{"response":{"docs":[{"id":"bcas_bcmss0837_479","title":"Incentive Schools: Court filings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","School integration","School improvement programs"],"dcterms_title":["Incentive Schools: Court filings"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/479"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n1 FILED .. ,lis DISTRICT COURT -aSi-:RN DISTRICT ARKANSAS JUL 2 \"I J990 CARL H. bhhj^TS/CLERK IN THE UNITED STATES DISTRICT COUR-Sv: ' 1 - f Z  f\nEASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DEP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82~866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS ORDER Pending before the Court is a motion from Knight Intervenors seeking court approval of employmen' compensation and duration provisions of an agreement regarding incentive schools. This case is currently on appeal. Until the Court of Appeals issues its decision. this Court will not either approve or disapprove programs regarding incentive schools. Unless so ordered by the Court of Appeals, this Court will not approve or disapprove a school district's employment contracts. The Court denies the motion. DATED this 27th day of July, 1990. UNITED STATES DISTRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN compliance with rule 33 AND/OR 79(a) FRCP OW BY i I FILE COPY I United States District Court for the Eastern District Arkansas July 27, 1990  mtmp * MAILING CERTIFICATE OF CLERK * * Re: 4:82-CV-00866 True and correct copies of the attached were mailed by the clerk to the following: Cliristopher J. Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, AR 72201-3407 Walter A. Paulson II, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. Little Rock, AR 72201-3407 M. Samuel Jones III, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Avenue Little Rock, AR 72201-3699 Philip K. Lyon, Esq. Jack, Lyon \u0026amp; Jones, P.A. Tcby Tower, Suite 3400 425 W. Capitol Ave. Little Rock, AR 72201-3401 Stephen W. Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. Tcby Tower, Suite 3400 425 W. Capitol Ave. Little Rock, AR 72201-3401 Tim C. Humphries, Esq. Attorney General's Office 200 Tower Building 323 Center Street Little Rock, AR 72201-2610 H. William Allen, Esq. H. William Allen, P.C. 1200 Worthen Bank Building Little Rock, AR 72201-3617 Stephen L. Curry, Esq. Ivester, Skinner \u0026amp; CampSuite 1200 111 Center Stree- Little Rock, AR ) 72201-2413 ) Samuel A. Perroni, Esq. Perroni, Rauls \u0026amp; Looney The Koger Center Drive, Ste. 215 10810 Executive Center Drive Little Rock, AR 72211-4354 William H. Trice III, Esq. Howell, Price, Trice, Basham \u0026amp; Hope 211 Spring Street Little Rock, AR 72201-2405 Robert C. Lowry, Esq. Mitchell \u0026amp; Lowry 905 Boyle Bldg. Little Rock, AR 72201-3799 Richard W. Roachell, Esq. Mitchell \u0026amp; Roachell 1014 W. Third St. P.O. Box 1510 Little Rock, AR 72203-1510 John W. Walker, Esq. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206-1220 Otis H. Storey III, Esq. Hoover, Jacobs \u0026amp; Storey 111 Center Street Suite 1100 Little Rock, AR 72201-3521 John T. Lavey, Esq. Lavey, Harmon \u0026amp; Burnett 904 W. Second St. P.O. Box 2657 Little Rock, AR 72203-2657 9 t Carl R. Brents, Clerk Date: BY: \"cto (as in the case intervenors. ''J F./t-d Jtc. ZZ^ of other districts' plans) by the Joshua The plan was submitted in two volumes, one on January 31, 1989, 7 App. 1514-1703, and one on March 23, 1989, 10 App. 2196-2343. We confine our description of the plan to those features most relevant to the issues on appeal. Eight of the district's 31 non-magnet elementary schools, would be designated \"Incentive Schools. II They would be, at least initially, all black. or virtually so. These schools would receive special compensatory- education programs and markedly increased amounts of money. In fact, they would receive \"two times the level [of funding] for the Elementary Academies\" in LRSD. 8 App. 1722. The reference to II Elementary Academies\" describes 22 of the remaining 23^ elementary schools. These schools would have projected student ratios of between 50 and 62 per cent, black. Any white student could elect to attend an Incentive School, 10 App. 2199-200, and any student (and the reference here is principally to black students) living in an Incentive School attendance area could opt to attend one of the Elementary Academies, id. at 2199. The plan included a detailed and voluminous description of the kind of programs that would take place at the Incentive Schools. 10 App. 2233-334. A salient feature of these schools would be a maximum effective student-teacher ratio of twenty to one. Id. at 2230. In addition to the individual desegregation plans submitted for each of the three districts. the parties submitted, on February 15, 1989, an II Inbsrdistrict Desegregation Plan.\" 8 App. 1716-1805. Again, we state those provisions of the Plan with particular relevance to the issues presently on appeal. Students were given the option to transfer from one district to another, with transportation at the expense of the State, if the transfers would promote desegregation. 8 App. 1735. Following our en banc decision in 1985, the parties had by stipulation established six school. ^One elementary school. 10 App. 2229. Romine, would be an interdistrict -26-I Jpvw LRSD to diminish efforts to recruit students into grades one through six and the four-year-old program in the incentive schools. Such a restriction would place a heavy burden for desegregating an entire school upon only one grade level. Given the plan's emphasis upon desegregating the incentive schools and the parties' representations to the Eighth Circuit of the plan's automatic\" desegregation features, the Court does not approve restricting recruitment to potential kindergarten students. The Court IS mindful that all parties have made firm commitments to assist the LRSD in desegregation of the incentive schools. Although the Court will carefully monitor interdistrict collaboration in support of desegregation of all schools, it will pay close attention to the efforts directed toward the incentive schools and particularly scrutinize the LRSD's efforts to carry out diligently the incentive school recruitment activities as outlined in the plan and detailed in the LRSD Incentive School Marketing Plan, a strategic plan referred to by Mr. James Jennings at the hearing. The Court encourages the parties to implement any additional recruitment measures that will aid desegregation of the incentive schools as a whole. The Court is pleased to note that marked progress is being made in desegregating Rockefeller where the school's overall student enrollment is 31% white for the current year. Also encouraging is the present racial balance of the four- H year-old classes (48% white) at Franklin. Progress at these two schools holds forth promise that desegregation of the incentive -29-J: JUL OHfes De\n.' pTI\nn5 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER filed U S. OISTRfCT COURT -----------vwuni eastern DISTRW ARKANSAS JUL 10 1992 CARL By--J. ' Sf^NTS, CLERK DEP PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. fZ- DATED this /() day of July, 1992. UNITED STATES DISTRICT/JUD( JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP N___7:^ BY Br 1 \u0026gt; \u0026gt; Vvsd  f AUG 4 1593 IN THE UNITED STATES .DISTRICT.. COURT EASTERN DISTRICT''OF' ARKANSAS-  Office Ct Desegrega'Jon Monitcti:!'?. WESTERN Diy.ISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION FOR CORRECTION OF FINDING OF FACT OR CONCLUSION OF LAW AND MOTION FOR RULING ON REQUEST THAT INCENTIVE SCHOOL BENEFITS INCLUDING SCHOLARSHIP BENEFITS FOLLOW THE INCENTIVE SCHOOL CHILDREN The Joshua Intervenors respectfully move for correction of finding of fact or conclusion of law and for a ruling on their request that incentive school benefits, including scholarship commitments to incentive school children follow the incentive school children upon their reassignment to another virtually all black, school, to wit, the new King Elementary School. 1. The Court indicates that Joshua did not object to the Little Rock survey on a timely basis, i.e., within five days, and therefore, Joshua cannot complain about the manner in which the survey was carried out and/or interpreted and implemented. Joshua did not object to the survey at all before the fact. It only objected after the fact to the good faith of the defendants in the manner in which they conducted the survey and to the conclusion that students who did not affirmatively respond to attend Ish were to be regarded as affirmatively choosing or electing to attend King. Our position was that it was just as likely that the non-respondents would attend Ish in the same proportion as the respondents as it was for the district to conclude that all of the non-respondents would elect to attend King. We respectfully submit that no citation of authority is needed for that proposition. 2 . The Status Report of the district could not have been objected to until it was issued. The Status Report was filed on July 16, 1993. Our objection was to the manner in which the survey was conducted. We note that in the Affidavit from Ms. Marie Parker the district sets forth five separate events for which there are no dates other than June, 1993 and four separate dates for which there are no dates other than July, 1993. The absence of dates by the district is an indication that the district did not know when it did certain things or perhaps that it did not do them. It is for this reason. inter alia. that we requested a hearing. Our objection was not ripe until after the survey results were in and after the district submitted its Status Report if we had no objection to the announced process. What the Court appears to be saying is that if we do not object to the process on the front end, we cannot complain about the results on the back end. Denial of equal protection is the effect of the result of the process. 3. The Court has yet to rule upon our repeated requests for settlement plan implementation of the special benefits which were designed to flow to the Ish children because of its segregated character. The Court still does not rule. The Court has consistently ruled, however, and the evidence shows that the Little Rock School District has been absolutely derelict in seeking tochildren with benefits promised by the plan. The Court's ruling in closing Ish and in assigning the Ish children to another racially identifiable school, King, albeit a new school, is contrary to the settlement plan. . 4. The authority for the motions in this case is the Desegregation Plan itself and the various rulings of the Court of Appeals herein. 949 F.2d. 253 (Sth Cir. 1991). The fine tuning suggestions of the plan or of the Court of Appeals ruling are inapposite under the circumstances herein because the district itself IS responsible for the failure of desegregation and integration of Ish by its utter failure to enhance Ish and to provide it with the necessary \"incentives.\" The Court thus appears to reward the wrongdoer and to punish the children by the challenged school closure. WHEREFORE, the Joshua Intervenors respectfully request the district court to modify its opinion herein by rescinding its order to close the Ish incentive school. In the absence of modification. the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, follow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships. Respectfully submitted. JOSHUA INTERVENORSBy: I ^ohn W. Walker, Bar #64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd day of August, 1993. / C (. V. Ac/. John W. Walker / / t. IN THE UNITED STATES DISTRlICT? COURT EASTERN DISTRICT OF ARKANSAS'  WESTERN DIVISION'.- ... LITTLE ROCK SCHOOL DISTRICT, ET AL. a I PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM OF POINTS AND AUTHORITY The authorities for the motion filed herewith are: The Desegregation Plans of the district\n2. The Court of Appeals opinions approving the settlement plans herein. See 949 F.2d. 253 (8th Cir. 1991)\nand The various Opinions and Orders of this Court finding the Little Rock. School District to be out of compliance with the Desegregation Plan. The proceeding before the court is an implementation one. We submit that no separate authority is required in implementation - the plan itself is the authority. Where the distric defaults in 1. 3 . its duty, the court is required to act to the benefit of the black. children herein. These children are not being benefitted by having their incentive school benefits withdrawn on the one hand and by their concomitant assignment to another virtually all black school on the other hand. (King will probably open as an eighty per cent or more black school\nit will thus be racially identifiable) Respectfully submitted. JOSHUA INTERVENORSL By: John W. Walker, Bar #64046 (JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document has been served upon all counsel of record by U.S. Mail on this 2nd, .day of August, 1993. John'W. Walker IMAR-21-94 MON 15:45 SUSAN W WRIGHT FAX NO, 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OP ARKANSAS WESTERN DIVISION 19 (995 G. LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS n V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. defendants i JOSHUA REQUESTS OF THE COURT REGARDING THE BUDGET PROCESS OF THE LITTLE ROCK SCHOOL DISTRICT The Joshua Intervenors respectfully request to address the following issues as it proceeds to consider the budget process before the Court. 1. Joshua requests that the Court specifically determine that the District is required to double fund the incentive schools\nthat pursuant to the double funding the Dstrict is required to provide scholarship incentives and awards to students who attend or have attended those schools since the settlement plan\nand to provide training and educational opportunities related to potential placement in teaching positions in the District to black parents and others who are placed as aides. 2. Joshua requests that the Court specifically determine whether Joshua counsel are . entitled to . be compensated for participating in the various proceedings required by the Court in the same manner as counsel for the respective districts are compensated. 3. Joshua requests that the Court specifically determine whether incentive school personnel who are required to work extended day and extended year programs are entitled to extra 4MAR-21-94 MON 15:45 SUSAN W WRIGHT FAX NO. 5013246576 P.03 compensation for that extra work. 4 . Joshua specifically requests that the Court determine whether the ish children are entitled to receive all their promised incentive school benefits when they attend King Elementary School. Respectfully submitted, JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Ar (501) 374-3759 72206 of of )(X John W. Walker CERTIFICATE OF SERVICE I, John W. Walker,hereby certify that a true and correctjcopy foregoing document has been hand-delivered on this /^:?dav C\u0026amp;'f- . 1993. the foregoi ---1 John W. WalkerDate:  Ann [St Bill 'Ob Connie Horace inda Melissa Margie  Polly Return to:  RECEIVED DC 2 0 1993 OKico oi Du:3grsyation fZonionAa IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER  } ,'y PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On December 9, 1993, the Office of Desegregation Monitoring filed a report on the Little Rock School District (\"LRSD\") incentive schools. A hearing on the incentive schools is hereby-scheduled for 9:00 a.m. Friday, January 14, 1994, and continuing on Tuesday, January 18, 1994 if necessary. Members of the LRSD Board of Directors are required to attend the hearing. and incentive school principals are encouraged to attend. If parties wish to present any written materials that they anticipate the Court will have read prior to the hearing, they must be delivered to the Court no later than January 7, 1994. IT IS SO ORDERED this of December 1993. JUDGE . HIS DOCUMENT ENTERED ON obcKET SHEET UN GOiMFLIANCE WITH RULE 53 AND/OR 7C{a) FRCP BY 2 0 4 8 aS T X. FBIDAY, ELDBEDGE \u0026amp; CLABK HERSCHEL H. FRIDAY. P. A. ROBERT V. LIGHT. P. A. WILLIAM H. SUTTON. P. A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P. A. JOE D. BELL. P. A. JOHN C. ECHOLS. P. A. JAMES A. BUTTRY. P. A. FREDERICK S. URSERY. P. A. H. T. LARZELERE. P. A. OSCAR E. DAVIS. JR.. P. A. JAMES C. CLARK. JR.. P. A. THOMAS P. LEGGETT. P. A. JOHN DEWEY WATSON. P. A. PAUL 8. BENHAM III. P. A. LARRY W. BURKS. P. A. A. WYCKLIFF NISBET. JR., P, A. JAMES EDWARD HARRIS. P. A. J. PHILLIP MALCOM. P. A. JAMES M. SIMPSON. P. A. MEREDITH P. CATLETT. P. A. JAMES M. SAXTON. P. A. J. SHEPHERD RUSSELL III. P. A. DONALD M. BACON, P. A. WILLIAM THOMAS BAXTER. P. A. WALTER A. PAULSON II. P. A. BARRY E. COPLIN. P. A. RICHARD D. TAYLOR. P. A. JOSEPH B. HURST. JR.. P. A. ELIZABETH J. ROBBEN. P. A. CHRISTOPHER HELLER. P- P- LAURA HENSLEY SMITH. P. A. ROBERT S. SHAFER. P. A. WILLIAM M. GRIFFIN III. P. A. THOMAS N. ROSE. P. A. A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL little rock, ARKANSAS 72201-3493 Telephone 501-376-2011 Fax No. 5OI-376-2ia7 December 21, 1993 is ci !. .J*-.-.. is- DEC 2 2 1993 MICHAEL S. MOORE. P. A. DIANE $. MACKEY, P. A. WALTER M. EBEL III. P. A. KEVIN A. CRASS. P. A. WILLIAM A. WADDELL. JR.. P. A. CLVDE -TAB\" TURNER. P. A. CALVIN J. MALL. P. A. SCOTT J. LANCASTER. P. A. JERRV L. MALONE. P. A. M. OAYLE CORLEY. P. A. ROBERT B. BEACH. JR.. P. A. J. LEE BROWN. P. A. JAMES C. BAKER. JR.. P. A. M. CHARLES OSCHWEND. JR.. P.  HARRY A. LIOMT. P. A. SCOTT H. TUCKER. P. A. JOHN CLAYTON RANDOLPH. P. A GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID D. WILSON JEPFREY M. MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M. QAAF PAMELA D. PERCEFULL CARLA a. SPAINHOUR JOHN C. PENDLEY. JR. ALLISON GRAVES aA22:EL R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN Ofic3 of Cessgregation Monitoring COUNSeL WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR.. P. B. S. CLARK WILLIAM L. TERRY. P. A. WILLIAM L. PATTON. JR.. P. A. wwRrrews oircct no. Dr. Henry Williams, Superintendent Little Rock School District 370-1553 810 West Markham Little Rock, AR 72201 Re: LRSD V. PCSSD/Incentive School Hearings Dear Dr. Williams: Enclosed please find a file-marked copy of an Order entered by Judge Wright on Friday, December 17, 1993. Please take notice that this Order sets a hearing regarding the LRSD Incentive Schools for Friday, January 14 and Tuesday, January 18, 1994. this on your schedule to be in attendance. Please place By copy of this letter, I am requesting that all members of the LRSD Board of Directors make the necessary arrangements to be present on both days. I am also sending a copy of this letter and Order to the principals of Stephens, Garland, Franklin, Rightsell, Rockefeller and Mitchell Incentive Schools. It is my request that they also make the necessary arrangements to be available to attend this hearing. However, I do hereby request that they make contact with you and me to deteirmine whether or not they should actually attend. It is my request that each incentive school principal and each LRSD administrator receiving this letter review the incentive school report to determine their various areas of responsibility. Those problems identified by the monitors should be considered and any documentation or explanation available should be pulled wil-pcM.UDr. Henry Williams, Superintendent December 21, 1993 Page 2 together for review prior to court. It is my suggestion that we hold a meeting no later than Thursday, January 6, 1994, for purposes of determining our course of action and preparing for the hearing. Thereafter, we should then have sufficient time to pull the necessary information together and meet again on Wednesday, January 12, 1994. I have reserved the entire day on both days. Please let me know what time is most convenient. Thank you for your attention to this matter. Sincerely. Jerry L. Malone JLM/mr enc. cc: LRSD Board of Directors Estelle Mathis Sterling Ingram Dr. RUss Mayo Mark Milhollen Brady Gadberry wU-pCM.It p IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF / vs. No. LR-C-82-866 7^ PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER On December 9, 1993, the Office of Desegregation Monitoring filed a report on the Little Rock School District (\"LRSD\") incentive schools. A hearing on the incentive schools is hereby scheduled for 9:00 a.m. Friday, January 14, 1994, and continuing on Tuesday, January 18, 1994 if necessary. Members of the LRSD Board of Directors are required to attend the hearing, and incentive school principals are encouraged to attend. If parties wish to present any written materials that they anticipate the Court will have read prior to the hearing, they must be delivered to the Court no later than January 7, 1994. IT IS SO ORDERED this ay of December 1993. ED STATES DIST :t judge . HIS DOCUMENT ENTERED ON obCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 7C(a) FRCP OS' J 0-17-$3 BY IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER The hearing on the incentive schools that scheduled for January 14, 1994, immediately following the FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JAN 0 4 1994 CARL R. BRENTS, CLERK Qy:__ts PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS is currently is hereby rescheduled to begin conclusion of the racial balance hearings, which are scheduled for January 25 and 26, 1994. IT IS SO ORDERED this '/ day of January 1994. TATES CT JUDGE mis DOCUMENT ENTERED ON DOCKET SHEBT IN OOMPIIWCE WIT! I RULE 53 AND/OR 79(a) FRCP TN JAf'ICEWr BY 2 0 6 2 E received JAN 5 1 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegrogation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS JOINT NOTICE OF STIPULATION The Plaintiff, Little Rock School District (\"LRSD\" or \"District\"), and the Joshua Intervenors for their Joint Notice of Stipulation, state: 1. Attached hereto as Exhibit 1 is a stipulation agreed upon by the LRSD and the Joshua Intervenors. 2. Joshua Intervenors, through their counsel, have joined in the filing of this stipulation. WHEREFORE, Little Rock School District and Joshua Intervenors submit this Joint Notice of Stipulation and request all other legal and proper relief to which they may be entitled.Joint Notice of Stipulation January 31, 1994 Page 2 Respectfully Submitted FRIDAY, ELDREDGE -\u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT By\nJerry L. Malone Bar No. I. D. 85096CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing Notice of Stipulation has been mailed by First Class Mail, postage pre-paid on January otherwise indicated: 31, 1994, upon the following, except as Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown Office of Desegregation Monitoring Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone STIPULATION The LRSD and the Joshua Intervenors stipulate that some black students who live in Incentive School Attendance Zones were not allowed to attend Incentive Schools by the LRSD during the past school year and this year. The parents of some of those black students were advised that because the LRSD was holding seats for white students, the LRSD could not allow them to enroll in an Incentive School program that was above the racial balance goal established in the Court-approved desegregation plans. However, all of these seats were not filled by white students and have not yet been offered to these black children. The LRSD has been made aware of the problem and, as of August 1993, has taken, or will hereafter take, steps to correct it in the manner contemplated by the Settlement Agreement. Further the LRSD will otherwise continue to comply with its obligations as set out in that Agreement. The LRSD is mindful of the Court's requirement that it will require the LRSD to establish that its vigorous recruitment efforts have failed before those seats can be released in pre-kindergarten and kindergarten. Exhibit 1Stipulation Page 2 The parties, LRSD and Joshua, also stipulate the admission into evidence the following exhibits: 1. Addendum to Exhibit Number 208, Joshua's LRSD Elementary Schools (Incentive Schools) Monitoring Report, 1990-91\n2. Exhibit Number 209, Joshua's Preliminary Educational Equity, June 23, 1993, with Addendum pages 214 through 243\n3. Exhibit Number 210, Joshua's Preliminary Educational Equity Monitoring Report, May 28, 1992, with Addendum pages 000161 through 000189\n4. Exhibit Number 234, letter from Joy Springer to Bennie Smith dated April 17, 1992, with attached memo to Dr. Ruth Steele from LRSD Bi-Racial Advisory Committee. The LRSD does not, by agreeing to the admission of these documents into evidence, waive its right to challenge or otherwise contest the factual findings or assertions contained in the Joshua Monitoring Reports or other documents being admitted hereby\nthose rights are specifically and expressly reserved.Stipulation Page 3 Dated this 7^ day of January, 1994. Ji W. Walker orney for Joshua Intervenors Jerry L. Malone Attorney for LRSD \\ \u0026lt; 1 - f 3-96 MOH-.I3:54 r fe-. I I I. li h F t' R- SUSAN W WRIGHT FAX NO. 5013246576 ntcD PASTERN Y.l%TaicV may 5 I 1996 IN THE UNITED STATES DlSTRUA'WESm?cCORMACK CLERK eastern district of ARKANSAS WESTERN DIVISION ARf\u0026lt;^5AS DE?CLt-'r, LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. DEFENDANTS INTERVENORS INTERVENORS MOTION OF THE JOSHUA INTERVENORS FOR RELIEF CONCERNING THE INCENTIVE SCHOOLS The Joshua Intervenors respectfully move for the entry of - regarding ths Incentive Schools, which among other things de for the designation of a well-qualified educate. independent of the Little Rock School District (LRSD), to direct the effort of employees of the LRSD to comply with* the provisions ci the settlement concerning the incentive schools. The orders ought by Joshua are described in full at the end of this motion. This motion is based upon the accompanying memorandum\nthe allegatfbns set forth in the motion.\nmonitoring reports prepared . and disseminated by the Joshua Intervenors and the office of Desegregation Monitoring (ODM)\nstatement by this court evidencing the LRSDa-inadequate implementation of the relevant portions of the plan\nand other aspects of the record of th\n\u0026gt;*1 a?. 3-96 MON 13:55 SUSAN W WRIGHT FAX NO, 5013246576 P. 02 case. Joshua makes the following allegations\n1) LRSD voluntarily agreed in the court-approved settlement in this case to provide well-funded, exemi^ary educational programs at seven schools located in the black community in the LRSD, to be know as the \"incentive schools. \u0026gt;1 This element of the agreement, bottomed upon the commitment to \"double funding: of these schools, had (and has) multiple purposes: first, to attract white students to these schools voluntarily\nsecond, to promote academic excellence and to help compensate the victims of segregation\nand third, to promote equity and equality by increasing the number of instances in which desegregation occurs by white students attending schools in the African American community. See LRSD Plan, April 29, 1992, at 149. 2) As shown in detail in paragraph (4) of this motion. officials and employees of the LRSD have continued to implement a large number of the features of their own plan regarding the incentive schools in a grossly inadequate manner. Indeed, there is evidence that the quality of implementation declined in more recent times. See ODM, 5/l\"//95, at 33-36, 45-48. 3) The incentive schools are (and have been) racially segregated (e.g., ODM, 5/17/95, at 45), an entirely preoictaole result given the overall deficient implementation of the plan and There are now five incentive schools, following the closing of the Ish and Stephens schools. 2 1 I jI J!!N- 3-96 MON 13:55 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 the nature of the deficiencies (e.g., deficient staff and staff desegregation\ndeficient upkeep of facilities\ndeficient recruitment\ndeficient activation of programs\ndeficient activation of themes and approach to multicultural education\ndeficient parental involvement). 4) The elements of the plan which the LRSD defendants have implemented in a grossly inadequate manner include, hut are not limited to, the following: a) the provisions on upkeep of facilities\nsee ODM report, 6/5/92, surom, at 40-43\nODM report, 12/9/93, at 35-38\nODM report a 12/21/94, at 35-36\nODM report 5/17/95, at 13-17\nJoshua Report, ii! s 6/5/92 at 174, 177-78\nI I i 1 'J I i= I It b) the provisions on steps to recruit desegregated student bodies\nsee ODM report 3/11/94, at 11\nODM report 12/21/94 at 91- 92\nODM report 5/17/95, at 67-68\nJoshua report, 6/91 at 1 (Recruitment)\nJoshua report 6/5/92 at 166, 171, 174, 177, 181, 183, 198\nJoshua report 6/27/93 at 233, 236, 242\nc) the provisions for staff desegregation\nsee ODM report 6/5/92, surom. at 6\nODM report 12/9/93, at 11-12\nODM report I 12/21/94, at 12-13\nODM report, 5/10/96, at 11-12 (including fact that four of five schools had one race staff at early childhood level)\nJoshua report, 6/5/92 at 162,185\nd) the provisions for selecting and retaining high quarity faculties\nsee ODM report, 5/10/92, at 6-8\nsee also id., at 9-10 (selection of inexperienced principals and turnover of principals 3 ao JUN- 3-96 MON 13:56 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 in incsntive schools)\nJoshua report, 6/91 at 2 (Staffing)\nJoshua report, 6/27/93 at 216\ne) the provisions for integrating of themes in school programs\nsee ODM report, 12/9/93, at 47\nODM report, 12/21/94, at 4 6\nODM report, 5/17/95, at 35\nJoshua report, 6/5/92, at 164, 182\nI I f) the provisions for multicultural education\nsee ODM report, 6/25/92, s'jrun at 12\nODM report, 12/21/94, at 64\nODM report, 5/17/95, at 39-40, 41-47\nJoshua report, 6/91 at 1 (curriculum)\nJoshua report, 6/5/92 at 214,222\n6/27/93 at 214, 226, 231, 235, 237, 240\noshua report. g) the provisions on the foreign language program\nreport, 6/5/92, summ at 18\nODM report, 12/9/93 at 50\nsee ODM (\"deplorable state\")\nODM report, 12/21/94, at 48\nODM report, 5/17/95, at 22-23\nJoshua report, 6/5/92 at 164,172,175,179,182,187\nJoshua report, 6/27/93, at 214, 229\nh) the provisions on science education\nsee ODM report. 6/5/92, summ. at 14 (equipment availability varies)\nODM, 12/9/93, at 46, 49\nODM report, 5/17/95, at 21-22, 34\nJoshua report, 6/5/92, at 168, 172, 187\nsumm. i) the provisions for field trips\nsee ODM report, 6/4/92, at 19\nODM report, 5/17/95, at 34 (number diminished)\nJoshua report, 6/91 at 2-3, (extended day), 1-2 (General Concerns)\nJoshua report, 6/5/92, at 161, 169, 176, 183, 188\nJoshua report, 6/27/93, at 215, 228\n4  1 JB JUN- 3-96 MON 13:56 SUSAN W WRIGHT FAX NO. 5013246576 P, 05 j) the provisions for the extended day prograin\nsee ODM report, 12/21/94, at 56 (documentation)\nODM report, 5/17/95, at 27-28\nJoshua report, 6/91 at 2-3, (extended day), 1-2 (General Concerns)\nJoshua report, 6/5/92,, at 161, 169, 176, 183, 188\nJoshua report, 6/27/93, at 215, 228\nk) the provisions for the Saturday program\nsee ODM report. 12/21/94, at 57-60\nODM report, 5/17/95, at 29-30, 34 (\"The extended week program has evolved to little more than a monthly field trip...)\nJoshua report, 6/91 at 2-3, (extended day), 1-2 (General Concerns)\nJoshua report, 6/5/92, at 161, 169, 176, 183, 188\nJoshua report, 6/27/93, at 215, 228\n1) the provisions of the extended year program\nsee ODM report, 6/5/92, sumiti at 24-25\nODM report, 12/9/93, at 67-68\nODM, 12/21/94, at 61-62, 64-65 (\"The district treats the incentive schools summer program like a necessary evil rather than a wonderful opportunity.\")\nODM, 12/1/95, at 11-12\nJoshua report, 6/91 at 1-2 (General Concerns), 2-3 (Staffing)\nJoshua report, 6/27/93, at 214, 226\nm) the provisions for individual student profiles\nsee ODM report, 12/9/93, 68-89, 80-85\nODM report, 12/21/94, at 69-70\nODM, 5/17/95, 30-31\nsee also re SEPs, ODM report, 12/21/94, at 64\nODM, 12/1/95, at 4\nJoshua report, 6/91 at 2 (SEPs)\nJoshua report. 6/5/92, at 162, 173, 176, 180, 183, 187-88\nJoshua report. 6/27/93, at 216, 224\nn) the provisions on student and parent involvement in 5JUN- 3-96 HON 13:57 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 developing discipline policies\nsee ODM report, 12/21/94, at 25- 29\nODM report, 5/17/95, at 17, 11\nJoshua report, 6/5/92 at 169, 173, 179\no) the provisions on parent centers\nsumm. see ODMrepcrt, 6/5/92, at 37\nODM report, 12/9/93, at 95\nODM, 12/21/94, at 74-77\nODM, 5/17/5, at 59-60\nJoshua report, 6/91, at 1 (Parent Involvement)\nJoshua report, 6/5/92 at 170-71\np) the provision on parents' signing homework\nsee ODM report, r) 6/5/92, summ. at 35\nODM report, 12/21/94, at 82 the provisions on the use of social workers\nsee ODM report 12/21/94, at 72\nODM report 5/17/95, at 31-32\nJoshua report, 6/5/92, at 162, 171, 174, 177, 184\ns) The provisions on home visits\nsee ODM report, 6/5/92, summ. at 34\nODM report, 12/9/93, at 102\nODM report, 12/21/94, at 80-81\nODM report, 5/17/95, at 60. 5) Representatives of the LRSD have been informed of these shortcomings, repeatedly, by Joshua intervenors, the ODM, and this court. Their continuing deficient perforrrtance demonstrates that they are either unwilling or unable to implement the features of the plan concerning the Incentive Schools in a satisfactory manner. See, for example, citations to Joshua and ODM reports set forth above and the statement of the court dated March 19, 1993. 6) In approving the settlement, the Court of Appeals for the Eighth Circuit wrote as follows regarding the Incentive 6 9ERJUN- 3-96 MON 13:57 SUSAN W WRIGHT FAX NO. 5013246576  P. 07 Schools and the authority and the responsibility of this court: It is important for the settlement plans to be scrupulously adhered to  and here we have in mind especially the kinds of programs that the plan contemplates for the incentive schools and it will be the job -of the District Court to see that this monitoring is done effectively, and that appropriate action is taken if the parties [Little do not live up to their commitments. 7) Rock School District v Pulaski County Special School District, 921 f.2d 1371, 1386 (1990)\nsee also id., 921 F.2d at 1394, para. 8.]. In view of the relevant circumstances, this court has the responsibility and the authority to enter an order providing for the designation of a well-qualified educator, independent of the LRSD/ to direct the Incentive School program. This court also had the responsibility and the authority to enter the additional related relief requested in this motion. 6) Excerpts from the ODM Report regarding the Incentive Schools, dated May 17, 1995, provide clear evidence of the need for the relief sought in this motion by the Joshua. Intervenors. This year, we found none of the programs that we monitored being fully implemented at all five schools. Beginning with the first ODM Incentive Schools report in 1991-92, we have pointed to the glaring inconsistencies among the schools. As the number of Incentive schools has dwindled from seven to five, the inconsistencies have grown rather than diminished. With four of the five principals being newly assigned this year, and two of them being brand- new principals, it is no wonder that some programmatic offerings have been slighted as the new principals tried to deal with the challenges posed by incentive schools, while while adjusting to new jobs as well. In many areas, we were disheartened to see a retreat from the prior level of program implementation... [details re particular prograir.s omitted] [At 34] 7JUN- 3-96 MON 13:58 SUSAN W WRIGHT FAX NO, 5013246576 P, 08 In many ways our fourth annual visit to the incentive schools was the discouraging review we have conducted. While we saw many positive and commendable aspects, we also saw problems and deficiencies that were entirely avoidable and correctable. The LRSD has had a sufficient amount of time to successfully implement the promised programs. These schools were designed co serve as models of instructional excellence, but that level of quality has not been realized throughout, Instead, too many aspects of these schools serve as an object lesson that promises made, but not kept. are meaningless. Successfully implementing the incentive School programs is not an impossible task by any means. With solid leadership, competent staff, consistent support, and the will and determination to 'be the best,' all these schools can be the high-quality centers of learning they i^re pledged to be? [At 36\nemphasis added] 9) The Incentive School portion of the court-approved settlement can not be deemed a failure\nits implementation in a meaningful manner has never been attempted. WHEREFORE, the Joshua Intervenors respectfully request that the court enter orders providing relief regarding the Incentive Schools portion of the court-approved settlement consistent with the following principles\na) there shall be a director of the Incentive Schools program, independent of the LRSD, who has final authority for (i) the adoption of any subsidiary policies necessary to implement the remedy, and (ii) the oversight, including the direction, of all district employees and agents engaged in the implementation of the incentive school remedies\nb) the director shall be selected by ODM in consultation with the Joshua Intervenors\nc) the director shall be paid by the LRSD at a rate 85 JUN- 3-96 NON 13:58 SUSAN U WRIGHT FAX NO. 5013246576  P. 09 suggested by ODM, subject to the approval of the court\nd) the LRSD shall provide the director an office and necessary support as designated by the director\ne) all officials, employees, and agents of the LRSD shall cooperate with the director in the fulfillment of his/her responsibilities\nf) the director shall have the right to communicate with and call any problem to the attention of ODM, the Joshua Intervenors, and/or the court (with notice to the parties)\nwhile the director shall be encouraged to attempt to resolve any problem(s) with officials or employees of the LRSD before such communication, the taking of this step shall be in his/her discretion\ng) the director shall make periodic reports regarding I implementation of the Incentive Schools features of the settlement, and any barriers to strong implementation\nh) the court acting sua sponte, at the request of the director, or on the motion of a party, not including NLRSD or PCSSD, may address any problems raised, and may amend or supplement its special orders regarding the Incentive Schools, including by terminating the position of director when there are grounds to find that the position is no longer needed\nprovided that the court shall provide an opportunity for the parties to be heard prior to any such amendment or supplementation of its orders\nand 9BH JUN- 3-96 MON 13:59 SUSAN W WRIGHT FAX NO, 5013246576 P. 10 i) the entry of such other and further relief as the needs of justice may require. Respectfully submitted, J '. 5 John W. Walker, P.A. 1723 Broadway  Little Rock, AR 72206 501-374-3738 i By:__ Jb W. Walker - #64046 iiI CERTIFICATE OF SERVICE I do hereby certify that a copy of the foregoing was sent via U.S. mail to all counsel of record on this 31st day of May, 1996. 7 1 10 :w2^*iZii2js2sfflSS2SaSMHH '1 JUN- 3-96 MON 13:59 SUSAN W WRIGHT FAX NO. 5013246576 P. 11 ,T usdieo fb]y I 1996 IN THE UNITED STATES DISTRICT COUHT EASTERN DISTRICT OP ARKANSAS In! CL WESTERN DIVISION CE? LITTLE ROCK SCHOOL DISTRICT, ET AL, PLAIxN'TiFFS y. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFExNDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W, KNIGHT, ET AL. INTERVENORS MEMORANDUM OF THE JOSHUA INTERVENORS IN SUPPORT OF THEIR motion for relief REGARDING THE INCENTIVE SCHOOLS This memorandum supports the accompanying motion of the Joshua Intervenors for relief concerning the Incentive Schools. The LRSD defendants have had a full opportunity to implement the court-approved provisions concerning the Incentive Schools in a reasonable competent and adequate manner\nthey have failed miserably, patient. The Court and the Joshua Intervenors have .been The time has come when other approaches must be tried. Joshua's motion, including its record references established, inter alia, the following: i) are The incentive school provisions of the settlement a critically important element of the court-ordered agreement. ii) The LRSD defendants have for a lengthy period implemented the incentive school features of the settlement in a grossly inadequate manner, despite repeated notice of the shortcomings in their performances, and many recommendations for curative actions. iii) Ths LRSD defendants are in default with regard to their obligations to implement the incentive school remedies in a proper manner\nand there is no reasonable prospect of the.ir curing that default absent extra-JUN- 3-96 MON 14:00 SUSAN W WRIGHT FAX NO. 5013246576 P, 12 ordinary intervention by the court. The authorities set forth in this memorandum establish that the court has the responsibility to approve steps reasonable likely to sure LRSD defendants' default\nand that the Joshua Intervenors seek, in their motion, appropriate relief. The time to implement these important remedies in a meaningful manner has arrived. The relief sought is supported by the following precedents. a) See Little Rock School District v Pulaski County Special gchool District. 921 F,2d 1371, 1386 (8th Cir. 1990) (\"It is important for the settlement plans to be scrupulously adhered to- - and here we have in mind especially the kinds of programs that the plan contemplates for the Incentive Schoolsand it will be the job of the District Court to see that this monitoring is done effectively, and that appropriate action is taken if the parties o not live up to their commitments.\")\nid., at 1394 (\"The District Court is instructed to monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate, in its discretion, to ensure compliance with the plans and the agreement, and otherwise to proceed as the law and the facts require,\") b) See Swann v. Charlotte-Mecklenburg Board of Education, 402 U.S. 1, 15, 16 (1971) (: \"if school authorities fail in their affirmative obligations under these holdings, judicial authority may be invoked. Once a right and a violation have been shown, the scope of a districtJUN- 3-96 NON 14:00 SUSAN W WRIGHT FAX NO, 5013246576 P. 13 court's equitable powers to remedy past wrongs is broad, for breadth and flexibility are inherent in equitable remedies In default by the school authorities of their obligation to proffer acceptable, remedies, a district court had broad power to fashion ! a remedy that will assure a unitary school 71 system. c) See Local 28, .ee 473 U.S. 421 (1986) (after finding that the union and the joint apprenticeship committee had engaged in a widespread pattern of racial discrimination in employment which a number of prior court decrees had failed to abate, the district court entered remedial orders, including appointment of an If administrator\"\nsee 401 F. Supp,. 467, 489-92 (S.D.N.Y. 1975)\nthe Supreme Court upheld this remedy \"in light of the difficult inherent in monitoring compliance with the court's orders, established record of resistance to especially petitioners' prior state and federal orders...\nit characterized the administrator as having \"broad powers to oversee petitioners' membership practices,\" which \"may substantially Interfere with petitioners' membership as a 11 necessary [step] to put an end to s I 1 i petitioners' discriminatory ways\", see 478 U.S. at 481-82\nan operations.. ., \" earlier Court of Appeals opinion noted that the administrator \"will serve as the superior of the [Joint Apprenticeship Committee] representatives\" I) i on the committee concerning apprenticeship\nsee 532 F.2d at 830), d) Commonwealth of Pennsylvania v Local 542, 619 F. Supp., 1273, 127Z-80 (E.D. Pa. 1985) (where union has failed after five IJUN- 3-96 NON 14:01 SUSAN W WRIGHT FAX NO, 5013246576 P, 14 I purpose of [the] Order'\nthe membership was to be court-approved, after comment by the United States\nspecific functions to be fulfilled by the FHC included: developing advertising and I I I I I i educational programs, drafting a fair housing resolution, developing an outreach program, establishing within the city government a Housing Information and Referral Service, developing a program designed to foster an interest among housing developers in bringing low-income housing to Parma, and conducting a survey of vacant land suitable for low-income housing development. f) Turner v Goolsby. 225 F. Supp 724 (S.D. Ga. 196S) (3- I I judge court) (after a small majority black school system agreed to implement a desegregation plan, its officials assisted its white pupils to attend schools in neighboring districts, including by providing of bus transportation and then closed the one formerly white school as unneeded\nthis left the 87 black pupils who has chosen to attend the school without a desegregated i I I 355 S 3* option\nthe court placed the system in receivership, designated the Georgia State Superintendent of Schools as receiver \"operate the schools...,\" and charged him with the obligation \"to submit a plan..., whereunder the illegal expenditure of funds will be discontinued and the right of the 87 applicants for transfer will be accorded\" (at 730)\nthereafter, the receiver arranged for the interested black pupils to attend the schools of the adjoining counties\nand investigated why some black pupils were not accorded their first choices of schools, whether black pupils were subject to in-school segregation, and the need for remedial instruction\nthe receiver was discharged when the initial system IJUN- 3-96 MON 14:01 SUSAN W WRIGHT FAX NO. 5013246576 P, 15 years to operate hiring hall in a racially nondiscriminatory manner, and is in contempt of orders re \"work levels for minorities\" court appoints \"Hiring Hall Monitor,\" pursuant to Rule 53, Fed. R. Civ. Procedure, , \"directly responsible to the court, who will be given the full authority to operate and oversee all features of the hiring hall\"\nthe monitor may \"appoint hiring hall leaders to run the day-to-day operations in the hiring halls d *  *\" in which the monitor will not be located\nwhere union is in contempt of orders that it \"present to the court for approval\" valid, job-related criteria for admission to the union for each method of entry through which membership can be attained...,\" court appoints an expert to do this work, with his fee to be paid by the union). e) United States v city of arma .OhiO/ 504 F. Supp. 913, 921-22 (N.D. Ohio 1980), affirmed, 661 F.2d. 562,577 (6th Cir. 1981) (after concluding that Parma officials had followed racially exclusionary policies and practices and had a reputation and image of being the Cleveland suburb most hostile to blacks, the district court entered a comprehensive order including in psrt the establishment of a \"Fair Housing Committee:\" \"within [the] city government\"\nthi.s fhc was to 11 to operate as the primary governmental agency in Parma responsible for developing remedial plan... [and} to ensure that, the provisions of [the} order [were] fully complied with...\", \"[membership on the FHC] shall consist of Parma citizens who are collectively knowledgeable in the fields of fair housing programs and other citizens who are sincerely interested in working to promote the aJUN- 3-96 HON 14:02 SUSAN M WRIGHT FAX NO. 5013246576 P. 16 agreed to operate in a desegregated manner in 1966-67). s' 9) M,Ogg,an V McDonough, 540 F. 2d 527 (1st Cir. 1976), denied, 429 U.S, cert. 1042 (1977) (one Boston high school placed in receivership during the course of Boston school desegregation case as a result of extreme breakdown in implementation of desegregation plan there, lack of leadership by the principal, hostility by school's staff, and overall pattern of resistance by school board\ninitial receiver was area superintendent of Boston system in which th^j school w\u0026amp;s loc3ts\u0026lt;i/ thGircaftGir, th distirict^s supfiX'intsnd.siit wss the x'ccsivGx*\nthe receiver's duties included the replacement of the school's administrative staff and a review of \"all faculty and educational personnel\" to select a staff \"fit for the purposes of desegregation\"\nthe receiver reported directly to the district court). h) Perez y. Boston Housing Authority. 400 N.E. 2d. 1231 I I I J I I (Mass. 1980) (case involving unsanitary and otherwise unsatisfactory conditions in public housing\ncourt placed the Boston housing Authority in receivership\nthe orders appointing the receiver stated that he/she \"shall have the authority, to administer, manage, and operate the BHA\nhe/she shall have the powers of the Board of the BHA (including control of funds and revenues) and any additional powers that any be necessary or appropriate\nupon his/her appointment, the Board's powers shall be superseded\" [at 1245].). i! JS i) The Court of Appeals for the Eight Circuit has twice cited wirh approval the opinion in Morgan v McDonough. S supra in jsubJissBm1 juN- 36 NON 14:02  SUSAN W WRIGHT FAX NO. 5013246576  P. 17 which the creation of a receivership to operate a high school wa approved. See Uttle , Rpck_scho.ol District v Pulaski\nounty 5 .Sp,eciai-^s^hooi pi^rlct, sii t.2d 1295, 1319 (3th cir. 1983) cited in support of authority of district court to create 1 a citizen monitoring committee)\nOmaha. Indemnity Co^y_.Wining, 949 F.2d 235, 239 (Sth Cir. 1991) (cited in upholding district court's creation of a receivership in a business case). CONCLUS.XON As the foregoing case summaries show, the court has more than ample authority to enter the relief sought by the Joshua Intervenors, Moreover, any suggestion by the Little Rock School District that these principles do not apply because of th settlement must be rejected. As our citations to ths opinion j Si approving ths settlement demonstrate, the Court of Appeals st expressly that this court retained authority with the settLex^nt. - to insure compliance Respectfully submitted, John W.-Walker, P.A. 1723 Broadway Little Rock, AR 501-374-3758 -^1 By: 72206 ^^^/^ohn W. Walker #6404$ CERTIFICATE OF SERVICE I do hereby certify that a  via t.s, mail to all counsel of record 1996. Copy of the foregoing was sent on this 31st day of'May, 1: i . /' \u0026gt; . i  J 1 FILED east'^eb^n aaassAs 0, IN THE UNITED STATES DISTRICT COURTy - EASTERN DISTRICT OF ARKANSAS WflI J-ifi ]996 Ottice WESTERN DIVISION JAMES W. McCORMACK, CLERK LITTLE ROCK SCHOOL DISTRICT, ET AL. By\n, PLAINTIFFS utF cllh: V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET TkL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MOTION OF THE JOSHUA INTERVENORS FOR RELIEF CONCERNING THE INCENTIVE SCHOOLS The Joshua Intervenors respectfully move for the entry of orders regarding the Incentive Schools, which among other things provide for the designation of a well-qualified educator. independent of the Little Rock School District (LRSD), to direct the effort of employees of the LRSD to comply with the provisions of the settlement concerning the incentive schools. The orders sought by Joshua are described in full at the end of this motion. This motion is based upon the accompanying memorandum\nthe allegations set forth in the motion\nmonitoring reports prepared and disseminated by the Joshua Intervenors and the Office of Desegregation Monitoring (ODM)\nstatement by this court evidencing the LRSD's inadequate implementation of the relevant portions of the plan\nand other aspects of the record of this 1 case. Joshua makes the following allegations: 1) LRSD voluntarily agreed in the court-approved settlement in this case to provide well-funded, exemplary educational programs at seven schools located in the black community in the LRSD, to be know as the \"incentive schools. 111 This element of the agreement, bottomed upon the commitment to \"double funding: of these schools, had (and has) multiple purposes: first, to attract white students to these schools voluntarily\nsecond, to promote academic excellence and to help compensate the victims of segregation\nand third, to promote equity and equality by increasing the number of instances in which desegregation occurs by white students attending schools in the African 7\\merican community. See LRSD Plan, April 29, 1992, at 149. 2) As shown in detail in paragraph (4) of this motion, officials and employees of the LRSD have continued to implement a large number of the features of their own plan regarding the incentive schools in a grossly inadequate manner. Indeed, there is evidence that the quality of implementation declined in more recent times. See ODM, 5/17/95, at 33-36, 45-48. 3) The incentive schools are (and have been) racially segregated (e.g., ODM, 5/17/95, at 4-5), an entirely predictable result given the overall deficient implementation of the plan and There are now five incentive schools, following the closing of the Ish and Stephens schools. 1 2the nature of the deficiencies (e.g., deficient staff and staff desegregation\ndeficient upkeep of facilities\ndeficient recruitment\ndeficient activation of programs\ndeficient activation of themes and approach to multicultural education\ndeficient parental involvement). 4) The elements of the plan which the LRSD defendants have implemented in a grossly inadequate manner include, but are not limited to, the following: a) the provisions on upkeep of facilities\nsee ODM report. 6/5/92, summ. at 40-43\nODM report, 12/9/93, at 35-38\nODM report 12/21/94, at 35-36\nODM report 5/17/95, at 13-17\nJoshua Report, 6/5/92 at 174, 177-78\nb) the provisions on steps to recruit desegregated student bodies\nsee ODM report 3/11/94, at 11\nODM report 12/21/94 at 91- 92\nODM report 5/17/95, at 67-68\nJoshua report, 6/91 at 1 (Recruitment)\nJoshua report 6/5/92 at 166, 171, 174, 177, 181, 183, 188\nJoshua report 6/27/93 at 233, 236, 242\nc) the provisions for staff desegregation\nsee ODM report 6/5/92, summ. at 6\nODM report 12/9/93, at 11-12\nODM report 12/21/94, at 12-13\nODM report, 5/10/96, at 11-12 (including fact that four of five schools had one race staff at early childhood level)\nJoshua report, 6/5/92 at 162,185\nd) the provisions for selecting and retaining high quality faculties\nsee ODM report, 5/10/92, at 6-8\nsee also ^., at 9-10 (selection of inexperienced principals and turnover of principals 3in incentive schools)\nJoshua report/ 6/91 at 2 (Staffing)\nJoshua report, 6/27/93 at 216\ne) the provisions for integrating of themes in school programs\nsee ODM report, 12/9/93, at 47\nODM report, 12/21/94, at 46\nODM report, 5/17/95, at 35\nJoshua report, 6/5/92, at 164, 182\nf) the provisions for multicultural education\nsee ODM report, 6/25/92, summ at 12\nODM report, 12/21/94, at 64\nODM report, 5/17/95, at 39-40, 41-47\nJoshua report, 6/91 at 1 (curriculum)\nJoshua report, 6/5/92 at 214,222\nJoshua report. 6/27/93 at 214, 226, 231, 235, 237, 240\ng) the provisions on the foreign language program\nsee ODM report, 6/5/92, summ at 18\nODM report, 12/9/93 at 50\n(\"deplorable state\")\nODM report, 12/21/94, at 48\nODM report, 5/17/95, at 22-23\nJoshua report, 6/5/92 at 164,172,175,179,182,187\nJoshua report, 6/27/93, at 214, 229\nh) the provisions on science education\nsee ODM report, 6/5/92, summ. at 14 (equipment availability varies)\nODM, 12/9/93, at 46, 49\nODM report, 5/17/95, at 21-22, 34\nJoshua report, 6/5/92, at 168, 172, 187\nsumm. i) the provisions for field trips\nsee ODM report, 6/4/92, at 19\nODM report, 5/17/95, at 34 (number diminished)\nJoshua report, 6/91 at 2-3, (extended day), 1-2 (General Concerns)\nJoshua report, 6/5/92, at 161, 169, 176, 183, 188\nJoshua report, 6/27/93, at 215, 228\n4j) the provisions for the extended day program\nsee ODM report, 12/21/94, at 56 (documentation)\nODM report, 5/17/95, at 27-28\nJoshua report, 6/91 at 2-3, (extended day), 1-2 (General Concerns)\nJoshua report, 6/5/92, at 161, 169, 176, 183, 188\nJoshua report, 6/27/93, at 215, 228\nk) the provisions for the Saturday program\nsee ODM report, 12/21/94, at 57-60\nODM report, 5/17/95, at 29-30, 34 (\"The extended week program has evolved to little more than a monthly field trip...\")\nJoshua report, 6/91 at 2-3, (extended day), 1-2 (General Concerns)\nJoshua report, 6/5/92, at 161, 169, 176, 183, 188\nJoshua report, 6/27/93, at 215, 228\n1) the provisions of the extended year program\nsee ODM report, 6/5/92, summ at 24-25\nODM report, 12/9/93, at 67-68\nODM, 12/21/94, at 61-62, 64-65 (\"The district treats the incentive schools summer program like a necessary evil rather than a wonderful opportunity.\")\nODM, 12/1/95, at 11-12\nJoshua report, 6/91 at 1-2 (General Concerns), 2-3 (Staffing)\nJoshua report, 6/27/93, at 214, 226\nm) the provisions for individual student profiles\nsee ODM report, 12/9/93, 68-89, 80-85\nODM report, 12/21/94, at 69-70\nODM, 5/17/95, 30-31\nsee also re SEPs, ODM report, 12/21/94, at 64\nODM, 12/1/95, at 4\nJoshua report, 6/91 at 2 (SEPs)\nJoshua report. 6/5/92, at 162, 173, 176, 180, 183, 187-88\nJoshua report. 6/27/93, at 216, 224\nn) the provisions on student and parent involvement in 5developing discipline policies\nsee ODM report, 12/21/94, at 25- 29\nODM report, 5/17/95, at 17, 11\nJoshua report, 6/5/92 at 169, 173, 179\no) the provisions on parent centers\nsee ODM report, 6/5/92, summ. at 37\nODM report, 12/9/93, at 95\nODM, 12/21/94, at 74-77\nODM, 5/17/5, at 59-60\nJoshua report, 6/91, at 1 (Parent Involvement)\nJoshua report, 6/5/92 at 170-71\np) the provision on parents' signing homework\nsee ODM report, 6/5/92, summ. at 35\nODM report, 12/21/94, at 82 r) the provisions on the use of social workers\nsee ODM report 12/21/94, at 72\nODM report 5/17/95, at 31-32\nJoshua report, 6/5/92, at 162, 171, 174, 177, 184\ns) The provisions on home visits\nsee ODM report, 6/5/92, summ. at 34\nODM report, 12/9/93, at 102\nODM report, 12/21/94, at 80-81\nODM report, 5/17/95, at 60. 5) Representatives of the LRSD have been informed of these shortcomings, repeatedly, by Joshua Intervenors, the ODM, and this court. Their continuing deficient performance demonstrates that they are either unwilling or unable to implement the features of the plan concerning the Incentive Schools in a satisfactory manner. See, for example, citations to Joshua and ODM reports set forth above and the statement of the court dated March 19, 1993. 6) In approving the settlement, the Court of Appeals for the Eighth Circuit wrote as follows regarding the Incentive 6Schools and the authority and the responsibility of this court: 7) It is important for the settlement plans to be scrupulously adhered to  and here we have in mind especially the kinds of programs that the plan contemplates for the incentive schools and it will be the job of the District Court to see that this monitoring is done effectively, and that appropriate action is taken if the parties do not live up to their commitments. [Little Rock School District v Pulaski County Special School District, 921 F.2d 1371, 1386 (1990)\nsee also id., 921 F.2d at 1394, para. 8.]. In view of the relevant circumstances, this court has the responsibility and the authority to enter an order providing for the designation of a well-qualified educator, independent of the LRSD, to direct the Incentive School program. This court also had the responsibility and the authority to enter the additional related relief requested in this motion. 8) Excerpts from the ODM Report regarding the Incentive Schools, dated May 17, 1995, provide clear evidence of the need for the relief sought in this motion by the Joshua Intervenors. This year, we found none of the programs that we monitored being fully implemented at all five schools. Beginning with the first ODM Incentive Schools report in 1991-92, we have pointed to the glaring inconsistencies among the schools. As the number of Incentive schools has dwindled from seven to five, the inconsistencies have grown rather than diminished. With four of the five principals being newly assigned this year, and two of them being brand- new principals, it is no wonder that some programmatic offerings have been slighted as the new principals tried to deal with the challenges posed by incentive schools, while adjusting to new jobs as well. In many areas, we were disheartened to see a retreat from the prior level of program implementation... [details re particular programs omitted] [At 34] 7In many ways our fourth annual visit to the incentive schools was the discouraging review we have conducted. While we saw many positive and commendable aspects, we also saw problems and deficiencies that were entirely avoidable The LRSD has had a sufficient amount of and correctable. time to successfully implement the promised programs. These schools were designed to serve as models of instructional excellence, but that level of quality has not been realized throughout. serve as an Instead, too many aspects of these schools are meaningless. object lesson that promises made, but not kept. Successfully implementing the incentive School programs is not an impossible task by any means. With solid leadership, competent staff, consistent support, and the will and determination to 'be the best,' all these schools can be the high-quality centers of learning they were pledged to be. [At 36\nemphasis added] 9) The Incentive School portion of the court-approved settlement can not be deemed a failure\nits implementation in a meaningful manner has never been attempted. WHEREFORE, the Joshua Intervenors respectfully request that the court enter orders providing relief regarding the Incentive Schools portion of the court-approved settlement consistent with the following principles: a) there shall be a director of the Incentive Schools program, independent of the LRSD, who has final authority for (i) the adoption of any subsidiary policies necessary to implement the remedy, and (ii) the oversight, including the direction, of all district employees and agents engaged in the implementation of the incentive school remedies\nb) the director shall be selected by ODM in consultation with the Joshua Intervenors\nc) the director shall be paid by the LRSD at a rate 8.Wb\n- .! suggested by ODM, subject to the approval of the court\nd) the LRSD shall provide the director an office and necessary support as designated by the director\ne) all officials, employees, and agents of the LRSD shall cooperate with the director in the fulfillment of his/her responsibilities\nf) the director shall have the right to communicate with and call any problem to the attention of ODM, the Joshua Intervenors, and/or the court (with notice to the parties)\nwhile the director shall be encouraged to attempt to resolve any problem(s) with officials or employees of the LRSD before such communication, the taking of this step shall be in his/her discretion\ng) the director shall make periodic reports regarding implementation of the Incentive Schools features of the settlement, and any barriers to strong implementation\nh) the court acting sua sponte, at the request of the director, or on the motion of a party, not including NLRSD or PCSSD, may address any problems raised, and may amend or supplement its special orders regarding the Incentive Schools, including by terminating the position of director when there are grounds to find that the position is no longer needed\nprovided that the court shall provide an opportunity for the parties to be heard prior to any such amendment or supplementation of its orders\nand 9i) the entry of such other and further relief as the needs of justice may require. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 501-374-3758 72206 By:_ Jd I. W. Walker - #64046 CERTIFICATE OF SERVICE I do hereby certify that a copy of the foregoing was sent via U.S. mail to all counsel of record on this 31st day of May, 1996. 10  ' -RECBVESS UUN 5 1996 uspLED Office of Desegregation Monitoring ^4? J JLiQQ/ IN THE UNITED STATES DISTRICT COURT SAMSAS EASTERN DISTRICT OF ARKANSAS'S W WESTERN DIVISION ''''^COR.VACK, CLERK 8w. LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS^s- V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL, DEFENDANTS MRS, LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS MEMORANDUM OF THE JOSHUA INTERVENORS IN SUPPORT OF THEIR MOTION FOR RELIEF REGARDING THE INCENTIVE SCHOOLS This memorandum supports the accompanying motion of the Joshua Intervenors for relief concerning the Incentive Schools, The LRSD defendants have had a full opportunity to implement the court-approved provisions concerning the Incentive Schools in a reasonable competent and adequate manner\nthey have failed miserably. patient. The Court and the Joshua Intervenors have been The time has come when other approaches must be tried. Joshua's motion, including its record references established, inter alia, the following: i) are The incentive school provisions of the settlement a critically important element of the court-ordered agreement. ii) The LRSD defendants have for a lengthy period implemented the incentive school features of the settlement in a grossly inadequate manner, despite repeated notice of the shortcomings in their performances, many recommendations for curative actions. and iii) The LRSD defendants are in default with regard to their obligations to implement the incentive school remedies in a proper manner\nand there is no reasonable prospect of their curing that default absent extra-ordinary intervention by the court. The authorities set forth in this memorandum establish that the court has the responsibility to approve steps reasonable likely to sure LRSD defendants' default\nand that the Joshua Intervenors seek, in their motion, appropriate relief. The time to implement these important remedies in a meaningful manner has arrived. The relief sought is supported by the following precedents. a) See Little Rock School District v Pulaski County Special School District. 921 F.2d 1371, 1386 (Sth Cir. 1990) (\"It is important for the settlement plans to be scrupulously adhered to- - and here we have in mind especially the kinds of programs that the plan contemplates for the Incentive Schoolsand it will be the job of the District Court to see that this monitoring is done effectively, and that appropriate action is taken if the parties o not live up to their commitments.\")\nid., at 1394 (\"The District Court is instructed to monitor closely the compliance of the parties with the settlement plans and the settlement agreement, to take whatever action is appropriate. in its discretion, to ensure compliance with the plans and the agreement, and otherwise to proceed as the law and the facts require.\") b) See Swann v Charlotte-Mecklenburg Board of Education. 402 U.S. 1, 15, 16 (1971) (: \"if school authorities fail in their affirmative obligations under these holdings, judicial authority may be invoked. Once a right and a violation have been shown, the scope of a districtcourt's equitable powers to remedy past wrongs is broad, for breadth and flexibility are inherent in equitable remedies ....[]....In default by the school authorities of their obligation to proffer acceptable remedies, a district court had broad power to fashion a remedy that will assure system....\"). a unitary school c) See Local 28, Sheet Metal Workers v E.E.O.C.. 478 U.S. 421 (1986) (after finding that the union and the joint apprenticeship committee had engaged in a widespread pattern of racial discrimination in employment which a number of prior court decrees had failed to abate, the district court entered remedial orders, including appointment of an \"administrator\"\nsee 401 F. Supp.. 467, 489-92 (S.D.N.Y. 1975)\nthe Supreme Court upheld this remedy \"in light of the difficult inherent in monitoring compliance with the court's orders, especially petitioners' established record of resistance to prior state and federal orders...\"\nit characterized the administrator as having \"broad powers to oversee petitioners' membership practices, substantially interfere with petitioners' membership operations...,\" which \"may II as a II necessary [step] to put an end to petitioners' discriminatory ways\". see 478 U.S. at 481-82\nan eai^lier Court of Appeals opinion noted that the administrator \"will serve as the superior of the [Joint Apprenticeship Committee] representatives\" on the committee concerning apprenticeship\nsee 532 F.2d at 830). d) Commonwealth of Pennsylvania v Local 542. 619 F. Supp. 1273, 1277-80 (E.D. Pa. 1985) (where union has failed after fivepurpose of [the] Order'\nthe membership was to be court-approved, after comment by the United States\nspecific functions to be fulfilled by the FHC included: developing advertising and educational programs, drafting a fair housing resolution, developing an outreach program, establishing within the city government a Housing Information and Referral Service, developing a program designed to foster an interest among housing developers in bringing low-income housing to Parma, and conducting a survey of vacant land suitable for lowincome housing development. f) Turner v Goolsby. 225 F. Supp 724 (S.D. Ga. 1966) (3- judge court) (after a small majority black school system agreed to implement a desegregation plan, its officials assisted its white pupils to attend schools in neighboring districts, including by providing of bus transportation and then closed the one formerly white school as unneeded\nthis left the 87 black pupils who has chosen to attend the school without a desegregated option\nthe court placed the system in receivership, designated the Georgia State Superintendent of Schools as receiver \"operate the schools...,\" and charged him with the obligation \"to submit a plan..., whereunder the illegal expenditure of funds will be discontinued and the right of the 87 applicants for transfer will be accorded\" (at 730)\nthereafter, the receiver arranged for the black pupils to attend the schools of the adjoining counties\nand investigated why some black pupils were not accorded their first choices of schools, whether black pupils were subject to in-school segregation, and the need for remedial instruction\nthe receiver was discharged when the initial systemyears to operate hiring hall in a racially nondiscriminatory manner, and is in contempt of orders re tl work levels for minorities\" court appoints \"Hiring Hall Monitor,\" pursuant to Rule 53, Fed. R. Civ. Procedure, fl directly responsible to the court, who will be given the full authority to operate and oversee all features of the hiring hall\"\nthe monitor may II appoint hiring hall leaders to run the daytoday operations in the hiring halls...,\" in which the monitor will not be located\nwhere union is in contempt of orders that it \"present to the court for approval\" valid, job-related criteria for admission to the union for each method of entry through which mAmh^T-ghip can be attained...,\" court appoints an expert to do this work, with his fee to be paid by the union). e) United States v City of Parma, Ohio. 504 F. Supp. 913, 921-22 (N.D. Ohio 1980), affirmed, 661 F.2d. 562,577 (6th Cir. 1981) (after concluding that Parma officials had followed racially exclusionary policies and practices and had a reputation and image of being the Cleveland suburb most hostile to blacks, the district court entered a comprehensive order including in part the establishment of a \"Fair Housing Committee:\" \"within [the] city government\"\nthis FHC was to II to operate as the primary governmental agency in Parma responsible for developing remedial plan...[and} to ensure that the provisions of [the} order [were] fully complied with...\", \"[membership on the FHC] shall consist of Parma citizens who are collectively knowledgeable in the fields of fair housing programs and other citizens who are sincerely interested in working to promote the aagreed to operate in a desegregated manner in 1966-67). g) Morgan v McDonough. 540 F. 2d 527 (1st Cir. 1976), cert. denied, 429 U.S. 1042 (1977) (one Boston high school placed in receivership during the course of Boston school desegregation case as a result of extreme breakdown in implementation of desegregation plan there, lack of leadership by the principal, hostility by school's staff, and overall pattern of resistance by school board\ninitial receiver was area superintendent of Boston system in which the school was located\nthereafter, the district's superintendent was designated the receiver\n' the receiver's duties included the replacement of the school's administrative staff and a review of It all faculty and educational personnel II to select a staff II fit for the purposes of desegregation\"\nthe receiver reported directly to the district court). h) Perez v Boston Housing Authority. 400 N.E. 2d. 1231 (Mass. 1980) (case involving unsanitary and otherwise unsatisfactory conditions in public housing\ncourt placed the Boston housing Authority in receivership\nthe orders appointing the receiver stated that he/she II shall have the authority to administer, manage, and operate the BHA\nhe/she shall have the powers of the Board of the BHA (including control of funds and revenues) and any additional powers that any be necessary or appropriate\nupon his/her appointment, the Board's powers shall be superseded\" [at 1245].). i) The Court of Appeals for the Eight Circuit has twice cited with approval the opinion in Morgan v McDonough. supra inwhich the creation of a receivership to operate a high school was approved. See Little Rock School District v Pulaski County Special School District. 839 F.2d 1296, 1319 (Sth Cir. 1988) cited in support of authority of district court to create a citizen monitoring committee)\nOmaha Indemnity Co. V Wining. 949 F.2d 235, 239 (Sth Cir. 1991) (cited in upholding district court's creation of a receivership in a business case). CONCLUSION As the foregoing case summaries show, the court has more than ample authority to enter the relief sought by the Joshua Intervenors. Moreover, any suggestion by the Little Rock School District that these principles do not apply because of the settlement must be rejected. As our citations to the opinion approving the settlement demonstrate, the Court of Appeals stated expressly that this court retained authority to insure compliance with the settlement. Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR 501-374-3758 By 72206 Walker #64046 CERTIFICATE OF SERVICE 1I adoo Hheerreebbyy cceerrttiiffyy tthhaatt a copy of the foregoing was sent via U.S. mail to all counsel of record 1996. on this 31st day of May, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL : RECEIVED MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL t UUN.2 4 1996 FSLSD u s DISTRICT COURT eastern district ARKANSAS JUN 2 0 1996 JAMES W. McGQi By\nrmack, clerk V OEP cYerk PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS SERVICEMASTER MANAGEMENT SERVICESQffice of Desegregation Monitoring A Limited Partnership INTERVENORS ORDER Upon motion of the Little Rock School District (LRSD), the time within which the LRSD must respond to the Joshua Intervenors' motion for relief concerning the incen-tive schools is hereby extended to and including August 9, 1996. IT IS SO ORDERED this day of June 1996. UNI TED STA/TES DI STRI'CT^JUDGE ON rHIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPUANCE WITH RULE 58 AND/OR 79(a) FRCP BY 2 6 9' G.- FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (ia22-iee4J WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN, JR., P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL e. BENHAM III, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET, JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL 111. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN, P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III, P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 July 19, 1996 RECEIVED SCOTT J. LANCASTER, P.A. M. GAYLE CORLEY, P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR., P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS. P.A. TONIA P. JONES, P.A. DAVID O. WILSON. P.A. JEFFREY H. MOORE. P.A. ANDREW T. TURNER DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY D. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. DEMORY BARBARA J. RAND JAMES W. SMITH CLIFFORD W. PLUNKETT WILL BOND DANIEL L. HERRINGTON ALLISON J. CORNWELL Jill 1 9 1996 Of COUNSCl WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY. P.A. WILLIAM L. PATTON. JR.. P.A. Office of Desegregation Monitoring WRITER'* DIRECT NO. (501) 370-3323 A Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the Little Rock School District's (1) Motion to Shorten Time to Respond to Discovery and (2) Motion for Extension of Time with regard to the abovecaptioned matter. Please file same and return a file marked copy of each to us. By copy of this letter we are serving all counsel of record. Sincerely, John C. Pendley, Jr. JCFjr/cf Enclosures cc: Mr. Mr. Mr. Mr. Ms. Mr. John Walker (w/encls.) Sam Jones (w/encls.) Steve Jones (w/encls.) Richard Roachell )(w/encls.) Ann Brown (w/encls.) Timothy G. Gauger (w/encls.)IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR EXTENSION OF TIME The Little Rock School District (\"LRSD\") for its Motion for Extension of Time states: 1. On July 2, 1996, LRSD was served with a Motion of the Joshua Intervenors for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). This motion overlaps substantially with the Motion of the Joshua Intervenors for Relief Concerning the Incentive Schools. 2. This Court has granted LRSD an extension of time until August 9, 1996, to respond to the Motion of the Joshua Intervenors for Relief Concerning the Incentive Schools. Because of the related nature of the two motions, LRSD request that it also be granted until August 9, 1996, to respond to the Motion of the Joshua Intervenors for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). WHEREFORE, LRSD prays that it be granted an extension of time until August 9, 1996, to respond to the Motion of the JoshuaIntervenors for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). Respectfully Submitted, Christopher Heller John C. Fendley Jr. Friday Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201-3407 Attorneys For LRSD Christopher ^f\u0026amp;ll^r Bar No. 81083 CERTIFICATE OF SERVICE I certify that a copy of the foregoing motion has been served on the following peo States mail on this i e ay depositing copy of same in the United ay of July, 1996. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 W. Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr, Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 2Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 , istopher Heller, 3IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-'^6 RECEIVED PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL AUG 9 1996 DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL Office Of Desegregation Monitoring INTERVENORS LRSD'S RESPONSE TO JOSHUA'S MOTION FOR IMPLEMENTATION OF RECOMMENDATIONS OF THE OFFICE OF DESEGREGATION MONITORING (ODM) LRSD for its Response states: 1. LRSD admits that it agreed to undertake many actions for the benefit of the class of African-American students represented by Joshua as part of the LRSD Desegregation Plan. LRSD further admits that the LRSD Desegregation Plan was intended to promote desegregation, to strengthen the educational opportunities of all students, and to complete the transition to a system of public education free from racial discrimination. LRSD denies the allegations set forth in paragraph (1) of Joshua's motion to the extent they are inconsistent with the above. 2. LRSD admits that quoted language set forth in paragraph (2) of Joshua's motion is from the opinions of the Eighth Circuit Court of Appeals in this case found at 921 F.2d 1371 and 949 F.2d 253. 3. With regard to paragraph (3) of Joshua's motion, LRSD admits that the Eighth Circuit required creation of an Office ofDesegregation Monitoring (\"ODM\") and that ODM was created to monitor LRSD's compliance with the LRSD Desegregation Plan and the Interdistrict Desegregation Plan. LRSD denies that this Court may rely on the findings of ODM to take remedial action. 4. LRSD admits that ODM has criticized LRSD's implementation of the LRSD Desegregation Plan and that ODM has included recommendations in its reports. LRSD denies the remaining allegations set forth in paragraph (4) of Joshua's motion. 5. LRSD denies the allegations set forth in paragraph (5) of Joshua's motion. 6. LRSD admits this Court adopted the recommendations of ODM set forth in its June 5, 1992, Monitoring Report. LRSD denies the remaining allegations set forth in paragraph (6) of Joshua's motion. 7. LRSD denies that it should be ordered to implement any ODM recommendation and/or that LRSD bears the burden of making a particularized showing of impropriety as to specific a recommendation. LRSD further denies that it should be required to implement any of the recommendations referenced in subparagraphs (a) through (1) of paragraph (7) of Joshua's motion. 8. LRSD hereby incorporates by reference its Memorandum Brief in Support of LRSD's Response to Joshua's Motion for Relief Concerning Incentive Schools and LRSD's Response to Joshua's Motion for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). 9. LRSD affirmatively asserts that this Court has no 2jurisdiction to grant Joshua's Motion because the term of the LRSD Desegregation Plan and the Interdistrict Desegregation Plan has expired. 10. LRSD affirmatively asserts that Joshua's Motion is untimely resulting in substantial prejudic^e to LRSD, and therefore, barred by the equitable doctrines of waiver, laches and estoppel and by the applicable statute of limitations. 11. LRSD requests a hearing on Joshua's motion. WHEREFORE, LRSD prays that Joshua's motion be denied\nthat LRSD be granted it costs and attorneys' fees expended herein\nand that it be granted all other just and proper relief to which it may be entitled. Respectfully Submitted, Christopher Heller John C. Fendley Jr. Friday Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201-3407 Attorneys For LRSD An Christopher Helper fj J Nn. Rinfi'i Bar No. 81083 3CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following peop]^ by depositing copy of same in the United States mail on this _7^^ay of August, 1996. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 W. Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 :f^^stopher Heller (j C. 4FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (1 922-1 984) WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN, JR., P.A. JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM III. P.A. LARRY W.BURKS, P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR, P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN III, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-201 1 FAX NO. 501-376-2147 August 9, 1996 Received SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT B. BEACH. JR., P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR., P.A. HARRY A. LIGHT, P.A. SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER, P.A. J. MICHAEL PICKENS, P.A. TONIA P. JONES, P.A. DAVID 0. WILSON, P.A. JEFFREY H. MOORE. P.A. ANDREW T. TURNER DAVID M. GRAF CARLA G . SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. OEMORY BARBARA J. RAND JAMES W. SMITH CLIFFORD W. PLUNKETT WILL BONO DANIEL L. HERRINGTON ALLISON J. CORNWELL Of COUNtCl WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY, P.A. WILLIAM L. PATTON. JR.. P.A. 4UG 9 1996  RlTEH'S OlAC T NO. (5011 370-3323 Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 Office of Ossogregafion MonHowg Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the following pleadings which we would appreciate you filing of record and returning a file-marked copy of each pleading to us: (1) (2) LRSD's Response to Joshua's Motion for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM)\nLRSD's Response to Joshua's Motion for Relief Concerning Incentive Schools\nand (3) Memorandum Brief in Support of LRSD's Response to Joshua's Motion for Relief Concerning Incentive Schools and to Joshua's Motion for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). By copy of this letter we are serving same on all counsel of record.Hon. James W. McCormack August 9, 1996 Page 2 Thank you for your assistance in this matter. Sincerely, ohn C. Fendley John Fendley, Jr. JCFjr/cf Enclosures cc: Mr. John Walker (w/encls.) Mr. Sam Jones (w/encls.) Mr. Steve Jones (w/encls.) Mr. Richard Roachell and Mr. Travis Creed (w/encls.) Ms. Ann Brown (w/encls.) Mr. Timothy G. Gauger (w/encls.)IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL AUG 9 1996 DEFENDANTS INTERVENORS KATHERINE KNIGHT, ET AL Monuonny INTERVENORS Office 01 00369'69^^\" LRSD'S RESPONSE TO JOSHUAS-MOTION* FOR RELIEF CONCERNING INCENTIVE SCHOOLS LRSD for its Response states: 1. The LRSD Desegregation Plan provides: The Little Rock School District will have seven (7) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. a LRSD Desegregation Plan, p. 149. LRSD denies the allegations set forth in paragraph (1) of Joshua's motion to the extent they are inconsistent with the express language of the LRSD Desegregation Plan. 2. LRSD denies the allegations set forth in paragraph (2) of Joshua's motion. 3. LRSD denies the allegations set forth in paragraph (3) of Joshua's motion. 4. LRSD denies that it has implemented any aspect of the LRSD Desegregation Plan in a grossly inadequate manner. LRSD will address each subparagraph of paragraph (4) of Joshua's motion below. 5. Upkeep of Facilities. The LRSD Desegregation Plan provides: The District will provide clean and safe facilities and make all schools, condition. repairs fundamental magnet schools. To this end. and to maintain area schools roofing repairs, incentive in good painting. plastering, recarpeting, and other needed repairs will be made. repair. Concrete walks and macadam drives will be in good LRSD Desegregation Plan, p. 129. LRSD has substantially complied with this obligation. 6. Recruit Deseqreqated Student Bodies. The LRSD Desegregation Plan provides: The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. a LRSD Desegregation Plan, p. 149. LRSD denies that this provision obligated LRSD to achieve specific racial balance at the incentive schools. LRSD admits that it was obligated to recruit both black and white students to attend incentive schools and affirmatively asserts that it has substantially complied with this obligation. Staff Desegregation. As ODM has recognized, \"The LRSD plan . . . makes only a philosophical commitment to 'equity' in 7. a 2staffing and reviewing staffing patterns. ODM Report dated H September 15, 1995, P. 9. Similarly, in the Interdistrict Desegregation Plan (\"Interdistrict Plan\"), LRSD committed itself to the \"principle\" that \"[sjtaffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law. II Interdistrict Plan, p. 23. See also Interdistrict Plan, p. 25 (\"Goal II: To develop mutually supportive and equitable personnel and placement procedures. . . . The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area.\")(emphasis supplied). In light of its commitment to this principle. LRSD agreed \"[t]o monitor distribution of staff across grade levels and support areas. tl Interdistrict Plan, p. 25. LRSD has substantially complied with this obligation. 8. Selecting and Retaining a High Quality Faculty. As a part of opening the incentive schools. LRSD was obligated to \"establish a committee to assess staffing needs for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and determine procedures for staffing.\" LRSD Desegregation Plan, p. 190. LRSD has substantially complied with this obligation. Integration of Themes into School Programs. The LRSD Plan provides, \"School Themes will be developed at the local school level by parents and staff and are recommended to be integrated 9. into the total curriculum.\" LRSD Desegregation Plan, p. 153. LRSD 3has substantially complied with this obligation. See ODM Report dated July 12, 1996, P- 25 (\"[W]e were gratified to see the coordination and vigor with which all five school worked to implement their themes.\"). 10. Multicultural Education. The LRSD Desegregation Plan requires that a \"multicultural approach\" be integrated into its curriculum and the total school environment. See LRSD Desegregation Plan, pp. 63-80. In February of this year, LRSD, Joshua and ODM agreed that LRSD had complied with the provisions of its desegregation plan relating to multicultural education and that LRSD should be released from Court supervision and monitoring related to those provisions. See Stipulation for Order filed February 9, 1996, p. 1-2 (Docket No. 2626) and Order dated March 27, 1996 (Docket No. 2648). Joshua alleges no facts which would support setting aside the Court's March 27, 1996, Order. See Fed. R. Civ. P. 60. 11. Foreign Language Program. LRSD admits that it has not fully implemented the provisions of its desegregation plan related to foreign language program. LRSD Desegregation Plan, pp. 153 and 156. A business case was submitted as a part of the LRSD FY 1995- 96 budget setting forth an evaluation of the foreign language program and concluding that the program should be discontinued. During the hearings on the FY 1995-96 budget. testimony was presented to support that business case. It was made known at the hearing that LRSD did not intend to fund the foreign language program in the future. Joshua has failed to raise a timely 4objection to LRSD discontinuation of the program, and accordingly, their motion should be denied based on the equitable doctrines of waiver, laches and estoppel. 12. Science Education. The LRSD Desegregation Plan provides: General Areas for Implementation - (subject to an annual assessment of the effectiveness thereof) *   10. Science Laboratories equipped with adequate equipment and materials and supplies, either mobile or permanent, will be available for students. LRSD Desegregation Plan, p. 153. LRSD has substantially complied with this obligation. 13. Field Trips. The LRSD Desegregation Plan provides: Field Trips Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) supplemented with a state or national trip. may be LRSD Desegregation Plan, p. 158. See also LRSD Desegregation Plan, p. 173. LRSD has substantially complied with this obligation. 14. Extended Day Program. The LRSD Desegregation Plan requires extended day activities designed \"to provide enhanced n educational opportunities for all students. LRSD Desegregation Plan, p. 181. See also LRSD Desegregation Plan, p. 173-74. LRSD has substantially complied with this obligation. 15. Saturday Program. The LRSD Desegregation Plan provides: A. Additional Items It is recommended that each incentive school have:  * * Saturday programs will be developed to enhance learning. 5These programs will include but shall not be limited to: - field trips - enrichment activities - tutoring - parent/child \"make \u0026amp; take\" sessions - book fairs - physical education activities LRSD Desegregation Plan, P- 179 (emphasis supplied). This \"recommendation\" does not constitute an obligation on the part of LRSD. Even so, LRSD has implemented a Saturday program consistent with this recommendation. 16. Extended Year Program. LRSD denies that it has failed to substantially comply with its obligations related to the extended year program. See LRSD Desegregation Plan, pp. 172-73 and 180. Incentive school students are offered summer program for a remediation and enrichment free of charge. The program has been advertised and promoted at the incentive schools to encourage participation, and students who decided to participate have been instructed at their own academic levels rather than by means of a specifically identified grade designation. 17. Individual Student Profiles. A goal of the LRSD Desegregation Plan is \"[t]o more closely and thoroughly monitor Incentive Schools in order to develop a clearer picture of student achievement . . LRSD Desegregation Plan, p. 186. Toward this H goal, LRSD is obligated to develop Student Education Plans (\"SEPs\") for incentive school students. LRSD Desegregation Plan, p. 186. LRSD has substantially complied with this obligation. 18. Discipline Policies. With regard to discipline at the incentive schools, the LRSD Desegregation Plan provides: 6Attendance and Behavior Guidelines Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time out areas staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school-based management rules. Students and parents will sign a contractual agreement to be at school and on time each day. LRSD Desegregation Plan, p. 175. See also LRSD Desegregation Plan, p. 182. LRSD has substantially complied with these provisions. The Interdistrict Plan contains similar requirements related to the goal of \"establish[ing] student discipline and attendance policies which address student needs as well as school climate concerns. II Interdistrict Plan, p. 27. LRSD has also substantially complied with these requirements. 19. Parent Centers. The LRSD Desegregation Plan provides: We are only beginning to understand which types, formats, frequencies and locations of parent involvement lead to specific student. parent. and teacher attitudes and behaviors. achievements, Principals can help teachers to successfully involve parents by coordinating, managing, supporting, funding, recognizing, and rewarding parent involvement, and by planning programs to strengthen that involvement. We expect the process of developing parental involvement activities to be on-going. suggested activities are listed below: Some * *  5. Establish a Parent Center in each school. * *  LRSD Desegregation Plan, P. 206 (emphasis supplied). This II suggestion\" does not constitute an obligation on the part of LRSD. Even so, LRSD has established a parent center at each school as suggested by the plan. 720. Signing Homework. As means to increase parent involvement, the LRSD Desegregation Plan provides that II [p]arents will sign homework. II LRSD Desegregation Plan, p. 183. LRSD has a substantially complied with this obligation. 21. Use of Social Workers. There are no II provisions on the use of social workers II in the LRSD Desegregation Plan or the Interdistrict Plan. To be sure, LRSD has used social workers to meet certain obligations under the plans. If Joshua seeks to challenge LRSD's compliance with these obligations, it should raise them specifically. It is unclear from the citations in Joshua's Motion what obligations, if any, are at issue. 22 . Home Visits. As with parent centers, the LRSD Desegregation Plan merely suggests home visits as a means to develop parent involvement. LRSD Desegregation Plan, p. 206. This \"suggestion\" does not constitute an obligation on the part of LRSD. Even so, LRSD conducts home visits as circumstances permit. 23 . LRSD denies the allegations set forth in paragraph (5) of Joshua's Motion. 24. LRSD admits that the language quoted by Joshua in paragraph (6) of its Motion is from the Eighth Circuit Court of Appeals Opinion in this case found at 921 F.2d 1371. 25. LRSD denies the allegations set forth in paragraph (7) of Joshua's Motion. 26. LRSD denies the allegations set forth in paragraph (8) of Joshua's Motion. 27 . LRSD admits that the incentive school portion of the LRSD 8Desegregation Plan cannot be deemed a failure. LRSD denies that it has not implemented the incentive school portion of the plan in a meaningful manner. 28. LRSD hereby incorporates by reference its Memorandum Brief in Support of LRSD's Response to Joshua's Motion for Relief Concerning Incentive Schools and LRSD's Response to Joshua's Motion for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). 29. LRSD affirmatively asserts that this Court has no jurisdiction to grant Joshua's Motion because the term of the LRSD Desegregation Plan and the Interdistrict Desegregation Plan has expired. 30. LRSD affirmatively asserts that Joshua's Motion IS untimely resulting in substantial prejudice to LRSD, and therefore, barred by the equitable doctrines of waiver, laches and estoppel and by the applicable statute of limitations. 31. LRSD requests a hearing on Joshua's motion. WHEREFORE, LRSD prays that Joshua's motion be denied\nthat LRSD be granted it costs and attorneys' fees expended herein\nand 9that it be granted all other just and proper relief to which it may be entitled. Respectfully Submitted, Christopher Heller John C. Fendley Jr. Friday Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201-3407 Attorneys For LRSD C. Christopher Heller/ Bar No. 81083 10CERTIFICATE OF SERVICE I certify that a copy of the foregoing motion has been served on the following people by depositing copy of same in the United States mail on this 9^ day of August, 1996. Mr. John W. Walker JOHN W. WALKER, P.A, 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 W. Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 11 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-8^ PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL AUG 9 1996 DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL Office Of Deseflfegalion Monitoring INTERVENORS MEMORANDUM BRIEF IN SUPPORT OF LRSD'S RESPONSE TO JOSHUA'S MOTION FOR RELIEF CONCERNING INCENTIVE SCHOOLS AND TO JOSHUA'S MOTION FOR IMPLEMENTATION OF RECOMMENDATIONS OF THE OFFICE OF DESEGREGATION MONITORING (ODM) I. Jurisdiction. The LRSD Desegregation Plan and Interdistrict Desegregation Plan (the \"Plans\") have expired by their own terms. See LRSD's Motion to End Federal Court Jurisdiction. Pursuant to the 1989 settlement agreement (\"Settlement Agreement\"), this Court's jurisdiction was limited to \"address[ing] issues regarding implementation of the Plans. If Since the term of the Plans has expired, this Court no longer has jurisdiction based on the Plans. See E.E.O.C. v. Local 40, 76 F.3d 76, 80 (2nd Cir. 1996) (\"A court does not have inherent power to enforce an order that has expired.\"). Accordingly, this Court has no jurisdiction to order the relief sought by Joshua. II. Burden on Joshua to Establish Noncompliance. Even assuming Joshua's motions were timely filed, Joshua bears the burden of establishing LRSD's noncompliance with the Plansregardless of how the motions are characterized. Joshua's motions could be construed one of three ways. First, the motions sound in the nature of motions for contempt. A party seeking a finding of contempt \"has the burden of proving a violation of the consent decree by clear and convincing evidence.\" Hazen v. Reagan, 16 F. 3d 921, 925 (Sth Cir. 1994). In addition, to support a finding of contempt, Joshua must establish that LRSD knowingly violated the Plans, see Mahers v. Hedgepeth, 32 F.3d 1273, 1275 (Sth Cir. 1994), and that LRSD is not acting with reasonable diligence to bring itself into compliance with the Plans. See Dunn v. New York Dept. of Labor, 47 F.3d 4S5, 490 (2nd Cir. 1995). The allegations set forth in Joshua's motions fail to establish the necessary elements for contempt. Second, the motions could be considered motions to modify the Plans. The Supreme Court has outlined the following process for modification of consent decrees: [A] party seeking modification of a consent decree bears the burden of establishing that a significant change in circumstances warrants revision of the decree. moving party meets this standard, the court If the should consider whether the proposed modification is suitably tailored to the changed circumstance. Rufo V. Inmates of the Suffolk County Jail. 502 U.S. 367, 383 (1992) . In addition. \"[m]edification of a consent decree requires a complete hearing and findings of fact. tl Akers V. Ohio Dep't of Liguor Control. 902 F.2d 477, 479 (6 th Cir. 1990). Joshua's motions fail to allege facts sufficient to justify modification of the Plans. Finally, because \"consent decrees and orders have many of the 2attributes of ordinary contracts . . II Mahers, 32 F.3d at 1275- 76, Joshua's allegations of noncompliance could be construed as a claim for breach of contract. It is well established that a party alleging breach of contract bears the burden of proof. See Rabalaias v. Barnett, 284 Ark. 527, 683 S.W.2d 919 (1985)\nand Williams V. Fletcher. 267 Ark. 961, 644 S.W.2d 946 (Ark. App. 1980). Therefore, regardless of how Joshua's motions are construed, Joshua bears the burden of establishing LRSD's alleged noncompliance. To escape this burden, Joshua argues that ODM's monitoring reports establish \"a prima facie case\" of noncompliance. This argument is without merit. ODM's findings and recommendations are advisory in nature and not binding on LRSD or this Court. While Joshua is free to make ODM's reports a part of the record, due process requires that LRSD be given notice of the specific obligations that Joshua alleges LRSD has failed to comply. See Ferrell v. Pierce. 785 F.2d 1372, 1383 (7th Cir. 1986)(trial court abused its discretion in basing contempt finding on issues not raised in petition for contempt). Due process further requires that a full adversarial hearing be conducted before this Court makes findings of fact. See Akers, 902 F.2d at 479. Until LRSD has the opportunity to contest ODM's findings, this Court cannot enter further remedial order's based on those findings. Cf. Juan F. V. Weicker, 37 F.3d 874, 880 (2nd Cir. 1994)(court may accept monitor's findings of fact made after It lengthy evidentiary hearing\"). 3Joshua's argument should also be rejected because the assumption underlying its argument are false. Joshua's argument assumes that every ODM recommendation is based on a finding of noncompliance. This assumption is absolutely wrong. Many of ODM's recommendations are unrelated to any of LRSD's obligations under the Plans. For example, LRSD has recently implemented the phonics based \"Great Expectations\" instructional approach at two incentive schools. Although there is no requirement in the Plans related to Great Expectations, ODM in its most recent report recommended that LRSD tl [bjetter define the role of phonics instruction in the incentive schools and convene a meeting of those administrators in charge of the incentive schools and the reading supervisor and his staff to communicate that role to all teachers so that phonics instruction will conform to the board-adopted LRSD curriculum. II ODM Monitoring Report dated July 12, 1996, p. 27-28. Similarly, ODM has recommended that LRSD II [t]earn with community organizations (such as churches and civic clubs) and other programs (such as HIPPY and New Futures) to explore ways to cooperate in offering parent training. It ODM Monitoring Report dated July 12, 1996, p. 79. The merits of this recommendation aside, it has no relationship to any of LRSD's obligations' under 'plan obligations must be distinguished from plan goals. LRSD agreed to undertake certain limited obligations designed to achieve certain goals. every means to achieve a goal. LRSD did not agree to undertake any and Therefore, while ODM's recommendation may be a means to achieve a plan goal (strengthening parental involvement), it has no relationship to 4the Plans. To order LRSD to implement this recommendation (and many others like it) would impermissibly expand LRSD's obligations under the Plans. See Crumpton v. Bridgeport Educ. Ass'n, 993 F.2d 1023, 1028 (2nd Cir. 1993)(\"[A] court construing [a consent decree] is not entitled to expand or contract the agreement of the parties as set forth in the consent decree.\"). Thus, one cannot assume ODM's recommendations are based on a finding of noncompliance. As in any other case, Joshua bears the burden of proving in an adversarial hearing the allegations set forth in their motions. III. Least Intrusive Means to Ensure Compliance. Even assuming Joshua can establish LRSD's noncompliance, Joshua's motions should be denied. While this Court may order reasonable measures to ensure compliance with the Plans, considerations of comity and federalism require this Court to use the least intrusive means to bring about compliance. See U.S. V. Michigan, 940 F.2d 143, 167 (6th Cir. 1991) (\"[I]t was incumbent upon the district court in the action sub judice to impose the least intrusive remedies available in resolving the issues reviewed on appeal.\")\nMorgan v. McDonough, 540 F.2d 527, 533 (1st Cir. 1976) (\"To be sure, direct judicial intervention in the operation of a school system is not to be welcomed. and it should not be continued longer than necessary. But if in extraordinary circumstances it is the only reasonable alternative to noncompliance with the court's plan of desegregation, it may, with LRSD obligations under the Plans to achieve that goal. 5appropriate restraint, be ordered.\")(emphasis supplied). See also Kendrick v. Bland, 740 F.2d 432, 439 (1984)(\"[T]he district court breached fundamental principles of federalism and exceeded its authority by enjoining Hendricks, Henderson and Ashley from performing certain responsibilities of employment which had been delegated to them by the state.\"). Moreover, upon a finding of noncompliance, LRSD should be given the opportunity to \"show that compliance with the full terms of the plan should not be required. If U.S. V. Michigan. 18 F.3d 348, 353 (6th Cir. 1994). Joshua's motions do not even allege facts sufficient for this Court to grant Joshua the relief it requests. As discussed above. the fact that ODM has made a recommendation provides no basis for ordering LRSD to implement the recommendation. Moreover, Joshua's allegations fall far short of establishing that receivership is the least intrusive means of ensuring LRSD's compliance with the Plans. See Glover V. Johnson, 855 F. 2d 277, 286 (6th Cir. 1988)(Appointment of administrator vacated where there was no evidence that II the defendants willfully disobeyed the court's order, violated the plaintiffs' constitutional rights, and forfeited to the federal judiciary the defendants' constitutional authority to continue to administer all aspects of the Michigan correctional system.\"). The time has come for this Court's involvement with the operations of LRSD to end, not expand. See LRSD's Motion to End Federal Court Jurisdiction. In addressing Joshua's motions, this Court's inquiry is limited: 6[F]ederal-court decrees must directly address and relate to the constitutional violation itself. Because of this inherent limitation upon federal judiciary authority, federal-court decrees exceed appropriate limits if they are aimed at eliminating a condition that does not violate the Constitution or does not flow from such a violation .... Milliken v. Bradley (Milliken II), 433 U.S. 267, 282 (1977). The Supreme Court in Board of Education of Oklahoma City v. Dowell, 498 U.S. 237 (1991), stated that: From the very first federal supervision of local school systems was intended as a temporary measure to remedy past discrimination. Brown considered the arising from the transition to a \"complexities education freed from racial discrimination system of public tl in holding that the implementation of desegregation was to proceed with all deliberate speed. Ct. , at 755-57 (emphasis added) . 349 U.S., at 299-301, 75 S. Green also spoke of the \"transition to a unitary nonracial system of public education. It 391 (emphasis added). U.S. , at 436, 88 S. Ct. , at 1693 Id., 498 U.S. at 247-48. After declaring that judicial supervision of local school systems was not intended to operate in perpetuity. the Court in Dowell recognized that: Local control over education of children allows citizens to participate in decisionmaking, and allows innovation so that school programs can fit local needs. omitted] . . [citations Dissolving a desegregation decree after the local authorities have operated in compliance with it for a reasonable period of time properly recognizes that II necessary concern for important values of local control of public school systems dictates that a federal court's regulatory control of such systems not extend beyond the time required to discrimination. remedy the effects of past See Milliken v. Bradley (Milliken III, 433 U.S., at 280-82, 97 S.Ct., at 2757-58.\" Spangler v. Pasadena City Bd. of Education. 611 F.2d at 1245, (Kennedy, J., concurring). n. 5 Dowell. 498 U.S. at 248. In permitting district courts to return control to school districts in incremental stages, the Supreme Court in Freeman v. 7Pitts. 503 U.S. 467, 489 (1992), stated: Partial relinquishment of judicial control, where justified by the facts of the case, can be an important and significant step in fulfilling the district court's duty to return the operations and control of the schools to local authorities. In Dowell, we emphasized that federal judicial supervision of local school systems was intended to be a \"temporary measure. II S.Ct. , at 636. -498 U.S. ___, 111 Although this temporary measure has lasted decades, the ultimate objective has not changed  to return school districts authorities. to the control of local Id., 503 U.S. at 489 (emphasis supplied). The court further noted, \"A court's discretion to order incremental withdrawal of its supervision in a school desegregation case must be exercised in a manner consistent with the purposes and objectives of its equitable power. II Id., 503 U.S. at 491. Therefore, this Court's consideration of Joshua's motions should by guided by its ultimate objective\" to return Little Rock's public schools to the control of local authorities. Freeman, 503 U.S. at 489. Joshua admits that the Plans were intended II to complete 'the transition to a system of public education freed of racial discrimination. III Joshua Motion Regarding ODM Recommendations, 5 1, quoting Brown v. Board of Education. 349 U.S. 294, 299 (1955). With the term of the Plans concluded, that transition is now complete. See LRSD Motion to End Federal Court Jurisdiction. Accordingly, Joshua's motions should 8be denied, and this Court's jurisdiction over this case should be terminated. Respectfully Submitted, Christopher Heller John C. Fendley Jr. Friday Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201-3407 Attorneys For LRSD By: Christopher Bar No. 81083 H^l^ / 33 V 9CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing copy of same in the United States mail on this day of August, 1996. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 W. Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 Cnr.istopher Heller j' H 10FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (1822-1 9841 WILLIAM H. SUTTON. P.A. JAMES w. MOORE BYRON M. EISEMAN. JR., P.A. JOE 0. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P. A . FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A, OSCAR E. OAVIS. JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN OEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. OONALO H.'-BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II. P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH a. HURST, JR.. P.A. ELIZABETH ROBBEN MURRAY, P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. OIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL, JR.. P.A. A PARTNERSHIP OF INOIVIOUAUS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL little ROCK. ARKANSAS 72201-3493 TELEPHONE 501 -376-20 1 1 FAX NO. 501 -376-2 1 47 August 9/ 1996 SCOTT J. UAMCA8TCR. P.A. M. CAYLC CORLEY. P.A. ROBERT 8. BEACH, JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LICHT. P.A. SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH. P.A. CUY ALTON WAOE. P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS. P.A. TONIA P. JONES. P.A. OaVIO 0. WILSON. P.A. JEFFREY H. MOORE. P.A. ANDREW T. TURNER OAVIO M. GRAF CARLA 0*. SPAINHOUR JOHN C. FENDLEY. JR . ALLISON CRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. OEMORY BARBARA J. RAND JAMES W. SMITH CLIFFORD W. PLUNKETT WILL BONO DANIEL L. HERRINGTON ALLISON J. CORNWELL Of COUNCEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY. P.A. WILLIAM L. PATTON. JR.. due 9 ?996  HI TEA'S OIAECT tO. (5011 370-3323 Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 OWcs cf MonHcriiig Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the following pleadings which we would appreciate you filing of record and returning a file-marked copy of each pleading to us: (1) LRSD's Response to Joshua's Motion for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM)\n(2) LRSD's Response to Joshua's Motion for Relief Concerning Incentive Schools\nand (3) Memorandum Brief in Support of LRSD's Response to Joshua's Motion for Relief Concerning Incentive Schools and to Joshua's Motion for Implementation of Recommendations of the Office of Desegregation Monitoring (ODM). ^sscgregsiion By copy of this letter we are serving same on all counsel of record.Hon. James W. McCormack August 9, 1996 Page 2 Thank you for your assistance in this matter. Sincerely, John y, Jr. JCFjr/cf Enclosures cc: Mr. John Walker (w/encls.) Mr. Sam Jones (w/encls.) Mr. Steve Jones (w/encls.) Mr. Richard Roachell and Mr. Travis Creed (w/encls.) Ms. Ann Brown (w/encls.) Mr. Timothy G. Gauger (w/encls.)IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-TS6 RECEIWD PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL AUG 9 1996 DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL Office of Desegregation Monitcnng INTERVENORS LRSD'S RESPONSE TO JOSHUA'S MOTION FOR IMPLEMENTATION OF RECOMMENDATIONS OF THE OFFICE OF DESEGREGATION MONITORING (ODM) LRSD for its Response states: 1. LRSD admits that it agreed to undertake many actions for the benefit of the class of African-American students represented by Joshua as part of the LRSD Desegregation Plan. LRSD further admits that the LRSD De\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_477","title":"Incentive Schools: Double funding","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","School improvement programs"],"dcterms_title":["Incentive Schools: Double funding"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/477"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nHaney Before you start on that brief I understandings in respect to the ^4^ io f 9.^ would like incentive schools. my My understanding is that you have chose that there will be doublefunding for the incentive schools. Under the settlement agreement, is that four schools, six schools, or eight schools? That's my first question, mean by double funding? My second question is, what do we How much per pupil would that have been had that been in effect for the school year 1989? Heller The double funding provision applies to eight schools and the amount would be determined instruction... by the amounts spent for Haney ...There are two different statements in the briefs that reflect the average cost ...in the LRSD... thirty one hundred dollars and one was thirty six hundred dollars. assume that it IS three thousand dollars Let's just for easy multiplication and with eight schools there will be thirty eight hundred students under this figure you committed to. Heller There could be Haney Yes Heller At a maximum Haney Yes So that would mean that if that were the case in 1990 that these eight schools would receive an additional an additional sum of money. that double Now, what did you mean by double funding? the average cost of administrative Is and transportation costs or is it double the cost of other ... Heller Right. We are still Intervenors. discussing that with the Joshua At a minimum it is the instructional cost doubled without duplicating the administrative and transportation cost. Haney ...doubling instructional funds, using for that amount? What figures have you been Heller We have been using figures of approximately $2,000 per student. Haney $2,000 per student times 3,800 is 7 million 6 hundred thousand dollars a year. But yet in your budget that Little Rock School tentative budget they have two million dollars a year for the incentive schools. Now with 7 million its going to take approximately every dime that is available from the state. Inot objecting in the least about ... they get $2,000 per pupil additional if it really gives them an opportunity to really do something very significate ... but is the Little Rock Board of Education prepared to put $2,000 per pupil extra into those schools or are they going to be coming back and saying money. we would love to do but there just isn't the Heller During the settlement negotiations. Judge Haney, we recognized that we would be incurring an obligation of LRSD significantly in excess of the amount for which we were willing to settle with the state and we knew and we told the district court and all the parties from the beginning that it would require an increase in obligation. every millage rate in order to meet that And we have since increased the millage rate sufficiently to carry out the promise of the plans. Haney Who do you represent? Heller The Little Rock School District Haney And you're saying that you have enough money in your budget to reach that $2,000 per pupil extra for the eight incentive schools. Heller That's correct. Arnold If the budget only comes two million, how can that be enough? Heller Judge Arnold, I can't believe that a budget projection which included double funding which for our plan would do that. The budget projections before double funding for major enhancement schools could show something like that. Arnold Maybe that's the answer to that Haney That may be the answer Arnold ...the paper we have shows 2 million dollars. You're saying that you recognize that it can fulfill the legal obligations. Heller Yes sirArnold Two thousand dollar extra per pupil in the incentive schools Heller Yes sir. The only budget that I am aware on the record is a budget that was submitted by the LRSD to the Metropolitan Supervisor in furtherance of our requirement to cooperate with that planning process. And that was for the Tri-district plan. Haney And that shows that (inaudible)... Heller Right. That's the budget that was submitted to the Metropolitan Supervisor for the Tri-district Plan. It showed that we could not afford the Tri-district Plan primarily because of the expenses associated with the construction of seven new magnet schools further down the line, to the desegregation of the incentive schools. With respect there is specific plan to market those attributes that are going to be in place as result of the increased funding and that marketing plan includes the use brochures. announcements, pursuant to i , billboards, this plan. public service two parent recruiters were hired There were celebrity announcements. going to be tours, a Speakers Bureau, and a general concentrated effort which is set out in our plan and timelines to market the incentive schools and the Washington School now. One of the reasons we didn't seek a stay for planning that was being done by the Metropolitan Supervisor's office is because a continuing planning process was contemplated by our plans. We were going to get the concerned patrons together with community leaders and the parents and develop themes for those schools. example. That process has continued at Washington School, for and as of June 18th the recruitment effort was resulted in the addition of 250 new white students to that school, so that... a a Haney I understand that even though you haven't completed that process by September of this year that these incentive schools if this court approves the settlement agreement would each receive $2,000... Heller That whatever the instructional amount is and my recollection is that... Haney ...yes, I understand that. Heller That's correct (32.16) There is also a plan to systematically assure that there is going to be space in those schools for any white students whomay choose to attend them. seats initially for each incoming class. By that plan reserves 50% of the And in each of these schools there is going to be an early childhood component. So for each pre-kindergarten and kindergarten class, seats will be reserved for white students. And as that class moves forward, a certain number of seats will continue to be reserved so that if no white students. for example in a worse case situation. have attended a school four years from now, there will be at least the district average of white students as a percentage of seats reserved in that school. So if a group can be convinced to choose an incentive school at that point there will be seats available. Of course, at the end of the six year period there should be seats available for white students by at least the average representation of white students in the elementary grades in each of the incentive schools. Results of the plan for recruiting Little Rock black students to interdistrict schools in Pulaski County and the plan particularly targets Little Rock black students who reside in incentive school zones or satellite zones for which they would otherwise be bused to schools in western Little Rock. And immediately available at the institution of the settlement plans there would be 200 seats at Harris Elementary which is in PCSSD and the Little Rock incentive school zone students would be targeted. Pulaski County is committed to provide an enhanced compensatory education at Harris. program and The theme as with all the incentive schools was left to be determined by the parties. Now the difference between our approach to interdistrict schools and the approach to magnet schools is we make an effort in the plans to specifically target the group who we want to move, whose moving encourages and ask them what programs would make them want to move to a school in the other district. And as Mr. Chachkin pointed out there is no reason to believe that the plans wouldn't be successful significant interdistrict movement to magnets. because we already have These schools would be special but in a way selected by the targeted people and Pulaski County has already posting 321 Little Rock black students on an M-to-M transfer basis without any specialized programs. can be successful. So there is no reason to believe that type of movingk /01Z92 16:33 501 324 2032 L R School Dlst ODM 002-006 Process A nnTTnr.p FUNDING FOR LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS: I. Commitment to double fund  Explanation of terms A. Double fund - a process by which incentive schools are funded in an amount that shall be two times the instructional costs per student in the area schools of the Little Rock School District for the previous school year. B. Instructional costs ~ these expenses are identified as instructional costs and are listed as follows: Regular Certificated Stipends Regular Non-Certificated Social Security Tax Public Employees Retirement Hospitalization Life Insurance Long Term Disability Dental Hospital Indemnity Short Term Disability Instructional Program Improvement Repairs-Equipment Pupil Transportation Travel Postage Printing \u0026amp; Binding-Internal Copier Lease Food Services Supplies Textbooks Library Equipment-Personal Property Dues and Fees\u0026gt;-01/92 16:53 301 324 2032 L R School Dlst ODM @003-006 Double Funding Page 2 C. Enrollment Data - It is imperative that one consistent date be used from year to year so that a valid comparison can be made. The reason that October 1 of the previous year has been chosen is that this is the actual date used by the State Department of Education for certifying enrollment of all Arkansas school districts for accreditation purposes. D. Base Year 1989-90 shall be the base year for computation of cost per student in the area schools. E. Consumer Price Index - measure of change in consumer price, determined by monthly survey of U- S- Bureau of Labor Statistics, many pension and employment contracts are tied to changes in consumer prices. Application to double funding is to see that prior school year costs are increased in an amount equal to inflation- F. Spread Amount - the spread is a specific dollar amount that was established in 1989-90. This amount is the dollar figure that was required to achieve doubling of the amount per child in the area schools for that year. The amount will be a constant for all computation of double funding. The dollar amount is $1,887.46. II. Double Funding Process - 1990-91 School Year The criteria applied for determining that double funding is occurring in the incentive schools of the Little Rock School District shall be as follows\n(1) The comparison will be made to the area schools, of Little Rock School District that were operating in the 1989-90 school year on a per student expenditure basis (instructional expenditure). (2) For the 1990-91 school year, the amount of expenditure per child that is to be doubled is computed by taking the October 1, 1989 (10,752) enrollment of each area school of LRSD. The next step is to compute the actual expenditure for the 1989-90 school year in each area school. After computation of expenses (instruc- tional related) for each area school, these schools will have expenditures totaled and divided by total enrollment. expenditure. The process will yield a per pupil\n/01.'92 16:34 501 324 2032 L R School Dlst ODM 121004/006 Double Funding Page 3 The next step is to compute the inflationary adjustment to the prior year instructional related costs per child in the area schools by application of the Consumer Price Index. After this computation, the inflationary adjustment (dollar amount) will be added to the prior year area school expenditure. The total will then be added to the spread amount that was computed in the 1989-90 Base Year computation. The total will be the required expenditure per child that doubled. is to be The next step is to take this dollar amount and double it, then the doubled amount is multiplied by the October 1 child count of the preceding school year. (3) Example of process for 1990-91: October 1, 1989 enrollment - area schools - 10,752 Total expenditure 1989-90 school year area schools $20,293,917.95. $20,293,917.95 10,752 = $1,887.46 $1,887.46 X 6% = $113.25 Inflationary Adjustment Consumer Price Index - July 1, 1989 July 1, 1990 124.4 130.4 6% increase through this time period. $1,887.46 amount per child in area school - 1989-90 +$113.25 Inflationary Adjustment $2,000.71 Total amount required to be doubled. $2,000.71 X 2 = $4,001.42 The $4001.42 amount is then multiplied by the October 1, 1989 child count in the incentive school. October 1, 1989 - 1,461 studentsJ/01/92 16:33 301 324 2032 L R School Dlst ODM 003 '006 Double Funding Page 4 4 I $4,001.42 X 1,461 = $5,846,074.62 minimum amount that must be expended for double funding for 1990-91 school year. The actual expenditure in the incentive schools for the 1990-91 school year was $6,833,005.68 - please see attached pacXet for year ended June 30, 1991. 4. Example of process for 1991-92 October 1, 1990 enrollment - incentive schools 1,366 1989-90 Base Year Spread = $1,887.46 1990-91 expenditure per/pupil in the area schools - $2,249.24 Consumer Price Index adjustment from July 1, 1990 to July 1, 1991 equal 5.8% July 1, 1990 - 130.4 July 1, 1991 i 5.8% increase 136.2 The computation is as follows: $2,249.24 exp. per Child 90-91 in the area schools x5.8% C.P.I. adjustment factor $ 130.46 inflationary adjustment dollar amount $2,249.24 +S130.46 $2,379.70 Total $2,379.70 luA8.1--4.6. spread amount from 1989-90 Base Year $4,267.16 amount per pupil $4,267.16 ---Xl,366 (Oct. 1, 1990 child count) $5,328,940.56 minimum amount that must be expended for double funding. The actual budgeted expenditure in the incentive schools for the 1991-92 school year *$8,223,093.15. school is * Note this amount must be corrected to revision of budget or to actual year end expenditure 6-30-92 in the incentive schools.4 J/01/92 16:33 301 324 2032 L R School Dlst ODM @006/006 Double Funding Page 5 5. Example of process for 1992-93 October 1, 1991 enrollment - Incentive Schools 2,235 1989-90 Base Year spread = $1,887.46 1991-92 expenditure per pupil in the schools = $2,449.08 area Consumer Price Index adjustment from July 1, 1991 to July 1, 1992 equals 6% (this is estimate since July 1992 Consumer Price Index figures are not yet available). July 1, 1991 136.2 July 1, 1992 The computation is as follows: $2,449.08 exp. per child 1991-92 in the area schools $ x6% CPI adjusted factor 146.84 inflationary adjusted dollar amount $2,449.08 4-146.94 $2,596.02 Total $2,596.02 $1,887.46 spread amount from 1989-90 base year $4,483.48 Amount per pupil $4,483.48 1/ jc---2,235 (Oct. 1, 1991 child count) $10,020,577.80 minimum amount that must be expended for double funding-^.-01/92 16:32 301 324 2032 L R School Dlst ODM  001. -006 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324 - 2032 DAl E b-l'^iS-TO FROM 9 SENDERS 'IONE # SUBJECT Trsrjtr.i-cd 5y (tneJtiLde cc\\r. rOR DATA RROCDSSJSG CFRJCE USE ONLY .Dc:e S^iiiwr, i xsL ^/g//=o'x\u0026gt;zi'z\u0026gt;=\u0026gt;\u0026lt;s -f INCENTIVE SCHOOL DOUBLE FUNDING As a part of the 1989 settlement agreement, the Little Rock School District agreed to double fund each incentive school. The commitment to this enhanced financial support was made in both the Interdistrict and Little Rock School District Desegregation Plans. The explanation of incentive school double finding below is taken from the 1992 ODM Incentive School Monitoring Report with current year findings added. REQUIREMENTS Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (Interdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court-approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) BACKGROUND None of the desegregation plans nor the financial settlement agreement specifically define double funding, but in oral arguments before the Court of Appeals for the Eighth Circuit on June 21,1990, counsel for LRSD explained double funding as a dollar amount twice the average per-pupil expenditure in the districts area schools, not including transportation and administrative costs. The lawyer cited $2000 as the approximate extra amount that would be spent on each incentive school student above what is spent for each area school student. During those June 1990 oral arguments, the judges expressed pointed concern about the great amount of money such a double funding obligation would represent, but the LRSD attorney was firm in the districts commitment and ability to double fund the incentive schools. However, there was no discussion of what effects any increases in the districts average per-pupil expenditure in area schools might have upon double funding the incentive schools. Since that time, there has been a substantial rise in the districts basic per-pupil expenditure because of increases resulting largely from the successful millage campaign in 1990 and Arkansas Act 10. In order to control incentive school costs, the LRSD has tied its double funding obligation to the \"base year\" of 1989-90. The base year average per-pupil expenditure was established by dividing the total 1989-90 instructional expenses for all area schools by the October 1, 1989 total enrollment. This calculation yielded a base year per-pupil expenditure of $1,887.46, the amount the district uses as the fixed double funding obligation. For each year thereafter, the district multiplies the actual previous years per-pupil expenditure by an inflation factor. This amount then becomes a projected per-pupil expenditure to which the double funding obligation is added. The sum is then multiplied by the number of incentive school students according to the previous years October 1 enrollment data (not including the children enrolled in classes for infants through three-year-olds at Rockefeller), resulting in the floor amount the district is obligated to spend. This section of the monitoring report was finalized after the LRSD finalized its 1993-1994 budget, so we used the actual budgeted area school per-pupil expenditure instead of a projected expenditure in determining the districts 1993-94 double funding obligation. FINDINGS LRSD double funds the incentive schools through implementation of the settlement plan features. Many, but not all, of the special programs, activities, personnel, and equipment described in the incentive school section of the desegregation plan have been put in place, costing the district the amount of the double funding obligation. According to the October 1 data used by the LRSD in calculating double funding, there were 298 fewer students in the incentive schools during the 1992-93 school year than the previous year. Despite the reduced enrollment, the actual total 1992-93 expenditures for all the incentive schools increased from 1991-92 expenditures by $176,517.94. This increase can be attributed to several factors: maintaining essentially the same number of classes in each school despite lower enrollment, a student-teacher ratio that was lower than that which is required, additional staff placed in support of the desegregation plan, and the normal inflationary or incremental costs of school operation. The most significant factor affecting incentive school costs during 1992-93 was the loss of students that left the schools underenrolled, with many classes falling far below the maximum allowable class size. This underenrollment resulted in increased costs for educating each child in the incentive schools for this reason: Every school has fixed costs that represent a sizable overhead, but at the incentive schools, desegregation plan staffing and program requirements impose an exceptionally high overhead burden that is not directly proportional to enrollment. If an incentive school operates at 75% of capacity, for example, the cost to the district is essentially the same as operating that school at 100% of capacity. This means that, by diligently recruiting eligible children to each incentive school up to the maximum permissable class size, there basically would be no increased cost to the system to have a fully populated school rather than one only three-quarters enrolled. Yet the LRSD has consistently failed to aggressively recruit to the incentive schools those children who are eligible for M-to-M or intradistrict transfers. Moreover, the district has also failed to made the hard decisions about whether to release or otherwise handle seats reserved for white children that remain empty after school is well underway each fall. As a result, hundreds of children are missing the special advantages that await them at the incentive schools at essentially no additional cost to the district.