67 68 69 t t 71 72 73 75REF: SCH.560 DATE: 10/1'5/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL IISTRICT maLELVALE JUMOR NISH SCK.IOL COURSE MASTER SCHEDULE PAGE 10 cuUksE USLE 2 3 B 10 12 13 IS IS Tb 20 21 23 24 2S 26 27 28 2 30 31 32 33 94 36 36 37 38 30 40 42 43 44 46 46 47 48 49 60 61 82 BS S4 SB 86 CLASS SEX LOIOOI L01003 LOIZOI L01203 MAICH PfiRlJt! GROyP sec TERM MAMES 104 104 104 105 105 105 106 106 106 1-4 1-4 1-4 157 107 10? .1-4 108 108 108 109 109 109 110 110 in 111 111 ill 112 112 112 I IS UT ITT 114 114 114 115 115 ns 116 116 116 117 117 117 118 118 113 119 119 119 123 120.120 121 121 121 122 122 122 123 123 123 124 124 124 125 125 125 126 126 126 127 127.. 127 128 128 128 129 129 129 130 130 130 131 131 131 132 132 132 133 133 133 134 134 134 135 135 135 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 1-4 DAYS ROOM TEACHER MAME TTOC CAP MALE ENROLLMENT SfcAIS AVAIL CLASS blHNlU BALANCE female taken seats rolls 01 02 7^ 2 8 BAND I 7-a 101 101 101 3 RAND I 78 101 101 151 9 SANO II 76------- 101- 101 101 B BAND II 7R 4ft 48 Tflf tik 4B 4B 48 4 A 48 4A 4A 4B 1-4 4S 1-4 4 A 1-4 1-4 1-4 1-4 TT4 1-4 1-4 1-4 1-4 1-4 4 A . 4B 4A 4S 4A MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF CAFE CAFE CAFE CAFE CAFE CAFE CAFE CAFE CAFF 3RYANT CAfiFRO CANNON COLLIN CROMME ELLINS DUNCAN GREEN GULLET MTWRF ' MTWRF MTWRF MTWRF MTWRF MTWF MTWRF
MTWRF MTWRF MTWRF MTWRF 'MTWRF MTWRF 48
. . MTWRF 4A 48 48 1-4 46 1-4 4 A 1-4 48 1-4 1-4 1-2 3-4 1~2 4S 43 2 ' . 1 MTWRF MTWRF MTWRF MTWRF' MTWRF MTWRF MTWRF MTWRF MTWRF HTWRF MTWRF : CAFc CAFE CAFE CAFE CAFE CAFE CAFF CAFE . CAFE CAFE CAFE CAFE CAFE i CAFE CAFE CAFE CAFE CAFE CAFS CAFE CAFE CAFE HUOSON JAME^ * JONES KA*lAftA KINMAM
RYA(!T L G CAMERON S F CANNON S R eULLlNS M A------- CRDMMETT p n ELLINGTON JR J DUNCAN M H C S GREEiJ GULLETT R E H'SSLLATO J 'K-------- HOQSOfN S A JAMES OOHNELL JONES iM P, KAMARA L A LM&HE' tINOfsSRS' T MCFAOO. MCFAOaeM K lATTON PAFTON ft T PEDIGO PENN IN PORCHI PORTER SINGH slater SMITH TAYLOR TERRY PENNINGTO.', P A PORCHIA E d. PORTER T P SINGH D f SLATER ,Cj a . SMITH S 0 TERRY P D WALLAC MALLACtt"Fir WARD WILLI.A ZAKRZE CLARK 671 ReauesTs WARD R D WILLIAMS J ZAKRZfcWSKI M C CLARK N B * TOTAL 275 31 31 2^ Zlb Z'fb ZIb Zlb 30 rs" 31 40 15 Z15 31 ST 31 12 31 31 28 ------y 15 ISO 12 275 31 ly 40 5 275 275 3984 zO 2 3 -T 19 21 18 IB 2 T 3 3 21 3 4 2 3 2 8 "T 2 12 19 2 ----- 8 1 23 24 319 20 3 3 ------T Z5 19 18 3 F 3 3 4 19 3 ----7 3 3 3 6 2 2 9 3 23 T 3 1 22 23 339 40 