Little Rock Schools: Woodruff Elementary

Celebration! youre invited to a iJhrouoh the teamwork of Woodruff Elementary School, received FEB 11 OFFICE OF Desegregation Monitoring its alumni, the Little Rock School District, and Capitol View/Stifft Station neighborhood, we raised enough money to fix the noisy cafeteria at our school! We now have a new acoustic ceiling, acoustic wall panels, and bright new lights. Come see and hear the difference as we celebrate the completion of this major project! Wfiat: Celebration dinner (spaghetti, salad, roll, drink and dessert), with live music, student performances, door prizes, and ceremonies throughout the evening. Wfien: Friday, Feb. 20th, 6:30 - 8:30 P.M. Where: Woodruff Cafeteria, 3010 W. 7th St. Teresa Knight, PTA President, at 663-2929. Sponsored6y the Woodruff TTSl, and tHe C'lSS KoyH^orhoodAssociation. ClX Tucked away in a quiet, residential neighborhood just a few blocks west of the Arkansas State Capitol complex, Woodruff Elementary School offers a small, caring school community in a location that is easily accessible. The school's proximity to Arkansas Childrens Hospital, the University of Arkansas for Medical Sciences, most state government offices, and 1-630 via the Woodrow Street exit, offers many parents the opportunity to be more active in their children's school experiences. Whether it's sharing a lunch date, attending school day performances or simply being closer for those inevitable calls about childhood illnesses, parents will find that having their children attend Woodruff is as convenient for them as it is enriching and satisfying for their children. S c ft m fD H 0^0'^ n 3 CD cn hJ fl) O rt ifi rz>r UQ oO (75 3 3 3 o n fl) Discover Woodruff Elementary School Woodruff Elementary State Capitol 7th St. I W. 1-630 o Qo. O $ Arkansas Children's Hospital s 0) 0) 3" 0) I s' m 50 O X s /Q s Z p z o o 0o0 3 o (n o lioS 0) 3 s o 3 First Class Schools For World Class Kids nnnn IIII 31II w nIII rg Woodruff Elementary School opened in 1911. In the ensuing 80 years, Woodruff has provided a rich heritage of educational experiences to many generations of Little Rock students. During 1991 the building and grounds underwent a major addition and renovation project which has resulted in an efficient, up-to-date school environment coupled with the charm and character of a traditional school setting. A new. Early Childhood Wing houses the four-year-old program, kindergarten classrooms, first grade classrooms, and the computer laboratory. A driveway at the entrance permits easy access for dropping off or picking up early childhood students. Improvements to the original school building include an expanded and refurbished media center, an enlarged cafetorium with stage, and new furnishings. Playground improvements feature new equipment selected to meet the developmental needs of both the Early Childhood and elementary students, as well as new basketball courts and an exercise track. A lease agreement permits use of the Billy Mitchell Boys' Club facilities (located next to the school) for special events. Woodruff School Family atmosphere nurtured in a small school setting. Located in a quiet neighborhood, one minute from 1-630. Character education program in all classes, kindergarten through sixth grade. Non-violent problem-solving curriculum including strategies for effective communication, self control and helping each other solve conflicts. Hands-on math materials in all classes to help children understand concepts and solve problems. Before and after school C.A.R.E. Program, 7:00 a.m. - 5:30 p.m. FOR MORE INFORMATION, CONTACT Woodruff Elementary School 3010 W. 7th Street Telephone 671-6270 or Student Assignment Office 501 Sherman Telephone 324-2286 The heart of Woodruff Elementary School's instructional program is an energetic, enthusiastic, well-trained staff who assess all students consistently to determine their learning needs and who plan lessons to meet those needs so that no child is bored or frustrated. Cooperative (team) learning, and independent, small group enrichment projects assure effective, appropriate instruction for all children. Top priorities of the program include mastery of basic skills, development of independent level critical-thinking abilities, and accuracy in problem solving. Students have extensive opportunities to use their skills as they participate in "units of study which require application of learning in reading, math, language arts, science and social studies. Additional enrichment programs include: One to two hours of individualized instruction per week in the 28 station computer lab. Music instruction conducted by a certified music specialist one hour per week. Gifted and Talented Program for identified students in third through sixth grade. Tutors to provide extra help in reading, math, and language arts for students with remedial needs. * V r ,e' Joyce A. Meeks 7905 Parkwood Drive Little Rock, AR 7 S20 4 Telephone: (501(224-6620 MEMORANDUM TO: Little Rock Public School District The Honorable Judge Henry Woods Mr. Eugene Revelle FROM: Joyce Meeks and Supporters of Woodruff Elementary School SUBJECT: Plea to maintain Woodruff as a classroom school DATE: June 29, 1989 Our plea Is to save Woodruff Elementary School. If you dissolve a landmark such as Woodruff, you will only show your unconcern for our childrens education and social growth. We stand by the past, present and hopefully future beliefs that the sole purpose of schools Is to educate our citizens academically as well as socially. Woodruff provides Its patrons with a small Intimate environment that Is conducive to learning because the hustle and bustle of activity on a larger Impersonal scale does not exist. Woodruff students receive Individual attention from all teachers because of the close proximity of classrooms and the personal relationships with the students. These students have proven that the educational instruction received at Woodruff Is second to none. The results of their Maximum Achievement Tests and the fact that 70X of the students sport honor roll status Is no "fluke". Disciplinary measures are easily Implemented because of the small number of students to be controlled. The programs In the area of discipline have received at least city-wide attention In the television and news media. This achievement with the II helps the students learn to respect others. SAY NO TO FIGHTS" program Woodruff Elementary School works side by side with the Billy Mitchell Boys Club both during and after school by providing a facility for Woodruff students to continue their social growth by participating together In organized activities after school.So why Is Woodruff being closed? tell you why. The next part of this memorandum will The Issue of equality In education was raised by concerned citizens who had the Intelligence to question the unequal funding of predominantly black schools In Little Rock, An Investigation of this allegation proved that this Inequality did blatantly and measurably exist. The courts and school district alike. knowing that this was a grave Injustice sought to tackle the Issue flamboyantly so that the appearance of trying to correct this shortcoming would not go unnoticed thus DESEGREGATION was born. This policy of desegregation has only served to Initially tear the school system apart. dismantled. Now the neighborhoods and communities are being Those who can afford It just throw up their hands, pack up and move out or send their children to private schools that are small. personal and conducive to learning. Those who cant do this stay In the area and just "put up" with the system while slowly giving up and so do the children. This breeds the I dont care attitude In our children because the parents have given up and have the appearance of "I don't care". Then we have those like us, who care about our children and will stand our ground and fight for what we believe Is right and fair. The entire "DESEGREGATION PLAN" should be scrapped! The school district and courts should concern themselves with providing the best educational resources equally possible to all schools. This should Include Incentive schools and speciality programs and leave the decision of where and with whom the children attend classes up to the parents! It Is a proven fact that generally parents will ensure that their children receive the best education possible regardless of the location, size or racial make-up of a school If It offers what that child needs. So cut the large speciality salaries and unnecessary transportation costs and funnel these funds Into providing the best educational resources to our children. In the meantime, build your Washingtons, construct your Stephens then show us what you can offer our Wonderful Woodruff Elementary children but please don't discard the working model before the final plans are approved and In place. Let our children live peacefully, harmoniously and enjoy the gift of genuine, sincere educational pride and excellence that Woodruff provides. Let them continue to play and learn socially with the support of the neighborhood Boys Club while keeping the spirit of WOODRUFF and learning alive!!!!THE BILLY ^LTTCHELL BOY'S CLUB WORKS HAND IN HAND WITH WOODRUFF ELEJIENTARY. THE DIRECTOR OF THE BOY'S CLUB HAS ESTABLISHED PROGRAMS THAT ENCOURAGE STUDENTS TO EXCELL ACADD^ICALLY IN SCHOOL. MEMBERS OF THE BOY'S CLUB MUST BRING THEIR REPORT CARDS TO THE DIRECTOR WHO REVIEWS THEM AND CHOOSES THE ACADDHC HONOR'S ATHLETE. THE BOY'S CLUB FACILITIES ARE "DE AVAILABLE FOR PICNICS, AND OTHER SOCIAL ACTIVITIES OF THE SCHOOL. WOODRUFF STUDENTS THROUGH THEIR AFFILIATION WITH THE BOY'S CLUB HAVE BEEN FEATURED IN NEWSPAPER ADS, BROCHURES AND BILLBOARDS PROMOTING THE BOY'S CLUBS OF LITTLE ROCK. THE DIRECTOR IN COOPERATION WITH WOODRUFF TEACHERS ORGANIZED THE SCHOLASTIC 500 COMPETITION WHICH ENCOURAGED WOODRUFF STUDENTS TO ABSORB THEIR STUDIES.WOODRUFF ELEMENTARY SCHOOL 3010 West 7th Street Little Rock, Arkansas 72205 INFORMATION BULLETIN #11 May 25, 1989 SCHOLASTIC 500 - MAY 30 Mr. Gary Patterson, the Billy Mitchell Boys' Club Director, and Woodruff's third through sixth grade teachers have planned an exciting event for Tuesday, May 30, beginning at 8:30 a.m. at the Boys' Club. Teams of students will compete against one another by answering questions about their curriculum for this year. Grade level winners and an over-all class winner will be determined. (The teams of 5 students will be selected this week based on classroom eliminations.) You are invited to join us at 8:30 a.m. or to drop by between 8:30 a.m. and 10:30 a.m. We hope you can join us for this display of our students' learning. FIELD DAY - HELP NEEDED Woodruff's field day will be Wednesday, June 7. The races will begin at 8:30 a.m. and last until 11:00 a.m. All classes will participate. A picnic lunch will be served from 11:15 a.m. until 11:45 a.m. At 12:15 p.m. the concession stand will open. Food prices will be as follows: Nachos and cheese dip ----- Pickle ----- .75<
.25c Drinks . 25<
Food tickets will be sold for 25<
each beginning Tuesday, May 30. No checks will be accepted. If you want your child to eat a snack from the concession stand, please send money in a sealed envelope with your child's name, his teacher's name, and the amount enclosed on the outside. THERE WILL BE NO CASH SALES AT THE CONCESSION STAND. We will need jugs of water for each class during the day. water and/or cups that day, please contact your child's teacher. Please see that your child is dressed appropriately for field day. wear cool clothes and tennis shoes, so they can run and have fun. ALL PARENTS ARE INVITED TO ATTEND THIS FUN DAY! If you can provide ice Children should TEST RESULTS We have not received any MAT-6 results yet. We will send them home as soon as we receive them. As a result of this lack of information, we again are postponing our Bi-Racial Committee Meeting, and we are still not able to schedule an evening parent meeting to explain the results. during the PTA meeting that night. If we get this data by June 1, we will review it PTA MEETING/SCHOOL PROGRAM JUNE 1 Every Woodruff class will present a musical program at the beginning of our PTA meeting, June 1, 7:00 p.m. - 8:00 p.m. The officers for next year will be elected. If the data has been received, the principal will report the MAT-6 test results for our school. You are cordially invited, and we hope you will attend.WOODRUFF ELEMENTARY SCHOOL - INFORMATION BULLETIN #11 (Cont.) May 25, 1989 HONORS ASSEMBLY - JUNE 6 We will have an honors assembly for grades 2-6 on Tuesday morning, June 6, from 8:45 a.m. to 9:30 a.m. Certificates and bumper stickers will be awarded during this assembly. You are cordially Invited to attend. (We will not have an awards assembly that evening because we have reserved that evening for the Bl-Racial Committee Meeting. BI-RACIAL COMMITTEE MEETING - JUNE 6 The Bi-Racial Committee will meet in the school library Tuesday, June 6, 7:00 p.m. to 8:30 p.m. We truly apologize for the changes in date and time necessitated by the delays in the MAT-6 data. FINAL INFORMATION BULLETIN - JUNE 7 We will send our final information bulletin home on the last day of school, June 7. It will contain the honor rolls for the last nine weeks and, if available Woodruff's test results. SUMMARY OF IMPORTANT DATES AND COMING EVENTS Monday, May 29 - Holiday. School will be closed. (Have a safe and happy holiday!) Tuesday, May 30 - "Scholastic 500", 8:30 a.m. - 10:30 a.m., Billy Mitchell Boys' Club Tuesday, May 30 - Bi-Racial Committee Meeting - CANCELLED Thursday, June 1, 7:00 p.m. - 8:00 p.m. cafeteria. School Program and PTA General Meeting in the (Please plan to attend.) Tuesday, June 6, 8:45 a.m. - 9:30 a.m. Tuesday, June 6, 7:00 p.m. - 8:30 p.m. Wednesday, June 7, 8:30 a.m. - 2:00 p.m. Honors Assembly in the cafeteria for grades 2-6. Bi-Racial Committee Meeting in the library. School-wide field day. Last day of school.- V 4 SI I fe:: ^.1. b' f International Pr^hd W B(^ Cluh MeOMKGhiWWM'Ah t f- ** 'A >j* ^4 KV' 8^^ ' For too many kids, these days of increasing smgle- \ir. ?A/iy.^v Ly f<- r parent and two-parent working families mean that role models are often found on street comers, in gangs, selling
r drugs. Teachers skilled in tutoring the subject of crime. You know that the Little Rock Boys Club'has always worked to make sure those same kids are \ | a. / And while actual tuiorihgin schoolwork, remedial education, even advanced learning opportunitiesis a major part of our education program, it's just the begit.ning Of equal importance is providing consistent, trusting and ^dependable role models who give kids the leadership, , sportsmanship and social skills they must exposed to organized sports, arts i^d crafts, games and chltural opportuniti^ instea'd.y *. 'r Z'.'"'*' - But what you might not know at^t . .todays Boys Club is the strength of opr.,
> have to become productive citizens for life. 7- a'' Wr Its a tough world out there today. At theBoj^Ciub, we'dont r'aim to make it (S
. ' aggressive and broadbased educatiohal-^^'.^^ 'r" programs. In fact, wq provide disciplined,^.-,'^ any easier3:^Ji 5 . supervised learning environments and support to boys and girls who simply might not receive th.em otherwise__ . iHgr. S Wesim'ply make s ire bur kids get , H , what they deserva \ The chance to meet that world on even terms, -. . ^fe^ttle Rock Boy&Glub: " Whgre woujd they be without it? WOODRUFF STUDENTS ARE ENCOURAGED TO "KEEP THE PEACE" BY NOT FIGHTING AND REALIZING THE IMPORTANCE OF BEING GOOD, PEACEABLE CITIZENS. STUDENTS ARE ENCOURAGED TO ACKNOWLEDGE WRONGDOING AND TO APOLOGIZE TO THE ENTIRE SCHOOL VERBALLY AND IN WRITING. LEARN THAT THEIR ACTIONS AFFECT OTHERS. BY DOING THIS, STUDENTSLITTLE ROCK SCHOOL DISTRICT Woodruff Elementary School 3010 West 7" Street Phone 663-4149 Little Rock, Arkansas 72205 September 22, 1988 Dear Parents/Guardians of Woodruff Students, We are encouraging our students to learn strategies that will allow them to solve conflicts and problems without fighting. Last week we went six whole days without a fight anywhere at school or on the way home. On the seventh day, there was a fight between two boys on the way home, so we started over. Today, I am proud to tell you that our record is again at six days. As a reward for making such excellent progress and really trying not to fight, every student received a free ticket to the Royal American Circus. The circus will be open at Lamar Porter Field, West 7th and Johnson (immediately west of Woodruff School) today, Thursday, September 22, from 4:30 p.m. to 8:00 p.m. We are really proud of our students' efforts, congratulating them. Please join us in Sincerely, Pat Higginbotham Principal Pulaski Woodruff students ready to celebrate 75 days of peace --Pulaski Page Arkansas Democrat TUESDAY, JANUARY 17, 1989 . .