__Ajkansas Democrat ^C^azettc LRSD poured $2 million Schoois extra into incentive schools P,^CEMBER 22, 1994 e monitors noted that in  Continued from Page 1A BY CYNTHIA HOWELL emocrat-Gazatta Education Wntar during which enrollment i regular schools. attendance-zone ' In 1993-94. the district spent proved at the schools by 320 S5,918.55 per incentive-school The office of Desegregati child, 29 percent more than the The Little Rock School Dis- Office trict. in a time of budget prob- Monitoring submitted its th double-funding obligation. The annual report and recommi schools total cost was S8.6 mil- dations on the incentive scho fion. lems. spent S2 million more in 1993-94 than it was obligated to to U.S. District Judge Suj on its six double-funded incen- U,,,\\nn Brown, the federal de- tive schools at least partly be- 'Webber Wright, who is pres segregation monitor, said cause enrollment fell at each ing in the districts 12-year- Wednesday that while the six inschool, desegregation lawsuit, centive schools offer many good The incentive schools : programs, the report focuses on monitor, \"reui jary the district published its first districtwide recruitment plan, which should enable the district to better determi.ne recruitment strategies. The incentive schools are Rockefeller, Garland, Mitchell. Rightsell, Stephens and Franklin elementaries, all in east or central Little Rock. Enrollment at the incentive schools has fluctuated over the past five years. Only Rockefeller and Garland reported increases in white enrollment. In a 104-page report released The incentive schools : repon Wednesday, the federal Office of considered a key componeni problem areas. Desegregation Monitoring the districts desegregat When we visited the schools blamed the enrollment decline plan. The schools, five with f ^e saw bright buildings, happy, on the districts failure to re- dominantly black enrollmei well-adjusted children and car- cruit children, offer special pro^ams to Enrollment at the six schools ing staffs, Brown said. Garlands white enrollment fell by 483 pupils, from 1,937 to 1,454, between October 1992 and October 1993, Part of the drop stemmed from closing Ish School, which had 187 pupils. The report does not deal with Lsie 1994-95 school year. prove student achievement  attract white pupils to the ha there also is work to be done, to-desegregate buildings. The desegregation plan There are successes, but The district is not living up to all of its obligations, ligates the district to spe ___________________ _ twice as much per Jncenl centive schools results from school student as for childrei fixed costs that remain the The excess funding at the fn- . See SCHOOLS, Page same regardless of the enrollment size. The report criticizes the district for failing to evalu- inability grew by 41 percent over five years. Rockefellers grew by 186 percent between 1989-90 and 1993-94. Overall enrollment at all si.x schools dropped by 20 percent. At ail the schools but Rockefeller, black enrollment ranges from 87 percent to 97 percent of the student populations. At Rockefeller, its 71 percent. Fluctuating enrollment has created other problems for incentive schools, including the ate educational programs so those that don't help pupils can be eliminated. The district did not fill the to track student schools to capacity, neglected to demonstrated achievement over several years. Results on the Stanford Achievement Test showed that 1992 first-graders on average improved evaluate programs and adjust achievement levels as third- them accordingly, and failed to graders last year in all the incentive schools but Mitchell exercise stringent administrative oversight to contain costs, the report said. and Stevens. In all six schools, the 1992 Consequently, during a time fourth-graders showed higher of severe budget constraints, the district spent far more money in the incentive schools than it was obligated to invest The district had to cut S7 million in overall expenses, in- achievement levels as sixthgraders in 1993-94. The report included 65 recommendations for improvement. Other points in the monitor- eluding up to S2 million for the ing report included: incentive schools, this year and .  All six schools used theme is anticipating similar cutbacks specialists this year to imple- for the next school year, ment special academic emes, When the LRSD overspends such as computer science or ca- in the incentive schools, less money is available for other schools which serve the majorreer awareness.  Five of the six school buildings are more than 40 ity of LRSD black students, the years old and need mainte- class for whom the desegrega- nance programs.  Spanish instruction at the tion settlements were to specifically benefit, the report said. Desegregation monitors said incentive schools did not comply with the districts desegre- district officials did more re- gation plan.  At no time did monitors at cruiting for 1993-94 than in pre- ____ ___ vious years. But the recruiting the schools observe unruly or was inadequate. disruptive student behavior.* school to be constructed by a date approved by the Court at a site mutually agreed to by aU of the parties. Any school constructed in Chenal Valley will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD wiU engage in early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. ni. Incentive Schools There shall be a limited number of incentive schools, for a period of at least six years. sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, RightseU, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany recruitment and/or any assignment shall be in accordance with each districts student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and csuccessfully implementing such programs in a majority-black educational setting. IV. Magnet Schools The Little Rock District shall continue to operate the interdistrict magnet schools established in 1987-88. Those schools shall be raciaUy balanced to a point of between 50 percent and 55 percent black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Courts February 27, 1987 Order. Page 4 Field Trips - Field trips will be used to enhance learning, to broaaaOoTein cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: '4 Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, D.C.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/ interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/ interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. * * Page 158 level but may also study at the fifth grade level in summer reading programs, regardless of his/ her actual designated grade level. 1. Community Access/Field Trips - A plan wiU be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: i events and displays  cultural events and exhibits  scientific/ mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children s Theater and also the opportunity to attend cultural events such as Arkansas Symphony Orchestra performances. Exhibits and performances will also be brought to the schools. Students will have the opportunity to visit industrial complexes to view the actual manufactunng process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the intermediate grades, i.e., fifth and sixth. Among opportunities in the community which exist are\n several major manufacturing corporations  a symphony  a repertory theater  an arts center  a ballet company  a museum of nature science and history  three previous state/ territorial capitols  a planetarium at UALR  a zoo  a lock and dam (part of the McCleUan-Kerr river project)  an inland sea port  a major research/ teaching medical center Among other opportunities for students including, but are stock/bond houses, hospitals and a law school. I not limited to, banks, tn K. Community Involvement - Opportunities to participate in both Boy Scouting and I Girl Scouting will exist at each incentive school with existing troops at each building.^ Special Skills Programs - During the 3:00 - 5:30 p.m. time period (or whatever the I designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for student to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus at the request of a parent or guardian. Page 173INCENTIVE SCHOOL DOUBLE FUNDING The following explanation of incentive school double funding is taken from the 1992 incentive school report with current year comments added. As a part of the 1989 settlement agreement, the Little Rock School District agreed to \"double fund\" each of the incentive schools. The commitment to this enhanced financial support is made in both the Interdistrict and Little Rock School District Desegregation Plans: \"Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/ activities.\" (Interdistrict Desegregation Plan, April 29, 1992, Page 4.) and \"...[T]he Little Rock School District Board of Directors is committed to ... [ijmproving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/ incentive schools.' (Little Rock School District Desegregation Plan, April 29, 1992, Page 1.) II Neither plan specifically defines double funding, but in oral arguments before the Court of Appeals for the Eighth Circuit on June 21,1990, counsel for LRSD explained double funding as a dollar amount twice the average per pupil expenditure in the districts area schools, not including transportation and administrative costs. The lawyer cited $2000 as the approximate extra amount that would be spent on each incentive school student above what is spent for each area school student. During those June 1990 oral arguments, the judges expressed pointed concern about the great amount of money such a double funding obligation would represent, but the LRSD attorney was firm in the districts commitment and ability to double fund the incentive schools. However, there was no discussion of what effects any increases in the districts average per pupil expenditure in area schools might have upon double funding the incentive schools. Since that time, there has been a substantial rise in the districts per pupil expenditure because of increases resulting largely If om the successful millage campaign in 1990 and Arkansas Act 10. In order to control incentive school costs, the LRSD has tied its double funding obligation to the Ml 'base year\" of 1989-90. The base year average per pupil expenditure was established by dividing the total 1989-90 instructional expenses for all area schools by the October 1, 1989 total enrollment. This process yielded a base year per pupil expenditure of $1,887.46, the amount the district uses as the fixed double funding obligation. For each year thereafter, the actual previous years per pupil expenditure is multiplied by an inflation factor. This amount then becomes a projected per pupil expenditure to which the double funding obligation is added. The sum is then multiplied by the number of incentive school students according to the previous years October 1 enrollment data (not including the children enrolled in classes for infants through three-year-olds at Rockefeller), resulting in the floor amount the district is obligated to spend This years report was prepared after the submission of the 1993-1994 budget so the Page cxxxiii budgeted area school per pupil expenditure is used instead of a projected expenditure in determining the obligation for 1993-94. The LR5D double funds the incentive schools through implementation of the settlement plan features. Many, but not all, of the special programs, personnel, and equipment described in the incentive school section of the desegregation plan have been put in place, costing the district the amount of the double funding obligation. According to the October 1 data used by the LR5D in the calculation of double funding, there were 298 fewer students in the incentive schools during the 1992-93 school year than the previous year. Despite the reduced enrollment the actual expenditure for 1992-93 increased by $176,517.94. This can be attributed to the inability to reduce the number of classes based upon enrollment, the already low student teacher ratios, additional staff added in support of the desegregation plan and the normal inflationary or incremental costs of school operation. The following table shows the history of double funding and the double funding projection for 1993-94. 1990-91 1991-92 1992-93 Area 5chool Actual Per Pupil Expenditure (Previous Year) Inflationary Adjustment $1,887.46 $2,249.24 $2,602.66 1993-94 (Budgeted) *$2,678.60 X 6% X 5.8% X 6% Projected Area 5chool Per Pupil Expenditure Double Funding Obligation $2,000.71 + $1,887.46 $2,379.70 + $1,887.46 $2,758.82 4- $1,887.46 $2,678.60 + $1,887.46 Incentive 5chool Projected Per Pupil Expenditure $3,888.17 $4,267.16 $4,646.28 $4,566.06 Incentive 5chool Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment X 1,375 X 1,259 X 2,235 X 1,750 Actual Enrollment Actual Obligation Based upon Oct. 1 Enrollment $5,346,233.7 5 $5,372,354.4 4 $10,384,435.8 0 $7,990,605.00 1,259 2,235 1,937 $4,895,206.0 3 $9,537,102.6 0 $8,999,844.36 Page cxxxiv Actual Expenditure $6,833,005.6 8 $9,242,255.9 6 $9,418,773.90 Budgeted Amt: $8,767,378.79 Over or Under $1,937,799.6 5 ($294,846.64 $418,929.54 Based upon area school budget 1992-93 area school enrollment Per pupil expenditure (area school) * 1992-93 incentive school enrollment Ish enrollment Anticipated enrollment $27,394,050.32 10,227 $2,678.60 1,937 187 1,750 The interdistrict plan states \"There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent (Interdistrict Plan page 4)\". The assumption of the above concept is that there are enough white students to fill the area schools and \"surplus\" black students would no longer be bussed out of the inner city but would attend their neighborhood schools which would be enhanced. By achieving these ratios the district would have achieved its desegregation goal and could seek unitary status. The plan would indicate that the outflow of white enrollment to private and out of county schools would be reversed by the attraction of desegregated area schools and double funded incentive schools and that there would be sufficient non-black enrollment to meet the maximum 60%-40% ratios in the plan. When blacks are the majority, in order to meet the ratios, a greater movement of blacks out of area schools is required. For example, if a school has 100 students balanced at 60% black and 40% white and ten white students leave, fifteen black students must be transferred to incentive schools in order to maintain the ratio. At this area school the instruction costs would remain the same but the enrollment would have dropped from 100 to 75\nthus raising the per pupil cost. Additionally possibly increasing the cost at the receiving incentive school. On June 23, 1992 a suit alleging voting rights violations by the LRSD for not reforming the composition of the electoral zones was filed on behalf of black citizens. The filing of the suit claimed correctly that zones one and two which are the inner city zones had lost 12,848 residents between the 1980 to 1990 census The loss represents twenty-five percent of the total zone population The incentive schools all are located in zones one and two so the natural population for those schools has decreased. The most western zones of the city (zones three, four and five) experienced the only growth in population. Forty percent of that growth was black indicating more black children Page cxxxv for the area schools in those zones. The southwest zones (six and seven) lost a total population of 4,013, however, the black population increased by 5,552 indicating a white loss of 9,565. With the exception of Mablevale which had a black student percentage of 56% in the 1992-1993 year, all the other schools in the two zones had black percentages between 62 and 74. To achieve the plan ratios, black students would have to be transported back to the inner city incentive schools. Many of these children would be from families that had moved out of those zones to get into what they thought were more desegregated area schools. The following are excerpts from the Economic and Market Assessment for the Goals Policy Program for the City of Little Rock, prepared by Tischler \u0026amp; Associates ,lnc February 1992 page 11-18 3. Projected Population Changes for Little Rock Vicinity only the far west, west, and northwest areas are anticipated as having a positive population change between now and 2010, with all other areas of the Little Rock vicinity losing population. The balance of the county, comprising mainly the rural west and the \"north-of-river\" portions, is expected to increase by 21,154 persons between 1990 and 2010. The eight analysis areas comprising the immediate Little Rock vicinity are, shown actually losing population from 192,192 in 1990 to 184,542 by 2000 but recovering slightly to 186,042 by 2010. page 11-26 II.C. RACE, AGE, AND SEX CHARACTERISTICS Beyond the quantities of population and households are primary descriptive characteristics, including consideration of age, sex, racial distribution. The following data reviews changes which have occurred in these characteristics over the 1980-1990 decade. 1. Age and Sex Characteristics These data indicate that the population as a whole is aging. This is consistent with national trends as the \"baby boom\" generation advances into middle age. In 1980, Pulaski County population between the ages of 35-59 years, and 60 years and above comprised 25 percent and 13.7 percent of the population respectively. By 1990, the 35-59 age group had grown to 30 percent, and the 60 and over group had increased to 15.3 percent of total county population. As of 1990, Black children and teenagers comprised a higher than average percentage of these age groups in Pulaski County compared to the total population. While the county as a whole has approximately 35% Black population. Black female children and teenagers through age 19 comprise 37.4 percent, and Black male children and teenagers comprise 44.1 percent of this age bracket. Of particular note has been the apparent out-migration of younger white children (and their families) from Pulaski County. As of 1980, Pulaski County had 36,253 white children of 0 to 9 years of age. However, ten years later in 1990, this same population group, now aged 10-19 years, was only 29,359, a decline of 6,894, or about 19 percent of the corresponding 1980 population group. By contrast. Black children have maintained their relative total between 1980 and 1990. As of 1980, Black children aged 0-9 years were 19,237. As of Page cxxxvi1990, the corresponding age group, now 10-19 years old, was nearly the same at 19,034. This may be seen as another indication of the out-migration trends discussed earlier for the population as a whole. It is probably also indicative of the perception of lower quality of schools in Pulaski County and Little Rock, as white families with school age children have moved to other jurisdictions. 2. Racial Distribution As of the 1990 census, just over one-third of the entire Little Rock Area population was non-white. All but two of the analysis areas were at least 31 percent non-white, and four of the eight analysis areas had non-white majority populations. This comparison of 1980 and 1990 census data shows that non-white population has increased significantly in the southwest and western sectors, with the percent of non-white population increasing by over 18 percentage points in both of these areas. As of 1990, the midtown and central areas had 68.4 and 80.2 percent non-white population respectively. The lowest non-white population was just over seven percent in the northwest and far west areas. In both the far west and the eastern areas, the proportion of non-white population actually declined slightly, while increasing in all other areas. Of further note is the dramatic contrast between the areas of lowest concentration (northwest and far west) and all other areas which have at least 31 percent non-white population. These maps and data indicate that non-white population is also following the general east- to-west movement of general population, although to date it is primarily focussed towards the west and southwest sectors rather than the far west. As with total population, non- white population is declining and vacating the, eastern portions of the Little Rock vicinity, including the east, central, midtown and downtown sectors, and moving into the west and southwest sectors. The result has been a marked increase in the proportion of non-white population in the west and southwest areas. The northwest and far west areas remain predominantly oriented to white population. The document from which these comments were excerpted has many maps, charts and tables to support the narrative. It serves to illustrate the demographic changes that affect the schools and the difficulty of using the incentive schools as the vehicle to achieve racial balance in the area schools. Another major factor that has exacerbated the difficulty of achieving racial balance has been the increase in classroom seating capacity in the school district. Since 1988-1989 the LRSD has added 939 seats at Washington and 728 seats at King while taking 265 seats at Ish out of the total capacity. Both of the new schools are in the inner city area and have attendance zones for black students that would have been assigned to incentive schools. Both schools operate at below their capacity. The district also has seats built for black students at the PCSSD Crystal Hill School and at the Clinton School now under construction. The incentive school plan requires additional staff and programs to insure that children in \"racially isolated settings are provided meaningful opportunities for desegregated experiences/activities\". If a school is out of the agreed racial balance are those children also Page cxxxvii in a racially isolated setting, and how much opportunity is there for \"meaningful\" desegregated experiences? The desegregation plan says the district is \"committed to improving educational quality and student academic performance in all schools and doubling the financial resources\" in incentive schools. If the financial resources of the district are put into the incentive schools and there is no discernable improvement in education quality and student academic performance, how can improvement be expected in the schools that do not have the advantage of the programs or even the minimum extras(academic achievement grants). In order to fully fund the incentive school financial obligation the promised $25,000 grants to area schools were cut to $10,000, and not all the schools received even that amount. The excess capacity in the system is reflected in the low incentive school enrollment. If there were seats taken out of the system the remaining schools would operate more cost effectively by reducing program and administrative staff, increasing individual class sizes and spreading program costs. The enrollment is not directly proportional to costs because of the plan staffing and program requirements that impose a tremendous overhead burden. If, for example, an incentive school operates at 50% of capacity the cost is the same as operating at 100% capacity. If children are added to the school there is no additional cost to the system. There is a potential savings if the seats the additional children gave up are taken out of the system. Page cxxxviiiRecommendations 1. Reduce the excess capacity in the system either by school closing or recruitment of private school students. The district could also encourage parents to keep their children in the public school system by stressing safety features of the elementary schools, the strong academic programs and the value received for their tax expenditures. 2. Develop a comprehensive plan for meeting childrens needs at all school locations instead of giving preference to schools in the inner city. 3. Encourage all parents in the district to take advantage of opportunities in desegregated schools. That would include attracting white patrons to King School remembering that for every two white children, three black children can be enrolled. Page cxxxix1 The following table shows the history of double funding and the double funding projection for 1993-94, all based on figures supplied by the LRSD. 199041 1991-92 1992-93 Area School Actual Per-Pupil Expenditure (Previous Year) Inflationary Adjustment $1,887.46 $2,249.24 $2,602.66 1993-94 (Budgeted) $2,678.60 X 6% X 5.8% X 6% Projected Area School Per-Pupil Expenditure Double Funding Obligation $2,000.71 $2,379.70 $2,758.82 $2,678.60 + $1,887.46 -F $1,887.46 -F $1,887.46 $1,887.46 Incentive School Projected Per-Pupil Expenditure Incentive School Enrollment (Previous Year) Projected Obligation Based Upon Prior Year Enrollment $3,888.17 X 1,375 $4,267.16 X 1,259 $4,646.28 X 2,235 $4,566.06 X 1,750 Actual Enrollment Actual Obligation Based upon Oct. 1 Enrollment $5,346,233.75 1,259 $4,895,206.03 $5,372,354.44 2,235 $9,537,102.60 $10,384,435.80 1,937 $8,999,844.36 $7,990,605.00 Actual Expenditure $6,833,005.68 $9,242,255.96 $9,418,773.90 Budgeted Amt: $8,767,378.79 Over or Under $1,937,799.65 ($294,846.64) $418,929.54 Based upon area school budget 1992-93 area school enrollment Per-pupil expenditure (area school) 1992-93 incentive school enrollment Ish enrollment Anticipated enrollment $27,394,050.32 10,227 $2,678.60 1,937 187 1,750 RECOMMENDATIONS ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans.The interdistrict plan states \"There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to these elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60 percent\" (Interdis. Plan, pg. 4). The assumption of the above concept is that there are enough white students to fill the area schools and \"surplus\" black students would no longer be bussed out of the inner city but would attend their neighborhood schools which would be enhanced. By achieving these ratios the district would have achieved its desegregation goal and could seek unitary status. The plan would indicate that the outflow of white enrollment to private and out of county schools would be reversed by the attraction of desegregated area schools and double funded incentive schools and that there would be sufficient non-black enrollment to meet the maximum 60%-40% ratios in the plan. When blacks are the majority, in order to meet the ratios, a greater movement of blacks out of area schools is required. For example, if a school has 100 students balanced at 60% black and 40% white and ten white students leave, fifteen black students must be transferred to incentive schools in order to maintain the ratio. At this area school the instruction costs would remain the same but the enrollment would have dropped from 100 to 75\nthus raising the per pupil cost. Additionally possibly increasing the cost at the receiving incentive school. On June 23, 1992 a suit alleging voting rights violations by the LRSD for not reforming the composition of the electoral zones was filed on behalf of black citizens. The filing of the suit claimed correctly that zones one and two which are the inner city zones had lost 12,848 residents between the 1980 to 1990 census The loss represents twenty-five percent of the total zone population The incentive schools all are located in zones one and two so the natural population for those schools has decreased. The most western zones of the city (zones three, four and five) experienced the only growth in population. Forty percent of that growth was black indicating more black children for the area schools in those zones. The southwest zones (six and seven) lost a total population of 4,013, however, the black population increased by 5,552 indicating a white loss of 9,565. With the exception of Mablevale which had a black student percentage of 56% in the 1992-1993 year, all the other schools in the two zones had black percentages between 62 and 74. To achieve the plan ratios, black students would have to be transported back to the inner city incentive schools. Many of these children would be from families that had moved out of those zones to get into what they thought were more desegregated area schools. The following are excerpts from the Economic and Market Assessment for the Goals Policy Program for the City of Little Rock, prepared by Tischler \u0026amp; Associates Jnc February 1992 page 11-183. Projected Population Changes for Little Rock Vicinity only the far west, west, and northwest areas are anticipated as having a positive population change between now and 2010, with all other areas of the Little Rock vicinity losing population. The balance of the county, comprising mainly the rural west and the \"north-of-river\" portions, is expected to increase by 21,154 persons between 1990 and 2010. The eight analysis areas comprising the immediate Little Rock vicinity are, shown actually losing population from 192,192 in 1990 to 184,542 by 2000 but recovering slightly to 186,042 by 2010. page 11-26 ILC. RACE, AGE, AND SEX CHARACTERISTICS Beyond the quantities of population and households are primary descriptive characteristics, including consideration of age, sex, racial distribution. The following data reviews changes which have occurred in these characteristics over the 1980-1990 decade. 1. Age and Sex Characteristics These data indicate that the population as a whole is aging. This is consistent with national trends as the \"baby boom\" generation advances into middle age. In 1980, Pulaski County population between the ages of 35-59 years, and 60 years and above comprised 25 percent and 13.7 percent of the population respectively. By 1990, the 35- 59 age group had grown to 30 percent, and the 60 and over group had increased to 15.3 percent of total county population. As of 1990, Black children and teenagers comprised a higher than average percentage of these age groups in Pulaski County compared to the total population. While the county as a whole has approximately 35% Black population, Black female children and teenagers through age 19 comprise 37.4 percent, and Black male children and teenagers comprise 44.1 percent of this age bracket. Of particular note has been the apparent out-migration of younger white children (and their families) from Pulaski County. As of 1980, Pulaski County had 36,253 white children of 0 to 9 years of age. However, ten years later in 1990, this same population group, now aged 10-19 years, was only 29,359, a decline of 6,894, or about 19 percent of the corresponding 1980 population group. By contrast. Black children have maintained their relative total between 1980 and 1990. As of 1980, Black children aged 0-9 years were 19,237. As of 1990, the corresponding age group, now 10-19 years old, was nearly the same at 19,034. This maybe seen as another indication of the out-migration trends discussed earlier for the population as a whole. It is probably also indicative of the perception of lower quality of schools in Pulaski County and Little Rock, as white families with school age children have moved to other jurisdictions.2. Racial Distribution As of the 1990 census, just over one-third of the entire Little Rock Area population was non-white. All but two of the analysis areas were at least 31 percent non-white, and four of the eight analysis areas had non-white majority populations. This comparison of 1980 and 1990 census data shows that non-white population has increased significantly in the southwest and western sectors, with the percent of non-white population increasing by over 18 percentage points in both of these areas. As of 1990, the midtown and central areas had 68.4 and 80.2 percent non-white population respectively. The lowest non-white population was just over seven percent in the northwest and far west areas. In both the far west and the eastern areas, the proportion of non-white population actually declined slightly, while increasing in all other areas. Of further note is the dramatic contrast between the areas of lowest concentration (northwest and far west) and all other areas which have at least 31 percent non-white population. These maps and data indicate that non-white population is also following the general east-to-west movement of general population, although to date it is primarily focussed towards the west and southwest sectors rather than the far west. As with total population, non-white population is declining and vacating the, eastern portions of the Little Rock vicinity, including the east, central, midtown and downtown sectors, and moving into the west and southwest sectors. The result has been a marked increase in the proportion of non-white population in the west and southwest areas. The northwest and far west areas remain predominantly oriented to white population. The document from which these comments were excerpted has many maps, charts and tables to support the narrative. It serves to illustrate the demographic changes that affect the schools and the difficulty of using the incentive schools as the vehicle to achieve racial balance in the area schools. Another major factor that has exacerbated the difficulty of achieving racial balance has been the increase in classroom seating capacity in the school district. Since 1988-1989 the LRSD has added 939 seats at Washington and 728 seats at King while taking 265 seats at Ish out of the total capacity. Both of the new schools are in the inner city area and have attendance zones for black students that would have been assigned to incentive schools. Both schools operate at below their capacity. The district also has seats built for black students at the PCSSD Crystal Hill School and at the Clinton School now under construction. The incentive school plan requires additional staff and programs to insure that children in \"racially isolated settings are provided meaningful opportunities for desegregated experiences/activities\". If a school is out of the agreed racial balance are those children also in a racially isolated setting, and how much opportunity is there for \"meaningful\" desegregated experiences? The desegregation plan says the district is \"committed to improving educational quality and student academic performance in all schools and doubling the financial resources\" in ( incentive schools. If the financial resources of the district are put into the incentive schools and there is no discernable improvement in education quality and student academic performance, how can improvement be expected in the schools that do not have the advantage of the programs or even the minimum extras(academic achievement grants). In order to fully fund the incentive school financial obligation the promised $25,000 grants to area schools were cut to $10,000, and not all the schools received even that amount. RECOMMENDATIONS 1. Reduce the excess capacity in the system either by school closing or recruitment of private school students. The district could also encourage parents to keep their children in the public school system by stressing safety features of the elementary schools, the strong academic programs and the value received for their tax expenditures. 2. Develop a comprehensive plan for meeting childrens needs at all school locations instead of giving preference to schools in the inner city. 3. Encourage all parents in the district to take advantage of opportunities in desegregated schools. That would include attracting white patrons to King School remembering that for every two white children, three black children can be enrolled.fl J ?- US FEB 1 1994 Office of Desegregation Mofiiieiitg January 27, 1994 Ms. Ann Brown Office of Desegregation Monitoring Little Rock, AR 72201 Dear Ann\nEnclosed is a copy of the letter sent to Mr. Larry Robertson and Margaret Gremillion, Assistant Superintendents for the Little Rock School District, requesting explanation of the Budgeting process. This information is being forwarded to you at the suggestion of the Judge during yesterdays court hearing of the Little Rock School District's Desegregation Plan. The questions concerning double funding was a coordinated effort with other Incentive School Principals (Encl. 2) and forwarded to Mr. Robertson's Office in October. Numerous phone calls were also made to both the Superintendent's Office and Financial Services Office with no answers. Any assistance provided reference the Incentive School's budgeting process will be appreciated. Sincerely, Robert L. Brown Principal RLBJ/dlj Enclosures\n04-04-1994 11:16AM FROM TO I - 3 / - fy 3710100 P.02 I i i I i I BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS t (Required - Double Funding) I i 1 I I i ! ! ! i I 1. 2. 3. 4. 5. 6. SCHOOL Franklin Rockefeller Rightsell Mitchell Garland Stephens ITEM AMOUNT Theme 1.0 Spanish teacher ' $40,000 25,000 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget. 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 I I io y IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES IV ^Pf^ 05 ]39i ^KANSAS LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER 'CJ clerk /ToeF PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Before the Court are a number of motions which the Court now addresses: (1) motion by the Joshua Intervenors (\"Joshua\") for a ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children clerk [doc.#1929]\n(2) motion by Joshua requesting the Court to address certain issues regarding the budget process of the Little Rock School District (\"LRSD\") [doc.#1949]\n(3) motion by Joshua to require the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]\nand (4) motion by the LRSD for approval of Jefferson Elementary [doc.#2090]. I. Joshua moves for a ruling on their school construction at request that incentive school benefits. including scholarship benefits, follow the incentive school children [doc.#1929]. Joshua also requests the Court to address the following issues regarding the budget process of the LRSD [doc.#1949]: (1) whether the LRSD is required to double fund the incentive schools\n(2) whether, pursuant to the double funding, the LRSD is required to provide scholarship incentives and awards to students who attend or have attended those schools since the settlement plan\n(3) whether the LRSD is required to provide training and educational opportunities related to potential placement in teaching positions in the LRSD to black parents and others who are placed as aides\n(4) whether incentive school personnel who are required to work extended day and extended year programs are entitled to extra compensation for that extra work\nand (5) whether the Ish children are entitled to receive all of their promised incentive school benefits when they attend King Elementary School. The Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits. follow the incentive school children. Joshua's motion was filed on August 2, 1993. Ten days after filing the motion, at the August 12, 1993 hearing on the LRSD budget. counsel for Joshua requested that instead of a hearing on this matter, the parties should first be \"directed to sit and try to work this out. It Transcript, at 10. Joshua went on to state that it is important for Joshua to sit with the school district and in good faith try to resolve these issues without judicial intervention. Id. at 11. The Court agrees and will defer addressing the matters raised in Joshua's motion until such time as -2-the record reflects that the parties have unsuccessfully attempted to resolve the matter without court intervention. The Court likewise denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD. The Court is currently addressing the budget process of the LRSD in an ongoing manner and will continue to do so on its own terms or that of the Eighth Circuit. Moreover, Joshua's motion consists of mere one and a quarter pages (four complete a sentences) and simply does not set forth sufficient grounds for granting the requested relief. II. Joshua moves for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules [doc.#2051]. Joshua states that the LRSD \"did not give the parents of the students recommended for expulsion either notice by certified U.S. mail or by hand delivery of the recommendation for expulsion and the reasons for it. Nor did the district give these parents the date, hour and place that the school board would consider and act upon the recommendation. Nor did the school district conduct a hearing within ten days of the suspension of the students\nnor was a list of witnesses who would furnish information supporting the principal's recommendation made available to the students at least forty-eight days before the ten day hearing period.\" Joshua contends that the LRSD has failed to follow its own rules regarding due process and that because of that -3-fact, the students are entitled to readmission immediately. As authority for this motion, Joshua cites this Court's previous orders and the desegregation plan. The LRSD has responded to this motion by asserting that the matter is now moot. Specifically, the LRSD states that on December 16, 1993, representatives of the LRSD and counsel for Joshua reached a negotiated settlement and all issues were resolved in accordance with the agreement among and between the parties. In this regard, the LRSD states that \"the students were not expelled from the LRSD\nany alleged rule violations were either waived or cured\nit was agreed that the students would remain suspended through the end of the first semester, but would be allowed to take semester examinations and return to school at the beginning of the second semester. H The LRSD states that the motion now before the Court apparently was filed prior to the settlement agreement. In light of the settlement agreement apparently reached between the parties, the Court finds that Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD in violation of the LRSD's own rules should be and hereby is denied as moot. Joshua may refile the motion if the matter is not moot, or if new and relevant circumstances have arisen that would give rise to any relief. III. The LRSD has filed motion for approval of school a construction at Jefferson Elementary [doc.#2090]. By order dated -4-April 29, 1993, the Court denied the request for approval of construction at Jefferson, stating that the LRSD may repetition the Court for approval of the Jefferson construction after the attendance zones for the King Interdistrict school are finn and court-approved. In addition, the Court requested the following information: the current capacity of Jefferson\nany changes in school capacity that will result from the proposed construction\nand the precise number of portable buildings that will remain at the school as a result of the proposed construction. The LRSD has provided the requested information in the motion now before the Court, Having carefully reviewed the information. the Court finds that LRSD's motion for approval of school construction at Jefferson Elementary should be and hereby is granted. However, any new space generated by the construction must be dedicated to the use described in LRSD's motion. Any alternative use would have to be approved by the Court. IV. In sum, the Court denies without prejudice Joshua's motion for a ruling on their request that incentive school benefits, including scholarship benefits, follow the incentive school children, denies without prejudice Joshua's motion that the Court address certain issues regarding the budget process of the LRSD, denies without prejudice Joshua's motion for an order requiring the readmission of class members who have been expelled from the LRSD, and grants the -5-LRSD's motion for approval of school construction at Jefferson Elementary. IT IS SO ORDERED this day of April 1994. UTTITED states DISTBttCT JUDGE PHIS DOCUMEMT ENTERED ON DOCKET SHEET IN COMPLIANCE V/ITH RULE 50 AND/OR 79(a) FRCP ON BY -6- 4Rirs''S -A JUL 2 5 1994 Oifico of Dcssgregaiiori IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of its business case for Incentive School Plan Double Funding. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 isaa  'J . illUlli By:( Christopher Heller Bar No. 81083 ' CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21st day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller LITTLE ROCK SCHOOL DISTRICT I INCENTIVE SCHOOL PLAN DOUBLE FUNDING July 18, 1994 BUSINESS CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all students. This commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comparable to the best in the District and the state. time, as well as today, At that Carver and Williams Magnet Schools and Forest Park, Jefferson, and Terry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents, academic Incentive schools were designed to promote and excellence in ensure schools that have desegregate. The Incentive School Program been difficult is to not only to compensate the victims of segregation but also to serve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. classes. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost a factor which was to be considered at a later point. time, the district has developed a formula and funds the schools Since that according to this established criteria. \"Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). obligations A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. The purpose of each change was to improve the quality of education. However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools.Incentive School Plan - Double Funding July 19, 1994 Page 2 The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. Greater emphasis must be placed implementing and evaluating quality integrated education for our community. on The District must operate an efficient school district within the boundaries of its' annual recurring revenues. Short-term remedies have only delayed the financial crises that we now face. B. Problem Definition programming has C. Current not resulted in either improved achievement or desegregated schools. A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. Instructional time is Each facet of this district must assist in resolving its' financial problems. Over the years, the cost of funding incentive schools has more than tripled and current programming has not in improved achievement or desegregated schools. The District must now decide if it will continue to limited. resulted Instructional time triple fund Incentive School programs, while reducing the funding for Area Schools. Such reduced funding of Area Schools will have a negative impact and we run the risk of continued urban flight and aging buildings that need attention. are fifty schools There in the district and the children that populate all of these schools must be provided equitable opportunities and resources. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase District is now asking the following questions: in enrollment. The  Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the Incentive Schools' original goals are achieved?  Are there obligations that are questionable educational or some other standpoint? are from an  Should funding the Incentive School Program be brought in line with dollars generated through double-funding?Incentive School Plan - Double Funding July 19, 1994 Page 3  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools? The alternatives at this time are:  Keep doing what we are doing.  Analyze current funding of Incentive Schools and double fund as previously committed.  Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District. * '  Care must be taken to surgically reduce triple funding of the Incentive Schools, these schools remain an important and relevant component of Court approved desegregation plan. as our Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate our students are progressing academically. Achievement disparity still exists\nhowever, data show that African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. that The student enrollments at these schools have been stable over a period of time. There are waitino lists for oarents who wish to pnmi i their waiting parents enroll Financial excellence. students where resources educational alone will not excellence ensure prevails, educational There must be on-going monitoring of programs to ensure double funding is providing for the needs of the children attending these schools. ISIncentive School Plan - Double Funding July 19, 1994 Page 4 E. The^ District further recommends that extended day/week activities would be staffed in accordance with programmatic need. A review of current enrollment figures indicates that we need. may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at cost savings of approximately $280,000.00 (eight teachers average salary of $35,000 = $280,000). Objectives a X The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the established double funding formula. Evaluation Criteria I The incentive evidenced by: school will be successfully operating as  Increased student achievement. Teaching and learning will improve as measured by projects, portfolio assessments, teacher-made tests. and  Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next quartile and increased numbers of students moving above the 50th percentile.  Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools. Incentive  Grade distribution reports (by semester) ] SL 1 increase in letter grades of \"C\" or better in the core reflecting an for each student. areas  Increased activities. student participation in extended day/week Expected Benefits students. The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity between black and white students. Quality programs will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive The District school program.Incentive School Plan - Double Funding July 19, 1994 Page 5 P. Impact Analysis Quality desegregated education will be provided in environment that is attractive and conducive to learning, desegregation plan will not be negatively impacted. an The This recommendation will have a positive impact on the plan as teaching learning will be enhanced. Successful and implementation of this program will allow the District to replicate those factors that enhance and promote student learning and parent involvement. The District plans to provide early release time, one day each month for nine months, to provide quality staff development for all of its teachers including Incentive School teachers. Quality staff development will enhance the instructional skills of the teachers and support staff. Using early release time is an effective and extremely cost saving means of providing support for staff. Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the district's students attend Area Schools. to \"doing more with less.\" Double funding of Incentive Schools will shift the emphasis ..J _ ,___Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools. The district's program planning and budgeting document will allow us to monitor the impact of \"double funding\" on Incentive School programs on a regular basis, monitoring can ensure that the Incentive Schools do not Such suffer irreparable harm as we shift from triple funding to double funding. Start-up costs should decrease and/or be eliminated after several years of program implementation. Maintenance of programs is not as costly as start-up costs for Incentive School Programs. G. Resource Analysis Human and financial resources will be used in a more meaningful way. Staff and students will benefit as we shift our priorities from implementing a multitude of independent activities to implementation of a more focused program\none that places high emphasis on maximizing people power in schools rather than dollar power.Incentive School Plan - Double Funding July 19, 1994 Page 6 See attachments Incentive Schools. for analysis of current spending in the An analysis and comparison of 1992-93 and 1993-94 indicate substantial increase in spending, yet the budgets student enrollment was reduced and little, if any academic increases were noted by these schools, decreased. The number of white students  The projected reductions will bring Incentive School budgets in line with the established double funding formula.  Utilization of human resources will be emphasized as opposed to spending because there is a perceived \"pot of money.\" Staff would carefully scrutinize spending of fewer dollars.  The district needs to develop a technology plan to determine equipment needs. Such a plan will also include providing high quality hardware and software Incentive Schools. for the its'  Quality staff development will be provided during newly established early release days at no cost for stipends.  Stipends will be attached to meaningful activities rather than providing staff/utilities/transportation/services students. extended day too for much phantom  Staff would spend more time planning for quality integration of services to be more comprehensive and get the most for dollars expended.  Principals of Incentive Schools will have some flexibility in reallocating their budgets. Requests for budget increases will be handled through the use of business cases.  More students will engage in meaningful extended day/week activities.  Staff would have additional time to reflect and current program offerings. assess staff activities. to plan more Time would be available for effectively for extended day/week # Teachers would have an incentive to do a better job over a shorter period of time. Projected savings as we shift from triple funding to double funding is\nIncentive School Plan - Double Funding July 19, 1994 Page 7 SCHOOL FRANKLIN (25) BUDGET ITEM/ FUNCTION Stipends / 0117 Supplies / 0410 Music / 1124 Food Service / 0380 AMOUNT 70,657.00 10,272.00 72,615.35 TOTAL 6,965.97 $ 160,510.32 GARLAND (26) Stipends / 0117 Equipment / 0540 Music .05 / 1124 20,000.00 25,000.00 14,262.55 MITCHELL (34) RIGHTSELL (39) ROCKEFELLER (36) Art .05 / 0110 17,500.00 P. E. .05 / 0110 17,500.00 Social Work / 2113) Food Service / 0380 11,887.04 TOTAL 4,000.00 $110,149.59 Stipends / 0117 Supplies / 0410 58,464.45 8,211.00 Music Art .05 / 1124 .05 / 0110 P. E. .05 / 0110 Social Work .05 / 0110 Food Service / 0380 TOTAL $ Stipends / 0117 Supplies / 0410 Food Service / 0380 Music .05 / 1124 TOTAL Stipends / 0117 20,864.18 17,500.00 17,500.00 17,500.00 4,000.00 144,039.63 $ $ $ Transportation / 0331 Supplies / 0410 TOTAL $ 57,336.00 2,000.00 4,000.00 17,500.00 80,836.00 40,044.28 7,500.00 2,500.00 50,044.28Incentive School Plan - Double Funding July 19, 1994 Page 8 START UP COSTS: PROGRAM AMOUNT Writing to Read Science Labs $ 6,000.00 12,000.00 Computer Labs 6,000.00 Computer Loan Program TOTAL 2,500.00 $ 26,500.00 Business Case Spanish Program $ 149,000.00 H. Field Trips Office of Incentive Schools SUMMARY SCHOOL/PROGRAM Franklin Garland Mitchell Rightsell Rockefeller Start-Up Costs Spanish Program* Field Trips Office of Incentive Schools Staffing Efficiency TOTAL I $ 21,450.00 65,000.00 SAVINGS $ 160,510.32 110,149.59 144,039.63 80,836.00 50,044.38 26,500.00 149,000.00 21,450.00 65,000.00 280,000.00 $ 1/087,529.82 * See July 18, 1994 Court submission for business case. Force Field Analysis The primary supporters of this recommendation will be - - ------------ ---  Area School staffs, students, parents, community. Board of Directors, central office staff. The recommendation provides for the needs of students who will attend all of our schools and allows us to double fund our Incentive Schools. staffs. and parents. office staff. BoardIncentive School Plan - Double Funding July 19, 1994 Page 9 The primary detractors will be persons who believe that Incentive Schools should be triple funded regardless of the negative impact on teaching and learning in Area Schools in the District. Given the concerns expressed by a large number of our patrons and educators regarding the excessive funding of many programs in the Incentive Schools, the list of detractors should be small. These concerns can be eliminated by providing information to them regarding our emphasis on educational excellence and the need to implement quality programs within the established double funding formula. BUDGET IMPACT\nDepartment Function Obj ect 25, 26, I 1120, 0110, 0117, 0331, 0380, 34, 36, 39 1124, 2113 0410, 0540IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION c- '-^1 Z LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of its business case for Incentive School Plan Double Funding. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 I Byd Christopher Heller Bar No. 81083 ' RECEIVED JUL 25 1994 CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 21st day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roache11 and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Ar-kansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher HellerLITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN DOUBLE FUNDING July 18, 1994 BDSINES8 CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all This students. commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comoarable to the best in the District and the state. At that time. comparable as well as today. Carver and Williams Magnet Schools and Forest Park, Jefferson, and Terry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents. academic Incentive schools were designed to promote and ensure excellence in schools that have been difficult to desegregate. The Incentive School Program is not only to compensate the victims of segregation but also to serve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost a factor which was to be considered at a later point. Since that time, the district has developed a formula and funds the schools according to this established criteria. tl Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. each change was to improve the quality of education. The purpose of However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools.Incentive School Plan - Double Funding July 19, 1994 Page 2 The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. must be placed Greater emphasis on integrated education for our community. implementing and evaluating quality The District must operate an efficient school district within the boundaries of its' annual recurring revenues. delayed the financial crises that we now face. Short-term remedies have only B. Problem Definition Current programming has not resulted in C. achievement or desegregated schools. either improved A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. limited. Instructional time is Each facet of this district must assist in resolving its' financial problems. Over the years, the cost of funding incentive schools has more than tripled and current programming has not resulted in improved achievement or desegregated schools. The District must now decide if it will continue to triple fund Incentive School programs, funding for Area Schools. while reducing the Such reduced funding of Area Schools will have a negative impact and we run the risk of continued urban flight and aging buildings that need attention. are fifty schools in There the district and the children that populate all of these schools must be provided equitable opportunities and resources. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase in enrollment. District is now asking the following questions: The Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the Incentive Schools' original goals are achieved? Are there obligations that are educational or some other standpoint? questionable from an Should funding the Incentive School Program be brought in line with dollars generated through double-funding?Incentive School Plan - Double Funding July 19, 1994 Page 3  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools? The alternatives at this time are: Keep doing what we are doing. Analyze current funding of Incentive Schools and double fund as previously committed. Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District. Care must be taken to surgically reduce triple funding of the Incentive Schools, as these schools remain an important and relevant component of our Court approved desegregation plan. Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate that our students are progressing academically. Achievement disparity still exists\nhowever, data show that African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. The student enrollments at these schools have been stable over a period of time, their There are waiting lists for parents who wish to enroll Financial excellence. students where resources ensure double funding educational alone will not excellence ensure prevails, educational There must be on-going monitoring of programs to children attending these schools. is providing for the needs of theIncentive School Plan - Double Funding July 19, 1994 Page 4 The District further recommends that extended day/week activities would be staffed in accordance with programmatic need. A review of current enrollment figures indicates that we may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at a cost savings of approximately $280,000.00 (eight teachers average salary of $35,000 = $280,000). E. Objectives X The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the established double funding formula. Evaluation Criteria The incentive school evidenced by: will be successfully operating as  Increased student achievement. Teaching and learning will improve as measured by projects, portfolio assessments, and teacher-made tests.  Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next quartile and increased numbers of students moving above the 50th percentile.  Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools.  Grade distribution reports (by semester) reflecting an increase in letter grades of \"C or better in the core areas for each student.  Increased activities. student participation in extended day/week Expected Benefits The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction students. of disparity between black and white students. Quality programs will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive school program.I Incentive School Plan - Double Funding July 19, 1994 Page 5 P. Impact Analysis Quality desegregated education will be provided in environment that is attractive and conducive to learning, desegregation plan will not be negatively impacted. recommendation will have a positive impact on the plan an The This teaching and learning will be enhanced. as Successful implementation of this program will allow the District to replicate those factors that enhance and promote student learning and parent involvement. months, The District plans to provide early release time, one day each month for nine to provide quality staff development for all of its teachers including Incentive School teachers. Quality staff development will enhance the instructional skills of the teachers and support staff. Using early release time is an effective and extremely cost saving means of providing support for staff. Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the district's students attend Area Schools. to \"doing more with less.\" Double funding of Incentive Schools will shift the emphasis Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools. The district's program planning and budgeting document will allow us Incentive to monitor the impact of School programs on \"double funding\" regular basis. on Such monitoring can ensure that the Incentive Schools do not suffer irreparable harm as we shift from triple funding to double funding. a Start-up costs should decrease and/or be eliminated after several years of program implementation. Maintenance of programs is not as costly as start-up costs for Incentive School Programs. 6. Resource Analysis Human and financial resources will be used in a more meaningful way. Staff and students will benefit as we shift our priorities from implementing a multitude of independent activities to implementation of a more focused program\none that places high emphasis on maximizing people power in schools rather than dollar power.Incentive School Plan - Double Funding July 19, 1994 Page 6 See attachments Incentive Schools. for analysis of current spending in the An analysis and comparison of 1992-93 and 1993-94 indicate substantial increase in spending, yet the budgets student enrollment was reduced and little, if any academic increases were noted by these schools, decreased. The number of white students The projected reductions will bring Incentive School budgets in line with the established double funding formula. Utilization of human resources will be emphasized as opposed to spending because there is a perceived \"pot of money.\" Staff would carefully scrutinize spending of fewer dollars. The district needs to develop a technology plan to determine its' equipment needs. Such a plan will also providing high quality hardware and software Incentive Schools. include for the Quality staff development will be provided during newly established early release days at no cost for stipends. Stipends will activities be rather attached to meaningful than providing extended day staff/utilities/transportation/services students. too for much phantom Staff would spend more time planning for quality integration of services to be more comprehensive and get the most for dollars expended. Principals of Incentive Schools will have some flexibility in reallocating their budgets. Requests for budget increases will be handled through the use of business cases. More students will engage in meaningful extended day/week activities. Staff would have additional time to reflect and current program offerings. assess staff activities. to plan more Time would be available for effectively for extended day/week Teachers would have an incentive to do a better job over a shorter period of time. Projected savings as we shift from triple funding to double funding is\n) Incentive School Plan - Double Funding July 19, 1994 Page 7 SCHOOL FRANKLIN (25) BUDGET ITEM/ FUNCTION Stipends / 0117 Supplies / 0410 Music / 1124 Food Service / 0380 AMOUNT 70,657.00 10,272.00 72,615.35 TOTAL 6,965.97 $ 160,510.32 GARLAND (26) Stipends / 0117 Equipment / 0540 Music .05 / 1124 20,000.00 25,000.00 14,262.55 MITCHELL (34) RIGHTSELL (39) ROCKEFELLER (36) Art .05 / 0110 17,500.00 P. E. .05 / 0110 Social Work / 2113) Food Service / 0380 TOTAL Stipends / 0117 Supplies / 0410 Music Art 17,500.00 11,887.04 4,000.00 $110,149.59 58,464.45 8,211.00 .05 / 1124 .05 / 0110 P. E. .05 / 0110 Social Work .05 / 0110 Food Service / 0380 TOTAL $ Stipends / 0117 Supplies / 0410 Food Service / 0380 Music .05 / 1124 TOTAL Stipends / 0117 20,864.18 17,500.00 17,500.00 17,500.00 4,000.00 144,039.63 $ $ $ Transportation / 0331 Supplies / 0410 TOTAL $ 57,336.00 2,000.00 4,000.00 17,500.00 80,836.00 40,044.28 7,500.00 2,500.00 50,044.28Incentive School Plan - Double Funding July 19, 1994 Page 8 START UP COSTS: PROGRAM AMOUNT Business Case Writing to Read Science Labs Computer Labs Computer Loan Program TOTAL Spanish Program Field Trips Office of Incentive Schools SUMMARY SCHOOL/PROGRAM Franklin Garland Mitchell Rightsell Rockefeller Start-Up Costs Spanish Program* Field Trips Office of Incentive Schools Staffing Efficiency $ $ $ $ 6,000.00 12,000.00 6,000.00 2,500.00 26,500.00 149,000.00 21,450.00 65,000.00 SAVINGS $ 160,510.32 110,149.59 144,039.63 80,836.00 50,044.38 26,500.00 149,000.00 21,450.00 65,000.00 280,000.00 TOTAL $ 1/087/529.82 * See July 18/ 1994 court submission for business case. H. Force Field Analysis The primary supporters of this recommendation will be Area School Directors, staffs. students. and central office parents. staff. community. Board of The recommendation provides for the needs of students who will attend all of schools and allows us to double fund our Incentive Schools. our1 Incentive School Plan - Double Funding July 19, 1994 Page 9 The primary detractors will be persons who believe that Incentive Schools should be triple funded regardless of the negative impact on teaching and learning in Area Schools in the District. Given the concerns expressed by a large number of our patrons and educators regarding the excessive funding of many programs in the Incentive Schools, the list of detractors should be small. These concerns can be eliminated by providing information to them regarding our emphasis on educational excellence and the need to implement quality programs within the established double funding formula. BUDGET IMPACT\nDepartment Function 25, 26, Object 1120, 0110, 0117, 0331, 0380, 34, 36, 39 1124, 2113 0410, 0540LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOL PLAN DOUBLE FUNDING REVISED - AUGUST 4,1994 BUSINESS CASE INCENTIVE SCHOOL PLAN DOUBLE FUNDING EXECUTIVE SUMMARY The Little Rock School District remains committed to the implementation of a comprehensive desegregation plan which focuses on the total learning environment for all students. This commitment includes the elimination of racially-isolated schools. One purpose of the incentive schools was to create schools that were comparable to the best in die District and the state. At that time, as well as today. Carver and Williams Magnet Schools and Forest Park, Jefferson, and Terry Area Schools were/are viewed by their patrons as the premier schools that have established high academic standards and high expectations for students, staff, and parents. Incentive schools were designed to promote and ensure academic excellence in schools that have been difficult to desegregate. The Incentive School Program is not only to compensate the victims of segregation but also to serve as a tool for promoting meaningful and long-lasting desegregation in the Incentive Schools and in the three districts as a whole. The Incentive Schools were to be substantially enriched for seven years through the addition of expert faculty and administrators, innovative programs, small classes, remodeled facilities, and improved equipment and materials. The district committed to double funding of these schools in order to provide the enriched program. At the time the settlement plan was finalized, \"double-funding\" was not clearly defined nor had the cost for implementing the plan been determined. The district developed a plan without regard to cost-a factor which was to be considered at a later point Since that time, the district has developed a formula and funds the schools according to this established criteria. \"Many, but not all of the special programs, activities, personnel, and equipment described in the Incentive School section of the Desegregation Plan have been put in place, costing the District the amount of the double funding obligations\" (ODM 1992-93 Incentive School Monitoring Report). A. Background The racially identifiable schools have evolved from major and minor enhancement schools to Incentive Schools. The purpose of each change was to improve the quality of education. However, the shift in instructional emphasis upon becoming Incentive Schools has had limited success in reducing the academic disparities between black and white students in test scores. Further, no significant number of white students has enrolled in the Incentive Schools despite efforts, although limited, to recruit and serve them in the Incentive Schools. The district continues to cope with problems that are common to urban school districts. The severity of our financial problems has caused the district to focus its energies and resources on establishing a balanced budget each year. Greater emphasis must be placed on implementing and evaluating quality integrated education for our community. The District must operate an efficient school districtIncentive School Plan - Double Funding August 4, 1994 Page 2 within the boundaries of its annual recurring revenues. Short-term remedies have only delayed the financial crises that we now face. B. Problem Definition Current programming has not resulted in either improved achievement or desegregated schools. A number of programs do have defined levels of focus and integration of content needed to optimize teaching and learning. Instructional time is limited. Each facet of this district must assist in resolving its financial problems. Over the years, funding incentive schools has exceeded the Districts double funding obligation and current programming has not resulted in improved achievement or desegregated schools. The District must now decide if it continue this practice of funding Incentive School programs, or should funding be realigned to our commitment The current practive has impacted the Districts ability to fund Area Schools. Such reduced funding of Area Schools will have a negative impact and run the risk of continued urban flight and aging buildings that need attention. There are 50 schools in the district and the children that populate all of these schools must be provided equitable opportunities and resources. A large we percentage of students attending our Area Schools are students who may live in the Incentive School attendance zones and/or have similar educational needs. C. Analysis of Alternatives Teaching and learning have not yielded the expected academic growth. Recruitment of white students to the Incentive Schools has resulted in little or no increase in enrollment The District is now asking the following questions:  Are there programs currently being implemented in the District (or elsewhere) which could better ensure that the Incentive Schools original goals are achieved?  Are there obligations that are questionable from an educational or some other standpoint?  Should funding the Incentive School Program be brought in line with the Districts commitment to double fund these schools?  Can we demonstrate logically that the current program is not making the best use of time, effort, and money?  Are there relevant programs within the District that are achieving the objectives desired for the Incentive Schools?Incentive School Plan - Double Funding August 4, 1994 Page 3 The alternatives at this time are\n Keep doing what we are doing.  Review programs and analyze current funding of Incentive Schools in order to realign funding as previously committed to by the District  Modify the Incentive School Program The most reasonable short term alternative is to double fund Incentive Schools without damaging the integrity and quality of programs committed to by the District Care must be taken to surgically realign funding of the Incentive Schools, as these schools remain an important and relevant component of our Court approved desegregation plan. Minimum modification of extended day can provide a more focused school day, time for staff to focus, assess and plan more meaningful extended day activities. D. Recommendations Number One The District recommends that it maintain its commitment as outlined in the settlement plan, to double fund the incentive schools. Educational excellence, as measured by state testing programs, does prevail in a number of District schools. Past and recent annual evaluation reports for the six stipulated magnets suggest that the students attending are achieving academically as well as or better than other students at the state level. The evaluation data for several area schools indicate that our students are progressing academically. Achievement disparity still exists\nhowever, data show that African-American students in these schools achieve at a higher academic level than African-American students in non-magnet schools in the district and across the state. The student enrollments at these schools have been stable over a period of time. There are waiting lists for parents who wish to enroll their students where educational excellence prevails. Financial resources alone will not ensure educational excellence. There must be on-going monitoring of programs to ensure the District maintains its commitment to provide for the needs of the children attending these schools. The District further recommends that extended day/week activities would be staffed in accordance with programmatic need. A review of current enrollment figures indicates that we may be able to eliminate some small classes. Although we are aware that students may enroll late, should the district staff these classes today, we could eliminate eight positions at a cost savings of approximately $280,000.00 (eight teachers x average salary of $35,000 = $280,000).Incentive School Plan - Double Funding August 4, 1994 Page 4 Number Two The Great Expectations Teaching Model, which encompasses the very best of what is known about teaching today, should be implemented in selected Incentive Schools. Successful implementation can enhance student achievement, promote a positive school climate, and increase the probability of attaining the goals of the Desegregation Plan. Successful implementation during the 1994-95 school year will ensure replication of this teaching model in the remaining Incentive Schools as well as Area Schools with similar nee^. (Refer to Business Case for Great Expectations) E. Objectives The objective of this recommendation is to offer a quality Incentive School program at all incentive schools by utilizing the funding that has been generated through our commitment to double funding. Evaluation Criteria The incentive school will be successfully operating as evidenced by\n Increased student achievement Teaching and learning will improve as measured by projects, portfolio assessments, and teacher-made tests.  Improvement in standardized test scores. Increased numbers of students moving from the bottom quartile to the next quartile and increased numbers of students moving above the t percentile.  Increased interest in the Incentive Schools by white families evidenced by more white students enrolling in these schools.  Grade distribution reports (by semester) reflecting an increase in letter grades of \"C\" or better in the core areas for each student  Increased student participation in extended day/week activities. Expected Benefits The District will be able to meet its commitment of increasing achievement for all students, which will result in a reduction of disparity between black and white students. Quality programs and effective teaching strategies will be used as a recruitment tool to assist the District in desegregating the Incentive Schools. The District will operate and implement an effective and efficient incentive school program.Incentive School Plan - Double Funding August 4, 1994 Page 5 F. Impact Analysis Quality desegregated education will be provided in an environment that is attractive and conducive to learning. The desegregation plan will not be negatively impacted. This recommendation will have a positive impact on the plan as teaching and learning will be enhanced. Successful implementation of this program will allow the District to replicate those factors that enhance and promote student leanung and parent involvement  The District plans to provide early release time, one day each month for nine months, to provide quality staff development for aU of its teachers including Incentive School teachers.  Quality staff development will enhance the instructional skills of the teachers and support staff.  Using early release time is an effective and extremely cost saving means of providing support for staff.  Double funding of the Incentive Schools will provide for potential dollars for Area Schools. More than 80 percent of the districts students attend Area Schools.  Double funding of Incentive Schools will shift the emphasis to \"doing more with less. Testimonies have suggested that the \"double funding\" intent has created a financial illusion of a \"cure all\" panacea for these schools.  Monthly monitoring and conference with principals will allow the District to track expenditures and ensure that the rate of spending is appropriate for programming needs.  The Districts program planning and budgeting document will allow us to monitor the impact of \"double funding\" on Incentive School programs on a regular basis. Such monitoring can ensure that the Incentive Schools do not suffer irreparable harm as we realign expenditures with the Districts commitment to fund the Incentive Schools.  Start-up costs should decrease and/or be eliminated after several years of program implementation. Maintenance of programs is not as costly as start-up costs for Incentive School Programs.  Implementation of the Great Expectations Teaching Model should provide the means for establishing the proper focus and connectivity needed to optimize student performance in the Incentive Schools. Incentive School componentsIncentive School Plan - Double Funding August 4, 1994 Page 6 (i.e., Reading Across the Curriculum, Oral Expression Across the Curriculum, Program for Effective Teaching, Cooperative Learning, Teacher Expectations and Student Achievement, heterogeneous grouping, learning styles, social skills, and incentive/recognition programs) can be implemented in a systematic manner. The model will enhance the instructional skills of the teachers by providing excellent support for delivery of the current curriculum. Strengthening the capacity of the staffs to enhance learning through staff development activities is extremely cost effective. The educational returns can be long lasting. The probability of attaining the goals of the Incentive Schools will be increased. G. Resource Analysis Human and financial resources will be used in a more meaningful way. Staff and students will benefit as we shift our priorities from implementing a multitude of independent activities to implementation of a more focused program\none that places high emphasis on maximizing people power in schools rather than dollar power. See attachments for analysis of current spending in the Incentive Schools. An analysis and comparison of 1992-93 and 1993-94 budgets indicate substantial increase in spending, yet the student enrollment was reduced and little, if any academic increases were noted by these schools. The number of white students decreased.  The projected reductions will bring Incentive School budgets in line with the established double funding formula.  Utilization of human resources will be emphasized as opposed to spending because there is a perceived \"pot of money.\" Staff would carefully scrutinize spending of fewer dollars.  The district needs to develop a technology plan to determine its equipment needs. Such a plan will also include providing high quality hardware and software for the Incentive Schools.  Quality staff development will be provided during newly established early release days at no cost for stipends.  Stipends will be attached to meaningful extended day activities rather than providing too much staffZutilities/transportation/services for phantom students.Incentive School Plan - Double Funding August 4, 1994 Page 7  Staff would spend more time planning for quality integration of services to be more comprehensive and get the most for dollars expended.  Principals of Incentive Schools will have some flexibility in reallocating their budgets. Requests for budget increases will be handled through the use of business cases.  More students will engage in meaningful extended day/week activities.  Staff would have additional time to reflect and assess current program offerings. Time would be available for staff to plan more effectively for extended day/week activities.  Teachers would have an incentive to do a better job over a shorter period of time.  No additional funding will be necessary to implement Great Expectations. Existing materials will be used. Any additional materials or supplies can be secured with existing funds. This teaching model will be funded by a private foundation. The District expects to develop the ability to support and sustain the model through existing personnel. The staff development specialist assigned to the incentive schools attended the Great Expectations Summer Institute and provide technical assistance and support to the school staffs. Information provided in the following charts will reflect the actual savings derived from realigning our current spending.SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING FRANKLIN INCENTIVE SCHOOL - 0025 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1105-0120 Reg. Non- Certified $ 36,794.05 $ 20,570.00 $ 16,224.05 1120-0117 Stipends $ 62,811.61 50,000.00 12,811.61 1120-0120 Reg. Non- Certified $ 146,368.56 137,205.56 9,163.00 1220-0110 Resource Room $ 61,485.75 28,104.00 33,381.75 1220-0210 Soc. Sec. Tax $ 4,547.07 2,030.85 2,516.22 1220-0240 Insurance $ 2,234.80 1,105.00 1,129.80 $ 314,241.84 $ 239,015.41 $ 75,226.43SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING GARLAND INCENTIVE SCHOOL 0026 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1110-0110 Reg. Certif. $ 39,833.31 $ 35,852.00 $ 3,981.31 1120-0110 Reg. Certif. $ 421,511.31 1120-0117 Stipends $ 127,351.41 1120-0130 Subst. Short $ 18,696.56 1120-0210 Soc. Sec. Tax $ 52,942.48 1120-0331 Pupil Trans. 339,508.60 50,000.00 .00 37,682.25 82,002.71 77,351.41 18,696.56 15,260.23 $ 5,856.86 5,000.00 856.86 1120-0333 Travel $ 1120-0380 3,775.42 Food Service $ 12,467.20 1120-0410 Supplies .00 8,000.00 3,775.42 4,467.20 $ 12,851.74 8,700.00 4,151.74 1120-0416 Supply Center $ 1120-0540 6,246.39 Equipment $ 83,179.56 .00 25,000.00 6,246.39 58,179.561993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1124-0110 Reg. Ceirtif. $ 27,276.67 1220-0110 Reg. Certif. 12,235.45 15,041.22 $ 3,738.42 .00 3,738.42 2113-0120 $ 14,447.74 10,438.50 4,009.24 2410-0110 Reg. Certif. $ 59,995.14 56,078.38 3,916.76 2410-0210 Soc. Sec. Tax $ 5,700.26 2542-0120 Reg. NonCert. 5,188.32 511.94 $ 3500-0313 38,908.00 Pupil Srvs. 36,962.60 1,945.40 $ 17,763.51 15,000.00 2,763.51 $ 952,541.98 $ 645,646.10 $ 306,895.88SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING MITCHELL INCENTIVE SCHOOL - 0034 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1110-0110 Reg. Certif. $ 101,070.50 $ 62,049.00 $ 39,021.50 1110-0210 Soc. Sec. Tax $ 7,536.03 4,483.78 3,052.25 1110-0240 Insurance $ 1120-0110 3,338.14 Reg. Certif. 2,210.00 1,128.14 $ 350,906.95 308,624.74 42,282.21 1120-0117 Stipends $ 100,856.17 50,000.00 50,856.17 1120-0120 Reg. NonCert. $ 157,057.46 134,584.20 22,473.26 1120-0331 Pupil Trans. $ 5,515.32 $ 5,000.00 515.32 1120-0416 Supply Center $ 6,026.87 947.00 5,079.87 1120-0540 Equipment $ 8,185.22 .00 8,185.22 1124-0110 Reg. Certif. $ 23,286.00 15,653.00 7,633.00 1124-0210 Soc. Sec. Tax $ 2,902.79 1,131.08 1,771.71 $ 766,681.45 584,682.80 181,998.65SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING RIGHTSELL INCENTIVE SCHOOL - 0039 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1120-0117 Stipends $ 91,361.59 $ 50,000.00 $ 41,361.59 $ 91,361.59 $ 50,000.00 $ 41,361.59SCHOOL: PROJECTED SAVINGS REALIGNMENT OF SPENDING TO MAINTAIN LRSD'S COMMITMENT TO DOUBLE FUNDING ROCKEFELLER INCENTIVE SCHOOL - 0036 1993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1105-0110 Reg. Certif. $ 93,677.09 $ 83,185.00 $ 10,492.09 1105-0120 Reg. Non- Certif. $ 186,166.39 173,610.22 12,556.17 1110-0110 Reg. Certif. $ 86,437.25 71,384.00 15,053.25 1110-0210 Soc. Sec. Tax $ 6,472.67 5,158.38 1,314.32 1120-0110 Reg. Certif. $ 550,304.75 528,909.66 21,395.09 1120-0117 Stipends $ 105,960.94 70,000.00 35,960.94 1120-0120 Reg. NonCert if . $ 165,813.92 161,102.88 4,711.04 1120-0311 Instruc. Svcs. $ 38,136.77 .00 38,136.77 1120-0380 Food Services $ 31,013.40 20,000.00 11,013.40 1120-0410 Supplies $ 29,708.54 20,000.00 9,708.54 1120-0416 Supply Center $ 8,689.39 .00 8,689.391993-94 ACTUAL EXPENDITURES REVISED 1994-1995 PROJECTED BUDGET 1994-1995 ACTUAL SAVINGS 1120-0540 Equipment $ 44,595.14 .00 44,595.14 1120-0548 Equip. Supply Center $ 890.73 .00 890.73 $ 1,347,866.98 $ 1,133,350.14 $ 214,516.87Incentive School Plan - Double Funding August 4, 1994 Page 9 H. Force Field Analysis The primary supporters of this recommendation will be Area School staffs, students, parents, community, Board of Directors, and central office staff. The recommendation provides for the needs of students who will attend all of our schools and allows us to double fund our Incentive Schools. The primary detractors will be persons who believe that the current practice of funding Incentive Schools should be continued regardless of the negative impact on teaching and learning in Area Schools in the District Given the concerns expressed by a large number of our patrons and educators regarding current funding of many programs in the Incentive Schools, the list of detractors should be small. These concerns can be eliminated by providing information to them regarding our emphasis on educational excellence and the need to implement quality programs within the established double funding formula. BUDGET IMPACT: Department Function Object 25, 26, 34, 36, 39 1105, 1110, 1120, 1124, 2113, 2410, 2542, 3500 0110, 0117, 0331, 0380, 0410, 0540, 0120, 0210, 0240, 0130, 0333, 0416, 0313, 0311, 3548Arkansas Demcxxat 78?(gazette THUaSDAY, AUGUST 17, 1995  3B LR district exceeds spending on 5 schools to meet target\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_499","title":"Incentive Schools: ''Little Rock School District's Incentive Schools Mentoring Program,'' mentor handbook","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs"],"dcterms_title":["Incentive Schools: ''Little Rock School District's Incentive Schools Mentoring Program,'' mentor handbook"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/499"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District's Incentive Schools Mentoring Program ERSD Incentives for Success Mentor HandbookLittle Rock School District Incentive Schools Mentoring Program Welcome Incentive Schools Mentoring Mentor Handbook Cultural Diversity Student Population Confidenti ality ORIENTATION AGENDA November 19, 1991 Catherine Gill, Incentive Schools Coordinator Arma Hart, Desegregation Facilitator Debbie Milam, VIPS/PIE Coordinator Valerie Hudson, VIPS Incentive School Coordinator Horace Smith, Office of Desegregation Monitoring Jo Evelyn Elston, Pupil Services Director Gwen Efird, Director of Health Services Power of Mentoring Allie Freeman, III Questions and Paperwork Debbie Milam and Leia Hodges DISTRICT GOALS 1. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through a) 1 providing equitable educational opportunities for ail students in a desegregated learning environment\nb) enabling all students to develop a for learning\nlifelong capacity and love c) teaching all students to be productive contributors in the school 5 the community. and the workplace\nand d) providing a disciplined, structured learning all students. environment for 3. To enhance human relations skills for principals, teachers, central office administrators. andThe Focus Fvinction, and Guiding Process of the Incentive Schools The focus, function, and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindivid ualized education and flexibility. Tlsese -.schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspec tives. Ilittle rock school district EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the Little Rock School District will provide: basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and.athletics. 'Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. gram of studies Adopted 1-26-84 To (1) a program of 1. Goals The goals of this mentoring program are to see academic improvement, an increase in self-esteem in the participating students and increased awareness of career opportunities. 2. Recruitment Anyone may recruit mentors for the program. All mentors must complete the screening process before beginning work with a student. Many avenues will be used to recruit mentors, emphasizing a desire for diversity within our group of mentors. 3. Selection Process for Students The program is open to incentive school students in grades K-6. No more than 10% of the student population in each school may participate in the program. Students may be referred by the school pupil services management team. The team must be functioning and stay active during the school year for the school to participate in the program. monitoring. The team will be included in orientation and Family members, students and friends may recommend students for participation in the program to someone at the school. Parental involvement. essential to participation, may be confirmed through permission forms. Student participation in the program must be voluntary. Any of the following criteria may be used to refer students to the program\n  * *  moderate underachievement potential academic problems due to family crisis minor disciplinary difficulties social isolation dramatic shifts in behavior which cause concern Selection process for mentors Volunteers are responsible adults expressing the desire to extend their talents and services in a helping capacity with youth. While professional experience in dealing with youth may be helpful, it is not required or expected to be representative of the majority of prospective mentors. It is expected that volunteers will reflect the sampling of all socio-economic levels, ages, ethnic origins, physical challenges and professional/personal backgrounds. The only anticipated commonality among volunteers will be the sincere desire to responsibly contribute time to enrich the lives of youth. Mentors should be at least 21 years of age, responsible, respect alternative lifestyles and listen well. Screening process for mentors Potential mentors must complete an application which will provide needed information and give permission to check two references. driving record. police record and reported child abuse. After the application is reviewed, the A mentor may be scheduled for an interview.It is recommended that the mentor make a one-year commitment. This enables the students and mentor to feel comfortable committing the time, energy and trust necessary to make the relationship successful. Mentors may enter the program at the end of the first semester, remaining semester. Their commitment would be for the 4. Training Orientation will be conducted at least twice in the school year to accomodate the flow of program participants which includes mentors, students, parents, teachers, principals and the school pupil services teams. Orientation will serve to clarify program goals, policies and procedures, expectations, confidentiality and liability issues. Mentors will be assigned a student following training. Mentors must attend the first training session before making any contact with the student. Potential mentors must attend the orientation and first training session before mentoring. Topics that may be covered in the 2 hour sessions will include a discussion of a typical day in the life of a student at home and at school, tips on mentoring, enhancing good listening skills, techniques on how to read to students. confidentiali ty. accessing available ass i stance when needed, sensitivity to cultural diversity. goal setting and decision making with children, and Additional training will be offered once each nine weeks. Other sessions may cover topics such as improving academic skills, goal setting, understanding youth culture, communications skills, values, burnout and tips on tutoring. Mentor support will be included at the end of each training session to provide an opportunity for mentors to share concerns and accomplishments. 5. Monitoring and assessment The students' academic achievements will be monitored while they are matched with a mentor. Their grades and scores will be compared with a control group. Attendance and disciplinary actions will also be monitored. 6. Mentorship activities  In school reading to students * in class visits * visiting school library * playing games * helping with homework * talking together * sharing lunchIt is recommended that mentors and students stay in school for the first three months of their relationship. At the end of three months activities may move outside the school location with parental permission.   Out of school 200 telephone calls * historic area tours * dining out * circus * cultural events * athletic events 7. Recognition Mentors will be recognized at the district's annual volunteer recognition reception, Evening for the Stars, in April. A special graduation banquet will be held in May for mentors, students, parents and teachers. Badges will be made with the program logo and name for the mentors to wear when visiting their student.I n II MENTOR HANDBOOK II Table of Contents II II Pae Thank You 2 II What is Mentoring 3 Incentive School Programs 4 II Incentive School Listings 5 Little Rock School District Goals 6 II student Learning Outcomes 7 II Mentoring Program Outline 8-11 Mentor Job Description 12 II Mentor Roles and Responsibilities 13 student Attributes and Attitudes 14 II Benefits 15 II Mentor Strategies Tips for Writing 16-17 18 II Tips for Reading 19 Elementary Ideas 20 II2 I I Thank you for your interest in mentoring. As a mentor, you will not be required to know or teach \"new math\" skills. or computer You will simply share your wisdom and experience, ... ............. young people understand the connection between staying in and working hard'in school and getting a good job, '......................... You will help potholes on the road of life. You will be able to point out the pitfalls and And you will make a difference! ri Little Rock School District Office of Desegregation Incentive Schools (501) 324-2014 Volunteers in Public Schools (501) 324-2290 501 Sherman, Little Rock, AR 72202I 3 s. I LRSD Incentives for Success I What is Mentoring? I Attempts to arrive at a firm definition of \"mentoring\" are apt to leave one more than mildly confused. The reason for this is clear: Mentoring relationships are many things, more notable for their differences than for their commonalities. They are unique alliances, shaped by a particular mentor s talents and resources, and by a youth's equally unique needs. Mentoring is a particular kind of relationship in which a person with identified abilities or competencies enables another human being to develop his/her own abilities and talents. Mentoring is a close personal relationship, a process of working together to achieve agreed upon goals. Mentoring relationship, with mentors and mentees deriving satisfaction from their alliance. is also a mutual Acknowledging this kaleidoscope of meanings, the Little Rock School District Incentive Schools Mentoring Program has, initiative, chosen to view mentoring as: for the purpose of its own mentoring A supportive one-to-one relationship between an adult and a student, developed to facilitate the student's educational, social and personal growth. Mentors advise, coach, counsel, teach and model successful behaviors, roles vary depending on the abilities of the mentor and the needs of the mentee. These A mentor may help the mentee to: Translate his/her experiences into learning opportunities\n* Improve academic skills by helping with school projects, or encouraging the student to discover and use the resources of the public 1ibrary\nprojects, f Explore the world of employment. . , Mentors introduce students to the realities of the work place, introducing them to appropriate work habits and attitudes\n  Apply what he/she is learning in school to everyday life. II - -F / V 4 laeaalm hrf TIB 1 / Incentive School Programs  Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs. Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results. ri Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Extended-Day, -Week, and -Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. ri Parent Center Parents may obtain materials on parenting skills and other information at each school. student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m. Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults. Special Skills Programs Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent Council The Parent Council routinely visits the school and shares ideas with staff and administrators to accomplish model school results. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age-appropriate curriculum that prepares for kindergarten level learning. ri FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 ri Little Rock School District 810 W. Markham SL Little Rock, Arkansas 72201 I 5 I LITTLE ROCK SCHOOL DISTRICT Incentive Schools I School Frankl in Gari and Ish Mitchell Rightsei 1 Rockefeller Stephens Principal Address Phone Franklin Davis Robert Brown Stan Strauss Donita Hudspeth Bobbie Goodwin Ann Mangan Lonnie Dean 1701 S. Harrison Rd, (04) 3615 W. 25th Street, (04) 3001 Pulaski, (06) 2410 Battery, (06) 911 W. 19th (06) 700 E. 17th (06) 3700 W. 18th (04) 671-6380 671-6275 324-2410 324-2415 324-2430 324-2385 671-6350 I ri to c u? \u0026lt;_ eg O o LRSD Incentives for Success 1 5? S? zI 6 4 4 LITHE ROCK SCHOOL DISTRICT 4 GOALS 4 1990-91 4 4 in To increase educational achievement for all students with specific emphasis on closing disparities 4 achievement. To in establish climates of excellence all schools. 4 for principals, teachers, and central office administrators. To enhance human relations skills 4 4 44 I* I 7 N Student Learning Outcomes N Little Rock School District Student Learning Outcomes Arkansas Board of Education Learner Outcomes* N 4 4 The Board believes that students should leave school possessing the skills and knowledge they need to have successful experiences in higher education and in the workplace. These exit outcomes should be reflected in the goals and objectives established for each curricular program, level/course, unit, and lesson. The District has the following outcomes for all students by the time they graduate from the 12th grade. 4 Students will: 4 4 4 444 1. Adequately master reading, writing, speaking, listening (communication, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 1. 2. Locate and use needed informaiion from printed materials and/or other resources. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies,language arts, foreign languages,physicaVhealth education, practical living studies and existing/emerg-ing technologies. 2. 3. Identify problems and needs, apply problem solring strategies, and analyze information for meaning and,^or action. Students will apply various thinking/problem-solving strategies to issues related to all subject matter fields and to real-life situations. 4. Use tools of technology at an effective, efficient, flexible, and adapuble level. 5. Have knowledge of basic historical, geographic, political, literary, and scientific information, and use such knowledge in day-to-day decisions. 6. Appreciate and understand cultural dL''ferences. the arts and humanities, current happenings, and ways to predict or influence future events. 2. Establish and maintain effective and supportive intrapcrsonal. interpersonal, and cooperative relationships, and civic and social responsibility. 8. Demonstrate scif-direciion as an active life-long learner and demonstrate self-respect, self-esteem, sclf-undersi.anding, and a physically and men tally balanced healthy life. 3. Students will exhihit/demonstraie attitudes and attributes that will promote mental, physical and emotional health. 4, Students will demonstrate good citizenship and function as positive members of the local, national and world comunity. Tcniatively approved by ihc Ariarsor Hoard of Ediicalion June 19.19^1. 8 c LRSD Incentives for Success Little Rock School District's Incentive Schools Mentoring Program 1. Goal s 2. Recruitment 3. Selection Process for Students and Mentors d 4. Training 5. Monitoring and Assessment d 6. Mentorship Activities 7. Recognition d ri dI 9 1. Goals The goals of this mentoring program are to see academic improvement. an increase in self-esteem in the, participating students and increased awareness of career opportunities. 2. Recruitment Anyone may recruit mentors for the program. screening process before beginning work with a student. All mentors must complete the Many avenues will be used to recruit mentors, emphasizing a desire for diversity within our group of mentors. 3. Selection Process for Students The program is open to incentive school students in grades K-6. No more than ri 10% of the student population in each school may participate in the program. Students may be referred by the school pupil services management team. The team must be functioning and stay active during the school year for the school to participate in the program. monitoring. The team will be included in orientation and Family members, students and friends may recommend students for participation in the program to someone at the school. essential to participation, Parental involvement. may be confirmed through permission forms. ri Student participation in the program must be voluntary. Any of the following criteria may be used to refer students to the program\nri *   * moderate underachievement potential academic problems due to family crisis minor disciplinary difficulties social isolation dramatic shifts in behavior which cause concern Selection process for mentors Volunteers are responsible adults expressing the desire to extend their talents and services in a helping capacity with youth. experience in dealing with youth may be helpful, While professional it is not required or expected to be representative of the majority of prospective mentors. ri It is expected that volunteers will reflect the sampling of all socio-economic levels, ages, ethnic origins, physical challenges and professional/personal backgrounds. The only anticipated commonality among volunteers will be the ri sincere desire to responsibly contribute time to enrich the lives of youth. Mentors should be at least 21 years of age, responsible, respect alternative lifestyles and listen well. Screening process for mentors ri Potenti al i nformati on mentors must complete an application which will provide needed and give permission to check two references, driving record, police record and reported child abuse. After the application is reviewed, the mentor may be scheduled for an interview.I 10 It is recommended that the mentor make a one-year commitment. This enables the students and mentor to feel comfortable committing the time, energy and trust necessary to make the relationship successful. program at the end of the first semester, remaining semester. Mentors may enter the Their commitment would be for the 4. Training Orientation will be conducted at least twice in the school year to accomodate the flow of program participants which includes mentors, students, parents, teachers, principals and the school pupil services teams. Orientation will serve to clarify program goals, policies and procedures, expectations, confidentiality and liability issues. ri Mentors will be assigned a student following training. Mentors must attend the first training session before making any contact with the student. ri Potential mentors must attend the orientation and first training before mentoring. session Topics that may be covered in the 2 hour sessions will include a discussion of a typical day in the life of a student at home and at school, tips on mentoring, enhancing good listening skills, techniques on how ri to read to students, confi denti ali ty. accessing available goal setting assistance when sensitivity to cultural diversity. and decision making with children. needed, and ri Additional training will be offered once each nine weeks. Other sessions may cover topics such as improving academic skills, goal setting, understanding youth culture, communications skills, values, burnout and tips on tutoring. Mentor support will be included at the end of each training session to provide an opportunity for mentors to share concerns and accomplishments. 5. Monitoring and assessment The students' academic achievements will be monitored while they are matched with a mentor. Their grades and scores will be compared with a control group. Attendance and disciplinary actions will also be monitored. 6. Mentorship activities ri ri In school reading to students in class visits visiting school library playing games helping with homework * talking together sharing lunch ri    11 It is recommended that mentors and students stay in school for the first three months of their relationship. At the end of three months activities may move outside the school location with parental permission.   Out of school zoo telephone calls * historic area tours * dining out  circus * cultural events * athletic events 7. Recognition Mentors will be recognized at the district's annual volunteer recognition reception. Evening for the Stars, in April. A special graduation banquet will be held in May for mentors, students, parents and teachers. ri Badges will be made with the program logo and name for the mentors to wear when visiting their student. ri ri ri ri12 Volunteer Job Description a Title: Incentive School Mentor a Support Persons: Incentive School Coordinators Job Description: To spend one hour per week with an elementary student with the goal of helping that child improve academically and experience an increase in self esteem. a Major Responsibilities: To complete orientation prior to becoming a mentor, visit assigned student weekly, serve as a positive role model for the student, and attend additional support and training once per nine weeks. Experlence/Quallflcations Desired: Good communications skills, nonjudgmental attitude toward others and support of public education. Hours of CoMiltaent: Per Week 1 Per Month 4 a Days oTWeek: Your choice, Monday through Friday, during school hours 8:00- 4:30. 11:00 - 12:30 is preferred time at some schools. a Length of ComltBent: Commitment should be for at least one semester. A coimitment of one semester would involve approximately five hours of training and 20 hours of work with the student. a Training and Supervision Provided: Attendance at two hours of orientation is required to progress to training. times most convenient to the mentors. Four training sessions will be provided at the mentoring begins, needed. Orientation must be completed before Ongoing individual consultation will be provided as Address Where Volunteer Hill Report: Assigned Little Rock Incentive School a a For Biore InforiMtion contact: Valerie Hudson or Debbie Milam Volunteers in Public Schools Little Rock School District 501 Sherman Street Little Rock, Arkansas 72202 324-2292 or 324-2297 Catherine Gill Little Rock School District 810 W. Markham Little Rock, Arkansas 72201 324-2014i 13 ri ri Mentor Roles \u0026amp; Responsibilities The most crucial role for a mentor is to be an adult who has time for a child, who cares about that child, who believes in that child. This relationship may provide the ONLY stability a student knows, and the only time anyone spends quality time with the mentee.  Keith Geiger                       A GOOD MENTOR Engages in a positive relationship with the child Gives attention to the mentee Has a positive self-esteem Reacts well to stressful situations Tolerates frustrating situations Does not engage in alcohol or drug abuse Listens well Communicates on a level the mentee can understand Is stable Provides leadership Respects alternate lifestyles Is a positive role model Meets on a weekly basis with the mentee Shows up on time for sessions Has no criminal record Is willing to serve a minimum of one year in the program Cares about helping a needy child Is not a judgmental person Is committed Nurtures a relationship that respects the men tees dignity Accepts responsibilities Reinforces students successes THE MENTORS ROLE IS NOT TO       Replace the role of parent/guardian Interfere with school policies and procedures Tutor the mentee in academic subjects as a means of improving grades Expect dramatic changes in attitude, self-esteem or attendance quickly Provide solutions to all the issues facing students today Break the trust they have established unless life threatening Alon\nThe ME^'TCR HAWSi?0k', Educn-t^ccnaZ Rczcu-lCW Inc., 1990 I I Student Attributes and Attitudes \u0026lt; A positive self-image and self-esteem are crucial to learning. These attributes determine goals, behaviors and responses to others. Furthermore, people depend on and influence one another. Therefore, it is important that students take responsibility for their lives and set appropriate goals for themselves. In doing so, they develop lifelong attitudes. POSITIVE SELF-CONCEPT Each student should be able to: K K HI  Appreciate his/her worth as a unique and capable individual and exhibit self- esteem\nDevelop a sense of personal effectiveness and a belief in his/her ability to shape his/her future\nDevelop an understanding of his/her strengths and weaknesses and the ability to maximize strengths and rectify or compensate for weaknesses. MOTIVATION AND PERSISTENCE Each student should be able to: Experience the pride of accomplishment that results from hard work and persistence\nAct through a desire to succeed rather than a fear of failure, while recognizing that failure is a part of everyones experience\nStrive toward and take the risks necessary for accomplishing tasks and fulfilling personal ambitions. RESPONSIBILITY AND SELF-RELIANCE M Each student should be able to: M Assume the primary responsibility for identifying his/her needs and setting reasonable goals\nIniuaie actions and assume responsibility for the consequences of those M actions\nDemonstrate dependability\nDemonstrate self-control. Bl (Source. Connecticut s Common Core of Learning. Connecticut State Board of Bl Education, January 1987) Taken THE ME^'TCR EdacattOnaZ Re.4cuTcc.i K'c(a\u0026gt;c.^.k, Jnc., 19^015 Benefits to Mentees I The Signs of Success Mentors frequently ask: Am I making a difference? What are the signs of progress that can be considered successful irt a mentor/mentee relationship? For some, it may be ten years before a former mentee looks back, in retrospect, and says  you know who made a difference in my life? My mentor...when I was in second grade. Below are the signs of success which mentors observe from mentees as a result of the relationship. Teachers notice the same improvement Remember the key  PATIENCE... Every relationship is different. 4  H H M M                   Improved attendance Improved eye contact Raising a hand more often in class Increased communication Taking more risks in class and with friends Smiling Improved interactions with peers Happier at school Improved appearance Increased consideration of others Decreased hostility More enthusiastic Fewer trips to the principals office Reduced detentions Improved attitude Improved academic performance Paying more attention Opening up to the mentor Benefits to Mentors M Mentors make a difference in the life of at-risk youth. There are personal benefits which mentors have shared. These are welcomed outgrowths of the one-to-one relationship established. M Mentors M Bl Appear happier when they return to the workplace Are fulfilled with their commitment as a volunteer in the community Have a greater understanding of the educational system in which they are w'orking and education-related issues. Have more appreciation for students of the same and other races Feel better about themselves for having impacted anothers life Get along better with their own families (spouse and children) Often become a better prepared workforce Tafcer\nTHE HAIWBOOK, Educai-^OnaX Reicu-icc-i HeTiw^ck, Enc., J990 I 16 Mentor Strategies That Work Mentors read with their mentees, take them to the school library, play games and talk. In addition, many of the mentors in the program offer the following activities and strategies which have worked successfully for them in their relationship with their mentee. The list is below in the hopes that others will be able to replicate some of these ideas. Listen, listen, and listen then add three times the patience you would use with your own children.\" Just be a friend and be available.  If a teacher tells you something in conversation (such as your mentee did this and it was not good\nor he! she missed an assignment)\ndont bring this up with the youngster. They feel thatyou re not their friend and that you are on the teachers side\nthen you begin to lose a little trust. Do not constantly ask questions about the students life with the hope thatyou are going to get to know that person better. With time, he!she will let you know EVERYTHING.  H M Hi Bi FROM A MENTOR There is nothing to compare with rich advicefrom a mentor working each week with a youngster in a school. The following was shared by one mentor for others to benefit. The most important thing I have learned is to communicate. Talk to your principal who will help you get set up in a quiet location where you can work with your student Introduce yourself to your students teacher. They are the people who know the student best and can help you arrange one or two goals to work toward with your mentee. They dont have to be academic goals either. They could be something like working on controlling a bad temper or being more verbal or sharpening listening skills. The teacher might tell you on what level the child is reading so the two of you could read library books together that are appropriate. If you feel comfortable with it, a review of a reading or spelling assignment would help reinforce new learning. Most importantly, communicate with your student. The first couple of meetings you may feel like you are doing all the talking, but once the child gets to know you and trust you, youll probably be doing all the listening. The first time I met my student, I brought along a small photo album of pictures of my family, pets and my house. It was just a mailer of time before I heard all about his family. Then we had lots to talk about. Taker. 0- m THE ME^'TCk HAWBOOK, EducaticnaJ Rucu.'ica inc., 199017 w N R R R R n You can also play games with your student. When I first started doing this I felt guilty playing games - that he should be 'learning' something instead. Several mentors were feeling the same way, so we brought this up at a group meeting. It was brought to our attention that a lot of learning does take place while playing games - such as learning to obey rules and good sportsmanship as well as the fact that this game time may be one of the only times the child has the undivided attention of an adult and thats real special to them, too. If you have a hobby or special interest, dont be afraid to share it with your student. My student told me two things he didnt like to do were music and art, which, of course, are my two favorite hobbies! So I stayed clear of those subject for most of the year. Then I decided to bring in my autoharp one day. I played and sang a few fam iliar songs for him, then I went to put it away. He asked if he could try. He looked like he was enjoying it, so I suggested he might learn a song to play for his class. Everyone gathered around him and watched as he played. Then they all clapped when he was done. His smile was a mile wide and he was so proud of himself. One other thing that I think is very important is making a real effort to meet with your student each week and to be on time. These kids, especially the older ones, seem so tough and act like nothing matters to them, but youd be surprised how much they look forward to your visits. If you have to be out of town one week, try to reschedule your time with your student. If thats not possible, maybe you can talk about it the week before, so the child isnt disappointed at the last minute. I  ve watched my little boy go from a very emotional, insecure child to a cheerful and confident boy who knows that things can be done if he tries hard.\"  Susan Corey, Mentor Pepperidge Farm, Inc. How To Spend One Hour 15 Minutes 15 Minutes 15 Minutes 15 Minutes Talk What happened in school this week? What do you need help with today? M Read Share a library book Have your mentee read to you Play a Game Bring one in from home Physical Activity Walk around the school grounds Play in the school gym Taker, facn THE MEKTOR H^h/VSOOK, EducateonaE RcicttlcCi Wc.Cwo\u0026lt;fc, Ir.c., 199018 I R TIPS FOR ENCOURAGING CHILDREN TOWRITE Mentors can encourage children to write for real purposes. In addition to the typical writing assignments given by the teacher, you can offer simple exercises to reinforce R R writing. These include: Notes to parents Notes to friends Notes to the teacher Thank you notes A letter to a storybook character Letters asking for advertised freebies Letters to the local newspaper R Letters to legislators Letters to an author Greeting cards (invent an occasion) Pattern books Keeping dialogue journals Keeping post-it notes while reading Creating lists (use your imagination) DISCUSSION QUESTIONS The Kids Book of Questions. Gregory Stock, Ph.D., offers some good discussion starters for youngsters. Some are funny while others are grown-up questions, issues that a child will face throughout life. Six examples follow:  R    J M  If you were alone and had only a few minutes to hide from crooks who were about to break into your house, where would you hide? What is the best hiding place in your house? Do you think you have too many chores? If you could assign the chores in your house, which ones would you take for yourself? Some adults have a lot of trouble enjoying themselves. If you were asked to give them some advice about how to play and have more fun, what would you say? What is the worst nighunare you can remember? Would you be willing to have the same dream tonight if it meant you could spend a weekend at Disneyland? If you liked someone who later turned out to be a liar, would you still want to be good friends? Did you ever stand up for something you thought was right even though a lot of people got upset with you? If not, do you think you would ever be strong enough to do so? 01 Take-f. j-tcm THE MEh'TCR t-iAKyBOOK, EducitticiiclE Rezicutce-5 ^eXivo-'ik, Inc.., 1990 I TIPS FOR READING TO CHILDREN 19 I Mentors can support teachers efforts to help students learn to read while having fun. Studies indicate that youngsters who are read aloud to and are coached become successful readers. When reading to your mentees, consider the following suggestions which have been prepared by the Language Arts Department of the Norwalk, Connecticut Public Schools.          H    M Select books and poems which you like and will read enthusiastically. For selections to choose from, use school list or check with mentee's teacher. Make certain you have read the whole story before you read it to the child. Practice reading the story aloud before you read it to the child. Read with plenty of expression. Try to vary your tone of voice when there is dialogue in the story. Vary the pace of your reading to fit the story. Read a fast-moving action scene quickly. Read a suspenseful part slowly, drawing out the words. Avoid long, descriptive passages. Before beginning the story', ask the child some questions which will help set the stage for the story. If the child needs background information in order to appreciate the story, spend a few minutes talking about it Have the child predict from the title, the pictures and/or the first paragraph what s/he thinks the story is about. Stop occasionally while reading the story and have the child predict what will happen next Many children have difficulty listening for any sustained length of time. If you find this happening, stop and have the child draw what has been going on in the story or retell the story to you. If you are reading a picture book, go back and talk about the details in the pictures and how they relate to the story. Are there clues to the storys content in the pictures? Talk about the story w'hen you have finished reading. Some questions you might ask are: ? I* a. b. c. d e. f. How do you feel about What do you think happens after the book has ended? If you could write a follow-up to the story, what would you put in it? Why do you think this story could or could not happen? What parts of the story dont you believe? g- Would you like to have he would get along in Whv do you think for a friend? How do you think s/ school? wrote this book? Could any of the events in the book have happened in the authors life? (Ask the child if s/he would like to read another book by the same author.) rfl Taf:cr. Ztom THE MEK'TOR HAfJVBCOK, EducaTxcnauE Re4cu.^Lce^ , Jnc., 7 990 I 20 ELEMENTARY IDEAS TO SHARE Mentors who are working with youngsters on the elementary level can help students to stretch their imaginations with activities that use old magazines. Here are a few ideas, suggested by Scholastic Pre-K Today Magazine.    A A  J Hl Me collage. Ask kids to cut out pictures and phrases that describe their personalities and interests, then glue them on poster board. Or, trace around a childs body while he or she lays on butcher-block paper. Ask children to cover their bodies with favorite pictures and phrases. Whos who? poster. Ask older children to cut out pictures of famous people (celebrities, political figures, etc.), Post a few at a time and encourage kids to find out who each mystery person is and why he or she is famous. Picture stories. Have children cut out a series of interesting pictures, mount each as a page in a picture book, and write lines to a story below. Or, ask children to create strange pictures by combining various ones from magazines. For example, someone might create a tree with jeweled rings hanging from its branches. Attach a sheet of paper and invite a child to write the beginning sentence of a story\npass the picture to another child to write a line, and so on, until everyone who wants, has added a sentence. The child who made the picture can then add the ending. Make time to share your stories. Silly ads. Invite children to come up with funny ads by mixing up pictures and phrases. Older children can work individually or in small groups to create advertising campaigns for new products. Stationery and greeting cards. Kids can create their own special stationery with magazine pictures or make personalized notecards by pasting down letters to spell their names. To make greeting cards, show children how to fold pieces of construction paper in half, then glue on favorite pictures. Suggest that kids cut out words and phrases to create messages inside.  Ciass magazine. For a fun group project, design your own class magazine. Use Hl cutout pictures, words, and phrases from magazines to supplement kids writing and illustrations. J 1 reasure hunt. Make a list of 10 things for kids to find in magazines, cutout and paste on paper. Some possible pictures to search for: something ugly, something old, an orange food, something that has a scent, a child with brown eyes. Hi Taken Tk/E ME^'T0R MWBOOK, Educai-conat Tuouaezi K/cXivc-ik, Ir.c., 1990\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_487","title":"Incentive Schools: Meetings and schedules","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs"],"dcterms_title":["Incentive Schools: Meetings and schedules"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/487"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nSCHEDULE AND CALENDAR COMMITTEE The Schedule and Calendar Committee met on March 1990 and discussed the provisions of the Incentive School Plan relating to the committee title. The committee members offer the following suggestions and questions for consideration: 1. The extended school day would apply to Tuesday, Wednesday, and Thursday of each week. This approach frees Monday for staff meetings and in-service programs for the staf f. Friday afternoons would be available for parent conferences and/or planning for the staff. The committee recommends one Saturday per month to be designated as an out-reach approach to the parents. The building would be available for meetings. parent conferences, parent study groups, related activities. parenting classes. and other parentThe committee recognizes the value of educational and entertaining field trips for the students. We would appreciate the opportunity and the funding to provide these opportunities to our students during the extended day on a regular basis. preferably once or twice per month. 1 i 1 4 3 4. The committee recommends that specialized activities during the extended day program be staffed by community personnel trained in providing quality education in the areas of gymnastics, appreciation, tennis, golf, arts and crafts, etc. art 5. Given that Rockefeller School will house the Early' Childhood Magnet for the Little Rock School District, it was felt by the committee that the offerings of the extended day program be limited to grades 2-6 and that participation in the program be voluntary as opposed to mandatory. Opposition to the inclusion of the younger children was based on the belief that organized curriculum after the regular school day could be stressful for the younger children and create an overwhelming planning burden on the staff. 11 is educationally recognized that the attention span of these younger children is considerably less than that of the older students. Further, family time for these younger students is critical to their development regardless of whether that family time is judged to be \"good II or \"bad\" by those in the educational etting. 6. Would personnel be provided for free play time during the I I Iextended day? Socialisation time is essential to child development and the committee for the children. trongly endorses recess time 7. Young bodies require food to concentrate on activities and academics. Is the District planning to fund snacks for the children in the extended day programs? responsible for preparation and serving? Who would be 8. The committee .recommends educational staff involvement in extended day activities to be scheduled on a rotating basis. This would allow certified personnel to participate in District in-service offerings and organizations beneficial to the educational and academic growth of the staff. The Schedule and Calendar Committee submits these proposals for your consideration. We appreciate the opportunity to participate in this process. Respectfully Submitted, Martha Lowe Mary Kay Roe Almeda Giles Cindy Warren Ann Watson/ i? .V I SCHEDULE FOR PRESCHOOL INCENTIVE SCHOOL STAFF DEVELOPMENT July 23 - August 17, 1990 Date Monday, July 23 Time 8:30-10:00 ______Topic_________ \"Mission/Purposes of Incentive Schools\" Participants Staffs of all Place Parkview Responsibility Estelle Matthis six (6) schools Cafeteria Pat Price (175) 10:30-3:30 Initiating Staff Cohe- siveness and Developing Garland Ish Mission/Goals for Individ- Mitchell ual Incentive Schools\" Rightsei 1 Rockefeller Stephens PV 7-101 PV 7-102 PV 7-103 PV 7-104 PV 7-105 PV 7-106 Principals Tuesday, July 24 8:30-11:30 \"Curriculum Refinement: Identification of Desired Learning Outcomes (by grade-level/content 11 areas\nspecialists will K (25) 1 Reading (25) 2 Math (25) 3 Science (25) 4 Soc.St. (25) be assigned to a specific 5 Music (25) group by principal) 6 Art (25) PV 8-104 PV 7-101 PV 7-102 PV 7-103 PV 7-104 PR 7-105 PV 7-106 Pat Price Reading Supervis Math Supervisor Science Supervis Soc.St. Supervis Staff Dev. Spec. Art Teacher 12:30-3:30 continue above K (25) 1 English (25) 2 Reading (25) 3 Math (25) 4 Science (25) 5 Soc.St. (25) 6 Music (25) PV 8-104 PV 8-102 PV 7-101 PV 7-102 PV 7-103 PV 7-104 PV 7-105 Pat Price Eng/FL Supervise Reading Supervis Math Supervisor Science Supervis Soc.St. Supervis Staff Dev. Spec. Wednesday, 8:30-11:30 July 25 continue above K (25) 1 Art (25) 2 English (25) 3 Reading (25) 4 Math (25) 5 Science (25) 6 Soc.St. (25) PV 8-104 PV 7-106 PV 8-102 PV 7-101 PV 7-102 PV 7-103 PV 7-104 Pat Price Art Teacher Eng/FL Supervise Reading Supervis Math Supervisor Science Supervisi Soc.St. Supervis. 