{"response":{"docs":[{"id":"bcas_bcmss0837_790","title":"Summer school","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":["1989/2004"],"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 management and organization","School superintendents","Educational law and legislation","Educational planning"],"dcterms_title":["Summer school"],"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/790"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["55 pages"],"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\nAssociate for Instruction to the Deputy superintendent REPORTS to\nDeputy Superintendent JOB goal\nTo assist the Deputy Superintendent in the task of providing leadership, support, and direction in the area of instruction by providing building principals with a vehicle to more effectively utilize the division of instruction to improve teaching and learning. This will be accomplished at the direction of the Deputy Superintendent through staff development, school improvement, inservice education, safety and security, development of programs, and allocation of resources. BASIC PERFORMANCE RESPONSIBILITIES\n1. 2. 3. 4. 5. 6. 7. 8. Attends Board of Directors' meetings, as necessary, and prepares such reports for the Board as the Deputy Superintendent may request. Serves as the chief advisor to the Deputy Superintendent pertaining to instruction. Serves as a member of the Superintendent's Cabinet. Monitors instruction K-12. Works with Educational Programs staff and principals to determine educational program priorities and goals for the district and schools. Provides leadership and support to assistant supertindents for schools operations and to principals so that they can conduct effective building level needs assessments. Assumes responsibility for conducting the personnel evaluation of personnel as may be assigned by the Deputy Superintendent. Assumes responsibility for assisting the Assistant Superintendents for school Operations, Educational Programs staff and principals to encourage and involve community, staff and students, when appropriate, in decision making related to educational programs and instruction.PU^E POST .JTTI.K KOCK SCHOOL DISTRlCi 810 WE.9T MARKHAM LITTLE ROCK, ARKANSAS 72201 PI .EASE POM April 6, 1989 rhG Little Rock School District is ing position for the 1989-90 now accepting applications for the fol I school year\now - POSITION: Deputy Superintendent QUALIFICATIONS: Minimum of a master's degree\ndoctorate preferred. 1. 2. tion from the State of Arkansas. certificate m school adnlnlstra- 3. High personal and professional integrity. 4. Successful setting. experience as an administrator in an integrated urban 5. Strong management credentials in the area of finance operations, and long range planning.  personnel, 6. Demonstrates an administrative style which is flexible preceptive of the views of others. rrexioie ) open, and 7. Evidence of a strong commitment to quality integrated education. REPORTS TO\nSuperintendent JOB GOAL\n( __________   ^dtlCStlOnsl phi 10 S OOhv 205]? u J. 3 that directly benefl? each indiyiduil on a constant, ongoing basis, the translation of the dis- SALARY\nAnnual twelve (12) month contract comms responsibilities plus benefits package. commensurate with experience and EVALUATION: Performance of this position will be evaluated orovi o -47 t\"yannually in accordance Personnel?  policy on Evaluation with the of Administrative DEADLINE FOR RECEIPT OF APPLICATIONS: Apr I I 21, 1989Pago Two (2) Deputy Superintendent SEND LETTERS OF INQUIRY TO: Harold Webb Associates Attention: 525 Winnetka Avenue Suite 1 Houston Conley (Little Rock) Winnetka, Ill. 60090 SPECIAL INSTRUCTIONS: qualifications, application setting forth in detail personal interest in the position, experience, reasons for and most significant accomplishments as a school administrator. Send current resume and a list of four personal references who can be contacted including names, titles, addresses and telephone numbers. Request that your university credentials be sent to Harold Webb Associates. AN EQUAL OPPORTUNITY EMPLOYERLittle Rock School District January 7, 1992 a sOSl Ml J7=5n n Mrs. Ann Brown, Desegregation Monitor 201 East Markham, Suite 510 Little Rock, AR 72201 JAN 1 5 OuiCu Cl 'ioi'idcnng Dear Mrs. Brown: The Board of Directors will Superintendent of Schools to succeed Dr. soon begin searching for Cl Ruth Steele, who new has announced her plans to retire at the end of this school year. The nationwide search will be conducted by co-consultants, Jan Cummings, president of C-Net\nand Susan Jernigan of Sockwell \u0026amp; Anderson. Ms. Cummings and Ms. Sockwell will be in Little Rock on January 17 and 18 to gather information about the school district and the type of individual the community wants the Board to employ. To that end, the co-consultants and Board members have scheduled private meetings with groups closely associated with the school district to receive information concerning the qualifications, both personal and professional, superintendent of schools. that the community desires in a You and your staff are cordially invited to attend a meeting with the co-consultants and Board members on Saturday, January 18 at 1p.m. to share your thoughts. This meeting will be conducted in the Board Room of the Administration Building at 810 West Markham Street. This will be an informal, roundtable discussion, so please feel free to dress casually. Sincerely, O. G. Jacovelli, President J Board of Directors J- 810 West Marhham Street Little Roch, Arkansas 72201  (501)324-2000May 5, 1992 Ms. Pat Gee Arkansas State Highway Dept. 10324 Interstate 30 Little Rock, Arkansas 72209 Dear Ms. Gee: As taxpayers in the Little Rock School District, we feel that now is the time for the Little Rock School Board to deal effectively with the needs of the district as well as being sensitive to the needs of the majority of the patrons of the district. The Board must hire an African American Superintendent. It is because of the current high rate of failure for African American students in the Little Rock School District that we support the hiring of an African American Superintendent. There are many factors which have resulted in this very high statistic. Realizing that all of the blame does not belong to the schools, the schools must share some of the responsibility for this problem. There have not been programs or directed curriculum which have dealt with the problems of our children effectively. The fact that the district is 68% African American is a most prevalent statistic which should be considered in the hiring of a Superintendent. We need a Superintendent who can relate to the majority complexion of the district, as well as addressing the most urgent needs of our educational system. At this time, the hiring of a Superintendent who can alleviate our problems and bring our district into focus is most imperative. You must consider the most urgent needs of the district, as well as doing what is best to bring the majority on equal standards as the minority. For too long, the School Board has addressed the needs of the minority and neglected the needs of the majority. The solution for a district such as ours demands special cons ideration. You must consider the fact that African-Americans represent the majority of students in the Little Rock School District, and black patrons and students should be given special consideration in light of the years of neglect. Very truly yours.1. 2 . 3 . 4. 5. 6. 7. Patron's List 9 10, 11V 12 . 13. 14 . 15. 16. ( 17. 18 . 19 . 20. 21. 22 . 23 . 24 . 25. - H2 /z I i 1 I  '. iRECEIVED MAR 1 1993 IN THE UNITED STATES DISTRICT COURT EASTER DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C- PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. Wed U.S.OISTHICTCOURT EASTERN DISTRICT ARKANSAS DEPENDANTS MRS. LORENE JOSHUA, ET AL. - \\ -co:\nJ 7 J INTERVENORS KATHERINE W. KNIGHT, ET AL. :7r3, CLERK INTERVENORS Ey:. D.-.CL\nMOTION TO REQUIRE THE LITTLE ROCK SCHOOL DISTRICT TO DEFINE THE TERMS AND CONDITIONS OF THE SUPERINTENDENT'S CONTRACT AND TO DETERMINE WHETHER PAYMENTS HAVE BEEN MADE OR PROMISED BY PRIVATE INDIVIDUALS TO SAID CONTRACT The Joshua Intervenors respectfully move the Court to require the Little Rock School District to set forth the terms and conditions of the employment contract between it and Superintendent Cloyde \"Mac\" Bernd. Although that contract is a public matter, the public records regarding same are uncertain. The Joshua Intervenors also request that the Little Rock School District disclose whether it has entered into an contractual arrangement or other arrangement with any group of private citizens to supplement the pay of Mr. Cloyde \"Mac\" Bernd. Joshua is concerned that where private money is paid to public officials without there being public accountability, the public officials may be subject to undue influence of their private benefactors. In this case, the private benefactors, on information and belief. are a group of wealthy citizens from the business sector of the community which is historically all white, but is now tokenly integrated by the presence of black businessman. The School District has a a /7\u0026lt;^/the community and to do the bidi opposition to the more legitimat school children. The Joshua i because the school district, in superintendent's position, did nc $50,000.00 supplement to the pay private group. This factor may h 6 in Lty ist\nhe a by .on of the school board's first cht ird members Jacovelli and one other-of a person of African American descent who rejected the position. The Joshua Intervenors contend that there was a different offer made to that person than to the Superintendent Bernd and that this constitutes a further act of discrimination in addition to being without appropriate legal authority by the school board. WHEREFORE, premises considered. the Joshua Intervenors respectfully request the court to have the school district of Little Rock set forth the terms of the offers made to Superintendent Bernd and to applicant Williams from Syracuse, New York for the position of Superintendent\nto advise whether the district entered into a private arrangement with the group known as \"Fifty for the Future\" to supplement the pay of any person employed by the Little Rock School District and the terms and writings thereof\nand to determine the extent to which payments have been made by Fifty for the Future to Cloyde \"Mac\" Bernd, or on his behalf. Respectfully submitted. the community and to do the bidding of those interests often in opposition to the more legitimate interests and needs of minority school children. The Joshua interest is also being manifest because the school district, in soliciting applications for the superintendent's position, did not disclose that there would be a $50,000.00 supplement to the pay of the superintendent selected by private group. This factor may have been decisive in the decision of the school board's first choice-without the votes of board members Jacovelli and one other-of a person of African American descent who rejected the position. The Joshua Intervenors contend that there was a different offer made to that person than to the Superintendent Bernd and that this constitutes a further act of discrimination in addition to being without appropriate legal authority by the school board. WHEREFORE, premises considered, the Joshua Intervenors respectfully request the court to have the school district of Little Rock set forth the terms of the offers made to Superintendent Bernd and to applicant Williams from Syracuse, New York for the position of Superintendent\nto advise whether the district entered into a private arrangement with the group known as \"Fifty for the Future K to supplement the pay of any person employed by the Little Rock School District and the terms and writings thereof\nand to determine the extent to which payments have been made by Fifty for the Future to Cloyde \"Mac\" Bernd, or on his behalf. Respectfully submitted.By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR (5 w. 72206 Walker, Bar No. 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage prepaid to all counsel,,sn thi February, 1993. n W. Walker11 RCEjVED D MAY 2 5 1993 Office of Desegregation Mcnitcnng IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 2 1 1993 Ci,Ml \u0026gt;X 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 There are pending before the Court numerous motions filed by the Joshua Intervenors. Some of the motions have been responded to\nothers have not. In reviewing the motions, it appears to the Court that the motion for hearing on the PCSSD's proposed -i  reorganization filed May 20, 1992 [Doc. #1597] and the motion for extension of time to submit statement of costs and fees filed August 17, 1992 [Doc. #1657] are moot. It also seems, considering the motion. response, and subsequent monitoring report on the North Little Rock High School cheerleaders and drill team, that the issue of the cheerleaders and drill team at the NLR High School-West Campus filed July 20, 1992 [Doc. #1637] has been resolved and that motion is moot. The Joshua motion for extension of time to respond filed August #1655] is also moot. 13, 1992 [Doc. It further appears to the Court, in light of the fact that no response or further pleadings have been filed, that the following motions are moot and are denied as such: 1. Motion to intervene and for preliminary injunction 4 concerning the selection of cheerleaders at Pulaski Heights Junior High School filed June 24, #1622]\n1992 [Doc. 2. Motion for Defendants PCSSD and NLRSD to make adjustments in their school lines to comply with one man - one vote principles of 14th amendment and Voting Rights Act filed August 17, 1992 [Doc. #1658]\nresponses filed August 28, 1992 [Doc. #1665 \u0026amp; #1666]\n3. Motion to compel the LRSD to consult with Joshua and other parties prior to making desegregation plan alterations which require court approval filed February 2, 1993 [Doc. #1745]\n4. Motion to require the LRSD to define the terms and conditions of the superintendent's contract and to determine whether payments have been made or promised by private individuals to said contract filed February 26, 1993 [Doc. #1764]\nMotion for further relief regarding employment of unqualified persons in major administrative positions filed March 16, 1993 [Doc. #1777]\n5. Also before the Court is a motion by the LRSD for an extension of time to file its plan for the construction of the Stephens Interdistrict School filed September 3, 1992 [Doc. #1673]. That motion is moot because the LRSD filed the Stephens School plan on September 8, 1992. The Clerk is directed to remove the above motions from the pending motions report. The Court has stated in the past that it expects the parties to confer in good faith on issues in dispute and to consult the monitor in an attempt to resolve their differences without the intervention of the Court. While many of the motions brought before the Court in this case involve issues requiring Court approval, others concern disputes that could be resolved by a good -2-faith effort at communication and cooperation. In the future, the Court will require that those motions contain a statement that the parties have conferred in good faith and that the issue cannot be resolved without the intervention of the Court. In addition, the Court expects the parties to comply with Local Rule 20 concerning the filing of briefs in support of motions. SO ORDERED this day of May, 1993. UNITED JUDGE THIS DOCUMENT ENTERED ON DOCKET 9HffiT M COMFUIANCE WITH RULE 58 AND/OR 79(a) FRCP ON -3-e Dear Mrs. Ann Brown: June 25, 1993 JUL 1 1993 Ofiice of Dessgregation Wo: i.g I have worked as a volunteer in the LRSD for many years. I have a son at Central High School and two children who are graduates of Central. My two graduates have been admitted and are attending very prestigious colleges with academic scholarships due to the quality education they received in the LRSD. I am deeply concerned with the fate of our district and the selection of top administrators for superintendent and associate superintendent. Many other patrons are concerned about the stability of the LRSD which seems to be getting worse instead of better. I sat with a group of parents this past weekend who discussed growing concerns about moving their children to private schools if competent educationally centered leaders are not selected to run the LRSD. The discussion began focusing on the lack of knowledge of the present Superintendent in knowing the background of people in the present administration who are secretly pushing to be recommended as interim superintendent. These concerns originated from several patrons of Forest Park Elementary School as well as myself, who were asked to support the recommendation of Forest Park's former principal as interim superintendent or associate superintendent to the school board. Arma Hart. This past principal is For those of us who know Ms. Hart's self serving nature, we were outraged to know that she is being secretly considered for one of the top administrative positions. We became aware of this woman's manipulative techniques when she used some influential patrons to promote her personal agendas while disregarding the true education needs of our children. In various social settings she has reminded people of how the best qualified person was not chosen for the Desegregation Monitoring Office. She indicated how friendships and the desire to keep the power in certain circles kept her from being selected for the Desegregation Monitor's position. She has said the LRSD would definitely be forced to comply with the desegregation plan if a competent and qualified person was in charge, continues to unrelentlesSly push for power by supplying inaccurate information to uninformed people in strategic She positions that will promote her agendas. She pretends to support causes that these people believe in, in order to gain their confidence and support. Mrs. Hart has, again, seized the opportunity to take advantage of the disarray in the top administrative vacancies in the district to promote her own agenda of gaining power without regard for the needs of our children.  Mrs. Brown, there are people who have found Mrs. Hart difficult to work with and are fearful of this woman's unrelenting push for power to gain control. Even concerns have been voiced from certain Pulaski County administrators about remaining top administrators left in our district as possible candidates that they hope will not be placed as interim Superintendent, Mrs. Hart's name led the list. We are hoping that someone who was familiar with Mrs. Hart's professional background would listen and act upon this information before Mrs. Hart's name is recommended publicly. If her name is mentioned publicly, that obnoxious John Walker would find another means to discredit our district publicly with another discrimination accusation. This action would cause more disarray and more tax paying patrons may choose to leave our district. cc: Mr. Riggs Mrs. GeeRECE-' CONTINGENCY COMMITTEE REPORT LITTLE ROCK SCHOOL DISTRICT JULY 18, 1996 r ti'irid JUL 1  5 ' - - - d Office a Deaeflregasion Monitc\n. Rett Tucker and Roosevelt Brown, Co-chairmen Debbie Glasgow, Marian Lacey, Betty Mitchell, Skip Rutherford, John Walker Members of the School Board and citizens of Little Rock, my name is Rett Tucker and I am Co-chairman of the Contingency Committee approved by this Board earlier this year. Other members, who are present, include Co-chairman Dr. Roosevelt Brown, PTA Council President Debbie Glasgow, Mann Principal Marian Lacey, CTA President Betty Mitchell, fomier school board president Skip Rutherford and attorney John Walker. On behalf of Dr. Brown, let me begin by thanking the Board for putting your confidence and trust in us. We also want to thank thQ committee members for their dedication and hard work. We met numerous times in the spring and put together the framework of a contingency plan in the event it was needed. We have had almost perfect attendance at every meeting. We took this assignment very seriously. We considered it an honor and an opportunity to participate in this very important process. We resolved from the beginning that we would put our differences aside and work toward consensus. When we were notified Sunday that Dr. Williams was going to Kansas City, we were prepared. To finalize our recommendations, we have met every day this week and now come before you with a recommended plan of action. 1This plan comes to you with our unanimous support. In fact, I must say that our committee-with strong wills, strong personalities, strong views and all the diversity we prize in Little Rocknever once had a split vote and never met an issue that we didnt resolve in a civil and thoughtful way. I have been part of many committees both personally and professionally, but this one has represented the best and most gratifying experience Ive ever had. Lets clarify first what we did not do. Although there has been a great deal of speculation, we did not consider the selection of a permanent Superintendent. That was not our assignment. We do believe, however, that this is a very important decision in its own risht because it comes at such a critical time. We focused on the short-term, although we define short-term as one to two years. Tonight, we have two major recommendations. Our first deals with getting through the next several days and weeks. In this regard, we congratulate Dr. Williams on his new position and wish him well. We thank him for his leadership and his service. This is a tough job. We recognize that and appreciate all he has done. Although Dr. Williams will remain on the payroll until September 1, we know that he will be spending a great deal of his time, his talent and his energy-as he should-on Kansas City and the future. 2While he will still be a very valuable resource for this school district, we propose-from tomorrow through August 14, the formation of a five-person management team which would report directly to the Board. This team would operate in the same spirit that our Contingency Committee has operated: successfiilly addressing a short-term assignment. We spent a great deal of time and thought on the membership of this team. We looked for people with experience, with dedication and who had the energy to take on extra assignments. We recommend the following individuals: Dr. Victor Anderson would serve as the daily operations officer.' He bitings a wealth of experience as a principal, an administrator and, more importantly. as a person who is recognized as both a consensus builder and a team player. He would be in charge of day to day administration. Joining him on the team will be Sadie Mitchell, a former teacher, a former principal, and now an administrator, who has worked very closely with the elementary schools. Also, Jodie Carter, the principal of McClellan High School, who from first hand experience understands both the challenges and the opportunities of our senior high schools. Sadie will be in charge of all elementary schools and Jodie will have the responsibility for the senior high schools. The two other members come from our Contingency Committee. Let me add that neither sought a position on the team. In fact, both had to be drafted. 3Marian Lacey is the principal of Mann Junior High School. She is a principals principal and was such a positive voice on our committee. Marian knows the junior highs and her outstanding record at Mann speaks for itself. She will focus on all aspects of the junior high schools. Skip Rutherford, the only non-educator on the team, understands the school board better than most. He served on the Board from 1987 to 1991, as its president in 1989 and 1990 and coordinated two victorious millage campaigns. He will supervise communication and student assignments and will serve without pay. All of these members will continue to perform their current responsibilities. Marian Lacey will still be the principal at Mann and Jodie Carter will still be the principal at McClellan. Skip Rutherford will still work at Cranford Johnson Robinson Woods. Vic Anderson and Sadie Mitchell will still be district administrators. All of them, however, for the good of the district, will work on the management team which means extra duty and long hours for each of them. Please note that all four educators are or have been successful principals and the non-educator is a former school board member and president The team is experienced. It needs to be because much will be happening over the next four weeks-including the opening and beginning of school. We simply cant put this district on hold for that time period. This professional team addresses that issue. 4The second part of our recommendation relates to the position of Interim Superintendent. We considered many people and possibilities. We listened to board members and to interested citizens. We wanted to recommend someone who could provide effective, steady, experienced leadership\nsomeone with local tics who understands Little Rock, Arkansas and state school funding\nsomeone who could help this district and the Board in its search for a permanent Superintendent. We believe we have found that person. Tonight, we unanimously recommend to you. Dr. Don Robens-the former Director of the Arkansas Department of Education and the former Assistant Superintendent of the Little Rock School District.-Dr. Roberts is an Arkansas native and was educated at Henderson State and the University of Arkansas. He served as State Education Director during the administrations of both Governor Bill Clinton and Governor Erank White. He has been a successful Superintendent in three urban school districts. We recommend him to you as Interim Superintendent for a minimum of one year and a maximum of two. This will give you the time, the breathing room and the opportunity to find the best Superintendent possible. As we know from experience, finding a Superintendent is not always a quick process. Dr. Roberts can and will help you in the search. He is 61 years old and retired in 1994 after seven years as Superintendent of the Eort Worth School District. This is a district with 72,000 students and 9,000 employees. Since that time, he has been doing consulting work with school districts across the country. 