Summer school

I LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 June 6, 1994 MEMORANDUM TO: Parents of Summer Enrichment School Students - Incentive Schools FROM: Principal of SUBJECT: Summer Enrichment Program - Incentive Schools Your child has been assigned to the Enrichment Summer School Program at: ANDREW J* BROWN SITE: Penick Boys C. The program begins on Monday, June 20, 1994, and ends on July 25, 1994. July 4 is a holiday. The location, date, and time for incentive schools enrichment programs are indicated below: ACTIVITY LOCATION DATE TIME G.W. Carver YMCA 1116 West 14th June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Arkansas Art Center MacArthur Park June 20 - July 25, 1994 9:00 A.M. to 12:00 P.M. James Penick Boys Club 1201 Leisure Lane June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. William Thrasher Boys Club 3301 South State June 20 - July 25, 1994 8:00 A.M. to 4:00 P.M. Transportation will be provided by Little Rock School District. Your child will be picked up at his/her currently assigned Incentive School at 7:45 A.M. They will arrive back at their assigned incentive school by 4:30 P.M. Students attending the Arkansas Art Center will arrive at their assigned incentive school by 12:30 P.M. Your cooperation is needed. Please contact Larry S. Robertson at 324-2013, if additional information is needed.4. < JAMES H. PEHICX BOYS CLUB MEMBERSHIP APP1.ICATI0B 3C7YS CLUB OF UTTLS nocx MeiOership It PLEASE PBIHT AHO CHECK APPOBPglATE AHSUER TO ALL OUESTIOWS Application Date Census Tract # Race: Whi te Black Hispanic Other Previous Member: Tes Ho Prior Unit Membership Fee S Fee Fully Paid: Tes No NAME: FIRST MIDDLE LAST ADDRESS: CITY: STATE: ZIP: PHONE (H) CO) Birthday Birth City State Years at this address: Do you live with your: (Check one) Do you belong to: (Check one) Both Mother S Father Boys/Girls Scouts Mother Only Church Club Grandparents YMCA/YUCA Father Only School Club Other Other None How many Ii ve i n your house? _______ Number of Brothers: Murber of Sisters: I will attend James H. Penick Boys Club: Current Job: (check one) Summer Year-Around Year-Around Part-time Part-time Only during the School Year Full-time Full-time Only during Holidays Hone Sumnerli Home Phone: 1, 2. Have you belonged to another Boys i Girls Club? State: City: Last year attended: 19 Years as club memoer: Fathers Mame: Mothers Mame: Father Employed at Mother Employed at Are your imiunizations up-to-date? (Check One) Measles Mumps Ooes your family have health an/or DO you have serious If yes emergency Rubella accident Insurance? health problems? please explain [ promise to take care YES of James H. Penick Boys Phone: YES Living: Living: Work Uoric MO Club and its property. card, I understand no dues will be returned to me. Member's Signature: I hereby give my permission to my child to become a member that the club is not responsible for the time 1. 2. NO Zip: Still a member: --------- Polio YES YES YES YES MO MO MO MO O.P.T. If at any time I an' asked to return my of the James H. and manner in which he may Penick Boys Club. [ understand arrive at the James H. Penick Boys Club, and that the James of property. H. Penick Boys Club and its property are not responsible for persona I injury or loss Parent's (Guardian's) Signature: Staff Signature:tiTTLE Rock School Distkict NEWS release I i November 23,1994 For more information
Dina Teague, 324-2020 More than 92 percent of the I I I i School District's first 1139 were successful In Special Summer School students who attended the Uttle Rock saining the knowledge and skUls Program mandated by.M wosness to flte next grade level -------------needed to free mandatoiy summer school umer^d-------------------------- f intervention lor kindergarten Utrougn designed to provi'd*e *ea*rlv' lliese students designed to intervene before liinl grade students. program patterns of fauure are established. If students were successfnutl imn tthhee summer program they continued appropriate grade level this school year. to their Superintendent Huetnvryy wW,illlliiaanms. Ifw continue to Identify these students before they experience failure, the remediation needed for the program has shown that we can offer help their self-esteem them to be successful. and self-worth as well,- he added. In the process we'll 810 Wwt Markham Z #:OOLOl/,lQS (more) Street b, -isia 100H0S yi ''WdT2:ZLr't6-eZ-Li
OOIZ Xd I3ATI0 :Aa iN3S K-3 Initiative Summer School Students not only gained knowledge, I i i .u,,, c. fun learning during the Williams is concerned howeve'- that nn-.. uvwtfve., mat not everv rhnw i... Teacher-student ratios the district cook advantage of the r, that every child idenufled by I I I I I #:00l0lil0S identified did not attend. possible to reach the parents and program. Afore than 300 students He stares that the district did notify them of the we could not make them send their children, clear to parents that if their child basic skills in language did not attend the everything program. ".Although we wanted to make it very arts and math, that their child program and master remain in his or her current grade level for Williams, would need to further remediation. said n 'After the first year of the program, the record speaks for itself. 92 percent of m. students tucceesfuhy meetins the educntlnnel 5Ut0ehe.ehoi even, petent^tBUeauetpeenU their Child ne year,. Williams said. "Most of these know from experience that this children Just need a little extra help and latfin'entton works, ### Williams added. I we -isia 100H0S ! WdSZ:2L: 176-Z-Ili 0QL3 XJ I3AT|0 :Aa iN3SLITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL PARENT/STUDENT HANDBOOK GRADES 1-6 1994 ROCKEFELLER ELEMENTARY 700 East 17th Street Little Rock, AR 72206 374-2385 ROCKEFELLER ELEMENTARY SUMMER SCHOOL 700 EAST 17TH STREET LITTLEROCK, AR 72206 324-2385 Dear Parents and Students: Welcome to Rockefeller Elementary Summer School. We are looking forward to working with your child. We ask for your cooperation so that we may provide your child with quality learning experiences. The goal of this summer learning program is to strengthen and improve skills for reading and mathematics. Please read and discuss this handbook with your child. I would like to extend an invitation for you to visit our school. Parents are always welcome! Sharon A. Brooks, Summer School PrincipalRockefeller Elementary Summer School Parent/Student Handbook Page 2 ROCKEFELLER ELEMENTARY SUMMER SCHOOL STAFF Principal Sharon A. Brooks Assistant Principal Reba (Faye) Reynolds Secretary Karen (Suzi) Holmes Student Monitor Erica Fells Security Officer Roderick Blacksher TEACHERS Cynthia Collins Kathy Cook Elizabeth Frawley Luther (Skip) Gardner Janet Ghant Barbara Hannahs Linda Hays Fredonia (Ann) Watson Sandra Lester Martha Lowe Melvia Mathis Franciie Moore Tajuana Russell Delwin Smith Kristin Walden INSTRUCTIONAL AIDES Connie Bledsoe Davyda Howard Carole Carroll COMPUTER LAB ATTENDANT Janet Blackwood SPECIAL RESOURCE TEACHERS (3-5) CUSTODIANS (3)Rockefeller Elementary Summer School Parent/Student Handbook Page 3 DAILY SCHEDULE 7:45 - 8:10 a.m. 8:10 a.m. 8:15 a.m. 10:00 - 10:15 a.m. 10:15 - 10:30 a.m. 11:15 - 11:30 a.m. 11:30 a.m. Early Bird Reading Club First Bell Tardy Bell/Instruction Begins Primary Break Intermediate Break D.E.A.R. (Drop Everything and Read) Student Dismissal ATTENDANCE Students will attend summer school for five weeks. Summer school begins on June 20, 1994, and ends on July 25, 1994. (July 4, 1994 IS A HOLIDAY. SUMMER SCHOOL WILL BE CLOSED!) A student in summer school grades 1-6 is required to put in 75 full clock hours (five weeks). EXCUSED ABSENCES: When a student is absent from class because of personal illness or an extreme family emergency, an excused absence will be given, BUT THE TIME MISSED MUST BE MADE UP TO THE SATISFACTION OF THE TEACHER(S) INVOLVED. A $5.00 per hour make-up fee will be charged students who must make up classes. Students who fail to make up time missed during an excused absence will not be given credit for summer school. UNEXCUSED ABSENCES: When a student is absent from school for ANY REASON other than personal illness or an extreme family emergency, the absence will be UNEXCUSED. Unexcused absences include the following: truancy, skipping classes or study hall, working in an out-of-school job during school hours, dental appointments, running personal errands, and any other absence for any reason other than personal illness or an extreme family emergency. STUDENTS WHOSE ABSENCES ARE UNEXCUSED WILL BE AUTOMATICALLY DROPPED FROM SUMMER SCHOOL WITH NO REFUND OF TUITION. CONTACT THE SCHOOL TO REPORT ANY ABSENCES.Rockefeller Elementary Summer School Parent/Student Handbook Page 4 SUMMER SCHOOL RULES 1. Enter quietly, on time, with necessary materials. 2. Walk inside the school. (Students must have a pass when in the halls.) 3. Students shall keep hands and feet to themselves. (Teasing, fighting, profanity, and abusive language are not allowed.) 4. Cooperate and follow directions of all staff members. 5. Respect the rights and property of others. CITIZENSHIP Poor behavior problems in summer school usually fall in one of the following categories: refusal to do class work
misbehavior in classrooms or corridors
abuse of or bothering school propertysuch as disfiguring furniture or marking on walls
prowling in unused parts of the school building
violation of smoking regulations
leaving the campus during break period and then returning to school
sitting in parked cars while school is in progress
gambling in any form
poor citizenship on city buses
loitering
bothering parked cars, motor scooters, or bicycles
taking other peoples property, etc. STUDENTS WHO FAIL TO COOPERATE WITH THE SCHOOL STAFF AND WHO PARTICIPATE IN ANY OF THE ABOVE VIOLATIONS OF ACCEPTABLE SCHOOL BEHAVIOR WILL BE DISMISSED FROM SUMMER SCHOOL WITHOUT REFUND OF TUITION.Rockefeller Elementary Summer School Parent/Student Handbook Page 5 GENERAL INFORMATION Students should not arrive at school prior to 7:45 a.m. When students arrive at school, they are to report to the cafeteria. Students may participate in the Early Bird Reading Club (from 7:45 a.m. to 8:10 a.m.) They may read silently or listen to stories read aloud to them. Students may bring reading materials (books, magazines, newspapers, etc.) from home. Students may bring a snack for the morning break. Students will not be allowed to purchase items from the Teachers Lounge. Homework will be assigned to all students the first four days (Monday, Tuesday, Wednesday, and Thursday) of each week. Interim Reports will be sent home during the third week of summer school. Siunmer School Report Cards will be sent home with students on the last day of school (July 25, 1994). A copy of this card will also be sent to the students home base school. The following grading scale will be used: A B C D F 90 - 100% 80- 70- 60- 0- 89% 79% 69% 59% Excellent Good Average Below Average Failing Visitors are always welcome at Rockefeller Elementary Summer School. To ensure the safety of students, we ask that all visitors check in at the office. Visitors will be given a visitors badge to wear while they visit at the school. Students will be issued appropriate textbooks for reading and mathematics. Students are responsible for assigned textbooks. Damaged or lost books will be replaced at parents expense. School supplies will not be sold at school. Students should come to school everyday with paper and pencil. Students wiU be scheduled for the Computer Lab by classrooms. Students will be scheduled for computer instruction for reading and mathematics at least twice a week (30 minutes per session). Students will work at their individual levels, with assistance from the classroom teacher and the computer lab attendant.LRSD ADMIN. BULDING Fax:1-501-324-2032 May 25 95 14:24 P.02/02 --auf Little Rock School District Public Service Announcement 30 Seconds The Little Rock School District will offer summer school classes beginning June 13. Summer school for grades one through six will be held at Rockefeller Incentive School, grades seven and eight at Forest Heights Junior High, and grades nine through twelve at Hall High Sch<x>l. Registration wiH be held from June 7 through June 12. For more information on summer school, tuition, courses, and registration, please contact one of the Little Rock public schools. -30- 810 West Markham Street Little Rock. Arkansas 72201 (5011324-2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Jun 14 95 8:36 P. 02/02 Little Rock School District News Release Jr. High Summer School Open House June 14,1995 For more information: Dina Teague, 324-2020 Forest Heights Junior High School, site of the Little Rock School District's junior high level summer school program, wiU hold an open house on Thursday, June 15, at 6:00 p.m. Parents, guardians, and other family members of summer school students are encouraged to attend the event and to meet principal J. J. Lacey and the classroom teachers. Information on summer school curriculum will be available as well. Forest Heights Junior High is located at 5901 Evergreen. ###A iisji '1 Hi V t ! OpCT! I I i'-.07/ 18 9." S 002 002 1 1 fJ -I