* 4e- - 't _ S Woodruff students say no to fights School picnic to mark 75 days of getting along together BY CYNTHIA HOWELL Democrat Slat) Writer Woodruff Elementary School pupils have gone 75 days without a fight So school officials feel pleased enough to mark the oc- like that and the idea caught cation. All 207 pupils will have^' on with the kids. a picnic lunch today at the' Billy Mitchell Boys Club next door to the school, and will spend an hour playing games at the club or practicing for an upcoming school talent show. The celebration comes at a time when security and violence are major issues in the districL A 16-year-old student was shot and killed at Henderson Junior High School on Jan. 5. The school board last week formed a task force to study se- . curity at all secondary schools. The idea came to me while meeting with the Woodruff kids during the first week of school, Principal Patricia Higginbotham said Monday. I was talking about the playground and not fighting, and the importance of getting along with one another. I thought of those signs you see outside of factories that say, This plant has been accident free for X number of days. I talked about doing something Tve thought for a long time that fighting does not have to be a part of school life or of childhood. A banner went up in front of Woodruff proclaiming the milestones after the first 20 fight-free days, then again after 40 days and then 70 days. Early in the year, Higginbotham and her staff, as well as some of the student leaders, went to each class to explain ways to avoid fights. First and foremost, the pupils were urged to get help from adults in the event of any conflict, and then to talk about the problem so that bad feelings dont continue. The pupils and teachers also had to decide what constitutes a fight, Higginbotham said. If one child shoves another but the second child either doesnt push back or hits back and then both students walk away, thats not a fight, according to the school definition. Ive thought for a long time that fighting does not have to be a part of school life or of childhood, Higginbotham said and added that fighting occurs because children dont know how to control their frustrations. They lash out, she said. Kids fight over games or teasing. Sometimes students egg on fights between other students, Higginbotham said. Higginbotham is in her first year as Woodruffs principal. But she has been a principal at other l.ittle Rock schools where she dealt with fights almost daily and major fights - where pupils had to be pulled apart - every couple of weeks. There have been no suspensions, expulsions or paddlings at Woodruff this year but nine days into the Say No To Fights Program two pupils got into a scuffle on the way home from school. The daily count of fight-free days had to start all over again and the two students had to go to each classroom to explain what happened. As recently as Friday, three boys from another school went to Woodruff to fight with a sixth-grader. Higginbotham said the sixth-grader told the boys he couldnt fight on the school grounds, nor across the street. Other Woodrufff students hacked him up and encouraged him not to ruin the school program. Im not saying weve got it made, Higginbotham said Monday. The school is continuing to teach students how to deal with conflict. But the program has made an incredible difference in the school, she said. i ....... T"- Z ________ <Arhnnflas'^(j^azcttc. Little Rock _____________ Serving central and western Little Rock SUNDAY, JANUARY 22, 1989 SectionJ Woodruff Elementary celebrates 75 fight-less days s By Martha Tanner GAZETTE STAFF Woodruff Elementary School students know that fighting doesn't solve problems. They also recently discovered that not fighting can bring reward. Students at the school were treated to a picnic lunch and recreation time last week at Lamar Porter Field and the Billy Mitchell Boys Club for going 76 days this school year without having a fight. School Principal Pat Higginbotham came up with the idea to have a picnic to celebrate the 76 "fight-less days at the school >t the beginning of the year, and the idea caught on with the students. Students were to eat their lunch on the baseball diamond at Lamar Porter Field, which is next door to the School located at 3dl0 W. Sev-forced the picnickers into the ' stands to enjoy their ham sandwiches and popcorn. Then they ' moved inside the Boys Olub. located in front of the field at 3107 W. Capitol, for game time. Higginbotham and Billy Mitchell j Boys Club director Gary Patterson worked together to plan the recreation time at the Boys Club. While there, students played basketball volleyball, foosbatl. Chinese checkers and Twister. Patterson praised the children for not fighting and told them that there had been recent suspensions at the Boys Club for Fighting, but none of the children suspended had been Woodruff students. The students cheered and applauded. Higginbotham said the students had received some training in the classroom on how to handle conflicts and would continue to be Eddie Johnson chows down the year. "We want to teach them that conflict is part of life, ^e key point were trying to make to students is the difference between an emotional reacticm and a decision to do something. In other words. J B'A? lia. 4 S':
don't use feeling as an excuse to ______________________________ lash out and retailiate. Higgin-enth St. However, wet ground trained by teachers throughout - botham said. j ' Swe photos by Mvttw Tjnnor Leah Fitzgerald watches Julie Robertson work to open her milk carton 3* I a / , Il^' > .. .A___ _ 1 C I . t:.': * < ( A "4 X" ' '\- X' / v'iM CwW T\\ < i '- . 3 ' 1 t i 1^-^ i \()IA art- m/ Xhcvt- fOe^ -{o -the. Boy y C -t-o 0 l-ci fl^c^fe^corj ' 3c><Ty i :^5 $i.ACafeV /iW i \WOODRUFF STUDENTS ARE RECOGNIZED FOR THEIR ACCOIIPLISHMENTS REGARDLESS OF HOW TMNY TMES EXCELLENCE IS REACHED IN THE SAME CATEGORY. DEED GOES UNRECOGNIZED. NO GOOD THIS PRACTICE INSTILLS THE VALUE OF MAINTAINS A POSITIVE ACHIEVEMENT RATHER THAN REACHING THE GOAL ONCE THEN DISCARDING IT FOR THE NEXT FEAT. SEVERAL "SUPER SPELLER" CERTIFICATES SAY THAT YOU ARE ALWAYS A SUPER SPELLER INSTEAD OF YOU WERE ONCE A SUPER SPELLER.bt aKKANSAS OEMOGHAT I UtSDAY, JANUARY 24.11969 Kid Club ' My New Year Resolution To make better grades for the new year and to be really good and earn $20 Tuesda more. Anna Moore, 11 Forest Park Elementary Little Rock oc 00 oc 00. ot^ 00 wta ot- 00 oc M (I 01 s 0 " c 1 I Wait on assignments. Eat less-fat food.' Learn more words. Capitalize my words when they should be. Organize my work. M^e 4 in math. Earn better grades. Top teaching skills. Obey all rules. Stay in my seat. Understand Mrs. Cassell. Catch the bus on time. Clear my mind for work. Energy used outside, not in class. Start right end right. Step not stump. Roy Paul Johnson Scotland sixth grade Walk in room, ^d bad grades. Learn more assignments. Come on time. Organize words. Motivate my triends better. Enter school more guietly. Kiloe Page, 11 Woodruff Elementary Little Rock Take home assignments. Obtain special guests. Stand quietly in line. Understand assignments ter. bet- Create better penmanship. Cross (s and dot fs. Eat healthier foods. Stay away from vicious animals. Slay very alert. Chris Coats, 10 Scotland fifth grade bear Kid Club, My New Years resolution is that 1 will try to make better grades. My moms New Years resolution is to stop getting sick. The reason I would like to make better grades is I would like my mom to be proud of me. Id be proud of me, too. The reason for my moms resolution is that Im tired of her being sick and wasting her money on medication. Lm Plant, fifth grade Gibbs MagneL Little Rock Dear Kid Club, My New Years resolution is to try to keep up with all my work and to \ stay as healthy as possible. My dogs resolution is to lose two pounds and to try not to get locked in the garden again. My moms resolution is to save all the money she can for 1990. Kadie Chamberlin, fifth grade Gibbs Magnet, Little Rock r- L. i t : Today is Jan. 24,1989 Know any good Jokes? kid in the sixth grade or younger can write to Kid Club, P.O. Box 2221, Little Rock. AR 72203 ibfncscss9e3C3Sscsscx3C3aaE9Csxx3Ejac9aaac3Esacscssacssxs3ts3CacsKsa(*sa^^ 4.. 5--. t--i X 11 < Jlii
-i-ssir y, X '53 jiL5ga2lLa2U^^ I a. V i i I ik :? aiac **4i.. a L:gCT>4jgar 4 /\lk.r4 M f 4 /\lhcr-f M^eJ\5 I wu.-- I THINK YOU ARE 'll i^ I V M M I 1' i I A ^1^*5 pi pl mi mj -Si i o' GREAT FOR DOING I YOUR BEST Xpj '^'^rc^ka NATURE ATE FTTT fra A ?TT-3j^ T I i * TIT iT .W-I A Special thanks to the committee who worked to make this program possible: Carolyn Greenleaf Patricia Hays Mary Mumford Woodruff Elementary School Sunday, June 4, 1989 2:00 p.m. - 3:00 p.m. 4 t"-J !frs. >aa?s ana . b A WoovVxil" Etei/jentnr/ 3010 7th Street .. S5C p SP3-:4143 9 Ths teoc/i'.AA havs ptannsd a f.lf>dd tAl.p thA AACitld QACtdA TKf: ijp udLi. t'^A IsnpoJ^ancs. }.ai&sio>dt^ hedpsAA. " (ifz wdl d^poAt CLsfuanto^ at 1O'G:> a.,r.. .a f6, t9S9 fi'A BtLLL i.vu.ve. flZ th.e. f^ift-ic^-paJ.. a4izX l7
iX 7 rfOe iVz utLLL iouA t/ie. c.<:iJUhjMji.i& and Zi on a CQti^ unZU. At 11:0G a potioan^n udJJ. mAst tui ai. Utz PclZcA Sjtation -d*? is,\ c sn tQUA UiA baULdinj^ U/e. udJJ. ths. ^std U'd~p ufAdn. a picn^ic. at aAe ^dvsnfAont Tanh^ A bu4 te-LLL <L/tfU.ve. about 1:00 pKU, to AAto/^/t. tUi vixh. io Woodnid/- ^s/nsrix/n^-. . .' 'JC \po'x uMaJd xihs ^' ij^iun. child to pc? an thi.4 ^Ald iJtlp, p<.iX4.as ^J.jQn ths ps.vnUi^on ispa/iat.fi (.nom tsttsn. iZ-<it>, adUL r.usd to h..vs a. ^cch jj^xh ^oa. ihs. pLcnLu^ .? c,'. 1 p/oi^ids a. tnnch fd.''. yotiA chLld) do -60. AJ (-'7, OanhA and fiinA, fis./.icz TEACHERS KEEP THE PARENTS INFORJ.ED OF THEIR CHILDREN'S PROGRESS THROUGH INTERIM REPORTS, TELEPHONE CALLS, NOTES AND INFORA'ATIONAL LITERATURE. TEACHERS PROVIDE PARENTS WITH MATERIALS THAT THEY CAN OBTAIN TO HELP THEIR CHILDREN CONTINUE THE LEARNING PROCESS.:<-V 4 X Suggestions for Parents 1. 2. 3. 4. V \s. 6. T. GRADE TWO SUMMER, 1989 HOW pAJtorrs gw hbj Arkansas Arts Center