5He loves Little Rock, loves Arkansas, knows Little Rock and knows Arkansas. We sought him out for this position. He has always been dedicated to high quality desegregated education and seeks to build cooperation across racial lines. He is known as a person who keeps his word and works in good faith. He is an educator, an administrator and, we believe, a healer. He did not seek the job. We went after him. Dr. Roberts can be here tomorrow to meet with you individually and as a group. He can be in Little Rock and on the job no later than Ausust 15. I We also recommend the following\nWhen Dr. Roberts arrives on August 15, the management team will become an advisory team to him. Dr. Roberts would, of course, take over the day to day operations, but we envision the advisory team helping him on both a regular and as-needed basis. Their assistance in this transition will be invaluable. As I noted earlier, we believe Dr. Roberts should be given a one- year contract with the possibility of another year if needed. He has indicated he is not interested in the full-time Superintendents position, but, again, that subject is a matter for the Board to discuss at the appropriate time. We believe his compensation package should be comparable to that of Dr. Williams. 6Dr. Roberts said it is extremely important to him that the citys leadership, the business community and other groups come together in support of the public schools. We've seen a sreat deal of that happening already and tonight we have with us Mayor Dailey, other elected officials, city leaders, school patrons, parents and interested citizens who are here in support of quality desegregated public education in our city. As chairman of the Greater Little Rock Chamber of Commerce, I can pledge to Dr. Roberts, the board, and the management team, the Chambers continued support. The next two Chamber Chairmen, Doug Buford and Janet Jones, are here to back me up. Finally, and this is very important\nto provide tfiis district with stability as it works its way through some difficult problems and prepares for the 21st century, our colleague and fellow committee member John Walker, has agreed-in good faith-to a two-year moratorium on initiating any new legal action against the school district related to the settlement agreement. Dr. Roberts expressed reservations to our committee about accepting a position in a district embroiled in litigation and controversy. This offer was made by Mr. Walker to Dr. Roberts because of Dr. Roberts past record in the Little Rock School District and the State Department of Education. This means that the Board, Dr. Roberts and the employees in the District, for the first time in almost 40 years, can concentrate totally and fully on educating our children and on implementing and, if necessary, modifying the current desegregation plan and getting out of court. 7These are our recommendations. We believe they serve as a sound and reasonable short-term plan. We also believe they serve as a new beginning for the district and a bridge to the future. It is amazing what we can accomplish when we work together. Madame President and members of the Board, the Contingency Committee respectfully requests your approval of these recommendations. Havina discharaed our duties and responsibilities, we have concluded our assignment and will disband as a committee following tonights meeting. We thank you for this opportunity to serve our school district and our citv. Dr. Brown and I as well as members of the committee available to answer any questions you might haye. are now Thank you. C:\\wpwin6 l\\wpdocsUucker\\SupenntendeRL78 8@002 002 810 \\Sest Nlu-rkbiitn Stv I Ic Kock, .\"8'3 2.i '9\" 14:41 .ini ,324 202\n* I.RSD COM'li XrCATl fWM 602 004 'nBain4|aais^ fditKaUtU^ imOKn^ Little Kock School District .iJTTLE ROCK TO BEGIN SEARCH LOR PERMAuNENT SOPER INTET^ENT March 2.5. 19.97 boi Immediate Release tor more information Snellen Vann, 324-.2ri2(j The Littie Rock School District will begin its search for a permanent superhiteQaent m the next few weeks, according to Dr. Don Roberts, interim suoennteadent. who will assist the school board in the search process. \"Wtien I rerarned to Littie R.ock as interim superintendent in August, I pledged to help better position the district so that it could recruit ar, outstanding permanent superintendent and to assist in that recruiting effort.\" Dr. Roberts said. \"I am now centident Uttls ftoc.k can and will attract several quality applicants, and I will work very closely with the boai'd until the new' superintendent is on tlie job and is famihar with the .districts operation\n\"We knew Dr. Roberts would be here in a hill-time role for an interim rime,\" sai.d John PJggs. president of the school board 'But whai a terrific leader and eo.mmunicator he ha.s beer.\" i'liiore) 810 West Markham Street Little Kock. Arkansas 72201  (.50.1)32.4-2000   (W 97 4:42 .-lO) 324 2023 I.RSD COM'II \\ 1 CATf ODV Ei003 004 LR.SD Superintendent Search Rage 2 of 3 \"He has unified our boar d, strengthened our district and uplifted our community.\" Riggs said. \"He will now assist us in locating his pennanent successc\u0026gt;r and will continue to work With us on a consulung basis. In many ways, this may be the best of both worlds. Both Dr. Roberts and JRiggs said the riming was right to begin the search tor a permanent superintendent. If we wait any longer,\" Riggs said, \"the good candidates will be signing contracts elsewhere,'' \"We hope to have the new superintendent in place this summer so that ne or she will nave .several months as superintendent-designate to work with Dr. Roberts If Riggs adaed. \"It the search goes weii. a.s vze e.xpect, Dr. Roberts will step down as superintendent sometime before the end iif the year.\" Rett J ucker, immediate pant chakman ot the Greater Little Rock Chamber of Commerce who co-chaired the district's contingency committee which recommended Dr. Roberts interim appointment, said, \"Ilie transidon is working exactly as we had hoped. Ur. Roberts has done a superb job, and I am grateful he will continue to help the Little Rock School District mov fonvard.\" Riggs said he has asked school board members Dr. Kaiherine Mitchell and Larry Beridey to wo: with Dr. Roberts in coordinating an.d recomn-iending the superintendent selection process. Riggs .-iaid he anticipated the district retainiiig a national search firm. (more) 0.3, 25 97 14-43 SC.l 324 2023 I RS!) f'iniMi \\rc4Ti ODM 1^004^ 004 LRSD Supeimnendent Searci? Hage J cif 3 L'nder Dr. Roberts leadership, the .Little .Rock School District was granted a nine molitli monncnum from federal court monitoring. The district, folio wing Dr. Roberts recomrr.endauon. has established school and community work team.s to m.3ke recoromeiidalions m the areas of student assigEment\neumculum, school revitalization\ndiscipline and alternative education\nleader.sh.ip and staff development, technology\nincentive schools and classroom-coramiinip.' links Dr. Roberts has committed to as ist foe district through rhe nine month process of recommending change.s in the district destgieganon pian to the coimt. \"While foere is always work to os 'lone and improvement to be made in education, Dr. Roberts saio, ['m ver\n- proud that the Little Rock Schoo) District continues to ourpertorm other urban dislricts and to set the pace in Arkansas when, it comes to National Merit and National Achievement Semifjnali.5ts as well as numerous other .academic and athletic competitions. Dr. Roberts sard he and his family would continue to 1 iI'e in the central Arkansas area and mat he would be available to the school district on an as-needed basis in the liiture.11 S\"'' T EY: 4- 7-9' : lb ISAM :.jA RiCGS LiTTLE RXK- -3013710100\n# 2/ 2 April 3, 1997 rMaiiic Addresji Cits. State .Zip \u0026gt; ht. Luue Rock Sciiool D.islrict Board of Directoi's is beginning the search for a new supermuinderu As pa/ t of the seiechon process, the Board is forming a C\n(izefis ' d'u.soiy foimmttee. T OU have lieen nonunated to serve as a member on the Citizens Advisory \u0026lt;. oi!Hnntee, The charge of Viis cominittee is to generate a list of qualifies and characteristics that the cominittee feels are essentia) for potential superintendent eandidates The work of the committee will be completed in one 3-bour meeting. i he comraitwc will meet Rom 6:00 p.rri. to 9\n00 p,n. on Tuesiiay, April 15*''' in (he i.V oai j Room of die .Administration Biuiding, 81.0 West Markham A lijrdat dinner Vv'.t! '\u0026gt;0 fved i 5 JO p.in Drvss Wi! be casual t he Board of Directors hopes you are w'iliing and able to pailicipate in this important meeting. Please caU-Swi^G*ifffir. at 32420 i2 to confimi your pdrt)Cip\u0026lt;U)on tAS soon as possible , i \\ -f i i'hanks lor yon oonynued support of oar public schools. Siiiccrely .ii.!bi! Riggs. iV, President ERS1..\u0026gt; Board of Directorsco nj 1T. 0 a !.iTTLE ROCKSCHOOI. DISTRICT Advisory Committee for Superintendents Search J Revised 4/9/97 April, 1997 o '9 NAME i ! Humphrey, .loa I .Innes, Doris Ui i j Joyce, Linda Hi^iinendy, Rarh Kiirrus, Baker GENDER Male Pcmalc Female Frraak Female I U) Q' j Massey, Don na I\nMuse, Itohn I i iatierson, Paula I Male Feniah Male ifACE y Klack While lllaek White While White Blaek OlwiANiZATION ALR - Vive Chanectior HoiKhwest Neighborhood Assoc -f I .Idhu Barrnw Neighbvrbnnd ! I Assoe, City Hoard Parent/Ccaeiier (arent/Aliiance New Party.laren t r. ' Smith, Benny .1 Female -----j. Whitt Black Male Black .New Party Parent [Pa renlZrarenfTforTubJic Schools i ( 'xr V-/a -r/Ij eer. AdvUoiy (.'omjuittce Superintendents' Search pauc 2 'l erQ, Andy T ISI 'AJ Cl J^^kcr, Diane Li' u. Malt Female Wilde i White Buford, Doug Tucker, Rett Williams, lluris \u0026lt;\u0026gt;*Mncy, Kevin Anthony. Leta ( harks. Dale Wd.svn. Do\nMoore, Delia T Male Male r, i Female ! Male Female Male Mak i Female White White Black ' White Kiack Black Blaek Black l i Nayies, Dorothy Female Block I hALR-Dcpt. 'if Fiaunre and Ecology I'strcnls for PuWk Schools I-R Charitbcr f^niberZAlliance FTA tjouneil Palx^nt ' leadership Riiitmitable _____developers ____^D^ted Way/Slrategie New Futures f Charlt 1 Male Black I ! liowen, Ver neH L Brock, 1'oni j_Fcniale White White Stephens Scbooi ____J Frm\u0026lt;^al-St^E(I^an Schooi Parent/ Geyer Springs First Baptist _____ .. 4_'Cf- Crj cf' Ct b? Advison- Cnmntittce Superintendents Search April, 1997 page 3 T T U' U'l ir PoreeH. Nolan ! Delon s f' ! Howard, Kiidnlnh -X j Marshall, Pam j Gibson. Don Rt-,, jVleRejio', a. Faeinta OUman, Flea nor Mitchcd, Bey p/aaWe Fee I ftregory, Brenda X\"i Co.idman-CiiaiidJer f /tdriene Male Female Male j ]'Van:i]k* Femafu Feniale Fcniak J Frniak __ j\nFeinjue _________[Mate Fetnak- ____j retr ! Female ! Whiiit Kiack Bfark Black j Black j Black Wck I Black ____\nWhite ___Black I Widu Bhirk Biack _ Grandparent i*TA/larkvie5v Principals fo)u,ii(tablc _____Mtdtown/yrKkJiw SchwiJ Ministcdal AJIiann \u0026lt; Airtra? High Srhcol Student \u0026lt;Tz\\ \u0026lt;1.1 GT7I __________J CTA I I 1 1 I ---------------------- 1 -------1 ) ____i j Fxec. Dir. I.K Housing /Parent Authorifj' ____I PareiiUjivfllyemcBt Crtiinatr Jtz Cl Advisiu-y C'nnupittee Superintendents Search April, 1997 page 4 Revised 4/9/97 j Ambrose, Ethel I PFemaic I'Whiu\" u\n Ood.sont Tommy Armstead, VIeki : Leopoufos, rhuddeus '^^loiiRson. Mozeila i HamiUnti, Wilijam (Uii!) i Nauiifn, Lon Eilic!  Marlin, Bitty R^'\u0026lt;*sevrt?, Dr. i Williams, SJacy CaratliRc, Btibra I ' Benjamin, Wieke, Dr cz_z Mak- Fem.Tile j Mak j i Female }  Mak I Femak Female Male pMalc I i I Kemak : Eeuhik I Black I Black 7\"'wi!)tn _\nBbek Biaik I Black TCoalition nl Little Rock j Ncithborhoods Tp^-nt^ightsvll Pritsident- LRaIXH* I SEwJcnVParkview Majiuet ' ' 'j Stephens S'cighlHirknnd Associalini^ j Prcshlenl  I I eaclier/Parkvicw Magnet f'*'* t Vicw/S(iff Station  Black j I I Blai-k h White ! White i Association^ l\u0026lt;esi\u0026lt;knt N/VACP .Arts \u0026amp; Htiinanities/Slrakgic 1 J 1 1 H i H ___J05 2i 97 11:10 Q50I 324 2023 I.kSD COM'irXICATI - . OOM Soo? 002 Little Rock School District Special Board Committee Meeting For Immediate Release May 21,1997 For more information: Snellen Vann, 324-2020 The Little Rock School District (LRSD) Board of Directors v,TJl meet as a committee at 4:30 p.rn. on Thursday, May 22, 1997. The Board will receive infi-irmaTinn from Hazard, Young, Attea \u0026amp; Associates, the firm which is assisting in the search to fill the supermtendents position. The meeting will be foEowed by the regular monthly Board meeting at 6:00 p.m. in the Board Room of the LRSD Administration Building, 810 West Markham. 7Tr^ 1 06 03. 97 10:17 501 324 2023 I.RSD COMMCMCATI -\u0026gt; ODM @002'002 Little Rock School District Special Board Meetings For Immediate Release June 3, 1997 For more information: Suellen Vann, 324-2020 The Little Rock School District (LRSD) Board of Directors will hold special meetings this week to conduct interviews with candidates for the position of superintendent. .Tne meetings are scheduled are: Tuesday, June 3, 1997 5:00 p.m. Board Room LRSD Administration Building 810 West Markham Wednesday, June 4, 1997 5:00 p.m. Board Room Greater Little Rock Chamber of Commerce 101 South Spring Street Thursday, June 5,1997 5:00 p.m. Board Room Greater Little Rock Chamber of Commerce 101 South Spring Street Friday, June 6, 1997 5:00 p.m. Board Room Greater Little Rock Chamber of Commerce 101 South Spring Street The meetings will be conducted in executive session. fj 11 jj }f ii n Little Rock School District OFFICE OF THE SUPERINTENDENT St^.- RECEIVED JUN - 1997 RECEIVED June 5, 1997 OFFICE OF DESEGREGATION MONITORIMQ JUN 5 - 1997 OfflCEOF DESEGREGATION MONITORING The Little Rock School District Board of Directors is hosting three informal receptions to provide an opportunity for you to meet the three finalists for the position of superintendent of schools. These receptions are open to the public, but especially to members of the Advisory Committee for the Superintendents Search who developed the criteria for the selection process. The receptions will be held:  In the Administration Building Board Room 810 West Markham Street June 9, 11 and 13 (Monday, Wednesday, and Friday,)  5:00 - 6:00 p.m. \\Ne look forward to seeing you there! 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000 BJJuDI Fa'/: 1 ?d-2932 Jun 9 9^ \u0026gt; I P. 02/02 Little Rock School District Rtccptions for Superiatendent Candidates Rescheduled For liLmediate Release June \u0026lt;, 1997 For more infonnation. S'uellen Vann. 324-2020 Receptions tor the three finalists for the position, of supenntendent of the Little Rock Schcol fiJistrict (LRSD) have been postponed . i he revised schedule tor the candidate lecev-tions is' Wednesday, June 1 . 5:00 - 6:00 p.m. Kenneth James Thursday . Jtme 12, .S.OO - 6:00 p.m. Jimmy Scales Friday. June 13. 5\n()0  6-00 p.m. Leslie Carnine J he receptions will he neld in tne Board Room of the LRSD .Administration Budding. 810 West Markham. The public is invited to meet the finalists during this time. The monthly Board agenda meeting which was to be helo. on June 12 lias ocen piistponed tinti! Thuisday, Jvme 19. at 5'00 p.m. Sio West Markham Street Little Rock. Arkansas 72201 * (501)324-2000 LRSD SORT'S OFFICE 414 FOO TON :o \u0026lt; \u0026gt; ? s * J h- 1 I J s*\" ' : 1 Lhtle Rock School District OFFICE OF THE SUPERINTENDENT June 12,1997 Mr. John Walker, Attorney 1723 S. Broadway Little Rock, AR 72206 Dear Mr. Walker: This is to advise that the finalists for the position of Superintendent of Schools were provided with a copy of the Desegregation Plan by Federal Express prior io their arrival in Little Rock. if we can provide additional information, piease advise. Sincerely, // Don R. Roberts Superintendent of Schools cc: John Riggs, iV 810 West Markham Street Little Rock, Arkansas 72201 (501) 3iil-2000OR-^0 97 10:38 501 324 2023 I.RSD COM'irXTCATJ ()T)M 002/002 Little Kock School District Speciai Board Meeting For iramediate Retcase Jiuie I 1997 For more information\nSuellen Vann, .124-202{l dhe L ittle Rock School District (LRSD) Board of Directors wi ll hold a special meeting at 6\n00 p.m. Sunday, June 22, 1997. The special meeting wil.' be held to discuss cantiiiiates ..dr the position of superintendent. Ine meenngs will be held in the Administration Building, 810 West Markham. MEDIA NOTE\noir.ce this is a personnel issue, the Beard wil! conduct much of the meeting in executive .session. 810 West Markham Street  Little Rock. Arkansas 72201  ntc 4-2000 Little Rock School District Superintendents Since 1982 Ed Kelley June 1982 to July 1987 Van Jones July to October 1987 (interim) George Cannon October to November 1987 (interim) November 1987 to July 1989 Ruth Steele July 1989 to June 1992 Mac Bernd July 1992 to July 1993 Estelle Matthis July to October 1993 (interim) Hank Williams October 1993 to July 1996 Don Roberts August 1996 to August 1997 (interim) Leslie Carnine August 1997JOHN W. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 JHN W. WALKER -ALPH WASHINGTON\naRK BURNETTE USTIN PORTER, JR. RECEIVED ^tc 1 5 1397 December 12, 1997 Honorable Judge Susan Webber Wright United States District Judge OFFICE OF DESEGREGATION MONITORING 600 West Capitol Little Rock, AR 72201 Re: LR-C-82-866 LRSD V PCSSD Dear Judge Wright: Enclosed please find the job postings by the Little Rock School District for four positions: Associate Superintendents for Desegregation, Support Services and Instruction and Director of Planning, Research and Development. I am writing to request that you allow the Office of Desegregation Monitoring to review and study the impact of the salary structure set forth in the postings, i.e. $70-90,000.00 plus car allowance and benefits with one position being open ended defined as negotiable. We have previously had extensive budget hearings. There is budget that allows payment of $100,000.00 or more including benefits to any group of employees. I believe that allowing the District to make these changes without court approval will have no tendency to have an adverse impact upon the ability of the District to meet, not only its desegregation obligations, but its other obligations as well. The effect will be magnified because the concept of equal pay will mean that scores of administrators may be able to make legitimate claims for upward pay adjustments. This will include principals and other persons at the Director level. a Dr. Leslie Carnine, the new superintendent, may not be aware of the budget concerns of the Court or the history of pay to administrators in the District. The Court is reminded that there has been no showing of a dearth of qualified applicants for administrative positions and thus, that huge payment is required to attract necessary staff. The salaries are grossly out of line for this district in comparison to other districts in the State except the possibility of the Pulaski County Special School District where we have raised similar concerns regarding pay inflation for administrators, many of whom are unnecessary. Dr. Carmine's principal advisor appears to be Mr. Brady Lexington Herald-Leader | 04/23/2003 | Let's hope James is as good as they say Page 1 of3 REAL Otm Click here to visit other RealCities sites New! Browse and Search Adt from The Herald-Lea ly fv.1 a\u0026lt;kc Great Grandparents Grandparents Your Parents  Who are your ancestor\nI \"YaurFamilv Name  '^i Seat V \u0026lt;:?!?: I I j' (:) r I iolS:DiLjK\\a^. I Our Local Channels + . News j Business j Sports j Entertainment v Living Search Back to Home \u0026gt; News \u0026gt; I Help I Contact Us I Site Index I Archives I Place an Ad I Newspape Wednesday, Apr 23, 2003 Shopping \u0026gt; Search the Archives News Breaking News Columnists Local Nation Obituaries Photos Politics Weather Weird News World Our Site Tools Weather Lexington Jackson, Breathitt County Louisville (Standiford) Local Events go + 54+34 + 51+38 + 58*38 Yellow Pages Discussion Boards Maps \u0026amp; Directions Subscribe to The Lexington Herald- Leader Have The Lexington Herald-Leader delivered to your home everyday  Subscribe today CATCH FREE LEGENDS Posted on Wed, Apr. 23, 2003 Local Find a Joi an Aparti a Home, Let's hope James is as good as they say By Cheryl Truman HERALD-LEADER COLUMNIST After a search most notable for what it didn't offer the public  an opportunity to meet the candidates  Fayette County's school board made the safest pick of the bunch: a middle-aged white male, fluent in the language of management-speak and team-building. You might have thought the board would have gone for candidate Joyce Bales, who is nationally recognized for narrowing the achievement gap. The board could have finally broken the race barrier in the superintendent's office with either of two other candidates. But it didn't. It picked an apparently nice guy with a clean record and an acquaintance with Kentucky Education Commissioner Gene Wilhoit. The board says Little Rock Superintendent Ken James is the best. We'll have to take board members' word for it, since nobody got to meet either James or the others, all but one of whom were identified by the newspaper. Board chair Kathy Lousignont said that Lexington citizens were ready to take the search \"to the next level\"  secrecy  which she contends was necessary to get the best candidate. Board member Angie Tedder opined that only the Herald-Leader was offended by the search being conducted behind closed doors. They're wrong. The public may cut the board a little slack about its search style as long as it delivers a genius superintendent who will deliver immediate, dramatic results that make everybody happy. But no superintendent is perfect, and the board has set up James to take a potentially dangerous fall. Come spring 2004, Lexington citizens may well doubt the board's judgment about James, and James may http://www.kentucky.com/mld/kentucky/news/local/5694508.htm V w. BKEAK Updated V 23, 2003  Mounta Named 11:53 Pr  Mounta Named 11:53 pr  Russia: MHtion I - 11:39  Malays! Rejects 11:33 Pr  U.N. In to Retui 11:12 pr 4/23/2003 Lexington Herald-Leader | 04/23/2003 | Let's hope James is as good as they say TICKETS Page 2 of 3 wonder why he left Little Rock. Enter to win 2 free tickets to any Lexington Legends home game.  Enter Legends contest % For the sake of the schools, I hope James is the best. And for the sake of that $195,000 a year he's getting, I hope his superiority and brilliance assert themselves within a few weeks of when he starts work. Because of the exclusionary way he was selected and the inflated salary he's making while the rest of the school system battles for pocket change, a performance that's only competent just won't cut it. Because if James takes a wrong step  if he cuts the wrong program, closes the wrong school, refuses to build the right school in the right place - the impact will be like walking into a propeller. And the school board, which is so immensely satisfied with itself just now, will take a public relations hit that will make the messy Robin Fankhauser resignation look like a garden party. Reach Chery! Truman at (859) 231-3202 or 1-800-950-6397 Ext. 3202, or ctruman @herald-!eader. com. RELATED LINKS  More School news  B email this | print this | license this | reprint this Re you by ui in 8i First N LastN State jChoo Email PHOTOS \u0026lt;  more pt FRi http://www.kentucky.coin/mld/kentucky/news/local/5694508.htm 4/23/2003 DATE: 810 West Markham Little Rock, AR 72201 Phone\nFax\n(501) 447-1030 (501) 447-1161 5 [Z ^Iq3__________ TO: FROM: Suellen Vann, Director of Communications SUBJECT: Spe\u0026lt;^ I fy}ec'l^i MESSAGE: /he bJI Il k^[J) /b\u0026lt;f o r\u0026gt; 1 S j\u0026gt;oie cr(~ 4^ te C2T\u0026gt;n~^ g- 03 Cyy\\ S\n'Tly^ Pages (including cover) To Fax # An Individual Approach to a World of Knowledge 06/02/2003 16:55 501-324-2023 LRSD COMMUNICATIONS (i: PAGE 01/01 810 West Markham Little Rock, AR 72201 For Immediate Release June 2, 2003 For more information\nTony Rose Board Vice President 569-8122 School Board Narrows Superintendent Candidate List The Board of Education of the Little Rock School District has narrowed the list of candidates for the position of Superintendent to six, according to Board Vice President Tony Rose. The six, in alphabetical order, are: Donald Carlisle - Miller Place, New York Jack Clemmons, - Lubbock, Texas Mary Guinn - Gary, Indiana Joan Kozlovsky - Pylesville, Maryland Stan Mims - New York, New York T. C. Wallace, Jr. - Macombe, Michigan During the next week, the Board will continue to gather information on the six candidates. Rose, who is leading the Superintendent search, said the Board will begin to arrange interviews next week, ### 06/12/2003 17:49 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 810 West Markham Little Rock, AR 72201 For Immediate Release June 12, 2003 For more information: Julie Davis, 447-1025 School Board Names Interim Superintendent The Board of Education of the Little Rock School District has named an Interim Superintendent of Schools. Dr. Donald M. Stewart was named to lead the district while the Board continues its search for a permanent replacement for Dr. T. Kenneth James who accepted the superintendent position in Lexington, Kentucky. Stewart has served as the Chief Financial Officer of the Little Rock School District for three and one-half years. Prior to that period, Stewart was Assistant Superintendent for Business Affairs for the Pulaski County Special School District and for the North Little Rock School District. Stewart has worked for the Arkansag Department of Education and has served as Superintendent of Schools in Gentry, Arkansas and in Norfork, Arkansas. Stewart began his career as a fifth grade teacher in the Fort Smith Public Schools. He holds both the Arkansas Administrator Certificate and Teacher Certificate. In 1976, Stewart earned the Doctor of Education Degree from the University of Arkansas in Fayetteville. Additionally, he earned the Educational Specialist Degree and the Master of Education Degree from the University of Arkansas. He also holds the Bachelor of Science in Education Degree from Arkansas State University. ### Media Note\nDr. Stewart will be out of town on Friday, June 13\ntherefore, if you wish to interview Dr. Stewart, you may contact him the week of June 16 through his assistant at 447-1011. 