- -' (nC 1)424-2000-T- - I ..K-4 SUMNfER SCHOOL STUDENT DATA FORM s' if f I q T, I?' I 6 I 3 4 f < DISTRICT LEA# DIST-PROVroiNG SERVICE W~WH1TE B-BLACK HH1SPANIC A=AS1AN N^^NATIVE AMERICAN INDIAN # Served M 7 K-W KB K-H K-A K-N 1-W 1-B LH 1-A 1-N 2-W 2.B 2-H 2-A 2-N 3-Vf 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4.N total 3. / 1 / X I S" Z 3 I 3 # Retained Attended SS* M F X. 3 v K Retained Did not Attend SS M f F 3, A ff Special d M F # RETAINED COLUMS SHOULD BE UNDUMJCaTED COUKTS. .1 90d 00'ON 3:FT . &6,0 '''ON U LimiiBcl Digliih Proficient M F M . I # Chapter I F F0S0-Ft-I0:'!3i # Pre-Sehool Expwenoe M F J 1 < , eiw<
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-nn<i 3d IIl K-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# DIST.PROVIDINO SERVICE W=WHITE B~BLACK HHISPANIC A=ASLAN N^NATIVE AMERICAN INDIAM K-W K-B K.-H K-A K-N 1-W CB H Served H Retained Attended SS* # RcUined Did not Attend SS" It Special Ed H Limited English Proficient # Cheptsrl H Pre-Sebbo) Expwienee t -L 1-H 1-A 1-N 2-W 2-B 2'H 2-A 2-N 3-B 3-H 3-A 3-N 4-W 4.B 4-H 4-A 4-N IVTAl. RETAINED COLUMS SHOULD BE WTOUPLICATED COUNT& O'd 00ON T3:Pl t7OO-r3-T.OS: 131 RI Ns-ri7_ns_fTns Jdl 3 W F M F M M F M F M F M F t I I 5 1 I RK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA#____________DIST.PROVTDING SERVICE W^WH1TE B-BLACK H-HISPANIC AASIAN N=NATIVE AMERICAN fNDlAN # Served # Rcuintd Attended SS it Reteinod Did not Attend SS' # Specttl Ed # Limited English Proficient #Cb.pterI # Pn>-Sboot Experience K-W K-B K-H K-A K-N LW 1-B I-H l-A 1-N 2.W J-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3.N 4-W 4-B 4-H 4-A 4-N TOTAL M retained COLUMS SHOULD BE UNDUPLICATED COUNr& tzO'd 00.0N T3:rT S6 1 0 Ao[\) f0S0-Fc2-T0S:n3i BI w<
--n7_ni-nn'5 3d I I F M F M F M f M F M F M F I IK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT__________ LEA# DIST.PROVIDING SERVICE W-WHITE &-BLACK H==H]SPAN1C A"AS1AN N^NATIVE AMERICAN INDIAN Served If Rctainsd Attended SS* # Retained Did not Attend SS" 4 Special Ed it Ijnulfid Englixh Proficient # Chapter I Pre.ih<X3l Experience K-W K-B K-H K-A K-N I-W I-B l-H I-N 2-W 2-B 2*H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4.N total H RBTAINtD COLUMS SHOULD BE UNDUPLICATED COUNTS. U'd 200-ON 0c:17l S6<0' '''CM 170b0-V2-I0S:l3i RI N.R-nv-ns-nn'? jdl ifi 1 I 3 1 2 Sl / L I M F M F M F M F M F M F 3 t L IK-4 SUMMER SCHOOL STUDENT DATA FORM DISTRICT LEA# DLST.PROVTDING SERVICE W^WHITE B-BLACK H-HISPAMC A=ASIAN N=NAT1VE ?J4ERJCAN fNOIAN >' t Served c. / Z- K-W K-B !- K-A K-N 1-W l-B 1-H 1-A 1-N 2.W 2-B 2-H 2-A 2-N 3-W 3-B 3-H 3-A 3-N 4-W 4-B 4-H 4-A 4-N TOTAl M / / 1 /3 / 1 F 3' # Retained Attended SS M F 1 # Retained Did not Attend SS* M F # Special Ed M I F J, * # RETAINED COLUMS SHOULD BE U>DLTUCATEO COUNTS. SOd 00'ON 03:FT S 4 0 It. I *1 # Limited English PioCeient M F # Chapter I M F I T I F0S0-F3-T0S:33i tl Pre-School Expetienee M F 1 I I RINS-07-05-005 Jdl AJOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 3744187 R.tss3 DEC / d JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. Office of Dess, Via Facsimile - 324-2146 December 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I was somewhat surprised to learn that while a northwest Little Rock school has been slated for closing it is slated to be rebuilt. Please provide to me, pursuant to the Arkansas FOIA, all documents and written communication which have exchanged hands, between you, school district officials, consultants and patrons of northwest Little Rock regarding the closing and rebuilding of Jefferson Elementary school. Monday, December 18, 1995. May I have this information by Thank you for your cooperation. Vi truly yours, f W. Walker JWW:js cc: Ms. Ms. Ms. Ann Brown Linda Pondexter Pankye Fells Mr. Jim Lynch Summer School Timeline 1998 November FEB 2 6 1999 OfFlCECf Date November November November ______________Tasks______________ Select summer School Committee______ Forward letter to neighboring Districts for Little Rock Summer School Participants Select Summer School Dates Person Responsible Sadie Mitchell Marian Lacey 'Summer School Committee Resolution Listed below Sadie Mitchell Frances Cawthon Marian Lacey Victor Anderson Kathy Lease Bonnie Lesley Pat Price Gene Parker Lillie Carter Doug Eaton Gail Hester Mike Martello Morlin McCoy Suellen Vann Leon Adams Dick Hurley Mark MilhollenSummer School Timeline 1999 January Date January 26 ______________Tasks____ Summer School Planning Meeting ______Person Responsible Summer School Committee Resolution Jan-Feb 26 Attend Legislative Sessions Timeline completed Brady Gadberry Sadie Mitchell Submit Budget Mark Millhollen Sadie Mitchell Gene ParkerSummer School Timeline 1999 February [ Date 12 19 Tasks Identify Programs School Sites Identified 19 24 26 Staffing - Identify Positions General Principals Meeting Review Summer School Programs Advertise Principal Positions City op Little Rock Summen Pnognam Secondary Programs ] K-5 IniCiatiue Programs Person Responsible Bonnie Lesley__________ Sadie Mitchell Doug Eaton Sadie Mitchell Frances Cawthon Marian Lacey Bonnie Lesley Sadie Mitchell Dick Hurley 4-G Refjcjlan Resolution IncenCiue School Extended DqySummer School Timeline 1999 March Date 12 19 19 26 26 26 26 __________________Tasks Summer School Planning Meeting Summer School Principal Interviews_________ Summer School Principal Recommendation to Superintendent Advertise Staff Positions Incentive Schools K-3 Initiative_____________________________ Send Summer School Applications to Printer Regular Summer School ______Elementary/Secondary_______________ Student Identification Process Completed for Recommended Students__________________ Projected Summer School Attendance Person Responsible Summer School Committee Members Dick Hurley Sadie Mitchell Dick Hurley Frances Cawthon Dick Hurley Charlotte Washington Linda Jones Linda Smith Teachers/Principals Gene Parker CompletedSummer School Timeline 1999 April Date 5 5 5 6 12 16 April 19 - May 7 _____________Tasks______ Food Grant Due For Funding_____ Forward Incentive School Summer Enrichment Forms to the Schools Meeting with Transportation Information Services Student Assignment 10:00 a.m. Summer School Principals Meeting Retrieve Incentive Schools Summer Enrichment Forms_______________ Notify Schools of Selected Students Teacher Training Person Responsible Morlin McCoy___________ Linda Jones Frances Cawthon Victor Anderson Ed Streeter Sadie Mitchell Frances Cawthon Lillie Carter John Ruffin Julie Wiedower Marian Lacey Frances Cawthon Lillie Carter Summer School Principals Gene Parker Linda Jones Frances Cawthon Gene Parker Gene Parker Staff ResolutionSummer School Timeline 1999 May Date 3 4 1 10-14 18 21 ________________Tasks____________ Submit finalized list of students______________ Elementary Summer School Principals' Meeting Summer School Planning Meeting___________ Parent Notification Letters Sent_____________ Elementary Summer School Principals Meeting Summer School Planninq Meeting Person Responsible Principals_______________ Summer School Principals Gene Parker Marian Lacey Frances Cawton Lillie Carter Summer School Committee Principals_______________ Summer School Principals Gene Parker Marian Lacey Frances Cawthon Lillie Carter Summer School Committee Resolution0 2i' 1 S'33 il: 43 EC132>i05!:i4 lPE'O PAGE 02 DISTRICT little Rock w='HrrE P>Bi C<AO SERVfcO M F KV KB 5 64 J i KH 4 1 KA KN lU/ 9 S 18 r.8 5S ih IA 1 I W '6 85 52 2 :a I 1 I 2N L:' .rv 6 .K 110 80 3H 4 3A 1 OP<1ORI 4* I u f 4B 'P 4 A 4N iM iN L rCTAb ^T Arkansas OcpiXment jf tdutntion Eariv ChiidtiOod.Reiding Unit K.3 SUMMER SCHOOL STCOEM' DATA FORM LEAt__.... EIST PRO'/iDiNG SER _ Litt! a Rock 4 ACK H=HI$PANIC A^ASIAN N^t|7!VE AMERICAN 1NDl*.N 3 afPtArtNC Rfc7MNk'C *RVrA.>F.O <.rtCl?J 9 aertAHNO SS Rt7 MNeU kITP>0D SS CC NO ATTZNC SS* PROFiCirNT M F M M F M F I I I J. .. I Ff I 1 1 6 0 T + 5-4 I I X I 1 1 2 X 1 1 I . I 1 2 I I T T X i i T Jb. 1 4 2 I r I t + A I 3 1 1 I I 1 r 4 i I I T 12 3 i ! t I 4 J 3 2 3 I 2 ! 2-1 4-^- I T I T 4- I 4 i t r t i T 1- 2 41 I I I t 5 T I X 1 1 i I I 1 I 1 I lel 6 I t I T 1 s i 4 1 i I I A i 3 I 2 52 i 2i TH ! 55 1 1 16 I I I T- I X t 51 I f427 280 Ttaineo C'Ou-^ 15 4 13 i 10 i ^fNEO COtV-MNS SMOJlO 83 UJ^'PtiCAlXD COUNIS 33 2G i*' I J i T 1 1 1 I I ! 1 j ! 1 i_ .L. I I I I I i u. f +- t- T I f I I J. 1 I J T* j T" I 11 I J I I I f I -i I J ------1 ____I X ! I T I + J I05/18/1999 14:29 501-324-2213 SCHOOL SERVICES PAGE 01 LITTLE ROCK SCHOOL DISTRICT ACC SUMMER SCHOOL ANNOUNCEMENT METROPOLITAN AREA VOCATIONAL CENTER GRADE 12 JUNE 14-JULY 23,1999 We are pleased to announce that ACC Summer School courses wiU be held for 12' graders needing one-half or one unit of credit ACC SCHEDULE Dates: June 14 through July 23,1999 (full six weeks) (July 5 - holiday) First Semester (three weeks) June 14 - July 1 Second Semester (three weeks) July 6 - July 23 Hours: 8:00 a-m. to 12:00 p.m. - Monday through Friday 12:30 p.m. to 4:30 p.m. - Monday through Friday Students will attend ACC Summer School to earn credit needed to receive their high school diploma. TUITION $ 60.00 for Vi unit of credit (three weeks) $120.00 for one (1) unit of credit (fnU six weeks) REGISTRATION Dates: Jone 8-9,1999 - 8:00 a.m. until 4:00 p.iii. Late Registration: June 10,1999 - 8:00 a.m. until 4:00 p.m. > (add $10 late registration fee) NO STUDENT WILL BE PERMITTED TO REGISTER AFTER JUNE 10,1999 COURSES OFFERED AU courses are one (1) credit (full six weeks) Social Studies Civics Math Algebra I U.S. Government - Algebra n Biology Science Physical Science U-S. History World History World Geography Geometry Chemistry Science Tech English English I English n English HI English IV Communications 05/18/1999 14:29 501-324-2213 SCHOOL SERVICES PAGE 02 REGULATIONS FOR ACC SUMMER SCHOOL Both parentZguardian and student are required to sign the ACC Summer School application form and contract indicating that they have read, understand and are willing to abide by the following regulations. ADMISSION Students who attend must be age 18 years or older, classified as a senior and need Vz to 1 credit to complete the requirements needed to receive their high school diploma. attendance ' A student in the ACC Summer School program is required to put in 120 full clock hours for one unit of credit or 60 hours (three weeks) for 1/2 unit of credit EXCUSED ABSENCES When a student is absent from class because of personal illness or an extreme family emergency, an excused absence will be given. But- the time missed must bejnade up to the satisfaction of the , administration and teacherfs)jnvolved, A SS.00 per hour make-up fee will be charged students who ' must make up classes. Students who fail to make up time missed during an excused absence will not be given credit for summer schooL . . UNEXCUSED ABSENCES When a student is absent from school for any other reason than personal illness or an extreme family emergency, the absence will be UNEXCUSED. Unexcused absences include the following: truancy, skipping classes, working during school hours, dental appointments, running personal errands, and other absences for any reason other than personal illness or an extreme family emergency. STUDENTS WHOSE ABSENCES ARE UNEXCUSED WILL BE AUTOMATICALLY DROPPED FROM SUMMER SCHOOL WITH NO REFUND OF TUITION. CITIZENSHIP Poor behavior problems in summer school usually Call in one of the following categories: refusal to do class work
misbehavior in classrooms or corridors
abuse of or bothering school property such as disfiguring furniture oy marking on walls
prowling in unused parts of the school building
violation of smoking regulations
leaving the campus during break period and then returning to school
sitting in parked cars while school is in progress
gambling in any form
poor citizenship on city buses
loitering
bothering parked cars, motor scooters or bicycles
taking otiier peoples property
etc. STUDENTS WHO FAIL TO COOPERATE WITH THE ACC STAFF AND WHO PARTICIPATE IN ANY OF THE ABOVE VIOLATIONS OF ACCEPTABLE SCHOOL BEHAVIOR WILL BE DISMISSED FROM SUMMER SCHOOL WITHOUT REFUND OF TUITION. CLASSWORK Students will receive individualized, computer-based instruction H of the instructional day (2 hours)