37X*itooo Use short, frequent periods of time for wrting with your child rather than occasional, extended periods. Talk to your children about reading or doings they have done on their am. *sk them^estlons about the words and pictures they have clipped. Hike . coamamts on how you feel about certain pictures w UTROn TQM CHILDRER'S READING SKILLS ANO TEACH TffiH THE JOT OF READING UI The Arts Ceeter ft loeatat fa ftecAttaii Pirk. Call to flad oat boat oacfit eihfhfo, ffli news articles. Dont hasitate to raad to your child. Stop J^tan whan you are reading and al Iwo h1/har to - -S-^ questions. Ask questions about the facts of uMt^. you are reading as well as the child s opinion. Give your child an opportunity to read to you even If you have to supply a large nuuber of the words. Picture books are good for this. Direct the child's attention to pictures. Help him/her to see that pictures sometimes give clues to the written Mterle! and that the written material sometimes helps to make the picture easier to onderstand. 1 taeind your child that reeding Is e IW^ght sequence by pointing to the frsKS af cclc strips es you read then together. keep the nenes of Imortant people and places In front of your child through the use of the newspaper and magazines. Even a six-year-old can know the name of his/her president, mayor, county. state, etc. 8. Remember thet cutting or tearing pictures and clippings from magazines and newspapers tp ke^ scrapbopks and posters helps improve your child s motor coordlnetlon. \ ImmWif a Natiaa af PaWm all vgoa a, W la aoivay pmtjrlpam bi oembig a llania aaaitf. Panalm madm adnW pmaonad. wd poleyHHkflc* eadi have diffenae hat eery osrapleoencwy raiee dial SV* hrip oa readi that foaL PamNB, lioeravv, have what may be tba ooet oeeiad rale. Mmi ij a 9f Utim oli mpem ponoNB to lay (ha fiiia liHam lamtop to ram4.. taimaDy .w oomrm . ^. y..i.m - c-.w m ^murnnm M - ai*w wm^^* ^nmf .w - o- n^ vy mdimp almmd to dMU teratoaif itoiiM ami iviiHa. m^ A cmmnpimg thara to taB loBoca aad womda amd lai rhim< tea (ho wwM aimmad tom... .! addlimm to layimf a iwmmdmiom, pRat> m>4 to hdOtoto Iha poumh o< tbair g- toOdm's raadimg by taUi( (hm to nimaiii. cmnmnpimc fvndhig w a fam fam oefaTfay *4 loiiymtlot homwoik. OML p. 57) 'A' Y r* - * Km beaks, Hgazlnes nd nenspapers armmd. * Rwd with year children and praise their reading. Take trips to the library together. * Write notes tn your children and encourage the, to irlte nessages to you. Write down their stories and read the, back to your children. Most of a11, treat reading u a pleasure, not a chore. TW THINGS USTED NEXT CM HMM YOUR QUID'S READING SKILLS: DON'T DON'T DON'T DON'T DON'T DON'T DON'T tlajrs. Tlia uhfbfts are free ta the pobllc. Museum of Science and Hisiory 37I-35ZI - Can the nuM In WcArtleir Park to fled eat about special classes and eshlbits. The uses* has several penunent displays aoA smII gift shop. aad ehflOrta's The Public Library
3'7O~S95O (Downtown") force her to read idien It upsets her. Let reading bring her joy - not frustration. shew h1e because other children TNn Ifbwy fs wemdtrfol *let to vfift aid LfCtle tock . has srrtral MraadMS i4 boetaofafl* locaClom. Frw ts tito ^llc. Ffad one atar yot: neteker Sotfthuest C<3-S4S7 50-7494 BeotanOI Ie Stops 370-5951 can read better. read as well as H can. You want h1a to ake hie read or work on reeding qtan or activities Tor a long tine-unless he wants to. Anytiee you see that he 1s becoaing frustrated with 1t, STOP and try another tine or another way. eake her reed sonethlnq that Is too hard for her. There Is nothing wrong with telling her words she doesn't know. But. when you have to tell her half of them or taore. you're working in material that is too hard for her. Unless she is so interested that she doesn't want to stop, go to something easier. aeke him read during a favorite TV show or when children are playing outside and he wants to join them. Then reading becomes a chore Instead of a pleasure. punish for eistakes node. Runlihnont will only kin his desire to read. laugh-or ake fun of her elstakes. tihat you think 1$ really ^ewty or even cute may not be so to your child. She wants to please you not anse you. Zoo of Arkansas:fefe3**1733 Loatad la War Itasrlal Park, the zoo Is open daily frm 9: -5:00. AdeIts per SI for atorissloB aad cklldrvr 12 and unotr pay SOt. fti Saturdays Che zoo U froo fr 9:30 a.*, to 12:00 Aoae. Dial - 3-Story 1131 One* I OrfltoraB ON ca1T ttfs a4 haar a stsry- TMs fs a laal eaU, m ft fs fraa. TelefW (n-an) is latoiar frat call tales Wils about events gulag e, la tea Little beck aree. IN THE FINAL ANALYSIS, WOODRUFF STUDENTS HAVE PROVEN THE VALUE OF THE EDUCATION THEY RECEIVE. JUST CO^'PARE THE RATE OF ACHIEVPZENT AND PROGRESS OF THE A'AT-6 TEST SCORES. WE ARE PROUD OF THE UPWARD TREND IN LEARNING THAT THESE STUDENTS HAVE SHOWN. THE COLOR OF THEIR SKIN HAS NOT HAIffERED, STOPPED OR MADE A DIFFERENCE IN THEIR CAPACITY FOR LEARNING IN THE PROPER ENVIRON}.IENT CONDUCIVE TO LEARNING.ENGLISH 1. 2. 3. 4. Keep a daily journal and record the events of the day. Write letters to relatives and/or school friends. Write a cut-and-paste story from words clipped from newspaper headlines. Keep a television/movie log of programs viewed and record the following information about each: 1. 5. 6. 7. SOCIAL STUDIES Title: Susigary: The best part was _______ My least favorite part was . Why? 2. I would reconnend this program to . Why? because Write an ABC story. The first sentence must begin with a word that starts with A"
the second sentence must begin with a word that starts with B
continue this process, starting each new sentence with the next letter of the alphabet. Pick a topic (sports, food, towns, etc.) and make a list of twenty-six words in alphabetical order associated with the topic. 3. 4. Write a sentence that consists of words that begin with the letters in your name. (Example: Alligators Mver eed education.) SCIENCE Suaaeer science fun for students does not require that adults have all the answers. In fact, more learning can often take place if the adult and child are learning together in an experimental atmosphere. The most productive activities allow students (and parents) to use science process skills to investigate a topic in which they are interested. The topic may 5. 6. 7. be something like growing a vegetable, caring for an animal, making a mineral collection, catching butterflies, test flying paper airplanes, etc.. . The science process skills include observing. Inferring, measuring, classifying, comiunicating, predicting and experimenting. Lett take growing a vegetable as an example. Children can plant vegetable seeds in soil and at the same time place some seeds in a moist paper towel. The seeds in the towel can be observed each day to see what changes have taken place until the seeds germinate in the soil. The adult should ask the child to verbalize his/her observations and write down observations In a notebook. The effect of sunlight, fertilizer and water on the plants can be studied. Leaves, flowers, rocks. Insects, shoes,furniture and other objects can be classified by students. Rainfall, temperature, water, soil, fertilizer and Increase in height can be measured and recorded. What will happen to a plant If you add more fertilizer or light can be predicted and tested. The key Is for the activity to be open-ended so that parents not have to supply answers. Children should be allowed to manipulate a varTety of materials and observe the outcome. The public library should have a large variety of science experiment books that will help parent and child get started on an exciting project. --------------------- . "4. Help children to Identify all the people in the community that directly or indirectly touch their lives. Label these people and identify the services that they perfona. Examples: Police Officer, Fire Fighter, Grocer, Mail Carrier, Transportation People. From your front door. Identify cardinal directions (north, east, south, west) for your child. Each time you leave the house, identify the direction that you and your child are going. Print a list of rules for the family
have the child help in developing family rules. Discuss the Importance of following family rules. Next, identify rules/laws that are visible In your community. Examples
signs. street Visit the library and help children select for reading books about various neloD^orhoods and communities. List the similarities and the differences. Write a story about the things that you can see In your neighborhood or the things that you like best about your neighborhood. Divide a sheet of paper into three (3) columns labeled Past, Present, and Future. At the beginning of each week, list an activity for each column. Take a trip to the grocery store. As you fill your basket, identify whether the item is a want or a need. < HATH 1. 2. 3. 4. 5.'' 8. Make cookies. Helt 1 package chocolate chips. Add 1/2 cup peanut butter, 2 cups cornflakes. Spoon on waxed paper. Tell your family the time and temperature. Make them into animals. Natch to see how quickly they grow: Call 376-8111. Draw three circles. Plant several beans. Measure , the been eprouti end keep e record of growth. '' Count ell the atelrs in your house by I's, 2s, 5's end 10 a. Oo to the store with your perente. Whet een you buy for .10, .25, 7. 8. 9. 10. .50, .75, $1.00. Make a list of oacb. Hunt for 10 iquaras and 10 roctanglas In your house. Maka a clock using a paper plate, cardboard for hands, and a paper fastener. Use the clock to Indicate a certain tiae. How aanr pairs of shoes are in your house? How many shoes is this in all? Practice your addition, subtraction, and aultlplication facts. 4^-' OBJECTIVE la-1 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) GRAPES 1-e, Al/AECVE GRADE LEVEL - pT-5 CtriPO^ITE BASIC BATTERY 1937-88 1988-89 Dec. (a) <V O c Ui w c a> u m CQ 142 (b) or > < vt c Q r- o 3 > at m ~t 01 o x> m la tn o 47 (^XIOO) a (d) (e.) (jxico) (f-d (fC (i) (]^X100) (k) (m) X 100) (n-j) (g-p) O o a ?o c z G f: m fl o H <Z) c - a> m "O > in <u oW X) o o <O U to ar c o <U O < (c) 33 o or O c UI v c 01 o 3 c? 01 46 0> > o 5 tn C 0>r- X3 or 9 > - 01 (O 01 or JXJ <19 u o 26 XJ 0> c a> 01 x? > 0> 4^ oU V> 01 0> X? 4- O o w > c o 01 JQ <J < 01 - n. < TH 57 <U c a> O) o m 24 O VI C or x> 9 in <o co 0) o X3 < c v> c a, x> <x> 3 > a> la JZ (1> u -o <a <0 m 4- C r- w or X9 > 3 or in or x> u <o o to or c o or o < or CL < x> 0> o c UJ 4-> c or XJ 3 </> or -> sz 3B 01 > < c in c OJr- X3 0) 3 > 4^ 0> CO (I) a> - -o ttf i o in c or or x> > 3 o> V) or or XT -> o *- u x= o :z o> c o or x> 0) 4-> Q. < <U u c (U u a> o 132 56 42 in 41 28 68 2 c o c o V) (Q <U U 0) o -2 0) OQ (VOBJECTIVE 1a-2 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) GRADES 1-6, AT/ABOVE GRADE LEVEL OR AT LEAST ONE YEARS GAIN BASIC BATTERY ~ MAT-6 COMPOSITE ~ BASIC BATTERY c o o u G z c ?= ?0 m *0 o ?o 1987-88 1988-89 Dec. (a) (b) {|xioo) a (d) (e) (|X1OO) (f-c) (h) (i) (^XIOO) (k) (m) (Jxioo) (n-j) (g-p) XJ 0 o c UJ to c 0 X5 3 J JhC o to z 0 o < X? 0 140 < 40 c 0 I X3 0 3 > 4-> 0 cn .J 0 o x> 0 0 CD (3 59 c > 0 0 o > 3 0 uy 0 XJ O co <o u r- O CD 0 > C O 0 X) U < (cT o c LU (O 4^ C 0 XJ 3 0 :z 48 0 > o < <Z) 4-> C 0 X? 0 3 > 0 CO 0 0 4 XO F- ro :s o to C I 0 0 o > 3 0 to 0 0 XJ 4-> 0 U o a> 26 c o 0 X3 O < 0 O. < ~ITT 54 0 u c 0 0 o 12 X, 0 o c LU to c 0 X, 3 4-> CO u 0 CO 0 o x> < < to c 0 r- X? 0 3 > 4-> 0 to J .2Z 0 U X) CO co r- U CD O lO C 0 0 XJ > 3 0 to 0 X) U 0 0 U co 0 -> > c o 0 x> u < u 0 D. < X3 0 O c LU c 0 X3 3 tn 0 2= 132 72 55 UT 41 0 > o < < to c 3 > a> (/) -J <U fV "O - co to C r-- 0) 0 o > 3 0 tZ) 0 0 X) 0 S 0 > C O 0 n u < u 0 O. < 0 u c 0 0 30 73 1 o F 0 o c 0 0 o c 0 tn fO 0 0 O -6 00 (0 JOBJECTIVE lb-1 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) c 8 G *3 z c MPT COMPOSITE GRADE 3 READING 1987-88 1908-89 Dec. I ?0 PI *0 o 3 (a) XJ 49 O c UI (/> C 49 X> Z9 IZ> u 41 co 34 (b) <D O < in ^52 c 49^ 49 3 > W 49 m M > o x *0 < u m u> 29 (vX 100) (d) (3) (^5^100) (f-c) (h) (i) (^XIOO) (k) (m) {^x 100) (n-j) (g-p) in co TJ 49 QI C 49 49 X> > 3 49 49 X9 V ot 49 U O to c o 4> JO U < * ~RT 85 O n UI v c <u o 3 tn 10 o x> < tr> in co I -> c 49 49 XJ > Zi Of X3 49 O (V O X) < in in co in c ii>^ T) 3 > 4> *n w J XI n u 9 UJ 49 X9 4-> to o c o 49 U 4>>-> CL < u7 90 > 4- o 5 Igl V* c o 3 n U 49 co 21 m 00 o > 3 > 4-t <U iO -J 4> t> T> <O !