810 West Markham Little Rock, AR 72201 For Immediate Release May 21, 2004 For more information\nSuellen Vann, 447-1030 School Board Sets Superintendent Candidate Interviews The Little Rock School District Board of Directors has selected five candidates to interview for the position of Superintendent of Schools. The itinerary for each candidate will be as follows: Public reception Interview with Board Dinner with Board 5:00 p.m, 6:00 p.m. Board Room, LRSD Administration Building SupeimJmdartsCcifaenceRDoni,LRSDAdiiiin.Bldg. FoUowinginlerview Undetermined location TourwithBoard member Nexlmcming Sites throughout the city The dates for the interviews will be June 1, 2, 3,4, and 7. The five candidates selected for interview for the position of Superintendent of Schools arc: Roy C. Benavides Roy Gregory Brooks Libby S. Gardner Stan Lamar Mims Jim V. Scales Odessa, Texas Sorrento, Florida Pflugerville, Texas Grayslake, Illinois Dallas, Texas The specific date when each candidate will be interviewed has not been finalized.06/01/2004 17:30 501-447-1161 LRSD COMMUNICATIONS RASE 01/01 -Rn -------- 1^/ /^r/ ISgf 310 ^^est Markh Little Rock, AR Direct Phone: m I (501) 447-1030 (501) 4474025 rwx XZ*' DATE: June 1, 2004 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat'Gazette FROM: Suellen Vann, Director of Communications SUBJECT: Special School Board Meeting MESSAGE: The Little Rock School District (LRSD) Board of Directors will hold a special meeting on Tuesday, June 8, at 5 p.m. The meeting will be held in response to a petition by Concerned Citizens United (CCU) requesting that the Board hold a special meeting for the purpose of discussing the appointment of Dr. Morris Holmes as the permanent Superintendent of Schools. Dr. Holmes currently serves as Interim Superintendent of Schools. In announcing the special meeting, School Board President Tony Rose said that the CCU will have 45 minutes in which to present to the Board, followed by seven minutes for each of the Board members to provide remarks. The meeting will be held in the Board Room of the LRSD Administration Building, 810 West Markham. # Pages (including ccner) 1 To Fax # An Individual Approach to a World of Knowledge06/01/2004 11:05 501-447-1161 LRSD COMMUNICATIONS PAGE DATE: 810 West Markham Little Rock, AR 72201 Direct Phone: Communications Office- (501) 447-1030 (501) 447-1025 TO: FROM: June 1, 2004 Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazeite Suellen Vann, Director of Communications SUBJECT: Press Conference MESSAGE: Tony Rose, president of the Little Rock School District (LRSD) Board of Directors, will hold a press conference at 3\n45 p.m. today to respond to the Concerned Citizens United petition for a special meeting of the Board. The press conference will be held in the Board Room of the LRSD Administration Building, 810 West Markham. # Pages (including cover) 1 To Fax # An Individual Approacli to a World of Knowledge 1_I\\OV rwuc. 01/ Oi //V\" ___ West Markham 1^1 S Liftle R.ock, AR 722QI For Immediate Release June 2, 2004 For more infonnation: Qi iaT1o^ vuxix, /lUJV Superintendent Candidate Withdraws from Consideration Dr. Roy Benavides of Odessa, Texas has withdrawn his name from consideration for the position of Little Rock School District Superintendent of Schools. Therefore, the reception and interview scheduled with Dr. Benavides for Friday, June 4, have been cancelled. ftrrff06/11/2004 11:51 501-447-1161 LRSD COMMUNICATIONS PAGE 01/01 810 West Markham Linle Rock, AR 72201 Direct Phone\nCommunications Office: (501) 447-1030 (501) 447-1025 DATE: June 11, 2004 TO: Central Arkansas Media Cynthia Howell, Arkansas DemGcrat-Gazetie FROM: Suellen Vann. Director of Communications SUBJECT: Special School Board Meeting MESSAGE: The Little Rock School District (LRSD) Board of Directors Uld a special meeting th., Friday, Junt 11,, discus, candidate, for the position of Superir,tcndct of Schools. The meeting wiU begin at 5,00 p.m. in the Board Room of the LRSD Administration Building, 810 WeM Markham. * Pages (including cover) 1 To Fax # An Individual Approach to a World of Knowledge RECEIVED AUG 1 2000 OFRCEOF DESEGBEGATOOOfflTORiNG NARRATIVE EVALUATION OF THE SUPERINTENDENT'S 1999-2000 PERFORMANCE GOALS July 2000 OFFICE OF THE SUPERINTENDENT Date: July 11. 2000 To\nMembers of the School Board Re\nNarrative Evaluation of the Superintendents 1999-2000 Performance Goals The 1999-2000 District Performance Priorities were an ambitious plan to provide foundational support for the changes that have been recently implemented in the Little Rock School District. Those changes are a direct result of the LRSD Strategic Plan and Revised Desegregation and Education Plan. Based on those two plans, of which the Revised Desegregation and Education Plan is an outgrowth of the Districts Strategic Plan, the District is on course to (1) have increased success rate for all students, and (2) be declared unitary by the Federal Court. We have established a priority to insure that a compliance plan for the Revised Desegregation and Education plan is in place and functioning. II. We are continuing efforts to provide technology and support its utilization by teachers and students. III. A cornerstone process of Campus Leadership is the Districts accountability plan that will become operable during the 1999- 2000 school year. IV. The Instructional Division has established a series of implementation goals to ensure the comprehensive standards- based system for the Little Rock School District. V. The operations component has established a variety of goals to support the overall mission of the District.1999-2000 Performance Goals July 2000 Page 2 Goal I. The Superintendent will provide facilitator and coordination support to achieve the goals as outlined in the District Performance Priorities for 1999-2000 school year. Evaluation: The Critical Performance Priorities report/evaluation, given to you under separate cover, was a very ambitious undertaking for the 1999-2000 school term. We are reminded that many of the goals are multi-year issues. However, we are very pleased with the progress that has been achieved. I salute the staff, particularly the lead individuals on each of the sub-goals, fortheir leadership. I was particularly pleased with the response that was generated by three special publications.  First, the first Annual Report to the Community in several years was produced and published as a newspaper supplement to the Arkansas Democrat - Gazette. The date of issue was September 1999.  Second, we developed a report on Plan Talk which was well received by the authors at the University of Arkansas at Little Rock. The original report was controversial and the response / report by the District went a long way in establishing a professional basis for progress among the academic community. That report was completed in January 2000.  Finally, the compliance report to the community was produced and mailed to households in Little Rock in April 2000. The report was titled Good News from Good Schools and was an executive summary of the compliance report that was filed with the federal court in March 2000. The report, though not required, was complimented by all parties as a precursor to the report that is required to be filed in March 2001. We have noted to you that we are preparing the results or the impact of the Critical Performance Priorities. We have called this the Annual Report. In the near future this will become known as the District Report Card. Based on the trend analysis that we publicize on a quarterly basis, the District had a tremendous year in almost all categories. The report will be given to you under separate cover.1999-2000 Performance Goals July 2000 Page 3 Goal II. The Superintendent will provide necessary technical support and guidance for District Accountability to become operational during the 1999-2000 School year. Evaluation: A. Quality Initiative: The District obtained the first level and is working toward The Arkansas Quality Award. We have filed an application to move to the next level and a group of examiners will be here in late August to review the application and the progress of the District. Based on the change that has occurred, and the progress of the District in obtaining positive student results, we believe we will be moving to the next level. This is a comprehensive evaluation process and I have outlined generally the review areas. The following areas are reviewed: 1. Leadership a. Senior Leadership Direction b. Organizational Performance Review 2. Public Responsibility and Citizenship a. Responsibility to the Public b. Support of Key Communities 3. Strategic Planning a. Strategy Development Process b. Strategic Objectives c. Strategy deployment, action plan development \u0026amp; deployment 4. Customer and Market Focus a. Customer Relationships b. Customer Satisfaction Determination1999-2000 Performance Goals July 2000 Page 4 5. Information and Analysis Analysis of Organizational Performance 6. Human Resource Focus a. Work Systems b. Employee Training and Development c. Employee Well-Being and Satisfaction 1. Work Environment 2. Employee Support Environment 7. Process Management a. Design Process b. Production and Delivery Process 8. Business Results a. Customer Focused Results b. Financial and Market Results c. Human Resource Results d. Supplier and Partnership Results Note: The District became the first school District in the State to be recognized for quality practices and we anticipate being recognized again for additional achievement in October 2000. B. Campus Leadership Handbook The Campus Leadership plan has already become a very important part of the Districts development. The utilization of the Campus Leadership Team as an important part of the development of the millage program gave the team credibility in a very real way.1999-2000 Performance Goals July 2000 Page 5 The participatory decision-making or site-based decision-making model that is being utilized will become stronger and more effective with time and training. As a reminder, we previously indicated that normal implementation of a site-based decision-making model is five years. This is the second year of implementation. The teams will play a very important role in their own restructuring and the implementation of technology and renovation plans for their particular facilities. The Leadership Handbook is an outline for achieving a quality school program with ample input and quality checks to ensure not only continuous improvement but also the bottom line of improved achievement for all children. (You have copies of the handbook and we are currently updating for distribution to principals and team members in July. The Cluster Coordinating Committees agreed on several edits and additions for the 2000- 2001-school term. c. Incentives and Sanctions (Campus Leadership Handbook pages 46-54 and Arkansas Comprehensive Testing. Assessment and Accountability Program pages 11 \u0026amp; 12) I have attached the section from the Campus Leadership Handbook for your information. I also recommend to you that the Incentive Plan that was approved by a 4-3 margin at the May regular meeting by the Board be reconsidered. It is vitally important that there be a super majority in consensus on the plan for Little Rock. There are two very important facets to accountability - - rewards and sanctions. Rewards and/or incentives are there for celebration and motivation. They must be based on a non-competitive plan, whereby you do not pit campus against campus. As I listened to the discussion, it was obvious that not enough time had been given for the Board to become familiar with the philosophy or why this plan is an important aspect of the accountability system for Little Rock. Essentially, it is part of a positive strategy for Little Rock to cope with the State Accountability Plan. What you saw was the initial phase and the other quality indicators will be added as the State Accountability Plan is implemented. We have emphasized the State Accountability Plan, but I also want you to know that we have coordinated this incentive plan with all of the other accountability features of the Districts Strategic Plan, the Revised Desegregation and Education Plan, and a variety of federal initiatives such as IDEA /Title I. If you have reviewed the information in the Campus Leadership Handbook, you will note that the sanctions are tied to the State Plan. Hopefully, you will also note that the District is being much more proactive in providing1999-2000 Performance Goals July 2000 Page 6 assistance and calling for change than is the State. As you know, the District has a significant number of schools with well below average student achievement. It is without a doubt the most important challenge this District will face over the next several years. Lack of progress would certainly negatively impact the strides the District has made over the last three years. Many, if not all, of the Critical Performance Priorities have been directed at making improvements in the core program, which translate into achievement improvements for all of the District students. What you should be able to discern is that the Accountability Plan which is being proposed by the state has been interwoven into the Campus Leadership strategy, of which the basic structure is in place in the District. There will be modifications and additions as the State Plan comes into being. Also, as has been previously stated, it is consistent with the Districts Strategic Plan and the Revised Desegregation and Education Plan. Goal III. The Superintendent will provide the necessary leadership to continue the trend for: Evaluation: A. Improved academic performance We will be reporting areas that are familiar and in some instances new areas of assessment. 1. SAT 9 Growth Data: As previously reported to you, the growth rate for District students is similar to that of students nationally. The average percentile for District students is below the state and national averages. We do, however, have a number of students who do exceptionally well and, on the other hand, we have a significant percentage of students who score in the lowest quartile. As you see and review the results of K-2 Developmental Reading Assessment / No. 2, they are exceptionally promising and will have an impact on the SAT 9 averages in the near future. Based on previous improvement initiatives, you will see a change in that data during the A* and 5* years of the change process. We are currently in the 2\"'^ year of the emphasis on the core academics with ELLA and the new math programming.1999-2000 Performance Goals July 2000 Page 7 2. K-2 Developmental Reading Assessment: This may be the most important news the District has received in several years. The attached chart indicates strong growth in each of the primary grades. The chart also indicates the gap being reduced for the racial identities. The focus that has been achieved on staff development and monitoring is only at the 70% level and over the next couple of years we should approach 90% with the faculty. (Some may debate the percentages, but I am much more conservative on the effects of staff development within the first year of implementation.) It is very important for us to maintain the focus. Normally, it takes five years from this point to reach the average norm for accelerated achievement. As a final note, as you read the numbers it emphasizes even more that remediation is singularly the wrong concept. What we must be about is providing enrichment exercises that allow children to develop a vocabulary that is based on that enrichment. And finally, a reminder that we must stay the course and resist the temptation to modify or change programs. At least not for the next five years! 3. 4 Grade State Benchmark Assessment-ACTAAP: The District strategy has been to emphasize elementary / primary staff development and curriculum. The results, which were just noted to you in No. 2, are for the first full year under the new program. As I noted to you, we are not 100%... and as you review the data it suggests that real improvements have been made. We must caution however, that trends are not necessarily based on one year, but we can say it was a watershed event. Preliminary results from the District criterion assessment data suggest that we will have double-digit gains in the 4 grade ACTAAP / reading and mathematics. I have looked at several indicators that are normally very predictive and they all point to that result. If that becomes reality, it will be the first major positive academic event recorded since the-mid 198Os. We expect the official results to be here in early August. If you will remember, we expended significant effort installing the new Northwest Evaluation/Achievement level assessment program last year. All of us were concerned because even though there was tremendous involvement (numbers of teachers), it did push everyone close to overload. The process gives us a reliable and valid view of what is happening with the student. That level of predictability will provide the District with untold opportunities not only to fine tune instruction, but also to level up the curriculum as the improvement trend is established.1999-2000 Performance Goals July 2000 Page 8 4. Enrollment in Upper Division Classes, AP Enrollment and Successful Completion: Again, a success story like the Developmental Reading - - a watershed event. We had significant overall growth in numbers, but what was especially important was the number of African-Americans who not only enrolled, but who also were successful in the upper division classes. The total enrollment in AP Classes rose to 1,791 from 1,435 in the 1997-98 academic year, which translates to a 25% INCREASE. African American enrollment increased to 695 from 471 in the 1997-98 academic year, which translates to a 48% INCREASE. We do not necessarily predict that these numbers will continue to increase so dramatically\nit would be our assertion that they will plateau until the middle and elementary school programming produces an increase in numbers. What we do predict is that this will have a very positive effect on the college qualifying scores of the ACT and the SAT. There is an extremely high correlation between classes taken and scores on the ACT and SAT and success in post-secondary education. Please note that we had an additional 135 students in 8 sections of the UALR / Hall High University Studies program. We would note that 93% were successful and that African Americans made up 57% of the class participants. Since the Hall numbers could have been added to the college equivalency AP, the increase is even more spectacular. The total number of students participating in the college equivalency programs INCREASED 34% and African American student participation INCREASED 64%. We would also remind you that we had significant increases in upper division math and science classes, which parallel those college equivalency numbers. If you look at all upper division math and science classes we experienced a 20.6% INCREASE in students. 5. Enrollment in Algebra I \u0026amp; II and Biology: As you know, research has overwhelmingly confirmed that algebra has been described as a gatekeeper course because it has a high correlation with success in many of the other core academic programs. Algebra is required for high school graduation in Arkansas and the student will have to pass the new end-of-course benchmark test. There will also be an end of course biology test as part of the state accountability plan.1999-2000 Performance Goals July 2000 Page 9 What we do have is the number of students who move on to take Algebra II successfully. In 1997-98 there were 386 students and in 1999-2000 there were 533 or a 38% INCREASE. Biology is the twin of algebra as a gatekeeper and it, along with the new 9*\" grade physics program, will expand many more opportunities for students to complete a much more rigorous science curriculum. It should be noted that biology and Pre-AP biology had significant increases in enrollment. Biology INCREASED 29% over 1997-98 and the Pre-AP biology INCREASED 7%. 6. Duke University Talent Search Data: The Duke Talent Search Program is an important barometer for the academic student. As we work to improve the general education for all of our students, it is equally important not to forget the students who excel academically. In 1998-99 we had 12 students who were honored by the Duke Talent Search. This year we had 27 students who were chosen to participate in the state recognition ceremonies. The District had approximately 100 students who qualified to take the SAT or ACT in an effort to qualify for the State and National recognition. The initial qualifying standard for a student is to score at or above the 95*^ percentile on the SAT 9 or similar norm referenced test. As an additional thought, of which you may or may not be aware, there is a high predictive correlation on the number of National Merit Finalists which may be produced based on the Duke Talent Search identification program. We have had excellent numbers and it should be a stated objective to increase these numbers and especially to have additional minority students identified. B. Improved learning climate as shovi/n by: 1. Expulsion Data: The numbers continue to look good, if not great. As you know, we went from 119 to one last year, and this year three expulsions. But as you know, the three are currently enrolled in the Juvenile Justice Center and actually remain in an instructional program. We continue to think we will be able to maintain the low numbers in the future.1999-2000 Performance Goals July 2000 Page 10 2. Reportable Offences: Suspensions The numbers continue to drop and that decline should continue. I will say that the Middle School initiative was an important ingredient in that decline. Numbers are important and, noting that, we had 6,247 suspensions in 1997-98, and dropped to 4,926 this year. What is more positive is that all the long-term suspensions are continuing their education at the Alternative Learning Center. Long term suspension numbers also have decreased by 29% since 1997-98. Secondly, we have also a decrease in the percentage of children who were engaged in negative behavior, from about 6% to slightly less than 2% of students receiving a reportable sanction. We are moving aggressively to develop more alternatives for special needs students and for middle school students. This effort will also drop these numbers significantly. What is the goal and what is the reasonable expectation? Slightly less than 1% appears reasonable for suspensions. What is vitally important is that these numbers not be a reflection of misbehavior not being addressed. We will be doing more numerous quality checks with staff and parents to maintain the credibility of the information. 3. Student ParticipationCo-curricular Activities: The area of student participation has been devastated by budgetary woes in the past. Research has been overwhelming regarding students who participate in the co-curricular areas of the arts and athletics - - they have fewer academic and citizenship problems. There are ways to increase participation, and we have been on a mission to improve the overall quality of the programming. I know you understand that learning climate issues are very complex and this is yet another way of creating a more positive learning climate. We do not have good numbers for fine arts participation, but an analysis of the class enrollments indicate a significant increase in interest. We must recognize that part of the change is due to the new middle school programming and the 9 grade move to the high schools. We have 8,077 students participating in a fine arts program. In some instances, much like athletics, a student may be participating in one to three activities or classes. Most students, however, are engaged in no more than two. As mentioned, we have the data on athletic participation for both boys and girls. As you would suspect, some of the increase of the past year would be because of our move to middle school. However, though it1999-2000 Performance Goals July 2000 Page 11 does explain some of the gain, the analysis by grade indicates significantly more participation by both boys and girls. The only grade level that was somewhat flat, was the 12*^ grade, and we would expect that for athletics. The participant INCREASE was 43%, which is excellent. In 1997-98 we had 3,497 young people participating in secondary athletic activities. The number of participants INCREASED to 5,002 in 1999- 2000. We also saw the initiation of an activities advisory committee of parents, sponsors, and students. As has been previously stated, many of the activities are woefully under-funded and we all recognize we must solve some of the equity problems before we can fully realize the potential of co-curricular programs and activities. We believe that with the assistance of the activities advisory committee we can start to see positive improvement in the program over the next several years. We will be recommending a Director of Fine Arts be appointed. 4. Average Daily Attendance\nAn excellent barometer for learning climate is the attendance of students. We believe that attendance of teachers is also a major issue, but this particular item is specific to student attendance. Research has confirmed what most teachers already know - - those who miss a lot of school have lower academic achievement. There are a lot of reasons for non-attendance, but a primary reason is the lack of interest and the relevancy of instruction as perceived by the student. If you review successful schools research, it becomes quite obvious that their average daily attendance is also above average. You cant teach children who are not there. In 1997-98 the Districts percentage of attendance on a daily basis was 92.35%. In 1998-99 it had inched up to 92.44% which, though appearing small, was fairly significant because the number of days multiplied by the number of students is very significant. However, we are pleased to report that we INCREASED to 94.09% in 1999-2000. The goal is to be at 96%, which appears reasonable, but will still be very difficult to achieve. This is another indicator that the learning climate is becoming more normal. 5. Parent support and involvement: The model which the District is utilizing makes community / parental support a major component. If you will remember, there are six components to the model, and the involvement factor is a key ingredient to quality schools and improved student achievement. As1999-2000 Performance Goals July 2000 Page 12 we entered the school year the strategy employed was to increase the amount of involvement in the following ways: a. Include parents and community members on the campus leadership teams and as a part of the school decision-making model. As previously noted, they played a key role in creating the basis for the millage campaign. In the future they will have a much larger role in the school improvement process. b. The second strategy employed was to capitalize on the vitality of the VIPS and PIE programs by increasing the amount of volunteer and mentoring time at the individual schools. Debbie Milam and the advisory board have been key to increasing the activities which bring the public into the schools. Note the increase in the community volunteer hours in the schools. The numbers have increased from 187,881 hours in 1997-98 to 255,937 in 1999-2000. This is a 36% INCREASE in community volunteer hours. c. The third strategy was to increase the involvement and participation of the PTA. The membership growth and revitalization of a number of the campus units has created a new level of excitement and participation at the school level. It was very exciting to see the State PTA recognize Little Rock in almost every category for exemplary performance. The District received 38% of all awards at the State Level. Membership INCREASED by 36% and we are establishing a goal to pass 20,000 members for 2000-2001. d. The fourth strategy was to develop a new organizational structure for parental participation and involvement. Bonnie Lesley has done an excellent job of bringing together the various groups and this new plan creates the possibility of substantive growth in involvement. As a side note, the prevailing research recognizes that teachers are the most satisfied where parent participation and support are strong. And without belaboring the point, student achievement is also maximized by that same participation and support. 