5 6 ------K t'i -7T ib 5 ------ b b 7 40 6 ------ 8 5 6 b 14 S' 12 21 3 42 6 -----y 11 2 45 47 658 ?S5' Zb Zb ZIT 231 230 -77S ZbS 25 ------ 25 34 3 235 25 23 7 25 26 14 11 129 9 233 25 --------T Z") 3 230 223 3326 TT N N TT N N K N N IT N N N N N TT N N N N N IT N N N N N w N N N N "TTT 2 Z -----T 14 15 -rr 15 2 ------ Z 2 T 14 2 ------T 3 2 ------ 1 3 2" 1 1 1 IZ z r 5 1 T5- 18 224 TS" 3 4 -----S' 30 30 -TS' 21 3 ----4" 4 4 S' 26 4 5 3 4T b 11 S' 3 14 2 30 4 2" 6 1 29 432 s 0 10 12 13 IS IS 18 19 20 21 22 23 24 26 26 27 aft. 20 30 31 22. 33 34 36 36 37 38 30 40 42 49 25 MOOREH 1 REQUESTS 'ClRtHEAO K 0 * TOTAL 35 35 1 1 1 1 34 34 1 1 25 MtnSEK 1 REQUESTS MOOREHEAD K 0 TOTAL 35 35 1 1 1 1 34 34 1 1 25 29 REQUEST KORWES KORNEGAY CHRIS * TOTAL 45 45 16 16 13 13 29 29 16 16 9 9 19 19 46 46 47 48 49 60 Bl 62 83 64 86 86 87 88 89 60 61 62 63 64 6B 66 67 68 60 70 71 72 "ts 74 76REF
SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOOL DISTRICT MAScLVALE JUNIOR HIGH SCHOOL COURSE 'FASTER SCHEDULE PAGE 11 r V z 3 CQUftSe TITLE match CLASS SEX PERI 00 MAX' GROUP SEC TERM HAHES OATS ROOM TEACHES NAME CAP MALE ENROLLMENT SEATS AVAIL CLASS ^THMIC SALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 3 101 101 101 3-A 1 MTWRF 25 KORMEG 6 5 8 9 10 LC1501 INT SANO 7-8 101 101 101 1-2. 3 MTWRF 12 13 15 L015Q3 INT SANO 7-8 101 1QI IQl 3-4 3 .MTWRF 29 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 16 16 13 13 zs 16 16 Y 9 9 19 19 6 25 KORMEG 10 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 6 6 A 10 10 35 35 Y 5 5 5 5 Z5 KORMEG 19 REQUESTS TaT.At 45 45 6 A 4 4 10 10 35 35 5 5 5 5 e 10 18 To 20 21 23 24 ' 26 27 28 29 30 L02001 ADV SANO 7-8 101 101 101 1-2 3 MTWRF^ . , 25 K8RNEG 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 1 1 1 1 y z 4? 43 Y T 1 1 1 L02003 ADV 3AN0 7-8 101 101 101 3-4 3 MTWRF 25 KORNEG 2 REQUESTS KORNEGAY CHRIS TOTAL 45 45 1 1 1 1 2 43 43 Y 1 1 1 1 L06301 L06303 L06501 CHOIR 7-8'6 CHOIR 7-3 B ** NO SECTION BEFINgS * ** NO SECTIONS DEFINED ** 0 ReauesTS 0 REQUESTS 31 32 S3 34 35 36 37 38 39 40 41 42 43 44 45 47 4B 49 50 51 53 54 56 57 L06503 L15001 Masai LI5301 L15303 CHOIR 7-3 G________ 101 101 101 CHOIR 7-8 G ________101 101 101 8G BAND I 9 101 101 101 SS 'SANO. I 9 101 101 101 86 SANO II 9' 101 101 101 .SO 8AN0 II 9. 