> co o 20 C r 49 49 XJ > 3 4) -> in 49 AC X9 o o 49 U to co 49 J > c o 41 U 5 49 O. < m 95 XJ 49 O c UI J c 41 XJ 9 i/l 4> 14 O J3 C < IZ) X m co C 49 r- X3 49 3 > 4^ 49 V> 4> 4> r- 4> 12 tn co /)* C Of 49 XJ > 3 4> 4) 49 X3 4-> to U 4> C O 41 U < U** 4> M O. < 86 THT 49 U 49 4> o 7^ 49 U C 49 41 o c 49 <A to Of U 49 Q 14 OQ A UIOBJECTIVE 1b-2 o o pts c (The difference between the percentage of black students above grade level and the percentage of white students above grade level liill decrease as measured by standardized tests.) z G MPT COMPOSITE GRADE 3 MATH O ?o H 1987-88 1988-89 Dec. i (a) XJ <D o c UJ tzi c X) VI u nJ (D 34 lb) o x> < < at tn VI co s XI l P CD V) CD O X) nj ns u CD C2J 29 C^x 100) 'a at tn C r- <U 01 o > 3 01 CD .W XI U RI U - O CD <]) C O 0) X) u < o> P Q. < ~{a 85 (d) "O o> o c Uf zi C CD a P in CD P 10 (e) o XI < < M "I S C (D O CD +-> CD -J CD CD P X) I- nJ 8 (X100) (f-c) (h) (i) (^XIOO) (k, (m) (^X 100) (n-j) (g-p) X tn 00 p C r- CD CD O > 3 CD Kn CD CD X) P <0 o 01 p > c o CD < t. <l p a. *t TTJ 80 01 o c UJ 0) o 0*1 H. ~lgl -5 0> i < at m 00 c CD CD o > D CD (D o o XI at tn 00 to*-^ W P c a> o 3 P t J in in 00 (Z> t) r5 C' 21 < ex 0) r) CD t-> OJ (/ -J (U o c 20 0> >t -O u <a )O t- r- O CD <u p > c o o> n u * OJ M Q. < 55 rn c UJ C CD X) P tn (U x: 14 < at tn co c CD XJ CD XJ > CD <n CD CD P XI - nJ 36 tn 13 C CD CD O > r) CD CD CD X) P co (U C O (D U < CD P Q. < 93 THT O) o c CD <u 0) u c CD u CD Q 7?y -2 c 0) VI (V u <D Q 3 09 99 <> <OBJECTIVE 1b-* s (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE -- GRADE 6 MATH 1907-88 1908-89 Dec. i w *0 a H (a) X, a o cz Ui tn 07 XJ 3 4^ tn u GO 18 (b) <D O JO < < tn <n 05 c W r- X> 0) > 01 tZ> u O to CO 14 (^XIOO) d in co tn c CD <U o > 3 (U -M in 0> X? 0 t9 <O U -> O co 0> -> > c o 0) u O. < 78 (d) X5 <V O c UI tn cz 01 XJ 3 u> o> 4<> 2 (e) <u 0 X) < M in </ co c <U r- X? <1> 3 > 01 01 0> - X3 r- 99 x: u SB co 2 (|X1OO) (f-c) (h) (i) C^X 100) (k) (m) (^X 100) (n-j) (g-p) tn 00 0) c 0) 0) XJ > 3 <U 4- I in O) O) X5 4-> (O w J > c o w o O) o. < T7 100 o u c UI o JO < tn in co C r- 0) <11 X) > 3 <V x> <v o 0) o X) V) in 00 <1> o c 01 (1> Q lyT 22 4-> C 0) "O 3 m 00 CO to o CO 13 c Cl) TO CD 3 > +-> O) <Z) 0> V X5 O to S O 13 O) XJ u <o to u o co <p > c o o> x> u <c <1> --> o. (j) 100 c UJ c 0) X? 3 tn 0) x: 4 tn tn co c O) r~ X) O) 3 > J <U m 0) 0) M TO *- <O xz u :s o 4 <1> 0) X) > 3 <U 0) <D X3 -> to x: o 0> J > C O O) JO iO < o> 4-> Q. < 100 O) o c 0) QJ o <u c <u <v Q c 0) tn a O 22 OQ (b 00OBJECTIVE lb-5 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE GRADE 6 LANGUAGE ARTS I PO c 2 G 50 O pc 1987-88 1988-89 Dec* (a) X, OJ o c UJ V) c 01 XJ 3 m u nJ GO 1 a I (b) OJ > o < X in co * c d> *- XJ OJ 3 > OJ in j d) u XJ S to (|xioo) o (d) (e) (|xioo) (f-c) (h) (i) (^X100) (k) (m) (gx 100) (n-j) (g-P) X in 00 C r* dJ dJ XJ > 3 dJ tn dJ XJ u o o u tJ co dJ c: o dJ X) a> 3 o. < "TcT 56 o (U O c UJ v> c dJ XJ 3 i/y d) P 1 dJ > a < X in c <u V d> 3 > 4^ dJ d) dJ 4J TO t- J G U T5 2 X in 00 C r- d> dJ XJ > 3 dJ tn dj dj XJ <a (U c o (U O < U H! + tl. < m (U u c o u # f> --(97 44 OJ o c UJ </> c QI X, 3 to rd Q> > O x> < < X 4^2 dJ r XJ dJ 3 > 4-> 0) tn -v
dJ ti XJ <0 <d iT1 J H I 12 X in 00 v> C r- dJ dJ XJ > 3 d> tn dJ .a XJ u <a nj u to CO 0) c o d> XJ dJ 4-> n. X nr X, dj o c UJ c di XJ 3 m d) G 3: ti a> > o < X c fl> r XJ d, 3 > Q> in .u d) dJ 4-> XJ r- 03 JZ 3 ID b. X tn 00 lA*-* C dj dJ XJ > 3 dJ 4-> in dJ dJ XJ -I dJ G O 0) .O U < u **. dJ 4-> cu < (Try 100 0) u c o u c (U a> o c O UI co 0) U c 36 00OBJECTIVE 1b -6 c o o o c (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) G MPT COMPOSITE GRADE 6 SCIENCE I Pl o 2? 1907-88 1988-89 Dec. ! (a) XJ OJ o c UJ VI c a> x> 3 v> u O CD 18 (b) a> o x> 4^ *-* X tn
32 c 01 r- V 01 9 > 4-> 01 JbC QI U -o CD O 11 (^XIOO) G (d) (e) Suoo) (f-c) (b) (i) (y(X100) (k) (m) (7X100) l\ (n-j) (g-p) M tn CD x> <v C r- oj a> TO > 9 OJ 01 AC T3 U A) Al U CD 01 J > c o 01 x> o < <u w CL < 61 o c UJ c 01 XJ 9 CO 01 2 Q x> < 4^^ tn GO c <We- X) a> 3 > 4^ a> V) 01 01 J x> j: u :* o 2 X tn GO CA^ J C r- 01 01 XI > 9 01 QJ X? A> Q> c o 01 o <l> 4- CL < (U 100 Q> a c UJ o A tn co C 9 W O) X? > 3 01 o 0> o o x> < tn GO tA** <u u c (g) 39 lA J C 01 o 9 u Al CD 13 tA c tn GO </> <l> r- V <l> 3 > tn .J <u a x> <O *0 CD O 12 O) AC XJ U A> Al U o CD 01 c o o> x> 01 4-> ol < 92 iry c: UJ < c Q> XI 3 tn tn co C <U 01 X3 > Zi tn 0> o c O) a> c: n> XI 01 9 > -> 01 tn .J 0> (V XJ e- A, :3 o) Q> <u x> 4^ x: C c o <U 40 U < a> 4- CL < 100 THT O OJ u c <u O 8 (py c Q> (A AS 0> u <v o 31 Q> 00 (0 oOBJECTIVE 1b -7 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE -- grade 4 SOCIAL studies O o a g *3 ? Pl u o s 1907-88 1900-89 Dec. (a) o c Uf V) c o 3 m u <0 CD 18 (b) > o < in i32 c W r O Of 3 > O m AC m UX, <0 <a CD C3 10 (^X 100) d (d) (e) (fxioo) (f-c) (h) (i) (^X 100) (k) (m) (^X 100) T (n-j) (g-p) X in 00 X> Of C r- Of d> X3 > 3 01 in 01 X3 <1 u 13 CD Of J > c o 01 JO u < 0) 1-* D. < (cj 56 o c Uf VI c Of 3 2 Of > 2 < w in c Of^ X3 O 3 > Of <n .J Of Of -> XJ <a 2 in CO Of C r- <U (V o > 3 <U tz <u 01 TJ J Of c o sg <U J Q. < JU 100 o c a> u a> o c Uf VI c Of x> 3 m > o JO < o Igl 44 u CO 13 s c Of XJ Of 3 > Of in .u AC U XI <o <o m (3 9 X in i3^ C r- 01 Of x> > 3 Of Of AC XI O <d u r- <3 CD Of C O 0) jO U < Of CU < UI 69 XI o c u c (U XJ 3 m 3B 4 o JO < 12 S c 0, - X3 Of 3 > 4- O) m -J <U Of -o <o JZ u o 4 X in co VI*-* -> c Of Of X3 > 3 Of J in Of Of XI 4-> <0 Of -> > c o Of X) u < Of 4-1 n. < (HT 100 o u c a> > u c a> u <x> a c o 31 z> <y u Of o 13 hj 0) TOOBJECTIVE 1 c (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by reading instructional level recorded on the "Elementary Grade Distribution Report". s: o o CJ g **3 I c > FOURTH NINE WEEKS GRADE DISTRIBUTION 90 w o 90 1987-88 1988-89 Dec. (a) o c UJ Z1 c 0) x> 3 u < CD 148 (b) 0> > o c < m co p c 0) <u 3 > P OJ V) .J 01 O X, m <0 u CD O no (tXIOO) 'a X in co C r- OS OS xs > 3 0) to OS x* e ns 0) p > c o (U j:3 o < <x < in 74 (d) o u5 (Z) c OS X9 3 lO OS 49 (e) 01 > o jQ < ps c W O 01 t-) -J 0) m p -o *- ns U :s o 40 (|X1OO) in V.2 C r- 0) 0> gs Ui J (U (u n tJ lU u P > c o tu x> OS P D. < TT 82 (f-c) (h) o 01 (i) (^XWO) U) (m) (fxloo) (n-j) (g-p) u g u- jrj o c Ul v 4J C (U o tn 3 rd CD O> > o < /> in co l: 01 r- x> o> 3 > <-> 0, m 0) u XJ ns *0 CD US yo tn co c f O) 01 xs > 3 O) to 0> xs O ns ns u CIS CD 0) c o 0) J3 U < o5 p Q. < x> w o c UJ c u o 3 m 01 p :x o x> < tn co c 0) r- XS 0) 3 > 4^ OS to -S OS OS P XS r- ns x: u c o X m 00 P c 0> 0> *0 > S 01 m Q> 0, -o P o u "* 0> c o 0) 0> P CL < 0) Q c 0> 0 8 135 121 90 uy 42 39 93 TH7 3 TpT 0> o c 0> <u O c 0> o> a o> o 5 OQ (V toWOODRUFF ANNUAL REPORT SCHOOL OBJECTIVE 2a-l Page 14 Individual school growth in student achievement: mat-6 total basic battery ACHIEVED GOAL 1987-88 1988-89 COMPOSITE II 1 III IV (Z) c O) 4-> T3 O 3 -F* tn 4-> U) o S c a
c
X c rj GJ Z a v s- c t3 G) -C O c. :s o u q
it -O + E c: ZS G> 2: ro tZ> O o O x: o : o O 40 T3 I. C C Q, <U E r3 +J Z to <x O IO c 4.^ Q> o c c c co C Q C <0 CO U S 4- co c 4^ 4^ o VO < 173 102 59 N/A 26 17 65 30 16 53 XJ c u c e O) E U- S 9 *0 *0 o o o 14 I 1 j I o u V O > K 1 2 3 36 16 39 25 64 24 16 67 18 12 67 All students will achieve 90 percent District Baseline E.xpectation: -------------------------- mastery on skills and concepts on the MAT-6 test and will be ot least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX A. **Erroneously reported as 38 percent last year. 4 5 6WOODRUFF ANNUAL REPORT Page 15 SCHOOL OBJECTIVE 2a-2 Individual school growth in student achievement: mat-6 total basic battery AT/ABOVE GRADE LEVEL 1987-88 1988-89 COMPOSITE II I III IV c 4-> O 3 F- V? 4- (/) 0) CL. 37 fc in 4-> s c 3 c
Z *3 O <0 3 <0 iO 4-> o <- - o 173 N/A 26 30 36 39 24 18 O V "O 4J u u c c O Ci "O <0 e 3 J z VO < '84 17 14 13 19 11 10 </ T3 C C C GO o
I O o CO U 3 co q
4- 4-> O Q. VX 49 65 47 36 49 46 56 c 0) o a D c ro u c u c c a> E E M- 3 3 F- o O O (-> o 12 I o o 4- 4- u c *5 K 1 2 3 4 5 6 O <0 o o u V > District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be at least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX A.WOODRUFF ANNUAL REPORT Page 16 SCHOOL OBOECTIVE 2a-3 Individual school growth in student achievement: MAT-6 COMPLETE BATTERY ACHIEVED GOAL 1987-88 1988-89 COMPOSITE Il I III IV (Z) c 0) 4-> o u 3 -> u OQ li o To e Z "O 3 fO (/) o u. o O .ss O /! *0 k. c c o <D 3 4-) Z VO < o n T? e c c CO o o 1 U <0 co U 3 co O 4-> Ch CU VO < 59 81 56 N/A N/A N/A N/A 39 29 74 24 15 63 18 12 67 c a
Q O CO -3 u c c OBE U- 3 3 *0 *5 o o o 10 District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be al least one year above grade level. Data will be obtained from separate worksheets. A copy of * K worksheet is attached. SEE APPENDIX B. I K 1 2 3 4 5 6 O )O V c i g 5 CJ o ns u > 1WOODRUFF ANNUAL REPORT SCHOOL OBJECTIVE 2a-4 Page 17 Individual school growth in student achievement: MAT-6 COMPLETE BATTERY AT/ABOVE GRADE LEVEL 1987-88 1988-89 COMPOSITE I II I III I IV V /> c o U U (/) 4-9 1/) o o u c "S t G, O r3 o 43 I K 1 2 3 4 5 6 Q? fO i 4^ I .1. OJ e o M-
I- O ! s I O sz o M- :z o <4-> o O C C C CO G) 0) I U "C CO U 3 4-> CO O 4^ 4-> O O- c c o Q) CO c O <0 u > c ** ** - 01 o o o 81 4] 51 8 N/A N/A N/A N/A 39 20 51 24 12 50 18 9 50 District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be at least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX B.WOODRUFF ANNUAL REPORT Page 18 1989 1988 I- LANGUAGE ARTS SCHOOL OBJECTIVE 2a-5 MPT RESULTS - GRADE 3 READING MATHEMATICS (0 <4- T? o o U tA OS O X3 H- 3 tA Si 4-> c < a
ro 4-> 3 O 4-> I </) 35 44 (d) o c o 3 O O A*D 4^ GS u c c "O c 3 4-) 3 4-> 4^ 2 VO < 32 38 (g) U-T3 O 0) U v) O 0) Xi h- 3 tA 2 4^ C - GS fO XJ 4^ 3 O 4-J H- in N/A Ih) o o g Q O (A "O 4-> O u c c 0) o >- -o o e 3 2 (/) < X 100) O <0 o g o o tA -O 4-> 4J OS C C C O) 0) Q O CO U 3 4-> O) 4-J 4-> CL UO < (1) *- -o O O U Q Of XS h- e 3 2 4-> C F- 0) 4-) 3 O 4-> - (/^ N/A X 100) w o s o 5 o o tA 4-* 4-> c
c c c a> - u -o <o t- 3 4-> Of a, in SCIENCE (j) o <0 gs o 4-> W u c c a> <O T3 <0 I s 2 (/)< 91 86 (4 X 100) 1 o O (O gs lA 4^ 0) c c c o o M- U fO U 3 >> O 4>< 4^ o^in< (e) a 0^ U lA GS CS I 3 i/^ 2 4-> C OS fD "3 4-> 3 O 4^ * in 35 44 (k) <4- -3 o eu U VO 0) 0) xs 3 tn G.? fO XT 3 O 4-> h to N/A If) O O tn -C5 +- a> u c c Q> Q) ~ fO E 7 33 {| X 100) o O <0 g3 A T3 4^ 4-> O c c c O Q O *0 <0 U 3 4-> 0) 4-> 4- Q. VO < 3k 84 son AL STUDIES (p X 100) l\ i I I I t e o O O o o u c V r: c g
o I rs i z: co <. 4-> 4-) 0) C C C O O O O /o U 3 4J O 4-> 4-> O. UO < I IWOODRUFF ANNUAL REPORT Page 19 1989 1988 LANGUAGE ARTS SCHOOL OBOECTIVE 2a-6 MPT RESULTS GRADE 6 READING MATHEMATICS (c) u- O 03 U V) 0) 03 l/t Z 4-3 c 03 0 "O 4-3 3 O 4-3 17 20 (d) s O r= c (3 O *3 4-3 03 U C C o 0} *0 <C E 3 4-3 34-34-3 Z C/X 16 17 o (g) u. X5 O O) Vi 03 03 X3 i Z 4-3 c r- 03 toxi 4-3 3 O 4-3 3 1/5 20 Ih) O <O Z O 3 OS O *3 0> u c c a
o> X3 XJ fO 3 4-9 z tn < 16 12 X 100) O <0 s VI 4- 4^ 03 c c c 03 03 *- ux? *o U 3 4-3 03 4-3 Q. cn < SCIENCE 94 85 (e) M- -O O 0) U V> 03 C) h- E 3 V) c 03 to *3 4-^ 3 O 4-3 I V-> 17 20 (f) O co JZ o O v^ X 4-> 03 U C C O O w- "O 0 E 3 Z lO < 17 16 X 100) O <9 o 4-3 4-3 03 c c c 03 03 U T3 U 3 4-3 03 4J 4-3 O. VO < 94 60 (i) u-x O 03 43 U tn 5 .0) E 3 V Z 4<> c Q> <0 T3 4-3 3 O 4-3 tn 17 20 (j) O 9 O *3 4-3 03 u e c I T3 *5 3 *- 4-> Z (/> < 16 13 (i X 100) 1 o o <o o S o V> 4^ 4-3 03 C C C 03 03 O "O ro U 3 4-3 03 4-3 4-3 C. </) < 94 65 U) <4- TS O 03 U t/> 03 03 X) h- E 3 *A Z 4-3 fO *0 o -> 17 20 (| X 100) O <0 o VI 4-9 O e c c a> om- U *0 <0 U S 4- 03 4-> O. (/)< 100 80 SOCIAL STUDIES (m) o o 5 o o 4-> O u c c Q) 03 -Q X C 3 4-3 3 4^ 4-3 Z VO < 13 12 X 100) O <9 o o U3 V "O 4-9 4^ C C C 03 03 U "O *0 U 3 4-3 03 4-3 4-3 Q. tn< 76 60NOW THE FIGHT IS ON TO SAVE OUR SCHOOL AND THE GREAT PROGRAItS, SOCIAL HARMONY AND GROWTH THAT WE NOW ENJOY.I ^Wlly