6. Reduction in the dropout rate: This priority is a major quality issue. As you know, the District experienced a higher than average dropout rate for a significant number of years. In 1997, the District started the ACC Program at Metropolitan to assist with the non-traditional student who was in1999-2000 Performance Goals July 2000 Page 13 danger of dropping out The average number served in 1997 was 100. In 1998, the program was expanded and the evening high school program was consolidated with the ACC Program. The average number served rose to 200. In 1999, the program was expanded again at Metropolitan and a site-based program utilizing PLATO software was initiated at all high schools except Parkview, which is a traditional magnet high school. The average number served again increased, to approximately 400. We anticipate that the program will continue to expand in the year 2000 with the option of serving overaged sophomores. Currently, the program at Metro is open to students needing to make up credits who are either 11* or 12*^ grade in age. Evaluation: In 1997-98, the reported dropout rate was 8.7%, or 926 students who left school. That rate is equivalent to slightly less than 40% who started O* grade, but did not finish. The figure improved to 6.8% in 1998-99 with the utilization of the alternative programs mentioned above or 689 students. The estimate for 1999-2000 is 4.46% or 550 students, which is a considerable improvement. Since the final rate is not established until school has started, it may drop to the 4% level primarily by returning students. We will make a push to recover several of these students. The goal for 2000-2001 is to be in the 3.4% range, or less than 400 students. As a final note, the drop out improvement is estimated to have generated $1,7 million in state monies. The dollars generated easily pay for the operation of the ACC and ALC. We have placed two alternative programs on probation for the coming year. Both have suffered from small enrollments and the challenge will be to increase their enrollment and the student achievement levels. We are recommending that this be a critical performance priority.APPENDIX I GOAL I : Critical Performance Priorities End of Year Report 1999-2000 Provided under separate cover.APPENDIX II GOAL II : Campus Leadership Handbook Pages: 1. 46-54 2. 11-12I I 1 I i Rewards for Schools The District shall develop a system to reward (a) Quality Schools - schools absolutely meeting all the performance indicators established by the Arkansas Department of Education and (b) Improving Schools - schools demonstrating improvement, meeting a preponderance of the trend and/or improvement goals established by the Arkansas Department of Education and LRSD. The following points are established for each indicator. They will be added to determine a schools total score. 0 1 2 3 Declined in performance from previous year or semester Maintained last years performance and/or improved but did not meet trend/improvement goal Met trend/improvement goal Exceeded trend/improvement goal A definition ofpreponderance and the number of minimum points required for rewards will be established. Quality Schools and Improving Schools Quality Schools and Improving Schools may be recognized and rewarded in the following ways, as determined by the Superintendent: 3. A presentation will be made to the Board of Education on the schools achievements involving both staff and parents, a press release commending the schools performance will be issued, and schools will be featured in District publications, on cable television, and on the web page. b. The school may be designated as a mentor school and granted resources to provide technical assistance and support to another school in the District identified for improvement. { 3 s c. As appropriate, the District will support a schools application for state and national recognition in the national Blue Ribbon School program. d. The District will collaborate with the community to identify other possible recognitions of the schools progress and achievement. e. Schools will receive a grant to encourage and facilitate further improvement. The amount of the grant will be determined by annual budget appropriations. Awarded funds will be used for innovative programs, to provide additional materials and supplies, to support technology enhancements, to improve meaningful parent involvement, and/or for professional development of the staff. f. Each school will receive a banner/flag that celebrates its success. 5Rewards for Staff and Students Each Quality and each Improving School is encouraged to design, in collaboration with parents and the community, celebrations of success and recognition for contributing teachers, teacher teams, other staff, and parent/community volunteers, as well as students who meet the performance goals. Sanctions According to ADE and the State Board of Education, sanctions in the ACTAAP system are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. The LRSD supports this view. Each Arkansas school is expected to achieve annually a minimum percentage of its total possible points assigned for the performance indicators in the ACTAAP system for accountability. Failure to do so will result in the following designations, as determined by the Arkansas Department of Education: First year: Second year: Third year: Fourth year: Fifth year: Sixth year: High Priority Status Alert Status Low Performing Status Academic Distress Phase I Status Academic Distress Phase II Status Academic Distress Phase III Status To be eligible for removal of any sanction designation, leading up to, but not including. Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years.  Once classified as Academic Distress Phase I, a school must comply with the rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the designation of Academic Distress Phase II, and so forth. The District will not identify schools for sanctions. Rather, the District will ensure the following levels of technical assistance and/or corrective actions for schools identified for improvement by the Arkansas Department of Education. In other words, the District will form a partnership with each school in need of improvement and will assist and support that school in its improvement efforts. To that end, the District has reorganized staff in the Division of Instruction to form a multidisciplinary School Improvement department. A common mission for all Division of Instruction teams will be to help schools help students achieve the challenging standards established by the Arkansas Department of Education and the LRSD and as measured by the various performance, trend, and improvement indicators. The assignment of a Broker for each school is another level of support. 47 I ii I ) The following technical assistance and support services are established for schools requiring improvements\nTechnical Assistance and Support for Schools Identified for Improvement Year/Status/ Definition LRSD Assistance/Support Assigned Responsibility YEAR ONE: WARNED The first year that an LRSD school fails to meet its performance, trend, and/or improvement goals. The Superintendent will ensure that staff are designated to: 1. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. Testing and Program Evaluation Team 2. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waivers of any policies or regulations that impede the ability of the school to education its students. Technical Assistance Team\nCurriculum/ Instruction Team 3. Conduct a School Improvement Audit to determine the extent to which the Campus Leadership Plan is being implemented at the school. Technical Assistance Team 4. Require the recommendations from the School Improvement Audit to be addressed in the following year's School Improvement Plan, if not possible to do so immediately. 5. Monitor regularly and conduct formative evaluations of the implementation of the School Improvement Plan, reviewing with the principal and the Campus Leadership Team formative data and making suggestions for modifications and adjustments to the implementation plan. 6. Provide the principal, the broker, members of the Campus Leadership Team, and other appropriate staff opportunities to participate in professional development activities that should lead to school improvement. i I i Associate Superintendent for School Services Associate Superintendent for School Services Professional Development Team\nCurriculum/ Instruction Team\nAssociate Superintendent for School Services 48I YearZStatusZ Definition LRSD AssistanceZSupport Assigned Responsibility YEAR TWO: HIGH PRIORITY STATUS The Superintendent will ensure that staff are designated to: A school identified by ADE that for two consecutive years fails to meet the performance, trend, and/or improvement goals. 1. Inform the principal, the central office broker, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation of the school and its implications. 2. Provide appropriate levels of technical assistance to the school as it develops and implements its School Improvement Plan so that it addresses specific elements of student performance problems and includes waives of any policies or regulations that impede the ability of the school to educate its students. 3. Conduct a comprehensive Curriculum Audit to determine the extent to which the school is implementing the District curriculum and the quality of its interventions for students not meeting the standards. 4. Require that the recommendations from the Curriculum Audit be addressed in the following years School Improvement Plan, if impossible to do so immediately. Possibly mandate the implementation of specific actions, professional development, or programs to address needs identified in the Curriculum Audit and/or the analysis of disaggregated student performance data. 5. The District shall take corrective action during the High Priority Status Year through one or more of the following: (a) (b) (c) (d) Decrease the decision-making authority of the Campus Leadership Team. (b) Require participation in remedial training or professional development, and then implementating the necessary changes. Reflect the school's low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. Replace the school principal. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Curriculum/ Instruction Team\nPlanning and Development Team Associate Superintendent for School Services Associate Superintendent for School Services 49 i3 Year/Status/ Definition LRSD Assistance/Support Assigned Responsibility :i Year Three: Alert Status The Superintendent will ensure that staff are designated to: s I i t 1 J \u0026gt;{ - .3 A school identified by ADE that for three consecutive years fails to meet the performance, trend, and/or improvement goals. 1. 2. 3. Inform the principal, the Campus Leadership Team, the Cabinet, and the Board of Education of the designation and its implications. Conduct follow-up or monitoring of implementation of School Improvement and Curriculum Audit recommendations. Mandate appropriate specific actions, professional . development, and/or programs to address student needs. 4. Continue to provide appropriate technical assistance as the school develops and implements its School Improvement Plan. 5. The District shall take corrective action during the Alert Status Year through one or more of the following: (a) Decrease the decision-making authority of the Campus Leadership Team\n(b) Require participation in remedial training or professional development and then implementing the necessary changes\n(c) (Reflect the schools low performance in the evaluation of the principal, as well as teachers and other staff who contributed to the low performance of the school. (d) Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Testing and Program Evaluation Team Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services 50Year/Status/ Definition LRSD Assistance/Support Assigned Responsibility Year Four: Low Performing Status A school identified by ADE that for four consecutive years fails to meet its performance, trend, and/or improvement goals. The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services 51Year/Status/ Definition LRSD Assistance/Support Assigned Responsibility YEAR FIVE: ACADEMIC DISTRESS PHASE I STATUS The Superintendent will ensure that staff are designated to apply one or more of the following sanctions: A school identified by ADE that for five consecutive years fails to meet its performance, trend, and/or improvement goals. 1. 2. 3. 4. 5. Revoke the authority of the school to design its School Improvement Plan. Require participation in remedial training or professional development and then implementing the necessary changes. Reflect the low performance of the school in the performance evaluations of responsible staff, including the principal, as well as teachers and other staff who contributed to the low performance. Conduct follow-up audits to determine the extent to which the school has effectively implemented the recommendations of the School Improvement Audit and the Curriculum Audit conducted in years one and two. Reconstitute the school staff by replacing the principal and up to 50 percent of the teachers and other staff, as appropriate. Sanctions for Central Office Associate Superintendent for School Services Technical Assistance Team\nCurriculum/ Instruction Team Associate Superintendent for School Services Effective Year Two, upon the Superintendents recommendation, the performance evaluations of central office staff designated to provide leadership in human resources, teaching and learning, school improvement, school services, administrative services, and technology, including members of the Superintendents Cabinet, shall also reflect the schools low performance if it can be determined that they shared responsibility, through their decisions or actions, or lack thereof, for the low achievement of schools identified for sanctions. Sanctions for the Superintendent will be determined by the Board of Education. 52School Role When Identified for Sanctions Each school identified for sanctions shall\na. b. c. d. e. f. In consultation with central staff and the Campus Leadership Team develop or revise a School Improvement Plan in ways that have the greatest likelihood of improving the performance of all children in meeting the expected improvement goals outlined in ACTAAP and the Quality Index. Align all the schools systems and resources behind the effective implementation of the plan. Submit the plan in a timely manner to school and District-level staff for review, feedback, and approval. Implement the plan, conducting self-monitoring on a frequent basis to determine success and then making appropriate adjustments. Consult frequently with District-level staff assigned to support the school and to provide technical assistance. Improve the skills of its staff by providing effective professional development activities. At least ten percent of the Title 1 funds (if received) shall be committed over a two-year period to professional development\nor the school must otherwise demonstrate that it is effectively carrying out professional development activities from other funding sources. Decisions about how to use the professional development funds shall be made by teachers, principals, and other school staff in that school during the first year a school is identified for sanctions. Definitions School Improvement Audit^This audit will include a review of the meeting minutes of the Campus Leadership Team, the participation level of CLT members, quality of the School Improvement Plan, use of disaggregated data for decision-making, action research projects underway, sense of collective responsibility, quality of professional development, etc. If the school receives Title 1 funds, the audit will include determinations of the extent to which the school is in compliance with federal regulations and expectations. The audit team will be composed of staff from both the central office and campus levels. A written report will be compiled by the audit team and then approved by the Assistant Superintendent for School Improvement and the Associate Superintendent for School Services. It shall be provided orally and in writing to the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the school's improvement efforts. 53J Curriculum AuditThe comprehensive curriculum audit will include a review of the schools master schedule, its curriculum maps, its ACSIP plans and processes, observations of classrooms, the extent to which the District curriculum is being implemented, the professional development experiences of the staff, the quality and use of instructional materials, learning climate, academic guidance, etc. The audit will include interviews with most staff and representative numbers of students and parents. The curriculum audit team will be composed of both central office and campus-level staff. A written report will be compiled by the audit team, approved by the Associate Superintendent for Teaching and Learning and provided orally and in writing to the Associate Superintendent for School Services, the Assistant Superintendent for School Services, the principal, the broker, and the Campus Leadership Team. Copies will be provided to the Superintendent, the Cabinet, and other appropriate central office staff who need to be involved in the schools improvement efforts. 6 I  2 54Campus Leadership Team Calendar The calendar is approximate of the activities that you consider as you work together to create a more effective school. The asterisk (*) denotes where a form or additional information exists to accomplish the task or confirm the activity. January Campus Leadership Team has initial meeting* a. b. c. d. Introduction to the process orientation activities for new members team expectations planning process reviewed Review and interim evaluation of campus plan activities. Consideration of modification to current year campus plan and submit to designated individual for review. Discuss plans for update of needs assessment. February Campus Leadership Teams work with developing skills in problem solving and consensus building, conflict resolution and communication. Request specific type of technical assistance. March Monitor and adjust campus plan  Draft action plan due to Assistant Superintendent Begin process of working with the campus community to address perceived needs of campus for following year April Discuss and start evaluation of Campus Leadership Teams problem solving process and team effectiveness. Start Evaluation of current year campus plan and establish timelines for completion of evaluation and communication with stakeholders. Create strategy and set in motion the collection of published research and data collection requirements for discussion and analysis by Campus Leadership Team in preparation for next years campus plan. May Evaluate assessment results Campus Leadership develops and communicates draft of focus areas based on assessment results. 11June July August September October November December Submit evaluation of campus plan (There is a recognition that current year results of ACT / SAT would not be available or certain other current year results. The incentive plan will indicate those particular areas and that the previous years results will be utilized in those cases.) District-wide Campus Leadership Team Meetings Campus Leadership Team refines initial draft of campus goals and further starts development of action plans on determined focus areas. District wide Campus Leadership Team Meetings by Cluster Opening of School Campus Leadership Team meetings with faculty on Campus. Share recommend goals for current year and draft of action plans. Confirm goals. Designate problem solving and action teams for accomplishment of goals Communication with all stakeholders the goals of the campus*. Prepare final action plans and submit to Superintendent and Board for final approval. Acceptance or modification required goals and action plans. Hold public meeting and share results of previous years campus goals and action plans Inform public and staff of opportunities to serve on the Campus Leadership Teamshare Leadership Team membership expectations. Receive nominations for membership on the Campus Leadership Team for each membership category*. Current Leadership Team checks on implementation of action plans. Problem solving teams Election of Leadership Team members* Collection of data to ascertain effectiveness of action plans and problem solving teams Initiate mid year report of progress * Appointment of members to the Leadership Team* 12APPENDIX III GOAL III : K-2 Developmental Reading AssessmentK-2 Developmental Reading Assessment Scores, 1999-2000 2 = Proficient LRSD Average = 4.43 16 = Proficient LRSD Average = 19.06 24 = Proficient LRSD Average = 30.18 Kindergarten Badgett_____ Wakefield Garland Baseline Chicot Cloverdale Woodruff Franklin Watson Romine Wilson Mabelvale Geyer Springs Mitchell Bale Western Hills Fair Park Brady_______ King________ Rockefeller Meadowcliff Booker Otter Creek Rightsell_____ Forest Park Washington McDermott Williams Dodd Pulaski H. Gibbs Terry________ Carver Fulbright Jefferson 1.26 1.29 1.40 1.84 1.99 2.10 2.10 2.30 2.30 2.91 3.06 3.09 3.11 3.33 3.57 3.68 3.75 3.84 3.90 4.30 4.37 4.53 4.77 4.92 4.98 5.63 5.85 5.96 6.39 6.41 6.46 7.71 7.91 9.70 9.89 Grade 1 Badgett_____ Garland Chicot Wakefield Cloverdale Watson Mitchell Brady Rightsell Baseline Washington Pulaski H. Romine Terry_______ Geyer Springs Meadowcliff Dodd Mabelvale King_______ Booker Gibbs Bale Wilson Fulbright Otter Creek Rockefeller Franklin Western Hills Carver Fair Park McDermott Woodruff Forest Park Jefferson Williams 6.29 10.79 11.28 11.38 12.20 12.40 12.42 13.52 14.00 14.18 17.08 17.09 17.44 17.65 18.54 20.05 20.14 20.24 20.42 20.72 20.79 21.33 21.89 21.98 22.05 22.07 22.21 22.44 22.72 22.73 23.81 24.08 25.70 25.90 30.12 Grade 2 Badgett Garland Wakefield Dodd Chicot Meadowcliff Mabelvale Mitchell Baseline Watson Pulaski H. Wilson Washington Brady______ Bale Cloverdale Fair Park Rockefeller Geyer Springs Gibbs_______ McDermott Woodruff Otter Creek Booker_____ Terry_______ Jefferson Forest Park Franklin_____ Romine_____ Carver______ King________ Williams Rightsell Western Hills Fulbright 8.14 18.50 20.24 22.78 23.35 23.56 24.67 24.71 24.94 26.30 26.55 26.57 27.56 27.55 28.30 28.36 28.97 29.02 29.79 30.70 31.00 32.60 32.86 32.92 33.00 33.20 34.09 34.13 34.18 34.71 36.39 38.13 38.16 38.97 39.1506/09/2003 09:00 501-324-2023 _^LRSD COMMUNICATIONS\n! /LZZy 810 West Markham Little Rock, AR 72201 Direct Phone: Communications Office: (501) 447'1030 (501) 447-1025 ^Ot DATE: June 9, 2003 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazette FROM: Suellen Vann, Director of Communications SUBJECT: Special School Board Meeting MESSAGE: The Little Rock School District (LRSD) Board of Directors will hold a special meeting Monday, June 9, to consider candidates for the position of Superintendent of Schools. The meeting will begin at 5:30 p.m. in the Board Room of the LRSD Administration Building, 810 West Markham. # Pages (including cover) 1 To Fax # An Individual Approach to a World of KnowledgeI\n'?! \\\\ 810 West Markham Little R^ock, AR 72201 For Immediate Release May 26, 2004 For more information: Suellen Vann, 447-1030 School Board Finalizes Superintendent Candidate Interviews The Little Rock School District Board of Directors has selected five candidates to interview for the position of Superintendent of Schools. The itinerary for each candidate will be as follows: Public reception Interview with Board Dinner with Board 5:00 p.m. 6:00 p.m. Board Room, LRSD Administration Buildmg Supeintendasts ConfasneeRoom, LRSD Admin. B Idg. Following interview Undetermined location Tour with Boaiu member Nectmoming Sites teou^ut the city The dates for the interviews will be June 1-7. The five candidates selected for interview for the position of Superintendent of Schools are: June 1 June 2 Roy Gregoiy Brooks Jim V, Scales June 3 June 4 June 7 Libby S. Gardner Roy C. Benavides Stan Lamar Mims Sorrento, Florida Dallas, Texas Pflugerville, Texas Odessa, Texas Grayslake, Illinois fffj ft ftfi ff\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_366","title":"Desegregation: ''Little Rock School District Desegregation Plan''","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":["1988-10-03"],"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 integration"],"dcterms_title":["Desegregation: ''Little Rock School District Desegregation Plan''"],"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/366"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["78 pages"],"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\n1 1 2 3 4 5 6 7 LITTLE ROCK SCHOOL DISTRICT 8 PROPOSED DESEGREGATION PLAN 9 10 October 3, 1988 1 2 I.1. 2. 3 . 4 . 5 . 6 . 7 . 8. LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN October 3, 1988 Student Assignment Plan Early Childhood Education Staff Development School Operations Program of Accelerated Learning Multi-Ethnic Curriculum Special Programs Content Area Programs 1 4 5 6 7 8 9 10 1 9. Summer Learning Program 11 10. Specialty Programs 2 11. Vocational Education 12. Federal Programs H n n LITTLE ROCK SCHOOL DISTRICT LONG-TERM STUDENT ASSIGNMENT PLAN 1989/90-1993/94 I. 1 Introduction 3 I In February 1988, the Court approved the 1988-89 Little tn Rock School District student assignment plan. The 1988-89 student assignment plan establishes the framework Hi 5 for 4 6 i accomplishing two major objectives. The first objective is 7 H to provide a period of stabilization during the development of a long-term student assignment plan covering the period 8 *1 of 1989/90 through 1993/94. The second objective is to 9 bl tar develop and implement strategies that will desegregate schools that have been classified as racially identifiable. It is very important that the long-term plan ensures stability while also maintaining and strengthening desegregation 10 11 2 w in the Little Rock schools. In order to accomplish this task, the plan must employ both intradistrict and inter  district desegregation strategies. The Little Rock School h  II District must succeed in reversing the trend of white flight. The District has experienced constant growth in its black enrollment. This factor merely intensifies the need to curtail white flight and recruit more white students . There is also a need to minimize, to the extent possible, the growth in the District's black enrollment by strengthening the majority to minority recruitment process. The successful recruitment of white students requires the assurance of additional building capacity, the availability    . 