the remaining class time win be used to complete supplementary course work.05/28/1999 14:07 501-324-2023 LRSD COMMUNICATIONS <>i PAGE 01/02 For more information, please contact Morlin M. McCoy Director of Child Nutrition 1S01 Jonas Street Little Rock, AR 72202 (501) 324-2250 FOR IMMEDIATE RELEASE DISTRICT ANNOUNCES SUMMER FOOD PROGRAM May 28. 1999 The Little Rock School District announces sponsorship of the Summer Food Service Program. Free meals will be made available to all children and will be provided without regard to age, sex, race, color, disability or national origin. Meals will be provided at the following sites: Southwest Middle School Brady Elementary Rightsell Elementary Baseline Elementary Geyer Springs Elementary Washington Elementary The following sites are enrolled sites, and students must be enrolled in these sites to participate: Hall High School McClellan High School Any person who believes he or she has been discriminated against in any USDA related activity should write to: -MORE- t 05/28/1999 14:07 501-324-2023 LRSD COMMUNICATIONS PAGE 02/02 LRSD SUMMER FOOD Page 2 of 2 Administrator, Food and Nutrition Service. 3101 Park Center Drive, Alexandria. VA 22303. note TO THE PRESS: Please also publish the following guidelines with the above statement. FORMAT FOR INCOME ELIGIBILITY GUIDELINES FOR MEDIA RELEASE These are the income scales used by the Little Rock School District to determine eligibility for free and reduced price meals. To figure monthly income
weekly x 4.33
every 2 weeks x 2.15
twice a month x 2. FREE MEALS Household Annual Size Monthly Weekly REDUCED PRICE MEALS Household Annual Monthly Weekly Size 1 2 3 4 5 6 7 8 10,465 14,105 17,745 21,385 25,025 28,665 32,305 35,945 ...873 1,176 1,479 1,783 2,086 2,389 2,693 2,996 202 272 342 412 482 552 622 692 1 2 3 4 5 6 7 8 14,893 20.073 25,253 30,433 35,613 40,793 45,973 51,153 1,242 1,673 2,105 2,537 2,968 3,400 3,832 4.263 287 387 486 586 685 785 885 984 For additional household member add: +3.640 +304 +70 For additional household member add: +5,180 +432 +10003/06/2002 0j0S____ 501-570-4027 FACILITIES SERVICES PAGE 01/02 SUMMER SCHOOLS 2002 No Elementary Summer Schools Pulaski Heights Middle School Parkview High School Rockefeller Elementary School - Early Childhood Baseline Elementary' School - Special Program (possibly - applied for Grant) Carver Elementary School - Special Program Southwest Middle School - Special Program Wakefield Elementary School (Lower building available for Share Amenca) McCtellan High School - Community Education Other Buildings Available: Metropolitan Vo-Tech Dunbar Middle School Forest Heights Middle School Mann Magnet Middle School Badgett Elementary School Booker Magnet Elementary Chicot Elementary School Cloverdale Elementary School Fair Park Elementary School Fulbright Elementary School Geyer Springs Elementary Gibbs Magnet Elementary Mitchell Elementary School Pulaski Heights Elementary Rightsell Elementary School Washington Elementary School Williams Magnet Elementary Alternative Learning Center ZA/ZR WTAMic "innunc CT7'7 t7e TQC TO TT TOOT/TT/QQArkansas Democrat (gazette FRIDAY, MARCH 11,1994 LRSD plans summer school for pupils not making grade A new summer school program for as many as 1,360 pupils in kinde^arten through third grades is in the planning stages at the Little Rock School District. The program is the result of a 1993 law that requires districts to offer a free summer i school for children who are performing below their grade level in reading and mathematics. The law requires pupils to attend the summer classes to be eligible for promotion to the next grade. The summer curriculum will stress hands-on experiences and practical application of the information taught. Sites for the Little Rock program are Carver, Cloverdale, King, Washington and Terry elementary schools. Funding for the program $428,361 will be provided by the state Department of Education. The Little Rock School Board is expected to act on the summer school proposal and hire the staff for the program at its March 24 meeting. Staff training also will be provided by the Education Department. Also at the March 24 meeting, board members will decide whether to put up for sale about 25,000 square feet of land near J.A. Fair High School. The land was separated from the rest of the campus when David 0. Dodd Road was relocated.Arkansas Democrat gazette FRIDAY, JUNE 10,1994 LR students can sign up for summer Students may register for the Little Rock School District summer school program Monday- Thursday. Summer school will be held at three sites, and late registration will be allowed only on June 17. The sites are: Rockefeller Elementary School Grades 1-6 from 8:15 to 11:30 a.m. June 20-July 25, Monday through Friday. Tuition is $115. Courses will be offered in mathematics and reading. Enrichment courses will be in writing, oral language and reading development. Forest Heights Junior High School Grades 7-8 from 8 a.m. to 12:15 p.m. June 20-Aug. 1, Monday through Friday. Tuition is $115. Seventh-^ade courses offered are English, math, life science and social studies. Eighthgrade courses offered are English, math, earth science, American History and reading. Central High School Grades 9-12 from 7:45 a.m. to noon June 20-Aug. 1. The first semester runs from June 20-July 11. The second semester will be from July 12-Aug. 1. Tuition varies: $57.50 for a half credit, three-week regular courses
$115 for one-credit, six-week regular courses
$60 for a half credit, three-week lab classes
$120 for six-week lab classes
and $165 for a half unit, three-week driver education courses. A wide range of academic courses will be offered. For more information about summer school, contact the district at 324-2000.Arkansas Democrat (gazette TUESDAY, JUNE 20,1995 Elementary schools plan open houses Five Little Rock School District schools are hosting open houses tonight to let the families of their summer school pupils meet principals and teachers and discuss the summer curricula. A sixth school has an open house scheduled for June 27. The open house at Cloverdale Elementary School will begin tonight at 5:30. Open houses will start at 6 p.m. at Carver Elementary, Washington Elementary, Fulbright Elementary and Dr. Martin Luther King Jr. Elementary. Rockefeller Elementary plans a summer open house at 5:30 p m June 27. Denn locrat AV^dnesday. JULY 22. J. 17-year-old| Shooting shot in neck after school Dispute at J.A. Fair continued on street BY JIM BROOKS .ARKANSAS DE.\IOCRAT-GAZETTE An argument between students summer school at JA - nuivuuisou saia. Marigold Street resident re- ^e? neck Tuesday .ported hearing at least three gun- pha !with a ,
gun ^shots from up the street about 120 chased anotherpair off campus, Ut- -p.m. T I said to myself.-That sounded 17 Jacksoi^ "really close, so 1 went outside and upgraded tsaw the car wecked against the from critical to serious after sui^ery Tuesday night and he was in inten- Upp Hospital, po- ..auu one oi me ooys was civmg. t "could tell the other boy was hurt so bullet had struck him in the back of ................. '' his neck and lodged in his throat police said. Police arrested one of the youths Tuesday ni^t when his mother turned him in to investigators, detective Lt J.R. Hall said. He said investigators had sworn out two: terroristic-act warrants Tuesday afternoon for each of the two teen-age suspects. HaU refused to identify the two. But a police report listed AJ. Washington, 17, of 1505 W. 22nd St as a suspect and Pulaski County jail records showed he was charged as an adult with two counts of committing a ten-ori^c act and was being booked into jail Tuesday night. A charge could be lodged for each person in the car when shots were See SHOOTING, Page 38 Continued from Page 1B fired. Hall said the other teen-ager re- mained at large. Sometime during school hours, the four teens got involved in an argument police spokesman Lt. .'John Hutchinson said. ".After . school let out two students got into >^their car and were followed out by . 'the students they had argued with /earlier. That argument led to gunfire, ' Hutchinson said. ^-p.m. 'tree, said the woman, who did not give her name. "I went out there and one of the boys was cning. I I went back inside and called 911. Police found a tan 1986 Oldsmobile Cutlass Cierra crashed into a tree in front of338 Marigold St. less than two miles east of Fair High. The Oldsmobiles back window had a single bullet hole on the drivers side. Moses Crawford and James Dixon, who work for the citys Parks and Recreation Department came across the crime scene shortly after the Cierra struck the tree. The driver wasn't talking, but i he was moving around. Dixon said. ' The passenger was really freaking I out I Emergency workers quickly i treated Jackson at the scene. His neck was immobilized in a cervical collar and he was strapped onto a back board before being put tn an ambulance and taken to University Hospital. Brandon Landers, 16, of 3024 Summit St. in Little Rock, Jacksons passenger, was uninjured, police said. Detectives questioned him at police headquarters. Shortly after arriving at the scene, police broadcast a description of the vehicle driven by the suspects, as well as names of two youths wanted for questioning in the shooting. The suspects were last seen heading south on Marigold in a white 1939 Isuzu I-Mark, police said.Arkansas Democrat ^(Oazellc * JANUARY 27, 1999 Panel OKs bill to end K-3 classes I in summer I i BY DOUG THOMPSON ARKANSAS DEMOCR.AT-GAZETTE One piece of the governors education package got a slow start Tuesday in the House Education Committee. Gov. Mike Huckabee and state Education Department Director Ray Simon asked the committee to support I a bill to repeal some state requirements that the governor sees as counterproductive to schools. After the governor left the first bill of his package led to 20 minutes of debate in the committee before receiving just enough votes to get out of committee with a favorable recommendation. House Bill 1212 would repeal a i requirement that school districts of- i fer summer school for pupils in ' kindergarten through third grade. i The bill got the 11 votes needed for a "do pass recommendation, dianks to Chairman Olin Cook. D-Russell- I ville, exercising his option to vote ' when a bill has 10 votes. Rep. Jimmy Jeffress, D-Crossett, said during debate hed prefer to see J how Huckabee s program to improve J the academic performance of pupils ! fares "before we completely devas- i tate summer school. Huckabee is proposing that the state eliminate a number of state requirements to give schools more freedom. In return, most of a districts students must pass their fourth grade bench mark exam on reading and math or face consolidation or direct takeover of their operations by the state. The districts will also be judged on attendance rates, dropout rates, safety and other objective criteria. Simon said.18K-5 SUMMER SCHOOL STUDENT RECOMMENDATION PROCESS TEACHER DIRECTIONS 1. Use the Teacher Recommendation Form to recommend students for participation in the 1996 K-5 Summer School Program. making appropriate recommendations, following general guidelines: In please adhere to the Follow the directions for completing Parts I, II, and III for all students, grades K-6. component is a pay program. (Although the sixth grade sixth grade summer school teachers will need the recommendation criteria to profile their students.) Be sure to complete both the Readinq/Lanquaqe Arts and Math forms for each student. Use the accompanying Skills/Knowledge Continuum as a guide for determining if students are currently emerging, developing, or mastering as learners in each of the key skills areas. If students are currently emerging, check the rig column adjacent the corresponding key skills area. If they are currently developing or mastering, check the appropriate yes column. Total the es columns and the ng columns for Parts I and II in order to complete Part III. Be sure to record each student's fall '95 Stanford Eight Reading (LA) and Math NCE's at grades 2 through 6 on the appropriate blank. Since several students may have the same total number of yes's. the NCE's will help determine rank order. A lower NCE will place these students higher on the classroom forms for Reading/Language Arts or Math. At kindergarten and first grade, if several students have the same total number of yes's. please consider each student's overall academic performance, attendance, and interaction/social skills to determine rank order. The student with poorest performance, attendance, and social interaction records should precede others with the same number of total yes's on the Reading/Language Arts or Math. classroom forms for Complete No. 2 on Part III by listing students on the Reading/Language Arts and Math forms beginning with the student who has the fewest yes's and ending with the student who has the most yes's. In cases where more than one student has the same number of total yes's, refer to the Fall Stanford Eight Reading or Math NCE to determine ranking or follow the directions above for kindergarten and first grade.received Oilice .nil 2 4 1996 oi Dessfl'QQ^''" MonilotinaK5 SUMMER SCHOOL STUDENT RECOMMENDATION PROCESS TEACHER DIRECTIONS PAGE 2 2. Before Wednesday, April 3, turn in to the principal or his/her designee the original white form and the yellow copy of the Reading/Language Arts and Math recommendation forms for each student, along with the classroom rank order lists. The original white forms will be forwarded to the IRC, along with the rank order lists. The yellow copy is for school use and the pink copy should be retained for teacher records. 