l' ! i OQxie. Wo oJriji.-V'-^ Vs<c^n 'I'Vy^e P.4l4"iOf\ 2*.VMn4e \ f'S 4e +\< '\e.sHS- 3- VMr.+e- le.44trs -k, 3a<ne.i Tend. I L R s. J), M(A<a.6ld5, gvo vi.(Vfk|^.' H. ^enc^,- <^SSoc. St.pc.r in+e.ndea+^ Jame^ 'V* 37<*3i4l. CflH Schaol bdoed me/n bcrsAiikansas Arkansos Democrot WEDNESDAY, Ji inf 7 1939 B No more Woodruff Elementary I I i i 1 'A Closing saddens teachers, pupils at small school I <> I i . 1 /J Hi*- AY? ''97/ ^4 u '< 1 Anvws DaanoovtSaay! ARD AT WORK - Twe've-vear-oid Chad Hnin-.n works on a readino test r. Six f inq. Tne ade C'ass s? WcxxJruff Elementary- School on Tuesday mom- Roc- ds:nc: s thrd-oidest school closes todas BY LEA CHARLTON Democrat Start Writer Woodruff Elementary. pupils head home for summer today, probably never again to return to their handsome brick school. Students and teachers interviewed Tuesday said they hated to see the old school close. Teachers said they will miss the small-school feel and the pupils they claim are some of the best-behaved and most dedicated around. Several students said what they'll miss the most is the Boys Club adjacent to the school, as well as sliding down tne school's sturdy banisters. *T will be sad because I think its mean, Nathan Young, 9, said over his chili dog during lunch. 'They shouldnt do that to little kids. I hate it Both WoodrufT and King elementaries are supposed to be closed next year with their pupils most likely headed for the new Washin^on Elementary, still under construction at the old school. 115 W. 27th St Built in 1911. Woodruff is the third-oldest school still used as such in the Little Rock district. Other than King, which houses only kindergarteners. Woodruff IS the small- 5^. It -.IftS' Slw 1^ 1 J
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K a m *s^: PLAYTIME - Leavorr Shaw 9. i right) hits the ball toward RodriRques boKin. 8. in a game ot tetherball Tuesday al Woodruff Eiementarv School, at 3010 V\'. est school, currently housing 196 pupib Though ni-'st pupils and teachers are opposed to Wood- nifTs closing. Patricia Higginbotham. prinrinal. kecj > nn ak ' Artwoas Onoovt Ba^ 0 Arwr Seventh St This is suboose to be the last yea lex classes at Wooarutf and King Elementary schools. Those DUDiis will attend Wasm'igton Eiementarv open mind. I've talked to the b(y. and girls and told them people make a school - the children .and the staff - not the build- nr *: 'Old "Wherever thev g(. they will mainiain their identity with their .school." She said the school has gained identity anrl strength this year that will not shatter See WOODRUF^ Page 8B J JI Woodruff Both the district and Continued from Arkansas Page when the doors close to pupils. Suffering from low test scores last year, the predominantly black school is now the highest scorer on the Minimum Performance Test in sixthgrade science, exceeding even that score at Carx'er. the mathscience magnet. After only passing two of the seven MPT areas tested in both third and sixth grades last year, the pupils have nassed all but one this year - . xth-grade social studies. In addition. Higginbotham announced that 74 percent of McCutcheon agreed that Woodruff should be closed. Small schools are inefficient to operate, but are more identifiable ior children and teachers, said Mary Mumford, a computer lab attendant. Ive talked to the boys and girls and told them people make a school - the children and the staff - not the building. the pupils in grades two through six are on the honor roll. She said she is not con- cinced the school will be closed. But on May 30, U.S. District Judge Henry Woods said he would approve all those portions of the Little Rock Its so stupid." Mumford said of the closing. "It's close to the Boys Club ... it s naturally integrated. Whv would they want to foul it up?" The school, at 3010 W. Seventh St., is surrounded bv modest homes in a relatively integrated neighborhood. Not long ago. it was once about 40 percent white, said Vicki Gershner. a reading specialist. school desegregation plan with . the district started lim- which Special Master Aubrey V. McCutcheon Jr. agreed. ited busing and some white patrons went to the magnet schools, bringing the white population at the school down to about 24 percent. Terri Swan, a first-grade teacher, said if teachers had a vote, they would keep the school open. But she said ementary, built in 1906, to Woodruff. Unlike Woodruff. Lee has fallen into disrepair. When it rains, employees have to place an infant-sized swimming pool under a leaky portion of the third floor ceiling. teachers were feeling the most frustration from not knowing for sure if the school will be closed and where they teach next year. If theyd just go ahead and tiatucally integrated. Why ' ^t)uld thev want to foul it closed, tnat might be better. ' vjuui it h's so stupid. Its close to will the Boys Club... its she said. With wide grins, most of the third-graders interviewed Tuesday during their lunch said they were "sad or "upset about it. But Tanesha Abernathy, 9, said, Im not sad. Well just go to another school to work. Theyre gonna turn Woodruff into the IRC. the well-informed third-grader said. Theyre gonna turn Woodruff into a place where people wdll work. up? It wont be the same because this school has been here a lot of years. Ive been here ever since kindergarten. said La Shara Doss. 9. "I have a lot of fun here." I dont like it when a school is closed. said Nicola Daniels, 9. Unlike most of her classmates. this was Nicola s first year at Woodruff. I like going to this school. I walk and I've never been late. The district wants to move Last year, she walked to the Instructional Resource Stephens Elementary. That i r _______ g long walk. Center from the former Lee El-5 2B ...ARKANSAS G Dont close Woodruff, Cannon urged insurance By Carla Johnson-Kimbrough GAZETTE STAFF Woodruff Elementary is a model school where students perform above average and should not be closed, a group of four parents told Dr. George Cannon on Wednesday. The four parents of Woodruff students met for a half-hour with Cannon, superintendent of the Little Rock School District. The 196- student school should remain open until a long-range student assignment plan is approved, the parents Justices Continued from Page IB. was pleased with Clinton's choices. "I know them all personally, . Clark said. "They are good lawyers and honorable people who will make absolutely the best decision they can. Besides Compton, other members of the panel are prominent in legal and ptolitical circles. Turner was an unsuccessful candidate for the Democratic gubernatorial nomination in 1984. Walmsley is a former state senator. Elrod is a former municipal judge, a delegate to the 1979-80 state Constitutional Convention and a Clinton appointee to the state Adult Probation Commission. Jones was appointed by Clinton in June 1987 to a new Jefferson County chancery-circuit judgeship. Jones, apparently the first said. The district has recommended that Woodruff Elementary, located at 3010 W. 7th St., be closed as part of a long-range plan to close relatively small schools housed in old buildings. The recommendation was seconded by Special Master Aubrey V. McCutcheon Jr. in a report to U.S. District Juoge Henry Woods. Nearly three of four Woodruff students in grades two through six had a B or better average and 23 percent had straight A's in the school year that just ended, Woodruff Principal Pat Higginbotham said last week. He also said the students did well on the Metropolitan Achievement Test and the Minimum Performance Test. Cites test scores The test scores proved that the children at Woodruff were receiving a serious education, said Joyce Meeks, a member of the four-parent group. She has a son at Woodruff. Meeks said the parents wanted to tell Cannon some things about the school that he may not have known, such as the strong parental support it has. The districts plan is to assign kindergarten through fifth-grade students who attended Woodruff this school year to the new Washington Elementary School, 1 IB W. 27th St. John DiPippa. a parent of three Woodruff students, said Cannon appeared "genuinely touched" by the group's report. Continued trom Page 1B. would be IB pe cent in 1989 and 16 percent tne following y< The increase for the 18,700 st employees in the health insura program: * For individuals, $21.17 month, raising the total mont premium to $143.26. For individuals plus a spot $40.67 a month, raising the tc monthly premium to $234.71. For individuals plus childr $26.60 a month, raising I monthly premium to $178 For individuals plus and children, $40.6" ing the month $236.09. The employee's rise from $100 to $2>. The state currently pa> alft premium of state employees' surance. The subcommitt adopted a recommendation by t state employee insurance gro that Act 21 of 1989, which wot Identil of Arh still ur T RnWefsr* 9
J ' Arkansas Democrat THURSDAY, JUNE 15, 1989 1 Woodruff parents Arkansas Democrat Alex Bi andon encouraged after talk with Cannon BY LEA CHARLTON Denrocrai Start Writer Woodruff Elementary parents were encouraged Wednesday that their school would not be closed after speaking with Dr. George Cannon, superintendent of the Little Rock School District. After statements made May 30 by U.S. District Judge Henry Woods, the closing of Woodruff Elementary appears imminent. "Every parent thinks his school is best and his kids are Wednesday at Juanita s Mexican Restaurant and Bar Dipippa, a ^1300 S. Main St. The 58-year old dentist, a native ol great, said John uipiPP . Nicaragua, is in the process of moving to Arkansas. Woodruff parent, we ao 100, Is to dentist )py to settle in state 1 in 1956. ittle Rock for a is honor by his thers of Sigma
en was accom- eventually be forced from off- ice. but is uncertain when. IS wife, Maria hagen. lagens left Ni- B1 because he by the persecu- !d by the San- led government ga. He said the 11 and religious was especially ry difficult to with the ideals he said. Panama looked ppealing place. Manuel Noriega er and adopted wers similar to 1 said the vast Panamanians se ks Noriega and Noriega will laud except were right. If they want to do anything with Woodruff school, they should use it as a model for the rest of these schools. Dont kill it, said Joyce Meeks, another Woodruff parent. Four parents met with Cannon on Wednesday to convince him the building should not be Minimum Performance Test and on the national Metropolitan Achievement Test. Meeks said her third-grade son has an unusual talent for math that probably would have been neglected at another school. She said her son scored at the tenth grade level on the math section of the MAT6 that he took in the sec-
ond grade. : Woodruff gave him the op-
portunity to advance his edu-
cation no matter what grade' level he was on, Meeks said. They recognized his talent and told me what books j should buy and how 1 should work with him.