1-2 3 MTWRF 24 31 REQUESTS SWINNE' " SWIHNEY J J * total 40 40 31 31 31 31 9 9 Y 10 10 21 21 3-4 3 .MTWRF 24 SWI 31. REQUeSTS IE SWINNEY J J TOTAL 40 ^0 31 31 31 31 9 9 Y 10 10 21 21 1-2 2 MTWRF 25 MOOREH 0 REQUESTS MOOREHEAD K 0 TOTAL 35 35 35 35 Y 3-4 2 MTWRF 25 MOOREH 0 REQUESTS MOOREHEAD K 0 * TOTAL 35 35 35 35 Y 1-2 1 MTWRF KORggG 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 z z 2. z 43 43 Y 2 2 12 13 15 16 17 IB 20 21 22 23 28 26 27 . 2&. 29 30 31 . S2. 38 84 SB 36 87 38 39 40 41 42 43 1 I 4S 48 49 50 51 52 83 64 55 86 87 88 59 60 61 62 63 64 65 66 67 68 69 71 72 73 75 jTj/ RFF: SCM.560 DATE
10/15/^2 time: 12:44:41 016 LITTLE ROCK SCHOOL .IISTRICT MA8FLVALF JUNIOR HIGH SCHOOL COURSE MASTER SCHtUULf. PAGE 12 ' 2 3 COURSE TITLE HATCH CLASS sex PE RI 00 GROUP sec TERM NAMES 8AYS ROOM TFACHSR NAME KM CAP MALE ENROLLKENT SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 n 2 3 101 101 101 3-4 1 MTWRF 25 KQRNEG 8 B 10 12 13 18 18 17 18 Id 20 21 22 23 24 28 28 27 28 2 SO 31 32 33 34 38 38 37 38 39 40 41 42 43 48 48 47 48 4B 80 81 L16001 L16003 L17001 L17003 L2O50I L20503 L20701 L20703 MOIOOI 82 83 M01003 84 88 88 ,87 2 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 2 2 2 2 43 43 Y 2 2 6 8 INT SANO 9 101 101 101 INT BAND 9 101 101 101 ADV BAND 9 101 101 101 ADV BAND 9 ________101 101 101 CHOIR 9 80YS CHOIR 9 BOYS 10 1-2 i MTWRF 25 KURWEG A requests KORNEGAY CHRIS * TOTAL 45 45 2. 2 2. z 4 4 41 41 I 1 3. 3 12 13 18 17 3-4 3 MTWRF 25 KORNEG 4 REQUESTS KORNEGAY CHRIS * TOTAL 45 45 2 2. 2 4 4 41 41 Y 1 i 3 3. 1-2 3 MTWRF 25 KORNEG 14 requests KORNESAY CHRIS * TOTAL 45 45 6 6 8 8 14 14 31 31 Y 2 2 12 12 3-4 3 MTWRF 25 KORNEG 14 RgaUESTS KORNEGAY CHRIS TOTAL 45 45 6 6 3 8 14 14 31 31 Y 2 12 12 SECTIONS OEFTMEO ** ** NO SECTIONS OECINEO ** CHOIR 9 G___________ 101 101 101 CHOIR 9 G 101 101 101 LIFE SCIENCE 101 101 101 ________102 102 102 103 IPS 103 134 104 104 105 105 IPS 106 106 106 107 107 107 LIFE SCIENCE 101 101 101 102 102 102 103 103 103 1-2 3 MTWRF 24 3-4 3 MTWRF 0 REQUESTS 0 REQUESTS SWINNE 4 REQUESTS SWINNEY J J * total 30 30 4 4 4 4 26 26 Y 1 1 3 3 24 SWINNg '4' Re*
?'je'STs SWINNEY J J TOTAL 30 30 4 4 4 26 Zb Y 1 1 3 3 1-2 1-2 1-2 1-2 2 AA 1 3 1-2 4A 1-2 1-2 5 6 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 12 12 36 36 36 36 36 GREEN GREEN BRYANT ItRYANT C G GREEN C G GREEN SRYANT L 0 SR YANT L G BRYANT BRYANT L G ^TvYANT BRYANT 167 REQUESTS BRYANT L G BRYANT L G * TOTAL 30 30 30 30 30 30 30 ZIP 14 14 10 15 IL 15 11 90 12 12 11 10 13 10 3 76 Zb Zb 21 25 _24. 