Little Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The "Writing to Read" computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. First Class Schools For World Class Kids Rockefeller Computer Science Elementary School Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer specialist Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted teacher Low teacher-to-pupil ratio Continuous computer tracking of student progress in all subject areas Science Laboratory Full-sized gymnasium Numerous educational field trips (theme and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Comprehensive nursing Extended day, week and year activities "Writing to Read Computer Program for Kindergarten and I st Grade Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. I 1 1 Little Rock School District fV\ Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child- (- 00 r* H m zo o rn o nf I s hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected fortheir ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare it's much, much more! tn 0) to KJ O !u n 3 I o o tn 2 n Rockefeller Early Childhood Magnet School nJ For Children Ages 6 Weeks through 4 Years o O73 n a 3 c o 0 tfS Z i o P O iil JO O' o 00 &l (TO cu n O) o3' z o3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. It's just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every child's basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal
a vice principal
certified classroom teachers
media, music, art, and physical education specialists
a counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the program's ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called "incentive" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch & Snack Time children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules & Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your child's name will be put on a y waiting list and you will be contacted as soon as an % opening occurs. SPECIAL ATTRACTIONS 9 The only Early Childhood Magnet program in the District accepting children as young as six weeks of age. Accessible location for working parents. Exceptional student-to-staff ratio. Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds. Well-developed philosophy and appropriate age-related goals. Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books. Diverse teachers and students, and a varied curriculum provides many learning experiences. Each child receives individual attention. A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a "learning experience" at Rockefeller Early Ckildkood Magnet Sckool, 700 E. 17tk, Little Rock 72206. For Information, Call 324-2272 Little Rock School District fV\ Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-r co r H < n oXI co m r> tn XJ S2 O 3- hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual childs interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isnt just pre-school daycare its much, much more! CD tn CD tn 0) n 3 X o o tHn 2 n Rockefeller Early Childhood Magnet School n For Children Ages 6 Weeks through 4 Years fC 73 O 3 P Ifi cQfo) 73 o Oc ol/l 0&0 o 3 0n)' 3o z o3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. Its just one way the Little Rock School District is assuring that todays kids will have a good start in tomorrows world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every childs basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal
a vice principal
certified classroom teachers
media, music, art, and physical education specialists
a counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the programs ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the Districts so-called "incentive" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch & Snack Time Children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules & Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your childs name will be put on a^ waiting list and you will be contacted as soon as an opening occurs. SPECIAL ATTRACTIONS 9 The only Early Childhood Magnet program in the District accepting children as young as six weeks of age. Accessible location for working parents. Exceptional student-to-staff ratio. Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds. Well-developed philosophy and appropriate age-related goals. * Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books. Diverse teachers and students, and a varied curriculum provides many learning experiences. Each child receives individual attention. * A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a learning experience" at Rockefeller Early Ckildfwod Magnet Sckool, 700 E. 17Wi, Little Rock 72206. For Information, Call 324-2272 ss. T- LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: ROCKEFELLER ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALT, STUDENTS No. Tested No. Passed 25 24 35 28 30 24 29 25 25 24 35 28 30 29 29 28 Percent Passed 96 80 80 86 96 80 97 97 BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 14 93 10 100 10 71 12 80 10 71 11 85 10 83 12 86 15 100 90 10 71 12 80 13 93 13 100 11 92 14 100 9 WHITE MALES No. Passed 1 1 0 4 0 4 0 0 Percent Passed 100 100 100 100 WHITE FEMALES . No. Passed 2 2 2 2 2 0 0 2 Percent Passed 100 100 100 100 100 100 OTHER MALES No. Passed 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 * 1 0 0 1 Percent Passed 100 100 * Total of all students in the 11 Other" race category. These scores were not reported by gender.SCHOOL: ROCKEFELLER ELEMENTARY _19.88_l READING 1989 1990 1991 1988 ALL STVDE!}TS No. Tested No. Passed 37 30 36 33 23 22 22 21 37 35 Percent Passed BLACK KALES Iio. Passed Percent Passed Pl-ACK FEMALES No. Passed Percent Passed WHITE KALES l.o. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed OTHER MALES No. Passed Percent Passed OTHER FEMALES No. Passed Percent Passed 81 11 73 8 73 9 100 2 100 0 0 92 8 80 18 95 5 100 2 100 0 0 96 9 90 10 100 1 100 2 100 0 0 95 7 88 13 100 0 1 100 0 0 .. 95 14 93 10 91 9 100 2 100 0 0 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 KATiiEHATICS 1989 36 35 97 9 90 19 100 5 100 2 100 0 0 1990 23 22 96 10 100 9 90 1 100 2 100 0 0 1991 22 21 95 8 100 12 92 0 1 100 0 0 1988 37 26 70 8 53 7 64 9 100 2 100 0 0 LANGUAGE ARTS 1909 36 27 75 7 70 14 74 4 80 2 100 0 0 1990 23 22 96 10 100 9 90 1 100 2 100 0 0 1991 22 16 73 6 75 9 69 0 1 100 0 0 1988 37 25 68 9 60 5 45 9 100 2 100 0 0 SCIENCE 1989 36 24 67 6 60 12 63 4 80 2 100 0 0 1990 23 20 87 9 90 8 80 1 100 2 100 0 0 199 1 22 15 68 6 75 8 62 0 1 100 0 0 198B 37 25 68 9 60 5 45 9 100 2 100 SOCIAL STUDIES 1989 36 25 69 6 60 13 68 4 80 2 100 1990 23 21 91 9 9 90 I I 100 I 2 100 0 0 0 0 0 0 Total of a,U. students in the "Other" race category. These scores were not reported by gender. 22 15 68 6 75 8 I i I 62 I 0 1 100 0 0 u 1 I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution 4J6^81 M6BYSC 10/07/91 PAGE 528 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 1 * I I WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnary N X N X N N X N N X N X 't 50 26 Pl 75 49 25 6 75X 0 1 1 OX 13X 13X 7 1 0 0 88X 13X fiA OX ..7 0^ 1 0 86X OX 13X OX 6 1 1 0 75X 13X 1 3X OX 2 5 1 0 25X 63X 13X OX 4 2 1 1 SOX 25X 1 3X 1 3X 6 1 1 0 75X 1 3X 1 3X OX J .r- I Number Tested Mean NatJJ NCE_______ 8 8 ..-_.75_,5___ 8 74,4 8 73.4 8 60,2 8 61 . 6 8 74.9 UHITE MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X I 76 50 26 99 75 49 ____1____8X f 01 5____ 1 6 .5 8X 46X _.38X.. 7 3 3 SOX 21X 21X _____TZ 3 i 4 6 21 X 7X 29X 43X 2 3 5 3 15X 23X 38X 23X 1 1 1 1 1 79X 7X 77. 7X 6 3 4 1 43X 21X 29X 7X 3 3 4 3 23X 23X 31 X 23X Number Tested ___Mean Nat'l NCE.... 13 40,0____ 1 4 65.3 1 4 43.8 13 46.1 1 4 73.0 1 4 63.9 1 3 48.2 ALL UHITE I 1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnary N X N X N X N X N X N X N 7. ..... *! 16^-. 99 50 28 75 49 I Qt - 25____ 7 1 7 b _33X___ 5X 33X 29X ___S4X____ 4 3 1 1 8X 1 4X _5X ___1.0. .45X 1 5 5X 23X - 27X B 4 6 3 38X___ 1 9X 29X 14X 13 6 2 1 59X 27 X 9X 5X 1 0 5 5 2 45X 23X 23X 9X 9 4 5 3 43X 1 B7, 24X 1 4X Numbe Test ed 21 1 Mean Nat/.L NCE________5A.O. . 22 ____69.0_____ 22 ______54.9..... 21 ____56.1_ _ 22 68.3 22 63.1 21 57.9 Ii 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT~6 Distribution J6481 M6BYSC 10/07/91 PAGE 529 I I SCHOOL
GRADE: ROCKEFELLER INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaaary .7$ _____ 50 26 75 49 N X N Z. N X N Z N Z. N Z N Z. .Q____QX._... J----------- QI -_,5__ 3 5 9 18X 29X 53X ...5___29Z 5 5 2 29Z 29Z 12Z 1 7 5 4 _6Z .. 41X 29Z 24X 0____OZ 5 8 4 29X 47Z 24Z 3 4 2 8 18Z 24Z 12Z 47X 3 3 3 8 18Z 18X 18Z 47Z 0 5 6 6 OZ 29X 35Z 35X Nuabe Tested 17 __ Mean Natl L NCE_______31.J_ 1 7 53.1. 17 ,45,0______ 1 7 __44.2 1 7 43.6 1 7 40.7 1 7 42.3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N Z N Z N Z N Z N X N Z N Z I I T- I I L 76 50 26 99 75 49 01. r.es____ Number Tested Mean Nat/1 NCE ALL BLACK Percentile Summary _,76 .99, 50 26 75 49 01-2$ Number Tested . Mean Nat_CLJiC. 1 1 5 i'A 31X _____3____50X 1 6 36.2 TOTAL READING N X J.____3Z__.. 4 1 0 12X 30X .. t 8 55Z..... 33 37^.7._. 7 5 1 44X 31Z 3____19Z - 1 b 56.3 TOTAL MATHEMATICS N X 1 6 6 .3 6X 38X 38X 19Z 1 5 7 6Z 31 Z 44X 3__ 1?Z , 5 7 2 2 31X 44Z 13X 13Z 7 3 2 4 44X 1 9Z 13X 25Z 1 5 7 3 6X 31Z 44Z 1 9Z 1 6 .43.6 1 6 43.5 1 6 59.3 1 6 55.7 1 6 44.8 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N X N Z N ____12___36Z________2 , . .6Z__________1 1 Q 6 .5 30X 18Z 15Z 13 11 39X 33Z 7 . 21 X___ 1 0 15 7 3Z_____ 30X 45Z 21X S .,._24X 1 1 4 1 0 33X 12X 30X 10 6 5 12 30Z 18X 15Z 36X 1 1 0 1 3 9 3Z 30X 39Z 27X 33 .54^ 9_, 33 33 _____43.9 33 .... 51 . 33 47.9 33 43.5 fI 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution nj&481 M6BYSC 1 0/07/91 PAGE 530 ' '0 SCHOOL:' ROCKEFELLER INCENTIVE SCHOOL' GRADE: 1 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TDTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary 76 5 o 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE OTHER MALE Percentile Suaaary 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE ALL OTHER Percent 11 Suaaary N X N 'X N X N X N X N N X I n .. I 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE 0 1 0 0 1 62.3 OX 1 OOX ox ox 0 1 0 0 1 57.0 TOTAL READING N X 0 i 0 0 1 62.3 OX 1 OOX OX OX TOTAL READING N 0 2 0 0 2 62.3 X ox 1 OOX ox OX ox 1 OOX ox ox 0 1 0 0 OX 1 OOX OX ox 0 1 0 0 OX lOOX OX OX 0 ox 1 lOOX 0 0 OX OX 1 0 0 0 1 OOX OX OX OX 0 ox 1' 100X 0 0 OX OX f/r ?1 52.1 1 58.7 1 1 50.0 64.9 1 60.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N "'1 0 1 0 0 1 62.9 OX To OX OX ___ 1 0 0 0 1 73.7 TOTAL MATHEMATICS N 0 2 0 0 2 60.0 X ___ 1 OCX ox ox 1 OOX OX OX OX 1 ... 0 0 1 OOX ox OX ox 0 1 0 0 OX 1 OOX OX OX 1 0 0 0 1 OOX OX OX ox 1 0 0 0 1 OOX OX OX OX I 1 1 1 64.9 50.0 1 1 t i 89.6 68.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I N L 1 1 0 0 X N X N X N X N X 2 62.9 50X SOX OX OX 1 T 0 0 50X sox ox ox 0 OX 2' ioox 0 0 ox ox _2 0 0 0 lOOX ox ox ox 1 1 0 0 50X 50X OX OX 2 61 .8 2 50.0 2 77.3 2 64.5 /y1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #16481 M6BYSC 10/07/91 PAGE 531 ) I i SCHOOL: GRADE: ROCKEFELLER^INCENTIVEsCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percntll Sunaary 76 -r. 31 50 26 75 49 - 25___ Nuaber Tasted Mean NatM. NCE N X N X N X N X N X N X N ___9 7 17 -_24 56 ,43.7_. -14X. .. 13X 30X _43X_ 16 9 46X 2dX 1 6-A 6 1 1X 57 .60.5 13 15 1 6 1 3 57 t 23X 26X 28 X 23X 10 15 21 1 0 56 49.2 _18X 27X 3QK 1 8X 21 19 e 11 37X 33 X 11 X 1 9X 22 1 1 1 0 14 39X 1 9X 1 8X 25X 1 1 15 1 8 1 2 20X 27X 32X 21 X 57 57 . Q 57 54.8 56 49.8 ! I I": iI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE S32 nil I SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Susnary 76 _-_59- N X N X N X N X N X N X N 74--------- BO 26 01 7B 49 25 0 0 _ 0 __ OOX OX OX _px 1 0 1 BOX____ OX BOX .__p____px 0 0 0 ....100X,. OX OX OX 0 0 0 Qpx , OX OX OX 2 0 0 0 lOOX OX OX OX 0 1 1 0 OX BOX BOX OX 2 0 0 0 1 OOX OX OX OX -l -I Lt k k p' e Number Tested nean.NaV_r NE. UHITE MALE Percentile Sumaary __le 9 3____ 50 26 75 49 Number Tested . Mean Nat'1 NCE ALL UHITE Percentile Sueeary __76 50 26 99 75 49 0t_:^-25_____ Number Tested Mean. Hat/ 1 NCE. 2 _.77.4__ TOTAL READING N X 2 .._.66.8_- 2 ____7J_,2.._.. TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 2 75.5_,. BASIC BATTERY N X 2 91,8 2 46.5 2 75.8 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 1 1 0 BOX BOX OX P 1 1 ____9X 2 63,3 TOTAL READING N X .3___7SK____ 1 0 - 0. . 4 OX BOX BOX J 0 T BOX OX BOX J ____5_____OX . 