----------------------- closed to students. At 3010 W. He IS not questioned by Woodruff is the small- est elementary school and the third oldest functioning school anybody so he can do whatever he wants. Standthagen said of Noriega. He praised current U.S. poltoward Panama icies toward as "sound and consciencious, but conceded that outside countries are often powerless to influence internal politics. Standthagen said the U.S. in the district. The district has proposed closing the school as part of its long-range desegregation plan and hopes to move the Instruc- tional Resource Center, currently housed in the aging Lee Elementary School building, to should support the Nicaraguan Woodruff site, opposition forces, or Contras, because they may be the only there can be a return to Both Dipippa and Meeks said the meeting with Cannon way oe ictu... encouraging. We democracy tried to convince him why we "1 think that people come to believe very simply that Woodpower with force and the use ruff is a model integrated of arms and it is difficult to school, Dipippa said. "It is convince them by argument to naturally integrated, students give up power, he said. receive a good education there and have for years, and its small enough that kids feel power Standthagen chose UA on has sent all four of his children. who range in age from 39 to 19, to college in the state. was impressed. Woodruff students scored very well this vear on the state (t * Dipippa is a law professor at the University of Arkans^ at Little Rock law school and is looking into legal options parents have in preserving Woodruff as a classroom school. Intervening in the case Is possible but not likely, he said Wednesday. "It would be very difficult for us to intervene and there would be no assef- tion that we would gel any satisfaction, he said. "One more party would just complicate the mess even more.
We plan to do whatever have to, barring anything illegal, to keep Woodruff open} Meeks said. I- The parents will meet aga|n with Cannon, James Jennings, associate superintendent for desegregation, and Chris Heller, an attorney for the distriijt, sometime Wednesday 9r Thursday, Dipippa said. }
Parents will also gather pt the school Monday or Tuesday to circulate a petition in support of preserving the building as a classroom school. 1' I: Library boarc} OKs changes
1TO: FROM: SUBJECT: Little Rock School District July 5, 1989 Dr. George Cannon, Superintendent of Schools James Jennings, Associate Superintendent for Desegregation Report on Closing of Woodruff School The purpose of this report is to review the issues related to the closing of Woodruff School. Section One provides background information on how the decision was made to close Woodruff. Section Two addresses concerns about the notification of Woodruff parents. Three provides demographic information on Woodruff school. Section Section One The first reference to the closing of Woodruff School can be found on page six of the Little Rock School District long-term desegregation proposal. This proposal was submitted to the Special ffester in October 1988 and is commonly referred to as the October Plan. The reference noted that Woodruff would be closed in 1990-91. The following is a quote from page six of the October Plan: (tr 'The site for the new Stephens Elementary is approximately one-half mile from Woodruff. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC). There is no need to continue to use Woodruff as a school after the opening of the new Stephens School. tt Public meetings were held immediately after the submission of the October Plan. These meetings were held to give the public a general overview of the proposed desegregation plan. In each case, it was clearly stated that all proposals were subject to change and final approval by the federal court. It was also stated on numerous occasions that the District was under a gag order and could not release the written proposals submitted to the court. 810 West Markham Street Little Rock, Arkansas 72201 (501)374-3361 Closing of Woodruff page two The public meetings were also held to get input from the public on possible changes to the desegregation proposals. In January, the District prepared a revised attendance zone plan to address concerns that had been identified by patrons, staff members and other parties. The most significant change was a proposal to use a 1:25 pupil/teacher ratio in the proposed incentive schools instead of a 1:20 pupil/teacher ratio. The proposed 1:25 pupil/teacher ratio necessitated the closing of Woodruff in the 1989-90 school year since the increased capacity at the incentive schools could absorb the student population at Woodruff. The closing of Woodruff school was not addressed again by either the District or the Special Master until May. The Special Master indicated during his verbal review of the desegregation proposals that he would recommend closing Woodruff and reassigning the Woodruff students to This proposal was also a part of the the new Washington School. Special Master's written recommendations to Judge Woods. On May 30, Judge Woods issued a statement concerning the Special Master's reccommendations. Among other things, the following was noted: fl- 'For your information, the proposals and plans submitted by the parties which the Special Master recommended for approval will be adopted in my written order, and the districts should proceed immediately to implement these plans. It In summary, the Judge's statement authorized the District to close Woodruff School and directed the District to proceed immediately with the closing of Woodruff School. Section Two As stated earlier, the desegregation proposals were placed under a gag order by the Special Master. As a result of the gag order, there were several proposals under consideration that simply could not be released to the public. For instance, a detailed plan for the incentive schools required the involvement of principals, teachers and parents. However, a detailed plan for the incentive schools was never developed because the District did not have court approval to share information with the public. The same restriction applied to the closing of Woodruff. It should be noted that the October Plan also contemplated the closing of Ish School and the conversion of Rightsell, Mitchell and Rockefeller to magnet schools. Again, none of the parents in these schools were contacted because of the gag order.Closing of Woodruff page three Section Three Demographic Analysis of Woodruff School: 1. Eleven (11) classrooms at Woodruff Kindergarten 1 First Second Third Fourth Fifth Sixth 2 2 2 2 1 1 Woodruff has only one classroom that can accommodate kindergarten. The maximum capacity of the kindergarten classroom at Woodruff is 15. According to the state standards, a kindergarten class can have a maximum of 20 students. Likewise, the two first grade classrooms at Woodruff can only hold 19 students. The state standards will allow an average of 23 students and a maximum of 25 students in first grade. 2. Only one kindergarten class (15 students) feeds into two first grade classes (19 students in each class). In order to fill both first grade classes, 23 first grade students must be recruited or reassigned to Woodruff. 3. The decision to close Woodruff was partially related to the desire by the parties in the desegregation lawsuit to increase the number of elementary schools in central Little Rock. In particular, the Joshua Intervenors and the Little Rock School District view the expansion of elementary school capacity in central Little Rock as an important step toward long-term desegregation. An increase in capacity will reduce the burden of busing on black students. At present, the nunber of elementary students in central Little Rock is twice the number of elementary seats available in this area. The construction of Washington is the first step toward increasing capacity in central Little Rock. The parties have also agreed to rebuild King and Stephens. Both King and Stephens would have a capacity of approximately 600 students. The present student population at Woodruff can be reassigned to other schools without the construction of King and Stephens. Most of Woodruff's students can be reassigned to attendance zone schools. 4. Woodruff's racial balance is approximately 77% black (does not include kindergarten students for 1989-90). This racial balance places Woodruff in the major enhancement school category. If Woodruff is closed, most of the students can be reassigned to schools that meet the desegregation requirements.Closing of Woodruff page four 5. Racial makeup of neighborhood (oral report). 6. Woodruff has experienced a steady decline in enrollment over the last four years: School Year Total Enrollment 1988-89 1987-88 1986-87 (Primary School) 1985-86 * 196 (4th Qtr.) 216 (4th Qtr.) 263 (4th Qtr.) 294 (4th Qtr.) During three of the last four school years, Woodruff's black percentage has increased during the course of the school year: 7. School Year First Qtr. Fourth Qtr. 1988-89 1987-88 1986-87 * 1985-86 * 74% Black 74% Black 75% Black 76% Black 77% Black 75% Black 75% Black 77% Black 8. Woodruff's fourth quarter black percentage has been 75% or more for the last six (6) years: School Year Fourth Qtr. Blk % 1988-89 1987-88 1986-87 * 1985-86 * 1984-85 * 1983-84 * 77% Black 75% Black 75% Black 77% Black 78% Black 75% Black (* Primary School)a 3 Z 0 6 / 1 9 ? 1 1 1 rROtl JOHN W.WALKER P.A, TO 3'10100 P. 02 MHMORAWDPM to: MR. JOHN W. WALKER FROM: MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER re: LRSD V. PCSSD - New Construction within the LRSD DATE: MARCS Sz 1991 On site visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year, August, 1991. Mr. Herman visited Woodruff and Western Hills. Cloverdale and Geyer Springs. a.s follows: I visited Our findings at the locations were CLOVERDALE BLBMBNTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have (3 sections each of K-6) 21 classrooms The construction will consist of "5 additional classrooms, a new playground, office, nurse's station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 492 I I I03/06/1991 11:33 FROM JOHN U.UPLKER P.fl. TO 3710100 P . 03 I I I I I I PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room. High has several Cloverdale Jr, portables, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SPRINGS ELgXBNTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms: 9 After construction, the school will have "23" classrooms. The construction will consist of "14" new playground and a new parking lot. Final student capacity: 400 new classrooms, a Anticipated capacity next school year
326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs construction has been set at 1 1/2 million dollars. WESTERN HILLS SLSMENTARY Principal
Margie Puckett (white female) Current student capacity
336 students 63.7% black 35.3% white .5% other The construction will consist of "10" classrooms. additional i I I03x06z1991 1 1 ! 39 FROM JOHN U.WALKER P.R, TO 3'13130 P. 34 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. WOODRPPP ELEMENTARY Principal
Pat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of 10 new classrooms and expansion of the cafeteria. There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. I Please let us know if additional information is needed. I i I I I I I I I i IODM Visits to LRSD Schools, Opening Days 1994 Woodruff Elementary School We were pleased to note that: The interior and exterior of the building were clean and attractive. The entry received attractive, replacement windows which were in keeping with the school's period of construction. Students were friendly and well-behaved. The school contained several multicultural bulletin boards. We also noted some areas needing attention: The roof leaked in the new early childhood wing of the building. The paint has pealed and the plaster flaked on a basement wall near the library, probably due to an improperly placed downspout which drains next to the foundation of the building. A clogged drain in an exterior stairwell causes flooding in the basement kindergarten classroom. The cafeteria exit door jams, causing a serious safety hazard.r I 03x06/1991 11:37 FROM JOHN 0.U0LKER P . fl . JOHN W. WALKEK RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JK. 'Also 4ihniRd ui riwU:.-v in dl QurHa tjC CUumbu. TO
FAX NO. : FROM
date: RE: MESSAGE
TO 3710100 JOHN w. Walker, P.A. Attorney At Law I72:i Broadway Little Rock. Arkansas rjaie Telephone (.501) 374.^37.58 FAX (501)