12:30-3:30 continue above K (25) 1 Music (25) 2 Art (25) 3 English (25) 4 Reading (25) 5 Math (25) 6 Science (25) PV 8-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 PV 7-102 PV 7-103 Pat Price Staff Dev. Spec. Art Teacher Eng/Fl Supervise Reading Supervis? Math Supervisor Science Supervise Thursday, July 26 8:30-11:30 continue above K (25) 1 Soc.St. (25) 2 Music (25) 3 Art (25) 4 English (25) 5 Reading (25) 6 Math (25) PV 8-104 PV 7-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 PV 7-102 Pat Price Soc.St. Supervise Staff Dev. Spec. Art Teacher Eng/FL Supervise! Reading Supervise Math Supervisor 12:30-3:30 continue above K (25) 1 Science (25) 2 Soc.St. (25) 3 Music (25) 4 Art (25) 5 English (25) 6 Reading (25) PV 8-104 PV 7-103 PV 7-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 Pat Price Science Supervise Soc.St. Supervis' Staff Dev. Spec. Art Teacher Eng/FL Supervise! Reading SupervisiDate Friday, Duly 27 Time 8:30-11:30 ___________Topic continue above Participants K (25) 1 Math (25) 2 Science (25) 3 Soc.St. (25) 4 Music (25) 5 Art (25) 6 English (25) Place PV 8-104 PV 7-102 PV 7-103 PV 7-104 PV 7-105 PV 7-106 PV 8-102 Responsibility Pat Price Math Supervisor Science Supervisor Soc.St. Supervisor Staff Dev. Spec. Art Teacher Eng/FL Supervisor 12:30-3:30 \"Extended Day Program (I Staffs of all six (6) schools (175) Parkview Cafeteria Pat Price 2 '550, through Tuesday, August 7, 1990, incentive school staff members to be paired according to the following schedule for the identified activities: are Date Participants Place Time Topic Responsibility Mondav, Duly 30 Garland \u0026amp; Ish staffs (55) Ish 8:30-11:30 \"Lesson Planning for Individ- Staff Dev. D ual Differences Within Whole Group\" 12:30-3:30 II Higher Order Thinking\" G/T Supervisor Tuesdav, 'uly 31 Wednesday, August 1 Mitchel 1 Stephens 0 Cl staffs (55) Rightsell \u0026amp; Rockefeller staffs (55) Garland \u0026amp; Ish staffs (55) Mitchell \u0026amp; Stephens staffs (55) Rightsell \u0026amp; Rockefeller staffs (55) Garland \u0026amp; Ish staffs (55) Mitchell \u0026amp; Stephens staffs (55) Rightsell \u0026amp; Rockefeller staffs (55) Stephens 8:30-3:30 \"Classroom/Di sci pli ne Management\" Staff Dev. A Rockefeller 8:30-3:30 \"Cooperative/Student Team Learning\" Staff Dev. 8 Ish 8:30-11:30 Expectation Theory, TESA, Learning Styles II Staff Dev. C 12:30-3:30 Foreign Language Enrichment Stephens 8:30-11:30 12:30-3:30 II Application of Classroom/ Discipline Management\" II Review of PET\" Eng/FL Supervisor Principals Staff Dev. D Rockefeller Ish 8:30-11:30 12:30-3:30 8:30-3:30 Stephens 8:30-3:30 Rockefeller 8:30-11:30 12:30-3:30 \"Cooperative/Student Team Learning\" PAL to Reinforce Regular Program\" \"Classroom/Discipline Management\" II Cooperative/Student Team Learning II Higher Order Thinking\" II Foreign Language Enrichment Staff Dev. B Supervisors of Math \u0026amp; Reading Staff Dev. A Staff Dev. B G/T Supervisor Eng/FL SupervisorDate Participants Place Time Topic Responsibility Thursday, August 2 Garland 8 Ish Ish staffs (55) 8:30-11:39 \"Application of Classroom/ Discipline Management (I Principals 12:30-3:30 \"PAL to Reinforce Regular Program 11 Supervisors of Math \u0026amp; Reading Friday, August 3 Monday, August 6 Tuesday, August 7 Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Garland 8 Ish staffs (55) Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Garland \u0026amp; Ish staffs (55) Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Stephens 8:30-11:30 \"Cooperative/Student Team Learning\" staff Dev. B 12:30-3:30 \"Higher Order Thinking II G/T Supervisor Rockefeller Ish 8:30-3:30 8:30-3:30 \", Classroom/Discipline Management\" Staff Dev. A \"Cooperative/Student Team Learning\" Staff Dev. 8 Stephens 8:30-11:30 PAL to Reinforce Regular Program II Supervisors of Math \u0026amp; Reading 12:30-3:30 \"Community and Parent Involvement Principals/VIPS Rockefeller Ish 8:30-11:30 12:30-3:30 8:30-11:30 12:30-3:30 Stephens 8:30-11:30 12:30-3:30 Application of Classroom/ Discipline Management II Principals Rockefeller 8:30-11:30 12:30-3:30 \"Expectation Theory, TESA, Learning Styles\" Cooperative/Student Team Learning\" II Community and Parent Involvement II II Lesson Planning for Individ- ual Differences Within Whole Group \"Foreign Language Enrichment\" \"Review of PET 'Media Program Staff Dev. C Staff Dev. B Pri nci pals/VIPS Staff Dev. C Eng/FL Supervisor Staff Dev. D Supervisor of Library Media Garland 8 Ish Ish staffs (55) 8:30-11:30 \"Media Program 12:30-3:30 II Review of PET\" Supervisor of Library Media Staff Dev. D Mitchell 8 Stephens staffs (55) Stephens 8:30-11:30 Expectation Theory, TESA, Learning Styles II II Staff Dev. C 12:30-3:30 II Media Program tl Supervisor of Library Mei da Rightsell 8 Rockefeller staffs (55) Rockefeller 8:30-11:30 II Lesson Planning for Individ- ual Differences Within Whole Staff Dev. D Group II 12:30-3:30 \"Community and Parent Involvement\" Pri nci pals/VIPSFrom Wednesday, August 8, 1990, through Friday, August 17, 1990, incentive school staff members are to report to their assigned schools\nthe following schedule identifies the staff development activities for each school: Date Participants Place Time Topic Responsibili ty Wednesday, August 8 Garland staff Garland (30) 8:30-3:30 11 Computer Training II Computer Central/ Principal Ish staff (25) Ish 8:30-3:30 \"Computer Training tl Computer Central/ Principal Mitchell staff (25) Mitchel 1 8:30-3:30 \"Computer Training II Computer Central/ Principal Rightsei 1 staff (25) Rightsell 8:30-3:30 II Implementing Homework Center and Other Planning II Principal Rockefeller staff (30) Rocke- feller 8:30-3:30 II Implementing Homework Center and Other Planning It Principal Stephens staff (30) Stephens 8:30-3:30 \"Implementing Homework Center and Other Planning It Principal Thursday, August 9 Garland staff (30) Gari and 8:30-3:30 \"Implementing Homework Center and Other Planning\" Principal Ish staff (25) Ish 8:30-3:30 II Implementing Homework Center and Other Planning II Principal Mitchell staff (25) Mitchell 8:30-3:30 \"Implementing Homework Center and Other Planning Pri ncipal Rightsell staff (25) Rightsell 8:30-3:30 tl Computer Training II Computer Central/ Principal Rockefeller staff (30) Rocke- feller 8:30-3:30 \"Computer Training\" Computer Central/ Principal Stephens staff (30) Stephens 8:30-3:30 \"Computer Training II Computer Central/ Principal Friday, August 10 Garland staff (30) Garland 8:30-3:30 II SEP Training\" Special Education Supervi sor Ish staff (25) Ish 8:30-3:30 II SEP Training\" Special Education Supervisor Mitchell staff (25) Mitchell 8:30-3:30 \"SEP Training tl Special Education Supervi sor Rightsei 1 staff (25) Rightsell 8:30-3:30 SEP Training II Special Education Supervi sor Rockefeller staff (30) Rockefeller 8:30-3:30 \"SEP Training Special Education Supervi sor Stephens staff (30) Stephens 8:30-3:30 II SEP Training II Special Education Supervi sorDate Participants Pl ace Time Topic Responsibi1i ty Monday, August 13 Garland staff Garland (30) 8:30-11:30 \"SEP Training\" Supervisor of Special Educatioi 12:30-3:30 II SEP Writing II Principal Ish staff (25) Ish 8:30-11:30 II SEP Training\" Supervisor of Special Educatio: 12:30-3:30 II SEP Writing II Principal Mitchell staff (25) Mitchell 8:30-11:30 II SEP Training\" Supervisor of Special Educatior 12:30-3:30 \"SEP Writing Principal Rightsell staff (25) Rightsell 8:30-11:30 \"SEP Training II Supervisor of Special Educatior 12:30-3:30 \"SEP Writing\" Principal Rockefeller staff (30) Rockefeller 8:30-11:30 \"SEP Training II Supervisor of Special Educatior 12:30-3:30 \"SEP Writing\" Principal Stephens staff (30) Stephens 8:30-11:30 SEP Training Supervisor of Special Educatior 12:30-3:30 \"SEP Writing Principal Tuesday- Friday, August 14-17 A11 teachers remain in assigned local schools. 8:30-3:30 Teachers will write a SEP for each student. PrincipalsJuly 23 (Parkview) Mission/Purposes\nJuly 24 (Parkview) July 25 (Parkview) July 26 (Parkview) July 27 (Parkview) July 30 a.m. p.ra. July 31 a.m. p.m. August 1 a .m. p.m. August 2 a.m. p.m. August 3 a.m. p.ra. August 6 a .m. p.m. August 7 a.m. p.m. August 8 August 9 August 10 August 13 a.m. p.ra. August 14-17 OVERVIEW OF PRESCHOOL INCENTIVE SCHOOL STAFF DEVELOPMENT (Reflects Preceding Schedule) Initiating Staff Cohesiveness\nDeveloping Hission/Goals for Individual Schools Curriculum Refinement by Content Area and Grade Level It II II II Extended Day Program Garland/lsh at Ish Lesson Plans for Whole Group Higher Order Thinking II II II Expectation Theory, TESA, Learning Styles Foreign Language Enrichment Classroom/Discipline Management conti nued Application of Classroom Management PAL to Reinforce Program Cooperative/Team Learning continued continued Community and Parent Involvement Media Program Review of PET Garland Ish 11 II Mitchel 1/Stephens at Stephens Classroom/Discipline Management continued Application of Classroom Management Review of PET Cooperative/Team Learning continued continued Higher Order Thinking X PAL to Reinforce Program Community and Parent Involvement S Lesson Plans for Whole Group Foreign Language Enrichment Expectation Theory, TESA, Learning Styles Media Program Mitchell Rightsei 1 Rightsell/Rockefeller at Rockefeller Cooperative/Team Learning continued continued PAL to Reinforce Program Higher Order Thinking Foreign Language Enrichment Classroom/Discipline Management continued Application of Classroom Management Expectation Theory, TESA, Learning Styles Review of PET Media Program Lesson Plans for Whole Group Community and Parent Involvement Rockefeller Stephens Computer Training Computer Training Computer Training implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning implementing Homework Center/Other Planning Computer Training Computer Training Computer Training SEP Training SEP Training SEP Training SEP Training SEP Training SEP Training continued SEP Writing continued continued SEP Writing continued continued SEP Writing continued SEP Writing continued SEP Writing continued SEP Writing continued continued continued continuedTRAINING NKKDRD FOR PRINCIPALS_QP^HCEMTiyE_SCHQDLS (Prior to Preschool Incentive School Staff Development Workshops) 1. Building Staff Cohesiveness 2. Developing Mission/Goals 3. Application of Classroom/Discipline Management 4. Developing Parents as Partners 5. Implementing Homework Center 6. Community Involvement 7. Curriculum Refinement and Program Implementation (at local school level with emphasis on unique features of individual schools)PRESCHOOL INCENTIVE SCHOOL WORKSHOPS 1 . C1 nssroom Management (1 day) a. Implement the model developed by the State Department (approach as a review i-f many teachers have had the b. c. course) Provide each teacher a copy of the textbook Emphasize the following\n- classroom management as a component of the Total Teaching Act - characteristics of effective classroom management  use of space  developing and teaching rules and procedures - consequences behavior - beginning of for appropriate and inappropriate i: 1 lOo 1 - instructional clarity - maintaining good learning - organizing for instruction enviro l uient - strategies -for potential problems 2. Application of Classroom Management (1/2 day) a. b. Development procedures, Deve1opmen t procedures, of school rules, regulations, etc . of classroom rules, etc . c . and regulations, Expectations of principal concerning classroom management, discipline and student behavior Review of PET (1/2 day) a. Development of objectives b. with emphasis Lesson line - set _ explanation - questions - RLEL - activities  closure on 1 earning components: (parts of objective and behavior)4. Cooperative/Team Learning ( 1 1/2 days) a. Rationale for cooperative b. Principles of cooperative leaf ning learning c. Development of cooperative/team learning lesson d. Various cooperative learning approaches - Jigsaw - STAD - TGT  Coop Cards - other strategies e. Social Skills 5. Higher Order Thinking (1/2 day) a. b . Focus on upper level of Bloom's Ta 2nomy 6. 7. c . d . Incorporating higher order thinking in objectives, questions and activities Using G/T strategies for all students Writing across the curriculum e. Problem-solving Community and Parent Involvement \u0026lt;1/2 day) a. Communicating with parents b. Strategies for involving parents in school c . activities Approaches for using parents to reinforce instruction at home. Lesson Plans for Whole Group (1/2 day) a. b. c . d . Research and theory on whole group instrction From curriculum guide to lesson plans Individualizing lesson plans within the whole group Using textbooks as a resource, the curriculum not as 8. PAL to Reinforce Regular Program (1/2 day) a. Purpose of PAL b. Organization and logistics of PAL c . Classroom teachers role in relation to PAL 9. Expectation Theory, TESA, Learning Styles (1/2 day) a. Research data on expectation theory b. Review of major components of 1 SA c. Teaching the at-risk student d . Different learning styles10 . Foreign Language Enrichment (1/2 cl\u0026lt;By) a. Program goals b . Implementation o-f program c . Role o-f the regular classroom t( '.her in the program 11. Media Program (1/2 day) a. Program goals b. Program design c . Classroom teacher's role in the program 12. Computer Training (1 day) a . Computer-based instruction in core content areas (available software) b. Keyboarding skills c. Programming skills d. Use o-f computer lab and roles o-f classroom teacher and computer aides 13. Homework Center and Other Planning (1 day) a. Organization, operations, and logistics o-f homework center b. Expectations -for teachers concerning homework and the homework center 14. SEP Training (1 1/2 days) a . Purpose o-f SEP b. Format of SEP c. Strategies for developing the SEP 15. SEP Writing (4 1/2 days) a. Development o-f SEP -for each student b. Expectations o-f principal concerning SEP* *f 'f v '- w '1' 1 i'  'A' 'i y I' x^ d' 1^ A ' w J/ T T' * T 4' 'P T T q A T 'T* * -T' T * 1 T V * * '^ T P * T 'T\" /T \u0026gt;T T A A r iT -T 'P A iT * '^ T A 'P -T- A T * X X, * * I * ' X nt' i: ',P START SENDER FEB-26 15:00 501 374 7609 ?\n? REPORT P.Ol FEB-26-91 TUE 15:01 RE ! !*' 46'- TYPE NOTE RECEIVE OK X X X X X X X X 1 I 'i' A* y A y y 4' y A y y y 4 \u0026lt; y y y y y y 4 y y y y y y y y y A y y y y 4 y y a y A a 4 a iy a a u 'L \u0026gt;i w A A A A A A A A A A * T. A A A A T' p * 'N A A A A A A A A A * A A A A A * A A A A A A A A A A A A * A n \u0026gt; * A A A A A A A A A A A A A A A^ A A A A A A A A A A A A A A A A A A A A A. A- A * A A A A' A A A A A A A idtl_*\u0026gt;\u0026gt;\u0026lt;. S'02-'26- 91 16:03 0501 374 7609 L R School Dlst ODM 001 M Little Rock School District February 26, 1991 PRESS RELEASE SPECIAI, Board meeting Contact: Skye Winslow, 324-2020 The Little Rock School District KOCK bcnool District Board of Directorci win F,d=ruarY 21. 1991 at p.m. concerning Incentive School opportunity issues. The Board, will meet .=00 -- at meeting. 810 West Markham Street  Little Roch, Arkansas 72201  (501)374-3361f Office of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools DATE SCHOOL TEAM LEADER Wednesday, October 30, 1991 Mitchell Connie Hickman Monday, November 4, 1991 Rightsell Connie Hickman Tuesday, November 5, 1991 Rockefeller Horace Smith Wednesday, November 6, 1991 Ish Melissa Guldin Tuesday, November 12, 1991 Stephens Margie Powell Wednesday, November 13, 19991 Garland Horace Smith Thursday, November 14, 19991 Franklin Melissa Guldin , The monitoring team will arrive at each school by 8:30 AM. Si F.Y.I. Date: II Bob Connie Horace zLinda Margie Meiissa 0^ Polly Return i- Little Rock School District November 20, 1992 RE iVSD Mrs. Ann Brown, Federal Monitor Office of Desegregation and Monitoring Heritage West Building NOV 2 5 19^2 Little Rock, AR 72201 Office cf Desegregation Monitoring Dear Ann: Thank you for inviting me to the meeting in your office to discuss matters related to the desegregation plan. Per our discussion, this letter is submitted to provide an update on the Staffing Committee for Incentive Schools that is required in the desegregation plan. At the inception of the Incentive Schools, the purpose of the staffing committee was to determine the staffing needs at each school and then develop criteria for principal and staff selection based on a needs assessment. An interview team was to have been selected from members of the staffing committee to interview and make recommendations to the principals. It is my understanding that although an interview team was established and recommendations were made by this committee, the contracted agreement actually dictated which teachers were placed in the schools. Therefore, at this time, Ms. Arma Hart will assist me in instituting a new staffing committee that will determine the present staffing needs at each of the schools and develop criteria for principal and staff selection needed in the future. Each principal has submitted names of patrons and staff personnel to serve on this committee. In the future, when positions become vacant, the interview team will be involved in the hiring process and will make recommendations to the principals, goal of this administration to have quality staff in the It is a Incentive Schools who are committed to the goals of the program. A District-wide Staffing Committee for Incentive Schools meeting will be held on Wednesday, December 9, 1992, from 5:30 to 7:00 p.m., in the Board Room of the Administration Building. If you need additional information, please let me know. Sincerely, I, Janet Bernard Associate Superintendent cc: Marie Parker 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: May 24, 1993 To: From: Subject: Janet Bernard, Estelle Matthis, Marie Parker, and Arma Hart Office of Desegregation Monitoring Team Incentive School Monitoring Meeting This memo is to confirm the meeting scheduled on Friday, May 28, 1993 at 9:00 a.m. at ODM to continue incentive school monitoring. General discussion topics include, but are not limited to: program specialists and theme implementation, the incentive school staffing committee, foreign language, the computer instructional technology system, parent home study guides, parent and community involvement, and student test profiles. We will also need copies of certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to the meeting:  Comprehensive long-range incentive school strategic plan  Each incentive schools theme implementation plan including but not limited to, goals and objectives, a description of curriculum infusion, management timelines, persons responsible, proposed budget, and evaluation criteria  Description of the 1991-92 year round school, including class offered, enrollment and attendance data, and evaluation criteria and results  Description of how the district is equipping parents with job skills necessary for employment at the incentive schools, including program goals and objectives, the community needs assessment and results, a list of adult education opportunities, a description of the parent internship program, the number of parent interns at each incentive school, and an overview of teacher/ parent mentorships.Date: May 24, 1993 To: From: Subject: Janet Bernard, Estelle Matthis, Marie Parker, and Arma Hart Office of Desegregation Monitoring Team Incentive School Monitoring Meeting This memo is to confirm the meeting scheduled on Friday, May 28, 1993 at 9:(X) a.m. at ODM to continue incentive school monitoring. General discussion topics include, but are not limited to: program specialists and theme implementation, the incentive school staffing committee, foreign language, the computer instructional technology system, parent home study guides, parent and community involvement, and student test profiles. We will also need copies of certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to the meeting:  Comprehensive long-range incentive school strategic plan  Each incentive schools theme implementation plan including but not limited to, goals and objectives, a description of curriculum infusion, management timelines, persons responsible, proposed budget, and evaluation criteria  Description of the 1991-92 year round school, including class offered, enrollment and attendance data, and evaluation criteria and results  Description of how the district is equipping parents with job skills necessary for employment at the incentive schools, including program goals and objectives, the community needs assessment and results, a list of adult education opportunities, a description of the parent internship program, the number of parent interns at each incentive school, and an overview of teacher/ parent mentorships.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: June 2, 1993 From: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Connie Hickman Tanner To: Incentive School Principals Subject: ODM Breakfast Meeting The Office of Desegregation Monitoring (ODM) will publish its 1993 incentive school monitoring report this summer. We would like to give you time to review a draft of your schools report before it is published. We will share these preliminary reports with you at a 9:00 a.m. breakfast meeting on June 15, 1993 in the private dining room of Cheers on Broadway (located on the first floor of the TCBY Building at Sixth and Broadway). At the meeting we will give each principal a draft of his/her school report to check for accuracy. Although we will edit the drafts further for format and syntax, the factual information in the reports is complete. An ODM associate will be available to discuss each draft before we collect them all at the end of the meeting. We hope you will attend this important meeting, which we will keep as brief as possible. If you are unable to attend, please call the ODM office so we can adjust our breakfast reservation. We look forward to seeing you on June 15. cc: Janet Berntird1996 ODM INCENTIVE SCHOOLS MONITORING SCHEDULE Tuesday, April 2 - Rightseil Wednesday, April 3 - Garland Thursday, April 4 - Mitchell Monday, April 8 - Rockefeller Tuesday, April 9 - Franklin1995-96 ODM INCENTIVE SCHOOL MONITORING INFORMATIONAL MEETING MARCH 5, 1996 AGENDA Introduction/Get Acquainted Monitoring Procedures: Incentive School Monitoring Guide Description of the Site Visit Financial Monitoring Documentation Needed: School-Based Documentation Documentation From the Central Administration Monitors Areas of Responsibility Monitoring Schedule Questions and Concerns ClosureMONITORS AREAS OF FOCUS Biracial Committee (Horace Smith) Discipline, Suspension, Expulsion (Margie Powell) Early Childhood Education (Melissa Guldin) Enrollment (Horace Smith) Extended Day \u0026amp; Week (Gene Jones) Facilities (Melissa Guldin) Field Trips (Skip Marshall) Finance and Budgeting (Skip Marshall) Guidance and Counseling (Margie Powell) Home Visits (Margie Powell) Mentor Programs (Skip Marshall) Parent Center (Horace Smith) Parent Contracts (Gene Jones) Parent Council (Skip Marshall) Parent Recruitment (Melissa Guldin) Parent Training \u0026amp; Meetings (Gene Jones) School Themes (Horace Smith) Speakers Bureau (Skip Marshall) Volunteer Programs (Skip Marshall)Date: March 5, 1996 To: From: Subject: Sterling Ingram, LRSD Director of Staff Development Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Documentation Needed for the 1995-96 Incentive Schools Monitoring While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by March 29, 1996.  Description of the current incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program  Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school  Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school  Documentation of the mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered  Records of training the district conducted for mentors  List of community meetings including time, location, and copies of sign-in sheets  List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents  Current membership roster for the Parent Council with members identified by race, gender, and the organization each represents  Copies of the current Parent Council monitoring instrument (highlighting any revisions made since the 1994-95 school year), 1995-96 meeting minutes, and quarterly reports  List of the Biracial Committee members by race, gender, and high school zone  Copies of the Biracial Committee meeting minutes, and monitoring schedule for 1995-96 and the current monitoring instrument (highlighting any revisions made since the 1994-95 school year)Incentive School Documentation Cont.)  Copies of the 1995-96 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits  A list of all recruitment activities planned and implemented for the 1995-96 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment effortsDate: March 5, 1996 To: Incentive School Principals From: Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Subject: Documentation Needed During the ODM On-Site Monitoring Visits During our visit to your school, we will need to interview you and conduct some brief classroom visitations. We will also need a workspace and a copy of the following 1995-96 records that we can take with us.                  School Map (5 copies) Discipline, Suspension, and Expulsion data by race and gender Building-level discipline plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center List of parent meetings including topic, time, location, and sign-in sheets A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Copy of the parent and student extended day survey, and the results of the survey Extended day schedule Extended week schedule Data on Saturday program participation In addition, the following records should be available for our review the day of the monitoring visit. You do not need to copy these records since we wont need to take them with us.          Documentation of staff development activities related to classroom management approaches Theme implementation plan Field Trips Building-level guidance and counseling plan ?\\n example of the monthly communications packets distributed by the Parent Center The total number of home visits conducted as of March 1996 The number of signed contracts and a description of follow-up procedures Individual student and class test profiles 1995-96 Expenditure printout through February 29SI 1995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT  The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION  Data related to student discipline is disaggregated and reviewed to address issues of racial disparity. (Interdis. Plan, pg. 27)  Discipline data is carefully collected and the discipline program closely monitored in order to make modifications that are indicated by formative as well as summative information. The district analyzes the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. The district identifies and emulates these factors and closely scrutinizes progress toward reducing the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) 2GUIDANCE AND COUNSELING  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILITIES  The district provides clean and safe facilities and makes all repairs fimdamental to maintaining the incentive schools. (LRSD Plan, pg. 129)  All of the incentive schools would benefit aesthetically fi-om the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS  The four-year-old program uses High Scope or a comparable curriculum model, and a parent component is incorporated into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg 156)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184)  The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5 The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs are developed to enhance learning. These programs include but arent limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT  A Parent Center in each school provides resources and materials which are recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and the child's school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)  Parent volunteer programs and school/business partnerships are developed and expanded. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  At least two or more home visits are required. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7 The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee furnishes copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) prepares quarterly reports that summarize all monitoring visits. The superintendent shares the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly recruitment reports from the desegregation office, evaluates the program quarterly, and recommends needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district convenes a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee consists of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument includes a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT  The district informs the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district distributes highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment is an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school establishes a speakers bureau and helps the district develop a brochure highlighting their school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD maintains a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresents a firm timetable in its recruitment plan and strictly adheres to it\ndevelops a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincreases the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL  The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Rockefeller's early childhood education policies are evaluated in terms of their impact on desegregation and educational goals. The parent committee on early childhood education evaluates policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  The district will explore developing Rockefeller as a year-round, frill-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10FINANCE AND BUDGETING The district ensures that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. (October 1994 Court Order, pg. 5) 11I-P 7- J err 1,7 IV-. 21 '97 S' R5*!fc 'S.-V' i UB LE ROCK SCHOOL DISTRiCT 810 West Markham Little Rock, AR 72201 ^4X (501) 324-2C32 : A Ti\nT . ?OM: I' r PVO, ?.'   SUBJECT\nSPECfA SNSTF?UCT50NS, NFunV r of Pac ' -.i t 1 . c Vd.lfe C ,6 /?llL.'.i\u0026gt; .'-{J k- \u0026lt; z1 . ^\"1  k. L\u0026lt; ?r f. n r i\u0026gt; F3x Phone *\u0026gt; oer .i \u0026gt;1 Ta IC F r. a  W-\n4^rl '\u0026gt;,'!^\n'7.^'^ ttH7\u0026lt;:E CI IHE ASSIST ANT SUrgRlNI'ENDENTS J Jttlc'Ro^k'Si^\u0026amp;ooIT^isM 'X' ii' y\u0026gt;' gw S^iyC \u0026gt;*''- y, '3'i .y Xil. 3 -ill,' i\n\"b *1\n? ji: 73. 'f\n.' ' TO. Ticeriviv'c School Work Team .Members A..! May 21, 1597 IKOM: Margaret Grem5il|ie\njtil^ A..\nU^^'adie Mitchell, Pvssistant Sijperinten.dent 'K.ssistant Snperinteridenr SUBJECT\nReiinnder ot Meeting Date and Time Friday. May 2J, 1997 a,fr, Board Ron tn. l.P.SD Mr. Chad 'A'oofey. Pre.sidenr.'\\.hiei Operating Officer, and .Shetr, f bxecum.-e Uireetor ot the Voyager mpei oundation will be presenting their program m '.1..5 on l-rjday. .May 23 as soon a.s rhev come in ftom t.he airport around 5:00 a.rn. .'. hey ivifl be a.vai!able to us for .approximately 214 .tours before leaving for lb . .0'.\np.U, Tiglit. nr . \u0026lt; .ne asking oiher LhstiiiC] personnel to attend this meetir-g whe- n -ay ha vs an rest ia VK\nv,'ma an e.xtended day propam, that is proving to b.? successfid. nt maii v other .iteas Pl e le\n:\ne kn.o.v that vi'e appreciate each ot y-JU tor the .suptport yon are giving to bt.s I. A'ork assignment and thepanence you (lavc demonstrated vher. liavirg tr. adjus msuPT' :. 0-^' : .1? C. 'r.k. ' i:\ni\nI2 hicendve Sehooi Won\nTeam rjeini' May 21. r:59' pace 2 thangtid dates, Vv e are making progTess. The Tnps and reports have beer: verv helrtui in slianug our ideas for a i innovatma school plan. FuLtowinfe the all ! :?m!' r pi'^isen-atior), we wil! have a wrap-up discussion to heai inpih from ttending. 'fit' w^Pieuse fZ^t^ tbfu' ch(t}s\n\u0026gt;e jroni 8:00 a.m. tv 8:00 u.m .  Ot. l,')o!i Roberts k- Fve vn Pl-ton M idha Rcgeis ?4t Price L.ecn .A I rns Incentive School Monitoring Schedule Date School Team Leader Friday, April 30 Mitchell Connie Wednesday, May 5 Rockefeller Melissa Friday, May 7 Stephens Margie Monday, May 10 Ish Margie Wednesday, May 12 Franklin Horace Friday, May 14 Garland Connie Monday, May 17 Rightsell Horace First Draft of the school reports is due Friday, June 18. Subsequent deadlines will be discussed at the April 23 meeting.\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_885","title":"Job descriptions, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School employees","School administrators","School principals","Teachers","School superintendents"],"dcterms_title":["Job descriptions, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/885"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n( (_ l JOB DESCRIPTION TITLE: Assistant Superintendent for Business Services QUALIFICATION1S): Administrative Certification in State of Arkansas 2) Experience in Planning, Developing, Implementing and Maintaining the Business Services of a School District 3) Experience as a Central Office Administrator SALARY: In accordance with District Policy ACCOUNTABILITTYhe: Superintendent of Schools DUTIES: The Assistant Superintendent of Business Services is the Chief Financial Officer of the District. As such, The Assistant Superintendent of Business Services is responsible for all matters pertaining to the business services of the District, including the development of the annual budget. In fulfilling job requirements, the Assistant Superintendent for Business Services: Prepares regular progress reports of the budget during the year which shall be a part of the agenda for the regular monthly meetings of the Board Gathers data and other information necessary for preparation of the budget Assists the Superintendent in presenting to the Board the necessary information on the proposed budget and the millage needed to support it as prescribed by school law Maintains the financial and statistical records of the District Prepares the annual statistical report Supervises all buying and purchasing and examines all bills Recommendps ayment of all bills which have been properly processed Maintains all financial and business records of the District in safe-keeping Receives and records receipt of all monies Serves as custodian of the vault and all its contents and makes certain that only authorized individuals are allowed to have access to the records and permitted in the vault Prepares all warrants and secures proper signatures Works with the Pulaski County Treasurer in maintaining appropriate tax fund records and the receipt of those funds for the District J (. l 15. Recommend purchase of all kitchen and dining room equipment, replacements and maintenance. 16. Approving official for Free and Reduced Price Meal Applications. 17. Assist in planning and supervising all special functions served by School Food Service. 18. Arrange for workers when requested by P.T.A. groups. 19. Work with other staff personnel in planning new kitchens or remodeling old ones. 20. Maintains current information on U.S.D.A. policy updates. 21. Keeps updated on new foods, supplies, and equipment which would fit into a school food service operation and/or make the operation more efficient. 22. Implements the appropriate use of computer technology in the management of child nutrition program. 23. Implements sanitation and safety standards. 24. Any other duties assigned by the Assistant Superintendent of Business Affairs. JOB DESCRIPTION TITLE: Director, Computer Services QUALIFICATIONS: 1. Four years supervisory Data Processing experience 2. Experience on IBM System 3X equipment 3. Experienced RPGII/III Programmer (3 years) SALARY: In accordance with District policy ACCOUNTABILITY: The Superintendent of Schools DUTIES: GENERAL RESPONSIBILITIES Responsible for providing administrative and technical direction and support to the office systems staff and for coordinating activities with other departments or divisions requiring systems support. SCOPE OF RESPONSIBILITIES Supervision and control of the Information Systems area and personnel. Has budgetary and administrative responsibility for the Information Systems section. Exercises independent judgment in acquisition and maintenance of hardware and software systems. Participates in staff capacity in optimizing annual District expense. Scope of staff activities includes systems design, programming and installation, technical research, equipment and software evaluation, and implementation of systems. Includes both manual and automated systems. PRI.ARY DUTIES: 1. Establishes appropriate organizational structure, determines staff training and development in accordance with group requirements. Has administrative responsibility for personnel. 2. Coordinates information systems development activities with District departments. 3. Develops appropriate operational and strategic planning for the effective and efficient utilization of Information Systems facilities. 4. Directs projects for evaluation, design, development, programming, and implementation. 5. Participates in the evaluation and approval of systems equipment, software, and facilities for the District. 6. Locates and evaluates outside sources of information systems services. 7. Recommends information systems standards and procedures and ensures compliance. 8. Provides information systems direction for all locations and provides assistance, consultation, and recommendations for improving District operations. 9. Maintains contact with outside groups and professional associations in order to keep abreast of developments in information systems. 10. Assists in the preparation of the budget and controls expenses in the information systems areas, ensuring that they are controlled within the framework of the budget. 11. Where appropriate, in conjunction with local and area support management, provides information systems installation support, guidance, and direction. 12. Participates in the direction of special projects as assigned. C. . (_ l TITLE: Director of Purchasing QUALIFICATIONS: Arkansas Teachers Certificate based upon a Master's Degree with preference of prior experience in Administration . SALARY: REPORTS TO: DUTIES: Based on Administrative salary schedule. Assistant Superintendent of Business Affairs. The function of the Purchasing Department is to organize and administer purchasing for all departments of the District under the direction of the Assistant Superintendent for Business Affairs in accordance with authority delegated by the Superintendent of Schools, School Board policy and State Purchasing laws. Specific duties include: (a) Supervise activities of purchasing office. (b) Coordinate the procurement needs of the District. (c) Compile specifications for items to be purchased. (d) Evaluate the quality of materials and supplies. (e) Keep up-to-date vendor lists. (f) Distribute bid request to vendors, receive bid quotations and evaluate bids in consultation with users. (g) Compile recommendations for bid awards to be presented to the.Assistant Superintendent for Business Affairs. (h) Follow-up on the execution of bids by vendors. (i) Communicate and counsel with vendors. (j) Follow through to delivery, invoicing, and payment on all purchase orders. (k) Serve in an advisory capacity to assist schools and departments. (1) Examine and approve invoices for payment. (m) Handle adjustments with vendors involving replacement of materials not conforming to purchase specifications, return of materials, cancellations and insure that appropriate credit is received. (n) Maintain an appropriate file of catalogs, price books, etc. (o) Coordinate District inventory. ------- - --- ---- C l Director of Purchasing Page 2 (p) Maintain inventory for administrative offices. (q) Maintain appropriate insurance coverage for the District. (r) Keep record of equipment under maintenance contracts. (s) Coordinate In-District printing. (t) Perfonn other duties as assigned by the Assistant Superintendent for Business Affairs. ( l JOB DESCRIPTION Title: Director of Food Service Qualifications: Must hold a valid teaching certificate based on the master's degree and prefer prior administrative and food service experience. Salary: Based on Administrative Salary Schedule. Accountability: Affairs. Directly responsible to Assistant Superintendent of Business Duties: A person who plans, organizes, directs and administers a school food service and nutrition education program for the school district. Basic responsibilities include program planning, personnel planning, organizing a program of nutrition education, and establishing marketing and communications procedures. 1. Serving a nutritious meal that provides 1/3 of the recommended daily food requirements of children and that meets U.S.D.A. regulations and maintains records for audit showing that we meet these regulations. 2. Administers and directs the school nutrition program in compliance with federal/state and local regulations. 3. Maintaining daily, weekly, and monthly records for reimbursement each month for lunches and maintaining complete files for a period of three years in addition to the current year. 4. Accounting and depositing of daily collections from each building. 5. Keeping up to date inventory of food, supplies and equipment. 6. Preparing a proposed budget for the consideration of the Assistant Superintendent of Business. 7. Recommends the hiring, dismissal and assignment of Food Service personnel. 8. Preparation of payroll for Food Service personnel. 9. Receiving products and delivery schedules from warehouse to individual buildings. 10. Establishes satellite delivery schedules. 11. Provides inservice training of personnel. 12. Supervises Food Service personnel in each building and works with principals on special problems. 13. Requisitions food, supplies and equipment. 14. Supervise the preparation of menus. J(. ,. . I ( l JOB DESCRIPTION TITLE: Computer Programmer/Operator QUALIFICATIONS: 1. Minimum of 3 years in Business Systems 2. Good verbal and written skills 3. Proven ability to work on multiple projects within a given time span. 4. Good conceptual and analytical abilities. SALARY: In accordance with District policy ACCOUNTABILITY: Director, Computer Services DUTIES: GENERAL RESPONSIBILITIES Assists in the design, coding, and testing of program instructions. Prepares systems procedures documentation. Assists in the education of end-users. Responsible for the operation of computer and related equipment. Applies malfunction procedures. Responsible for all regular and special forms. PRIMARY DUTIES: 1. Know and understand systems specifications. 2. Know and understand program instructions. 3. Assists in design of program logic and coding. 4. Assists in design/preparation of test data. 5. Help debug programs. 6. Prepare documentation. 7. Maintains/develops ability in designated programming language (RPGII/III) 8. Maintains positive user relations. 9. Knows and understands computer operating instructions. 10. Operates the main computer console. 11. Monitors and controls computer function warnings. 12. Monitors and controls I/O devices. 13. Keeps a safe and clean computer room. 14. Maintains knowledge/understanding of hardware changes. ( l Works with the local banks as depositories of the District's funds Maintains various funds, bank accounts, and investments Supervises the preparation of all payroll checks as well as the delivery of checks to all personnel of the District at the time specified in the payroll schedule Receives applications for use of school buildings and grounds and ascertains the advisability of allowing the use requested. Presents these applications and requests to the Board at its regular meeting for approval in accordance with the merits of each request Assists in planning any capital improvements, new buildings, or additions Supervises maintenance of student attendance records of the District Supervises the work of the Director of Athletics, Director of Food Services, Director of School Plant Services and Director of Purchasing Supervises operation of the Accounting Department, including accounts payable, accounts receivable, payroll, payroll deductions, and insurance claims. (, ( l. JOB DESCRIPTION TITLE: Director of Plant Services QUALIFICATIONS: (1) Administrative Certification in State of Arkansas (2) Experience in Planning, Evaluation, Research and Management of Plant Services (3) Experience in Supervision SALARY: In accordance with District schedule ACCOUNTABLTEO : Assistant Superintendent for Business Services DUTIES: The Director of Plant Services has the training, competencies, and qualifications necessary to direct the plant services program. In fulfilling job requirements, the Director of Plant Services: (1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12) (13) (14) Directs and coordinates the activities of the plant services department Recommends the personnel needed to maintain the school property Directs the personnel selection, dismissal, assignment, and preparation of the payroll Responsible for placing buildings and grounds in condition for safe, sanitary, and efficient operation and for maintaining such conditions Prepares an annual report on conditions of buildings and needed repairs Develops and conducts inservice training programs for department personnel Directs the activities of the Supervisor of Plant Services Coordinates with administrators in the upkeep, repair, and special needs of their buildings Coordinates all new construction and serves as the clerk-on-the-job Coordinates building security and energy conservation Maintains an inventory and distribution system of maintenance and custodial supplies, equipment, furniture, and fixtures Develops an annual proposed budget for the operation of the department Applies for and administers plant service grants Performs other duties as assigned C JOB DESCRIPTION Title: Nutrition Coordinator Qualifications: Must hold a valid teaching certificate, preferably in the area of foods and nutrition. Salary: Classroom Teacher Salary Schedule expanded to 12 months. Accountability: Directly responsible to Director, Food Services. Duties: A person who assists the Food Service Director in planning, organizir and supervising a school food service program and coordinating the nutrition education program for the school district. Basic responsibilities include ment planning, personnel supervision and organizing a program of nutrition educatio1 1. Visit and supervise work and personnel in school cafeterias daily. 2. Prepare nine weeks menu cycle (4 per year) for lunch and breakfast. 3. Check recipes to ensure fulfillment of nutrient content requirements and adjust to meet requirements if necessary. 4. Suggest new menu items, develop recipes and monitor the trial of these new items in schools\ncafeterias. 5. Authorize menu changes for Food Service Managers. 6. Assist with inservice of managers to teach procedures of keeping accountability records. 7. Monitor accuracy of production records. 8. Communicate with Food Service Managers relative to all personnel's duties, responsibilities, concerns and problems through memorandums and telephone contact. 9. Assist Food Service Director in managers' meetings. 10. Develop banquet menus offered to organizations utilizing Food Service's banquet services. 11. Work with Food Service Managers responsible for banquet preparations in total planning of banquets. 12. Assist in actual preparation of banquet. 13. Coordinate Food Service coffee breaks for inservice meetings and workshops held within the school district. 14. Organize plans for National School Lunch Week and coordinate Food Service Activities for this event. 15. Accept requests from elementary school principals for sack lunches and field day lunches and relay this information (dates and numbers) to Food Servic~ Managers for preparations for same at the respective schools. (. (. (__ 16. Organize National Dairy Council Workshops (Nutrition Education) for secont and fifth grade teachers in the school district and coordinate with Instruction Department. 17. Organization of Ashdown Project (state department's Nutrition Education Training Program project) workshops for kindergarten through fourth grade. 18. Coordinate food order forms from teachers for the Ashdown Project. 19. Organizes special events planned for school cafeterias to promote participation by students in lunch and/or breakfast programs. 20. Assist with approving, filing, updating, and verifying Free and Reduced Price Lunch Applications. 21. Any other duties assigned by Director. ---- ( (: (__ JOB DESCRIPTION TITLE: Supervisor of Plant Services QUALIFICATIONS: (1) Experience in multiple areas of Plant Services (2) Experience in supervision and evaluation (3) Experience in job planning and management SALARY: In accordance with District schedule ACCOUNTABLTEO : The Director of Plant Services DUTIES: The Supervisor of Plant Services has the training, competencies, and qualifications necessary to supervise the plant services program. The Supervisor of Plant Services will directly oversee the custodial programs and will assist in overseeing the maintenance program. In fulfilling job requirements, the Supervisor of Plant Services: (1) (2) (3) ( 4) (5) (6) (7) ( 8) (9) (10) (11) (12) (13) (14) (15) Performs tasks necessary to place the buildings in a safe, sanitary, and efficient condition and to maintain this condition Assist in the supervision of the maintenance staff and assign tasks according to their trades and abilities Assists with staffing assignments Supervises the distribution and inventory of supplies and equipment Coordinates the payroll functions Coordinates custodial evaluations and perform maintenance evaluations Counsels with principals on the work habits and assignments of custodians Coordinates the technical phases of custodial tasks Coordinates the summer cleaning program Coordinates the work of the custodial foremen Provides supervision to day and night custodians Assists in determining needed work orders and their feasibility Assists in planning capital improvements Assists with building security Performs other tasks as assigned C C l JOB DESCRIPTION TITLE: Secretary/Data Entry QUALIFICATIONS: 1. High school diploma. Business school diploma helpful. 2. Secretarial and equipment experience 3. Proven ability in data entry on mid-range systems. 4. Understanding of procedures and equipment. SALARY: In accordance with District policy ACCOUNTABILITY: Director, Computer Services DUTIES: GENERAL RESPONSIBILITIES Responsible for performing secretarial functions with speed and accuracy. Responsible for data integrity involving the the student, payroll, and personnel data bases. Responsible for the accurate entry of all data as assigned. PRIMARY DUTIES: 1. Key enters data with emphasis on quality, quantity, and speed. 2. Assists in receiving, logging, and distributing incoming and outgoing work. 3. Works with end-users to develop a sense of confidence in data administration. 4. Uses in-depth technical knowledge of the advanced equipment handling in accordance with the established patterns of the office. 5. Takes responsibility for the distribution of various forms as requested from end-users. 6. Takes responsibility for running various procedures as assigned. 7. Assumes operational responsibility as assigned. 8. Performs other duties as assigned by the Director. ( RUBY MITCHELL, HEAD BOOKKEEPER ( L JOB DESCRIPTION Coordinate and supervise all duties of the department. Maintain working knowledge of all jobs. PAYROLL: Collect and verify information on teachers payrolls. Prepare data entry forms for same. Prepare absence data entry forms. Enter data for payroll. Prepare salary purchase orders. Assist with payroll bank statements. Prepare workers compensation claims and unemployment claims. FRINGE BENEFITS: Prepare information for payroll authorizations. Make changes to keep information current. Prepare information for computer services when rates or credits change. Send authorizations to employees. Make changes as requested by employees. Keep records of Aetna insurance for retired teachers and send statements for premiums due. Keep records and pay insurance premiums for employees who continue their group insurance. Send collection notices for insurance premiums. Send insurance applications to companies. Prepare policies and process death claims. BILLS: Verify vendor number changes on blue copies of purchase orders. Check printouts of pink copies of purchase orders, vendor adds, changes and inventory formats. Line invoices in number order. Attach non-negotiable copy of check and verify invoices on same. Balance salaries in accounts payable file with payrolls. Type and sign special checks for payments made during the month. Prepare data entry forms for clearing accounts on teachers and custodial payrolls. Type and sign checks for same. Attach checks with billings, prepare envelopes and mail to agencies. Prepare billings for Group Life, Hospital Indemnity and Dental/Vision insurance. XI. Maintain bond accounts\nincluding the comparison of payments with statements and preparing warrants for bond payments. XII. Prepare warrants for state and local monies. XIII. Distribute monthly budget information to appropriate administrative personnel. XIV. Prepare monthly financial reports for the Board. XV. Assist the Assistant Superintendent for Business Services with other tasks as requested. XVI. Prepare daily agenda. \\ - .. l PAYROLL JOB DESCRIPTION GENERAL BOOKKEEPER JO ANN GREEN Collect and verify payroll information for food service, custodial and transportation. Assist with teachers' payroll. Enter data into the computer. Verify the printouts and registers in the processing of the checks. Sign and tear checks. Prepare unemployment claims and wage verification statements. Prepare data entry forms for clearing account checks for the food service payroll. Type and sign these checks. Reconcile the payroll bank statement each month. BILLS Verify vendor number changes on blue copy of purchase orders. Check printouts of pink copies of purchase orders, vendor adds and changes. Line invoices in vendor number order. Attach non-negotiable copy of check and verify invoices. Sign account payable checks. Type and sign special checks that are prepared during the month. REPORTS Prepare Federal Tax Reports and Social Security Reports after each food service and custodial payroll. Prepare Use Tax Report each month. Prepare Quarterly State Retirement Report. Assist in tearing, sorting and preparing W-2 forms for distrubution. Assist in signing and tearing teachers' contracts. Prepare the nine weeks and annual Attendance Report. Collect all end of the year reports. Prepare the weekly and final United Way Campaign Reports. Distribute and collect the United Way Welfare Reports twice a year. ( C L REPORTS: Prepare Federal Tax Reports and Social Security Reports for bank after each teachers payroll. Prepare monthly State Tax Report and Use Tax Report. Prepare Labor Report for State. Prepare monthly Teacher Retirement Reports. Prepare information for wire transfer for Tax Annuity. Prepare quarterly Employment Security Reports, Teacher Retirement Reports, Social Security Reports and Federal Tax Reports. Prepare annual Workers Compensation Reports and Social Security Reports. Prepare and verify information for W2 Froms. Tear, sort and prepare forms for delivery to schools. Tear and assist in signing teachers contracts. Prepare salary verification forms for retiring teachers and secretaries. PHONE CALLS : Receive numerous calls daily from employees, health offices and companies for information. Perform other tasks as assigned. ( (. (_ JOB DESCRIPTION TITLE: General Bookkeeper/ Mikki Black (A) Bills 1. Match purchase order number on invoice and purchase order. Check extensions and amounts. 2. Check for proper signatures for payment. Check for allowances. 3. Process file maintenances for vendor numbers and purchase order numbers. 4. Enter pink copies of purchase orders. 5. Batch bills and run tapes before entering into the computer. (B) Incidental Bills 1. Prepare sheets for data entry. 2. Prepare batch tapes to compare with bill runs. (C) Car Allowances 1. Check mileage on travel logs. 2. Process with regular bills. (D) Utility Bills 1. Check each bill against the previous month. 2. Prepare for \"Special Pay\". (E) Inventory 1. Assign the proper class codes and other required information. 2. Group sheets together by location. 3. Assign inventory numbers. 4. Enter information into computer. (F) Statments 1. Determine the accuracy of each statement. (G) Signing Checks 1. Sign, tear and stuff checks for regular bill, cafeteria bills, and f!l Payroll. 2. Sign checks for #3 Payroll. 3. Sign and tear Activity checks. (H) Perform other tasks as assigned. ( C (_ MISCELLANEOUS Receive phone calls from.employees for information on their health insurance and calls for verification of employment on bus drivers. Collect coffee and coke money. Fill the coke box in the absence of the custodian. Prepare a coke statement once a month. Order cokes and coffee. Receive and deposit petty cash funds. Prepare special checks and transfers from the petty cash account. Receive cash purchase orders and prepare checks for them. Collect Aetna Life Insurance money and prepare deposit. Collect insurance money from Food service and custodial personnel during the summer months. Collect, verify and prepare United Way deductions for payroll report purposes. Prepare, place, collect, and verify secretarial time cards for payroll purposes. Prepare secretarial payroll time.sheets. Perform other tasks as assigned. Business Office Assistant Superintendent for Business Services Secretary Data Processing Director of Computer Services Computer Programmer Secretary Bookkeeping Dept. Head Bookkeeper Bookkeeper Bookkeeper Bookkeeper Purchasing Dept. Director of Purchasing Secretary Production Clerk School Food Services Dept. Director of School Food Services Coordinator of Nutrition Secretary Head Clerk Maintenance Dept. Director of School Plant Services Supervisor of School Plant Services Secretary Secretary April 16, 1990 THE NORTH LITTLE ROCK PUBLIC SCHOOLS DEPARTMENT OF COMPUTER SERVICES MEMO TO: Mr. Charles Brown, Asst. Supt. for Business Affairs FROM: ~D Greg Daniels, Director-Computer Services SUBJECT: System Description and Terms of lease/purchases The following is a brief description of the computer system that all administrative functions utilize: IBM Application System 400 9406-B30 System Unit - 4MB Std Storage 3060 16MB Main Storage 9331-001 8-inch Diskette Unit 9347-001 Magnetic Tape Drive 9332-400 400MB Rack Mounted DASD (5 units) The accounting department is utilizing the FMS (Financial Management System) module of the CIMS III software. The equipment described above is on a lease/purchase agreement that is for 5 years. The first year of that agreement will be completed in July, 1990. -L .,. lntt1rnationaBl usinessM achinesC orporation Armonk, New York 10504 Name and Address of Customer: Installment Payment Agreement (~r,~e 81Jd Local G_~ver~rnent) Reference Agreement No.: G6Gl 729 North Little Rock School District 2700 Poplar '89 JUL 18 P4 :4-1 North Little Rock, AR 72114 IBM Branch Office Address: 111 Center Street Suite 800 Little Rock, AR 72201 Reference Supplement Dated: 001 Agreement No.: 5T20298 IBM Branch Office No.: 5T2 Customer No.: 6569393 International Business Machines Corporation (IBM) and the Customer agree that this Installment Payment Agreement supplements and amends the referenced Agreement for Purchase of IBM Machines and its referenced Supplement with respect to the following IBM machines, features, model upgrades, machine elements and/or accessories (hereinafter called \"Machines\" unless the context requires individual reference). Qty. 1 1 1 1 3 1 1 IBM Plant Order or Machine Serial Model or Type Number (') Feature 9406 0YFZLH P30 9309 0YFZLJ 002 9331 0YFZLK 001 9347 0YFZLL 001 9332 0YFZLM 400 0YFZLN 0YFZLP 5853 0YFZLQ ooz 4234 0YFZLR 0lZ Description A/S 400 Rack Enclosure Diskette Drive Magnetic Tape Drive Direct Access Storage Modem TSP Printer (012) **Prices Include Volume Discounts Dev. Purchase Price$ ** (Net Unit Price) $43,690.00 2,646.00 3,528.00 6,967.00 12,331.00 608.00 11,602.00 ** Amount$ $ 43,690.00 2,646.00 3,528.00 6,967.00 12,331.00 12,331.00 12,331.00 608.00 11,602.00 (')An\"*\" indicates Machine Serial Number. ** TOTAL:$ 106,034.00 Statement of Transaf~~~ RACT AGCf?T[O ilASEO ON ADJUSTED PRICES 1. Cash Price (if this were a cash sale) ................................................... $ __ 1_0_6\"'-,0_3_4_._0_0_ 2. Trade-In Allowance Credit (from IBM trade-in agreement) ............................... $ _____ o_._O_O_ 3. Cash Down Payment ................................................................. $ _____ 0_._0_0_ 4. Total Down Payment (Sum of Items 2 and 3) ........................................... $ ____ _.O.....,.'\"\"'O\"\"O'-- 5. Unpaid Balance of Cash Price (Item 1 minus Item 4)........ .. . . . . . . . . . . . . . . . . . . . . . . . . . . $ ------1- 06,034.00 6. State and Local Taxes, if applicable .. {4~Q0@ .+. .$-25.0 0} ............................ $ ___ 4_,2__6_6__3. 6_ 7. Amount to be Financed (Sum of Items 5 and 6) ........................................ $_-=-11=-0=--,...,3~0'--'0'\"\"'.~3~6_ 8. FINANCE CHARGE (Time Price Differential on Item 7). Finance Charge consists of interest at an ANNUAL PERCENTA GE RATE of 9, 14 % ........................ $ _ __.2...,6...,,.. .._,.:Q4.=.,4,.-8..,,7...,. 9. Tax on Finance Charge, if applicable, (payable in first installment) . . . . . . . . . . . ... . . . . . . . . . $ ____ ..a.... .... a.... .a... ~ 10. Total Amount of Remaining Payments (S um of Items 7 , 8 an d 9) ......................... $ ---~--1-36,787. 40 11. Total Time Sale Price (Sum of Items 4 and 10) ......................................... $ __ 1\"\"\"3\n..\n6\"-','-'-7-\"'8-'-7-'-.-'-Z120-2791-03 (Rev. 07 /84) U/M 025 1 Page 1 of 4 Payments The Customer agrees to pay the Cash Down Payment, if any, (a) upon the Date of Installation of the Machines or (b) with respect to installed Machines, on the Effective Date of Purchase, and agrees to pay the Total Amount of Remaining Payments in consecutive Periodic Payments, including Finance Charge, for the Fiscal Periods as set forth below in either Payment Plan I or Payment Plan II. Fiscal Period 2 3 4 5 6 Fiscal Period PAYMENT PLAN I Periodic Payment (Annual) (Biennial) ro ..- Finance Charge {Included in Payment) 1 CONTRACT AC\"i=PTED B =:,. Ot \"~  ASfO I ADJusrrn PRICES co'\n::'.eAYMl:NT PLAN II Periodic Payment (Total of Monthly Payments for Monthly Fiscal Period) Payment ,\nl~ 071.r,9 Total Finance Charge tor Fiscal Period (Included in Payments) The Customer may, at any time, pay in advance the full amount due hereunder and the Finance Charge will be adjusted by IBM to reflect the shorter payment period. All remittances are to be made to the IBM Branch Office address listed herein unless otherwise requested by IBM. Assignments This Installment Payment Agreement is not assignable by the Customer, nor may the Customer sell, transfer, substantially modify, relocate or dispose of any or all of the Machines without prior written permission of IBM. In no event may the Machines be relocated outside the United States. Any attempted assignment or transfer by the Customer of any of the rights, duties or obligations of this Installment Payment Agreement is void. Customer's Covenants The Customer covenants and agrees that (a) it will not create, assume, or voluntarily suffer to exist, without giving IBM at least 15 calendar days' prior written notice, any mortgage, pledge, encumbrance, security interest, lien or charge of any kind upon any or all of the Machines\n(b) it will keep the Machines in good repair and operating condition\n(c) It will !?romptly pay all taxes, interest and other charges when levied or assessed upon the Machines or their operation or use, or upon IBM, exclusive of taxes based on IBM's net income, in connection with this Installment Payment Agreement\n(d) it will promptly satisfy all liens against the Machines\nand (e) there are no mortgages, pledges'. encumbrances, security interests, liens or charges of an~ kind by an~ party other than IBM or assigns upon the machines on which features, model upgrades, machine elements or accessories will be installed subject to this Installment Payment Agreement. 1 12 $18,931.68 'f $2,279.79 .:ii.35?.tfT  1 117.ftJ'' ~8 , 42.5,Sfl Insurance 2 12 1 ,823.~ f- {~ft~~ f ' The Customer further agrees to procure and maintain fire 3 12 ~7,351,4JJ. 1 , 712 . 85 1-\nJ.1,55'/.l fl.  4 12 23,782.68, 5 12 :l i-df:.'J,lt  2~, . 9 ~ 2,279.79 2,279.79 2,279.79 2,279.79 insurance with extended coverage against loss, theft, ,s\n?PI': ft, Ill, damage to or destruction of the Machines for the full :S, 644. 63 /- insurable value thereof for the duration of this Installment J', 1S4.5J . Payment Agreement, the policy for such insurance being 3_,574. 8fl 'I- endorsed !O show loss payable to IBM and assigns as /4.S-()4-55 \"',  respective interests may appear. Upon request, a certificate 1, :1'ei,. 4~ of such insurance will be furnished to IBM or assigns. Any 6\n., J. 19. 19\n, J 7'}.1'/ The Periodic Payment for Period 1, which includes the Tax on Finance Charge, if applicable, is due on the first business day of the month following the Date of Installation or the Effective Date of Purchase, and the Periodic Payments for Periods 2 through _ ____,__ are due on the first business day of each succeeding Fiscal Period. If Payment Plan I has been chosen, payments must be made in full on the due dates. If Payment Plan II has been chosen, payments must be made in equal consecutive monthly installments, except that the first installment will include the Tax on Finance Charge, if applicable, beginning on the due dates and continuing on the corresponding day of each month of each Fiscal Period until fully paid. Payments include Finance Charge in the appropriate amount indicated above. The Customer having been offered the choice of purchasing at the foregoing Cash Price (plus applicable State and Local Taxes) or at the Total Time Sale Price has elected to purchase at such Total Time Sale Price. 2120-2791--03 (Rev. 07/84) U/M 025 proceeds received directly by IBM under such insurance shall be credited to the payment required from the Customer pursuant to the Section entitled \"Casualty Occurrences.\" Casualty Occurrences A Casualty Occurrence shall be deemed to exist if any of the Machines shall be lost, stolen, irreparably damaged or destroyed or otherwise rendered permanently unfit for use from any cause whatsoever prior to the payment in full of the Total Time Sale Price. To the extent permitted by law, the Customer shall promptly pay to IBM a sum equal to the aggregate Casualty Value of such Machines. The Casualty Value of each Machine suffering a Casualty Occurrence shall be the sum of the unpaid balances of the State and Local Taxes, Unpaid Balance of Cash Price and Finance Charge at the time of such Casualty Occurrence and attributable to such Machine. The Finance Charge shall be adjusted by IBM to reflect the shorter payment period. Any money so paid shall be applied by IBM to reduce installments thereafter falling due so that such installments represent only the payments due for the remaining Ma- 1 Page 2 of 4 chines. Any excess insurance payments received by IBM shall be credited to the Customer. Events of Default Any one or more of the following are Events of Default: (a) the Customer fails to pay when due any amount required to be paid by the Customer hereunder and such failure shall continue for a period of seven days after the due date, except as provided in the Section entitled \"Funding\"\n(b) the Customer fails to procure and maintain insurance as required in this Installment Payment Agreement\n(c) the Customer fails to perform any other provisions hereunder or violates any of the covenants or agreements made by the Customer hereunder, and such failure or breach shall continue for a period of 15 days after written notice is received by the Customer from IBM\nor (d) any insolvency proceedings of any character, voluntary or involuntary, shall be instituted by or against the Customer. Any failure of IBM to require strict performance by the Customer or any waiver by IBM of any provision of this Installment Payment Agreement shall not be construed as a consent or waiver of any other breach of the same or of any other provision. Remedies,, If an Event of Default shall have occurred and be continuing, IBM or assigns may, to the extent permitted by law, (a) recover from the Customer any and all amounts then due and to be become due\n(b) take possession of any or all of the Machines, wherever located, without demand or notice and without any court order or other process of law, or render them unusable, and retain all prior payments as partial compensation for their use and depreciation\n(c) require the Customer to assemble the Machines and make them available to IBM, freight prepaid, at any place in the continental United States specified by IBM\nand/or (d) incur reasonable attorney's fees and legal expenses in exercising any of its rights and remedies upon default which the Customer hereby agrees to pay. Upon repossession of such Machines, IBM may sell, lease or otherwise dispose of any or all of the Machines in a commercially reasonable manner, with or without notice and by public or private proceedings, and apply the net proceeds thereof towards the amounts due under this Installment Payment Agreement after deducting the reasonable expenses of retaking, holding and preparing for such disposition and deducting reasonable attorney's fees and legal expenses. IBM will pay to the Customer any portion of the net proceeds in excess of the unpaid Total Time Sale Price. In the event IBM repossesses and removes a feature, model upgrade, machine element or accessory, it shall be the Customer's responsibility to restore any remaining information processing equipment to good working order. The Customer aqrees that IBM shall have no liability for damages caused by the repossession of such a feature, model upgrade, machine element or accessory or by the Customer's failure to fulfill such responsibilities. Further, IBM shall have no obligation to reimburse the Customer, user or any other secured party for the cost of repair resulting from such removal. IBM may pursue any other remedy available at law or in equity, including, but not limited to, seeking damages, specific performance and an injunction. No right or remedy is exclusive of any other provided herein or permitted by law or equity. All such rights and remedies shall be cumulative and may be enforced concurrently or individually from time to time. Funding Since the Customer intends to request the appropriation of funds periodically to be paid for the Machines, if funds are not appropriated for the Customer for such Periodic Payment for any future Fiscal Period, the Customer will not be obligated to pay the remainder of the Total Time Sale Price due beyond the end of the then current Fiscal Period. Such event will not constitute an Event of Default. The Customer agrees to notify IBM in writing of such nonappropriation at the earliest possible time. In the event that funds are not appropriated as provided above and the Customer is unable to make further payments due under this Installment Payment Agreement beyond the end of the then current Fiscal Period, IBM will, within a reasonable time after the end of such Period, enter and take the Machines from the Customer's premises and will retain all sums previously paid by the Customer to IBM as partial compensation for machine use and depreciation\nprovided, however that upon the Customer's request, the Customer may, prior to such repossession, retain the Machines during a reasonable period agreed to by IBM at a monthly charge designated by IBM, beginning on the first day following the last Fiscal Period for which payment has been made hereunder. Page 3 of 4 Security ln_teresat nd Location of Machines To secure the payment of the Total Time Sale Price, IBM reserves a purchase money security interest in each of the Machines, and the Customer hereby grants a security interest in any substitutions, replacements, accessions, and additions thereto and the proceeds thereof. Such interest shall be satisfied by payment in full of the Total Time Sale Price. A copy of this Installment Payment Agreement may be tiled with appropriate state and local authorities, at any time after signature by the Customer, as a financing statement in order to perfect IBM's security interest. Such tiling does not constitute acceptance of this Installment Payment Agreement by IBM. The Customer also shall execute from time to time, alone or with IBM, any financing statements or other documents and do such other act or acts considered by IBM to be necessary or desirable to perfect or protect the security interests hereby created. The Machines shall remain personal property, not become fixtures to real property, and be kept at: 2700 Poplar (Street address) No. Little Rock Pulaski AR (City) (County) (State) where IBM may inspect them at any reasonable time. Genera/ If the Net Unit Price tor any Machine is adjusted as provided in the referenced Agreement, or the trade-in allowance tor any trade-in equipment is adjusted as provided in an applicable IBM trade-in agreement, Items No. 1 through 11 in the Statement of Transaction and the Payments herein agreed to be paid shall be adjusted, and this Installment Payment Agreement shall be deemed to be amended accordingly. The terms and conditions of this Installment Payment Agreement shall prevail notwithstanding any variance with the terms and conditions of the referenced Agreement. Should this Installment Payment Agreement and/or the referenced Agreement be held by the courts to be invalid or -Ifiid L,l{. AR,\n,O .!UN L9 11: ?5 Re~ ~~-Little. _R_ o_ck/5T.2_ _____________ _____________ By ~/l_(/ ------~-~----~-~---------------- anager's Signature ()(\n,/2 } _m_ If _Du_ro _d i! c -----------------------3-o--}1-- --- Name (Type or Print) Date unenforceable, the parties agree that the Machines shall be deemed to have been installed under IBM's State and Local Government Lease Plan pursuant to the terms and conditions of IBM's applicable agreement and/or amendment at IBM's applicable Lease Plan Monthly Charges, commencing with the Date of Installation or the Effective Date of Purchase of the Machines. For the period prior to such holding, IBM shall credit to the applicable Lease Plan Monthly Charges the amounts paid by the Customer to IBM under this Installment Payment Agreement and amounts paid by the Customer tor maintenance, property taxes and insurance. Any excess credits will be refunded to the Customer, and any deficiency shall be due to IBM\nbut in no event shall any amount be due to IBM in excess of funds appropriated. In the event that the affected Machines are not available from IBM under a lease or rental agreement, at the time of such holding, the Customer and IBM will agree upon a fair and equitable Lease Plan Monthly Charge for the period prior to and following such holding and, otherwise, the provisions of this Section shall apply. If any provision or provisions of this Installment Payment Agreement shall be held to be invalid, illegal or unenforceable, and the preceding paragraph does not apply, the validity, legality and enforceability of the remaining provisions shall not in any way be affected or impaired thereby. THE CUSTOMER ACKNOWLEDGES THAT THE CUSTOMER HAS READ THIS AGREEMENT, UNDERSTANDS IT, AGREES TO BE BOUND BY ITS TERMS AND CONDITIONS, AND BY THE CUSTOMER'S SIGNATURE BELOW, ACKNOWLEDGES THAT THE CUSTOMER IS LEGALLY AUTHORIZED TO ENTER INTO THIS AGREEMENT. FURTHER, THE CUSTOMER AGREES THAT THIS INSTALLMENT PAYMENT AGREEMENT, THE REFERENCED AGREEMENT AND SUPPLEMENT AND ANY APPLICABLE IBM TRADE-IN AGREEMENT CONSTITUTE A SINGLE AGREEMENT AND THE COMPLETE AND EXCLUSIVE STATEMENT OF THE AGREEMENT BETWEEN THE CUSTOMER AND IBM, WHICH SUPERSEDES ALL PROPOSALS OR PRIOR AGREEMENTS, ORAL OR WRITTEN, AND ALL OTHER COMMUNICATIONS BETWEEN THE PARTIES RELATING TO THE SUBJECT MATTER HEREOF. co \\0 co i'\", ,l j,\"\n, (I ' I .....,.. . ' ... No. Little Rock School District By ....~ ~e~~.: ..: -:.. ........................... ...... Authorized Signature ....c ....L ... Brown ................................................~..:.:.:.~ ~.-::~..9_ - Name (Type or Print) Date PLEASE PRESS FIRML y WITH BALL POINT PEN ON A HARD SURFACE FOR MAXIMUM LEGIBILITY. Z12G-2791-G3( Rev. 07/84) U/M025 1 Page 4 of 4 IBM Cre~it Corporation Stamford, Connecticut 06904 Addendum to Agreement (State and Local Government) Tax-Exempt Status/IRS Reporting Requirements Customer Name and Address: North Little Rock SchoolTO~trict 2700 Poplar OEF North Little Rock, AR 72114-2332 IBM Branch Office Address: 111 Center Street Suite 800 Little Rock, AR 72201 a9 JUL 1 s P 4 :n Dale Prepared: 6-22-89 Referenced Agreement No.: 5T20298 Addendum No.: 001 Customer No.: 65693-93 IBM Credit Corporation and Lessee/Customer agree that the Financing Agreement, Installment Payment Agreement, or Term Lease Master Agreement referenced above between the parties is hereby modified by adding the following provision: THE RATES IN THIS AGREEMENT ARE BASED ON THE LESSEE'S/CUSTOMER'S UNDERLYING DEBT OBLIGATION QUALIFYING TO PAY INTEREST WHICH IS EXEMPT FROM FEDERAL INCOME TAX UNDER SECTION 103{a) OF THE INTERNAL REVENUE CODE {Code). Accordingly, Lessee/Customer represents that ii qualifies as a State or political subdivision of a State for purposes of Section 103{a). Lessee/Customer agrees that any misrepresentation of its status under Section 103{a) is an event of default under this agreement. Further, Lessee/Customer agrees to comply promptly with all information reporting requirements of Code Section 149{e) and Treasury Regulations thereunder. Lessee/Customer specifically agrees to file Internal Revenue Service Form 8038-G or 8038-GC, whichever appropriate, for this transaction. If the Lessee/Customer does not file Form 8038-G or 8038-GC as agreed herein, the interest rate for each affected transaction will be adjusted to reflect the loss of tax-exempt status.\n0 JUN 63 11 : 5 j Accepted by: IBM Credit Corporation By _ _..!._~_..i....._.::...\n(\n...'.f-.d,:.___L _ Autl1t'Ad. Sf:11'.}it) I\\ y(, ft, Name (Type or Print) MANA 8 [ R !P A AOM I M , 'oate North Little Rock School District ./L Lessee/Customer - By_--1,~\n,...::::....::.__\n~~=-~A~u~th~o~rlz~ed-=:::-,Si~gn-at~ur-e-~------- C. L. Brown 6-29-89 Name (Type or Print) Date 2125-4149-00 7/88 - 29 - TITLE: Superintendent of Schools QUALIFICATIONS: 1. As set by the state board of education. REPORTS TO: SUPERVISES: JOB GOAL: 2. Such other qualifications of academic, professional, and personal excellence as the board may specify. 3. Masters degree and diploma of advanced study Board of Education Directly or indirectly, every district employee To inspire, lead, guide, and direct every member of the administrative, instructional, and supportive services team in setting and achieving the highest standards of excellence. ROLE AND AREA OF SERVICE: Laws of the fifty states present a confused picture of the school superintendent. In some states, the laws make no reference to his existence. In others, excessively detailed powers and duties are listed. Frequently, these enumerated powers and duties prescribe trivial and unimportant functions for the superintendent, thereby tending to de-emphasize his importance as the executive officer of the board and the leader of the school system. The characteristics of the American school superintendency are changing rapidly and it is increasingly apparent that the traditional.concept of the superintendency is inadequate for the needs of educational leadership in modern society. Traditionally his responsibility has been that of directing the instructional program and it must continue to be the same in the future. However, the intervention here is becoming less direct as human relation, management, accounting, insurance, maintenance engineering, due process and individual rights, court orders, etc. further direct his time from the instructional program. In practice he is the executive officer appointed by the board of education to manage the educational enterprise in a responsible way. He is the person through which the educational program of the board is put into effect and through whom most of the business of the board is transacted. As the professional advisor to the board, the superintendent advises and recommends those things he considers necessary for the school program to function effectively. As the trained expert in school administration, the superintendent fills the important functions of rendering his informed opinion and furnishing professional advice to the board on matters of policy that he believes need to be considered by that group. His advice grows out of his experience, knowledge, and recognition of the need of the school system. - 30 - His position exists to administer and operate the schools under the direction of the board, He is their spokesman since he is in the best position to handle this responsibility effectively. As executive head of the school, he is the logical person to handle vital information and this official representation makes him responsible to the board for implementing its adopted policies and to supply the leadership upon which the efficiency and progressive development of the entire system depend, He is on the one hand, the chief advisor and executive officer of the board and, on the other, the full time leader of the school staff, He is the connecting link between the board and staff, serves as a medium by which all staff members may connnunicate to the board and his role is to lead them toward connnon goals. He is concerned with organizing and coordinating the efforts of others in performing functions of his job and releasing the energies and talents of staff and board members in accomplishing the functions of their specialized areas. As the chief executive officer of the board and the administrative head of all divisions and departments of the school district, he may delegate responsibility for the operation of various segments of the school system, but he shall be responsible to the board for the results produced. He shall exercise those duties which are mandated by the statutes and those which are specifically designated in the school board policies, rules, and regulations of the district, PERFORMANCREE SPONSIBILITIES: 1. Administers as chief school executive, the development-and maintenance of a positive educational program designed to meet the needs of the corrnnunity and to carry out the policies of the board, 2, He is responsible for placing into effect and carrying out all policies and plans adopted by the board of education. In matters not specifically covered by board policies, he is to take appropriate action and report his actions to the board. 3. Attends and participates in all meetings of the board except executive sessions of these meetings which are concerned with the superintendent's employment. 4. Reconnnends the number and types of positions required to provide appropriate personnel for the operation of such a program. 5. Nominates for employment-promotion-dismissal-retirement of any school employee, ass1gns, and defines the duties of all personnel subject to the approval of the board. This involves preparing regulations and giving instructions in assigning duties and responsibilities, 6. Supervises the preparation and presentation of the annual budget and recorrnnends it to the board for approval, C. l - 31 - 7. Administers the budget in accordance with the needs of the district, the state laws governing school finance, and the adopted policies of the board and to interpret such action to the board as necessary but specifically at regular monthly meetings. 8. Authorizes and directs all purchases, such expenditures to be confirmed by the board. 9. Formulates and recommends policies on personnel, organization, finance, instruction, school plant, and all other functions of the school program. 10. Provides professional leadership for the educational program of the school and is responsible for the development of a system for regularly reporting to the board on all aspects of that program. 11. Formulates and administers a program of supervision and evaluation of the overall program of the schools. Interprets the policies and plans of the board in such a manner that an accurate appraisal is possible. 12. Conducts a continuous evaluation of the progress, the developments, and needs of the district and strives to keep the board and the public informed on conditions of school. 13. He is responsible for the development of a program of maintenance and improvement or expansion of buildings and site facilities. 14. Confers periodically with professional and lay groups concerning the school program, and transmits to the board suggestions gained from such conferences. 15. Prepares, in cooperation with the president of for all official meetings, preferably one week twenty-four hours in advance of said meeting. and press shall be duly notified. the board, the agenda and no later than Members of the board 16. Serves as treasurer of the board and is bonded accordingly. -- -- ------- C C l TITLE: Director of Personnel QUALIFICATIONS1.: Arkansas Administrators Certificate based upon a Master's Degree, or higher, and meet all requirements of the North Central Association of Schools and Colleges. REPORTTSO : JOB GOAL: 2. Minimumo f five years experience as a teacher and/or administrator. Superintendent of Schools To serve as chief personnel officer of the District and to see that working positions are staffed with the highest caliber of employees possible. In fulfilling the duties of the office, the Director for Personnel shall: 1. Through various recruitment activities, secure applications from the most professionally competent persons available. 2. Screen and interview prospective teachers and other certified staff and work cooperatively with the Superintendent, principals, and other administrative staff in the selection of personnel. 3. Secure references that attest to the personal and professional qualifications of each applicant and secure and analyze any other information necessary to a sound employment decision. 4. Determine exact salaries and complete contracts for all District personnel. 5. Notify staff and principals of assignments for the upcoming school year, and of any reassignments made during the school year. 6. Ensure that staff members hold appropriate certificates and credentials as required by the State of Arkansas and North Central Association. 7. Conduct an annual survey to determine the status of employees in regard to continued employment, and staff desires in regard to desired changes in job assignment. 8. Through posted announcements, inform employees of vacancies within the District. 9. Conduct frequent conferences with principals regarding personnel performance. 10. kt as office manager of the District in all matters concerning clerical and secretarial employees. c:_ l Dir ector or flersc,,111eI page 2 11. Provide frequent updates to the Superintendent on the status of personnel performance in the District. 12. Cooperate with principals and the Department of Instruction in determining a staffing recommendation for submission to the Superintendent. 13. Visit the schools regularly in order to be knowledgeable of the administrator-teacher-student relationships and the general problems confronting each. 14. Direct the evaluation process for teachers and non-certified staff of the District. 15. Maintain files for all employees and insure the appropriateness and the security of their contents. 16. Hear and consider all claims and complaints against employees of the Di strict. 17. Perform other duties as may be assigned by the Superintendent. l \\ N TITLE: Assistant Superintendent for Personnel QUALIFICATION1S.: Arkansas Administrators Certificate based upon a Master's Degree, or higher, and meet all requirements of the North Central Association of Schools and Colleges .. REPORTTSO : JOB GOAL: 2. Minimumo f five years educational administrative experience Superintendent of Schools To serve as chief personnel officer of the District and to see that working positions are staffed with the highest caliber of employees possible. In fulfilling the duties of the office, the Assistant Superintendent for Personnel shall: 1. Serve as the Chief Negotiator and head of the Board of Education negotiations team. 2. Manage or coordinate the employment of all certified and classified employees of the District. 3. Hear and investigate complaints, concerns, and claims relating to the job performance of District employees. 4. Assist the Superintendent in managing legal affairs that relate to District employees. 5. Through various recruitment activities, secure applications from the most professionally competent persons available. 6. Screen and interview prospective teachers and other certified staff and work cooperatively with the Superintendent, principals, and other administrative staff in the selection of personnel: 7. Secure references that attest to the personal and professional qualifications of each applicant and secure and analyze any other information necessary to a sound employment decision. 8. Determine exact salaries and complete contracts for all District personnel. 9. Notify staff and principals of assignments for the upcoming school year, and of any reassignments made during the school year. 10. Ensure that staff members hold appropriate certificates and credentials as required by the State of Arkansas and North Central Association. . ' ( C Job Description I Assistant Superintendent for Personnel page 2 11. Conduct an annual survey to determine the status of employees in regard to continued employment and staff desires in regard to desired chan~es in job assignment. 12. Through posted announcements, inform employees of vacancies within the District. 13. Conduct frequent conferences with principals regarding personnel performance. 14. Act as office manager of the District in all matters concerning clerical and secretarial employees. 15. Provide frequent updates to the Superintendent on the status of personnel performance in the District. 16. Cooperate with principals and the Department of Instruction in determining a staffing recommendation for submission to the Superintendent. 17. Visit the schools regularly in order to be knowledgeable of the administrator- teacher-student relationships and the general problems confronting each. 18. Direct the evaluation process for teachers and classified staff of the District. 19. Maintain files for all employees and insure the appropriateness and the security of their contents. 20. Perform other duties as may be assigned by the Superintendent. EMINDER: School employees touch the future today and every day. Happy Teacher Appreciation Day! tititi March 6, 1990 tititi from the North Little Rock Board of Education and School Administration ., ~ TI!LE: QUALIFICATIONS: .. f.ai) ~\n~/! 1~f' O/' REPORTTSO : Coordinator of Informational Services 1. Bachelor's Degree-is required (Master's or above is preferred) 2. At least five years experience in public education or public relations work related to education. 3. Evidence of successful experience in communicating with school patronage. Superintendent of Schools JOB GOAL: To foster within the community-at-large a favorable attitude towards the schools of the North Little Rock School District\nand to generate, through communications and involvement, better staff and student morale. : PERFORMANRECSPE O NIS8 ILITIES: 1. Plans, organizes, and conducts the informational programs of the School District. 2. Serves as the infonnational liaison between the school system and th~ community-at-large. 3. Establishes annual objectives for the District's informational program and plans budget and deadlines for meeting objectives. 4. Serves as the liaison officer between the District and the news media and supervises the production and distribution of news releases. 5. Arranges for press conferences as required. 6. Notifies news media of all meetings of the Board of Directors. 7. Coordinates all functions that are designed to inform staff and students concerning activitfes and plans of the District. 8. Prepares brochures, media presentations, booklets, flyers, letters, and other communications about the School District. 9. Maintains District talent bank of staff members willing to serve corranunity organizations as speakers or as volunteer resource specialists. 10. Maintains open lines of communication with all community organizations and provides prompt responses to requests for public information about the District, its policies, and its programs. North 11. Edits all official publications of the/Little Rock School District. 12. Cooperates with the curriculum director and other staff members as appropriate, in publicizing and promoting any perfo~ances, exhibitions, displays, or regular classroom curricular activities evident in the schools. Improves appreciation for programs within the schoo 1 s. r I - coordinator of Infonnationa1 Services page 2 13. Maintains and regularly updates a file of community organizations and their officers, mailing lists of residents, and mailing lists of communitygr.oupsw ith clearly expressed interests in educational affairs. 14. Surveys the community systematically to solicit significant opinions, suggestions, and concerns that bear importantly on the policies and operations of the Board and the school system. 15. Assists the Superintendent and the Board in obtaining and effectively using and recognizing the services of highly competent laymen on its advisory committees. 16. Assists the Superintendent in expl~ining public opinions to the staffs of the school system. 17. Speaks at public meetings on issues of general or specific pertinence to District schools and programs. 18. Perfonns such other tasks as may from time to time be assigned. TITLE: Coordinator of Informational Services QUALIFICATION1S.: Bachelor's Degree is required (Master's or above is preferred) 2. At least five years experience in public education or public relations work related to education. 3. Evidence of successful experience in communicating with school patronage. REPORTTSO : Superintendent of Schools JOB GOAL: To foster within the community-at-large a favorable attitude towards the schools of the North Little Rock School District\nand to generate, through communications and involvement, better staff and student morale. PERFORMARNECSEP ONSIBILITIES: 1. Plans, organizes, and conducts the informational programs of the School District. 2. Serves as the infonnational liaison between the school system and the community-at-large. 3. Establishes annual objectives for the District's informational program and plans budget and deadlines for meeting objectives. 4. Serves as the liaison officer between the District and the news media and supervises the production and distribution of news releases. 5. Arranges for press conferences as required. 6. Notifies news media of all meetings of the Board of Directors. 7. Coordinates all functions that are designed to inform staff and students concerning activities and plans of the District. 8. Prepares brochures, media presentations, booklets, flyers, letters, and other communications about the School District. 9. Maintains District talent bank of staff members willing to serve community organizations as speakers or as volunteer resource specialists. 10. Maintains open lines of communication with all community organizations and provides prompt responses to requests for public information about the District, its policies, and its programs. North 11. Edits all official publications of the/Little Rock School District. 12. Cooperates with the curriculum director and other staff members as appropriate, in publicizing and promoting any performances, exhibitions, displays, or regular classroom curricular activities evident in the schools. Improves appreciation for programs within the schools. f (__ JOB DESCRIPTION TIT LE: Assistant Superintendent for Instruction QUALIFICATIONS 1) Administrative Certification in State of Arkansas 2) Experience in Planning, Evaluation, Research, and Management of Instruction Programs 3) Experience as a Central Administrative Officer SALARY: In accordance with District policy , ACCOUNTABILITY: The Superintendent of Schools DUTIES: The Assistant Superintendent for Instruction is the chief educational officer of the District. As such, the Assistant Superintendent supervises all instructional leadership staff and all curriculum and instructional activities throughout the system. In fulfilling job requirements, the Assistant Superintendent for Instruction: Directs programs of inservice education of teachers and principals for the purpose of improving instruction Evaluates the effectiveness and outcome of instruction and recommends those changes deemed necessary for improvement Appraises and recommends textbooks and other instructional materials and equipment in keeping with approved procedure Arranges for and supervises the proper orientation of new teachers, principals, and instructional administrators Recommends the personnel needed to discharge the responsibi Ii ties of the office of the Assistant Superintendent for Instruction Serves as professional consultant to principals, teachers, and administrative officers on all phases of the instructional program Keeps the Superintendent informed concerning the condition and progress of the instructional programs Directs the activities of all instructional directors and supervisors Prepares lists and costs of all instructional needs to be considered in budget preparation for the ensuing year Serves as consultant in determining and recommending instructional requirements and functions of school plants (. ( l Joe Description for Ass't Supt. -Instruction page 2 . Supervises budget development and expenditures for instructional purposes Oversees all counseling and guidance programs in cooperation with the individual school principal Supervises and coordinates the student-teaching program and other. instructional programs involving colleges and universities Coordinates the curriculum and correlates teaching methods in all schools Plans and develops educational programs and services as needed in the District Oversees programs for special-need students such as gifted, special education, vocational, and compensatory education Supervises the District media services Performs other duties and responsibilities as may be assigned by the Superintendent of Schools. JOB DESCRIPTION TITLE: Secretary to the Assistant Superintend~nt for Instrection QUALIFICATIONS: High school diploma, secretarial skills, knoledge of office procedures, two years cf secretarial experience. SUPERVISOR: Asbistant surerintendent for Instr~ction RESPONSIBILITY: The role of the secretary to the assistant suerintendent involves the coordination of all secretarial duties of the assistant superintendent's office. The secretary provides accurate and efficient secretarial services. The secretary . assists in assessing the supply and equipment needs for the operation of the office inventories supplies and equipment and initiates purchase orders as needs indicate to maintcin efficient and economical operation of the office assists in plc.11,ning the tasks to be completed and the scheduling of dQily activities to effectively perform the necessary jobs assists in determining activities, appointments and work assignments to effectively utilize time . demonstrates proficiency in the coordination of all secretarial duties efficiently performs routine office procedures assists in gathering and recording information for reports and records demonstrates proficiency in operating office machines demonstrates proficiency in providing maximum efficient utilization of the day through scheduling appointments, arranging meetings and general effective office operational procedures demonstrates proriciency by completing the details regarding meetings, including scheduling, making arrangements, contacting participants, preparing programs and attending to serve as recorder denonstrates proficiency in arranging details ~or professional travel for the assistant superintendent Eecures and compiles m~terials for the school board meeting agenda assists in securing information and compiling data for budget meetings and other meetings relating to budgetary items supervises other clerical personnel assigned to the assistant superintendent's office contributes to a positive atmosphere in which all constituents cooperate to provide an environment conducive to maximum production relating to the promotion of the school district's goals and objectives demonstrates empathy-competence and shows respect for staff members by genuinely considering the feelings, value system, interests and concerns of the individual staff member cooperates with other staff members and communicates effectively to contribute to the overall effectiveness of the operations within the office promotes positive school-community relations through effective communication demonstrates empathy-competence by genuinely considering the feelings, value system interests and concerns of parents and other community members assumes personal responsibility for enhancing competencies through staff development, renewal programs, professional organization membership and active participation in professional confer~ nces and reading of current literature . initiates procedures to modify performance, as deemed necessary, based on self-analysis of of actions 2.nd feedback from staff members ( (. l NORTH LITTLE ROCK PUBLIC SCHOOLS TITLE: Coordinator of Instructional Materials QUALIFICATIONS: 1. Valid teaching certificate JOB GOAL: 2. Minimum of three years teaching experience 3. Certification as required by the Arkan3as Department of Education 4. Master's degree To coordinate the District media and textbook program:, PERFORMANCREE SPONSIBILITIES: 1. Directs the District textbook program which includes budgeting, purchasing, and circulating textbooks. 2. Coordinate the District's media program with the total educational program of the School District. 3. Serves as a consultant for each school's media program. 4. Supervises the operation of the film/video library which includes circulating these materials to the District schools via the daily courier service. 5. Maintains a District audio visual repair service for use by individual schools. 6. Coordinates staff development in the use and simple maintenance of equipment for media specialists in the District. 7. Supervises the District television studio which includes sc.heduling District programs to be transmitted by cable. 8. Provides a centralized equipment loan service which includes recommending the purchase of equipment to loan to schools. 9. Administers the development and maintenance of the District professional library. 10. Coordinates an instructional materials center which includes maintaining .1 center for District teachers to use to make teaching materials. 11. Serves as an instructional specialist by assisting principals and other administrative staff members in selecting supplemental instructional materials. 12. Serves as the coordinator for the Administrative Annex, (_ (_ 13. Coordinates the District's daily delivery service which includes establishing a regular schedule for the courier, receiving requests for additional pick-ups and/or deliveries, and scheduling these requests. 14. Performs other duties and functions as assigned by his/her superordinate. - ----------- ------- ( ( - 35 - TITLE: Director of Education QUALIFICATIONS: 1. Valid teacher's certificate REPORTS TO: SUPERVISES: JOB GOAL: 2. A master's degree 3. Experience in teaching and/or supervision. 4. Certificate as required by state and NCA 5. Such alternatives to the above qualifications as the board may find appropriate and acceptable. Assistant Superintendent for Instruction Instructional program To insure that each elementary and secondary school student is provided with the richest educational experience the district can provide. ROLE AND AREA OF SERVICE: The director of secondary/elementary education, as a member of the central office administrative staff, represents an attempt to ease the problem of coordinating the elementary/secondary school program in larger school districts. There are varied expectations concerning the role of this individual and the many functions which might be performed by people in this position. A definition of role and job description must be developed and adequate planning conducted to properly interpret his function. This meaningful discription will help to minimize role conflict and insure the position's effectiveness. Effective coordination of the total program K-6 and 7-12 is one of the most pressing needs in American public education today. We can no longer afford the waste-of human resources that is involved in overlapping courses, duplication of teaching effort, and lack of continuity from one school level to the next. A careful curriculum plan ~bracing the entire school experience from initial entry to graduation is imperative and long overdue. The director plays an essential role in deciding the nature and content of the curriculum, in selecting the school organizational patterns and learning materials to facilitate teaching, and in evaluating the entire educational process. The position requires a high level of educational leadership for its implementation. The director must be equipped personally and professionally to handle the position of responsibility to which he is called. He should be one with recognized expertise and an abundance of personal persuasiveness. His training and experience may or may not exceed that of the principals and supervisors with whom he will be working. The result is that he cannot rely on the power of coerciveness but must draw heavily upon the more legitimate administrative power sources mentioned above. The relationship between these individuals must be that of \"first among equals\" as professionals and true leadership is required to successfully achieve this relationship. c- (__ - 36 - While the director cannot possibly be an expert in all fields which he coordinates, his knowledge should include the availability of resource leaders in all the areas and in supervision for improvement of instruction. He may be a specialist in c2rtain disciplines, but he has to be a generalist in his approach to the total school program. Even though the educational and administrative philosophy are in close agreement with that of the school system and community, good interpersonal relations are maintained, a well defined role and job description are available, this must be accompanied by adequate planning to properly interpret his function. Even though he operates with line authority in matters pertaining to instruction, he needs to know how to mobilize talent in order to achieve the schools objectives. He cannot effectively develop an instructional program in an atmosphere of authority. He must recognize that pupil needs will be better served when goal-setting and decision-making are the result of careful and cooperative study by teachers and staff. Line organization is basically simple in that it involves a direct flow of authority upward and downward. As a line officer he has power and authority over subordinates, but this should be consistent with reasonable goals of democratic administration. He is a generalist who executes administrative actions. The job certainly requires that one know curriculum theory and practice and that the person read extensively, attend study sessions, seminars, etc. It is strategically designed for a person to assist principals, supervisors, etc. in regularly examining subject areas, preparing new courses of study, and resource units. The role provides opportunity for inserting the proper person--successful teacher--native intelligence--broad grasp of the educational process in society--skill in human relations--to take a leadership role in reseach and evaluation. Although he may not collect the data himself, periodic appraisals of pupil achievements and programs is essential to avoid repeating the mistakes others have made. It is here, too that someone can spend time to appraise the worth, durability, and appropriateness of the schools' products. PERFORMANCREE SPONSIBILITIES: 1. Supervises the instructional program and serves as a leader of the staff in the development of curriculum and the improvement of teaching techniques, methods, and procedures, 2. Assists in the development of district goals and curricular objectives and in carrying out a district-wide program of curriculum development and improvement of instruction, 3, Integrates instructional programs among schools and articulates curricula between all grades and organizational structures, Plans and coordinates instruction in all special programs, subject areas, etc, 0 l - - 37 - 4. Conducts classroom visitations at regular intervals as well as at the request of administrators and teachers. Serve as resource person, demonstrates teaching techniques, share ideas, etc. S. Provides educational leadership through individual and group teacher conferences to exchange ideas, seek suggestions about classroom techniques and materials, and identifying possible areas of curriculum study. 6. Develops and conducts inservice education programs for administrative and teaching staff district-wide and by building based upon need and requests. 7. Works with committees in developing guides and curriculum and in evaluation of instructional materials, textbooks, equipment, etc. 8. Works cooperatively with. other supervisory and administrative staff members in coordinating the entire program. 9. Works cooperatively with principals to improve curriculum and assists in the resolution of problems associated with the program of instruction. 10. Organizes, coordinates, and administers the staff of instructional specialists and supervisory services in the various schools. 11. Assists in the evaluation of instructional methods and programs and reconrrnends such changes and improvements as are needed, and provide leadership in preparation of instructional materials, teaching aids, etc. 12. Assists in the preparation of the district's supervisory budget and the principal's instructional budgets. 13. Recommends staff allocation for each school, individual school schedules, teaching positions, teacher load and class size, and changes in organizational structure. 14. Assists in preparation of job descriptions for all positions and participates in recruitment, interviewing, selection, and assignment of qualified candidates for positions on the staff. 15. Recommends administrative, supervisory, and teaching personnel for promotion, transfer, continued employment or dismissal. 16. Assists in evaluation of performance of administrative, supervisory, and teaching personnel. 17. Recommends assignment of substitutes for teachers with extended absences. 18. Supervises and coordinates the student teacher program and serve as liaison officer in other instructional projects. C (' l - 38 - 19. Works cooperatively with principals and other supervisory personnel in developing educational specifications for furniture. 20. Develops with, principals and supervisory personnel, educational specifications for new buildings or for any physical changes in existing buildings. 21. Attends professional meetings, workshops, etc. and serves on committees sponsored by state department of education, professional organizations, local agencies, and institutions, etc. 22. Coordinates North Central Association activities in the schools and serves on reevaluation teams of the regional accrediting agency. 23. Designs, recommends, and carries out educational experimentation and disseminate/interpret results to all concerned parties. 24. Assists in the development and execution of policies governing the classification, promotion, retention, and progress of pupils. 25. Prepares proposals and applications for special funds and coordinates special programs in operation within the district. 26. Prepares and presents educational programs to community groups and interpret the school program to the public. 27. Assists in population projections, demographic data, and continuous study of community as a means upon which to base future staff and physical facility requirements. 28. Makes arrangements for field trips, community activities, resource persons, etc. 29. Coordinates the pupil testing program and guidance services. 30. Plans and supervises the orientation program for new teachers to school and community. 31. Provides an annaul report, including evaluations and recommendations for improvement of programs. 32. Keeps the assistant superintendent and superintendent informed about the district instructional program. C C NORTH LITTLE ROCK PUBLIC SCHOOLS TITLE: Director of Elementary Education QUALIFICATIONS: Master's Degree, Administrator's Certificate as per Arkansas Department of Education regulation, three years classroom experience, three years administrative experience SUPERVISOR: Assistant Superintendent for Instruction SUPERVISES: Certified and non-certified personnel assigned to him/her RESPONSIBILITY: The role of the director responsible for the elementary school instructional program involves the system-wide coordination and administration of the instructional program within the framework of the philosophy and objectives of the educational program established by Board policy, consistent with statutes and standards of regulatory agencies. The director of elementary education: administers the total organization of the instructional program including curriculum design, grouping of students, special programs and projects assists supervisory personnel in planning and implementing staff development programs and activities to strengthen identified areas needing improvement assists in planning educational research and evaluation appropriate to the needs of the District cooperates with the appropriate personnel in providing assistance to personnel responsible for diagnosing student learning and/or behavior problems prepares a budget for programs involving his/her department based on identified needs and priorities of the District cooperates with the department of personnel in the selection and recommendation of administrative staff members involved in the instructional program determines staff needs for his immediate department and for special programs and projects and cooperates with the director of personnel in securing qualified personnel supervises and evaluates professional and non-professional staff assigned to him/her coordinates non-instructional activities and serves as a support to the instructional program C C (__ STUDENT NEEDS promotes positive community relations through effective communication and involvement of community members analyzes personal characteristics and strengthens areas of behavior as necessary for the fulfillment of his/her assignment performs other duties and functions as assigned by his/ her superordinate The Director of Elementary Education assists in the planning and implementation of the District's student assessment program cooperates with supervisory personnel, principals, and counselors in planning for individual student ass~ssment assists in an advisory capacity in generating specific assessment data for utilization in writing proposals for special programs assists in the formulation of goals and objectives for each component of the instructional program initiates,.the development of curriculum programs and activities to meet the student needs in the District articulates goals and objectives of each component of the educational program for the total staff for continuity of effort coordinates the District's guide writing program to support the District's instructional program as reflected in its curriculum guides ~ assists the supervisory staff in its involvement with individual school staffs to implement appropriate teaching strategies and classroom manage- ment activities recommends for purchase appropriate programs, equipment, and materials identified by school and supervisory staff members cooperates with the department of personnel in Jetermining staff needs and selecting personnel for the administrative staff and for special projects recommends types of facilities and space utilization for the District to best meet the needs of individual students and programs coordinates the instructional program time units to promote opportunity for the maximum of experiences for students c- guides in the evaluation of instructional methods and programs and recommends changes necessary for providing more realistic opportunities for students designs, recommends, implements, and evaluates educational experimentation assists in maintaining a continuous program of staff development to provide for specific needs as identified through competency-based staff assessment engages with his/her staff in ongoing evaluation of the effectiveness of the instructional program Improving Instruction assists in planning the best possible facilities for promoting an environment conducive to maximum learning provides supporting realia within budget allocations to promote maximum opportunities for achievement of go~ls and objectives of the instructional program demonstrates his support of the local school in its efforts to conduct meaningful instructional activites by providing the assistance coordinates and supervises special programs and projects of the District to assure consistency of goals and objectives for each program prepares reports and maintains accurate and complete records as required by administrative regulation, District policy, and the Arkansas Department of Education demonstrates knowledge and skills by making a positive contribution to committee work which supports the instructional program \\ organizes committees for evaluation and selection of textbooks, equipment, and other instructional materials supervises and evaluates personnel assigned to him/her assists supervisory personnel and principals in encouraging attendance, acceptable conduct, and awareness of good health habits of students prepares the annual budget relative to those phases of the instructional program for which he/she has responsibility interprets evaluation and reporting procedures to the principal Interacting with Colleagues involves the staff in planning, decision-making, and implementation of the total instructional program cooperates with staff members in other departments to contribute to the effectiveness of the total District program --- -- - ---------- .. (- (. (_ plans with principals to implement all phases of the instructional program maintains an effective system of communication between central office personnel and individual school staffs exhibits a professional attitude toward criticism demonstrates a professional attitude as a member of internalcommittees Interacting with Community Members communicates and interprets Board policies, procedures, and Arkansas Department of Education regulations to members of the community emanates a positive image of the school in the community by involving community members and agencies in a supportive role demonstrates his/her support of the community through active participation and involvement in civic affairs Personal Skills demonstrates enthusiasm for acquiring new skills in exploring the results of educational research which may influence teaching and the curriculum assumes personal responsibility for participating in available staff development activities which are designed to enhance the personal skills of personnel in this job classification accepts and analyzes constructive criticism in a professional manner ' accepts responsibility for professional conduct regarding attendance of and attitudes toward scheduled meetings -- - ------------------- ( (. l NORTH LITTLE ROCK SCHOOL DISTRICT TITLE: Director of Secondary Education QUALIFICATIONS: Master's Degree, Administrator's Certificate as per Arkansas Department of Education regulation, three years classroom experience, three years administrative experience SUPERVISOR: Assistant Superintendent for Instruction SUPERVISES: Certified and non-certified personnel assigned to him/her RESPONSIBILITY: The role of the director responsible for the secondary school instructional program involves the system-wide coordination and administration of the instructional program within the framework of the philosophy and objectives of the educational program established by Board policy, and consistent with statutes and standards of regulatory agencies. The director of secondary education administers the total organization of the instructional program including curriculum design, grouping of students, special programs and projects assists supervisory personnel in planning and implementing staff development programs and activities to strengthen identified areas needing improvement assists in planning educational research and evaluation appropriate to the needs of the District cooperates in providing assistance for diagnosing student learning and/or behavior problems prepares a budget for programs involving his department based on identified needs and priorities of the District cooperates with the department of personnel in the selection and recommendation of administrative staff members involved in the instructional program determines staff needs for his/her immediate department and for special programs and projects and cooperates with the director of personnel in securing qualified personnel supervises and evaluates professional and non-professional staff assigned to him coordinates non-instructional activities and services as a support to the instructional program ( l STUDENT NEEDS promotes positive community relations through effective communication and involvement of community members analyzes personal characteristics and strengthens areas of behavior as necessary for the fulfillment of his assignment performs other duties and functions as assigned by his superordinate The Director of Secondary Education assists in the planning and implementation of the District's student assessment program cooperates with principals, and counselors in planning for individual student assessment assists in an advisory capacity in generating specific assessment data for utilization in writing proposals for special programs Planning for the Implementation of the Instructional Program assists in the formulation of goals and objectives for each component of the instructional program initiates the development of curriculum programs and activities to meet the student needs in the District articulates goals and objectives of each component of the educational program for the total staff for continuity of effort coordinates the District's guide writing program to support the District's instructional program as reflected in its curriculum guides assists the staff in its involvement with individual school staffs to implement appropriate teaching strategies and classroom management activities reconunends for purchase appropriate programs, equipment, and materials identified by school and supervisory staff members cooperates with the department of personnel in determining staff needs and selecting personnel for the administrative staff and for special projects recommends types of facilities and space utilization for the D\\strict to best meet the needs of individual students and programs C ( (_ coordinates the.instructional program time units to promote opportunity for the maximum of experiences for students guides in the evaluation of instructional methods and programs and recommends changes necessary for providing more realistic opportunities for students designs, recommends, and implements educational experimentation assists in maintaining a continuous program of staff development to provide for specific needs as identified through competency-based staff assessment engages with his staff in ongoing evaluation of the effectiveness of the instructional program Improving the Quality of Instruction assists in planning the best possible facilities for promoting an environment conducive to maximum learning_ provides supporting realia within budget allocations to promote maximum opportunities for achievement of goals and objectives of the instructional program demonstrates his support of the local school in its efforts to conduct meaningful instructional activities by providing the assistance of a supervisory staff coordinates and supervises special programs and projects of the District to assure consistency of goals and objectives for each program Managerial Services prepares reports and maintains accurate and complete records as required by District policy and the Arkansas Department of Education demonstrates knowledge and skills by making a positive contribution to conunittee work which supports the instructional program organizes committees for evaluation and selection of textbooks, equipment, and other instructional materials supervises and evaluates personnel assigned to him/her assists personnel and principals in encouraging attendance, acceptable conduct, and awareness of good health habits of students prepares the annual budget relative to those phases of the instructional program for which he has responsibility C Interacting with Students interprets evaluation and reporting procedures to the principal and his staff who in turn assist the student in understanding his educational progress assists personnel to understand student behavior to more realistically meet the needs of each student Interacting with Colleagues involves the staff in planning, decision-making, and implementation of the total instructional program cooperates with staff members in other departments to contribute to the effectiveness of the total District program plans with principals to implement all phases of the instructional program maintains an effective system of communication between central office personnel and individual school staffs exhibits a professional attitude toward criticism demonstrates a professional attitude as a member of internal committees Interacting with Community Members communicates and interprets Board policies\nprocedures, and Arkansas Department of Education regulations to members of the community emanates a positive image of the school in the community by involving community members and agencies in a supportive role assists in maintaining a communications network to interpret school goals, policies, and practices to connnunity members and to elicit suggestions for making the educational effort relevant to community goals demonstrates his/her support of the community through active participation and involvement in civic affairs Developing Personal Skills develops personal leadership skills characterized by good judgment, logical thinking, creativity, and imagination demonstrates enthusiasm for acquiring new skills in exploring the results of educational research which may influence teaching and the curriculum initiates procedures to modify his performance based on self-analysis of his/ her actions in assuming his responsibilities assumes personal responsibility for participating in available staff development activities which are designed to enhance the personal skills of personnel in his job classification accepts and analyzes constructive criticism in a professional manner accepts responsibility for professional conduct regarding attendance of and attitudes toward scheduled meetings (' (. L NORTII LITTLE ROCK PUBLIC SCHOOLS TITLE: Supervisor of Gifted and Talented and VIPS Coordinator QUALIFICATIONS: 1. Valid teaching certificate JOB GOAL: 2. Minimum of three years teaching experience 3. Master's degree To supervise the instructional program for the gifted and talented child and coordinates the volunteers in public schools PERFORMANCREE SPONSIBILITIES: 1. Supervises and coordinates all District programs for gifted children and helps develop policies and procedures for special instruction. Helps to establish and maintain special classes and services for gifted and talented students. 2. Assists the directors and assistant superintendent for instruction in developing and recommending the District gifted and telented education plan. 3. Conducts regular and requested classroom visitations, observes teachers in instructional settings, and assists them with teaching methods, teaching techniques, instructional aids, and room organization. 4. Plans and supervises a system of record keeping and supplies data as requested on financial and program reports required by the Arkansas Department of Education. 5. Assists in the selection of instructional materials, supplies, and equipment necessary for instructional purposes in gifted and talented education programs. 6. Assists in curriculum development and inservice programs in gifted and talented education. 7. Arranges for outside consultants to provide assistance to teachers in resource rooms and to regular classroom teachers who work with gifted students. 8. Assists principals and teachers in implementing a differentiated curriculum. 9. Assists with periodic evaluation of existing programs and services and specifies individualized programs of instruction and services for students who require them. 10. Assists in determining need for new programs and services by presenting new concepts and ideas based upon present practices, C L- 11. Assumes responsibility for professional growth and development and provides liaison with professional organizations. 12. Serves as a consultant and resource person to principal, other administrative personnnel, teachers, students, and parents. 13. Assists the director of personnel in selection and placement of gifted and talented teachers as needed. 14. Helps to interpret the program to school personnel and the cormnunity at large. 15. Assists in orientation of new teachers. 16. Assists in the writing of management plans for each student. 17. Works with special services'in testing students for the gifted and talented program. 18. Supervises the student identification procedures for gifted and talented. 19. Assists in writing and disseminating the gifted and talented newsletter. 20. Serves as the coordinator for the District's VIPS program. 21. Acts as liaison between VIPS chairman in the building and the school staff. 22. Identifies the staff's volunteer needs. 23. Publicizes the VIPS program. 24. Maintains records of volunteers, jobs, and hours of service. 25. Encourages continuous recognition of volunteers and helps to plan foran appreciation event near the close of the school year. 26. Coordinates the VIPS program with community agenci~s. 27. Performs other duties and functions as assigned by his/her superordinate. C TITLE: Language Arts Coordinator QUALIFICATIONS: 1. Valid teaching certificate REPORTS TO: JOB GOAL: 2. Master's degree 3. Broad te~ching experience in language arts areas 4. Certification in reading/language arts 5. Such alternative to the above qualifications and/or as the Board of Education may find appropriate and acceptable Director of Elementary Education/Secondary Education To achieve and maintain standards in the classroom so that each student may derive the greatest academic and personal benefits from the study of reading/language arts PERFORHANCER ESPONSIBILITIES: 1. Coordinates reading/language arts program, K-12. 2. Coordinates an operational framework for curriculum development and instructional improvement in reading/language arts. 3. Coordinates reading/language arts curriculum development activities and serves as chairman of such committees. Functions as resource person in program planning, curriculum development, and introducing new course offerings. 