0____OX. 1 0 BOX BOX OX - .0 , OX____ 1 1 0 0 BOX BOX OX OX 0 1 0 1 OX BOX OX BOX 1 1 0 0 BOX BOX OX OX 2 53, B 2 56,8__ S 61 8 2 63.0 2 39.8 2 60.3 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N 25X OX .0X,_.. 1. 1 2 4 60.3 .2SX__.._ 2BX BOX ___3_. 0 1 __75X.-__. OX 25X P_____PX . 4 __ - 3 1 0 ____P .75X____ 25X OX Q5J 4 . .68.3____ 3___ 1 0 0 .. 75X____ 25X OX OX 4 11^4___ 0 2 1 1 OX BOX esx 2BX 3 1 0 0 75X 25X OX OX 4 43.1 4 68.1 J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di St ri button #J6481 M6BYSC 10/07/91 PAGE 533 SCHOOL: GRADE: ROCKEFELLER'INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I' Percentile Sunaary N Z N N X N X N X N X N X :: .11 4 I- I 4b !- 5 76 '50 26 01 99 75 49 25 0 7 4 OX 54X 15X 31 X 3 8 2 0 23X "62X 1 5X OX 15X '7' S4X 3 3 1 23X 8X 4 5 1 23X 31X 38X 8X 0 4 4 5 OX 31X 31 X 38X 0 4 3 6 OX 31X 23X 46X 2 5 5 1 15X 38X 38X 8X Number Tested Mean Nat^l NCE BLACK MALE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percentile Summary 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE k:'/l_____ 13 45.5 13 59.2 13 53.2 13 51 .6 13 43.3 13 36.7 1 3 49.4 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X "n X N X N X N X N 0 1 2 6 OX 1 IX 22 X 67X 1 3 5 0 1 IX 33X 56X OX 0 '3 3 3 OX 33X 33X 33X 0 2 1 6 OX 22X 1 1X 67X 1 2 4 2 1 1X 22X 44X 22X 1 0 2 6 1 1X OX 22X 67X 0 2 1 6 OX 22X 11X 67X 9 32.3 9 49.6 9 44.7 9 38.7 9 45.3 9 38.3 9 38.3 I TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N % M X N X N X N X N X 0 8 4 1 0 OX 36X 18X 45Z 4 1 1 7 0 3ex OX 2 Y6 6 4 9X 45X 27X 18X 3 6 6 7 14X 27X ziy. 1 6" a 7 5X 27X 36X 32X 1 4 5 12 5X 18X 23X 55X 2 7 6 7 37. 327. 77. 32X 22 40.1 22 55.3 22 49.7 22 46.4 22 44.1 22 37.4 22 44.9 j- 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 OTHER FEMALE Percent 11 Suoaary 1 991 WAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 534 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X W % N X N X N X N d i,. I ... -.76 50 26 JI 75 49 01 ,-.es__ Number Tested Mean NatM_HCE ALL OTHER Percentile Sunaery 76 - 99 50 26 75 49 ,_25- Nunbe Tested Mean Nat'1 NCE .0 1 0 0 1 __5X_______ 1 OOX ox ox 62.u3____ TOTAL READING N X 0 1 0 0 1 ___0'4 1 OOX ox OX 1 0 0 0 1 67., TOTAL MATHEMATICS N X 0 i 0 0 1 62.3 ox 1 OOX ox ___ox, p i 0 0 1 52.1 ox 1 OOX OX ___ox 1 OOX ox ox OX TOTAL LANGUAGE N X 0 0 ____p _ 1 OOX OX ox ox 1 67.7 0 i 0 0 1 62.9 _ OX 1 OOX OX OX 0 0 1 0 1 BASIC BATTERY N X 0 1 0 0 1 62.9 _0X ox 1 OOX ox 0 1 0 0 1 _49.5__ SCIENCE N X 57.5 OX 1 OOX OX OX 0 1 0 0 1 62.3 SOCIAL STUDIES N X ox 1 OOX ox ox l-l COMPLETE BATTERY N X OX 1 OOX OX OX 0 0 1 0 1 49.5 OX ox 1 OOX OX 0 1 0 0 1 57.5 ox 1 OOX ox ox 0 1 0 0 1 62.3 ox 1 OOX ox ox I . 12 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE *J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 535 COMPLETE BATTERY Prc*nt1! Suaaary 15. 50 26 la. 75 49 _____Q1^_25 Number Tested ttrL-M4ril_NCE. N N X N X N X N X N X N i i I 11 I I _3 10 4 1 0 .ux. 37 X 15X 37X 13 9 0 48X 33X OX 6 10 7 4 22X 37X 2&X 15X 6 __ 22X 8 6 7 30X 22X 26X 4 7 9 7 15X 26X 33X 26X 1 7 e 13 4X 26X 22X 48X 9 6 7 19X 33X eax 27 -45,._4 27 27 52.5 ... 27 .50,2_____ 27 _____49.3___. 27 39.0 27 48.9 ii'i I ! I I 1 j -1 to LI 1 LITTLE ROCK SCHOOL DISTRICT I 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 536 : I SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL... 3 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlls Summary N X N Z N Z N Z N Z N Z N .1 1 ! 76 50 26 01 99 75 49 25 0 0 2 0 _0X OX 1 OOZ ax 0 6 1 1 OZ 50Z SOX 0 2 0 0 OX 1 OOX ox OX _0 ' 0 2 0 OX 1 OOZ OX 0 1 0 1 OZ SOX OZ SOX 0 0 2 0 OZ OZ 1 OOZ OZ 0 0 2 0 OX OX 1 OOX OX Number Tested Mean Nat'1 NCE UHITE MALE Percentllm Summary 76 50 26 01 99 75 49 25 Numbs Tested Mean Nat'1 NCE ALL UHITE Percent lie Summary 76 5 0 26 01 99 75 49 25 Number Tested Nat *J_NCE 2 40.1 2 35.3 2 54.0 2 41 . 6 2 43.9 2 39.2 2 41.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N X" N Z N Z N Z 1 0 0 1 50X OX OX SOX 1 0 0 1 SOX ox ox 50Z 1 0 0 1 SOX OX OZ sox 1 0 0 1 SOX OZ OZ SOX 1 0 1 0 SOX OZ SOX OZ 1 0 1 0 50Z OZ 50Z OZ 1 0 0 1 SOX OZ OX SOX 2 50.0 2 47.8 2 43.6 2 47.8 2 58.1 2 52.1 2 49.3 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N X N Z N X N Z N J 0 2 1 4 45.1 25 Z OX SOX 25X 1 0 1 2 25X OX 25X SOX 1 2 0 t 25X 50X OX 25X 1 6 2 1 25Z ' OX 50Z 25Z 1 1 1 1 25Z &5X 25X 25X 1 0 3 0 25Z ox 75Z OX 1 0 2 1 25X OX SOX 25 X 4 41 .5 4 48.8 4 44.7 4 51.0 4 45.6 4 45.2 ( .'.I I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 537 7 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary N Z N Z N X N X N X N X N X 7 6 -.9 9_______ 50 26 75 49 :i ... 01. _7_ e5 1 6 5 7 8X_ OX 38X 54X 4 3 3 3 _3tX 23X 23X 23X 4___31 X_. 5 3 1 38X 23X 8X L 3 6 3 _8X e3Z 46X 23X 1 2 4 6 8X 15X 31X 46X 0 4 4 5 OX 31 X 31X 38X 1 3 5 4 8X 23X 38X 31 X J r L. Number Tested _____Mean Nat:.l_J<CE BLACK MALE Percentile Sunnary 76 50 26 99 75 49 01 -.25, Number Tested Mean Natll NCE ALL BLACK Percentile Suanary 50 26 01 75 49 25 Number Tested Mean. NatAl NCE, 13 38.5 13 51.6 1 3 ____55,6 13 45.9 1 3 39.4 13 42.0 1 3 44.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N 0 2 & OX 15X 15X ?___637. _ 1 3 32.6 TOTAL READING N X 1 2 6 4 8X 15X 46X 3 LX 0 3 8 2 OX 23X 62X 15X 0 2 5 6 OX 15X 38X 46X 0 2 3 8 OX 15X 23X 62X 1 0 2 1 0 8% OX 1 SX 77X 0 2 2 9 OX 15X 15X 69X 13 43.3 1 3 44.6 1 3 37.7 1 3 32.1 1 3 31 .5 1 3 34.9 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N N X .1...._4X__________5.___19X 2 7 1 6 8X 27X 62X 5 9 7 1 9X 35X 27X _,4 8 1 1 3 .15X 31 X 42X 1 2X 1 5 1 1 3 ___4X . 1 9X 42X 35X 4 7 1 4 4X 15X ^77. 54Z 1 4 6 1 5 4X 1 57 23X 58X 1 5 7 1 3 4X 1 37, 27X 50X 26 35,6 . 26 ___4.7_,5 6 ,..5.0.J 26 ___41 ,8 26 35,8 26 36.8 26 39.5 .I i -I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING 1991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE HJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 538 COMPLETE BATTERY i -I Percentile Suamary J 6 50 26 75 49 25. Number Tested Mean HatAl JiCE N N N X N X N N X N 1.1 e ___ 2 9 7X 30X 17 57X 30 ,36.8 ______g.ox 5 1 0 9 17X 33X 30X 5 17X 1 0 1 1 4 33X 37X 13X 5 1 3 1 0 ____VA. 17X 43X 33X 2__l'A 5 8 15 I7X 27X BOX 2 4 9 15 7X I 3X 3 OX BOX 5 9 1 4 7X 17X 30X 47X J------- ' I .p- 30 - -46.7_____ 30 ___49^.9. 30 42.2 30 37.8___ 30 37.9 30 40.2 L1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 539 'I ' i -s' SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 1 le Suiaiary 76 50 Zb 01 99 75 49 25 Number Tested Mean Nat * 1 NCE UHITE MALE Percentile Sunnary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL UHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 2 1 1 0 4 58.2 Z N Z N N X N X N Z N SOX 25X 25X OX 2 f 1 0 SOX 25X 25X OX 3 O' 1 0 75X OX 25X OX 2 ... 1 0 SOX '25Z 25X OX 2 1 1 0 SOX 25X 25X OX 2 1 0 1 SOX 25Z 25Z 3 0 1 0 75X OX 25X OX 4 68.9 4 71.9 4 66.6 4 66.7 4 64. 1 4 66.S TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I N 1 2 2 0 5 54.5 Z N X N X 'n X N X N X N X I-' 20X 40X 40X OX 2 4 OX 3 60X 0 0 OX OX 2 O' 1 2 4 OX OX 20X 40X 2 40X 0 * OX 3 0 SOX OX 3 2 0 0 SOX 40X OX OX 1 1 1 2 20Z 2 OX 20X 4 OX 2 0 3 0 40X OX sox ox I 5 64.4 5 49.7 5 57.4 5 62.8 5 47.0 5 57.1 TOTAL READING TOTAL........... MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N N X N X N Z N 3 3 3 0 33X 33X 33X OX 4 4 1 0 44X 44X 1 IX OX 5 0 2 2 56X OX 22X 22X 4 T 4 0 44X 1 I X 44X OX 5 3 1 0 56X 33X 11X OX 3 2 1 3 33X 22Z 1 IX 33Z 5 0 4 0 S6X OX 44X OX 9 56.1 9 66.4 9 59.6 9 61 .5 9 64.5 9 54.6 9 61.3 J 1 I I1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING 1 5 91 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 540 COMPLETE BATTERY Percentile Sunnary N % N X N X N X N X N X N 50 26 _______________I____1.0X .. 75 49 Q1_j:-25___ Number Tested Mean NatM.NCE BLACK MALE Percentile Sunnary 76 ___ SQ 26 75 49 _0V Number Tested Mean Nat'1.NCE ALL BLACK Percentile Sunnary 76 so 26 93. 75 49 QI -.25______ Number Tested Mean NatM_JlCE. 2 4 3 20X 40X 30X 2 SOX 3 3 2 30X 3 OX 20X 1 5 3 1 1 OX SOX 30X 1 OX 1 4 3 2 1 OX 46x 3 OX 20X 0 5 4 1 OX SOX 40X 1 OX 1 1 4 4 1 OX 1 OX 4 OX 4 OX 1 4 2 3 1 OX 4 ox 2 OX 30X 1 0 .4.4^7____ TOTAL READING N X 1 0 53.5 1 0 .._52,.2_. 1 0 __49_.l 1 0 46.6 1 0 41 . 6 1 0 47,8 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X M X N X N X N N Z 1 2 6 6X 13X 38X 3 6 4 _7_^_,44Z 1 6 39.3 TOTAL READING N X .2____8X. 4 1 0 1 0 15X 38X 38X 26 11..4___ 19X 38X 25X 2 4 3 3___19X_ 1 6 51 . 6 TOTAL MATHEMATICS N X 5_-t9X 9 7 35X 27X 5____i9X. 26 __52. J. 13X 25X 19X 2 4 7 ... 44X_. 1 6 41 .7 TOTAL LANGUAGE N X 13X ESX 13X __8_ .. 50X 1 6 42.8 BASIC BATTERY N X 3 6 8 26 3 2 6 5 1 37. 13X 38X 31 X 2 2 5 7 13X 1 3X 31X 44X 2 3 5 6 13X 1 9X 31 X 38X 1 6 42.0 1 6 41 . 3 1 6 42.5 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N 12 X 35X 23X 31X 3____12X_ 8 5 1 0 31X 19X 38X 3 7 1 0 6 12X 27X 38X 23X 3 3 3 I 1 1 EX 12X 3SX 42X 3 7 1 3 12X 17, 17 337. 26 45.3-. 26 ___43.8 ze ._.41 ,4 26 44.5 I U.l ~ J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 541 SCHOOL : GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent iI SuBsary N X N X N X N X N X N N 76 JI,??, 1 :| -[ -r .1 .1 50 S6 01 ' 75 49 S5 0 0 0 lOfiX ox ox _ fix 0 1 0 0 __ox 1 oox ox _ ox .1 0 0 0 1 OOX OX OX ox 1 0 0 0 100X OX OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX NuBber Tested 1 1 Mean NatM.NCE_______67a _ 63.___ ............... 1 1 1 ALL OTHER TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE Percent i1 Summary N X N X N X 7 0,9___ BASIC BATTERY N X 60.4 1 1 48.4 65.6 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 76 50 26 99 75 49 or-_25_______ Number Tested Mean Nat'INCE 1 b 0 1 oox ox ox 0 i 0 ox 1 oox ox 1 0 0 1 OOX OX OX _Q___fix ____fi_____ox , 0.. ._0J< 1 0 0 0 1 oox ox ox ox 0 1 0 0 OX 1 OOX ox ox 0 0 1 0 OX ox 1 OOX OX 1 0 0 0 1 oox ox ox ox 1 1 67,0 63.5 1 1 79.6 70.9 1 1 60.4 48.4 1 65.6 i
i Jj1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 542 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 ALL STUDENTS i I i .! TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I Percent lie Sunaary 76 5 0 26 01 99 75 49 25 Number Tested Mean Nat'l NCE N X N X N X N X N X N X N I___ 6 7 13 1 0 17X 1 9X 36X 28X 9 14 8 5 25X 39X 22X 14X 9 9 8 1 0 25X 25X 22X 28X 8 9 9 1 0 22X 25X 25X 2SX 8 1 1 1 1 6 22X 31X 31X 17X 6 5 1 1 14 1 7X 1 4X 31 X 39X 3 1 1 1 9 25X 1 9X 31X 25X 36 45,8 36 56.1 36 5 0.1 36 50.0 36 49.4 36 44.9 36 49.3 i I i I i a n I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE S43 I J r 'f -I L SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Prcntile Sunsary ___7$ 50 26 J91 75 49 P! .r .25_ Nuaber Tested ____ Mean NatLl.NCE UHITE MALE Percentile Sumaary 76 50 26 99 75 49 _01 .-25___ Nuaber Tested N X N X N X N X N X N X N ._3___7SX____ 0 0 1 OX OX 25X 2 0 1 1 SOX OX 25X 25X 1 2 1 0 25X SOX S5X OX 2 i 0 t SOX 25X OX esx 1 3 0 0 25X 75X OX 0% 2 1 0 1 SOX 25X OX 25X 2 1 0 1 SOX 25X OX 25X 4 .57,2 . TOTAL READING N X 4 ,-54.5_____ 4 ____59,4 4 57.5 4 ____63.3 4 59.3 4 58.8 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N X 0 2 0 OX 1 OOX ox 1 0____ pX a Mean Nat ',1 NCE_______5? . 3 ALL UHITE TOTAL READING Percentile Sunnary ...^76 50 26 75 49 Pl 25___ Number Tested _____Mean. NatJJL-MCE N X J___5QX- 2 0 .L 6 0 1 SOX OX SOX P_____px_.. 2 58.9 TOTAL MATHEMATICS N X 33X OX 17X .3 Q 2 1 6 ___55..9 0 1 1 OX SOX SOX ax 1 0 t P SOX OX SOX OX 2 0 Q 0 1 OOX OX OX OX 1 0 1 0 SOX OX SOX OX 1 1 0 0 SOX SOX OX OX 2 50.6 . 2 57.6 2 71 .8 2 63.8 2 61.4 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X N N i-OX____ OX 33X 17X k 3 2 0 - 17X SOX 33X OX 6 5 6,.4___ 3 1 1 1 50X 3 t 7X 1 7X 17X 3 0 0 SOX BOX OX OX 3 1 1 1 BOX 17X 1 7X 17X 3 2 0 1 BOX 33X OX 17X 6 ____57,5_____ 6 .... P6. 1_____ 6 60.8 6 59.7 i )1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution M6BYSC 10/07/91 PAGE 544 I . SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 11 Suaaary N X N X N X N X N X N X N X J 76^99. 50 26 75 49 2 5 01 --25___ 15X 38X .__s__e3x__ 5 3 ___4___31 X 38X 23X __5_..38X __2___15X 5 1 15X 38X 8X . 4 31X__ 1 5 dX 3dX 3_ 23X 3 2 5 3 23X 15X 38X 23X 2 3 4 4 1 5X 23X 31X 31X 3 2 5 3 23X 15X 38X 23X / i f Nuaber Tested Mean Natil NCE, BLACK MALE Percentile Suaaary 76 t_?9,____ 50 26 75 49 01 -_e5____ Nuaber Tested Mean Nat*,l_NCE___ ALL BLACK Percentile Suaaary _____26,.-.33 50 26 $1 75 49 25__ Nuabe Tested ntan_NatZl_NCE. 13 _ TOTAL READING N X 13 ____53.2____ 1 3 ____55<5. 13 49,9_ . 1 3 .... 48.2 13 47.1 1 3 49.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N i ___0 5 3 5 OX 38X 23X 38X- 1 8 2 - 8X 62X 15X ___2____tsx____ 2 3 5 ____3 .. 15X 23X 36X 83X____ 1 5 4 3 8X 38X 31X 23X 2 2 , 3 15X 15X 46X 23X 0 7 4 2 OX 54X 31 X 15X 0 6 4 3 OX 46X 31 X 23X I 13 42,6 1 3 51:6 1 3 45.2 13 46.3_____ 1 3 46.5 13 47.2 1 3 46 . 1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N X _____2 7 8 ______9 ___8X. 27X 31 X -35X 4 13 5 15X____ SOX 19X ,,..4____15X_ ____^7._._.27X______ 5 1 0 ...4. 1 9X 38X 15X -5 19X_ 6 9 6 _ 23X 35X 23X . 5__ 19X 4 1 1 6 15X 42X 23X 2 1 0 8 6 8X 38X 31X 23X 3 8 9 6 12X 31 X 35X 23X 26 26 52^ 26 26 48. t__ . 26 _47,3__ 26 ____47.2 26 47.6 i n 'yI 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J648I M6BYSC 1 0/07/9 I PAGE 545 i
SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTER/ SCIENCE SOCIAL STUDIES COMPLETE BATTERY Li L I.., a . t..! Percentile Sumeery 76 5 0 26 01 99 75 49 25 Nunber Tested Mean Nat * 1 NCE N X N M X N X N N X N 5 9 8 1 0 16X 28X 25X 31 X 7 13 7 5 eex 41X eex 1 sx 8 e ie 4 S5X esx 38X 13X 8 7 1 0 7 esx eex 31X eex 8 7 1 1 6 25X eex 34X 1 9X 5 1 1 9 7 1 6X 34X eex eex 6 1 0 9 7 1 9X 31 X esx eex 32 45.e 32 53.0 32 51 .5 32 49.9 32 50.8 32 49.7 32 49.9 I i.i i J1k r. f I" I,.: 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 6 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE WJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 546 COMPLETE BATTERY Percentil Sunaary ...76. 50 26 Jia. 75 49 - P L r. .e5 Number Tested Mean NatJA_NCJ ALL UHITE Percentile Sunaary 50 26 75 49 01 25____ Number Tested Mean Nat'I NCE BLACK FEMALE Percentile Suaaary 50 26 -.S3____ 75 49 .....-.9L.- S5____ Nuaber Tested Mean _NaiM_NCE. N Z N Z N Z N Z N N Z N 0 0 0 1 OZ OZ __0Z_ TOTAL READING N Z 1 0 0 1 OOZ OZ OZ 0 0 p 1 ____70.1_ 0_____0Z __ 1 _77,0_____ TOTAL READING N Z 1 _ 3 6 3 _ 1 3 -44 10 0Z OZ OZ OZ 0 i 0 0 1 . OZ 1 OOZ OZ OZ - 1 ._J poz Q 0 0 1 ____6_1 .1____ TOTAL MATHEMATICS TOTAL LANGUAGE N Z N Z ____70. 1 0 0 100Z OZ OZ 0 i 0 OZ 1 OOZ OZ St_____0Z_,. ___ 1 70 lI 1 61 . 7 TOTAL MATHEMATICS TOTAL LANGUAGE N Z N Z OZ OZ OZ 1 0 0 0 1 73.7 BASIC BATTERY N Z 1 0 0 1 OOZ OZ OZ P _ , OX 1 70.3 BASIC BATTERY N Z 8Z___ 23Z 46Z 23Z 1___ex_________31X, 6 4 2 46Z 31Z 15Z 3 4 ___S _ 23Z 31Z 15Z 1._ 7 2 3 8Z_.. 54Z 15Z 23Z 13 -___52.4_____ 13 ______51.4 13 ___48,8 1 ooz OZ OZ OZ 1 0 0 0 1 81 . 1 SCIENCE N Z 1 0 0 0 1 73.7 1 OOZ OZ OZ OZ 1 0 0 0 1 73.7 SOCIAL STUDIES N Z 1 OOZ OZ OZ OZ COMPLETE BATTERY N Z 1 OOZ OZ OZ OZ 1 0 0 0 1 81 . 1 SCIENCE N 3 5 4 1 1 3 53.2 Z 23Z 38Z 31Z 8Z 1 OOZ OZ OZ OZ 1 0 0 0 1 73.7 SOCIAL STUDIES N 3 2 8 0 1 3 51 . 1 Z 23Z 15Z 62Z OZ 1 OOZ OZ OZ OZ COMPLETE BATTERY N 2 5 3 3 15Z 38Z 23 Z 23Z 1 3 50.0 I i !I 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PACE 547 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 6 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary 76 .-.Si 50 26 75 49 __ 0.1 ____ Number Tested N X N X N X N X N N X N X _____QX 2 4 2 8 Kean Nt21_NCE_______42.8 ALL BLACK Percentile Summary 76 50 26 75 49 .01 ._.e5. Number Tested Mean Nat * 1 NCE 1 25X SOX 25X 5 2 0 A-3% 63X 25X 1 3 4 0 13X 38X SOX OX ,0____OX 4 4 0 SOX SOX OX 2 4 2 0 25X SOX 25X OX 0 3 4 1 OX 38X SOX 13X 0 4 4 0 OX SOX SOX OX 1 8 57,. 1. 8 53x7____ 8 50.2 .... 8 __55,8..._. 8 46.9 8 50.6 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ! J N X N X N X N X N X N Z N Z 1 5 to 5 21 43,7 5X 24X 48X 24X____ 2 11 6 1 OX 52X 29X 5___24X 6 8 29X 38X ____2____tOX_, 2___lOX 21 54.2 21 52.3 1 1 i 6 5X 52X 29X 5 9 6 3___14X__.. 21 49.4 24X 43X 29X 1_____SX 21 54.2 3 5 12 1 1 4X 24X 57X 5Z 2 9 7 3 1 OX 43X 33X 1 4X 21 49.5 21 50.2 I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 548 SCHOOL: GRADE: ROCKEFELLER INCENT IVE'SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL ' STUDIES COMPLETE BATTERY Percentil Sunnary N ' X N" -X- N X N N X N 76 50 26 01 99 75 49 25 2 5 1 0 5 9X 23X 45X a3x 3 1 1 6 2 14X BOX* 37, 5 7 . 8 2 23X 32X 9X 2 11 6 3 9X 50X 27X 14X 6 9 6 1 41 X 27X 5X 4 5 12 1 18X 23X 55X 5X 3 9 7 3 14X 41 X 32 X 1 4X Nuaber Tested Mean Nat' 1_ JMCE 22 45.2 22 54.9 22 52. T 22 50.3 . 22 55.1 22 51 . 0 22 51 .3 i- i Sv ' 1 ( I IJ s f r I > Jo ,e Rockefeller School Steering Committee February 15, 1990 OBSTACLES lack of information lack of communication lack of support and respect lack of understanding fear / distrust / anxiety uncertainty money decision makers and their decisions little or no input into decisions, especially curriculum mixed messages / conflicting information low morale not sure of permission to act little consistency<3> OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 5, 1990 To: James Jennings, Assoc. Superintendent for Desegregation From: ij^^^^Ann Brown, Associate Metropolitan Supervisor Subject: Composition of Rockefeller School Principal Interview Committee As you are selecting individuals to serve on the committee which will interview candidates for the principal ship of Rockefeller School, we wish to reiterate the Desegregation Plan's provision for including certain committee. individuals on that It is our intention that parents, teachers, administrators and representatives from local universities and colleges be included on the committee which interviews principal candidates for Rockefeller. To be specific, at least one member of the interviev/ committee must be a representative from either UALR, Philander Smith College, Arkansas Baptist College, or Shorter College. Attached is a list of individuals who have been designated as representatives from these insti tutions to work wi th the Rockefeller staff in developing the school's programs, as specified in the Desegregation Plan. At least one member of the interview committee must be a Rockefeller parent, list of parents who have volunteered to serve as an interviewer is attached. A And finally, at least one member of the committee should be a member of the present Rockefeller teaching staff. Members of one of the parent-teacher committees at Rockefeller has generated the attached list of questions which they believe are important for any potential Rockefeller principal to address. Please distribute these questions to members of the interview conmittee for inclusion in the interview discussion. I understand that principal interviews have been scheduled to begin March 6, 1292, Since you were unavailable by phone today, I have talked with Estelle 1990. Mathis about interview questions and also the specific requirements for interviewing Rockefeller principal applicants. I have shared with her some names of potential interviewers. Please be sure that representatives of Rockefeller's parents, teachers and college/university liaisons are added to the interview committee immediately. Thank you.Suggestions for Parent Members of Rockefeller Principal Interview Team Brenda Donald, 371-4510 (work), 227-7628 (home) Dorothy Daniels, 374-5645 Jim or Handa Milton, 227-6453 or 378-5469 Kimberly Mathis, 374-8103 Bill Rahn, 776-8015 (work) Jeanie Leffingwell, 376-1366 (work), 771-4567 (home) Joann Buckley, 565-6166 Yolanda Hherry, 372-5790 College/Unlversity Liaisons to Rockefeller School Dorothea Davis, Philander Smith College, 375-9845 (home, 225-3846) Susanne Gamble, Arkansas Baptist College, 372-2327 (home, 664-7862) Shirley Freeman, UALR, 569-3124 Shorter College: to be appointed by Dr. Katherine MitchellSuggestions for Interview Questions for Rockefeller School Principal Submitted by the Rockefeller Staffing Committee, March 5, 1990 1. 2. What experience have you had in an open space school? What do you see as the strengths, weaknesses and potentials of Rockefeller's space arrangement? What special strengths and resources does Rockefeller have and how will you capitalize upon and develop these strengths? 3. Describe your experience in providing forthe care and education of infants, toddlers and other pre-K children. 4. What is your professional assessment of the relationship between early childhood education and a child's success as a learner? 5. What are some of the components and characteristics of a quality early childhood education program? 6. How do you feel about having infants as young as six weeks of age enrolled at Rockefeller? 7. Describe what you expect to see and hear in a successfully functioning early childhood classroom during work time. 8. What strategies will you use to unify the early childhood education (infant through K) program with the remainder of Rockefeller school? In other words, howwill you insure that there is a smooth educational continuumat Rockefeller, infant through grade six? 9. How will you get parents involved and help them stay involved? 10. How will you work with the PTA and, specifically, how will you work to expand and strengthen it? 11. 12. What ideas do you have for accelerating the desegregation of Rockefeller? Why do you want to be Rockefeller's principal and why are you the best person for the job? 13. What factors will you considerwhen making staffing decisions for Rockefeller? 14. Since some staff will likely be new and others will be returning, how will you work to build staff cohesiveness and develop a real team at Rockefeller? 15. How will you support the multiethnic curriculum and insure that all staff members fully understand and implement it? 16. Describe your management style and philosophy, especially regarding the degree of autonomy you feel is appropriate for the classroom teacher. 17. What are your ideas about how teachers' lesson plans will be developed for the diverse requirements of the school's curriculum?18. What should the role of staff be in decisions regarding developing and "fine tuning the special curriculum and programs which will be offered at 19. Rockefeller? What type of school-wide discipline program do you envision? 20. Describe your daily, weekly and yearly curriculum monitoring procedures. 21. How will you assure that there is a fair distribution of support personnel throughout the school
for instance, instructional aides? 22. How much time will you spend in classrooms? you gather from classroom observations? 23. How will you use the information What are your priorities when planning your annual budget? 24. How will you assure that basic suppl ies (pencil s, paper) as well as special ized materials and equipment will be available to teachers? 25. What ideas do you have for specialized approaches or programs that will help each Rockefeller student experience success as a learner and grow toward equilibrium as a whole being? 26. What are your goals for Rockefeller as an incentive-magnet school?March 7, 1990 9 o { I r Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markhaa Little Rock, Arkansas 72201 Osar Dr. Steslei This letter i B written to intora continuity year. To already established you of the urgent need to naintain the conpri Bed accoaplish this, it at Rockefeller School during the 19B9-90 school is iaperatlve that the adainistrative teaa first of Anne Mangan and Lillie Carter be rehired to lead this school in the year of its new and Education This Deaonstration Magnet unique status as a Cooperative Early Childhood and an open space eleaentary incentive school. leadership teaa has deaonstrated exceptional ability and dedication in this diverse and deaanding educational setting. Choosing the and sections keeping of best principal and assistant principal can be the key to acquiring an excellent staff at Rockefeller, thus attracting patrons froa all Pulaski County and enhancing the desegregation process. Me believe that the best people for these positions are Anne Mangan and Lillie Carter Please assist us to ensure that Rockefeller School now and in the future will be n all that it can be*. adainistrative teaa for Rockefeller. Rehire Anne Mangan and Lillie Carter to be the winning cc I X SSiinncceerreellyy,, , Ur / 7 Little Rock School Di-sLtr.'iicct^oard of Dirotors /jc/r , Mr. Jaaes Jennings Associate Superintendent ) Mr. Eugene Reville Metropolitan Superv March 7, 1990 Dear Parent: Rockefeller School is growing! f' And we want you to be part of the exciting changes in store for the Rockefeller community of students, staff, and parents. The new Desegregation Plan enables Rockefeller to become a cooperative early childhood education demonstration magnet school next year. That means our school will become a model of creative and exciting ways to provide the very best care and education for children from infancy through grade six. Educators and college students from all over the county and the state will be