25 19 166 4 4 9 5 6 5 11 44 Y f Y Y Y Y Y b b b 5 5 4 b 34 20 20 17 20 20 15 131 3-4 3-4 3-4 2 4A 1 MTWRF '^TWRF MTWRF 12 12 36 GREEN GREEN 3RYANT C G GREEN C G GREEN BRYaNT L S 30 30 30 14 14 10 12 12 11 26 26 21 4 4 9 Y Y Y 6 4 20 20 17 20 21 22 23 24 28 28 27 28 29 30 31 33 34 38 36 37 36 39 40 42 43 48 48 47 48 48 80 81 82 83 84 88 88 87 88 89 80 61 82 83 84 68 66 67 68 69 70 71 72 73 74 78 zy2 3 B B 8 ft to 12 18 14 16 16 ie Tb zo 21 22 23 24 2B 2B 27 28 20 30 31 32 33 34 39 86 87 38 89 7' .2 43 44 :49 46 XI 46 46 REF: SCH.560 DATE: 10/15/92 TIE: 12:44:41 CCURSE IllLt CLASS sex MOlOAl M010A3 M02(501 M02003 M02041 60 61 62 63 64 M02043 66 016 LITTLE ROCK SCHOOL DISTRICT MABELVALE JUITOR HIGH SCHOOL CriURS- MASTER SCHIGULE PAGE 13 ' HATCH PERIilO GROUP sec T6RMAKS 104 104 104 105 105 105 106 106 106 107 leT'ia? L SCIENCE GT 101 101 101 ------------102 1&2 152 103 103 103 L SCIENCE GT -------------101 101 151 102 102'102 103 10.3 103 gRTH SCIENCE 102 102 102 103 103 103 104 134 104 105 105 105 106 106 106 -------------167' lO'TTIGT 108 108 103 ERTH SCIENCE -------------152 lon-or OAYS RtJOM TFACH.JR SAME CAP HAte bNROLLHEM SfcArS AVAIL CLASS ETHNIC BALANCE FEMALE TACEN SEATS ROLLS 01 02 7< 2 9 3-4 3-4 3-4 1-2 TTT 1-2 7=^ 3-4 3-4 1-2 1-2 1-2 1-2 1-2 1-2 103 103 103 ,3-4 104 104 104 105 105 105 106 106 106 107 107 107 108 ina 153 3-4- 3-4 3-4 3-4 4A 5 ~F 1 T" 5 . T 3 5 2 4A 1 3 48 T 1 : 3 40 5 E SCIENCE gT 101 101 101 102 152 102 103 103 103 G SCIENCE GT MTWRF MTWRF MTWRF TTTWIF MTWRF MTWRF' MTWRF MTWRF NTWftF MTWRF MTWRF HIHRF MTWRF MTWRF MTWRF HTWJLF MTWRF wTWF MTWRF MTWRF MTWRF MTWRF MTWRF 3-4
, , MWSF 1-2 T=7 1-2 1 T" 5 MTWRF HTWrF MTWRF 36 36 36 JF >- lYA.T RKYANT PRYANT RRYANi 167 RSOUeSTS BF /ALT L 31 BRYANT L G BRYANT L G BRYANT LG * TOTAL 30 30 30 T3T 210 13 11 15 TT 90 10 13 10 -B" 76 TF 24 25 TT 166 ~F 6 5 TT 44 Y Y Y y T 5 4 34 2rr 19 20 TT 131 B ft 10 12 13 t 12 TT 12 GREEN GRStN GREEN 71 RETjeSTS C 0 GREET T it GREEN C 0 09.&i * TOTAL 30 30 90 3 TT 12 27 15 TT 15 44 18 TF 21 71 12 3 19 Y y 1 15 T5^ 20 50 3 TIT 7 20 19 r < T? 12 12 GREEN GRFEN GREEN Z Si GREEN C GREEM 71 REQJESTS 0 G GREEN * T 1TAL TT 30 30 90 T 12 12 27 TF 14 15 44 IS 26 27 71 TT 4 3 19 y T? 15 20 sZT T 10 1 11 11 37 37 37 37 BUNCAN OUNCAN WHITE WHITE WHITE WHITS. WHITE OUNCAN H M aONCAN H JHITE 152 REQUESTS WHITE ROONEY WHITE ROONEY WHITE ETWNFY WHITE ROONcY * TOTAL 30 30 30 30 30 TT 30 210 10 16 9 13 13 IF 12 86 12 7 6 8 16 K 9 66 22 23 15 21 29 ZT 21 152 8 7 TT 9 1 ~y 9 58 Y Y T 1 1 T Y 6 1 5 1 -y 4 35 16 16 TT 16 22 TT 17 117 TT 11 37 37 37 37 "TT DUNCAN DUNCAN H H DUNCAN OUNCAN ! M WHITS WHITE WHITE WHITE WMife WHITE OaNEY 152 REQUESTS WKITF ROONEY WHITE Rn'YlEY WHITE RODNEY WHITE ROONEY * TOTAL 30 30 30 30 30 "5o 210 ITT 16 9 13 13 13 IT 86 T? 7 6 0 16 8 7 66 7? 