4. Coordinates the development, writing, editing, and publishing of locally produced curriculum guides. 5. Makes recommendations concerning major changes in programs and policies affecting reading/language arts curriculum and inst~uction. 6. Establishes procedures for regular evaluation of both existing and new curricular patterns and practices, new instructional procedures and practices, and recommends any changes therein. 7. Visits reading/language arts classrooms on a regular basis and also at the request of individual teachers, principals, and other administrators. 8. Interprets policy to principal and assists in making desirable adaptations of these policies. Works with principal on a consultant basis. 9. Supervises reading/language arts classroom instruction and assists teachers in improving instructional practices. 10. Instills in principal and teacher the use of initiative, desire~ a~d ability to exercise judgement, innate skills, and acquire knowledge. 11. Serves as a resource person to principals, teachers, parent groups, and textbook committees, etc. C ( 12. Assists in planning and implementing inservice education training for classroom teachers and administrators at both building and District level. 13. Performs demonstration lessons on effective teaching techniques for observation by teachers using actual classroom conditions. 14. Helps teachers with teaching methods, room organization, and teaching techniques. 15. Assists each teacher in the system in making the most effective use of materials. 16. Orients new teachers in the use of curriculum guides, philosophy of the department, and of reading/language arts materials available. 17. Uses test results and other effective evaluation techniques in planning individual student programs as well as total curriculum planning. 18. Serves on reading/language arts textbook selection committees and assists in implementing new programs. 19. Assists in evaluation, selection, and utilization of instructional materials. Shares with principals and teachers those materials and ideas which enhance the teaching-learning process. 20. Assists cooperating teachers as they work with student teachers. 21. Prepares quarterly reports on school matters as they develop services provided, and an annual report including evaluations and reco=endations for improvement of the program. 22. Serves on North Central Association Visiting Connnittees as evaluations ., by other school systems are conducted by State Department of Education. 23. Maintains a systematic and continuous awareness of new trends and publications in supervision of teaching and learning by reading, attending conferences, and visiting other schools. 24. Maintains and up-dates knowledge in the areas of reading/language arts, principles of child growth and development, the teaching-learning process, and curriculum development. 25. Participates in those activities most likely to lead to continued professional growth. 26. Assists in efforts to maintain standards of excellence in the teachinglearning process so that each student may derive the greatest academic and personal benefit from the learning experience. L NORTH LITTLE ROCK PUBLIC SCHOOLS TITLE: Coordinator of Mathematics QUALIFICATIONS: 1. Valid teaching certificate JOB GOAL: 2. Master's degr8e 3. Minimum of three years teaching experience To achieve and maintain standards in che classroom so that each student may derive the greatest \u0026amp;cademic and personal benefits from the study of mathematic~ PERFORMANCREE SPONSIBILITIES: 1. Coordinates the mathematics program, K-12. 2. Designs, modifies, and coordinates an operational frarnework for curriculum development and instructional improvement in mathematics, 3. Coordinates mathematics curriculum development activities. Functions as resource person in program plqnning, curriculum development, and introducing new course offerings. 4. Coordinates the development, writing, editing, and publishing of locally produced curriculum guides. 5. Makes recommendations concerning major changes in programs.. and policiP.s affecting mathematics curriculum and instruction. 6. Establishes procedures for regular evaluation of curriculum, and recommends changes based upon the evaluation. 7. Interprets policy to principals and assists in making desirable adaptations of policy. 8. Works with principals on a consultanL basis. 9. Serves as a resource person to principals, teachers, parent groups, and committees. 10. Assists in pla.nning and implementing inservice education training for classroom teachers and administrators at both builcing and District levels. 11. Visits m~thematics classes and helps teachers with teaching methods, room organization, and teaching techniques. 12. Assists in evaluation, selection, and utilization of instructional materials. Shares with principals and teachers those materials and ideas which enhance the teaching-learning process. .... (.) 13. Prepares appropriate reports on school matters and services provided, and prepares an annual report which may include evaluations and recommendations for improvement of the program. 14. Serves on committees as needed. 15. Maintains and updates knowledge in the areas of mathematics, principles of child growth and development, the teacher-learning process, and curriculum development. 16. Performs other duties and functions as assigned by his/her superordinate.  ' TITLE: Coordinator of Instructional Services QUALIFICATIONS: 1. Valid teaching certificate REPORTS TO: JOB GOAL: 2. Experience in teaching and/or supervision 3. Master's degree 4. Certificate as required by state and North Central Association 5. Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable Director of Elementary/Secondary Education To provide an atmosphere and context for the improvement of instruction and the marshalling of appropriate resources to create a stimulating learning environment. PERFORMANCREE SPONSIBILITIES: 1. Assumes responsibility forthe writing of all proposals and the filing of all applications for federal funds or those requiring some form of initiation. 2. Remains up-to-date on laws, regulations, and guidelines regarding federal funds available to schools. 3. Conducts inservice education workshops in the writing of performance objectives, the drafting of project proposals, and the interpretation of specifications for federal funding. 4. Serves as a resource person and consultant to central office staff, principals, and teachers in seeking outside sources of funds for special projects. 5. Encourages local personnel to exercise initiative in developing projects\ndevelops proposals himself and assumes supervision of projects granted the District. 6. Evaluates ideas and projects proposed by members of the staff for relevance to criteria and eligibility for funding. 7. Disseminates project information, as appropriate, to the staff and for the public at large. 8. Attends all meetings, workshops, etc. that are held with regards to guidelines, applications, reports, etc. pertaining to special funds. 9. Serves as coordinator of Chapter I, Chapter II, and other funds that require special applications, accounting, evaluation, final reports. 10. Evaluates all funded projects as required by regulations and makes reports as required. r (-) 11. Attends seminars on grantsmanship and proposal writing, and stays abreast through reading, correspondence, and other communication with matters in the field. 12. Prepares purchase orders and supervises the procurement of all equipment, materials, supplies, and services that are purchased through special funded projects. 13. Assists in the selection of materials, supplies, equipment to be purchased for the special projects. Works with purchasing agent as necessary on specifications, securing items, etc. 14. Serves as liaison person and reporting station for principals and for teachers who must complete reports or supply data as part of a project requirement. 15. Coordinates monitoring and evaluation procedures as required by guidelines. 16. Coordinates mechanics and informational matters for all inservice workshops as called for in project. 17. Coordinates all advisory meetings, completes arrangements for such, and assumes responsibility for all necessary plans. 18. Works with business affairs office in matters of accounting, handling of funds, etc. 19. Maintains records for accounting purposes, at least to the extent that program expenditures and services can be easily monitored. 20. Maintains internal general records on individual travel both local and out of district, workshops conducted and attendance, use of substitutes, and other pertinent data. 21. Coordinates services of an administrative and instructional nature associated with printed forms, plan and record books, etc. Keeps forms current through continuous review, places orders, and distributes forms as needed. 22. Coordinates mechanics of inservice training meetings, staff development sessions, and curriculum planning. Serves both as consultant and presentor in such workshops. 23. Assists in planning for staff members to attend local and state workshops and conferences and maintains an awareness of workshops for professional and educational growth. 24. Assists in planning, developing, and supervising a system-wide testing program. Chairs review committees, places orders, distributes materials, and maintains scoring service. C ( l 25. Assists in the selection of standardized testing material\nadvises on teacher-made tests, grading, student reporting, and student records. 26. Assumes responsibility for interpretating results of testing program, schedules of testing, grade level summaries, etc. 27. Works with counselors in standardized testing program, planning for new courses, and in other curricular matters. 28. Prepares that part of the supervisory budget relating to instructional supplies and equipment and initiates purchase orders for expending funds from designated categories. 29. Conducts local research relating to problems in curriculum development and instructional improvement and keeps supervisors informed of trends in this area. 30. Cooperates with national, state, regional, and other groups in developing and assessing new instructional programs in areas of development, instructional practices, inservice training. 1., ' \\ , ( NORTH LITTLE ROCK PUBLIC SCHOOLS TITLE: Instructional Computer Coordinator QUALIFICATIONS: 1. Valid teaching certificate JOB GOAL: 2. Master's degree 3. Minimum of three years teaching experience 4. Broad experience in the use of computers for instructional purposes To provide leadership and support in the use of computers for instructional purposes PERFORMANCREE SPONSIBILITIES: 1. Coordinates all uses ot computers for instructional purposes, K-12. 2. Coordinates the development and evaluation of all District programs related to the use of computers for instructional purposes. 3. Coordinates the process for developing guidelines and course outlines for computer literacy programs. 4. Coordinates the long-range planning process for the use of computers in instruction, 5. Provides ongoing staff development activities for teachers and administrators related to the use of computers in instruction, 6. Assists teachers with the use of the computer as an effective instructional tool. 7. Provides appropriate services to teachers and administrators. 8. Serves as a resource person to teachers, principals, and central office personnel. 9. Works cooperatively with subject area coordinators in the integration of computer software/courseware into all disciplines. 10. Coordinates curricular objectives with computer software/courseware resources. 11. Works with the coordinator of instructional materials in maintaining a computer software/courseware curriculum inventory, 12. Coordinates the process for the selection and evaluation of all instructional software/courseware in the District. -- ------ () (_ 13. Coordinates, implements, and monitors systems for computer managed instruction, 14. Works cooperatively witl, subject area coordinators in designing and imp1ementing computermE.naged objective-based testing programs. 15. Assists with budget devElopme.nt to support and maintain the computer education program. 16. Cocrdinates the selecticr. of all computer hardware and peripherals to be used for instructionEl purposes, 17. Monitors the legal and Ethical implications involved in the use of computers. 18. Maintains a continuous awareness of new trends in using the computer as an instructional tool in relation to the principles of child grow~~ and development, the teaching-learning process, and curriculum development. 19. Assists in efforts to maintain standards of excellence in the teachinglear. ning ~rocess so that each student may derive the greatest academic and personal benefit fro~ the learning experience. 20. Performs other duties and functions as assigned by his/her superordinate. (- l, / L NORTH LITTLE ROCK PUBLIC SCHOOLS TITLE: Supervisor of Vocational Education QUALIFICATIONS: 1. Valid certificate as a teacher 2, Master's degree 3. Minimum of three years teaching experience 4. Vocational administrator's certificate as required by the Arkansas Department of Education JOB GOAL: To develop and continually update a vocational education program which provides the greatest benefits to students preparing for living, employment, or a profession PERFORMANC' E 1 RESPONSIBILITIES: 1. Formulates and administers a comprehensive program of vocational education. 2. Develops the \"Local Plan\" for the District's current and projected involvement in vocational education. 3. 4. 5. 6. Works cooperatively with the director of secondary education, principals, and tP.achers to improve instruction and the learning environment. Designs, modifies, and coordinates an operational framework for curriculum development and instructional improvement in vocational education. Mak~s recommendations for long-term adjustments, changes, additions, and deletions in the vocational education program to meet changing needs. Is responsible for the development of proposals for new courses and projects involving state and federal funding for vocational education. 7. Assists in the modification of existing courses and the implementation of new courses in vocational education. 8. Coordinates the development, writing, editing, and publishing of locally produced curriculum guides for vocational education courses, as needed. 9. Works with vocational education textbook selection committees. 10. Maintains close working relationships with community and state agencies in order to provide training consistent with needs. 11. Works cooperatively with advisory committees, teachers, and students in their clubs and organizations. 12. Serves as liaison person between the Vocational Education Division of the Arkansas Department of Education and the School District. ( / 13. Participates in the affairs of p~ofessional organizations devoted to the advancement of vocational education, 14. Develops and maintains articulat:'_on with other vocational programs at the secondary and post-secondary J.l'.vBl. 15. Maintains currcP-t knowledge of regulations and procedures pertinent to vocational educ.ation. 16. Interprets policy to principals Rnd assists in making desirable applications of these policies. 17. Coordinates and assists principals and teachers in the completion of forms and reports as may be required fer vocational education classes. 18. Assists in the evaluation of curriculum and makes periodic reports on the program of instruction--its progress and needs, 19. Responsible for the collection, review. and submission of all forms and reports to state and federal agencies relative to vocational education. 20. Maintains records for the vocational education program as required by state and federal agencies. 21. Prepares quarterly and annual rep0rts on school matters and services provided. 22. Assists the director of personnel in ~he recruitment and securing of teachers as needed. 23. Coordinates the activities of adult vocational classes and reporting. 24. Coordinates the c0operative programs i~ the schools in the area of vocational education. 25. Assists in evaluation, selection, and utilization of instructional materials. Shares with principals and teachers those materials and ideas which enhance the teaching-learning process. 26. Develops specifications for the m~jor equipment items to be purchased for vocational education labs. 27. Prepares and administers operating budgets for equipment, materials, supplies, and services for vocational education classes. 28. Locates, contacts, and recommends vendors of materials and equipment for the vocational education program, as needed. 29. Manages the inventory system of equipment purchased for vocational education labs as required by the state. 30. Performs other duties and functions as assigned by his/her superordinate. ( ( l TITLE: QUALIFICATIONS: REPORTS TO: JOB GOAL: Vocational Evaluator 1. Certification in vocational educa iun ar special education 2. Must be willing to acquire twehe add:i!..tt..i.rlll\\al semester hours in whichever area of tt..fule. l!.wr:o not certified, within two years Supervisor of Vocational Education To plan and carry out a functioning p~~~ra.rui t~at provides the evaluation component for swe~ia1 ~eeds students in vocational education. ROLE AND AREA OF SERVICE: The role of a vocational evaluator is to provide evaluation services needed to enhance participation of special nee~s st~ ~nts in vocatonal education courses. This special needs gro~p n~i~des students in special education, low achievers in basic ~ubjects those scoring low on standardized achievement tests, tl-05- with high absenteeism, and/or students with behavior problems. PERFORMANCJE{ ESPONSIBILITIES: 1. Schedule and perform vocational evaluation of spec a ne~u:s students including assessment of interests and apt1. Ges u. respect to successful completion of vocational prog.:.a11:l.s. 2. Draft and rcpo rt voe a tional prescriptions or eact1 st\"-'!..:tle,ru. evaluated. 3. Couducc client follow-up as needed. 4. Maintain evaluation equipment in working order. 5. Maintain accurate records. 6. Mainta.111 adequate inventory of supplie:.\n. 7. Plan and develop new formal or informal vocational evaluations/ woe~ sample units, as required. 8. berve as a resuurce person in the uevelopment of Individual Education Plans and Individual Written Plans for special needs students in vocational education classes. 9. Perform other duties as assigned. 10. Work closely with seconuary principals, secunuary co .i1selurs, ana :.\npecial .\nervices personnel. C ( TITLE: QUALIFICATIONS: REPORTS TO: SUPERVISES: JOB GOAL: Co6rdinator of Volunteers in Public Schools 1. A level of professional training and experience, and human relations skills 2. Ability to organize, provide leadership, and possess task commitment 3. Knowledgeable about schools, the educational process, and the community 4. Good health, moral character, ability to work under supervision, and to follow instructions 5. Enthusiastic about education, energetic, creative, and ample time to devote to program Director of Elementary/Secondary Education Volunteers program Design, implement, administer, and evaluate a volunteer program ROLE AND AREA OF SERVICE: A Volunteer In Public Schools (VIPS) program is a framework that has been developed to provide persons to work as volunteers at schools under the direction of teachers and other school district employees. Adults assist the educational  institution on a voluntary basis in activities that are used in the education of children. The main purpose of these volunteer services is to strengthen the school program and/or expand it through the use of the volunteers' special knowledge and skill. The potential benefit to students through the use of volunteers cannot be emphasized too much. The educational system is truly effective only if the community through volunteer programs and other means become involved in the educational process. Parents and other community volunteers provide educational benefits to the children as they enrich and improve the learning process. They are uniquely capable of tying the formal learning of the classroom with the learning that goes on informally in the community. This involvement in the public schools may have an important bearing on the quality of the schools. This community ''in-kind'' contributions of volunteer work also takes the place of money that is not available. Such a program enables teachers to know more about the people from the community and it enables community persons to know more about the school. Herein may lie possible solutions to some of society's problems as a way may be found in making fuller and wiser use of our human potentials and resources. An effectively designed, implemented, and evaluated program can accomplish improved community/ school relationships, student motivation, as well as monitory savings. l The volunteer need not necessarily have a child in the classroom in which she is assisting or even in the public school, as for that matter, in order to be useful to the institution. She should however, be able to relate to children, to be interested in them, and to accept them as individuals. They should be willing to give of themselves freely, have time and discipline to meet volunteer commitment on regular basis and be enthusiastic about education. A volunteer receives no pay but may perform some of the same duties as a paid employee. For a program to be effective, the relationship between staff members and volunteers must be thoroughly understood and clearly spelled out. It is important that teachers and other staff members be rea~sured that the volunteers are there to support and assist them, to extend staff efforts, and enable them to perform better the most professional aspects of their work. Any successful volunteer program must be constantly re-evaluated to remain successful. Policies and procedures which are effective and-appropriate may be somewhat common to a number of schools as well as cover a period of years. However, each program at each site must be tailored to meet the needs of institution and individuals participating. It should not become an educational tool to be manipulated by the professionals. A coordinator as a paid employee is needed to take responsibility for administering, designing, implementing, and evaluating a volunteer program. A well organized, effective program requires a leader with the time and talent to .devote to the project. The coordinator requires administrative skill, enthusiasm, flexibility, and the ability to c.onnnunicate and relate well to others. This person should be employed by the district on a part-time or full-time basis for this position. PERFORMANCREE SPONSIBILITIES: 1. Works closely with the directors of elementary and secondary education in a joint effort to develop specific guidelines for the North Little Rock VIPS program. 2. Assists with the design of a program to fit needs of the school and district in which it is to be implemented. 3. Conducts meetings with community persons and staff members to seek suggestions for program design. 4. Initiates the process required to establish goals and measurable objectives for the program while serving as clearing house for input. 5. Conducts needs assessment through use of inquiries or questionnaires to assist with the design of a volunteer program. 6. Recruits and retains the necessary number of volunteers for the program to function at its optimum level. 7. Drafts and supervises planning and operations in recruitment of volunteers and encourages teachers and administrators to invite individuals to participate ( ( l 8. Creates an environment which encourages volunteers to become involved. 9. Provides personal interaction, uses telephone, and conducts general meetings to explain the responsibilities and rewards of being volunteers. 10. Seeks to provide good working relationship among home, community, and school and creates a willingness of resource person to serve in the program. 11. Provides training for volunteers and assists the administration in orientation of teachers so each person may perform efficiently as part of the school's program. 12. Develops cooperative partnership between volunteers and the school and communicates the district's philosophy etc. to volunteers during inservice sessions. 13. Orients the staff of the school to the rationale and utilization of volunteers in the effort to provide competent assistants in the classroom and other areas of the school. 14. Maintains ongoing training throughout the school year to volunteers to improve their effectiveness in areas of responsibility and assist teachers and other staff members to gain information on the use of volunteers. 15. Maintains a list of vo\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1124","title":"Little Rock School District, personnel directories","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1990/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School administrators","School board members","School employees","School management and organization","School principals","School superintendents"],"dcterms_title":["Little Rock School District, personnel directories"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1124"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District 1990-91 Ss!1ool Principal Address f!.1011i: Ccntral,01 John Hickman 1500 Park, 02 376-,H51 JA. Fair ,08 Al Niven 5201 Dodd, 10 224-6609 llall,02 Dr. Victor Anderson 6700 \"II'', 05 661-9000 /I kClcllan, 12 Jody Carter 9417 Ge)Cr Spgs, 09 565-0314 Park\\icw,05 Junious Babbs 2501 Barrow, 04 225-6440 \\ ocational-Technical Center /I lctropolitan,04 Dr. Doyle Dillahunty 7701 Scott llamilton, 09 565-8465 Junior Hii,:h Schools Cloverclale,15 Gayle Bradford 6300 Hinkson Rel., 09 565-8426 Dunbar,07 Nancy Volsen 1100 Wright Ave., 06 375-5574 Forest llcights.09 Richard Maple 5901 Evergreen, OS 663-3391 llt-nderson,13 Everett Hawks 401 Barrow Rel., OS 225-3358 /llabclvale,16 Clell Watts 10811 l\\tabelvale W. 72103 455-2413 I\\ Jann l\\lagnct,03 Marian Lacry 1000 Roosevelt Rel., 06 372-3123 Pulaski lleights,10 Ralph llofl'man 401 N. Pinc, OS 664-7073 '-,outhwcst,11 Charity Smith 3301 N. Bryant, 04 565-4416 ).ll'mcntarv Schools Baclgctt,19 /llary (\nobton 6900 Pecan Road, 06 490-1582 Balc,17 Lcvanna \\\\ ii son 6501 W. 32nd, 04 565-6621 Basclinc,22 William Finn 3623 Baseline Rel., 09 565-5589 Booker Magnet,06 Robert Brown 2016 Barber, 06 376-3319 Bracly,18 Mary Menking 7915 Markham, 05 225-1815 Caner Magnet,21 Mary Guinn 2100 East Sixth, 02 374-3783 Chicot ,28 Otis Preslar 11100 Chicot Rd.,72103 568-2554 Clo~crdalc,31 Sadie Mitchell 6500 Hinkson Rd., 09 565-0986 Dodd ,32 Mary .Jane Cheatham 6423 Stagecoach Rd .. 04 455-3110 I-air Park.23 Catherine Gill 616 N. Harrison, 05 666-0359 I- ore st Park.14 Virginia Ashley 1600 N. Tyler, 07 666-5415 I- ranklin ,25 Franklin Davis 1701 S. Harrison, 04 666-0348 Fulbright ,48 Mac Huffman 300 Pleasant Valley Dr., 12 224-2350 Garland ,.26 Dr. Cheryl Simmons 3615 W. 25th, 04 666-9436 Gt_\\tr Springs_n Eleanor Cox 5240 Mabclrnle Pike, 09 565-0184 Cibbs Magnet .27 Donna Davis 1115 W. 16th, 02 372-0251 Ish ,49 Lonnie Dean 3001 Pulaski, 06 376-3629 Jeflcrson ,.30 Frances Cawthon 2600 N. McKinley, 07 663-9472 \\L1hchale.46 Julie Davenport 9401 M'rnle Cut-off72103 455-2227 /\\lcDermott ,.20 Michael Oliver 1200 Reservoir Rel., 07 225-6568 \\Jeadowclill _,3 Jerry \\Vorm 25 Sheraton Dr., 09 565-0324 \\litchell _,4 Donita Hudspeth 2410 Battery. 06 375-6931 Otter Creek.SO Carolyn Teeter 16000 Otter Creek Pky., 09 455-3320 Pulaski lfrights,.38 Kay Loss 319 N. Pine, 05 663-9469 Rightsell _,9 Bobbie Goodwin 911 W. 19th, 06 374-7448 Rockefeller ,.36 Ann Mangan 700 E. 17th, 06 374-1226 Romine ,40 Lionel ward 3400 Romine Rd., 04 225-8833 Stephens.41 Stan Strauss 3700 W. 18th, 04 663-8374 Terr.',47 Alice Stornl 10800 Mara Lynn Dr., 11 225-1215 \\\\'akcfield ,51 Lloyd Black 75 Westminster, 05 568-3874 \\\\ashington,42 Karen Buchanan 115 W. 27th,06 372.5474 \\\\'atson,52 Dr. Diana Gla1.c 7000 Valley Dr., 09 565-1577 Western llills.29 Margie Puckett 4901 Western Hills, 04 562-2247 \\\\\"illiams l\\1agnct,43 Dr. Ed Jackson 7301 Evergreen, 07 666-0346 \\\\'ilson,44 Gwen Zeigler 4015 Stannus Rd., 04 565-0924 WoodrulT,45 Pat Higginbotham 3010 W. 7th, 05 663-4149 Tri-District Alternative Learning Center-Jonie Turner-800 Apperson, 72202, 374-7525 FIRST CLASS SCHOOLS FOR WORLD CLASS KIDS E I-LITTLE ROCK SCHOOL DISTRICT 1990-91 PERSONNEL DIRECTORY LITTLE ROCK CLASSROOM TEACHERS ASSOCIATION AN ADVOCACY ORGANIZATION REPRESENTING THE INTERESTS OF THE LITTLE ROCK SCHOOL DISTRICT'S TEACHERS, CUSTODIANS, AIDES AND BUS DRIVERS \"OVER 20 YEARS OF OUTSTANDING SERVICE TO OUR MEMBERS\" LRCTA AEA NEA STRENGTH THROUGH UNITY 1500 West 4th Street, Suite 305 Little Rock, AR 72201 (501) 372-3519 Little Rock School District Personnel Directory 1990-91 Zone 1 2 3 4 5 6 7 Board of Directors Director Term ends Dr. Katherine Mitchell 1993 PO Box 1896, 03 375-9377 W. D. \"Bill\" Hamilton 1992 306 Arthur Drive, 04 664-8727 James L. \"Skip\" Rutherford 1991 5604 Hawthorne, 07 663-9131 Robin Armstrong 1992 711 Shea, 05 224-6982 John Moore 1993 12015 Pleasant Tree Dr,11 223-2297 Patricia Gee 1991 8409 Dow an Dr., 09 562-0571 Oma Jacovelli 1991 6622 Gold Court, 09 568-7585 Dr. Ruth S. Steele, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 (501)324-2000 f ti I Ii 11 Ill LRSD Central Offices Central offices with 600 extensions may be called by dialing 370-1-plus the extension. For offices with 100 extension or any departments, you may dlal 374-3361. LOCATIONS LRSD Administration Building 810 W. Markham, 72201 Administration Annex 100 S. Arch, 72201 Adult Education 1401 Scott St., 72202 Alternative Learning Center 800 Apperson St., 72202 Cafeteria/Food Services 1501 Jones, 72202 Instructional Resource Center (IRC) 3805 W. 12th, 72204 English Foreign Languages Math PAC Music Reading Science Soclal Studies Staff Development VIPS Metropolitan Vo-Tech. Ed. Ctr. 7701 Scott Hamilton Road, 72209 Plant Services/Maintenance 3601 S. Bryant, 72204 Purchasing/Supply Center 1800 E. Sixth, 72202 Safety and Security 1001 E. 21 St., 72202 Student Asslgnement Offices 501 Sherman, 72202 Transportation Dept. 5400 Murray, 72209 Quigley Stadium 2409 W. 14th, 72202 DEPARTMENTS Adult Education Paulette Martin, Director Accountability/ Alternative Learning Dr. Angela Sewall, Special Assistant Athletic Department Business Ed/Home Economics CARE Program Martha Rogers, Supervisor Cafeteria/Food Services Jackie Boykin, Director Communications Department Becky Rather, Director 374-3361 374-3361 324-2260 324-2370 324-2250 671-6326 671-6310 671-4608 671-6320 671-6325 671-1276 671-6326 671-6318 671-6311 671-6300 666-1515 565-8465 565-5504 370-1681 324-2400 324-2272 562-6300 324-2426 324-2260 634 324-2426 568-5785 324-2395 324-2250 611,612 Community Education Mala Daggett, Director Computer Central Computer /Data Processing David Klngsella, Director Desegregation James Jennings, Assoc. Supt. Early Childhood Education (Rockefeller, Ullle Carter, Ass't Prln.) Educational Programs/Staff Development Estelle Matthis, Assoc. Supt Margaret Gremllllon, Asst Supt. Larry S. Robertson, Aast. Supt. English/Foreign Language Gene Parker, Supervisor Exceptional Children Gifted/Talented Mable Donaldson, Supervisor Special Education Dr. Patty Kohler, Director Family Ufe Education/New Futures Rene Carson, Coordinator Federal Programs Dr. J.J. Lacey, Jr., Director Flnanclal Services Mark Mllhollen, Controller Health Services Gwen Efird, RN, Coordinator HIPPY Marian Shead, Supervisor Human Resources Lynda White, Director Instructional Resources Center Dr. Mary Mosley, Director Incentive Schools Pat Price, Coordinator Insurance Office KLRE/KUAR FM Regina Dean, Manager Labor Relations Brady Gadberry, Speclallst Library/Instructional Tech Mathematics Dianne Wood, Supervisor Music/Fine Arts New Futures Unda Young, Ualson Parent Advisory Council Annie Abrams, Coordinator Parent Recruiters Planning, Research and Evaluation Sterling Ingram, Director Plant Services/Maintenance Doug Kendall, Director Ill 565-3783 671-6315 613 324-2272 324-2389 601 633 627 671-6313 630 654 671-6318 623 616 122,135 (beeper)569-0244 324-2266 645 671-8326 627 607 569-8485 689 671-6377 671-6320 671-6305 628 671-6325 324-2285,324-2286 651 565-5504 Pupil Services Jo Evelyn Elston, Director Purchasing Department Charle Neal, Director Reading Dr. Mary Mosley, Director Safety and Security BIii Barnhouse, Director Science Dennis Glasgow, Supervisor Scott Field Social Studies Marie A. McNeal, Supervisor Staff Development Marvin Zimmerman, Director Leon Adams, Speclallst Mary Jo Horton, Specialist Sue Walls, Specialist Student Assignment Office Student Hearing Rudolph Howard, Officer 668 681 671-6326 324-2400 671-6318 671-6299 671-6311 671-6300 671-6305 671-6300 671-6300 324-2272 374-3361, ext. 143 Substitute Office (SOS), 374-3413 Sue Rodgers, Coordinator 105,137 Student Records 659 Superintendent's Office 610,640 Dr. Ruth S. Steele, Supt. Dr. Herb Cleek, Deputy Supt. 602 Supply Center 682 Leonard Wlllls, Manager Support Services 603 E.M. \"Chip\" Jones, Manager Trade/lndutrlal Ed. 568-5785 Richard Wright, Supervisor Transportation Dept. 562-6300 Richard Johnson, Director Vocational/Tech. Ed. Center 565-0524 James MIiier, Director Vo-Tech Print Shop 565-2879 Terry Kirkpatrick, Manager Vonunteer1 In Public Schools (VIPS) 666-1515 Debbie MIiam, Coordinator Ill Administrative Staff Ill Aaron, Leona, FS Trainee .............................................. 324-2250 Brown, Linda, Drug. Abuse Prev. Coor ................................. 117 Abrams, Annie, PAC Coordinator ................................ 671-6325 Brown, Wlllle, Adm. Bldg. Mgr ............................................... 112 Adams, Leon, Staff Dev. Specialist .............................. 671-6305 Browning, Benita, Fin. Serv. . ................................................. 605 Adams, Polly, Voe. Ed. Secy ......................................... 565-0524 Caraway, Gwen, Purchasing .................................................. 125 Adams, Wayne, Facll. Coor ........................................... 565-5504 Carson, Rene, Family Ufe Coordinator ...................... 671-6318 Akbar, B.J., Trans. Dispatch .......................................... 562-4435 Carter, LIiiie, Early Childhood Rockefeller ................ 324-2389 Allen, Malinda, Math ...................................................... 671-6320 Carter, Ouida, Athletics Secy ................................................. 683 Allen, Martha, Voe. Ed. Coun ......................................... 565-8465 Cash, WIiiard, Trans. Mech .......................................... 562-3825 Anderson, John, Cust. Supv ......................................... 565-5504 Chapman, Susan, Sp. Ed. Supv. CBI .................................... 130 Armstead, Vicki, Communications Secy ............................... 611 Childress, Margie, Trans. Supv ................................... 562-1577 Armstrong, Ramona, Labor Relations Secy ......................... 689 Claypool, Ruth, Fin. Services ................................................ 618 Armstrong, Shella, Food Serv. Relmb. Coor ............... 324-2250 Cleek, Herb, Deputy Superintendent .................................... 602 Aycox, Carutha, Federal Programs ........................................ 623 Clevenger, Sharon, Mgr. Trainee ................................ 324-2250 Baler, Keith, Trans. Mech .............................................. 562-3825 Cole, Troy, Parent Recuriter ........................................ 324-2272 Barksdale, Diane, Nutrition Ed. Coor ........................... 324-2250 Connolly, Robert, Data Processing ...................................... 613 Barnes, Kenneth, IRC Aide ............................................ 671-6326 Cooper, Floyd, Trans. Supv ......................................... 562-3617 Barnhouse, BIii, Safety/Security Director .................. 324-2400 Corker, Sue, Reading .................................................... 671-6326 Bates, Herron, Custodial Supv ..................................... 565-8412 Cothren, Constance, FS Whs ...................................... 324-2257 Beard, Ken, FS Main. Tech ............................................ 324-2250 Coulter, Cora, Psy. Exam ....................................................... 120 Bennett,Pauline, Human Resources Secy ............................ 138 Cox, Tanya, Fin. Serv ............................................................... 684 Bennett, Tammy, Plant Services Secy ......................... 565-8487 Crafton, Janet, Dropout Prev./Recovery Coord ....... 324-2265 Benton, Belle, Pupil Serv. Secy .............................................. 122 Cranford, Joan, Fin. Serv ....................................................... 661 Berkey, Randy .......................................................................... 129 Crawford, Pam, Computers Spec ............................... 671-6315 Blagg, Lynn, English/For. Lang./Soc. Stud. Secy ..... 671-6310 Crow, Shirley, FS Whs. Mgr ......................................... 324-2257 Bledsoe, Emma, Admln. Cust .................................................. 112 DalSanto, Judy, Food Sarv. Secy ................................ 324-2250 Bonds, Michelle, Switchboard Oper ........................................... O Daggett, Mala, Community Education Director ........ 565-3783 Boykin, Jackie, Food Ser. Director .............................. 324-2250 Davis, Betty, Eval. Spec .......................................................... 650 Brant, Dennis, Computers Spec ................................... 671-6315 Davis, Johnnie, Trans. Mech. ...................................... 562-3825 Bray, Shirley, Fin. Serv ............................................................. 620 Dean, Regina, KLRE/KUAR Manager ........................ 569-8485 Brewer, Jerry, Trans. Mech .......................................... 562-3825 Devore, Dana, Trans. Supv ........................................... 562-4226 Brock, Dorothy, Fam. Ufe/New Futures ...................... 671-6318 Driver, Juanita, Fin. Serv ......................................................... 621 rooks, Sharon, Eval. Spec ..................................................... 127 Donaldson, Mable, Gifted/Talented Supervisor .................. 630 Dudley, Terry, Construction Manager .......................... 565-8487 Jackson, Debbie, Data Proc. Secy ....................................... 613 Dunbar, Ethel, Eval Spec. ...................................................... 657 Jackson, Roy, Cust Supv ............................................. 565-8412 Eagles, Carletta, Food Serv. Whs ................................. 324-2257 Jackson, Pearline, Reading .......................................... 671-6326 Edmondson, Penny, Plant Services Secy ................... 565-5504 Jacobs, Joyce, Sp. Ed. Secy. ................................................ 658 Edwards, Diane, Student Records ........................................ 659 Jeffrey, Bonnie, Div. Exceptional Children .......................... 118 Efird, G-n, Health Serv. Coordinator ...... 122, 135, 569-0244 Jennings, James, Assoc. Supt Desegregation .......... 324-2272 Ellis, Archie, Trana. Supv ............................................... 562-1577 Elston, Jo Evelyn, Pupil Services Director ....... ..2/.C~.-.e- Johnson, Jerry, Construction Manager ...................... 565-8487 Johnson, Mickey, FS Driver .......................................... 324-2257 Eubanka, Gall, Purch. Supv ................................................... 681 Johnson, Richard, Transportation Director ................ 562-6300 Farris, Christine, Fd. Serv. Wha .................................... 324-2257 Jones, E. M. \"Chip', Sup. Serv. Manager .............................. 603 Fairfax, Harrison, Cuat Supv ......................................... 565-8412 Jones, Rita, Human Resources Secy ................................... 606 Fella, Cedric, Trana.Mech. . ........................................... 562-3825 Jones, Unda, Schools Secy .................................................. 141 Ferguson, Anne, Fam. Ute/New Futures .................... 671-6318 Jones, Robert, Setety and Security .............................. 324-2400 Forbes, Betty Jean, Staff Asst .............................................. 640 Jordan, Trey, Trans. Mech ............................................ 562-3825 Forbess, Bill, Const Mgr ............................................... 565-8487 Joyce, Usa, Reading Secy ............................................ 671-6326 Fry, Ben, KLRE/KUAR FM ............................................ 569-8485 Kelly, Doris, Ins. Tech/Ub. Secy ................................... 671-6377 Fulmer, Angle, Deaeg ..................................................... 324-2287 Kendall, Doug, Plant Ser ./Malnt Director .................. 565-5504 Fulmer, Lena, Sp. Ed. Supv. .................................................. 647 Klllsgaard, Sharon, Staff Dev. Secy. . ........................... 671-6300 Furrer, Jean, Food Serv. Supv ....................................... 324-2250 Kilpatrick, Willie, Math .................................................... 671-6320 Gadberry, Brady, Labor Relations Specialist...................... 689 Klngsella, David, Data Proc. Director .................................. 613 Gambill, Karen, Psy. Exam..................................................... 648 Knox, John, Food Serv. Whse Mgr ................................ 324-2257 Gardner, Gayle, Math Secy ............................................ 671-6320 Kohler, Patty, Special Ed. Director ........................................ 654 Gentry, Ruthie, Desrg. Secy .......................................... 324-2272 Korte, Paula ............................................................................ 129 Glasgow, Dennis, Science Supervisor ........................ 671-6318 Kumpurls, Pat, Exec. Asst to Supt ........................................ 610 Glenn, Randall, Special Ed .................................................... 647 Lacey, J. J., Federal Programs Director .............................. 623 Goetschlus, Carol, Family Ute/New Futures .............. 671-6318 Land, Kitty, Transportation Secretary .......................... 562-6300 Goza, Jean, Financial Services ............................................ 106 Uncoln, Betty, Computer Spec ..................................... 671-6315 Grable, Hazle, FS Bookkeeper, .................................... 324-2250 Uttle, Carole, FS Whse ................................................... 324-2257 Graves, Barbara, Sp. Ed. ........................................................ 652 Logan, Kelli .............................................................................. 129 Green, Dorothy, Plannlng/Eval. Secy. ................................ 651 Lyon, Lucy, Library Cood .............................................. 671-6377 Green, Marc. FS Driver .................................................. 324-2257 Mccraw, Helen, Data Proc. .................................................... 644 Gremillion, Margaret, Assist Superintendent .................... 633 McIntyre, Nina, Pay. Exam .................................................... 119 Griffin, Beverly, Planning/Eva!. Secy ................................. 651 McMullen, LIiie, Pay. Exam .................................................... 120 Griffin, Robert, Supply Center Asst Mgr ............................ 682 McNeal, Marie A., Soc. Studies Supervisor ................ 671-6311 Gross, Mary Bea, KLRE/KUAR FM .............................. 569-8485 Martin, Paulette, Adult Education Director .................. 324-2260 Hampton, Sylvester, FS Driver ...................................... 324-2257 Masterson, Marilyn, Mgr. Trainee ................................ 324-2250 Hamilton, Deborah, Trans Dlsp ..................................... 562-4435 Matson, LeeAnn, VIPS .................................................... 666-1515 Handley, Marcy, SOS Asst Coord ....................... 105,374-3413 Matthis, Estelle, Assoc. Supt ................................................ 601 Harris, Joseph, FS Whs. . ............................................... 324-2257 Milam, Debbie, VIPS Coordinator .................................. 666-1515 Hayes, Steve, Malnt Supv ............................................. 565-5504 Milam, Judy, Reading .................................................... 671-6326 Haygood, Angella, Special Ed. Secy. .................................... 649 Mllhollen, Mark, Controller .................................................... 616 Harper-Brooks, Unda, Sp. Ed. Secy, .................................... 654 MIiier, Brenda, Deseg. Secy .......................................... 324-2272 Hearne, Mllllcant, PIE .................................................... 666-1515 MIiier, James, Voc.fTech. Education Director ............ 565-0524 Heggs, Ursella, PAC Secy .............................................. 671-6325 Montgomery, Brad, Setety and Security ...................... 324-2400 Herndon, Sherry, Reading Secy .................................... 671-6326 Moore, Avis, KLRE/KULAR FM .................................... 569-8485 HIii, Claudette, Psy. Test Secy ............................................ 670 Moore, Cathlne, CARE Coor ......................................... 324-2395 Hilton, Betty, Food Serv. Supv ....................................... 324-2250 Moore, Dr. Jimmy, Evlron. Prot Cood .......................... 565-8525 Hobby, Dr. Selma, Eval. Spec ............................................... 127 Moore, Muriel, Sci. Secy ................................................ 671-6318 Hodges, Lela, VIPS .......................................................... 666-1515 Morgan, Nancy, Data Proc ..................................................... 641 Honorable, Maggie, Human Resources .............................. 139 Mosley, Mary, IRC/Readlng Director .......................... 671-6326 Horton, Mary Jo, Staff Dev. Specialist .......................... 671-6300 Murray, Fran, Purchasing ...................................................... 681 Howard, Rudolph, Student Hearing Officer ........................ 143 Myers, Nona, Psy. Test Secy ................................................ 648 Huddle, Mary, Gifted Secretary ............................................ 630 Nagel, Peg, Fin. Serv ............................................................... 615 Hudson, Valerie, VIPS .................................................... 666-1515 Neal, Charles, Purchasing Director ...................................... 681 Huff, Constance, Sp. Ed ......................................................... 130 Nichols, Joyce ........................................................................ 654 Huffman, Krls,IRC .......................................................... 671-6326 Norris, Margaret, Homebound Teacher ................................ 654 Hughett, Carol, Exec. Asst Support Services .................... 603 Norton, Faye, CARE ........................................................ 324-2395 Ingram, Sterling, Planning, Res. \u0026amp; Eval. Director .............. 651 O'Baugh, Randy, Asst Whse, Mgr ............................... 324-2257 Ivy, Janet, Mgr. Trainee .................................................. 324-2250 Odle, Vicki, Pay. Test Secy ..................................................... 670 Jack, Lynda, Div. Exceptional Children............................... 648 Palmer, Brownyn, Sp. Ed ........................................................ 129 Jacks, Brenda, HIPPY Secy ........................................... 324-2266 Parker, Gene, English/Foreign Language Supv ......... 671-6313 Jackson, Chuck, Administration Printer .............................. 115 Paul, Annita C., Fam. Ute/New Fut .............................. 671-6318 Payne, John, Cust. Supv ............................................... 565-8412 Pederson, Sue, Exec. Asst. Deseg ................................ 324-2272 Phllllps, Don, Trans. Dispatcher .................................. 562-4456 Porter, Diann ............................................................................ 129 Price, Pat, Incentive Schools Coordinator ............................ 627 Putt, Paulette, Voe. Ed ................................................... 568-5785 Quattlebaum, Larry, Psy. Exam .............................................. 646 Rather, Becky, Communications Director .................. 611, 612 Rector, Janet, Plant Serv. Secy ..................................... 565-5504 Reeves, Sharon, Parts Clerk ........................................ 565-0843 Renaud, Nan G., Data Proc ..................................................... 114 Reynolds, Janice, Fin. Services .............................................. 619 Rhodes, Albert, Sup. Ctr ......................................................... 682 Rhodes, Doug, FS Main ................................................. 324-2250 Richardson, Annie, FS Whse ........................................ 324-2257 Richardson, Jacquline, HIPPY Coor ............................. 324-2266 Ridgell, Shirley, Human Resources, Secy ............................. 608 Robertson, Larry S., Assistant Superintendent .................... 627 Robinson, Bettye, Trans, Supv ..................................... 562-1580 Robinson, Dorothy, Mgr. Trainee ................................ 324-2250 Robinson, Robert, Teacher Recruitment Coor ..................... 690 Rodgers, Frances, Student Hearing Secy ........... 128, 374-3361 Rodgers, Norma,Exec. Asst. Adm ........................................... 602 Rodgers, Sue, SOS Coor ....................................... 137,374-3413 Rogers, Martha, CARE Supervisor .............................. 324-2395 Rolllna, Robert, IRC Aide .............................................. 671-6326 Roper, Annette, HIPPY Coor ......................................... 324-2266 Rose, Shyrel, Sp. Ed ................................................................. 655 Ruffins, John, Data Processing .............................................. 109 Rynders, Diane, Coor, Gifted .................................................. 631 Sanders, Jacqueline, Data Entry Coor ......................... 324-2287 Sanders, Lynette, Fin, Serv ..................................................... 673 Saults, Chuck, KLRE/KUAR FM .................................. 569-8485 Schult, Shala, Fam. Life/ New Futures ........................ 671-6318 Scoggins, Leola, Math .................................................... 671-6320 Sellers, Richard, FS Supv. Mgr ..................................... 324-2250 Sewall, Angela, Special Assistant .......................................... 634 Shastri, Hope, Computer Spec ..................................... 671-6315 Shead, Marian, HIPPY Supervisor ................................ 324-2266 Shepherd, Martha, FS Trainee ...................................... 324-2250 Smith, Elwanda, Plant Serv. Secy ................................. 565-5534 Smith, Gary, Sp. Ed. CBI .......................................................... 131 Smith, Jewel, Custodian Annex .............................................. 672 Smith, Linda, Exec. Asst. Ad min ............................................ 601 Smith, Mary, Safety/Security Secy ............................. 324-2400 Smith, Dr. Paul, Eval. Spec ..................................................... 650 Smith, Paula, Math ........................................................ 671-6320 Smith, Vernon, Const. Mgr. .. ........................................ 565-8487 Soo, Evelyn, Computer Spec ....................................... 671-6315 Splnelll, Gretcl)en, Purchasing .............................................. 681 Spurgeon, Helen, Pupll Serv. Secy ......................................... 668 Stain, Jeanie, Insurance Secy ................................................. 607 Stearns, David, Trans. Mech ......................................... 562-3825 Steele, Ruth S., Superintendent .................................... 610,640 Steelman, Mary Lynn, Sp. Ed. Speech Coor ......................... 656 Stephens,. Rose, Food Serv. Secy ..................... - ....... 324-2250 Story, Wallace, Pay.Exam ........................................................ 649 Streett, Barbara ........................................................................ 646 Sutton, Anna, FS Secy .................................................... 324-2250 Sutton, James, Supply Center ................................................ 682 Swint, Janice, Fin. Serv ........................................................... 617 Tackett, Richard, Data Processing ........................................ 613 Tadlock, Mary Sue, Eval. Spec ............................................... 657 Tanner, Gall, Adm. Secy. New Futures .................................. 692 Tapley, Linda, Community Education Secy ............... 565-3783 Tate, Sherrell, Purchasing ...................................................... 681 Teeter, Judy, Reading .................................................. 671-6326 Terry, Thomas, Sup. Center .................................................... 682 Thomas, Deborah, HIPPY Aide .................................... 324-2266 Thomas, Jimmie, FS Trainee ........................................ 324-2250 Thomas, Nanette ...................................................................... 130 Thomas, Regina, Eval. Secy ................................................... 665 Tipton, Charles, FS Wha . .............................................. 324-2257 Trowell, Judy, Math ........................................................ 671-6320 Tucker, Deborah, Purchasing ................................................ 681 Umfleet, Don, Ina. Tech./Ub ......................................... 671-6377 Underwood, Dorothy, FS Supv ..................................... 324-2250 Van Drleaum, Pat, Human Resources .................................. 645 Viner, James, Trans. Foreman ...................................... 562-3825 Walls, Collen Sue, Staff Dev. Speclallst ...................... 671-6300 Wallls, Carolyn, Fin. Serv ....................................................... 666 Wallworth, Betty, Inst. Tech/Lib Secy ........................ 671-6377 Washington, Charlotte, Schools Secy ................................... 634 Washington, Danlel, Plant Serv. .................................. 565-5504 Washington, James, St. Assign. Oler ......................... 324-2272 Whalen, Mike, Trans. Supv ........................................... 562-4226 White, Anthony, Supply Ctr ..................................................... 682 White, Lynda C., Human Resources Director ...................... 645 White, Rita, Human Resources .............................................. 607 Wledower, Julle, Parent Recruiter Coordinator ........ 324-2285 Wllllams, Ethel, Transportation Secy ........................... 562-3463 Wllllams, Patty, Secy. Ub. Serv ................................... 671-6377 Wllllams, Sharon, Data Entry ........................................ 324-2287 Wllllams, Ruth, Data Processing ............................................ 108 Wllllama, Wanda, FS Warehouse .................................. 324-2257 Wllllams, Tommy, Supply Ctr ................................................. 682 Wlllls, Leonard, Supply Ctr. Manager .................................... 682 WIison, Gayle, VIPS ........................................................ 666-1515 Winslow, Skye, Communications Assistant.. ........................ 612 Wood, Dianne, Mathematics Supervisor .................... 671-6320 Woosley, Lucy, Fin. Serv ......................................................... 632 Young, Elizabeth, FS Trainee ...................................... 324-2250 Young, Krishna, Speclal Education ...................................... 129 Young, Linda, New Futures Liaison ...................................... 628 Zawislak, Anna, VIPS .................................................... 666-1515 Zimmerman, Marvin, Staff Development Director ...... 671-6300 Zoch, Edwin, KLRE/KUAR FM .................................... 569-8485 Due to the new Plexar phone system that is presently being installed throughout the District, some of the Administrative Office phone numbers will be changed before the first of January. A supplemental section of pages two through six will be printed and available after the first of the year. JII Other Frequently Called Numbers Ill PTACouncll Little Rock PTA Council Prealclent Debbie Velez ................................................ 225-3882 Little Rock AaaoclaUon of EducaUonal Office Peraonnel PrHldent Charlott Randel .......................... 57\u0026lt;\u0026gt;-4180/868-5096 1atVlce PrH. Ouida Carter ........................ 324-2395/375-8638 2nd Vice PrH. Sue Rodgera ........................ 374-3413/562-1683 Secretary Bobble Levy ................................ 455-7420/223-9760 Treaaurer Barbara Ball ................................ 671-6281/666-8497 Paat PrH./Advlaory Nancy Wuneburger .. 455-2413/565-0146 Little Rock Claaaroom Teacher AssoclaUon 1500 W. Fourth, Suite 305 .............................................. 372-3519 Prealdent Grainger Ledbetter .................... 372-3519/663-6142 Vice Prea. Eleanor Coleman ........................ 671-6267 /664-3150 Sec. Uaa Lewi ............................................ 57\u0026lt;\u0026gt;-4165/224-0263 Treaa. Betty Mitchell .................................... 671-6250/982-0789 Exec. Dir. Frank MarUn .................................................. 372-3519 Adm. Aaa't Becky Hendrix ............................................ 372-3519 Prlnclpala' Roundtable Prealdent Ralph Hoffman ............................ 671-6250/663-3906 PrH. Elect Dr. Diana Glaze ........................ 570-4195/771-1046 Sec. Deborah Mitchell .................................. 671-6363/568-5307 Treaa. Unda Swain ...................................... 57\u0026lt;\u0026gt;-4100/945-7770 Auditor Thomas \u0026amp; Thomas, Heritage West Bldg.,375-2025 Attorneys Friday, Eldredge, Clark, First Commercial Bank Bldg., 376-2011 School Dlatrlct Phyalclan Dr. Chrla Smith, Ark. Children's Hospital, 320-4362 Treaaurer Loula J. Schaufele, Worthen Bank Bldg., 378-1000 Arkanaaa Department of EducaUon ............................ 682-4475 Arkansaa EducaUon AssoclaUon .................................. 375-4611 Arkansaa Teachera' Credit Union .............................. 375-9250 Arkanaaa Teacher ReUrement .................................. 682-1517 Arkansaa PTA .................. ---- ..  ..  753-5247 LRSD AlternaUve Learning Canter .............................. 324-2260 LRSD lnaurance Office .................................................. 370-1607 Uttle Rock Teacher Credit Union .............................. 374-7119 Magnet Review Com. Office .......................................... 758-0156 Metropolitan Supervlaora Office .................................. 376-6200 New Future .................................................................... 374-1011 Pfeifer Camp .................................................................. 821-3714 Pulaski County Ed. CooperaUve .................................. 375-2240 SubsUtute Office Service Elementary ...................................................... 374-3414 Secondary ...................................................... 374-3415 Teen Reentry Assistance Center (TRAC) .................... 324-2265 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources, Data Processing and Communications Departments of the Little Rock School District. Employees' address and /or telephone changes should be sent as soon as they occur to the Human Resources Dept. Forms are provided in the principals' offices for this purpose. Changes or additions to the first seven pages should be sent to the Communications Department. S~hQQls Prln~lgals Sgcrgtarlgs Cafgtgrla Nursgs Badgett Mary Golston Shirley Moore Mary Lynch Estella Jones Lee Bale Levanna WIison Lucy Hendrick Barbara Glover Patsy Cornelius Baaellne WIiiiam Finn Annett Jones JeanLoctacher MIiiie McKenzie Booker Robert Brown Marye Powell Erma Brown Uvlta Scott Brady Mary menklng Jackie Wherry Olene Curry Unda Personne Carver Mary Guinn Betty Simpson Vivian Harri Mary Jo Curtis Central John Hickman Pattie Teach Betty Rone NlnaWllllama Chicot Olla Preslar Loulae Tucker Edith Blythe Margaret Bland Cloverdale Elem. Sadie Mitchell Nettle Higgin Darcus Johnson Stevie Lowder Cloverdale Jr. Gayle Bradford Darlene Martinek Stevie Lowder ~ Dodd Mary Jane Cheatham Sue Mitchell Charlene Jay Vickie Burney Dunbar Nancy Volaen Marilyn McGr- Bobble Dickerson Ulllan Wittenberg Fair Al Niven Nan Howard Ruby Mickle Kay Mosely Fair Park Catherine GIii Veola Hayes Clalre Burch Unda Personne Forest Heights Richard Maple Sarah Shelman Dalta Morgan Jo GIiium Forest Park Virginia Ashley Pat Lusby Carolyn Cole Unda Peraonne Franklln Franklin Davia Deana Keathley Eaale Rayford Lavelle Rolllna Fulbrlght Mac Huffman Nell Rosa Sylvia Boren Elizabeth Anglin Garland Dr. Cheryl Simmons Rachel WIiiiama Wanda GIiiey Ann Callaway Geyer Spring Eleanor Cox Karen Littleton Mae Kyzer Vicki Barney Gibbs Donna Davia Pam Plant Elizabeth Young Elizabeth Anglin Hall Dr. Vic Anderson Kay Gunter Laurine Harrison Janice Yeatman Henderson Everett Hawk Nancy Johnson Kathleen Bisbee Marilyn Hagberg lah Lonnie Dean Winnie Camp Annie Richardson Estella Lee Jefferson Francia Cawthon Barbara Ball Audrey Walker Sue Sheppard Mabelvale Elem. Julie Davenport Jo Greenlee Brenda Browning Frankie Falkner Mabelvale Jr. ClellWatta Nancy Wuneburger Rita Farner Frankie Falkner McClellan Jodie Carter Frances Rodgers Joyce Weems MIiiie McKenzie McDermott Mike Oliver Bobble Sheets Earline Collin Evelyn Lawrence Mann Marian Lacey Lynda Quall Laura Tanner Becky Sage Meadowcllff Jerry Worm JeaaleWebb Arlene Chambleaa Vickie Barney Metropolitan Dr. Doyle DIiiahunty Margaret Holt Brenda Matthews Mitchell Donita Hudspeth Donnlta Holt Mary Reece Estella Jones Lee Otter Creek Carolyn Teeter Sandi WIibanks Ruby Motley Marilyn Hagberg Parkvl- Junious Babbs Carolyn Alexander Nancy Stogner Barbara Bonner Pulaski Heights Elem. Kay Losa Margie Northcutt RoaeWrlght Deborah Bolla Pulaski Heights Jr. Ralph Hoffman Kathy Jarrett RoaeWrlght Deborah Bolls Rlghtsell Bobble Goodwin Minnie Vault Mentha GIiiiam Sue Sheppard Rockefeller Anne Mangan Regina Thomas Wanda Mobley Cindy Warren Romine UonelWard Renee Smith Reba Henson Ann Callaway Southweat Charity Smith Unda Anderson Gall Ivy Patsy Cornelius Stephen Stan Strauaa Beverly Harri Alice Byers Barbara Bonner Terry Allee Stovall Ann Campbell Pam Lawson Kay Mosely Wakefield Uoyd Black Donna Davia Sarah Sellers Evelyn Lawrence Washington Karen Buchannan Temperlene Smith Pat Singley Chris Beasley Watson Dr. Diana Glaze Annie Davidson Martha Shepherd Lavelle Rolllna Western HIiia Margie Puckett Peggy Week Irene Gulley Janice Yeatman Wllllama Dr. Ed Jackson Christy Harri Constance Moore Sue Sheppard WIison Gwen Zeigler Ella Anderson Georgetta Moore Margaret Bland Woodruff Pat Hlgglnbothm Barbara Allen Christine Farria Evelyn Lawrence Personal Numbers Ill 1401 SCOTT STREET BANKS AVERY M BLACKNALL REVA J BROWN ANNA P COLVERT BONNIE S DERRICK ANITA E DIXON IDA M EMMEL SHARON K FIELDER TERRIL GAMBLE RICHARDS GATLIN DONNY R GORDER DELIA D HATTON-CONAWAY RUBY L HAYGOOD JR CHARLES E HENSLEE MARY J HUGHES ELIZABETH A HUMPHREY ELLA M JOHNSON RALPH E KINDY LINDA L LADRIE-MACKEY SUSAN LOVELACE EVELYN L MARTIN PAULETTE H MCCLURE JAMES L MUTTON MARYE OVERTON BETTYE C PARKER FAYE L PATTERSON DOROTHY J RATCHFORD JAYME K SANCHEZ HECTOR R SANDERS B BOBBIE F SHADDOX LINDA A SMITH CHARLOTTE SMITH TRESA K STANLEY BERTHA 0 STEVENS LINDA S STEWART KENNETH W STOKES JOANN TEH POH G THORNTON MATTIE A WHITEHEAD KIMBERLY A WHITESIDE IDA L WILBANKS PATRICIA A WILLIAMS KELLY J YARBERRY MARYL YOUNG REILA B 800 APPERSON STREET BANKS OTIS R CARR RONALD L CONNELLY KENNETH D COTTOMS JOYCE A FAISON OTHELLO 0 ADULT EDUCATION CENTER ADULT ED ADULT ED COM ED AD ED PT ADULT ED ADULT ED ADULT ED AD ED PT AD ED PT ADULT ED COM ED ADULT ED CUSTODAN COM ED AD ED PT SECRETRY ADULT ED AST DIR COM ED COM ED DIR .CUSTODAN ADULT ED ADULT ED ADULT ED ADULT ED COM ED AIDE ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED COM ED ADULT ED ADULT ED COM ED ADULT ED CONSULT ADULT ED ADULT ED ADULT ED ADULT ED AIDE LITTLE ROCK, AR 72202 320 JOHNSON 22 OLD GLORY COURT 919 THELMA STREET 4304 CARTER LANE 209 WEST MILITARY P.O. 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BOX 61 4217 WEST 10TH 72015 72209 72015 72212 72118 72216 72210 72211 72207 72204 72205 71601 72206 72114 72116 72204 72209 72206 72207 72114 72206 72204 72076 72076 72214 72204 72202 71601 72205 172116 72116 72207 72204 72212 72209 72204 3 72205 72015 72117 72076 72209 72202 72103 72204 ALTERNATIVE LEARNING CENTER HEALTH S/B SEC SOC STU COUNSELR ALT PRIN LITTLE ROCK, AR 72202 410 DIVISION 1402 WEST 15TH RT 8 BOX 860 4710 SAM PECK RD BLDG 33 1823 SOUTH TAYLOR 72114 72202 72370 72212 72204 324-2260 776-2803 562-8759 778-474.7 868-9084 753-2261 376-3437 821-3747 225-6807 664-7862 372-4710 663-0546 534-5312 221-1503 945-7174 771-1843 664-5107 ' 565-3296 888-4055 221-7509 ** 888-7318 664-8164 988-2450 ** ** 664-9468 661-1566 536-0779 224-2963 ** 753-5610 227-6558 565-7268 225-8433 568-2415 666-7073 225-3108 778-6368 945-2430 ** 562-3296 664-0014 455-3992 377-1309 324-2370 372-7637 372-6436 332-3177 223-8115 666-8321 HUNNICUTT JERRY A MOORE ARCHIE OKERE CAROLINE A REINHART THOMAS T ROBERTSON ANDREW A VINCENT SANDRA M WEEKS MERRIAL L WESLEY ALLEN T 6900 PECAN ROAD ADAMS ARBELLE ALBERT REJEANA J CAMPBELL ETHEL J CHILDS SANDRA D GOLSTON MARY R GRAY KATHRYN M HENDERSON MARCELL HOLMES ANNE I HUGGINS BILLY R JOHNSON CELENE F JONES MARY R LAWRENCE GAYLA R LYNCH MARYE MCCRUEL LESLIE L MCGOWAN DORIS J MCLENNAN ANNE MITCHELL LILLIE M MOORE SHIRLEY J NEELY VERDELL M PHILLIPS THELMA ROWE MARY M CA ORIET CUSTODAN AIDE ALT/LNG AIDE INTERN SEC PRIN GEN SCI 8600 PAWNEE DRIVE 3905 BARROW ROAD 5913 LYNDELL DRIVE 3606 LILAC COVE 72015 72204 72209 72202 714 PINE STREET 72032 8921 MORRIS MANOR DRIVE# 72204 ROUTE 2 BOX 33 72176 4301 WEST MARKHAM JBSU #8 72205 BADGETT ELEMENTARY SCHOOL LITTLE ROCK, AR 72206 FS WRKR ELEM V ELEM III ELEM IV ELE PRIN AIDE SPEC ED G \u0026amp; T CUSTODAN AIDE FS WRKR SPEC ED MGR F/S CUSTODAN ELEM I ELEM II AIDE 2901 LOMA DRIVE 10 MALCOLM COVE 3806 DEBUSK CIRCLE 427 SOUTH ASH APT B 8419 LABETTE ** 3021 CENTER 200 ELWOOD P.O. 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BOX 166 P.O. 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455-1481 663-3065 ** 834-0721 664-1777 835-2013 664-0413 490-0778 225-3861 565-2162 225-4282 376-1424 664-9314 372-7458 375-7794 374-5156 758-8931 225-4336 666-7095 664-6089 ** 663-8482 851-3271 227-8111 666-9042 224-6618 225-5448 227-0323 666-4934 ** ** ENGLISH GEOMETRY BUS ED S/B SEC 2450 SOUTH PARK STREET 72206 3111 PAINTED VALLEY DRIVE 72212 2602 WEST 26TH 71603 663-9077 753-2974 664-8051 225-2551 246-3257 945-5942 851-4755 663-7180 835-4833 372-1690 225-6159 536-0845 1514 WEST 20TH 376-3739 AIR FRCE 6 HAMPTON LANE SOC STU 5704 CHAUCER LANE BUS ED 32 REGENCY CIRCLE AM HIST #3 POINT SOUTH COURT 72202 72076 982-8500 72209 568-5387 72209 568-3596 72211 224-2801 GADDY BELEN B GIVENS WILLIE T GRAHAM BARRYE'r'rE GRAVES JESSICA A GRAW PHYLLIS R GRAY JOB A BARDIN GWENDOLYN E HARGIS ALISON C HESSELSCBWERDT RONALD F BICKMAN JR JOHN L BOGAN SUSAN P HOLLADAY KATHLEEN T HOLMES CAROLINE L IVEY DELORES S JAMES BRENDA F JARMON MYRA M JOHNSON BENNY D JOHNSON GRACE E JOHNSON JOHNNIE M JOLLEY FREDDIE 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WEST 18TH CUSTODAN #5 DEER RUN DRIVE FS WRKR 1509 SUMMIT DE COORD 2917 MISTY LANE FS WRKR 1015 WEST 20TB ENGLISH 55 DARTMOUTH GERMAN 60 STONELEDGE DRIVE JOURNALI 4 BUFFINGTON COURT AIDE 3019 WEST 17TH BLDG ENG P.O. BOX 1247 CUSTODAN 2018 WEST 16TB 515 SHAMROCK DRIVE 29 CRAPE MYRTLE PLACE 1515 SPRING 416 EAST 38TB 15721 BURLINGAME ROAD 1002 BELMONT DR 314 NORTH ASH 3101 S BRYANT 1801 S IZARD STREET 12514 COLLEEN DRIVE 1423 ALLIS 1004 SOUTH WOODROW 5000 N WOODLAND DRIVE 43 BRADFORD 2320 PULASKI 13 DETROIT 5813 BASELINE APT #234 ROUTE 2 BOX 312 LOT 92 1007 SILVER CREEK DRIVE 403 HARPER LANE 7601 NORTH CHICOT RD APT 18 MCGOVERN DRIVE 14021 QUAIL RUN 8801 NANCY PLACE 72204 72204 72212 72211 72207 72204 72207 72205 72205 72207 72205 72015 72205 72212 72206 71601 72202 72206 72202 72207 72206 72204 72118 72209 72204 224-2696 664-1704 225-1771 225-1508 225-4447 664-4579 224-8779 225-8217 225-6493 227-6697 664-0815 776-2189 663-6121 225-0714 371-0800 534-1174 376-3901 897-4575 372-6666 224-7046 375-1710 227-9883 851-4851 565-1918 666-5061 72015 ** 72202 664-6729 72205 72209 72202 71601 72211 71601 72205 72204 72206 72212 72204 72204 72117 72207 72206 72206 72211 72118 72116 72118 72209 72205 72209 72204 664-1122 ** ** 536-5593 821-3162 535-1037 663-0613 562-5425 375-8888 221-3001 661-0845 666-9644 945-3470 225-3067 568-9398 374-1878 562-4570 ** 835-8790 758-1940 568-1146 225-5122 455-1419 568-6208 SEC PRIN COUNSELR ENGLISH BIOLOGY FS WRKR ENGLISH ORCHESTR HEALTH COOP TR OTHR SCI CUSTODAN FS WRKR KINDER B/KEEPER PRE-ALGR GLOBAL ORAL COM ENGLISH CHEMSTRY REG CUSTODAN ALGEBRA AMER GOV AST PRIN ALGEBRA KINDER READING BIOLOGY AIDE 11800 PLEASANT RIDGE RD# 72212 227-9377 9802 HWY 165 72117 945-7678 3004 IMPERIAL VALLEY DRIV 72212 225-6412 10209 RONALD 72205 227-8742 810 PLEASANT VALLEY DR #1 72207 664-2741 SEC GUID 2808 MILLBROOK ROAD 72207 227-0808 ROBERTS JOHN A ROBINSON CONSTANCE F ROBINSON JOHN H ROBINSON VERA M RONE BETTY S ROSE SHIRLEY L ROSENBERGER BETTY C RULE ELIZABETH D RUTLEDGE MARILYN F SCHLESINGER DEBRA S SHOFNER KIRBY E SIEGEL LARRY B SIMS JEROME E SIZEMORE EVELYN D SMITH DAVID M SMITH FLOYD SNODGRASS AMYL STARLING LILLIAN L STEADMAN ANNICE STELL LINDA M SWINT MARTIN 0 TEACH PATRICIA A THOMPSON NANCY K THRASHER BEVERLY B TIMMONS CALVIN TINKLE BETTY VENABLE GLORIA 0 WALKER JR WILLIAM WATSON BILLY N WATSON PATRICIA A WATTS DARRELL J WEBB JR CECIL H WHITE DIANE B WILDER BARBARA A WILLIAMS BETTYE F WILLIAMS KELLY D WILLIAMS NINA N WILLIS EULA M WILSON CLAUDINE WILSON NANCY L WOLFE LINDA D YANG SYLVIAN YARBOROUGH DWAYNE E 11100 CHICOT ROAD BAILEY JACK H BALMAZ BETTYE M BANKS DELORES BLAND MARGARET C BOGARD ANNITA J BOYD KATHLEEN BURKHALTER JENNIFER F CAMPBELL VICKI A CARLTON JUDY A CHAMBERS KATHLEEN M BLDG ENG 2019 IZARD BUS ED 6511 ELMORE ROAD AST PRIN 12823 ST CHARLES BLVD FS WRKR 2301 STATE MGR F/S ROUTE 7 BOX 5068-35 AST PRIN 15 LAKESIDE DRIVE MEDIA CL 21814 HENLEY LANE FRENCH 14 RACQUET COURT ALGEBRA ** MATH 101 LOkG ISLAND #202 72206 374-1980 72209 565-2198 72211 221-7841 72206 374-5227 72015 847-8738 72204 565-7488 72065 888-7316 72207 227-6570 72212 ** 71913 525-2104 OTHR SCI AM HIST S/B SEC 1417 KAVANAUGH BLVD APT# 72205 33 OLD ORCHARD 72103 666-3534 455-1131 111 BARTON APT #53 661-1471 PBX 5306 WESTMINISTER ENGLISH 4 TIMBER VALLEY COVE S/B SEC 1601 WEST 19TH BIOLOGY 13741 CHILDRSS ROAD HEALTH 223 FOUNTAIN BIOLOGY 400 MIDLAND SEC PRIN 2218 WASHINGTON AVENUE DE COORD 7404 APACHE ROAD SEC PRIN 6520 HINKSON ROAD BUS ED 215 VERNON ENGLISH 2520 LINDA KAY DRIVE CUSTODAN 621 WEST 14TH SEC ATT 7713 WEST 29TH BUS ED 108 SOUTH MARTIN CUSTODAN #2 SAXONY CIRCLE MATH 416 WEST 25TH 72205 72209 ** 72204 329-0626 72202 374-8944 72011 557-5061 72205 375-1622 72205 663-8988 72032 329-8289 72205 666-6158 72209 565-8971 72205 664-8059 72206 ** 72202 378-0280 72204 225-7865 72205 664-7020 72209 565-7427 72114 753-8640 COUNSELR SV FART COORD ED SPANISH ALGEBRA B/G PE SEC PRIN NURSE 4602 JACKSONVILLE-CATO RO 72116 12231 MARYLAND PLACE 72120 834-8122 834-7225 562-1915 228-2280 455-3248 53 OUACHITA DRIVE 1400 NORTBWICK 72118 72207 13600 OTTER CREEK PKWY#24 72209 P.O. BOX 165042 72216 ** P.O. 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T AIDE AIDE ELEM II ELEM V KINDER FS WRKR ELEM IV KINDER ELEM V ELEM VI SEC PRIN CUSTODAN AIDE MGR F/S LIBRN AIDE ELEM III ELEM V CUSTODAN ELEM II ELE PRIN MATH AIDE FS WRKR ELEM IV ELEM IV ELEM VI FS WRKR COUNSELR ELEM MUS ELEM I ELEM III AIDE AIDE CUSTODAN ELEM II MEDIA CL AIDE ELEM III SPEC ED 1701 WESTPARK DRIVE #148 6210 SHIRLEY 2904 SALLISAW DRIVE 3201 SOUTH WILLOW 5300 BASELINE ROAD #32H 1713 EAST 19TH STREET 40 COLE LANE 5120 WEST 24TH 4511 BOWERS 35 SUGAR BERRY 5900 BUTLER ROAD LYNDELL 1718 GARFIELD COURT P.O. BOX 502 9621 COMSTOCK ROAD 9416 WOODFORD DRIVE 15019 RENA ROAD 1223 WEST 37TH 3014 BATTERY 11010 DOGWOOD COVE #11 BEAUREGARD DRIVE ** ** 5704 WEST MINISTER 27 DOVE CREEK 10 TALL TIMBER COVE 5219 HAWTHORNE 5405 MCCLELLAN DRIVE 8201 ORCHARD DRIVE 1821 FAIR PARK #5 FAIRBROOK 1513 MARION 9805 CAPELLA 2401 LAKEVIEW ROAD #P-3 6916 CLOVERDALE 211 NORTH FILMORE #4 TIMBER VALLEY COVE 2703 ROCK STREET 2604 MAIN STREET 43 WARREN APT 57 6001 BUCKLES DRIVE 10224 DUBLIN 8419 BASELINE ROAD #59 #6 MALCOLM P,O BOX 55 72204 72204 72116 71603 72209 72202 72065 72204 72204 72065 72209 72204 72002 72209 72209 72206 72206 72206 72209 72206 72209 72212 72209 72116 72204 72207 72209 72209 72204 72205 72114 72209 72116 72209 72205 72204 72206 72206 72209 72118 72103 72209 72209 72079 666-5304 663-6188 835-5800 536-5401 562-5405 374-5493 888-2712 664-1352 771-4352 888-3630 562-3334 227-5804 847-3485 565-8677 565-2377 ** 374-9475 376-6733 455-2085 ** ** ** 568-8112 835-1383 565-0741 666-0060 565-7353 562-2262 664-0655 224-3392 376-9817 562-5341 791-2112 568-2615 664-4264 562-5820 376-8666 376-8666 565-7553 758-4584 455-3826 565-2980 562-0015 397-2723 CLOVERDALE JUNIOR HIGH SCHOOL LITTLE ROCK, AR 72209 LIBRN 124 PINE VALLEY RD SOC STU 1622 MAINE ART 33 WOOD STREET RT #5 LNG FNDS 2918 DORSET DRIVE CUSTODAN 5224 SOUTHBORO COURT B 570-4085 72207 663-6100 72701 443-3784 71923 384-5224 72204 227-0403 72209 565-1633 BENSON JESSIE J BENTLEY LARRY R BRADFORD GAYLE B BULLOCK PATRICIA A BURNETT TONY D CANNON NADEAN COGSHELL CARLL COLEMAN ELOUISE COLEMAN NANCY K CRISWELL DONICA M DAVIS MARCUS D EARLEYWINE SONYA G ENOCH LYDIA L ESTES WILLIAM E FISHER KENNETH L FRANKLIN CHRISTINE GAINES SARA E GOLDSBY LAVERNE G GREEN II TROY W GULLETT TAMARA J HAMILTON ORALYN S HARRIS ANNITHA J HARRIS DONNA F HARRIS SHARON D HERVEY SCHARLOTTE A HOLLAND BEVERLY R HUNT SAMUEL INGRAM EARNEST R JOHNSON JOHN C JOHNSON PIVA JONES IDA L JONES JACK A JOSHUA SHELDON KORNEGAY CHRISTOPHER D LAMB CAROLYN F LEWIS LOUIE LINTON ELLEN M MARTINEK DARLENE B MASON DOYLE E MAYBERRY BONNIE B MCCLURKAN TAMMY R MOHUNDRO THOMAS S NEILL CYNTHIA A O'DELL REYDA M PARKER PATTI J PATTERSON DAVID H PERKINS DORIS I PHILLIPS ANNAL PIKE PERRY R POORE' PATRICIA A ROBBINS CATHERINE SIMPSON MITCHELL SMITH SUSAN M SOUTHERLAND TERRY D STALLMAN GWEN S TAYLOR DEBRA S TEDDER MARIELLA MATH P.O. BOX 440 IND ARTS 8715 VERBENA SEC PRIN 7312 RICHWOOD 72002 72209 72207 455-5633 568-6642 663-4404 SPEC ED CUSTODAN SOC STU S/B SEC MEDIA CL COUNSELR SPEC ED B/G PE ENGLISH REG CIVICS 6705 WOODFIELD 72209 565-7235 5216 CRENSHAW DRIVE APT# 72209 RT #1 BOX 772 LOT A-3 72015 1715 JOHNSON 10703 LEGION HUT ROAD 1812 OLD FORGE DR 115 NORTH FILLMORE #6 72204 72103 72207 72205 8920 MORRIS MANOR DR #1 72204 16509 OTTER CREEK PARKWAY 72209 4222 AREHART DRIVE 72209 565-4521 794-3584 664-6713 562-7794 225-6483 664-7534 223-3072 455-1447 568-7088 2520 BLACKWOOD 72207 664-1796 BLDG ENG 11401 MESA DRIVE APT 242 72211 227-0668 TRAINEE 15405 RENA ROAD 72206 888-3648 MATH 7900 BURNELLE DRIVE 72209 565-5813 COUNSELR PE ENGLISH LNG FNDS HOME ECO 2024 SOUTH SUMMIT #6 MERIDITH COURT APT \"H\" 5300 BASELINE APT 18D 5 RIO GRANDE FOREST 1701 WESTPARK APT 238 FS WRKR 4600 WEST 25TH LIFE SCI 1726 DURWOOD STREET AIDE 1504 SUMMIT 49 SOUTHERN OAKS ** 2002 EAST 6TH STREET 72204 72207 72209 72212 72204 372-4015 224-8403 794-0923 224-7256 663-1887 72204 ** 72015 778-6213 72202 375-4032 72209 562-8860 72006 347-5665 71601 SPEC ED MATH CIVICS B/G PE CUSTODAN FS WRKR COUNSELR MUSIC BAND 1019 NORTH POLK 72205 3823 AMERICAN MANOR DRIVE 72209 541-0714 664-3436 568-7006 982-4563 847-4884 B/G PE SPEC ED AST PRIN SEC PRIN IN SC S voe c OR PHY SCI ENGLISH LNG FNDS SPANISH BUS ED AST PRIN ERTH SCI PRE-ALGR MATH ENGLISH V/LNG SK CUSTODAN ERTH SCI FLG ROG FS WRKR COMP LIT LNG FNDS ROUTE 1 BOX 181 1100 N. 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WOODROW ELEM II 4312 WEST 20TH AIDE 3424 LONGCOY STREET ELEM II 5013 STONEWALL ROAD ELEM I 4314 WOODLAWN 72204 72204 ** ** 72204 565-6353 72204 227-6416 72212 225-6904 72206 372-2395 72202 372-3267 72207 224-2157 72204 664-0551 72204 666-5686 72204 ** 72207 663-5145 72205 666-9279 ELEM IV AIDE AIDE 801 S RODNEY PARHAM APT 1 72205 228-9278 378-0518 371-0350 #6 WHITMORE CIRCLE 3014 LUDWIG CUSTODAN 2805 WEST 13TH CUSTODAN 2109 BOULEVARD STREET ELEM III 2921 LENNOX DRIVE FS WRKR 4815 WEST 11TH ELEM V 12 BELLEMEADE DRIVE 72206 72204 72204 661-1824 72204 663-6012 72204 224-5148 72204 664-5580 72204 568-9742 FOREST HEIGHTS JR HIGH SCHOOL LITTLE ROCK, AR 72205 671-6390 LNG FNDS 7 ROANE CIRCLE GIRLS PE 3014 ECHO VALLEY DR ENGLISH 1200 CORNFLOWER MATH 108 GLEN DRIVE B/KEEPER 3805 WELDON AVENUE B/G PE 9321 LABETTE DRIVE 72204 663-7948 72207 227-5510 72116 834-3456 72207 ** 72204 ** 72205 223-2799 BOHANNON TONY J BOLDON GENEVA BOYLE JULIA L BRADSHER PATRICIA J BROWN CAROL D BURNAM OPHELIA BUTCHER JANICE J CAMPBELL PATSY R CLAYTON TERRY L COBBS MARY J COLE LEIGH COURTWAY PEGGY L CRAIG SHERRY A CROMEDY VERNON CROSS NANCY B DAVIS LAVERA J DAVIS SUZANNE E DODSON VINCENT R DOLES BETTY J DOUCET KARIN P DREW JR DANIELL DUNCAN DELOIS L DUNCAN EDWARD A FINKBEINER CHRISTIANNE FRIES NICOLE M GRIGG PATRICIA C GUY MARYS HENRY JC HOLLOWAY GLENN HOOKS NAOMI L HUDSON JOHN A HUMPHREY THERESA JACUZZI JUDITH P JENKINS DELORES J JOHNSON LISA S JOHNSON VIVIAN E JONES EDWARD L JONES LONNIE W KIDD LILLIE KING MARTHA L KORNEGAY BETTY D KRUGER MARILYN A MAPLE JR RICHARD L MARYMAN ADRIENNE B MCCLELLAND BERNARD MCFADDEN SANDRA L MCMURRAY VICTOR C MILLER EMMA A MORGAN DALTA F MUELLER CATHERINE J NICHOLS ROBERT N NORRIS MABEL NUNIS HAROLD S O'NEAL PATRICIA L PATTON JENNIFER W PIERCE MAUREEN PIKE LISA R BOYS PE AIDE COUNSELR COMP LIT AIDE CUSTODAN ERTH SCI COUNSELR SOC STU LNG FNDS MATH PHY SCI SPEECH voe c OR ENGLISH BUS ED LNG FNDS SOC STU FS WRKR SPEC ED PHY SCI FS WRKR BAND IN SC S MATH FRENCH ENGLISH IND ARTS MATH LIBRN CUSTODAN AIDE LNG FNDS FS WRKR SPEC ED MUSIC AM HIST CUSTODAN SPEC ED MEDIA CL ENGLISH COMP LIT SEC PRIN SPEECH CUSTODAN B/G PE SOC STU REG MGR F/S SPEC ED LNG FNDS FS WRKR AM HIST LIFE SCI COUNSELR HOME EII LNG FNDS 4501 HIRSCHY LANE 1112 PULASKI 1720 EAST 38TH 46515 HWY 10 9019 WEST 32ND 3117 ELAM STREET 214 S, DONNA DRIVE 4309 \"I\" STREET 1924 N TYLER ST 3205 UTAH 1806 SANFORD DRIVE #1 35 SHANNON 8225 KANDIS 110 5 S CLEVELAND 3301 ROCKY COURT 3 PATRICIA LANE 12200 RAINWOOD LANE 6603 SHERRY DR 2011 S VAN BUREN 23400 LAWSON ROAD 19 KOKO 3423 TATUM 6310 SHIRLEY DRIVE 72206 72202 72206 72123 72204 72204 72205 72205 72207 71601 72207 72207 72015 72204 72207 72205 72211 72204 72204 72210 72120 72204 72204 2319 BLACKWOOD 72207 9300 TREASURE HILL APT 20 72207 4710 SAM PECK #1098 72212 2400 RIVERFRONT #2835 7918 PARKWOOD DR 2109 ROMINE 608 N COOLIDGE 3016 WEST 16TH STREET 5201 GEYER SPRINGS #30 49 WOODBERRY ROAD 1504 BISHOP SOUTHSIDE 11800 PLEASANT RIDGE 1805 WEST 18TH 9300 TREASURE HILL #210 7200 YORKWOOD 3625 VAUGINE 314 FOUNTAIN 11 RIATA COURT 820 OUACHITA CIRCLE 417 DEL RIO 1216 WEST 26TH 1120 RICE APT N 6620 STERLING DR P O BOX 118 1710 BARROW ROAD APT #64 1715 PERRY #11 LUDINGTON COVE 1824 VALMAR #73 HEMLOCK COURT 6515 LONGWOOD 1919 BISCAYNE DRIVE 3846 SABER CT 2 CENTENARY DRIVE ROUTE 5 BOX 667 72202 72204 72205 72205 72204 72209 72212 72202 72212 72202 72207 72209 71601 72205 72209 72205 72205 72206 72202 72204 72180 72204 72205 72207 72204 72114 72207 72207 37129 72204 72032 ** 374-3604 375-2646 333-2752 568-6598 568-5079 225-2509 663-1508 664-9157 536-7170 224-2819 663-2902 794-3978 664-5180 223-2679 227-4960 224-1574 ** ** ** 835-0330 227-9115 664-2126 661-1523 835-8093 223-8753 663-5932 225-4372 ** 664-2811 663-8412 227-5981 225-5303 374-8003 224-3902 376-3901 221-1170 372-7034 534-4632 372-2345 565-0893 664-0807 663-7919 374-5857 375-8638 666-4288 690-2431 223-0602 225-3270 ** 663-9296 945-5569 663-3356 225-7004 890-2934 568-4569 327-3057 POOLE fflOMAS PURDY MARY M QUEBODEAUX SHIRLEY A ROBINSON MALISSIA R RUHSHAHG MARYE RU'l'TER JR WILLIAM L SHELMAN SARAH E SMITH JR VERNON STOLZER PATSY H SULLENGER BEVERLY C TATE HELEN N TERRY ANGELA Y fflOMAS MICHAEL C fflOMASOH MARIAH M fflOMPSOH LAWRENCE TUCK VIRGINIA C WHITEHORN DANIEL W WILLIAMS KATHY L WILLIAMSON NANETTE E ZEIGLER SYLVIA J 1600 N TYLER ALEXANDER CAROLYN A ALLISON IDOHA R ASHLEY VIRGINIA B BEQUETTE CYNTHIA B BOYCE MARYL BREWER GLORIA V BROOKS LUANN D CAPPS DEBBIE E CLEMENTS CAROLYN C COLE CAROLYN S COLEMAN ELEANOR R COLLINS CYNTHIA R COMBS BUEHAH H DAMERON JANIS A FAULKNER LISA E GHANT JANET M GIHNAVEH ELLEN J GORDON CYNTHIA M HARRIS EARNESTINE HUNT MARIETTA S JENKINS REBECCA L JONES SHIRLEY A KEARNEY MAPLE J KITCHENS DOH E LEMLE HETTIE S LUSBY MARY B MACHEN JANET A MASON DAISEY L MOLDEN HOMER L MOORE CYNTHIA C PAIGE CYNTHIA ROBINSON MARYLEE H ROGERS KATHY L LIFE SCI 12 BAY STREET CUSTODAN #16 LAKESIDE DRIVE FS WRKR 215 SOUTHEASTERN COUHSELR P.O. BOX 21282 ENGLISH 4907 HAWTHORNE S/B SEC 4900 PRINCETON DRIVE SEC ATT 6612 GRANADA AST PRIN 1004 CHEPSTOW LANE FS WRKR 908 HORTH PALM SPANISH 1021 MELLON 72204 227-4830 72204 565-4842 72076 982-1601 72211 225-0566 72207 666-2150 72204 664-1152 72205 666-8838 72116 834-1127 72205 ** 72207 666-7645 MATH 7101 MABELVALE CUT-OFF 72209 568-4220 ENGLISH 11401 MESA DRIVE APT E-13 72211 221-3180 CIVICS 2803 CHARTER OAK 72207 225-2950 ART 2500 ECHO VALLEY DRIVE 72207 225-4851 CUSTODAN 2106 S HARRISON 72204 666-1919 ERTH SCI 49 BRADFORD AST PRIN 8529 SHIMROD MATH P.O. BOX 4813 LNG FHDS 9908 SATTERFIELD DR LNG FHDS 6302 SHIRLEY DRIVE 72207 225-0357 72015 794-4217 72214 ** 72205 225-7133 72204 ** FOREST PARK ELEMENTARY SCHOOL LITTLE ROCK, AR 72207 671-6267 AIDE AIDE 43 WARREN DRIVE APT #80 3204 WEST 13TH STREET 72209 ** 72204 ELE PRIN ELEM I LIBRN AIDE KINDER ELEM V 11706 PLEASANT RIDGE DR# 72212 2802 NORTH FILLMORE 72207 661-0372 225-2990 221-1984 321 CHARLES 661-9424 4608 PRINCETON 48 EDGE HILL COVE 88 STONELEDGE ELEM IV 415 NORTH PALM MEL TECH 3226 BATTERY COUHSELR 6408 SHIRLEY DRIVE ELEM IV 1221 RESERVOIR ROAD #273 G \u0026amp; T 6600 KENWOOD ELEM I #1 HIGH TIMBER ELEM I 7820 WEST CAPITOL READING KINDER AIDE 1715 LEWIS 6620 KAVANAUGH PLACE 1500 WEST 21ST 1710 BARROW ROAD 4000 LAKEWOOD VALLEY 72205 72204 664-8154 72218 851-6680 72118 ** 72205 664-8662 72206 376-6939 72204 664-3150 72207 221-3540 72207 666-6296 72118 ** 72205 753-2120 72204 666-7054 72207 663-6906 72202 72204 72116 FS WRKR MUSIC ELEM III 7700 INDIAN TRAIL APT D-4 72207 372-6433 225-6563 771-1507 223-8605 661-1426 562-7348 568-8715 AIDE 3121 WEST 16TH ELEM II P.O. BOX 45933 CUSTODAN 6105 BATTLE ROAD ELEM VI ** SEC PRIN 216 SCHOOLWOOD LANE ELEM II 317 ASH SPEECH 3703 BOYD STREET CUSTODAN 2117 SOUTH VALMAR KINDER 13206 WHITE FIR LANE AIDE 2107 ROMINE ROAD ELEM VI #7 LONGFELLOW LANE FS WRKR 431 MCCAIN BLVD APT F-12 72204 72214 72209 72212 72207 72205 72204 72204 72212 72205 72207 72116 ** 664-3981 666-7557 568-2035 664-7388 225-5391 221-9425 664-2222 753-8055 RUSSELL TAJUANA I SHELMAN LORI L STILES DONNA M THOMPSON WENDY L TURNER ALVIN D WHITE JO A WILSON GLORIA P 1701 SOUTH HARRISON BEATTY SARAH L BENNETT TAMMY W BRUCE JACQUELYN D BRYAN CHARLOTTE P BRYANT CAROLINE J BULLARD BETTY A CADMAN SUZANNE W CALLAWAY MARSHA A CALVIN FRANCELLA F CARPENTER MARYL CHATMAN MAE L CLAYCOMB MELISSA B CLAYTON JANE DAVIS FRANKLIN A DOWNING NANCY N DOZIER PRESTON FOOTE CHARLES R GAMBLE SHELLY A GARNER DEBRA A GRAHAM ROSE M GRAY CAROLYN W BALEY IRIS J HAMPTON DON C HENDERSON BRENDA K HICKS BARBARA A JOHNSON NICOLE M JONES CAROLYN D JONES SANDRA G JONES SHERRY A KEATHLEY DEANA M KING PATRICIA M LEE WILLATBAL MATHENY JUNE W MCGEE TAMELA R MCNEAL HARVEY C MORGAN GERALDINE S MORTON NANCY V PALMER TARLISA PARISH PATRICIA PENCE JEAN A PERSON PAMELA I PHILLIPS TABITHA L RAYFORD ESSIE R ROBERTSON MARTHA L ROBINSON ALICE M SCOTT MONICA T ELEM III 1809 TULANE AIDE 6612 GRANDA MATH 15 NOBVIEW CIRCLE CUSTODAN 1866 WOLFE APT 4 ELEM III 206 RHONDA STREET MEDIA CL 4723 WEST 23RD ELEM V 4216 TATUM FRANKLIN ELEMENTARY SCHOOL LITTLE ROCK, AR 72204 72204 375-9570 72205 666-8838 72205 225-1607 72202 376-6936 71923 246-7025 72204 ** 72204 565-0483 671-6380 KINDER SPEECH AIDE COUNSELR V.A. MEDICAL CTR QUAR.12- 72114 11710 PLEASANT RIDGE #131 72212 4913 WEST 18TH 72204 374-0449 221-2263 ** 301 KINGSROW #302 ELEM III 7325 RAINES TRAIL LIBRN 5400 SHERWOOD MEDIA CL 6210 BITTERSWEET DRIVE ELEM V 1412 N. MELLON SPEC ED 2402 MARSHALL ELEM II 33 OPHELIA DRIVE AIDE 1601 SOUTH GRANT COUNSELR 51 BROOKRIDGE DRIVE 1219 SOUTH TAYLOR 11 MOCKINGBIRD LANE 3023 VALLEY PARK DRIVE 72207 661-1850 72210 455-2262 72207 663-3141 72204 664-8588 72207 666-7095 72206 374-9517 72118 851-3224 72204 376-1226 72205 225-2927 72204 72032 72212 ELEM V ELE PRIN ELEM II CUSTODAN ELEM VI AIDE 5201 GEYER SPRINGS APT 34 72204 120 VERNON APT #1 72205 661-1517 329-8722 227-7759 568-7110 663-7866 225-6639 374-1538 225-8687 227-5928 562-8147 568-7110 945-4812 ELEM IV ELEM IV G \u0026amp; T 9600 WEST 36TH APT 511 2708 WOLFE 220 ALAMO DRIVE 1607 SHUMATE 72204 72206 72211 72212 FS WRKR CUSTODAN CUSTODAN ELEM V ELEM I AIDE #7 SOUTHMONT DRIVE 72209 5201 GEYER SPRINGS APT 34 72209 #6B CHIMNEY ROCK 72206 5813 BASELINE #153 72209 ** AIDE 11710 PLEASANT RIDGE #120 72212 10627 PINEVIEW DRIVE 72103 2301 DORCHESTER DRIVE APT 72204 221-1904 847-9554 225-6647 AIDE 1309 SOUTH FILLMORE SEC PRIN 8815 NANCY PLACE ELEM I 51 COLONY ROAD FS WRKR 3316 MARYLAND ELEM III 8225 ALVIN LANE KINDER 2511 BAY OAKS AIDE 8501 DREHER LANE APT 17 MATH BOX 4873 READING 4710 WESTCHESTER AIDE 922 BATERY STREET APT 2 72204 663-1920 72204 562-4246 72207 ** 72204 ** 72207 ** 72118 758-0176 72209 562-2653 72214 ** 72212 372-4700 72202 664-7356 KINDER KINDER READING AST PRIN MGR F/S ELEM IV AIDE 11800 PLEASANT RIDGE RD# 72212 228-0976 11406 SHENANDOAH VALLEY D 72212 225-9713 AIDE 5716 RANDOLPH RD 1615 N. HUGHES 3 TRINITY 6909 SHETLAND 1403 SOUTH VAN BUREN P.O. BOX 9203 72116 72207 72209 72209 72204 72219 758-0887 663-6695 ** 565-1776 666-9203 372-3658 '1 , 1 I SKINNER CYNTHIA D SMITH BEVERLY A SMITH GAIL P STEED DOROTHY J SWATY NANCY A THOMAS GWENDOLYN J THORNTON JOSEPHINE TOLIVER KATHERINE L TORAN STEVE A WHITE PATRICIA K WHITE TEENA L WINSTON JANE A KINDER AIDE SPEC ED SPEC ED ELEM II AIDE CUSTODAN MATH ELEM MUS ELEM I SPEECH KINDER 5214 PARK VILLAGE DRIVE 804 WEST 24TH #3 ARAPAHO COURT 72209 562-2667 72206 374-7798 72209 565-1641 2915 KAVANAUGH BLVD SUITE 72205 2411 PEAR ORCHARD 72211 2205 DENNISON 72202 P.O. BOX 26 72205 7220 \"L\" ST 72207 7515 GEYER SPRINGS #7B 72209 6 LAURA LANE 72032 72211 663-1665 224-8019 372-4402 372-4326 666-8910 568-1793 327-6346 8 ELK RUN COVE 455-6227 717 LEGATO 72205 227-4406 FULBRIGHT ELEMENTARY SCHOOL 300 PLEASANT VALLEY DRIVE ANDERSON STEPHON G BAKER SUSIE BLAINE BARBARA B BOGA DIANE BOREN SYLVIA M BOWMAN JR ALBERT BROADAWAY DONNA C CARTER RETA J CASON MARTHA L COLE MARY I COOPER DOROTHY M COURTNEY JUDITH E DUBOIS BETTY F FAUSETT LYNDA M GADDIE OLIVIA S GATLIFF JOANNE E GAYLOR ELSIE GILLMORE IMOGENE M GRAY PEGGY A HALL CAROLYN L HAMMOND EILEEN A HARRIS SHARON R HARRISON MARYE HATTON JAMESELLA HINTON LONNIE A HONORE' KAREN P HUFFMAN MAC W HURD JACKIENEL JAMES ANGELINA JONES BEVERLY JONES KAY JOSEPH DONALD R KEITH BARBARA S LASTER LISA K LOYALL JULIA F MAYS CARRIE H MCDANIEL BERNICE M MEGA DORIS M MILLER MARGARET L NIGRO TAMARA K PACE MARTHA V AIDE MATH COUNSELR FS WRKR MGR F/S CUSTODAN LIBRN ELEM IV MEDIA CL ELEM II KINDER SPEECH FS WRKR KINDER ELEM V CUSTODAN FS WRKR ELEM MUS ELEM II READING G \u0026amp; T ELEM III ELEM I FS WRKR CUSTODAN ELEM III ELE PRIN KINDER AIDE AST PRIN ELEM I AIDE CBI/ELEM AIDE SPEC ED AIDE ELEM V ELEM VI FS WRKR ELEM VI ELEM II LITTLE ROCK, AR 72212 3108 WYNNE DRIVE 2704 CENTER 5 BERGERAC 8705 DUNCAN DRIVE 10224 JANA DRIVE 4108 WEST 23RD 51 KINGS ARMS RD ** 11815 BIRCHWOOD DRIVE 10 JOHNNYCAKE 10822 BRECKENRIDGE DRIVE 5 TWIN PINE PLACE 16501 TAYLOR LOOP ROAD 10709 PLATTE VALLEY LANE 6 PINEY COURT 4218 WEST 25TH 311 CHARBETT DRIVE 2924 SHENANDOAH 2620 CHESTER 818 ARTHUR DR P.O. BOX 23862 #2 PLEASANT FOREST COVE 1816 NORTH JACKSON 3716 MARYLAND AVENUE 9019 A TANYA DRIVE 9203 TANYA DRIVE 219 LINWOOD CIRCLE 7417 CHOCTAW ROAD #3 RICHMOND LANE 1602 GREEN MTN #431-X 26 COLONY ROAD 4916 AUGUSTA CIRCLE F 6301 CAMP ROBINSON #119A 2604 WOLFE STREET PO BOX 6098 P.O. BOX 1551 3917 MAIN STREET 72204 72206 72211 72209 72209 72206 72207 72212 72211 72211 72211 72209 72212 72212 72118 72204 72204 72212 72206 72204 72221 72212 72207 72204 72204 72204 72205 72205 72206 72211 72207 72118 72118 72206 72116 72203 71601 228-3080 225-9337 375-9444 225-3267 562-5372 565-6915 ** 225-4180 ** 227-5673 455-4947 225-6928 834-2867 868-5787 225-8803 851-3682 ** 565-1269 225-6376 374-2430 661-9582 354-8105 224-0817 663-0038 664-4942 221-1163 374-2930 663-0513 666-7158 565-1478 225-7218 225-0824 372-9992 758-9663 375-5839 835-6810 376-1128 535-4886 1601 N SHACKLEFORD #269-1 72211 221-2141 16504 TAYLOR LOOP ROAD 4023 SHACKLEFORD #25 15 MCGOVERN DRIVE 72212 868-5804 72204 227-5082 72205 227-0285 PENN CARA L PITTMAN CHARLOTTE M ROBERTO LOIS C ROSS AMANDA J SCHERER PATRICIA H SHELTON JAMES SHIRLEE JOEREAN TAYLOR EDNA P THOMPSON MITZI A WATSON THELMA P WESTLAKE BEVERLY A WILLIAMS IRISH A WILSON ALVIN WILSON JULIA D WINSTON H. MARCELLA WYATT JOYCE L WYATT MARIAN G ZOLDESSY LYNN S ELEM III 63 LAKESIDE DR 72204 568-2571 AIDE AIDE SEC PRIN ELEM IV CUSTODAN AIDE AIDE ELEM VI ELEM IV ELEM I ELEM V CUSTODAN ELEM III AIDE SEC PRIN ELEM I AIDE 4503 WEST 11TH 72204 3006 VALLEY PARK DRIVE 72212 13510 CRYSTAL VALLEY ROAD 72210 1509 ELLEN DRIVE 72212 1021 SOUTH WOODROW 5406 DREHER LANE 3004 STATE #23 WILDWOOD DRIVE 1509 GEYER STREET #8 RIDGEWELL 1603 EAST HILLSBORO 4023 LUGWIG #2 CAMBRIDGE DRIVE 7306 ANITA DRIVE 13 MEADOWBROOK 704 ANDOVER COURT 8 PLEASANT FOREST COVE 72204 72209 72206 72023 72202 72120 71730 72204 72032 72209 72205 72207 72212 666-8380 225-3277 455-3187 224-0659 664-9014 562-0466 ** 223-3884 375-7286 834-0544 862-3181 565-3650 329-4239 568-5738 225-9499 225-8776 227-4822 GARLAND INCENTIVE SCHOOL 3615 WEST 25TH STREET ARNOLD THEESSA J AUSTIN CLARA D BANKS DORRIS J BEALER LINDA F BOSLEY MICHAEL CALLAWAY ANN W COLE BETTY J DANIELS DOROTHY L DAVIDSON JOHNETTE DAVIS PHILLIP L ELLIS KELLY R FANSLER BARBARA I FARLEY JENNIFER D FARMER SANDRA J GALLEGOS NANCY A GILLEY WONDA L GILLIAM CANDY GREEN MICHAEL B GROSS DEBBIE C HALL GRACIE J HANDY ROSIE L HARKEY JANE A HARRIS LORETTA M HINES BEVERLY J HUDSON DALE JESTER LINDA JONES CHERYL T JONES MELISSA A KNOWLTON MARTHA A LEWIS TARCBELL E MCBRIDE DOROTHY L MILLER CAROLYN S MILLER VANESSA C MOREHEAD ODESSA NEILL RHONDA S KINDER ELEM IV AIDE AIDE CUSTODAN NURSE SPEECH AIDE SPEC ED G \u0026amp; T ELEM II AIDE ELEM VI MEDIA CL AIDE MEL TECH FS WRKR PE ELEM I MATH AIDE ELEM V ELEM V KINDER CUSTODAN AIDE COUNSELR ELEM III CUSTODAN COE FS WRKR TRAINEE AIDE SPEC ED ELEM IV LITTLE ROCK, AR 72204 4308 WEST 13TH 13820 WINDSOR ROAD 1503 WOLFE 4409 WEST 25TH STREET 2919 CENTER STREET 120 NORTH WOODLAND 24810 SIMPSONVILLE LANE 3200 CENTER 72204 72212 72202 72204 72206 72032 72211 72206 671-6275 666-1983 225-5439 375-7334 663-0848 371-0343 327-4647 821-2281 374-5645 501 NAPA VALLEY ROAD #219 72212 666-6231 2205 FOREST CREEK 72211 221-9016 1307 BRUCE 72032 272-4158 2909 W 25TH 101B AUDOBON COVE 9 YUKON COVE 7604 ASHER AVENUE #2 BAYS COURT 2812 GAINES STREET P.O. BOX 443 2517 S FILLMORE ST 1723 S. TAYLOR P.O. BOX 195 2027 NORTH ARTHUR 1500 S. TYLER 2600 HIGH 3212 MARSHALL 4300 BOWMAN #34 7708 OAKRIDGE 1401 POINT WEST DR 5000 WEST 29TB 1119 SOUTH PARK 1910 SOUTH JOHNSON 43 WARREN DRIVE APT #152 4124 WEST 15TH 11309 ERIC LANE 601-A E MARKET 72204 72120 72118 72204 72118 72206 72053 72204 72204 72164 72207 72204 72206 72206 72210 72116 72211 72204 72202 72204 72209 72204 72211 72143 664-5289 834-8675 851-3099 562-6990 753-5571 376-6205 490-1855 565-0126 666-6198 490-2278 663-2892 ** 375-3157 374-5697 ** 835-3709 224-3646 666-8701 666-5868 663-8354 ** 664-4116 224-8096 268-6917 NELSON REBECCA M NEWCOMB DARYL D NORWOOD FAYE C PAYNE DONNA L RATHER STACIE RICKS SHAWN D ROBINSON MARLENE M RUNION DIANNE C SIMMONS CHERYL A SLATER LEROY SMITH MARY C SMITH JR JESSE B STANSBERY ANITA L TAYLOR SANDRA L VICKERS SHELLY S WALKER BERTHENA C WILLIAMS FLORA V WILLIAMS MICHELLE WILLIAMS RACHELL WILSON EDDIE L WILSON-ROBINSON PERRYLYN WOOLLY CAROL J YOUNG CORAL MEDIA ELEM VI SPEC ED AIDE CTR AIDE AUX P/S SPEC ED READING ELE PRIN ELEM VI AIDE COE ELEM ART ELEM III MEDIA CL ELEM V ELEM II AIDE 9300 TREASURE HILL #1107 2124 N. ARTHUR 2205 STATE 14000 BAUCUM DRIVE 21 HIGHLAND 1902 CROSS 9518 DARTMOUTH DRIVE 7117 SHAMROCK DRIVE 3300 NORTH CYPRESS P.O. 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ARCH 1002 LORETTA LANE 4110 WEST 25TH STREET 8 NEWSTEAD 4936 LONGVIEW DRIVE 712 NORTH TAYLOR STREET 4 HOWELL DRIVE 1102 S ARTHUR DR 11 721 ASHWOOD DR 4 BROADVIEW TERRACE 72032 72205 72207 71857 72207 72206 72116 72016 72118 72212 72207 72206 72207 72114 72209 72118 72205 72204 490-1147 663-7982 666-1127 887-6604 661-1604 375-1747 247-2578 333-2482 758-0176 221-3001 663-4946 372-1330 227-0912 664-0637 565-7904 ** 666-0671 225-0852 72204 , 664-1304 72211 227-8013 72207 664-2796 1812 RESERVOIR ROAD APT 2 72207 225-0360 4311 WEST 8TH 72204 666-6512 #43 NORTH DRIVE 5223 WEST 30TH 72032 72204 10702 BRAZOS VALLEY DRIVE 72212 3 KARON CT 3224 SUMMIT CT 7406 WEST 40TH 6921 AMHERST 18 WHITE ASPEN COURT 8523 LEATRICE #14 HAWTHORNE DRIVE 1100 BROOKSIDE APT 44 11060 RIVERCREST 9705 BROOKS LANE 1700 TARRYTOWN RD 1810 SOUTH TAYLOR STREET 181 PEBBLE BEACH DRIVE 2603 STEPHANIE DRIVE 6809 INCAS 3316 W 16TH #20 WESTCHESTER COURT 1103 BOUNDLESS 416 WEST 25TH 1724 FAIR PARK BLVD 7710 WEST -29TH 2623 BROADWAY COURT 1008 SOUTH JOHNSON 2701 CHESTER STREET 2200 NORTH CLEVELAND 506 HALL DRIVE 20 KINGSPARK ROAD 8100 CANTRELL APT 607 72205 72207 72204 72205 72212 72207 72032 72207 72212 72205 72207 72204 72212 72206 72116 72204 72212 72202 72114 72204 72204 72206 72204 72206 72207 72205 72207 72207 470-3333 663-2852 224-4942 225-1086 225-6173 568-0326 664-5844 225-4558 224-9160 327-6316 224-7022 225-6430 224-6144 225-7852 663-2396 225-7365 ** 834-7126 666-7524 868-4532 375-3667 753-8640 664-2447 223-0637 374-6867 663-8157 376-2255 666-5354 225-0872 225-4972 227-6262 401 BARROW ROAD ALEXANDER CORAM ALEXANDER DEBORAH A AYRES KATHRYN A BAKER FRANK BATES MICKEY L BATSON NENA I BEAVERS EMMA J BISBEE KATHLEEN BLANTON BRENDAL BOLTON JOYCE M BRAMLETTE NANCY D BROADNAX WILLIAM E BROOKS WILLIAM H BURKEPILE WILLIAM L BURNETT NANCY E BURTON KAYE L CANADY AQUANETTA L CAROLINA DANICA CHITMAN PHILLIS L COLE JENNIE B COLLIER CLEOPHIS DANIEL MARTHA G DENNIS SUE C DERRINGTON LOIS M ELLIS EDITH P EWINGS HENRY FIEGEL JOE E FISHER RICHARD H FLETCHER VICKI M FLETCHER JR ROBERT L GERARD NELLIE C GORE CATHERINE GRANT JAMES T GUEST JULIA M HAGBERG MARILYN J HAWKS EVERETT M HENDERSON BETSY D HENSON KATHYE HOLCOMB KIM L HOOPER BEVERLY R HUFF THELMA L JACOBS MARY V JOHNSON CHARLIE JONES LEON KELLEY MARILYN G KELLY TERETHA E KEOPPLE KAREN K KIDD CLEORTIUS KING DEBORAH A KURSH LORNA L LEDBETTER GRAINGER L LOW MYRREL L LOWE DEBRA W HENDERSON JUNIOR HIGH SCHOOL HOME ECO CONSULT SPEC ED ALGEBRA LIFE SCI ENRICH COUNSELR MOR F/S FS WRKR CUSTODAN REG AST PRIN ERTH SCI MATH ENRICH MEDIA CL AIDE SEC ATT ENGLISH ENGLISH HEALTH CIVICS FS WRKR LIBRN MUSIC AST PRIN SOC STU SOC STU PHY SCI BAND READING CUSTODAN PRE-ALGR LITTLE ROCK, AR 72205 23 HOWELL DRIVE 1511 ANGIE COURT 7005 GRACE ROAD 1601 N. SHACKL\nThis 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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_649","title":"Little Rock Schools: Franklin Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Franklin Elementary School (Little Rock, Ark.)","Educational statistics","School facilities","School management and organization"],"dcterms_title":["Little Rock Schools: Franklin Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/649"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nWhat is the Highland Park Redevelopment Initiative? With a HUD development grant and investments by corporations, the community and the City, the Highland Park Redevelopment Initiative is a strategic, catalytic reinvestment effort in a centrally located neighborhood of Little Rock. The approach includes: The total demolition of the former Highland Park public housing site\nThe reconstruction of a new mixed-income development\nand Perhaps more significantly, assisted housing residents and community members living in and around Highland Park have and will continue to participate throughout the development process.  Whom may I contact for additional information or for a presentation to my community or civic organization? L. Lee Jones, Executive Director Little Rock Housing Authority or Polly Kinslowe, Sr. Vice President McCormack Baron and Associates 1000 Wolfe Street, Little Rock, AR 72202 (501)340-4821 phone (501)340-4845 fax The Highland Park Community Redevelopment Initiativer Invitation MEETING AGENDA The Development Team Tke Little Rock Housing One of the overarching goals of the redevelopment of Highland Park is the ACTIVE INVOL VEMENTof community residents in the creation of an economically strong community. T'he highly experienced development firm of McCormack Baron and Associates, along Autkority Boand of Commissioners, Residents and Staff, join witk our experienced development partner McCormack Welcome and Acknowledgments with the Fennell Purifoy Architectural firm will provide the leadership for the Little Rock Housing Authority, housing residents, and community members in the planning and Baron and Associates, Inc. Highland Demolition Update in inviting you to attend a community meeting to review and discuss tke preliminary arckitectural design and renderings for tke new mixed-income di on Development Team Introductions An overview of the Design Process Review of the Proposed Site Plan evelopment to Le kuilt Review of the Proposed Unit Plan building of the development. M new mixed-income cCormack Baron is a unique for-profit company that approaches the development tke former Hi^kland Park pukkc kousing site Review of the Proposed Building Elevations 1 Discussion /Questions/ Comments Thursday December 5,1996 6:00 p.m. - 7:30 p.m. Wrap-up / Next Steps Franklin Incentive Elementary School 1701 S. Harrison Street Mrs. Ethel Dunbar, Principal process with a social purpose. A nationally recognized leader in urban revitalization, MBA's corporate purpose and commitment is ^to create quality housing and provide superior property management. With this as a beginning premise, McCormack Baron has' found that the redevelopment process is best served by creating strong relationships with cities, as well as with neighbors and neighborhood groups to learn their goals, needs and expectations with respect to new housing within their community. The LRHA, housing residents, McCormack Baron, Fennell Purifoy and the community of Little Rock working together have the expertise necessary to make the Highland Redevelopment Initiative a model for others throughout the nation. Little Rock School District c ommunication technology is integrated into the core curriculum at Franklin through the addition of r creative writing, public speaking, interpersonal skills, multi-cultural education, and conflict resolution. Skills that are taught throughout the curriculum are speaking, writing, reading, studying, listening, test taking and thinking. Technology is utilized in five areas:  individualized learning  group interaction  management and coordination of student learning  student expression  knowledge production (creating, exploring and discovering) Goals of the program are to enhance student achievement, reduce gender and racial disparity, promote self-discipline, develop higher level thinking skills, instill task commitment and responsibility, develop basic academic skills, and to enhance the educational, cultural and social opportunities of students. Students are allowed, with instructional guidance, to set their own pace. The positive learning atmosphere at Franklin is success-oriented, risk-free, organized, orderly and flexible. Our student-centered atmosphere has learning centers and interactive computer software. Students are encouraged to set their own goals. They're free to move about the classroom and receive positive reinforcement for their efforts and accomplishments. At Franklin, we teach communication skills that are the building blocks for understanding. ft Xo) Xo\" \u0026gt; JO O to LA 00 3* ft) 3 OO 3 fp (T\u0026gt; ?3 O o pr c a.  \u0026gt; !CZ/\u0026gt;5 C 3 O O o Sc OQ 3 3  O O o I 1 a 72 O \u0026gt; 72 o 3 z o NJ o co \u0026gt; o c w Iort tfOoJ n\u0026gt; o dQQJ  0n)' o' 2O 3 O Franklin Communications Technology Elementary School First Class Schools For World Class Kids Communication Skills En-* hance Ability To Succeed Students at Franklin get a head start as they learn to speak and write effectively and interact with people who have varying viewpoints. Some of the special programs that promote communications skills include: Beta Club, Math Olympiads, international pen pals. Quiz Bowl, Career Club, Drama Club, B.U.G. (Bring Up Your Grades), Lunch Bunch Computer Club and a school newspaper. Students become active learners by engaging in project-oriented activities and by writing activities that broaden their knowledge of telecommunications. We promote G.U.M. - Getting, Understanding and Manipulating information. Through this process, students become independent thinkers, doers and learners. These are the skills which ultimately can lead them to a successful and productive career. SPECIAL ATTRACTIONS  Interactive Technology to Enhance Communications Skills  Science Lab and Production Lab  Management and Coordination of Student Learning A Different Learning Environment A 54-station computer lab, a \"Writing to Read\" lab, and the usage of other interactive technology creates an enhanced learning environment for students at all levels. Our trained staff promotes independent thinking and responsibility among students. We promote the best of both educational worlds - high sensitivity and high tech - which develops students with a head and a heart for the future. *  Conflict Resolution  Multicultural Education  Achievement Recognition  Emphasis on Individualized Learning Styles Franklin Communications Technology Elementary School 1701 South Harrison Little Rock, AR 72204 501/671-6380  Activities: Boy Scouts, Girl Scouts, Spanish Club, Interdistrict Pen Pals FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Gifted/Talented Program  Extended Day and Extended Week Activities  Before and After School Care Program - Supervised Activities, 7 a.m.-5:30 p.m.  Four-Year-Old Program Franklin Communications Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. experiences. Reading and mathematics will be stressed in the academic program, and parent involvement will be encouraged. Franklin Early Childhood Environmental Sciences/Basic Skills Magnet (Pre K-6) An early childhood and environmental sciences magnet will be opened at the Franklin Elementary school beginning in the 1991-92 school year. Romine Gifted and Talented/Basic Skills Magnet (Pre K-6) An interdistrict magnet school will be established at Romine Elementary featuring an intensive traditional program along with a strong gifted and talented program. An emphasis on critical thinking will prepare students for earning a living, for responsible citizenship. and for self-development after formal education is completed. Because the magnet parent committee recommends traditional programs for elementary magnet schools, all students will take the same course of study. Students will benefit from the use of three learning modes\n1) traditional instruction by lecture and reading. 2) individualized instruction in coaching labs that use active learning and critical thinking, and 3) student discussion seminars that further the understanding of basic ideas and values. This program will start at the beginning of the 1991-92 school year. 12 FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 92 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 6 2% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% I Fair Park Forest Park Fulbright  Geyer Springs Jefferson Mabelvale McDermott Meadowcliff 351 154 130 284 54% 436 203 180 383 53% 607 267 236 503 53% 235 120 98 218 55% 490 541 531 465 226 205 431 52% 261 260 237 231 216 208 492 476 445 53% 55% 53% 25 02227 School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472 215 184 399 54% Watson 472 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 9,501 Incentive Schools There will be eight Incentive Schools which are listed below with the number of classrooms in each each at twenty-five students per classroom: as well as the capacity of School  Classes Capacity at 25 Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325 Washington 42 1050 Totals 136 3800 26 02228Black Enrollment in Incentive and Interdistrict Schools Total Enrollment in Ele. Aca Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.3% \u0026lt;89\u0026gt; 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction 1988-89 Washington School is closed for the 1938-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were originally assigned to Washington for the 1938-39 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the Washington in the 1989-90 school year. new 1989-90 A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) * or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 29 02231\u0026lt;o introduction incentive SCHOpr. PROGRAM Beginning in the 1989-90 school year, District will have the Little Rock School school program. eight (8) schools Rockefeller may become providing the incentive but would continue to provide the i an interdistrict school, incentive school purpose or the incentive program. The academic excellence desegregate. will school program is to promote and ensure in schools that have been It is believed that the difficult to incentive school nor only compensate the program victims of program will also segregation, but the serve as a tool for long-lasting desegregation promoting meaningful and in these schools school district. and in the entire The following schools program: will provide the incentive school -Franklin -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washi.net on In order to be successful, the incentive the academic, program must address ticipants. social and emotional needs_ of all student The incentive parprogram must also serve as a recruit-  31 02233ODM Visits to LRSD Schools, Opening Days 1994 Franklin Incentive School We were pleased to note that:  Brush had been cleared from the fenceline on the northern border of the school.  A new sidewalk had been installed at the entrance to the building.  The parking lot had been resurfaced.  A new parent center, which is attractive and comfortably-appointed, had been situated across from the office.  The school's new business partner, the City of Little Rock, had installed two new picnic tables on the playground.  The entrance area had bright, attractive signs welcoming students and visitors.  Classrooms appeared well-prepared and ready for students.  Hallways were clean and decorated with bright, attractive displays and bulletin boards\nhall floors were waxed.  Hall mles posted throughout the building were expressed in positive terms.  Staff and students were fnendly and helpful. We also noted some areas needing attention. On June 2, 1994, ODMfiled a letter to the court regarding the condition of the Mitchell and Franklin facilities. Later in June, the LRSD responded to that letter, indicating that the problems cited in the letter had been addressed. However, as we visited Franklin during the opening week of school, monitors found some of the same deficiencies cited in the June 1994 letter. The problem areas now include:  Most of the walls throughout the building had paint that is splotchy and mis-matched\nsplashes and drips of misplaced paint mar the windows, baseboards, and bathroom fixtures.  Ceiling tiles throughout the building had been discolored and damaged by water stains.  The glass in many of the windows and exterior doors was dirty.  Several hall flooring tiles were broken.  A girls' restroom on the first floor contained only one fully operable sink (one sink had no water, and two other lacked water pressure sufficient for hand washing). All of the sinks were dirty, one was rusty, and all bore the remains of old paint, as did the toilet seats.  A boys' bathroom on the second floor contained a continuously rutming urinal.  The rocky hill on the northeast border of the school property remains a tempting danger zone. Continual erosion has exposed solid rock outcroppings whose slopes are covered with small, sharp stones.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 fileo EASSTR'CTARV'^\u0026lt; The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JIM - 2139^ Bv:. OEP CLEW\u0026lt; Dear judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recendy concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presently preparing a comprehensive incentive school monitoring report that will include findings based upon these on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, 1 am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the \"declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. cc: All Parties and Counsel of Record ODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and e assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993, we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paint9 f- Drcib^rr Little Rock School District OFFICE OF THE SUPERINTENDENT June 21, 1994 JUN 2 4 1994 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 520 Heritage West Building Otiios ci Dessgrsgaiion iv: -g Little Rock, AR 72201 .^2 -V Dear Ann: !i I have enclosed for your perusal and records a copy of a document that was forwarded to me by Mr. Eaton in response to your partial report on the physical condition of particularly Mitchell and Franklin. the incentive schools. The report provided by Mr. Eaton seems to suggest that the buildings are not being neglected and are on a regular maintenance schedule and obviously do receive special consideration when circumstances warrant special attention. It might be a good idea, Ann, for us to meet with Doug regarding the incentive schools so that you and your people are aware of what the capital plans call for with regard to the repairs of all District facilities. Should you require additional information on the incentive schools. please let me know, and I'll get it for you. In the meantime. please consider the possibility of scheduling a meeting with Doug to look at all of the facilities. Sipcerely, Hl P. Williams Superintendent of Schools HPW:nr Encl. 810 West Markham Street  Little Rock, Arkansas 72201  (501) 324-2000 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. JOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED AUG 8 1995 Office of Desegregation Moniicring Via Facsimile - 324-2146 August 7, 1995 Dr. Henry P. Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: In making a routine monitoring visit today, we were shocked to find at Franklin Incentive School the following: 1) There is no principal\n2) 3) There is no assistant principal\nThere are eight teaching vacancies\nand 4) Registration is underway and staff, parents and students are in substantial disarray. By return facsimile these facts\nand if so, ' are obvious plan violations. 1, please let me know, if you are aware of what you intend to do about them. These Very truly yours, John W. Walker JWW:js cc: Ms. Linda Pendexter Ms. Ann BrownI SW' Lar -'J LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 September 29, 1995 -IS9S Dear Mrs Lyon: As you know, our theme is Communications and Technology with an emphasis on reading and writing. As a staff, we realize that we must adhere to the language of the Desegregation Plan and develop this selected theme through Interdisciplinary Thematic units. A thorough assessment of equipment in our building revealed that computers have not been placed in any of the classrooms and there is one VCR/television for each grade level. To say this poses a problem with instructional planning is an understatement The computer laboratory is equipped with 56 computer stations, but many are in need of repair. needed. New mice, headphones, and pads are In addition, there is a need for current software programs on the hard drive. Deluxe. For example\nWordperfect, and Print Shop * ' I I^.-^HSSWAIW^  As the building principal, I am asking that you give consideration to making a request through your department to determine if the district would purchase VCR's, and television for each classroom in our building. I am especially appreciative of your past assistance. Sincerely, Ethel Dunbar, Principal cc: Dr. Henry Williams Mr. Mark MilhollenZ-\"' A - IMN' LITTLE ROCK SCHOOL DISTRICT\n-r4rs'v EDUCATIONAL EQUITY MONITORING / PLANNING, RESEARCH AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1995 I 08/23/95 \u0026lt;9 TABLE OF CONTENTS Page 1.0 Equitable Placement by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees 4 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 9 11.0 Student Discipline 10 12.0 Building Leadership/Management 11 Key: I Interview O = Observe / SP School ProfileLITTLE ROCK SCHOOL DISTRICT PLANNTNGf RESEARCH--AwNi'tDw EVALUATION DEPARTMENT 1995-96 Froz'klli CominM_nic\u0026lt;v+on SCHOOL\n4\u0026gt;Tffl\u0026gt;nol PRINCIPAL: MONITOR(S) GRADE LEVEL(s): DATE: NUMBER OF CLASSES VISITED: AAalt n^la ^A^ctr4-\nin .on Observers are recruired to provide evidence for each criterion. Please print observations and evidence in sufficient detail to indicate positive practices and areas in need of improvement. Observers should review the School Profile prior to completing this form. CRITERIA CIRCLE ONE 1.0 Ejuitable Placement by RaceZGende: in School Programs The school ensures equal access and fair treatment in all programs resulting in optimum conditions for student learning. S 1.1 The composition of students have access to, he school staff ensures that YES 3P SP 1.3 and contact with, NO varied staff of certified and non-certified a personnel. School enrollment reflects the racial,/ethnic composition prescribed by the court approved desegregatip: EVIDENCE: 1 hbuml i oalQeTs VikH Class/course enrollments generally reflect the racial/ethnic co: YES YES NO imposition of the school. --------- Scj\\QpX\\5 s 5 gn/OC 4^ EVIDENCE: 1 Educational Equity Monitoring CRITERIA CIRCLE ONE SP 1.4 If needed, strategies to eliminate disproportionate class/course enrollments or one- YES NO SP/0 1.5 race classes EVIDENCE: / evident.j ffUoh a55n nm s_ Indicate specific subject, (math, science. 11  \\ /\u0026gt; \u0026gt; 7 2.0 /I O/I 0 language, etc.) room number and approximate number of students of any one race classes. . Rm# Rm# Rm#' 5 Number of students 7 Race^ Time^/^'Sub j ect Number of students RaceTTTime//?,'#/7Subj ect / ___ ^Number of students/^ Race'^Timey^^Z/fSubject Rm# ^3.44umber of students___ Race__ Time___ Subject____ Curriculum Race The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multicultural content in all curriculum areas. 2.1 2.2 2.3 In classrooms observed, the teachers have adequate  materials and equipment to deliver, the curriculum. oLseujjna/^ei d aiuA/Ta ddjj-ia--j-^-- FJyLu'ld^ onfy) t)r\\P. j-eAC/juC Current and complete student records are maintained in the classroom and school o ice to monitor the progress in achievement of the individual learner (i.e. grade books. Abacus reports, PRFs, interim and parent conference reports, r^ort cards lesson plans) EVIDEN' had be.^ ' I  I   IUX( i tti I i YES NO ts, reoort cards, iBsson  , idupJ aiSplcuJ^ All students are actively involved in classroom YES NO iinnssttrruuccttiioonr.jX / / , i H EEVVIIDDEENNCC:E: cla^5 ohs^e^d i\u0026gt;j jp^ni-tof^r LS~i Educational Equity Monitoring TS^n--------- --------- 0 2.4 _____________________ CRITERIA____________________________ Classroom seating patterns promote interaction among students of ^i^er , EVIDENCE: race/\u0026lt;6^de: e 0 0 o O/I 2.5 There is evidence that the multicultural curriculum is being implemented. 2.5.1 2.5.2 c. 5. k 2.6 3 yp. CIRCLE ONE YES NO Bulletin boards, displays of projects, publications, and productions throughout the school (including the media center) reflect the racial/ethnic/gender differences of the student body and/or multiculturali EVIDENCE: inWrTf^ YES NO ralism. il I J VP s lUL Bulletin boards, displays of projects, publications, and productions in the classroom reflect ,the racial/ethnic/ gender differences of the student body and/or multiculturalism. / j ClS^ ZXy6UAzA4j^fl-Z. tre is a. disolay af 'ttudenr diidJ There a display ____________ __ 1 i .  EVIDENCE: Liosr^.. n{nn^' JZl [\u0026lt;1 , YES YES NO NO Multicultural objectives of the curriculum EVIDENCE: YES NO\nkce: ovTQMXnc::, im^uides are  tn aught 7^f\u0026gt;\u0026gt;nc^ 'amnmffKfi J t The library media specialist annually evaluates the adequacy of multicultural materials in the media collection and continually evaluates new materials to be considered for^purchase. EVIDENC, .14- Y-ES NO ! .als tor purcnase. i Kk-Tt/x ij^ r,jg4a^ . Gfy\u0026gt; . -r z? zpipa i, \\ferr ITYUjvC SrVuyitAy N\\jp a. ^TCUtT ITYXO^ Educational Equity-Monitoring PS^g' 4------------------------------------- CRITERIA 3.0 School/District Initiated Honors and Awards * The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP 3.1 A variety of awards and honors is provided in areas such as scholarship, citizenship, oporto, school and .ance ubs, a: SP 3.2 SP c 4.0 S CIRCLE ONE YES NO ^ENCE\nga/^zationsy . Written procedures and requirements governing honors and awards are distributed to staff, students and parents EVID^CE: fthOfe. YES NO The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student need: riarr^-hiX. I I The distribution of honors and awards is generally i reflective Ev: lective O',thhee school ppccppuullaattiioonn./ YES YES NO NO Committees The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results  in comm.' ttees with diverse population that have knowledge of educational programs for a varied student population. 4.1 The composition of each appointed school based staff/parent committee generally reflects the vYES f NO staff/ stude: ) cf kJK'kt' oJ' c/\u0026gt;7 4 kJ h 4L'z2cnnifrt^,, , /III k, Equity Monitoring Plga.ft.., ,, __ _ -U .------f _ __ _ __________________________ CRITERIA 5-0. Extracurricular Activities t CIRCLE ONE  SP SP 6,0 The school's extracurricular I , -------------- program helps to develop important academic/non-academic skills, abilities and interests t = S'  I 5.1 Procedures 5.2 are ev-i-d--e--n t' to assure t^XhAaU Vt Os tVuUd ents apprisedof infonnation regarding various opportunities in extracurricular activities/ eexxcteenndaeedd eedd-u--c--a--t------- ' fJ2c2izU}zzx:^ tiqn. are YES NO ^AvT the, c^mi7iayh,t^ P^^'^^oipation in extracurricular extended educational activities/ tthhee sscchhooooll pooulation. 7*\u0026gt; programs generally reflects YES^ NO ^czhievement/Assessment The school staff implements i._ procedures for administration, most recent standardized tests. non-discriminatory analysis, and use of the I SP ^.1 When test results are examined, students remains stable oi -o-----l--a-----c----k------ -----s----t--u-denl^ achievemen sEA^IKD- safe evement a^M improves achievement of increases as YES NO spfo e.2 * fwiyr I, ry r tCLaP !/\u0026gt; ^^aixh Goals and strategies a__r__e_ __d_e__v_el,o__o__e,d _ ana. .i mp.l ement i. to aecrease the achievement differences between iscK students and white students ed YES KO measure of student achievement. ...Stanford Eight Achievement Test EVIDENCE: on the following / Cin+.'\" I'n acJ^e-verne^ i)/ Whife intiMSfcd or nv!UMJ swjwUe ach'wemt/ir oP blatk inwezbS^- AJo Usf GrcJeS' 6o^^ cumL V)V\nR djetxti^sec/- 3Ti5\\afJk VxiVaiI'C vjU'te s'juJ^: Monitorrn CRITERIA CIRCLE ONE SP 6.3 Failure/retention rates reflect the school population YES O/I 6.5 Ev: Graduation rates reflect the schoo (high school only) EVIDENCE\n* NO Test taking skills a: 7.0 Special Education k opulation. taught througho' bpcki useJ .0/ YES NO t the year. YES NO The school staff ensures that student placement and services provided in the special education program are non-discriminatory. SP/I 7.1 Strategies to eliminate disproportionate student assignmenntt t' o specia'l education,are evident EVIDENCE YES NO Q/T 1.1 o 7.3 Q -J il education evident. '/ f The teachers have adequate materials and equipment to deliver ii^hhee ccuurrrriiccuulluxi ji. , gDENCE: Cor\u0026gt;\\l d n/)f Facilities are comparable to those of the campus in general.^ t /  ^IDENCE: \\ ccmaPgX^^ (^Are, A.i.. J Classrooms are integrated into the total school environment. EVIDENCE: YES O YES YES NO NO ^IDEN^L^'\\ is /-hit M. ^cith3naT -Equfty \"Hon i ng / O/I 7.5 0 7.6 CRITERIA CIRCLE ONE the students served/., ^^ENC^ special education meet the needs of '( ^rrent copies of student records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., grade books, lEP--------- ---------------- EVIDENCE:\nals and objectives YES NO ES NO ^als objectives, .lesson plans).  ,  8-0 Gifted and Talented Education The school staff ensures that student placement and services provided in the Gifted/Talented program non-discriminatory. are SP/I 8.1 Strategies to eliminate disproportionate assignment to gifted and talented are evident. EVIDENCE: student YE, \\ctervhBA/J^\" NO 8.2 *he teachers have adequate materials and eouipment to deliver the curriculum. EVIDENCE: YES NO Q 8.3 Facilities are comparable to those of the in general. EVIDENCE: campus YES NO 0 8.4 Classrooms are integrated into the total school environment. EVIDENCE: YES NOPage 8 Hgnitogina CRITERIA CIRCLE ONE O/I 8.5 Facilities for gifted and talented meet the needs of the students served. EVIDENCE: _______________________________ ___ ______________ YES NO 0 8.6 Current copies of students' records are maintained in the classroom to monitor the progress and achievement of the individual learner (i.e., test results, identification folder, progress folder). EVIDENCE: ~~ ______________________ YES NO 9.0 Staff Development The staff development plan for the school demonstrates commitment to educational equity. SP/I 9.1 Staff development activities related to educational equity to enhance the achievement of a diverse student population have been provided and YES are ongoing (i.e., Cooperative Learning, TESA, PET) m J p\\j T rvn I eAri ti\u0026gt;p * tl  SP/I 9.2 staff development activities in teaching straxegies for multicultural have been provided. EVIDENCE: :urriouluE delivery YES NO I SP/I 9.3 Staff development activities related to discipline/classroom management have been provided (i.e., assertive discipline, conflict management, and positive classroom discipline, ere.). YES EVIDENCE: ar Educational Equity Monitoring Page-9  ------ ______ SP/I 9.4 _____________________ CRITERIA______________________ Regular classroom teachers are provided ongoing training in understanding the remedial programs. EVIDENCE: 3Z3 CIRCLE ONE YES 10.0 Parental Involvement The school provides equitable opportunities for parental involvement in the district/school activities. O/I 10.1 The school utilizes a variety of methods (memo, letter, phone, home visits) to encourage parental involvement in school and in home supported educational activities. (List in order of YES NO eeffffeeccttiivveenneessss^)) ^EIVDIDEENNCCEE:: ut f.,cnALmJU\u0026lt;l I \u0026lt;gxh^ib(4^ 1 n.-bi SP/I 10.2 All identifiable groups of parents are actively involved in school functions. YES EVIDENCE: ^nvolv- SP/I 10.3 Documentation is available to indicate that parents are actively involved in each phase of YES NO I SP remediation programs in which their child(ren) 10.4 Contact is made regularly with the home to communicate positive/negative (as appropriate) information related to student behavior and/or aacchnievxeemvenetmenrv J I | | pts I EVIDENT 10.5 School patrons and parents are given an opportunity to actively participate in developing the local School Improvement Plan/Comprehensive Outcome Evj s (COE). _m 5 YES NO (^Y^P NO ^duea t i-ona l--Equity-MenirtogiB^ Page 10 . _ __________________________________CRITERIA________________ SP/I 10.6 Mini-seminars at PTA meetings and/or in the community have been held to make parents aware of district structure, policy and programs, and ways CIRCLE ONE YES NO to access them. SriDENCE: . _ 11.0 Student Discipline I The staff ensures that student disciplinary policies and practices are non-discriminatory. 11.1 Information, including the staff's expectation for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures is distributed to all students EVIDENCE: den^s and parente. _________a I 11.2 School staff has plans, procedures, and practices which are designed to enable students to remain in school, promote academic success and alleviate behavior problems. EVIDENCE: =------------ X SP 11.3 Suspension and expulsion rates are generally representativie of, the student population,. EVIDENCE\nSP/I 11.4 If needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. ^IDENCE: /2^,. ,7^^ l -d A J7/i 0 11.5 Classroom instruction proceeds in an orderly manner. EVIDENCE: (I r-TkAj^ t c:u. 'TL^ I'-Yi YES ') YES (Jt- 22.- NO NO NO YES^ YES NO NOEducationalEquity Monitoring Page 11  0 ___________________________ CRITERIA__________________ _ 11.6 How visible are the following persons in directing/controlling students? . the following for each person(s). Indicate one of CIRCLE ONE A. B. C. Very active/very visible Somewhat active/somewhat visible Not active/not visible Principal Assistant Principal(s) Teachers A Supervision Aides/Security EVIDENCE: \u0026gt;ervision :E: j/4, ..4^ Aidi 4 t 12.0 Building Leadership/Management In the desegregated setting, the principal must demonstrate a strong commitment tt_o educationa'l' equity. SP/O 12.1 The school has a clear, concise, well-written ye: NO Statement of EVIDENCE,*, C A f specific improvement goals.,\nJicf. AO/ '' J! t ------------------------------------------------- 12.2 The campus and building are clean and free of debris and graffiti EVIDENCE:, '7L^. YES, NO 12.3 Hallways EVIDENCE: IL derly 'ti' d are ^rd^ly, - - NO O O 't X 12.4 There is evidence that curriculum monitoring YES ) NO occurs. EVIDENCE: I^age 12 CRITERIA CIRCLE ONE .0/1 12.5 There is evidence that the guidance program provides equitable services to all students (i.e., counselor's YES NO T/Q /SP .cheduleindividual/group). (l~Y^. y rj.^JL Af.'u 12.6 District and school security guidelines are being followi PN'LP\u0026gt;P:SiQ.^'. '^^. l , TA xiL^ 'U^ T-YES NO ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: .____________________________ discipline manacement qvautcrly retort School Franklin Incentive Beginning Period QJ Cp ' Principa'.. Ending Period. PART I. Please indicate number of suspensions by race and category. \\\\ I A. Out of School Suspensions - Category 1 Violations Black TiMal Black While Total While Spanish T.ilal Span Asia/Fac Total Asia/ Pac Total InJ/ Elk Total Other TkHali I J- zz Total* column Ctiieo- riT 777 199( on 1 ontlo mg  Ill- M F M F F M F M  I F M n yiin J - Sb h'u 9 I o 5 3 i i 1 B. Long-Term Suspension - Category II Violations Cradei Black Total Black While Total White Spanish Total Span Aaia/Pac Total Alia/ Pac b4/Esk Total IndZ Elk Oiher ht Total Other Toiali I i 3 4 5 2- 2. 3- St M F I M F M F M F M F F Toult ?\u0026lt; column 4 i 1 iS C. Expulsions - Category III Violations T Gra Jet. Black Total Black While ToUl While Spaniih Total Span Asia/Pac r 1 -i2_ 3 2E Total Aaia/ Pac Ind/Esk Total Ind/ l-.ik Oiher Toul Other TsiUls M F l M F M F M F F M F 5 11 I TtMlIl per \u0026gt;olumn NOTE: Quarterly Reports are due in the Hearing Office one (1) week following the end of each Gradi Period. SEE REVERSE FOR PARTS 11, III AND IV.PART II. Please complete. NOIE: These fl NOTE: ni.a M Peinn'\u0026lt;ab H'Xrwrhi If.'tnuti San.-ljktfia Sprcal PART III. Teaching Fipcncfuie 0 3 4-10 li-iS 16-20 11-2S 26-30 30 Over Touli Grtdi K 9 If,Ures are to he included in Part I. Students on Sent Homes are not included in Patt 1. 1996 1 .taI Black w.l.lk- M Tot,I Spnnisli M 1 |. Total Span AsinO.' M I Foial Asia/ P.'ie hulVA M r Total InJ/ P k Oihcr M F Tpt,i Oil.vr T.'t.-N i I 1 it ! r I' Personal I'laia - Please indicate lecoinnicnding the various suspensions. race, .sex and experience of staff inenibilets- Bla-k mJ F Tuial bta-k ^1 Lj Total Volute Spanish I ' ToIaI S( an Asia/Piie ~ r 1 iital Asia/ Pae Ind'H.'k M I Total Ind/ I sk Other M I T.rial Other Touli I J PART IV. Id s r P-nrollmcnt Data - Please indicate and Race. liMal black V-hiie your school.s enrollment by Grade l evel, ,S, -i-ZHl M ^2 i' Tsital hilc Spoiiish M Total Span Air./p,c 2 ^3g Sr F Total Ab/ Poe M i- Total In.l/ i sk Other M F Total Other Toiah Per 3 4 5 6 Totali r\u0026gt;jr eolomn PK 51 0 J i W-  \u0026amp; -L i I 1 0 1 i_ t^ 0 'p-ta .XL.., 3. I t. T 10 i4 1 STiJ. \u0026lt;rf? hPP- 1 2 G 1 : 2 4 PN P . 0 1 I. 1. LITTLE ROCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6380 Little Rock, Arkansas 72204 April 12, 1996 TO: Horace Smith FROM: Ethel Dunbar5 rincipal Mr. Smith, Please review the attached list of field trips by grade level. Please call, if there are questions. Hl w P R - 1 2 O 1 PM P . 0 Grade 6 1. 2 . 3 . United Artist Theatre - \"Jumanj i\" Capitol Palace - Chinese Cuisine\" Hot Springs - Radford House Grade 5 1. 2. 3. 4. 5. 6. 7 . 8. Territorial Restoration Old State House State Capitol Jumanj i Shorter College National Weather Service NLR NLR Power Co - Arkla Smart House Toltec Mounds Franklin Falcon Singers 1. 2. 3 . 4 . 5. 6. 1. 8. 