able to visit Rockefeller to learn about early childhood education at its very best. And your child will be a student at this wonderful school! As a parent, your ideas about how our school will grow into an early childhood magnet are very important. Parents, teachers and other school staff, college representatives, and administrators will all work together to make suggestions and decisions about what our "new" school will become, based on the framework of the Desegregation Plan. A number of planning areas will be addressed through parent-staff committees. each of which will concentrate on certain aspects of the school. Attached is a list of these committees and a brief description of each one's area of concentration. Will you become our planning partner and join us as a conmittee member? Please say "yes!" by filling out the enclosed Committee Volunteer Form and returning it to your child's teacher by this Friday, March 9, 1990. Then join your fellow parents, school staff, and the Metropolitan Supervisor, Mr. Eugene Reville, for one hour at Rockefeller on Thursday evening, March 15, at 5:00 p.m. for an orientation and the first meeting of each committee. Thank you very much. Sincerely, The Staff of Rockefeller School P.S. Remember these two important dates: Friday, March 9, 1990: return Volunteer Form to your child's teacher Thursday, March 15, 1990: orientation and committee meetings at Rockefeller ROCKEFELLER PLANNING COWITTEES VOLUNTEER FORM Name Address ZIP Phone (day) (evening) Please join us in planning for the Rockefeller Cooperative Early Childhood Education Demonstration Magnet School. Below is a list of committees and the types of topics that will probably be considered by each one. If you can think of other planning areas you believe should be addressed, please write your idea in the space marked "Other suggestions. Then indicate your preferences for the committee you would like to join by placing a "1" by your first choice, a 2 by your second choice and a "3" by your third choice. one conmittee but be careful not to over-comnit your time!) (You may serve on more than ___^Staffing: selection staff distribution
contract lengths
responsibilities
compensation
career ladders
interfacing with colleges. process
di stribution
___Early childhood curriculum: emphasis on developmentally appropriate curriculum for infants through kindergarten
how to link early childhood and elementary curriculum
special programs and events. ___Elementary curriculum: emphasis on grades one through six
how to build elementary curriculum upon that of early childhood
special programs and events. ___Staff development: training programs and topics
trainers and trainees
staff development calendar. ___Scheduling and calendar: organization of the school day, week, and year. ___Policies and procedures: includes those of the early childhood program: infant enrollment ages
vacation days, private pay and lunch rates for infants and toddlers
school wide policies and procedures for staff, students and parents. Alternative education: al ternative incentive and discipline programs. classrooms and teaching methods
___Public relations and recruitment: community outreach
communication and information dissemination
strategies for student recruitment
enhancing school racial balance. ___Parent and conaunity involvement: types of involvement
how to promote, support, and sustain involvement
training for parents. ___^Student support systems: college scholarships
mentoring
service learning (students as volunteers
) peer and cross-age interaction. ___mother suggestions for committee topics: Please return this form to your child's teacher by Friday, March 9. Thank you!Little kock Public Schools TO: FROM: Pat Price, Incentive Schools Coordinator Rockefeller School Early Childhood Teachers DATE: September 5, 1990 RE: Early Childhood Education. Proposal for Extended Day We are submitting the attached proposal for extended day of four and five year old children at Rockefeller School for your consideration. West Markham and Izard Streets Uttle Rock. Arkansas 72201 -(501)374-3361 We, the certified teachers of the Rockefeller Early Childhood Education Cooperative Demonstration Magnet Program have great concern about the program that is being proposed at this time. It appears that 4 and 5 year old children are being excluded from extended day activities. This was one of the incentives that many parents considered when making a decision to enroll a child at Rockefeller. The 4 and 5 year old students are enrolled in the CARE Program. cafeteria When extended day begins on September 17th, the will no longer be available for CARE. This proposal is offered as a solution. It will provide a space and consistent staff for the 4 and 5 year old students. So that the needs of the children can be truly met. we feel that plan should be implemented to developmentally appropriate educare for these provide children. a Experienced staff should be available to provide this care and to train the CARE staff in early childhood education. There kindergarten are three classes four year old classes at Rockefeller and and total three of 120 children. At this point there are approximately 50 four a and five year old children attending CARE. Therefore, space for after school care is limited. The early childhood teachers Program would like s taf f in to work cooperatively with the CARE sharing materials , equipmen t, classroom space and expertise. As suggested in the Early Childhood Education portion of the Tri-District Desegregation plan on page #5 8 "Consideration must be given to extended daycare options in connection with early childhood education programs, as well as the regular elementary grades. as service and a attraction for working parents". We believe that it would also be desirable to follow the suggestion as stated on page 10 #5 in the desegregation plan It An early childhood education team leader or grade level chair will be appointed in each school. The team leader will be an early childhood ?f. # education teacher, with several years experience and demonstrated proficiency.... tf The five early childhood I & I education teachers at Rockefeller would be more than willing to serve in this capacity rotating one day per week per V r: i' teacher. We still support the recommendation made by the Metropolitan Supervisor's Of f ice Parent-Teacher Planning Committee for the Rockefeller Early Childhood Education r 8 a Cooperative Demonstration Magnet Program that was submitted if I Sfi I on March 28, 1990, that states II Early childhood children should not be required to remain in school until 5:00 p.m. if child care is not necessary. However, for many working parents extended day care is needed and should be provided by competent, experienced, and consistent staff. Rockefeller's Early Childhood Education Program has become extremely popular. This is clearly demonstrated by the number of children trying to attend and the overall 59% black and 41% white racial balance in the 4 year old and kindergarten classes. In addition to these important facts. the Early Childhood Education portion of the Tri-District Desegregation plan s tates on pages 14 and 15, As a demonstration center. Rockefeller will be used for training college students as well as for inservice. observation and training for the county's teachers, administrators, aides , HIPPY, and day care program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children." We think it is imperative that Rockefeller has quality educare from opening to closing and our proposal is innovative method to meet the needs of our families. an We believe that it is very important for the administration to give strong consideration to providing a program such as we have described for 4 and 5 year old children at Rockefeller.1, John w. walker, p.a. Attorney At Law 1723 Broadway Little Rix'k, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received OCT 2 3 1991 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER. JR. Also a(bnitl(*d to Practice in (ieorgia & the District of Cohinihia October 21, 1991 Office of Desegrssafion Monitoring Mr. James Jennings Superintendent of Desegregation Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Jennings: Would you provide me a breakdown of the enrollment in the gifted classes for this year and last year at Rockefeller school by race and income status. teachers by race. Would you also give me a breakdown of the Would you also advise me why there are gifted classes being conducted at Rockefeller between 8:00 a.m. and 3:00 p.m. in an Incentive school. Our agreement clearly states that there are not to be such discriminatory programs conducted during the regular school day. Wright at the hearing and the Court of Appeals, fact, I wish to know right away. At least, that is what we told Judge If that is not the Very truly yours. Id. John W. Walker ' k., JWW:Ip cc: Chris Heller, Esq. Ms. Ann Mangum, Rockefeller Principal Mr. Bennie Smith, Chairman - Biracial Committee Ms. Ann Brown, Monitor Ms. Arma Hart, LRSD Desegregation FacilitatorLittle Rock School District January 27, 1992 Ooics Ct '1 19^2 Qi -1 TO . Ann Srown, Office of Desegregation Monitoring FROM
SUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Rockefeller Early Childhood Enrollment 1989/90 and 1990/91 In response to your request, please find listed below the enroll- ment figures for the Early Childhood Education Program at Rockefeller and 1990/91: School (Infant, through Three Yea: Old) for 1989/90 1989/90
White Black Other Total %Black Infant/Toddler 2 Year Old 6 10 Year Old 7 13 14 36% 7 7% 3 6% Total 28 34 8 2% o 1 3 2 6 0 0 0 0 1990/91: Infant/Toddler 2 Year Old 3 Year Old 4 6 6 4 10 S 0 0 0 g 16 14 50% 63% 57% Total 16 22 0 33 58% 810 West Narkham Street Little Rock, Arkansas 72201 (501)374-3361/ - ROCKEFELLER SCHOOL ENROLLMENT GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 10 12 7 8 37 59% 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 15 15 13 1 60 52% 18 21 16 18 18 11 18 147 33% % Blk B 9 12 53 60% 11 12 69 67% 5 7 2 45 69% 2 7 1 45 78% 4 2 46 87% 3 5 1 44 80% 4 5 41 78% 60 71 2 3 440 69% 14% 16% 1% 33 6 39 2 2 250 86% 195 34 82% 22 284 86% 217 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 71 16 87 5 5 271 72% 282 116 5 403 70% 38 309 58% 70% 22 15 37 59% 304 131 5 440 69%Lnclusnre 'l ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IHPROVEHENT PLAN VERIFICATION FORM 1991-1992 School Building: (Name, Address, Zip) Pulaski County Rockefeller Incentive School 700 East 17th Little Rock, AR72206 60-01-050
LEA Number Telephone: 324-2385 School District: (Name, Address, Zip) Little Rock School District 810 West Markham Little Rock, AR 72201 Telephone: (501) 324-2000 October 1, 1991 DATE Please submit one copy of the Annual School Improvement Plan for each school in the district by October 15, 1991.* Anne Mangan Principal Dr. Ruth Steele Superintendent Signaattuurree ooff -..PPrriinncciipal(j . Signature of Superintendent Scjhoo! Building Task Force Please send to: Rockefeller Staff Roy Albert Associate Director ! Instructional Services Arkansas Department of Educ. Terrie Wilson 4 Capitol Mall i Little Rock, Arkansas 72201 Brenda Donald Charlotte Lee Six-Year Plan Report Form, Revised 8/89 J District Goals 1. To increase educational achievement for all students v
i th specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) providing equitable educational opportunities for all students in a desegregated learning environment 3. b) c) enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the communi tj' and the workplace d) . providing a disciplined, structured learning environment for all students To enhance human relations skills for principals, teachers, and central office administrators.LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational To program that enables each child to achieve his/her highest potential. that end, the Little Rock School District will provide: (1) a program of basic education for all students
(2) programs that address the special needs of students (emotional, physical, and mental)