3 I  of attractive programs, and the careful location of these programs. At present, there are very few vacancies in schools that are west of University Avenue. The schools in the downtown area have more vacancies but these schools have not proven to be attractive to white parents. Certain facets of the major enhancem.ent programs established in 1988-89 need to be revised. In other cases, new facilities I ,1 I I I i'l 2 3 4 5 6 should be constructed in areas that\"^^ will serve the black t 7 community and yet provide easy access to intradistrict and interdistrict white parents. Until the needs of both west 8 9 and downtown Little Rock have been satisfied, the 10 District's recruitment efforts will remain at a standstill  and white flight will probably continue. 11  The next two sections describe the steps that will be taken 2 between 1988-89 and 1990-91 to achieve the District's long  term student assignment goals. II. Facilities  A. 1988-89 Washington School is closed for the 1988-89 school year.  A new Washington School is being built at the same site  with a projected capacity of 600 students. The students  who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students  (166) will return to the new Washington in the 1989-90 school year. n B D E I The Little Rock School District is committed to con-tinuing efforts to recruit white students to the maj or K enhancements schools. However, the District feels that it is counterproductive to recruit white students to schools that will close in the next 1-2 years. It is more productive to focus recruitment efforts on major enhancement schools that are expected to remain open during the next five years. Likewise, major enhancement 2 3 4 5 6 7 I schools that are expected to be rebuilt and relocated in the next two 8 years will be added to the District's 9 recruitment campaign. 10 B. 1989-90 Plans have already been made to add new wing to Franklin School. This wing will allow Franklin to house 11 12 a some of the students who were affected by the closing of [ King. It is by no means certain, however, that all or even most of the King students will be reassigned to Franklin in 1989-90. Franklin's new capacity is expected to be approximately 550. The new Washington will function as an interdistrict magnet school. A tri-district survey will be conducted I in October 1988 to determine a theme. The Washington students who were temporarily reassigned for the 1988-89 I school years will be assigned to the new Washington school. I I 5 . 99 II I: II Washington's location is expected to be a major asset to its ability to attract white students. In particular, D II it is easily accessible to down town office workers from both North Little Rock, Pulaski County and southwest Little Rock. Also, Washington's proximity to 1-30 is 2 3 4 II] expected to attract students who live outside of Pulaski 5 County. The Little Rock School District is interested II 6 in opening the magnet and M-M programs to students who II live outside of Pulaski County. 7 It is proposed that both Mitchell and Rockefeller become 8 II intradistrict magnets. These schools will be restricted to students in the Little Rock School District. 9 10 While II some consideration has been given to having a I 11 II Montessori/Computer theme at Rockefeller, the Selection of a theme will be based on the results of the trii I2 II district magnet survey. Some consideration has been given to replicating Carver's math/science theme at I I II Mitchell. Ish School will close as a regular school at the end of the 1988-89 school Ill year. The Little Rock School District proposes to use Ish School as an early n childhood center that will incorporate the early childhood curriculum presently used in the District's n four-year-old program. The Eighth Circuit Court of Appeals views early childhood education as an important I i H component of a comprehensive desegregation plan. It is I I I believed that early intervention will, over time.Hi  H obviate the need for compensatory and remedial programs M H in the higher grades. N LRSD proposes that Gibbs Magnet be reorganized as a K-3 2 I school and Rightsell Elementary (approximately four blocks from Gibbs) serve as the 4-6 international stu- I dies magnet. Also, Dunbar Junior High School t4 5 I 11 (approximately two blocks from Rightsell and adjoining 6 the Gibbs campus) will have a school within a school for 7 B international studies. The use of Gibbs/Rightsell as feeders for Dunbar will provide continuity for the 8 9 H international studies theme. 10 I I The uses described above for Washington, Mitchell, Rockefeller, Ish and Rightsell may change if those 11 schools are needed to house enhanced schools. 12 I C. 1990-91 K A The recommendations in this section are based on current R demographics and geography which identify a need for new construction. It is proposed that the District relocate II Stephens Elementary due west of and adj oining the Capitol Hill Complex. The new Stephens will house pren kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will n have a capacity of 600 students and serve as an inter- H district magnet. The magnet theme will be based on the results of the tri-district survey. In addition to I being located on the 1-630 corridor, the new Stephens . n 11 will be easily accessible to downtown office workers, n state department employees and University Medical personnel. Center The site for the I! new Stephens Elementary is approxi-mately one-half mile from Woodruff. Woodruff has a 3 4 I  capacity of 245 students and is situated in a neigh-borhood that has 5 no real potential for white growth. n Woodruff is presently 75% black. Probably the best use 6 of this facility is to use it as the Instructional 7 B Resource Center (IRC). There is no need to continue to 8 B use Woodruff as a school after the opening of the new Stephens School. 9 10 II The Little Rock School District also proposes to build a 11 new King Elementary School in downtown Little Rock. The I2 facility would be located in the general area bounded by 1-630, Chester Street, 7th Street and Center Street. In II fio II r n III. addition to being an interdistrict magnet. I attraction for this school will the big be its early childhood program and childcare facilities. expected to serve as This location is a natural magnet for individuals who work within governmental and Little Rock. business centers of I Assignment Plan The Little Rock School District proposes to use attendance I I zones for all of the non-magnet, non-enhancement schools. The zones will provide a feeder pattern for elementary stu- II II dents going to Junior high school and junior high school students II going to senior high school. As a result, elemen- tary students will automatically know their junior and 2 I senior high school assignments. 3 I ! The use of attendance zones will allow most neighborhoods 4 II to be able to attend a particular school as a group. The 5 use of attendance zones I the District. is expected to ensure stability in The use of attendance zones will also help I 6 7 II to minimize busing and allow the District to develop bus 8 routes that are cost effective and efficient. II The use of attendance zones will also allow the District to restore its working relationship with the real estate and II business communities. Under the present plan, potential II homeowners have no attend school. way of knowing where their children will Because the school assignment is conII sidered a major factor in deciding whether and where to purchase a home, it is very important to the future growth of the community for the Little Rock School District to be able to answer school assignment questions with more certainty. 9 10 11 I2 n Attachment One is zones. a maw which shows proposed attendance The enhanced schools may be selected by black and If white students who live outside the attendance zones drawn for enhanced schools. Students living within the attendance zones for enhanced schools may choose to be assigned to a racially balanced school. Attachment One A / IrL IB Bl shows the student composition of LRSD elementary schools if IB LRSD students were Attachment A. assigned according to the zones shown on n There shall be eight schools designated as incentive schools. They are: II Carver (original building) Franklin 5 II 6 Garland  7 II n Ish 8 Mitchell II Rightsell, Rockefeller and Stephens 9 10 Each school shall have II a geographic attendance combined the eight attendance zones shall zone. When 11 encompass the II entire geographic territory of the Little Rock School District. Three thousand students shall be Assigned to 12 II these schools. The remaining schools of the dis^ Ct shall each have attendance zones. II zones shall When combined these^ attendance II the district. encompass the entire geographic /territory / / of Assignments shall be made to the eight sc 'Ols before any n other assignments are made to the remainin. schools. These n assignments shall be determined by February?a the event that the number of persons electing r 1989. In accepting R assignments to schools exceeds ca ty, the district shal assign students to these schools on the basis of the I missio: of the school and the likely benefits to be 8- B II received by the students assigned thereto. Students who IJ V are assigned to these schools shall commit to remain in II them through the sixth grade or until they leave the school 2 district. E Students assigned to the remaining schools in the district may either attend the school in their atten- 3 4 II dance zone or an incentive school. 5 A. Proposed Feeder Plan 6 fl The purpose of a feeder plan is to limit the number of 11 fl fl 7 elementary, junior high and senior high school assign-ments in a particular geographic area. An ideal feeder plan divides the district into large senior high zones and the schools on the lower organizational levels all feed into the senior high school. 8 9 10 11 11 The segregated housing pattern in Little Rock makes it impossible to have a perfect feeder system for all orga- 11 nizational levels. n II n As a result, satellite zones will be used in the proposed feeder plan. It should be noted that the building percentages listed in the feeder plan are subject to further refinement. are alreadj^ evident In the feeder proposal. (Attachments three and four n describe the proposed feeder plan. Rightsell, Rockefeller, Mitchell and Washington have II been omitted from attachment four since they are pro-posed magnets. Ish has been omitted since it has been El designated as an early childhood education center.  Some problem areas I ft 12 ii J a II B. Assignment Procedures iH The Little Rock School District proposes to^ph^se-inj the new assignment plan beginning with the 1989-90 school II year. This approach will allow the District to maintain stability by conducting a gradual transition to a new II assignment plan. The phase-in approach will /permit grandfathering of all students in the Little Rock OOl II District as of June 2^1989. The new assignment plan will apply to all/matriculating students and students II new to the Distric or the 1989- 0 school year. II Every effort will be made to grant sibling preference to any students who are still separated as a result of the I II present assignment plan. The new assignment plan will automatically keep siblings together since assignments II will be based on geographic location. Consideration II will be given to allowing the children of school-based employees to attend school at their worksites. Such II assignments are subject to the desegregation require-ments. II II II H H The new assignment plan will exclude kindergarten students from the mandatory assignment process. Kindergarten students will be allowed to attend the nearest school without regard to desegregation requirements. Neighborhood kindergarten assignments will be made with the full understanding of where these students will attend school in first grade. The new t I 2 3 4 5 6 7 8 9 10 11 12 11. , I IVI \u0026lt;1 I 9 assignment plan will apply to all students who move from kindergarten to first grade in 1990-91 and thereafter. 2 II New students to the District will not have to come to 3 the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who 4 IM live within the attendance zone of that school. The student IMI Assignment Office will: monitor new assignments\nprocess all data entry work for elementary 5 6 7 schools\nprocess M-M transfers and magnet assignments\n8 reassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruit- I c 9 10 01^ ment efforts\ntransfers. and process majority-to-lesser-majority Majority-to-lesser-majority transfers will 11 12 allow a transfer out of an attendance zone if transpor-tation is provided by the parent. C. Expected Outcomes and Implementation Timeline The Little Rock School District has not succeeded in meeting the Court's desegregation guidelines in all of its schools. The lack of success in the Little Rock School District can be attributed to several factors (i.e., white flight, fragmented neighborhoods, long bus rides, a steady increase in the black population, etc.). RW Of course, some might attribute the District's woes to HH the manner in which students are presently assigned to school. The present assignment plan is costly and extremely difficult to administer. Also, public support I has faded as a result of the severe fragmentation caused by mandatorily assigning students and allowing multiple school assignments in any given geographic area. 2 3 However, some of the District's intradistrict assignment problems existed before the implementation of the pre4 sent assignment plan. 5 Many urban school districts throughout the United States are seeking ways to combat white flight. Likewise, 6 I 7 these same districts are experiencing a growth in black or minority students. 8 Both of these trends are evident 9 in the Little Rock School District. Another complaint 10 that normally accompanies urban school desegregation efforts is the length of the bus rides. Meaningful 11 i desegregation in cities with segregated neighborhoods 12 will almost always result in bus rides that are unacceptable. It is safe to conclude that the desegregation problems fl in Pulaski County have been in existence for a number of fl years and cannot be resolved with mere intradistrict remedies. Any intradistrict remedy in one district must fl have the capability of enhancing intradistrict remedies in the remaining districts. The three districts cannot resolve the desegregation crisis in Pulaski County s fl without cooperation and collaboration. In addition to cooperation and collaboration, the success or failure of school desegregation in Pulaski County depends on the effectiveness of the interdistrict assignment program. It-  n The demographics of the Pulaski County Special School District and the Little Rock School District are such that each district must rely on the other to meet the 2 n goal of desegregating all schools. Any long-range 3 desegregation plan in the Little Rock School District M will have to include an effective interdistrict assignment program in order to be successful. 5 6 n The challenge before the Little Rock School District is to simplify the intradistrict assignment process and II intensify the interdistrict assignment process. In 7 8 II order to meet this challenge, the district must first have a firm commitment to quality desegregated educa- 9 10 II tion. Second, the District must focus on the potential 11 for successful second-generation desegregation programs 12 II in Pulaski County as opposed to allowing first- II generation desegregation problems to resurface. Third, the Pulaski County community must be made aware of the II various interdistrict options. Special Needs II The Little Rock School District currently has five II (5) schools schools. designated as major enhancement These schools have black percentages 1. ri above seventy-six percent (76%). 2. Rightsell School is also above seventy-six percent (76%) black. \\V a  3 . The 1988-89 nonblack enrollment in the Little Rock M School District is basically the same as the nonblack enrollment at the end of the 1987-88 2 4 . school year. The nonblack enrollment in the Little Rock School District needs to increase signifi- cantly in order to avoid having a predominantly black school district. The 1988-89 black enrollment in the Little Rock School District has approximately 700 more students than the black enrollment at the end of the 1987-88 3 4 5 6 7 8 I I 9 school year. The black enrollment in the Little 10 Rock School District needs to decrease. 5. The Little Rock School District needs more building 11 capacity at all organizational levels. The 12 district currently uses 98% of elementary capacity\n93% of junior high capacity\nand 101% of senior capacity. The District cannot expect to increase Il its nonblack enrollment during the 1989-90 schoolyear without additional building capacities at all organizational levels. The Little Rock School District needs to continue efforts to attract students to a core of schools [fl that traditionally have been difficult to desegregate. HI The Pulaski County Special School District must meet the court-ordered desegregation requirement for all of its schools in the southeast sector. I 6 . 7. A8 . The sector of the Pulaski County Special School District that is north of the river needs more black students and fewer white students. 9 . 2 In order to ensure stability and growth, the Little Rock School District needs an assignment plan that h J will remain the same for the next five years. 10. *5 The Little Rock School District must begin prepara- 6  tions to seek unitary status. Expected Outcomes 7  A. To meet the desegregation guidelines in the major ( 8  enhancement schools. 9 B. To use the majority-to-minority transfer program to decrease the District's black enrollment and increase the District's white enrollment. 10 11 12 I C. To implement a new student assignment plan in the 1989-90 school year. D. To expand the interdistrict magnet program. I Implementation Timeline See attachment. n  r. Area of Collaboration 1989-90\nV c 3 - ' ?roi ?es3cr.s 1  I e A. To meet the desegregation guidelines in the major enhancement schools.\nr,_____________________________ im/Area Office of Desenreg i uun CB, VS3 I I st: AC I s I I 3 c, TIiiTS COMPLETION DATE COSTS I I i I I I I EVALUATiC.'l To fully implement all components of LRSD 88-89 major enhancement program 1. Secure funds from court for major enhancement programs ! 2. Complete fad 1 i ty Ongoing Nov, 1, 1988 See 88-89 Desegregation plan LRSD Attorneys Court order to fund programs I renovations identified in 1988-89 desegregation plan. 3. Monitor implementation of major enhancement programs Implement a major recruitment effort for major enhancement schools I 1. Hire full-time parent recrui ters 2. Develop recruitment plan See 1988-89 Desegregation Plan for LRSD Ongoing June 1989 November 1. 1988 November 1, 1988 Ongoing December 1. 1988 See 88-89 Desegregation plan See 88-89 Desegregation Plan I Plant Services Dept. - Assoc. Supt. - Oeseg. - Evaluation and Testing - RSD Biracial Advisory Commi ttee - Consultant/Monitor - Assoc. Suot. - Oeseg. Assoc. Supt. - Deseg. Completion of contract requirements for each renovation project Quarterly monitoring reports submitted to Board of Directors and Special Master Completion of hiring process Plan submitted Superintendent's Cabinet for review and approval Implementation monitored by periodic status reports to cabinet ( I I o CD 00 O) cn co 1lMPLMN7AT:ori TiKELJr\n*Area of Collaboration '..= 1 Plan sen Respor.siDie 1: ______________ 1989-90 (Year) A. To meet the desegregation quidlines in the major enhancement schools cont'd Division _____________________________ Program/Area flffjrp nf np\u0026lt;\npqrpga r mn OBJECTIVES I 1 STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION *3. Target parents north of the river for M/M transfers to LRSD major enhancement schools 4. Launch an intensive public relations campaign January 1989 January 1989 May 1989 Onqo i ng - HRC Exec. Director - MET - Three districts - Assoc. Supt. - Deseq. - Spec. Asst, to Supt. Response to open houses, brochures, individual tours, etc. Public advertisement in targeted area. Completion of deadline established in recruitment plan 1 1 o (O 00 CJ\u0026gt; cn W a I IMPLxMEtCATOK TIKELrf.'E Plan 1989-90 sen ResponsToTe 1: OBJECTIVES Implement a major recruitment effort for M/H transfers* (Year) B. STRATEGIES/ ACTIVITIES *Area of Collaboration To use the majority-to-minority transfer program to decrease the District's black enrollment and increase the District's white enrollment. *1. Use parent organizations in receiving schools to recruit *2. Use current M/M parents to recruit *3. Seek assistance from business and community (i.e. Chambers of Commerce, L.R., N. Pulaski, Jax) to establish a monetary incentive plan for students who participate in M/M transfer program 4. Use parent recruiters and student assignment officer to coordinate LRSD H/M recruitment efforts. BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY January 1989 January 1989 October 1988 December 1, 1988 I Hay 1989 Hay 1989 Ongoing Ongoing ro o (O Division Program/AreaU^^'ce Of Uesegregatlon - HRC Exec. Director - MET - Three districts - HRC Exec. Director - MET - Three districts - Three communications officers - Office of Deseqrei tion (3 districts Assoc. Supt.- Deseg. 00 at la- O1 I EVALUATION Periodic recruitment report given by HET to MRC Periodic recruitment given by MET to HRC reports Agreement signed by all parties involved Periodic I recruitment reports to Assoc. Supt. - Deseg. GJ to I IMPLEMEKTATiCN TiHEL 1 --r.Li'i Plan 1989-90 (Year) *Area of Collaboration Division _____________________________ Program/Area offire nf Dpsppreoation -sen Respor.sioie  1:______________ B To use thp mainritv -to-minnritv transfer nrnararn tn flprrpaSP------------- -- ------ --------- the Dnistriic,t's, bkliaicrki eonnrronliilmmpenntt aanndd iinnccrreeaassee tthhee DDiissttrriicctt ss white enrollment cont d OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY I. EVALUATION To discuss the possibility of other school districts participating in the M/M transfer program (i.e. Conway, Sheridan, Bryant, Lonoke)* To examine programs and curriculum that will, promote M/M transfers* *1. Meet w/SDE to discuss full funding for these students *2. Meet w/appropriate school superintendents to discuss feasibility of proposal NOTE: Based on results October 1988 October - Nov. 1988 Ongoing Ongoing - Pupil Personnel -PCSSD - Office of Deseg, - Three districts - Pupil Personnel -PCSSD - Office of Deseg. - Three districts Status report to respective superintendents Status report to respective superintendents of above strategies a survey will be conducted in targeted districts *3. Secure a court order allowing participation of other district. January 1, 1989 March K 1989 Attorneys for three districts Order issued by Court 1. Restore PCSSD's elementary string program to attract NLRSD and LRSD students August 1989-90 (advertise restoration: January 1989) I Ongoing - Office of Deseg. - Instruction Div. - Three District - Survey results - Funding - Normal program evaluation procedures I to o (O 00 o\u0026gt; O1 co J WIBi r: 3 1 Plan 1989-90 sen Respor.sioie 1\n______________ (Year) B. To use OBJECTIVES 1 IMP'-l'ttCAT:Ofi TIHu:r:E the H/H transfer program to decrease enrollment and increase the District's STRATEGIES/ ACTIVITIES *2. Modify M/M transfer policy to reflect a flexible school-to-school\" priority 3. Develop cooperative policy for graduation requirements of M/M twelfth grades the District's black white enrollment cont'd beginning DATE October 1988 November 1988 COMPLETION DATE Nov. 1988 March 1989 COSTS *Area of Collaboration Division ____ Program/Area RESPONSIBILITY - MRC - Office of Deseg. - Three districts - SDE Instruction Division Three districts I. Utt ice of Ueseijriiijd Lion EVALUATION Final stipulation agreed to by all parties Board approval of graduation requirements 1 NS o (O 00 O) UI GJ to IMPLEMsKTATiCN TIHELJ.E *Area of Collaboration a 1 --real Plan = i:-scn Respor.sibie Teal: 1988-89 (Year) C. To implement a new student assignment plan in the 1989-90 school year. Division _______ Program/Area Office of Desegreqation OBJECTIVES I STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION To get input from community and staff on proposed student assignment plan 1. Conduct public hearings as ordered by the Special Master 2. Review proposed student assignment plan with principals, teacher representative, PTA Council, Biracia! Advisory Committee, and Central Office Administrators 3, Open telephone hotline for suggestions from community To be determined by Court To be determined by Court To be determined by Court To be determined by Court To be determined by Court To be determined by Court - Superintendent - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - Spec. Asst, to Supt. - Record suggestions and sub- mi t to Court - Record suggestions and submit to Court - Record suggestions and submit to Court To identify and develop data processing requirements for implementation of the new student assignment plan 1. Verify student database 2. Develop computer program to identify attendance zone for each student End of 1st nine weeks (11-4-88) - End of 2nd nine weeks (1-20-89) - November 18 - February 3 October 1, 1988 - December 1, 1938 ru o to - Assoc. Supt. - Deseg. - Director of Date Processing - Assoc. Supt. - Deseg. 