9. Park Plaza Rosecare Nursing Home Franklin PTA Open House Washington Elementary School Cloverdale Elementary School Franklin Black History Program Hillcrest Community First Baptist Highland Park First Commercial Bank Downtown Little Rock 10. Franklin PTA Christinas Program 11. VIP's ReceptionLITTLE AOCK SCHOOL DISTRICT Franklin Incentive School 1701 South Harrison Phone 671-6300 Little Rock, Arkansas 72204 April 12, 1996 ATTENTION: PROSPECTIVE PARENTS LOCAL REALTORS, DAYCARE OWNERS, \u0026amp; Qraatings, rranXlin School is looking for bright, nthuaiastic leatnarai As part of our recruitment efforts, we are inviting incoming parents and children in the Tri District Pulaski County School zone A__________ _________1________ 1 J ________________JI _ M . .k to tour our building and \"Check Os Out. M Wa are located in Central Little Rook. Franklin offers quality programs, competent staff members, smaller class size, Extended Day/Week activities and before and after school CARE. Please examine the brochure and share the good news with clients and friends. Don't hesitate to call us at 671-6380 between 7:45 A.M. and 3:05 p.m. sincerely. Q c Pamela Person-Theme specialist 5013744107 UALKER LAW FIRM 047 P02/04 SEP 17 90 16:52 John W. Walker^ P.a. Attorney At Law 1723 Broadway Dttle Rock. Arkansas 72206 :Telephone (5C1) 374-3758 : FAX (501) 374-4187 JOHN W. WALKER RALPH WASHINGTON XtARK BURNETTE AUSTIN PORTER, JR. Via Facsimile - 324-2146 September 17, 1998 Dr, Leslie Gamine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Franklin Jncentive School Dear Dr. Gamine: J T P'^\" commitments regarding Franklin Section 5.5 of the Revised Plan, \"Incentive Schcois. This sectio: in reads: LRSD shall continue to provide double funding t \"r '-tt_serv!ces depanmeni shall provide the. to Franklin, Garland. Mitchell... It fonher reads: \"The clant necgssarvto preserve the comparable chvsieal equality oFthese schnnls  JeallocX of'rXX ' ^O'ene -Joshua that she has received several calls from patrons and  i ^'^*'71\"CMtivc School indicating that there is much work to be done regardmg the physical condition of this builcing. I understand that a concerned parent aroup has alLdy They further ir.d.cate, in foeir opinion, student assignment and public relations \u0026amp;i c n ' assigned to Franklin from a viri or attendance zones and the Communications Department is not promoting Franklin with the much work to be done regarding 'ns. are not comparable Tom a variety announcements and articles, I am available to discuss this ma|ter with you. Ms. Sadie Mitchell or Mr. Junious Babbs the appropriate person who has responsibility for this area. or Also, I have not heard from you regarding my letter of .August 20 1998 staffing at Rockefeller Incentive School I convenience regarding the am attaching a copy of that letter for your I501374Z1S7 WALKER LAW FIRM 647 P0J/04 SEP 17 98 16:52 Page 2 - Letter to Dr. Leslie Gamine September 17, 1998 1 await a response from you. incerely. ( Joy C. Springer Joshua Intervenors JCS/ Enclosure cc: Mr. Julius Babbs Ms. Sadie Mitchell Mr. Chris Heller Mr. John W. Walker Ms. Lorene Joshua Ms. Ann Brown I I )5013744187 WALKER LAW FIRM 914 P02 OCT 01 98 15:10 r w 10^ Little Rock School District Associate Superintendent - Operations Phone (501)324-2009 FAX (501)324-2032 September 21,1998 Ms. Joy C. Springer Joshua Intervenors Walker Law Firm 1723 Broadway Little Rock, AR 72206 Dear Ms. Springer\n I have been asked to respond to your correspondence It Gamine wherein you express concerns about the Franklin school fe 17, 1998, to Dr. [ding. You reference correspondence to Dr. Gamine from a group of parents regarding building concerns. Dr. Gamine has not received any correspondence from a parent group regarding the Franklin building, nor has any Cabinet member. I have located correspondence from Mrs. Dunbar of August 12, 1998, to Frances Cawthon, Assistant Superintendent. In the letter, she expressed a need for air conditioning to be purchased for the auditorium, referred to nonspecific roof leaks, a light fixture in need of repair, and requested the walls be repainted following summer school. She also wrote Mr. Doug Eaton on September 8,1998, in which she requested the installation of an air conditioning unit in the auditorium. Mr. Eaton responded to Mrs Dunbars request on September 14, 1998, and explained that the maintenance and operation budget does not fund capital projects such as the installation of an air conditioning unit at Franklin. The type of unit needed to cool the space requested would cost approximately $30,000. As there are no funds remaining for Franklin in the bond account, a project of this size must be deferred until the District raises additional capital funds through a millage campaign or a bond issue. Franklin does have an air conditioned cafeteria which is large enough in size to hold a PTA meeting or other comparable function Please be assured that the District remains committed to the maintenance and upkeep necessary to preserve the comparable physical equality of the Incentive schools. During the 1997-98 school year, from 7-1*97 to 6-30-98, there were 273 work orders logged and completed by the Facilities Servias Department at Franklin. This school year 83 work 810 West Markham Street  Little Rock, Arkansas 72201  (501)324 2000 5013744187 UfiLKER LAtJ FIRM 914 P03 OCT 01 98 15:10 Ms. Joy C. Springer September 21,1998 Page 2 orders have been logged and completed since 7-1-98. Regarding roof leaks, Mrs. Dunbar states in her August 12 correspondence, Work orders are submitted, but most are not responded to . . During the 1997-98 school year eight work orders for roof leaks were logged\nsix repairs were completed One additional roof leak was reported on 9-15-98, and has not been repaired as of 9-21-98. Mrs. Dunbar further alludes to a pomise to repair a light fixture that fell from the ceiling in the auditorium in May 1998. She says, Plant Services was called, they came, gave us a temporary fix, promts^ to return, but havent. The promised repair was completed 7- 22-98. Mrs. Dunbar states, in her letter to Mr. Eaton,, but projects in other buildings that require funding are being completed  Other capital projects that require expenditures of this magnitude are only being funded in schools where the pre-existing bond money was not already spent, as it has been at Franklin. Regrettably, the requested air conditioning unit for the auditorium cannot be funded at this time. When the District begins a capital campaign in the near future, the Franklin community may choose to make it a priority for their campaign. The Facilities Services Department will continue to respond to the work orders that it receives at Franklin in a timely and professional manner. Sincerely, Victor Anderson Associate Superintendent, Operations c Dr. Les Carnine Frances Cawthon Ethel Dunbar Doug EatonJohn W. Walker, RA. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECB SEP 3 3 199^ JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. OFFICE Or DESEGREGATION MONITORING Via Facsimile - 324-2032 September 28, 1998 Dr. Victor Anderson Associate Superintendent for School Operations Little Rock School District 810 West Markham Little Rock, AR 72201 Re: Franklin Incentive School Dear Dr. Anderson\nI am in receipt of your letter in response of mind of September 17, 1998 regarding Franklin Incentive School. Thank you for same. The concerns previously referenced in my letter came as a result of parent concerns through Ms. Lorene Joshua. I do not have any knowledge of dialogue or conespondence between Ms. Dunbar, Ms. Cawthon, and Mr. Eaton. I do, however, have personal knowledge of the physical condition of the building having spent the 1998 spring semester there. The purpose of my letter was to bring to the administrations attention concerns from patrons of the District regarding the school and to remind the District of its commitment to maintain Franklin at a comparable level to other schools in the District. I again call your attention to Sections 5.5 and 2.9 of the Revised Plan. LRSD shall continue to provide double funding to Franklin, Garland, Mitchell...' . The plant services department shall provide the maintenance and upkeep necessary to preserve the comparable physical equality of these schools. 99 LRSD shall implement programs, policies and/or procedures designed to ensure an equitable allocation and/or reallocation of resources to LRSD schools. Moreover, the law of this case is that lack of funds cannot be used by the District as an excuse for not meeting plan commitments. It speaks volumes when you acknowledge that the principal of the school has on several occasions called to the attention of your Assistant Superintendent for Elementary Education and the Director of Plant Services the need to address the maintenance and upkeep of the Franklin School building. This is our point exactly. There is a commitment to double fund Franklin and to maintain its physical plant at a level equal to that of other schools in the District. It does not appear that this is being done. We, therefore, request that this be done. I will be happy to meet with you, Ms. Cawthon, Ms. Dunbar, Mr. Eaton and anyone else Page 2 - Letter to Dr. Victor Anderson September (iS,, 1998.,.. -I!-.:'?--   you choose to make sure that all parties are satisfied with the commitments that have been made. Please let me hear from you. jncerely, Joy C. Springer Joshua Intervenors JCS/ cc: Mr. John W, Walker Ms.AniiBrown Dr. Leslie Gamine Ms. Frances Cawthon Ms. Ethel Dunbar Mr. Doug Eaton Little Rock School District 810 West Markham Little Rock, Arkansas 72201 To\nFranklin Parent Involvement Team RSCEWED OCT 1 S 1999 From:^Frances Cawthon, Assistant Superintendent OfflCEOF Date: October 13, 1999 mBnOKMONITORINQ Thank you for the concern you expressed regarding the nursing services at Franklin Academy. I, like you, would like to see a full time registered nurse in all of our schools. However, the way Franklin's budget is currently allocated will not allow for that service. The Campus Leadership Team may consider shifting resources to allow for a full-time nurse. This would be a campus-based decision including all members of the Campus Leadership Team. Many of our elementary schools that do not receive the extra benefits of double funding also have high percentages of students in the categories that you enumerated in your letter. While your students at Franklin do not receive as many services as we would like to provide, there is certainly no discriminatory treatment in the budget allocation. Although Franklin is still a double-funded school, they are currently over their double funding by approximately $80,000. Im sorry I couldnt give you a more satisfying answer. I do appreciate the interest, energy, and concern that the staff and parents have given expressing their ideas and making the inquiry. Please continue working through the Franklin Campus Leadership Team. Your combined efforts can assure the schools priorities are best met within the budgets capabilities. cc: Ann Brown John Walker Junious Babbs Ethel DunbarOctober 6, 1999 / igD Mrs, Frances Cawthon Assistant Superitendent OCT I 8 1999 RE: Nurse Rollins - Reduction of days at Franklin Elementary Dear Mrs. Cawthon: OfriCEOF OESEGREGAUCNMCNITORiNQ We the parents and staff of Franklin Elementary wish to express our concerns relative to the reduction of our schools nursing service. During the Incentive School inception, it was decided at the time (by the Courts) that each Incentive School would have additional staff that the area elementaries did not have. Those persons were identified as being a full-time nurse, social service worker, art specialist, music specialist, counselor, physical education, and a theme specialist. Double funding was established to support this extra staff and to aid with the desegregation efforts of identified schools. Over the past few years, from 1989 to the present, our students have had access to said persons to assist with their many educational, physical, social, and emotional needs. With the re-writing and Court approval of the new Desegregation Plan, changes have been made that has and continues to negatively impact Incentive Schools. First, class sizes increased, second, programs were eliminated, and now services are being denied. were Our children at Franklin School, for the most part, are in a high risk category. Many of these students come from homes where drugs are used, siblings are gang members, parents are incarcerated, education is not valued, little or no medical care is provided, and domestic violence is a way of life. The school nurse along with the counselor and social service worker functions as a team in securing and/or providing services for our students.  u\u0026gt; According to recent research from At Risk to Excellence, 'Three decades of research on school reform has led to the identification of four basic elements that students need from their schools\nrelevant schoolwork, a nurturing and supportive environment, opportunities for academic success, and help with personal problems. Unfortunately, studies of schooling for students at risk of academic failure demonstrate that schools often fail to address the special circumstances including economic, family, community, ethnic, and racial statusthat characterize students placed at risk (Natriello, McDill, \u0026amp; Pallas 1990). We cannot afford to fail our students. Removing Nurse Rollins from our building two days per week is taking away, to a strong degree, the basic / element to provide assistance with personal problems. To reduce the day services of the school nurse at Franklin Elementary School means taking away a service that our students, parents, and staff need so desperately. Please know that Franklin is the largest Incentive School with the greatest need and should be given priority consideration when it comes to meeting the needs of the students and proposedOctober 6, 1999 Page 2 personnel cuts. The new Desegregation Plan states that the Incentive School would continue to receive double funding. We ask what is the purpose of the funding, if its not for programs and personnel. Dont make our students continue to suffer because of segregation practices of the past. For the sake of unitary status, it is imperative at this juncture, that all students are treated in an equitable manner. Our request is that serious consideration be given to reinstating our school nursing services to five days per week. Enclosed please find a petition and services provided for 1998-1999. Please provide a response to our principal and/or Parent Involvement Team at your earliest convenience. Thank you for our cooperation and understanding. Sincerely, Concerned Staff and Parents of Franklin Enclosures cc: Dr. Carnine, Superintendent Sadie Mitchell, Associate Superintendent Ann Brown, Director of ODEMSERVICE PROVIDED - 1998-1999 1. Number of times students seen for illness or injury: 4,^1^ 2. Number of students receiving a physical exam by nurse: 47 3. Daily average number of students who took medications at school. 4. Consultations v/ith Doctors, Pharmacists, Case Managers, Department of Human Services, Arkansas Childrens Hospital 52 5. Health Fair during Fall Fest. 6. Classes - 59 7. Parent Conferences \u0026amp; Home Visits 29 8. Student Immunizations given. 137 9. Staff \u0026amp; B Skin Tests. 10. Faculty Conferences. 100 11. Faculty Health Assessment. SU 12. Pupil Service Team Meetings 9 13. All students were weighed and measured 7 14. Vision Screening 419 16 Referred 15. Hearing Screening 419 2 Referred 16. Dental Screening 108 79 Seen by Dentist All these services will be decreased but especially, #2, #4, #6, #7, #8, #10, #11 and #16. All of the above services were provided at Franklin School. In addition , our nurse was often requested to assist at other locations.PARENT PETTnON % Please sign this petition if you are concerned about our nursing services being reduced from five (5) days to three (3) days!! Parents Name Address \u0026lt;2^QCCSG\u0026lt;Ji 'Ci y' Cl^M 722.{^ /i ,^/ L 1 ttf In -p k ^,e4\u0026gt;e. c Rf}. SelSC'ZZ,^ 1^3 G\u0026gt;C,Cryii 7(.W eddl^/a:Ji  rr- -   -. .M ,^- -  ~ A ]^zvy^ ^icL^ Ln-triecc iTf\u0026amp;iiu Zip Code 722z\u0026gt;\u0026lt; 7Z?d2 7/^^/ 72ZQZ^ ~1].'2-OC 77ZO4' 7^1^ 72.202 Students Name ^(^^2 Qouu Grade 5____ 1^ iz. t \u0026amp;s* 027o-M.^ ^111^7277^ 11X6 7223^ ''la/n/Mmi^hf^ z ^ll~l \u0026amp;l/ol. 7Z2O^ 7sa!l 7z ^chxC'k Rt-v.0\u0026lt;y ^0 AP.^SkxykJU ecKZ^/4\u0026lt;v\\p/L 9 zr\u0026gt; Z1 JiUuXLr) '^2k:LL22zL I r I t 2:.ccxqJtjlz2 ^nuAjiy^ .^L? CaV Fr.W j)r. /fbMi4^|(p 311) 5 (/cheC ^17) -^^^UJC)r27 w it. T 1^7 iPARENT PETITION Please sign this petition if you are concerned about our nursing services being reduced from five (5) days to three (3) days!! Parents Name Address Zip Code 'IZZiZ ^^4 \u0026gt;Ai2^ XA{/thvQ\u0026gt; Tq'i?^A)L ^^pssLrrvA,r'-i Students Name Grade ! k\u0026gt;l X S , 'j ^i/xAoM'_kZ A 1^ hJ (z ! /I ~ . MM /M'^ '^6d'V-\u0026gt;-ks^ (ajuAoo/ Cil^ 2 2^.qV 19^^ 4-r'4\u0026lt;XcU. ^c\u0026gt;iK^Aa\u0026gt;\\ ______ * vkEckAA 2r\u0026lt; 5/3^ I ) .-\u0026lt;Tp~rl__A(g/AxA-^ . SfT? J 1 A A/n a^\\.A4, vy^Lyi1( j v  n ihKo.StUcfeH \u0026amp;ttofcsjMKidi rg^ A'^rc^ i'7 i C^ a El ) 23(9^12J [G?c\u0026gt;l 5Qn f -A 222^1 7'3-- r 7^7! -A ( ^. ffl ^CEi ^^Ktg^LzsTaode sis^ :C Ct^ PARENT PETITION Please sign this petition if you are concerned about our nursing services being reduced from five (5) days to three (3) days!! Parents Name Address -5 If Zip Code / r Students Name Grade 1 /6/(7KU7 ^ka/lPiCn Q^ I V\u0026lt;i-fA6cA^ SD n ^rrru)7^J^ Hu W lih I wV _ I^QI kUad'^^-f- 5!9P CkfdAc) \u0026lt;8^137)^ 21 ir n '\u0026lt;^(2t'{r, 7^^ 0(-- 122^Q f -^ii Si'll 21 pk i\u0026gt;\u0026lt;-4 t 1^- K\u0026gt;i~w iWiT.. '-Si \u0026lt;2h^ by^^^^pQ^Ovivo.Ir, U ^3^ Ho/^2^ b poi ^T,| Id\n'll I * m i fc^*i.awr IT  I , ..^, t5^Acxr\u0026gt;J\u0026lt;^'^ ViiWctvQ 5 S. CftCt^SlbSm I a c\\Q-/V'C\u0026lt;T-^-vo7V A\u0026lt; l([_PARENT PETITION Please sign this petition if you are concerned about our nursing services being reduced from five (5) days to three (3) days!! Parents Name 7 Address SloM  210^ /y '~~-V^ ^Z^XX j 0 UfAA izTOrifTOh^- cA/mj (J, i-ee,! ^^73~t^eG? QAM%Vx-j -f \u0026gt;a. lUilO dl-l -dn d 5- (A(k(b^ 2U-^ctca.J,4(e7^C Zip Code 7'^^04 7o)3(}4^ 72A-2,d^) 774 072^ -i-im laxxt^ I I \"ns-^B ^Vl^' rxx-S-^ i 7 ' Students Name Ldc^ 1 Grade \"V ^TTr\" _!\u0026lt;____ PiAc} I ^jhiKu I ) le,AcXcQ.r I \\ /c^-r\u0026gt;/7\u0026lt;Ai^ VAI dtc A n^^7K7( (WhiAym --L 5 I. t 1 fre-K K lc_ c bic4n/^ ddrf-SS k\\air{aD(ijWJ/nny.'^ 3: Tph PARENT PETITION Please sign this petition if you are concerned about five (5) days to three (3) days!! our nursing services being reduced from Parents Name c Address Zip Code Students Name Grade _Ljndzf. C\u0026gt;\u0026lt;2 2o p) 4ts\u0026gt; 2saj-iE/(f'P^ SP, i-\u0026lt;\u0026lt;L \u0026lt;^13.5.0 a ' 9Jr\u0026gt;l 3-ftas^,^r, ' n'2-j:,\u0026lt;ii /6I^ /^ K  15/^ S/ Uor-r\nSr\u0026gt;7x ZV/jP. cu^ t-^v \u0026gt;-\n' 5 Vra 'Ph,lljps//y\u0026amp;C6 ^c~, r -7^^! .77/a Att~] IWr. IW^PSL \u0026gt;O-tn\u0026lt;\\ rOo(Qai^ mP:kr\\^o\\K\\  ?Z2o4 Sj'k MUi^ ^D/ot^rf^a', Ifi-ti ^-o/Ci= \\A/,jl',^_ p^rwf 3^-^y SMvc lA-^ fpri Oloy a K W\u0026gt;^Af\u0026gt; ix\u0026gt;ep?(^ \u0026gt;l ' tP / /y 3 JQKa S pgQj. fr!t^v3 C26jC^^C^y^_^/)Q^Qx\u0026gt;^ZItr aPARENT PETITION Please sign this petition if you are concerned about our five (5) days to three (3) days!! nursing services being reduced from Parents Name Address p\\l LR Zip Code qaji3- 7351 a, Students Name Grade j5Z er IOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: Frances Jones From: Melissa Guldin/A^ Subject: Franklin Nurse Date: October 28, 1999 As we discussed this morning, I have been reviewing the correspondence regarding the reduction of the Franklin nurse from a full-time position to one that is .6 FTE. I have copies of the petition signed by Franklin parents and staff and your memo responding to their concerns. Elements of your memo have raised questions about the budget that neither I nor Skip Marshall could find answers to in the September 1, 1999 LRSD Budget. In the second paragraph of your memo, you note that Franklin (or possibly the incentive schools as a whole?) are over their double funding by approximately $80,000. No matter how we compared budget projections and actual budgets or expenditures, we never arrived at any difference of $80,000. Could you please send further explanation for how that figure was determined? I would also appreciate receiving a copy of the formula that the district used to allocate the nursing staff among the elementary schools. When we talked, you mentioned state requirements for nursing services, but I do not have a copy of that allocation formula. Thank you for taking time to look into this matter. I look forward to hearing from you. CC: Ethel DunbarCAWTHON, FRANCES H. From: Sent: To: MILHOLLEN, MARK Tuesday, November 16,1999 10:51 AM CAWTHON, FRANCES H.. Recently you asked for information concerning Franklin's budget for 99-00 \u0026amp; double funding.Historically when the calculations have been made for double funding they are made as a group \u0026amp; not for individual schools However in an attempt to allocate by school I made an allocation for you as follows: based on previous enrollment numbers Franklin makes up approximately 28% of the total Incentive school enrollment I took 28% of the projected difference between expenditures \u0026amp; actual obligations $285,166.41 (9/1/99 budget tab 6) \u0026amp; arrived at 79,846.59 which I rounded off to 80,000 Hope this answers your question Post-It .TW brand fax transmittal memo 7671 *ot pages  y To Co. Van bar Co. 667 Dept. Fax? Phone # Fax# 1LH A/ ^kOCK school district 'ifl Division of School Services Sadie Mitchell, Associate Superintendent NOV 2 8-1999 TO: Melissa Gouldin omcEOh desegregation M0NIT0R1II6 FROM: Frances Cawthon DATE: November 19. 1999 SUBJECT: Franklin Nurse I have attempted to address each of the questions you've raised, so that everyone has clarity and the same understanding on each of these issues. The allocation of nursing services was refigured for all schools for the 1999-2000 school year due to the sixth graders moving into the middle school program and changing the enrollment at all elementary schools. The state requirement for nurses is one per school district with a recommendation for one per thousand students. The Little Rock School District's ratio is one per 775 students at the elementary schools. Because the new plan does not stipulate any differences among area schools, Franklin Academy, whose enrollment at that time was 459, was given the same allocation as all other area schools. Please see Mark Milhollen's attached response to the budget question on the overage of Franklin's budget. These figures are based on the September 1, 1999 budget calculations. If there is further clarification needed, perhaps Mr. Marshall and Mr. Milhollen could meet and work on specific numbers based on the October 1, 1999 report and see if there is any misunderstanding about the method of calculation. Thanks for your patience in waiting for my response. Let me know if you have further questions. Cc Ethel Dunbar 810 W. Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032) AHciiisas DciiiocnK i^7!\u0026lt;l,\"\u0026gt;jzc((c I--------------------------------------------------------------------------. LR classroom burned in possible arson I  I 1 t I ni I.- I it - k' ) ? i B ti '^i I Wf O-,- 'iw JU,,.  f'l '^  1 (wphine niomton, a custodian al Franklin Elenienla^ School in Lillie Rock 9llS Fir InSDAcInr r^Hnrfoc .....* _________I If f. * .*11- ci.f. i_ . z\u0026lt;. . fl-------- .w.i.M.,. t_.cii.viiiaiy ovnvuj Hi UHUO nuUK, -Ils Fjre Inspector Charles Dowers how a classroom was arranged before a lite Aikniisns Donioctat Gnzotlo/BEIMJAMIN KGAIN broke out irt the room caily Sunday morning. Principal Ethol Dunbar said the school would return to \"business os usual\" today. Fire BY DOUG in-Tl-RS ARKANSAS WSUK R.\\ I-li-VI I IT Fnmi his vunluRe point on the bulletin board near the door of Franklin Elcinentao's Hoorn tUHI Sunday aReriioon, a cardboard Santa Claus looked out on twisted nuorescent lights, a melted and warped computer, a pile of sog.t\nv. charred ceiling tiles and walls blackened with greasy soot. Early that morning, .someone apparently set fire to the room, used every school day by 11 fourth-, nilh- and si.xlh grade special-education students. Now, a little more than 12 hours aflcr the blaze, cleanup was about to begin. The room won't be back in service until at least next semester, said Les ('amine. Little Hock School District superintendent. And although firefighters isolated tlie blaze to a single classroom, Uic more than 50 computers - 30 of them purchased last year - in the room next door will be out of service for several weeks. The smell of smoke permeated rooms all down the hallway. Nevertheless. Principal Ethel Dunbar said tlie school, al 1701 S. Harrison St., would return to business ns usual\" today. School officials will find other spaces for the 11 displaced students, she said. Dunbar spent much of Sunday morning contacting the school's faculty and staff members to tell them that classes would go on. She wasn't sure, tliough. how teachers See FIRE, Page 38  Continued from Page 1B and students would react to news of the su.spected arson. \"I will say that our studeiit.s and staff are veiy resilient,\" she said. The school has an alarm system. Dunbar said, and prior to Sunday morning, there hadn't been a break in for several months. A guard monitored the building and grounds Sunday night. Little Rock lirefigliter.s took the call at 12:30 a.in. and spent nearly four hours al the school. Capt. Harrell Davis said. Al- I though initial fire reports did not mention what, if any. substances were used to fuel the fire, a Little Hoi k police onirer n lio lespond ed to the school's break-in alarm Sunday morning saw that a win dow near the blaze bad been bro ken out and the trim around it was pulled back. Although Carnine said insur ance adjusters bad notyeteslimat- ed the damage, fire dcpartnient of- ficial.s put the toll at about $100,000 - the same as the deductible on the di.strict.s insurance policy, according to spokesman Suellen Vann. \"You don't worry about things that can be replaced. Carnine said. He was grateful that no one was in the building when the fire broke out shortly alter midnight, and that the damage wa.s confined to a small area. \"When you look at something like this.\" he said, it could have n |iilArkansas Democrat (gazette FRIDAY, JUNE 3,1994 SB Two schools in disrepair, monitor tells Wright I BY DANNY SHAMEER Democrat-Gazette Education Writer The federal monitor in the Pulaski County school desegregation case alerted the judge Thursday to leaky roofs and damaged floors at two Little Rock inner-city elementary schools. Those schools, virtually allblack in enrollment, get double funding and have special academic themes to enhance the education programs as part of a $129.75 million desegregation settlement with the state. Ann S. Brown, who runs the Office of Desegregation Monitoring, reported to the federal court that repairs are needed at Franklin and Mitchell incentive schools. She wrote in the letter attached to the report that the Little Rock School District in petitioning the court to close Stephens Incentive School cites the buildings condition and structural problems as one of the reasons. Quick attention to facility needs should help the district avoid any appearance that it is Plan would close 2 LR primary schools The parties in the Pulaski County school desegregation case proposed closing two inner-city elementary schools that get double funding Thursday. If U.S. District Judge Susan Webber Wright approves, the Little Rock School District could close Stephens and Garland incentive schools. The agreement signals a shift in the Joshua intervenors position. The intervenors, who represent black families, have fought closing incentive schools before. Under the agreement:  Stephens would close this month and be rebuilt elsewhere by 1996, when it would failing to maintain incentive schools as a basis for eventually closing them due to deterioration, Brown wrote in a letter to U.S. District Judge Susan Webber Wright. reopen as a magnet school with a faculty that is at least 40 percent black. Stephens students could attend Garland, which would close in 1996, when Garland students would attend the new school.  The new school, also named Stephens, would have 700 students, primarily from the Little Rock district. Some Pulaski County Special School District students would attend. No set number is promised.  The new school would have a basic education program that may change only on Henry Superintendent Williams recommendation. based on educational and financial reasons. Dorsey Jackson, Little Rock School Board president, said in a telephone interview Thursday that if Brown is implying the district is letting the buildings deteriorate on purpose, shes wrong. There is no master plot by the Little Rock School District to close the incentive schools, Jackson said. Jackson said the problem is that incentive schools arent doing the job they were set out to do because the plan is ill-conceived. But he said the district would carry out the plan. Ninety-five percent of the community wants neighborhood schools, Jackson said. The. other 5 percent read too many sociology books. .\"e Browns report said that Franklins cafeteria ceiling has holes and the ceiling of the principals office collapsed a few weeks before the monitoring visit. The report noted that rainwater floods underneath doors into one office and a classroom, and ceiling and floor tiles have deteriorated. At Mitchell, the report said that the district hasnt repaired ceiling leaks, a set of stairs tilts, and some floor tiles are loose.Arkansas Democrat aze^ TUESDAY. DECEMBER 13,1994 Report alleges teacher ordered boys beating A Little Rock substitute teacher ordered students to beat up a classmate, sending the child to the hospital Dec. 5, according to a police report released Monday. Eugene Pitts, 11, of 2005 Lewis St. was struck several times at Franklin Elementary after the substitute teacher encouraged the childs classmates to attack him, the report said. Pitts grandmother. Ruby Irvien, took the boy to the hospital after school. Irvien said she was angry about the schools initial handling of the incident. They didnt let him call me from school, she said. He was in pain. He had some bruised ribs. The youth was treated at Arkansas Childrens Hospital for injuries to his nose and ribs. The Little Rock School District and state Department of Human Services are investigating the incident.AikansasDemocrat^^^^ttc THURSDAY, DECEMBER 15, 1994 Teacher charged after 5th-graders beat classmate BY JIM BROOKS to maintain discipline in her Democrat-Gazette Staff Water rOOm, a police ^davlt said. ' J Pitts IS a chronic discipline ^rouTof problem at the school and   was fighting with another student when Howard intervened, district officials said Wednes- Substitute teacher Amanda Howard laughed as a  children beat ll-year-oid Eugene Pitts at her bidding. Little Rock police said. Police said Howard, arreted day. up the Wednesday on a second-de^ee  Russell Mayo, as- assault warrant stopped a De^ ^te superintendent. She 5 brawl at Franklin Elementa^ sociate sup^ejin School only after one _ oy said. Go at it,and stepped fr^ between them. Another student suggest^ that they all take their tun^ him, and she didnt opp(^ that, said Mayo. Howard surrendei^ Wednesday at Little Rock pol^ peatedly punched Pitts in the Investigators said Howard, 25, of 2002 Scotty Court grew frustrated at Pitts repeated disruptions of the class she was supervising Dec. 5 at the school at 1700 S. Harrison St. ho^nuarters on a second-de* class gree assault warrant. She wasS^ So she encouraged tneomer she wasSs. students in the fifth-grade clas gr g^^ation to appear in LitJ to beat Pitts, police said. W Ie sued a cira^n pp as many as 10 students includ- ^le Rock MWai ing, some girls, toine^d injhe ^J^^ers investigators w^ told that Howard was laughM as the attack took place. io students, uiK joined in the melee, the children who actually beat Pitts will not be charged, police said. They basically were following the instructions of their teacher, said Lt. Charles Ho -  Geniasici,\u0026lt; laday, police spokesman. Jofi^e detective. So she thert Howards instruction to the p ASSAULT, Page WB class was an apparent attempt u\nne anacK. luur. - And then, he (Pitts) star^ ino and there was one Kia crying, and who was really getting some licks in, said Gray Lemaste^^a Assault  Continued from Page 1B stepped in and said, Thats enough.  The director of the agencys Children and Family Services Division said DHS cooperated with Little Rock police in a coordinated investigation. Police took primary respon- Pitts was treated at Arkansas sibility for interviewing her, and Childrens Hospital for injuries of his nose and ribs. He was re- , leased the same day. we did interviews with the children, said Beverly Jones. Howard had been a substi- Hospital workers notified the tute classroom aide for the last Little Rock Police Department two months, Mayo said. She has and the state Department of Hu- been removed from the districts man Services. The school district, substitute list, he said. viewing the incident as a routine ___ Pitts ^andmother said the boy ' fight between students, did not was feeling better Wednesday. ' report the incident to police. Hes been going to school every day, said Ruby Irvien. Im supposed to go up there in the morning and talk to the principal. Second-degree assault occurs when a person. . . recklessly engages in conduct which creates a substantial risk of physical injury to another person. The Class B misdemeanor carries a punishment of up to 90 days in jail and a fine of no more than $500. Howard came to Little Rock police headquarters to sign the citation but was also held for Maumelle authorities, who had an active hot check warrant for her..Arkansas Democrat Odette 1 I Sub teacher at thrashing has rap sheet 5th-graders in melee wont be charged BY CHRIS REINOLDS Democfal-Gazett Staff Writer A substitute teacher charged with encouraging a group of fifth- graders to beat a classmate has a criminal record dating back to 1989, Little Rock police said. Amanda Howard, a Little Rock School District substitute aide, was arrested Wednesday on a second-degree assault warrant. Police said Howard laughed as a group of fifth graders beat 11- year-old Eugene Pitts at her bidding Dec. 5. Howard, 25, of 2002 Scotty Court stopped the brawl at Franklin Elementary School only after boy repeatedly one punched Eugene in the face, police said. Investigators said that after growing frustrated at Eugenes repeated disruptions of the class she was supervising, Howard en couraged the other pupils to beat the boy. Although as many as 10 joined in the melee, the children who actually beat Eugene will not be charged, police said. The incident isnt Howards first brush with the law. She was convicted of theft of property in Pulaski County Circuit Court in 1989 and sentenced to four years in jail, police record.s show. And Howard was charged with aggravated assault and disorderly conduct in 1990 and interfering with a police investigation in 1989. The aggravated assault and disorderly conduct charges were dismissed, police spokesman Terry Hastings said. Records on the interference charge werent available Thursday evening. On Wednesday, when Howard was appeared at the Little Rock Police Department on the misdemeanor battery warrant, she was detained on a hot-check warrant out of Maumelle as well. Police records also show Howard used the alias Kim Moore and was assigned an FBI number routinely given to someone convicted of a felony. Richard Hurley^ human resources director for the school  district, said the district doesn't conduct routine background checks on substitutes, though checks are performed on security guards and workers who su-' pervise the before-and-after-, school day-care programs. Howard denied being a convicted felon on her application, Hurley said. School district officials conduct background checks only if they are unsure or suspicious of a potential employee. Hurley said the cost of background checks is one of the reasons the checks are not routine. District officials have said. they are reviewing their hiring: policies.Arkansas Democrat   THURSDAY, DECEMBER 22,1994 Teacher pleads innocent in student fight BY OLIVIER UYTTEBROUCK Democrat-Gazette Police Reporter  Jr. \u0026amp; substitute Little Rock teacher Amanda Howard pleaded innocent Wednesday to allegations that she told a class of fifth-graders to beat an unruly classmate and then laughed during the beating. Howard, 25, also pleaded innocent to an unrelated charge of harassing communications for A allegedly calling her ex- I' t V - Amanda Howard boyfriends workplace as many as 18 times on one day in 1992. Howard, of 2002 Scotty Court, is scheduled for trial Jan. 19 on both misdemeanor charges in Little Rock Municipal Court. Little Rock police said Howard encouraged her students to attack 11-year-old Eugene Pitts after she grew frustrated by his repeatedly disrupting a Dec. 5 class at Franklin Elementary School, 1700 S. Harrison St. in Little Rock. Howards instruction to the class was an apparent attempt to maintain discipline in her room, police wrote in an affidavit. Police wrote that Howard stood by and laughed while up to 10 students, a majority of the class, attacked the boy. One boy repeatedly punched Eugene in the face, police said. Howard eventually broke up the fight after Pitts began crying, police and Little Rock School District officials said. District officials did not report the attack. Police were notified by Arkansas Childrens Hospital employees after they treated Eugene for injuries to his nose and ribs. He was released the same day. Regarding the harassing communications charge, workers at a Little Rock business told police Howard began calling the business Oct. 15, 1992, and laughing or leaving the line open, police wrote in an affidavit. Howards ex-boyfriend worked at the business, police wrote. On Oct. 31, 1992, police put a trap on the business phone. That day they traced 18 calls made from Howards phone to the business.Arkansas Democrat j I Sub teacher at tlirashing has rap sheet 5th-graders in melee wont be charged BY CHRIS REINOLDS Democrat-Qazette Staff Writer A substitute teacher charged with encouraging a group of fifth- graders to beat a classmate has a criminal record dating back to 1989, Little Rock police said. Amanda Howard, a Little Rock School District substitute aide, was arrested Wednesday on a second-degree assault warrant. Police said Howard laughed as a group of fifth-graders beat 11- year-old Eugene Pitts at her bidding Dec. 5. Howard, 25, of 2002 Scotty Court stopped the brawl at Franklin Elementary School only boy repeatedly after one punched Eugene in the face, police said. Investigators said that after growing frustrated at Eugenes repeated disruptions of the class she was supervising, Howard encouraged the other pupils to beat the boy. Although as many as 10 joined in the melee, the children who actually beat Eugene will not be charged, police said. The incident isnt Howards first brush with the taw. She was convicted of theft of property in Pulaski County Circuit Court in 1989 and sentenced to four years in jail, police records show. And Howard was charged with aggravated assault and disorderly conduct in 1990 and interfering with a police investigation in 1989. The aggravated assault and disorderly conduct charges were dismissed, police spokesman Terry Hastings said. Records on the interference charge weren't available Thursday evening. On Wednesday, when Howard was appeared at the Little Rock Police Department on the misdemeanor battery warrant, she was detained on a hot-check warrant out of Maumelle as well. Police records also show Howard used the alias Kim Moore and was assigned an FBI number routinely given to someone convicted of a felony. Richard Hurley^ human re-. sources director for the school district, said the district doesnt conduct routine background. checks on substitutes, though checks are performed on security guards and workers who su-' pervise the before-and-after-. school day-care programs. Howard denied being a convicted felon on her application. Hurley said. School district officials con-' duct background checks only if they are unsure or suspicious of a potential employee. Hurley said the cost of background checks is one of the reasons the checks are not routine. District officials have said, they are reviewing their hiring I policies.Arkansas Democrat (gazette FRIDAY, JANUARY 20,1995 Substitute teacher gets 90 days in jail for urging classmates to beat 5th-grader punishes only conduct, not speech. Howard BY OLIVIER UYTTEBROUCK Democral-GazeHs Police Reporter A judge Thursday handed a 90-day jail sentence to former substitute tteeaacchheerr Amanda Howard after four fifth-graders testified she told them to beat up an 11-year-old classmate. Though their testimony differed in some details, all four Franklin Elementary School students said Howard gave the command, then laughed while as many as 10 students joined in the Dec. 5 beating. She said: Everybody kick his I butt,  a 10-year-old boy testified Thursday. Those were her exact words. A second witness, a 10-year-old girl, said Howards words were: All yall kick his A. Little Rock Municipal Judge Lee Munson commended both students as good witnesses before he con- V\n\u0026lt; She plans to appeal the misdemeanor conviction, Padilla said Thursday. remained free Iw victed Howard of sec- Howard ond-degree assault. Munson rejected the argument of Howards attorney, Fernando Padilla, who said that the second-degree assault statute Thursday on a $2,500 appeal bond. Little Rock School District officials did not report the attack. Police were notified by Arkan-sas Childrens Hospital employees after they treated Eugene Pitts for injuries to his nose and ribs. The boy was reSee TEACHER, Page 10B Teacher  Continued from Page 1B leased the same day. In her own testimony, Howard acknowledged she told the stu-lents that she wouldnt interfere f they beat 11-year-old Eugene. Howard said she made the statement after Eugene hit several students in the class  a claim Eugene denied in court Thursday. Howard testified she planned to send Eugene to the principals office for talking and disturbing the physical education class. When she called him to the front of the class, Eugene at first refused, Howard said. Other students testified that a student made a comment to Eugene, who responded by grabbing \" the other boys neck. A third boy entered the fight at that point, , striking Eugene, one student tes-  tified. Howard then told the class to attack Eugene, students said. In Thursdays testimony, the numbers of students involved in j the fight varied from four to 10. Students said Howard sat behind  her desk and laughed during the attack, which lasted a minute to three minutes before Howard intervened, students said. Police wrote in an affidavit that one boy repeatedly punched Eugene in the face. Howard - broke up the fight after the boy\nbegan crying, police wrote. a I Arkansas Democrat \\^(6azclU' FRIDAY.JylARCH 29. 1996 Teen-ager stabbed in back in brawl A teen-ager playing basketball Wednesda.v allenioon at a Little Hock elenientary school was slabbed in the back in a brawl in volving about a dozen other youths. police sail!. The injured 17 year-old told police he was playing basketball on an outdoor court at Franklin Elenientary about 6 pan. when a fight started involving 10 to 15 other teen agers. The teen-ager told police someone stabbed him in the back during the fight, but he could not describe the assailant. He was treated at Ar-kansa. s Children s Hospital. Police said the wound did not appear to be life threatening. Arkansas Demcxzrat azettc  TUESDAY, DECEMBER 9, 1997  i Schbol assesses ! i damage,sleuths seek fire, source Engineers inspected Franklin Elementary School for structural damage Monday, a day after a suspected arson destroyed a specialeducation classroom and saturated a wing of the Little Rock school with smoke. Students attended their normal classes, while cleanup crews scoured the damaged wing and fire investigators looked for the cause of the fire. As of Monday evening, investigators hadnt  pinpointed the source of the fire, said Robert Jones..Little Rock School District director of securitj. Engineers also had not concluded the extent of structural damage, if any, Jones said. Fire officials estimated the damage at $100,000  the same amount as the districts insurance deductible  but claims adjusters for the self-insured school district havent released a dollar amount. Jones said he expects the structural report and damage estimate to be completed today or Wednesday. Fire investigators did not com- ment on their inquiry, other than to say the blaze is still considered a suspicious fire. Ethel Dunbar, the schools prin- I cipal, wouldnt comment Monday on the fire or the investigation.Arkansas Democrat '^ (gazette   THURSDAY, MAY 28. 1998 ~ w Tl k! \\  J d I./\n' B-A itrr' .W' tfR[O Ct^ fi\u0026lt; \"f u .J! Ill 'X l?9j ^j\u0026gt;i Sfj 1/ t\\ T' Arkansas Democrat-Gazette/RICK McFARLAND '' ./. I'f. t I ?  I 1 ' Franklin Incentive Elementary School pupils color a poster at the school. Little Rock's Public Works Department spon- Wednesday to promote Stuff It! Little Rock Recyc-l es,. a- c ol.- sored the book, intended to educate children about recy-oring and activity book featuring writing and art by students cling. 42 pupils recycling prose, art becoming a book ARKANSAS DEMOCR,\\T-U,\\ZETTE Nearly 50 young artists and writers from Franklin Incentive Elementary School in Little Rock are getting published. And they may increase environmental awareness along the way. Art and 25-word essays from 42 students at the school are being printed in a 50-page coloring and activity book sponsored by Little Rocks Public Works Department. The city is the schools Partner in Education. The book, Stujf It! Little Rock Recycles, was unveiled at a morning press conference at the school Wednesday. Distribution of the book will begin in the fall. An initial printing of about 100 enabled the city to give each of the contributing pupils copies. The city hopes to produce about 600 copies in the fall and is seeking a corporate sponsor to help pay for printing costs. The books will be distributed at exhibits and functions that Public Works employees attend throughout the year. Dan McFadden, spokesman with the city, said the students were shown a video on recycling and given general guidelines about the type of art they should create. Karon Lawson, the art teacher at Franklin, worked with the children on the project. One little 10-year-old girl wrote\nT feel so happy when I know my family and friends are recycling, it makes me want to sing. and then she drew the musical notes, McFadden said.  WEDNESDAY, FEBRUARY 5, 2003  'Dental team gives Franklin pupils screenings THE ASSOCIATED PRESS  Pupils at Franklin Elementary School received free dental screenings Tuesday as part of the Dental Health Action Teams Future Smiles pro- . gram. , With parental permission,\npupils received tooth sealants  plastic coatings applied to teeth to protect them from cavitycausing bacteria. The team was a group of dental health, education and community professionals that serves about 1,800 children in Little Rock public schools. The program, led by the state Department of Healths Office of Oral Health and the University of Arkansas at Little Rocks Share America, emphasizes prevention and purchases portable equipment to do the screenings through a grant from the Delta Dental Plan of Arkansas.STAFF PEVELOPMEWT - CERTIFIED STAFF TOTAL NUMBER OF CERTIFIED STAFF Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List Under \"OTHER STAFF DEVELOPMENT\") High Scope Computer Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) These data should * To be completed at the end of the third nine weeks. Do not include staff be for completed staff development activities, development activities scheduled for 4th nine weeks (1991-1992). iSTAFF DEVELOPMEWT - SUPPORT STAgg TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT PARENT/COMMUNITY RELATIONS OTHER STAFF DEVELOPMENT (SPECIFY) These data should * To be completed at the end of the third, nine weeks, be for completed staff development activities. De development activities scheduled for 4th nine weeks (1991--1992) . Do not include staff Do not send to Planning, Research, and Evaluation office.I i I I QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. I nn not send to Planning. Research A and Evaluation office.MAP OF SCHOOL PLANT Insert a copy of the map of the school plant.EXTEMPED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BP WM WF OM OP TOTAL Governor's School AEGIS Bovs' State Girls' State Summer Laureate Odyssey of the Mind Math Olympiad Others (Please Specify) TOTAL List any educational programs that are conducted outside the *  Include the most current information. normal school day. Complete and return to Planning, Research, and Evaluation office.SCHOOLWIDE 8TPDENT HONORS/AWARDS Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDB STUDENT HONORS/AWARDS Complete one each grading period. Second Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. nn send to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HOWORB/AWARDS Complete one each grading period. Third Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. ASCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Fourth Nine weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.COMMITTEE WHITE JIALE EMPLOYEES FEMALE PLACE MALE FEMALE SCHOOL dOMMITTEEB/PRREHTM, mvOLVEMEHT OTHER WHITE P?lRElfr8 ! PATROMS HALE FEMALE MALE FEMALE BLACK MALE FEMALE OTHER WHITE OFFICERS MALE FEMALE MALE FEMALE FEMALE OTHER MALE FEMALE P L H c y tiAte, aclal Committee ent Teacher Aasoc ES. rent Workahopa lease Specify Others) lotes List membership of all school committees, Including committees composed if parents/patrons, staff merobers, or a combination of parents and staff. lave available upon request documentation concerning physical involvement ixamples of such documentation are the VIPS' Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. It is not lecessary to provide monitors with a sign-in sheet of attendance at PTA etc. leetings. )uplicate as needed. Complete and return to Planning, Research, and Evaluation office.EXTRACURRICULAR ACTIVITIES T I V I T Y t CLUB ___WHITE BMPBRBHIP BLACK ,L1 EMALE OTHER ha: tALB 8_ B-L-L lALB : C K EMa: O-T-H MALE OrnCERS/LEADERSHIP POSITIONS iJB. R_L-A tALB J OTHER lAIiB_ Jisai K T B P O W 8 O R n C K Include information I report should include membership information. irding sponsors and officer positions. In addition, include student Decs of cosuoittees. licate as needed. raplete and return to Planning, Research, and Evaluation office.STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department.8TUDEWTS RETAINED include only those students retained at grade At the secondary level. --------------- Do not include failures of-individual gpvrses... level white GRADE LEVEL HALE RBTAIHED BLACK .rBHAXiE. OTHER TOTAL I KAIiS. female HALE FEMALE I total PERCENT Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED WHITE BLACK OTHER SUBJECT AREA Grade Male Female Hale Female Male Female TOTAL Male I Female English 7/10 English 8/11 English 9/12 Hath History/Social Studies______ Science Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OM OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex.\" Do not send to Planning, Research, and Evaluation office.ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. Ai A dii}..\n:\u0026lt; v'*' 1 I LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: Vc anUicn GRADES: -4 I ' L 1 \u0026lt;-1 __~ ...Lr__ J PRINCIPAL: LcL:dL2 Race/Gender E KA ASSISTANT PRINCIPAL(S): TalOl'-ftlO _______ Race/Gender WSCHOOL f V GRADE li L 'J _E ROOM ,^4 K (5-^ d- 1 r\\ 7 7^ 7^ 1___ Z)^ TOTAL CLASS ENROLLMENT (Elementary Schools Only) 1991-92 I TEACHER'S GENDER/RACE F F F WHITE PRINCIPAL CLASS ENROLLMENT BLACK OTHER MALE 4 FEMALE 2. MALE -5- LtI ic) 15- dllL 3^ OL \u0026lt;- 11. JL II 11 1 I p  E 3 tA F 6 v/ '^d 27 0 J. o L ! o 2 2. (y'- d. I Q. 0 0 I a I 3 o a _E 3 I I 12 IQ /1 LL IQ 13 /o FEMALE s __ 1 '7 MALE 6? 0 FEMALE I / i I TOTAL c9O ^-O I O /6 c^ Io 1 9 a (L 1 a a \u0026lt;3 -3^ o 0 0 u a 0 0 a c\u0026gt; 2 0 c\n0 a o O o CL- 0 20 t I 2- 13 2(2 =?s S.9 o Do not include teachers of pull-out classes (art, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed.SCHOOL ENROLLMENT GRADE LEVEL 3 A 5 aelf-CQnh TOTAL WHITE MALE IL 3 L A I A 10 BLACK OTHER FEMALE '3 3_ MALE in 3(e FEMALE MALE I 0 FEMALE 3 a C) 0 Cl TOTAL Iq.O.. 2 SPECIAL ED. ~ Self Contained -J A4 .0^ 3 \\1 2 0 o S .01 loo ENROLLMENT SPECIAL SERVICES ' MALE WHITE BLACK OTHER FEMALE CD MALE 7 3 FEMALE MALE FEMALE TOTAL (O a Resource Room 0 0 T Speech/Vision or Hearing Impaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY o 0 TOTAL PERCENT * Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. AJ SUPPORT PERSONNEL WHITE BLACK OTHER TOTAL POSITION Attendance Clerk Cafeteria Workers Custodians Instructional Aides MALE FEMALE MALE C'- 2 FEMALE MALE a. o FEMALE cj- G I I o 4 O I I \\ D 0 Media Clerk ) Nurse I I o I.\nRegistrar Secretary I c Security Officerfs) o Social Workerfs) (' ) Supervision Aides O O o n C. ) Other TOTAL 0 o I 1 The official date for staffing information is October 1, 1991. and Evaluation office.CERTIPIED PERSONNEL WHITE POSITION Adminlstratorlsl MALE FEMALE I__ BLACK MALE \\ FEMALE o T H E..R TOTAL MALS T Classroom Teachers Counselor(b} I I Librarianfs) Reading (Compensatory/ Remedial)___ I Mathematics (Compensatory/ Remedial)___ Gifted (Elementary only) I raBA-St. - CCi I 7 Speech Therapist- other M u SI c I Q I I U A / I Tf Ouf v^cr TOTAL to 40 J 1 O D Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE BLACK OTHER TOTAL MALE. FEMALE MALE FEMALE TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.u' ^Slt-.' -\u0026lt;\u0026lt;!*  A**-, -\u0026lt;' .. :-K*\n^r'*' // 'f\u0026gt; /h i i 7r\u0026gt; SCHOOL PROFILE 1991-92 SCHOOL: anUicn GRADES: I ' v_ - Lg__ PRINCIPAL: 'C O-r^ i \u0026gt;\u0026lt;ii ? Race/Gender ^jA ASSISTANT PRINCIPAL(S): 'aVii-fViQ _______ Race/GenderTABLE OP CONTENTS 1. 2 . 3 . 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) Enrollment\n- School - Special Services - Class/Course Attendance Data: - Certified Staff - Support Staff - Students Extended Educational Programs Honors/Awards (Schoolwide) Committees/Parental Involvement Extracurricular Activities (Including Student Monitors) Student Achievement/Assessment Data Retention Data Secondary Subject Area Courses Failed Graduation Data (High School Only) Staff Development Activities - Certified Staff - Support Staff Quarterly Discipline Management Report Map of School PlantSTAPP CHANGES (After October 1) Added/Delated Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F TOTAL Added/Deleted Support Staff Positions During current School Year BLACK WHITE OTHER M F POSITION Added Deleted Total M F M F TOTAL Duplicate if needed.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 I Fr v-j SCHOOL PRINCIPAL CLASS ENROLLMENT GRADE ROOM TEACHER'S GENDER/RACE WHITE BLACK OTHER (g - 3 F F MALE FEMALE J___ iL- FEMALE MALE O FEMALE TOTAL \\ o li TOTAL z. 30 9 J 1? n I I I O Do not include teachers of pull-out classes (art, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed.Ip i V\u0026lt;^\nV f c^ - ' I l.\\/\" r^ c *   / r _^y)y nJh 1 3^ i 1/ ....9------- _________________________________ i _. .. .._____________________________________________=___ / t \\r V 1 5 i V^' 'i f' / I /i^ T?: '.V ~-i. yili -7 :i2U,-i:Z. /i i i____ i I M. J ? T l4 yf -f  ? - t /r-^'a .... 1i i A V ^-fr f ------------------------------ fl i- \u0026lt; -f- z / # f u. fi ..fj / I I { 1 I  I . ,1 p.. ! I leA.r~:-e4A44:^L, _____ / ff '^.-sr i-'t AL1 -t^VTAt4l4fA. Cfn^ i Afj f-r- Ji^^tiXic f , ________________ '^^6^-f. J c it -/. 't! AJ. Vf j d ) P /} yrieh / f^la 4 A u ia A i f - , L / ^..0^ \u0026gt;* i / JI t L \u0026lt;' .t^-' / I- /lA'i-ViKl^ J  t /y. a t / J /i-- t-^-LC^A^d- ^^/ *- t' f 4  / /h f A1 i  '- I -/ i ii' V' /.?xc I ___i \u0026gt; J jL_.-:^Sr J t i tf- A r 11. J -..\u0026lt;'llVfe3^. f. iA:\u0026lt; {. '-^i. ! li j\n,r 'i' ff y^ - i - -i J f 4 t-t: J I ! i-, ^i^ClLCL -d Ai^^v^Q.^nc/Hi7t il r e. t-cc-iL \u0026lt;- I . - ------------^^2/. t 'i I K I I' r ..9._ .tyilI LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL\nfranklin elementary READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed 58 47 66 55 55 47 38 35 58 49 66 60 55 42 38 33 Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed WHITE MALES No. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed AL 11 AS. 15 AS. 14 93 100 83 23 74 16 94 80 10 91 85 18 82 18 90 50 100 92 19 86 100 100 100 84 13 68 16 94 14 93 86 91 76 87 25 81 17 100 100 11 100 16 73 16 80 25 100 18 82 100 50 100 8 8 4 2 2 5 1 1 7 7 2 6 7 2 OTHER MALES No. Passed 0 0 Percent Passed OTHER FEMALES No. Passed *4 -'-4 Percent Passed 100 100 100 100 100 100 0 2 * 2 0 * 2 2 * Total of all students in the \"Other - ---- race category. These scores were not reported by gender.SCHOOL: FRANKLIN ELEMENTARY READING _1988_. 1989 1990 I 1991 1988 AI STAAQ.A'S No. Tested No. Passed 47 4 1 64 59 50 43 47 44 47 44 r er c e nX _Pp.s s e d_ .....8 7__ ____A2. 86 94 AA Pe r. AJi'lUA No. Passed 10 18 15 17 13 It Passed .5 L.ACK FEM.ALET- No. Passed rercent. PasseA__ lUITlLJliLKS i\no. Passed Percent Passed '.HITE FEMALES No. passed 63 18 100 8 100 1. Percent Passed 100 OTHER HALES No. Passed Percent Passed OTHER FEKALES No. Passed * 3 Percen t Pa s.s^ 100 of 82 25 96 5 100 1 100 * 4 100 75 17 94 4 80 4 100 * 3 lAA students in the 89 18 100 5 83 1 100 * 3 100 \"Other 81 18 100 8 100 2 100 * 3 100 not reported Ly gender. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 MATHEMATICS 1989 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 1988 SCIENCE 1989 1990 1991 1988 SOCIAL STUDIES 1989 1990 1991 64 62 Ai 20 91 26 100 5 100 7 100 * 4 AAA race category. 50 39 78 13 65 15 83 5 100 4 100 * 2 Ai 47 39 83 14 74 16 89 5 83 1 100 * 3 100 47 38 AA 11 69 15 83 1 88 2 100 * 3 ADA. 64 57 Ai 19 86 24 92 3 60 7 lAA * 4 AAA 50 30 60 10 50 9 50 4 80 4 lAA. * 3 ADA. 47 32 68 10 53 14 78 5 83 0 0 * 3 100 47 27 51 6 38 10 56 7 88 1 50 * 3 100 64 44 Ai 14 64 17 65 4 80 5 71 * 4 100 50 22 9 45 2 11 4 80 4 100 * 3 100 47 23 A2. 8 42 8 44 5 83 0 * 2 67 47 27 iZ. 6 38 10 56 7 88 1 50 * 3 100 64 49 U- 14 64 20 77 5 100 6 86 * 4 100 50 31 .62. 11 55 9 50 4 80 4 * 3 100 47 26 55. 8 41 10 5 AA 0 * 3 100 I i li J II 4 .LWisx   1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 1 WHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 328 COMPLETE BATTERY Percentile Summary N N Z N Z N Z N Z N Z N 50 26 01_ 75 49 25 1____5PZ 1 0 Q 50Z OZ OZ _ .2__J _QQZ___ 0 0 0 OZ OZ OZ ___2_,_1Q0Z 0 0 0 OZ OZ OZ 2 _1OOZ _ 0 Q 0 OZ OZ OZ 0 2 0 0 OZ 1 OOZ OZ OZ 2 0 0 0 1 OOZ OZ OZ OZ 2 0 C 0 1 OOZ OZ OZ OZ 1 I Number Tested ____Mean N\u0026lt;t_H_NC. WHITE MALE Percentile Summary 76 50 26 ?? 75 49 _ oLj^ es. Number Tested Mean Nat_* 1 NCE _ ALL WHITE Percentile Summary ____7^ 50 26 2 j:o.9_ TOTAL READING N Z 2 82.2_______ 2 ___69.3...... TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 2 72.6_. BASIC BATTERY N X 2 50.0 2 82.0 2 76.8 SCIENCE SOCIAL STUDIES COMPLETE BATTERY . 1 i N X N N X i 0 1 0 OZ 50Z OZ 1- ...soz 2 45,8 TOTAL READING N Z 2 0 0 ipoz OZ OZ 0 1 1 OZ 50Z 50Z 1 0 1 0_ BOZ OZ BOZ OZ _ 1 0 1 0 BOZ OZ BOZ OZ 1 0 1 0 BOZ OZ BOZ OZ 1 0 1 0 50Z OZ 50Z OZ , i I I 2 91 8 2 53,0 2 58.7 2 53.5 2 66.9 2 61.1 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I ' 17 I N Z N Z N Z N Z N N I 1-------- ,1 i ^9. 75 49 01 j^es __L 2 0 . 1. 25X_________4___UQZ BOZ OZ ^Z____ 0 0 - J OZ OZ 2 .._.50X - - 1 1 --Q._ 25Z 25Z OZ - 3___75Z____ 0 1 OZ 25Z 1 _ . 25Z ____0____ ox 2 1 0 BOZ 25Z OZ 3 0 1 0 75% OZ 25Z OZ 3 0 1 0 7SZ OZ 25Z OZ I I Is ) Number Tested Mean Nat.Ll_tlE 4 S8^3- 4 4 ___ 4 65.7___ 4 51.8_____ 4 74.4 4 _ 68.9 7CI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di fitrIbut ion J6481 M6BYSC 10/07/91 PAGE 329 I I *! SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ' '0 Percintiie SuoBary 76 5 0 26 01 99 75 43 25 Nuaber Tested Mean Nat * I NCE BLACK MALE Percentile Sunmary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N X N X N  X N X N N X N Li 5 5 7 6 S2X 22X 30X 6 6 7 3 27X 27X 32X 14X 7 7 5 4 30X 30X 22X 17X 4 6 B 4 1 8X evx lex 1 5 3 14 4X 22X 1 3X 61 X 2 4 6 1 1 9X 17X 26X 48X 5 4 7 6 23X 18X 32X 27X | I 23 47.6 22 52.3 23 51 .8 22 49.3 23 33.4 23 38.5 22 46.4  1 I TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i N X N X N X N X N X N N X 5 3 1 0 23 12X 7X 24X 56X 11 6  9 16 26X 14X 21X 38X 7 5 14 17 1SX 12X 33X 40X 6 3 14 17 15X 8X 35X 43X 3 1 0 9 21 7X 23X 21 X 49X 5 7 9 22 12X 16X 21X 51 X 7 3 12 1 8 18X 8X 30X 45X 41 37.6 42 47.6 43 41.8 40 39.4 43 38.6 43 39.4 40 37.2 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 1 0 8 17 29 64 41 . 1 X 16X 13X 27X 45X N X N X N X N X N X N X 17 12 1 6 19 27X 19X 25X 30X 12 1 3 21 21X 18X 29X 32X 1 0 9 22 21 16X 1 5X 35X 34X 4 15 1 2 35 6X 23X 18X 53X 7 1 1 15 33 1 IX 17X 23X 50X 12 7 1 3 24 19X 1 1 X 31 X 39X -I 64 49.2 66 45.3 62 42.9 66 36.8 66 39.1 62 40.4 I I .i 1 ...T  1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 1 OTHER MALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE M6BYSC SOCIAL STUDIES 10/07/91 PAGE 330 COMPLETE BATTERY Percent lie Sunsary N N X N X N X N X N X N X 50 26 AA 75 49 A oi_r..25 1 0 ,0 ___ttX. 1 OOX OX _ox A 1 0 0 __ox 1 OOX ox ox A 1 0 0 __OX 1 OOX OX OX 0 i 0 0 OX 1 OOX OX OX 0 i 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 OOX ox 0 1 0 0 OX 1 OOX OX OX \" I ! Number Tested Mean Nat.:i_NtE. ALL OTHER Percentile Summary 7 6 50 26 99 75 49 01. -^25____ Number Tested Mean Nat LL.-NCE 1 1 61^7 57x0 1 ___54,8 . 1 1 1 58.7, 50.0 48.9 1 59.3 r TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 1 0 1 61 .7 X N X N X N X N X N X N X ox i box ox 0 1 0 0 1 57.0 OX 100X ox ox 0 1 0 OX 1 box OX __0__,__QX 0 1 0 0 ox 1 OOX ox ox 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 OX ox 1 OOX ox 0 1 0 0 ox 1 OOX OX OX ...J 1 1 1 54.8 58.7 50.0 1 1 48.9 59.3 hl i' - H |.V.| i I I vs \u0026lt;4IO tt2 13 IB .WJi'Sl. 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 1 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 331 COMPLETE BATTERY Percentile SuBaary 76 - 50 26 75 49 01-25 Number Tested Ht\u0026lt;n_W4t\u0026lt;LJCE. N X N X N X N X N X N X N Ji 1 1 17 JO 14K 16X 25X 43X 21 13 16 19 1 9X 23X 28X lA 14 20 21 _g3X____ 20X 28X 30X _L1 1 0 23 SI ____ 15X 34X _31X____ 5____7X 18 13 35 25X 18X 49X 1 0 1 1 17 33 14X 15X 24X 46X 15 8 20 24 22 X 12X 30X 36X 69 42.3 63 St.5 71 67 -44.4, 71 .37.S_... 71 41.2 .. 67 42,3 10 I  I . I : I I = 'l I I vi1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 332 I SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 2 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N 76 so 26 01 99 75 49 25 1 1' 0 1 33X 33X OX 33X 0 1 2 0 OX 33X 67X OX 0 2 0 1 OX 67X OX 33X 0 2 0 1 OX 67X fiY. 33Y. 0 1 2 0 OX 33X 67X OX 0 1 2 0 OX 33X 67X OX 0 2 0 1 OX 67X OX 33X Number Tested Mean Nat'1 NCE 3 50.2 3 48.3 3 42.1 3 47.5 3 50.9 3 49.1 3 48.7 Si i ' WHITE MALE TOTAL READING TOTAL MATHEMATICS TOTAL ~ LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N X I. . 76 50 26 01 99 75 49 25 0 0 1 0 OX OX 1 OOX OX 1 0 0 0 100X_ \"OX OX OX 0 i 0 0 OX 1 OOX OX ox 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 OX OX lOOX OX 0 1 0 0 OX 1 OOX OX OX Number Tested Mean Nat'l NCE 1 1 ALL WHITE Percentile SuBmary 76 SO 26 01 99 75 49 25 Number Tested Mean Nat'l NCE 42.5 79.6 1 1 50.0 54.2 1 1 58.1 46.8 1 55.3 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N 1 1 1 1 25X 25X 25X 25X 1 1 2 0 25X 25X SOX OX 0 3 0 1 OX 75X OX 25X 0 3 0 1 OX 75X OX 25X 0 2 2 0 OX SOX SOX OX 0 1 3 0 OX 25X 75X OX 0 3 0 1 OX 75X OX 25X 4 48.3 4 56.1 4 44.1 4 49.2 4 52.7 4 48.5 4 50.4 1 U4 /Q  2 14 t1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 333 I SCHOOL\nGRADE: FRANKLIN ELEMENTARY SCHOOL 2 i'i ! BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumsary N X N X N X N X N X N X N I .1 76 r, 50  26 - 01 - 75 49 25. .1_____4X_ 1 15 6 4X 65X 26X _4___17X_ 5 11 3 22X 48X 13X 0 8 1 1 4 OX 35X 48X 17X 1 6 1 1 5 4X AZ'A 22X 0 1 6 1 6 OX 4X my. 2 1 5 15 37. AX 22X 65X 1 4 1 1 7 4X 17X 48X 30X 'f I Nunber Tested Mean Nat_*l_NCE BLACK MALE Percentile Sunnary 76 50 26 99 75 49 01 Nunber Tested Mean NatNCE ALL BLACK Percentile Sunnary 76 .^99, 50 26 01 75 49 25_____ Nunber Tested ___Mean NatZlMCE 23 .38..7. TOTAL READING N X 23 ___5,1 .vO_____ 23 .....43.7 23 42.1 23 31.8 23 36.6 23 40.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X -I _ _ 0__ 6 4 .__J_7 . 27 33. S _ OX 22X 15X 63X 7 5 1 26X 1 9X zex ._8___3fiX ____2 8 3 7X 30X 1 1 X 3 4 5 ____15 1 IX 1EX 1 9X 56X 0 4 2 21 37. 15X 7X 78X 1 4 9 13 4X 15X 33X 48X a 6 6 IS OX 22X 22X 56X TOTAL READING N X 1____2X_ _ 7 1 9 23 14X 38X 46X 27 46.2 27 38.9 27 37.0 29.4 27 35.5 27 34.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N --It___22X______ 10 18 1 1 SOX 36X 22X 2 1 6 14 18 4X 32X 28X 36X 4 1 0 16 SO 8X _ SOX 3SX 40X 0 5 8 37 OX I OX 16X 74X 3 5 1 4 28 6X 1 OX 28X 56X 1 1 0 1 7 22 2X 20X 34X 44X 50 .35._9_ 50 ___48.4 ____ 50 ___41 . 1 50 ______39.7 50  -30.5 50 36.0 50 37.2 i.'J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 334 J SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 11 Sunnary N X N X N X N X N X N N X  0 .n __ 50 26 75 49 8 20 -4X 15X 37X te__zzy, . _ 01 25___ g4___44X 1 1 20 1 1 20X 37X SOX ___e_____4y. 19 14 19 35X 26X 3SX 4 1 3 1 6 21 7X e4X 30X 39X 0 1 1 0 37 OX 13X 19X 69X 3 6 17 28 6X 1 IX 31X 52X 1 13 1 7 23 2X 24X 31 X 43X Nuaber Tested 54 .. Mean NatZJL NCE____ 54 _49.0 54 ____4J.. 3. 54 40,4 54 ____32.1 54 36.9 54 38.2 .'I 'I 1'\nrj I st 1. _______10 'I r at I 40 I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL  3 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS riAT6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE ttJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 335 COMPLETE BATTERY Percentile Sumaary 76 50 26 01 99 75 49 25 Nunber Tested Mean Nat * 1 NCE  UHITE MALE Percent lie Sumaary 76 99 50 75 26 01 49 25 Nuaber Tested Mean Nat * 1 NCE ALL WHITE Percentile Sunaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'I NCE N X N X N 'X N X N N X i.'-i 1 1 0 0 50X 50X OX OX 2 0 0 0 1 OOX ox ox ox 2 0 0 0 ipox ox ox ox 2 0 0 0 1 OOX ox ox ox 1 BOX 1 BOX 0 0 OX ox 0 S 0 0 OX 1 OOX OX ox 2 0 0 0 1 OOX OX OX OX 2 62. 1 2 79.5 2 86.9 2 76.0 2 67.2 2 54.0 2 72.0 TOTAL READING TOTAL  MATHEMATICS TOTAL LANGUAGE BASIC\" \" BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY P-l N 3 1 0 1 5 63.1 X N X N X N X  N X N X N X 60X 2 OX OX 20X 4 0 0 1 80%  OX OX 20X __3 0 1 1 60X ox 20X 20X 4 0 0 1 80X OX OX 20X 3 1 1 0 60X 20X 20X OX 3 1 1 0 6 OX 20X 20X OX 4 0 0 1 SOX ox ox 20X 5 67.0 5 63.8 5 65.8 5 66.6 5 67.7 5 66.4 t: (  l-i TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY - - -It N 4 2 0 1 7 62.8 X N X N X N X N X N X N X 57X e9X ox 1 4X 6 0 0 1 86X OX ox 1 4X 5 0 1 1 71 X OX 14X 14X 6 0 0 1 8\u0026amp;X OX OX 14X 4 2 1 0 57X 29X 14X OX 3 3 1 0 43X 43X 1 4X OX 6 0 0 1 86X OX OX 1 4X 7 70.5 7 70.4 7 68.7 7 66.8 7 63.8 7 68.0 n I Hi ':'i 1 I- iI -I \"I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 3 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 1 0/07/91 PACE 336 COMPLETE BATTERY Percentile Suaaary N Z N Z N Z N Z N Z N Z N 50 26 QI 12. 75 49 25 1 2 5 .11 1 iz 22Z 56Z 1 6 1 1 111 ^17, 1 IZ 1 IZ 1 3 3 2 33Z 33Z 22Z 0 2 6 1 OZ 22Z 1 1Z 1 b 5 3 11% OZ 56Z 33Z 1 0 3 5 1 1Z OZ 33Z 3(\u0026gt;7, 1 0 6 2 1 1Z OZ 67Z 22Z Number Tested Mean NatJ_l_NCJ BLACK MALE Percentile Summary 76 50 26 99 75 49 ____0t,_r__25. Number Tested ___Mean Nat * 1 NCE d----- I ALL BLACK Percent i1 Summary 76 - 93 50 26 75 49 Number Tested .^ean_Nat\u0026lt;r_NC. 3 9 .48., 8 3 A8  5 _ 9 44.3 3 39,5 9 38.3 9 42.8 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N Z N Z N N J 1 5Z 3 1 0 14Z 45Z 2 8 7 9Z 36Z 32Z 3K \u0026amp; 6 6 A 27Z 27Z 27Z 3 5 7 14Z 83Z 32Z 7___,32Z_ 3 7 $ (, 14Z 32Z 27Z 27Z 2 6 8 6 9Z 27Z 36Z 27Z 2 7 6 7 9Z 32Z e7Z 32Z !d 22 39.1 22 47.8 22 53.9 22 44.7 22 45.2 22 44.3 22 44.2 I  TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N Z N Z N Z N ._L____6Z. 4 12 1 3 13Z 39Z 42Z 3____1J!X 14 8 6 45Z 26Z 19Z 7 9 9 6 29Z 29Z 19Z 3 7 13 8 J OZ 23Z 42Z 26Z 4 7 1 1 3 . 13Z E3Z 35Z 29Z 3 _ 1 OX 6 1 1 1 1 1 9Z 35Z 35Z 3 7 12 9 1 OZ 23Z 39 Z 29Z 9 f 31 19.9. 31 46.1 31 .52x1____ 31 ___44.7 31 -43.6 31 42.5 31 43.8 I., 11 LITTLE ROCK SCHOOL DISTRICT 1 991 I ' I MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 337 I I I SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 3 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE Percentile Sunaary SOCIAL STUDIES N X N X N X N X N X N COMPt.ETE BATTERY 50 26 01 75 49 25 1 1  QX- N Nuaber Tested 0 0 0. ox ox ox 1 X 1 Mean Nat * l^NCE_______75.8 ALL OTHER TOTAL READING Percentile Sunmary N X ...r 76 50 26 99 _ 75 49 _ 1 6 Q 1 OOX OX OX OX 0 0 ox ox I__100X ___0_____ox, . 0 0 0 OX OX px ...1 0 0 0 lOOX ox ox ox 0 1 0 0 OX 1 OOX OX OX 1 0 0 0 1 OOX ox ox OX 1 0 0 0 t OOX ox ox ox 1 7J.Q____ 1 ___86*9. TOTAL MATHEMATICS total LANGUAGE N X N X 1 . -79.6 BASIC BATTERY N X 1 64.2 1 70.1 1 77.0 L._J-QQX 0 0 . 0- OX ox -OX. 1 6 0 100X OX OX _____10_____ox , 1 0 0 _____0 to OX OX ox OX SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N Number Tested Mean Nat'I NCE 1 75.8 1 71 .8 1 __86.9 1 79.6 I I 0 1 0 0 1 64.2 OX t OOX ox ox 1 0 0 0 1 70 . 1 1 OOX ox OX OX 1 0 0 0 1 77.0 1 OOX c ox Q'/.1 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution I J6481 M6BYSC 10/07/91 PAGE 338 SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 01 JI 75 49 25 7  i 12 1 4 18X 15X 31X 36X 1 0 1 8 7 26X 36X 21X 18X 13 9 1 0 7 33X 23X 26X 18X 1 0 7 13 9 26X 18X 33X 23X 8 1 0 12 9 21X 26X 31 X 23X 1 9 12 1 1 18X 23X 31X 28X 1 0 1 12 1 0 26X 1 8X 31 X 26?. Number Tested Mean NaVl NCE 39 44.9 39 52.7 39 56.4 39 49.9 39 48.3 39 47.1 39 49.0 I )1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 DI Ctrl but Ion J6481 M6BYSC 10/07/91 PAGE 339 I i SCHOOL: GRADE: FRANKLIN ELEMENTARY SCHOOL 4 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY rl Percentile Sumaary N X N X N X N X N X N N 'A 50 26 75 49 017.25___ _1_ 1 4 .0 .1_TX 17X 67X OX .2. 3 1 0 33X BOX 17X OX 2___33X 2 2 0 33X 33X OX 2 1 3 0 33X 1 7X SOX OX 1 3 2 0 17X BOX 33X OX 1 0 4 1 17X OX 67X 1 7X 1 3 2 0 17X BOX 33X OX Number Tested ______Mean NaVl_NCE. 6 53.0- 6 _____65..5___ 6 -58.9 6 59,5 6 55.7 6 52.1 6 58.3 I' ' UHITE MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY . ! Percentile Summary N X N X N N X N X N X N 4' 76 50 26 99 75 49 . Ok.-.25_____ 0 1 0 OX 25X OX __3_.._75X__ q 1 2 1 OX, 2BX 5Q% 25X 0 1 1 OX 25X 25X __2___BOX 0 1 0 3 OX 25X OX 75X 1 0 0 3 2BX OX OX 75X 0 1 0 3 OX 25X OX 75X 0 1 0 3 OX 25X OX 75X 4 Number Tested Mean Nat'l NCE 4 33.9 4 38.3 4 37.4 4 35.0 4 32.6 4 31 . 1 4 33.6 ALL UHITE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suaaary N X N X N X N X N X N X N X 50 26 75 49 .1___10X _oi_^_e5. 2 4 3 20X 40X 30X -2. 4 3 1 .2QX____ 40X 3 OX JLPX 2 3 3 20X 30X 3^7, _2__. SOX 2 2 3 3 20X 2 OX 30X 30X 2 3 2 3 20X 30X 20X 30X 1 1 4 4 1 OX 1 0 4 OX 4 OX 1 4 2 3 1 OX 40X 20X 30X u Number Tested ______Ilean_bat2-1_NCE_ 1 0 1 0 ____54.6 1 0 ...50 ,-3 . 1 0 49,7 1 0 - -46.4 . 1 0 43.7 1 0 48.4I I IS ..r I I r I little rock school district 1 991 SCHOOL :  SRADE: franklin elementary black female Percent 11  SuBBary SCHOOL total reading total mathematics N X N X mat-6 Distribution total language BASIC battery SCIENCE #16481 M6BYSC Q/Q7/3I PACE 340 -------------- 5Q - Z6 - .SI 75 49 25 1 4 5 22Z 28X -8___44 K A 5 4 7 N X N X N X social studies complete battery N Nuaber Tested  Mean NatM_jjCE 22Z 6 39Z________ 3 BLACK MALE Percent 11 e Sunaary 1 8 -^^3_______ TOTAL reading N X 18 ____76 50 26  .99__ 75 49 01-.^25. e S. 5 IS, I IX 1 1X 26X 53X Nuaber Tested Nat/l NCE J 9 - ALL black TOTAL reading Percent tie N X 6--_3S. 50 S6 IS 49 -X-------8X. -----PI T 25______ 6 1 0 1 6X ETZ -49X, Number Tested Mean._Mai_Ll NCE^ 37 -39^5_. 39X 33X -TX_ 1 8 ___50.8.. total mathematics total language N 1 5 5 5X 26X 26X -5__-42X__ 1 3 ____38.8 total mathematics N X N X - . 1 IX 6 4 32X 21X - -T_.37X 1 3 total language N X ------3____17X 2 7 6 1 IX 39X 33X 2 1 e 3 1 1Z 6X 33X SOX 2 4 3 9 X N\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_554","title":"Little Rock Schools: Garland Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Garland Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics","School improvement programs"],"dcterms_title":["Little Rock Schools: Garland Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/554"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District G arland is the only elementary school with a multimedia technology theme. By using state-of-the-art technology, Garland students learn to become effective users of ideas and information. Multimedia technology and educational research are incorporated into the Little Rock School District curriculum at Garland to enhance learning and better prepare students for a changing social and technological environment. Educational diversity and a multicultural focus creates an environment of interest in other cultures and an anticipation for learning about various customs, holidays and celebrations. \"Learning with dignity through technology is our motto. A caring, encouraging atmosphere is our specialty. ) Garland Multimedia Technology and Educational Research Elementary School First Class Schools For World Class KidsTheme-Focused, Multimedia Technology Adds Interest, Enhances Learning SPECIAL ATTRACTIONS  Gifted/Talented Program Students at Garland Multimedia Technology and Educational Research Elementary School learn reading, math, social studies and science via multimedia technology. Computer labs are available for students pre-K through sixth grade. Multimedia technology is available in classrooms with each grade level focused on a theme, such as:  Literacy Through Technology  Early Literacy Through Technology  Researching America Through Technology  Telecomputing Technology  Media Productions  Exploring the World Through Technology We at Garland are preparing students for a changing social and technological environment in a caring atmosphere. We have a low pupil-to- staff ratio which helps increase interaction between students and staff.  Extended Day and Extended Week Activities - Activities Include: Individualized Academic Assistance, Clubs, Field Trips and a Homework Center  Before and After School Care Program  Parent Workshops - Training parents to Assist their Children with Homework, Computer Literacy, and Nutrition  Four-Year-Old Program  Special Skills Program - Chess, Spanish, Choir, Dance, Aerobics and Taekwondo  Multicultural Program - Intensive Study of Various Cultures  Achievement Recognition  Tutoring in the Classroom  Media Center - with an Electronic Encyclopedia  Parent Link - A Voice Mail Link For Parents and Teachers Special Programs Garland offers special programs that include a gifted and talented program, speech therapy, resource classes, community based instruction, an academic support program for reading and math, comprehensive counseling and nursing, a library media specialist, social worker and multimedia theme specialist. From health to resources - from academics to discipline - Garland is in the forefront. *Garland Multimedia Technology and Educational Research Elementary School 3615 W. 25th Street Little Rock, AR 72204 501/671-6380 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Garland Multimedia Technology and Educational Research Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. R s I 1^4 Garland 361SW. 25th Uttle Rock. AR 72204 Incentive Mr. Robert L. Brown. Jr.. Principal Phone: (501) 671-6275 A nxm^/brmational'* id \"fij ?i! iii'j it*' I BWSglSSI Ji  i' iliSchedule of Events 4:30 - 6:00 6:10-6:30 6:30 - 7:00 7:00 - 7:30 7:30 - 8:00 8:00 - Until POWER 92 Live Remote Broadcast Dr. Hank Williams, Incoming Superintendent of LRSD Mr. Jimmy Pritchett, Little Rock Fighting Back Program Mr. Robert Brown, Jr., Principal of Garland Incentive School Classroom Tours Dinner Served Come share in the excitement of a New and Progressive year at Garland Incentive School Open House Monday, September 20,1993 Pre-open house activities begin at 4:30. Door Prizes to be given away!! OB B BS\niCl ^'2! VfJ = \\\u0026lt;'l B'-y-s' jVxV w' Would Like Garland Incentive Schoo! :^l a OS kd invite WrfTfcU T aaj?^ tlnaniiB^^ InfH ST 3 ,TIME-9:00 A.M, - 2:30 P.M. ADDRESS-3615 West 25th Little Rock, Arkfinsas 72204 *'HAT - Multicultural Celebration feHEN - May 27 \u0026amp; 28, 1993 la-HERE-Garland Incentive School PARTICIPANTS-Pre-K - 6th ,W--/-W-Zft/rZrAt*fi.it it ttut/f  -  -J . i iS ^2? fe' sskS B. PS'S I i I VHY - To Celebrate Cultural Awareness Robert L. Brown Jr. Prinoipal ilK ACCOLADES Garland's Certified Staff Academic 4 #1 in Growth for 93 MPT Reading \u0026amp; Math 4 #1 in Growth for 93-Stanford 8 Overall #1 in Growth for 93Standford 8 2nd Grade 4 #1 in Growth for 93Standford 8 4th Grade A Top 10 in Growth for 93-Standford 8 6th Grade MULTIMEDIA TECHNOLOGY II Discipline F 7J% Reduction in Behavior Referrals (From 1045 to 285 in 93) 86% Reduction in Suspensions (From 65 to 9 in 93) AND A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students F Multicultrual Focus EDUCATIONAL RESEARCH 'V Fiesta Celebration \"I Cinco De Mayo 'V Three Kings Day KWANZAA Day V Chiness New Year 'I Russian Day 4 Japanese Celebration V Jewish Celebration V Korean Celebration V Jamaican Celebration 'V German Celebration V Native Amer PowWow Garland Incentive School 4 Learning with Dignity through technology!! CALL 671-6275 FOR MORE INFO. First Class School for World Class Kids. Little Rock School District Garland Incentive School  Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include:  Emergent Literacy Through Technology.  Early Literacy Through Technology.  Researching America Through Technology.  Telecomputing Technology.  Media Productions  Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere  Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology.  Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning. .  Before and After School Care Program Supervised activities from 7:00am to 5:30pm.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning.  Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school.  Multicultural Program Intensive study of various cultures that make up our world culminating with a school wide multicultural celebration.  Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year.  Tutoring in the Classroom Tutoring is provided through community volunteers and school peers.  Media Center Provides technologically advanced resources with exceptional research capabilities.  Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.ACCOLADEl Garland's Certified Staff Academic MULTIMEDIA Outstanding Growth! TECHNOLOGY Discipline  73% Reduction in Behavior Referrals (From 1045 to 285 in 93) 4 86% Reduction in Suspensions (From 65 to 9 in 93) A Few of Garland's Special People Diversity r 250% Increase in Enrollment of Hispanic Students r Multi-Cultrual Focus 'I Fiesta Celebration 'i Cinco De Mayo 'I Three Kings Day KWANZAA Day 'I Chiness New Year 'I Russian Day 'I Japanese Celebration 'I Jewish Celebration V Korean Celebration Jamaican Celebration 'J German Celebration V Native Amer PowWow EDUCATIONAL RESEARCH Garland Incentive School 4 Learning with Dignity through technology!! Gariand Incentive School Multi-Cultural Celebration Moy 26 \u0026amp; 27. 1994 CALL 671-6275 FOR MORE B^FO. Little Rock School District OPEN HOUSE 10:00 AM to 2:00 PM Each Day Come Check Us Out!!! Garland Incentive School  Computer-Assisted Instruction with Theme Focus Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for Kindergarten and first grade. Computers are also available in each classroom with each level focused on a theme enhanced by technology. Themes include:  Emergent Literacy Through Technology.  Early Literacy Through Technology.  Researching America Through Technology.  Telecomputing Technology.  Media Productions  Exploring the World Through Technology. We are preparing students for a changing social and technological environment in a caring, encouraging atmosphere  Parent Link This allows 24 hour accessibility to homework, school news, and teachers through voice mail technology.  Extended Day \u0026amp; Week Classes after school (homework center, special skills, clubs and leisure activities and on Saturday, as well as field trips, enhance learning.  Before and After School Care Program Supervised activities from 7.00am to 5\n30pm.  Parent Workshops Special training in working with their children to assist with homework, computer literacy, nutrition and child development.  Four-Year-Old Program The four-year-old program offers certified teachers, and instructional aide and an age appropriate curriculum enhanced with computers that prepares for kindergarten level learning.  Special Skills Program Foreign language, band, choir, dance, Tae Kwon Do and Chess are offered during and/or after school.  Multi-Cultural Program Intensive study of various cultures that make up our world culminating with a school wide multi-cultural celebration.  Achievement Recognition Students are recognized for improved efforts and academic growth with high frequency throughout the school year.  Tutoring in the Classroom Tutoring is provided through community volunteers and school peers.  Media Center Provides technologically advanced resources with exceptional research capabilities.  Special Programs Gifted and Talented Program Speech Therapy Resource Classes Community Based Instruction Academic Support Program for Reading and Math Full Time Counseling Program Full Time Nurse Multimedia Educational Technology Research and Academy infuses multimedia technology into the Little Rock School District Curriculum that enhances students' learning to better prepare them for a changing social and technological environment. Students will become effective users of ideas and information through intellectual and physical access to materials in all formats with emphasis on multimedia technology. Garland's Multimedia Technology and Research Academy is located at 3615 West 25th Street, Little Rock, Arkansas and is open to the community and all which comply with desegregation requirements.GOALS a DEGREES \"Rites of Passage\" To be ceremoniously initiated into the \"Rites of Passage,\" these goals must be consistently practiced by the individual. * To give one's undivided attention and respect to elders * To observe and ponder the meaning of ail things * To recognize the one source greater than yourself * To seek knowledge, wisdom and understanding * To respect mother, father, authority, life and truth * To be responsible for one's own actions/consequences * To encourage self-love and self respect * To respect the humanity of all people * To practice personal grooming/cleanliness * To develop higher learning capacities by\nGARLAND INCENTIVE SCHOOL'S 6TH GRADE CLASS OF 93 PRELUDE a. developing better thinking and memory skills b. acquiring an interest in the dictionary * To practice correct methods of classroom participation * To adhere to rules and regulations and show respect for policies * To learn self-identity: a. Who am I? b. Where am I? c. Where did I come from. How did I get here. d. What do I want to be and how will I get there. * To demonstrate appreciation for one's culture and heritage * To actively participate in the organized development of one's community  To use and manage money properly within the community * To develop a spirit of self determination and cooperative economics etc.) research foods their * To develop survival skills (husbandry, crafts, farming, carpentry,  To develop a life-long love for learning through study and I * To develop the discipline needed to select and consume healthy * To teach others what you have mastered and serve as a guide for PASSAGE \"In America. Black la a country.\" \"RITES OF PASSAGE\" Garland Incentive School's 1993 6th Grade Graduates Rites of Passage Awards Program 0  Males Robert Allen Stephen Buford Richard Burton Marvin Collins Denaro Cook James Fields William Green Ronald Harris Jerome Hunter Michael Hunter James Ivey James Johnson Vernon Jones Kelvy Matthews Steve Preston Joel Rodriguez Jose Rodriguez Steven Smith Keith Tucker Gary Vanderbilt Clifton Watson 101 * 0 Females Latasha Butler Holly Carroll Valencia Coleman Ashley Hill Terri Jackson Eva King Alisha Lemons Tameka Lewis Simona Matthews Eryn Surratt Theme: Children Are the Reward of Life -African Proverb Processional Libations Salute Musical Selection Rites of Passage Overview Recognition of Guest Speakers Musical Selection Motivational Speech Presentation of Awards 6th grade students Pele Shonowa, Entrepreneur The Liberation Flag Mr. Rickey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks Mr. Robert L. Brown, Jr. Principal, Garland Incentive School * Passed MPT (Reading) * Passed MPT and Stanford-8 Mr. Robert L. Brown, )r. Principal, Garland Incentive School First Annual Overcomer's Award Mr. Terrence Hardin C.AA.P. 6th Grade Teachers for 1993: Ms. Yolanda Anderson Mr. Leroy Slater Remarks Closing Song \"Lift Every Voice and Sing\" Recessional 6th grade students Reception - Media Center Garland incentive School For Guest and Sth and 6th grade students only.The Liberation Flag was created by Marcus Garvey. Red stands for the blood and struggle. Black represents the people and their color. Green stands for land and the future. There can be no future without struggle, and there can be no struggle without people. It is your responsibility to know who you are (Black), know that your purpose is to struggle (Red), and know that your goal is liberation and a better tomorrow (Green). Every flag has meaning and Garvey was careful in selecting yours. Salute II This Flag Is Mine Here's to this flag of mine the Red, Black, and Green Hopes in its future bright Africa has seen Here's to the Red of it. Great Nations shall know of it In time to come. Red blood shall flow of it Great flag of mine. Here's to the Black of it Four hundred millions back of it Whose destiny depends on it The Red, Black, and Green of it Oh, flag of mine. Here's to the Green of it Young men shall dream of it. Face shot and shells of it. Maidens shall sing of it Waving so high Here's to the whole of it G\u0026gt;lors brought and pole of it Pleased is my soul with it Regardless of what is told of it. Thanks God for giving Great flag of mine. I LIFT EVERY VOICE AND SING Lift every voice and sing Till earth and heaven ring. Ring with the harmonies of Liberty\nLet our rejoicing rise High as the listening skies. Let it resound loud as the rolling sea. Sing a song full of the faith that the dark past has taught us. Sing a song full of the hope that the present has brought us. Facing the rising sun of our new day begun Let us march on till victory is won. Stony the road we trod, Bitter the chastening rod, Felt in the days when hope unborn had died\nYet with a steady beat, Have not our weary Feet Come to the place for which our fathers sighed? We have come over a way that with tears has been watered. We have come, treading our path through the blood of the slaughtered. Out from the gloomy past. Till now we stand at last Where the white gleam of our bright star is cast God of our weary years, God of our silent tears. Thou who hast brought us thus far on the way: Thou who hast by Thy might Led us into the light. Keep us forever in the path, we pray. Lest our feet stray from the places, our God, where we met Thee, Lest, dur hearts drunk with the wine of the world, we forget Thee\nShadowed beneath Thy hand. May we forever stand. True to our God, True to our native land. i James Weldon Johnson  This poem has been put to music and is now our Black National Anthem. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: GARLAND ELEMENTARY READING 1988 1989 1990 1991 MATHEMATICS 1988 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK HALES No. Passed Percent Passed GLACK FEMALES No. Passed Percent Passed 39 32 82 13 76. 11 79 51 35 69 16 55 16 89 44 29 66 15 65 13 65 26 18 69 57 80 39 32 82 12 71 12 86 51 34 67 17 59 15 83 44 24 55 15 65 40 26 15 58 50 70 8 8 8 7 7 WHITE MALES No. Passed 1 1 0 4 4 1 0 1 Percent Passed 100 100 100 100 100 100 WHITE FEMALES No. Passed 0 2 0 3 1 3 0 0 Percent Passed 100 100 100 50 OTHER MALES No. Passed 0 0 Percent Passed OTHER FEMALES No. Passed 7-1 1 1 1 0 1 0 0 Percent Passed 100 100 100 100 100 100 k Total of all students in the \"Other ___ - race category. These scores were not'reported by gender.SCHOOL: garland elementary READING 1988 1989 1990 j 1991 1988 ALL STUDENTS No. Tested Ho. Passed 31 25 81 PercenX Passed I__2. BLACK EALES No. Passed 8 Perc-.\nnt Passed 73 SLACK EEKALES No. Passed I 12 percent Passed 80 'fflITf. KALES l.'o. Passed i I 0 Percent Passed I___ WHITE FEMALES No. Passed 3 Percent Passed OTHER MALES No. Passed percent Passed OTHER EEK.a.LES No. Passed Percent Passed. 100 * 2 100 36 19 53 9 47 9 56 0 0  1 100 31 25 81 12 80 13 81 0 0 0 0 34 31 91 10 77 18 100 1 100 2 100 0 0 31 24 77 7 64 12 80 0 3 100 * 2 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 HATH EI-IAT ICS 1989 36 20 56 8 42 11 69 0 0 * 1 100 1990 31 29 94 14 93 15 94 0 0 0 0 1991 34 26 76 8 62 16 89 1 100 1 50 0 0 1988 31 20 65 5 45 11 73 0 3 100 LANGUAGE ARTS 1989 36 10 28 4 21 6 - 38 0 0 0 1990 31 22 71 10 67 12 75 0 0 0 1991 34 17 50 7 54 9 50 0 1 50 0 1988 31 17 55 5 45 8 53 0 2 67 SCIENCE 1989 36 6 17 4 21 2 13 0 0 0 1990 31 26 84 13 87 13 81 0 0 0 1991 34 20 59 7 54 10 56 1 100 2 100 0 1980 31 17 55 5 45 8 * 1 0 0 0 * 2 0 0 0 SOCIAL STUDIES 1989 36 6 17 3 16 3 1990 Tl -I 53 0 3 100 * 1 19 0 0 0 0 Total of a.ll students in the \"Other\" race category. 'ceres '..an not reported by gender. i 50 100 i 50 31 19 61 8 53 11 - 69 0 0 0 0 3A 18 53 6 46 9 50 1 100 UU J 2 100 ... 0 0 I j i I2 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 WHITE FEMALE 1 991 MAT-6 Di st ri but 1 on J6431 M6BYSC 10/07/91 PAGE 351 1! po r' I H' k.- Cl- Percentile Summary ._Z6 50  26 - 01-..: 75 49 -25 Number Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 0 0 1 0 1 Mean, NatL_NCE_______48.3 WHITE MALE Percentile Summary 76 50 26 99 75 49 __-_25 __ Number Tested Mean NmV L. NCE_. ALL WHITE Percentile Summary _____ 50 26 75 49 _ 01 -_-e5_____ Number Tested Mean -Nat_Lr_NCE_. _ ox ____ ox 1 oox ox TOTAL READING N X 1 i 1 33X 33X 33X __Q_____OX . 3 54.5 TOTAL READING N X .1____25X 1 2 0 asx SOX .._0X 4 .53.1 0. 1 0 0_ 1 1 OOX OX ox - Q_ 0 1 0 ox ox 1 oox ox 0 0 1 0 OX ox 1 OOX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 oox OX ox 1 1 1 1 1 -55.3______ TOTAL MATHEMATICS N X 1 0 -_O_. 3 65.9 .3 48.9 60.4 53.7 50.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N 33X OX OX _ 1 1 0 1 33X 33X OX 33X 1 1 1 0 33X 33X 33X OX 3 0 0 0 1 oox ox ox ox 1 0 2 0 33X OX 67X OX 2 0 1 0 67X OX 33X OX 3 52.0 3 56.8 3 78.1 3 56.5 3 60.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 2____BOX__ 2 0 0 SOX OX ___OX____ 4 ..63.2._ 1 1 1 1 e5x_.... 25X E5X 25X I____25X 1 2 0 25X SOX OX 3 1 0 0 75X 25X OX OX 1 1 2 0 25X 85X BOX OX 2 1 1 0 5 OX 25X 25X OX 4 - 49.4 ... 4 _____54,8 ... 4 73.7 4 55.8 4 57.9 I . r1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 35 I-' i=' I t*r 'I \u0026gt;'i SCHOOL: GRADE: OAKLAND INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary 50 26 01 75 49 25 Nuaber Tested N Z N Z N X N Z N N Z N Z 0_____ 9Z. 2 1 5 8 Mean NatJ_l_NCE_____ _35.9, . BLACK MALE Percentile Suaaary 76 50 26 ?9 75 49 01.-.25.- Nuabe Test ed Mean Nat'1 NCE ALL BLACK 25Z 13Z 63Z TOTAL READING N Z 0_____QJi___ __ 4 1 3 50Z 13Z 38Z 1 3 1 3 13X 38Z 1 3X 38Z 0 3 3 OZ S5Z 38Z 38Z 2 1 1 4 25 Z 13Z 13Z 50Z 1 2 0 5 13Z 25Z OZ 63Z 0  3 3 OZ 25Z 38Z 38Z 8 44.3 8 __41\u0026lt;5_ 6 39.4____ 8 42.3 8 39.2 8 37.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N Z N Z N X N Z 2 0 3 17Z OZ 25Z 2 3 3 . .. 7. -__.58Z 12 ___ 3?. e TOTAL READING Percent lie Suaaary N Z 76..^99_______ 50 S6 75 49 _ 2 2 4 .. lOX 1 OZ 20Z 01 t,25_.,. 12 . 60Z.. Nuaber Tested 20 __ Mean_NatJ_l .NCE_________38.1 17Z 25Z 25Z 2 2 4 4_.33X__________4 12 45 P 1 2 42.6 TOTAL MATHEMATICS N Z .2____lOX___ 74 35Z 20Z 1.___ 35X_____ SO ______ 44. J?_____ 17Z 17Z 33Z 33Z 2 0 5 17Z OZ 42Z 5__ 4 ex 12 42.0 TOTAL LANGUAGE BASIC BATTERY N Z N Z 35 57 15Z 25Z 25Z 35Z 2 28 8 10X 1 OZ 4 0Z 40Z so .___-42. SO 41 .0 2 4 3 3 17Z 33Z 25Z 25 Z 2 1 7 2 1 7Z 8Z 58Z 1 7Z 2 0 5 5 17Z OZ 42Z 42Z 1 2 45.2 12 47.7 1 2 41.4 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 4 54 7 SO 44.1 Z N Z N Z 20Z 25 Z 20Z 35Z 3 3 7 7 15Z 15Z 35Z 35Z 2 28 8 lOZ 1 OZ 40Z 40Z SO 44.3 20 39.8 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution J6481 M6BYSC 10/07/91 PACE 353 SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suaeary N Z N X N X N X N X N X N X 76 50 26 01 99 75 49 25 3 '3 6 12 13X 13X 25X SOX 4 9 4 1 17X 38X 17X 29X 4 6 6 6 17X 25X 25X 33X 3 3 1 0 6 13X 1 3% 42X 33X 7 6 4 1 29X 25X 17X 29X 4 4 9 7 17X 1 7X 38X 29X 4 3 9 8 17X 1 3X 38X 33X Nunber Tested Mean Nat'1 NCE 24 40.6 24 47.8 24 43.4 24 43.3 24 49.0 24 46.2 24 42.8 i\n! i I ..J\n^lI *1 -J i  I ( I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 white female TOTAL READING TOTAL MATHEMATICS TOTAL language 10/07/91 PAGE 354 Percentile SumBary BASIC battery N X N X N X SCIENCE SOCIAL STUDIES COMPLETE battery - - -76_-. a9_____________~ 50-75 \"o' 26-49 I ------QL - 0 75 49 25 _ . OX OX 1 oox . _ ox 0 1 0 __OX 1 OOX OX 0 N X N X N N Number Tested 1 Mean Nat.'l_NCE_______4q.i____ white male total reading _P____ 0 1 0 OX OX 1 OOX - ox X 1 -62.3____ 1 ..3T.7 total MATHEMATICS Percentile Sumnary TOTAL language N X N X N 0 0 1 0 1  OX OX 1 OOX OX 1 0 0 0 100X OX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox OX 45.8_______ BASIC battery 1 84.6 SCIENCE 1 54.2 SOCIAL STUDIES 1 50.0 COMPLETE battery 76 50 26 01 99 75 49 25 , N X Number Tested Mean Nat'I NCE ALL WHITE 0 0 0 1 1 ..35.8 Percent He SuaiKary 76 =_aa____ so 26 01 75 49 25__ Number Tested --- Mean Natll_tiCE. QX ._______0 ox OX 1 OOX TOTAL reading N X N X N 1 0 0 1 52.1 ox 1 oox ox - ox 0 1 0 .0 1 -50.0 Z N TOTAL MATHEMATICS N X J----??-----------0-_____ox 1 1 _ OX SOX sox 2 0 lOOX OX - Q_____ox 2 38..-a____ 2 51.2 OX 1 OOX OX . OX 0 0 1 0 1 42.5 total language N Q ____OX 1 1 0 SOX SOX OX 2 43^J8_____ ox ox 1 oox ox 0 1 0 0 1 53.2 BASIC battery N 0 0 2 0 2 -..44.2 X - OX OX 1 OOX ox OX 1 OOX OX OX 0 1 0 0 1 54.2 SCIENCE N X OX 1 OOX OX OX 0 0 1 0 1 45.2 SOCIAL STUDIES N OX OX 1 OOX ox COMPLETE battery N X 1 1 0 0 50X SOX ox ox 0 2 0 0 OX 100X OX OX 0 1 1 0 OX SOX SOX OX 2 68.9 2 54.2 2 47.6I ( I I I I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 355 COMPLETE BATTERY Percentile Sunmary 76 _-_9i____ 50 26 01 75 49 25 Number Tested N 7. N X N X N X N X N X N __0 4 4 5 1 3 Mean Natfl NCE________41 .2 BLACK MALE Percentile Summary 76 - 99.._ 50 26 01 75 49 25___ Number Tested Mean Nat'l NCE ALL BLACK Percentile Summary ___76 99_. 50 26 01 75 49 25 Number Tested t_____ ---0X,_. 31X 31 X _ 38X _ TOTAL READING N X 1 6 3 3 8X________2 _ 46X 23X 23X 3 5 3 15X 23X 36X 23X .0 5 ft  OX 38X 46X 1 5X 0 1 8 4 OX 8X 62X 31 X 0 6 6 1 OX 46X 4 6X 8X 0 4 7 2 OX 31 X 54X 1 5X 13 48.3____ TOTAL MATHEMATICS N X 1 3 46.3.__ 1 3 ___44.2 1 3 39.8 13 48.5 1 3 43.7 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X 0 6 2 .8 1 0 26.6 OX OX 20X SOX TOTAL READING N X 0 4 6 0 2 0 S 1 0 25.5 ox_ 26x OX ____ TOTAL MATHEMATICS N X OX_________1_____4X__.. 17X 26X 8 3 -13.. . 57X_____ _ .1 1 .. 35X 1 3X 23 -Mean Nat il NCE_______34.8 23 38.4 . 1 0 2 7 1 OX OX 2OX 70X 0 1 1 8 OX 1 OX 1 OX SOX 1 0 1 8 1 OX OX 1 OX SOX 1 1 1 7 1 OX 1 OX 1 OX 7 OX 0 1 1 8 OX 1 OX 1 OX sox 1 0 24.0 1 0 23.5 1 0 30.7 1 0 33.2 1 0 22.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N ____3 . 3 7 ___10 23 ___36.6 .. 13X 13X 30X 43X 0 6 7 1 0 OX 26X 30X 43X 1 1 9 1 2 4X 4X 39X 52X 1 7 7 8 4X 30X 3 OX 35X 0 5 8 1 0 OX 22X 3SX 43X 23 ____35.2._,. 23 .,35.8 23 41 .8 23 34.4 I I .1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 356 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I j-------- Percentile Summary N N 7. N Z N Z N N Z N I I I f !  I 1 J i____ 76 50 26 01 99 75 49 25 0 4 7 1 4 OZ 1 6Z . 28Z 56Z 1 10 3 1 1 4Z 40Z 12Z 44Z 3 4 8 1 0 12Z 1 6Z 32Z 40Z 0 6 9 1 0 OZ 24X 36Z 40Z 2 2 9 1 2 8Z ez 36Z 48Z 1 9 7 8 4Z 36Z 28Z 32Z 0 6 9 1 0 OZ 24Z 36Z 40Z Number Tested Mean Nat * 1 NCE 25 35.1 25 39.9 25 37.2 25 35.9 25 38.5 25 42.8 25 35.5 I J 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 WHITE MALE TOTAL READING 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 357 Percentile Suanary N ____76 ._- 99___ 50 26 75 49 _____0 ____01 ^.25 1 1 P _ _.ox sox sox I Nuaber Tested 2 1 . Mean Nat It NCE.________47_.,5. ALL WHITE TOTAL READING Percentile Sunmary N X 76 -.59____ 50 26 75 49 0 1 1 01 25 _ OX SOX SOX .._.QX I .1 I ,1 Number Tested Mean Nat'1 NCE____ BLACK FEMALE Percentile Summary .76 - ,99 50 26 75 49 ____01 r,25_____ Nuaber Tested Meaa NatJ.!. NCE 2 47.5 TOTAL READING N X TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N P 2 0 0 2 _..60.8 X N N X N X N X N  .l . 0 4 _8X___ OX 33X 7 _ 58X 1 2 J6.3_ __PX 1 OOX OX px 0 1 1 0 OX SOX sox OX 0 1 1 0 _0X SOX SOX OX 1 0 1 0 SOX OX sox OX 0 1 1 0 OX BOX SOX OX 0 1 1 0 OX BOX SOX OX 2 52,____ 2 53.6 2 55.6 2 49.8 2 53.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 2 0 0 S 60.8 X N X N X N X N X N X OX 16 ox ox ox __ 0 1 1 ___0 2 52.9 TOTAL MATHEMATICS N X 1____8X_____ 1 3 1 12 5,1_.0, 58X 25X _ 8X___ OX SOX sox OX 0 1 1 OX SOX SOX 0____OX 2 53.6 TOTAL LANGUAGE BASIC BATTERY N N X 1 0 1 0 SOX OX SOX OX 0 1 1 0 OX SOX BOX OX 0 1 1 0 ox sox sox ox 2 55.6 2 49.8 2 53.7 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N . _ 1 2 6 3 8X 17X SOX 25X 1 1 5 5 OX Q7. 42X 4 EX 0 3 6 3 OX 25X SOX 25X 1 1 4 6 8% 8X 33X BOX 1 1 5 5 8X 8X 42 X 42X 12 46.0., 12  42,3 .. 1 2 41.7 12 39.5 12 40.9 i II 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 358 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlie Sumnery N X N X N X N X N N N X 50 26 01 - 75 - 49 25___ 0._____OX , 1 1 1 Q 8X dX 83X 1____,8X_. 3 2 25X 17X .-.1, , _8X NuAber Tested 1 S Mean Nat/I NCE_______25.8 .. ALL BLACK TOTAL READING  ,fi! _ .50X 12 40.5 r Percentile SusBary N X ..I 76 50 26 99 75 49 1 1 5 4X 4X 21X 1  I 01 -_25.,_ _____1.7......71X Number Tested Mean Nat1 NCE  24 31 , Q 1 A 8 8% 33X SOX _.l.... 8X 1 1 9 8X 8X 75% 1 0 5 6 8X OX 42X SOX 0 2 5 5 OX 1 7X 42X 42X 1 0 2 9 8X OX 17X 75X 1 2 .35.^9 12 30,7.. 1 2 34.7 12 34.7 1 2 30.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N 2 16 5 8X 42X 21X 2 3 1 0 ex 13X 42X .. ._.7.__29X._ 9___38X 2 2 b 14 8X 8X 25X 58X 1 3 1 1 9 4X 13X 46X 38X 1 3 9 1 1 4X 13X 38X 46X 2 1 7 1 4 8X 4X 29 X 58X 24 45.7 24 41.0 24 36.5 24 38.2 24 37.1 24 35.6 iH i i I .J LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 3S9 1 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaairy N X N X N X N N X N X N X i \u0026gt; I 4 -r ,I L_... 76 so 26 01 99 75 49 25 1 2 6 17 4X 8X 23X 65X 2 12 5 7 8X 4 6X 1 9X 27X 2 4' 1 1 9 8X 15X 4SX 35X 2 3 7 1 4 8X 1 ex 27X 54X 2 3 1 2 9 ex 12X 4SX 35X 1 4 1 0 1 1 4X 15X 38X 42X 2 2 8 1 4 8X 8X 31X 54X Number Tested Mean Nat'1 NCE 26 32.3 26 46.9 26 41 . 9 26 37.8 26 39.5 26 38.1 26 36.9  'I  I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 360 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N N X N N X 50 26  01 75 49 25 ___ 0 6 t 0 _ OX OX 1 OOX _ QX 0_____^OX _ 1 0 Q 1 OOX OX ox 0 i 0 0 OX i oox ox OX 0 i 0 0 OX 1 OOX OX OX 0 0 1 0 OX OX 1 OOX OX 0 0 1 0 OX OX 1 OOX OX 0 1 0 0 ox 1 oox ox ox Number Tested 1 1 1 Mean. Nat U NCE________4.9. 5 .58,_7 6 0,4 1 1 ALL WHITE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE _._55.9 41 .3 1 1 48.4 52.6 Percentile Sunnary N X N X N X 76 50 26 75 49 P____OX_____ 0 1 OX 1 oox 01 r-25 _ 0_____OX .. 0 1 0 p  OX 1 oox OX ___ox 0 1 0 0 OX 1 OOX OX OX Number Tested Mean Nat'1 NCE I 1 1 BLACK FEMALE Percentile Summary . 76 50 26 01 99 75 49 25 Numbe Tested Mean Nat f.l NCE_. 49-5 58.7 60.4 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N y. N TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE N X N X N X ___0_____OX______ 4 5 8 24X 29X 47X . 4___8,4_x___________2__ 5 5 3 29X 29X 18X 6 2 7 12X 35X 12X 41 X 1 7 .38., 5... 17 ____50.4 17 .45.3 0 1 0 0 1 55.9 OX 1 OOX OX ox 0 0 1 0 1 41.3 BASIC BATTERY N 3 3 6 5 17 42 X 18X 1 8X 35X 29X OX OX 1 OOX OX 0 0 1 0 1 48.4 SCIENCE N X 0 3 6 8 OX 1 8X 35X 47X 1 7 36.8 OX OX 1 OOX ox 0 1 0 0 1 52.6 SOCIAL STUDIES N 0 3 6 8 17 40,1 X OX 1 8X 35X 47X OX 1 OOX OX OX COMPLETE BATTERY N X 0 5 6 6 OX 29X 35X 35X 1 7 41 . 5 ^'11 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 361 I i , t 'L_ SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N X N X N X N N X 50 S6 - ^3 01 Nunbe 75 49 1 5 1 0 _4 . 5X 25 X SOX SOX ___5____25X . 7 4 4 35X BOX SOX 2 8 6 1 QX 40X 30X 4 _20X 3 5 7 5 15X S5X 35X S5X 5 4 6 5 S5X SOX 30X 25X 2 6 6 6 1 OX 3 OX 30X 3 OX 3 5 6 4 15X 25X 40X SOX Tested Mean Nat_'l NCE 20 ____45.4 _ SO 5S . e____ 20 ...47.4. SO 47.7___ 20 ._47.1 20 45.7 SO 47.4 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Summary 76 50 26 01 99 75 49 25____ Number Tested Mean Nat*1 NCE N X N X N N X N N X N 1 9 15 _ 12 37 42.2 S4X 41X 32X , 9 12 9 24X 3SX S4X 7__._19X 37 51.4 4 14 8 1 1 37 46  4 1 IX 38X 22X _30X 6 8 13 1 0 1 6X 22X 35X 27X 5 7 12 13 14X 1 37. 35X 2 9 12 14 5X S4X 3SX 38X 3 1 0 1 4 1 0 8X S7X 38X ^17. 37 45.5 37 42.4 37 43 . 1 37 44.7 I i II LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 1 0/07/91 PAGE 368 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I r Percentile Suanary N X N N'  X N X N X N N X *1 '1 I L____ 76 5 0 26 01 39 75 49 25 1 9 1 6 1 2 3X 24X 42X 32X 9 13 9 7 24X 34X 24X 1 8X A 11X 15 39X 8 11 SIX S9X _6 9 13 1 0 1 6X 24X 34X Z67. 5 7 13 1 3 13X 18X 34 X 34X 2 9 13 1 4 5X 24X 34X 37X 3 1 1 1 4 1 0 8X 29X 37X 26 X Number Tested Mean Nat * 1 NCE 38 42.4 38 51 .6 38 46.8 38 45.8 38 42.4 38 43.3 38 44.9 r . 1 H1 LITTLE ROCK SCHOOL DISTRICT t 991 MAT-6 Distribution DJ6481 M6BYSC 1 0/07/91 PAGE 363 t SCHOOL : GRADE: GARLAND INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summery N X N X N X N X N X N N ______7k 50 26 01 75 49 25 g 14X 4 4 4 29X 29X 29X 4.___a?x__. 7 2 1 SOX 14X 7X _3 7 3 1 21^_ BOX 21X 7X __ 3 7 1 3 21X 5 OX 7X 21X 2 4 5 3 14X 29 X 36X 21 X 1 6 3 4 7X 43X 21X 29X 3 5 3 3 21 X 36X 21X 21 X Number Tested 14 - Mean Nat * I NCE________48..3__.. 14 ____58.1 1 4 ____56,0. 14 54.3 1 4 47.1 14 48.5 1 4 52.2 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N X N N X N 76 50 26 99 75 49 01 -.25 0 3 5 _ ,17_ OX '12X 20X 68X 3 6 9 7 12X 24X 36X 28X 1 5 1 0 9 4X 2DX 40X 36X 0 6 7 12 OX 24X 28X 48X 1 1 1 1 12 4X 4X 44X 48X 0 5 1 1 9 OX SOX 44X 36X 0 5 9 1 1 OX 20X 44X Number Tested Mean Nat'1 NCE 25 33.8 25 44.3 25 40.2 25 38.0 25 35.9 25 41 .8 25 37.7 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N 'A N X N X N X N X N X . . 76 50 26 01 99... 75 49 25 -2.__5X.. 7 9 21 1 8X 23X 54X _ 7_ ____ 13 1 1 8 33X 2ex 21X 4 12 13 1 0 1 OX 3ix 33X 26X 3 13 8 15 8X 3rx 21 X 38X 3 5 1 6 15 ex 13X 41X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31X 36 X Number Tested __Mean Nat M NCE. 39 .39.\u0026lt;.fl____ 39 49..3___ 33 ____45,9 39 .43.9 39 39,9 39 44.2 39 42.9I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J64d1 M6BYSC 10/07/91 PAGE 364 i -.t \" I ^'1 .4 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 99_._. 50 26 01. 75 49 25 Nueber Tested N X N X N X N X N X N N X 2 5X 1 9 S1 39 18X e3X 54X .7____1 8X 13 1 1 8 33X 28X 21X 4 12 13 1 0 10X 31X 33X 26X 3  13 8 15 8X 33X 21X 38% 3 5 1 6 15 8X 1 3X 41 X 38X 1 1 1 14 13 3X 28X 36X 33X 3 1 0 12 1 4 8X 26X 31 X 36X Mean Nat/,1_NCE_______39 \u0026lt;0 __ 39 .. -49 ,3 _ _ 39 ... 45.9 39 43.9 39 ___39.9 39 44.2 39 42.9 i . I .*T------------------ -1 I -^1 I J I J '1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 365 J- I t- I SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary.... 76 50 6 01 99 75 49 25 Number Tested Mean Nat/1 NCE WHITE MALE Percentile Sumeary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 0 1 1 0 2 46.2 X OX SOX SOX OX TOTAL READING N 0 0 1 0 1 41 .3 N X N X N X N X N X N X ox ' ox 1 oox ox TOTAL READING N 0 1 2 0 3 44.6 X OX 33X 67X OX ^0 ' 0 1 1 OX OX SOX 50X 0 0 2 0 OX * OX 1 OOX OX 0 0 a 0 OX OX 1 OOX ox 0 1 1 0 OX 50X SOX OX 1 0 1 0 SOX OX 50X OX 0 0 e 0 OX OX 1 OOX OX 2 39.9 2 44.6 2 43.3 2 so. 0 2 57.6 2 46.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 1 0 1 46.8 x' N N X N N X N OX OX 1 oox ox ___0 o'' 0 1 OX OX OX 1 OOX 0 0 1 0 ox OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 0 1 0 0 OX 1 OOX ox OX 0 0 1 0 OX OX 1 OOX OX 1 1 1 1 ao.4 36.5 31 .5 51 . 1 1 37.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 0 2 1 3 42.2 X N X N X N X N X N X _0X OX 67X 33X 0 0 2 1 OX OX 67X 33X 0 6 3 0 _0X OX 1 OOX OX 0 1 1 1 OX 33X 33X 33X 1 1 1 0 33X 33X 33X OX 0 0 3 0 OX OX 1 oox ox 3 36.5 3 41 . 0 3 43.8 3 55.4 3 43.6 ' I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 366 SCHOOL: GRADE: GARLAND INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ! i Percentile Summary N % N X N N X N X N X N 50 26 75 49 P1 - es 1 3 1 0 ...4 17X 56X 22X 3____l.TX 1 1 4 0 61 X 22% OX 6 5 7 0 33X 26X 39X OX 4 3 1 0 1 22X 17X 56X 6X 4 3 3 8 22X 17X 17X 44X 4 4 5 5 22X S2X esx 28X 4 3 1 0 1 22X 1 7X 56X 6X I. Number Tested Mean Nat:1 NCE 18 . - 44.3 1 6 .. .57.2 18 . 57,.7^ _. 18 52,4 1 8 45.0 18 49.4 1 8 50.9 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 99 75 49 __01 - 25 1 4 3 _5, 8X 31X 23X 38X 3 2 5 23X 15X 38X 3 _23X 2 5 2 -4 15X 38X 15X 31X 1 5 2 5 8X 38X 15X 38X 4 2 4 3 31X 15X 31 X 23 X 2 6 3 2 15X 46X 23X 1 5X 1 5 3 4 8X 38X 23X 31 X Number Tested Mean Nat * 1 NCE 13 41 . 6 13 47.8 1 3 46.8 13 44.6 1 3 48.8 13 52.9 13 46.5 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N X N X ____T6 -_99 50 26 01 75 43 25 _ 2 7 13 ^3 6X_ 23X 42X 97,,. .6____L9X__ 13 9 3 42X 29X .1 0?! 1 0 9 32X 29X t3X 5 6 12 6 _16X_. 26X 39X 1 9X 8 5 7 1 1 26X 1 6X 23X 35X 6 10 8 7 19X 32X 26X 23X 5 8 1 3 5 1 6X 26 X 42X 1 6X Number Tested Mean. Natll NCE. 31 43.2 .. 31 -__ .53 J5. 31 .._.53.1 31 49.1 31 46,6 31 50.9 31 49.0 I \u0026gt;I I t- !  i l- I '1 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: CARLAND INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Di st ribut ion TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 1 0/07/91 PAGE 367 COMPLETE BATTERY Percentile Suanary -76 -^99 ... 50 26 01 - 75 - 49 - 25 Nuaber Tested Mean Nat'1 NCE____ I________ N X N X N X N X N X N N X 2 8 15 _? ._6X 24X 44X -6- ...ISX____ 1 3 1 1 4 3ex 32X 12X . Q 1 0 t 1 5 S4X 29X 32X 15X 5 8 15 6 15X e4X 44X 1 8X 8 6 8 1 2 24 X 18X 24X 35X 7 1 1 9 7 21 X 3 EX 26X 21X 5 8 1 6 5 15X 24X 47X 15X 34 .43.3 34 52.3 34 _ .51..7 .- 34 48.4 34 46.4 34 51 .3 34 48.5 I I - I I1 GARLAND SCHOOL ENROLLMENT GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK WHITE OTHER M F M F M F TOTAL % BLACK 3 8 3 2 2 18 61% 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 15 2 285 94% 211 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%Q recewep\noct 2 8 '992 GARLAND INCENTIVE SCHOOL AND ARKANSAS HUMANITIES RESOURCE CENTER Office of Desegregation Moimoring PRESENTS .. PERSISTENCE OF THE SPIRIT PRESS RELEASE PHOTO EXHIBIT OFFERS NEW INSIGHTS INTO BLACK ARKANSANS EXPERIENCE IN ARKANSAS A traveling version of the photographic exhibit featuring 300 years of Arkansas black history, Persistence of the Spirit. wUl be on display at Garland Incentive School, 3615 West 25th Street, in Little Rock, from October 26 through November 1, 1992. This traveling exhibit was funded by a grant from the National Endowment for the Humanities with 'research funding from the Arkansas Humanities Council. A special cocnmunity presentation will be held on Sunday, November 1  ---------------- _____ .. ___ _ WMXivAwjr } vut Mvv A 1^92 from 2:30 p.m. to 4\n30 p.m..in honor of Dr. Ruth Polk Patterson, a former employee of the Little Rock School District. The exhibit and the accompanying video was done to honor Dr. Patterson In her efforts to include black studies as an integral component of the district's curriculum. The forty-eight exhibit panels, designed as a free-standing exhibit have been touring Arkansas since June, 1986. Again, Persistence will be on public view November 1, 1992, from 2:30 j).m. until 5:30 p.m. for area residents. This first-ever statewide research effort puts the experience of black Southerners west of the Mississippi into the lairger national context. It covers Arkansas history beginning In the sixteenth century with Desoto's famous expedition (that {passed through the Arkansas territory) up through contemporary times. 'Maps, diaries, engravings, letters, newspapers, and photographs reveal the extensive role blacks played lnj the making of Arkansas history and culture.0. I- Noted African-American historian, John Hope Franklin, commented: \"...Persistence of the Spirit is a landmarkan important achievement.\" The traveling version of this exhibit contains over 300 images of people and scenes, including the first recorded photo of a black Arkansasa Little Rock servant holding a small child in 1859. I i Viewers will discover many famous people who are native Arkansans. They are portrayed in a continuum of dedicated men and women who embody the spirit of their times. The exhibit is organized around five time periods: \"Black Pioneers\" (pre 1721 - 1803), \"No Share in the Harvest\" (1803 - 1860), \"First Freedom\" (1860 - 1900), \"tell em Were Rlsln'\" (1900 - 1954), and \"We Speak for Ourselves\" (1954 - 1986).. This first-time collection of photographs and essays reveals the breadth and depth of black life in the state of Arkansas. It demonstrates a legacy of struggle which persists in our time. The spirit of \"freedom and liberation\" continues to propel black Arkansans toward self-determination and justice in education. For more information, contact the Arkansas Humanities Resource Center, 10816 Executive Center'brive, Suite 310, Little Rock, AR 72211, (501) 221-0093 Mr. MalvinVdones President - Garland PTA  t. RECE5VSD TO: FROM Mrs. Janet Bernard, Associate Superintendent Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 Oifica of Oessgregation Monitoring SUBJ: AMPT Test Summary/Six Years I am providing you with, the results of Garleind's sixth grade (Black male)student performance over a six year period. The results from 1988 -1991 reflect the progress of Black male students under the instructional leadership of another principal. Particular focus on Black males is being used because of the enormous gender disparity in performance between black students. Detailed results of the performance of Black male students from 1988 to 1993 can be obtained from the office of Planning, Research, and Evaluation. The results in reading are being provided for you because they are the single most important predictor of future success in educational attainment. The District Summary results are being used as a standard to normalize the results at Garland. READING 1988 1989 1990 1991 1992 1993 District Summary Percent Passed Garland School Percent Passed Difference 78 73 -5 79 84 88 86 84 47 -32 80 -4 77 -11 91 +5 95 +11 The major difference in the variables impacting the results for the last two year has been the emphasis placed on culturally specific content in the school's curriculum. The students at Garland School, in grades 4 through 6, responded to this statement \"African-African American History is taught in this school\", on the Incentive School Student Survey with 80% favorable response as \"ALWAYS\". When the outcomes of the MPT performance in Reading and Math were shared with the sixth grade students, they were asked to explain the cause of the difference. They responded by saying that school was about them. They learned a lot about Africa and Africein Americans. When you compare the District Summary with Garland's progress for the same period. you find a significant difference in gains for Black males, uncharacteristic of the performance level during the tenure of another principal. I would like to get on the agenda to share this with the Board of Directors. I am asking your assistance in making this happen. We can close the gap before the year 2000. cc Monitoring TeamsOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 September 28, 1993 Ms. Aletha Cirila 6310 Asher Avenue, Apt. 524 Uttle Rock, AR 72204-7746 Dear Aletha: 1 enjoyed meeting you over the phone last week and talking with you about your experiences in the Uttle Rock School District. Im so glad youre pleased with whats happening for your child at Garland Incentive School. Enclosed is the information I promised you: excerpts from the Little Rock School District Desegregation Plan (incentive school section) and the Interdistrict Desegregation Plan (public relations section). 1 think these sections contain the most information about your concerns and questions regarding incentives schools and the districts relationship with the community. 1 have asked a member of my staff, Mr. Bob Morgan, to look into your questions about the money allotted to Garland. Bob is out of state this week, but has already begun looking at the numbers and should have some information to share with you next week. He will either call or write you about what he finds. In the meantime, 1 hope youve heard from Mr. Millhollen and gotten at least some of your questions answered. Im very impressed with your interest and involvement. Tfianks for being persistent the issues you raise are important and deserve to be addressed. Please dont hesitate to let me know if 1 can be of any further help. Hang in there! Sincere yours, Ann S. Brown Enc. 5'. LmiE Rock School District OFFICE OF THE SUPERINTENDENT i Novesiber 4, 1993 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Mrs. Brown: This document Included in this document is the information requested relative to Garland Incentive School as well as the Romine Interdistrict School. represents the best thinking of those ^V(^ved at the school level as to what programs might be helpful to the _ recruitment and retention of students at each of the facilities. I,' a--n--d- -I  sur e that you would agree, UtLhLdaVt we TTmlTlugTst do all in our p__o-w---e-r-- --t-o--- --i--n--c--r--e--a--s--e-- --t-h--e-- ---v--i--a--b---i-l-i--t-y--- --a--n--d- --v---i-s-biobtihl itoyf othfese schools _ as we try to grow them in population and make them more S'ttractive to parents and students. whether or not the acquisition of lie technology equipment will meet their intended purpose, that achievement, the inclusion of this technology does signa- to parents and the community that we are serious about our commitment to toese spools and are willing to support them in this effort to meet the instructional these schools. needs of students enrolled at I would also like to assure you that it is not the intent to ignore the practice of submitting business expenditures are necessary. requested in your 10-19-93 letter, that business or desire cases when program In the case of those that you , we were under the impression cases for these three projects were not necessary because they wree*r*r4e:i approved a-kvnszd^ khra^dJ .e.__ a_ _-t-i . - . implementation in the previous year'sf ubnuddsg eat.llocated to t-hpm for However, be that as it may, I assure you that you will receive all future ^d required documents on a timely basis as they relate to tthhiiss aanndd no+t-hbiaei-r* f\u0026lt;inan4cial c_ _o__n__s_i__d__e__r_a__t_i_o__n__s_ .. . .. ^*^2 -i-xa.ue uu in the budget decision making process. so that they might be used In this regard Finally, in your letter you also requested that we append other business cases for new positions since 10-28-93- in th^s recrard I Zin di created only one new position, Zhich later in this letter, but we have adjusted people currently on staff to meet some of these instructional and support services that are required by the 810 West Maridiam Little Rock, Arfcansas 72201  \u0026lt;501)32^000 U M X I- A wUUUX VlbU 4^ UU0/ UU4 Mrs. Ann Brown November 4, 1993 Page 2 District eind the Superintendent to meet needs and to help us focus our day to day operational more clearly on meeting the goals of the Changes ttit haTeiS. oS^S that will follow will use existing funds that have been an ?????? ftued or XJtloS 4at 22 t. changes have allowed us to free un funds to yhat ever changes that are nade, as we Jeo^gaSS^ f2 maxiinum efficiency. as we reorganize for With regard to the position that I like to suggest to you that I, as  xx beginning to evaluate existing personnel require other.people in this organ!^tion, wno are capable of discharging specific i----- ..... . referred to earlier, I would as a new Superintendent who is and the needs of the _ +.\u0026lt;4. 1 , , . responsibilities and who staff have not been trained to perform, or be accountable for. Therefore, I will propose to the Board allowed to o^anize with the addition of filled immediately or I will continue to of Directors that i be reorganizing for majcimum efficiency, one new position to be as soon as the position can be advertised, review our organization with the mind-set of recommendations in the future. and perhaps make other The following programs did not have business provided are the reasons for such decisions. Truancy Pick-up Program cases developed\nproposed was presented to the Board of S LS regularly-scheduled X.... meeting. The Board susmended the rules a. ' ' * to implement this program. Funds were' available in thi^^vlXw: SSi implemented since we were unabl? to place police resource officers in all of our hm suspended and voted moved to suspend the rules, and it carried  in.all of our schools. Mrs. Pat Gee Hamilton seconded the motion, unanimously for suspension of the rules. ____ , -----:-------...wo, ai wie ri? i Ag St??? for implementation of the program, Dr.' Katherine chell seconded the motion, and it carried unanimously. Mr. John BPP^he Interdistrict School Commuaicatien Station project. after of ^tation ..s n^Sd ?o' a encouraged to enhance this Windows on Future,\" and that we had11/04/93 13: 33 301 324 2032 L R School Dlst ODM @ 004/004 . Ann Brown November 4, 1993 Page 3 led to believe ^at would allow that We only needed to ua to sell Si SSiS -arfcetins coman.^J 4-..-^?? Educational Management have^ finalized tool that will this ----------coinmuni tv purchase and  - We '^ill begin highly pi to develop publicize this communication Garland , ^loation technology. Research ' Multimedia Teehnnln, MuItlBifidi a a marketing ghueational been ul We did not believe IS  allocated to that a fdnd the first pr puroSS\"\"*'\"/ =u\u0026lt;:4-S. int??n^ needed to infuse into incentive school ----- case 5S-JSSS  V^?..E-=lact. into i It was our\"oDi7r^n and support the 2.tegret?on''\nrSSi: our reasonable are reguirerSyT^ tusSS =- --------- cost of nearly two min inn Robert Brown e requested a conference to diicSj I as funds could be fSmatter, we Of tSe'SX^J?.^ -i-ting cases, as we projected therefore, a cost of proposal could be Phase'  --lop his\" considered by the It was also Of some of the proposal. the expertise their Should you call. i^eguire further document Bos-/I zq  Proposal. ____ eoa^d during the _ recommended that otrriculum supervi 1994-95 Garland utilize isors as they develop explanation, please d co not hesitate to Sincerely Henry HPW:nr Encl. 'Williams superintendent SchoolsODM Visits to LRSD Schools, Opening Days 1994 Garland Incentive School We were pleased to note that:  The hallways were clean, bright, and decorated with posters and signs of welcome.  Classrooms were neat, attractive, and prepared for children.  All staff and students we encountered were welcoming, friendly, and polite.  Children were busily engaged in learning and play activities\nsome were quietly eating lunch in the cafeteria.  Many students were wearing the attractive school uniforms.  Bilingual signs were posted throughout the halls, showing sensitivity to the school's significant Hispanic population.  The staff is more racially balanced this year with the addition of five white teachers, two of whom are male,  Fresh St, Augustine sod recently had been installed near the building's entrance, and new stands of grass were evident on the playground. We also noted some areas needing attention:  The exterior doors on the north side of the building were badly faded, and had suffered considerable water damage which caused the wood to become separated and shredded.  The boys bathroom on the first floor smelled strongly of urine, and accumulated dust covered the eye-level tile border.  One sixth grade classroom had a ceiling leak.  Brackets for the televisions and VCR's had not been mounted on the walls, inhibiting progress toward theme implementation,  Hallways throughout the building were marred by numerous small patches of missing paint, apparently where tape had been removed.April 18, 1994 Jerri Jo Tackett 23 Rio Grande Forest Dr. Little Rock, AR .72212 Dear Board Member\nI received a copy of this letter and the attached program at a meeting of the Arkansas School Counselor Association that 1 attended on Saturday, April 16,1994. I am forv.arding each of you a copy thinking that you may not have received your own. As an elementary counselor in this school district I am embarrassed for the principal and sad for the students at Garland Incentive School who experienced this public display of their test scores. I hope that you have worked with Mr. Brown and can assure the Arkansas Counseling Association that this blatant disregard of students rights to privacy will not occur again. I appreciate you handling this matter in a professional manner. Sincerely, I  Jo Tackett Occ I F r Qi COUNSELING 0 JUSLii 1 F March 16, 1994 Little Rock School Board 810 West Markham Little Rock, AR 72203 J Dear Board: The attached copy of a graduation attention of the Arkansas program has come to the Counseling Association and we have page where it lists the XuSSt'S.r' some serious concerns. r U.U ixsts rne student that passed the Minimum Performance Tests and passed (sic) the Stanforts^ ^s^lea ieil as Buckley Amendment and FERPA, like vou to ^iso, would illegal and violates both the is clearly , ------------3 guidelines. like you to note that people do not as 'ass an achievement test. As a counseling association, of this  we would like to see the creators program provided education and guidance and sensitivity to multi-cultural issues. on legal issues We appreciate your attention and issue. allowing us to present this Sincerely\", Counseling Association R. Blair Olsen Executive Secretary Arkansas Counseling Association Sonya Howard Ethics Chairperson cc to: Little Rock School Board President ACA Board President ASCA ________A Branch of the American Counseling Association________ 1421 Wilson  Arkadelphia  Arkansas  71923  (501) 246-7222* Garland Incentive School's 1993 6th Grade Graduates Males Robert Alien * Saphen Buford ** Richard Burton Marvin CoHfos r I EsbuIs Latasha Buder * Holly Carroll * Rites of Passage Awards Program Theme Children are the Reward of Life - -African Proverb DenaroCook V * Jaipes Fields * Wn^m Green * Ronald Harris Jerome Hunter  Michael Hunter * James Ivey * James Johnson  Vernon Jones ** Kdvy Matthews ** Steve Preston JodRodtiguei Jose Rodriguez * Steven Smith * Keith Tucker Valencia Coleman Ashley Hill  Terri Jackson  Eva King Alisha Lemons * Tameka Lewb * Simona Matthews * Eryn Surratt Gary Vanderbih * Qifton Watson f I I '.J\"? Processional Libations Salute Musical Selection Wtes of Passage Overview Recognition of Guest Sp\u0026lt;akrt Musical Selection Motivational Speech Presentation of Awards 6th gPade students - Peie Shonowa, Entrepreneur  The Uberation Flat' Mr. Ridtey Banks Steven Preston Student Council Vice-President Valencia Coleman 6th Grade Student Mr. Rickey Banks * Passed MPT (RK^ *  Passed MH* and Stanford-8 6ih Grade Teachers for Ms. Yolanda Andkrson Mr. Leroy Slater   Remarks Closing Sok \u0026lt;a-.' \\ S'- ' Recessional  Mr. Robert L Brown, Jr. Principal, Garland Incentive School  Mr. Robert L BTown, Jr. Principal, Garland Incentive School First Annual Overcomcr's Award Mr. Tetrence Hardin CAAJ. TJft Every Voice and Sing\" 6th grade students Recepdon-Media Cen ter Gland Incentive School Sth an/16th grade students only. i5-24-94 RECE5V HAY 2 6 1994 Office of Desegreg: idu ... \u0026lt;u Mrs. Ann Brown Office of Desegregation Monitoring Heritage West Building 201 E. Markham, Suite 510 Little Rock, AR 72201 Dear Mrs. Brown: I must confess my enjoyment in reading one of your letters to a member of my staff. Their decision and response to the allegations shared with me by Dr. Henry Williams was accepted with much gratitude. The adversity has provided opportunities for this staff to grow closer together. We are hke a family, and all the children belong to us. Now it has fallen upon my shoulders to defend their honor and integrity. The enclosed letter from Ms. Elizabeth Boyter, Staff Attorney with the Arkansas Department of Education, reveals a serious allegation from within the Little Rock School District upper management. In response to the statement \"... because of past allegations of documents being altered,\" I have spoken with Dr. Bernd, Dr. Steele, Dr. Cannon and Mrs. Mary Guinn. None of them recall any problems with the testing program at Garland Incentive School. So the past allegations never reached the previous superintendents' level. Why has it come about at this time? I know what I think, but if a resolution is to be reached, my thoughts are insufficient to warrant a change in how matters are approached. If you can help us remove this illusion of dishonesty, we would appreciate your effort. Respectfully, tx Robert L. Brown, Jr.'IJJ iOS Il Aiiansas .4? DEPARTMENT of EDUCATION ----- 4 STATE CAPITOL MALL  LITTLE ROCK, ARKANSAS 72201-1071  (501) 682-447.5 GENE WILHOIT, Director, General Education Division May 16, 1994 Mr. Henry Williams Little Rock School District 810 W. Markham Little Rock, AR 72201 Mr. Robert Brown Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Williams and Mr. Brown: I am forwarding you a copy of the Department's SAT 8 investigative report. If you need any additional Information, please let me know. Sincerely, Elizabeth Boyter STATE BOARD OF EDUCATION: Chainnan - EIAINESCOTT, Utile Rock - Vice Chairman - RICHARD C. SMITH, JR. Tillar Members CARLE. BAGGETT. Rogers  WILLIAM B. FISHER. Paragould  JAMES M. LLEWELLYN, JR.. Fort Smith .JAMES A. McLARTY III. Newport  RAE RICE PERRY. Arkadelphia  SHERRY WALKER. Utile Rock  NANCY M. WOOD, Lillie Rock An Equal Opportunity Employer ADMINISTRATIVE INVESTIGATION Requested By: Elizabeth Boyter, Staff Attorney Arkansas Department of Education District Investigation: Little Rock School District Investigative Team: Vicki Gray, Administrative Advisor Student Assessment Yvette Dillingham, Supervisor Teacher Education and Licensure ATTORNEY'S OFFICE Summary of Allegations: Dave Floyd, Supervisor School Plant Service On April 19, 1994, the Arkansas Department of Education (ADE) received a letter concerning possible irregularities or violations of the Stanford Achievement Test, Eighth Edition The letter was written by Mr. Robert L. Brown, Jr., Principal, Garland Incentive School. school. Mr. Brown expressed concern about test security for the Summary of Investigative Activities: 1. On April 27, 1994 , a letter was sent to Dr. Williams, Superintendent, Little Rock School District, scheduling the investigation. 2 . On May 4, 1994, Vicki Gray, Yvette Dillingham and Dave Floyd interviewed individuals in the Little Rock School District. These individuals included: Dr. Superintendent\nDr. Research and Evaluation, Robert Glowers, and Hr. Principal, Garland Incentive School. Findings of Fact: 1. Dr. 2 . 3 . Henry Williams, Director of Planning, Robert L. Brown, Jr. , williams stated that Stanford 8 answer documents were picked up early from Garland Incentive School because of past allegations of documents being altered. Dr. Glowers did adjust the document pick-up for fourth grade to adhere to state guidelines. Mr. Brown was frustrated that his staff did not have time to tl clean up I the documents (i.e. etc.) before being picked up. erase stray marks. erasures, Mr. Brown was also concerned at the lack of an explanation for the early pick up of materials. * Conclusions: 1. There is no evidence that the security of the Stanford Achievement Test, Eighth Edition, was violated.06/02/94 17:15 Q FRIDAY LAW FIRM  002 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTER' TNORS The attached PRE-HEARING SUBMISSION draft Stipulation and Agreement Regarding Stephens and Garland Schools\" is hereby submitted as a document which, if finally agreed upon by the parties, will be presenlied to the court at or before the scheduled June 7, 1994 hearing. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By Christopher HellerJ ---- Ra-r Mn m n Q T Bar No. 8108306/02/94 17:16  FRIDAY LAW_JFIRM_____ @003 CERTIFICATE OF SERVICE I certify that a of the foregoing Pre-Hearing Subnlssion \"\"\" followin^pVopiri^dirositing in the United States mail on this 2nd day of June, 199c4o\npy cf same Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roache11 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor -H---e--r-i-t--a-g-ae- West Bldg. Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Heller/^ 06/02/94 17:16 FRIDAY LAW FIRM @004 DRAFT IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAI*ITIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct new school on the prtjsent a Stephens site. The parties have met to consider the issues re.'.ated to LRSD's motion and have reached the following stipulatior and agreement: 1. Stephens Incentive School will be closed at the er.d of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School will be assigned to Garland Incentive School but will have the option of attending ether Schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students06/02/94 17:17  FRIDAY LAW FIRM 0005 and will be constructed as soon as possible but shall be completed no later than July 31, 1996, 3. The new Stephens school will be a magnet school and the student body will consist primarily of black and white LRSD students and some majority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School but will not be required to provide a predeternined percentage of the student population of that school. 4. Garland Incentive School will be closed when Steohens Magnet School is opened. The former Garland students shaLl be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional res-jurce center and/or parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program which may be modified upon an educationally justifiablt and financially feasible recommendation of Dr. Henry Williams. This provision shall not apply to any other superintendent unless same has been negotiated with the Joshua Intervenors \u0026lt; use for the school has been jointly determined. and an appropriate Stephens Magnet School shall have a bi-racial faculty with at least forty percent black faculty members. The educational program and other programs shall be conducted from perspective of integration among a principals, faculty, other staff members. parents and students. 206/02/94 17:18 FRIDAY LAW FIRM 006 Q The school will promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. Stephens Magnet School benefits which will provide the following are found in LRSD incentive schools: a. Extended Day Program including extra compensation for b. c. d. e. g- h. staff where necessary and appropriate\nExtended Week Program including extra compensation for staff where necessary and appropriate\nExtended Year Program including extra compensation for staff where necessary and appropriate\nEarly Childhood Program\nCurriculum Specialist\nStudent Educational Plans\nComputer Loan Program\nParent Programs including parents as tutors, aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support work shops shall be provided at least once each quarter of the school year. Parents shall be employed as aides with the expectation that they nay, in accordance with the desegregation plans, complete college teaching dagree programs leading to teacher certification at L-^SD's expense and enjoy possible career district. opportunities in the f. Upon a final court determination that scholarships for incentive school students are required by the desegregation p..ans. 306/02/94 17:19 FRIDAY LAW FIRM @007 scholarships shall be extended to Stephens Magnet School stidents on the same basis as they are made available to incentive /school students. 7. The goal for the racial composition of the new Stdphens Magnet School shall be fifty-five percent black student enro\n.lment with a target racial composition sixty-five percent black. range of fifty percent bleick to 8. The Office of Desegregation Monitoring has identified potential sources of magnet school funding which could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. 9, In the event that disputes arise with respect to this stipulation and agreement, they will be resolved among the parties and by the court in a manner consistent with the principals and expectations of the original settlement plans in this case. This agreement and stipulation made this 2nd day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By:. M. Samuel Jones By:_________________ Christopher Heller 406/02/94 17:20 Q FRIDAY LAW FIRM  008 JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TOBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 By:^_________________ John W. Walker By:______________ Steve Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Richard Roachell 506/02/94 17:14  FRIDAY LAW FIRM  001 HERSCHEL M. RRIDAV, ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A, JAMES W. MOORE BYRON M. SISEMAN. JR., P.A, JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE, P.A. OSCAR E. DAVIS, JR. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS, P.A. A. WYCKUFF NISBET. JR., P A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL ill DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON It. P.A. BARRY e. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERT $. SHAFER. P.A. WILLIAM M. GRIFFIN 111, P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE FRIDAY, ELDREDGE \u0026amp; CLARK A PARTNERSHIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL DIANE I. MACKEY. P.A. WALTS I M. EBEL III. P.A. KEVIN t. CRABS, P.A. WILLIA A A. WADDELL. JR.. P.A CLYDE TAB* TURNER. P.A. CALVIL J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY . MALONE. P.A. LITTLE ROCK, ARKANSAS 72201*3403 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 [ ] Copy and return with P.O.T. [ Return P.O.T. only TELECOPY TO FOLLOWING NO: THE FOLLOWING PAGES ARE FOR: TO: 4//A/ .zgAoVA/ FIRM NAME: FROM: MESSAGE: TOTAL NO. OF PAGES y THIS INFORMATION SHEET PLUS DATE: TIME: M. OAVuE CORLEY. P.A. RO8ER1 a. BEACH, JR.. P.A. J. LEE I ROWN, P.A. JAMES BAKER. JR., P.A. M. chai LES 08CHWEN0, JR.. P.A. MARRY i. LIGHT. R.A. SCOTT I. TUCKER JOHN C:.AYTON RANDOLPH GUY AL rON WADE PRICE c. Gardner J. MICH AEL PICKENS TONIA I . JONES DAVID }. WILSON JEFFRE H. MOORE ANDREI' T. TURNER JOHN R VY WHITE DAVID n. ORAF CARLA \u0026lt;. SPAINHOUR JOHN C FENOLEY.JR. ALLISOI. GRAVES BAZZEL JONANI C. ROOSEVELT R. CHRIITOPHER LAWSON GREGOFY D. TAYLOR TONY L WILCOX FRAN C HICKMAN BETTY DEMORY Cluwaii WILLIAI. J. SMITH WILLIA*\u0026lt; A. ELDREDGE. JR.. P.a. B.S. CL. RK WILLIAK L. TERRY WILLIAL L. PATTON. JR.. P.A VRITiH'a OlHiCr NO. 7 PAGES __AM/PM IF YOU DO NOT RECEIVE ALL THE PAGES PLEASE CALL 501/376-2011 ASAP TRANSMITTING FROM: EXT. 215 TELECOPY OPERATOR: FOR OFFICE USE ONLY: AUTOMATIC FAX MIDA CANON -560 -770 RAPICOM-200 (CLIENT NUMBER) - 501/376-2147 (MATTER number: U /J: ar capy of traarmUtlhrRECEIVER IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mo, ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND SETTLEMENT REGARDING STEPHENS AND GARU The Little Rock School District (LRSI Close Stephens School\" and has notified tl to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD-At,.SQ J RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN 8 1994 Office of Desegregation Mu... ...ng LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND SETTLEMENT AGREEMENT REGARDING STEPHENS AND GARLAND SCHOOLS The Little Rock School District (LRSD) has filed a \"Motion to Close Stephens School\" and has notified the court of its intention to seek permission to construct a new school on the present Stephens site. The parties have met to consider the issues related to LRSD's motion and have reached the following stipulation and agreement: 1. Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. 2. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred kathy\\LRSD.Atr.Sl2students and will be constructed as soon as possible but shall be completed no later than July 31, 1996. The new Stephens school shall be a magnet school and the student body shall consist primarily of black and white LRSD students and some ma jority-to-minority transfer students from PCSSD. PCSSD will attempt to recruit students to attend Stephens Magnet School for purposes of desegregation but will not be required to provide a predetermined percentage of the student population of that school. 4. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland students shall be assigned to Stephens Magnet School. The Garland building shall be used for school district purposes such as an instructional resource center and as parent training center. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. 5. Stephens Magnet School shall provide a basic education program with an appropriate theme which may be modified upon an educationally justifiable and financially feasible recommendation. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including 3 . administrators. The educational program and other programs and activities shall be conducted from a perspective which promotes racial integration, rather than simply racial desegregation, among principals, faculty, other staff members, parents and students. laiiv\\LRSD-Atr.Sl2 2The school will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. 6. The double funding provisions for Stephens and Garland schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. In accordance with the standard established by the Eighth Circuit Court of Appeals, double funding will not be required if and when the racial composition of the student population is at or below eighty percent black. The provisions of paragraph 7 of this agreement shall remain in effect after the double funding requirement has ended. Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. 7. Stephens Magnet School shall provide the following benefits which are found in LRSD incentive schools: a. Extended Day Program including extra compensation for staff where necessary and appropriate\nb. Extended Week Program including extra compensation for staff where necessary and appropriate\nc. Extended Year Program including extra compensation for staff where necessary and appropriate\nd. Early Childhood Program\ne. Curriculum Specialist\nf. Student Educational Plans\ng- Computer Loan Program\nImtbyXLRSD-Agr.StZ 3h. Parent Programs including parents as tutors, instructional aides and advisors. The parties do not intend that these positions will be reserved exclusively for parents. Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. Upon a final court determination that scholarships for incentive school students are required by the desegregation plans as contended by Joshua, scholarships shall be extended to Stephens Magnet School students on the same basis as they are made available to incentive school students. 8. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. 9. The Office of Desegregation Monitoring and LRSD are aware of potential sources of magnet school funding. The parties believe that this funding could be used to help support the Stephens Magnet School. LRSD will pursue federal magnet school grants and funds from other potential funding sources. lathy \\LRSD-Aif.Sl2 410. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. LRSD will cooperate with the parties to ensure that the new Stephens Magnet School is a properly utilized and efficiently operated educational facility from the onset and thereafter. 11, In the event that disputes arise with respect to this stipulation and agreement, they shall be resolved among the parties and. if necessary, by the court in a manner consistent with the principles, expectations, and goals of the original settlement plans in this case. 12, The parties believe that this stipulation and agreement is not only consistent with the settlement plans for Stephens and Garland schools, but that it provides a desegregation and education plan which IS superior to that contained in the settlement agreement. 13, The parties pledge their good faith cooperation in implementing this stipulation and agreement. 14, The parties agree to withdraw their appeal regarding Stephens school. 15, LRSD filed its Motion for Approval of Four-Year Old Program Sites on April 6, 1994 and filed a substituted Exhibit 1 to that motion on April 21, 1994, The parties agree that early childhood programs within LRSD should be located in accordance with LRSD's motion and substituted Exhibit 1, lutfay\\LRSD-A^,Si2 516. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution. to have the amount of same referred to the Court for disposition at the cost of the LRSD. 17. The parties agree that the combination of the operation of Washington Interdistrict Magnet School and the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and educational opportunities of Stephens Magnet School. This agreement and stipulation made this day of June, 1994. Respectfully submitted, PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 By: M. S el\\ Jones Christopher Hell kalhy\\LRSD-A,i.St2 6 \u0026lt; r JOSHUA INTERVENORS NORTH LITTLE ROCK SCHOOL DISTRICT JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Bldg. Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 ^ohn W. Walker By: Jones KNIGHT INTERVENORS Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 By: Richard Roachell kBthyKLRSD-ART .SC 7 JUL-13-94 WED 9:34 SUSAN W WRIGHT FAX NO, 5013246576 P.Ol FILED U.S DISTRICT COURT eastern district ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JAMES w. MCCORMACK. CLERK _______ LITTLE ROCK SCHOOL DISTRICT OEP CLERK PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS M - 1 / / KATHERINE KNIGHT, ET AL INTERVENORS little ROCK SCHOOL DISTRICT RESPONSE TO JOSHUA PROPOSED. ORDER REGARDING STEPHENS AND GARLAND SCHOOLS For its response, the Little Rock School District (LRSD) states J 1. The Joshua Intervenors have provided the Court a proposed order concerning Stephens and Garland schools. a The proposed order follows stipulation and agreement among all the parties concerning the stephens and Garland issues and a June 7, hearing concerning those issues. 1994 2. LRSD is in agreement with the proposed order. WHEREFORE, for the reasons set out above, LRSD prays for the entry of an order approving the stipulation and agreement of the parties such as the order proposed by the Joshua Intervenors. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICTJUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol street Little Rock, AR 72201 (501) 376-2011 Christopher Heiier CERTIFICATE OF SERVICE I certify that a copy of the foregoing Little Rock School and Joshua Proposed Order Regarding Stephens and Garland Schools has been served on the following people by depositing copy of same in the United States mail on this 7th day of July, 1994. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 kiky\\P-SkU3,,.ftD 2JUL-13-94 WED 9:35 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 stopher Hell 3LITTLE ROCK SCHOOL DISTRICT QU1Z:SSPLST POSITION SUPPORT POSITIONS ______STAFF A! GARLAND BLACK M F CAFETERIA WORKER CUSTODIANS MEDIA CLERK SECRETARY NURSE SOCIAL WORKER INSTRUCTIONAL AIDES SUPERVISION AIDES OTHER SUBTOTAL SUPPORT POSITIONS 0 2 0 0 0 02 0 1 3 10 0 0 1 11 2 0 :l 5 18 SUBTOTAL PERCENT 16.67 60.00 nF 11/10/94 WHITE M F OTHER M F TOTAL % BLACK 0 00 0 0 00 00 0 0 1 1 1 0 2 00 0 0 000 0 0 0 0 0 00 0 0 0 1 1 0 3 3 1 11 1 16 31 100.00 100.00 00 00 00 100.00 81.25 66.67 . 100.00 b 5 0 2 30 76.67 00 16.67 00 6.67 30 76.67 MAP-3 1-95 FR I 01:16 PM UUkLBBBB G A R L A D 5016716295 P - 0 .2 LITTLE ROCK SCHOOL DISTR ICT Garland Incentive School Multimedia Technology and Educational Research 361$ West 2$th 1-27-93  Little Rock, Arkansas 72204 Dear Garland Parents, In an effort to provide our students. , '* wfll implement the program on Monday January 30 new policy to all ' \" environment 1995. for counselor. students on Monday mornlna 4-b.r% ______________.. behavior management The teachers will teach the Mrs. Jones, school reinforce the rul.: Sfth vouMihf.d,/\n' Pleeii that we are all working Woether a^^^^  =''\" ^'em the most important thing to happen at school e rules to all As our discipline plan suspension room and lunch detent! The in-school suspension will be used school suspensions part of behavior. to out of we will establish __ an ln-3chool on as a consequence for negative (please refer to your Responsibility Handbook), receive an expulsion Rock Police Department will also committing category three offenses. , - as an alternative for category one and two offenses of the Student's Rights copy uiiB oruaent's and in category three In-School will recomaiendatlon. be notified for The Little students Suspension will be Mnned by a certified teacher. Students will report as soon  \\ * certified teacher, until the close ^of school Reou\\a^r nd remain there the in-achool teacher their S^ve the assignments In-school and the tearh ' will complete back to the classroom teachi^ for students to maintain their  ^^i '*ill enable assigned to in-school will grades while on %uape\\on^ computer, G.T., or other clashes \"ft, will also be prohibited from utt Activities until they complete principal will Students P.E., music, assign students to In-school. _ J . ^cr.d a conference with the principal before the student call if the time required to^ attend except resource classes. attending assemblies and Extended Dav \u0026gt; their in-school days. * ' Students Only the child, Parents will be teacher, return to the classroom. scheduled is not convenient. and Please recess wrltt.n .nd ou_l and ,,.t.d K V '-------- ' remain quiet and Students who choose not to behave---------- assigned extra iyi. TeVcSJr \"\" detention may be hall. leacners will make assignments to detention IMAR-31-95 FR I 01:17 PM GARLAND 5016716295 P . 04 GARLAND INCENTIVE SCHOOL DISCIPLINE PLAN CLASSROOM RUT\u0026gt;ES\nSTUDENTS WILL: FOLLOW THE DIRECTIONS OF ALL STAFF MEMBERS. RESPECT THE RIGHTS, FEELINGS, AND PROPERTY OF OTHERS KEEP HANDS, PEET, AND OBJECTS TO MYSELF. WALK QUIETLY IN THE BUILDING AT ALL TIMES. CAFETERIA RULES\nSTUDENTS WILL: STAY IN ASSIGNED AREA UNTIL DISMISSED BY SUPERVISION AIDE. USE QUIET VOICES AND GOOD MANNERS. LEAVE EATING AREA CLEAN. NEGATIVE CONSEQUENCES: FIRST OFFENSE - WARNING SECOND OFFENSE - RECESS DETENTION THIRD OFFENSE - CALL PARENTS/BEHAVIOR DOCUMENT FOURTH OFFENSE - TIME OUT IN BUDDY TEACHERS RGOMZBEHAVIOR DOCUMENT POSITIVE CONSEQUENCES: EACH classroom TEACHER WILL DEVELOP AND POST CLASSROOM CONSEQUENCES POSITIVE A STUDENT RECEIVING THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE REFERRED TO THE PRINCIPAL'S OFFICE ATTACH THE THREE BEHAVIOR DOCUMENTS TO THE LONG FORM AND SEND TO THE OFFICE. UPON RECEIPT OF THE THIRD BEHAVIOR DOCUMENT A CONFERENCE WILL BE SET-UP BETWEEN THE STUDENT PARENT TEACHER, AND PRINCIPAL. UPON THE FOURTH BEHAVIOR DOCUMENT IN A FIVE DAY PERIOD, A STUDENT WILL BE ASSIGNED TO THREE DAYS INSCHOOL SUSPENSION. SEVERE BEHAVIOR SHOULD BE SENT TO THE OFFICE IMMEDIATELY! ONLY SEVERE BEHAVIOR OR THREE BEHAVIOR DOCUMENTS IN A FIVE DAY PERIOD SHOULD BE WRITTEN UP ON A LONG FORM. ALL CATEGORY THREE OFFENSES SHOULD BE BROUGHT TO PRINCIPAL'S ATTENTION IMMEDIATELY. THE MEiiMrii^R-3 1-95 FR I 0 1:16 PM GARLAND 5016T16295 P , 0.3 Students who continue to break the rules may receive a different deemed appropriate by the principal.' nDrICSDPLT AAYV ErYXrTnRDEPMiiPE BBEPtHrwAVr\u0026gt;Ii\u0026gt;OARn MAY _B_E_ _ _R__E__F__E_R\u0026lt; R.. E_ D TrO  STUDENTS THAT THE OFFICE IMMEDIATELY. Since we are serious about improving student achievement nt taught conflict resolution by Mrs. ---------- Ms. Webb, Social Worker, will work with them respect themselves and other Jones. people. students to help Thank you for your help in making importance of a good educatl on. your child aware of the Sincerely, Karen Buchanan, Principal Amm4cie* Wright, resi nt c% Cher nselor JiOnes, ------------------------- Catherine Webb, Social Worker Mic el' Green, Discipline o. ittee 7^ Di ipline Co ittee ^aylor, Discipline Committee Faye/ Norviopd, Discipline Committee Mary Smith Discipline jiommittee i. 1. m.-VtXzXGEMI-.N 1 QIJAKIi.rly KEIOIU Sctiodi Garland Beginning Period I rin\u0026lt;ipj|_tWard Ending Period _Aiigiist 21,199 5 October 17,1995 PART I. Please indicate number of suspensions by race and category. A. Out of School Suspensions - Category I Violations j Gtik. R:\u0026gt;.k F Total Black While F Total While Spanikh M F Ttiial Span Aaia/Pav M F Total Alia/ Pac ind/E\u0026gt;k M F Tula! Ind/ Elk Other F Total Other Tou J. i 1 1 1 1 r d h - ... ,tliL rv 3|fiCi CL twiiiwo a. T.-al.n Ciliii.m 2 'X H. l-ong-Term Suspension - Category 11 Violations Gradct Black Total Black While Tmil While Spanikh Total Span Aaia/Pac Total Alia/ Pac Ind/Eik Total Ind/ Elk Other Total tXher Tola: F M F M F M F M F M F L____ r Total! P='' column C. Expulsions - Category III Violations GiaJei Black Xi F T.il.l Slick White M F Total White Spaniah M F Total Span Aaia/Ptc M F Toiel Alta/ Pac Ind/Esk M F Total Ind/ Kak Other M F Total Other Totah I- L T.xah volutnn NOPE: Period. Quarterly Reports are due in the Hearing Office one (1) week following the end of each (Ir.ulir SEE RIAERSE FOR PARTS 11, III AND IV.Sewt Himut PART II, Please complete. NOTE: These llgiircs are to be included in Part I. NO! E. Students on Sent Homes M lolal Black Wbiu M F Ttal While 'xnrlMund \u0026gt;5lms(irn luk bun tab arc not included in Part I. Spanish M F TMI Span Aiia/p.u M F Tia| Asia/ Pac Ind/Esk M F Tt'ial InJZ F k (iihcf M F Toijl Oihcr T.t.. 1 1 1 1 I i! !l !i 1 II II J T It ll 'I PART in. Personal Data - Please indicate recommending the various suspensions. race, sex and experience of staff members- . ichinf 0-3 . 4 10 lt-I5 16-20 21-25 26-30 JO Over Total! Je I Black M * 1 F 2 PART IV. Black M F  JJ, 16 11 IB 15 19 15 -Lh lA 4 12 16 4 3 127 )tDU\u0026lt;'UCMr,CBB Total Black 2 U-hiitf M F Total Wliite Spanish M I- Total Span Aaia/Pac M F Total Asia/ Pac IntPEsk M F Total lod/ Fxk , Other F Txttal Other Toul* I 1 3 3 Enrollment Data - Please indicate and Race. your schools enrollment by Grade Level, Se: ex Total Black WJtiie M F Total White Spanish K1 F 1 la. 32. 32 23. 29 35 1 0 1 0_ 0 7 108 P).3S^ 1 A 1 1 2 1 13 Tout Span 5. 0 AtiaZPac M F Total Asia/ Pac InJ/Fsk F Total InJ/ Fsk Other F Total Other Tetais Per C.M.Ie 18 J 2. 0 A 1 2 1 1 6 3 3 2 29 38 30 35 29 32 38 -7 255c,! Garland loc.QnLlVfl - negiuhirtl PFrioii J^a\u0026lt;EiLria26-_______ fcy F E^FEL,-,___ tndinj 1i'j PART I. Ibrcli-ll, 1996 Pleave indicaic number of suspensions by race and category A. Out of -School -Suspensions - Caiegoi'y I Violalion s Black M F Bu\u0026lt;k M f Ts^ti WUiu Sfinith H T.iul Spn Aiii'F*\nM f LMtl Aau/ hkbFkX ~\nrr~ li\u0026gt;J/ Fkk V \u0026gt;ih\u0026lt;r Ki TiHii (Hh^e T,.. I T -n Crrinnrrt B-^SSfes-Term Suspension - Category il Violations (3-10 days) 6 Ka:k x\u0026lt; rm Kk Tom ww IL 0 Tdel AM/rr T(l Atia/ Ftk- IL -fi.- tr'4'f k Told IlKlf Other rm F.k M 1. JI,-  \u0026lt;'\u0026gt;she( ______IL... T.'Ul* -I 15 XU 0 _0_ F M r M M F F 2 8 0 X 1 0 7 0 0 lull r\" TC't\u0026gt;ar\u0026gt;\u0026gt;n 1 14 21 0 0 0 X-siL. C. Expulsions - Category III Violations G\u0026gt;a\u0026lt;il F Tout (wk M TMd WMU M r T,.l Jptu Ak/FH M M'Fik Fk crriiai M F Tsaul Fak OUtir KI F foul (Xhvf r-uu mr. A-ii.. .:rtbz NOTE: Quarterly Reports are due in the Hearing Office one (I) neck following ihe end of each tu.uiuip Pcno.t, SEE REVHKSK for r-ARTS II. Ill AND |V.PAH r ii. Pic.ivc coinpklc. NOTH: These hgurcs nrc (a be irwludod in Part I. **NOTF.: Siudenia on Sent Homes arc not included in Part 1. ni.A M 1iU4| I',lit I Wutt! T\u0026lt;4O M .tpAniifc rz: fl i n rti^ I wMzm^ \u0026lt; -1 n M r- T.ImI Spirt Aiii'Pmc H f T.rtl Ami/ r.- H F Ti'isl InJ' cn Other h( F l..nl llili.'r -A J PAR7' HJ. Personal |\u0026gt;aia - Plcatc indicate race, sex and experience of iiaff members rceomniending the varioxit tuspciisions. Tdivkinj Expefjcrx e Bilik Tu.il CliA u-hiiv' T.-.I VkStiK Srni-4i TvUI Srsrt Aaa/Pu Tixil AlIV F*v Ud'F'k Tout (k Other Kf T.Mll (KB.I \u0026lt; tn 1. .L 0 11 0 Ills isjo .2. IIJS !*.sn so fXtl 0 3 Tiu)* M I F M F M F F F 1 1 0 0 0 0 0 0 0 0 0 1 2 2 6 8 1 0 1 0 0 0 0 9 PART IV. Enrollincni Dau - Please indicate your school's enrollment by Grade Pevei, Sex and Race, .wjiTs. a' - nr 3. Grd MKk M f T.l tiuk WIhU til r Tout S*I11M ^..lA Pre-K J... T M F ToM **\u0026gt; AateiTM M F Tout A*u/ Fk M/Crt M F Tixt U4I ek Oi*\u0026lt;f r.Ki Fl F (kiKi hl CiMj K 12 17 29 JI 0 3 2 5 0 0 0 0 0 .0 0 18 29 lat IBIS 33 0 . 4 0 4  0 0 0 37 2nd 16 11 3rd 27 0 Q 1 1 0 2 1 3 0 0 ...._0_ 28 4 th a_lXL.27, 0 0 5 til 6th CBl 20 5 TOTAL 0 0 0 0 16 3 36 8 n^i. 128 111 239 ,tAA 1 1 0 0 _0____J59.. 0 ._27., 1 0 2, 1 i 1 2 2 0  \"o 0 0 0 0 o' 0 39 8 1 11 6 17 0 0 0 257S'-t'Qc' GAPLAW) TNCENTIVE-. lUftinrtine Pt'io'i A?.5_..... r\n' r '^l.U.QSEL- WA(W-.. Tridhg rei''!!.QECEMBEK, 19,12?5,_____ f'AKT I Plejie indicate nurnbei of suspensions by race and category A. ()iii 01 School Sijs|)ensinns  Category I Vlolaiiisns t Btr Ki T.riI 6i(k M F TsMd WfciM M F TcUl bj'sn Axft/Nc T'Atl I.U'bh M F j\n' ' Aua/ Fd Tuul ItvJ^ Fak K T..ii Oihv-f T,- .0. X!. 1 .-.S-ftO- T -I., f ' 1 1 0 0 0 0 2^ 1 B' JS^jjg-Term Suspension - Category 11 Violations (3-10 days) \u0026lt;jrJ A. 5 T.-iwft.n tick KI 1. 1 4 Teu) a^k 1 i. Wkiu ToiH Ta4l AaiAfftr\n9\u0026lt; I Tout Alia/ Fif E\u0026gt;k XL Oth4r *3 r\u0026gt;(tl -Q_. ______0_ -a Touh 1- _,L .(! F M F 0 0 M F UlJff.k H r r M F 6 0 A 0 0 0 0 A 0 1 C. Expulsions - Caiegory HI Violations n/a M F T*(l aw* HX M F WlHH M F Toui  IIMPHH A4WrM M F T^l Ama/ F\u0026gt;i M\u0026gt;Fk M F TsMkI Fkk OOitr K( Thul (HH.r T ol. r.\n=t\nNOI E: Quittcriy Reports are due in the Hearing office one (i) week lolloping the end of cadi (.i.uhng Pf not. \u0026lt;\ni E RE\\ I'RSB for parts II, HI ANb |V.WWW\" PAH r 11. Plc.isc coinpluic. NO! P: These figures are ie\u0026gt; be iiKludcd in Pari I. 'NOi r,.' Siudeiiis on Sent Homes arc nol included in Part I. D kt' ni.A niitk T.Jsl SVhIK $pahiak T.'Ul S|isn Ati*/P4s- Tl*l A'tl/ rue T..4SI inJI t*fc Oihdf Kt T.'OI I Still I T,v.'. M M r M F F PART Id. Personal Data - Plcatc indicate race, sex and experience of Jiaff membeu tcccmtnending the various suspensions. Tehin/ EjpcncfKc 0-5 10 II 15 lA-lO 11 isjo mo. Toul. f.^il Oil. I Whj\u0026lt; Tuul $r*n Tool Ati*/ am Jrtd-F'k Kf TmI I|i4/ Ilk ntMr Kt T.\u0026gt;il (Wi.r T.Ub 2 0., iL . JI 0. .n. M F 2L M F 0 H 0 0 0 0 M 0 F F F 1 9 1 3 4 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 2 1 0 0 0 0 0 0 0 0 5 PART IV. Lnrollincnt Oabi - Please indicate your schools enrollment by Grade Level. .Sex and Race. Cr4 Tnul f4\u0026lt;K SI ToU ~ WhtW TiM AU/Kh Tout AmZ Fk U4/C4 \u0026gt; Tmil l\u0026gt;4/ Elk CiMf \u0026gt;77 F T.aal 01X0 r,i OrkJ-- Ji M 16 Li. U. 12 Ai 28 33 28 18 16 34 15 12 27 (I 0 J3_,. J)_ U.,,. ,JA_ _____AL -..JJ_____LSL,  0 __3L 5 6 CM 17 18 5 fl2 17 .3 _0 1) 0 0 o' 0 BW TOTAL 125 110 2.55 12 5 1? 38 1 jj 253 lllxiww^rrwian (Sa M f Pre=K_ii\u0026amp;. 1 1 3 4 8 1 1 r 0 0 M r M a M 0 i 0 X 0 A 0 0 0 0 0 0 T 0 1 4 1 1 T 0 0 2 1 T 4 1 3 0 3 0 0 0 0 0 0 0 0 0 0 li__ ...2S-.. 0 0 0 0 IGARLAND INCENTIVE SCHOOL EXTENDED DAY SATURDAY SEX/RACE BREAKDOWN Date I fXctivity October 21, 1995 IMAX Theater November 18. 95 Mid-Amer Musewm - Hots Springs January 20, 1996 Franklin Tech February 24, 1996 Aoril 13, 1996 Extravaganza ___ AR Ans Center and Science Museum Pariv in the Park Sponsor Rightsell Rockefeller j Franklin I Garland Mitchell Total 97 92 72 67 I BM I BF I WM I WF 40 42 28 1 34 ll O.M OF 44 41 30 1 0 0 0 0 0 0 0 0 0 2 3 0 1 I 2 3 3 2 3TO: FROM: SUBJECT: Ms . kt Little Rock School District\nOctober 24, 1996 J'- 2 J997 0 Office of Desegregaiion Monloring Lionel Ward, Principal, Garland Incentive Carla Miranda, Aide, Garland Incentive Margaret Gremillion, Assistant Superintendent Frank Martin, \u0026lt;1 Executive Director, T.P 'Brady Gadberry, Director of Labor Relations Abuse Complaint Made By Carla Miranda Miranda in a workers' compensation claim made that she was physically and verbally abused by her r allegations Mr. Ward. Based on workers' compensation the claim. written icipal, Mr. report attache Mark Milhollen, to Manager the of Support Services, needed to review. informed me that there was a claim that I I interviewed Ms. Miranda in the presence or Dr. Director of Human Resources and her union representatives. Hurley, In the interview Ms. Miranda reiterated the claims that she had made in the attachmenr she put on the claim form. 1 asked Ms. Miranda a direct question. \"Do you believe that Mr. Ward intentionally shoved the door into you or struck you with the door?\" She answered. \"No. \" Ms. Miranda gave me the names confirm her allegations because of people of their she believed could incidents she alleged. proximity to the The review of the site where the door was allegedly slammed into Ms. Mr. Miranda showed that there was no possible way that Ward or anyone else could have known that Ms. Miranda was behind the door. The door is solid. without a window. and opens so that it is behind it. impossible to see anyone who might be 810 West Markham Street Little Rock. Arkansas 72201  (501)324-2000 I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. findings do not support any allegations Hurley stated, of any incident \"My of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening a door into her. it would have been for him to know she was standing behind the door. impossible If it occurred, it could not have been an intentional act. By copy of this memo and the attachments. I will also inrormi the LRSD workers' compensation carrier or these internal findings. cc: Mark Milhollen Workers' Compensation Carrier AttachmentsARKANSAS CENTER FORSURGERK OF TH.E HAND AND UPPER EXTRE3im Eduard R. Weber. M.D. Michael M, Moore. M.D, G. Thomas Frazier. M.D. Joseph E. Sheppard. M.D. Marcia L. Hixson. M.D. October 8, 1996 Members of the American Societs forSurcerv of the Hand Dioiomais of the .Amcncan Board of Orthopaedic .Surgeons with .Added CcntHcation in Hana Surgers Fefiows of the .American Academy oi Onhopaedic Surgeons Public Employee Claims Division 217 University Tower Building Little Rock, AR 72204 Attention Alan McClain JAN 2 W Office of Desegregation Monitoring Re\nCarla Miranda Claim #PE941608 WCC File #E410054 Dear Mr. McClain\nI re-examined Carla Miranda on 10/08/96. Her arm is much better following her injury at work. She has been off work since the accident on 08/30/96 until the present time. She is currently under the care of Dr. Sherman at DAMS and, at this time, she is off for psychological and emotional reasons. I will be happy to see Ms. Miranda back as needed. Please let me know if I can supply any additional information. PATIENT INFOR.MATION. SCHEDULING soil 66U-40SS 18001 SSn-4088 Sincerely yours, -z Marcia L. Hixson, M.D. E.MERGENCY HAND HOTLINE  S(X) 1 84-W.A.VD i5011 663-8400 MLH/ph/lO15 1008mira.c LITTLE ROCK Doctors Plaza Suite 200 VX) S. .'VlcKinley Little Rock. AR 72205 15011 664-4088 '8001 880-4088 Fa.x: (501) 664-7113 cc: Pamela S. Brown, M.D. 9501 Lite Drive, S-195 Little Rock. AR 72205 Zan Davis Attorney at Law 400 West Capitol, S-2422 Little Rock, AR 72201 PINE BLL'FF 1801 W. 40th 5-C Pine Bluff. AR 71603 '501)535-7231 Allen Sherman. M.D. UAMS, Slot 543 4301 W. Markham Little Rock, AR 72205 Carla Miranda 13006 El Rd Little Rock, AR 72206 HOPE 4()7 W. I6lh Hope. AR 71801 501)777-8110 Fax: (501 \u0026gt;722-2231 Municipal League of Workers' Compensation P.O, Box 37 North Little Rock. AR 72115 Attention Amy Boswell I I interviewed Mr. Ward at the school and informed him of the allegations happened. Miranda. 1 and asked him to tell me his version of what He denied any verbal and/or physical abuse of Ms. He told me that he would cooperate completely and understood the need for the investigation. As evidenced by the attachments, follow-up interviews were \u0026amp; done by Dr. Hurley with the people that Ms. Miranda said could support her allegations. In an October 21, 1996, memo to me. Dr. Hurley stated, \"My I 8 I I I findings do not striking or grabbing Ms. support any allegations of any incident of Miranda or of any profane or loud. abusive language directed at her by Mr. Ward.\" There is no basis for any disciplinary action against Mr. Ward related to claims of abuse made by Ms. Miranda. Additionally, the evidence shows that if Ms. Miranda's arm was struck by Mr. Ward opening for him to occurred, a door into her. know she was it would have been standing behind the door. it could not have been an intentional By copy of this memo and the attachments. the LRSD workers' compensation carrier act. I will of impossible also these If it inform nternal findings. c Mark Milhollen Workers' Compensation Carrier Attachments I 4 IOctober 21, 1996 J RECEIVED To: Brady Gadberry, Director of Labor Relations 2 1995 Hurle' From: Dick Hurley, Director of Human Resources ^Office ot O339grega\ni\u0026amp;n Monitcriiig r Subject: Garland investigation Per your request, I went to Garland elementary school to investigate an alleged incident involving Mr. Lionel Ward and Ms. Carla Miranda. Ms. Miranda had alleged that Mr. Ward had hit her with a door and, later, had grabbed her arm forcefully. My initial involvement was to attend a meeting in your office with Ms. Miranda. My notes from that meeting are attached. Ms. Miranda provided the names of three people that she felt could corroborate her version of the incident. At least, she said, they were in the area and would have heard something. When I went to the school, Mr. Ward met me and asked me into his office and proceeded to provide me with background documentation regarding his relationship with Ms. Miranda. I informed him that my participation was narrow in scope and was only intended to follow up on Ms. Mirandas allegations. He insisted that even a narrow focus investigation would necessitate understanding the overall picture, so he provided several documents which I kept. I interviewed the school secretary (Ms. Pat Crosslin) and Mrs. Harshaw, an aide who also works in the office. These were two names provided to me by Ms. Miranda. The third person, Ms. Rogers was out of the building for staff development and I decided to interview her by phone later when she was available. Mr. Ward asked me to interview Ms. Thelma Coleman because she works in the library and would have been present during any incident occur in that area. .'hich may My interview notes are attached. My findings do not support any allegations of any incident of striking or grabbing Ms. Miranda or of any profane or loud, abusive language directed at her by Mr. Ward.Interview of Ms. Thelma Coleman (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I did not observe anything at all. There was no problem in the library that I am aware of. I did not see or hear any incident. I did not hear any loud conversation.Interview of Ms. Harshaw (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) Mr. Ward and Ms. Norwood were in the office. Ms. Miranda was walking around out in the hallway and looked as if she was distressed. Like she didnt want to go into the office, but was going to go in anyway. It was a morning when I came over here (the office) to work. Mr. Ward had put me in the office a couple of hours each day before I go to my classroom as an Aide. I think the other Aides were jealous because Ms. Miranda would shun me....That is not the Christian thing to do. I quit speaking to Ms. Miranda, because she would not speak to me. My daughter said ms. Miranda was mean to her in her classroom. I went to Mr. Ward to get my child moved but he said no and he would speak to the teacher, Ms. Arnold. The teacher is nice to me and my daughter but Ms. Miranda is not. The teacher talked to Ms. Miranda and she started being better to my daughter. The social worker told me there were other problems with ms. Miranda but I only care about my daughter. I saw Ms. Miranda when I walked down the hallway. I was going to the busses when I saw her. I was in the main hallway, and she was outside Mr. Wards office in an agitated mood. Mr. Ward was in the office with Ms. Norwood. I didnt see or hear anything else.Interview with Ms. Pat Crosslin (School secretary) (Note\nThe question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I know nothing about anything that might have happened in the library. I do know that Ms. Miranda came into the office and leaned on the counter with her arms full. She said \"I am waiting for Mr. Ward. She went in his office and the door was partially closed. She was there twice on the same day, about 10 or 15 minutes apart. I did not see or hear anything improper. If she was hurt, I dont know anything about it. I give out the workers comp forms and she did not ask for one. She didnt appear to be injured at all when she came into the office and leaned on the counter.Interview (by phone) of Ms. Rogers (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I saw and heard nothing myself. Mr. Ward.had made a schedule change, so me and her came in to ask him about it. He said he wasnt going to change it, so we left. I was going to get moved into the room she had and she wanted to keep it, so I didnt care and that is why we went. But, he is authority, so I knew it was no use. There is nothing I seen or heard. I am not a witness to anything. I heard stuff through the grapevine, but I did not see anything. We came from the library together and we left his office together.Meeting with Carla Miranda October 10, 1996 Brady Gadberrys Office B.G. I have talked to Mr. Ward. I did not talk to the others. C.M. Will you do it please? B.G. C.M. Do you still wish to transfer? I want my job back and for him to go home. I dont believe he hit me intentionally. I believe you are responsible for your actions. You dont blow up...You maintain control. If someone blows up because you called the Union, they are out of control. B.G. Do you want to transfer out of the building? Previously, you agreed to a transfer but when we made it possible, you backed out. Now I am asking you Do you want to transfer? C.M. If he is staying, yes, I want out! I dont think I should have to move out. B.G. I want this to be perfectly clear...Mr. Ward is the building administrator and, as such, has the authority to place you where he wants for the betterment of the school. What is done regarding Mr. Ward will be confidential. Any action, up to and including Board action, is private according to law. We will follow-up and take whatever action is deemed appropriate. If you want to transfer, we will make every attempt to move you. If nothing is found within two weeks, we will make a place until something can be found. C.M. Im under Doctors care just to get out of the house. My surgeon is Marcia Hickson. My Counselor is Allen Sherman at the Medical Center.C.M. I want you to ask the others about the things going on. B.G. Give me their names and I will ask Dr. Hurley to follow up and interview the people. Note: Ms. Miranda provided the names of Mrs. Rogers, the School secretary, and Mrs. Harshaw.Interview with Ms. Faye Norwood (School CTA Representative) (Note: The question presented was: There has been an alleged incident that any have occurred between Mr. Ward and Ms. Miranda in the time frame between late August or early September. Can you please tell me what first-hand knowledge you have of any physical or verbal incident which may have occurred between Mr. Ward and Ms. Miranda during that time frame?) I was not aware of any incident at all. I was called in as a witness because of my Union position. Nothing out of the way was said or done while I was present. Mr. Ward passed a letter to her to sign. She signed it and I signed it as a witness. I didnt even read the letter. There were no loud voices or profanities or anything. I had got called on the intercom to come to the office and I came. Mr. Ward had previously had a meeting with the Aides to tell them he was reassigning them. Some did not get changed. I did not and a pre-K Aide did not get changed. Ms. Miranda is a representative for the Aides, so she may have talked to Mr. Ward about the changes. I personally saw nothing at all out of the way.Mark Stodola Prosecuting Attorney Sixth Judicial District Pulaski \u0026amp; Perry Counties October 11, 1996 State of Arkansas OFFICE OF THE Prosecuting Attorney 122 S. Broadway Little Rock, Arkansas 72201 Phone 501 / 340-8000 Fax 501 / 340-8049 Lionel Ward 3912 Tudor Drive Little Rock, AR 72204 Dear Mr. Ward: This office has received a complaint concerning Ms. Carla Miranda. Ms. Miranda alleges that you have been harassing and have made several harassing calls to her home. If this complaint is verified and either of you persist in such behavior, this office may be under a duty to issue a criminal information charging you with a violation of .\\rk. Code ,4nri. 5-71-208 Harassment which could result in your arrest and appearance in Municipal Court. Be advised that you should limit any contact with Ms. Miranda to relevant matters only. If this complaint is untrue or you have an explanation for your actions, please bring it to my attention immediately. Sincerely, 1 Prosecuting Attorneys Office Sixth Judicial District Dan Turner Complaints Department LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 October 24, 1996 TO: Mark Milhollen, Manager of Support Services FROM:, Brady Gadberry, Director of Labor Relations SUBJECT: Carla Miranda, SSN: 431-23-4688 It has been confirmed with Lionel Ward, principal at Garland, that Carla Miranda did attend the workshop on the days of August 6, 7 and 8. Please pay her at the rate of pay the other instructional aides w'ere paid for that workshop. Thank you. J- /JAMES W. DANIEL CHAIRMAN PAT WEST HUMPHREY, COMMISSIONER ALICE L HOLCOMB. COMMISSIONER JOHN A. KENNEDY INTERIM CHIEF EXECUTIVE OFFICER DAVID GREENBAUM CHIEF ADMINISTRATIVE LAW JUDGE of FORT SMITH DIVISION 616 GARRISON - ROOM 207 FORT SMITH, AR 72901 TELEPHONE 501-783-7970 SPRINGDALE DIVISION 244 SOUTH 40TH SPRINGDALE, AR 72762-3845 TELEPHONE 501-751-2790 WORKERS' COMPENSATION COMMISSION 4TH \u0026amp; Spring Streets P.O. BOX 950 Little Rock, Arkansas 72203-0950 Telephone 501-682-3930! 1-800-622-4472 Arkansas Relay System TDD 1-800-285-1131 November 12, 1996 Ms. Carla Miranda 13003 El Road Little Rock, AR 72206 RE: Carla Miranda vs Little Rock School District WCC FILE: CARRIER: E612750 #541 24267 Dear Ms. Miranda: Ne enclose for your information a copy of the AR-2 form insurance company which indicates an intention to controvert, filed by the that is deny, the injury of August 30, 1996. You should review the controversion section of the AR-2 form for the carrier's position in this matter. You have two options under the Arkansas Worker's Compensation law if you wish to pursue your claim: 1. 2. You may request a conference of the parties with a Legal Advisor/ or You may request a formal hearing before an Administrative Law Judge. If you have any questions, you may call our toll free number 1-800-622- 4472 or (501-682-3930) and an Advisor will assist you. Yours very truly. FAYDEANE GRAY Director Operations/Compliance Enclosure FG/sn cc: Municipal League WCT P O Box 37 North Little Rock, AR 72215 Form AP-2 Authoruy ACA 11-9-803 ana ACA 11-9-810 Aevisec 3.15.93 ARKANSAS WORKERS' COMPENSATION COMMISSION 625 Marshall Street, 2nd Floor Justice Building Little Rock. Arkansas 72201-1073 EMPLOYER'S REPORT OF INITIAL PAYMENT OF COMPENSATION OR INTENTION TO CONTROVERT Initial Filing I I Amended Filing Awnr^ ciio Mrt r.^irripr (Tlaim No F AWCC File No. Carrier Claim No. '^*1\"_*c Employee Name (Last. First. Ml) \u0026gt; .' I* iQ.Z4J?~: Employee SS No. ^/Li, '73 Ao I Employer Nai Na^ Fed. Employer I.D. No.  State Zip Cope h Carrier Or Self-Insured Name NAlC or Seif-insureo Fed. Emotoyer t.D. No. Claims Office Location (City. State) COMPENSATION (if not applicable, skip to next section) I I Cate of Iniury City, State of Iniury Dates Covered by First Check a -I o-.-I-. I First Date inaemniiy Triggereo Body Part Iniured : Oisap.iitv Oaiei Date of First Comp. Check Average Weekly Wage Weekly Comp. Rate Check condition applicable: __.Medical Only Claim (no indemnity duel PPD Only Case CONTROVERSION SECTION DATE OF INJURY OR DEATH: REASONFOR CONTROVERTING CLAIM:__/ A J r^L_Q -Q' Tin SI t..:\nI-\n4 DEATH CASE DATA NOV -Jy\" List all Dependents below: Attach Death If no dependents, check here: N.AME OF DEPENDENT Certificates and Birth cei^icat^.Jofl^ependent Children 'lONSfiiP ^og^^i di DATE CF 3IRTH : RcLATi iEASED WEEKLY BENEFIT AMOUNT CERTIFICATION i i (If more space is needed, attach supp e^ental sheet) 1' I certify that the foregoing is a complete and accurate reoort according to the records of the insurer pertaining to first W\u0026lt;wl M f LI lU I LI Ik- I V-\u0026gt; I I y LA WW W . payment, controversion and beneficiary information. I further certify that a copy, of this report'br'equivalent ntrtrmntii'M'i r \u0026lt;-\u0026gt; if/i am l/*\\\\zOO /*ir hiC Hpnpf I f?l fl TIPP  nformation has been provided to the employee or his beneficiaries. Signature Printec or Typewritten Name 'He Date* iaUniqa MUNICIPAL LEAGUE w WORKERS COMPENSATION TRUST P.O. BOX 37 NORTH LITTLE ROCK, ARKANSAS 72115 PHONE (501) 374-3484 November 4, 1996 Ms. Carla Miranda 13003 El Road Little Rock, Ar. 72206 Re: Carla Miranda vs Little Rock School District Claim No: 541-24267 Dear Ms. Miranda: Thank you for your cooperation during the investigation into your claim for workers compensation benefits. As you know, your claim was initially accepted as a compensable medical claim. However, after further investigation it has been determined you did not sustain a compensable work-related injury. As I stated in our telephone conversation, if you plan to persue your claim the proper procedure is to retain an attorney and request a Hearing before an Administrative Law Judge at the Workers Compensation Commission. Attached is the only medical bill we have received that has not been paid. Respectfully Yours, Ms . Tommie Purdom Sr. Claims Representative Enclosure District No. 1 Trustee Mayor John Patrick Pocahontas District No. 3 Trustee \u0026amp; Group Manager City Clerk Sandra Fearman Rogers At-Large Trustee Mayor Emmitt J. Conley Cotton Plant District No, 2 Trustee Mayor Harold Maclntire Shannon Hills District No. 4 Trustee Mayor Gene Yarbrough Star City Assistant Director Sheryl! D. Lipscomb LR SCHOOL DISTRICT ' 810 W MARKHAM TQ! ATTN JUANITA DRIVER 7 n i'! IE ... . w tZ .  s XXKCA .c- LITTLE ROCK AR 72201 1 057736  MeJ-CSe Mec c3-o Ssc's:: s SSf'J C~AMP.A A.AP H S 3= cr C 2 PATIENTS NAMS .as: Na*-'? 's: Na-^e M'ac-c iniiia : eiT=\\Sg,= MIRANDA CARLA ! ' MM DO : =A-,ENT S a\n5: 13003 E L ROAD LR = CODE 72206 c q'L-cn- jyr / U HE^uTH INSURANCE CLAIM FORM J'y ' c f c 02 25 57 iEN RE-AO'.S- A ? t =i.-'E\\TS\"i AR TElP'O\\E A^ea Cose ( 501 888 2373 -as:\\a'-r -\"w'r M30F'''t3 ' 3P .P- SE** X X REAC SAC !E EoRr.i before COMF.ETiNG i SIGNING TH'E SIGNATURE ON FILE X - SE* ' X C-- X X 10 15 96 431-23-4683 4 .\\Sj=i! S NAMi .a'f't: M co - LR SCHOOL DISTRICT NSjP=2 5 Arr==?S S--er- 810 W MARKHAM LITTLE ROCK 72201 I C: I AR  501 671 bZlS  i LR SCHOOL DISTRICT I , AR WORKER'S COMP I X SIGNATURE ON FILE X 726 31 f -------------- X r 10 08 96 3 1 99213 1 I 56 00 1 10 08 96 3 1 WC103 1 25 00 1 I.UMEEF 710758074 X I I I -fSiClAN EES OP C.P: S MA-RC I A ^HIX'SCN, ' MO 710758074 10 15 96 c LC L C c ? 710758071 --------------- 71075807A c c t Of c 1223455 X 31 00 0 00 t  31 00 PEN ' MARCIA HIXSON, MO . 600 SO MCKINLEY, SUITE 200 ! LITTLE ROCK, AR 72205 L-,. 710 75 8074 Please\" indicate accountr when '^AViflG''p5\u0026gt;'vWf^T LITTLE ROCK SCHOOL DISTRICT Garland Incentive School Multimedia Technology and Educational Research 3615 West 25th Little Rock, Arkansas 72204 August 30, 1996 TO\nCarla Miranda, Instructional Aide FROM: Lionel Ward, Principal SUBJECT: Conference Follow-Up This communication is in response to our meeting after you received your schedule for this school year. Initially, you were invited and challenged to accept the decision for the strengths you have displayed in your assignments before. It would seem, tthheenn., that you would take the changes and begin thinking about how it can be done rather than what you could do to keep it from getting done. It is unfortunate cnat you chose the low road. I have a real problem with you making any trouble for the positive school climate desired. You were told earlier that changes in schedules were likely. Today, the changes happened following deliberations that consider your strengths and the strengths of' others.. More to the point. this decision was made in relevance to students' lives and implementation of Incentive School Programs. IS an administrative decision that provides Again, the decision support for the strategic plans outlined in the Little Rock School District. Mrs. Miranda, you have been a part of the lives of students and teachers of Garland for a long time. If you decide that you would prefer not continue your linkage to Garland, you are perfectly within your right to seek a transfer or tender your resignation. That choice, Mrs. Miranda, is yours. Should you choose to continue your tenure at Garland, be prepared to give each day your very bes t. All you have to do is enroll your immediate energies. If yoir me. / .ave questions. strongly encourage you to raise them with 1 a\nW ESSED BY: DATE/TIME: NCIP, ' S SIGNATURE ARKANSAS CANCER RESEARCH CENTER Behavioral Medicine Program 4301 West Markham. Slot 543  Littl\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_615","title":"Little Rock Schools: Gibbs Magnet Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Gibbs Magnet Elementary School (Little Rock, Ark.)","School management and organization","Students","School improvement programs"],"dcterms_title":["Little Rock Schools: Gibbs Magnet Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/615"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nk B I M \\ I t ^y :\u0026gt;l ,4 ?'/ 1 \u0026lt;2. i b t I \\ 1 LArtists: Principal: Art Specialist: Clockwise from Mermaid Cassie Baldwin Katrina Finn John May Laura Sanders King Stratford Donna Davis Susan Turner Purvis Photographer: Dixie Knight RECHV\"' NOV JO 1996 Office ol Desegre^aiion h-iondOfHt^ f SibbS Kids All proceeds from these cards go to Gibbs Magnet School of International Studies and Foreign Languages, Little Rock, Arkansas Concept, printing and paper compliments of Fairfield Communities, Little Rock, Arkansas and the Printing Source, Knoxville, Tennessee. luGHM n^ JAM VGOiO 40 A4.q iu \u0026gt;iUO A(H LU Vljbt or U*?/ w !?/. UUZ JAnUT.IU7 T^5E PJ.A. OF 6188/ MAGNET /CHOOL iNViT\u0026amp;l YOH TO JOIN 11/ 608 OLIH NINTH ANNL^Ai, CULTURAL ART/ FLfnVAI 1TH\u0026gt;IJ Ji4^VIW i .AiOlr'i INDIzJu FSmVM OF LIGHT/ \u0026lt;C .VOX ,YAt\nrE4 00i\u0026lt;-GL\nn TB3RT1 HTd: .V/ ,\u0026lt;JOOT 1X3 I UTAn\u0026gt; tikU 3TWAU MONDAY. ins W, i6TH /TROY PEmSTittTG sNE^SAN ?^OOS\u0026gt;, AND CE^Fl/ -LSf JM7 ,V^OrAhtMOHAi JU*i\n^ b:*\nR\u0026gt;^ MOPiE INK^^MATION. CALL 324-?4^'\u0026gt;.Parents, too, are required to sign a contract with Gibbs Magnet to confirm their support of Gibbs Magnet A sample of the parent contract follows. PARENT CONTRACT As a parent I agree to provide positive support for the philosophy, program, and goals of Gibbs Magnet School. I will: - attend regularly-scheduled and specially-called teacher/parent conferences\n- cooperate with the school when disciplinary actions are necessary\n- support school rules and policies\n- ensure a proper study environment and require completion of homework as assigned\n- offer volunteer assistance to Gibbs as it is compatible with my personal schedule\n- ensure prompt and regular school attendance\n- be an active member of the Gibbs PTA. - ensure that my child gets adequate rest each night. I agree with the fundamental principles as stated above and will assist the staff with my support. Date Parent/Guardian'sName Student's Signature Parent/ Guardian's Signature Address (Home) Telephone Number (Work) SPECIAL ACTIVITIES Ambassadors General Assembly Just Say No Club Choir International Festival Honor List International Fair Math Olympiads Geography Bee Fire Marshals Flag Patrol Active PTA Field Day Flag Team Advocates for Language Learning (ALL) Media Center Student Assistants 1^* GIBBS STAFF 'The Gibbs staff is comprised of one principal, one vice-principal, fifteen regular classroom teachers, thirteen specialists. and thirteen support staff. Specialists support the intemabonal studies program through foreign language, global studies, physical education, music, art, media, and remediation, gifted/talented. 1115 West 16th Little Rock, AR 72206 \u0026lt; 'On AV \u0026lt;0 Donna Davis, Principal NEW NUMBER 324-2490 r ^IBBS MAGNET SCHOOL OF INTERNATIONAL STUDIES AND FOREIGN LANGUAGE PHILOSOPHVAND OBJECTIVES Uecause the complex world today is constantly changing and becoming increasingly interdependent, children need special skills to function as citizens of the world in the twenty-first century. Gibbs Magnet School of International Studies and Foreign Languages provides educational experiences that will enable each child to develop to his or her highest potential. Utilizing a global perspective, the Gibbs program expands and enhances the multi-ethnic core curriculum through the infusion of international studies and foreign languages. Learning activities, which promotes the social, emotional, and intellectual growth of each student, result in a child who appreciates commonalities and diversities among the peoples of the world. The intent of this program is to assist each child in acquiring the skills needed to function as a citizen of the world. ZNTERNATIONAL STUDIES PBOGBAM ^he Gibbs International Studies Program is designed to assist each child in developing an understanding of and appreciation for the similarities and differences among the peoples of the world. The International Studies Program is based on essentials common to all people (universals of culture). As students learn these universals of culture, they apply their knowledge of these basics to people around the world. A sixty (60) minute block of time is allocated daily for the study of international studies concepts, including the study of foreign languages. Resource speakers, field trips, correspondence with children of other countries, and exposure to peoples from other cultures are utilized to enrich and extend classroom instruction. Language specialty will begin at the kindergarten level. Conversational language instruction serves as the basis for the language program. However, some reading and writing of the specialized language is required to equip students with language skills essential for advanced placement in a junior high program. (Gibbs students will be required to pass a Level I language test for advanced placement at the junior Wgh level.) A French teacher, German teacher, and Spanish teacher are a part of the Gibbs staff. Each teacher works with students at all grade levels in direct foreign language instruction thirty (30) minutes daily. All Gibbs students sign a student contract with Gibbs Magnet when enrolling for the first time. Each year, the student will be asked to reaffirm his/her commitment to Gibbs Magnet by signing another contract. One copy will be kept at school and the student will keep his/her copy at home. A sample of the student contract follows. STUDENT CONTRACT I, (complete name) , am presently enrolled in the grade at Gibbs School of International Studies and Foreign Languages. As a student at Gibbs School I agree to the following: - I will be at school every day possible. - I will be at school on time every day. - I will bring my completed homework with me every day and give it to my teacher. - I will always try my best even when I think the work may be easy or when I think the work is difficult. - I will take care of the books and school equipment provided me to use in my schoolwork. - I will follow my classroom rules. - I will follow my cafeteria rules. - I will follow my playground rules. - I will use my new language at home whenever it is possible. I agree with those things I am asked to do as a student at Gibbs School. Date Parent/Guardian'sName Student's Signature Parent/Guardian's Signature Address (Home) Telephone Number (Work) Continued... Advocates for Language Learning Gibbs International Studies School 1115 West 16th School Little Rock, Arkansas 72202 February 22, 1990 Mr. James Jennings Associate Superintendent Little Rock School District UsS. 810 W. Markham Little Rock, AR 72201 Dear James: We sincerely appreciate you meeting with us regarding everyone's concerns and hopes for a superior school at the new Dunbar International Studies Magnet School. I have not been able to reach you directy by telephone, however, it is my understanding that next Thursday there will be a metting regarding the planning of this new school. ' group would again like to thank you for allowing us to The ALL participate and the persons that we discussed attending are Ms. Lucy Robinson and Ms. Diane Woodruff. As parent and community representatives, we would like Ms. Beverly Wittenberg to be considered as the foreign language teacher representative. If it will be possible for these volunteers to meet with the planning committee at its next session I would appreciate you leaving a message at my office regarding the date, time and location. My office numer is 371-0068. Please let me know if ALL or I can be of service to you during this project or to the Little Rock school district in any way. Very truly yours, Charles R. Hicks President V?6 16 CRH:j z cc: Mr. Eugene Reville iMetro. Superintendent 201 East Markham, Suite 510 Little Rock, AR 72201 Gibbs Magnet School PTA 1115 West 16th Street Little Rock, Arkansas 77906 324-2490 May 25, 1993 Working Together for a Better Future bsceived MAY 2 7 1993 Office of Cesegrec-aficn Moniloring Office of Desegregation Monitoring Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Director: The patrons of the Gibbs International Magnet School very concerned about the proposed elimination of the computer lab attendant position from our school. are Since our teachers do not have time to assume the responsibilities of the computer lab, this decision could result in an inferior program in which our children might not receive the full benefits of the lab. The computer lab attendant is the heart of our computer program. Therefore, we strongly urge you to reject the district's proposal to eliminate the computer lab attendant position. At a recent meeting, several of our patrons wanted to show their support by signing a petition urging the Little Rock School Board to reject the proposal, your information. A copy is attached for Thank you for your time and consideration in this matter. Sincerely, Annette Thomas-Jones Co-President Attachment Petition to the Little Rock School Board ^Q, the undersigned pavons of Gibbs Intemational Ma\u0026amp;net School urge the Little Rock School Board to reject the districts proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab IS a valuable asset to our students, and we fear that the program will greadv 3uffer without a computer lab attendant. ' '  7 S / c. Cuk, la. ( r I 3i^ \" TJ il.L t O- 7^ y / X I ^_V i ^(7yr^'^ya/^==^ I --^!r ' /X Ji_ 22x12313^ lUujiiiyy Cd i44Ul 1 ii ' / - V ' \"V y .r-r I Petition to the Little Rock School Board ^Ne, the undersigned patrons of Gibbs International Magnet JCgb***?!, urge the Little Rock School Board to reject the district's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab is a valuable asset to our students, and we fear that the program will greatly suffer without a computer lab attendant. fA^ w c -i2. d ,1 ~^:i^ji.dx7^A/A Ciaa-^^ (y S^fri'''-' P 0 C _______________ \\l\u0026lt;. a2. -T-' 2. WLr V Oi-hd [\\.Q,CL^JiL) \u0026lt; tte , Petition to the Little Rock School Board We, the undersigned pavons of Gibbs International Magnet School, urge the Little Rock School Board to reject the distnct's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab is a valuable asset to our students, and we fear that the program will greatly suffer without a computer lab attendant. iij-l ---- oca u V' rPetition to the Little Rock School Board SI We, the undersigned patrons of Gibbs International Magnet Sebool, urge the Little Rock School Board to reject the district's proposal to eliminate the computer lab attendant position from our school. We feel that the computer lab IS a valuable asset to our students, and we fear that the program will greatly suffer without-a computer lab attendant. Jt-compiler lai /! ti \\ . *- - - .J ' -ajYj\nT A/ Ojia02 25 'll I w\n24 2  2 C''!'': -b i'l'l OD'I iSnoi 002 M1 8iiJ \u0026gt;tarkhFi Si. JI . Ai I ,. b-.+z)! ' r i \u0026lt;km Hr t Lie Rock. Ar 5 : .'-S \u0026lt; - 22U1  (501)324-2000 04-07.as 09:31 O'.'l 32i 202.3 LRSP CCDraVXICATI ODM 002002 I i'ttle FLock School District News Release Apnl !99S For more infoimadon\n^Zeornee Herts, 324-2020 Eic... GiBhS TO HOST STUDENTS, TEACHERS FROM FH iNCE LIIILE ROCK - Gibbs Foreign I.acgtiages/lntemational .Studies Magnet aiy -wiii greec students and teachers from Lyon. France, at the Little Rock National . v-jporL today at 5\n44 p,m. a.5 the arri^'e for a Wo-and-a-half week Adsit to and at.\" Seventeen -tudents and two teachers will live with host families from Gibb i classes at th.e school dunng their visit. rite hrot-hand inlormaiion shaiing is a -wonderitil e.xperience for both Gibbs stLjeriU and Qe french visitors.' said Felecia Hobbs, principal ar Gibbs. This is the eighth year we .have hosted French students and teachers in rhe exchange program. We very excised. 3.bour the .lew friercT^h^p'^ The visitors will he involved in many Gibbs activities including the Earth. Dav Parade on f nday, April 17, and a field tnp with their host.s to the Museum of Discoveig/ end the Rw'ermarKet Tuesday, April 21. The gijests will also attend an Ark-an.sas Travelers basebili game or a rodeo while in Arkansas. nnbbs is planning a European hip for students for foe 1998-99 school year. 8J.0 West riarkham Street * Little Kock, Arkgjisas 72201  1501)324.2000 02/05/1999 10:06 02/04/1991 08:59 501-324-2023 50184719G5 LRSD COMMUNICATIONS GONTERMAN PAGE 01/01 PAGE 82 February 4, ATTENTION\nNews RELEASE 1999 GIBBS' STODEHTS ARE JUMPROPING FOR HEART (Little Rock Gibbs) O' Friday, February K-6 students at Gibbs Magnet School of International Studies \u0026amp; Foreign Languages are pariticpating in the American Heart Association's \"jump rope for heart\" campaign. Students have collected donations for certain number of minutes that they will spend jumping in the cafatorium from Boo a.m. to 2\n3Q p,m. Friday. This is an annual event for Gibbs' students through our physical education specialist. Nancy Hamilton. Students have been practicing their jump roping skills in P.E. classes this week. Students watched a video from the Heart Association. School nurse, Pam Jackson, visited classrooms with the heart and lungs of a hog to explain how healthy hearts and lungs should work in prepartion for their \"Jump Rope for Heart Day.\" For additional information, please contact Ms. Hamilton or Vicki Gonterman at Gibbs Magnet School turn a j umprope for us! at 324-2490. Come Submitted by Gibbs' PR Representative04/08/1993 16:31 Dc-16-OO O1:OAP 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 P.Ol April 8,1999 TO COMMUNICA TIONS DEPARTMENT: GIBBS CELEBRATES FERI A DE SEVILLA (Little Rock Gibbs) On Friday, April 9. 1999 beginning at 10:05 a-m., student.s al Gibbs Magnet School of Intcmationfll Studies and Foreign I.anguagcs will be celebrating the Spanish festival Feria de Sevilla. Spanish foreign language specialist, Senora Gianella Millsap, will conduct the festival in the Gibbs Foreign Language Building. Students, kindergarten thniugh sixth grade, will watch l lamcnco dances by local dancer, Mi.sty Leigh Williams. They will eat traditional Spanish foods prepared, donated, and served by Gibbs parents. Spanish olives and fresh fruit will be houniiful. For the past two weeks students have been .studying about Spain, especially the city of Seville. This April festival features horseback riding and Flamenco dancing in Spain. Gibbs students learned about Don Quixote and watched an animated version of the tales. TTicy learned about the land regions of Spain and the major cities. The festival will be the culminating event for this year's study of Spain. For additional information contact Senora Millsap or Vicki Gonlerman at Gibbs al 324-2490. Wc hope to see you there! Submiiied by Gibbs Public Relations Coordinator'WC. a 810 West Markham Little Rock, AR 72201 For Immediate Release May 14, 2002 For more information: Kayren Baker, 324-2490 The Barber of Juarez Performed by Gibbs Students On Sunday, May 19,2002, fourth and fifth grade students at Gibbs Mag-net School of International Studies and foreign Languages will enact their version of the opera, The Barber of Seville aptly named The Barber of Juarez. Through a grant provided by Wildwood Park for the Performing Arts, fourth and fifth grade students have created and choreographed a unique opera based on Mexico, the nation of focus for Gibbs this school year. The opera will be performed on stage at Wildwood Park on Sunday at 2\n00 p.m. and in the Gibbs Cafetorium on Monday at 1:00 p.m. Please contact Kayren Baker, Music Specialist at Gibbs Magnet School, 324-2490, for additional information. 00/ i/ zooz 14: zi ooi-jz4-:\nozj LK5D tUMMUNlUAIiUNO 01/01 8 i 0 '^'est Markham Little Rock, AR 72201 For Immediate Release May 14, 2002 For more information: Vicki Gonterman, 324-2490   Mid-East Meets West at Gibbs Magnet School On Thursday, May 16, the Arkansas International Center will bring a group of representatives from the judicial systems of nine nations of the Middle East and North Africa to visit with students at Gibbs Magnet School of International Studies and Foreign Languages. Morocco, Algeria, Tunisia, Jordan, Lebanon, Yemen, Oman, Kuwait, and the West Bank are the nations represented. These visitors are coming through the LF.S. Department of States Office of International Visitors Bureau of Educational and Cultural Affairs, Gibbs Magnet school will be the first stop on their Little Rock visit. This visit will help reduce a tendency to stereotype Arabs and Muslims, especially at this poignant time in our nations history. Students will be able to learn about the work and family lives of this diverse Middle Eastern group. Fifth graders will have an opportunity to have lunch with the group of attorneys, magistrates, and judges. The group is visiting Arkansas and the United States to study our judicial system at the national, state, and local levels. After their 8:30 a,m. amval, the group with their interpreters will tour our elementary international school. A question and answer session is planned for the fifth grade foreign language classes at 10:00 a.m. Classroom visits to lower grade levels will follow, and there will be an opportunity for questions to and from students. Though Arabic is not taught at Gibbs, starting in kindergarten students begin a six-year study of a second language. Please contact Vicki Stroud Gonterman at Gibbs at 324-2490 for additional information. Gibbs Magnet School is located at 1115 West Sixteenth Street, one block west of Chester Street. (J fi Ij Trfttf f GIBBS .^1 20 7(oi\u0026gt;em^e ifjs' i.QQ-lf.ZO Arkansas Democrat liy, (gazette D _ _ ..\u0026lt;\u0026gt;kinAV ecOTCKjIDCa 1QQO   MONDAY, SEPTEMBER 21, 1992 Children need more physical education time which is not sufficiGnt for kids to stay in During the last week of the school year for 92,1 had the opportunity to visit the Gibbs Magnet School. I had volunteered as a coach for the relay rBC6S The first thing I noticed as I walked in the gym was the high intensity of the noise level caused by the kids cheering for their respective teams. The level of enthusiasm generated by the competing physical activities was incredible. It was like having a 15- inch loudspeaker blast directly in your ear. The kids were clearly having a great time. . . . A handicapped student participated in the races, and with the help of his classmates, he was very active in the different events, some of which they won. I thought, why dont we allow kids more time for physical activities? It should not replace the learning of the three Rs, but can complement them. , , . , The elementary school curriculum should allow at least three hours a week for physical education. The benefits are tremendous. The kids will not only build on teamwork, but the physical workout is beneficial, particularly for our TV generation of kids. , , . Currently, only one hour a week is dedicated towards physical education. shape. , So parents, get involved now. These precious school years go by quickly! ED ORTIZ JacksonvilleASansa^^moc^^^(6azcUe FRIDAY, OCTOBER 8. 1993 , Japanese teacher learns new vision of U.S. BY CYNTHIA HOWELL Oemocrat'Gazette Education Writer Stereotypes have been shattered for Akihito Tamura, a first-grade teacher from Sapporo, Japan, who is in the United States and Little Rock for the first time in his life. Tamura is one of 22 people from Sapporo to visit Little Rock for two weeks to tour schools and become acquainted with American culture. The trip was organized by the Metropolitan Chamber of Commerce in Little Rock and a similar organization in Sapporo. The trip is part of a cultural exchange program begun in 1988. Eight Arkansas teachers visited Sapporo for 10 days in 1991. Tamura said Thursday that, in making his decision to come to the United States, he was fearful of the violence that has ! been described in worldwide ! news reports. Such reports included the random murders of tourists in Florida and the shooting death last year of a Japanese exchange student in Louisiana. The student was shot when he became lost and went to the wrong house while looking for a party. So far, Tamura said, he has not encountered any violence. He said that while violent acts occur in his home city in northern Japan, deaths are fewer because people dont own guns. Tamura said he also feared black Americans before he ar- ArKansas Democrai-Gazetle/Pick McFarland TEACHERS PAT  Gibbs Magnet School second-grader Starkisha Watkins gets a pat on the head Thursday from Yoko Fujine, one of 22 teachers from Sapporo, Japan, taking part in a teacher exchange program with teachers from public and private schools in Little Rock. rived in Arkansas, at least part- ' ly because of the depiction of blacks on television and in the movies. He said that in Japan virtually everyone is of the same race. While in Little Rock he has been a guest in the home of a black teacher at Gibbs International Studies Magnet Elementary School. He said his fears have been eliminated. He said his greatest surprises are that blacks and whites are friendly with each other and the general friendliness of people to him. Tamura and the other Japanese citizens are spending most of their time in Arkansas by visiting public and private schools, meeting children, and demonstrating Japanese arts such as origami, the ancient art of folding paper into cranes, stars and other objects. The group also has been shopping. Trips to a country western bar and to Hot Springs were among the events planned for the group. The differences in the Arkansas and Sapporo schools are many, Tamura said. In his school, he has more than 30 children in his class each year. The children are noisier than j their American counterparts at\nGibbs, he said. The Japanese children at- i tend school from 8:30 a.m. to 2:30 p.m. six days a week. However, beginning last year, one Saturday a month has been declared a school holiday. The children have four weeks of winter vacation and four of summer vacation and two weeks for spring break. The Japanese school does not have counselors or specialists to teach physical education or computer skills. Tamura stays with his pupils all day and teaches them all subjects. There are no computers for students in his school. A foreign language isnt taught until seventh grade, and the only one taught is English. Tamura said that as a teacher of six years he earns what he said was a small salary of about $40,000 a year. He pointed out that food and property are much more expensive in Japan than here. A more experienced teacher may earn almost $100,000, he said. A teacher in Little Rock with six years of experience earns about $24,000. [Arkansas Democrat ^(i^azcttcj THURSDAY, SEPTEMBER 7, 1995 Bowing to culture 8 7' k\\tl \"}^ \u0026amp; I Arkansas DemocraWSazetta/STATON BRBDENTHAL Rfth-graders bow to Japanese teacher Yoshikazu Iwakata as he leaves the classroom Wednesday at Gibbs Foreign Languages International Studies Magnet Elementary School in Little Rock. Iwakata, who teachM an English foreign language class to junior high students in Japan, is giving students a glimpse of his nations culture on his two-day visit to the school. .. -13-4Arkansas Democrat (gazette  WEDNESDAY, NOVEMBER 8, 1995 News wrap-up Gibbs seeks to name library for Clinton The staff at Gibbs International Studies Magnet Elementary School has asked the Little Rock School Board for permission to name the ! schools library/media center in honor of President Clinton. When he was governor of Arkansas, Clinton lived in the Gibbs area, faculty member Vicki Gonterman Gibbs said in a written nomination to the school board. He visited the school several times and donated cultiu-al artifacts to be displayed on the schools international wall. On the day Clinton was elected president, he visited Gibbs. A picture of his visit hangs in the West Wing of the White House, Gonterman said. Clintondonated a Japanese doll to the school, wrote a letter to the Gibbs students during Geography Awareness Week and gave a radio -\naddress about education last April from the Gibbs Media Center as 30 ' pupils, their parents and their teachers looked on. If the board approves the proposal and the president gives permission to use his name, the school will invite the Clinton family to attend the dedication ceremonies. Also, school officials plan to stock a Clinton Comer in the media center with books and mementos about the president and his family. IArkansas Demcxrrat '^azcttc  FRIDAY, SEPTEMBER 4, 1998 ' (I I-* i  J. - V !) { J if' f f Arkansas Democrat-Gazene/STEVE KEESEE Japanese visitors. Antomon Watklns (right), a fifth-grader at Gibbs Magnet Elementary School, learns a judo hold from two students from Ryukoku University in Japan. Yoshiyuki Ikawa (left) and Yasuhiro Kimura, along with five other Japanese students, visited the Little Rock school Thursday..  FRIDAY, MAY 14, 1999  Gibbs school aide loses job over scuffle ARKANSAS DEMOCRAT C.AZETTE A supenision aide at Gibbs Magnet Elementarj- School in Little Rock lost his job after apparently trying to break up a scuffle between two students. Little Rock I School District spokesman Suellen Vann said Thursday. When the 3o-year-old man tried to break up the fight, one of the students apparently was knocked down, Vann said. The encounter was reported to police, but no charges had been filed late Thursday. The man began working for the district at the start of the school year. Because teachers in the Little Rock School District are e.xempt from playground and cafeteria duty, the district hires aides to su- per\\ise students during recesses and lunoh. Vann said.F e b r u a r y 1 5, 2 0 0 1 August 2 3, 2 0 0 1 -a 0 c t o b e r 1 6, 200 3 Program links reading, helping worlds poor Gibbs, first lady get the challenge rolling 5  BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE chickens, llamas and rabbits to impoverished families as sources Two real goats, a Chinese for milk, food, labor and income. dragon and a larger-than-life This is going to provide a furry red dog converged at way for students here at Gibbs Gibbs International Studies and for students across Arkan- Magnet Elementary School in sas to help other families some- Little Rock on Wednesday to where else in the world, Janet kick off a national reading in- Huckabee, Arkansas first lady centive program that is designed and a spokesman for the read-to help feed hungry families ing initiative, told about 300 A worldwide. cheering pupils. Its going to Children who participate in provide an opportunity for your the new Arkansas Read to Feed teachers to get information Challenge will collect financial about global issues, and its pledges from their families and going to help [your schools] get friends for the books that they books. You will see and learn Arkansas Democrat-Gazette/STEVE KEESEE new things from these books. Kindergartners at Gibbs International Studies Magnet Elementary School --- ---- Scholastic Corp., the worlds jp Rock hug childrens book character Clifford, the Big Red Dog, donated to Heifer International, largest publisher and distribu- during a Wednesday ceremony at the school kicking off the Arkansas the Little Rock-based organiza- tor of childrens books  in- Read to Feed Challenge. Scholastic Corp., publisher and distributor of tion that provides life-sustaining eluding Norman Bridwells sto- children's books including those about Clifford, is working with Heifer In-read. The money they raise will be animals such as goats, cows, Reading  Continued from Page 1B ries about Clifford, the Big Red Dog  is a partner in the reading incentive program. The company will donate tens of thousands of books to public, private and parochial elementary schools that participate in the program, as well as make an unspecified financial contribution to Heifer International, said Brock Bridges, a company representative. Only 31 percent of Arkansas See READING, Page 5B ternalional to promote the reading incentive program. . children  think about philanthropy, Luck said. A former first-grade teacher in Texarkana, Luck said she hopes to establish the reading program in as many Arkansas schools as possible this year and expand it throughout the country in coming years. I think it will go national because so many people are concerned about the literacy issue, and if you can tie that in to helping others and also put books in the library  its the biggest win-winwin arrangement that Ive heard sixth-graders scored at a proficient Heather Smith (foreground) and Betsy Conner, both with Heifer Interna- Afkansas Democrai-Gazette/STEVE KEESEE of in a long, long time.  More information about the or better level on the state Bench- tional, relax Wednesday with two young goats before a ceremony at Lit- reading program is available by mark Exam in literacy last year. tie Rocks Gibbs International Studies Ma_g net Elementary, School kick- callinwg (877-) 275-7323 or by v_i_sit- By putting books into the hands ing off the Arkansas Read to Feed Challenge. Gibbs pupils are the first ing wwwjeadtofeed-oig/arkansas. of children at an earlier age, we participate in what organizers plan to make a national reading incen- ------------------------------------------------ firmly believe that can change those program. ^atistics and m^e an important land, Bolivia and Peru to see first- tional, they will want to get indifference in children s lives, hand the work that Heifer Inter- volved, Huckabee said. It wont Bridges said. Our goal is to instUl national has done in those coun- take a lot on their part. They dont a love of learnmg and reading in tries, will travel around the state have to go out and raise millions children that will last a lifetime. with the Clifford mascot to pro- of dollars. Tliey just have to lend Felicia Hobbs, principal of the mote the program. their names to it and promote it. school where French, Germ^ and and Gibbs pupils have al- Jo Luck, president and chief exSpanish are taught daily in kinder- ready starred in a public service ecutive officer for Heifer Inter-garten through fifth grades, said announcement about the initiative, national, said the program not on-she expects all pupils to pamcipate. she also intends to present the ly encourages children to read but Fifth-grader Trevor Wine con- reading program at the National offers them the opportunity to vis-firmed that he would be among diem Governors Association meeting in it the Heifer ranch to get a feel for I am going to try to read February and encourage spouses living conditions in the worlds around 50 books and raise $50, of the nations governors to initi- poorest communities and see how She and Gibbs pupils have al-the 10-year-old said after the kick- ate the program and serve as the animals can help. off program. I liked what [they] spokesmen for it in their states. I think it is important that in said about helping children around the world. I believe that when they see our country, where we are blessed the Scholastic name and see the to have a lot of opportunities, that Ashley Plummei\n10, also a fifth- partnership with Heifer Interna- our future leaders  who are these grader, said she knew a lot about ------------------------------------------------------------------------------ ------------- Heifer International even before the assembly Wednesday because her class visited the organizations Perry County ranch last year and raised money to donate a water buffalo to a foreign community. It helps people around the world to eat, Ashley said about Heifer International. And we love to help people. Janet Huckabee, who has traveled to Cambodia, Vietnam, Thai- j PAPER TRAILS LR magicians prized guillotine stars in surprise disappearing act Randall Eller is a master at i making things disappear, but hes not quite as proficient in making them reappear. Eller is a Little Rock magician who performs across the state with his traveling guillotine  his prize illusion. He travels in a van with the guillotine and several other illusions he uses in his act. Last week, Eller visited Gibbs Magnet Elementary School where he planned to attend a field trip with son Aaron and perform magic BY CARRIE RENGERS for two classes of second-grade students. When I airived at the school, both second-grade classes were already outside waiting to get on the bus, so I parked the van and left it running, and all I did was cross the street, Eller says. I wasnt 15 feet from the van. Eller commented briefly to a teacher that Aaron would ride with him. Aaron and I turned around to get in my van, and it was gone, Eller says. Whoever stole it slipped in right there, right under our noses. Eller wasnt impressed with the disappearing act. Devastated is more like it. He lost costumes, illusions and all sorts of items that just help make a show. Losing the guillotine hurt the most. Its not a guillotine like the French guillotine, Eller says. I call it a guillotine for lack of a better name. Its actually a more-than-3-foot sword that is bolted to two pieces of wood with a handle at the top. Theres also a stockade where a head can fit. When someone was in the contraption, Eller says, The sword plunged through their necksafely, I might add. Eller estimates the custom-made item to be worth as much as $8,000. He had liability insurance on the van but couldnt afford business insurance for the belongings. Eller isnt sure what hell do next See TRAILS on Page 3E Randall EHer (standing) won't be able to play tricks on anyone for a while, at least not with his CL^tom-made guillotine. Trails  Continued from Page 1E except visit a man who was found\nwith his van in El Dorado to just\nkind of plead with him, let him know the situation. The man told police he got it from someone in Little Rock. Ellers checkbook has been: found in Louisiana, so it may not look good for his equipment. He still has hope, thou^, especially for his guillotine. Its floating around, Eller says, maybe somewhere here in Little Rock if we could just find it.\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_685","title":"Little Rock Schools: Ish Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Ish Elementary School (Little Rock, Ark.)","School enrollment","Educational statistics","School management and organization"],"dcterms_title":["Little Rock Schools: Ish Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/685"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nIsh Elementary was open from 1965 to 1993.\n1 S r. A a 1 2 3 4 5 b VAI't MRi WALKER. THE COURT I know, when I 6 V 7 8 6 Yes, ma'am. -7 that has not been addressed. As you permitted the district to.survey.the students. suggested that OJ 10 J / 11 F.i t ( .* !. 8.1 ' 81 91 OS SS es AS iJS IZ !? I \u0026amp; ? f 13 14 IB 16 17 18 19 20 21 22 23 24 2B I,, as an incentive,.they might offer some of these benefits that are offered to incentive .school as get the kids to go to Ish. an ,incenti,ve to I have not in any wayiruled with\nrespectto that motion, however, and I had assumed that the\u0026gt;incentive school of one thing and that the interdistrict magnet is another with.' respect to this  1 can t the magnet program called? remembe r. but I some MS. BROWN. THE COURT. remember what it's called. High Intensity learning. High intensity learning. But, in any event, I What is I couldn't will be addressing that later, did not intend to address it today. preliminary questions about King. MR. WALKER. the COURT. although 1 do have Al 1 right, your Honor. And with respect to scholarships. I know Mr. Walker keeps reminding the Court that we have not ruled.on schoIarshi ps. The scholarship issue is a in terms of how to real ly hard one:fori me administer the schoI arships, and also, as I recall, the Plan does not commit the Litt la.Kock Oistrict to scholarships absolutely. to discuss it. MR. WALKER. but commi ts That's the district in good-faith where we differ, -That's why we )LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: ISH ELEMENTARY 1988 READING 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 17 13 76 75 83 28 26 93 12 92 11 92 27 25 93 10 91 15 94 16 12 75 67 80 17 16 94 88 100 28 28 100 13 100 12 100 27 24 89 11 100 13 81 16 12 75 67 80 6 5 A 8 7 6 4 8 WHITE MALES No. Passed 0 2 3 0 3 3 0 0 Percent Passed 100 100 100 WHITE FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of all students in the \"Other -- race category. These scores were not reported by gender.SCHOOL: ISH ELEMENTARY 19..88 ! READING 19 8^ 1990 199 1 T 1989 No. Tested No. Passed 24 23 24 17 12 10 13 11 24 23 Perc.en^P^ss^______2^-___ 71 83 85 96 BL.ACK MALES i:o. Passed 11 6 4 7 11 Percij t Passed 100. SO. 100. I mn. BLACK FEMALES No. Passed 7 7 6 3 7 711ent Passed WHITE HALES Ho. Passed Percent Passed __\nWHITE FEMALES No. Passed Percent passed OTHER MALES No. Ptissed _a8. 70 100 0. 88 2 2 0 0 2 100 3 100 0 Percent Passed____ OTHER FEMALES No. Passed 0 Percent Passed ______ Total cf 0.1a 50 2 0 0 100 0 0 0 0 0 0 100 3 100 0 0 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUIdMARY GRADE 6 MATHEMATICS 1989 24 19 79 1 AB. 8 80 2 50 2 100 0 0 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 I 1988 SCIENCE 1989 1990 1991 ----------SO^AL STUDIES 1988 1969 1990 1991 12 10 83 4 AJ. 6 100 0 0 0 0 13 11 85 7 100 3 60 0 0 0 0 24 13 54 4 36 5 63 1 100 2 67 0 0 24 17 12 10 13 11 24 13 24 15 12 10 13 12 24 10 24 12 12 10 13 10 71 1 88 6 60 2 50 2 100 0 0 83 4 67 6 100 0 0 0 0 85 7 100 3 60 0 0 0 0 .. 54 6 55 4 50 1 50 2 67 0 0 63 83 92 42 77 6 4 7 6 4 4 6 75 5 50 2 50 2 100 0 0 67 6 100 0 0 0 0 100 4 80 0 0 0 0 55 2 25 2 100 0 0 0 50 5 50 1 25 2 100 0 0 67 6 100 0 0 0 0 86 1 3 60 I 0 0 0 0 1 I I students in the \"Othei-\" race category. vcK not reportocI by gender.I 'I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL : GRADE: ISH INCENTIVE SCHOOL 1 WHITE FEMALE Percentile Summary so 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE WHITE MALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Summary 76 5 0 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE 1991 MAT-6 Distribution #46481 M6BYSC 10/07/91 PAGE 788 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY  N % N N X N \" Z N X N X N 1 0 0 0 1 67.7 1 OOX OX OX OX 1 o' 0 0 1 93.3 TOTAL READING N X 0 0 1 0 1 36.5 ox ox 1 OOX ox TOTAL READING N X 1 0 1 0 SOX bx SOX OX 2 52.1 1 OOX ox ox OX 1 0 0 0 1 65.6 TOTAL MATHEMATICS N X 0 1 0 0 1 55.3 ox 1 OOX ox ox TOTAL MATHEMATICS N X 1 1 0 0 SOX SOX OX OX 2 74.3 1 O^OX bx ox ox 1 0 0 0 1 73.7 TOTAL  LANGUAGE N X 0 0 0 1 1 26.3 OX OX OX 1 OOX TOTAL LANGUAGE N* X 1 b 0 1 50X bx OX sox 2 46.0 100X_ OX OX OX BASIC BATTERY N 0 0 1 0 1 40.1 ox ox 1 OOX ox BASIC BATTERY N X 1 0 1 0 5 OX OX Qy. 2 56.9 0 1 0 0 1 50.0 OX 1 OOX ox ox 0 0 1 0 1 48.9 SCIENCE N X 0 0 0 1 1 27.2 OX OX OX 1 OOX SCIENCE N 0 1 0 1 ox sox ox sox 2 38.6 OX OX 1 OOX OX 1 0 0 0 1 74.7 SOCIAL STUDIES N X 0 0 0 1 1 31 . 5 ox ox ox 1 OOX SOCIAL STUDIES N X 0 0 1 1 ay. ox sox sox 2 40.2 1 OOX ox ox ox COMPLETE BATTERY N 0 0 0 1 1 35.8 OX OX OX 1 OOX COMPLETE BATTERY N 1 0 0 1 SOX ox ox sox 2 55.3 h- I- i I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 789 I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnery .....76 50 - 26 ' 01  75 49 5 Number Tested N X N X N X N X N X N X N 1 10X 2 2 5 1 0 ___flean NatU.llCE_________43.0 BLACK MALE Percentile Summary 76 50 26 01 99 75 49 -5_ Number Tested Mean Nat'1 NCE ALL BLACK Percent lie Summary ___76 -.59. 50 26 01 75 49 25_____ Number Tested 20X 20X SOX 4 1 0 5 40X 1 OX ox sox 2 2 2 4 20X 20X 20X 4 OX 3 0 3 4 30X  OX 30X 40X 1 0 2 6 1 1X OX 22X 67X 2 0 3 20X OX 3 OX SOX 3 0 3 3 33X OX 33X 33X TOTAL READING N X 1 0 45.7 1 0 43.9 1 0 43.8 9 27.7 1 0 36.2 9 39.4 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 1 2 4 1 0 6X 12X 24X 59X 2 5 3 7 12X 29X 18X 41X 1 3 2 12 67, \\77 1 1 X 677 1 2 6 8 6X 12X 35X 47X 1 4 4 9 6X 22X 22X SOX 2 3 3 1 0 1 IX 17X 1 7X 367. 1 3 5 8 6X 1 QX 29X 47X 17 35.6 17 37.4 1 8 34.6 17 35.1 1 8 35.5 1 8 34.3 1 7 33.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N 4 6 1 5 15X 22X 56X_ .6_^ 6 3 12 22X 22X 1 IX 44X 3 5' 4 1 6 .11X isx 1 4X 57X 4 2 9 12 1 5X 7X 33X 44X 2 4 6 15 7X 15X eax 56X 4 3 6 15 1 4X 1 IX 21 X 54X 4 3 8 1 1 ISX 1 2X 31 X 4ex 27 MeaQ-Nat_Ll_lCE________3ft.^___ 27 4Q..4______ 28 37.9 27 38.2 27 .32.7 28 35.0 Z6 35.31 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 790 I  I SCHOOL\nGRADE: ISH INCENTIVE SCHOOL 1 ALL STUDENTS Percent i1 Sumnary TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N 76 50 26 01 99 75 49 25 3 4 7 .15 1 OX 1 4X 24X 52X _7 7 3 12  24X _ e4X 1 OX 41X___ 4 5 4 17 13X 17X 13X 57X 5 _ 17X 2 1 0 1 2 7X 34X 41X 2 5 6 1 6 7X 1 7X 21X 55X 4 3 7 1 6 13X 1 OX 23X 53X 5 3 8 1 2 187. 1 1 X 297. 43X Nuaber Tested 29 ___Mean NattL NCE_________23 , Z 29 ..42 ,.6 30 38.4 29 ____ 39.5_____ 29 33.1 30 35.3 28 36.6 p- r j--------- I I I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PACE 791 SCHOOL: GRADE: ISH'INCENTIVE SCHOOL 2 UNITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL....... LANGUAGE BASIC BATTERY Percentile Suaiary SCIENCE SOCIAL STUDIES N X N COMPLETE BATTERY % N X N X N X .of 1 76 5 o' 26 01 99 75 49 25 N X Number Tested Mean Nat^lNCE ALL WHITE I 2 I 0 0 1 56.4 Percentlie Summary' 76 50 26 01 99 7S 49 25 Number Tested Mean Nat'1 NCE BLACK FEMALE Percent Ue Nummary 76 50 01 99 75 49 25 Number Tested Mean Nat * 1 NCE OX 1 OOX OX OX N TOTAL READING N X 0 T 0 0 1 56.4 0 0 1 0 1 47.9 OX 1 OOX OX OX TOTAL READING N X t 0 3 2 17X OX SOX 33X 6 45.9 OX OX 1 OOX OX 0 i 0 0 1 62.3 TOTAL MATHEMATICS N X 0 0 1 0 1 47.9 OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X OX 1 OOX OX OX 0 0 1 0 1 49.5 BASIC BATTERY N X ox ox 1 OOX ox 0 0 1 0 1 46.8 SCIENCE N X ox ox 1 OOX ox 0 1 0 0 1 55.9 SOCIAL STUDIES N X OX 1 OOX OX OX COMPLETE BATTERY N X OX OX 1 OOX OX 0 1 0 0 1 62.3 TOTAL MATHEMATICS N X 1 2 1 2 17X 33X 17X 33X 6 47.7 OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X ox 1 OOX ox ox 0 0 1 0 1 49.5 BASIC BATTERY N X OX OX 1 OOX OX 0 0 1 0 1 46.8 SCIENCE N OX OX 1 OOX OX 0 1 0 0 1 55.9 SOCIAL STUDIES N X ox 1 OOX ox ox COMPLETE BATTERY N 2 0 0 4 33X ox OX 67X 1 i 2 2 17X i7X 33X 33X 0 2 2 2 OX 33X 33X 33X 2 1 1 2 33X 17X 1 7X 33X 1 1 2 2 1 7X 17X 33X 33X 6 39.1 6 44.7 6 _____42.2 6 47.7 6 43.5 . )I I It/ It*: {'I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: iSH INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL reading 1 991 TOTAL MATHEMATICS MAT-6 Distribution #J6481 M6BYSC I 0/07/9 I PAGE 793 Percentile Su n n e r y 50 26 75 49 -O t^ -_  S .. Number Tested Mean Nat:i_MCE. N Z N Z ------------------ ---------------3___.16J!_ 6 3EZ 7 6 32Z 6 3EZ 32Z 4____1Z___ 1 9 -4a.a. 37X 32X 19 -52 . i TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N N N Z N COMPLETE BATTERY N z 5 5 7 6X 377, 7 6 3 16Z... 37X 32X 16X . _1 6 8 4 5X 32X 42X 2tX 1 h 3 3 37X 32X 1 6X 1 6X 3 6 7 3 t 9 42.9 1 6X 32X 37X 1 6X 1 9 ... 49.0 1 9 46.8 1 9 53.2 1 9 48.9 I ( J N 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ribut Ion J648I M6BYSC 10/07/91 PAGE 792 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 2 BLACK MALE L i TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamery N X N X N X N X N X N X N X I IO 50 26 75 49 B____17X I\" i' Q1 _r..25__. 5 3 2 42X 25 X 17X 2 5 4 1 17X 0 OX 42X 33X 8X 4 5 3 33X 42X 25X 2 5 4 1 17X 42X 33X 8X 1 4 5 2 8X 33X 42X 17X 5 5 1 1 42X 42X 8X 8X 2 4 5 1 1 I 7. 337 42X 8X P \u0026lt;0 I -S I7wr- I. rw, Nunber Tested Mean . NAt_Ll_NCE. 12 .49.6, - 12 _54.1. 12 -.._43.2 .. 12 50.5 1 2 ____48.8 12 56.4 12 51 . 1 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sumaary 50 26 ..-01 75 49 25, Nunber Tested Mean .Nat/,l._NC_E__ N X N X N N X N X N X N 3 5 6 _4 18 48 r4 17X 28X 33X eex. 3 7 5 3 18 52.5 17X 39X 28X -L7X______ 2 4 5 7 1 8 41 . B 11X 22X 28X ....39X 3 6 6 17X 33X 33X 3____17X 18 48.6 1 6 7 4 6X 33X 39X 22 X 7 6 2 3 337. 337, 1 IX 17X 3 5 1 3 17X 28X 39X 17X 1 8 46.6 18 53.5 18 48.6 1 : I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J\u0026amp;481 M6BYSC 10/07/91 PAGE 794 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY 1^2 ^1 I Percentile Sunnary 76 so' 26 01 99 75 ZS Number Tested Mean Nat * 1 NCE BLACK MALE Percentile Sumaary 76 SO 26 01 99 75 49 as Number Tested Mean Nat * 1 NCE ALL BLACK N 0 a 5 3 1 0 39.a X N N X N X N X N X N Percentlle Sumaary 40 41 I I* so 26 0 1 99 75 49 as Number Tested Mean Nat * 1 NCE OX 2 OX SOX 30X 3 5 0 20X 36x SOX OX a 5 2 1 aox sox aox 1 ox 0 5 3 a ox sox 30X aox 0 3 3 4 OX 30X 30X 40X 0 4 2 4 OX 4 OX aox 4 OX 0 4 4 2 ox 40X 40X aox 1 0 52.1 1 0 57.8 1 0 47.0 1 0 41.5 1 0 41 . 4 1 0 45.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I !! N X N X N X N X  N X N X N 1 _ 0 0 3 3 OX OX SOX SOX __a__ 0 1 3 33X  OX 17X SOX 1 1 1 3 17X 17X 17X SOX 0 2 0 4 OX 33X OX 67X 0 a 3 1 OX 33X SOX 17X 1 1 2 2 1 7X 1 7X 33X 33X 0 2 1 3 OX 33X 17X SOX 6 32.8 6 47.7 6 45.2 6 38.9 6 42.5 6 46.4 6 39.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 a 8 6 1 6 36.8 X N X N X N X N X N N X OX i3X SOX 38X 4 3 6 3 25X 1 9X 38X 1 9X 3 '6 3 4 19X 38X 1 9X asx 0 7 3 6 OX 44X 1 9X 38X 0 5 6 5 OX 31 X 38X 31 X 1 5 4 6 6X 31X 25X 38X 0 6 5 5 OX 38X 31 X 31 X i. i 16 50.5 1 6 53.1 1 6 44.0 16 41 .9 1 6 43.3 1 6 43.0 I 1 J\nI j W i1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution ttJ6481 M6BYSC 10/07/91 PAGE 795 I I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 3 ALL STUDENTS ft--- I t r I Percentile Suweary .7^.^ SO - 26 - 01 - -sa 75 49 25 Number Tested Mean NatM.JiCE. TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 0 S 8 6 1 6 -36 X N X N X N X N X N N X _ QX 13X 50% 38X 4 3 6 3 25X 1 9X 3QX 19X 3 6 3 4 19X 38X 19X 25X 0 7 3 OX 44X 1 9X 38X 0 5 6 5 OX 31X 38X 31 X 1 5 4 6 6X 31 X esx 38X 0 6 5 5 OX 38X 31 X 31X 1 6 50 ._5 1 6 53.1 1 6 44.0 1 6 41 . 9 1 6 43.3 1 6 43.0 I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 796 SCHOOL: GRADE: ISH INCENTIVE SCHOOL 4 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaery N X N X N X N X N X N N X 50 26 01 75 49 25 _  _____OX 0 0 .1 OX OX 1 OOX ._._L_____OX, 0 0 OX OX 1-. 1 QOX._. 0 0 0 1 OX OX OX 1 OOX 0 . OX 0 0 1 OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 OX OX ox 1 OOX J -i r Numbe Tested 1 __ Mean MatM.NCE________2.1.8. 1 1 ALL WHITE TOTAL READING ___21.. 8 _ TOTAL MATHEMATICS 1 1 29.9 ____20.4 85.3 1 1 38.3 83.0  I Percentile Summary N X N X 76 t_99____ 50 26 75 49 0 0 0 OX OX OX _01 .T. 25____ 0 0 0 . . 1. - lOOX .OX_____ OX OX . .1 _ 100X _ -! . . Number Tested Mean Natll. MCE__ BLACK FEMALE Percentile Sunaary 50 26 75 49 ___0125_____ Number Tested Hean ,MatM. NCE 1 21 .8 TOTAL READING N X 1 21^8 TOTAL MATHEMATICS N X i___ TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N N N 1. 4 5 _7X___ 27X 33X 5 ......33X._. 15 ^4.2.____ ____4____2.7X_____ 6 2 4 OX 13X _ . 3.__ 20X_ 15 ________55^4 0 0 0 1 1 29.9 OX OX OX 1 OOX 0 0 0 , -_1 OX OX OX lOOX 0 0 0 1 OX ox OX 1 OOX 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 OX OX OX 1 OOX 1 1 20.4 25.3 1 1 38.3 23.0 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N N X N X . .3 .... 20X 5 5 2 33X 33X 13X 3 3 7 2 20X 20X 47X 13X 2 4 5 4 13X 27X 33X 27X 3 4 4 4 20X 27X 27X 27X 3 3 7 2 2 OX 20X 47X 1 3X 15 53..0 . 15 49.6____ 1 5 _____45.3 15 47.8 1 5 48.81 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 1 0/07/91 PAGE 797 I I 0 jU SCHOOL: GRADE ISH iNCENTIVE SCHOOL 4 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary N ' X N N X N X N X N N 76 50 ze 01 99 75 49 25 0 3 3 4 OX 30X 30X 40X 4 4 2 0 40X 40X 20X OX 0 4 4 2 OX 4 OX 40X 20X 0 5 3 2 OX '5 OX 30X 20X 2 ' 2 3 3 20X 20X 30X 30X 3 2 2 3 3 OX 2 OX 20X 3 OX 2 2 4 2 20X BOX 40X 20X NuBber Tested Mean Nat'l NCE 1 0 41.7 10 62.7 1 0 44.3 1 0 48.2 1 0 47.1 1 0 51 . 2 1 0 48.4 ALL BLACK TOTAL READING TOTAL' MATHEMATICS TOTAL--------- LANGUAGE BASIC .... BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i- Percent lie Suaaary 76 50 26 01 99 75 49 25 Nuabe Tested Mean Nat * 1 NCE N 1 7 8 3 25 43.2 X N X N N X N N X N\n I 4X 28X 32X 36X 8 32X 10 4 OX 4 3 16X 12X 3 9 9 4 yzx 36X 36X 16X 3 8 1 0 4 1 2X 32X 40X 1 6X 4 e 8 1 1SX 24X 32X 28X 6 6 6 7 24X 24X 24X 28X 5 5 1 1 4 20X 20X 44X 16X ^'1 25 58.3 25 49.5 25 49.1 25 46.0 25 49 . 1 25 48.6 3 7-]1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Oi st ri but ion #J6481 M6BYSC 10/07/91 PAGE 798 I i.... SCHOOL: GRADE: ISH INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnery ____76_.r_99., 50 26 ____01 75 49 25. Number Tested Mean Nat?X_NCE________ N X N X N X N X N X N N X .._1 7 8 10 26 -4X 27X 31 X 38X .8 . _.31X_, 1 0 4 4 38X 1 5X 15X 3 9 9 5 12X 35X 35X 19X 3,_12X 8 1 0 5 31X 38X 1 9X A h 8 8 I5X 23X 31X 31 X 6 6 7 7 23X e3X Z17. 5 5 1 1 5 1 9% 1 9X 42X 1 9X 26 56.9 ____ Zb 48.8 Zb 48.0 26 45.2. 26 48.7 26 47.6\n I I 1 1 I I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 WHITE MALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE 1tJ6481 MSBTSC 10/07/91 PAGE 799 Percentile Sunaery 76 99 50 26 01  75  49 : 25_ Nuaber Tested N X N X N X N X N X SOCIAL STUDIES COMPLETE BATTERY N X -0 0 1 ,0 N 1 Mean Net* I .NCE________47.4 ALL WHITE Percentile Sunnary 76 50 26 99 75 49 Nuaber Tested _____n Nat^l NCE_ BLACK FEMALE Percentile Sunnary Th..- 93.___ 50 26 75 49  .-QI - 25_____ Number Tested  Mean NaiM KCE. OX ox 1 OOX . OX -J 0 0 _100X _ ox ox _0_ OX . 0. 1 0 0 . OX 1 OOX OX OX 0 1 0 0 ox 1 OOX OX OX 1 0 0 0 1 oox OX ox ox 1 0 0 0 1 OOX OX 07. 07 0 1 0 0 X OX 1 OOX OX OX 1 _^7,vQ____ 1 58.1______ 1 S6.4_________ 1 78.2 1 82.7 1 64.2 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES N X N X N N X N X N X COMPLETE BATTERY 0 0 1 a. N 1 .47.4 OX ox 1 OOX  OX. TOTAL READING N X ~ Q_____OX 1 2 1 4 1 -100X_ 0 0 1 67.0 25 X BOX .25X__ OX OX .OX 0 i 0 . 0 1 52. 1 TOTAL MATHEMATICS N X -1____25X 1 1 25X 25X 1 .__25X 4 ____48. OX 1 OOX OX OX 0 1 0 0 1 56.4 TOTAL LANGUAGE N X ox 1 OOX ox ox_ _ BASIC BATTERY N X 1 0 0 0 1 78.2 1 oox ox ox ox 1 0 0 0 1 82.7 SCIENCE N X 1 OOX OX ox ox 0 1 0 0 1 64.2 SOCIAL STUDIES N X OX 1 OOX ox OX COMPLETE BATTERY N X  1 0 1 . 2 25X ox 25X BOX 0 1 1 2 ox___ 25X asx BOX 0 0 4 0 ox ox 1 oox ox 0 0 1 3 OX ox 25X 75X 0 1 2 OX 25X 25X BOX 4 4 42,2 . 4 ____ 45,7____ 4 33.3 4 40.6 L I'i r IN I .,1t LITTLE ROCK SCHOOL DISTRICT 1 991 MAT6 Distribution *J6481 M6BYSC 10/07/91 PACE 800 I i\ni------ t J I I I r SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percent 1le Summary Th 33 SO - 75 26 01 49 25 Number Tested Mean Nat'I NCE N Z N Z N N Z N N Z N J 1 '! I r  I r 1 4 1 1 14Z 57 Z 1 4Z 14Z 4 2 0 1 57Z 29Z OZ 1 4Z 2 2 1 2 E9Z 29Z 14Z 29Z 3 2 1 1 43Z 29Z' 1 4Z 1 4Z 1 4 2 0 1 4Z 57Z 29Z OZ 2 1 3 1 29Z 1 4Z 43Z 1 4Z 2 3 1 1 29Z 43Z 1 4Z 14Z 7 53.2 TOTAL READING N Z 7 65. t 7 49.7 7 56.9 7 53.5 7 52.5 7 55.7 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N Z N N Z 1 5 3 2 3% 45Z 27Z 18Z 5 45Z 3 27X 1 2 9Z 1 8Z 3 2 Z 4 37% 18Z 18Z 36Z 3 3 2 3 7Z 27Z 18Z 27Z 1 4 6 0 9Z 36Z 55Z OZ 2 1 4 4 1 8Z 9Z 36Z 36Z 2 4 2 3 18Z 36Z 18Z 27 Z 1 1 48.7 1 1 59.0 1 1 45.4 11 51 . 6 1 1 50.7 11 45.5 1 1 50.2 t I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 801 4- 4 i SCHOOL: GRADE: ISH INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 76 -_-99___ 50 26 01 75 A3 25 Number Tested Mean Natil.NCE. N X N X N X N X N X N X N 7. .1 J------ I t- J.------- | k ! 1, 5 4 2 1 2 J8.6 ____8X,. 42X 33X 17X .6 1 2 SOX 25X 8X J7X 3 3 2 4 25X 25X 17X 33X 3 4 2 3 25X 33X 1 7X 25X 2 4 6 0 17X 33X SOX OX 3 1 4 4 25X 8X 33X 33X 2 5 2 3 1 7X 42X 17X 25 X 12 _____52.6 1 2 46,0 12 ____52.0 1 2 53.0 12 46.6 1 2 51 .4 i- ' i i i 3I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 802 I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 6 f, i: I hr r i.^ i r^' BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 50 26 pl 75 49 25 Number Tested N N X N X N X N N X N _ 2- 0 1 2 40X OX 20X 40X __e___4ox____ 1 0 2 20X OX 40X 2 1 2 0 _ 40X____ BOX 40X OX 2 1 0 2 40X 2CX OX 40X 2 0 1 2 40X OX BOX 40X 2 0 1 2 40X OX BOX 40X 2 1 0 2 40X BOX OX 4 OX 5 Mean Nat ' L,NCE...............44.2. 5 _______58.2..._ 5 58.7 5 52.6______ 5 44.8 5 47.2 5 50.8 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary 50 26 75 49 01 - .25 Number Tested Mean Nat'l. NCE ALL BLACK Percentile Summary N X N X N X N X N X N N X 76 50 26 99 75 49 Ol.r e5_. Number Tested Mean NatlI^NCE 0 4 1 OX 57X 14X 1_____t 4X 2 4 29X 57X 2 .._ -29X 0 OX 1 B 4 .0 14X e9X 317. OX 0 5 2 0 OX 71 X 89X OX 3 3 1 0 43X 43X 14X OX 1 4 2 0 1 4X 57X 29X OX 1 4 a 0 1 4X 57X 29X OX 7 49.2 7 53,5 7 49.9 7 50.7 1 3h . 8 1 33.1 7 53.1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N X 2 4 2 4 .. 17X____ 33X 17X 33X . 3 _ .25X 3 4 25X 33X 2 -_.17X ._3__25X 3 6 _ 0 25X SOX OX 2 6 2 2 17X SOX 1 7X 1 5 3 2 2 42X 25X 1 7X 17X 3 4 3 2 25X 33X 25X 1 7X 3 5 2 2 25X 42X 117 117. 12 J7^1._ IB ________55.5. 12 ____53.5____ 12 51 .5 12 51.8 12 53.5 1 2 52. 1 .t   i I ' I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 803 ! I r I 'i [ I I ) I SCHOOL: GRADE: ISH INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat*1 NCE I--------- 1- I I. N X N % N X N X N X N N X 2 4' 2 4 17X 33 X 17X 33X 3 3 4 2 asx asx 33X 17X 3 3 6 0 25X 25X SOX   2 17X SOX 17X 17X 5 3 a a 42X 25X 17X 1 7X 3 4 3 2 asx 33X asx 1 7X 3 5 Z 2 25X 42X 17X 17X 12 47.1 12 55.5 12 53.5 12 S1 .5 12 51.8 12 53.5 1 2 52.1TO : Mr. Stan Strauss Principal, Ish Incentive School FROM: Ms. Sandra Thomas Members Present: President, Ish Incentive School PTA ~~ and PTA Members Present on 3/9/93 DATE : March 12, 1993 RE: Concerns of Parents/Patrons At concerns the last PTA meeting, held March 9, 1993, Issues and were raised by members present, not only their concerns, but also concerns expressed by many parents not present. The by following is a list of these present. concerns . 1 . Second Grade Students Formerly Taught by Mr. Ellis Many parents \"passed out\" and there or lack thereof. feel that the second 9-weeks grades were is no Indication of advancement We want a special meeting with you, the new teacher. the appropriate district administrator, parents of these students to discuss the present classroom situation and the grading procedure. and the 2 . Extended Day There Is concern for what occurs It is our primarily for understanding that this during Extended Day. the extension program 3 . either as of classroom a tutorial or for accelerated learning. provides academics, At the December PTA meeting you stated that Extended Day would was being Implemented to foster \"higher level thinking\". writing. However, arithmetic) we want learned children need extension of what we want to take place. the first. basis And (reading. if our classroom learning, that is We want to be assured that the classroom coordinates each child's Extended Day activities. acknowledge and desire leisure children but not in lieu of academics. activities teacher for We our Music Instruction The number of children who are participating in choral music has diminished significantly.The children are expressing that the music presented is not interesting or relevant to their experiences. Why are these children expected to sing along with recorded music played on a low quality system?  Why is there not a musician on staff available for these students? We want a meeting with you. the music teacher, and the appropriate district administrator to discuss this situation. 4 . Building Maintenance Restroom facilities for boys and girls were observed during the meeting time, earlier on the meeting date. and numerous other times 3 . found to be unsatisfactory during this school and paper towels, flushed clean floors toilets : soap dispensers environment) . toilets ( {especially around obviously over (bar soap is not lacking warm after school the base a long period of year and water, hours), 0 f the time), and satisfactory in this The bathrooms were also odorous. want these deficiencies corrected) During the PTA meeting roaches were We observed abundantly around the base of the water fountain in the cafeteria. during spring break. We want this building exterminated Water fountains were found to not be running continuously, or to have very low pressure. We recommend all fountain sites. that cups and dispensers working, be Installed at Classrooms are not being cleaned after school ends (trash emptied, bathrooms cleaned, floors mopped and waxed on a routine basis). perform these tasks. haven to situation. only as well. We We have personnel hired to our We chi 1dren want them want this building regardless of to experience in a warm supportive environment, Campus Facilities There area 1 s for no playground equipment or to be their a home learning not but a clean one Pre-K students. What designated play forthcoming to alleviate this situation provi sions are as spring will be here shortly and these children will spend more time out of doors? Non-students are utilizing grounds during school hours or otherwise loitering on the and non-parent.s utilizingcampus . We want this stopped IMMED I ATE LY. We want the grounds properly maintained during this season . These are some very specific concerns that we have about the overall operation and administration of this institution. As this is an Incentive School, we feel compelled to bring this next item to your attention, as it has been brought to our attention. During Mrs . Redwood's Black History program. Mr . Ford, a grasp singing new teacher in this school, was observed choosing not to the hands of the children standing around him during the of \"We Shall Overcome\" and \"Reach Out and Somebody's Hand when all other members of the audience Touch did so . We were told that he ultimately \"slipped out\" of the assembly. THIS IS A PROBLEM. Mr. Strauss, we do not want you to feel that the PTA is not proactive. We want you to know that we want this school to be the best that is can be and we are willing to help. However, it has been expressed that if a parent comes to or a problem his/her child may soon come home you with a concern with a Behavior Document. THIS IS A PROBLEM. In keeping with our time day to inform you that the PTA proactive stance, we want to take this has scheduled a campus clean up for April 3, 1993 from 9a,ra. to support in this clean up effort and 4p.m. your We solicit attention to concerns detailed above. March 24, 1993. We anticipate a written response your the by cc : Ms. Janet Bernard Ms. Arma Hart Ms. Gill South Little Rock Community Development Corp.received June 6,1993 JUN 7 '993 Honorable Susan Webber Judge of the United States District Court Federal Building 600 W. Capitol Little Rock, AR 72202 Office of Desegregation Monitoring Dear Judge Webber\nAs stated, in the December 12,1990 order of the United States Court of Appeals for the Eighth Circuit, submitted September 4,1991, and filed November 14,1991, that there should be no retreat from the elements of the 1989 plan, better known as the Desegregation Plan. The elements related to the incentive schools are as follows: \" (J) Double funding for students attending the incentive (virtually all-black) schools\n.., (5) the agreed effort to eliminate achievement disparity between the races\n(g) the agreed elements of early childhood education\nat least in the incentive schools\nand (?) appropriate involvement of parents.\" Because the district administration has not effectively monitored and/or implemented the strategies and timelines to assure that the objectives of the plan were attained, the objectives have not been met and thus our children have not been granted the opportunities afforded them under the plan. Further, because the Little Rock School District administratoKof Ish Incentive School have failed to live up to the quality and spirit of the orders, of the District Courts, which are established to assure access to an equitable, quality education in an environment conducive to the elimination of achievement disparity between the races, we appeal to this Court to deny approval of the proposal assignment zones for the new King school which includes the present assignment zones of the Ish Incentive School. The ineptness, insensitivity and lack of commitment of the assigned Building Administrator is reflected in:S. Facen to Judge Webber - page 2 1. The presence of an ineffectively administered school facility: (the building not maintained in a clean and sanitary manner. 2. The grounds never being fully cut, trimmed or cleaned, even though parents have brought this to the attention of the principal\nand parents have volunteered to assist in cleaning the grounds\non one occasion parents cleaned the grounds with no assistance from any staff member. 3. The repair of the building roof at a large cost during this current school year, only to have the roof continue leaking. 4. The building remaining unsecured for about five weeks even though this was brought to the attention of the principal. 5. School being infested with roaches, both around drinking fountains and in the classrooms for a period to exceed at least three months after being brought to the principals attention by teachers and parents. 6. Unsightly appearance around cafeteria door for the entire period of this school year even though it has been brought to the attention of the principal. 7. The drainage ditch on the south side of the building, cleaned recently for the first time since 1991, even though it was brought to the principals attention\nwith emphasis on the adjoining fence line which is weed covered and together create hazards to our children from mosquito and other insect bites. 8. Grounds never cleaned of glass and other hazardous items, until April 3,1993 when parents performed the tasks, but designated as play area for four year olds. These deficiencies could reflect the need for more custodial staff\nhowever, our observations are that these inefficiencies are tolerated. The neighborhood is willing to assist when needed, but not used. 9. The disrespect and insensitivity shown the neighborhood and parents whose desire it is to be accepted as equal partners in the education of our children. 10. Failure to provide funds to teachers so that curriculum can be effectively implemented. 11. Failure to provide leadership which encourages and/or enhances effective and quality cooperation between and among parents and teachers. 12. Failure to make a commitment to an effective curriculum and/or environment that supports and encourages the celebration of ethnic and cultural diversity. 13. Failure to assure that staffing provides the children cultural identity of persons in leadership.S. Facen to Judge Webber - page 3 Examples\nExcept Environmental Education Specialist, who occassionally acts as the assistant principal, every person in the building who interacts with every student is white. The Media Specialist The Media Clerk The Computer Lab Tech The Art teacher The Music teacher The Principal The Nurse The Physical Education teacher Others who do at one time or another interact with every student are: Counselor Speech teacher In one class room both the teacher and the instructional aide are white male. Every menial employee task is Black. The result is these children always see white people as the people in charge when there is cooperation between the classroom teacher and the specialist. And all the unskilled tasks are performed by Black people. Although there are many negatives in this building the community is committed to appropriate involvement to maximize the opportunities made accessible to our children. When the school is allowed to remain at its present location\nand the inclusion of the Ish zones are disallowed in the proposed zones for King, we will be the recipients of: 1. time for the full implementation of the advantages granted our children under Court order\n2. a process by which the busing experience is minimized\nS. Facen to Judge Webber - page 4 3. The elimination of a hardship on parents - transportation out of the neighborhood, an objective originally expressed in the Little Rock School Districts suit\n4. Accessibility to a gifted and talented program\n5. adequately and sensibly ^^jlaftdod funds for meeting recurring and special needs of the children 6. maximum advantages of smaller class sizes 7. a quality before and after school care program 8. a full-time counselor 9. School nurse 10. Certified auxiliary teachers. 11. Instructional aides 12. Supervision aides 13. Special interest clubs 14. an environmental curriculum These things will assure our children of all the advantages and opportunities for eliminating the achievement disparities between the races. It would be a miscarriage of justice for this Court to change the course set forth in the guidelines of the order of the Eighth Circuit Court regarding the Incentive schools, particularly Ish. The time and energies expended in putting forth the plan certainly justifies assuring that the spirit and the letter of the order is attained toS. Facen to Judge Webber - page 5 assure that opportunities are granted our children. Further, we appeal to this Court to acknowledge and give credence to the expressed needs and concerns of the community, which will give support to previous expressions of the Federal District and Appeals Court. All for the sake of the children. Sincerely yours, Sarah Facen I cc: Mac Bernd, Little Rock District Superintendent President - Little Rock School District Board of Directors Ann Brown, Desegration Monitor, Little Rock School District ,undersigned residents of the Southend of Little Rock and supporters of Little Rock Public Schools desire the continuance of public school  The education within Ish Incentive School at its' current location. With consideration This request is supported by the attached narrative, to our expressed concerns (see attached), we are confident that this (see attached), we school can be among the best in the district. NOME ftDDRESS PHONE # .Li^i VAa.... i' i r i /.I \\ ! in.! hi - lA. h. ..Ai--------- \u0026lt;r L'l-___ L /'! y.:' A'A 3  y - OlyL\u0026gt;0 31jm-. '1V3. ^3 rr y   : y,' \"  I   ' ( I i  .A.'7' 5 / L i 2- 1 \u0026lt;  ] U17.' ., 1 V\n  .\u0026gt;\u0026lt; ' I Xd. } , t-v r ,33 /S^iXLy \u0026lt; ,1 i\u0026gt;7i, 7 1 J- 7 '3.c'33 -r-r f '7 ro S.1 ()ja'j yL- _____________ '^.ce/iahi 7)3(1^ ^4\n\"XTT- J. -''  A LjkXLr er 7 ' 7' rUL 7' :jaci-3. f :isr/ 'J- a Lil yo. ^R.y^72$' I 'r / ,^jLr 1 '2\u0026gt; \u0026lt;1 C\u0026gt;73 (3\u0026gt;-.-\u0026lt;!1-^1.^_______ 377/7yy? S ']^-\u0026lt;^773 373i-ZTl^ 31The undersigned residents of the Southend of Little Rock and supporters of Little Rock Public Schools desire the continuance of public school education within Ish Incentive School at its current location. This request is supported by the attached narrative, With consideration to our expressed concerns (see attached), wwee aarree confident that this school can lae among the best in the district. NAME ADDRESS PHONE  ' .7' ''7cz,, . \u0026lt;O\n- Z7. h 3(73j7  1 \"i  t  i,. I  ' .2. ''? I /hi'J Lt ( ?LkcC-i riL 7/7'73 -Pchha h 5-77 ri 31 7 77Z72_1__ , / Ll7_ .1 ~Ji 'll' /.tl lih- 'j -h, I h' \u0026gt; A\n/ 7 )\u0026lt;3L7h.'A.'' CH / ) 1  I. t ) 4,f4 !/ , -L_ J t. 6 7'2  2 \u0026lt; ,f . 3') 7 \u0026lt;'/hi'h-D/- I Jf ! // ' f y /'IJ 3y(/^ 7c y J)\u0026gt;: ^.13.^.. ! 1 /hkhk,, IL /C^Th-______ \"AftcLsi .^76 - 7'^4-)i5c7 7 r. X)^-DO^7-^ 7 / 2-^- I j_ / \u0026lt;f ,y'-) ./ \u0026lt; 2 ! h)hl. J t V ! J-n' .''y ----- '\\i V . I Ch- J. A il I ^.'jl Cl IL.J J_1__ L. S (. 7 I - ' S ^12 7S't' . \u0026gt; The undersiqned residents of the Southend of Little Rock and supporters o^ Little Ruck Public Schools de^sire the continuance of public school educa tiun w.} thin Ish Incenti e School at its' current location. This request is supported by the attached narrati With consideration to our expressed concerns (see a t tac hed ) , we are confident that this school can be among the best in the district. NHML hDDRESS PHONE H _ ......... V:- _.3Q00 Mb- Lrp,3S. 4- 4^5. actd3 'Sj j~I [v 3 f b r J 41^1\nBlSq , The undersigned residents oT the Southend of Little Rock and supporters ot Little Rock Public Schools desire the continuance ot public school education within Ish Incentive School at its' current location. This request is supported by the attached narrative. With consideration to our expressed concerns ((sseeee aa tt ttaacchheedd)) ,, we are confident that this school can be among the best in the district. NAME ADDRESS PHONE # I V\u0026gt;--^ \u0026lt; ALii. 7/n 2^0^ 1 UALiOu jLLx_J_2^q| Z. 57^-35/r  The undersiqned residents of the Southend o-f Little Rock and supporters o-f Little Rock Public Schools desire the continuance of public school education within Ish Incentive School at its' current location. Ti ^|)ues __ __ p oufr expressed c ithoo\\/'can is SU bk arnon H/tt NAME -K - 'lU-tt f' \u0026gt;^1\n^- t by t^^ attd'c^hed narrat. ( see\\attac}i6d ) , ( wi^ are' (see\\attad best'' in'''-the\" ADDRESS Jilt. 7  Ai4i tlV'Bonai^^rt^tiion I e on A^fen ty t ha ____________ PHONE  ') 0:7 [J\". 1 T' 7C 7\u0026gt;it7 '7~!  T- y ^7 3,-,. -,,_______ TZ':ix5\u0026lt;^ /. '/ f ! i-CTTr-y^ 2b-^ 7if/ y/rcT^ yr. lei l-cdyiACCf cTy^f 'C ^-7________ _71iy7U77ij^^____ i' I 57 S7^ ~/^ oKeeb /Memorial \u0026lt;. (tburcfj 3101 South Izard Street Little Rock, Arkansas 72206 (501) 375-8687 Rev. Dr. W.H. Graves, Presiding Bishop Rev. J.W. Johnson, Presiding Elder Rev. W.S. Jones, Pastor Parsonage Phone. (501 ) 372-0604 Evanda Evans, Steward Board Chairrnan W.C. Washington, Tnistee Board Chairman Ruth Evans, Missionary President Stephanie. Coleman, Secretary May 3, 1993 Mr. John Moore, President Board of Directors Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Mr. Moore: The membership of the Reed Memorial CME Church is pleased to lift our voice in support of maintaining Ish Elementary as an operating school. Ish Elementary has served the families of South Little Rock since 1965. integral part of the community. It has, over the years, become an Ish, in conjunction with other institutions in the neighborhood, has developed many solid, contributing citizens. The mood of the country and, indeed, of this community, is support for strengthening and rebuilding the family. In south Little Rock, Ish School is considered a part of the neighborhood family and provides a focal point for many self-esteem building activities. community. The four year old program is a real plus for the The K-6 program coupled with the after-school incentive effort is a program that is valued and respected. The trend of more community and parental involvement, of which the Reed Memorial Family will be a part, will only serve to increase the academic achievement of the students. We ask that you accept this letter as the official position of the Reed Memorial Church family. We ask that the Ish Elementary School remain open as an operating school that can continue to serve the citizens of South Little Rock. Sincerely, Rev. WilJJram S. Jones, Pastor * . v FILED -E ASTERNO DISISTTRRICICTT C AORUKRATNSA\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN J 11993 carl h. brents, clerk 3y.-_Ay . Jk(7 .AAr^/v OEP. CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER The Court held a hearing on June 8 and 9, 1993, on plaintiff's motion for approval of the attendance zones for the King Interdistrict School Interdistrict School. and the site selection for the Stephens Most of the testimony addressed the King attendance zones\nadditional testimony on the matter of the Stephens site will be taken at a later date. The Court issues the following Order concerning the attendance zones for King. The Little Rock School District hired Dr. Leonard Thalmueller, a former LRSD employee, to draw up several proposed attendance zones plans for the new King Interdistrict School. The plan approved by the LRSD Board of Directors assumed that the Ish Incentive School would be closed unless 100 or more students in the Ish attendance zone wished to attend that school for the 1993-94 academic year. The Court finds that the zoning changes approved by the LRSD are acceptable. They were drawn in such a way as to minimize changes in the attendance zones for other schools. The Court approves the plan, however, only on the condition that Ish remain open unless the LRSD establishes. according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. The incentive schools are an integral part of the desegregation plan and the LRSD failed to present sufficient evidence to justify the closing of Ish at this time. The Court further f inds that it would not be appropriate to close Ish according to the criteria set forth by the LRSD at the hearing. The Court orders that Ish will remain open during the 1993-94 school year if 100 or more students want to attend Ish. The 100 students who will decide the immediate future of Ish will come from the following groups: 1. Students now attending Ish who reside within the Ish attendance zones\n2. Students not attending Ish but who live within the Ish attendance zones\nand 3. Students now attending Ish but who live outside the Ish attendance zones. The Court is adding this third group of students, which is significant in number. because it believes it is only fair to recognize that these students have a stake in the closing of Ish. Student assignments are confusing and are in a state of disarray for a number of reasons, including grandfathering leftover from the earlier controlled choice student assignment plan. The LRSD has the burden of recruiting students to populate the King Interdistrict School from the above three groups of students. The LRSD also has the burden of proving that fewer than 100 -2-students in the above-mentioned groups wish to attend Ish. Within 10 days from June 9, 1993, the LRSD must submit to the Court its proposed survey of these students along with its plan for executing the survey and implementing the survey results. This plan must include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close. Because the district's student assignment plan for King includes closing Ish and reassigning those students to King, the LRSD must develop an amended student assignment plan for assigning students to King in the event Ish remains open. The district must submit this amended plan to the Court by July 16, 1993. The Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. The Court notes that at the hearing the LRSD committed to a total of four four-year-old classes at King if Ish is closed. The Court believes this is a wise decision that will aid the LRSD's King recruitment efforts. The Court is not approving any expansion of the capacity of Jefferson Elementary School by approving attendance zone changes in this Order. DATED this //~ day of June, 1993. JUDGE -3- THIS DOCUMENT ENTERED ON DOCKET 3H^ IN compliance WITH RULE 56 AND/QR 79\u0026lt;a).FRCP ON., BY rIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs, No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students* along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process, the revised form letter with attachments, and the revised school selection form. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has 1 The Court determined that the 100 students who will decide the immediate future of Ish will come from the following groups: (1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside the Ish attendance zones. indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the LRSD's motion is well-founded and that the goals of the settlement plan will not be adversely impacted by the granting of the motion. The motion to close the Ish Incentive School therefore is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 2 objections. Joshua has not submitted a brief in support of its response setting forth any autliority that would support its -2-part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is far too late at this time to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately African-American neighborhoods. While such concerns certainly are valid, the Court would point out that the King Interdistrict school, which will be desegregated, is a new school in an African-American neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately African-American neighborhoods with respect to the Y the settlement plan which precludes the closing of incentive^ schools when there is an insufficient student population to j closing of Ish. The Court would also note that there is nothing in support the school. The Court does reiterate. however. that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by African-American citizens while increasing the capacity of schools in areas largely inhabited by white citizens. IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this day of 1993. UNITED STATES DISTRICT JUDGE -3-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WES'lLIP.W Division LITTLP: POCK SCnOOr, IJISTlCrCT, FT AL. PLAINTIFFS V. i,P-C-82 - 0 6 6 PULA-SK I COUNTY .SPPXIIAL SClIOCjl, DISTRICT, FT AI,. DEFENDANTS I.OREHE JOSHUA, ET A[.. INTERVENORS KATHERINE W. KNIGHT, ET Ai,. INTERVENORS JOSHUA INTERVENORS' OPPOSITION TO STATUS REPORT The Joshua Intervenors respectfully oppose the Status Report of the Little Rock School District filed herein on or about July 16, 1993. For cause we respectfully show the Court that: The survey was not extended to all potential students of Ish School. Although the Court may have approved the survey form and process, there was no effort made, on information and belief, to reach pre-school children which may or may not have included kindergarten children. The concept of one hundred necessarily has to take into account this group of students. Joshua strenuously opposes the Court's intent to close an incentive school in view of the Order of the Eighth Circuit herein. The incentive school benefits which were promised to the present enrollment has not been delivered and stand not to be MRS . 1. 2 . 3 . no. delivered. This includes the scholarchip benefits which the Court has not ruled upon despite the commitments by the school district to the Eighth Circuit and the community. 4 . The process was designed to fail. It is reasonable to assume that an equal percentage ofthe students who did not return the forms would have opted for Ish to that percentage which actually did i.e., 55.4%. On that so, basis, the actual number of preferences which may be presumed is 145 . Joshua continue to object to the closing of schools which are located in predominantly African American neighborhoods. WHEREFORE, Joshua recjuest a hearing, after an opportunity for discovery, to present its position and to present the position of parents as representative ill the attached letter from Mrs. Sarah Facen. Respectfully submitted, JOSHUA INTERENORS By: John' W. Walker, Bar #6404 6 joAn w. walker, p.a. 1723 Broadway Little Rock, AR (501) 374-3750 72206 6 .CERTIFICATE OF SERVICE I, John W. Walker, hereby certify that a true and correct copy of the foregoing document lias been served upon all counsel of record by U.S. Mail on this 23rd day of July, 1993. ( John W. WalkerIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION/' (, LITTLE ROCK SCHOOL DISTRICT V. S NO. LR-C-82-866' PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL received JUL 19 1993 Office of Desegregation Monitoring PLAINTIFFS DEFENDANTS DEFENDANTS INTERVENORS STATUS REPORT ON THE ISH INCENTIVE SCHOOL BY LITTLE ROCK SCHOOL DISTRICT Comes the Little Rock School District and for its Status Report states: 1. In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend Ish Incentive School. If fewer than 100 students in the listed groups did not wish to attend Ish then the Court authorized the Little School District to close Ish. 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process, the revised form letter with attachments. and the revised school selection r,i / t I form. 3. The Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the -1- cvaUndjfLittle Rock School District has followed in implementing the survey process. 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend Ish Incentive School 5. In accordance with the above the Board of the Little Rock School District voted on July 15, 1993, to close Ish Incentive School. 6. Pursuant to' the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event Ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 BY: FREDERICK S. URS^Y 67055 -2- cvaUrtdjf CERTIFICATE OF SERVICE I, Frederick S. Ursery, hereby certify that a copy of the foregoing has been served upon the following by depositing a co of same in the United States mail, postage prepaid, on this day of July, 1993. Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 7220.1 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 'REDERICK S. URSERY -3- cviUndar AFFIDAVIT Comes the affiant, Marie Parker, and after being duly sworn. states: I am the Associate Superintendent for Organizational and Learning Equity for the Little Rock School District. The following is a list of the actions which have taken place in regard to implementing the Ish assignment survey: June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established. according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993-94 academic year. June 21, 1993 Filed a timeline ^or implementing the King/Ish survey process. a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the Ish Incentive School, and a school selection form. June 1993 Compiled a list of: 1) students now attending Ish who reside within the Ish attendance zone\n2) students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door. . to persons. door by recruiters and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about schools. access to Ish and King June 30, 1993 July 1993 Court approved the King/Ish survey process, the revised form letter with attachments, and the revised school selection form. Press release to announce July 8 community meeting.July 1993 Fliers distributed door to door throughout Ish neighborhood to announce July 8 community meeting. July 7, 1993 Mailed letter to parents of students with Ish Fact Sheet, King Fact Sheet, stamped and addressed return envelope. Survey Form, July 8, 1993 Conducted second community meeting at Ish to provide additional information regarding access to King and Ish schools and to allow parents to register at that time, chose to do so. if they July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. July 1993 Developed amended student assignment plan (in the event Ish remained open). July 9-14, 1993 Conducted Assignment telephone Office survey encouraging complete and return survey form. via Student parents to July 14, 1993 Survey foirms compiled and results submitted to the LRSD attorneys and the Interim Superintendent for further action. July 15, 1993 The LRSD Board voted to close Ish. The following are the results from the survey process: 260 Survey Forms Mailed 148 Received 82 Requested Ish 66 Requested King Respectfully submitted, MARIE PARKER WITNESS MY HAND AND SEAL this day of..-July, 1993. NOTAR' My Commission Expires: Cyd. /Q\nJUL-19-93 MON 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 02 drk IN THE UNITED STATES PXstrict\ncourt :\u0026gt;F,'7ik^SA's  . I'erAtr' 1. EASTERN DISTRICT. pF, WESTERN DIVISION' 93 JUL 15 Pfl |: Li'f LITTLE ROCK SCHOOL DISTRICT V. CARL n. BRENTS, cr I NO. LR-C-82-866 PLAINTIFFS PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL I. DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS STATUS REPORT ON THE ISH INCENTIVE SCHOOL BY LITTLE ROCK SCHOOL DISTRICT Comes the Little Rock School District and for its Status Report states: 1, In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend Ish Incentive School. If fewer than 100 students in the listed groups DiiA, i I did not wish to attend Ish then the Court authorized the Little School District to close Ish, 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process. the revised form letter with attachments, form. and the revised school selection 3. The Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the -1- e*iUnd.MJUL-19-93 NON 9:21 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 Little Rock School District has followed in implementing the survey process. 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend ish Incentive School 5. In accordance with the above the Board of the Little Rock School District voted on July 15, School. 1993, to close Ish Incentive 6. Pursuant to the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event Ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE i CLARK 2000 First Commercial Building 400 West Capitol Little Rock, TVrkansas (501) 376-2011 72201 BY: FREDERICK S. URS 67055 -2- /JUL-19-93 HON 9:22 SUSAN W WRIGHT FAX NO, 5013246576 P. 04 CERTIFICATE OF SERVICE I, Frederick S. Ursery, hereby certify that a copy of the foregoing has been served upon the following by depositing of same in the United States mail, postage prepaid, day of July, 1993. on this Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 7220.1 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR -7-2-2-01 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 'REDERICK S. URSERY a c -3- 0v*\\lMd.\u0026gt;r JUL-19-93 MON 9:22 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 affidavit Comes the affiant, Marie Parker, and after being duly sworn, states\nI am the Associate Superintendent for Organizational Learning Equity for the Little Rock School District. and The following is a list of the actions which have taken in regard to implementing the Ish assignment survey: place June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established, according to the Court's criteria, that fewer than 100 students wish to attend Ish during the 1993*94 academic year. June 21, 1993 Filed a timeline -for implementing the King/Ish survey process, a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the Ish Incentive School, and a school selection form. June 1993 Compiled a list of\n1) students now attending Ish who reside within the Ish attendance zone\n2) Students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door. - to door by recruiters persons. and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about access to Ish and King schools. access June 30, 1993 Court approved the King/ish survey process, the revised form letter with attachments, and the revised school selection form. July 1993 Press release to announce July 8 community meeting.93 HON 9:23 SUSAN W WRIGHT FAX NO. 5013246576 P. 06 July 1993 Fliers distributed door to door throughout ish neighborhood to announce July 8 community meeting. July 7, 1993 Mailed letter to parents of students with Ish Fact Sheet, King Fact Sheet, Survey Form, stamped and addressed return envelope. July 8, 1993 Conducted second community meeting at Ish to provide additional information regarding access to King and Ish schools and to allow parents to register at that time, chose to do so. if they July 1993 July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. Developed amended student assignment plan (in the event Ish remained open). i I July 9-14, 1993 July 14, 1993 July 15, 1993 260 14 8 82 66 Conducted telephone survey Assignment Office encouraging complete and return survey form. via Student parents to Survey forms compiled and results submitted to the LRSD aattttoorrnneeyyss aanndd tthhee Interim Superintendent for further action. The LRSD Board voted to close Ish. The following are the results from the Survey Forms Mailed Received Requested Ish Requested King survey process\nRespectfully submitted, MARIE PARKER WITNESS MY HAND AND SEAL this day of^July, 1993. NOT. My Commission Expires: Cy JUL-20-93 TUE 8:24 I SUSAN W WRIGHT FAX NO. 5013246576 P. 02 U.S. D II. L? RIC I I. li\n . I I ,\n- ' . i : s  I . * IN THE UNITED STATES DIS'IRicT' COCRT EASTERN D-I-S-T--RI COTFcAKKANSA^!.| q. r.q WESTERN DlVISlbhf\"^ CARL ERENTS ' Ft-' LITTLE ROCK SCHOOL DISTRICT BY__. V. NO. LR-C82866 cilPrcLi\n? PLAINTIFFS PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS MOTION OF LITTLE ROCK SCHOOL DISTRICT TO CLOSE ISH INCENTIVE SCHOOL Comes the Little Rock School District and for its Motion to Close Ish Incentive School states: 1. In an Order dated June 11, 1993, the Court directed the Little Rock School District to prepare a survey to send to various students to determine if 100 or more students wished to attend ish Incentive School. If fewer than 100 students in the listed groups did not wish to attend Ish then the Court authorized the Little School District to close Ish. 2. In an Order dated June 30, 1993, the Court approved the Little Rock School District's King/Ish survey process, the revised form letter with attachments, and the revised school selection 4 form. 3 . The Amended Affidavit of Marie Parker, which is attached hereto and incorporated by reference, sets forth the process which the Little Rock School District has followed in implementing the survey process. -1- evi'Ind.Ar JUL-20-93 TUE 8:25 SUSAN W WRIGHT FAX NO. 5013246576 P. 03 4. The survey process has indicated that only 82 students in the group listed by the Court in its June 11, 1993, Order wished to attend ish Incentive School. 