and (3) enrichment opportunities such as art, music, and,athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. I i Adopted 1-26-84ROCKEFELLER INCENTIVE SCHOOL ANNUAL REPORT ON INSTRUCTIONAL PROGRAM PART ONE ASSESSMENT/ANALYSIS OF LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS I. EDUCATIONAL ACHIEVEMENT developed to assist in improving academic Completion of all strategies- was evident by the end of year. Lesson plans reflected whole instruction homework assignments on a regular basis, frequent field trips, use of math manipulatives, and laser math instruction and 6th grade students. One on one instruction was provided by the teacher, instructional aides, and other Cooperative Students and teachers took a Fifteen strategies were excellence. the school group techniques, use for Sth One on one instructional aides, specialists. learning was evident on many occasions. Teachers used this valuable information to learning styles inventory. plan instruction in a manner that would best meet the needs of the student and enhance teaching and learning. Student Education Plans (SEP) were developed, throughout the year
implemented. regularly up-dated. All intermediate classes and monitored received instruction in keyboarding and were able to demonstrate an understanding of the computer concepts. There were computers available in every classroom and teachers used the available software variety of Learning reading in educational math (PAL programs. Gif ted, to provide students with a Program for Accelerated (PAL Reading), Math), Special Program for Education Accelerated Learning services of resou rce for and speech, and also classroom setting the as guidance well as lessons were conducted in the regular individually and in small group during the extended day. and equipment for Staff members employed all available media services enriched educational instruction. The media program (REACH) was most effectively implemented and individually met the needs of all students on the correct level of abilities. Stimulating and creative lessons we re obse rved wi th a high level of visible among students. Rockefeller Incentive School interest students (DEAR) the first fifteen minutes observed "Drop Everything and Read" daily This quiet reading time for students and staff helped to get everyone focused on the seriousness of instruction for the day. Our school participated in the Convention, and Quiz Bowl. This quiet reading time for the day. The ten strategies the Inventions designed for the Science Fair, extended day program successfu1ly and opportunity to benefit thoroughly implemented. Eve ry child had were the f rom a homework/study period each afternoon. Foreign p rovided language instruction (Spanish) was offered with new for an effective approach appropriate for materials elementary children. The extension of Art, Music and P.E. during extended daywas lab was quite popular. materials developed which increased the use New science were of Other activi ties research skills, included: family 1iving Library Science skills, book activities, computer programming. story ordered and a science "Hands on" providing experiments. lessons on telling. making/book newspaper. binding ae robics, and conflict manager training. Saturday (Extended Week) activities included: Governors Mansion Dinosaurs Alive Exhibit Designing Jack-O-Lanterns _ w/Mixed Media and visit to the the Delta Art Exhibit Art Activities AR Art Center to see Thanksgiving Feast Arkansas Territorial Restoration Making Christmas Decorations Christmas Cookie Baking Computer Day - Study of Korea 3 times Stenciling Research on Famous Black Americans Valentine Art Decorations for PTA Meeting honoring Making Famous Black Americans Birds/Spring Kite Making/Flying St. Patricks Day/ Study of Ireland Geese Osbie/ Harlem Globe Trotters Test Taking Skills Jr. Jog at War Memorial Earth Day at the Zoo_ Mothers Day Activities Territorial Restoration The following student achievement things as we re the considered strengths contributing (successes) and factors for weaknesses (concerns) were assessed: 1. 2. 3. 4. 5. MAT-6 Scores Arkansas Minimum Performance Test Scores Student grade reports , Percentage of students at, above or below grade level Impact of long-term non i-certified substitutes in 3rd and 6 th 6. 7. 8. grade classrooms Student attendance Discipline Students new records to the district with no previous scores for comparisonGOAL 1 ACADEMIC ACHIEVEMENT ASSESSMENT OF ARKANSAS MINIMUM PERFORMANCE TESTING - 1990-1991 3RD GRADE READING (Passing Scale Score 343) (Group Average Scale Score 357) Total Number of Students Tested Total Number of Students Passed 29 25 86% RACE: Blacks Whi tes Number/Percentage Passing 22 3 85% 100% RACE BY SEX: Black Male Black Female White Male White Female Number/Percentage Passing 10 12 1 2 83% 86% 100% 100% MATHEMATICS (Passing Scale Score 341) (Group Average Scale Score 363) Total Number of Students Tested Total Number of Students Passed 29 28 ,97% RACE: Blacks Whi tes Number/Percentage Passing 25 3 96% 100% RACE BY SEX: Black Males Black Females White Males White Females Number/Percentage Passing 11 14 1 2 92% 100% 100% 100% V ASSESSMENT OF ACHIEVEMENT Reading Math 1989-1990 79% 97% 1990-1991 86% 96% Summary of results of 1990-1991 testing for 3rd grade: Four black students failed reading. - One of these BM failed by only 1 point. 2 BM and 2BF One black male failed math, substitute for two months. One class did have a / I !GOAL 1 - ACADEMIC ACHIEVEMENT ASSESSMENT OF ARKANSAS MINIMUM PERFORMANCE TESTING - 1990-1991 6TH GRADE READING (Passing Scale Score 645) (Group Average Scale Score 657) Total Number of Students Tested Total Number of Students Passed 22 21 95% RACE: Black Whi te Number/Percentags Passing 20 1 95% 100% RACE BY SEX: Black Males Black Females Whits' Females Number/Percentage Passing 7 13 1 88% 100% 100% MATHEMATICS (Passing Scale Score 644) (Group Average Scale Score 660) Total Number of Students Tested 22 Total Number of Students Passed 21 95% RACE: Blacks Whites Number/Percentage Passing 20 1 95% 1OO% RACE BY SEX: Black Males Black Females White Females Number/Percentage Passing 8 12 1 100% 92% 100% LANGUAGE ARTS (Passing Scale Score (Group Average Score 637) 644) Total Number of Students Tested Total Number of Students Passed 22 16 73% RACE: Black White Passing Number/Percentage Passing 15 1 71% 100% RACE BY SEX: Black Males Black Females White Females Number/Percentage Passing 6 9 1 75% 69% 100% I1 1 i! 3 CONTINUATION OF ARKANSAS minimum performance test 6TH grade SCIENCE 647) (Passing Scale Score (Group Average Scale Score Total Number Total Number of Students Tested of Students Passed 22 15 651) 68% RACE: Black White race by SEX: Black Males Black Females White Females Number/Percentage Passing SOCIAL STUDIES Total Number Total Number RACE: Blacks Whites 14 1 67% 100% Number/Percentage Passing 6 8 1 75% 62% 1OO% (Passing (Group Average Scale Score 642^) Scale Score 647) of Students Tested of Students Passed RACE BY SEX: Black Males Black Females White Females 22 15 68% Number/Percentage Passing 14 1 67% 100% Number/Percentage Passing 6 8 1 75% 62% 100% ASSESSMENT OF ACHIEVEMENT Reading Math Language Science Arts Social Studies 1989-1990 95% 95% 95% 85% 90% 1990-1991 94% 96% 73% 68% 68% Summary of results of 1990 1991 One black male failed roading. testing for 6th grade: One I Four black female black females and two Five Five failed males failed language arts.- black females and two black males and two black males failed science black males ------- failed social studios. 6th grade class had a certified. She was the teacher from school year. One She was _ All students except one long term substitute teacher who was non- Thanksgiving until the end of the this one class. who failed any portion of the in that Class. the "" ""niS failed -failed science and social females Arts also failed Science. In the other same four students the same 6th grade class, studies. black male failed scienceASSESSMENT OF MAT-6 TESTING - 1990-1991 1ST GRADE 56 Total Number of Students Tested on grade level Total Complete Battery was 1.7 The NCE was 50.7 with National percentile of 51 5. The average battery score for 1st grade BM BF WM WF OM OF 1.9 1.5 2.6 2.6 2.4 2.0 The greatest strength is in The greatest weakness appears to be in the area black students, black females. in .1 Math and Science. of reading (1.6) and language (1.1) for and in social studies for language for white males. 2N0 GRADE The total number of students tested compare for 23 of those students. was 27 but only had scores to Total Complete Battery was on grade level 2.7. Tntsl Basis Battery was 2.8. ^h^terlge growth as measured by total basic battery scores: BF BM OF WF WM .9 .7 1.3 1.3 1.5 The only area not on grade level was reading 2.2. 3RD GRADE Total Number of students tested for 25 of those students. 30 but only had scores for comparison Total Complete Battery was not provided. The average growth as measu red by total basic battery, scores: BF BM WF WM 1.0 .8 .8 .8 Greatest weaknesses were found in reading and social studies for black males and language for the one white male.1 4TH grade The total number of students tested was 36 but only had scores for comparison Tor 30 of those students. _ . . . Total Complete Battery was 4.4 with word recognition skills being reported is the greatest weakness. Basis Battery was 4.6. Total Basis Battery The average growth as measured by total basis battery scores: 1 3 } I BE BM OE WE 1.1 .8 2.1 1.9 Weaknesses were found in reading (3.8) especially with black females. wS ' skills scored 4.5 hich reveals another weak area. STH GRADE The total number comparison for of students tested was '33 but only had scores for 30 of those students. The average growth as measured by total basis battery scores: BE BM WE WM 1.1 1.1 2.1 1.6 The greatest weakness was found in average of only four months growth, than 7 months growth. 6TH GRADE reading for black females with an All other areas scored greater The total number of students tested comparison for 21 of those students. The average growth as BE BM WE 1.3 1-0 3.2 was 22 but only had scores for measured by total basis battery scores. in reading with black males. The greatest weakness found was -- than 7 months growth. other areas averaged greater All JSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 of 10% of the national lie Gwdl il: 85% of students will achieve scores^within arrange based on the state required standardized test. Building Goal #1: norms These test scores establish a base for future reference and guidelines for measurement of closing the disparity in achievement. Related District Goal #1: To increase educational achievement for all students with specific emphasis of closing disparities in achievement. Strategies/Activities Person Respons ible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 1) Semi-departmentalize instruction for grades 3-6 in science and social studies Teachers August 1991- June 1992 Dennis Glasgow l.How to effectively implement departmentalized instruction 2..Peer (colleague) coaching Observation of instruction 2) Follow LRSD Homework Policy Teachers Aides August 1991- June 1992 Documentat ion in teacher plan book 3) Laser Math provided for 5th & 6th grade students using whole group instruction. PAL Math Specialist Classroom Teach August 1991- June 1992 Lesson Plans Classroom Obsersvation 4) Student Education Plan developed for each student. 5) Regular use of computer in the classroom to enhance the curriculum. Teachers Parents Teachers Computer Specialist Completion Sept. 1991 August 1991- June 1992 Copies on file in the office. SEP'S checked for mastery Observation of computer use in the classroom.SCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller 85% of students will achieve scores Building Goal #1: --- -- - , based on the state required standardized test. norms future reference and guidelines DATE: September 1991 within a range of 10% of the national These test scores establish a base for for measurement of closing the disparity in achievement. Related District Goal #1: To increase_educational- achievement for all student, of closing disparities in achievement. To increase with specific emphasis Completion Strategies/Activities 6) Computer enhanced reinforcement of reading and math skills in the computer lab. 7) Whole group instruction of test taking skills. Parent workshops Assembly/Pep Rally before test week 8) Special Education services provided in the regular classroom and extended day. Computer lab reinforcement provided. 9) Pal reading & math services are provided to identified students in the regular classroom and extended day. An additional session per week in the computer lab is provided for these students Person Respons ible Date Time Line e Related Staff Development Activities Method of Evaluation Teacher Lab Attendant August 1991- June 1992 Computer lab printouts on student progress Teacher Counselor Special Education Teacher Lab Attendant PAL Specialists Teachers Lab Attendant Sept, 1991- Feb. 1992 August 1991- June 1992 August 1991- June 1992 Improved scores on MPT and Stanford Achievement Tests Observation Computer lab printouts Basic skills test results Improved student achievement Inventory Pre and Post testingSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller 85% of students will achieve scores Building Goal #1: - -- ---_ . , + based on the state required standardized test. norms future reference DATE