23 15 21 29 21 TT 152 1 15 9 1 9 58 Y Y 1 Y 1 1 y -S' 1 2 5 7 4 V 35 ss 16 13 16 22 11 -yy 117 11 TT 11 DUNCAN MJMtAN 0UNC7*N ounca:-: OUNCAN .M M 70 REOUESTS 3UMCAH H * TOTAL 30 TT 30 90 8 TC 9 21 11 14 18 43 19 21 10 11 S 3 20 Y y 1 11 T^ 14 41 8 13 29 20 21 22 23 24 29 28 27 at 29 SO 31 32 38 34 39 38 87 38 39 40 41 42 43 44 48 48 48 49 SO 92 98 54 89 98 97 98 99 80 81 82 83 84 89 ee 87 88 69 70 71 72 79 c r * * * t 7BREF: SCH.560 DATE: 10/15/92 TIME: 12:44:41 016 LITTLE ROCK SCHOUL DISTRICT MABELVALF JUNIOR HIGH SCHOOL COURSE MASTER SCHeOULE PAGE 14 ' 2 9 COURSE TITLE CLASS SEX MATCH P6R10U MAX GROUP sec term names OATS ROOH TEACHER NAME CAP MALE ENROLLNENT seats AVATl class ethnic BALANCE FcMALE TAKEN SEATS ROLLS 01 02 7< 2 9 8 8 101 101 101 102 102 102 103 103 103 3-4 3-4 3-4 1 3 5 MTWRF MTWRF *1TWRF 11 11 11 DUNCA'M DUNCAN DUNCAN 70 REQUESTS lliJNCAN M M DUNCAN M ' OUNCAN M M * TOTAL 30 30 30 90 8 10 9 77 11 14 18 43 19 24 27 7^ 11 6 3 To Y Y Y 11 16 14 8 8 13 9 10 M03041 12 P SCIENCE GT 101 101 101 102 102 102 8 0 10 11 12 13 13 14 IS 18 17 18 IT 20 21 22 M03043 P SCIENCE GT 101 101 101 102 102 102 23 24 Mn3501 1-2 1-2 2 5 MTWRF MTWRF 08 08 3RISC0 BRISCO 40 RSQUeSTS BRISCOE III J W BRISCOE III J W * total 3 3 30 60 3 6 9 13 18 31 16 40 14 6 zo Y Y 12 13 25 4 11 15^ 18 20 21 3-4 3-4 2 5 MTWRF MTWRF 08 08 BRISCO BRISCO 40 REQUeSTS BRISCOE III J W BRISCOE III J * TOTAL ' 30 30 60 3 6 13 18 31 16 24 40 14 b Y Y 12 13 25 4 11 T5 25 28 27 28 29 SO PHYS SCIENCE 102 102 102 ________103 103 103 104 104 104 105 1<35 105 106 106 106 107 107 107 1-2 1-2 1-2 1-2 1-2 1-2 48 __6 1 2 -3 5 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 08 08 09 09 09 7 09 BRISCO BRISCO NAttY NALLY NALLY NALLY 144 REQUESTS TRISCaS III J W BRISCOE III J W NALLY C NALLY C S NALLY-Cfeg_________ NALLY C e * TOTAL 30 30 30 30 30 30 180 14 13 14 7 12 12 72 11 3 12 13 13 14 72 Zb 22 Zb zo 25 26 144 5 a 4 10 s 4 36 Y Y y y Y Y 5 3 3 1 3 9 36 20 19 17 13 22 17 108 31 33 83 MO3503 34 PHYS SCIENCE 102 102 102 3-4 38 38 37 38 39 103 103 103 104 104 104 105 105 105 106 106 106 107 197 107 3-4 3-4 3-4 3-4 3-4 48 : 6 1 2___ 3 S MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF 3. 08 09 09 09 09 3R1SC0 BRISCOE HI U W BRISCO NALLY NALLY NALLY NALLY 9 40 41 144 KEQUgSTS BRISCOE III J W NALLY C C NALLY C E N
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.