3. All forms from each school must be Reading/Language Arts Office by Friday, turned in April 5, to I the 1996. Principals will be notified by Friday, April 19, 1996, with the names of students who can be served by the summer program, along with instructions for parent notification. NOTE: Recommendation Education Status: Process for Students with Special The Summer Supplemental Instructional Progreim is governed by rules and regulations set by the Arkansas Department of Education in accordance with Act 1139 of 1993 and addressed in Regulatory Memo No: 1993. 93-274, December 9, Regulation 3.02 states: For students identified as disabled under state and federal regulation, the including local district using "grade level" shall be determined at attainment of a combination of criteria goals and Individualized Educational Plans (lEP)... objectives on EXPLANATION: Because of this stipulation school teams must review the progress of special education students in the context of their lEP's. Progress or lack of progress on the lEP becomes as important factor in determining whether or not to recommend. Teachers should rank order these students based on their judgment of the special education student's progress on an lEP in relation to progress of the other students in each of the identified key skills areas. For additional explanation, please contact Dr. Patty Kohler.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Bogins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading YES NO COMMUNICATIONS 7. Begins to participate as listener & speaker in ___ discussion & questioning 8. Experiments with print vocabulary in writing ___ 9. Experiments with print mechanics in writing ___ 10. Begins to use invented spelling ___ 11. Experiments with mechanics of sentence structure when ___ speaking and writing 12. Begins to tell/retell stories orally and in writing with ___ a beginning, middle, and end 13. Begins to experience written and spoken language as ___ expression of culture TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than five no's on the Student Learning Profile above Good overall performance in Reading/Language Arts as indicated by daily grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) Good classroom interaction/social skills TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.RECEIVED Jill, 2 4 1996 Office of Desegregation MonitoringSTUDENT SCHOOL LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM MATH STUDENT ID #. TEACHER GRADE _K_ MATH NCE FALL '95 DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Begins to understand the meaning of numbers & sets S counts to 20 2. Demonstrates one-to-one correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, & rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts & classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. 2. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL On classroom form list students from lowest score (#1) to highest score.TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS K-5 SUMMER SCHOOL PROGRAM ACADEMIC SUPPORT PROGRAM STUDENT STUDENT ID #. GRADE SCHOOL TEACHER DATE 1 RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM AND/OR THE 1996-97 ACADEMIC SUPPORT PROGRAM (TITLE ONE READING/LANGUAGE ARTS PROGRAM) BASED ON THE FOLLOWING: 1. 2. Two or more no' s in one or more of the three Student Learning Profiles Skills (PART I below) Classroom multiple criteria (PART II below) A. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. IN EACH COLUMN FOR EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS THEN PROCEED TO PART II. YES NO READING PROCESS/COMPREHENSION 1. Identifies letters of alphabet and their sounds 2. Uses picture clues & letters of alphabet and their sounds to decode word 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read & comprehend print materials independently TOTALS I. B. COMMUNICATIONS 1. Begins to participate as listener & speaker in discussion & questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking & writing 6. Tells/retells stories orally & in writing with clear beginning, middle, & end 7. Begins to understand written & spoken language as expression of culture TOTALS II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Two (2) or more no's in a single skills area on the ___ student learning skills profile above. Overall performance in Reading/Language Arts is poor ___ as indicated by daily grades and report card grades. Attendance is poor (excessive tardies/10 or more absences). ___ Classroom interaction/social skills are poor. ___ TOTALS III. CHECK ONE OR MORE OF THE FOLLOWING AS APPROPRIATE: 1. Recommended to begin the K-5 Summer School Program 2. 3. 4. (2 or more yes /s from PART II) Recommended to continue the K-5 Summer School Program (2 or more yes /s from PART II) Recommended to exit the K-5 Summer School Program (fewer than 2 yes /s from PART II) Recommended for the Title One Program in Reading/Language ArtsLRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM MATH GRADE _1_ STUDENT STUDENT ID #. MATH NCE FALL '95 SCHOOL TEACHER DATE. RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: Four (4) or more no's in the Student Learning Profile (PART I below) 1. 2. Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Reads numeral words to 20 & matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts I's . counts to 100 by I's, 2's, 5's, & 10's . Knows addition facts to 18 & subtraction facts from 9 4 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens & ones to 100 8. Identifies fractions of a whole for halves & thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms & cones 10. Tells & writes time to the hour TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no's on Student Learning Profile --- above Good overall performance in Math as indicated by daily --- grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) --- Good classroom interaction/social skills --- NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes' s TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM READING/LANGUAGE ARTS TEACHER RECOMMENDATION FORM GRADE 2 STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: ' Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) 1. 2. PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS 71REA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Identifies letter sounds in initial, medial, & final YES NO 2. positions Interprets meaning through yisual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads & comprehends print materials independently COMMUNICATIONS 7. Participates as listener & speaker in discussion S 8. 9. questioning Uses basic print yocabulary in independent writing Uses basic print mechanics in independent writing 10. Begins to use conventions of spelling 11. Attends to basic mechanics of sentence structure 12. 13. when speaking and writing Tells/retells stories orally & in writing with supporting details & using proper sequence of events Understands written and spoken language as expression of culture TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. Fewer than five no's on the Student Learning Profile above YES NO B. C. D. Good overall performance in Reading/Language Arts indicated by daily grades and report card grades Good attendance (few/no tardies 10 or fewer absences) ___ Good classroom interaction/social skills ___ as TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM MATH GRADE STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with & without regrouping 3. Recalls basic subtraction facts to 18 4. Tells & writes time to the Js hour 5. Identifies fractions of a region including fourths, fifths, & sixths 6. Subtracts two two-digit numbers without regrouping 7. Solves simple word problems using addition & subtraction facts 8. Reads a calendar to tell the day, date, month 9. Reads interprets a pictograph a bar graph 10. Compares three digit numbers using the symbols or TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes * s from PART I to total number of ves's from Part II. TOTAL PART I yes's TOTAL PART II ves'S TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE _3_ STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Fiye (5) or more no * s in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK pj:ading process/comprehension YES NO 1. 2. 3. 4. 5. 6. Uses phonetic principles to decode words Interprets meaning through use of context clues Builds yocabulary through context clues Identifies main idea & comprehends story elements in printed text Begins to use personal background to make meaning from print materials Selects, reads & comprehends print materials independently COMMUNICATIONS 7. Participates appropriately as listener & speaker in classroom, small group, & one-on-one discussion questioning 8. Begins to independently expand print yocabulary in writing 9. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 10. Uses conventions of spelling 11. Begins to vary sentence structure to make speaking & writing interesting 12. Attends to appropriate organization of thoughts, ideas, sequence of events, & supporting details when speaking & writing 13. Begins to independently identify expression of culture in written S spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. YES NO B. C. D. Fewer than fiye no * s on the Student Learning Profile ___ aboye Good oyerall performance in Reading/Language Arts as ___ indicated by daily grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes * s from Part II. TOTAL PART I yes * s TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM MATH GRADE _3_ STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no * s in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Reads & writes numbers through ten thousands 2. Writes numbers in order from least to greatest & greatest to least 3. Adds & subtracts two or three numbers through three digits with & without regrouping 4. Identifies & counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres. cones, rectangular prisms, & cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, S interprets a bar graph given a set of data 10. Solves word problems using addition & subtraction through three digits TOTALS PART II. COMPLETE THE FOLLOWING MUI.TIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. YES B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE 4 STUDENT STUDENT ID # LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. TOTAL THE NUMBER OF CHECK READING PROCESS/COMPREHENSION 1. Uses phonetic principles and context clues to decode & make meaning 2. Independently constructs meaning in recreational, textual, & functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea YES NO 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning COMMUNICATIONS 7. Uses appropriate communication skills in a yariety of listening & speaking situations 8. Expands independently print yocabulary in writing 9. Begins to use editing strategies to appropriately make meaning in independent writing 9. 10. Uses conyentions of spelling 11. Begins to independently use process strategies to 12. make personal writing & speaking interesting Begins to appropriately use outlining to organize speaking S writing 13. Identifies independently expressions of culture in writing and spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. Fewer than fiye no's on the Student Learning Profile aboye YES NO B. c. D. Good oyerall performance in Reading/Language Arts indicated by daily grades and report card grades as Good attendance (few/no tardies & 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes ' s TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM MATH GRADE STUDENT STUDENT ID # MATH NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. PART I. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Recalls basic multiplication facts through 9's 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 100 5. Finds perimeter of regular irregular polygons 6. Divides a 2-digit number by a 1-digit number with without a remainder 7. Compares fractions with like denominators using the symbols < or > 8. Adds subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells writes time to the nearest minute TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES NO A. B. C. D. Fewer than four (4) no's on Student Learning Profile ___ above Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies S 10 or fewer absences) ___ Good classroom interaction/social skills ___ TOTALS PART III. 1. RANK ORDER Add total number of yes * s from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II ves's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM READING/LANGUAGE ARTS GRADE _5_ STUDENT STUDENT ID #. LA NCE FALL '95 SCHOOL TEACHER DATE RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Five (5) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SKILLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES READING PROCESS/COMPREHENSION 1. Uses phonetic/structural/contextual clues to determine _ meaning 2. Uses strategies in reading to summarize, draw conclu- _ sions, predict, & infer in recreational, textual, S functional print 3. Uses semantic and syntactic information to expand _ vocabulary 4. Uses comprehension strategies to analyze main idea/ _ supporting details S to make generalizations about meaning 5. Begins to independently apply appropriate personal _ background when interpreting print materials 6. Reads developmently appropriate material for variety _ of purposes NO COMMUNICATIONS 7. Identifies appropriate communication skills to independently participate in variety of listening & speaking situations 8. Varies print vocabulary to suit audience, occasion, & topic in personal writing 9. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 10. Uses conventions of spelling 11. Uses process strategies independently to make personal writing & speaking interesting 12. Uses appropriate outlining to organize personal speaking & writing 13. Begins to analyze expressions of culture in writing S spoken language TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. A. B. C. D. YES Fewer than fiye no's on the Student Learning Profile ___ aboye Good overall performance in Reading/Language Arts as ___ indicated by daily grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes' s TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.STUDENT SCHOOL LRSD SUMMER SCHOOL PROGRAM TEACHER RECOMMENDATION FORM MATH STUDENT ID #. TEACHER GRADE MATH NCE FALL '95 DATE 5 RECOMMENDATION FOR PARTICIPATION IN THE K-5 SUMMER SCHOOL PROGRAM IS BASED ON THE FOLLOWING: 1. 2. Four (4) or more no's in the Student Learning Profile (PART I below) Classroom multiple criteria (PART II below) PART I. COMPLETE THE STUDENT LEARNING PROFILE FOR ALL S^UDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM IN EACH SI iLLS AREA. TOTAL THE NUMBER OF CHECK MARKS IN EACH COLUMN FOR EACH SKILLS AREA. THEN PROCEED TO PART II. YES NO MATHEMATICS 1. Multiplies a 2-digit number by a 2-digit number 2. Reads S writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds & subtracts decimals 8. Simplifies fractions 9. Compares & orders decimals through hundredths 10. Solves word problems using multiplication S division TOTALS PART II. COMPLETE THE FOLLOWING MULTIPLE CRITERIA CHECKLIST FOR ALL STUDENTS IN YOUR CLASSROOM BY CHECKING THE APPROPRIATE COLUMN NEXT TO EACH ITEM, BASED ON YOUR INTERACTION WITH THE STUDENTS. THEN PROCEED TO PART III. YES A. B. C. D. Fewer than four (4) no' s on Student Learning Profile ___ aboye Good overall performance in Math as indicated by daily ___ grades and report card grades Good attendance (few/no tardies & 10 or fewer absences) ___ Good classroom interaction/social skills ___ NO TOTALS PART III. 1. RANK ORDER Add total number of yes's from PART I to total number of yes's from Part II. TOTAL PART I yes's TOTAL PART II yes's TOTAL 2. On classroom form list students from lowest score (#1) to highest score.* f LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 mvwa Mo/ mem Ci?A NEf UM TO: AU ElEMENTAE V PRiNGPALS 1 FROM: Sadie Mitchell, Assistant Supehntenaent Margaret GremiHion. Assistant Superintendent SUBJECT: Site for K~5 Summer School Students participating in tne K-S Summer Program from your school will be otter,dina ______________________School. Sb(th^^deis,y^tt^ FranUin Incentive Schoo! ONL Y. You MH need to fiH in the blanks and send the attached letter home with ail participants. You may want to foHow-up with a phone call. ThanK you for your continued support. cOd IT. L.6 'll r' .U'- dii'-a r4ii*jGj GsyiLITTLE ROCK SCHOOL DISTRICT ELEMENTARY SUMMER SCHOOL ANNOUNCEMENT GRADES K 6 JUNE 12 - JULY 19, 1996 We are pleased to announce that summer Cloverdale, Franklin, King, l eny and Washington for grades K through 6. school will be offered at Brady, Caiver, l^ERMENTARY SCHEDULE Dates: Hours: June 12 through July 19, 1996 (full five weeks) July 3, 4, & 5, 1996 Holidays 8:15 a.m. to 11:30 a.m Monday through Friday Tuition: $115.00 (Grade 6 students only) Students who did not reside in the Little Rock School District during the 1995-96 school year will be charged an additional $10.00 per semester REGISTRATION Dates
Late Registration: June 1 - 11, 1996 June 12, 1996 Add $10.00 Late Registration Fee NO STUDENT WILL BE PERMITTED TO REGISTER AFTER JUNE 12, 1996 itj d 17' TI ^6 unf iOc-K W t: - J etCtlTlS 'NlkWri Ijsa'iI I f ! i I Little Rock School District, 810 West Markham, LR, AR 72201 FAX Io: Phone: Fax phone: CC: RLMARKS: LRSD. Room 200 3J7_-Z2ZnQ n Urgent lJ For your reshew Date
/ Number of pages rnciudjug ojver sheet: [ I I j i I 1 From: Phone: Fax phone Reply ASAP 5 Sadie Mitchels 50I/'324-2007 501/324-2032 LJ P'e
b comment U? d :TT ^6. !jnf TOS-T: 'NIUW a'?<5 SKictonf^ Nam*_ Pofentj Nome _ AcWpots _. UTTLE ROCK SCHOOL DISTRICT Elementary/Junior High Summer School -( student I,D. ___ preliminary S.h|gaiLMtU. ___ . _________DO*_.__ J----------- ooESNOffleaxseceisaow Lixbaixfv<iAtx>f>iSB<WAtU _ Heme Ptxx*___ Business Phone___ _ last School ArJefided ZJp Code Sfudenh* Blrfhdahs_____ Lott Gracie, X * W MJ WW> ^T'****"' CAS4WROOKd Putpoae for flartdino aummer eotwab*- Ratwision or Roinfenjerriert C3? ErwIctinM'nt O Suolact aoMt daeired
n ReedtnglangiuACje Arts O ReedinflAjanguega Am aJA<altt*naWaa errichn*a (liat oourea or oowaaa)----------- School CtoeiwJ___ <4AOES 7 ANO a <nA> Sublet orCoun* Oa<t*<l_____ Grade Levet zC) Purooea lor taking thia course
iKfittti>iaeaCiMuaM Ennchment Courae(8) Oealrod__ Course Level. HsjSotIjOrt or flwit9eanarrt O entWwwrt O. llUgUMM Cl nwimmOoNN:: TluunWsoonn mmuusmt accornpery iie ppcatk>n rwAfliiPD AN after daaa orflimlzatofl hw be arxJ otawwcr* h* be$Nn, STUDENTS REGUTER^ K - - lXamaa ia/Ka xAiafs aaI fa th* I ffrlA HACK aCf lOOl LMKiIm aner Class organimnon np wwn^wvrw wm w..eTw.- * -- __ riM^rw ADDiTtONAL^O FEE. Also, an additional $10 tultten w be ohaigod atudenta wtw were not naeOanta at the Little Roefc Scftooi maww during the pravloua school yaar. Maxe checka payable to EUsMENTARY/JUNlOR HIGH SUMMER SCHOOL. FawW Sl-jnatura____ Piinctpal Signature ' 0a MOT whits IN -mW WPAeiB SOaM- Miw ONW Chech Enefoead O Amount $____ Cash Endosed O .. Amou(it
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* S * X I, M iW' M.n ^4?^ -VC r. tSwl xXt 48& <<! It'S A-r A "tit .sov Av f- * >i! xj{ :Xx$ s . sj M 'It llIWGH GSd? si LITTLE ROCK SCHOOL DISTRICT SIO WEST MARKHAM LITTLE ROCK, ARKANSAS June 20, 1996 TO: Summer School Principals FROM: Sterling IngrarfTDirector of Staff Development SUBJECT: Corrected Summer School Statistics Attached is information related to summer school enrollment and staffing. Please make corrections as needed and return to niy office by Wednesday, June 26, 1996. In addition, plea.se list the teachers who have been transterred out of your building and the site to which they are currentiy assigned. Thank you for your assistance. Sl/adg SO'd .6 UOf cSOc-t?-
EJNIQU'iaS' J?- ^k' !i >v LITTLE ROCK SCHOOL DISTRICT SUMMER SCHOOL ENROLLMENT- !K-6) DATE: June 19, 1996 J996 Schoo! Carver Carver# of Teachers CloverCde C^ Sfdale 4 afreochers Brcdy ' Brady # o f i "^'Ochers , Franklin frorkSc # of Teachers ! King' I ^ing ^of I Teachers ! Teny xr 22 14 20 29 13 J 2 3 4 5 6 T Tota! /54'' 54 59 46 25-V: 25 20 17 9 9 102 38 22 10 12 29/9CB: 134 2 7 17 2.3 20 17 1 48 I 29 41 43 30 22 194 36 42 19 i 4?/7y <' of 1 Teachers Washington \rrashingtor) 4 cf Teachers ! 22 51 4.3 43 0d Of:U 26, unf :0c--7< .31 16 ] .5 7 51 :-T03-T:*t:j 42 2 52, !a -oiwio asdiLittle Rock School District K-5 SUMMER SCHOOL 1996 STUDENT PORTFOLIO CONTENTS 1. Teacher Recommendation Fomns (yellow copies): - Reading/Language Arts Math 2. Weekly Progress Report 3. Personal Reading Record 4. Seven (7) Samples of Student Work* - 2 Writing Products - 2 Literature Response Products - 2 Math and/or Science Products 1 Student-Selected Product * Work from all five (5) weeks should be represented and all work should be dated. 5. Anecdotal Records, Notes, Conferences, Checklists, Etc. 6. Other Forms of Assessment - Teacher-Made Tests, Scoring Rubrics, Etc. 7. Post-Assessment for Reading and Math (use original Teacher Recommendation Form - See #1 above)WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K - READING/LANGUAGE ARTS STUDENT STUDENT ID# SUMMER SCHOOL SITE TEACHER MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading 1. Begins to participate as listener/speaker in discussion and questioning 2. Experiments with print vocabulary in writing 3. Experiments with print mechanics in writing 4. Begins to use invented spelling 5. Experiments with mechanics of sentence structure when speaking and writing 6. Begins to tell/retell stories orally and in writing wi.h a beginning, middle, and end 7. Begins to understand written/spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies letters of alphabet and their sounds 2. Uses picture clues/letters/sounds to decode words 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read/comprehend print materials independently 1. Begins to participate as listener/speaker in discussion/ questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally/in writing with clear beginning/ middle/end 7. Begins to understand written/spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies letter sounds in initial, medial, & final positions 2. Interprets meaning through visual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads and comprehends print materials independently 1. Participates as listener/speaker in discussion and questioning 2. Uses basic print vocabulary in independent writing 3. Uses basic print mechanics in independent writing 4. Begins to use conventions of spelling 5. Attends to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally and in writing with supporting details and using proper sequence of events 7. Understands written and spoken language as expression of culture Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19-96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic principles to decode words 2. Interprets meaning through use of context clues 3. Builds vocabulary through context clues 4. Identifies main idea and comprehends story elements in printed text 5. Begins to use personal background to make meaning from print materials 6. Selects, reads, and comprehends print materials independently 1. Participates appropriately as listener and speaker in small group, and one-on-one discussion and classroom, questioning 2. Begins to independently expand print vocabulary in writing 3. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 4. Uses conventions of spelling 5. Begins to vary sentence structure to make speaking and writing interesting 6. Attends to appropriate organization of thoughts, ideas, sequence of events, and supporting details when speaking and writing 7. Begins to independently identify expression of culture in written and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORTS LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic principles and context clues to decode and make meaning 2. Independently constructs meaning in recreational, textual, and functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning 1. Uses appropriate communication skills in a variety of listening and speaking situations 2. Expands independently print vocabulary in writing 3. Begins to use editing strategies to appropriately make meaning in independent writing 4. Uses conventions of spelling 5. Begins to independently use process strategies to make personal writing and speaking interesting 6. Begins to appropriately use outlining to organize speaking and writing 7. Identifies independently expressions of culture in writing and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 - READING/LANGUAGE ARTS STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Uses phonetic/structural/contextual clues to determine meaning 2. Uses strategies in reading to summarize, draw conclusions, predict, & infer in recreational, textual, S functional print 3. Uses semantic & syntactic information to expand vocabulary 4. Uses comprehension strategies to analyze main idea/supporting details and to make generalizations about meaning 5. Begins to independently apply appropriate personal background when interpreting print materials 6. Reads developmentally appropriate material for variety of purposes 1. Identifies appropriate communication skills to independently participate in variety of listening & speaking situations 2. Varies print vocabulary to suit audience, occasion, and topic in personal writing 3. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 4. Uses conventions of spelling 5. Uses process strategies independently to make personal writing and speaking interesting 6. Uses appropriate outlining to organize personal speaking and writing 7. Begins to analyze expressions of culture in writing and spoken language Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K MATH STUDENT ID#. TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Begins to understand the meaning of numbers and sets and counts to 20 2. Demonstrates one-to-one correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, and rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts and classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 MATH STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Reads numeral words to 20 & matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts to 100 by I's, 2's, 5's, & lO's 4. Knows addition facts to 18/subtractions facts from 9 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens & ones to 100 8. Identifies fractions of a whole for halves & thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms, cones 10. Tells and writes time to the hour Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE. MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 MATH STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with or without regrouping 3. Recalls basic subtractions facts to 18 4. Tells and writes time to the half-hour 5. Identifies fractions of a region including fourths, fifths, and sixths 6. Subtracts 2 two-digit numbers without regrouping 7. Solves simple word problems using addition & subtraction facts 8. Reads a calendar to tell the day, date, and month 9. Reads and interprets a pictograph and a bar graph 10. Compares three digit numbers using the symbols or Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 MATH STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Reads and writes numbers through ten thousands 2. Writes numbers in order from least to greatest and greatest to least 3. Adds & subtracts two or three numbers through three digits with & without regrouping 4. Identifies and counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres, cones, rectangular prisms, and cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, and interprets a bar graph given a set of data 10. Solves word problems using addition and subtraction through three digits Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 MATH STUDENT ID# TEACHER Consistently +
Occasionally o
Not yet introduced N/I WEEK Never
PROGRAM OBJECTIVES 1 2 3 4 1. Recalls basic multiplication facts through 9's 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 & 100 5. Finds perimeter of regular S irregular polygons 6. Divides a 2-digit number by a 1-digit number with & without a remainder 7. Compares fractions with like denominators using the symbols < or > 8. Adds & subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells and writes time to the nearest minute Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:STUDENT SUMMER SCHOOL SITE MARKING KEY: WEEKLY PROGRESS REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 MATH STUDENT ID# TEACHER Consistently +
Occasionally o
Never
Not yet introduced N/I WEEK PROGRAM OBJECTIVES 1 2 3 4 1. Multiplies a 2-digit number by a 2-digit number 2. Reads and writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds and subtracts decimals 8. Simplifies fractions 9. Compares and orders decimals through hundredths 10. Solves word problems using multiplication and division Week 1 (6/12/96-6/21/96) COMMENTS: Week 2 (6/24/96-6/28/96) COMMENTS: Week 3 (7/1/96-7/12/96) COMMENTS: Week 4 (7/15/96-7/19/96) COMMENTS:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE K - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Begins to recognize letters and sounds of the alphabet 2. Begins to use picture clues to make meaning 3. Begins to recognize that letters make words 4. Begins to recognize story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to experience independent reading 1. Begins to participate as listener/speaker in discussion and questioning 2. Experiments with print vocabulary in writing 3. Experiments with print mechanics in writing 4. Begins to use invented spelling 5. Experiments with mechanics of sentence structure when speaking and writing 6. Begins to tell/retell stories orally and in writing with a beginning, middle, and end 7. Begins to understand written/spoken language as expression of culture Comments:2 4 1996 QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 - READING/LANGUAGE ARTS STUDENT STUDENT ID#. DATE. SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd NARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies letters of alphabet and their sounds 2. Uses picture clues/letters/sounds to decode words 3. Recognizes high-frequency sight words 4. Recognizes story progression 5. Begins to understand role of personal background in making meaning from print materials 6. Begins to read/comprehend print materials independently 1. Begins to participate as listener/speaker in discussion/ questioning 2. Begins to independently use basic print vocabulary in writing 3. Begins to independently use basic print mechanics in writing 4. Uses invented spelling 5. Begins to attend to basic mechanics of sentence structure when speaking and writing 6. Tells/retells stories orally/in writing with clear beginning/ middle/end 7. Begins to understand written/spoken language as expression of culture Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies letter sounds in initial, medial, & final positions 2. Interprets meaning through visual and written clues 3. Recognizes at least 50 high-frequency sight words 4. Comprehends character, setting, plot in story sequence 5. Understands role of personal background in making meaning from print materials 6. Reads and comprehends print materials independently Participates as listener/speaker in discussion and questioning 2. Uses basic print vocabulary in independent writing 3. Uses basic print mechanics in independent writing 4. Begins to use conventions of spelling 5. Attends to basic mechanics of sentence structure when speaking and writing______________________ 6. Tells/retells stories orally and in writing with supporting details and using proper sequence of events 7- Understands written and spoken language as expression of culture Comments: I IQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 - READING/LANGUAGE ARTS STUDENT. STUDENT ID#. DATE. SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally O
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Uses phonetic principles to decode words 2. Interprets meaning through use of context clues 3. Builds vocabulary through context clues 4. Identifies main idea and comprehends story elements in printed text 5. Begins to use personal background to make meaning from print materials 6. Selects, reads, and comprehends print materials independently 1. Participates appropriately as listener and speaker in classroom, small group, and one-on-one discussion and questioning 2. Begins to independently expand print vocabulary in writing 3. Uses print mechanics appropriately to make meaning in independent writing and begins to self-edit 4. Uses conventions of spelling 5. Begins to vary sentence structure to make speaking and writing interesting 6. Attends to appropriate organization of thoughts, ideas, sequence of events, and supporting details when speaking and writing 7. Begins to independently identify expression of culture in written and spoken language Comments:QUTIRTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Not yet introduced N/I PROGRESS TO DATE (See Marking Key) Never
1. Uses phonetic principles and context clues to decode and make meaning 2. Independently constructs meaning in recreational, textual, and functional print 3. Independently builds vocabulary through context clues 4. Analyzes story elements to interpret main idea 5. Uses personal background to make meaning from print materials 6. Reads fluently while attending to meaning I 1. Uses appropriate communication skills in a variety of I listening and speaking situations 2. Expands independently print vocabulary in writing I 3. Begins to use editing strategies to appropriately make I r meaning in independent writing I 4. Uses conventions of spelling 5. Begins to independently use process strategies to make personal writing and speaking interesting I 6. Begins to appropriately use outlining to organize speaking I and writing I 7. Identifies independently expressions of culture in writing 1 and spoken language I Comments: I i iQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 - READING/LANGUAGE ARTS STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Uses phonetic/structural/contextual clues to determine meaning 2. Uses strategies in reading to summarize, draw conclusions, predict, S infer in recreational, textual, S functional print 3. Uses semantic & syntactic information to expand vocabulary 4. Uses comprehension strategies to analyze main idea/supporting details and to make generalizations about meaning 5. Begins to independently apply appropriate personal background when interpreting print materials 6. Reads developmentally appropriate material for variety of purposes 1. Identifies appropriate communication skills to independently participate in variety of listening S speaking situations 2. Varies print vocabulary to suit audience, occasion, and topic in personal writing 3. Uses appropriate editing strategies (mechanics/grammar) to make meaning in independent writing 4. Uses conventions of spelling 5. Uses process strategies independently to make personal writing and speaking interesting 6- Uses appropriate outlining to organize personal speaking and writing 7. Begins to analyze expressions of culture in writing and spoken language Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM STUDENT SCHOOL MARKING KEY: Consistently +
GRADE K MATH STUDENT ID# DATE NINE WEEKS PERIOD (circle one) 1st 2nd 3rd Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Begins to understand the meaning of numbers and sets and counts to 20 2. Demonstrates onetoone correspondence 3. Identifies numerals to 20 4. Writes numerals to 20 5. Identifies plane shapes (triangles, circles, and rectangles including squares) 6. Writes, reads, and discusses mathematics 7. Identifies and uses coins 8. Sorts and classifies objects 9. Explores the operation of addition 10. Extends a geometric pattern Comments:2 QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 1 MATH STUDENT STUDENT ID#, DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Reads numeral words to 20 & matches words to sets 2. Identifies numbers to 20 as even or odd 3. Counts to 100 by I's, 2's, 5's, & 10's 4. Knows addition facts to 18/subtractions facts from 9 or less 5. Recognizes and names values of coins 6. Compares numbers through 20 7. Identifies numbers created by groups of tens & ones to 100 8. Identifies fractions of a whole for halves & thirds 9. Identifies 3-dimensional shapes including spheres, rectangular prisms, S cones 10. Tells and writes time to the hour Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 2 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Identifies place value of digits in numbers through 500 2. Adds 2 two-digit numbers with or without regrouping 3. Recalls basic subtractions facts to 18 4. Tells and writes time to the half-hour 5. Identifies fractions of a region including fourths, fifths, and sixths 6. Subtracts 2 two-digit numbers without regrouping 7. Solves simple word problems using addition & subtraction facts 8. Reads a calendar to tell the day, date, and month 9. Reads and interprets a pictograph and a bar graph 10. Compares three digit numbers using the symbols <, >, or Conunents:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 3 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Reads and writes numbers through ten thousands 2. Writes numbers in order from least to greatest and greatest to least 3. Adds & subtracts two or three numbers through three digits with S without regrouping 4. Identifies and counts money to $5.00 5. Estimates/measures lengths to the nearest centimeter 6. Recalls basic multiplication facts through fives 7. Identifies 3-dimensional figures including spheres, cones, rectangular prisms, and cylinders 8. Identifies numbers as even or odd through 3 digits 9. Constructs, reads, and interprets a bar graph given a set of data 10. Solves word problems using addition and subtraction through three digits Comments:QUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 4 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Recalls basic multiplication facts through 9's I 2. Recalls basic division facts through 9's 3. Multiplies a 2-digit or 3-digit number by a 1-digit number 4. Rounds whole numbers through 3-digits to the nearest 10 & 100 5. Finds perimeter of regular S irregular polygons 6. Divides a 2-digit number by a 1-digit number with S without a remainder 7. Compares fractions with like denominators using the symbols < or > 8. Adds S subtracts fractions with like denominators without simplifying 9. Identifies shapes as quadrilaterals 10. Tells and writes time to the nearest minute i 1 I Comments: IQUARTERLY FOLLOW-UP REPORT LRSD K-5 SUMMER SCHOOL PROGRAM GRADE 5 MATH STUDENT STUDENT ID# DATE SCHOOL NINE WEEKS PERIOD (circle one) 1st 2nd 3rd MARKING KEY: Consistently +