within a range September 1991 of 10% of the national These test scores establish a base for and guidelines for measurement of closing the disparity in achievement. To increase Related District Goal #1: emphasis of closing disparities in educational achievement for all students with specific achievement. Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 10. Gifted instruction will be provided in a whole group setting as well as in small groups Gifted Specialist August 1991- June 1992 ObservationSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller BUILDING GOAL #1A: To have an increase 6th grade with special focus on the areas of language arts, weaknesses in the 199091 school year. To increase DATE: September 1991 Minimum Performance Test in the of students passing the Arkansas ---- and social studies that revealed science Related District Goal #1: emphasis of closing disparities in achievement. educational achievement for all students with specific Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation LANGDAGE ARTS Teach isolated skills through Teacher use of textbooks, practice masters, reinforcement masters, and teacher-made activities to address weak- nesses tests. revealed in previous Use district prepared AMPT test readiness materials. Teacher August 1991- June 1992 AMPT Test Results Second Semester AMPT Test Results Write an Academic Skills Development Plan for student failing any part of the AMPT. Teacher Parents Developed in Sept. 1991 Followed throughout the year. AMPT Test Results Develop games involving practice questions that could be on the AMPT and Teacher Gifted Specialist Sept. 1991- June 1992 AMPT Test Results use the buzzer system. Use computer software to reinforce skills. Teacher Auxiliary Teacher August 1991- June 1992 AMPT Test ResultsSCHOOL DISTRICT: SCHOOL: BDILDING GOAL #1A: ARKANSAS DEPARTMENT OF EDDCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: To have an increase of students passing the Arkansas 6th grade with special focus on weaknesses in the 199091 school year. September 1991 Minimum Performance Test in the the areas of language arts, science and social studies that revealed Related District Goal #1: To increase educational achievement for all students with specific emphasis of closing disparities in achievement. To increase Strategies/Activities SCIENCE AND SOCIAL STUDIES Use Hands on Approach Teach new skills Target and review skills revealed as weak areas in AMPT. Video tape science experiments and activities to help with discovery method of science. Use computer programs to reinforce skills. Make 3rd, 4th, & 5th grade teachers aware of concepts tested. Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Teacher Teacher Teacher Auxiliary Teacher Teacher August 1991- June 1992 Nov. 1991- June 1992 August 1991- June 1992 October 1991 Science Coordinator to give inservice AMPT Test Results AMPT Test Results Improved scores on teacher/made tests. AMPT Test Results Future AMPT test resultsSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDDCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 THa Rockefeller staff will establish educational excellence by: a) providing ine KocKeieuer wxx ___= nT environment. BUILDING GOAL #2: , equitable educational opportunities for . b) encouraging all students to develop a students to be productive contributors in a ( all students in a desegrated learning environment. X XXI W ---------------------------------------------------------- . J 11 lifelong capacity and love for learning, c) leading ail UQeniS LU uc ----- , c + nHen+e disciplined, structured learning environment for all students. the school, the community and workplace, d) providing RELATED DISTRICT GOAL #2: a) providing equitable 2: To establish climates of educational excellence by: educational opportunities for all students_in a des?-" desegrated learning environment, -------- c) leading all students to be productive d) providing a disciplined, structured learning environment for all students. _________ Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation a) 1. Whole Group Instruction 2. Cooperative Learning 3. Homework Policy 4. Serai-departmentalization 5. Keyboarding lessons provided for grades 4,5,6 6. Extended Day Teachers Principal August 1991- June 1992 Departmentalized Training Plan book
Observation a. Homework session Monday - Thursday b. Special skills on c. Tuesday Clubs on Wednesday D. Leisure Activities on Thursday Instructional AidesSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 RnTTDTNr COAL 2- The Rockefeller staff will establish educational excellence by: a) providing :Si?!e^^c:^ionS%:portuniti.s for an students in a dese.rated^learin.^^ ^(uSSr^rS pd:cn:eortr?:::or:>n'ih:\cLo/ th/co^unity and workplace, d, providing disciplined, structured learning environment for all students. BUILDING GOAL 2: a To establish climates of educational excellence by: DVT ATTrn TiTciTRTr'T GOAL #2: To establish climates oi ecucamonai eAi.-cj.xcx ' . L SoSotive contributors in the school, the cornwunity and workplace ) providing equitable lifelong capacity and love for learning, Ipariinff all students to be productive ------------- . , d) providing a disciplined, structured learning environment for all students. Completion Strategies/Activities b) 1. Field Trips 2. Drop Everything and Read 3. REACH (Reading Extended Activities for Children) 4. RIF (Reading is Fundamental) 5. Compton' e Multimedia Encyclopedia c) 1. Establish a functional Student Council 2. Conflict Management Program 3. Community Speakers 4. Community performances by students d) 1. Establish a school wide discipline plan Person Responsible Date Time Line, e Related Staff Development Activities Method of Evaluation Teachers Librarian Computer Lab Attendant Sponsor Counselor Resource/VIPS Speakers/ Teachers Staff August 1991- June 1992 Documentation of number of field trips taken Observation Fall 1991- June 1992 August 1991- June 1991 Visit from Jr. High or Sr. High student government leaders to 6th grade before election of school officers. Keith Runion "Establishing a Democratic Classroom" Observation Documentation of behavior problems Teacher RecordsSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller BUILDING GOAL #3: The s relationships with administrators, parents. DATE
September 1991 taff at Rockefeller will cooperatively foster healthy working students, and one another. RELATED DISTRICT GOAL #3: To enhance human relations skills for principals, teachers. and central office administrators. Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 1) Work cooperatively with PTA to promote increased participation with parents. PTA Executive Board Sept. 1991- June 1992 Parent Night 2) Provide meaningful parent workshops. a) STEP (Systematic Training for Effective Parenting) b) Early Childhood STEP c) Successful Parenting d) Gifted Identification Counselor e Information ) Parent Workshops offered by LRSD Counselor Librarian Gifted/Talented Specialist Incentive School Coordinator VIPS Sept. 5, 199 1 Fall 1991 Spring 1992 Spring 1992 Sept. 1991- May 1992 3) Postcards sent to each family and student to welcome them to Rockefeller Teachers August 1991 4) Recognize staff member of the day, staff and student birthdays, good citizenship and academic achievement. Principal Counselor August 1991- June 1992 Partners in ^^^^^ion Participation in meetings Documentation of participation Documentation of participation Completion of task Observation Display of names of students on front bulletinSCHOOL DISTRICT
SCHOOL
ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE
September 1991 BUILDING GOAL #3
The staff at Rockefeller will cooperatively foster healthy working relationships with administrators, parents, students, and one another. RELATED DISTRICT GOAL ttS
To enhance human relations skills for principals, teachers, and central office administrators. Strategies/Activities 5) Honor Roll reception for at students and parents the end of each 9 weeks. Special activity provided for students with perfect citizenship at the end of each 9 weeks. Special assembly for all students at end of the year 6) The staff is encouraged to make home visits as needed. 7) Focus on the use of support programs to provide compensatory and enrichment activities. a) Extended Day b) Peer Tutoring c) Parent Programs 1. Make and Take 2. Parenting Classes Person Responsible Staff/PTA/ Partners in Education Staff Staff Staff Incentive School Coordinator Counselor Completion Time Lines Week following each nine week grading period August 1991- June 1992 August 1991- June 1992 Related Staff Development Activities Method of Evaluation Parent participation increased Nurse/Counselor will review proper procedures. Peer Colleague coaching -LRSD training course Home visit log will be maintained in teacher records Observation Teacher plan book Parent participationSCHOOL DISTRICT
SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 BUILDING GOAL #3: The staff at Rockefeller will cooperatively foster healthy working relationships with administrators, parents, students, and one another. RELATED DISTRICT GOAL #3: To enhance human relations skills for principals, teachers, and central office administrators. Strategies/Activities 8) d) Community Participation 1. Partner in Education a. Classes will 2. provide material for our partner's bulletin board on a rotating basis. VIPS (Volunteers In Public Schools) 3. Mentor, e* 9) Develop a Safety Plan that will provide security of staff and students 1. Inservice for staff 2. Fire drill practice once a month. 3. Tornado, earthquake drills each semester 4. Emergency box 5. All entrances locked from outside except main entrance. 6. All visitors must check in the office. 7. Ground checked daily for hazardous objects Person Respons ible Completion Time Lines Related Staff Development Activities MeLhod of Evaluation Teacher c Resource Personnel Principal Staff Bill Barnhouse Bobby Jones Building engineer August 1991- June 1992 Sept. 18,1991 Meeting with Partner in Education for yearly planning Safety in the school-procedures to follow. VIPS Evaluation Form Fire Drill, Tornado Drill, Earthquake Drills, Reverse drill reports Emergency Box in office area accessible for quick use. Visitor ign-in sheet in officeSCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller The staff will provide a children and parents. RELATED DISTRICT GOAL # Strategies/Activities 1. Provide developmentally appropriate educational programs for children from age six weeks through Kindergarten. 2. The Early Childhood Staff will attend staff development programs that are specifically designed to strengthen the early childhood program. DATE