3744187 FACSIMILB COVSR Cbiw^ S1I-OII^ hr- 5-6 P. 0 1 I.AZAK M. PALNiCX LAW & FINANCE SUITE 1002 129 FOURTH AVENUE PmSBURGH. PA 1.5210 (412) 28.S-9220 THIS FAX CONSISTS 07^^^ 17 YOU DO NOT RECEIVE PAGE(S), INCLUDING THIS COVER PAGE. PAGE(S), PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 January 10, 1994 Mrs. Pat Higginbotham Woodruff Elementary School 3010 West 7th Street Little Rock, AR 72205 Dear Pat: Congratulations on 400 fight-free days at Woodruffl Thats a significant milestone to have reached, and 1 am so proud of you, your staff, and your terrific kids. As a former Woodruff parent, I know firsthand the importance you and your fine staff place on teaching children how to constructively handle their differences. As a result of his years at Woodruff, my son Jonathan left sixth grade last year with solid skills in decision making and conflict resolution that are serving him well now in junior high. By the way, 1 also want you to know how fondly Jonathan remembers Woodruff and his teachers. Every time we drive by the school, he heaves a sign and says, 1 wish I were still there." Jonathan learned so much while he was at Woodruff. He was challenged and he was also cherished, feeling secure and well-guided by his concerned and loving teachers. As a result, he gained much selfconfidence and now approaches school with an "I can do it" attitude. As a Mom, I thank you for all the wonderful things your school has given my son. As a monitor, I salute you for your superb vision, leadership, and know-how. You dared to set a lofty goal and then you provided the direction, resources, and support that have enabled all of you to achieve your goal together. Please share this letter with your terrific Woodruff colleagues and accept my enthusiastic congratulations on a job well done. Sincerely yours, Ann S. Brown( O Ll_ Cm CO co r-rc co I u? I o U-^ I dp Lj_ CK .j _J H S X s<:r B 05 Vol.4, No.l WOODRU^^ GAZETTE WOODRUIF ACADEMY During the last one :md one-halt years, the Wtxxlruff staff conducted an extensive self-study. The study included [1 analysis of surveys completed by the parents of our students. I by the teachers, and by the students themselves
analysis of test data, and analysis of discipline and attendance data. Based on the results of that study, the slaff revised the seiiool plan and the Mission Statement to meet the identified needs of our students. I Parents and staff alike identitied the need toi a greater emphasis on academic achievement. The phrase "while promoting academic excetleoce" was added to the Mission Suteinent (see beiow) and Woodniff's .name has tx-en changed to Woodruff Academy to to help ina.ntain the kx
us on superior learning exfxxtations and ojiportunines. CHECK-UN" REQUIRED i Parents or legal guardians of all students - even tho.se who July 10, 1998 WOODRUFF ACADEMY UNIFORMS At the end of the last school year, Woodruff sent a survey I 11 home to every family. Our parents and guardians over- h whclntisigly supported adoption of unifonns for Woodruff
[ for the new school year. (Only 19 percent of our laimlies ' were opposed to uniforms.) ' Janice Wilson, W'oodnifrs Library Media Svxxiaiis, I
dl the parents and guardiarts who volunteered to serv i uuifoiin commiliee to invite them to a meeting. not reach everyone, and some volunteers ments, but eleven }rents met with her
details about their decisions are on page 'fc-, -A .--ini? Cl
i.=il tlC <x>n!d t liitj ihe VOYAGER MILL REPLa< E CARE Ihe "Voyager" program will replace the CARL program th i year. Please, see intdrmation on page 3. attended school at Woodruff Iasi year nnist rome to srhuol to "chcck-iii" on Wednesilay, Aug. 5, or Thurstlay, Aug. 6. between 10:1X1 a.m. and 7:00 p.n.. OPEN HOUSE You axe invited! Plea.se, plan to aUend o-cr "Open House' } on Tuesday, September 8, from 5
3f p m to V tW p.m WOODRUJT .MISSION We believe it is our job to guarantee the success of every child while promo--, create a climate where all children tee! a sense of security and purpose, and to adhere to a code of condne and encourage others. . ri ii it i h i fs h I . excellence, to .s us to rcsptxt WOODRUFF GAZETTE VoL4, No.l, page 3 July 10, 1798 to V o VOYAGER WILL REPLACE CARE i I HOW VOYAGER WORKS ro oc- CO <71 LO Tile end of-the-year survey included inJormation and questions about interest in the "Voyager" after-school program, without e.xception. every* .rarcni of a child whi wzLS enrolled in ihe C.ARE Frogram this past year and who would be returning to Wotxlruff for the new year, voted io adopt the "Voyager" program and pay an increased fee. Therefore. Woodruff Academy wiiJ not have the CARE Program this year, and the Voyager Program will be available for children whose parents enroll them in it. Last years CARE parents will have priority placement
Beginning the firsi day of school, zXugust 20. trom 2:25 p.ni. j until 3
25 p.nt, the children will have a snack, a recess, and II
time to work on their homework with toe help of the para- ! professionals. The children a rd the paraprofessionals will join tlie teachers for tb.eir Voyager classes from 3
25 p.m. until 5:30 p.m. Each 'Voyager' ci-tss will have a tcacnet and a parapn?- t'essional aide who will work with 18 children. We will have I dl least four combined-age elt I
prek-kog., i-2, .3 r- rc co I kD co 'X> 1 R I I Vovager is an inrredihle aftcr-schoni prograrn. It is amazingly popular and soccesstui because it builds each childs interest through hands-on dCiwiiv-bascrf k-arnm
Whether the children are hniiding md ia'incbing model n space rockets, dres.sing up in nexlicai .scnibs and .siirgk'.ai j! masks, producing a courtnMun di ama. or designing a ! Thi.s after-school program wi
l cost SJ-t.OO j>er -- I S 12.75 per week .iio.''e than last Vi s C.ARE Program,
il36.00 will bv due oa the Cfitevth of each inonlh. except I n3 O CO Qi i_i _J _J Lxl (__i s CO mode) citys highway sy.sleia, ii.e v
hidrc!i are learning advanced subject matter in an age-appropriate, fun, and 1 for Pcfemhfci, The Voyager i'rogra.m Ifirccior will be I available at "(Jicck-Ir" to answer quesiions, show a video I about the program, register cnildren for the program, and : accept the August payment ftoni placets -who want to before the fifteenth. t. il exciting way. Voyager adventi
continue after schix, i 11 every school day. so ^cy enrich Ute learning ot children I J'he children who were legis'crrxl in CARE last year wd thnrughout the school y
:a
. 1 have priority. Except for them, other registered on a first -come ildren will be rst-served basis. We will ! generate waiting lists for opereng.s and/or e3Wbli.sh classes -.n f addition to the initial four. ii WOCDRL'l'E MISSION. Wc beltcve it is our job to guardniee tlic success of every child while promoting ac'idc.ntc excellence, to create a climate where all children fee! a sense of security and purpose, and to adhere to a code of condu and encourage others. that rail s us to respectSI Q WOODRUFF GAZETTE Vol,4, No. I, page 2 July 10, 1998 hO o CM o co 00 <71 U) r- rc' cc 1 lO <x? I T-i LO I (O O <O ZJ _j Ld a: X os x <x INFORM/VnON ABOUT UNIFORMS Several, inexpensive outfits are consrdered part of the I 'uniform" dress code, i shirts and blouses: Solid color
white, light or navy bine, with collars
with shoil or long sleeves. (No tank tops, etc.) 1! i I lottonis: Solid color., navy blue or khaki. Cotton twill 1 material, etc. No leanS or jeans inatenai girls styles: lumpers, skirts, walking shorts (with longer legs), skorts (shorts with a skirt type Ironl), and slacks. boy.s styles: Slacks, double..knee pants, and/or walking shorts (with longer legsl. socks and lights: Solid ctiior
, K, vvtiite, lan, iglit nluc navy blue. Socks may be ankle - n kree ieiigth. bells: Solid color
black, brown, white, tan, blue warm clothing: White, tight b:u RULES ABOITT LFNIFORMS ! 1 -I 3. i 4. i 5- Navy tops ano bottoms may not be worn together. If clothing has bell loops, belts must be won. If girls wear jumpers or slcirts, they must wear tights or uniform shorts underneath. No hats may be worn in the building by anyone. Boys may not wear earrings. Nutt-: Being out of uniform or violating the. rules alioul uniforms will result in d5Si:iplin.iry action. ! Note: rhe formei WiXMlruff-S'., bo<.>l tee .shirt is obsolete. later this emr, we w-ill in vol 1 .1 rents in the decision aN^'it a 'ogo tor Wtxxirii'f .A.i a>,lemy shuts. li i 1 !) navy blue sweater.s nr i j sweat shirts (worn over anUonn shirt or blouse *ith collar visible). No rules govern coats, jackets, ra*n gear. etc. except those specified in rhe cisincf s stuceut fiasd'rxKik WHERE VG LI Y ( NIEORMS ' Ibietk' uniform compji
e.ats aic avajiablf. stores, .So tar, we h.ivc found tneni a Xiuly at mariy tinnaft, Montgomery Waid. Sears. J. C. Penney. largct K iMan. Wai-Mar. .J... WOODRUFF MISSION: We beliese it is t>ur job to gjiaranlec the sjcxcss or c^very emit whJe prainonng acadcinic exeeUence, to create a cliinatc where all children feel a sense of seeuniy and .lurpose, and tu adhere tu a <xxle conduct that requ.res us to respeci and encourage others lb ri/ / 1^ PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ,^/V-OKvS2AejiA6(\^ e^Gi^ S o ro m\V mA^4Vv>-' ADDRESS CHILDS NAME GRADE yAiejA ------ U <v OVK^ 2^/$ Ttya I r S r. If 'liV 4" ia ( f ^15 ^4|opiCw- \/dA\r\(iK T 'Tl-tlL^ tS^'cb^^ "^[if^sJa^ I k^Jbh c ^^ClAtZfe 3SP^ in. <5:ip,'-to| S" n q\ 'VccbJXtYK^-X. ^^sXL-v>x rc^ x^tkkvxJ^ CbJ'C-Klj!^ a H PEirnON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME HILD'S NAME GRADE I' 5 S^Wvl ^2 7^0- q&q?| tf Vf Hdn-^ '7)^^ (A-- JUbO . L. Vk^ifie 2, ^^?-&jMryyyOiAAA yryJ^tJ'o \/aJ/y^'^-<>^ - yi/-^jcj>! /i) /i^ \Jic A- 7- iT tPEimON TO KEEP WOODRUFF SCHOOL OPEN V e, the undersigned patrons and supporters request that this school remain a neighborhood, classroo of Woodruff Elementary School, m elementary schooL NAME ADDRESS CHILD'S NAME GRADE CbVU^ I I i 1 I I I ?>)5 Le^'^ Gil^rfc h'^ PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters request that this school remain a neighborhood, classroo of Woodruff Elementary School, m elementary schooL NAME ADDRESS CHILDS NAME GRADE 4^ (K {-^Z. - PETITION TO KEEP WOODRUFF SCHOOL OPEN W e, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo m elementary schooL ( I I ADDRESS i I NAME ^'^10 %o<) i3 *7,P^/(At CHILD'S NAME slai^ GRADE I I 1 51^ We, the PETITION TO KEEP WOODRUFF SCHOOL OPEN undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE ( 4 ~l ??>T C 1-sS I i i i I ') / / (^ (^cLtJsiO 4^^jt rC/t. < I I 1 Ui? 2^' lj\/(>7>:hzjnd ''^Lu^,){zX 2^0 pQtldL c o ( J^!/ fisLU/ZL 12^ Acaax.0^^ 11^ I petthon to keep woodruff school open We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE VU' U>. A<cv^XC<<^' co, AAqi^(7A-.&^^ <3Ai. old 7Q_4j./\mj (/ff'C^ (ih t'j t/\cOc(-^ ]b?. p^) Z-I ll^ l1 - I^Mak 7)f I I ( 11 zD/3 n L-f^ L A/^P Uh '171. PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS TePC^ 0^ (IVC-<*A^ CHILD'S NAME ^cexvCt^S. GRADE \C h KI ^1 h ( ov t ^l/- ---- r 3 yiff\/g>ir/ KlPETITION TO KEEP WOODRUFF SCHOOL OPEN undersigned patrons and supporters of request NAME We, the undersigned patrons auu classroom ^at this school remain a neighborhood, classroom Woodruff Elementary SchooL ^mentary schooL address t) Sol CHUD'S NAME y) A J GRADE K. ^/6? tX^ -e / '[ycxvxlel 31^ ^JD <lWUj^ fO(^i J I'OiU % Awe- '/Y I 3 3- af>J 3o 5 Q' f PETTTION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neigh...b..o..r..h..o..o...d..,. ...c..l assrooim elementary schooL NAME CHILDS NAME GRADE 6 fO U 1( 'Vi^ 3y-^z> ADDRESS 30^ ' ly^^aA^nx K-e 17/1 I I I I PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary SchooL request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE I 6 J /^C?DO i&i sei /i/ J^yj- 7//. y 'A^ )/9 / / f\Vo Q. 7 3 : i ''I f 3/1 ^t-iUh Q PETmON TO KEEP WOODRUFF SCHOOL OPEN We. the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME k'u5.(irL CluvO,.. s. < J H'] ''bi l\[I ADDRESS 7<9<k.h((Oi3Ixxne 2^17 q CHILD'S NAME KvcViQel GRADE (he OJOlt Vl tV^ UJcc6<"'J'\T J TJi .<^<r />a).} b 11Q~? J- P>^- 4/0 moiu'ip 10 140 I'-rr III Lfi,, liOl^ W65c5K rj Let 5 \v\S I <Z>X I PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo m elementary schooL address CHIIILLDD''SS NNAAMME GRADE NAME c Vv I! PETITION TO KEEP WOODRUFF SCHOOL OPEN We the uunnddeerrssiiggnneedd ppaattrroonnss aannda ssuuppppooirutceiros of request that this school remain a neighborhood, classroo Woodruff Elementary SchooL ra elementary schooL NAME , -a--d--d--r--e-ss CHILD'S NAME GRADE_ )<i8i) 71 t 3 b^i "^OX tvj f 0. i |*A C e n tc /' L f-s- iZ. AJ 0 A/< 4.5i ! f i' 7 : V' .n. >> J <4 I' I ( J I } i a. PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo ADDRESS m ele m entary schooL CHILDS NAME 111 ' 2