Occasionally o
Never
Not yet introduced N/I PROGRAM OBJECTIVES PROGRESS TO DATE (See Marking Key) 1. Multiplies a 2-digit number by a 2-digit number 2. Reads and writes numbers through millions 3. Divides a 3-digit number by a 1-digit number with and without a remainder 4. Finds the area of rectangles, including squares 5. Measures elapsed time 6. Identifies place value of decimals through hundredths 7. Adds and subtracts decimals 8. Simplifies fractions 9. Compares and orders decimals through hundredths 10. Solves word problems using multiplication and division Comments:09/14/95 08:23:15 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-OORl Language Arts Revised Obj. Kindgarten Objective Description M- TI GL LA-OORl-001 Listen to variety of print for variety of purposes. LA-OORl-002 Listen for sustained periods of time. LAOORl-003 Attend to what others are saying. LA-OORl-004 Listen to develop strategies for asking questions. LA-OORl-005 Exhibit reactions that reflect comprehension. LA-OORl-006 Listen to follow directions sequentially. LA-OORl-007 Use technology to reinforce/extend learning. LA-OORl-008 Listen to discriminate sounds. LA-OORl009 Take turns in group discussion. LA-OORl-010 Volunteer in speaking activities. LA-OORl-011 Tell/retell stories from writing/reading/pictures. LA-OORl-012 Dramatize familiar stories, rhymes, and fingerplays. LA-OORl-013 Use technology to enhance/evaluate performances. LA-OORl-014 Give oral directions. LA-OORl-015 Make comments appropriate to the situations. LAOORl-016 Express ideas clearly/accurately. LA-OORl-017 Rephrase/adjust if others do not understand. LA-OORl-018 Use print/pictures to convey meaning. LA-OORl-019 Leave space between words/groups of letters. LA-OORl-020 Write daily for a variety of purposes. LA-OORl-021 Evaluate own writing/drawing and that of others. LA-OORl-022 Participate in shared writing activities. LA-OORl-023 Accept responsibility for completing/writing. LA-OORl-024 Use pre-writing skills. LA-OORl-025 Write letters/symbols/numerals randomly. LA-OORl-026 Write from left to right. LA-OORl-027 Use partial phonetic representation for word. LA-OORl-028 Use a few known words in correct places. LA-OORl-029 Experiment with punctuation/capitalization. LA-OORl-030 Recognize and write own name. LA-OORl-031 Use technology to write/revise text. LA-OORl-032 Understand that from the print comes the message. LA-OORl-033 Know where to start reading, left to right, return. LA-OORl-034 Participate in shared reading experiences. LA-OORl-035 Use pictures as clues to story line. LA-OORl-036 Identify letters of the alphabet. LA-OORl-037 Distinguish letters from words. LA-OORl038 Recognize/associate letters and sounds. LA-OORl-039 Recognize some high frequency words. LA-OORl-040 Use specific strategies to comprehend variety of genres. LA-OORl-041 Recognize opposites. LA-OORl-042 Show awareness of story elements. LA-OORl-043 "Read" from original stories to others. LA-OORl-044 Choose to look at/talk about books. LA-OORl-045 Use skills to achieve goals in/out of classroom. LA-OORl-046 Dictate stories using background knowledge. 75% 75% 75% 75% 75% 75% 75% 75% 75 % 75% 75% 75 *6 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8I received Illi 2 4 1996 Office of Desooregaton Monitoring03/-L^/3S 08:19:36 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-OIRI Language Arts Revised Objectives Grade 1 Objective Description M-% TI GL LA-OlRl-001 Listen to variety of print for variety of purposes. LAOlRl-002 Listen for sustained periods of time. LA-OlRl-003 Exhibit reactions that reflect comprehension. LAOlRl-004 Attend to what others are saying. LA-OlRl-005 Listen to follow directions sequentially. LA-OlRl-006 Listen to discriminate sounds. LA-OlRl-007 Listen to develop strategies for asking questions. LA-OlRl-008 Listen to appreciate genres from diverse cultures. LA-OlRl-009 Listen to reinforce/extend learning through technology. LA-OlRl-010 Volunteer for speaking activities. LA-OlRl-011 Take turns in group discussions. LA-OlRl-012 Give oral directions. LA-OlRl-013 Tell/retell stories from writing/reading/pictures. LA-OlRl-014 Dramatize familiar stories/rhymes/books. LAOlRl-015 Experiment with creative/playful languages. LA-OlRl-016 Contribute to group/individual dictated stories. LA-OlRl-017 Use technology to enhance/evaluate performances. LA-OlRl-018 Express ideas clearly and accurately. LA-OlRl-019 Make comments appropriate to the situation. LA-OlRl-020 Illustrate stories to convey meaning. LA-OlRl-021 Follow patterns from predictable books, stories, poems. LA-OlRl-022 Create/write simple stories/poems for publication. LA-OlRl-023 Write daily for a variety of purposes. LA-OlRl-024 Evaluate own writing/drawing and that of others. LA-OlRl-025 Participate in shared writing experiences. LA-OlRl-026 Use technology to write/revise text. LA-OIRI027 Write for social interaction. LA-OlRl-028 Write for variety of purposes. LA-OlRl-029 Master manuscript handwriting. LA-OlRl-030 Spell/write first, last name, and phone number. LA-OlRl-031 Edit writing for complete sentences. LA-OlRl-032 Edit writing for developmentally appropriate mechanics. LA-OlRl-033 Edit writing for developmentally appropriate spelling. LA-OlRl-034 Edit writing for developmentally appropriate usage. LA-OlRl-035 Accept responsibility for collecting/completing products LA-OlRl-036 Use major cuing systems to decode/construct meaning. LA-OlRl-037 Participate in shared/guided reading experiences. LA-OlRl-038 Recognize/associate letters and sounds. LA-OIRI039 Expand vocabulary through reading. LA-OlRl-040 Recognize synonyms/antonyms/homophones. LA-OIRI041 Use a variety of strategies to aid comprehension. LA-OlRl-042 Develop fluency in silent/oral reading. LA-OlRl-043 Recognize story elements. LA-OlRl-044 Use specific strategies to comprehend variety of genres. LA-OlRl-045 Understand that texts have different purposes. LA-OlRl-046 Select appropriate resource material. LA-OlRl-047 Use developmentally appropriate study skills. 75 IS IS Q. *6 S8 IS^ 75% IS^^ 10 75% 1S^ IS^^ 75% IS^^ IS^ lSi, 1S<. 1S<. 1S^<. 75% IS^. 75 Q, S8 S8 1S'^<. IS^ IS^^ IS^ IS^ 75% IS^'i IS^ IS'^^. ns^^ 1S^ 75% IS^^, 48 S8 75% 19 S8 75% 67 S8 75% 75 *0 75% 74 S8 4 75%128 S8 75% 60 75% 20 75% 62 S8 75 IS^'i ns^^ 24 S8 75% S8 75% 75% 24 S809/14/95 08:19:36 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-OIRI Language Arts Revised Objectives Grade 1 (Continued) Objective Description M-% TI GL LA-OlRl-048 Use strategies for visual organization. LA-OlRl-049 Identify minority writers. LA-OlRl-050 Choose to look at/read books for sustained periods. LA-OIRI051 Establish a purpose for reading.* LA-OlRl-052 Use a variety of word recognition strategies as needed. 75% 10 75% 75% 75% 14 75%09/14/95 08:20:33 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-02R1 Language Arts Revised Objectives Grade 2 Objective Description M-% TI GL LA-02R1-001 Listen to variety of print for variety of purposes. LA-02R1-002 Appreciate variety of genres from various cultures, LA-02R1-003 Listen for sustained periods of time. LA-02R1-004 Listen to discriminate sounds. LA-02R1-005 Listen selectively/attentively for variety of purposes. LA-02R1-006 Develop strategies for understanding what is heard. LA-02R1-007 Reinforce/extend learning through technology. LA-02R1008 Volunteer for speaking activities. LA-02R1009 Take turns in group discussions. LA-02R1-010 Tell/retell stories from writing, reading, pictures. LA-02R1-011 Participate in speaking activities. LA-02R1-012 Give oral directions. LA-02R1-013 Make/respo.id to introductions. LA-02R1-014 Experiment with creative/playful language. LA-02R1-015 Use technology to enhance/evaluate performances LA-02R1-016 Speak to variety of audiences. LA-02R1-017 Make comments/give feedback appropriate to situation. LA-02R1-018 Express ideas clearly and accurately. LA-02R1-019 Write/illustrate stories to convey meaning. LA-02R1-020 Write in one or more subject areas daily. LA-02R1021 Use five steps of writing process. LA-02R1-022 Write independently. LA-02R1-023 Monitor progress of self and others. LA-02R1-024 Create/write poems/stories for publication. LA-02R1-025 Use technology to write/revise. LA-02R1-026 Participate in shared writing activities. LA-02R1-027 Write for a variety of purposes. LA-02R1-028 Write for social interaction. LA-02R1-029 Edit writing for complete sentences. LA-02R1-030 Edit writing for developmentally appropriate mechanics. LA-02R1-031 Edit writing for developmentally appropriate spelling. LA-02R1-032 Edit writing for developmentally appropriate usage. LA-02R1-033 Accept responsibility for collecting/completing writing. LA-02R1-034 Demonstrate mastery of manuscript writing. LA-02R1-035 Recognize and appreciate letters and sounds. LA-02R1-036 Participate in shared/guided reading experiences. LA-02R1-037 Use major cuing systems to decode. LA-02R1-038 Expand vocabulary through reading. LA-02R1-039 Recognize synonyms/antonyms/multimeaning words. LA-02R1-040 Develop fluency in silent/oral reading. LA-02R1-041 Recognize story elements. LA-02R1-042 Use a variety of strategies to aid comprehension. LA-02R1-043 Use specific strategies to comprehend variety of genres. LA-02R1-044 Understand that texts have different purposes. LA-02R1-045 Monitor progress of self and others. LA-02R1-046 Use strategies for visual organization of information. LA-02R1-047 Read from different genres from variety of cultures. 75% 75% 75% 75 % S8 79 S8 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 60 S8 75% S8 75% 60 S8 75% 75% 75% 26 S8 75% 75% 70 S8 75% 70 75% 29 S8 75% 75% 18 S8 75% 36 S8 75% 53 S8 75% 75% 75% 75% S8 S809/14/95 08:20:33 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-02R1 Language Arts Revised Objectives Grade 2 (Continued) Objective Description M-% TI GL LA-02R1048 Use developmentally appropriate study skills, LA-02R1-049 Identify minority writers. LA-02R1-050 Select appropriate resource materials. LA-02R1-051 Choose to look at/read books. LA-02R1-052 Establish a purpose for reading. LA-02R1-053 Use variety of word recognition strategies. LA-02R1-054 Use technology to support growth in reading. 75% 10 S8 75% 75% 75% 75% 18 75% 75%09/14/95 08:21:34 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-03R1 Language Arts Revised Objectives Grade 3 Objective Description M-% TI GL LA-03R1001 Listen to variety of print for variety of purposes. LA-03R1002 Listen selectively/attentively for variety of purposes. LA-03R1-003 Listen to discriminate sounds. LA-03R1-004 Develop strategies for understanding what is heard. LA-03R1-005 Listen to/appreciate genres from many cultures. LA-03R1-006 Listen to reinforce/extend learning through technology. LA-03R1-007 Participate courteously in group discussions. LA-03R1-008 Respond to guestions in complete sentences. LA-03R1009 Give oral directions. LA-03R1-010 Make/respond to introductions. LA-03R1-011 Volunteer for speaking activities. LA-03R1-012 Recite poetry/participate in choral reading/dramas. LA-03R1-013 Create/tell original stories in sequence. LA-03R1-014 Experiment/create with language. LA-03R1-015 Use technology to enhance/evaluate performances. LA-03R1-016 Express ideas clearly, accurately. LA-03R1-017 Speak to variety of audiences for variety of reasons. LA-03R1-018 Make comments/feedback appropriate to situation. LA-03R1-019 Participate in shared writing activities. LA-03R1-020 Use five steps of writing process. LA-03R1-021 Write in one or more subject areas daily. LA-03R1-022 Write independently for sustained periods of time. LA-03R1-023 Write and illustrate stories to convey meaning. LA-03R1024 Write paragraphs and whole pieces. LA-03R1-025 Create/write stories/poems for publication. LA-03R1-026 Use technology to write/revise text. LA-03R1-027 Write for social interaction. LA-03R1-028 Write for a variety of purposes. LA-03R1-029 Demonstrate mastery in handwriting. LA-03R1-030 Write complete simple and compound sentences. LA-03R1-031 Edit writing for correct usage. LA-03R1-032 Edit writing for mechanics. LA-03R1-033 Edit writing for correct spelling.* LA-03R1-034 Understand that texts have different purposes.* LA-03R1-035 Use major cuing systems to decode.* LA-03R1-036 Expand vocabulary through reading. LA-03R1-037 Develop knowledge of vocabulary. LA-03R1-038 Develop fluency in oral/silent reading. LA-03R1-039 Recognize and compare story elements. LA-03R1-040 Identify minority writers. LA-03R1-041 Use a variety of strategies to aid comprehension. LA-03R1-042 Participate in shared/guided reading activities. LA-03R1-043 Use strategies for visual organization of information. LA-03R1-044 Use specific strategies to comprehend variety of genres. LA-03R1-045 Appreciate diversity in literature. LA-03R1-046 Monitor progress of self and others. LA-03R1-047 Use developmentally appropriate study skills.