September 1991 high quality early childhood education program for Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Teachers Principal Specialists Instructional Aides August 1991- June 1992 Michele French will present the revised Early Childhood Handbook. Dr. Tish Henslee will present a video covering stages of development beginning with infancy. Implementation of the objectives and guidelines followed that are provided in the Early Childhood Handbook and the developmentally appropriate practices listed in the NAEYC guide Principals Early Childhood Incentive School Coordinator August 1991- June 1992 Workshop Facilitators: Dr. Tish Henslee Michele French Educational Videos Completed staff development activities and evaluation sheets. Early Childhood Team LeaderSCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 The s children and parents. RELATED DISTRICT GOAL # Strategies/Activitie ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 taff will provide a high quality early childhood education program for Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 3. The school will be available for observations/ demonstrations and will cooperate with local colleges and universities with teacher training programs. 4. Refurbish rooms and educational equipment. A. Refinish wooden equipment presently being used. B. Paint interior walls. 5. Provide one workshop for early childhood parents each semester. Principals Teachers Instructional Aides Tish Henslee, UALR Principals Teachers Plant Services Beginning during the summer and completed by the opening of school. Principals Early Childhood Teachers PTA Committee August 1991- June 1992 Classes from the University of Arkansas at Little Rock regarding Supervision of Teachers. Consultation with university personnel and follow-up with Plant Services. The number of student groups that visit for observation and training. Physical appearance of refurbished rooms and equipment in place. Evaluation sheets from parents who attend the workshops.SCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 The staff will provide a high quality early childhood education program for children and parents. RELATED DISTRICT GOAL 4* Strategies/Activities 6. Improvement of Early Childhood playground. A. Study of age appropriate equipment and playground design. B. Plant trees for shade. C. Update or improve presently used equipment. 7. Early Childhood certified staff will meet one or two times per month. Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Principals Early Childhood Teachers P. E. Teacher Tish Henslee Expert in designing playgrounds. Designated team leader. August 1991- June 1992 August 1991- June 1992 Progressive improvement on the playground and track area. Minutes from the meeting will be submitted to the principal.rm WT |S\, II T' 'i i.i' 'iJT^a.'r.'A' I .'0 aj I S-Ta- H Kt t'^r M.'. . i.-, ' " -''->71
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SU 2 _.H o LM E S C I ND .WAR RE N EDUCATIONAL RROGRAMS CHI L DHOOD THROUGH S I XTH GRADE 21 CERTIFIED TEACHERS 12 CERTIFIED SPECIALISTS Myrtle Barr - Infants/Toddlers Margaret Wilkins - Years Old Becha Evans Karen Ware Art Music Kelly Ellis - 4 Years Old Coreen Frasier P. E. Beth Foti - Lucia Jones Gina Bruce 4 years Old - 4 Years Old Ki ndergarten Lynn Miller - Kindergarten Missy Russel 1 Sarah Clark - - Kindergarten 1st Grade Martha Lowe Gail Shelton Katie Pace - Doris Sarver Ann Watson - Counselor - Speech Resource - Media PAL Math Mari 1ou McMahan 1st Grade Michelle Middlebrooks 1st Grade Pri ss Bell 2nd Grade Pat Peten-Holder Valencia Butts - - 2nd Grade 3rd Grade Linda Hays - PAL Reading Faye Reynolds - Gifted Mary Kay Roe - Computer/ Auxiliary Teacher Cindy Warren - Nurse Dana Keller - Francile Moore Ann Pollard - Teresa Taylor Melvia Mathis 3rd Grade - 4th Grade 4th Grade - Sth Grade - Sth Grade 18 EARLY CHILDHOOD INSTRUCTIONAL AIDES 10 ELEMENTARY INSTRUCTIONAL AIDES Judy Meier - 6th Grade Delois Sykes 6th Grade 1 COMPUTER LAB ATTENDANT 5 CUSTODIANS 1 LIBRARY CLERK 4 CAFETERIA STAFF 1 INSTRUCTIONAL AIDE FOR HANDICAPPED STUDENTS ENROLLMENT
EARLY CHILDHOOD (6 WEEKS-4 YEARS) 105 ELEMENTARY (KINDERGARTEN-6TH GRADE) 339 TOTAL 445EDUCATIONAL PROGRAM COMPUTER SCIENCE Full computer lab with 25 stations Computer in every classroom Writing to Read lab for Kindergarten and 1st Grade Students Computer Specialist serving as auxiliary teacher Full time computer lab attendant Every class scheduled in the lab two times a week PAL students scheduled one additional time each week PROGRAM FOR ACCELERATED LEARNING Reading Lab - Reading Specialist Math Lab - Math Specialist Identified students are served by PAL specialists individually in the classroom and/or in small groups . Sth and 6th grade students receive Math Laser lessons. ART Art instruction is provided for all elementary students. Students are scheduled by classes for one hour of instruction each week. Art work completed by students is displayed throughout the school. Students are encouraged to enter local year. art competition each PHYSICAL EDUCATION Activitie that encourage students to become physically fit are provided to all students. Students are scheduled by classes for one hour of instruction each week. Students participate in a year long fitness program. MUSIC Students are exposed to all aspects of music and taught music appreci ati on. Students are scheduled by classes for one hour of instruction each week. SPECIAL EDUCATION Services are provided to students needing Students speech instruction. are served accordi ng to resource and/or i ndividual needs as determined by evaluation. Individual Education Plans are developed according to needs with the amount of time to be served established. COUNSELOR The counselor is available for individual, large group sessions. smal1 group, and The counselor conducts Conf 1i ct Management c1 asses and supervises an effective guidance program. Peer counseling is under the direction of the counselor.GIFTED The gifted teacher provides instruction to identified gifted students. Gifted instruction is also provided in the whole group setting where the g i fted speci ali st provi des enforcement of thinking skills. regu1 ar 1nstructi on and enrichment, h i gher re- order MEDIA SERVICES Reading Extension Activities for Children: The Media Specialist brings students to the library for extended activities to reinforce reading skills. The library is staffed by the librarian and a library clerk. Students may use the library on a free flow basis. Parents are encouraged to use the library and books for their children and books to assist in parenting skills are avai1able. DROP EVERYTHING AND READ (DEAR) All students read (school-wide) the first fifteen minutes of each morning. Students are required to have a library book at their desks to read during D.E.A.R. and any other time when work might be finished. DRUG AWARENESS RESISTANCE EDUCATION (DARE) A Little Rock Police officer is scheduled to be in the school to provide temptati ons. instruction to students on how to resist drug The officer spends all day, one day a week for several weeks in the school and interacts with all students. FAMILY LIFE EDUCATION Students are provided an educational program which helps develop self-esteem, good decision making skills, communication skills and reproductive health skills. PARTNER IN EDUCATION The Arkansas Gazette our partnership with the Gazette. partner. We work a full wi th penci 1s, certi f i cates, cake, They have provided Rockefeller cooki es, helium filled balloons, bumper stickers and shirts as rewards/incentives for honor student receptions. They have honored teachers on Teacher Appreciation Day by serving lunch and sent refreshments on other special occasions. EARLY CHILDHOOD EDUCATION Rockefeller School is the only school in the Little Rock School District that has education beginning at the early age of weeks. There are certified teachers chi 1dhood c1 ass. each early There are 18 instructional aides for the 1 s i n 6 i n five classes resulting in a very low teacher/pupi1 ratio. Child care is provided from 7:00 a.m. until 5:30 p.m. Parents may apply for federal assistance. To qualify, parents must be working, attending school and give proof of financial need.roc:keeel_i_er EXTENDED INCENTIVE SCHOO l_ DA SCH E DU L E MON DA HOMEWORK CENTER ONLY 2:35-3:15 P.M. TU E S DA HOMEWORK CENTER 3:05-3:45 P.M. SPECIAL SKILLS ACTIVITIES 3:45-4:30 P.M. DANCE 2nd, 3rd, 4th Grades DRAMA/PLAYS - 1st, 2nd, 3rd Grades ARTS/CRAFTS - 2nd, 4th, Sth, Sth Grades DANCE MOVEMENT 1st Grade INSTRUMENTS/RHYTHM - 1st Grade SQUARE DANCE GYMNASTICS - - 3rd, 4th Grades 4th, Sth, Sth Grades ART - CHOIR BAND 4th, Sth, Sth Grades - Sth, Sth Grades Sth Grade W E DN E S DAV HOMEWORK CENTER 3:05-3:45 P.M. CLUBS 3:45-4:30 P.M. SCIENCE 5th, 6th Grades ARTS/CRAFTS - 1st Grade BROWNIE SCOUTS CUB SCOUTS COOKING - 1st, 2nd, 3rd Grades BOOK MAKING - 1st, 2nd, 3rd Grades 1st, 2nd Grades 3rd, 4th Grades DRAMA/PLAYS - 4th, 5th Grades JUST SAY NO CONFLICT MANAGEMENT 4th, 5th, 6th Grades COMPUTER STUDENT COUNCIL Sth, 6th Grades 4th, Sth Grades 6th Grade TH U RS DA HOMEWORK CENTER 3:05-3:45 P.M. LEISURE ACTIVITIES DANCE 2nd, 3rd, 4th Grades SPORTS RELATED ACTIVITIES AEROBICS - GYMNASTICS BOARD GAMES 1 St,2nd,3rd,4th,Sth,6th Grades 1st, 2nd, 3rd Grades - 4th, Sth, Sth Grades - 1 st,2nd,3rd,4th,Sth,Sth Grades ERI DA NO EXTENDED DAY ACTIVITIES. STUDENTS GO HOME AT 2:35.IMPORTANT DATE S TO.REMEMBER 19911992 AUGUST 26, 1991 FIRST DAY FOR STUDENTS SEPTEMBER 2, 1991 LABOR DAY (SCHOOL CLOSED) SEPTEMBER 23, 1991 STAFF DEVELOPMENT (STUDENTS DO NOT ATTEND) SEPTEMBER 30, 1991 PARENT CONFERENCES(STUDENTS DO NOT ATTEND) OCTOBER 21, 1 991 STAFF DEVELOPMENT (STUDENTS DO NOT ATTEND) OCTOBER 31, 1 991 END OF THE FIRST NINE WEEKS NOVEMBER 1, 1991 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) NOVEMBER 7-8, 1991 AEA INSERVICE DAYS (STUDENTS DO NOT ATTEND) NOVEMBER 28-29, 1991 THANKSGIVING HOLIDAY (SCHOOL CLOSED) DEC.23,1991-JAN.5,1992 CHRISTMAS VACATION (SCHOOL CLOSED) JANUARY 6, 1992 CLASSES RESUME JANUARY 20, 1992 KING HOLIDAY (SCHOOL CLOSED) JANUARY 23, 1992 END OF SECOND NINE WEEKS JANUARY 24, 1 992 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) MARCH 2, 1992 PARENT CONFERENCES (STUDENTS DO NOT ATTEND) MARCH 26, 1992 END OF THIRD NINE WEEKS MARCH 27, 1992 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) MAR.30-APR. , 1 992 SPRING BREAK (SCHOOL CLOSED) MAY 25, 1992 MEMORIAL DAY (SCHOOL CLOSED) JUNE 5, 1992 LAST DAY FOR STUDENTSsack FARKUXr lot VI** / I I : S'cx/<it 2 YEAKS 1 INFANTS it r?.r? 44 4P'F f> fW J \ !a
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^1 Sn^ci 'O a. '^j3l!CS 014 I YE/ms t \ v't ::> YEAt^S I '' EARLY CH ILPlloop Play AREA V 4 I I i I I 'iz U' YGARS: X' <><r : K HJoeKGA R.TEN i ' 4C( ' ' I r I I X i A I fLpOrn E> MAYH )T 1 11 ezuii t I I I I PLAY gpwnp paI'.wFA.^ Rce>^*A A UO u rJ <? b"' 1- iiCAi 111 r<vm/ UL'FijQ BIHii .. stage/ Music , \/V<str..e._..! I I I \ 1 I SGH'/iCC UKtuC. Ciapk cafeteria l^_ / Z i I*'" co^r KOciA ori-iLL^6 1- . I U*V<r a: 1CCP I I' iVii I. I'KJI I <<T/ y? y WINTHROP ROCKEFELLER ci ... . Y M FrOiS I ex ICxI'Cr ELEMEMTARM SCHOOL urrTXJi KOCH 1 I_____ I Br*On oOMmN, AHOHiraorI LITTLE ROCK SCHOOL DISTRICT Rockefeller Incentive School 700 East 17th Phone 324*2385 Little Rock, Arkansas 72206 December 3, 1993 Dear Parents: We have good news that we want to share with you. We now have a full time social worker staff at Rockefeller. on We wish to welcome Ms. Evelyn Allen, who has already made a special place for herself on our staff. She is available to any children or families who need assistance and hope you will make yourself known to her when I visit the school. you students who have She will assist us with any poor attendance problems } families who have difficulty getting children to school on time, and working with students and families with special needs. requests. concerns, and/or We are very fortunate to have someone who has already demonstrated a genuine interest in our students. Let her know if you have need for any of the many services that she can provide. Sincerely f Anne Mangan, Principal OCT 31 '94 10:24AM BARNES QUINN ELAKE P.l MEMORANDUM DATE: TO: FROM: RE