5. In accordance with the above the Board of the Little Rock School District voted on July 15, 1993, to close Ish Incentive School. 6. Pursuant to the Little Rock School District's timeline which was approved by the Court, the District will mail student assignment notices on July 23, 1993. 7. The Little Rock School District had prepared an amended student assignment plan for use in the event ish remained open. However, in view of the survey results and the closure of Ish it is not necessary to file the amended student assignment plan. WHEREFORE, LRSD prays that the Ish Incentive School be closed and for all other just and proper relief to which it is entitled. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 pv'hd.if BY: -2- FREDERICK :K S . URSER^, \\ #67055JUL-20-93 TUE 8:25 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 I, Frederick s. CERTIFICATE OF SERVICE , , Ursery, hereby certify that a copy of the foregoing status Report on the ish Incentive School by Little Rock School District has been served upon the following by depositing a copy of same in the United States mail, postage prepaid, _L3. day of July, 1993. on this Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 FREOrfRICK S. URSERY -3- ev'ld.er JUL-20-93 TUE '8:26 SUSAN U WRIGHT FAX NO, 5013246576 P. 05 AMENDED AFFIDAVIT Comes the affiant, Marie Parker, and after being duly sworn, states: I am the Associate Superintendent for Organizational Learning Equity for the Little Rock School District. and The following is a list of the actions which have taken place in regard to implementing the ish assignment survey: June 11, 1993 Court approved an attendance zone for King on the condition that Ish remain open unless the LRSD established, according to the Court's criteria, that fewer than lOO students wish to attend Ish during the 1993-94 academic year. June 21, 1993 Filed a timeline for implementing the King/Ish survey process, a proposed form letter to parents with attached fact sheets on the King Interdistrict School and the ish Incentive School, and a school selection form. June 1993 Compiled a list of: 1) students now attending Ish who reside within the Ish attendance zone\n2) students not attending Ish but who live within the Ish attendance zone\n3) students now attending Ish but who live outside the Ish attendance zone. June 1993 Press release to announce community meetings. June 1993 Fliers announcing community meetings delivered door to door by recruiters persons. and community June 1993 Fliers announcing community meetings provided to local churches. June 1993 Patrons of Ish community telephoned parents of Ish students regarding meeting. June 29, 1993 Conducted community meeting at Ish to provide information about access to Ish and King schools. to June 30, 1993 Court approved the King/Ish survey process, the revised form letter with attachments, and the revised school selection form. July 1993 Press release to meeting. announce July 8 communityJUL-20-93 TUE 8:26 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 July 1993 Fliers distributed door to door throughout ish neighborhood to  - * meeting. announce July 8 community July 7, 1993 Mailed letter to parents of students with JI IsTx Fact Sheet, King Fact Sheet, Survey Form, stamped and addressed return envelope. July 8, 1993 Conducted second community meeting at ish to provide additional information regarding access to King and Ish schools and to allow information parents to register at that time, chose to do so. if they July 1993 Patrons conducted door to door campaign encouraging parents to return survey form. July 1993 Developed amended student assignment plan (in the event Ish remained open). July 9-14, 1993 Conducted telephone survey via student Assignment Office encouraging parents complete and return survey form. via to July 14, 1993 Survey forms compiled and results submitted to the LRSD attorneys and the Interim Superintendent for further action. attorneys July 15, 1993 The LRSD Board voted to close Ish. The following are the results from the survey process: 260 Survey Forms Mailed 173 Received 82 Requested Ish 66 Requested King 25 Requested to remain at their current school Respectfully submitted, Ik marie parker WITNESS MY HAND AND SEAL this /^day o Uly, 1993. Mi^^oWiissior. Expires: NOTARY7PUB CJUL-20-9'3 TUE '8:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 07 U.S Cl IN^'ltHE^-UUlTED STATES DISTRICT COURT eastern CT 33 ' WESTERN PIVISION OF AJRKANSAS LITTLE ROCK SCHOOL lyiSTRICT. B I -- V. '3 PLAINTIFFS NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS - KATHERINE KNIGHT, ET AL INTERVENORS ^lEF IN SUPPORT OF MOTION OF LITTLE ROCK SCHOOL DISTRICT TO CLOSE ISH INCENTIVE SCHOOL~ In its order of June 11, 1993, the court stated that \"Ish will remain open during the 1993-94 school year if lOO or more students want to attend Ish.\" The court further noted that LRSD \"has the burden of proving that fewer than 100 students ... wish to attend Ish.\" The court required that LRSD submit within ten days from June 9, 1993 \"its proposed survey ... along with the plan for executing the survey and implementing the survey results\". The court also required that LRSD's plan include a time schedule with deadline dates for implementing each step of the survey process, including the date by which the district will determine whether Ish is to remain open or to close.\" Order June 13, 1993, p, 3. LRSD's plan for determining whether 100 to attend Ish school for the 1993-94 school or more students wish year was approved by the court in an order dated June 30, 1993 . The amended affidavit CM3L IT 1 \" 1 of Marie Parker shows that LRSD followed its court approved plan for determining the number of students who wish to attend Ish. -1-JUL-20-93 TUE 8:27 SUSAN W WRIGHT FAX NO, 5013246576 P, 08 I Only S2 students selected Ish school. Therefore, in accordance with the court's order of June 11, 1993 and the survey process which was approved June 30, 1993, Ish Incentive School should be closed and those students who would otherwise have been assigned to Ish should be assigned to King Interdistrict School. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas (501) 376-2011 72201 BY: -2- FREDERICK S. URSERY/ #670551, JUL-20-93 TUE 8:28 SUSAN W WRIGHT FAX NO, 5013246576 P. 09 -CERTIFICATE OF SERVICE ^^sery, hereby certify a copy of the SchoS bv Report on the Ish Incentive School District has been served upon the depositing a copy of same in the United States mail postage prepaid, on this . day of July, 1993. Frederick S. Ursery, that Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr, Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Su 201 East Markham Street Little Rock, AR Suite 510 72201 FREDERICK S, URSERY -3-06/28.-93 09:20 0301 324 2032 L R School Dlst ODJI @002-002 a Little Rock School District NEWS RELEASE JUNE 28, 1993 For more information\nJeanette Wagner, 324-2020 LRSP SCHEDULES COMMUNITY MEETING AT ISH SCHOOT A special meeting will be held for Ish School and interested community members Tuesday. Tune 29 atJsh School. 3001 Pulaski street. parents, patrons at 7 p.m Parents of clhldren currently attending Ish School and those who are assigned to the Ish attendance zone but do not attend Ish wiU discuss and be given information on school assignment options for the 1993-94 school year. Students assigned to the Ish attendance zone for the 1993-94 school year have the option of attending Ish School or Martin Luther King, Jr. Interdistrict School opening in the 1993-94 school year. For more information call 324-2272. ### 810 West Markham Street  Little07/07/93 12:39 301 324 2032 L R School Dlst ODM @002/002 ?l\nii Little Rock School District NEWS RELEASE July 7, 1993 For more informatioii\nJeanette Wagner, 324-2020 LRSD SCHEDULES COMMUi r MEETING AT ISH SCHOOL A special meeting will be held for Ish School parents, patrons and interested community members Thursday July 8 at 6 p.m. at Ish SchooL3001 Pulaski Street. Parents of children currently attending Ish School and those who are assigned to the Ish attendance zone but do not attend Ish will discuss and be given information on school assignment options for the 1993-94 school year. Parents may also register tbpir children at the community meeting. Students assigned to the Ish attendance zone for the 1993-94 school year have the option of attending Ish School or Martin Luther King, Jr. Interdistrict School opening in the 1993-94 school year. ### BIQ We.t Markhan, Street . l.ltt.P Rnrk 722Q1  f5Q1^324.7nnn07/12^93 14:22 501 324 2032 L R School Dlst ODM 001/001 Little Rock School District NEWS RELEASE July 10, 1993 For more information\nJeanette Wagner, 324-2020 Which School will your child attend: Ish. King or some other. school. The Little Rock School District is asking all parents to complete and return the surveys that were mailed out on July 7, which discussed school assignment for Ish attendance zone students for the 93-94 school year. The surveys included: 1) students who now attend ish and live in the Ish attendance zone 2) students not attending Ish but who live within the Ish attendance zone 3) students now attending Ish and live outside the Ish atendance zone. The deadline for returning the surveys is July 14, 1993 . If you have any questions, please contact Marie Parker at 324-2272. ###'RECEIVED J LSTHi.to TCCURT if\n!!:ANAS JUL 2 8 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 211993 Office of Desegreja'ucn MoMiSfina GAF f jTS, CLlRK CLERK LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER Before the Court is the motion of the Little Rock School District for Court approval to close the Ish Incentive School filed on July 19, 1993. Any party wishing to file a response to the E ! motion must do so no later than Wednesday, July 28, 1993. r\u0026lt;4 DATED this day of July, 1993. united SiTtAATtEeSs 'dist'rRiIgCT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET N OMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP yN BY_^ 1 .b 1  i -3 i'\"\n1 1 Office of Desegragation Monitor 201 E Markham, Suite 510 Heritage West Bldg Little Rock, AR 72204 vjt Case: 4:82-cv-00866WH IB. M2 rn H M IN THE UNITED STATES' DISTRICT COURT EASTERN DISTRICT. OR ARKANSAS' WESTERN DlVi'slOi * SY, LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS RESPONSE TO ORDER On July 23, 1993 at 5:00 p.m. undersigned counsel received a copy of the court's order of this date. United States District Court all day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, it was not filed until July 27, 1993, Moreover, counsel did not receive a copy of Little Rock School District's (LRSD) motion until approximately 5:15 p.m, on this date. Under the circumstances, therefore, with particular emphasis upon the time left for reply, the Joshua Intervenors respectfully oppose the motion for approval to close the Ish Incentive School and respectfully request that the court accept as the response in opposition the pleading filed by Joshua on July 23, of that document is attached hereto. 1993. A copy Respectfully submitted, JOSHUA INTERVENORS j^hn W, Walker #64046 John W. Walker P.A. 1723 BroadwayUS Dis I Cl Little Rock FAX NO. 5013246096 P. 03 CERTIFICATE OF SERVICR I, John w. Walker, hereby certify that a true and of the foregoing document correct copy record by U.S has been served upon all counsel of  Mail on this 23rd day of July, 1993. Jgnn W. Walker Iz' HU. WUUU IN the united STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. plaintiffs NO. LR-C-82-866 PULASKI COUNTY SPECIAL DISTRICT, ET AL. SCHOOL MRS. LORENE JOSHUA, ET AL. dependants KATHERINE W. KNIGHT, INTERVENORS ET AL, INTERVENORS JOSHUA INTERVENORS The Joshua Intervenor of the Little Rock School s -OPPOSITION TO STATUS REPORT respectfully oppose the Status Report Ai16, 1993. ^S-Chool. For cause we District filed herein on or about July respectfully show the Court that: The survey was not extended to all potential students of Although the Court may have approved the a, survey form process. there was no effort made. i^Vto reach pre-school children which on information and belief, kindergarten children. may or may not have included The concept of one hundred to take into account this necessarily has 2. group of students. line Joshua strenuously opposes the Court's intent to ncentive school in view of the Order of the Ighth Circuitt herein. 3. Aerexn. The incentive school benefits present enrollment has delivered. has not whicn re promised to the been delivered and stand not to be This includes the schol ruled upon despite the a^hip benefits which the Court to the Eighth Circuit and the \u0026gt; commitments by the school district community. / 5. 4. It is reasonable to 5 The process was designed to fail. assume that an equal percentage of us DisI Cl Lillie Rock FAX NO. 5013246096 P. 05 the students who did not return the forms to that would have opted for Ish percentage which actually did SOy basis, the actual number 145. i.e., 55.4%. On that  Ul 6. of preferences which may be presumed is Joshua continues which are located in WHEREFORE, Joshua to object to the closing of schools predominantly African American neighborhoods. request a hearing, after an discovery, to present its opportunity for position and to present the parents as representative in the attached latter from Facen. position of Mrs. Sarah By: Respectfully submitted, JOSHUA INTERENORS Joh JOffi  Walker, Bar #64046 --- W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 (501) 374-3758 JUL-M IHU 1UU4 Uh. LUny\u0026lt;lBU!) w Little Rock, AR (501) 374-3758 122^^ CERTIFICATE OF SERVICE John W. Walker, hereby certify that of the foregoing document has been served a true and correct copy upon all counsel of record by U.S, Mail on this 28th day of July, 1993. n W. Walker I 1John w. Walker, I.a. AnoRNEY At Law 1723 Broadway ijTrLE Bock. Arkansas Tei.E'PIIONE (501) 371-3758 I'AX (501) 371-1187 received JUL 3 0 1993 JOHN W. WALKER RALLil WASHINUWN MARK Bt'RNLTIK AUSTIN PORTER. -II\n. July 29, 1993 Office of Desegregation Monitoring Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Sam Jones, Esq. Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, AR 72201 Little Rock, /vR 72201 Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Richard Roachell, Esq. Roachell \u0026amp; Streett 401 West Capitol Ave. Suite 504 Little Rock, AR 72201 Little Rock, AR 72201 Ann Brown, Monitor Office of Desegregation Monitoring 210 East Markham Little Rock, AR 72201 Re: LRSD V. PCSSD\nNo. LR-C-82- 866 Dear Sirs or Madam: Enclosed please find a copy of Joshua's Response to Order which has been filed in the above matter. Sincerely, A- John W. Walker JWW:Ip Enclosure cc: All Counsel of Recordo' \\995 THE UNITED STATES DISTRICT COURT racteRN district of ARKANSAS EASTERN DISTRICT OF WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS LR-C-02-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS On July 28, RESPONSE TO ORDER 199 3 al\n5:00 p.lu. undersigned coun el received a copy of the court's order of this date. United States District Court. a.I 1 day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, jt was not filed until July 27, 1993. Moreover, counsel did not receive a copy of Little Rock School District' s (LRSD) motion unt.il approximately 5:15 p.m. on this date. Under the circumstances, therefore. with particular emphasis upon the time left for reply. the Joshua Intervenors respectfully oppose ttie motion for. approval to close the Ish Incentive School 50 and respectfully request that the court accept as the response in opposition the pleading filed by Joshua on July 23, 1993 . A copy of that document is attached hereto. Respectfully submitted. JOSHUA INTERVENORS j^hn W. Walker #64046 John VJ. Walker P.A. 1723 BroadwayI , 111 title Rock, AR (501) 374-3758 (JI': KJ' I. P' I (JATE jOEJSER'/ACE Joli 11 W. VJo.lkci', Ik\nI oljy '-er 72206 tify a true uud correct copy of I Ik- lorofjoinq dt?cuiiieiit liac I 'Cell seivod upon all counsel of record by d . Ma 1.1 OU tli.i u 2111 h day of July, 1993. I'' 3 6,. )  t i b I.  Jolin W. Walker'RECEIVED t c. . OiST \"J 3 FD  asr^ '^xsz\u0026amp;n rn\nCT COURT fS:'CT ARKANSAS JUL 2 8 1993 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUL 2 7 1993 WESTERN DIVISION OtiicQ of Desegregation Monitoring OAF?:.. Ti, ii-r 3 LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER Before the Court is the motion of the By: 'jT3, CLlRK L'^P. CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Little Rock School District for Court approval to close the Ish Incentive School filed on July 19, 1993. Any party wishing to file a response to the motion must do so no later than Wednesday, July 28, 1993. nJ DATED this day of July, 1993. united SiTtAATtEeSs 'disTRrIicCT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN \u0026gt;N OMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP by 1 1 J T 50 Olfes c' ,^N THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS On July 28, RESPONSE TO ORDER 1993 at 5:00 p.m. undersigned coun el received a copy of the court's order of this date. United States District Court all day. Undersigned counsel was in Although the court's order was entered on July 23, 1993, it was not filed until July 27, 1993. Moreover, counsel did not receive copy of Little Rock School District's (LRSD) motion until approximately 5:15 p.m. on this a date. Under the circumstances, therefore, with particular emphasis upon the time left for reply. the Joshua Intervenor respectfully oppose the motion for approval to close the Ish Incentive School and respectfully reque t that the court accept as the response in opposItion the pleading filed by Josliua on July 23, 1993 . A copy of that document is attached hereto. Respectfully submitted. JOSHUA INTERVENORS Walker #64046 jjbhn W. John W. Walker P.A. 1723 BroadwayI , Joliii of the Lilt tie Rock, AR (501) 374-3758 cisicjM.r.ior service Vb'.i .1 ker, 72206 iKii f\nby \u0026lt;\nej-tify l.liiiL a true and correct copy f.'fjr erjo i.nq docuiiieiit liar: leell SC) V('il upon all counsel of recoi. 11 l.r/ IJ Ma 1J oil th j \n2!il li dcij' of Ju I y, 1993 . \u0026lt; L I I .folin V\\l. WalkerAUG- 2-93 HON 15:4! SUSAN W WRIGHT FAX NO, 5013246576 P. 02 ua.oiSTmcT count EAsrenN district Arkansas IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION AUG 0 2 1993 CARLfi,BR By J13 ENTS, CLERK P. CL LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER By Order dated June 11, 1993 [doc,#1848], the Court approved the Little Rock School District's (\"LRSD) attendance zones for the King Interdistriot School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993 , the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/lsh survey process, the revised form letter with attachments, and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has 1 The Court determined that the 100 students who will decide the immediate Future of Ish will come from the following groups\n(1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside die Ish attendance zones.AUG- 2-93 HON 15:42 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties^ pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order, the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan. II In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 1 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-AUG- 2-93 MON 15:42 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King Interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan. The plan states the following with respect to incentive schools: There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending those schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with a variance of 5 percent. to these elementary area The recruitment of white students percentage schools may increase the of white students in these schools to maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens, The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany -3- aAUG- 2-93 HON 15:43 SUSAN W WRIGHT FAX NO. 5013246576 P. 05 recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. shall utilize the services To meet that goal, the parties of a consultant who has demonstrable experience in developing and successfully implementing such educational setting. programs in maj ority-black Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan, the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature\nIt may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools ,.. Appeal of Little Pock School District^ 949 F.2d 253, 256 (Sth Cir. 1991). However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab. electronic-assisted instruction, and an automated a media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4-AUG- 2-93 MON 15:43 SUSAN W WRIGHT FAX NO, 5013246576 P. 06 increase the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standards for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, suprsi 949 F.2d 253. There, the Court stated: To modify [a] consent decree[], the court need only identify a defect or deficiency in its original decree which impedes experience has achieving proven its goal. either it less effective because [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree. modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. A Td. at 258, quoting with approval Heath v. De Courcy, 888 F.2d 1105, 1110 (6th Cir. 1989). Here, the Court finds that the insufficient number of Ish students (fewer than 100} IS changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. Th closing of Ish, when considered in light of the opening of the desegregated King Interdistrict school, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5-AUG- 2-93 MON 15:44 SUSAN W WRIGHT FAX NO. 5013246576 P. 07 students to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. The motion to close Ish does not evidence such a pattern. IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. UNITED STATES DIStfRIC' 'RI CT JUDGE -6-h \u0026lt;\u0026gt; U.S. OfSTAlCT COURT EASTERN DISTRICT ARKANSAS AUG 4 1993 On'ics oi Deses^^S\"'-'*^^ vi:or..tor'!\n'.g IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS AUG 0 2 1993 WESTERN DIVISION KC!RK LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL I INTERVENORS ORDER By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than 100 students wish to attend Ish during the 1993-94 academic year. In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process. the revised form letter with attachments. and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has fell  students who wiU decide the immediate future of Ish will come from the toUowmg groups\n(1) students now attending Ish who reside within the Ish attendance who live within the Ish attendance zones\n(2) students not attending Ish but zones, and (3) students now attending Ish but who live outside the Ish attendance zones. I indicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua) have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. the actual number of preferences which may be presumed is 145.^ Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that tl [t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process, in 2 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-part because no objections had been filed. J oshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King Interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed. is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan. The plan states the following with respect to incentive schools: There shall be a limited number of incentive schools, a period of at least six years,   that number of black students for sufficient to accommodate _ ------ who, by attending those schools, make it possible to achieve a student population the remaining Little Rock schools y an schools) of 55 percent black and 45 percent white with variance of 5 percent.  (elementary area a to these elementary The recruitment of white students _ - area schools increase the percentage of white students in these schools to maximum percentage of 60 percent. T V, incentive schools shall be: r^.J.li,,, Ish, Mitchell, Rightsell, Rockefeller, and Stephens may a Franklin, Garland, Kigniseii, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in into the incentive , / iVxiiy d uesignauea numneir of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools --established those seats attributable t.. LL.1:, available for those students who otherwise would have been assigned to an incentive school\nAs are to LRSD will be incentive or could any -3-assignment shall be in accordance district's student assignment plan. Funding for the incentive schools shall be f incentive schools shall be set at two elementary area schools to ensure ---------racially-isolated settings are provided meaningful opportunities for desegregated of a consultant who has aemonstrable \u0026lt;---- implementing that the children who are experiences/activities. services of educational setting- experience in developing and successfully such programs in a majority-black Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan. the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature\nhelpful for us to state those elements of the K- , that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double fundinrr -fnr fa 4-4- the ------ They are (1) double funding for students attending incentive (virtually allblack) schools ... Appeal of Little Rock School District, 1991). 949 F.2d 253, 256 {8th Cir. However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab. electronic-assisted instruction. and an automated media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4- Iincrease the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standards for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, supra, 949 F.2d 253. There, the Court stated: To modify [a] consent decree[] lo moairy [a] consent decree[], the court need only defect or deficiency in its original decree which impedes achieving its goal, either because e^erience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree, modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. has its either [or] A Id. at 258, quoting with approval Heath 1105, 1110 (6th Cir. 1989). V. De Courcy, 888 F.2d Here, the Court finds that the insufficient number of Ish students (fewer than 100) is changed circumstance which constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. The closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5- a i Istudents to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens, not evidence such a pattern. The motion to close Ish does IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. unite\n'ATES D :s2r^t judge THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79\u0026lt;a) FRCP ON BY^ -6-U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS AUG 4 \u0026gt;993 IN THE UNITED STATES DISTRICT COURT AUG 0 2 1993 OH'iCS oi OeseGifcG: icr. n^oC'VjritiQ EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION By: ^ents, clerk OH. CieRK LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER By Order dated June 11, 1993 [doc.#1848], the Court approved the Little Rock School District's (\"LRSD\") attendance zones for the King Interdistrict School on condition that the Ish Incentive School remain open unless the LRSD establishes that fewer than students wish to attend Ish during the 1993-94 academic year. 100 In this regard, the Court directed that within 10 days from June 9, 1993, the LRSD submit to the Court its proposed survey of potential Ish students^ along with its plan for executing the survey and implementing the survey results. The LRSD complied with the Court's directive and, by Order dated June 30, 1993 [doc.#1873], the Court approved the LRSD's King/Ish survey process, the revised form letter with attachments, and the revised school selection form. None of the parties objected. Now before the Court is the motion of the LRSD to close the Ish Incentive School [doc.#1908] on grounds that the survey process has The Court determined that the 100 students who will decide the immediate future of Ish will come from the following groups. (1) students now attending Ish who reside within the Ish attendance zones\n(2) students not attending Ish but U/kzs lia.a. .L* T-U ___l_ . .. ' '  Who live within the Ish attendance zones\nand (3) students now attending Ish but who live outside the Ish attendance zones. .'-aaindicated that only 82 students in the group listed by this Court in its June 11, 1993, Order wished to attend Ish. The Joshua Intervenors (\"Joshua\") have responded in opposition to the motion. Having carefully considered the parties' pleadings, the Court finds that the goals of the settlement plan will not be adversely impacted by the granting of the LRSD's motion to close the Ish Incentive School, and that the motion should be and hereby is granted. Joshua objects to the survey and the manner in which it was conducted on grounds that (1) the survey did not consider preschool children who may have desired to attend pre-school programs at Ish, and (2) it is reasonable to assume that an equal percentage of the students who did not respond to the survey would have opted for Ish to that percentage which actually did so, i.e. 55.4%, and on that basis. presumed is 145.^ the actual number of preferences which may be Joshua further states, in a somewhat conclusory manner, that \"[t]he process was designed to fail.\" Joshua's objections to the survey and the manner in which it was conducted are denied as untimely. In the June 11, 1993 order. the Court specifically stated that \"[t]he Joshua Intervenors will have 5 days to file their response and objections to the LRSD's survey and plan, and 5 days to file their response and objections to the amended student assignment plan.\" In the June 30, 1993, Order, the Court approved the LRSD's King/Ish survey process. in 2 conclusion. Joshua has not submitted a brief in support of its response setting forth any authority that would support such a -2-part because no objections had been filed. Joshua has not attempted to explain its neglect of the Court's deadlines, and it is now far too late to ask this Court to consider objections to the survey and its process. Joshua also objects to the closing of incentive schools which are located in predominately black neighborhoods. While such concerns are certainly valid, the Court notes that the King interdistrict school, which will be desegregated, is a new school in a black neighborhood and, indeed, is in close proximity to Ish. There thus is no net loss of schools in predominately black neighborhoods with respect to the closing of Ish. The Court would also note that the granting of the LRSD's motion to close Ish due to an insufficient number of students does not conflict with the terms of the settlement plan, states the following with respect to incentive schools: The plan There shall be a limited number of incentive schools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending those schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary area schools) of 55 percent black and 45 percent white with variance of 5 percent. The recruitment of white students to area schools may increase the percentage of white students in these schools to these elementary maximum percentage of 60 percent. The incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens. The incentive schools will be desegregated in phases through a combination of white recruitment into the incentive schools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive school\nany a a -3-recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Funding for the incentive schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. To meet that goal, the parties shall utilize the services of a consultant who has demonstrable experience in developing and successfully implementing such programs in a majority-black educational setting. programs a Interdistrict Plan, April 29, 1992, pg. 4. According to the desegregation plan. the double funding allotted the incentive schools is intended to help alleviate the racial-isolation of the children attending these predominately one- race schools. The Eighth Circuit Court of Appeals has stressed the importance of this incentive school feature: It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect to which no retreat should be approved. They are as follows: (1) double funding for students attending the incentive (virtually all-black) schools ... Appeal of Little Rock School District, 949 F.2d 253, 256 (8th Cir. 1991). However, in accordance with the aforementioned survey process, the LRSD gave the parents of Ish Incentive School students the choice of removing their children from a racially-isolated setting by electing to send them to King, a new, desegregated Interdistrict School in the same general neighborhood. King offers many program enhancements, including four curriculum specialists, a 56 station computer lab, electronic-assisted instruction. and an automated media center. Also, as previously noted by the Court, if Ish were to close and its students transfer to King, the LRSD committed to -4- increase the total number of four-year-old classes at King from two to four. Nevertheless, to the extent the granting of the LRSD's motion to close Ish is a disputed modification of the plan, the Court finds that such modification is in compliance with the standeirds for reviewing disputed modifications as set forth by the Eighth Circuit Court of Appeals in Appeal of Little Rock School District, supra, 949 F.2d 253. There, the Court stated: To modify [a] consent decree[], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal, either because ej^erience has proven it less effective [or] disadvantageous, or because circumstances and conditions either ] effective have changed which warrant fine-tuning the decree, modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement of the parties. A Id. at 258, quoting with approval Heath v. De Courcy, 888 F.2d 1105, 1110 (6th Cir. 1989). Here, the Court finds that the insufficient number of Ish students (fewer than 100) is changed circumstance which a constitutes a defect or deficiency in the plan and impedes the goals set forth therein. Furthermore, the Court finds that the circumstances and conditions thus have changed which warrant \"fine- tuning\" the plan. The closing of Ish, when considered in light of the opening of the desegregated King Interdistrict School, furthers the purpose of the plan in a more efficient way without upsetting the basic agreement of the parties. Although the Court grants the LRSD's motion to close Ish, it does not excuse the LRSD from its obligation to recruit white -5-students to desegregate the remaining incentive schools. The Court reiterates that it will closely watch all proposed school closings and school capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens, not evidence such a pattern. The motion to close Ish does IT IS THEREFORE ORDERED that the LRSD's motion to close the Ish Incentive School be, and it is hereby, granted. Dated this 2nd day of August 1993. united states'DISTRIC' STRICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON 1^1321 -6-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT vs. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER LbU uAS-R.\\ ofsTRrZJ^APMNSAS I 0 1993 CARL S. dHENTS, CLERK 0P. PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Joshua Intervenor's (Joshua) motion [doc.#1929] for this Court to reconsider its order granting the Little Rock School District's motion to close the Ish Incentive School. The Court has carefully considered Joshua's motion and finds that it should be and hereby is denied. Joshua has not set forth any facts or legal conclusions that would justify I I I reconsideration of the Court's order. IT IS SO ORDERED this /O day of August 1993. UNiT^ ST^Ss d':^:'RICT JUDGE THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLI^CE WITH RULE 58 AND/OR 79(al FRCP ON by I I II I i IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER filed caste^oisSSnsas AUG 1 0 1993 CARL  .ihl DP. .fcRK PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Before the Court is the Joshua Intervenor's (Joshua) motion I [doc.#1929] for this Court to reconsider its order granting the Little Rock School District's motion to close the Ish Incentive School. The Court has carefully considered Joshua's motion and finds that it should be and hereby is denied. Joshua has not set forth any facts or legal conclusions that would justify i^i^NTS, CLERK ( I I I I ( I I reconsideration of the Court's order. IT IS SO ORDERED this /O day of August 1993. I UNITED STATES DIST?'RICT JUDGE 3N THIS DOCUMENT ENTERED ON DOCKET SHEET MM COMPLI^CE WITH RULE 58 AND/OR 79/al FRCP - ^-10-Q--, BY W ' 1 SE^H-gS TUE 14:27 SUSAN U WRIGHT FAX NO, 5013246576 P. 02 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFFS VS . No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS ORDER By Order entered August 10, 1993, this Court denied the Joshua Intervenor's (\"Joshua\") motion for reconsideration of its order granting the Little Rock School District's (\"LRSD\") motion to close the Ish Incentive School [doc.#1934]. Counsel for Joshua has let the time for filing a notice of appeal from the Court's order lapse. Now before the Court is Joshua's motion for an order granting them an extension of time until October 10, 1993, in which to file a notice of appeal. As grounds for its motion, counsel for Joshua states that he was confused by the following statement made by the Court in a hearing on August 12, 1993, regarding the resolution of Joshua's motion for reconsideration: I have not in any way ruled with respect to that motion ... Transcript, at 6 (August 12, 1993). The Court frankly does not understand how counsel could have been confused about the parameters of his own motion for reconsideration. As counsel knows, the motion is comprised of twoSEP-14-93 TUE 14:28 SUSAN W WRIGHT FAX NO. 5013246576 P, 03 parts J First, Joshua asks the Court to modify its opinion by rescinding its order closing the Ish incentive School. Second, Joshua states that \"[i]n the absence of modification, the Court is requested to issue an Order requiring that all incentive school benefits, including scholarship benefits, fallow the incentive school children wherever they may be assigned. Moreover, in the event that King opens as a racially identifiable school, Joshua further requests that it become an incentive school so that all children therein will have the benefit of incentive school programs including the promised scholarships [doc.#1929]. When the Court's statement is not taken out of context as counsel has done, it becomes clear that counsel's confusion is not justified: The children Court\n[Y]ou are entitled mentioned to promised incentive school benefits, have a motion pending on that  whether receive Ish their Now, you Mr. Walker: Yes, ma'am. The Court\nthat has not been addressed. As you know, when 1 permitted the district to survey the students, I suggested that as an incentive, they might offer some of these benefits that are offered to incentive school as an incentive to get the kids to go to Ish. 1 have not in any way ruled with respect to that motion. Transcript, at 5-6 (August 12, 1993). 1 The motion is captioned as follows\n\"Motion for Correction of Finding of Fact or Conclusion of Law aiut Motion for Ruling on Request that Incentive School Benefits Including Scholarship Benefits Follow the Incentive School Children.\" (Emphasis added.) -2-SEP-14-93 TUE 14:28 SUSAN W WRIGHT FAX NO. 5013246576 P. 04 The Court clearly was not speaking to Joshua's motion asking that the Court reconsider its order to close Ish, but was speaking to Joshua's motion requesting that the Incentive school benefits follow the Incentive school children. Moreover, the order denying Joshua's motion for reconsideration was entered on August lo, 1993, two days prior^the hearing in which the above statements were made and well in advance of the deadline for filing a notice of appeal. Counsel does not contend that he failed to receive notice of the order. Nevertheless, because the LRSD does not object, the court will grant Joshua's motion for an extension of time. Joshua is hereby given until and including October 10, 1993, in which to file their notice of appeal. IT IS SO ORDERED this 14th day of September 1993. 'judge 2 Ths mailing certificate of the Clerk states tliat the order was mailed to Mr. Walker on August 10, 1993. -3- SEF14-93 TUE 14:27 SUSAN W WRIGHT FAX NO. 5013246576 P.Ol IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS U.S. DISTRICT JUDGE SUSAN WEBBER WRIGHT FAX LINE (501) 324-6576 DATE\n9/14/93 TO\nAnn FROM\nBarry NUMBER OF PAGES INCLUDING COVER SHEET  4 Message\nOitice SEP 1 5 o! Dese5'C8-''' IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION SEP 1\" 1993  LITTLE ROCK DISTRICT PLAINTIFFS VS No. LR -C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT No. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR EXTENSION OF TIME IN WHICH TO FILE NOTICE OF APPEAL The Joshua Intervenors respectfully move the court for an ORDER allowing them to have 30 days from August 12, 1993 in which to file a notice of appeal herein. For cause. Joshua shows the Court that on August 10, 1993, the Court entered an ORDER denying Joshua's motion for reconsideration of the Court's order of August 2, 1993 authorizing the Little Rock School District to close Ish Incentive School. When the parties appeared before her Honor on August 12, 1993, 30 days ago taking into account the weekend which just passed, the Court stated that: \"I have not in any way ruled with respect to that motion \" (p. 6, Transcript of Proceedings, a copy of which is attached hereto.) Joshua's motion for reconsideration was filed on August 2, 1993. The Court has not entered a judgement in this case. Therefore, an ORDER allowing Joshua thirty additional days in which to appeal the court's order would be both appropriate and of no prejudice to the Little Rock School District. Joshua's counsel has spoken with the Little Rock School District's counsel regarding this motion and counsel is authorized to state to the court that Mr, Jerry Malone has no objection to this reguest. Wherefore, the Joshua Intervenors respectfully request that the court enter an ORDER granting them until October 10, 1993 in which to file their notice of appeal from that order. Respectfully submitted. CERTIFICATE OF SERVICE I, John W. Walker, certify that a copy of the forego!^ has been served on September, 1993. all counsel of record on this RECEIVED fir\" Hr OCT 1 3 1993 IN THE UNITED STATES DISTRICT COURtF\"X1thi^w^, OJfice of Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. C^Rt R- TEAINTIFFS-V. NO. LR-C-82-866 BV-PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, As next Friend of Minors Leslie Joshua, Stacy Joshua\nSARA MATTHEWS\nAs Next Friend of KHAYYAM DAVIS\nALEXA ARMSTRONG\nCARLOS ARMSTRONG\nALVIN HUDSON\nTATIA HUDSON\nMRS. HILTON TAYLOR, As Next Friend of HILTON TAYLOR, JR., PARSHA TAYLOR and BRIAN TAYLOR\nREV. JOHN M. MILES, As Next Friend of JANICE MILES and DERRICK MILES\nNAACP\nand ROBERT WILLINGHAM, Next Friend of TONYA WILLINGHAM INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS NOTICE OF APPEAL Notice is hereby given that the Joshua Intervenors appeal the Orders of the Court entered herein on August 10, 1993 and September 27, 1993, respectively, to the United States Court of Appeals for the Eighth Circuit. Respectfully submitted, ! . B 5995 No. 64046 JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 I. 111' Hr I CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to the counsel of record listed below on this day of October, 1993, Steve Jones, Esq. Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Christopher Heller, Esq. Friday, Eldredge \u0026amp; Clark 2000 First Co\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_644","title":"Little Rock Schools: Mitchell Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mitchell Elementary School (Little Rock, Ark.)","School enrollment","Educational statistics","Educational planning","School management and organization"],"dcterms_title":["Little Rock Schools: Mitchell Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/644"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nT he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The Mitchell Merry Makers,\" a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. Little Rock School District Mitchell Creative Dramatics Elementary School First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, giri/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include The Mitchell Merrymakers\", a drama club, and the Mitchell Children's Ballet (after school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. *Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. !T]aJb^ n 1^ Pc^-h 'Ty]!'/xJuctSL. 'PTA Qb Mil-d^-(/^- 3.i/c\u0026gt; Qi.tt\u0026amp; ^1 ttl(. liaJ- yc\\:x c\u0026gt;(^ C//^ c^/ -X 4z /-tv uu-h \u0026gt; /Ccc^^Great News for Mitchell Academy Parents and Students! Please come to a meeting for Mitchell Academy parents to hear the exciting plans for a new school for our students! We need for you to bring your ideas to a meeting on Tuesday, September 29, at 6:00 p.m. Please come to the Mitchell Academy cafeteria, 2410 South Battery, and share your thoughts.77 z-A MITCHELL SCHOOL ENROLLMENT GRADE BLACK WHITE OTHER TOTAL % BLACK LEVEL M F M F M F 4 yrs 7 6 3 4 20 65% K 17 12 3 3 35 83% 1 19 25 2 46 96% 2 24 17 3 2 46 89% 3 24 14 1 2 41 93% 4 28 16 1 1 46 96% 5 14 16 1 31 97% 6 24 13 1 38 97% SC* 7 2 9 100% TOTAL 164 121 12 15 312 91% PERCENT 53% 39% 4% 5% 1989-90 1990-91 1991-92 B 0 T % Blk B W 0 T % Blk B W 0 T % Blk 220 19 0 239 92% 183 24 0 207 88% 285 27 0 312 91%I. i' EXTRACURRICULAR ACTIVITIES - W-  -.r? \u0026lt;  T activity Drill Team H H MALE JL 7 B _ FEMALE 2 B L A HALE 1 . C K FEMALE 20 1_E____ O T HALE 1 I P B FEMALE W H MALE : T B__ XEiSAiE. BPOMBORII B L A MALE 1 . C K FEMALE OTHER HALE rBMA3bE. OrFICERB/LEADERBHIP VOemOVS. T E FEMALE BLACK FEMALE 0 T MALE IB R  female TOTAL 23 'Drama Club 40 45 94 _Flag-Hnnl tor.s- /Fire Marshalls ^~Peer Tutoring Video Club Boy .Smuts------ ' Cub Scouts Girl Scouts * Wehnlns TOTAL 12 15 20 16 9 18 12 12 1Q2 100 12 20 14 14 12,1^ E M B E R 8 H  T.JLfi. W H JI\u0026amp;IiS. 2 4 1 2 2 2 1 2 2 1 1 5 8 2 6 1 1 1 9 7 I 1 i 1 1 i 1 1 1 I I 1 4 3 7 This report should include membership information, regarding sponsors and officer positions. In add_ members of committees. Include information In addition, include student Duplicate as needed. Complete and return to Planning, Research, and Evaluation office. jl,. i\n14 I D A'  ' . x\u0026gt; c(/ f*\" t V i' rt* i ? SCHOOL: GRADES: PRINCIPAL SCHOOL PROFILE 1991-92 t ? ? J }t 'f Ii MITCHELL 4 YEAR OLD- 6 DONITA HUDSPETH - 7  Race/Gender WE ASSISTANT PRlNGIPAL(S) (y. '.  - Race/Gerider f' NA  A T  t I 1\nI -1 - V ''-  .T\" \"i't - ' TABLE OF CONTENTS 1. Personnel\n- Certified Staff - Support Staff - Staff Changes (After October 1) 2. Enrollment\n- School - Special Services - Class/Course 3 . Attendance Data\n- Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) ( 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data t 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 1 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School Plant J i iVi -ir JK' w- t A I i LITTLE ROCK SCHOOL DISTRICT A SCHOOL PROFILE 1991,-92 4 i i I SCHOOL: MITCHELL I GRADES: 4 YEAR OLD- 6 1 PRINCIPAL: DONITA HUDSPETH Race/Gender WF r\ni ASSISTANT PRINGIPAL(S) Race/Gehder NA : K a 'V T-S' 2.-. A\u0026lt; / '4 '80 X CERTIFIED PERSONNEL 4 POSITION WHITE male FEMALE BLACK MALE FEMALE other MALE female TOTAL Adwinlstratorfs) 1 1 Classroom Teachers I 7 1 16 Counselor(s) 1 1 Librarianfs) 1 1 Reading (Compensatory/ Remedial) 1 1 Mathematics (Compensatory/ Remedial) 1 1 Gifted (Elementary onlv) 1 1 Speech Therapist 1 1 Other Art 1 1 Music 1 1 - TOTAL P.E. Auxilllary Teacher Resource Teacher 12 13 28 1 1 1 2 2 2 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE black MALE OTHER TOTAL male FEMALE ,i TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.e\u0026gt; '.'i POSITION W H MALE Attendance Clerk Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Reaistrar Secretary Security Officerfs) Social Workerfs) Superyjsion Aides Other total SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE 15 OTHER MALE FEMALE TOTAL 11 .1 I- 21 3 3 1 1 2 3 5 1 7 1 1 1 1 3 1 1 1 i I i ! i The official date for staffing information is October 1, 1991. \u0026gt; I I i t 1 4 Complete and return to Planning, Research, and Evaluation office.I STAFF CHANGES (After October 1) I. Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F 4 Year Old Teacher 1 1 1 Resource 1 1 1 TOTAL 2 Added/Deleted Support Staff Positions During Current School Year POSIT IO N Added Deleted BLACK M F InstriirM'nnal AiHo n 2 1 WHITE M F 1 OTHER M F Total 4 i Instructional Alde-4 Year Old 1 1 1 ( TOTAL 5 2 2 1 5 Duplicate if needed. )* STUDENTS RETAINED At the secondary level, include only those students retained at grade Do not include failures of individual courses. level WHITE RETAINED GRADE LEVEL MALE 1 FEMALE BLACK MALE 2 FEMALE other TOTAL HALE FEMALE MALE FEMALE 1 K 1 3 i i 2 3 2 1 2 i 2 TOTAL L 1 6 0 0 2 1 5 1 PERCENT .005 .005 .02% .019% .029 .014 0 0 Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED WHITE SUBJECT AREA Grade Male Female BLACK Male Female OTHER Male Female Male TOTAL Female English 7/10 English 8/11 English 9/12. Math History/Social Studies__________ Science i Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) 1 TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OM OF TOTAL TOTAL TOTAL I Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.1  { CLASS ENROLLMENT (Elementairy Schools Only) 1991-92 SCHOOL MITCHELL PRINCIPAL DONTTA HnnSPF.TH I GRADE 4 YR. ROOM 35 TEACHER'S GENDER/RACE F W WHITE MALE 3 K 1 F W 2 K 2 F 1 1 3 F W 0 1 4 F B 0 CLASS ENROLLMENT FEMALE 4 3 0 2 0 BLACK MALE 7 9 8 8 11 OTHER 2 . 104 F B 1 2 12 2 106 F B 2 0 12 3 107 F B 1 1 13 3 103 F W 0 1 11 4 201 F B 0 0 15 4 204 F B 1 1 13 5 205 F B 0 0 7 5 6 6 SC TOTAL 202 206 203 108 F F F F B B W B 0 1 0 0 12 1 0 0 0 15 1 13 11 7 164 FEMALE 6 4 8 13 12 8 9 1 7 8 8 9 1 5 8 2 121 MALE FEMALE TOTAL 20 18 17 23 23 23 23 22 19 23 23 16 15 19 19 9 312 ( 1 I ? 1 S ! I i I I education, etc.). Do not include teachers of pull-out classes (art, music, physical List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed. A A AI  Mt\nSCHOOL ENROIiIiMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL 4 Year 20 SC ^OTAL 12 15 17 19 24 28 14 24 164 12 25 17 14 16 16 13 121 35 46 46 41 46 31 38 312 PERCENT ENROLLMENT - SPECIAL SERVICES white BLACK OTHER SPECIAL ED. Self Contained FEMALE MALE FEMALE MALE FEMALE TOTAL Resource Room Speech/Vision or Hearing Imoaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL PERCENT 1% Ik 57 96 27 42 14% la 20. 18 86 146 46% K 1 2 3 4 5 6 * 3 3 0 3 1 1 0 1 0  1 1 1 1 4 4 3 2 2 2 1 1 0 0 1 0 1 1 4 n 7 6 7 2 9 7 1 2 1 0 0 30% : 2 1 1 0 Q  a 0 0 0 0  0 a 0 0 0 0 0  3 Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.i\nI: BCHOQL eOMMIWBBa/PARBHTXL mVOLVEMBin\nA COMMITTEE Blraclal Conunlttee Parent Teacher Assoc Xl. Parent Workshops ^Please Specify Others) T.E___ 1 BKPLOYBBB BLACK t\u0026gt;LE FEMALE 1 1 OTHER WHITE FRREMTB ! PATRONS BLACK MALE 0 FEMALE 0 HftLE FEMALE 3 (FIG' MALE 1 IRES female 2 !^0T OTHER WHITE orFICERB BLACK MftltE. FEMALE VAI LA BLE 7 MALE ST) FEMALE FEMALE MALE FEHALB W B 1 1 2 3 5 I    / i- .- 7   0 T B B R 1 X I List membership of all school committees, Including committees composed .^Note: of parents/patrons, staff members, or a combination of parents and staff. iSHave available upon request documentation concerning physical Involvement. ^Examples of such documentation are the VIPS' Slgn-ln Roster, notices of various yschool functions. Items of publicity about parent participation, etc. It Is not necessary to provide monitors with a sign-in sheet of attendance at PTA neetings. . Duplicate as needed.  * ^Complet e and return to Planning, Research, and Evaluation office.  IOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To\nFrom: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Documentation Needed for Monitoring Visit During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed for our site visit. We will need the following information: - SEPS - curriculum guides - extended day schedule - counseling documentation - field trip documentation - learning style inventories - peer tutoring documentation - mentor/role model documentation - calender of neighborhood events - Boy \u0026amp; Girl Scout membership lists - student evaluations (forms \u0026amp; findings) We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Documentation Needed for Monitoring Visit During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed for our site visit. We will need the following information: - SEP'S - curriculum guides - extended day schedule - counsehng documentation - field trip documentation - learning style inventories - peer tutoring documentation - mentor/role model documentation - calender of neighborhood events - Boy \u0026amp; Girl Scout membership lists - student evaluations (forms \u0026amp; findings) We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsEXTENDED BPPCATIONM, PROGRAMS PROGRAM GRADE BM BP WM MF OM OF  1I \"43^ J ' 1 ( i f TOTAL Governor's School AEGIS Bovs^ State Girls' State Summer Laureate (2-3) 1 3 0 0 0 0 4 Odyssey of the Mind Math Olympiad (WILL BE UN L. kTER) Others (Please Specify) Extended Dav 1-6 106 90 Saturday Program 1-6 14 Art Center 2-3 209 2/ -30 5 UALR Summer Gifted 2-1^ ' 14 2 1 2 2 4 2 1 0 9 0 0 0 0 0 0 0 0 0 0 0 4 Summer Camp 1 0 0 0 0 0 7 TOTAL List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: MITCHELL ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed 20 17 36 31 23 20 28 26 20 19 36 29 23 21 28 28 Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed AS. in 10 lAQ. 86 14 .28 15 88 87 86 12 92 93 10 83 12 100 95 80 10 100 81 14 88 12 71 91 100 12 92 100 12 100 12 100 3 6 4 7 WHITE MALES No. Passed 2 4 3 1 1 3 1 1 Percent Passed 75 67 50 100 100 100 50 100 WHITE FEMALES No. Passed 1 0 1 3 1 0 1 3 Percent Passed 100 100 100 100 100 100 OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed Total of all students in the Other\" race category. These scores were not reported by gender.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 SCHOOL: MITCHELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 1988 READING 1989 1990 I 1991 1988 MATHEMATICS 1989 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 1988 SCIENCE 1989 1990 1991 1988 SOCIAL STUDIES 1989 1990 199 1 ALL STVDENTS No. Tested No. Passed 16 14 27 23 29 24 17 16 16 14 27 21 29 25 17 15 Pt Passed n r ACK MALES j:o. Passed perc_n b Passed BLACK FEMALE.S No. Passed Percent Passed WHITE MALES No. Passed e 88 4 100 9 82 1 cent Passed 100 85 8 73 13 93 2 100 83 12 71 12 100 0 94 5 83 11 100 0 88 4 100 9 82 1 100 78 7 64 13 93 1 50 86 14 82 11 92 0 88 5 83 10 91 0 16 12 75 3 75 8 73 1 100 27 18 67 6 55 11 79 1 50 29 16 55 9 53 7 58 0 17 14 4 52. 10 91 0 16 12 75 3 75 8 13 1 100 27 17 63 6 55. 9 64 2 100 29 15 52 12 3 25 0 17 12 Ji 4 5Z 8 25 0 16 9 .5.6 2 5Q. 6 55 1 105 27 16 -52. 5 55 10 71 1 55 29 14 58 10 59. 4 55 0 17 13 76 4 31-. 9 ii .52___[i 0 I WHITE FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent Passed OTHER MALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent passed OTHER FEMALES Uo. Passed I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent Passed 1 1___L- i .. Total of all students in the \"Other\" race category. These scores were not reported by gender. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: MITCHELL ELEMENTARY READING 1900 1909 MATHEMATICS 1990 1991 1900 1909 1990 1991 ALL STUDENTS No. Tested Ho. Passed 20 17 36 31 23 20 28 26 20 19 36 29 23 21 28 28 Percent Passed 86 07 93 95 81 91 100 BLACK HALES No. Passed Percent Passed BLACK FEMALES Ho. Passed Percent Passed 60 10 100 14 15 18 16 12 92 io 83 12 100 14 12 80 10 100 88 12 71 100 12 92 100 12 100 ^5 3 6 ' 4 7 88 WHITE HALES No. Passed 1 1 3 4 1 1 2 3  Percent Passed 75 67 50 100 100 100 50 100 WHITE FEMALES No. Passed 3 3 1 - 1 0 1 0 1 Percent Passed Ill 100 100 100 100 100 OTHER HALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of all students in the \"Other\" race category. These scores were not reported by gender.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 IIOOL: MITCHELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 READING MATHEMATICS LANGUAGE ARTS SCIEIICE SOCIAL STUDIES . MAA MM MAA M?I MSA MM. IMA MM. _1MA H89 AMA I8M. IMA 15t 1114 -mx- LL_aTi:UEUXS Iio. Tested No, Passed 16 14 27 23 29 24 17 16 eront !ACK EALES No. Passed ercwnt Pessed LACK EEHALES No. Passed arcent Passed HITE HALES l.o.' Passed .ercent PasssA 88 4 100 9 82 1 100 85 8 73 13 93 2 100 83 12 71 12 100 0 94 5 83 11 100 0 16 14 88 4 100 9 82 1 100 27 21 78 7 64 13 93 1 50 29 25 86 14 82 11 92 0 17 15 88 5 83 10 91 0 1 16 12 75 3 75 8 73 1 100 27 18 67 6 55 11 79 1 50 29 16 55 9 S3 7 , 58 0 17 14 4 SO. 10 91 0 16 12 75 3 Ji 8 13 1 IJO 27 17 63 6 9 64 2 IQQ 29 15 52 12 21 3 25 0 17 12 JI. 4 R7 8 JJ 0 16 9 27 16 -52. 29 14 _1A 17 13 2_. 2 5 10 4 ill. 6 55 1 1I111 Ai 59. i2. 10 JL 1 ill- 4 JI 0 9 - \u0026amp;2 0 I  I I J HITE FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 /ercent Passed ITHER HALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 /ercent Pissed \u0026gt;THER FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ecEsent TamM .u * Total of Mi students In the \"Other\" race category. Those scores were not reported by gender. '1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 510 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 1 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N N X N I\nI i h 76 r_.99 50 26 QI 75 49 25 ___75X_ 0 1 0 OX 25X ._QX .1. i 2 0 25X_____ 25X SOX OX 2____BOX 1 1 0 25X 25X OX 2 2 0 0 SOX 5 OX OX OX 0 3 0 1 ax 757. 25X 1 I 1 1 25X 25X 25X 25X 1 3 0 0 25X 7SX OX OX I r .! j- I Number Tested Mean NatiL.NCE. WHITE MALE Percentile Summary 76 50 26 99 75 49 QI -.25______ Number Tested Mean Nat*l NCE ALL WHITE Percentile Summary 50 26 75 49 QI r. 85_______ Number Tested JJean NatLk RCE 4 __T1.2 4 63.0 4 61. ._1. 4 67 = 2 4 51.7 4 48.7 4 66.7 I\". TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N 0 i 1 OX 33X 33X 1 6 0 _____L____33X____________2____ 3 43.4 3 48.1 TOTAL READING N X 33X OX ^7. 0 i 0 2 OX 33X OX 67X 0 1 1 1 OX 33X 33X 33X 0 2 0 1 OX 67X OX 33X 1 1 0 1 33X 33X OX 33X 0 1 1 1 OX 33X 33X 33X 3 42.7 3 44.6 3 42.4 3 47.6 3 43.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N ______3 __ .43X___________8_____?/_____ 1 2 ! . 14X 29X -.1 4X_ 1 2 2 14X 29X e9X ____ 2 1 2 97. 14X 29X __ 2 3 1 1 29X 43X 1 4X 1 4X 0 5 0 2 OX 71X OX 29X 2 2 1 2 29X 29X 1 4X 237. 1 4 1 1 1 4X 57X 1 4X 14X 7 53.^3._ 7 56^6. 7 53.^2______ 7 . . 57.5 7 ...^7,7 7 48.2 7 56.8 -I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 511 t SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY j------------- Percentile Summary .. JIB 50 26 99. 75 49 N X N X N N X N X N X N QI Number Tested Mean. NatiL NCE BLACK MALE Percentile Sunaary 76 -,?9__ 50 26 75 49 01 Number Tested ___________________________Q____53:^___________5 2 3 .4 1 3X 20X 27X 2 3 ... 2 13X 20X 1 3X 5 0 33X 33X OX ___33X .7___47X____ 2 3 3 13X 20X 20X 2 5 1 7 13X 33X 7X 47X 3 1 5 6 2 OX 7X 33X 4 OX 7 1 3 4 47 X 7X 20X 27X 15 .51.^____ TOTAL READING N X 15 62.1________ 15 .._.-50.^7- TOTAL MATHEMATICS TOTAL LANGUAGE N X N 15 57.3 1 5 -..44,0 15 46.1 15 56.2 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N 2 i 1 ISX 54X 8X 0 B 3 .__..3-_.e3X OX ^3.7: 23X . .,2____15X _ ___1 2 1 8X 15X 54X 83X 1 6 5 8X 46X 38X )_____8X_ 2 3 2 6 15X 23X 15X 46X 1 8 1 3 8X 15X 54X 23X 1 5 5 2 8X IBY. IBK 15X 1 3 Mean Nat'l_ NCE_______51.6 _ 13 4?, 6 1 3 44.6 1 3 49.5 1 3 44.5 13 45.0 1 3 48.3 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumsary N X N X N X N X N X N X N X .76 - 99 50 26 75 49 8._,9X.__ 9 4 32X 14X a___29X_____ _01 -.25______ 1 0 6 36X 21 X ___6 7 7 Nusber Tested 7 _.e5X-. ... 1___.1.4X__________a. 21 X. ... 25X 25X 23X____ 8 .. 29X 8 8 4 29X 29X 14X 4 8 3 1 3 14X 29X 1 IX 46X 4 3 12 9 14X 1 1X 43X 32X 8 6 8 6 29X 21 X e9X 21 X 28  Mean Nat2_l.NCE_______S4..6____ 28 56^X 28 __47.9______ 28 53.7 28 44.2 _ 28 45.6 28 52.5 fI I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELLINCENTIVE SCHOOL-------------- 1 ALL STUDENTS TOTAL READING PercentlYSuary N X 1991 TOTAL MATHEMATICS N X MAT-6 Distribution TOTAL LANGUAGE N X *16481 M6BYSC 10/07/91 PAGE 512 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N 76 50 26 01 99 75 49 25 1 1 1 0 6 8 31X 29X' 17X 3'/. 1 0 1 1 8 6 29X 31X 23X 17X 8 *9 8 1 0 23X S6X 23X e9X 1 0 1 1 9 5 29X 31X 26X 14X 4 13 3 15 1 IX 37X 9X 43X N X N X Nunber Tested MNat * 1 NCE 35 55.6 35 56.4 35 48.9 35 54.4 35 44.9 6 5 13 1 1 17X 1 4X 37X 31X 9 1 0 9 7 26X 29X 26X 20X 35 46.1 35 53.4\ni h.i 'I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 513 J .! I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary ____ 50 26 ____01 J 9. 75 49 25 Number Tested Mean.NatJJUCE ALL UHITE Percentile Summary N N X N X N X N N X N ]. ...  1 76 50 26 99 7B 49 01 -_25- Number Tested Mean Nat1 NCE BLACK FEMALE I ! -I Percentile Summary -lb 99 50 26 75 49 .......,Ql r as Number Tested Mean NatlL NCE 1 0 0 1 OX ox BOX 1 0 1 0 OX BOX ox 1 0 1 0 _ BOX OX BOX OX ____1......_50X 0 0 1 OX OX BOX 0 i 1 0 OX BOX BOX OX 1 0 0 1 SOX OX OX BOX 1 0 0 1 BOX OX OX BOX 2 5,9.3.. 2 71x9.._ 2 68,4 2 65.3 2 -49,7 2 56.9 2 64.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N X 1 0 0 _____! 2 59,3 BOX OX OX BOX. TOTAL READING N X _____j___BOX 0 1 OX BOX 0 OX 2 71 .9 TOTAL MATHEMATICS N X 1 0 1 0 2 BOX OX BOX OX 1 0 0 BOX OX OX ____1_,_. BOX 2 65.3 TOTAL LANGUAGE BASIC BATTERY N X N X .4___36X__________4_36X___________4____36X 3 1 __3 27X 9X S7X a 5 0 1 8X 4BX _QX 4 1 ___e 36X 9X 1 8X 3......27X.._, 4 1 3 36X 9X 27X 1 1 .-56-^,_.. 11 ___57.. 5_. 11 ._.s4..a 11 57.5_____ 0 1 1 0 OX BOX BOX OX 1 0 0 1 BOX OX OX BOX 1 0 0 1 BOX OX OX BOX 2 49.7 2 56.9 2 64.5 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 1 . _9X 2 4 4 18X 36X 36X 0 2 4 5 OX 1 8X 36X 45X 3 4 1 3 27 X 36X 9X 27 X 1 1 41 .2 1 1 38.8 1 1 53.9 I I L1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 514 I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary . .76- -.9.9- 50 26 01 75 49 2.5. Number Tested N X N X N N X N N X N g___.13X__________g____1.3X_____ 5 4 5. 1 6 31X 25X 31X 4 8 25X SOX ____2 5 4 .13X 31X 25X ___1 ...... 7 3 44X 1 9X g 13X ____5__31 X 5_. 31X 0 1 6 9 OX 6X 38X 56X 0 5 1 1 0 OX 31 X 6X 1 4 e 5 6X 25X 38X 31 X ____Htan NatM. NCE_________________ 1 6 ____4.TL4 1 6 44.5 . 1 6 44,9.. 1 6 33. 1 1 6 34.9 1 6 41.9 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N N , X N X N X 76 - ^3 _ so 26 75 49 6 . - gax. 8 5 30X 19X h___22X 01.-.2E____ 6 13 22X 48X ___6 9 5 ____30X __ ___g_____.7X _ 22X 33X 19X ___1___26X 4 1 1 4 8 15X 41 X 15X 3 OX 1 3 1 0 13 4X 1 1X 37X 46X 0 7 5 15 OX 26X 1 9X 5 6X 4 8 7 8 15X 30X 26X 30X I,\n.r-..  1 Number Tested Mean NatU.NCE 27 - 48-5 27 51 .5 27 48.5 27 50.0 27 36.4 27 36.5 27 46.8 I i\nI J I J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution KJ6481 M6BYSC 10/07/91 PAGE 515 'i SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunmary N N N  N Z N Z N Z N 76 50 26 01 33 75 49 25 7 8 5 9 24Z 28Z 17Z 31Z 7 6 14 2 24Z 21Z 48Z 7% 7 a4Z 9 \"3YZ 6 7 21Z 24Z 5 1 i 4 9 17Z 38Z 14Z 31Z 1 4 1 1 1 3 3Z 14Z 38Z 45Z 1 7 5 1 6 3Z 24Z 17Z 55Z 5 8 7 3 1 7Z 28Z 24Z 31 Z Number Tested Mean Nat*l NCE 29 49.3 29 52.9 29 49.8 29 51 . 1 29 37.4 29 37.9 29 48.0 i -Ir 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 3 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS HAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #16481 M6BYSC SOCIAL STUDIES I 0/07/91 PAGE 516 COMPLETE BATTERY Percentile Sumaary _76 50 26 75 49 N X N X N X N N X N A. N X ._Q1 0 2 1 .0. -.PX 67X 33X - OX ______3___lOJK 0 0 0 OX OX OX 2_ i 0 0 67X 33X OX OX 2 1 0 0 67X 33X OX OX 1 2 0 0 33X 67X OX OX 0 2 1 0 OX 6 7X 33X OX 1 2 0 0 33 X 67X OX OX Nuaber Tested Mean Natil. NCE, 3 52.8____ 3 ______67-.2- 3 ___67.._6_______ 3 62.6 3 62.9 3 51 . 1 3 61.2 WHITE KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaery N X N X N N X N N Z N 76 ,r .,?? so 26 75 49 __0____OX 01 - 25___ 0 0 ____t. OX OX 0 0 1 OX OX 1 OOX 0 6 1 10OX__________0_____OX _ox OX 1 OOX __p.........______ 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX I------- Number Tested Mean Nat*1 NCE 1 1 ALL UHITE Percentile Sunaary 50 26 01 75 49 ,25 Number Tested 20.4 46.3 1 1 41.3 30.7 1 1 33.7 29.9 1 29.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N N X ___0______OX, 2 1 1 SOX 25X 25X :?___^75X._. 0 1 0 OX 25X OX 2 1 1 0 .... 50X 25X 25X OX 2 1 0 1 SOX 25X OX 25X 1 2 0 1 25X SOX OX 25X 0 2 1 1 OX SOX 25X 25X 1 2 0 1 25X SOX OX 25X 4 Mean Natll..NCE_______4A*_7,_ 4 62^0 4 ,._6U0,. 4 54,7______ 4 .-55.6 4 45.8 4 53.4 J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 517 SCHOOL: \u0026lt;1 GRADE: MITCHELL INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY . I l-\u0026lt;. i-i I .,3 '-I ,,.i Percent ile Sunnary . _78 50 26 01 .39_ 75 49 S5 Number Tested N % N X N N X N X N X N X 2 20X 2 3 3 1 0 ______ttsn N.tLl_NCE____47_.8- BLACK MALE Percentile Sunmery 76 50 26 99 75 49 91_r:_2S. Number Tested Mean Nat'1,NCE__ ALL BLACK Percentile Summary .__76. 50 26 75 49 ___01_ .- 2S. Number Tested - N.CE. 20X 30X 30X 4 3 3 _4QX 30X 30X . 6 _.60X____ 2 1 1 BOX 1 ox 1 ox 4 ....40X___ 2 B 20X 20X eox Z 3 3 2 BOX 30X 30X BOX 2 3 4 1 BOX 30X 4 OX 1 OX 4 2 2 2 40X 20X 20X 20X TOTAL READING N 0 2 3 J. OX 17X 25X 58X 12 31 .1 TOTAL READING N X 1 0 _____67. 1 0 ____63.2_____ TOTAL MATHEMATICS TOTAL LANGUAGE N 4 2 4 X N X 1 0 58,3...... BASIC BATTERY N X 1 0 ____53. 1 SCIENCE N 1 0 53.7 1 0 56.9 SOCIAL STUDIES COMPLETE BATTERY N N 'k 2. 4 6 _9X______ 18X 27X 19_.__ 45X 22 .38_7_ 33X 17X 33X ________17X 4 4 . e ___ 12 51 .8 TOTAL MATHEMATICS N X 8___36X___ 5 7 23X 32X . 2_____9X ... 22 59^ 33X 33X 2___17X .. 1 2 48.0 TOTAL LANGUAGE N X .. .Q____36X 6 5 27X 23X ____3___14X____ 22 54. 9 0 4 4 4 IB 40.7 OX 33X 33X . 33X BASIC BATTERY N X - 4........18X 27X 27X 27X 22 48.7____ 1 4 3 4 8X 33X 25X 33X 0 2 3 7 OX 1 7X 25X 58X Q 4 2 6 OX 33X 1 7X BOX 1 B 41.8 12 35.8 1 2 39.3 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 3 7 6 6 14X 3ex 27X 27X N 2 5 7 8 X N 22 4 6.9 22 44.0 9X 23X 32X 36X 4 6 4 8 1 8X 27X 1 8X 36X 22 47.3 i-: I ,f I I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 518 I L- SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL ' 3 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i'l Percentile SuaiBery N X N X N X N X N X N X N X  H I 76 50 26 01 99 75 49 25 0 1 0 0 ox 1 oox ox ox 0 1 0 0 ox 1 oox ox ox 0 1 0 0 OX 1 OOX OX OX 0 r 0 0 OX '1 OOX OX ox 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 ox ox ox 1 oox 0 0 1 0 OX OX 1 OOX OX I i i-*f r\nNunber Tested Mean Nat'1 NCE 1 1 1 1 1 ALL OTHER Percentile Suaeary 51 . 1 51 . 1 61 .7 54.2 41 . 3 1 1 29.9 48.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N r p 76 50 26 01 99 75 49 25 0 OX 1 10 ox 0 0 OX OX I  I 0 ox 1 1 oox 0 0 OX OX OX 1 1oox 0 0 OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 oox ox 0 0 0 1 ox ox ox 1 oox 0 0 1 0 ox ox 1 oox ox Number Tested Mean Nat'1 NCE 1 1 1 1 1 51.1 51 . 1 61 .7 54.2 41.3 1 1 29.9 48.9 .1 I 53I I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri button J6481 M6BYSC I 0/07/91 PAGE 519 H SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I' I, I'\" I. PF' r' n\nt\u0026gt;v bl Percent lie Summary N N Z. N N Z. N N N i I _____ 50 26 75 49 01 25_. _2. 7 7 1 1 _7%. 26% 26% 41% n. 6 8  AtX_________10____37% 22% 30% 7% 8 6 3 30% 22% 11% ___6 8 6 7 22% 30% 22% 26Z. 4 9 7 7 15% 33% 26% 26%  1 8 1 0 7% 26% 30% 37% 5 8 5 9 19% 30% 19% 33% Number Tested Mean NatJ_l_NCE. 27 AO.* 0. 27 _59^,2,___ 27 _56.1 27 49.8 27 48.0 27 43.7 27 48.3 ! I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution HJ64S1 M6BYSC 10/07/91 PAGE 520 '1 Sb k- 4e. 37 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 4 BLACK FEMALE Percent 11 Sunaary 50 26 75 49 01 _^.25 Nusber Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X N X N X N X N ! - I I I _a_ 3 3 ^.2X 33 X 33X 1 IX Z 1 0 22X 1 IX OX _5___56X____ 2 S. Q 22X 22X 4___44X 2 3 OX_________0 22X 33X OX 2 4 2 1 22 X 44X 22 X 1 1X 2 4 2 1 22X 44X 22X 1 1X 3 4 2 0 33X 44X 22X OX 9 Mean NatJ.l^NCE________55.6 . BLACK MALE TOTAL READING Percentile Suaaary 50 26 75 49 as___ Number Tested _____Mean Nat * 1 NCE ALL BLACK Percent 11 Sunaary _ 76 _-.-a9___ 50 26 75 49 ____91_-^ 25. Nuaber Tested Mean Nat * 1 N1 N X 9 .6 6.1_._ 9 __69_.5 9 62.8..__, 9 53. 1___ 9 57.6 3 61.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N 1 5 0 14X 71X OX 4 2 1 _J____L4X ..57X 29X 14X 4 Z 0 ____0_____OX____ 57X 29X OX ____1__ ,14X 4 Z 0 1 57X 29X OX - 14X____ 2 4 0 ..... 1 29X 57X OX 14X 3 3 1 0 43X 43X 14X OX 4 0 1 57 X 29X OX 1 4X 7 57^3 7 68.5 7 67.2 7 64.0 7 58.9 7 65.6 7 64.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N ._-3 ^A9Z_________10____63Z__________9____56Z . 8 3 SOX 19X 4 2 25X 13X ____2___13X_________^0, 16 .56.2 1 6 67.2 4 2 25X 13X 8 _ 50Z____ __________I_____6Z 1 6 .68.5___ 4 3 .... 25X 1 9X _ 4 8 2 2___I3Z 25X_____ SOX 13X 5 7 3 1 31 X 44X 1 9X 6X 7 6 2 1 44X 38X 1 3X 6X 1 6 63.3 . 1 6 ._ 55.6______ 1 6 61 . 1 1 6 62.3 'I i i:.i .y 10 'J 't I -I .:6 -I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE ttJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 521 COMPLETE BATTERY Percentile Sunnary 76 'so 26 01 99 75 49 25 Nuttber Tested Mean Nat'1 NCE N Z N N N Z N N Z N 3 8 3 2 19Z 'soz 19Z 13Z 1 0 4 2 0 63X 25Z 13Z OZ 9 4 2 1 56Z 25 Z 13Z 6Z 8 soz 4' 2SX 3 1 19Z 6Z 4 8 2 2 25Z SOZ 1 3Z 13Z 5 7 3 1 31Z 44Z 1 3% 1 h 2 1 44Z 38Z 1 3X 6Z 1 6 56.3 1 6 67.2 1 C 68.5 1 6 63.3 1 6 55.6 1 6 61 . 1 1 6 62.3 i| i   I ,1 BB.1 I h -r I J-  1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE *J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE see COMPLETE BATTERY Percontllo Suaaary 50 26 75 49 0 I 2 5___ Number Tested Mean Nat *..l .NCE UHITE MALE Percentile Sumaary 76 - 99___ 50 26 75 49 _01 .25.___ Nuabe Test ed Mean Nat*1 NCE ALL UHITE Percentile Suaaary -._.76-r_99 50 26 75 49 01 - 25 Number Tested Mean. NatJ.JL. NCE. N N X N X N X N X N X N X 0 0 1 0 1 _ _ox bx 1 oox - _ox ___ TOTAL READING N X 0 1 0 0 1 0 0 1 ___62.3 OX___ 1 box ox _______0______QX 1 55.3 TOTAL READING N X .0. 1 1 _GX SOX SOX ...,Q_____0X_ 2 .51^4____ ox 1 0 ox ox ox ___ TOTAL MATHEMATICS N X 0 1 0 ox _ 1 box ox 9_____OX 1 52.6 TOTAL MATHEMATICS N 0 2 0 0 2 ._..57..5. X _QX 1 oox ox __ox 0_ 1 0 0 1 OX 1 OOX OX OX 0 i 0 0 1 .. 57.5 TOTAL LANGUAGE N X _0 0 1 . 0 1 36.5 OX i 66x ox OX 0 0 1 0 1 48.9 BASIC BATTERY N ox ox 1 oox _ ox____ TOTAL LANGUAGE N X _0_____QX^_. 1 1 0 2 SOX 50X OX 0 1 0 0 1 50.0 ox 1 oox ox ox BASIC BATTERY N X _.Q____ OX 2 0 1 OOX OX 0____ OX 2 53,8 OX ox 1 OOX ox SCIENCE N X 0 0 0 1 1 29.9 OX OX ox 1 oox SCIENCE N X 0 0 1 1 OX OX SOX SOX 2 39.4 0 1 0 0 1 64.2 OX 1 OOX ox ox 0 1 0 0 1 57.5 SOCIAL STUDIES N X 0 0 1 0 1 44.1 OX 1 OOX OX OX COMPLETE BATTERY N X ox OX 1 oox ox 0 0 1 0 1 45.8 SOCIAL STUDIES N X 0/. OX 1 OOX ox COMPLETE BATTERY N 0 1 1 0 OX SOX 5 OX OX 0 1 1 0 OX SOX SOX OX 2 54.2 2 51.7 zt1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 523 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N N X N 76 -.99___ 50 26 01 75 49 25 ___0._ 1 6 4 OX 9X 55X 36X __1 1 7 2 ___9X.. 9X 64X 1dX ____1__......9X_________Q 3 5 2 27X 45X 18X 2 5 ox_ iex 45X 4___36X, 0 0 4 7 OX OX 36X 64X 0 3 7 1 OX 27X 64X 9X 0 2 5 4 OX 18X 4SX 36X Number Tested _ .Mean Nat.Cl. NCE._ 11 ____37.. 5____ 11 46..0.. 1 1 ..45.8____ 1 1 42.1 1 1 ________31 .8 1 1 46.2 1 1 40.9 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 99 _ 75 49 1___ 6X_. -Ot - 85. . 5 2 31X 13X __8.....5PX 2 8 3 3 13X BOX 1 9X t9X.._ 1 8 6 1__ 6X BOX 3dX 6X 1 7 6 2 6X 44X 38X 13X_ 1 4 5 6 6X 25X 31X 38X 3 6 5 2 19X 38X 31X 1 3X 1 5 7 3 6X 31 X 44X 1 9X Number Tested Mean Nat'1 NCE 1 6 42.1 16 ._5k3 1 6 __A3.1 1 6 47.3 1 6 43.4 I 6 53.3 1 6 47.6 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N N X N N X N . 76. -_.99_. 50 26 75 49 ____1_____JX____ QI - 25____ 6 8 22X 30X ..._3.___11X,._ 9 10 18.. .44X 33X 37X . . 1 1 1 1 5..._19X 7X 41X 41X 1 9 1 1 6 . 4X_..... 33X 41 X 22X 1____4X_ 4 9 13 15X 33X 48X 3 9 1 2 3 1 1X 33X 44X 1 1X 1 1 1 2 7 4X 26X 44X 26X Number Tested ____Mean.. Nat LI NCE 27 40.2___ 27 _____49^.1_______ 27 _____48.,1 .. 27 45.2 27 .... 3Q.1 27 50.4 27 44.91 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 524 I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X .1 i 76 50 26 01 99 75 49 25 1 7 9 1 2 S4X 31X 41X 3 '1 i 1 0 5 J OX 16% 34X 1 7X _2 1 S 12 3 7X 41 X 41 X lOX 1 1 1 1 1 6 3X 38X 38X SIX 1 4 1 0 1 4 3X 1 4X 34X 46% 3 1 0 13 3 1 OX 34X 45X 1 OX 1 8 13 7 3X 28 X 45X 24X I f  I Number Tested Mean Nat*l NCE S3 41.0 S3 49.7 29 48 . S 29 45.8 36.7 29 50.7 3 45.3 1 .1 ..I-  I iI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 525 -I T J .1 'i SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary N X N N N X N X N N X ' I r 50 26 01 75 49 25 ____ ... 1 ._..1 IX. 4 1 3 44X 1 1 X 33X 5 i 3 0 .56X 1 IX 33X OX 3 2 4 0 33X 22X 44X OX 3 2 4 0 33X 22X 44X OX 3 1 1 4 33X 1 1 X 1 1 X 44X 4 1 2 2 4-.. 1 1X 22X ZZ'X 3 2 3 1 33 X 22X 33X 1 1 X Number Tested 9 Mean Nat2.1._NCE_______49.9 BLACK MALE TOTAL READING Percentile Sumaary 76 50 26 93 75 49 ___01 - 25 Nuaber Tested Mean Nat * 1 NCE ALL BLACK Percentile Suaaary ... 76 50 26 _01 - .99____ - 75 - 49 - 25_ Number Tested _ Mean Natll.NCE n N X 9 . . 66,- 5____ TOTAL MATHEMATICS N X 3 TOTAL LANGUAGE N 9 ___58.4____ BASIC BATTERY N X 9 47.4 9 57.3 9 57.3 SCIENCE SOCIAL  STUDIES COMPLETE BATTERY N N X N X _ 0 1 1 _4 6 40.6 OX 17X 17X 67X-- TOTAL READING N X 1 5 2 33X 13X 1___47X_ 15 .46 . I. 3 0 2 1 SOX ox 33X 17X 1 a 2 1 7X 33X 33X t____17X .. 2 1 0 3 33X 17X OZ _50X 2 2 0 2 33X 33X OX 33X 2 1  1 33X 17X 33X 17X 2 1 1 2 33X 17X 1 7X 33X 6 59.1 \u0026amp; 47.3 6 47.9 6 50.4 6 52.7 6 49.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X ____.0___53X____ 1 5 1 7X 33X _ 7X _4_...27X 4 6 1 e7X AfiX 5___33X 3 4 3 2 OX 27X 20X 5 3 1 6 33X BOX 7X 40X 6 2 4 3 4 OX 1 3X 27X 2 OX 5 3 4 3 33X 20X 27 X 20 X 15 ____63.5._. 1 5 ______55.2.,, 15 54.2____ 15 48.6 15 55.5 1 5 54.0 HB n1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 526 ! , I- 1 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary . 76 ^.95. 50 26 75 49 Qt ,.Z25 Number Tested Mean NatM. NCE__ ALL OTHER N % N X N y. N X N N X N Q_____OX___ 1 0 0 1 ___62.9 Percentile Sumnery J k I 76 50 26 99 75 49 01 -..25_ Numbe Tested Mean Nat1 NCE__ J-------------- .\nr~ '! 1 OOX OX _0_____OX 1 0 0 1 ._52,t TOTAL READING N X 1 0 OX . 1 OOX OX 1 OOX OX OX _ 0____OX 1 0 1 oox ox Q_.. _ O''- 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 1 1 1 1 1 .....59.9..... TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 58.1 54.8 63.5 59.3 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X 0 1 0 ._.0X____ idox ox __0____ OX.......... 0_____OX _ 1 0 .__..o. 0____ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox ox 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 ox 1 OOX ox OX 0 1 0 0 ox 1 OOX OX OX 1 1 1 1 .62:9 __52.1 59.9 58.1 1 1 1 54.8 63.5 59.3  j 01 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 527 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N....  X N X N N X N X N X N 76 50 26 01 99 75 49 25 1 6 2 7 6X 38X 13X 44X 8 2 5 1 5 OX 1'3X 31X 6X 4 \"5 6 1  31 X 38X 6X 5 31 X 4 2SX' ___5 4 4 3 25X 1 9X 1 6 31 X 25X 6X 3ex 6 3 4 3 1 9X esx 1 9X 5 4 4 3 31 X 25X 25X 1 9X Nuaber Tested Mean Nat * 1 NCE 1 6 47.2 16 62.8 1 6 55.5 1 6 54.5 1 6 49.0 1 6 56.0 1 6 54.3 I It# MIT CHELU. ELEIVIE3SrTA.R Y IlHEEOVEMEISIT EL-A-ISI T992-93 DISTRICT MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. will provide\n2) To that end, the Little Rock School District (1) a program of basic education for all students\nthat address the special needs of students (2\nprograms ------- ------- . . (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. program of studies, each student will and will learn and appreciate responsibility and .inities Through an crganizea experience academic succes productive citizenship. PHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT sound and comprehensive philosophy, based on the personal and jcaticnal needs of students, is essential to a viable and effective public school program. The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the present and future programs of the district are being developed. The school district instructional and supportive programs should: 2. Se designed, organizedanC implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. Emphasize and continually reinforce the values of our democratic society, worthy citizenship and ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. 4. Reinforce positive goal-oriented learning by and rewarding student systematically recognizing success at all levels of achievement. 5. 6. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers. A 1.DISTRICT GOALS 1 . To Increase educational achievenient for emphasis on closing disparities in achievement. 11 students with specific 2 . To establish climates of educational excellence in all schools through: a) providing equitable educational opportunites for all students in a desegregated learning environment b) c) d) enabling all students to develop a lifelong capacity and love for learning leading a student to be productive contributors in the school, the community and the workplace providing a disciplined, structured learning environment all students 3. for To enchance human relations skills for principals, central office adminstrators. teachers , and BUILDING GOALS: 1. The number of students demonstrating mastery of basic skills competencies will increase during the 1992-93 school year as measured by the AMPT and Stanford Achievement Test in each of and these curricular areas: math, and science. reading, language arts, social studies, o A safe and orderly climate will be established to ensure the safety and well-being of the students as well as the quality of their education. 3, 4. To secure Mitchell for the safety of students, staff*\nand parents. Parental involvement will increase during the 1992-93 school year.mission rrATEMENT MITCHELL ELEMENTARY SCHOOL We, at Mitchell Elenientary School, recognize the uniqueness of each student. We believe we must 'enable all students to develop all that makes them unique to the maxirnum of their abilities. we believe that Mitchell Elementary School should create an environment which encourages cur children to develop as thinking. caring individuals. We provide learning experiences that stimulate our students to coninunicate their intellectual, emotional, social and creative strengths in speaking writing, cind listening. We believe a. positive self-concept is of great importance'in the development of each student\ntherefore, we encourage each student to have worthwhile goals, self-discipline, concern for his fellowman and a dedication to our democratic.way of life. /GLthouoh we realize that our goals and objectives must be flexi ble so that our students will be prepared for a constantly changing society, we also realize that malting our philosophy compatible with that of the Little Rock School District is essential in order to assure continuity between Mitchell and other schools in the District  ** expecially when our students leave our school and transfer to other elementary schools in the District or go onward toward the secondary level of learning experiences. -It is our intention to do all in our power to assist our students in learning how to best serve themselves as well as their community. oMITCUELL ELEMENTARY SCHOOL OBJECTIVES The objectives of Mitchell Elementary have been formulated to give each child the opportunity to learn, grow, and function in his present and future environments. Develop positive self-concepts. Develop the student's capacity to discipline himself to work, study, and play constructively. 3. Develop the social skills necessary for adjusting and adapting to our ever changing world. A. Encourage mutual respect and concern for others. 5. Provide situatic.ns in which problem-solving skills are encouraged. 6. Increase efficiency in all areas of instruction. 7, Enhance an appreciation for the multi-cultural heritage in our world. 8. Provide opportunities for creative expression in speaking. writing, and listening. 1. 9. Encourage each child to recognize his responsi-  bilities as a citizen of the community and country. 10. Provide opportunities for exposure to enriching experiences in and 'around the community.ASSESSMENT/ANALYSIS of LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOAL An assessment of the 1991-92 school year at Mitchell Elementary can on ly be considered through an understanding of the changes that Our school occurred in our population from the previous two years. population increased fifty-one (51) per cent in 1991-92 over the population of the two preceding years. What that meant for us is that, effect, we were working with an entirely different group of students, that information even further we had more new students to in To illustrate Mitchell at some grade levels than 'we had returning. Additionally, students leaving Mitchell was not a What these numbers even more significant is that sixty three (63) per Mitchell last year entered reading below rade we factor -in these numbers. makes cent of those students enterin grade level. o While a lot cognizant of the need academic achievement. or progres occurred, we are extremely we We must address to move Mitchell toward high incorporated the effective schools have and , on the mastery in particular, will forcu correlates into our plan, of basic skills, a safe and orderly climate as well a involvement as we work with our students. parental Students in grade (85) per cent mastery three achieved eighty-fiv six pass rates did not meet the minimum state standards on any'^ea oV the teSt.-----STS' UXpH'CL.rhis performance to improve tlTT^yearu----duf atCAdhed plan conc'entrates largely on strategies for the mastery of basic skills in the following curricular areas: reading, math, language arts, social studies and science. While, we believe the large number of new students last year functioning below grade level hampered our performance, we are equally confident our combined efforts with a constant population and .our newly revised on the AMPT. tlrtKyear. in grade TTS' uxpyeL this year coupled curriculum will yield significant improvement. Each grade level at Mitchell scored considerably below the national ayera^ on the Stanford AchievemerTL ThiJ' maj diJuppiJTiitii'ij, Lu uur s'cRooi, particularly in light of* our steady gains during the three preceding years. Again we were working with a remarkably different Additonally, the change in test and format of the test administered added to our decline. students, and population. 1 d t\nL. Our school staff, parents feel confident our concerted efforts will move our students forward during the current year. sense of ownership and pride is critically important to a learning environment. This, of course, the influx of students from many different areas, must develop over time. school's With the achievement of this,.goal was difficult, but it was realized. Visitors to Mitchell often commented on the positive feeling tone observed and felt throughout the building. Monitoring visits'often reported climate as a strength. While we had nine (9) out of school suspensions, increase was only proportional to the increase in membership, many new students came with a history of behavior problems. the Additional 1y It is cleardid impact behavior positively, watch as the various factions unified group. This factor will greatly assist in understanding of cognitive to emphasize strategies for building a to see w rewarding to We continue Additionally, it was of students melded into  information as we begin and orderly climate in thi plan. a the delivery and the 92-93 positive, year. saf e, are strategies identified needs and accompanying the overall success of our students. to ensure that each student masters the basic skills in an All of our instrumental in It is our goal tudent environment that supports each student's strengths. We expect our school improvement plan together with the newly revised curriculum will ensure our success. fTARGET: OUTCOME\nIMPRO VEMENT ri^N To iirrensR etiiraticrHl addec'Einnt for all students yith special cglYisis at rcaling.________________________________ He nuiiisr of sbilnts at Mitchell Sdwl doimstrating mastery of basic skills axi ccmpetencies will increaso ciiring Ue 1992-93 school year as nEasured by the AMT and Stanford Achiewerngnt Test. actions RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMEITT EVALUATION DATA Students \\flll be assessed to detetnrirE strengths and weaknesses as \\11 as their instnicticnal lecels in reading utilizing the Principal dassroon Teachers Reading Specialist August 31- Septaiter 15 Rearliqg Specialist ass FtoFiles foUadrig resources: -Stanford lest Results -Reading PLacaient lasts -IjeadET made diagnostic tests of skills tested cn Arkansas Mininun Fferfcrmance Tests -i-Jriting sanples -leadTer observaticn Stud3Tt Bducaticnal plans will be cfe\\lopQd by eadi edassreon teader in cooperatiai with paroits, .qperifllists, as W^ as tte building principal and irdividual student. Qassrocm Teachers Specialists Principal Ihcents Students Ajgust 31- Septenter 25 Developing EEfecti\\e SEP'S Developed SEP's Student Itogpess TaadTers will de\\^il3p teadiing strategies to targpt deficit areas. Principal Staff AjgLBt 31- Cpgaing Iteading Dept. Curriculun Guides Curriculun Training Abacus Training AMT Staiford 8 Teacher Gbsen.aticn 1 I i1 TARGET: OUTCOME: ACTIONS IMPROVEhlENT riAN To increase edratinrol adTievaimt for all students yd th special enphasis on i oading.________________________________ The nnter of students at MitdEll Sdrol daimstrating mastery of Insic skills \u0026lt;and coipetcncies will irarease during ths 1992-9.3 school year as neasired ly tlie AMPT and Stanford Adiievoimt Test. RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA leadTerB viill review test results fcr students failiii\nPrinciFol Staff Sqjtenfcer 18 AMPT results Axidanic Soils Plans areas cn the Arkansas MLniiam DerfccmaToe Test and develop academic skills plans as needed. Teachers will road aloud to their stufeits cn a regular basis to madel reading for their students cni help them develop an appreciation for literature. l^oi ingA-ti t ing experienoe win be interrelated. All classroom teachers will inplanent the LEAR program in the classrocm schedule. Oassrocm Teadiers ^Ecdalists Classrocm Teachers Ffedia Specialist Reading Specialist Roncipal leadTets Argust 1992- (Igpdig Argust - Chgpiig Septaer 1- Cb^ipg Literature bocks Ifedia Specialist COrridiluii Training tteading Specialist (IPC) Library Student Process Principnl Gbservation Lessen Plan Ecdes Student Progress AMPE Scores Stanford Test Student ProgressTARGET: OUTCOME: ACTIONS IMPRO VEA/ENT PJAN To irare^vie edrmticml adiievarent for all, students yith special onpirifns aTreahi^G------------------------------------------------- Te ruiter of studcaits at Mitchell SdraL demonstrating mastery of bcsic skills ard conpetencies will increase during the 1992-93 sclrol ypsr as measured ty the A^PL and Stanford Afhiexonent lest. RESPONSIBILITY TIMELINE RESOURCES STAFE DEVELOPWEITT EVALUATION DATA Students in grades ore and two diall have reading twice a d^. (L. Art block ard agpin in content area.) All students shall read a tirinumn of 4 literacy selections fron tlie Ore Literature List.. Elect-lb-Read readathen as well as otlier reading prorotions will be held throu^xut Che year. The ptincipal will make instruction the majr focus and will observe teachers a nuninun of ei^ times allowing for more collaborative supervisicn. Students will week in confute c lah three times a week cn progcaiB desagped to assist stutots in the remediation of ddlls as well as increasing Inkier level thinkiiTg skills. ____________ Grade 1-2 leachers Principal Teachers Reading 5^TPria1ist ifedia fecial i st Staff Principal Mncipal CoTfuter S^ialist dassrocm leachers Septenisr- Q^pdng Septentea?- Chgaing October,1- Chgaing AigiBt 31- Chgping Aygust 31- digping Literature Lists/CUrriculur Ftrlia Center ELsct-Tc-Read Pronotiai materials Ourriculun IrairriiTg . Increased adiifi^'enrait Increased afdjsvnTBit Increased achievaient Greater partidpatlcn in reading for enje^nent Record of teadTer obeervatiais Eicreased adiiewmsnt lixxeaaed aehievement ..J r1 TARGET: OUTCOME: ACTIONS IMPROVEMENT PLAN To increaga edraticnal adiig.engnt\nfor all studenLs ynlh special nuim-is cn realiry. The rrmber of studaits at Mitdiell School doncnstratiqg mastery of basic .ski 11: 1992-93 school year as measured ly the AMPT and Stanford Adiievarent Test. atl canpetencies will inersase Airing tl^ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA PAL teader will wok with classrmn teachers to cocr- dinate effertd to ensure the optimal delivery of services to stvdents. Cross agp/peer tutcring tall operate thrai^rut the instructienal pcogran. Thstrueticnal aides will targpt stuAnts who are in greatest need in reading. Teaders will Identify the leaniirg styles of Uieir stuAnts and utilize this infocmaticn fee instructim. PAL Teadiers Principal CLassroon Teadiers Rdncipal Staff Reading Specialist Cbmsalor CLassroon Teachers Insttuctional aides Classnxm leaciTers Ajgust 31- Septaiier 15- Chepiog Septente 15 Septaiier 12- Qi^ing iffiists Reading Socialists Learnirig Stylet Inventcry Student Pepgpess Test Scores StuAnt Etx@:ess (. Tutoring Tips for Instructior^ aides Student Progress histructional aide Reoccds Intentccies cn file IrRentcries cn file1 TARCETI': OUTCOME: IMPRO VEMENT PLAN To incren:^ educational adiievnnent for all students ^-dth spxdal aiphasis ------------------------------------------------ Tie miter of stucfents at Mitchell School denmstratirig mastery of basic dcills and canpetencies will increase clilng the 1992-93 sdcol year as maasured by the MT and Stanford AiucM^irnt Test., ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Schxl-wide Ebstal Service \\dll be inpLanented to lnp33\\e larigLHgp arts skills as well as to unify the student body tluxr^ a sdtolwide ocnnirricaticri system. Studants will be. gi\\^ frequent oppcctmites fcr interacting with each other regprdirg literature selections. Selected students will provide infamatlm throj^ die school interccm about books/sslectims d-Ey would reconiEnd. Reading Specialist Ffedia SpecdsUst C. Quin J. Calhotn K. Cafe  Principal Oassroaii leachers Special j.Sts lYincipal K. cede Teachers Studaits October 15 ChgpuTg /ijgust 31- ChgDing Septeiter 14- Qlgaiiig U.S. Ibst Offic! Eeudepirig a sdiool-irzide Ebstal Service Media Center Increased ad-iifiVHisnt Increased achreraenC Increased interest in readiiTg Student Progcess t1 TARGET: lb incrensg Hie ruiter OUTCOME: .aetoal ACTIONS StuintS wUl be assessed to determine strengths and weaknesses in math utilizing the AMT, Stanford Tiest resiits together with teader cteervaticn end other assesenent criteria. bbrofulati'ves will be usad extensively to teadi nathanatics across all grade levels. JMrROVEMENT ELAN edLcatiaH-l adiievEment: foe all stiAnts wlQi spacial oitj-asis in imth. will ijwaase diring tie W-93 of , at ^33jmdTyJl^-AtET-2Dd.2taifci^^ RESPONSIBILITY Oassrocm Teachers Ihth Specialists Principal Teachers ifath Specialist TIMELINE resources STAFF DEVELOPMENT EVALUATION DATA AjgiBt 31- Septaiber 15 AugLBt 31- Chgaing  Class Profiles Using Ihth ^fenipulatives effectively (Phth tfept./IK) Principal Cboarvatixn Increased adiievenent Cooperative learning teedniques will be utilized Principal Staff August 31- Cklgping 'linical Supervisicn /WI scares Stanford sccces by staff in woridrg with sttrients. All staff menbers will receive item specificatlcn cepdfis of aU objectives tested cn AMPE so that teadEcs can ensure skills are targeted. Teaers will utili2E a variety of technixiues to encouragp hi^ier level tiTirldng Keills with all students. Principal Principal Oassroon Teadiers G/r Teacher Ffatli St^ecialist Septenfcer 1 August 31- Chgcdxig ^fath Dept. (IKC) Tridi KtUingpw^rth (ffath Specialist Carver) Student Progeess lest llesults Principal obeervaticn Student achievaiEnt1 TARGET: OUTCOME: IMPRO VEh'IENT To intreasd edicatiord adri.evfnent fcr aU students crith special grTiiasis in matli. He rurber of students at 4g(ixx3L^on^as.uiEaam3ilyJ13S-A::EI-a^^ ^ti t-fjyl 1 (inwsttating master of tasic ddlJs and corpetencies will ircreass during the 1992-93 ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Specifie'.AMT objectives will be T-plrgged in the ccmpiier lab to determine skill mastery periodically. Oppqrtmities will be available during extended day fee increased atteition to dpfirlt areas in math. Stiiknts will select and use appropriate approaches and tools for solving ptoblare, inrliiding mental coiputaticn trial and erra, paper and pencil, calculator and cenputer. Ihl Teader will wade with dassrocm teachers to coordirate effects to ensure tie optimal delivery of services to students. Conputer Specialist asErocm teachers dassrocm leachers .Math Specialist Teachers Ibl Teacher Edncdpal October 15- Chgaihg Octeber 1- Chgoing Septser.l5- ttigring AjgiBt 31- Chgaing Irtreased test scores Increased achievement Ffeth Specdaldst (HC) Increased student ahrifivement Student Progress Test sccres) 1 OUTCOME\nACTIONS IMPRO VEMENT PLAN To increase educational achievenEnt for all stvrlents yith special oipfijsis qn social stuiias._________________________ ^nuto of studaits at Mitdiell Sdiool demonstrating mastery of basic skills and oorfctencies will increase Airirg the 1992-93 sdeeJ. year as evidenced by the AMT and Stanford Test._________________ RESPONSIOILITY TIMELINE RESOURCES STAEE DEVELOPMEITT EVALUATION DATA Biphasis cn activities that will nave stulents to (kma'strate attitudes and lahits (pride in gsod worknandiip, dependahility), and other skills that will assist the students in beccmirig productive participents in aacdety will occur. Principal Staff Ctigoirig liipnved self-esteem Stufait Progress c Zetivities to assist student\nin vrrierstandiog the roles plagpd by varicus racial and etlTiic grocp's in developdng a pluralistic society. s Staff Ctigping Stxrient Pcogpess Discussirg to lead students to apply critical thinking skiljs and knowledgp firm history to the deci si m making process. Principal Staff Gocnailcr Chgping Increased self-esteem Student progress 3CK will be utili2Bd in the delivery cf am'al stiriles ccntent. Taachers Septarber 15- Cheoirig Incxeased test scares I 1 T.ARCET: OUTCOME: ACTIONS IMPROVEMENT PLPvN To increasg educaticnal achievjnsrl' ftjr all stidents special gniiasis (yi socJal stirlies. Mitdell Scliool darmstratirg nostcry of basic skills and caipetcncics will ircrca^s durijK- tip cW-irV-vl T.rso- QO n* U-, i-l KYJlTKr __1 r..__e* .. rj ' 1992-93 schoQ], yaar as evjfaTaad by tic AMP! and Stanfcri I^t. RESPONSIDILITY TIMELINE RESOURCES STAFF DEVELOPMENT evaluation data The contributitns of Africai Aiecicans and other cultures will becoie an Integral part of the cucriculun throu^ tte use of Gore Literature Ifcoks, suipLemental textbooks a^ resource peakers. Rxihlan-based learning strategies tdll lirit the school curriculun to work, jobs, and a chance at a better life. Field trips related to curricular learning experiaxEs will be schaiikd to eo^and aid extend sCudenl i krowled^. Oassroon Teadiers vns Oassroon Teachers Specialists G/T Teacher Oassrocm Teachers s' October 1992- Cfcgaing Septaifcer 1992- Ct^ing Septenfcer 1- CfcgDing VIES Resource Speakers IhpxivGd avoreness of various cultures IncEeased achievencnt Record of Field Trips (O ITARGET: OUTCOME r ACTIONS JMPRO VEA/RNT ELAN To increase educational adiievanenl\nfor all shidgits with special oni-.r^is in scifincG.____________________________ 'D'e n liter of students at Mitctell School cbra-igtrativie nestery of basic ddUs err J oenpetaxies will increax during die 1992-93 school year as eviderced by tie MT and Staifccd Test._____________________________________________ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Test results vdll be examined to determine areas of greatest need. Staff Septaiber 15 lest results Ibeds identified ferm test results Individual inventcries of 6th grade students cn scierce concepts tested cn AlPT vdll be ccnpleted. Sixth Gfcade liaacher Special enpiiasis vail be plao d Ftincipal on providing learning experiences thcau^xut the curricular areas to prorote reading fee pleasure, protilem solving skills, demonstraticn learning, investigative projects, leal-wcrld learning and hand^ labcratcry experiences. Staff Septenter 15 Ctiaairg Ifesource Guides Garpleted inventories Stufent Prqgpess e V Ihtegcaticn of science ccnoepts vdth mere lends-tn scierce experiaxes vdll occur, ffire scienoe equtpiEn: Principal Classrran Teadxrs G/T Specialist Ajgust 31- Chgaiqg Currioulun Chide 3 Resource Student Progress AMT'Scores Observation Lessen Plans vdll be used to assist teachers in the delivery of instruotiai. I1 TARGET: OUTCOME: ACTIONS IMPRO VEMENT PLAN Hb nrixx of strricnts at Mi tdrill Sdwl cfaimstratixe mastery of basic .-idlls and ccrririeixifis wiil iivrease duniig tic 1992-03 scl-col year as evidfaioad by the AMT and Stanfccd Test. RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Sdcol-wide science fair Super Science Vfeekly will be utilized at all grade levels. Science centers will be utilized in all classrocms. Science cucriculim will be enpiesized throu^ extended day ptegram. Principal I^xil 15. Inservice with Lola fbrrltt (Carver Science Specialist) Student Ihrticipaticn Ejdrihi ts of Studait Projects leaders Science leachers Staff Principal Septoiber 15- CbgaiiTg Septenber 15- ChgpdiTg Septenber 28- Ch^ihg Increased interest in Science Increased test scores Student Progress Student Progress AMT Scctes Staaferd Soares 1 1 TARGET: OUTCOME\nACTIONS IMPROVEMENT PLAN To establida a climate cf edvraticnal exoellgnce,______________________,-------------------------...........------ A safe and orderly clinnte will be estsUieted to ensure the safety aai well-beipfj of the students as \\11 as the (Tinllty of their edjcatico.... -----------------......................................... RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Ihe principal and staff will utilise a variety of positive recogniticn strategies to erhanoe and prnnote student self-worth: -Positive phene calls -Positive notes -Stixtnt of the Itedc -Aadaiiic and Cit-12aTship Harr Rcdl  Hi^i expectaticns caxEmiiTg attendanoa and beipg on tine will be connrricated to students and parents. At risk studaats will be included as nmitocs, fire marshals, aitBssadccs, aid othsr positive redes in the schcnl. Students will receive canseling (vhole gretp, anall group, and in- dividal) to assist in the developTHit of self-wccth as well as pirohlem solving ati coping skills. Staff Staff Principal Cctnaalcc Staff Ffenters Goinselnr Ajgist 31- Olgplng Oigsing Aagpst 31- Qlgpihg Qagaing Rositixe bdaaxlcr So ident/Parent Feedback Letters to Parents  Extent Handbook Pecocd of students in activities Inpxived bebavicr c1 IMPROVEMENT PLAN TARCCT: OUTCOME: To establi.di a clirete of educational excellence, ____________________,_____________________________________ A safe and orderly climate will be estahUshed to ensure, ths afety and well-h\nirig of the stiriants as well as Hie qaaLlty of UiaU edratim.-------------------------------------------------------------------------------------------------------------------------- ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA The nintcring prolan will be expanded to include mote active participants. SJcecial activities/leaming experioices will be develped and inplemented to mete sPidents aware of their own vrriqiE cultural teritagp and imce avare of the diversity and nultiple perspectives of otlier cultures throu^ curricular infusicn. PecogiizB each porsn's birthdity over the intercon as well as witli a card. ^Bcial activities each 9 weeks for students cn citizariup honcr roll. Students will be given the oppcctvnity to participate CoLTBelcc Principal Principal Staff Ocunsslca: Staff in extra-ojrricLilar activitifii\nOTgaing Chgping August-31- Chgaing KbvHiher 1- Chgcdng October 1- Chgcdng VIES Principal Staff Hjltiadtural Ffaterials RecEtd of Ffentccs Bulletin boards di^pl^ Ibsitive school climate Recctd cf resource persons Increased sebf-^odh Ihpxwed cliuHte IirpTOvcd clinate Ibsitive student participa ticn that will Include: -QTesrleading/ii-ill lean -Science Club -School NswBpEjper 1 -Just Say No -Drara Club ! -St?. I 'ilUiT .ij.Dprans1 IMPROVEMENT PLAN TARGET: OUTCOME: To estah1di a cUirete of edir-aticnal excellence.--------------------------------------------------------------------------------------------- A safe and orderly dirate will be estdii^ to ensure tbe safety and ueU-beirg of the students as well as the qiHUty rf their eAcation.------------------------------------------------------------------------------------------------ ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Bctensive strategies wlU be inplaiEnted to erhstice student/student interacticn. 1 Teadiers CoLffisekr Ajgust 31- Chgptibg Improved studait/student relatienshipe Districtwide Hjnen Relaticns Survey J.TARGCT: OUTCOME: IMrRO VEMENT PLAN Tn dilutes of eAcatlnm,! exceUenpe in all sdcqls. lb secure MitcfElI foe tie safety of students, staff, and parents. actions RESPONSIBILITY TIMELINE RESOURCES STAFP DEVELOPMEITT EVALUATION DATA Safety aid security drills yrill be inpflaiEnted cn a regular basis: -fire Drill -Torailo Etill -BuUet EtiJl -Reverse lire Drill Safety aid security buildingwide plan will be updated and djared with all staff (lenhers. - Principal Staff Principal Staff Ajgust 31 digpiuig AugLJSt 31 Qigpirig Inprc^ed performanoe ojrir^ restive occucrences Irrptwed respond to vrptedicahle occurenoes All LRSD Staff not tasad at MLtchell Jdll J\u0026gt;ear ic^tifioaticn tadgps. (Miintenanoe, bus drivers, etc.) LRSD Ahrinistrative August 31 Qjgaing Inpxwed Security AU doors to the main building aid auxilliary buildiiig wiU be kept locked, except the main entrance. AU guests and visLtors will enter the buUding thrci#i the frait entrance. Mrcipal Qjstodians Instructienal Aides AugLBt 31 Ctig3iJTg Secured baildJjTg Rdncipal Staff August 31 Chgripg Secured buildirigTARGET: OUTCOME: JMPROVER/ENT PLAN Tn Psrnblirfi rlimates of educat:icn4 e2C--llenoe in ai\nsdrolg.  lb secure Mitdiell for the safety of students, staff, and parents. actions RESPONSIBILITY TIMELINE RESOURCES STAFI- DEVELOPMENT EVALUATION DATA AU visiters and volvnteers to the building will sigr in at liTB office and r^iear visitcr/guest badgps. Principal leaciiers Augjst 31 Secured biiiding AU dsors to classrocms with glass will be kept clear. Principal Tfiadiers Ajgust 31 Secured building I 1 TARGET: * OUTCOME: lb inoJBase parental ccmntilty actions terent Ibndbocks will be distributed to all parents. Rrrent Ni^ will be held to ergpxkr parental sn^xxt foe tie year. terent Seminars (1 per 9 vedcs) will be held to assist parents with ^dlls for building self-esteem AS ^11 as nntivaring theic chilciren. Learning letters fee parents cn a variety of educaticnally- related issues wUl go Ime edcly. Check Lb Out Day each nine wedrs fcr paiEnts to visit school. IMPRO VEMENT PLAN invoKgrgit at btitdisU. ELementary during 1992-93 school year^ RESPONSIBILITY TIMELINE resources STAPH DEVELOPMENT EVALUATION DATA Principal Principal Principal Oxreelcc ferent Ifendbock SepteniET 8 tfavaiber 1- Chgaing Navenber 1- Chgping P^C VIPS teccid of parental attendance Ibrent Feedtack Eferaital Attendance tene visits will be utilised by all staff maibers to er^der parental iiKrolrement, Staff Septenfcer 28 Chgping [fecord of hmc visits teoogaiticn of Itont of tte nonth. Tfiaers OairBsloc Septenber 30 Chadng tecord cf arardsT.ARGET: OUTCOME: actions IMPRO YEMENI' ELAN Th irY^ mtoiral caminltv irrolx^mL at.MitcfeU Elgnentary Ariiy, 1992-93 sdwljg^ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA * 1 Teachers will assess and utilize the talents and resojcoes of jBcents and schxl patrens ty foonal and infcunal to aid in developdng a rescurce directory. dasstoon Teadiers Principal P.TJL Ctmseloc Septenter \u0026amp;- Ch@3ihg Ccrrpilatien of school-wide resource directccy Priiripal's Ifesitive Hxne (hl Is. PcincitHl Tiaachets Ajgjst 31- . Ctgaiiig Reoocd of time calls PTA bfaifcerdTip Hl will a PEA Beard Etwcifal AjgLBt 31- CtT^:ing . Record of atterdanoe njiter of strategies will be anplDyed to encouragp attendance at parent neetingslODM Visits to LRSD Schools, Opening Days 1994 Mitchell Incentive School We were pleased to note that:  The interior of the building had been freshly painted in a blue and white color scheme that coordinated with the carpet installed during the spring of 1994.  The school's new creed was prominently displayed in the foyer.  New carpet had been installed in the second-floor hallway.  Students were well-behaved and friendly. We also noted some areas needing attention. ODM observed several of these same problems during our May 1994 visit to the school and documented them in a letter filed with the Court on June 2, 1994. The problem areas now include:  Exterior paint was peeling badly around the second floor windows.  Extensive roof leaks had caused great damage to the ceilings and carpet in both the reading and math labs. These leaks began over a year ago.  The library also had a serious problem with a roof leak that has left a gaping 4' x 3' hole in the ceiling.  Window screens were missing.  Exterior doors badly need repainting.  Florescent lights in the cafeteria were missing their covers.  Part of the campus fence was in such a poor state of repair that passersby had easy access to the school grounds.  Work that should have been completed before children returned to school was left unfinished. Painters still had work to complete during the first week of school, and the contractor had not begun work on the re-roofing.5 ^11 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24*\u0026amp; Battery Streets Phone 324-2415 Little Rock, Arkansas 72206 May 12, 1994 Dr. Henry Williams LRSD Superintendent 810 W. Markham Little Rock, AR 72201 PEC r3ST\\ NT,!-'! 7 MAY 17 199A Dr. Williams, OflicQ of Desegrei: h. 'J We, the undersigned have drafted this letter in response to the article in the Arknasas Democrat-Gazette, dated May 7th, regarding principal assigments. In reading the article, we found that our current principal. Dr. Samuel Branch has been reassigned and we're writing to let you know of our displeasure with this news. Dr.Branch has come to this year, from an institution of higher learning, far removed from the atmosphere and operation of elementary school. We want to let you know that we feel he needs at least another year at Mitchell School, before being moved, for two reasons:!) it sends a message to the community that our school is an unstable environment for students of any race and this thinking impairs our ability to recruit and 2) we would like for him to have an opportunity to perform the duties of a principal to the best of his ability since we trust that he was assigned to Mitchell initially for his ability. He has spent this year learning the ins and outs of the fairly complex Little Rock School District system. We wish to let you know that we want to give him a chance to utilize his strengths as an administrator. us, year an Please consider giving him an opportunity to do just that. Sincerely, Mitchell Elementary Parents cc: Judge Weber-WrightOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 Fli-eo, eastern district The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 2 139+ Bl/:. OEP CtERK Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presently preparing a comprehensive incentive school monitoring report that will include findings based upon ese on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, I am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. CC: All Parties and Counsel of Record ODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993. we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintsw % 9f Little Rock School District OFFICE OF THE SUPERINTENDENT June 21, 1994 JUN 2 4 1994 a 3 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 520 Heritage West Building Otiics cf Dssegreg\nion iw '3 Little Rock, AR 72201 Dear Ann: I have enclosed for your perusal and records a copy of a document that was forwarded to me by Mr. Eaton in response to your partial report on the physical condition of particularly Mitchell and Franklin. the incentive schools. The report provided by Mr. Eaton seems to suggest that the buildings are not being neglected and are on a regular maintenance schedule and obviously do receive special consideration when circumstances warrant special attention. It might be a good idea, Ann, for us to meet with Doug regarding the incentive schools so that you and your people are aware of what the capital plans call for with regard to the repairs of all District facilities. Should you require additional information on the incentive schools. please let me know, and 1*11 get it for you. In the meantime. please consider the possibility of scheduling a meeting with Doug to look at all of the facilities. Sincerely, H. P. Williams Superintendent of Schools HPW:nr Encl. 810 West Markham Street  Little Rock, .Arkansas 72201  (501) 834-2000 10/21/94 09:07 .501 324 2032 L R School Dlst ODM @002.-002 October 21,1994 Little Rock School District News Releasp For more information.- Dina Teague, 324-2020 The Dallas Opera presents the students at Mitchell Creative Dramatics puppet opera, tAonkey See, Monkey Do foi performance is a sneak preview of the Elementary School today at 1:00 pjn. The International Children's Festival at WUdwood Park this program which will be presented at the Based on a Mexican folktale, weekend. provide an entertaining introduction the work uses both English and Spanish to Commissioned by The Dallas to opera for elementary school students. created by Dallas composer Robert Xavier opera in 1986, Monkey See, Monkey Do was features music recorded and performed by Voices Rodriquez and librettist Mary Duren, and of Change. ### 810 West Markhaiu Street  Little Rock, Arkansas 72201  \u0026lt;501)324-2000FIELD TRIPS TAKEN AT MITCHELL ACADEMY OF EXCELLENCE 1995 - 96 SCHOOL YEAR AUGUST OLIVER\" at Murray's Dinner Playhouse - 6th Grade SEPTEMBER Goodson's Apple Orchard - Kindergarten Heifer Project International - 3rd Grade Aerospace Center/IMAX Theatre 4th Grade OCTOBER Weather Station - Sth Grade Arkansas State Fair - Kindergarten and 1st Grade Pumpkin Patch - Kindergarten and Pre - K Rightsell Elementary Communication Fair - Ms. Stubblefield's 4th Grade Wildwood Park for the Performing Arts, Children's Festival - Sth and 6th Grades Central Arkansas Library - 1st and 2nd Grades Memphis Botanical Garden and Pink Palace Museum - 6th Grades Aerospace Center/IMAX Theatre - Sth Grades Toltect Mound State Park - Sth Grades NOVEMBER Safari Park - 2nd Grade DECEMBER Caesar's Pizza - Pre- - KJANUARY Arkansas Arts Center Children's Theatre, Three Little Pigs/Billy Goat Gruff 1st and 2nd Grades FEBRUARY Arkansas Arts Center Children's Theatre, African Tales - All Grades Shorter College, Fargo Agricultural Museum Play - 5th Grade MARCH (Spring Break 81-22) Liberty Hill Taekwondo - 2nd Grade APRIL Museum of Science and Natural History/Arkansas Arts Center Art Exhibit Ms. Regnier's Class Little Rock Zoo - Kindergarten MAY Riverfest - Kindergarten and 1st GradesSPECIAL PROGRAMS AT MITCHELL ACADEMY OF EXCELLENCE SEPTEMBER Ashanti Tale in Movement with Music - Ms. Stubblefield's 4th Grade Taiwanese Dancers Assembly Yoruba Naming Ceremony - Mr. Calhoun's 4th Grade OCTOBER Pre K- 3rd Grades Dancing, Singing and Storytelling Assembly Mrs. Peaches, Storyteller Assembly Wildwood Performance with 5th and 6th Grades Halloween Assembly for Pre-K through 3rd Grades NOVEMBER American Education Week and Book Week Assembly Game Show - 4th Grades Traveling to the Planets - Ms. James' Sth Grade The Regions of the United States - Ms. Walker's Sth Grade DECEMBER Original Play by Extended Day Drama Class for Sth and 6th Grades Holiday Program JANUARY Martin Luther King Day Assembly FEBRUARY Parents' Appreciation Luncheon Creative Dramatics Sharing Time Pre-K through 3rd Grade African American Heritage Assembly Martin Luther King Speech Contest - Kindergarten Boy Scouts Blue and Gold BanquetMARCH Concert Pianist, Mr. Patton (Assembly) Girl Scouts Induction and Fashion Show Signs of Spring Creative Dramatics Sharing Time Pre K - 3rd Grade Chef Michelle de Preux, Capitol Hotel, (Assembly) Fireman, Mr. Benton, Fire Prevention (Assembly) APRIL Arkansas Arts Center Actor, Eileen Doss, Kindergarten Hats Off Program Pre K - 3rd Grades Hats on Parade - Kindergarten MAY Creative Dramatics Festival Mitchell Olympics \\ COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 1st Quarter School: Mitchell Academy of Excellence Specialist: Mary Trulock, Creative Dramatics AUGUST Made plans with teachers on presentations for the upcoming year in creative dramatics. Fourth through sixth graders will present their activities as \"Umojo time every other Friday. The younger grades will present from class to class. Met with Wildwood Center for the Performing Arts, our partners in education, to discuss possibilities of joining four other schools in their Children's Festival. Ms. Hansen, our Music Specialist and Mr. Milton, our Art Specialist will take part in the planning process. (As will our 4th through 6th grade teachers.) Began scheduling Field Trips for the entire school. Met with teachers on their planning times to provide curriculum based activities in creative dramatics. Released my schedule which will place me in every classroom each week for thirty minutes. SEPTEMBER Ms. Hansen and myself met with artists involved with the Children's Festival and decided upon Nigeria as a country which we would represent. I then scheduled three artists to come into the fourth through sixth grades. Faye Hansen, a story- teller worked with our fourth grades, Zinsi Agini, an African dancer worked with our fifth grades and Marsha Wallace, a visual artist, worked with our sixth grades. Other Creative Dramatic Activities: Pre K - Began teaching students a warm up and general ballet movements. Kindergarten - Kindergacen - Creative Movement/Apple Seeds, Trees, Foods. Acted our Mrs. Wishy Washy. Animal Movement. First Grade - Creative Movement/ Acted our The Barn Danee by learning Square Dance. Second Grade - Creative Movement/Mirroring.  Created our own restaurants and used play money and our own menus to order from. OCTOBER Third Grade - Acted out \"Imaginary Animals which students named, drew. invented habitats, foods the animals ate and original movement. October was another month that the Wildwood artists worked with our fourth through sixth grade students. The students went to Wildwood October 22nd and 22rd to perform and help with the craft table. The event was a huge success. Other Creative Dramatic Activities: Pre K - Continued teaching pre-ballet movements. Kindergarten - Creative Movement/Animal Movement. First Grade - Storytelling with Flannel Board/Rainbow Crow. Second Grade - Wrote Haikus and put movement to them. (Recitation and Movement) Third Grade - Acted out The Big Pumpkin and made up skits to reinforce safety at Halloween. Fourth Grade - Performed Anansi at performed at Rightsell Elementarv. \"Umojo\" time for Mitchell students and alsoSchool: COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 2nd Quarter Mary Trulock NOVEMBER Pre - K - Pre-Ballet Kindergarten and First Grades - Storytelling with Flannel Board/ The Girl That Loved Wild Horses and The Dream Catcher Story. Second Grade - The Five Senses in Creative Movement Third Grade - Introduction to Opera rt Fourth Grade - Fifth Grade - Sixth Grade - Game Show and Yoruba Naming Ceremony Hansel and Gretel\" Build Gingerbread House Umogo - \"Traveling to the Planets Tt Introduction to Opera - tt 'Aida\" Scenework and \"The Regions of the U.S. (Info. Plavs DECEMBER (On Maternity Leave) K, 1, 2, Teachers continued work in storytelling and extended day activities 3 - Continued work on Hansel and Gretel 4-6 Continued work on extended day activities Umojo - Sth and 6th graders performed original musical for holiday program! JANUARY Pre- K - Pre Ballet Review and walks, jumps Kindergarten - Began work forlFebruary Program Counting in Swahili and Jafta with First Grade - Acted out The Miller's Sons, a French folktale and the Bear and the Owl moving picture puppet\nSecond Grade - Painted Imaginary Boxes with four different kinds of music, then drew to the same music/A music interpretation activity. Third Grades - Began work on February Program reciting Shadow with movement and music. Fourth Grades - Recited excerpts from Maya Angelou's Wouldn't Take Nothing for Mv Journey Now. Fifth Grades - Worked on Conflict Resolution Scenes Sixth Grades - Began studying what it takes to attain their future professions... Went through college guide books to look into different courses, finally put together scenes from the future. Performed for Umojo.COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 3rd Quarter School:Mitchell Academy of Excell Mary Trulock FEBRUARY Pre- K - Ballet jumps and leaps, practiced warm up and presentation. Kindergarten - Continued work on program. Counting in Swahili with African clothing and Jafta,with African Clothing as well. (See January_ First Grades - Worked on The Ants and the Grasshoppers with movement and masks for the presentation. Second Grades - Worked on Movement and Science.... Diffemt Forms of Energy. Students were beams of light traveling and electrical currents! Another class worked on a Tribute to Louis Armstrong for presenting. They sang and did movement to\"What a Wonderful World\". Third Grades - After presenting Shadow, they began working on making their own puppets and doing skits about magnets, force and gravity. MARCH Fourth Grades - Presented two skits, one on Harriet Tubman and one on the Underground Railroad. Presented for Umojo. Fifth Grades - Continued Conflict Resolution Scenes. Sixth Grades - Performed their scenes from the future for Umojo. March - Planning for a short tt through 3rd March 13th. Signs of Spring Presentation\" for grades Pre-K Students will be presented puppet show, dances with the parachute, storytelling. Fifth Graders will be presenting scenes from Roll of Thunder Hear My Cry and Famous African Americans with a Spiritual Dance for Umojo. APRILVIDEOS AVAILABLE (Documentacion of Special Programs) Umojo Programs - 4th through 6th Grades Stubblefield - 4th Grade Tales from the Ashanti, September 95 and Excerpts from Maya Angelou, February 96 Calhoun - 4th Grade Scenes from Harriet Tubman and the Underground Railroad, February 96 Walker - 5th Grade History Presentation, March 96 James - 5th Grade Scenes from Roll of Thunder Hear My Cry, March 96 Glover - 6th Grade Class Scenes from the Future-Careers, March 96 Whole School Programs African American Heritage Assembly Program, February 96 Girl Scout Inductions, March 96 Concert Pianist, Mr. Patton, March 96 Martin Luther King Speech Contest I Have A Dream\" Kindergarten Performs and Whole School is invited, February 96 II, February 29, 1996 Dear Teachers and Parents, After looking at the attached document, please complete the survey below. Also, feel free to make notes and suggestions on your copy of Che document. We are in the third year of our Creative Dramatics' theme and would like your input on reviewing the program. We appreciate your time and efforts. Please return the survey by March 8, 1996. 1) Do you think our theme of Creative Dramatics is working to provide students with opportunities to work together, become better listeners. and effective speakers? Give examples. Yes, they are learning to speak in front of a group and work together. Yes, our students are learning to perform in many ways, speaking, listening, acting, memorization skills, etc. 2) Do you believe that students are becoming bettef speakers with the use of Creative Dramatics? Be specific. Yes, I believe they are learning to enunciate more clearly and think about what they are saying. Yes, they are learning to articulate and control their tone to project to an audience without a microphone. Yes, I noticed this during your recent salute to African Americans. 3) Are students provided with opportunities to be spontaneous, creative and critical thinkers? Yes. I have noticed in my daughter how she is more outspoken around family and Yes, in theclassroom we \"act out words\netc.-------------------- tt friends. small passages or even pantomime different 4) Are students Involved in making choices in dramatic situations? Yes. Yes, many times they create their own plays or dances.5) Fourth through sixth grade students only - When taking on the role of a character are students understanding values and beliefs from other cultures and/or other times in history? Yes, we discuss in depth the meanings of the different fables and folktales from around the world. 6) Kindergarten through third grades only - Are students understanding the importance of effective communication through memorizing I believe they need more practice in these things. and recitations? Finally, parents, are your students informing you about \"sharing times\" performances here at Mitchell? and Are you receiving the flyers from Mitchell Academy of Excellence? Please list the performances or which you have been invited to attend. If sharing timesIt PTfl Wildwood Park for the Performing Arts 20919 Denny Road Little Rock. AR 7221 I USA [5011 S21-PARK (72 7 51 FAX [501J 821-7230 -Ann C'.horard Founder/Artisttc Director October 26, 1995 Mitchell Elementary Mary Trulock 2410 Battery Little Rock, AR 72206 Dear Mary, On behalf of the staff and patrons of Wildwood Park for the Performing Arts, I would like to give you a round of applause for giving so much of your time and talent to the fifth annual Wildwood International Childrens Festival. This year was the best year we have ever had and it is all due to everyones participation and effort. The children had a grand time learning from the various areas as did the adults. We hope that you will join us again in the future. Again, thank you so much for the gift of your time and talents to help make our International Childrens Festival possible. Sincerely, Ann Chotard Founder/Artistic Director Wildwood Park for the Performing Ares is a non-profit ^01 -cl i charity regiicercd in /.lttl\\ Hoik. XrLinv.\n' \\\\ .lev I'oJ Park tor thi tninu ,\\rt\u0026gt; i \\h WiuW^Di?  I August 9, 1995 Ms. Mary Truelock 28410 Kanis Little Rock. AR 72208 Dear Mary, Thi.s is in reference to our phone conversation on August 4, 1995. We are so pleased to have your class participate during this year s Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. At this time I have not been able to gather enough information to schedule events in the African Village so I am unsure of your performance time. I should be able to provide you with this information after August 31, 1995. There will be a \"dressing\" area behind the dance stage in the Celebration Tent that is 30 ft wide and approximately 10 ft deep. Please let me know of any other requests by August 31, 1995 so that I can compile all the requests to determine if we can provide everythin\ng- Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anytiiiiig else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, Ann Spatz ' Artistic Administrator   I i.iTk : ! II 'IIIiJ Park for ihi rf.'pnnnu .Arts '*! i H tun R.kuI v-a. \\R raiI rAKK r\n  : I I ' . I'\n' August 9, 1995 Dear Music! Words! Opera! Participant, What an incredible week folks! To begin with I think you should all be commended for having given so much of your time. I am a firm believer in time being the most precious gift a person can give. Many of you requested a contact base. We are going to slart with this \"newsletter.\" As a reminder I need a copy of your Partnership Plans by August 15, 1995. (I have not received any yet.) I will then put them in your ne.\\t \"newsletter.\" Please be sure to state whether your Partnership Plan is your plan for this year or a dream plan. I am also taking suggestions for a title of our newsletter. The only suggestion so far has been \"Standing O Vations.\" In respect of your time I plan to keep ese letters to the point. If you need to call me (and feel free to do so!) my number is (501) 821-PARK(7275) ext 261. I certainly enjoyed meeting ail of you. Take care, i v V. \\nn Spatz-^ \\  / Artistic Administrator at Wildwood Park for the Performing Arts P.S. Concerning the International Children's Festival, I have enclosed a separate letter. V' r k I k \\ \\ 'A I Ju I I,irk hir \u0026lt; lu I, rlortniiiu ,1 11 1  \\rr\nI . August 10, 1995 Dear Music! Words! Opera! Participant, We are so pleased to have the participants from your school during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. We are trying to lay out the space and time requirements for the Childrens Festival. I have only heard from approximately 15% of you as to how you plan to participate, which is creating some difficulty in planning this Festival. Please let me know by August 31, 1995 so that 1 may ensure that there are adequate provisions made. For those of you who are sending a visual display, we are now setting up a \"gaUery\" in the park for that weekend. What you plan to bring will determine where you will be at Wildwood. Visual displays will be in the \"Gallery\n\" African related performances will be in the African Village\nNonAfrican performances will be in the Celebration Tent. Once 1 receive how you plan to participate, 1 will send you a letter confirming your performance time or your space provisions (for visual displays). I would like to emphasize that bringing these \"performances\" from your schools is a learning experience for all of us this year. I don't want you to feel pressured. Please bring whatever you are comfortable with. Performances can be five to thirty minutes. Remember that we are exploring this year to find out what works. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, 5 4- Ann Spatz' J ( J Artistic Administrator I  I [Ju o\u0026gt;d Park lor liu-i\\' rt.'rniin Arts . !' Pl. un\\ lU :\u0026lt; k. \\(\u0026lt; ?2-* \u0026lt;! nr 'A t'!i -u cn 1 ? 1996 1 i 0 Battery tie Rock, Elementary School St . AR \"2206 r Mary: e loc to ta rng 1 sr'.vard to our inie e this opportun,\nwith you and your recon irm the particulars Cl IJ   1: :a) and time I. 1996 I c: r :45 Total cost : $000.00 .-ncutc ved: 000.00 ance due: $000.00 performing artii ts wi 1 need access pro' mately one hour prior to the performance to the performan appreciate having fou or Live Also, load-in an students available to heir \u0026gt;- won Ir\niir iclosed i out, bef o a no -'I L the performance. (are) one (1) study guide. Please feel duplicate these materials as needed and distribute to participating teachers. to :b uld you have questions concerning any aspect of our vis lease direct your calls 1 at 501/321-7275. to either me or the Associate Dr t Cl .-.OC Gideons Market ng Director losures LV X. 75^- ieOi t^ir. ir ** '*N'*^*iw' **\u0026gt;^'\"** iBBiswrawww 7\u0026gt;W 9 \u0026lt;( .ri' ' - Lu\u0026lt; - t: \u0026lt;! wimwooo **  ^'T' \" iJ V.U^'.' 3 r-'-?. r f. I ,r=^ \u0026lt;- nw rS.  si at\ni.f'-\"' A-u tsps-  O  T ^CTober 22 ' -\u0026lt;5:. \\:r- ' =O- - Shuie)y:^iKg^ :i\n* I  W^^iS?a1?arfc for the Pei^rmhiig Rrad  Little. sf^.i' t N-luJ -i t- ----------1'  ?i5  On TheSradioi^i Qdunce^dOO Goown'^Baj^lkV yj. ira 9\u0026amp;l r^' M- \" fe^tmii Dance '^2*S fr^ . Kt.- 3^ b:?. ''^~ !4  ig\u0026lt;il- ^. fe^ri^  Jti i\n?  a ss 'S'  On The Puppel^^^ Chameieon The Dall^Op \u0026gt;- '^3?' The/!^rSm^ i. Aciiyi^^X^ yi \u0026gt;rf-'l a.* iaas 1. ki^ JLih :\nti ?Si: ternational Music .A^'.x^ \u0026lt;ii ' ' ^'1 ainera^ !} ? -fli  - rf i^ent hfe]f:j^lelo\u0026lt;Mras Rea \u0026amp; ' St\u0026amp;myrandB^toc Potters ^:'^''*'\n^^'Vt I T k*--'. . y-i ^l^^^^turdStory Telling ^Iri^SAround e Worid WfijSwas^ii' \u0026gt;' \n '^'v'S v4, -?r!^i'ir.i-'K   -ryg?*\nI\n:*\n^4^Mg3 rrjKjwH rr i-r r(4' nit t\n\u0026gt;1 ' i i* 'r-i ^irJU8f3f?ii V.r.i\nSSirLiA3Si: rj 3J ^^iCWi AduIts'^l^^^^Jjani^ ^1 gs-l^z y'=*4?M\u0026gt;.S ^K\u0026amp;ail^le e day of Sss^i|'1.' \u0026amp; 1^' V '15 'ii^ I t j eH^L*^ U ? '3-'' ^or^^^ 'jrJ i '.\"' b ' '^i iif t\nK *A ^-fesih '.^Xt^t-^Wyt^nn*! i! I -nr i'^  t 'ft ifirS tr^^r Ji B  Gy^p*  k\nINCENTIVE SCHOOL THEME COMMITTEE LITTLE ROCK SCHOOL DISTRICT ACADEMIC YEAR 1995-1996 4PR / 6 }9% Office of ^^segregsiio^i MITCHELL ELEMENTARY INCENTIVE SCHOOL 1. Principal Dr. Marjorie Bassa 2. Theme Specialist Mary Trulock 3. Primary Teacher Ms. Ross, Ms. Shorter, Ms. Govan, Ms. Allen, Ms. Blackwell 4. Intermediate Teacher Ms. Stubblefield, Ms. James, Ms. Glover 5. Parent S (V\\s. O^cG Caoo (joc.\\ I , Uorrcune- LoctcKtirA- 5^ 6. Non-certified jryVa.\\ vtrfis CJt Support Personnel Ms. Guinn 7. Certified Specialist(s) Mary Ann Hansen, Ken Milton, Chris Gonterman 8. Partner(s) in Education Wildwood Park for the Performing Arts MacDonalds on AsherAUGUST  'OLIVER' FIELD TRIPS TAKEN AT MITCHELL ACADEMY OF EXCELLENCE 1995 - 96 SCHOOL YEAR received A/ APQ 1 61996 at Murrays Dinner Playhouse - 6th Grade SEPTEMBER onice of Desegregation Monitoring Goodson's Apple Orchard - Kindergarten Heifer Project International - 3rd Grade Aerospace Center/IMAX Theatre 4th Grade OCTOBER Weather Station - 5th Grade Arkansas State Fair - Kindergarten and 1st Grade Pumpkin Patch - Kindergarten and Pre - K Rightsell Elementary Communication Fair - Ms. Stubblefield's 4th Grade Wildwood Park for the Performing Arts, Children's Festival - 5th and 6th Grades Central Arkansas Library - 1st and 2nd Grades Memphis Botanical Garden and Pink Palace Museum - 6th Grades Aerospace Center/IMAX Theatre - 5th Grades Toltect Mound State Park - 5th Grades NOVEMBER Safari Park - 2nd Grade DECEMBER Caesar's Pizza - Pre L KJANUARY Arkansas Arts Center Children's Theatre, Three Little Pigs/Bllly Goat Gruff 1st and 2nd Grades FEBRUARY Arkansas Arts Center Children's Theatre, African Tales - All Grades Shorter College, Fargo Agricultural Museum Play - 5th Grade MARCH (Spriftg Break 81-22) Liberty Hill Taekwondo - 2nd Grade APRIL Museum of Science and Natural History/Arkansas Arts Center Art Exhibit Ms. Regnier's Class Little Rock Zoo - Kindergarten MAY Riverfest - Kindergarten and 1st Grades \u0026lt;1SPECIAL PROGRAMS AT MITCHELL ACADEMY OF EXCELLENCE SEPTEMBER Ashanti Tale in Movement with Music - Ms. Stubblefield's 4th Grade Taiwanese Dancers Assembly Yoruba Naming Ceremony - Mr. Calhoun's 4th Grade OCTOBER Pre K- 3rd Grades Dancing, Singing and Storytelling Assejj^ly Mrs. Peaches, Storyteller Assembly Wildwood Performance with Sth and 6th Grades ' J Halloween Assembly for Pre-K through 3rd Grades NOVEMBER American Education Week and Book Week Assembly Won/for/ng Game Show - 4th Grades Traveling to the Planets - Ms. James' Sth Grade The Regions of the United States - Ms. Walker's Sth Grade DECEMBER Original Play by Extended Day Drama Class for Sth and 6th Grades Holiday Program JANUARY Martin Luther King Day Assembly FEBRUARY Parents' Appreciation Luncheon Creative Dramatics Sharing Time Pre-K through 3rd Grade African American Heritage Assembly Martin Luther King Speech Contest - Kindergarten Boy Scouts Blue and Gold BanquetMARCH Concert Pianist, Mr. Patton (Assembly) Girl Scouts Induction and Fashion Show Signs of Spring Creative Dramatics Sharing Time Pre K - 3rd Grade Chef Michelle de Preux, Capitol Hotel, (Assembly) Fireman, Mr. Benton, Fire Prevention (Assembly) APRIL Arkansas Arts Center Actor, Eileen Doss, Kindergarten Hats Off Program Pre K - 3rd Grades Hats on Parade - Kindergarten DRuaamia/o CowcBKn\" MAY Creative Dramatics Festival Mitchell Olympics \\ School: COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 1st Quarter h,!' \"A J t 6 W6 =\u0026gt; 01 o.,., Monitoring AUGUST Mitchell Academy of Excellence Specialist: Mary Trulock, Creative Dramatics Made plans with teachers on presentations for the upcoming year in creative dramatics. Fourth through sixth graders will present their activities as 'Umojo\" time every other Friday. The younger grades will present from class to class. Met with Wildwood Center for the Performing Arts, our partners in education, to discuss possibilities of joining four other schools in their Children's Festival. Ms. Hansen, our Music Specialist and Mr. Milton, our Art Specialist will take part in the planning process. (As will our 4th through 6th grade teachers.) Began scheduling Field Trips for the entire school. Met with teachers on their planning times to provide curriculum based activities in creative dramatics. Released my schedule which will place me in every classroom each week for thirty minutes. SEPTEMBER Ms. Hansen and myself met with artists involved with the Children's Festival and decided upon Nigeria as a country which we would represent. I then scheduled three artists to come into the fourth through sixth grades. Faye Hansen, a story- teller worked with our fourth grades, Zinsl Agini, an African dancer worked with our fifth grades and Marsha Wallace, a visual artist, worked with our sixth grades. Other Creative Dramatic Activities: Pre K - Began teaching students a warm up and general ballet movements. Kindergarten - Klndergaren - Creative Movement/Apple Seeds, Trees, Foods. Acted our Mrs. Wlshy Washy. Animal Movement. First Grade - Creative Movement/ Acted our The Barn Dance by learning Square Dance. Second Grade - Creative Movement/Mirroring. Created our own restaurants and used play money and our own menus to order from. OCTOBER Third Grade - Acted out Imaginary Animals\" which students named, drew. invented habitats, foods the animals ate and original movement. October was another month that the Wildwood artists worked with our fourth through sixth grade students. The students went to Wildwood October 22nd and 22rd to perform and help with the craft table. The event was a huge success. Other Creative Dramatic Activities\nPre K - Continued teaching pre-ballet movements. Kindergarten - Creative Movement/Animal Movement. First Grade - Storytelling with Flannel Board/Rainbow Crow. Second Grade - Wrote Halkus and put movement to them. (Recitation and Movement) Third Grade - Acted out The Big Pumpkin and made up skits to reinforce safety at Halloween. Fourth Grade - Performed Anansi at performed at Rightsell Elementary. \"Umojo time for Mitchell students and alsoCOMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 2nd Quarter School* Academy of Mary Trulock NOVEMBER Pre - K - Pre-Ballet and First Grades - Storytelling with Flannel Board/ The Girl That Kindergarten Loved Wild Horses and The Dream Catcher Story. Second Grade - The Five Senses in Creative Movement Third Grade - Introduction to Opera Hansel and Gretel Fourth Grade - Fifth Grade - Sixth Grade - Game Show and Yoruba Naming Ceremony Umogo - \"Traveling to the Planets n Introduction to Opera - \"Aida\" Scenework Build Gingerbread House and \"The Regions of the U.S.