00 Oi UI - School printout returned to Office of Desegregation - Printout from test run u w re II Plan 1988-89 rscn Respor.sioie  1: ____________ OBJECTIVES I II I 11 Obtain Court approval for new student assignment plan Provide information on new student assignment plan to staff and community B B  B rv3l *Area of Collaboration (Yesr) STRA7 C. s/ ACTIVITIES C i V i s i c n _ ___________________________ Prccram/Arei Office of Desegrenacion To implement a new student assignment olan in the 1989-90 school year cont'd__ ____________ 3. Develop data entry procedures for new assignment plan 1. Written approval of 1989-90 student assignment plan 1. Inservice employee groups on new assignment plan. 2. Inservice school-related organizations on new assignment plan-PTA Counci 1, Teacher Representatives, Biracal Advisory Committee, Business Task Force 3. Develop newsletter for new assignment plan BEGINNING DATE COMPLETION DATE COSTS REoPGNSIILIT'f October 1, 1988 November 15,1988 December 1 December 1 December 1 I EVALUATION December 15, 1988 December 1, 1988 December 16 December 16 December 16 NJ o to - Assoc. Supt. - Deseg. - Director of Data Processing LRSD Attorneys - Procedures ready for distribution to appropriate staff members - Written order from Court - Assoc. Superintendents - Announce and conduct meetinus - Assoc. Superintendents - Announce and conduct meet- Assoc. Supt. - Deseg. - Spec. Asst, to Supt. 00 O) O1 ings - Printed newsletter ready foi-distribution GJ -r.uil Plan 1988-89 son Responsible 1: _______________ OBJECTIVES I IMP'-SMi 7a\n:cn T\ni-iL\nt: (Year) C. To implement a new student assignment plan in the 1989-90 school year cont'd. STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS *Area of Collaboration Division _____________________________ Program/Area flffirp nf Dpsporpua t inn RESPONSIBILITY EVALUATION 4. Conduct press conference on new assignment plan December 1 December 16 - Superintendent ' Assoc. Supt. - Deseg. Newspaper, TV and radio coverage - Spec. Asst, to Supt. 5. Conduct publicmeetings In each high school (and Mann Jr, High) January 3 January 27 - Superintendent - Assoc. Supt. - Deseg. - Spec, Asst, to Supt, Announce and conduct meetings 6. Distribute newsletters for new assignment plan throughout coran-unity 7. Hail newsletters to all parents 8. Special presentations conmunity organizations, realtors, churches, etc. January 3 January 23 January 3 January 27 January 27 January 31 - Assoc. Supt. - Deseg. , Assoc. Supt, - Deseg. - Spec. Asst, to Supt. - Assoc. Supt. - Deseg. - Student Assignment - Officer - Parent Recruiters - Newsletters on display throughout community - Each parent receives a newsletter - Summary report given to Assoc. Supt. - Deseg. I I o co 00 O) tn co IMPi.Ef-l: 7A7:CH TIKE'.rriH\nual Plan 1988-89 (Year) sen Responsible 1: _______________ OBJECTIVES I 1 C. To implement a new student assignment plan in the 1989-90 schnol ypar rnnt's STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY Division _____________________________ Program/Area Offirp nf ripsegrpin r inn EVALUATION To conduct assignment process for 1989-90 school year 1. Special inservice for building secretaries and registrars 2. Identification of grandfathered students 3. Send assignment letter to all matriculating students 4. Allow transfer to school in attendance zone 5. Pre-registration of kindergarten and new students January 23 February 1, 1988 February 1, 1988 March 1, 1988 April 3. 1988 January 27 February 28, 1988 February 28, 1988 March 23, 1988 April 28, 1988 ro o (O - Assoc. Supt. - Deseg. - Assoc. Supt. - Deseg. - BuiIding principals - Assoc. Supt. - Deseg. - Building principals - Assoc. Supt. - Deseg. - Building principals - Assoc. Supt. - Deseg. - Building principals 00 O) O1 - Announce and conduct meetings - Survey forms returned to building principals - Assignment letters received by parents/students - Transfer requests processed - Announce and complete registration process. Registration form given to each parent w hO II. 1 Plan 1989-90 sen Responsioie 1: ____________ __ (Year) 0. IKPLEM(!A7\nCK TiKELlNE To expand the interdistrict magnet program objectives To determine program interest in magnet schools and night high school* To expand interdistrict magnet schools* To discuss the possibility of other school districts participating in the Magnet program. (e.g. Conway, Sheridan, Bryant, Lonoke)* STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS *Area of Collaboration RESPONSIBILITY Division --------- --------------------- Procram/Area Office ofDesegregatioi EVALUATION *1. Conduct tri-district parent survey. Hold public meetings. (3 districts) *1 Establish elementary magnet in PCSSD and interdistrict school at Washington October 1988 November 1988 - MRC - Survey results 1989-90 Ongoing - Pulaski County Coop. - Three Districts - MRC - PCSSD - Results of public meetings - Student/parent interest and participation - May 1989 registration - Funding (Federal and State) *1. Meet w/SDE to discuss full funding for these students October 1988 Ongoing o (D - Pupil Personnel -PCSSD - Office of Deseq. Three districts 00 O) tn - Status report to respective superintendents co I IMPLEMENTATION TIMELINE Area of Collaboration 31 I Annual Plan Person Responsible Goa 1: ______________ OBJECTIVES 1989-90 (year) D. To expand the interdisArict \"agofil STftAfe61K7 ACTIVITIES *2. Meet w/appropriate school superintendents to discuss feasibility of proposal NOTE: Based on results of above strategies, a survey will be conducted in targeted districts *3. Secure a court order allowing participation of other districts beginning program cont'( COMPLETION DATE DATE COSTS RESPONSIBILITY D i V i s i on ______ _______ Prooram/AreaUttice ot uesegregatioi EVALUATION Oct.-Nov. 1988 Ongoing o to CO - Pupil Personnel PCSSD - Office of Deseg Three districts O) UI Status report to respective superintendents W K3 I LRSD School Checklist Senior High Schools [5] Grodes 10-12 Cer.tfo! E.Hrrf Hqv.kS J Fair Sem Su^'Ort Holl Blit Barnhouse \u0026lt; McClellan 1500 Pork 72202 376 4751 5201 Dovid O Dodd, 72210 722'4'6609 6700 'H '. 72205 - 661-9000 Rudolph Hov.ard  9417 Geyer Springs, 72209  565-0314 Park-ne.-/ F.ne Arts Magnet - Junious Bobbs - 2501 Borrow, 72204 - 225-6440 Vocational-Technicol Center [1] Grades 10-12 Metropolitan - Dr. Doyle Dillahunty - 7701 Scott Hamilton, 72209 - 565-3465 ^.Cap. i E : I T I I 2 3 I T 4 5 Efl n Junior High Schools [8] Grades 7-9 Cloverdale - Dexter Booth - 6300 Hinkson Rd., 72209 - 565-8426 Dunbar - Marian Lacey - 1100 Wnght Ave.. 72206  375-5574 Forest Heights  James Wise - 5901 Evergreen, 72205 - 663-3391 Henderson  Brady Gradberry  401 Barro Rd,. 72205 . 225-3358 I I I 6 7 I T T 8 M Mabelvale - Clell Watts  10811 Mabelvate W,, \"\"ro3?x~r877^b7vole, 7~2~103~-' 455-2413 ~_________________________________ Mann Magnet - Dr. Victor Anderson  1000 E. Roosevelt Rd.. 72206 - 372-3123 9 10 I Pulaski Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 66*^-7073 Southwest - Gail McLaughlin - 3301 S. Bryont, 72204  565-4416 Elementary Schools [37] Grades K-6 Badgett - Mary Golston - 6900 Pecan Read, 72206  490-1582 Bale - Levanna Wilson - 6501 W. 32nd, 72204 - 565-6621 Baseline - Anna Tatum - 3623 Baseline Rd., 72209 - 565-5589 I Booker Arts Magnet - William Finn - 2016 Berber, 72206 - 376-3319 fl __ Brody  Helen Thomas - 7915 W. Markham, 72205 - 225-1815 Carver Chicot - Otis Preslar  11100 Chicot Rd., I PO Box 405, Mabelvale, 72103 - 568-2554 Cloverdale - JacquoLne Dedman  6500 Hinkson Rd., 72209  565-0986 Dodd - Robert Nelson - 6423 Stagecoqch Rd., 72204 - 455-3110 ,____ Pair Park - Catherine Gill - 616 N. Harrison, 72205 - 666-0359 [ Forest Park  Virginia Ashley * 1600 N, Tyler, 72207  666-5415 Franklin - .Connie Aston - 1701 S. Horrison, 72204 - 666-03-8 __ Fulbright - Moe Huffman - 300 Pleasant Valley Dr,, 72212 - 224-2350 Garlond  Dr. Cheryl A. Simmons - 3615 W. 25th 72204 666-9436 ___ Geyer Springs - Eleanor Cox - 5240 Mobelvole Pike, 72209 - 565-0184 I_____ Gibbs Magnet - Donno Devis - 1115 W. 16th, 72202 - 372-0251 L~ish - Michael OliTeT^ 3001 S. Pulaskr?2206  376-3629 278 417 X 420 ! 0,12 149 r 83 i 232 4- 11 261 ,133 I 64^! 12 i 394 : 66. 244 ,121___^65 I nz __ Jetferson - Morgoref Gremillion - 2600 N. McKinley, 72207  663-9472 King  Bobbie Goodwin Mabelvale - Dorothy Faulkner 9401 Mobelvole Cut-oH - 4800 W. 26th, 72204 - 663-6397 207. Mabelvale, 721'03 \" 455-2227 ___ McDermott - Lynn Moore - 1200 Reservoir Rd , 72207 - 225-6568 Meadowcliff  Jerry Wonm - 25 Sheroton Dr.. 72209 - 565-0324 Mitchell - Donita Hudspeth - 2410 Battery. 72206  375-6931 Otter Creek - Pat Price - 16000 Ottei Creek P'wy. 72209 - 455-3320 Elementary Schools - (continued on back) I 563 285 JI 420 424 351 461 607 t 67 - . 1 377 I 5^7, 440 I 8 j 448 I 98~ j 261 T ' 546 I 5Z. 248 : 17Q 413 ' 59 2j 1 /tt I ill I 151 i 3/7 I 5^7. 313 S12. 12.5 j\nS37 513 j 25 553388 '' 95'' i iTi\" S27, j 320 i 298 : 5 '235 i 117 i /flV X 220 ! . 303 ' 98 321 I 490 ' X  7 111 218 t' 9X6 S'vi 541 j- 35'0 I 3 'i'l I 531 j i27 465 i 1\u0026lt;7 i\n275 i 3 ' 383 ' I ^}7o yft, 3fy _ 5_17- .3J. LRSD School Checklist Elementary Schools [37] Grodos K-6 (continued} Pulaski Heights - Eddie McCoy - 3 19 N. Pine, 72205  663-9469 2 Rightseif- Koy los\u0026gt;  911 W. 19th, 72206  374-7448 Rockefeller - Anne Mangon - 700 E. 17th, 72206  374-1 226 Romine  Lionel Word  3400 Romine Rd., 72204  225-8833 Stephens - Stan Strauss  3700 W. 18th, 72204  663-8374 Terry - Nancy Volsen - 10800 Mara Lynn Dr., 7221 1 - 225-1215 Wokefield  Lloyd 8lock - 75 Westminster, 72209  568-3874 Washington - Lonnie Sue Dean - 115 W. 27th, 72206 - 375-8275 Watson - Dr. Diana Gloze - 7000 Valley Dr., 72209 - 565-1577 Western Hills - Margie Puckett - 4901 Western Hills, 72204 - 562-2247 Willioms Magnet - Dr. Ed Jockson - 7301 Evergreen, 72207 - 666-0346 Wilson - Reine Price - 4015 Stannus Rd., 72204 - 565-0924 Woodruff - Koren Buchanan - 3010 W. 7th, 72205 - 663-4149 ', 280 : 25Q : ' 320 L-291 490\nI .afi0-_U50_l 537  ! MZ ! \u0026amp;00 J7a\u0026lt; 134O 147 . . 1 3 7 ---------------1 -      - 2. ' - 9 ___--------------------------------- !? ^il 3* 543 Totals *260 spaces left open for white students. T 472 I 28a. , lg5 I 328 _JL UH iQTV'ior'\\'si7. T 409 W7 245 III* I /IV ng * 375__5^^ 13^3 72^? I -I i I I I ! I I I I T i I + i T I T t + 1 i + I + I I + I 4 5 6 1 8 9 10 11 12 I T I 4- I X I i- I + I + I I TEisEEsaBBa I ATTACHMENT I Wil Gari and Ish Mi tfhelI Ro\u0026lt; kefeller Sieptieiis UdStlinQtdII Ki nil Will Illi (it t t I dill III 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Closed CI used Close - 'Reopen as Tarly Childhood Intradistrict Magnet Intradi strict Magnet New Bill Idinij o (O New bull ding New But IdllKj Close - Reopen as IRC 00 o\u0026gt; tn ro Aiiii IJI iii| ATTACHMENT THREE Senior High junior Hioh 2 Central (54%) Henderson (61%) Pulaski Heights (65%) Southwest (69%) 3 4 Han (52%) Forest Heights (62%) Southwest (69%) 5 Fair (52%) Dunbar (58%) Mabelvale (64%) 6 iMcCl el 1 an (53%) Cloverdale (69%) Dunbar (58%) 7 8 9 10 II 11 12 II II II II 11 If M I. F:UR I M 2 Junior Hiah Elensntarv 3 Cloverdale Chicot Cloverdale Watson 4 5 Dunbar Baseli ne Dodd Geyer Sonings Wakefield 6 7 II 8 Forest Heights If Brady Frankl in McDermott 9 10 II Henderson Fulbright Gari and Stephens Terry 11 12 II Mabel vale II Mabel vale Otter Creek n Pulaski Heights II Badgett Fair Park Forest Park Jefferson Pulaski Heights Woodruff II Southwest El Bale Meadowci i ff Romi ne Western Hills Wi1 son Ii ri I EARLY CHILDHOOD EDUCATION M When they enter school, children who are economically disadII bl vantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent 3 4 5 I II 6 expected in the primary school years. The lack of developmental and If educational experiences is often evidenced by low scores on 7 II II tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. 8 9 10 11 II Many children are successful at persisting against the odds to become successful learners and accomplished adults. Many are 12 II able to prevail with the guidance and support of caring parents, teachers, counselors, and other \"significant\" adults who expect n them to succeed and hold them to high standards. For many children from economically impoverished homes, racial and ethnic II minorities, and immigrant families, the public schools can serve II as the key to ensuring a quality education and to futures as adults. securing their If Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary H grades. In addition, preschool programs hold the potential for M greater academic achievement, less at-risk behavior in the teen m Page years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's 3 Association has identified preschool education as the key invest- 4 fl ment in education for state governments. The Committee for 5 Economic Development (1985, 1987) has issued two reports with the 6 message that a national investment in preschool education is necessary for the nation's economically disadvantaged children. 7 The greatest hope for change in the lives of children in need 8 is through the investment at the beginning of the formal educa-tion process. Since the pioneering studies of Benjamin Bloom on 9 10 the need for education for 3- and 4-year olds, additional studies 11 have continued to document the academic and social success of 12 those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's I later success in school. This research links student achievement in high school and beyond with the home and school as powerful I influences on the intellectual development of young children. Other national reports also continue to stress the importance of early childhood education. A recent study, II The Forgotten Half: Non-College Youth in America,\" a 1987 report by the Commission on Youth and America's Future, targets young children M in its recommendations. The report identifies a need for funds to serve an increasing percentage of the now unserved 3- to 5-year olds. 1- In Page Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today, with an estimated 4 million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs. particularly those children from low-income families. The Children's Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable 9 10 11 12 3 4 5 6 7 8 programming leaves over 2 million of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head start and City of Little Rock Early Childhood Programs serve a -____ __________ small percentage of the eligible disadvantaged, and at the present time7~no^ publlc'^school funds are being used to implement early childhood programs. Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe, especially for the poor, and the need for programs will continue to rise for all socioecoHM nomic levels. i I II Page II The decline of the traditional family unit and the growing number of families living in single-parent households contribute 3 to the increasing need for preschool programs. Few families in 4 I inner city urban areas, whether the father is present or not, have a mother who stays home to care for the young children, single-parent families with young children, the problem of poverty often compounds the problem of finding child care. Additionally, poverty continues to be an enduring problem among young children: For Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Because a significant number of the children in the city of Little Rock are minority and/or economically disadvantaged, the Little Rock School District proposes the expansion/development  extensive early childhood programs to meet the needs of at-risk of students. These programs will have three components: 1. HIPPY The Home Instructional Program for Pre-school Youngsters (HIPPY) 4- and 5-year-olds) will 5 6 7 8 9 10 11 129 Page focus initially on children in families who  live in the shadow of the current racially 3 identifiable schools in the Little Rock School 4 District. This home-based program, which 5 complements the school-based program operative 6  in the schools, recognizes the mother as the 7 first significant teacher of the child.  2 . FOUR-YEAR-OLD MAJOR ENHANCEMENT PROGRAM - The High/Scope 8  preschool curriculum model will be implemented 9 in three of the racially identifiable schools 10  in the Little Rock School District. Effective 11 the 1988-89 School year, this model will be 12     H fl sfj 0 Page an integral part of the rrajor enhancements for improving pre academic achievement of minority and economically 3 0 disadvantaged children and ^or attracting white 4 li 3. students to the schools. II CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the spring semester of the 1988-89 school year, the Little Rock School District will work cooperatively with other federally funded early childhood programs to collaboratively implement an education program to better meet the needs of inner city Little 9 10 1] Rock students. 11 12 5 6 1 8 n 11 The Pulaski County and Little Rock School District will continue to cooperatively coordinate the implementation and expansion of the Home fl Instruction Program for Preschool Youngsters (HIPPY). However, the Pulaski fl fl County Special School District has no plans to develop any additional early childhood components, and the North Little Rock School District will not pursue the development and implementation of an early childhood program. n fl By the school year 1993-94, 80 percent of the 4- and 5-year old minority and economically disadvantaged youngsters in the Little Rock School District will be participating in an early childhood program fl By the school year 1993-94, 95 percent of the minority and economically dis- advantaged youngsters will be able to meet performance expectations necessary for school success. V-a EARLY CHILDHOOD EDUCATION I I 3 4  HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) 1 5 6 7 I. Program/Area Overview A. Sutmary of Background Information During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the comnunity where high-risk children were identified. 9 10 11 Developed at Hebrew University in Jerusalum, Israel, by Dr. Avima 12 8 Lombard, this international program identified parents (primarily mothers) as the first teacher of their child. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teach- ing their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were over-all successful school pupils. Educationally-disadvantaged and lower socio-economic children often enter the formal education setting without the prerequisite skills A.and experiences needed for academic success. Although usually highly motivated, these youngsters must be provided additional learning time and structured experi^ces to enable them to deve- lop their potential. 3 Research and pre-kindergarten program prac- tices have demonstrated that early education experiences 4 can fl increase the opportunity for success self-concept of participants. and also incr ase the 5 6 B. Special Needs (Individual District) 7 Although enrollment has increased in early childhood programs, the needs of many children of low-income and minority families are not being met. 8 9 10 II. Areas of Collaboration The home based program and the four-year-old school based program will collaborate in the areas of parental involvement and 11 12 teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the implementation of the HIPPY Program. on-going III. Evaluation and Monitoring (Process and Responsibility) Evaluation using the Early Prevention of School Failure model will be conducted on the HIPPY participants as they enter kindergarten session (Pre and Post test). A standardize achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy.Annual Plan 1989-90 Person Responsible Goa I: ____________ (Tear) Mirun Slipnrwi SOr OBJECTIVES STRATEGIES/ ACTIVITIES IMPLEMENTATION TIMELINE Hcane Instruction OlvBslo Curriculum___ pf5g?5r'*\"* -EttzSChflOl TBunqsters To promote the HIPPY program Tn select JTPA trainees (HIPPY aides) Initial training of aides and staff by Hebrew University. Percentage of consultant travel To enroll families Into program To recruit families and Instructional aide trainees Aides (24) r\u0026lt; ermine service area of - jordinators To assign families to be served by aides To organize Instructional Material To familiarize Aides of the HIPPY Implementation in LRSD To coagxise and mail Public Service Announcement for local Radio sta tions and Channel 14 and 16 Flyers Interview and select twenty six (26) aides Host and arrange logistics with (Ann Kamps) state for the Hebrew University for initial training Conduct Home Interview and enroll families Into program Compose and mail correspondence to connunlty churches to recrulte families and Instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculiaa ma-erial Conduct three (3) day workshop Utitain Material to program Order Material from Israel BEGINNING DATE COMPiniON DATE COSTS RESPONSIBILin EVALUATION July 29. 1989 July 29. 1989 $150.00 Martan Shead Malted letters appear on show August 1. 1989 Aug. 14. 1989 $400.00 Stafr By applicants response advertisementi August 15- 20. 1989 August 22- Sept. 2. 1989 August 31. 1989 Sept. 7. 1989 4 Sept. 9. 1989 Sept. 1989 Sept. 1989 Aug. 20. 1989 Sept. 2. 1989 Oct. 3. 1989 Oct. 3. 1989 Oct. 3. 1989 $1,800.00 690.00 (materials an I mail out) 400.00 65.280 -0- -0- Sept. 30. 198 1 6,000.00 Sept. 15. 5,000 o Harlan Shead Supervisor and Coordinators Marian -Shead and Annette Roper Staff Supervisor and Coordinators Coordlnators Secretary of HIPPY Supervisor and Coordinators Supervisor CD 00 o\u0026gt; Pay the bU! Certification of Aides Printing coanpleted Agenda/Recelve Material Receive Materials (71 co 1 1989-90 2 IMPLEMENTATION TIMELINE Annual Plan (Tear) Person Responsible Marian \"inead. bupevisor Division Currlculua Goal: Prograa/Area Pre-srhnnI Home Insfriirtlon Program--Y--o--ungsters OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLniON DATE COSTS RESPONSIBILITY EVALUATION Io orientate enrolled famil-to the HIPPY program I., .dentify Meeting sites for group meeting To schedule implementation ol HIPPY curriculum Implementation (continue) To provide parents with information that will assist them with their children Ie evjiujte aide trainees I oi nt (11 th week) Io determine program success Began second-part of program's implementation Conduct Orientation meeting Secure Meeting sites for grbup meeting Mail out Schedule aides weekly home visits and group Schedule area group Meeting . print flyers Schedule weekly service for aides Schedule Aides First teaching with (own chi Id) Schedule Workshop for Parents and (Iides mail out and print materials To evaluate each aide trainee Conduct survey of Parents - print mateirl Implementation second part of HIPPY curriculum print mateiral print flyers mass mai1 out Sept. 27 and Sept. 29, 1989 Oct. 28, 1989 Oct. 31, 1989 and Nov. 4, 19B9 October, 1989 October, 1989 October, 1989 November, 1989 Dec. 19, 1989 Jan. 23, 1990 as February, 1990 Sept. 29. 198\u0026lt; $250.00 Nov. 1. 1989 Nov. 4. 1989 Nov. 1. 1989 Nov. 1, 1989 Oct. 1, 1989 Nov. 4, 1989 Dec. 23, 1989 Jan 30, 1990 May 26, 1990 (Materials) -0- (mSMis) -0- -0- 250.00 -0- -0- -0- 300.00 -0- -0- 350.00 -0- 5,000 o (O Supervisor and Coordinators Coordinators Supervisor and Coordinators Coordinators Coordlnators and Supervisor Supervisor and Coordlantor Supervisor/. Or. Beverly White Coordina^rs Supervisor and Coordinators Supervisor and Coordinators 00 O) Eaailies enrolled in program Confirmation of site Received materials Recelved materials Completion of survey participation of parents materials completed cn CO Annuli Plin  138?-' Person Responsible 19-90 Goi I\nOBJECTIVES E Id Li on of Aides (Year) Marian Shead, Superyisor STRATEGIES/ ACTIVITIES IMPLEMENTATION TIMELINE BEGINNING DATE COMPtniON DATE 2. 1 Division riirrinilf__ Home instruction Program Zo?Fr?Vc\u0026amp;fe^ COSTS RESPONSIBILITY EVALUATION K provide parents with information to be successful Hl th their chiIdren In build the Aides Children self esteem Graduation of HIPPY Children and Aides reception To evaluate Aides Staff in Place Complete Staff Evaluate Aides Obtain a site and Speaker and schedule a Lecture for parents Activity Staff will organize and plan graduation of participants Schedule final evaluation of trainees in the program March 20. 1990 March. 1990 April. 1990 June. 1990 June. 1990 To begin inplementatio i July 1. 1989 of HIPPY Program Placement of Secretary and full tine Aides July 1. 1989 Nirch n. 199\u0026lt; 200.00 Mirch, 1990 April. 1990 June 26. 1990 June. 1990 June 30, 1990 June 30. 1990 IO 800.00 (speaker) 800.00 (speaker) 1.200.00 -0- 70,559.00 36.750.00 o to 'Coordinators Supervisor completed consultant fee paid Staff Staff CoordInators Or. Beverly Uhite Supervisor 00 o\u0026gt; ai consultant fee paid conpletton of program Staff began implementation of program To assist In implementation of program. co Ivs IV. Budget Summary $197,854 service to 450 families H 212,854 service to 500 families 237,854 service to 550 families 3 Ml 257,854 service to 600 families 4 277,854 service to 750 families 5 6 7 ri 8 9 10 o 11 12 a KE If Bl 1 I .Ii Chapter II Proposed Budget n El Salaries (24) JTPA Aides $65,280.00 3 4 HI dl Salaries (2) LRSD HIPPY Aides Instructional Mateiral Secretary Salary (Fringe Benefits Inc.) TOTAL BUDGET 20,147.00 6,000.00 16,603.00 $108,030.00 5 6 7 8 9 10 11 12 n 3 S3 ' 3 H SI administration - CATEGORY Supervisor/Coordinators $ 70,559.00 3 I31 S3 Instructional Material Postage Supplies 5,000.00 426.00 3,000.00 4 5 13 Printing Equipment Maintenance Advertising Telephone 3,467.00 1,000.00 300.00 1,372.00 Business Travel 500.00 6 7 8 9 10 13 Car Allowance 1,200.00 11 n Transportation CAfdes) total budget 3,000.00 $89,824.00 12 13 IES iii ii LONG-TERM DESEGREGATION PLAN FOUR-YEAR-OLD PROGRAM I. PROGRAM/AREA OVERVIEW A. Summary of Background Information 3 Four-Year-Old Program 4 H The four-year-old school-based program was imple- 5 mented during the fall of 1988. The High/Scope 6  Program forms the core of the four-year-old 7 fl program. A fundamental premise of the High/Scope curriculum is that children are active learners who 8 learn best from activities they plan and carry out themselves. Children learn by the scientific 9 10 method of observation and inference, at a level of sophistication corresponding to their development. Precepts of High/Scope have been validated in a 20-year longitudinal research project, as reported in the High/Scope monograph. Changing Lives: The 11 I 12 fl Effects of the Perry Preschool Program on Youth Through Age 19. The High/Scope curriculum comple-  ments the home-based curriculum of the Home B B. Instruction program. special Needs B Educationally-disadvantaged and lower socio- economic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. AlthoughH usually highly motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their poten- tial. Research and pre-kindergarten program prac- 3 tices have demonstrated that early education 4 experiences can increase the opportunity for suc5 cess and also increase the self-concept of par- 6 ticipants. 7 II. AREAS OF COLLABORATION [ The Little Rock School District and the Pulaski County Special School District will collaborate on parental 10 III. involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education Program. EXPECTED OUTCOMES 11 12 8 9 The High/Scope \"key experiences\" provide a useful framework that guides teachers in conducting the classroom program. These key experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy effectively.9 2. identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. 