OCTOBER 24,1994 ROCKEFELLER PARENTS AND STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know,' stability is probably the one area that has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for the direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate at there was not a mass exodus to leave the district this year. That says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school. Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr. Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams ' and hope the Little Rock School Board will do the same. Date Name PosWH Fax Note 7671 Date i To, Co7l From Co. Phone* Fax 3H-Q1OO Plione# Fax*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 (SOI) 371-0100 Date: December 2, 1994 To: Russ Mayo From: Brown Subject Filling Spaces in the Rockefeller Infants and Twos Program Through visits to Rockefeller Incentive School, 1 have become aware that Rockefellers Infant and Two-year-old Program has a number of openings for new children. School employees say that these openings have been available for quite a while, and that some of the waiting parents and staff are becoming very frustrated with the delays. 1 understand that a few of the waiting children are siblings of youngsters already enrolled at Rockefeller. The desegregation plan is clear that sibling preference is honored at Rockefeller. The plan also calls for evaluation of the schools early childhood education policies in terms of their impact on desegregation and educational goals. If the districts current placement policies and practices are causing delays in enrolling new early childhood students, its time to re-evaluate and change them so that classes are always at capacity. The success of Rockefeller is due to many factors, among them its fine early childhood education program. I know you share my desire for Rockefeller to continue to fulfill its desegregation role as a model for improving academic achievement and attracting a racially diverse student body. Please help me assess the assignment situation at Rockefeller by letting me know the following: 1. The capacity and number of current vacancies in the Infant and Two-year-old Program. 2. The length of time the vacancies have been open. 3. The timeline for filling the vacancies. 4. Why the Infant and Two-year-old Program has been running at less than capacity. 5. The current placement policies and practices. 6. How and when you will modify the policies and practices to expedite student placement. 7. The date as each of the current vacancies become filled. cc: Anne Mangan Pat PriceMEMORANDUM DATE: August 2, 1993 FROM: Linda TO: Staff SUBJECT: Rockefeller End-of-Sununer Enrichment Program Lillie Carter of Rockefeller Elementary is inviting the ODM staff to the end-of-summer enrichment program that will be held tomorrow, August 3, 1993 at 6:30 p.m. at the Rockefeller Incentive School. Refreshments will be served.I / '(! : .-J- Office of Desegregation Monitoring United States District Court Eastern District of Arkansas 'd' Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Date: September 28, 1993 4 To: From: Subject: Sterling Engram, Director of Planning, Research and Development Melissa Guldin and Connie Hickman Tanner Recruitment and Enrollment for the Rockefeller Child Care Program We understand that 1993-94 enrollment in the infant and toddler program at Rockefeller School has fallen far below the schools capacity. Apparently, enrollment in the classes for infants and two-year-olds is at only 50% of capacity. Since these early childhood classes are unique to Rockefeller, and are designed to help desegregate the school, we are very interested in the programs success. An ODM representative will contact you today so that we may set up a meeting to discuss our concerns. At that meeting we will be looking for answers to a variety of questions regarding the Rockefeller early childhood program, its enrollment, and recruitment to the school. A preliminary list of questions follows. What is the current enrollment in the classes for infants, toddlers, and three- year-olds? (Please provide data that lists enrollment by class, race, and gender.) What is the capacity for each age level? What caused the drop in enrollment between 1992-93 and 1993-94? What process does the Student Assignment Office (SAO) follow in enrolling children in the classes serving infant to three-year-olds? How does SAO decide who is eligible to enroll, and when does enrollment begin? When did you inform parents of children new to the program that their children had been accepted (specific dates)?Who at SAO is primarily responsible for promoting the early childhood program and assigning early childhood students to the school? What is the current weekly charge for paying clients? How many childrens fees are paid by Title XX or other voucher programs? Does the SAO reserve spots for children funded through vouchers? If so, how many spaces are reserved, and what is your procedure? What is the recruitment plan for the Rockefeller Early Childhood Magnet? Who is responsible for implementing the recruitment plan? To whom is recruitment being targeted? What marketing tools are you using to promote the program? On what dates have you conducted recruitment activities? What types of activities have been conducted thus far? What specific plans does the district have to increase enrollment in any underenrolled early childhood classes at Rockefeller?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 Date: November 1, 1993 To: From: Subject: Anne Mangan and Pat Price Connie Hickman Tanner, ODM Associate Monitor Rockefeller Magnet Program Enrollment and Recruitment This memo is to confirm our meeting on Monday, November 15,1993 at 11:00 a.m. ODM is very interested in your magnet programs success, since it was designed to help desegregate Rockefeller. At this time I win be looking for answers to a variety of questions regarding your recruitment efforts and results. I will also need to review certain documentation. Please bring copies of the following information to our meeting on the 15th. If you have any questions, please do not hesitate to contact me at 376-6200. Enrollment Data: October 1 magnet program enrollment by age level, including race and gender, for the 1989-90 school year October 1 magnet program enrollment by age level, including race and gender, for the 1990-91 school year October 1 magnet program enrollment by age level, including race and gender, for the 1991-92 school year October 1 magnet program enrollment by age level, including race and gender, for the 1992-93 school year October 1 magnet program enrollment by age level, including race and gender, for the 1993-94 school year The number of new children by age level, including race and gender, enrolled in the magnet program as of October 1, 1993 The number of children by age level, including race and gender, who withdrew from the magnet program between the 1992-93 school year and the 1993-94 school yearRecruitment Data: The number of children recruited to Rockfellers magnet program by age level, including race, gender, and where they were recruited, during the 1992-93 school year Documentation of all recruitment strategies and activities during the 1992-93 school year and those planned for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: name the person(s) responsible for its development and distribution
provide a copy of the brochure, if it has been completed
identify the audience targeted to receive the brochure (daycare centers, PCSSD children, private school students, and targeted LRSD students), state the brochure distribution dates
identify the amount of money budgeted for the brochures development and distribution, the total expenditures to date, and any remaining budget expenses
and explain how you will track your results. B. If an activity involves a presentation: identify the persons(s) responsible for developing and making the presentation
identify the audience targeted for the presentation
briefly describe the type of presentation, including the date and location
provide copies of participant sign-in sheets
and explain how you will track your results.rc: JiOk. -1 Little Rock School District MEMORANDUM 1 5 fqoi December 6,1994 Office Gf Desi > TO: Ann Brown, Federal Monitor From: Thru: Audrey Lee, Coordinator of SA information Dr. Russell Mayo, Associate superintendent Subject: Filling spaces in the Rockefeller infants and Two year program 1. The capacity and number of vacancies in the infant and Two-year old program are as follows: Infant capacity Two-year old 10 17 Current vacancies Current vacancies 1 6 2. The length of time the vacancies have been open are as follows: The infant vacancy occurred in November 1994. The Two-year old vacancies occurred in September 1994 with seven vacancies, in October we enrolled (3) two-year olds and dropped (3). in November (2) seats were filled , in December (2) seats were filled and (11) two-year olds are currently enrolled. 3. The timeline for filling vacancies is as follows: Since the program is functioning on a 12 month cycle we are continuously offering seats from the waiting list on a monthly basis. Our goal is to keep the enrollment at capacity at all times. 4. Why Infant and Two-year-old programs have been running at less than capacity is as follows: The Infant and Two-year old Caucasian capacity is maximized . The remaining seats have been consistently offered to African American families from the waiting list. The cost has been the primary reason for these families declining the seats. The Department of Human Services offers assistance, but it is my understanding that the list has a two-year waiting period. 1 810 West Markham Street Little Rock, Arkansas 72201 (501)324-20005. The current placement policies and practices are as follows
First preference, is given to students who live in the attendance zone and have sibling attending the school. second, is given to students who live in the attendance zone. Third, is given to students who do not live in attendance zone but have sibling attending the school. Fourth, is staff preference. Fifth, is desegregation transfer. 6. How and when we will modify the policies and practices to expedite student placement is as follows: Starting the month of December we have began to telephone parents and offer seats where vacancies exist. After the parent is called, a follow-up letter is sent to confirm the parent's response. 7. The date as each of the current vacancies are filled. Since we have started the telephone procedure we have filled the (i) infant seat and (5) two-year-old seats. These seats were filled 12/5- 12/8/94. 2EXTENDED DAY Student Name: Andrew Brown RECEIVrn Grade: 2nd Teacher: BURROUGHS JAN 51995 Dear Parents: CMioo ot Uviiuuftuasiu: Moihtuiiiij Extended day for second semester begins on Tuesday, January' 10, 1995. We are going to try' a different procedure for extended day activities. We want to focus heavily on reading and math instruction and work toward academic improvement of all students. Homework center will be in the classroom on Tuesdays, Wednesdays, and Thursdays between 2:35 - 3:05 p.m. On Tuesdays and Thursday's, the children will remain in their classroom for reading and math remediation and enrichment with equal time spent on each subject. Instruction will be determined by student needs as developed in the individual Student Education Plans. The Tuesday session will be from 3:05-4:30 p.m. and the Thursday session will be from 3:05-3:50 p.m. Wednesdays will be devoted to activities only. There will be two 45 minute sessions and students will be assigned activities according to their requests on a survey conducted earlier in the year. Wednesday activities will be from 3:05-4:30 p.m. Your child chose the following activities for the 1994-95 school year: FIRST SFjVIESTER: TUESDAY: GAMES WEDNESDAY:COMPUTER SECOND SEMESTER: 1st ACTIVITY
SP ANISH 2nd ACTIVITY: SCIENCE I hope you will be pleased with the new program format and the assigned activities. We strongly encourage you to have your child attend extended day, especially on the academic enrichment/remediation days (Tuesdays and Thursdays). We know that this will help to boost achievement and raise individual test scores. We hope you will be cooperative as we implement the new schedule.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM Please complete this survey to help us plan and facilitate this progrsun next year. A**************************************************************** STUDENT NAME
GRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2. What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: RECEIVF^ * Student's Name is optional. JAN 1 7 1995 Office of Desegregation MonitoringOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 31, 1995 To: From: Brown Russ Mayo Subject: Filling spaces in the Rockefeller Infants and Two-year-old Program On December 2, 1994, 1 sent you a memo asking a number of questions about the Rockefeller program for infants and two-year-olds, including the number of openings. Audrey Lee responded on your behalf and indicated that, at the time. Rockefeller had one vacancy for infants and six openings for two-year-olds. 1 had asked to be notified of the date as each of these vacancies was filled. In the same memo, Audrey indicated that the one opening in the infants had been filled along with five of the seats for two-year-olds. Since that time 1 have received no update as to the dispensation of any remaining empty seats. Please let me know immediately the number of any openings in the infant, two- and three-year-old program at Rockefeller. Id al
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