^'' . GRADE * i o ^Oi i I I ( . C f { STATEMENT OF JOHN DIPIPPA TO LITTLE ROCK SCHOOL BOARD I SPEAK TONIGHT ON BEHALF OF THOSE PATRONS AND SUPPORTERS OF WOODRUFF ELEMENT7VRY SCHOOL. SPEAK FOR THE OVERWHELMING CONSENSUS OF WOODRUFF PATRONS TO KEEP WOODRUFF OPEN AS I A FUNCTIONING CLASSROOM ELEMENTARY SCHOOL. WE HAVE TWO GOALS: 1) TO KEEP WOODRUFF OPEN FOR THE 1989- 1990 SCHOOL YEAR, AND 2) TO KEEP WOODRUFF OPEN PERMANENTLY. TONIGHT I WILL ADDRESS ONLY THE FIRST GOAL BUT IN DOING SO I MUST NECESSARILY SPEAK TO THE REASONS FOR KEEPING WOODRUFF AS A PERMANENTLY FUNCTIONING SCHOOL. WOODRUFF SHOULD NOT BE CLOSED FOR THE COMING SCHOOL YEAR FOR TWO REASONS: FIRST, WOODRUFF PATRONS WERE NOT PROPERLY CONSULTED BY THE SCHOOL DISTRICT PRIOR TO THE ANNOUNCEMENT THAT THE SCHOOL WOULD BE CLOSED. SECOND, IT IS PREMATURE TO CLOSE ANY SCHOOL BEFORE THE DISTRICT HAS A COURT-APPROVED STUDENT ASSIGNMENT PLAN. BECAUSE OF ITS ACADEMIC AND SOCIAL ACHIEVEMENT, WOODRUFF DESERVES TO BE CONSIDERED AS AN OPTION WHEN THE DISTRICT FORMULATES THE PLAN DUE IN DECEMBER. WOODRUFF PARENTS WERE NOT PROPERLY CONSULTED PRIOR TO THEANNOUNCEMENT EARLIER THIS MONTH THAT THE SCHOOL WOULD BE CLOSED. ALTHOUGH THE DISTRICT ANNOUNCED THAT GENERAL COMMENTS WOULD BE TAKEN ON THE PROPOSED SETTLEMENT, NO DIRECT MEETINGS WITH WOODRUFF PARENTS WERE HELD. WHEN A SCHOOL IS SLATED TO BE CLOSED THE SCHOOL DISTRICT SHOULD MEET DIRECTLY WITH PATRONS OF SCHOOLS MARKED FOR CLOSURE. AT THESE MEETINGS THE DISTRICT SHOULD PRESENT ITS RATIONALE FOR CLOSURE AND HEAR ANY OBJECTIONS AND SUGGESTIONS THAT THE PATRONS HAVE. THE DISTRICT MAY THEN TAKE PATRON'S COMMENTS INTO ACCOUNT WHEN MAKING THE FINAL DECISION. THIS PROCESS WOULD TREAT PARENTS AS VALUED CO-PARTICIPANTS IN THEIR CHILDREN'S EDUCATION. IT WOULD MAKE THEM FEEL THAT THEY ARE MORE THAN NUMBERS IN A COMPUTER. MOREOVER, THE DISTRICT WOULD GAIN AN INESTIMABLE AMOUNT OF GOOD-WILL FROM SUCH A PROCESS FROM BOTH THE AFFECTED PARENTS AND PARENTS WHO MAY BE CHOOSING BETWEEN THE LITTLE ROCK DISTRICT AND ANOTHER SCHOOL SYSTEM. THE DISTRICT DID NOT MEET WITH WOODRUFF PATRONS PRIOR TO AN EARLY JUNE MEETING WITH MYSELF, JOYCE MEEKS, KEITH CAVINESS, AND RICK COLLIER AT OUR INSTIGATION. IN SPITE OF THE ASSURANCE AT THAT MEETING THAT NO DECISION WOULD BE MADE AND THAT THIS PARENT'S GROUP WOULD HAVE ACCESS TO THE DECISIONMAKERS, TWO DAYS LATER THE DISTRICT, THROUGH ASSOCIATE SUPERINTENDENT JENNINGS, SECURED MR. REVILLE'S APPROVAL FOR THE CLOSURE OF WOODRUFF. THREE OF US MET WITH SCHOOL OFFICIALS THE NEXT WEEK AND WERE TOLD THAT THE DISTRICT WOULD DO WHAT IT COULD TO KEEP WOODRUFF OPEN FOR AT LEAST THE NEXT YEAR. WE HAVE NOT RECEIVED THE FINAL WORD FROM THE DISTRICT. WE HAVE BEEN TOLD THAT IF WOODRUFF CLOSES PARENTS WOULD HAVE THE OPTION OF CHOOSING THE NEW WASHINGTON SCHOOL OR A SCHOOL BASED ON THE NEWLY DRAWN ATTENDANCE ZONES. OVER HALF OF THE CURRENT WOODRUFF STUDENTS LIVE IN THE PULASKI HEIGHTS ATTENDANCE ZONE. NEVERTHELESS, NEW STUDENTS ARE BEING ASSIGNED TO PULASKI HEIGHTS ELEMENTARY WHILE WOODRUFF STUDENTS' ASSIGNMENTS ARE BEING DELAYED THE FINAL DECISION. THUS, IN SPITE OF THE DISTRICT'S ASSURANCES THAT WOODRUFF STUDENTS WOULD HAVE A CHOICE NEXT YEAR, NO CHOICE MAY EXIST IF PULASKI HEIGHTS FILLS UP BEFORE THE DISTRICT MAKES UP ITS MIND. I RAISE THIS ISSUE TO SHOW THAT WITHOUT PARENT INVOLVEMENT AND AT THIS LATE DATE, IT WOULD BE UNFAIR TO CLOSE WOODRUFF INTHE FALL. EARLIER INVOLVEMENT OF WOODRUFF PARENTS WOULD HAVE GIVEN THEM THE OPPORTUNITY THE SUGGEST ALTERNATIVE ASSIGNMENT OPITONS SHOULD THE SCHOOL CLOSE BU, IN ANY EVENT, WOULD HAVE ALLOWED THEM AMPLE TIME TO PLAN FOR THE COMING SCHOOL YEAR. OUR CHILDREN ARE THE ONLY ONES IN THE ENTIRE DISTRICT WHO WILL BE INVOLUNTARILY ASSIGNED NEXT YEAR. WE SHOULD AT LEAST HAVE THE OPPORTUNITY TO PARTICIPATE IN THE PLANNING FOR THEIR EVENTUAL PLACEMENT. MOREOVER, THAT PLANNING SHOULD BE CONDUCTED IN AN ATMOSPHERE WHEN CHOICES, REAL CHOICES, CAN BE DISCUSSED FREE FROM THE CURRENT PRESSURES. WE ALSO SUBMIT THAT IT WOULD BE PREMATURE TO CLOSE WOODRUFF UNTIL THE DISTRICT HAS A COURT-APPROVED STUDENT ASSIGNMENT PLAN. YOU ARE ALL PAINFULLY AWARE OF THE CURRENT STATUS OF THE MOST RECENTLY PROPOSED STUDENT ASSIGNMENT PLAN. THE DISTRICT MUST, IN ESSENCE, RETURN TO THE DRAWING BOARD AND DRAFT A NEW PLAN BETWEEN NOW AND DECEMBER. GIVEN THIS UNCERTAINTY, THE DISTRICT SHOULD FORECLOSE ONE OF ITS OPTIONS WITHOUT CAREFUL STUDY. WE BELIEVE THAT WOODRUFF CAN PROVIDE PARENTS WITH THE OPTION OF A SMALL COMMUNITY-BASED SCHOOL WITH STRONG TIES TO THE SURROUNDING NEIGHBORHOOD. PERHAPS ITS VERY SUCCESSFUL CONFLICT-RESOLUTION PROGRAM CAN BE EXPANDED AND BE THE BASIS FOR RELATED CURRICULAR OFFERINGS IN LAW, SOCIAL STUDIES, AND HUMAN BEHAVIOR, IN ANY EVENT, A DISTRICT THE SIZE OF LITTLE ROCK SURELY HAS PLACE FOR A VARIETY OF SCHOOLS. IF THE GOAL IS HIGH-QUALITY, INTEGRATED EDUCATION THEN WOODRUFF CAN BE A MODEL FOR THE ENTIRE COMMUNITY. FOR YEARS, WOODRUFF WAS BOTH A GOOD AND AN INTEGRATED SCHOOL. ONLY UNTIL THE MOST RECENT SHIFTING OF STUDENTS DUE TO THE CONTROLLED CHOICE PLAN DID THE RACIAL BALANCE SLIP. NEVERTHELESS, THE SCHOOL HAS CONTINUED TO EDUCATE ITS STUDENTS WELL. IN THE LONG RUN, QUALITY SELLS
THAT IS, GOOD EDUCATION IS THE BEST ADVERTISMENT FOR THE PUBLIC SCHOOLS, WITH THE PROPER SUPPORT FROM THE DISTRICT AND SOME STABILITY IN STUDENT, TEACHER, AND ADMINISTRATIVE ASSIGNMENTS, WOODRUFF CAN BE A NATURAL MAGNET TO KEEP AND RETURN WHITE PARENTS TO THE CITY SCHOOLS, BUT EVEN IF THE RACIAL COMPOSITION DOES NOT CHANGE, WOODRUFF DESERVES TO BE PART OF ANY LONG RANGE PLAN, BLACK CHILDREN AS WELL AS WHITE CHILDREN DESERVE THE CLOSE, WARM, FAMILY-LIKE ATMOSPHERE OF A SMALL SCHOOL, BLACKPARENTS AS WELL AS WHITE PARENTS DESERVE TO HAVE THE OPTION OF A SMALL, COMMUNITY BASED SCHOOLK. TO IGNORE THOSE NEEDS IN FAVOR OF LARGER, MORE IMPERSONAL SCHOOLS AND THE COLD CALCULUS OF RATIO'S V AND DEMOGRAPHIC TRENDS IS TO FORGET THAT BROWN BOARD OF EDUCATION WAS ABOUT BOTH INTEGRATED AND QUALITY EDUCATION. THIRTY FIVE YEARS AFTER THE DECISION IN BROWN IT IS THE ULTIMATE IRONY TO CONSIDERING CLOSING AN INTEGRATED, QUALITY SCHOOL LIKE WOODRUFF. TO FAIL TO RECOGNIZE AND ACT UPON THIS IRONY WILL BE TRAGIC. t'j Arkansas Democrat '.W (gazette WEDNESDAY, DECEMBER 2, 1992 B Above the fray i ' r*\ .V-S. f- 1, ' iv T .r W* < < -h-' A ' 4-? T t' A- K
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NO FIGHTS AT THEIR SCHOOL Third- and fifth-graders from Woodruff Elementary School in Little Rock raise a parachute high at the Billy Mitchell Boys Club on Tuesday as they celebrate 200 consecutive days without a fight parachute games. Arkansas Democral-Gazdne/Scon Carpenter at their school. The students were being rewarded for their hard work in nonviolent conflict resolution with fence painting, ornament making andA Aik^as Democrat ^(j^azcttc TUESDAY, FEBRUARY 15, 1994 Cop^^ e Unie Rock Newspapers. Irw. WOODRUFF ELEMENTARY SCHOOL Before you make a deposit on your childs education, be sure the school you select can provide your child the best education possible. Check us out! Open House each day: Feb. 9 through Feb. 18, 8a.m. - 1p.m. * * * On your way to work (Woodrow exit just off 1-630) Before- and after-school CARE (7:00 a.m. - 5:30 p.m.) Brand-new early childhood wing (4-6 yr. olds) World-class library Safe, secure family atmosphere Small classes
individual attention Warm, caring, highly qualified staff Active PTA * Full-time counselor * 28-station computer lab Teaching based on each child's learning style Results: standardized-test scores prove our methods work is * * * The best of traditional education emphasiting academics and discipline. (Not a single fight since October 15, 1991!) Come see for yourself. Drop in or call me for a personal tour. Pat Higginbotham, Principal. 3010 West 7th St. 671-6270 "Encouragement, Improvement, Excellence"THURSDAY, MARCH 16,1994 ARKANSAS DEMOCRAT-GAZETTE Elementary students resolving conflicts without violence By Mary Maunoy Pierce Sf^clol to the Democrat-Gazette p ositioned for quick visibility on the office wall of Woodruff Elementary School is the schools missions statement: u Vfe at Woodruff School believe it is our job to guarantee the success of every child, to create a climate where all children feel a sense of security and purpose, and to adhere to a code of conduct that requires us to respect and encourage others. In 1988 the school body - teachers. students, office staff and parents - ouuueiivH, umve Btaii aiiu pareiiLS , made a serious commitment to each ' other to live by the words of their mission statement and to adopt a non-violent atmosphere for their school. Now six years later, the school celebrates over 400 days without a fight. 'When I became the principal of Woodruff Elementary in 1988, I found the school and the students to be just like any other normal elementary. There were no weapons on campus or outbreaks of violence, but there was a tremendous amount of talk about fighting. There was a lot of time spent teasing and talking about what someone was going to do to another student after school or the actual scheduling of after-school fights. It wasnt even the majority of the students, but the kids involved were loud enough to be a distraction in a learning environment, said Pat Higginbotham. Higginbotham called a school-wide meeting and talked to the children about her concerns and encouraged them to put an end to fighting. Her idea to keep track of the number of days without a fight - like some factories and plants track days without an accident - was a big hit with the students and the countdown began. Its still a hard job, but the early days were really tough. I made daily visits to each classroom to talk about our success, and we offered rewards like extra recess and circus tickets for students standing up for non-violence, said Higginbotham. We let the parents know what we were doing and they were most supportive. That first try, we only went six days, but gradually made it to 90 days. Teachers began to notice a difference and when they recognized the early stages of a potential fight, they made a great effort to get students to talk about their problems instead of fighting. Now we celebrate milestones in 100-day increments and feel weve made great strides by not. ha,ying a fight since October 1991.' Higginbotham says the non-violence program evolved as the weejcs went by and, two years into the program, Woodruff added after-recess intervention meetings, character education and a big brother/big sister program.
We began pairing older students 5th and 6th graders with our four- year old and kindergarten students. The older ones helped the younger ones understand the non-violent way to resolve conflicts. Now those younger students are the older ones, and weve truly seen a cultural n change at Woodruff.' See WOODRUFF, page 2H WOODRUFF Continued from Page IH Woodruff counselor, Shirley Davis has been with the non-violence program since its inception' and has seen a dramatic change in the students attitudes about resolving conflict. In the beginning, some of our kids said we werent being realistic about our non-violent approach to conflict resolution. . Fighting was the real world to them and it was the only way they knew to solve a problem. But with love and patience, we taught them how to fight fair by attacking the problem, not the person, said Davis. Kids have to learn that conflict is just a part of life, and that conflict is not a problem. Instead, its how we handle conflict that can be a problem. Davis works with the teachers and students when various problems arise and is creative with her tactics. She teaches Woodruffs seven-step plan for fighting fair in the form of a song that Woodruff bought from the Grace Contrino Abrams Peace Education Foundation, Inc. She also tries to focus on peaceful times. Theres so much emphasis in the world about conflict and negative situations, but I want the kids to hear about people helping each other, too. said Davis. In six years the non-violence program has given Woodruff students more than a number of days without a fight to be proud of - other positive results are apparent as well. Our academic performances are up and theres a higher sense of morale and purpose. Were hearing from parents and others in the community that these kids are taking this non-violent concept with them outside of our school setting, said Higginbotham. Theyre teaching the principles to their siblings and friends, and wholly believe that it takes more courage not to fight than to fight. Its produced a healthy, functional school family where adults are present to set limits and the children are able to make better and better choices.I / February 23, 2001 Stagecraft on the run SATURDAY, FEBRUARY 28. 2004 Police inspect cooler outside LR school ARKANSAS DEMOCRAT-GAZETTE Little Rock police investigated a suspicious package outside Woodruff Elementary School on Friday but found only an empty cooler, according a police report. A school security officer told police he had seen an Igloo cooler on the sidewalk at West 7th and Booker streets near the southeast corner of the school about 7:15 a.m. Several police cars surrounded the area, forming a one- block perimeter. Students and teachers were instructed to stay in the basement cafeteria at the northwest side of the school building. Little Rock fire officials inspected the cooler and saw that it wis empty and not a threat, the report said.
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.