\" (Info. Plays) DECEMBER (On Maternity Leave) K, 1, 2, Teachers continued work in storytelling and extended day activities 3 - Continued work on Hansel and Gretel 4-6 Continued work on extended day activities Umojo - Sth and 6th graders performed original musical for holiday program! JANUARY Pre- K - Pre Ballet Review and walks, jumps Kindergarten - Began work forUFebruary Program Counting In Swahili and Jafta with First Grade - Acted out The Miller's Sons, a French folktale and the Bear and the Owl moving picture puppets. Second Grade - Painted Imaginary Boxes with four different kinds of music, then drew to the same music/A music interpretation activity. Third Grades - Began work on February Program reciting Shadow with movement and music. Fourth Grades - Recited excerpts from Maya Angelou's Wouldn't Take Nothing for My Journey Now. Fifth Grades - Worked on Conflict Resolution Scenes Sixth Grades - Began studying what it takes to attain their future professions... Went through college guide books to look into different courses, finally put together scenes from the future. Performed for Umojo.COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 3rd Quarter SchoolMitchell Academy of Excelleni^P^^^^^^^, Mary Trulock FEBRUARY Pre- K - Ballet jumps and leaps, practiced warm up and presentation. Kindergarten - Continued work on program. Counting In Swahili with African Clothing and Jafta,with African Clothing as well. (See January_ First Grades - Worked on The Ants and the Grasshoppers with movement and masks for the presentation. Second Grades - Worked on Movement and Science....Dlffernt Forms of Energy. Students were beams of light traveling and electrical currents! Another class worked on a Tribute to Louis Armstrong for presenting. They sang and did movement to\"What a Wonderful World\". Third Grades - After presenting Shadow, they began working on making their own puppets and doing skits about magnets, force and gravity. MARCH Fourth Grades - Presented two skits, one on llarrlet Tubman and one on the Underground Railroad. Presented for Umojo. Fifth Grades - Continued Conflict Resolution Scenes. Sixth Grades - Performed their scenes from the future for Umojo. March - Planning for a short \"Signs of Spring Presentation for grades Pre-K through 3rd March 13th. Students will be presented puppet show, dances with the parachute, storytelling. Fifth Graders will be presenting scenes from Roll of Thunder Hear My Cry and Famous African Americans with a Spiritual Dance for Umojo. APRILVIDEOS AVAILABLE (Documentation of Special Programs) Umojo Programs - 4th through 6th Grades Stubblefield - 4th Grade Tales from the Ashanti, September 95 and Excerpts from Maya Angelou, February 96 Calhoun - 4th Grade Scenes from Harriet Tubman and the Underground Railroad, February 96 Walker - 5th Grade History Presentation, March 96 James - Sth Grade Scenes from Roll of Thunder Hear My Cry, March 96 Glover - 6th Grade Class Scenes from the Future-Careers, March 96 Whole School Programs African American Heritage Assembly Program, February 96 Girl Scout Inductions, March 96 Concert Pianist, Mr. Patton, March 96 Martin Luther King Speech Contest I Have A Dream\" Kindergarten Performs and Whole School is invited, February 96 February 29, 1996 .d I . -  - Dear Teachers and Parents, il After looking at the attached document, please complete the survey below. Also, feel free to make notes and suggestions on your copy of the document. We are in the third year of our Creative Dramatics' theme and would like your input on reviewing the program. We appreciate your time and efforts. Please return the survey by March 8, 1996. 1) Do you think our theme of Creative Dramatics Is working to provide students with opportunities to work together, become better listeners. and effective speakers? Give examples. Yes, they are learning to speak in front of a group and work together. Yes, our students are learning to perform in many ways, speaking, listening, acting, memorization skills, etc. 2) Do you believe that students are becoming bettef speakers with the use of Creative Dramatics? Be specific. Yes, I believe they are learning to enunciate more clearly and think about what they are saying. Yes, they are learning to articulate and control their tone to project to an audience without a microphone. Yes, I noticed this during your recent salute to African Americans. 3) Are students provided with opportunities to be spontaneous, creative and critical thinkers? Yes. I have noticed in my daughter how she is more outspoken around family and Yes, in theclassroom we words, etc.------------ act out friends. small passages or even pantomime different Of Gst^.. 4) Are students involved in making choices in dramatic situations? Yes. Yes, many times they create their own plays or dances.5) Fourth through sixth grade students only - When taking on the role of a character are students understanding values and beliefs from other cultures and/or other times in history? Yes, we discuss in depth the meanings of the different fables and folktales from around the world. 6) Kindergarten through third grades only - Are students understanding the importance of effective communication through memorizing 'and recitations? I believe they need more practice in these things. //vtcx Finally, parents, are your students Informing you about \"sharing times\" performances here at Mitchell? and Academy of Excellence? Are you receiving the flyers from Mitchell which you have been Invited to attend. Please list the performances or \"sharing timestl (J' Wildwood Park for the Performing Arts 20919 Denny Road Little Rock. AR 72211 USA 1501] 821-PARK (7275) FAX [501] 821-7280 Ann Chotard Founder!Artistic Director October 26, 1995 received Mitchell Elementary Mary Trulock 2410 Battery Little Rock, AR 72206 1 61996 Office of Desegregation w Dear Mary, On behalf of the staff and patrons of Wildwood Park for the Performing Arts, I would like to give you a round of applause for giving so much of your time and talent to the fifth annual Wildwood International Childrens Festival. This year was the best year we have ever had and it is all due to everyones participation and effort. The children had a grand time learning from the various areas as did the adults. We hope that you will join us again in the future. Again, thank you so much for the gift of your time and talents to help make our International Childrens Festival possible. Sincerely, A Ann Chotard Founder/Artistic Director Wildwood Park for the Performing Arts is a non-profit 501 (c) 3 charity registered in IJctle Rock. Arkansas CS?WilJuooJ Park for the forming Arts I''- 1 l\\nnv Ro.tJ . :-il- Ko.k, AK 72211 rECBVED .\u0026lt;'11 ^2l.PARK (72 1AX .501 ^2l-72fie S) 1 6 1996 P I k Ottice oi Mo.u\noring\nAnn \u0026gt; /i.i.irj : tn. .r/A:tsfic /)irAr ''WiiiWbi) August 9, 1995 Ms. Mary Truelock 28410 Kanis Little Rock, AR 72208 Dear Mary, This is in reference to our phone conversation on August 4, 1995. We are so pleased to have your class participate during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. At this time 1 have not been able to gather enough information to schedule events in the African Village so I am unsure of your performance time. I should be able to provide you with this information after August 31, 1995. There will be a \"dressing\" area behind the dance stage in the Celebration Tent that is 30 ft wide and approximately 10 ft deep. Please let me know of any other requests by August 31, 1995 so that I can compile all the requests to determine if we can provide everything. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, X Ann Spatz Artistic Administrator Park for ,h.- '.rf niu'j .Arts is j n.-n I churtiv .{ inWildxMtoJ Park for ihv Pvrt.rming Arts  Pvitnv R.'.iJ i uk Roa. AR 72 RECEIVED : 'A 1 A\\ s M'ARK 17 11 \u0026gt;21 APR 1 6 1996 [ I Office of Desegregation Monitoring '/b't.jrJ vi'.Xrii'ri.. Dire, f. ,iui \u0026gt; nr .. WiiiMto3 August 9, 1995 Dear Music! Words! Opera! Participant, What an incredible week folks! To begin with I think you should all be commended for having given so much of your time. I am a firm believer in time being the most precious gift a person can give. Many of you requested a conuct base. We are going to start with this \"newsletter.\" As a reminder I need a copy of your Partnership Plans by August 15, 1995. (I have not received any yet.) I will then put them in your next \"newsletter.\" Please be sure to state whether your Partnership Plan is your plan for this year or a dream plan. I am also taking suggestions for a title of our newsletter. The only suggestion so far has been \"Standing O Vations.\" In respect of your time I plan to keep these letters to the point. If you need to call me (and feel free to do so!) my number is (501) 821-PARK(7275) ext. 261. I certainly enjoyed meeting all of you. Take care, ^nh Spatz-rj h Artistic Administrator at Wildwood Park for the Performing Arts P.S. Concerning the International Children's Festival, I have enclosed a separate letter. V'.ikiu nui I\\irk /or t/i. /\\r/ '-ntn':\n.Arts is a n in-/'roht '.'i ' I K:haTiiy I in ArLiirWildwood Park for the Performing Arts Denny Ro.ul l.utU Koa. AR 72211 I SA |\\'1J \u0026lt;1-PARK (72751 PAX 1IJ 821-7280 ' nn t hiitjT.l RECEIVEI^i I APR 1 6 1996 August 10, 1995 Office of Desegregation Monitoring Dear Music! Words! Opera! Participant, We are so pleased to have the participants from your school during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. We are trying to lay out the space and time requirements for the Children's Festival. I have only heard from approximately 15% of you as to how you plan to participate, which is creating some difficulty in planning this Festival. Please let me know by August 31, 1995 so that I may ensure that there are adequate provisions made. For those of you who are sending a visual display, we are now setting up a \"gallery\" in the park for that weekend. What you plan to bring will determine where you will be at Wildwood. Visual displays will be in the \"Gallery\n\" African related performances will be in the African Village\nNonAfrican performances will be in the Celebration Tent. Once I receive how you plan to participate, I will send you a letter confirming your performance time or your space provisions (for visual displays). I would like to emphasize that bringing these \"performances from your schools is a learning experience for all of us this year. I don't want you to feel pressured. Please bring whatever you are com.fortable with Performances can be five to thirty minutes. Remember that we are exploring this year to find out what works. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, Ann Spatz' J Q Artistic Administrator A ihii ii.ij Park fitr the '.rf lining Arts is a \u0026gt;i -i pm/it .J ntPark ihv Arts I\\nns Ro.id Littk Roa. AR 72:i I i \".A I'Cll sa park (727^' F W p?li sa-7?K' \\nn ( hotafJ f III .:ir/.Aiti\u0026lt;tk' nitCii-'' WiuWi) March 12, 1996 APR 1 6 1996 Mitchell Elementary chool 2410 Battery St. Little Rock, AR 72206 Office of Desegregation Monitoring Dear Mary: vie are looking forward to our time with you and your student .s and  want to take this opportunity to reconfirm the particulars of our visit : Performance date(s) and time(s): May 2, 1996 12:45 P.M. 1:45 P.M. Total cost: $000.00 Amount received: 000.00 Balance due: $000.00 Our performing artists will need access to the performance space approximately one hour prior to the performance. Also, we vzould appreciate having four or five students available to help our cast load-in and out, before and after the performance. Enclosed is (are) one (1) study guide. Please\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_626","title":"Little Rock Schools: Mitchell Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mitchell Elementary School (Little Rock, Ark.)","School facilities","School management and organization"],"dcterms_title":["Little Rock Schools: Mitchell Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/626"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nMitchell PTA Meeting January 21,1999 6:00 p.111. Mitchell Incentive School 2410 Battery Little Rock, AR (Plans for the new Stephens School will be available) RECEIVE FEB 2 t OFRCEOF i:Si3.aGATiGN.M0SlT0Rj!^ LITTLE ROCK SCHOOL DISTRICT STUDENT REGISTRATION OFFICE 501 SHERMAN LITTLE ROCK, AR 72202 February 16, 1999 Mrs. Narcissus Tyler 1922 Battery Street Little Rock, AR 72202 Dear Ms. Tyler\nThis letter is being provided to follow-up on your communication and to avail information regard in g pre liminary plans that the LRSD wishes to consider toward the inclusion of Mitchell School. on 2/4/99. The following projects were listed for LJon review ofy^r letter being noted within the cabinet, an initial meeting of designated administrative staff persons took place - -------  k vi uesignaiea possible consideration\n1. 2. Archive for the LRSD It was agreed on that designated space could be established for Mitchell History Early Childhood Education Site School 3, 4. This option is being considered to be housed within established structures outside the mam building (program housing guidelines prohibits use of the main building) Relocation for the LRSD Annex Building The Annex presently houses LRSD Exceptional Children It may be possible for other department Charter School program areas in Care, Student Services and areas to be relocated This option is possible\nhowever, more information must be sought. just entering initial stages of planning options being considered for the 2000 school year. Funding toward building modification does abilities upon recommendation of our , , - ---- exist, however, our designer findings, will dicute options f3oDr1 c foacnilsitiidese srtautdiy\u0026lt; a\nn\nd\n^ cfo^ntracSte:d.Z arLch?itec:t /\\ necessary to access a number of possibilities, i.e. light, heat water, spmaoced iufitcilaitziaotnios n)(It is Item 3.6 - Revised Desegregation Education Plan \"fVhen a school identified in Section 5.S will be closed, L/iSD shall exercise its best efforts to find a community or educational use for the property , Please be reminded of LRSDs intent to comply and ensure that all operations are coherent with the provisions of our plan. Areas listed in this letter by no means, precludes others that may warrant future consideration. We appreciate and commend efforts of you and the advisory committee. It is our full intent to keep you abreast, while seeking input throughout this process toward Mitchell School and its inclusion. Junious Babbs Sincerely, I Associate Superintendent 5013744187 WALKER LAW FIRM 443 P02/O2 JUL 07 99 '15:27 I i ! John w. Walker, EA. attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 Fax (501) 374-4187 JOHN W, walker Ralph Washington MARK BURNETTE AUSTIN PORTER, JR I Via Fax I July?, 1999 I I Hon. Susan Webber Wright 600 W. Capitol Ste. 302 i Little Rojik, AR 72201-3325 ! Dear Judge Wright: I Ms. Springer and I are in the midst of a monitoring visit which brings us to the former Ish _ ** **\u0026amp; TIIAAVAX vHUgiJ Uw kW UtXv Xwl hlementaiy School. It is now the Instructional Resource Center for the district. One of e reasons advanced by the district for closing Ish was the difficulty and cost of maintenance. I am impressed that unde,r the able leadership of Mr. Doug Eaton, the facility is now well air conditioned, newly roofed and well maintained and all of the faults previously identified have been corrected. I brino this to the courts attention because a school in the area which has not received the courts approval tor closing, we believe, has been deliberately poorly maintained by the Little Rock School District in order to justify its closing. That school is Mitchell Elementary School. I ask you to independently monitor or direct the monitoring of that-anticipated event because under the purported neighborhood school plan, schools were promised to the black community which were neighborhood as well as to e Ia a \u0026lt;9 f   A  X. A - -- 2 * 9k the white,community. Maintenance is a reason being proffered for the closing of Mitchell, I Thtink you for your attention to this matter I i Sincerely, V I / W. Walker i jwwilp\ncc\nAll Counsel Ms. Ann Brown Dr. Les Gamine iOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 July 16, 1999 Mr. John Walker 1723 Broadway Little Rock, AR 72206 Bv Fax Dear John: On behalf of Judge Wright, I am acknowledging receipt of your letter dated July 7, 1999, in which you expressed concerns about the maintenance of Mitchell Elementary School in the Little Rock School District. Your letter has been placed in the Judges correspondence file. I have directed one of my associates to look into the maintenance status of Mitchell Elementary. .After I have received her report, I will share the findings with you and Judge Wright. Sincerely yours, Ann S. Brown cc: Judge Susan Webber Wright BUILDING INFORMATION Little Rock School District - Facilities Master Plan Study School Name fcklC 11 Street Address bCLKtrci Of received Surveyor Date Site Size acres AUG 2 1939 Permanent Buildings Building Identification Orioj'ng 1 Building Identification Firsl Ad/j iHlDn Building Identification Building Identification Building Identification Building Identification 3 dlOi.'ytroofyj C er i d. OFHCEOF desegregation MONlTOWme Gross Square Footage Gross Square Footagei Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Year Constructed 1*^ 0^ Year Constructed Year Constructed Year Constructed 1^5 :i Portable Buildings 'o+ccl Year Constructed Year Constructed Building Id. Building Id. Building Id. Building Id. Building Id. Building Id. Building Id. Building Id. UI Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage Gross Square Footage ^0 Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Year Constructed Condition Codes: X - good, 3 - fair, 2 - poor, 1 - dead Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Number of Rooms Condition Condition Condition Condition Condition Condition Condition ConditionROOM CONDITIONS Little Rock School District - Facilities Master Plan Study Scliool Name M Surveyor Date Room Overall Condition Comments Typical Classroom Laboratory Classroom 3 A/16^ Cafeteria/Cafetorium 2^ Gymnasium Locker Rooms ^r.iou5 izjgsr Library Kitchen Toilet Rooms Corridors 2. 2 Offices /\u0026lt;fAJD\u0026lt;\u0026amp;\u0026lt;eDg/J -I 4 Condition Codes: d - good, 3 -fair, 2 - poor, t - dead01 - SITE V^ONDITIONS ! INFRASTRUCTURE Little Rock School District - Facilities Master Plan Study School Name . Surveyor Date Item Approx. Quantity Condition Action Action Qty 01 Roadways 02 Parking Lots 03 Sidewalks 04 Curbs \u0026amp; Gutters 05 Striping 06 Fencing 07 Retaining Walls 08 Site Grounds Priority 09 Playgrounds 10 Tennis Courts 11 Athletic Fields 12 Running Tracks 13 Site Lighting 14 15 Comments: Condition Codes: f Qgo sf sf If If sf If If ac ea ea ea ea ea d - good, 3 - fair, 2 - poor, I - dead s J Z. I repair / replace _________ repair / replace__________ repaiKZ^pI^^J2aA^ repair / replace repair / replace repair / replace repair /(replace^ *^00 repair / replace Deficiency Checklist (enter item numbers) .......... settling / uplifting .......... cracks/holes .......... inadequate drainage /slope .......... inadequate number parking spaces .......... loading / unloading problems inadequate site drainage erosion repair / replace repair / replace repair / replace repair / replace repair / replace add Priority Ratings: inappropriate base material damaged equipment inadequate at parking lots inadequate around building inadequate around site I-year I (critical), 2-year 2, 3-years3-S, 4 - years 5-1002 - EXTExUOR WALL Little Rock School District - Facilities Master Plan Study School Name I LL- Building IO 1 Surveyor M Date 4221:7s Item Approx. Quantity Condition Action Action Qty Priority 01 Brick Veneer 02 Cone. Masonry Unit 03 Wood 04 Stucco 05 EIFS 06 Metal sf sf sf sf sf sf repair / replace Z. repair ! replace fep^Iip/ replace repair! replace '' ' repair / replace Deficiency Checklist (enter item numbers) .......... settlement / movement damage 'moisture pene (ration 2. ^fepa^ replace 07 Paint 08 Caulking 09 Moisture Protection 10 Insulation spalling cracks tightness / fasteners corrosion stains rotting 11 Cur 12 CgAJCg.^T^ 13 pBb cKrr TAin ^7\u0026lt;2 Comments: sf sf sf sf 2^ repair / replace repair! replace repair / replace repair / replace AS5LgfD (SuriFA.5 UUVy l^.lo' c2f c,c/n-tA- ______________ M67^ Strf-f-ir' Ar ^''^r laerr' fhAZltr. Condition Codes: 4 - good, 3 - fair, 2 - poor, 1 - dead ..........................(.P^./Ar, IB Priority Ratings 1-year I (critical), 2-year 2. 3-years 3-5, years S-IO02 - EXTE.uOR WALL Little Rock School District - Facilities Master Plan Study School Name Building ID 2 Surveyor Date '4 - Z/ Item Approx. Quantity Condition Action Action Qty Priority 01 Brick Veneer 02 Cone. Masonry 03 Wood 04 Stucco 05 EIFS 06 Metal Unit /(:\u0026gt; ^0 7^ sf sf sf sf sf 3. repair ! replace repair ! replace repair / replace repair / replace repair / replace repair / replace Deficiency Checklist (enter item numbers) .......... seitlemeiil / movement .......... damage .......... moisture penetration .......... spalling .......... cracks .......... tightness/fasteners .......... corrosion .......... stains .......... rotting 07 Paint 08 Caulking 09 Moisture Protection 10 Insulation sf sf sf sf repair / replace repair / replace repair! replace repair / replace II 12 13 Cuninients: Condition Codes: d - good, 3 -fair, 2 - poor, I - dead Priority Ratings: I - year i (crillcal), 2 - year 2, 3-years 3-5, t- years 5-1003 - EXTEkUOR windows Little Rock School District - Facilities Master Plan Study School Name Building ID ) Surveyor Date ^'2.1 Item Approx. Quantity Condition Action Action Qty Priority 01 Aluminum 02 Steel 03 Wood 04 Single Glaze 05 Double Glaze 06 Operable sf sf sf sf sf sf a (^j^yTeplgsfi. repair / ,i|pn^ repair! replace repair / replace repair / replace repair / replace D^ciency Checklist (enter item numbers) A z Z- 07 Paint frame poorly fitting damagedframe caulking poor broken/cracked glass moisture penetration corrosion/decay cleanliness poor inoperable sf repair / replace 08 09 10 Comments: fc K/4ok.3Lt7X3FAAAf:. Condition Codes: 4 - good, 3 -fair, 2 - poor, I - dead Priority Ratings: i-year I (crilical), 2-year2, 3-years3-5, 4-years5-IO03 - EXTc jOR windows Little Rock School District - Facilities Mask, Plan Study School Name I L- Building ID Surveyor Date - 9 S Item Approx. Quantity Condition Action Action Qty Priority 01 Aluminum 02 Steel  03 Wood 04 Single Glaze 05 Double Glaze 06 Operable sf sf sf sf sf sf j-2. repair / replace repair ! replace repair / replace repair / replace repair / replace repair! replace 07 Paint Deficiency Checklist (enter item numbers) .......... frame poorly filling .......... damaged frame .......... caulking poor .......... broken/cracked glass .......... moislure penelralion .......... corrosion/decay .......... cleanliness poor .......... inoperable sf repair ! replace 08 09 10 Comments: Condition Codes: 4 - good, 3 -/air, 2 - poor, i - dead Priority Ratings: I - year i (critical), 2-year 2, 3 - years 3-S, 4-years 5-1004 - EXTEm JOR DOORS Little Rock School District - Facilities Master Plan Study School Name Building ID Surveyor ^/\u0026lt;JM Date Item Approx. Quantity Condition Action Action Qty Priority 01 Glass Swing ea pr 02 Metal Swing ea pr 03 Wood Swing ea pr 04 Overhead 05 Sliding 06 Revolving 07 Paint 08 Hardware 09 Closers 10 Panic Devices ea ea ea 11 12 _____________ 13 M- 14_ iz JQ. -4-. ea ea ea ea z 3 repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace f^aif/ replace repair / replace repair / replace repair / replace add 2. Comments: Pfttr /l) '7~ Condition Codes: 4 - good, 3 - fair, 2 - poor, ! - dead Deficiency Checklist (enter item numbers) .......... door/frame poorly fitting poor finish damaged door/frame corrosion/decay moisfure penetration poor operation Priority Ratings: 1 - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-1004 - EXTL.oOR DOORS Little Rock School District - Facilities Master Plan Study School Name Building ID Z Surveyor Date 4-2^-76' Item Approx. Quantity Condition Action Action Qty Priority 01 Glass Swing ea Pr 02 Metal Swing ea Pr 1 03 Wood Swing ea pr 04 Overhead 05 Sliding 06 Revolving 07 Paint 08 Hardware 09 Closers 10 Panic Devices 5. 11 12 13 Comments: Condition Codes: ea ea ea ea ea ea ea 3 repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair ! replace repair / replace repair / replace repair / replace repair ! replace repair / replace repair / replace add Deficiency Checklist (enter item numbers) .......... door/frame poorly filiing .......... poor finish .......... damaged door/frame .......... corrosion/decay .......... moisture penetration .......... poor operation 4 - good, 3 -/air, 2 - poor, I - dead Priority Ratings: I - year I (crillcal), 2 - year 2, 3 - years 3-5, 4 - years 5-1005 - FOU^*/ATION Little Rock School District - Facilities Master Plan Study School Name . Building ID Surveyor Date Item 01 Cone. Pier \u0026amp; Beam 02 Slab on Grade 03 Load Bearing Mason. Approx. Quantity _____________ sf _______________ sf _______ sf Condition Action Action Qty Priority 04 05 06 Comments: SSL Pc4x/j floe- rc ^\u0026amp;eo/ir E\u0026gt;y Condition Codes: repair / replace repair! replace repair / replace Deficiency Checklist (enter item numbers) .......... seillemenl .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rol .......... spalling .......... stains flbXCfC'-y / aJ iVcb// /V/'TV a/a 4 - good, 3 -fair, 2 - poor, 1 - dead Priority Ratings: 1 -year I (crilical), 2 -year 2, 3 - years 3-5, 4 - years 5-1005 - FOUN. il ION Little Rock School District - Facilities Mastei M^lan Study School Name MiraHecL ecM, Building ID a Surveyor Date 4'?/-75 Item 01 Cone. Pier Sc Beam 02 Slab oil Grade 03 Load Bearing Mason. Approx. Quantity Condition _______________sf ________ _______________sf ________ __________ sf Action Action Qty Priority 04 05 06 Comments: Condition Codes: 4 - good, 3 - fair, 2 - poor, I - dead repair ! replace repair! replace repair / replace Deficiency Checklist (enter item numbers) .......... selllemenl .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rol .......... spalling .......... stains Priority Ratings: I-year I (critical), 2-year 2, 3 - years 3-S, 4 - years S-1006 - STRL . i URE Little Rock School District - Facilities Master Plan Study School Name r Building ID i Surveyor Date *4' 2.1 Item 01 Concrete Columns 02 Structural Steel 03 Structural Timber 04 Load Bearing Mason. 05 Light Steel Framing 06 Concrete Walls Approx. Quantity Condition _______________sf _________ _______________sf _________ _______________sf _________ _______________sf ________ _______________sf _______________sf Action Action Qty Priority 07 08 09 Comments: Condition Codes: repair / replace repair ! replace repair / replace repair / replace repair / replace repair / replace Deficiency Checklist (enter item numbers) .......... settlement .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rot .......... spalling .......... stains ic\u0026gt; PcaaJ 4 - good, 3 - /air, 2 - poor, I - dead Priority Ratings: I - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-10 a06 - STRL - . URE Little Rock School District - Facilities Master Plan Study School Name Building ID Surveyor Date Item 01 Concrete Columns 02 Structural Steel 03 Structural Timber 04 Load Bearing Mason. 05 Light Steel Framing 06 Concrete Walls Approx. Quantity _______________sf ___________ sf ________________sf _______________sf _______________sf . sf Condition Action Action Qty Priority 07 08 09 Commenls: Condition Codes: d - good, 3 -fair, 2 - poor, I - dead repair ! replace repair / replace repair / replace repair / replace repair / replace repair t replace Deficiency Checklist (enter item numbers) .......... selllemenl .......... deflection .......... cracks .......... exposed reinforcing .......... corrosion .......... decay/rot .......... spalling .......... stains Priority Ratings: 1 - year I (crillcal), 2-year 2, 3-years 3-5, 4-years 5-1007 - interior walls Little Rock School District - Facilities Master Plan Study School Name I ' Building ID i Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority 01 Masonry / Concrete 02 Gypsum Board 03 Plaster 04 Wood 05 Light Steel Framing 06 Concrete Walls 07 _______________ 08 Io % % % % % % % % A 09 Paint lb Wall Covering 11 Tile 12 ____________ 13 31 % % % repair! replace repair! replace repair / replace repair ! replace repair / replace repair / replace repair / replace repair! replace repaint repair / replace repair! replace % % % % % % % % % % Comments: % Approximate Quantity -%of total walls in building Condition Codes: d - good, 3 - fair, 2 - poor, I - dead DeFiciency Checklist (enter item numbers) .......... evidence of moisture .......... damage .......... cracks .......... rips/tears .......... discoloration .......... broken/loose pieces .......... spalling .......... unstable ........ caulking damaged/missing % Action Quantity - % of that type of wall needing repair/replacement Priority Ratings: 1 - year 1 (crilical), 2 - year 2. 3 - years 3-5, d - years 5-10)7 - INTEm.iOR walls Little Rock School District - Facilities Master Plan Study kliool Name MiTC-dtLL Building ID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority  1 Masonry / Concrete 12 Gypsum Board 13 Plaster 4 Wood 5 Light Steel Framing 6 Concrete Walls 7 _______________ '8 % % % % % % % % 3 9 Paint 0 Wall Covering 1 Tile 2 ____________ 3 % % % repair / replace repair! replace repair! replace repair / replace repair / replace repair / replace repair! replace repair / replace repaint repair! replace repair / replace % % % % % % % % % % % Comments: . Approximate Quantity - % of total walls In building ondition Codes: 4 - good, 3  fair, 2  poor, I - dead Deficiency Checklist (enter item numbers) .......... evidence of moisture .......... damage .......... cracks .......... rips/lears .......... discoloration .......... broken/loose pieces .......... spalling .......... unstable caulking dantaged/missing Action Quantity - %of that type of wall needing repair/replacenienl Priority Ratings: I -year I (critical). 2-year 2, 3-years 3-S, 4 - years S-IO08 - INTEiviOR DOORS Little Rock School District - Facilities Master Plan Study School Name M / pS 1/  C- \u0026gt; Building ID L Surveyor Date 4'^/'75 Item Approx. Quantity Condition Action Action Qty Priority ) 1 Metal Frame )2 Aluminum Frame )3 Wood Frame % % % 3 )4 Metal Door )5 Wood Door )6 Metal w/ Glass Inset )7 Wood w/ Glass Inset 5 G5 30 % % % % 3. 3 )8 Paint/Finish )9 Hardware 10 Closers 1 Panic Devices 100 100 17- % % ea ea i 5 3 3 repair / replace repair / replace repair! replace repair ! replace repair / replace repair / replace repair / replace repair ! replace repair / replace repair / replace repair / replace add % % % % % % % % % 1 3 4 Zomments: \u0026gt; ApproMmate Quantity -%of total doors in building 'ondition Codes: 4 - good, J - fair, 2 - poor, 1 - dead Deficiency Checklist (enter item numbers) .......... unstable .......... damaged .......... inoperable .......... code violation .......... less than 36\" wide % Action Quantity - % of that type of door needing repair/replacement Priority Ratings: I - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-108 - INTEk oR doors Little Rock School District - Facilities Maste. Flan Study cliool Name Building ID 2 Surveyor Date ' z / -75 Item Approx. Quantity Condition Action Action Qty Priority 1 Metal Frame 2 Aluminum Frame 3 Wood Frame % % % 3 4 Metal Door 5 Wood Door 5 Metal w/ Glass Inset 7 Wood w/ Glass Inset /\u0026lt;pg\u0026gt; % % % % 3 8 Paint/Finish 9 Hardware 0 Closers 1 Panic Devices 100 100 % % ea ea 3 repair / replace repair / replace repair! replace repair! replace repair I replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace add % % % Va % % % % % 2 3 4 omments: Approximate Quantity -%of total doors In building onditiort Codes: 4 - good, 3 - fair, 2  poor, I - dead Detlciency Checklist (enter item numbers) .......... unstable .......... damaged .......... inoperable .......... code violation .......... less than 36\" wide Action Quantity -%of that type of door needing repair/replacemenl Priority Ratings: I -year I (critical), 2-year 2, 3 -years 3-5, 4 -years 5-1009 - LM E.-.OK FLOORING Little Rock School District - Facilities Master Plan Study School Name Building ID L Surveyor Date Item 31 Resilient (tile/sheet) 32 Carpet (tile/sheet) 33 Ceramic/Quarry Tile 34 Masonry/Stone Paver 35 Terrazzo 36 Wood 37 Subfloor Approx. Quantity 357c Condition Action 38 gO/\u0026lt;\u0026gt;C.. 39 10 11 6A\u0026lt;v Coa\u0026gt;C' 25% Comments: Condition Codes: 3 a (Tepaii^/ replace re^ir! replace repair ! replace repair! replace repair / replace repair! replace Action Qtv Priority Deficienc __3-^^__ ... ........ 52^ 1 1\ny Checklist (enter item numbers) evidence of moisture irregular surface tripping hazards accessibility hazards deteriorationAvear holes/tears slains/discoloration broken/loose pieces shrinkage warping cracking [tJcx:\u0026gt;C\u0026gt;eA/ 5(2FiFLClD/^ HAS r\u0026gt;cE, 4 - good, 3 - fair, 2 - poor, i - dead Priority Ratings: 1 - year I (crilical), 2 - year 2, 3 - years 3-S, 4 -years 5-109 - INTEm.mOR flooring Little Rock School District - Facilities Master Plan Study chool Name Building ID a Surveyor ^Jc)M Date -^'71' 7 Item 1 Resilient (lile/sheet) 2 Carpet (tile/sheet) 3 Ceramic/Quarry Tile 4 Masonry/Stone Paver 5 Terrazzo 6 Wood 7 Subfloor Approx. Quantity S57^ Condition Action Action Qty Priority 5^ 3 repair! replace repair! replace repair / replace repair / replace repair / replace repair! replace repair / replace Deficiency Checklist (enter item numbers) .......... evidence of moisture .......... irregular surface .......... tripping hazards .......... accessibility hazards .......... deteriorationAvear .......... holes/tears .......... stains/discoloration .......... broken/loose pieces .......... shrinkage .......... warping .......... cracking 9 D 1 'omments: ondition Codes: 4 - good, 3 - fair, 2  poor, i - dead Priority Ratings: 1 - year I (critical), 2-year 2, 3-years 3-5, 4-years 5-1010 - INTEmuOR ceiling Little Rock School District - Facilities Master Plan Study School Name fV\\! rC-^f Building ID I Surveyor Ai Date 4-^/-75' Item Approx. Quantity Condition Action Action Qty 01 Lay-in Acoustical Tile 02 Gypsum Board 03 Plaster 04 Wood / Fiber Board 05 Direct Glue Ac. Tile 06 Exposed Structure \\2. (repairjfreplace. Priority Deficiency Checklist (enter Item numbers) replace repair / replace 37 38 COTTPAJ '39 (qSIo \\Olo [Comments: Condition Codex: repair ! replace repair / replace repair! replace l/e^'/ tyeici/JC'jS zpc^r 4 - good, 3 - fair, 2 - poor, t - dead sagging cracks/deterioration evidence of moislure stains/discoloraiion missing elemenis/units acoustic quality poor attachment loose misalignment Priority Ratings: 1 - year 1 (crilical), 2-year 2, 3-years 3-5, 4-years 5-10 O-INTE...0R CEILING Little Rock School District - Facilities Mastei Plan Study cliool Name Building ID 2 Surveyor Date 4-^/-7S Hem Approx. Quantity 1 Lay-in Acoustical Tile 2 Gypsum Board 3 Plaster 4 Wood! Fiber Board 5 Direct Glue Ac. Tile 6 Exposed Structure Condition _______ Action Action Qty Priority 7 S 9 'omments: \u0026gt;ndition Codes: d - good, 3 - fair, 2 - poor, I - dead repair / replace repair / replace repair / replace repair / replace repair ! replace repair / replace Deficiency Checklist (enter item numbers) .......... sagging .......... cracks/delerioralion .......... evidence of moisture .......... stains/discoloralion .......... missing elements/unils .......... acoustic quality poor .......... attachment loose .......... misaligtiment Priority Ratings: i - year I (critical), 2-year 2, 3 - years 3-5, d-years 5-1011 - SPECiriLTIES Little Rock School District - Facilities Master Plan Study School Name Building ID i Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) DI Toilet Accessories D2 Toilet Partitions D3 Lockers D4 Signage D5 Window Coverings D6 Chalk/Tack Boards D7 Projection Screens D8 Millwork/Casework D9 Laboratory Equip. 10 Kitchen Equip. Il _______________ 12________________ 13 _______________ 14 rm sf kit. Comments: JondUion Codes: 4 - good, 3 - fair, 2 - poor, 1 - dead 2. Z 2. S 2\u0026gt; S repair /(replay repair Xjeplace^ repair ] replace repair / replace repair! replace repair / replace repair! replace repair / replace repair! replace repair / replace tF- rm rm % % % rm rm If rm % appearance vandalism inoperable unsuitable missing components poor attachment code compliance Priority Hatings: I - year I (crilical), 2-year2, 3-years3-5, 4-yearsS-IO1 - SPEC lTIES Little Rock School District - Facilities Master Plan Study cliool Name MircHecL Building ID Surveyor Date item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 1 Toilet Accessories 2 Toilet Partitions } Lockers t Signage 5 Window Coverings 5 Chalk/Tack Boards 7 Projection Screens i Millwork/Casework i Laboratory Equip. ) Kitchen Equip. nn sf kit. S 3 JI repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair! replace repair / replace rm rm % % % rm rm If rm % appearance vandalism inoperable unsuilable missing components poor atlachment code compliance I 2 1 omments: indition Codes: 4 - good, 3 - fair, 2 - poor, 1 - dead Priority Ratings: I - year i (crilical), 2-year 2, 3-years 3-5, 4-years 5-10IZ-STAL /MY EXIT SYSTEM Little Rock School District - Facilities Masici Plan Study School Name Building ID L Surveyor Date 4 -2/ - 7^ Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 31 Open 32 Enclosed 33 Restricted Access A ea ea ea 3 )4 Stair Nosings )5 Handrails )6 Floor Finish )7 Firewalls I (52o7e\u0026gt; ioc\u0026gt;7f repair / replace repair ! replace repair / replace repair /(fepla^ fepairV i^ace ................................ repair / replace repair! replace )8 )9 10 Comments: 'ondition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Priority Ratings: I - year I (crilical), 2-year 2, 3-years 3-5, 4-years 5-102-STA1kiVAY exit system Little Rock School District - Facilities MastCf Plan Study iciiool Name Building. ID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 1 Open 2 Enclosed 3 Restricted Access ea ea ea 4 Stair Nosings 5 Handrails 6 Floor Finish 7 Fire Walls repair / replace repair ! replace repair / replace repair / replace repair / replace repair / replace repair t replace 8 9 0 'omments: audition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Prlorily Ratings: I - year I (critical), 2 - year 2, 3 - years 3-3, 4 - years 5-1013 - hand.cap accessibility Little Rock School District - Facilities Master Plan Study School Name Building ID \\ Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 01 Adequate Parking 02 Exterior Ramps 03 Curb Cuts 04 Thresholds 05 Elevators 06 Corridor Widths 07 36 Door Widths 08 Interior Ramps 09 Drinking Fountains 10 Toilet Access/Fixt. 11 Visual/Audible Alarm 12 Braille Signage 13 Adequate Seating 14 Door Hardware repair / add repair / add repair! add repair ! add repair / add repair! add repair / add repair! add repair / add repair / add repair / add repair / add repair / add repair / add 15 16 17 site Accessibility building Accessibility Comments: A^CC.i55$/\u0026gt;L.E Ar fon t r OJJC-f 'ondiiton Codes: 4 - good, 3 - fair, 2 - poor, I - dead Priority Ratings: 1 - year I (crilical), 2 - year 2, 3 - years 3-5, 4 - years 5-! 0 213 -HAh\u0026gt;\u0026gt;iCAP ACCESSIBILITY Litde Rock School District - Facilities Masief Plan Study School Name BuildiiigID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency Checklist (enter item numbers) 1 01 Adequate Parking 02 Exterior Ramps 03 Curb Cuts 04 Thresholds 05 Elevators 06 Corridor Widths 07 36 Door Widths 08 Interior Ramps 09 Drinking Fountains 10 Toilet Access/Fixt. 11 Visual/Audible Alarm 12 Braille Signage 13 Adequate Seating 14 Door Hardware 41 repair / add repair / add repair / add repair / add repair ! add repair / add repair! add repair / add repair! add repair / add repair / add repair / add repair / add repair ! add 15 16 17 Site Accessibility Building Accessibility 2- A Comments: Condition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Ptioriiy Ratings: I - year I (crilical), 2-year 2, 3-years 3-5, 4-years 5-104-PLUM. Little Rock School District - Facilities Master i lan Study cliool Name E-L\u0026amp;m, Building ID 34 Surveyor Dale ^4/^4/H-^6 llem Approi. Quantity Condition Action Action Qty I Supply Piping 2 Sanitary Piping 1 Storm Piping 1 Gas Lines 5 Pumps 5 Waler Heaters L. - ea ea repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace Priority 2 2 2 2 Deficiency Checklist (enter item numbers) I I I Toilets S Lavatories ) Drinking Fountains ) Classroom Sinks I Sprinkler System 2 Fire Hose Cabinets 1 Fire Pumps t Jp-iHA-L^________ 5 5 Ic? ea ea ea ea (fepak)) replace / add SZZ ommen^s: inrfitlon Codes: Z z fV. MA a af ea ea 1*7 repair / replace / add repair Zfleplacey add / (p Cf^S^^place/ addiT^'rf.i repair! replace ! add _________ repair! replace / add _________ repair / replace / add ,^-fepajf7 replace / add repair / replace Z add repair Z replace! add i^ir ^j\\) I pc/ 4 - good, 3 -fair, 3  poor, I - dead z Z 2 z I I biadeqiiale pressure Inadequate drainage rusling leaks odors galvanized lead Inadequate quantity none handictqf accessible leaks damage Priority Katings: I - year I (crilical), 3-year 3, 3-years3-S, 4-years 3105 - llEATi. J, VENTILATING, COOLING Little Rock School District - Facilities Mastei * laii Study cliool Name M iit-U e:U., Building ID Surveyor k.a.M. Dale Item Approx. Quantity Condition Action Action Qty Priority 1 Chilled Water 2 Direct Expansion 3 Heat Pump 4 Evaporative Cooler 5 Window Unit 5 Central Heat 7 Radiant Heat sf sf sf sf ea sf sf 'Z repair i^eplace) ,2^22^ repair / repine ________ repair ! replace Z repair ! replace ________ repaii^Tl'e^Iac^ repair replace J Pneumatic Controls ? Electric Controls 3 Chiller 1 Pumps 2 Boiler 1 Piping 4 Ductwork ) Air Handlers 5 1 ) _____________________ ) ' omments: z. IZ. (b sf sf ea ea ea sf sf ea 3 i \u0026gt;n Jition CoJes: 4 - good, 3 - fair, 2 - poor, I - dead repair! replace repair ! replace repair / replace repair! replace repair / replace repair! replace repair / replace repair ! replace repair / replace 5^ 3 3 3 Deficiency Checklist (enter item numbers) ........ lemperalure problems ........ humid .......... noisy .......... drafty .......... unreliable .......... leaking pipes .......... swealing Priority Ratings: 1 - year I (critical), 2 - year 2, 3 - years 3-5, 4 - years 5-10ELECTIh\u0026lt;.AL Little Rock School District - Facilities Master Plan Study lol Name M n e-'a Building ID Surveyor .G Dale 4- - 2 4- lent Approx. Quantity Condition Action Action Qty Priority 4ain Distiibulion iecondary Distrib. tinergency Generator 'onduit Viring 'anelboards Iwitchgear luorescent Lights ncandescent Lights ire Detection/Alarm iinergency Lighting 4anual Pull Stations ^inoke Detectors I Me M Q P bsf ea bsf bsf ea ea __________________ incuts: bsf bsf z. \\ bsf 1 tJ o M  6 O. e. PfcvJ KA'E-c-M 'Q-oat^ bsf ea bsf Uhiw- repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace repair / replace / add repair / replace repair / replace / add repair / replace / add repair / replace / add repair / replace repair / replace / add ihAfcg- 'AoafeS, O'ff'ic-e,\u0026gt;\u0026gt; MO' a\u0026lt;ioM f 2.M0 Pvoo\u0026lt;l\\ Viftc Po^ep- \u0026lt;?,. A t-S O-r ' I. f. hA\\S^' Mi- t5P. Vflo '' p. F (JdrfeOS FodMO OM V  \u0026gt;.) K h , 31H y-a g, c. tion Codes: 4 - good, 3 - fair, 2 - poor, I - dead i Deficiency Checklist (enter item numbers) .......... inadeqiiale cajKicily ....S.'t?.. safety violations code violalions \u0026lt;^\u0026gt;V-DC, o.^s-n\u0026gt;c'KM  OAUS\u0026lt; ^T/Jy \u0026gt; Ptlorliy Ratings: I - year I (crillcalj, 2 - year 2, 3- years 3-S, 4 - years S-IO17-LIFE SAFETY Little Rock School District - Facilities Master Plan Study School Name Building ID Surveyor Date Item Approx. Quantity Condition Action Action Qty Priority Deficiency )1 Fire Exits )2 Sprinkler System )3 Fire Hose Cabinets )4 Fire Extinguishers )5 Fire Detection/Alarm )6 Emergency Lighting )7 Fire Pumps )8 Manual Pull Stations )9 Smoke Detectors ea sf ea sf sf repair! replace ! add ________ _____ repair / replace ! add ________ _____ repair / replace! add ________ _____ repair / replace ! add repair! replace / repair! replace repair / replace! add _____ repair / replace ! add repair / replace ! add 10 II 2 3 4 Comments: 'ondition Codes: 4 - good, 3 - fair, 2 - poor, I - dead Priority Ratings: I - year ! (crilical), 2 - year 2, 3 - years 3-5, 4 - years 5-10URVEY NuTES Little Rock School District- Facilities Master Plan Study iwolNanM MircHCCC- Sotveyor /g /a-I M Date l^fCexKX. lx vT C- t -!\u0026gt; \u0026lt;=c4\u0026gt; 8^ A. 5b\u0026gt;5rt^zcrC.* 'f-V/- CtAS^Aci^ /p /pce\u0026gt;^ cn^O-^ 06 P'^'fPC r/\\PBCt^ : ?Npr SP\u0026lt;-IT3 6 1 6 i ''Pf\u0026gt; in 6 r./'^ ' I' i J i I F I u rMay 03, School Name Mitchell Elem. CROV AR CHI 1995 Bldg.ID 034 surveyor K.A.H. Date 04/24/1995 Notes: #1. Old school building (1908) Plumbing in fair shape. tf2. The addition (1912) is in similar condition. #3. The HVAC systems have been renovated and look to be in good shape.I 1! -.'t'( r'\"' I (d-tpl (/ i I \u0026amp;. t !A,7-r' rMA,A.f ,^^-r i'-if i-A L -i t/ 7. i'\n}_ I ,\u0026lt;\u0026lt;- 5rd7. T 1 \u0026lt; - - STAAt r.u ^ig| BA-jeME-MT LztsweR level - S L c^a=^-F  ,\u0026lt; I t CK. ' EBL \u0026lt; ^E-L|-a3------ VWl \u0026lt;\u0026gt;R. J5? \u0026lt;. JM I 'WI1^ nrmn CR X rYl kir.  5WB3 S. 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C'\n/r-3 I  R^.ER, VP2-, pirsT FL\u0026lt;5\u0026gt;d?K co. V CR. C-3 I TtjTEjH .\u0026gt;  I Illi c-\u0026lt;^}- - 5r a. CR. Iml T 5 iG^ Sv' J M V I / J r6 f iof I^Lo/::::f^7/yC7 A UBEAJ 71 70 [iie\u0026amp;j ^ECZ?ND FU\u0026lt;f?CR -rif^ SV-5 'V'i Ab r^Azw ' (A-sf 5' wKwniil z. CR inszi . ) SUMMIT Mirc-MLL J 6n?. T 1 \u0026lt; - \u0026lt;-  BA5eME.w r Utwer level 5TAAe. [igTil \u0026lt;^R. 0 wi \u0026lt; P-' E J 7 CH le Kir, u Pun. CR  5PtW C F l-\u0026lt;- M 2 I R^r.ER. M X CR. Iiz^zl G\u0026gt;A.5E:ME\nMr Fl-\u0026lt;7C7l\u0026lt; f=1RST MlTCHEUL. ELE-M, T.U ^3g| \u0026gt; a 8 I CR fg^ V jo: CR, -A E CR. nilEii's BnO\" CR. B^\u0026gt; r M V LI5 7 Kmi WWH .CPs $EtSz?ND FL6C\u0026gt;fe t iTa. T I STKAt. \u0026lt;- - BA^eM\u0026amp;WT U^A/ER LEVEL CR EEZ^ \u0026lt; cAFEr(?Rll it \u0026lt; nntiiL. CR ?: J5Pbs.a X Ml lar. \u0026lt;. JAM H 2 OR. CM. Ursre M X BA.6eMBMr FLC6:7R, MITCHEL-L. ELE-M. OIL cf \u0026gt; T.l. 2 L 5 -I et OR. fg^ ET CR I S R^\u0026gt; r (Sa M V \u0026lt;, 5\u0026gt;^B4 CR. i. E A @r FL\u0026lt;f7^R Kmi wtwi Cf\\ 1IJB71 HkST FL\u0026lt;2\u0026lt;2f\u0026lt; pbcJ/J OAT/o/J 5r,. T 1 \u0026lt; - -  BA^eM\u0026amp;M T U^A/ER LEVEL cn Ttc uW: nnnn. CR SIXAt \u0026lt; X t(6^1J c:-R. ET F VM ryt Si Kir, laSol C4AM $PSM u H a 2 eg. fg^ nd tro M X BA.6EMgMr FL.\u0026lt;?C7F\u0026lt; MiTcueui- E-LE-m, f.U CR. T~V I P1RST FL(?\u0026lt;?K M V CR F'l^ iiJ A CR 71 ja A LI5 T Cf\\ Kmi WtWI ^EeSz^ND MEMORANDUM 4/24/95 TO: FROM\nRe: Joe Johnson, Cromwell Joe Hilliard, Cromwell LRSD Masterplan - Structural Items Cromwell Project\n95-022 Joe, I visited the schools listed below to follow up on the latest structural items reported to me fitjm the field surveys for the schools. The following is my report\nMitchell Elementary Site visit: Thursday, April 20 Bob McClains notes - cracks in brick at west side due to foundation settlement and expansion/coniraction Structural notes: The original main building was buHt around 1908 with additions added in 1912 and 1952. The building appears to be constructed with masonry bearing walls and wood floor and roof framing. The building was built without control joints in e masonry. Cracks have developed in several placed due to foundation settlement, expansion and contraction of the brick, and moisture infiltration. The wood in the attic has some water damage due to previous leaks. Structural concerns\nThe following 3 areas noted below and indicated on the attached sheet are e primary structural concerns: A B / The exterior brick has a vertical crack approximately 3/8 in width running from the top of the cafeteria window to the foundation. The masonry piers in the cafeteria between the windows have deflected to the south and have cracks up to 1/4 on the north side of the pier. These cracks are due to the expansion of the brick masonry. The brick wall south of the window has moved approximately 3/8 to the south. This is due to the lack of control joints in the masonry. The only concern at this time is the water intrusion which may damage the wait The crack should be sealed with a flexible sealant. In addition, the crack should be monitored for further movement. If sufficient additional movement occurs, the masonry piers between the windows could fail due to high compressive forces on one end of the pier. An approximately 1/4 horizontal crack has developed at the base of the wall. It appears that this crack is due to foundation settlement or expansion of the brick above. This crack is not a major concern at this time. It should be filled with sealant to avoid moisture intrusion. CROMWELL ARCHITECTS ENGINEERS ONE SPRING STREET LITTLE ROCK, ARKANSAS 72201 (501) 372-2900c The decorative veneer on the south side of the downspout approximately 8 above the floor in the second floor classroom at the northwest comer appears to have shifted outward. The plaster on the inside of the wall has bowed out approximately 1 from the brick backup. It appears that this movement is related to possible water leaks from the downspout. The structural concern is that the decorative veneer and the piaster are no longer adequately attached to the building and could thus frdl and possibly injure children in the area. The downspout should be removed and repaired. The veneer checked and reanchored if required. The plaster in the classroom should be removed and replaced. Mitchell summary. The structural items noted with the exception of the decorative veneer on the exterior and the plaster on the Interior appear to not be urgent concerns, but the school district should plan repairs and minor maintenance work to those items so they wont become long term problems. Note that in addition to the problems noted above, the classroom on the second floor at the northwest comer has a strong odor of bird droppings. This could be a health hazard. I If A * I t SIAM. ij T.U mg BA^eMfeMT t CR U^A/BR LEVEL cR ?- tSHl WpM fA' \u0026gt;1^ Mipwi- \u0026lt; mu JS 1w nntin. e 11 lar. C J\u0026gt;M M M i-\u0026lt;-1. B\u0026gt;A.6EMEMr FLCC^R, MiTcHeUL- Ue.M. U CR. iggir a CR, r\u0026gt;nillUE' UII CR ri CR tS \u0026lt; cr Bl rwER Ro PIRST FL(^6K Rxj/J r\u0026gt;s\u0026lt;r?\u0026lt;^/J S' \u0026gt; \u0026gt; I 3E Mti ar Sv CR. ilSflI 7 ^EC^PNP FLf?C?R in Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 9, 1999 The Honorable Susan Webber Wright U.S. District Court 600 West Capitol, Suite 522 Little Rock, AR 72201 Dear Judge Wright: As you know, last month Joshua raised concerns about the maintenance of Mitchell Elementary School in the Little Rock School District. As a result, I dispatched one of my associates to visit the school and assess the status of its facility. Her comments, in the form of a memo, are attached. By copy of this letter and memo, I am informing Dr. Les Gamine and Mr. John Walker of our findings. Sincerely yours, Ann S. Brown cc: Les Carnine John Walker Memo To: Ann Brown From: Melissa Guldin Subject: Mitchell Date: July 28, 1999 Despite numerous calls back and forth to Doug Eatons office, I have not yet been able to talk to him, but I was finally able to visit Mitchell school at 8:00 a.m. on July 26, 1999. Overall, the school looked OK. The building was neat and clean. Below is a list of problems I noted at the school. Nearly all of these problems are water related.  Room 103 has serious water damage to the southwest comer of the room.  Room 204, which is directly above 103, also has water damage on its south wall.  The math room, which is in the addition attached to the main building, has water damaged walls and a terrible musty smell.  Serious water damage is evident in the stairwell at the north end of the building. A large section of plaster has fallen away, revealing the underlying brick. The surrounding area also shows signs of water damage: paint peeling back to bare wood, eroding plaster, and wood rot.  The library, which has had a history of leaks and damage, has had its ceiling repaired, but one wall has a large water stain.  The hall ceiling above the library office area is marred by a large metal plate that has been attached to cover, rather than correct, some ceiling problem.  While the hall paint is still serviceable, it is starting to look worn in spots.  Several classrooms had paint peeling from their ceilings.  Although the hall carpet is relatively new, the carpet at the top of the stairs was frayed and loose.  In the four-year-old classroom and some rooms in the K-1 building, the carpet is stained, worn, and unsightly.  The cafeteria ceiling has a large section where ceiling texture material had fallen off.Ann Page 2 July 28, 1999  The principal reported that the computer lab could not be used due to fluctuating electrical levels in the classroom. He was planning to send an immediate notice to the Facilities Services Department.  Many of the flourescent light fixtures lacked covers.  The plumbing problems associated with the bathrooms located on the second floor landing continue. The ceiling directly below the bathroom had lost all paint and the musty odor of urine filled the area around and below the bathroom. One of the custodians indicated that district workers had been trying to correct the problem, but he did not know if they had finished work.  It appeared that the second storey gutters were clogged and overflowing water was damaging the roof overhang and decorative brackets.  The covered walkway between the main building and the four-year-old classroom had a damaged roof. The roofing shingles were missing, and the exposed decking was rotted in some spots.  The exterior door to the storage area under the K-1 building had a broken lock and could not be secured.SEP 1 ^^39 Little Rock School District OitiCE O'f DESBGRESATOHMOmORIMG September 15, 1999 Ann S. Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Brown: 1 am in receipt of your August 9, 1999, correspondence to Judge Wright regarding the maintenance of Mitchell School and the attachment from Ms. Guldin. I have also reviewed the August 11, 1999, Report on the LRSDs Preparations for Implementation of its Revised Desegregation and Education Plan. In the section on Incentive Schools, pp. 17-99, you refer to the state of repair of Mitchell School. I concur with your assessment on p. 18 of the degree of cleanliness at Mitchell, but need for repair, and with your statements on page 19 where you conclude, As in many areas of school operations, the quantity and quality of help available to schools is restricted by the school districts allocation of its funds. Given the age of most of the incentive schools, facility maintenance and repair will be an ongoing issue for these schools. It is certainly true that Mitchell School, as one of the districts oldest, has several maintenance needs. The district has identified a number of costly repairs that need to be made on this building. One of those is to waterproof the exterior. While this would not solve all the water-related issues you raise in the monitoring report, it would eliminate several of them. The cost to waterproof this structure is beyond the reach of the budgeted repairs that are currently scheduled for Mitchell at this time. Following receipt of your correspondence, I met with Mr. Doug Eaton, Director of Facilities Services, and directed that repairs be made to the Mitchell building addressing the areas identified in Ms. Guldins observation. Mr. Eaton surveyed the building and has provided me with a report on eleven different types of repairs that will be made. These include: plaster repair\ncleaning and repainting of several areas\ncarpet repairs\nceiling repair\nreplacement of light fixture covers\nchecking and repairing the electrical levels in the computer lab\ncleaning gutters\ntrimming trees\nshingle repair\nair conditioner service and repair\nand general maintenance. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Ann S. Brown, Federal Monitor September 15, 1999 Page 2 In addition to this discussion, I reviewed the work order history on the building for the period September 1998-August 1999. The data revealed that 132 work orders were scheduled and completed at Mitchell School during that period. A review of open work orders for the same period yielded 15, of those only three were for conditions cited in Ms. Guldins report. The District will continue to process routine work orders for repair and maintenance at the school during the 1999-2000 and 2000-01 school year. Mitchell School was originally constructed in 1908, with additions in 1912 and 1952. It was renovated in 1979. In the 3DI study conducted in 1995, comments about the structure are as follows: This fine old structure is an example of a building that has outlived its useful life as a school and should be considered for restoration and alternate use. Surveyors found this school to be so far below acceptable standards that it was ranked last, 35* out of the 35 elementary schools surveyed. Needed renovations and repair include substantial replacements of every building system, which when completed would still render the building inadequate for an elementary school of the 90s. ... Based on the age and condition of the facility, closure and alternate use of the facility is suggested. The Little Rock School District has begun the work to create a new school building for the children and families of the Mitchell School attendance zone with the construction of the Stephens school. The district is committed to maintain the existing Mitchell building to a standard of maintenance and repair that is equitable to that of other buildings in the district. During the period of time that the Mitchell School continues to operate, pending the opening of the Stephens School, the Little Rock School District will honor its commitment to equitably repair and maintain the building. Following the opening of the Stephens School, the district will exercise its best efforts to find a community or educational use for the building. The District is in the process of working with groups in the Mitchell School community to determine an acceptable alternate use for the building following the opening of the Stephens School. Sincerely, Victor Anderson Associate Superintendent, Operations c: Leslie V. Gamine Junious Babbs Sadie Mitchell Brady Gadberry Doug EatonTuesttav, Scpieiiiotr 28, i\u0026gt;99 RECEIVED To\nSuperintendent Leslie Caminc From\nMable Sealer Park Street Neighborhood .Issociaticn Dear Sunenntendent (amine. OCT 4 1999 OffiCEOr DESEGREGATIOM MONITORING Please fnd enclosed .i copy of the letter sent to Attorney John Wallccr regarumg his resnonsiminies lo the Afro-Ameruan Commumties, LRSD ano to me The purpose of sending you this couy is to make die District aware of the fact-s in requesting immediate attention to e fallowing cancams. This letter that E addressed to John Walker mentions that the 1RSB suspends the agreemt made wiih \"..hn V/aiker to do nliaiever the School Huard is pay ing him io do. As you wm note in the letter to 'Walker, this request E due to c fact that hE sen-iccs has The purpose presenieri no oeneiiis lo me Airo-Amencan Comniuiuiy. Since it appears that the ilfro-American Community is without proper legal represenlaiiun, it has become necessary for parents in me community la bruig m me DEtricts and the Courts attention of our concerns of possible non-compliances bj represenuiiun, the District in the LRSD and Joshua Court Agreement. Since we do not posses the legal knowledge in the legal procedures in bringin\nforth this matter, we must rely solely on the layperson understanding of the , agreement that states written notiHcation must first be submitted to the DEtnct s Superintendent or his designee. 1 his letter addressed to you is for this intention. As composer of this letter, I shall submit a following letter outlining the reasons for the concern of possible non-compliances by the Distnet However the letter will follow only after the DEtrict recognize thE association hi our community. Your staff has reftiscd to personally address thE association, lids is beyond our rea.saning since we are the neighborhood of parents and students that this agreement directly and personally affects. \"We feel that all matters coaccrahig the closing of Mitchell Academy should be first directly to the Park St Nei^borhood and Central High Neighborhood Associations. Not only because our neigliborhood school, xVliihced  ........... . L-----=a us the sohiMoa to regaining E the heart of our community, but this school has neiohborhood mvolvement, neighborhood concern, and neighborhood pride. MiuheU E ihe only school in tlie LRSD where the oeiglihors are the higiiesl pay oig property taxes in the Afro-American Communities. Our families have owned these small mansion homes for over twenty-five years, and under no circumstances are wi property owners going to agree to die plan of closmg ^LlcIleli as an Cxcmcnlarj school in which the results would be devastating to our community's closeness and we XixvOo, ,E Kthe tremendous loss of property vaiue. No further correspondence will be issued until a reply from the District's agreeing to communicate directly with the Park Street Neigiiborhoud Association. In case you are unaware, the 1999-2000 rezoning has affected only our neighborhood thus far. Last year, students north of Wright Ave., were zoned to Mitchell, (his year we are zoned to King but there are students right next door are zoned to .Mitchell. 1 ast year our children could walk to school, and the majority were involved in after school activites. One of tiiose activities was a program I sponsored wiiii a grant from the city. 1 his year our children have no transportation to school. I here is no way lor Them to walk. Even thougit die mileage is approxiaiely one and a iiah mile, they would have to cross five major streets. I have had to almost beg Laidlaw to response, no hick even after suomitting many safeiv form requests from the parents, (fur nniy solution is to form cur pools and those who do not cutch a ride don't go to school Chci ic attendance at Kin\" of this nei\"hborhond. But what has hurt the students the nwst is to' to the after school invoivemenu These students can not participate in after school actitities because they would not have a way home. This leaves our children with too much idle time after school and the results are becoming very destructive. 1 hasc personally voiced these concerns ss^th almost all of your department neads. h ram Sadie Mitchell when she was quoted in the Democrat last year of me certain closing of Mitchell due (o low turnouts of parents w hen she first infuriued tlie community of the plan to close our school, to my lastest September 1999 letter to .1. Babus of our committment to stop this plan, and Sue Ellen Vance by informing her of the procedure we parents of Mitchells students considered the respectful method in giving notice of meeting to discuss the closing. I suggested to her to use the same melliod used by (lie District in getting information about (lie district to the parents. Milling the notices of meetings to discuss the closing. This is more important to us than the District's newletters. I he method that she was using by sending flyers home with the students, may or may not get in cur bands. Some students used tlicm tu make paper airplanes, and thats what they should have done with them. However one consistent behavior tiiat your staff never deviated from and that was giving different versions and explanations of why the District plan on closing MitcheU. None of the explanations were acceptable. 1 have probably spoken with all of your dcsigecs and I do not wish to be further patronized with yet another personal explanation of the necessity to close Mitchell, tlicrefore T trust you will personally respond to (Ids letter by first acknowledging this neighborhood. We are at a disadvantage in following the legal requirements in addressing possibly non-compliances, therefore we will submit a letter to Judge Webber to approve our request to employ other counsel Wallccr may be able to convince the District and the Board of his labor in satisfying his salary, but it is much to lute for Iiim to even attempt to uuult our imelligencc with a hope of any reason for him to remain the Afro-American legal counsel I have sent copies of the court agreement to several outionully known civil rights attorneys around the country They all seem to believe that our best interest is not included in this ai\u0026gt;reenietii and they have offered their assistance in any way possible. Regardless of any decEioos recently made about our school closing, I lurst I will hear from you at your earliest convenience. I can be reached at 1815 S. Park, Little Kock, Arkansas 72202,376-1733. cc, .luda^Vebber LRSB Members RECEIVED OCT 1999 4 Attorney John Walker 1723 S. Broadway Little Rock, Arkansas QrriG 2F Dear Juiu Waiker, 7 here are now two issues that are still not resolved due to your unwillingness to respond to them in a honorable manner. The first issue you refused to address is the matter of my financial .physical and business losses in the personal injury cases you claimed representation for, yet refused to service. As 1 was preparing to file a court claim of these losses, I became aware of another matter more scroius than my personal losses where once again you claimed representation yet refused to service. 1 hi.s of course is the mailer of LRSD and die Afro-American Neigiiborhuod. As you are well aware of, the LKSD is planning on closing Michell Academv. I conuc'ted you regarding tliis approximately one year ago and your advice to me was to write a letter to Judge Webber objecting to this plan and reasons. After beginning composing this letter, 1 decided not to continue becau.se 1 tell tn is was vour responsibility since you arc the one who has received an exuberant amount of legal fees for it However, I began to correspond with several District's department heads to become informed of the facts. These people included Sadie Alitchell, Julius Babbs, Sue Ellen Vance, and Lillian SculL Even though I had several conversations with these people, I have yet to receive any results. Therefore I decided to wait until this year to see if the District was going to continue with this plan. At the beginning of the year's school year, the District is still planning on closing Mitchell as an elementary school So I began stepping up my efforts to prevent this. 'Ihese efforts now include meetings with neighbors in my community. I have constantly informed the District's of the existance of Park St Neighborhood dissociation where I am the spokesperson, designated to perform this task by over 100 signatures of parents in my community. Still we are yet to be recognized. In fruslratioo, I contacted Melissa Goulden of tlie office of desegregation monitoring. She immediately sent me a copy of the court agreement behveen the District and Joshua, ( Afro-American Community). This is the agreement that you approved for the commiuuty. After examining it, I noticed a section in it that required tire District to make available, procedures to communicate with the Afro-American Communities. Believing the District had not, I contacted Kaiherine Miicheii, uur school board representative. She informed me that the LRS3 has a court order to pay you to service the community in protecting our rights and for the parties to adhere to the agreement. I tlien contacted aH different groups opposing lire closing of 5ktchcll, aslving if you had been in contact with them. They all said no, including John Lewellen's grouo. I asked Mrs. Goulden if this was a court order for the District to pay you, she said no. This Ls an agreement made between you and the School Board. I then contacted Mr. Bradley, the school board president. He agreed with Mrs. (Tilden. Your S40,9CO.OO salary had been issued io you since die a^reeuient was signed and still had some time to go on it Juhn Wadicr, after contacting many residents in the Afro-A merimn Communities, inchiding the Wright Ave Neighborhood Ass., Central High Neighborhood Ass. and Mitchell's PTA, ail have staled that thev have never had your involvement, ackaowkdgcmcnt, assistances, or attendance ny meeting to  intorm them of the District's plans, ^or any knowledgement that vou are receiving this lee tu help us. All of tiiese groups including die Park St. Neigliboriiood Ass. iiave personal expenses for supplies used in providing information to the Afro-American l.ornmunilies. 1 sent you a letter of my personal SJud.urt expenses where 1 requested *o be reimbursed. Y ou ignored me and I went to Judge Vaughts small claims court The Court suggested a mediator contact you before I file my complaint This oiediaiur did and was mid by you that you were not interested in discussing this with me or him. You refuse to meet, discuss, explain or have any business involvement with me. Smcc I am the Park St Neighborhood Ass. representative in opposing the LRSD community, this refusal not only hurts me as a oareni with a second grader in the District, but hurts all parents whom I speak for. Because of (his, I have no other alternative but to notify the Superintendent of LRSD, School Board Members, Judge W ebber and her office, and ail groups in my community, to began a formal investigation into this matter, including suspending your contract until you can provide proof of your service to the commimtiy after the agreement was signed. Also because (he money used to pay your salary ni (his arrangement is public funds money, I feel it is my responsibility to my community and my state that the Attorney \u0026lt;eneral's Office and the Federal Bureau of Investigation also be requested to began an investigation into this matter. Sil Mabl^Bealcr cc. Supertendent of LRSD School Board Members Judge Webber Attorney General Office FBIreceived TO: Superintendent Carine: Melissa Gouldcn: Dr. Vic Anderson: OCT 4 1999 QFHCEOf From: Mable Bcalcr Park Street Neighborhood Association: .-cren m Um ,eree the iCS. the was done so with ic^sh^a ^ant for ^^re foUowed. Since consents ,f fte majority .f Wiohh^ \"Tt*\"\"  pnkesnersnn for the Park Street Association. Tins organization had to be formed because of the Districts reiuctants to recognize our existance. We iac XrSTn'\"  T*' rea whose chtldt^en to Xing Magnet for the i999-^o, m^tZ, I?\"\"Shbors are not being personally informed p trying to close our neighborhood school It i Babbs, do we receive are the parents and propertj were zoned out of the 1999-2000 school year. of the District's . , . ----------is only by my insLstins to Mr regarding this matterani even then, only a copy of the letter addressed to Mrs TyleHs^J^to me At rT  with a child .udh,8 Jnuhcil, mrd iL.. udl \"'' address her about our children and not us. 's coniiiiue to contact AtL Walker about the I have ^rsonally tried numerous times to contact AtL Walker about th/. oZ:\u0026amp;Th.*s:::T^  s^.,her ____1*** personally contacted all persons that Mr. Babbs informed regarding AEthchefl and all Alithchefl and aU states that Att Walker has never Sin Att Walker has not performed this responsibility that Is required in biBing the District for this service, this action. A action rt^is'on^e community has agreed to aUow me to take up Airo-^Vmcican Community and the LRSD. Since yive hn^e no information to (lie compliances of the LRSD to the agreement, we believe there may be a possibility th.a^hS-v1\nm n complamce with the following sections. If prove of these sections are in :ct IS m ncn-1. 2.1. Please identify the person retained to work with the LRSD in Lhc development of the programs. Also please state the process used bv the Afro- AniPru'un fr\u0026gt; *.inrkM\u0026gt;7.\u0026lt;v __ American to approve tliis persuiL 2. 2.3. Please identify the policies to desegrate all schools in the district and Communities. Also please state r easons why u District plans on erratrng not only a seg-egnted school in the Afro-.American CoDimumty but a school that will create a dangerous leaniing enviornment reasons why the for Afro-zVmerican students. 3. 2.^.3 Piease identify the meliiod of approval by Uie Afro-American t.ommunity which alowcd the Distrii\nc' t to C-ttend the dc-odUnc of the agreement in putting in place the \"ombudsman\" from the 1997-98 school  J'\"- \"\u0026lt; available for our use until the 1999-2WOb school year.  par:\nc:p.:-on b, Afncan-Amencan m eTtranimcular activities. In the Park Neighborhood ourelemenury students urc prevented from participating in after school  extracumeuJar activities. 2I huge change from last year. 5. 2.6.3. riease identity the program to provide transportation for ut pruviue transporuiUon for our elementeiy students for after school Because there is no transportation available for our elementary students, U,ev cannot participate in these activities. 2.8. Plea^ identify the programs to promote and encourage parents and  Afro-American .Ncishborhoods in tht operation of the I .K I Maaw _ J....__A.? _ . * LRSD and our children education. 7. 2.9.1. Please identify this section documentations approval to the Court with our J 2.12.1. PlMse identify this traning program in the Afro-American Community that will reduce prejudice and cultural sensitivity. '*\"^1 programs that ensure LRSD substantial^ complies with Its obligations under this revised plan. This program should list reimbursements for personal funds used to pay expenses in informing the Afro-Amencan Communities of this condition of compliances of the LRSD. 10. 2.13.1. 1 he documentation of the approval from the superintendent of InPti* rnnvnlioM.ww * these compliances. 11 3.1.3. Please identify the entire plans and procedures of this section. 12. 3.2.3. Please identify the Magnet elementary schools in the majorityWhite Communilies. 13. 3.6. Please identify the exact reason for the District's plan for dosing Mitchell Academy. Our neighborhood has been advised it is due to the poor maintenance. Also identify what the \"same general area is to the District\". Closing our neighbortiood school will foixc our children to attend tlic closest available school which will be almost 3 miles away from our neighborhood. To us, this new school is not being built in the same general area. 14. 3.7 Please identify the District's modification standard that is already occuring with the approval of the Afro-Anicrican and the procedure in receiving this approval. 15. 3.8. Please identify why the District's plans arc to only to provide racially balance schools in the Afro-American community and not the White cum in unity. 16, 3.9. Please identify this promotion of the I .RSD in desegregating housing patterns. 17. 4.6. Please identify the plan that allows a minority students in the Pulaski County District to tal%c the seat of a minority students at a neighborhood Magnet School. 18. 5.2. letter L. Please identify' the plans allowing our students in the Afro- American communities to exhibit their academic training in a public setting. 19. 5.5. Please identify the remaining and refocusing of flte incentive schools. All incentives schools are located in the Afro-American communities. 20. 5.7. Please identify the Districts linkage system to the Afro-American parents and communities. The only one in operation that is of any benefit to us is the one that I have provided. 21. Please identify the Distict's plans for the entire Section 6. 22. To the office of ODM, please identify the procedures the Afro-^Vtnerican can use to employ the services of another legal representation to monitor the District's compliances in this agreement 23. To the office of ODM, please submit the higher court decision on the fairness of this agreement According to the agreement, the District has fifteen (15) days to respond to the opposing party who submits a non-complaincc. This is our written notice and therefore please respond to the Park Street Neighborhood in care of, .Mable Bealcr,1815 S. Park, Little Rock, Arkansas 72202, Thank You. cc. Wrihr Ave. Neighborhood Ass. Ccnirai Nei^iboriiuud Ass. .MtchcU 1^'A Board Members of the LRSD Judge Webber 2. Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 7, 1999 To: Vic Anderson From: Ann Brown^'^j^^y__ Re: Maintenance of Mitchell School Thanks for your letter of September 15, 1999 about the maintenance of Mitchell elementary. It was good of you to write, and I apologize for not having acknowledged your correspondence until now. As youll see by the attachments, were continuing to follow-up on conditions at Mitchell. We understand the difficulties and expenses inherent in keeping this old building up and running so that it can effectively serve those who use it. Nevertheless, some of the problems we still see can be solved without huge expenditures and need immediate attention. For example, having to dodge bats in the building and inhale the foul odor of their excrement and dead bodies would drive anyone to distraction. I particularly worry because bats are potential carriers of rabies, so rousting them from Mitchell is likely an ounce of prevention that could be worth an untold amount of cure. I don t have to tell you that parents of Mitchell students and neighborhood residents have serious concerns about the future of the building that many see as not only a symbol, but also a citadel for a multitude of reasons. Earning and keeping the trust of those folks is a tough job, but one I hope the district takes seriously. I understand a forum for the neighborhood is the offing, which is a good thing to do. But if Mitchell isnt adequately maintained for the use of its students, staff, and parents, no amount of words or promises will speak louder than actionor lack of it.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Octobers, 1999 The Honorable Susan Webber Wright U.S. District Court 600 West Capitol, Suite 522 Little Rock, AR 7220 Dear Judge Wright: In the course of monitoring the condition of school facilities, we have continued to follow up on the maintenance of Mitchell Elementary School in the LRSD. As youre aware, the issue of this schools upkeep has been of particular concern to Joshua and to Mitchells patrons. Since our July 1999 visit to Mitchell, when we listed the observations we made at that time and shared them with you. Les Carnine, and John Walker, we have made two return trips to the school, once on September 2 and again on October 7. Attached is a copy of the observations we made on those two occasions. Also attached is a letter to me from Dr. Vic Anderson, who is the LRSD associate superintendent responsible for facilities upkeep. As you can see, this mid-September letter reiterates the districts commitment to equitably repair and maintain Mitchell while it continues to operate, pending the opening of Stephens School, which is presently scheduled for November 2000 at the earliest. Sincerely yours, Ann S. Brown Enc. cc: Les Carnine Vic Anderson John WalkerMemo To: Ann Brown From: Melissa Guldin Subject: Follow-up Visit to Mitchell Date: October 7, 1999 Yesterday I stopped by Mitchell to see whether or not any improvements or repairs had been made since we last visited the school in early September. Very few of the areas noted as needing attention had received any. One of the most serious problems, the bat infestation, had not been dealt with, and staff members reported seeing bats inside the building. Even simple items, such as removal of the fallen tree limb, had not been attended to. Workers had patched the damaged plaster wall in the stairwell, and the principal said that painters were coming to repaint the wall, which was still very unsightly. The odor found in the main hall had lessened, but the principal indicated that is had been much worse earlier in the week when some plumbing backed up. During our conversation, the principal told me that the district was hosting a meeting at the school on October 26 to discuss both Vlitchell and the new Stephens Elementary. I am planning to attend the meeting, which is scheduled for 6:45 p.m..ODM Observations Mitchell Elementary School September 2,1999 We were pleased to note that: The campus was free of litter, and district workers were repairing a damaged section of the chain link fence that borders Roosevelt Road. An easel in the foyer displayed a group portrait of the school staff. Attractive bulletin boards, flags, and banners brightened the entryway. Floors were clean, waxed, and shiny, and the carpeting throughout the.building was generally clean and in good condition. The principal indicated that the director, as well as workers from the LRSD Facility Services Department, had been to the school to evaluate the buildings problems. According to the principal, new covers were being ordered for the flourescent light fixtures. Students evacuated the building in an orderly fashion during a fire drill. The media center was well lit and attractively decorated with various book displays. A single computer station provided access to the Internet for staff or student research. A bulletin board outside the cafeteria recognized all student birthdays for the month of August. We also noted some areas needing attention: No flags were flying from the school flagpole. A very strong, unpleasant odor permeated the area where an addition adjoined the original structure. The principal said that district workers had called an exterminator to deal with an infestation of bats in the attic, which presumably was causing the strong smell. The exterminator was expected to eliminate the bat population and remove any carcases. Overflowing water, apparently from clogged gutters, had damaged the roof overhang and decorative brackets. The covered walkway between the main building and the four-year-old classroom had a damaged roof. The roofing shingles were missing, and the exposed decking was rotten in some spots. A large tree limb had fallen to the ground near the K-1 building. The air conditioning in a portion of the building was not working\nonly four of six upstairs rooms were cooled. Paint was peeling from the ceilings in passageways throughout the building, and several classrooms had paint peeling from their ceilings. Room 103 had serious water damage to the southwest comer of the room. Room 204, which is directly above 103, had water damage on its south wall. The math room, which is in the addition attached to the main building, had water damaged walls. Pronounced water damage was evident in the stairwell at the north end of the building. A large section of plaster had fallen away, revealing the underlying brick. The surrounding area also showed signs of water damage: paint peeling back to bare wood, eroding plaster, and wood rot.Mitchell Elementary School Page 2 The hall carpet at the top of the stairs was frayed and loose. In the four-year-old classroom and some rooms in the K-1 building, the carpet was stained, worn, and unsightly. The hall paint was worn in spots. The hall ceiling above the library office area was marred by a large metal plate that had been attached to cover, rather than correct, some ceiling problems. The media center, though clean and attractive, was extremely small and crowded. Carpet near the windows was tom and the ceiling showed residual stains from leaks. The cafeteria floor near the waste barrels was wet with milk from breakfast. The textured ceiling in the cafeteria was in a deplorable state with areas where the textured material was entirely missing and others where the material hung perilously over the tables. The girls restroom on the second floor landing lacked soap, was not accessible to the handicapped, had one sink with very low water pressure, and the toilet paper rolls were simply propped up rather than being placed on the roller. The boys restroom on the second floor landing still had an odor problem, which has been chronic.as\" 'KCBfig SEP 1 O(tiC 0i dsegoh monitoring Little Rock School District September 15, 1999 Ann S. Brown. Federal Monitor Office of Desegregation Monitorin\n201 East Markham, Suite 510 Heritage West Building Little Rock, .AR 72201 Dear Ms. Brown: I am in receipt of your August 9, 1999, correspondence to Judge Wnght regarding the maintenance of Mitchell School and the attachment from Ms. Guldin. I have also reviewed the August 11, 1999, Report on the LRSDs Preparations for Implementation of its Revised Desegregation and Education Plan. In the section Incentive Schools, pp. 17-99, you refer to the state of repair of Mitchell on incentive icnoois, pp. i/-??, vuu iwu uu  School. I concur with your assessment on p. 18 of the degree of cleanliness at Mitchell, but need for repair, and with your statements on page 19 where you conclude, As in many areas of school operations, the quantity and quali^ of help available to schools is restricted by the school districts allocation of its funds. Given the aae of most of the incentive schools, facility maintenance and repair will be an ongoing issue for these schools. It is certainly true that Mitchell School, as one~of the districts oldest, has several maintenance needs. The district has identified a number of costly repairs that need to be made on this building. One of those is to waterproof the exterior. While this would not solve all the water-related issues you raise in the monitoring report, it would eliminate several of them. The cost to waterproof this structure is beyond the reach of the budgeted repairs that are currently scheduled for Mitchell at this time. Following receipt of your correspondence, I met with Mr. Doug Eaton, Director of Facilities Services, and directed that repairs be made to the Mitchell buildin,r addressing the areas identifred in Ms. Guidins observation. Mr. Eaton surveyed the building and has provided me with a report on eleven different types of repairs that will be made. These include: plaster repair\ncleaning and repainting of several areas\ncarpet repairs\nceiling repair\nreplacement of light fixture covers\nchecking and repairing the electrical levels in the computer lab\ncleaning gutters\ntrimming trees\nshingle repair\nair conditioner service and repair\nand general maintenance. Little Rock, Arkansas 72201  (501)324-2000Ann S. Brown, Federal Monitor September 15, 1999 Page 2 o In addition to this discussion, I reviewed the work order history on the building for the period September 1998-August 1999. The data revealed that 132 work orders were scheduled and completed at Mitchell School during that period. A review of open work orders for the same period yielded 15, of those only three were for conditions cited in Ms. Guldins report. The District will continue to process routine work orders for repair and maintenance at the school during the 1999-2000 and 2000-01 school year. Mitchell School was originally constructed in 1908, with additions in 1912 and 1952. It was renovated in 1979. In the 3DI smdy conducted in 1995, comments about the strucmre are as follows\nThis fine old structure is an example of a building that has outlived its useful life as a school and should be considered for restoration and alternate use. Surveyors found this school to be so far below acceptable standards that it was ranked last, 35* out of the 35 elementary schools surveyed. Needed renovations and repair include substantial replacements of every building system, which when completed would still render the building inadequate for an elementary school of the 90s. .. Based on the aae and condition of the facility', closure and alternate use of the facility is suggested. The Little Rock School District has begun the work to create a new school building for the children and families of the Mitchell School attendance zone with the construction of the Stephens school. The district is committed to maintain the existing Mitchell building to a standard of maintenance and repair that is equitable to that of other buildings in the district. During the period of time that the Mitchell School continues to operate, pending the opening of the Stephens School, the Little Rock School District will honor its commitment to equitably repair and maintain the building. Following the opening of the Stephens School, the district will exercise its best efforts to find a community or educational use for the building. The District is in the process of working with groups in the Mitchell School community to determine an acceptable alternate use for the building following the opening of the Stephens School. Sincerely, Victor Anderson Associate Superintendent, Operations c: Leslie V. Carnine Junious Babbs Sadie Mitchell Brady Gadberry Doug Eaton5013744187 WALKER LAW FIRM 545 P02 DEC 07 99 17:51 I I I H h JOHN W, WALKER RALPH Washington MARK BURNETTE AUSTIN PORTER, JR. John w. Walker, P.a. Attorney At Law 1723 Broadway Littu Rock, Arkansas 72206 Telephone (5O1) 374-3758 Fax (501) 374-4187 1 I Via Facsimile - 324-2146 December 7, 1999 I Dr. Leslie Gamine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 I J Dear Dr. Gamine: On November 10, 1999, a copy of the attached letter to Ms. Anri Brown was faxed to your office. I understand that Ms. Brown has been out of her office due to personal circumstances, however, I have not heard from you. I In order that there will be no misunderstanding regarding our intentions, this is to once again advise you that the action that is being contemplated by the District with respect to MitcheU school, we believe, is a violation of the revised plan. In accordance with page 21 of the revised plan, please be advised of the foUowing in response to items a through e: I a) Sections 2.2\n2,8\n2.9\n2.10\n2.12\n2.13.2\n3.1.2\n3.6\n3.7\n5,4\n5.5\nand 5.7. Joshua hereby reserves the right to supplement these provisions\nb) students of Mitchell school, students who live in the Mitchell attendance zone but have been assigned to schools other than Mitchell based upon a student registration form and students in the MitcheU school attendance zone and surrounding zone. Joshua hereby reserves the right to supplement the students involved\nI c) Dr. Leslie Gamine, Doug Eaton, Dr. Victor Anderson, Junious Babbs, Sadie Mitchell, Bobby Jones, Mike Martello, Julie Wiedower, and d) please refer to attached information sheets released by the District dated November 8, 1999 and November 22, 1999 respectively, the information submitted by the District to parents of Mitchell school regarding the new Stephens school and the presentations by Little Rock School District officials at the Mitchell/Stephens on October 26,1999\nand I I e) see response to item d. Joshua reserves the right to submit additional k5013744187 WALKER LAW FIRM 545 P03 DEC 07 99 17:51 documentation as it is received. Sincerelj^? 'Joim W Walker \u0026lt;7 JWW\njs Attachments cc\nMs. Ann Brown Mr. Chris Heller Mr. Junious Babbs Ms. Sadie Mitchell Dr, Victor Anderson 1 t t 5013744187 WALKER LAW FIRM 545 P04 DEC 07 99 17:52 ... W, TALKER, P.A. Attorney At Law 1723 Broadway Little Rock, .Arkansas 72206 Telepkcne (501) 374-3758 Fax (501) 374-4187 JOHN W W.^LKEH Ralph Washington MASK 3URNETTE AUSTIN PORTER, JR. Via Facsimile  371-0100 November 10. 1999 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 LirJe Rock, Ar 72201 Dear NIs. Brown\nThe attached correspondence, we believe, reflects the District's bad feith with respect to neighborhood schools. Schools in black neighborhoods are not to be closed under the revised plan. This demonstrates the Districts bad faith. I request that you urgently bring this matter to the attention of the court with a notation that we believe that this is a plan violation. I also respectfully request that your office intervene and schedule a meeting with the relevant parties from e school district. I would like for the matter to be dealt with so that it can be brought to the attention of the court before the so-called survey is undertaken by the District. There is a parent meeting at 6:00 p.m. this evening in the boardroom. I also request that you or someone from your staff be present at this meeting. Sincerely, 1 JohnW. Walker JWW-.js Attachment - Letter to NCtchell School Parents dated November 8, 1999 cc\nMr. Chris Heller Dr. Les Camine Ms. Sadie Mitchell Mr. Junious Babbs Mr. Gus Taylor I 5013744137 WALKER LAW FIRM 545 P09 DEC 07 99 13:10 URIGHT five fiLS?T CTR. Fax:L-501-37424l5 Nev LO '99 9:33 P.OoxS final draft final draft FINAL draft MITCHELL SCHOOL IH FORMATION SHEET 11/08/99 I 1. 3. 4, 6. I LRSD plans to continue to operate Mitchell as an elementary school as long Mitchell attracts enough students to make it feasible to maintain Itself. as It will require a minimum of one class (18 students) per grade level fa order for LRSD to continue to operate Mitchell as an elementary school Students will enroll for the 2000'2001 school year during the regular LRSD enrollment period, beginning on January 24 and ending on February 4'. Students who reside in the Mitchell school attendance zone will be provided a choice to remain at Mitchell, attend the new Stephens Elementary or seek other school options available to LRSD students. LRSD will maintain an educational presence within the Mitchell community. If there is not sufficient enrollment to justify continuing its operation as an elementary school, the district plans to expand the Pre-K program. Other plans for the building include a parent center, an archive for the history of Mitchell School, and LRSD administrative offices.  , LRSD will provide the maintenance and upkeep necessary to preserve the comparable physical equality of this building to other school buildings of the District, whether or not the Mitchell building is used as an elementary school or for the alternative purposes described above. t I k I 01/10/2000 13:19 501-324-2281 LRSD SRO PAGE 02 LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone\n(501)324-2272 ---------- E-Mail: ichabbs@stuasn.lrsd.kl2.ar January 7, 2000 Dear Parent: 0^ 2000-2001 class space for this fall! Your child is scheduled to attend Mitchell Elementary School. A choice is available for him/her to enroll at Stephens Elementary. If you wish to take advantage of this option, you must complete and return the attached card. Please note that this is not a survey! Your response will be considered reserve your childs space at the selected school this fall. a commitmeiit and will If your adless is outside the one-mile walk zone, bus sendee will be provided. Keep in mind ho wever, that this assignment status is tied to your current address. If you move to a new address, your child wUl be reassigned to a school based on the new address. Hease find school mformation attached to assist you with questions that you may have. Information regarding other choice options has also been included.  CHECK US OUT-January 18* and 19*'-9.00 a.m. - 1:00 p.m.  OPEN HOUSE-January 10* -6:30 p.m. -8:30 p.ra.  2000-2001 REGISTRAUON - January 24* - February 4 I th If y ou have a child who will be starting school this year, please enroll during the registration n^rtnn lanttanF '/A a -i.  . .. . _ .  penod, January 24 - February 4, at the Student Registration Office, 501 Sherman. utuj, - rc^uiuaiy ar me siuaent Kegistration Office, 501 Sherman. Also if your address is listed incorrectly, contact your school immediately with proof of address to update this iniormation. Please complete the enclosed card and return it by January 19* If you do not return the card, t*fL**?^* n Elementary School. If you have questior^, Sa o Registration Office at 324-2272 or the Parent Recruiters at 324-2147 or 324-2438 for assistance. Thank you for aUowing us to serve your familys educational needs next year. Sincerely, labbs01/10/2000 13:19 501-324-2281 LRSD SRO PAGE 03 Mitchell Creative Dramatic Academy 2410 Battery Street Little Rock, AR 72206 Creative Dramatics encourages self-expression through writing, speaking, performances and other student presentations. Activities enhance learning by personalizing the dramatic experiences. Students develop a respect toward all individuals and an appreciation for their uniqueness. Creative Dramatics Instruction  Puppetry, movement and music  Costuming and makeup  Story adaptation  Improvisations  Creative scene work  Oral reading and story telling  Designing sets and backdrop paintmg MITCHELL BRAGS ABOUT:  Small Classes  Pre-K Class  Success for all Reading Program  Before and After school CARE  Voyager Expanded Learning Program  Full-time Counselor and Nurse  Gifted and Talented Program  Computers in each Classroom  Parent Center-provides materials for parenting skills  Full-time Math, and Reading Specialist  Full-time PE, Music, and Art teachers  Student Uniforms  Incentive Scholarships For Information Contact: Darian Smith, Principal Essie Middleton, Parent Recruiter Becky Rather, Parent Recruiter 324-2415 324-2438 324-2417 Thursday. June 22. 2000 4 04 PM To Ms Ann Brown From: Dr George T Blevins, Jr, 374-8183 Page 2 of 4 P. 0- (AR 72206 (P) SD1 (F) 501 Ha*. Wm. June 22, 2000 Dr. Leslie Carnine, Superintendent Little Rock School District 810 West Markham Little Rock. .AR 72201 Dear Dr. Carnine. It is our belief that very shortly, national attention w ill be focused on Mitchell School due to its historical significance. I have been authorized to convey the concerns of parents and community members w ith regard to .Mitchell Elementary School, one of the anchors of our community, such that the national exposure will be as positive as possible. -As you are aware, the Wright .Avenue Neighborhood .Association. Save Our School Committee worked with Little Rock School District .Administrators and Board of Directors to save .Mitchell from closing. In view of recent events, the decision wa.s made that the Save Our School Committee would continue to meet on a regular basis. We believe the district must be careful to ensure that no decisions are made that will undercut or eliminate enrichment activities that are so important for the enhancement of academic achievement. The effort to maintain Mitchell as a viable school hinged on the parents, of students attending Mitchell School, demonstrating a desire to keep the school open by enrolling our students there. We overwhelmingly demonstrated that we did want to keep Mitchell Elementar\\ as a functional part of our community'. One of the primaiy pieces of literature used to convey to parents the positive environment of Mitchell Elementary is attached. This literature, produced by the Little Rock School District, was taken as a promise of what was to be offered should the school remain open. We now find that a number of the items on the brag list have been eliminated. .Additionally, the positions of the Creative Dramatics Specialist and the PE teacher have also been eliminated, without offering these verr experienced teachers other options for remaining at .Ahtchell School. We believe that without a Creative Dramatics Specialist. it will be virtually impossible to successfully maintain the theme. The other teachers are already overloaded and just do not have the time to incorporate creative dramatics into their teaching to antwhere near the extent that a Creative Dramatics Specialist can. We believe that it is unfair to both teachers and studcnt.s to ask them to do so.Thureday. June 22. 2000 4 04 PM To Ms Ann Brown From Dr George T Blevins Jr. 374-8183 Page 3 of 4 Prior to the millage election, the level of mistrust parents had for the school district had begun to decrease, probably reaching its lowest levels in many years. During that lime, the District promised time and time again that Mitchell would receive additional resources which would be used to enhance the educational experience of our children over and above any previously allocated. Since the passage of the millage, there has been no further mention of these resources. The press conference held at Mitchell to get the message out and gamer support for the millage increase gave Mitchell parents and the community an increased level of confidence and trust in the school district. .A number of pa rents have voiced the sentiment that perhap.s the District only wanted our support during the millage election and that there are still those who wish and will attempt to close Mitchell Elementary , we hope that this is not the case. The occurrences outlined above appear to be broken promises, resurrecting the issue of mistrust by parents and community members who believe that they may have been deceived again. This mistrust is not only at Mitchell Elementary School, but is district wide. It is our understanding that the Little Rock School District desires to increase parental involvement in the educational process. In particular, the Creative Dramatics Specialist, Mrs. Dade, has been the single most important individual able to get parents involved at Mitchell School. This was exhibited by the poor attendance (3 parents) at the PT.A meeting that she was not asked to participate in organizing. This was supposed to have been the meeting at which officers were elected. For years. Mrs. Dade has been the adhesive, which held the Mitchell School together, making it more than just a school, but also a community. Her vast talents and experiences can make an immeasurable contribution to the recovery of our school. In her absence, this will be very difficult. Moreover. Mrs. Dade's service on the Save Our School Committee was instrumental in carrying forth its efforts. The question has also arisen as to whether this might be retribution for her service on this committee. We are also concerned about plans to replace the PE teacher Mr. Gonterman. who has also been at Mitchell for a number of years, with an uncertified individual. AVill this have any impact on accreditation considering the recent legislative mandate requiring certified teachers? In addition, one of the primary determining factors for enhancing student achievement is the utilization of experienced teachers. How many seasoned, experienced teachers will be leaving Mitchell School? Are they being transferred, and will they be replaced with teachers of equivalent experience? We'd hoped that this would be the end of this problem (closing of Mitchell), allowing us to work with the faculty and staff to make .Mitchell the successful elementary school that it once was and that we believe it will be again. However, the occurrence of the events mentioned above does raise the specter of a building devoid of children. It might be said that the Campus Leadership Team sanctioned these actions. But, it must be taken into account that this is the same Campus Leadership Team that was in place during the time that the school was to be closed. Air. Smith has asked me (Dr. Blevins) and I have agreed to serve on the Campus Leadership Team\nhowever, under the new conditions, we believe that the formation of an entirely new Campus Leadership Team should be considered. .Additionally, we are formallv requesting a list of the members of the Campus Leadership Team, who sanctioned the above changes, as we believe that it was done without the input of Mitchell parents. We do not think that the Campus Leadership Team was designed to be a body that rubber-stamps the wishes of District administration and hope that this has not been the case. We would also like to suggest that the Campus Leadership team hold regular monthly- meetings with advance notification of the members, rather than holding impromptu meetings. Moreover, all parents should have advance notification such that they may plan attend and present any concerns andThursday. June 22. 2000 4 04 PM To\nMs Ann Brown From Dr George T Blevins. Jr. 374-8183 Page\n4 of 4 parents should also be sent copies of the minutes of the meetings. Are there written guidelines governing the Campus I.eadership Teams? We would like to request a copy of those guidelines. We are also requesting an outline of how the Creative Dramatics Theme will be maintained and incorporated into the curriculum without a theme specialist. We recognized that the school report card that will be so important for assessing overall academic achievement will necessitate the intensification of teacher's efforts to enhance academic achievement. rhe already overworked circumstances of teachers will not allow them tlie leeway to adequate!) infuse creative dramatics. Therefore, we believe that it will be esTremely difficult to maintain this theme without a theme specialist. In view of the fact that much of what has occurred may indicate a problem with communication between the district and parents and community, we would also like to know the plans for enhancing communication with parents and community, and enhancing parental and community participation at Mitchell School. We believe that the Study Circle that has been initiated has potential. However, we would like to have information on just what types of schools has this approach been successful in and whether there are schools in which it has not. Into which of these categories of schools does Mitchell fall? It was indicated to us that the Mitchell School Zone was added back to the school zone map. However, when we go to the school district School Zone web page (http://www.lrsd.kl2.ar.us/Zones/Zones.asp), there is no link for Mitchell School and upon downloading the zone map in Adobe Acrobat, the Mitchell School Zone is not there. This page last updated Tuesday, .Xpril 25, 2000 8:18:24 .AM. We would like to request that this be corrected. was It is our understanding that parents of students eligible for the college scholarships were to be notified. We are requesting a timeline for notification of parents that their students are eligible for these scholarships. The former plans to close Mitchell school were devised without adequate consultation with parents and community- members, which turned out to be a mistake. These events appear to follow the same pattern. We hope that these actions will be reconsidered. Sincerely George T. Blevins. Jr., Ph.D. President cc: Mrs. Frances Cawthon-Jones Principal Darien Smith Senator John .A, Riggs, r\\' Bishop Steven .\\1. .Arnold Ms. Sue Strickland Dr. Katherine Mitchell Mr. H. Baker Kurrus Ms. Judy Magness Mr. .Michael Daugherty- Mr. Larry Berkley- Mr. .Mike Kumpuris Joshua Intervenors c o John Walker. Esq. Ms. .Atm BrownOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: July 14, 2000 To: Junious Babbs From: Ann Br\u0026lt; Re: Attendance Zone Changes Since the LRSD has decided that Mitchell will remain open, Td like to have some information as to how the district may have subsequently realigned the attendance zones to accommodate Mitchells continued functioning as an elementary school. Id appreciate a written description of any zone changes and corresponding maps. Id also like to know the building capacities and projected enrollments, by grade, of all schools that are affected by the zone changes. Please give me a call if you have any questions. Thanks very much. t WtZn-y*-- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 RECEIVED Division of School Services TO: FROM: THROUGH: SUBJECT: DATE: JUL 1 4 2000 OfflCEOf DESmAnON MONITORING Dr. George T. Blevins, Jr., President Wright Avenue Neighborhood Association Frances Cawthon Jonesj^^ssistant Superintendent-Elementary die V. Carnine, Superintendent of Schools Response to Letter of June 22, 2000 June 26, 2000 The Mitchell community has a number of accomplishments that occurred during the past school year of which I am sure they are proud. Among those are the successful ' .1 _________lx_____*.Uz^ r\\\n*-4-'lr+ i-rv ronn\\/afa rhp effort to have Mitchell remain open, the commitment by the District to renovate the building, specific plans to improve technology and their successful request to r^ain an enthusiastic, dedicated young man as the principal and instructional leader of the school. I will attempt to address each of the concerns stated in your letter of June 22, 2000. 1. Additional resources that will be provided from the millage increase. Because we are still in the planning and designing phase of expenditures of these revenues, no school has seen any improvements at this time. We have just begun the design work on the largest capital projects. It will be several months before we are able to begin the construction work on these projects. Dr Anderson has directed that several projects be completed this summer at Mitchell in advance of other capital projects work. He has reserved funds from the second lien projects for Mitchell that will allow for water proofing and the painting of the exteriors of the building. Other projects that are to be completed this summer include the cleaning of the exteriorDr. George T. Blevins letters June 26, 2000 Page 2 SSSSSlKlSS-!^^ attached list of improvements specific to Mitchell Academy. 2. Plans to close Mitchell. There are no current discussions or plans that would support the closing of Mitchell list and amount of money dedicated to remain a viable, operating school. 3 .. ftimniie I pndershio Team's role in the decision and particularly the principal's copy of the school's Improvement Plan, which was developed by the Included is a c-,, . school staff. You will note that the 3 priorities are. 1) improvement of achievement in reading 2) improvement in mathematics 3) improvement in the overall climate of the school You can see that there are specific actions in each of these areas that address the concerns involvement. of the handbook for the implementation of the Campus pleased that you school year. have agreed to serve as a representative on Also included is a copy of last year's Campus Leadership Team. 4. How the Creative Dramatics Theme will be incorporated in the curriculum.  I w.  ------------------- deal with the tremendous social, emotional increased as they work collaboratively.Dr. George T. Blevins letter June 26, 2000 Page 3 How will this be achieved? This will be accomplished through the implementation of the Great Expectations of Arkansas Methodology. The Great Expectations Teaching Model is an eclectic approach to teaching that encompasses the very best of what is known about teaching today. Drawing from many learning theories, teachers do whatever it takes to teach the students. Through an integrated, holistic curriculum, students become self-directed productive citizens, effective communicators, critical thinkers, and cooperative learners, -------- - , , .. contributors to the classroom as well as society. Students will be provided daily ODDortunities to recite, demonstrate ability to speak in complete sentences, affirm the school creed and accept the challenge to function at a level of excellence which enhances their feelings of self-worth. Building self-esteem of students is the key to helping the children believe that they are capable of learning and motivating them to try. Students must perceive that there are high expectations of them and when they see those expectations, they will respond to reach upward to those expectations. With all of this said, our ultimate goal at Mitchell Academy is student achievement. 5. Mitchell attendance zone has not been updated on the web page. According to Junious Babbs, Associate Superintendent for Administrative Services, necessary corrections are in progress through the City of Little Rock Public Works of the Mitchell School Zone warranted necessary realignment that is Office. Retention c. --------------------------- initiated through their office. It is expected that this process will be completed very soon. 6. Notification of college scholarships to eligible students. According to Dr. Marian Lacey, chairperson of that committee, parents of students eligible for the college scholarship will be notified during the beginning of the first guarter of the 2000-01 school year. Thank you for your continued interest in and support of Mitchell Academy. Although   -... . _____J\n.in m IK niefri students at Mitchell have had some of the lowest achievement indicators in our District, it is our belief that improvements will continue and Mitchell students will make great gains. More importantly, Mitchell has a principal who believes in those students, is attempting to build a staff who believes and who has developed specific goals. He also has a vision of how to achieve those goals and needs the support of you and the community to implement them. Please contact me if you need further information. Attachments (5)MITCHELL ACADEMY RECESVEO 2000-2001 JUL 1 9 2000 3ICEQF SCHOOL IMPROVEMENT PLAN SUBMITTED BY DARIAN L. SMITHIntervention: Great Expectations of Arkansas .O'T.lU'F'--, f. .1  J SrlttliTiSWfiif*!.' ' 1 ' J S. ffnr* I -*i1p  -^*1'- -*-\u0026gt; - Staff will attend the Great Expectations Summer Institute Principal Staff Jlc * * * til\" jHr't.'.k.ijnh Parent Workshop/Conferences for students having behavioral difficulties The Family Support Team will meet weekly to identify students that need additional assistance. Principal Counselor Institute a Friday Club Day to involve students in extra-curricular activities __________ Implement the Getting Along piece of Success For All Staff will have a quarterly retreat/celebration gathering Family Support Team Success For All Facilitator Principal Counselor Principal SFA Facilitator Principal Program Committee .............LiLo 'I ' ' ' -' X  .* J . 4'-  -'.i*  '^L . I V '' '' \\ ' July 2000 On-going On-going Bi-monthly August 2000 On-going J 1 If sain- y. Great Expectations Handbook GE Offices Parenting videos Speakers Success For All materials Staff SFA materials iSchool: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 3: Improve the overall climate of the school. Supporting Data: School Climate Survey Goal(s): Reduce the number of send homes and out-of-school suspensions to 5 /o. Build better staff cohesiveness. One-Year Benchmark(s): In 1998-99 Mitchell Academy had a send home and out-of-school suspension rate of 8.1%. We shall reduce our suspension rate to 5%.Intervention: Hiring a Curriculum Specialist ill 1! it* l s.  r ..tote . -....................... J, Develop a series of parent workshops to teach parents how to assist their children with school work. Provide students opportunities to respond to open-ended questions. Implement the use of a daily math problem. Design schoolwide incentives for improvement. Monitor and make adjustments in the plan as necessary to ensure improvement before the April Benchmark examinations Conduct summative evaluation of the plans implementation, make adjustments for following year. Curriculum Specialist Counselor Family Support Team Classroom teachers Classroom teacher Campus Leadership Team Principal Curriculum Specialist Classroom teachers Campus Leadership Team September 2000 February 2001 April 2001 IRC Staff Current Research Videos $500 August 2000 - June 2001 September 2000 - May 2001 August 2000 Ongoing June 2001 TERC materials IRC Staff ACTAAP released items IRC Staff Workbook $500School: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 2: Improve Student Achievement in Mathematics Supporting Data: 83% of the fourth grade students scored at the below basic level on the grade 4 Benchmark Exam. 13% of the fourth grade students scored at the basic level on the grade 4 Benchmark Exam. 7% of the fifth grade students scored at or above the 50th percentile on the SAT9. Sontf the students will perform at or above the prof'cient level on the grade 4 Benehmark Exam. 90% of the students will perform at or above the proficient level in Mathematics each semester on 65% of the students will perform at or above the 50th percentile in Mathematics on the SAT9. the District adopted CRTs. One-Year Benchmark(s): In 1999-2000 Mitchell Academy shall improve 10 points so or above the proficient level on required improvement = 14%) at rvQVIirCQ JIIiLllVVdllvliu r having 1 students out of a possible 43 students score at or above the proficient level. that at least 14% of the students (4% - 1998-99 performance + 10% - the grade 4 Benchmark Exam. This Benchmark will be achieved by ,.0.00IMi.ebellAeadem.sHa 14% of the students (7%- 2000-2001 performance + 7% - required improvement = 14%) at or of a possible 46 students score at or above the 50th percentile on the SAT9.Benchmark examinations. Conduct summative evaluation of the plans implementation, make adjustments for following year. Campus Leadership Team June 2001Intervention: Success For All 7-:27 lOil : 5i' tl Assign tutors to the bottom 30% of first grade students. Principal SFA facilitator SFA tutor September 2000 - June 2001 SFA placement exam data Provide tutoring for an additional 100 students. Principal SFA facilitator Classroom teachers October 2000 - May 2001 VIPs Young Lawyers Association Develop a series of parent workshops to teach parents how to assist their children with schoolwork. Implement cooperative learning strategies to encourage a linkage between teacher-directed instruction and child-centered learning. Enhance the implementation of the Success For All reading program through staff development. Provide students opportunities to be assessed on a bi-weekly basis using open-ended questions. Design schoolwide incentives for improvement Monitor and make adjustments in the plan as necessary to ensure improvement before the April Counselor Family Support Team SFA facilitator September 2000 February 2000 April 2000 IRC Staff Videos SFA Assessment $500 Principal SFA facilitator Principal SFA facilitator Classroom teachers Campus Leadership Team Principal Classroom teachers August 2000 - June 2001 SFA Assessment Early Learning Manual Self-Assessment Checklist Ongoing IRC Staff Title 1 August 2000 - June 2001 August 2000 Ongoing ACTAAP released items $500School: Mitchell Academy School Improvement Plan Year: 2000-2001 Priority 1: Improve Student Achievement in Reading Supporting Data. hpinw bAsic level on the grade 4 Benchmark Exam. 52% of the fourth grade students scored at the below basic levei on me giau 35% of the fourth grade students scored at the basic level on the grade 4 Benchmark Exam. 4% of the nilh grade studcnl.s scored at or above the 5()tli pcrccnlilc on the SAT9. 100% of the students will perform at or above the proficient level on the grade 4 Benchmark Exam. 90% of the students will perform at or above the proficient level in reading each semester on the District adopted CRTs. 65% of the students will perform at or above the 50th percentile in reading on the SAT9. One-Year Benclimark(s): ctndents fl3% - 1998 -99 performance + 9% - having 10 students out of a possible 43 students score at or above the proficient level. ..000.00,MnAeaae.,,.^ least 14% of the students (4% - 1999-2000 performance + 10% - required improvement - 14%) at or of a possible 46 students score at or above the 50th percentile. RECBVEO JUL 1 9 2000 OFHCEOF OfSFGnEG.ATfON LITTLE ROCK SCHOOL DISTRICT Campus Leadership Institute 2000 Sessions I \u0026amp; II, July 24-28, 2000 *List of Participants School: MITCHELL Name of Participant Address (include city/zip) Phone Number Position (Principal, Teacher, Parent, Broker, Business Partner, etc.) Mr. Darian Smith Ms. Alice Bradberry Ms. Patricia Brooks Ms. Kimberly Potter Ms. Veta Flanagan Mr. Rickey Jackson Ms. Connie Whitfield Ms. Sue Walls 3909 Cobb Little Rock, Ar 72204 2106 Raintree, Bryant Ar. 72022 1701 Westpark Dr. Apt 21 Little Rock, Ar 72204_______________________________ 15 Lendl Loop Little Rock, 72207 6305 Longwood Rd., Little Rock, 72207 3434 S. Battery Little Rock, 72206 3023 S. Battery, Little Rock, 72206 3300 Foxcroft Little Rock, 72227 *Maximum number on team including principal - 8 565-3961 847-6018 663-2431 614-6656 614-6656 374-2130 372-0693 224-7266 Principal Teacher Counselor Teacher Teacher Parent Community Broker 407/20/2000 08:13 501-324-2281 LRSD SRO PAGE 01/0: n LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET little rock, ar 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent TO: Ann Brown, Feder^ Monitor\nder^ FROM: Junious Babbs SUBJECT: DATE: Phone: (501)324-2272 \" E-Mail: jcbabbs^stuasn.lrsd.kl2.ar.us Attendance Zone Changes (Response to 7-14-00 Memo) July 20, 2000 RECEIVED JUL 2 0 2000 UR-ICE Of DESEGREGATION MONITORING In response to your July 14*^ request regarding realigned attendance zones to accommodate Mitchell s continued function as an elementary school, the following information is provided.  The original Mitchell School Attendance Zone has been adjusted to include what was the old Otter Creek satellite zone.  Upon review of proximity and '99-00 realigned school zones, a northern section of the Mitchell zone wns removed and absorbed in Martin Luther King.  To date (7-18-00), projected school enrollments for each grade at these schools reflect: School I (CapacitsO , T K 1 2 3 4 5 t : Mitchell (298) Otter Creek (351) King 18 18 61 36 58 41 77 41 61 49 44 517 47 52 (728) I Stephens (692) j 37 98 97 52 104 39 105 I 44A 101 42 71 46 ! 37 ' I 1 1  Copies of updated elementary, middle and high school attendance zone maps have been provided to your attention.  Further review (September  October) of student attendance zones to address enrollment, building composition and plan compliance within the 2000-2001 Work Plan for LRSD Priorities is being addressed. If questions come up or additional information is needed, please feel free to give me a call.rOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 October 7, 1999 Ms. Mable Dealer 1815 South Park Street Little Rock, AR 72202 Dear Mable: I am responding to your letter which we received on October 4, 1999. The letter, which was addressed to Dr. Carnine, Dr. Anderson, and myself, indicated that a carbon copy had been mailed to Judge Susan Webber Wright. Although she is sensitive to the concerns community members have about desegregation and other educational issues, as a matter of policy, Judge Wright does not correspond directly with citizens. Instead she relies on us in her Office of Desegregation Monitoring to discuss school matters with individuals and organizations. In reading your letter and recalling our earlier phone conversations, I understand your sincere dedication to keeping Mitchell open as a neighborhood school. As you know, our office is not charged with making that decision. The Little Rock School District Board of Directors will have to decide the future of the school. When visiting Mitchell yesterday, I learned that the district will host a meeting on October 26, 1999, at 6:45 p.m. to discuss both Mitchell and the new Stephens School. Perhaps this meeting will give you an opportunity to voice your concerns and to have district personnel answer your questions. As we have discussed before, you also have some other options for making your position known. I know you have been speaking individually to many of the Board members. You also have the right to address the Board at a public meeting during the time period set aside for citizens comments. The Board meets at 6:00 p.m. on the fourth Thursday of every month (except November and December, when they meet on the third Thursday to avoid holidays). Individuals wishing to speak must sign up in advance. The superintendents executive assistant, Beverly Griffin, can provide any additional information you might need regarding the standard procedures. Her phone number is 324-2012. Several other individuals who are also concerned about Mitchell school have addressed the Board in recent months. In one of our phone conversations, I also explained that you may petition the Board to hold a special meeting devoted exclusively to Mitchell, if you present a petition signed by 50 registered voters.Mable Bealer page? Item 22 of your letter asks ODM to \"identify the procedure the Afro-American can use to employ the services of another legal representative to monitor the Districts compliance in this agreement. While any individual or group of individuals is free to retain legal counsel for the purpose of offering advice or pursuing litigation, any dissatisfaction you may have regarding the current counsel for the Joshua Intervenors is not within the purview of our office. In item 23 you request that ODM please submit the higher court decision on the fairness of this agreement. By this agreement I assume you mean the LRSD Revised Desegregation and Education Plan. In response to this request, I am enclosing a copy of the April 10, 1998 District Court Order approving the revised plan. I hope the information I have provided is of some help to you. Please feel free to call if you have any additional questions. Sincerely, Melissa Guldin enc. cc: Les Carnine Vic Anderson* J Z jzw: '.TX -m-'  T?.: 'ft rt * i\\ 4 1998 filed CFiCE Uf DEScGHEWTlGfi MONITORING IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION OISTRIcTaRXAnS^s 0 1993 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs.   * Cy: w McCO, '^CK. CLERK 0 CLERK No. LR-C-82-866 PUTLASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al.. Defendants, MRS. LORENE JOSHUA, et al.. Intervenors, KATHERINE KNIGHT, et al.. Intervenors.       MEMQRANDUNf QPINTON AND ORDER Before the Court are the initial joint motion and e renewed joint motion filed by the Little Rock School District (LRSD\") and the Joshua Intervenors (Joshua) requesting that this Court approve the LRSDs proposed Revised Desegregation and Education Plan dated January 16, 1998 (LRSD Proposed Revised Plan\" or proposed Plan\").' L Approval of the Proposed Plan After evaluating the LRSD Proposed Revised Plan, this Court hereby grants the joint motions filed by the LRSD and Joshua and hereby approves the proposed Plan.  Docket Nos. 3107 and 3136. 1 A. In 1990, the Eighth Circuit Coun of Appeals approved the current version of LRSD Desegregation and Education Plan or the 1990 Plan. In 1996, after the LRSD had operated under the 1990 Plan for six (6) years, this Coun scheduled a series of hearings to gather evidence upon which to evaluate the success of the 1990 Plan, along with the settlement plans of the other districts, and the desegregation remedies endorsed therein.\" At that time, even though the Coun had withdrawn supervision over cenain aspects of the 1990 Plan, there remained ponions of that Plan which were of concern to the Coun. Therefore, the Coun called expen witnesses to testify. and invited the parties to call other expert witnesses to testify, regarding desegregation remedies in general in an attempt to aid the Court and the parties in evaluating the effectiveness of the 1990 3 Plan. Those evidentiary hearings were held in May of 1996. At those hearings and on several other occasions, the Court has noted that the parties themselves must develop and present for Court approval any proposed modifications to the desegregation and education plans under which they operate. In December of 1996, the LRSD requested and this Court approved a plan development period in which the LRSD could concentrate its efforts on developing such modifications to the 1990 Plan, in an attempt to 2 Docket No. 2631.  The following expert witnesses testified: (1) Herbert J. Walberg, Ph.D., then a Professor at the University of Illinois at Chicago. See Docket No. 2692. (2) David J. Armor, Ph.D., then a Research Professor at George Mason University in the Institute of Public Policy. See Docket Nos. 2693, 2694. (3) Gary Orfield, Ph.D., then a Professor of Education and Social Policy at Harvard University and the Director of The Harvard Project on School Desegregation. See Docket No. 2768. 2improve education and desegregation within the district/ Some time during this period, the LRSD commenced negotiations with Joshua regarding modifications to the 1990 Plan. As a result of those negotiations, the LRSD and Joshua agreed upon the provisions included in the LRSD Proposed Revised Plan currently before the Coun. B. The LRSD and Joshua have agreed that, if approved, the proposed Plan\nshall supersede and extinguish all prior agreements and orders in the Little Rock School District v. Pulaski County Special School District, U.S.D C. No. LR-C-82-866, and all consolidated cases related to the desegregation of the Little Rock School District (LRSD) with the following exceptions: a. The Pulaski County School Desegregation Case Senlement Agreement as revised on September 28, 1989 (Settlement Agreement)\nb. c. d. The Magnet School Stipulation dated February 1987\nOrder dated September 3, 1986, pertaining to the Magnet Review Committee\nThe M-to-M Stipulation dated .August 26, 1986\nand. e. Orders of the district court and court of appeals interpreting and enforcing sections a. through d. above to the extent not inconsistent with this Revised Plan. Based upon this provision, this Court considers the LRSD Proposed Revised Plan an entirely new consent decree or settlement agreement between the LRSD and Joshua. The Eighth Circuit Court of Appeals has determined that because the law strongly favors settlements, courts should hospitably receive them, especially in cases such as this in which the parties have engaged in protracted, highly divisive litigation and in which any lasting solution necessarily depends up\nThis 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.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "}],"pages":{"current_page":72,"next_page":73,"prev_page":71,"total_pages":372,"limit_value":12,"offset_value":852,"total_count":4462,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"worksheets","hits":2},{"value":"bibliographies","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":4200},{"value":"StillImage","hits":387}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Connor, Eugene, 1897-1973","hits":567},{"value":"South Carolina Council on Human Relations","hits":246},{"value":"Federal Bureau of Investigation","hits":186},{"value":"Little Rock School District","hits":114},{"value":"Arkansas. 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