* 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75 75% 1'5'^ 15^ 75% 75% 15^ 75% S8 S8 S8 S8 S8 S8 10 75% 60 S8 75%157 S8 75% 24 S8 75% 10 S8 75 90 S8 75% 88 S8 75% 50 S8 75% 75% 29 S8 75% 75% 68 S8 15^ 15^ 15^106 S8 75% 75% 75%148 S809/14/95 08:21:34 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-03R1 Language Arts Revised Objectives Grade 3 (Continued) Objective Description M-% TI GL LA-03R1-048 Select appropriate resource materials. LA-03R1-049 Establish a purpose for reading. LA-03R1-050 Read for a variety of purposes. LA-03R1-051 Use variety of word recognition strategies. LA-03R1-052 Select a variety of print.* LA-03R1-053 Participate in conversations about reading. LA-03R1-054 Use reading to achieve goals outside classroom. LA-03R1-055 Use technological aids to support growth in learning. 75% S8 75% 14 S8 75% 75% 75% 10 75% 75% S8 7509/14/95 08:27:42 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-04R1 Language Arts Revised Objectives Grade 4 Objective Description M-% TI GL LA-04R1-001 Listen to variety of print for variety of purposes. LA-04R1-002 Listen selectively/attentively for variety of purposes. LA-04R1-003 Develop strategies for understanding what is heard. LA-04R1-004 Listen to/appreciate genres from many cultures. LA-04R1-005 Listen to reinforce/extend learning through technology. LA-04R1-006 Participate courteously in group discussions. LA-04R1-007 Give directions/explanations. LA-04R1-008 Participate in speaking activities. LA-04R1-009 Experiment/create with language. LA-04R1010 Use technology to enhance/evaluate performances. LA-04R1-011 Express ideas clearly, accurately. LA-04R1-012 Speak to variety of audiences for variety of reasons. LA-04R1-013 Make comments/feedback appropriate to situation. LA-04R1-014 Participate in group writing activities. LA-04R1-015 Use five steps of writing process. LA-04R1-016 Write in one or more subject areas daily. LA-04R1-017 Write independently for sustained periods of time. LA-04R1-018 Write paragraphs and whole pieces. LA-04R1-019 Create/write stories/poems for publication. LA-04R1-020 Use technology to write/revise text. LA-04R1-021 Write for social interaction. LA-04R1-022 Write for a variety of purposes. LA-04R1-023 Demonstrate mastery of cursive writing. LA-04R1-024 Write/edit for complete sentences. LA-04R1-025 Edit writing for correct usage. LA-04R1-026 Edit writing for mechanics. LA-04R1-027 Edit writing for correct spelling. LA-04R1-028 Maintain and evaluate a collection of writing samples. LA-04R1-029 Understand that texts have different purposes.* LA-04R1-030 Use major cuing systems to decode. LA-04R1-031 Expand vocabulary through reading. LA-04R1-032 Develop knowledge of vocabulary. LA-04R1-033 Read orally/silently for increased periods of time.* LA-04R1-034 Analyze story elements. LA-04R1-035 Make comparisons from literature. LA-04R1-036 Identify minority writers.* LA-04R1-037 Use a variety of strategies to aid comprehension. LA-04R1-038 Use strategies for visual organization of information. LA-04R1-039 Use specific strategies to comprehend variety of genres. LA-04R1-040 Appreciate diversity in literature. LA-04R1-041 Monitor progress of self and others. LA-04R1-042 Use study skills. LA-04R1-043 Establish a purpose for reading.* LA-04R1-044 Read for a variety of purposes. LA-04R1-045 Use a variety of strategies to understand text. LA-04R1-046 Select a variety of print.* LA-04R1-047 Participate in conversations about reading. 75 o 75% 75 6 75% 75% 75% 75% 75% 75 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 9 S8 75% 59 S8 75%150 S8 75% 75% 75% S8 9 S8 75% 71 S8 89 75% 60 S8 75% 7 75% 23 S8 75% 15^ 4 90 S8 75% 66 S8 75% 89 S8 75% 75% 75% 73 S8 75% 14 S8 75% S8 75% 10 S8 75%09/14/95 08:27:42 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 2 LA-04R1 Language Arts Revised Objectives Grade 4 (Continued) Objective Description M-% TI GL LA-04R1-048 Use reading to achieve goals outside classroom. LA-04R1-049 Use technological aids to support growth in learning. 75% 75% S809/1^/95 08:28:15 CM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT SEPTEMBER 14, 1995 PAGE 1 LA-05R1 Language Arts Revised Objectives Grade 5 Objective Description M-% TI GL LA-05R1-001 Develop listening skills for the classroom. LA-05R1-002 Develop listening skills for varied social situations. LA-05R1-003 Develop listening skills appropriate to the workplace. LA-05R1-004 Analyze and evaluate what is heard. LA-05R1-005 Give directions/explanations. LA-05R1-006 Participate courteously in group discussions. LA-05R1-007 Summarize/seguence/paraphrase what others have said. LA-05R1-008 Read orally with meaning and expression. LA-05R1-009 Participate in speaking activities. LA-05R1-010 Conduct an interview. LA-05R1-011 Make/respond to introductions. LA-05R1-012 Use clear, concise language. LA-05R1-013 Exhibit confidence as a speaker. LA-05R1-014 Write in class for sustained periods of time. LA-05R1-015 Analyze thinking through writing. LA-05R1-016 Apply variety of prewriting strategies. LA-05R1-017 Use five steps of writing process. LA-05R1-018 Write in a variety of modes. LA-05R1-019 Evaluate writing in relation to purpose/audience. LA-05R1-020 Write to reflect personal/multicultural/universal ideas. LA-05R1-021 Write to synthesize information from multiple sources. LA-05R1-022 Maintain and evaluate a collection of writing samples. LA-05R1-023 Edit written work for correct spelling. LA-05R1-024 Edit written work for correct usage. LA-05R1-025 Edit written work for mechanics. LA-05R1-026 Write/edit for complete sentences. LA-05R1-027 Demonstrate mastery of cursive writing. LA-05R1-028 Read individually and in groups. LA-05R1-029 Establish purpose for reading. LA-05R1-030 Analyze main idea/supportive details. LA-05R1-031 Analyze literature using patterns of organization. LA-05R1-032 Use specific strategies to comprehend variety of genres. LA-05R1-033 Analyze literature. LA-05R1-034 Understand developmentally appropriate literary concepts LA-05R1-035 Expand personal vocabulary. LA-05R1036 Use library and reference skills. LA-05R1-037 Read works by authors of different race/beliefs/sex/age* LA-05R1-038 Use strategies for visual organization of information. LA-05R1-039 Read a variety of materials. LA-05R1-040 Read to discern validity of written material. LA-05R1-041 Read and follow directions. LA-05R1-042 Read to research an idea using technical resources. 75% 75% 75% 75% 75% 75% 75% 15 15 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 S8 75% 27 S8 75%171 S8 '1'5^ 2Q S8 15^ 15^ 15^ S8 S8 75% 35 S8 75%126 S8 75% 6 S8 75% 79 75% 75 S8 75%170 S8 75% 15^ S8 5 75% 14 75%38/08/94 39:27:06 :M32O1OO LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 1 lA-OORl Math Revised Objectives Kindergarten Dbjective Description M-% TI GL iA-OORl-OOl Use a variety of strategies to solve problems. -IA-OORl-002 Solve problems related to other countries/cultures. lA-OORl-003 Write, read and discuss mathematics. 4A-00R1-004 Read and write numbers and number words. iA-OORl-005 Explore the operation of addition. <IA-00Rl-006 Explore the operation of subtraction. lA-OORl-007 Explore the concept of 1/2. lA-OORl-OOS Identify and describe plane shapes. IA-OORl-009 Identify and describe 3-dimensional shapes. 4A-00R1-010 Recognize, extend and create geometric patterns. :4A-00Rl-011 Demonstrate understanding of measurement concepts. .4A-00R1-012 Identify and use units of time. .4A-00R1-013 Identify and use coins. iA-OORl-OlA Explore and use measurement. ?1A-OOR1-O15 Make and interpret graphs. MA-OORl-016 Sort and classify objects. '4A-00R1-017 Identify, describe, copy, extend and create patterns. 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% i.38/08/94 39:27:06 0M320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 5 4A-01R1 Math Revised Objectives Grade 01 Objective Description M-% TI GL 'lA-OlRl-001 Use a variety of strategies to solve problems. 'IA-OlRl-002 Solve problems related to other countries and cultures. 'lA-OlRl-OOS Write, read and discuss mathematics. MA-OlRl-004 Read and write numbers and number words. MA-OlRl-005 Identify numbers to 20 as even or odd. MA-OlRl-006 Count to 100 by I's, 2's, 5's, and lO's. MA-OlRl-007 Identify order relationships of numbers. MA-OlRl-008 Know basic addition and subtraction facts. MA-OlRl-009 Find the missing addend using basic addition facts. MA-OlRl-010 Investigate the order and zero properties of addition. MA-OlRl-011 Show place value through hundreds using manipulatives. MA-OlRl-012 Relate computation algorithms to hands-on experiences. MA-OlRl-013 Add numbers with and without regrouping. MA-OlRl-014 Subtract numbers with no regrouping. MA-OlRl-015 Model and write number sentences. MA-OlRl-016 Solve word problems. MA-OlRl-017 Identify fractions of a whole number. MA-OlRl-018 Identify plane figures and points in a plane. MA-OlRl-019 Identify 3-dimensional shapes. MA-OlRl-020 Identify and extend geometric patterns. MA-OlRl-021 Investigate lines of symmetry. MA-OlRl-022 Explore/recognize examples of geometry in environment. MA-OlRl-023 Identify and use units of time. MA-OlRl-024 Identify and count coins. MA-OlRl-025 Use coins to solve money problems. MA-OlRl-026 Select/use the appropriate standard/nonstandard units. MA-OlRl-027 Collect, organize and describe data. MA-OlRl-028 Record data by constructing pictographs and bar graphs. MA-OlRl-029 Read graphs and make generalizations. MA-OlRl-030 Explore patterns. MA-OlRl-031 Identify, create, compare sets by size and measurement. MA-OlRl-032 Use calculators to discover relationships and patterns. 75% 75% 75% 151 75% 75% 151 75% 15^ 15^ 75% 75% 151 15% 15% 15% 15% 75% 15% 75% 15% 15% 15% 15% 75% 15% 15% 15% 15% 15% 75% 15% S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8D8/08/94 39:27:06 IM320100 LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 9 IA-02R1 Math Revised Objectives Grade 2 Dbjective Description M-% TI GL 4A-02R1-001 Use a variety of strategies to solve problems. iA-02Rl-002 Solve problems related to other countries or cultures. 'iA-02Rl-003 Write, read and discuss mathematics. 4A-02R1-004 Identify ordinal numbers through 20th. <A-02Rl-005 Read/write numbers/identify place value. 4A-02R1-006 Identify even and odd numbers through 3 digits. 4A-02R1-007 Comparing numbers. IA-02R1-008 Recall basic addition and subtraction facts to 18. '1A-02R1-009 Find the missing addend using basic addition facts. 4A-02R1-010 Show the order and zero properties of addition. 4A-02R1-011 Add numbers with and without regrouping. '1A-02R1-012 Subtract numbers with and without regrouping. 4A-02R1-013 Demonstrate the meaning of addition and subtraction. 4A-02R1-014 Recognize inverse relationship of addition/subtraction. 4A-02R1-015 Recall multiplication facts (0-5) and identify symbols. IA-02R1-016 Explore division using manipulatives. 4A-02R1-017 Solve word problems. -IA-02R1-018 Identify fractions and fractional parts. 4A-02R1-019 Identify plane figures. 4A-02R1-020 Identify 3-dimensional shapes. 4A-02R1021 Locate points inside, outside, and on geometric figures. 4A-02R1-022 Investigate the concept of congruency/lines of symmetry. IA-02R1-023 Create and record perimeter of shapes. 'IA-02R1-024 Identify units of time. IA-02R1-025 Determine elapsed time given a problem situation. 4A-02R1-026 Identify currencey, count money and make change. -IA-02R1-027 Compare to find least and greatest price. 4A-02R1-028 Use a ruler to measure to the nearest inch/centimeter. 4A-02R1-029 Select appropriate units of measurement. 4A-02R1-030 Determine reasonable estimates working with measurement. 4A-02R1-031 Collect, organize and describe data. IA-02R1-032 Read charts and maps and make generalizations. 4A-02R1-033 Record data by constructing pictographs and bar graphs. 75% 75% 15% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% 75% S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 5 S8 S8 1 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S8 S818/08/94 19 : 27 : 06 :M32O1OO LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT AUGUST 8, 1994 PAGE 13 2A-O3R1 Math Revised Objectives Grade 3 )bjective Description M-% TI GL LA-03R1-001 Use a variety of strategies to solve problems. 1A-03R1-002 Solve problems related to other countries or cultures. IA-03R1-003 Write, read and discuss mathematics. IA-03R1-004 Identify ordinal numbers through 31st. IA-03R1-005 Read/write/identify place value. 1A-03R1-006 Identify even and odd numbers through 3 digits. IA-03R1-007 Comparing numbers. IA-03R1-008 Round numbers through four digits. IA-03R1-009 Explore and investigate number patterns. IA-03R1-010 Recall and use basic addition and subtraction facts. IA-03R1-011 Demonstrate the meaning of addition and subtraction. IA-03R1-012 Recognize inverse relationship of addition/subtraction. IA-03R1-013 Add and subtract numbers with and without regrouping. IA-03R1-014 Identify and use properties for addition/multiplication. 1A-0
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.