3 . work with other children and adults in group planning, cooperative efforts, and with shared la leadership. 4 . express thoughts, ideas, and feelings\nto speak about, dramatize, and graphically represent 5. experiences in order to communicate them to others, comprehend others' spoken, written, dramatic, and 6 . 7 . graphic representations. apply his or her reasoning abilities to a wide range of situations using a variety of materials, expand knowledge of objects, skill in the arts, and comfort with physical movement. 8. expand creativity, initiative, spirit of inquiry. and openness to knowledge and other people's viewpoints. IV. EVALUATION A. Information from inservice evaluations will be sum-marized. B. Test data will be analyzed to determine if Ijp''- C. measureable growth in student achievement has occurred. The IRC staff will assist with analysis of sum-mative evaluation data. 3 4 5 6 7 8 9 10 11 12  V. STRATEGIES During the 1988-89 school year, the Four-Year-Old Program was implemented in three of the five Major Enhancement Schools. During the 1989-90 school year, 3 the program will be implemented in the other Major Enhancement Schools. All schools in the District will 1 t 4 5 implement the Four-Year-Old Program by the 1993-94 6 school year. The scope of this program may be altered. affected and/or enhanced by the proposed assignment and 7 Ifl construction proposals made in this plan. 8 9 10 11 12 V. STRATEGIES Annuli Plin 1989-90 (Tear) MB B B I ri'iu IMPLEMENTATION TIMELINE Person Responsible Dr. Marv Mosley Goll: To Implement the Four-Year-Old Program in the Major Enhancement Schools OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS 1. Identify new Four-Year- Old Program participants in the Major Enhancement Schools 1. Present implementation plans to elementary principals April, 1989 June, 1989 b. Conduct media publicity April, 1989 June, 1989 S600 2. Recruit teachers and aides Survey list of interested teachers and aides May, 1989 August, 1989 3. Obtain curriculum materials, supplies, and furniture a. Complete and send orders to High/ Scope June, 1989 August, 1989 b. Complete and send orders to vendors June, 1989 August, 1989 4. Train teachers and aides in the implementation of High/Scope a. Conduct orientation and workshop (5 days) August, 1989 August, 198* b. Conduct monthly inservice September, 1989 On-going 5. Begin program implementation I. Contact parents for Parent/Teacher Conference (preschool ) August, 1989 August, 1989 SI,000 $20,000 Stipends- $2,000 $200 -0- o iD 00 RESPONSIBILITY IRC Staff IRC Staff Principals Division Curriculum and Special Programs Progrui/Arei Four-Tear-Old Progran IRC Staff Human Resources Office Principals IRC Staff Principals IRC Staff High/Scope consultant IRC Staff High/Scope consultant IRC Staff Classroom teachers O) UI EVALUATION Forms returned From parents Participants Identified A list of qualified applicai Materials available Materials available Agenda Agenda Number of parents attending Parent/Teacher Conference w I V. STRATEGIES - page 2 IMPLEMENTATION TIMELINE Annual Plan Person Responsible Goal: To Iwpleiwent _______________ _ (Year) the Four-Year^ld Program in the Major Enhancement Schools Division ___ Program/Area OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION b. Inc'lude four-year-old children 1n Master Schedule-students receive services of counselors. music teachers, school nurses, librarians, physical education teachers, and art teachers July, 1989 June, 1990 Principals Master Schedules c. Ensure High/Scope key experiences occurring in the classroom August, 1989 June, 1990 -0- Classroom teachers IRC Staff Curriculum checklist 6. Evaluate effectiveness of the Four-Year-Old Program a. Administer appropriate EPSF tests to four-year-olds May, 1990 June, 1990 -0- Classroom teachers Test results b. Analyze test data and prepare report for LRSD Board of Directors June, 1990 July, 1990 N3 -0- o (O IRC Staff Associate Superintendent for Curriculum and Special Programs 00 O) tn Evaluation Report  Page IB VI. BUDGET SUMMARY 1989-90 1990-5*1 3 Media Publicity S 600 4 Orientation and Workshop (5 days) 2,000 5 Monthly Meetings 200 6 High/Scope Materials 1,000 7 Furniture 10,000 8 Materials and Supplies 10,000 9 EPSF Test Materials (four-year-olds) -0- 10 Salaries 11 12 B B 4I. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM Program/Area Overview Ill A. Summary of Background Information For over twenty years, federally funded Headstart and 11 compensatory education programs under Title I of the Elementary and Secondary Education Act and later under Chapter I of the Education and Consolidation Act have demonstrated considerable n success in narrowing the gap in reading and mathematics achieve-ment between white and black elementary children. But despite fl 11 I 11 these early gains, the school dropout problem and the equally difficult problem of undereducation persist, particularly among society's most disadvantaged young people. Programs and policies designed to meet the needs of disadvantaged children must be implemented at a very early age and must be tailored to meet the needs of the whole child within the context of school, family, and community. 111 It is less costly to society and to individuals to pre- SI vent early failure through efforts directed toward parents and children alike, with emphasis on the first five years in the tsi lives of the children. The plan proposed for the city-wide early education program will have a threefold purpose: (1) Parenting 111 L. Bl education for both mothers and fathers, family health care, and nutritional guidance\n(2) Quality child-care arrangements for poor working parents that stress social development and school readiness\nand (3) A quality preschool program for disadvantaged fl b! 3 4 5 6 7 8 9 10 11 12 Page three- to five-year olds, with emphasis focused on the four- five-year-old children. and 3 B. Special Needs (Individual District) 4 Early childhood programs do exist throughout the city of Little Rock, and historically, some attempts have been made to cooperatively develop and implement programs for economically disadvantaged youngsters. 5 6 However, this collaboration and 7 cooperation have not been comprehensive, consistent. 8 nor sustained. The magnitude of the problem requires a systematic approach to programming for the early childhood educational needs of the young children in Little Rock. The National Association for the Education of Young Children (1986) identified standards to ensure program quality in preschool programs. The major characteristics for a quality program include: (1) staffing patterns, (2) teacher qualifica9 10 11 12 tions, (3) comprehensive services. (4) curriculum, and (5) parent participation. These factors will be addressed in the develop- ment of the city-wide plan. Staffing Patterns. Low staff-child ratios and small group sizes are key components of quality preschool programs. The recommended standard is a staff/child ratio of 1:10 in a group no larger than twenty (20) children as an acceptable staffing pattern.Page Teacher Qualifications. It is recommended that teachers have college level specialized preparation in early childhood education, as well as supervised experience with young children before they are placed in charge of a group. 3 4 5 Paraprofessionals should have sufficient edu6 cation and/or training in early childhood education and should be provided with ongoing inservice training. Comprehensive Services. 7 8 Comprehensive services should be targeted to all children who are economically disad9 10 vantaged or academically at risk. Comprehensive ser-vices include medical, social, and health services\nrequired parent participation\nand a program that addresses all areas (social, emotional, physical and cognitive) of a child's development. 11 12 Cur^riculum. A curriculum based on principles of child development is crucial in determining program guality. Researchers indicate that open-structure curriculum models that involve teacher - and child-initiated activities as well as teacher-structured individualized learning activities to achieve a balance of cognitive, social, emotional, and physical development goals. Parent Involvement. Parent involvement - in parent advisory boards, parent-teacher conferences, family services, and the inclusion of parents as volunteers and I I Page I employees - is an important component of an effective early childhood program. 3 I The program must accommodate working parents if parent 4 I involvement and overall program implementation are to be effec- 5 tive. 6 I In summary, the city-wide program, whether school or 7 community based, will: I provide a comfortable, safe, and stable environ- 8 ment\n9 ensure consistent and nurturing care and education\n10 I give the children the opportunity to be physically 11 II. active\n12 expand the opportunities for children to explore and meaningfully interact with the world around them\nprovide opportunities for the children to interact with, learn from, and be appreciated by other children\nprovide stimulation and support necessary for the children to develop cognitively, socially, emotionally, and physically in their own time and in appropriate ways. Expected Outcomes (Long-Range Goals) A. By September 30, 1990, the initial phase for a Page comprehensive city-wide early childhood program will be imple- mented in Little Rock. 3 I B. By October 1, 1993, the number of educationally 4 I disadvantaged students enrolled in early childhood education 5 programs in the city of Little Rock will be 80 percent of the 6 eligible population. 7 C. By September 30, 1993, the Little Rock School 8 District and other agencies in the city of Little Rock will have 9 implemented a comprehensive and consistent program for minority 10 and economically disadvantaged children in the city of Little Rock. 11 D. By September 30, 1994\npre-screening data at the 12 beginning of the school year will indicate a 75 percent reduction in the number of children identified as moderate to high risk. nco in (D 00 O) o CM Annual Plan 1988-89 1989-90 IMPLEMENTATION TIMELINE (Tear) Person Responsible Dr. Bever ly White . . ...... Goa I: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program Curriculum and Special Division Programs_________ Program/Area tariy Lhiidnooa TWimm------------------- 1 for minority and economically disadvantaged preschool children. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION . lo determine the level of interest for a collaborative approach to preschool eduation in the city of Little Rock 1.1 To send a letter and the planning proposal March 1, 1989 March 30, 1989 None to programs identified in the city as being targeted for economically disadvantaged children (i.e. Headstart, city of Little Rock), to the Arkansas Department of Education and to local colleges (Philander and the University of Arkansas at Little Rock inviting participation in the comprehensive development and requesting confirmation of city-wid( early childhood program 1.2 To convene a meeting with prospective participants to provide an explanation and the rationale for the concept 1.3 To develop a comprehensive list of all who should be involved in the planning/ development process April, 198^ April 15, 1969 April 15, 1989 April 30, 1989 None None issociate Superintendent For Curriculum and special Programs Responses of Invited participants Associate Superintendent Agenda and minutes of the for Curriculum and Special Programs Associate Superintendent for Curriculum and Special Programs meeting Finalized List of Collaborators Annual Plan 1988-89 1989-90 co in (D 00 O) o CM IMPLEMENTATION TIMELINE Person Responsible Dr. Beverly Uhfte Goa I: I\" * i. i.. J-----.1- - -. (Tear) Olvtsion Curriculum and Special Programs Io cooperatively develop a ^n for the Iwpleiiientation of a city-wide comprehensive early childhood program for minority and economically disadvantaged preschool children. Program/Area Early ChiIdhooT _______________Education OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 2. Io develop a plan for planning a city-wide early cnildhood program 3. Io initiate the planning for the implementation of a citywide early childhood program 1.4 To receive a letter of support from each agency desiring to participate 2.1 To establish planning procedures and identify key comnittees and chairpersons needed for the planning process 2.2 To identify appropriate additional representatives from each participating agency for each committee 2.3 To delineate the goal: to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. 3.1 To conduct periodic meetings to review progress of each connittee. May. 1989 May 30. 1989 None Key Representatives from each agency File record of letters June 15. 1989 July IS. 1989 None Key Representatives from each agency Structured plan for planning on file July 15. 1989 July 30. 1989 None Key Representatives froe each agency Record of connittee members September 1, 1989 September 30. 1989 None Key Representatives froe each agency . Record of coamittee members a September. 1989 December, 1990 1i lone Assoc. Supt. for Curr. and Special Programs Minutes of meetingcn in (D 00 O) o CM Annual Plan 1988-89 1989-89 IMPLEMENTATION TINELINE . Curriculum and Special Division Programs__________ Program/Area Fariv Childhood ___________ Education________ (Ter) I Person Responsible ...................... .......... GGooaa II :: To cooperatively develop a plan for the implementation of a city-wide comprehensive early childhood program IkRpuprly Uhitp for minority and economically disadvantaged preschool children. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 3.2 To identify resources needed by identified by each committee, including monetary 3.3 To review the first draft of the comprehensive plan and to make recommendations for refinement 3.4 To submit the final draft for approval to all participant Boards of Directors (where appiicable) September 1, 1989 September 30, 1989 -0- Assoc. Supt. for Curriculum and Special Programs Identification of Coaaittee January, 1990 February, 1990 February, 1990 March. 1990 -0- -0- Assoc. Supt. for Curriculum and Special Programs Assoc. Supt. for Curriculum and Special Programs Submission of first draft Draft submitted to Board 4   LONG-TERM DESEGREGATION PLAN STAFF DEVELOPMENT  I. PROGRAM/AREA OVERVIEW  Certified staff members (administrators and teachers) shall 4 I a be trained to teach and counsel black and educationally-disadvantaged students. 5 The Little Rock School District  will hire a five-member staff develoment team for this pur-pose. 6 This team will work with the certified and non7  certified staff, the Board of Directors and school patrons. II. AREAS OF COLLABORATION 8 9  Each District shall ensure that each of its staff members 10 understands and is prepared to meet the District's desegre- 11 gation expectations. Although the North Little Rock School 12 District has a separate plan, all three Districts share some common areas of need. Collaboration among the three Districts in support of each District's desegregation plan will be ongoing. 4 t I (5^ / / V. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMENTATION TIMELINE Division Curriculum and Special Programs Person Responsibie Dr. Mary H. Mosley Goal: To provide staff development to improve race relations and equity. Prograoi/Area Staff Development. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION To provide staff development inservice to improve race relations and equity. la. Continue to articulate vision/mlsslon of LRSD to coMMunlty. b. Schedule and Implement workshops and activities related to Improving race relations for the following groups. -Board of Directors -District Administrators -Certified Staff -District Support Staff c. Plan and Implement an evening symposium for the comiunity on \"Connunlty Involvement In a Desegregated School Setting.\" d. Monitor implementation of above strategies. Fall. 1988 Ongoing Superintendent Public Participation and Dissemination of Materials 1988-89 School tear Fall. 1988 Fall. 1988 Ongoing Fall. 1988 Ongo i ng o to Desegregation Assistance Center (DAC) and Central Office Staff Roster of Participants DAC Consultant Or. White and Angela Sewall 00 O) cn Roster of Participants Meetings HeldV. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMEKTATION TIMELINE Oivllion Curriculum and Special Programs Person Responsioie Dr. Mary H. Mosley Goal: To orovide Hevpinnmcnr fn imnrr: \"- rscc relation^ and equity. Proqraa/Arei Staff Development iixff deuelnrawnr OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY E7ALUATI0N P. Provide Inservice on Cooperative Learning strategeis in a heterogeneous classroom. 3. Provide Inservice on additional strategies to improve instruction in desegregated school setting. 4. Provide inservice on \"Effective Implementation of the Little Rock School District OisciplIne Management System.\" 2a. Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson. b. Monitor teachers' use of cooperative learning strategeis. 3. Provide Inservice opportunities on: a. Effective Schools Model b. Teaching/LearnIng Styles c. Teacher Expectations and Student Achievement (TESA d. Classroom Management 4a. Continue to Involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting. ni Fall, 1988 1988-89 School Year Fall. 1988 Ongo i ng Ongo i ng Ongoing IO o Supervisors/Teachers of Hath, English and Reading Principal Teachers of Mini- Courses, Principals, Central Office Staff Jo Evelyn Elston to 00 O\u0026gt; tn Training Model Classroom Observation and Documentation Roster of Partipants Roster of Partipants V. STRATEGIES Annual Plan IMPLEHENTATION TIMELINE 19.89-90 (Tear) Person Responsible Qr. Mary H, Mosley Goa I\nTo provide staff development to Improve race relations and equity. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE 4. (Continued) 5. Provide PAL teachers with strategies for planning and delivering more than one type of Instructional grouping. 6. Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth. COSTS 4b. MonItor.use of discipline management system. 5a. Continue to Investigate and research sources of strategies, models, and activities of successful small and large group Instructional practices within heterogeneous classes. b. Conduct workshop to address the following. (1) grouping theory and strategies (2) demonstration of strategies for varied Instruction 6a. Continue to provide inservice for principals on methods for developing their school Improvement plan. Provide special assistance for teachers as requested. Fall, 1988 Fall, 1988 Fall, 1988 Fall, 1988 Ongoing Ongoing Fall, 1988 Ongoing o (O   B B    RESPONSIBILITY Division Curriculum and Special Programs Program/Area Staff Development Principals, Counselors, and School Teams Or. White Supervisor of Math and English Division of Schools, Evaluation and Testing, and IRC SpecialIsts 00 O\u0026gt; or EVALUATION Documentation Identification of Sources Written Evaluation by Participants Comprehensive and Accurate Product f V. STRATEGIES IMPLEMEilTATION TIMELINE Annual Plan 1989-90 (Tear) Curriculum and Special Programs Person Responsible Dr. Marv H. Mosley Goa 1: To provide staff development to Improve race relations and equity. Division __________________________ Prooram/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BESIMNIN6 DATE COMPLETION DATE COSTS RESPONSIBILITY ElALUATION 6. (Continued) I. Form TrI-Olstrlct Committee for Collaborative procedures. 6b. Continue to assist principals In revising school Improvement plans through the analysis of disaggregated data. c. Continue to provide special school-based program and content area Inservice meetings scheduled on a regular basis with specific sessions on content methodology and inter-personal relations for program implementation in a desegregated setting. 7a. EstablIsh Tri- District Committee. b. Meet three times per year(mlnimum). c. Plan any activities appropriate for collaboration, e.g. coninunity meetings, etc. EH Fall, 1988 Fall, 1988 Fall. 1988 Ongoing Ongoing Ongoing ro o to Division of Schools, Evaluation and Testing Division of Schools, Curriculum and Special Program Staff Or. Hary Mosley, LRSD Jim Herring, PCSSO Dr. John Moore, NLR 00 O\u0026gt; tn Completed Plans Ongoing Analysis V. STRATEGIES Annual Plan 1989-90 (Tear) IMPLEMENTATION TIMELINE Division Curriculum and Spec i a 1 Programs Person Responsible Or, Marv H. Mosley . Goa 1: To provide staff development to Improve race relations thU eOtJiLYi ProqriM/Area Staff Development OBJECTIVES strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 8. Provide Staff Development Component for effective staff development in desegregated school setting. 8a. Establish Staff Development Component. Fall. 1988 Ongoing o (O Board of Directors/ Superintendent 00 tn J V. STRATEGIES Annual Plan 1989-90 IMPLEMENTATION TIMELINE (Tear) Person Responsible Ur. Mary H. Mosley *  To provide staff development Io improve race relations and equity. Division Program/Area Curriculum and /rag**** Staff Development Goal: OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 1. To provide staff development Inservice to Improve race relations and eguity. la. Continue to articulate vision/misslon of LRSD to coiNunlty. b. Schedule and implement workshops and activities related to improving race relations for the following groups. -Board of Directors -District Administrators -Certified Staff -District Support Staff c. Plan and implement an evening symposium for the coamunity on Coamunity Involvement in a Desegregated School Setting,\" d. Monitor implementation of above strategies. Fan. 1988 Ongoing Superintendent Public Participation and Dissemination of Materials I I 1988-89 School Tear Fall, 1988 4 Fall, 1988 Ongoing Fall, 1988 Ongoing N3 O to 00 Desegregation Assistance Center (OAC) and Central Office Staff Roster of Participants OAC Consultant Or. Uhite and Angela Sewall OS O1 Roster of Participants Meetings Held V. STRATEGIES IMPLEMNTATION TINELINE Curriculum and Annual Plan 1989-90 Person Responsioie Dr. Nary H. Nosley (Tear) 3\n.:.:_.1 Special Programs Program/Area Sta/f Developing Olvision Goal: To provide staff rlAMpInnmeni fn iauirOMa. race relations and e\u0026lt;iuity. OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CORPLETION DATE COSTS RESPONSIBILITY EVALUATION 2. Provide inservice on Cooperative Learning strategeis in a heterogeneous classroom. 3. Provide inservice on additional strategies to improve instruction in desegregated school setting. 4. Provide inservice on Effective Implementation of the Little Rock School District Discipline Management System.\" I 2a. Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson. b. Monitor teachers' use of cooperative learning strategeis. 3. Provide inservice opportunities on\na. Effective Schools Model b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA^ d. Classroom Management 4a. Continue to involve counselors, principals, assistant principals, and teachers in discipline management in a desegregated school setting. I I i I Fall. 1988 1988-89 School Year 4 Fall, 1988 I Ongoing Ongoing Ongoing o (O I 00 Supervisors/Teachers of Hath. English and Reading Principal Teachers of Mini- Courses. Principals. Central Office Staff Jo Evelyn Elston Oi Ol I Training Model Classroom Observation and Documentation Roster of Partipants Roster of Partipants V. STRATEGIES IMPLEMENTATION TIMELINE 1989-90___________ _____ (Tear) Person Responsible Dr, Mary H, Mosley Goa 1: To provide staff development to improve race relations and equity. Annual Plan Division Curriculum and Special Proprams Proqraa/Arta Staff Developiwent OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 4. (Continued) 5. Provide PAL teachers with strategies for planning and delivering more than one type of instructional grouping. 6. Provide inservice to assist principal and faculties with strategies for promoting student achievement and growth. I 4b. Monitor use of disciplIne management system. Sa. Continue to investigate and research sources of strategies, models, and activities of successful small and large group instructional practices within heterogeneous classes. b. Conduct workshop to address the following. (1) grouping theory and strategies (2) demonstration of strategies for varied instruction 6a. Continue to provide inservice for principals on methods for developing their school improvement plan. Provide special assistance for teachers as requested. Fall. 1988 Fan, 1988 Fall, 1988 a Fall. 1988 Ongoing Ongoing Fall, 1988 Ongoing o co 03 I Principals. Counselors, and School Teams Dr. Uhite Supervisor of Math and English Division of Schools, Evaluation and Testing, and IRC Specialists O) cn Documentation Identification of Sources Written Evaluation by Participants Comprehensive and Accurate Product I V. STRATEGIES IMR.EMENTATIOH TIMELINE Annual Plan 1989-90___________ (Year) Person Responsible Dr. Marv H. Mosley 6o41: To provide staff developihgnt to Improve race relations and gQuyty. 1989-90 Curriculum and Division Specia_l_ _P_ rogra_m__s____ Program/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 6. (Continued) 7. Form Tri-District Committee for Collaborative procedures. I 6b. Continue to assist principals In revising school Improvement plans through the analysis of disaggregated data. c. Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and Inter-personal relations for program Implementation in a desegregated setting. 7a. Establish Tri- District Committee. b. Meet three times per year(mlnlmum). c. Plan any activities appropriate for col 1aboration, e.g. community meetings, etc. I iI I Fall. 1988 Fall. 1988 4 Fall, 1988 I Ongoing Ongoing Ongoing II ro o (O Division of.Schools, Evaluation and Testing Division of Schools, Curriculum and Special Program Staff Dr. Mary Mosley, LRSD Jim Herring, PCSSD Or. John Moore, NLR 00 Oi cn Completed Plans Ongoing Analysis V. STRATEGIES IMPLEMEJITATION TIMELINE Annual Plan 1989-90 Person Responsible Dr. Marv H. Moslev Goal:  - (Teir) Division Curriculum and Special Programs To provide staff developient to Improve race relations and equity. Proqra/Area Staff Development OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION 8. Provide Staff Development Component for effective staff development in desegregated school setting. I I 8a. Establish Staff Developaient Component. Fan. 1988 a Ongoing K5 o (O I 00 Board of Directors/ Superintendent O) cn fl fl SCHOOL OPERATIONS B The Division of Schools exists to ensure a quality, equity based, excellent education for all students. The Division of fl Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregation plan: fl Organizational structure 5 I fl Discipline 6 Guidance/counseling 7 31 Internal Integration 8 Extracurricular activities fl 9 Evaluation/testing 10 fl Staffing Planning/implementation 11 fl The Division has established the following goals: 12 A. To ensure an organizational structure which provides fl equal opportunity and access for parents, students and all staff. B. H To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide fl resources necessary to support and effect that belief. C. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. D. To provide guidance and counseling services which address Students' needs\nare supportive of strategies and interventions to enhance student success and expectations\nand provide communication to families of students. I Al il E. To provide guidance and counseling which makes students 1 aware of their options\nand assist students to acquire habits and VI attitudes necessary for success in school and in later life. F. To monitor student class ratios, instructional and 11 teaching practices to ensure equal opportunities for all stuSI dents . G. To provide and ensure opportunities and encouragement to 5 6 u all students to participate in extracurricular and co-curricular activities. 7 31 H. To assess the results of school practices, paying special 11 attention to their impact on minority and disadvantaged students. To review and assess testing practices, formats and 10 fl results in order to better address the needs of all students 11 while providing special intervention for disadvantaged students. 12 J. To give local districts sufficient authority to improve d I. 8 9 d schools and to advocate for students, and to hold them account- able for results and opportunities for all students. d K. To review staffing patterns and staff assignments in all schools and district divisions for equity. d L. To establish recruitment programs for representation of minorities in all positions in the district. M. To ensure school wide planning for programmatic and indi- vidual student academic achievement to address disparities, individual needs and student success. I N. To provide staff development on an ongoing basis to staff and information to parents in regard to topics relevant to increasing student access to opportunities and success therein. 119 li 0. To collaborate with the contiguous districts in regard to li aspects of the plan which will facilitate and enhance desegrega-tive efforts. li LRSD will establish programs to accomplish the goals set forth above. II Intern program for preparation of future teachers, par5 ii ticularly minority teachers. 6 SI Collaborative desegregative districts, NLRSD, LRSD, PCSSD. effort among the three (3) 7 Decrease dropouts and discipline related withdrawals. 8 n Increase in number of students (with particular focus on minority students): 9 10 In - graduating 11 n - entering work force 12 - entering post secondary education n - receiving financial aid n I'll I . 2. 3. a ft ft B B B B B B  B B B  B B  JB IMPLEHEKTATION TIMELINE -'nual Plan 1989-1994 (Year) Seal: son Responsible SuperintendentyAssociate Superintendent !. OBJECTIVES To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan To provide inservice to raise staff awareness/ expectations of equity concerns for students To provide programs which raiseparental awareness of district structure, policy and proarams and ways to access them I I I To ensure an an orq.5nizational structure which orovides eauitv of opportunity and of access Division Program/Area Schools________________ Individual Schools STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Appoint school based biracial committees to monitor implementation and data Appoint a district wide biracial committee to monitor distict wide desegregation efforts and data Establish a reporting system Inservice cycles for existing and new staff regarding:  effective schools  teacher expectations * working with parents  at risk youth  learning styles Mini-seminars at PTA meetings and in the community June, 1989 June, 1989 August, 1989 June 30, '89 Ongoing Ongoing Ongoing Ongoing IO o (O Principals Associate Superintenden : Associate Superintendent Schools Associate Superintendent Desegregation Assistant Superintendent. Appropriate Associate Superintendents and Staff of District State Department of Education District Staff PIA Counci I (local and area) 00 Oi tn I Survey of staff and patrons Report on the bi-racial commIttees Roster of teachers participating staff Data based improvements in targeted student schools Calendar showing programs held Rosters of attendees I'i Plan 1989-1994 (lear) sen Responsible Superintendent/Assnelate Superintendent 1: Jb_ (continued)__________________ _ _________________________ OBJECTIVES STRATEGIES/ ACTIVITIES IKPLEKiKTAilON TlHELirE BEG I nil ING DATE COMPLETION DATE COSTS To monitor school standards to ensure high quality education for all students Review of data Present Ongoing School Monitoring visits H o to -g|-  21 Division Schools Program/Area Individual Schools 00 RESPONSIBILITY EVALUATION Assistant Superintendents Calendars of visits Principals Assistant Superintendent Testing/Evaluation s Monitoring reports O) cn I '.t'l Plan 1989-94 (Year) scr. Respor.sibie Associate Superintendents 1 IL OBJECTIVES I 2. IKPLMK7ATI0N TIHELIt.'E Division itilflali To provide a climate in each school which is based on the belief and Program/Area Schools expectation that all children can learn and to provide resources necessary to support and effect that belief Provide education to staff and patrons regarding school culture and positive school climate Monitor school climate and resource allocation STRATEGIES/ ACTIVITIES BEG I NII I NG DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION PTA Board and general meetings to have educational components August 1989 Ongoing Video Tapes Staff Time re: climate and expectations Use of fhannel 19 to carry brief messages to Purchased programs ASCD etc. District personnel as designated by the Associate Superintendent s Agendas of meetings Measurable improvements on individual school climates staff re: expecta-tions, working with at risk and disadvantaged students\nand creating positive climate Monitor facility, staff morale, student achievement, status of media center books and materials August 1989 Ongoing Approximate! $10,000 per year ) Assistant Superintendent Principals Media Supervisor s Reports of Supervisors, Assistant Superintendents Enhance equipment, supplies and materials in buiidings June, 1989 Ongo i ng H Provide staff development and intervention plans as needed  tl o (O 00 Identified district staff o\u0026gt; tn Staff Development Rosiers Dual Ity of Educat ion Survey Results i 3 4. Li i Plan 19B9-94 (Tear) scr. Responsible Associate Superintendent I1:\nII. (continued) OBJECTIVES To work with schools to help them design programs which meet the specific needs of their students Establish a program to familiarize parents with school expectations and to build a partnership with them IKPLEHStCATiON TIMELIKE STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS Division Program/Area Schools SrhnnIs RESPONSIBILITY EVALUATION Provide resource assistance to school staffs Provide planning time and formats to school staffs Develop school profiles which show complete data pictures. Set goals for improvement Share schools objectives discipline policy, standards for testing, placing and promoting students Involve parents as full partners in planning at school for student growth and success June 1989 *1 It M li Ongoing II M II To be determined -0- -0- -0- -0- o (O 00 Division of Schools and Curriculum Division of Schools School Principals and staffs Principals, Staff Principals, Staff, PIA Board, patrons cn cn I Completion of Program Designs School profiles and monitored building plans Development of and sharing of school based object Ives. discipline policies etc. Statistical improvement in student behavior and achievement II. I 2. 3. i rlin 1989-94 scr. ResporsiDie I: III. OBJECTIVES I__________________ (Year) Associate Superintendents IKPLEnENTATiOK TiK: i\nTo develoD and i mo I emeu t Dolities iihicli_entians\ne_5hQQJLcJ.inate Division Schools and improve student discipline and attendance while also meeting individual student needs and learning styles Provide inservice training to district personnel on discipline in a desegregated setting Provide inservice to district personnel on behavioral styles and learning styles of students of divergent backgrounds Provide a comnittee to review attendance and discipline policies and datum on an ongoing basis to ensure equity of policy and policy administration STRATEGIES/ ACTIVITIES BEGirillING CATE COMPLETION DATE COSTS RESPONSIBILITY Program/Area Individual Schools _________________ EunJ-l_ Services___ EVALUATION Conduct inservice training on discipline management in all local schools Provide follow up training for new staff on a regular basis Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance Committee and subcommittees to include principals, staff, patrons, students (on the secondary levels) and at least one (I) Board member to review to review data and recommend modifications to meet student needs and district needs August 1989 August 1989 Spring 1990 Ongoing 1989-90 School Year Fall, 1989 Ongoing Spring 1990 Ongo i ng Ongo i ng \"Watch dog\" commi ttee Ni Approximately Director of Pupil $10,000 -0- $8,000 - $10,000 $2,000 Minimal Student Handbooks $15,000 annual Iy o (O Services Building Principals Assistant Superintenden Consultant Building Principals Director of Pupil Services Associate Siiperintendenl Consultant(s) Tri-District Cooperative Identified staff s Associate Superintendents Principals Teachers Director of Pupil Services Patrons 00 O) O1 4. 5. Plan 1989-94 (Year) 1: r. F.espornoie Assnciatp Siioprintpnrtpnt.s til. J con Li nor fl 1 OSJECTIVES Appoint joint committee with PCSSD and NLRSD Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school Establish a school based student discipline and attendance incentive system at each school STRATEGIES/ ACTIVITIES Review attendance and disciplinary policies and consequences Develop school based discipline plans to be reviewed at district level and to include suspension alternatives Effectiveness of these alternatives to be regularly assessed Review research and develop rewards program such as recognition, tangible incentives and awards will be individual to the school Implement programs IKPUEKEKTATiOK VZKELJ.E BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY Division Program/Area Schools Individual School's Pupil Services~ EVALUATION 1989-90 School Year Fall 1989 Spring 1990 Fall 1990 Ongo i ng Ongoing Fall 1990 Ongoing ro -0- Approximately $600,000 (1st year) Cost wi11 increase over time Cost of research materials Approx $50 per school for periodicals (professional o (O Appointed Staff 3 Districts (see col labration component) Assistant Superintendent Principals School Based Staffs s Principals/Staff Review and revision of tri-district attendance and di sc 1 plinary Existancp of plan in each policies alternative building Statistical data to support validity of Assistant Superintendents plan and improvement VIPS Patrons Principals School staffs 00 O) cn in discipline and behavior I --li Plan 1989-94 (Year) scr. Responsible Associate Superintendents I: III, (continued) OBJECTIVES STRATEGIES/ ACTIVITIES IMPLcHiNTATiON TIHELirE BEG I nil I NG DATE COMPLETION DATE COSTS   Division Program/Area Schools Individual Schools Pupil Services RESPONSIBILITY EVALUATION Provide counseling intervention for students with chronic disciplinary and/or attendance problems Activate discipline/ attendance intervention teams at schools. Mandate the pupil services team to do monitoring and involve the counselor with students who have d i sc i pIi ne/a t tendance problems. Involve parents in the team process regarding their children throu ' meet i ngs/conferences Fall 1990 Fall 1989 I Ongoing Ongo i ng To be determined -0- o (O Principals Guidance Department Director of Guidance Pupil Services Building Staffs School Health Services Principal PTA Officer PTA Counci 1 Counselors School Intervention Teams School Health Services 00 OS tn Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/ disciplinary referrals II IKPLiKiKTATiOK 7:kEl\ni: 1 rlen scr. Eesporsioie 1989-94 1: IV. Division forSchnols (Year) ni Division Projrara/Arja _________To provide guidance/counselinq services which address individual student_______________________ needs\nare supportive of strategies and interventions to enhance student success and expectations\n____________________________and provide comnunication to families of students.__________ OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBILITY EVALUATION in/brm students eFall opportunities available to them and encourage them to take advantage of these opportunities 2. Make parents partners In education of their children by making information accessible to them and keeping them informed Publish a document annually which lists financial aide, vocational and higher education opportunities for all students Encourage students to take advantage of opportunities open to them Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co- curricular opportunties) Provide written information to parents regarding curriculum and student skills Sumner 1990 Spring 1990 Spring 1990 Ongoing Ongoing ongoing $4-5,000 per year -0- Approximately $18-20,000 per year o (O 00 Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Associate Superintendents Divisions of Curriculum and Schools Building Principals O) UI Publication of document Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post secondary education Rosters of meetings4. 5. r 1 n 1989-94 (Year) scr. Resporsibie Associate Superintendents 1\nIV. (continued)___________________________ OBJECTIVES To make students aware of educational and post educational opportunties Create comiunity linkages to assist students in need of special services Create academic intervention strategies on a school basis IKPLM5t7A7iON 7\nK Ci vi s ion Schools Program/Area Individual Schools ___________________Guidance_________ STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Skills and employment fair to be held annually in conjunction with business community Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions Each school to put into its annual plan a designated set of interventions to help increase student academic success ex: Peer Tutoring Volunteer Tutors Spring 1990 1989-90 School Year Ongoing Ongoing Ongoing Rental of space to hold this if necessary Vocational Teachers Counselors Volunteers in Schools PTA Employment Fair Student Attendance -0- Materials/ Support Supplies o (O 00 Counselors. Executive Director New Futures, LRSD Casey Coordinator Associate/Assistant Superintendents Director of Pupi1 Services Principals, Staffs of Buildings Assistance from Divisions of Schools and Curriculum O\u0026gt; tn Established community I inkages Annual plan and annual evaluation report comparisionsI\nI. 2. i rlin 1989-94 (Vear) r. F.ssporsiDie Associate Superintendents 1 OBJECTIVES Provide mini-courses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade 4 and through high school Rais awareness of student or future career options  ri  M  1KPLIr.rca\nok t : l\ni: Division Schools _______To provide guidance/counselinq which assists students to acquire habits and attitudes necessary for progress in school and in later life. Progreir./Area Individual Scliools STRATEGIES/ ACTIVITIES BEG Hill IKS DATE COMPLETION DATE COSTS RtSPOKSIBILITY EVALUATION Mini courses to be developed in sequence beginning with grade 4 Provide teacher staff development in the use of curriculum of these areas Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1990-91 School Year M 1989-90 (Phase in) Ongoing H Ongoing hO $1-2,000 per year printing costs $4-5,000 per year staff development costs and stipends -0- o to 00 Classroom teachers, VIPS, Guidance Counselors Curriculum Staff Teacher Developers of the niinicourses Teachers - grades 4 on O\u0026gt; Ol Development of minicourses Student participation in these (comparative numbers) Rosters of Volunteersi Flan 1989-94 (Year) r. F.esporsioie Associate Superintendents 1: VI. OBJECTIVES STRATEGIES/ ACTIVITIES I. Achieve equity in class structures by grade and by subject area 2. Achieve equity in student instructional practices Achieve equity in teaching methods IKPLKrr\n7A7 OK t:kl\ni\n Monitor student class ratios, instructional and teaching practices to ensure equity for all students. Review class ratios by subject, by class, by teacher on a semester basis Address disparities with intervention activities Review grade distributions by subject, by class, by teacher on a semester basis Address disparities with intervention activities Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods Pi 'vision Schools Program/Area Individual ScliuiTls' BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBLITT EVALUATION Immediately Immediately 1989-90 School Year Ongoing Ongoing Ongoing -0- -0- $5-6,000 per year for trainers o (O Principals Assistant Superintendent Associate Superintendent (Schools) Monitoring of ratios and student outcomes Principals Assistant Superintendent\nAssociate Superintendent (Schools) Staff Development, Personnel, Principals Assistant Superintendent\nAssociate Superintendent 00 O) Ui s Monitoring of master schedules Attandance at Inservice Classroom VisitationsI a .1 IKPLKiK7A7\n0K 7\nKL\nt\nE rUn 1989-94 (Vesr) r. F.isporsiPie Associate Superintendents \u0026gt;s1: VII. ____Provide and ensure opportunities and encouragement to all students 10 Pc11 cipate in extracurricular and co-curricular activities 91V i s ion Program/Area School s_______________ Individual Schools Director of Athletics 1. 2. OBJECTIVES STRATEGIES/ ACTIVITIES BEGirtUING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Inform al) students and patrons of co-curricular/  Use of media and press ?xtracurricular activities  Send printed informa- available for students and of participation requirements tion to parents  Hake clear public address system announcements to students * Use community agencies such as churches to assist with recruitment Ongo i ng -0- Communications Departmen Principals Staff PIA Board Athletic Director Log of announcements, media usage, other community student contacts Staff recruitment of students to participate Individual staff contacts wi th students encourage involvement M -0- Individual Staff Members Staff shall specifically recruit from among students who do not typically participate in particular activities Comparative review of data regarding numbers of applicants and participants by race o \u0026lt;o 00 O)I I.\"AVION 7 -in 1989-04 (Yr) 5sporsiDie Associate Supei^iteiideiits VII. (continued) c  s 1 c n rocrcr,/ Ar 4. 05ject:ves STRATEGIES/ ACTIVITIES I 3 iG. liTi I NG CATE COMPLETION DATE f.espons:e:l:ty mm IlC'l I s____ :a Indi V idiia I 'lirectni- ji EVAL'JATiON Ik I Mhl 'i K Increase student participation, particularly minority student participation in co-curricular activities  Profile student involvement in each club or activity  Disaggregate participation data  Develop school based recruAtment plans Ongoing -0- Principal Staff Assisl.inl Siiperintenilent - Year I v ina I , s i s il part IC I pal imi dat.i anil I nmparal I vK proi 11 es Removal of all barriers for students who wish to participate in extracurricular activities Provide a district transportation program for student transportation Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost Fall 1989 Fall. 1989 Ongoing Ongoing hJ $9 per bus run plus $1.50 per mi Ie To be determined Dependent on program inVO Ived o (D 00 Support Services Assistant Superintendents (secondary) Associate Superintendent Desegregation II Oi UI I 5 1: ?ln r. Risporsioie VIII. 1969-94 (Year) Associate Super!ntendents OBJECTIVES STRATEGIES/ ACTIVITIES IKPLKK7ATiOK 7:KL Assess the results of school practices, paying special attention to their impact on minority and disadvantaged students BEG I rm ING CATE COMPLETION DATE COSTS RESPONSIBILITY Ci V i s ion Procram/Area EVALUATION 1. Develop school profiles which provide overview of chool success or its impact on students so that changes and/or interventions can take place as needed Profile school by: * grade distribution * attendance * disciplinary outcomes  test scores  student involvement in school related activities  course enrollments/ special program enrolIments Data to be disaggregated by race Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement Immediately Ongoing -0- Assistant Superintendent Principals School Staffs Use of data based school profiles Yearly comparative studies Production of improvement plans to addrss di spari ties Outcomes evaluation l\\3 o (O 00 O) or I I. 2.\n.il Pln 1: r. P.esporsiDie IX. 1989-94___________ (Year) Associate Superintendent OBJECTIVES order to better address the Visits to schools by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking Disaggregation of test results by grade, by race for review and assessment for intervention purposes ir.PLr.l.'?A7\n0K 7:kl:i STRATEGIES/ ACTIVITIES nrnr Div i s ion Schools Procram/Area Individual SchoiTT? Review and assess testing practices, formats and results in____________________ '________ needs of all students while providing special interventions for disadvantaged students Meetings with principals, teachers Informal classroom visits by monitors Compilation of comparative data by school Evaluation of data with recomnendations for changes/i mprovements School analysis of test results by grade, teachers, race and subject area Development of comparative data to assess disparity areas. If any Preparation fo intervention plans to address specific student needs lestinq/Evaluation BEGINNING DATE COMPLETION DATE COSTS RESPONSIBILITY EVALUATION Spring, 1989 Spr ing, 1989 Ongoing Ongoing o -0- -0- (O 00 Testing/Evaluation Department Monitoring visits and reports Assislant Superintendent Principals/Slaff Division of Curriculum and Schools and Desegregation Principals Principals Assistnat Superintendent\nTesting/Evalualtion H Principals/Staff O) Ul Data assessment Documented intervenlions as needed Report of outcomes I 1: 1. 2. 3. rlin 1989-94 (Veer) r. Responsible Associate Superintendent X. OBJECTIVES DeveIop/enhance sitebased management at schools Provide support to revitalize school environments to make It conducive to student learning and to order Respond to principal requests for assistance in a timely manner ri  1  i jKPL(\nr\n\"A7\n9K 7:e t.- Li VSion Schools To give local schools sufficient authority to improve and to advocate lor students, and to hold them accountable tor results Procreir./Area Individual Schools STRATEGIES/ ACTIVITIES BEG INN I NG DATE COMPLETION DATE COSTS KESPOKSIBILITY EVALUATION Staff Development for principals Revision of district procedures tc provide central effice technical support rather than strict control Enhance principal accountability for program at the building Plan of district school rennovation to meet programmatic and student population needs Set up format for technical assistance with assigned personnel to work with individual schools 1989-90 H M II Immediate I Ongoing H II Ongoing N) Staff Development (consultant) approx. $700 per principal $35,000 Significant - involves rennovation, custodial and maintenance o (O Associate/Assistant Superintendents Conduct of staff development II II Support Services Division of Schools Curriculum Division 00 O) Ol Principal feedback Assistant Superintendent evaluations of school climate and programs and principal management of these Completion of tasks Completion of task Principal evaIuaIlun of plan Ii: 1. 2. -ii r'n 1989-94 (Veer) r.  I: Fssporsipie Associate Superintendent XI. OSJECTIVES STRATEGIES/ ACTIVITIES hi Division Schools Review staffing patterns and staff assignements on all schools and district divison for equity SEGINNiKG CATE CONPLETION DATE COSTS KlSPOKS:S!LITY Procreir,/krei Personnel DepartmeiiT EVALUATION Update review of recruiting needs by age, race, sex and seniority in positions in the District to ascertain projected needs Review of position assignments related to racial equity such that all races are represented in every postion and job description in the district Review of all current staffing with identification of staff by sex, race and subject area who wi11 be retiring to project needs Projection of student population on 2 year basis to validate expected needs Development and assessment of school and divisional staffing patterns Recruitment of support and non-teaching staff to reflect equitable racial representation in al I positions Currently in effect Spring 1989 Current Summer 1989 Ongoing Ongoing Ongoing Ongong I Director of Personnel Office of PupiI Accounting Director of Personnel Building Principals Division Heads Oivision/Department Heads Director of Personnel Completion of tasks Completion of tasks Enhance racial balance in all positions ro o (O 00 O) tn Iin Sir. Fespor.sto.e li: XII. 1989-94 ____________ ('.'ter) Associate juperTTi tendeii t I 03^ t:ves STKAT 5/ ACTIVliitS ir.PL I : s i: n hen I s Establish recruitment programs lor representat im or minorities in all positions in the ilistrii t =eg:i\ni.:i.'S CATE COUPLET!OK DATE COSTS KS?Ot\ns\nLITY ro: rar./Ai ia ih'i'seiiiii* i l'^'\n.ll i i.mh SVALUATiON Create pool of currently certified teacher appIicants and of students pursuing certi f ication Share applicant pools with PCSSO/NLRSO (see collaborative) Fall 1989 Ongoing Personnel Directors 3 Districts Completion ot task Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students Spring 1989 Ongoing Shared among districts (travel etc.) Io be determined Directors of Personnel 3 Districts Practicing Teachers (3 districts) on a voluntary basis Preparation ot iinl implcmentation of Shari IK) plan Approximately $4-5.000 per year Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching professioi Spring 1990 Ongoing Principals Personnel Office Teacher sponsor of FIA Collaborative effort with local universities Implementation ot procudures Provide internship programs at district schools for aspiring teachers and aspiring administrators Fall. 1990 Ongoing Stipend for mentoring teachers/ .idministrator  i o (O GO O) UI IIN?Lr.l.AT\n3K TIK i: Lil rien \u0026gt;969-94 (year) i's:- F.espor.sioie Associate Superintendents  I: lUi Ensure school-wide planning for orogranmatic excellence and individual student achievement vision Schools Procrair./Area Indi vidua I SchooIs OSJiCTlViS STRAT-GiES/ ACTIVITIES 5lG I NII I NG DATE COMPLETION DATE COSTS RiSPOKS:S!LITY EVALUATION Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities Formulate guidelines for school improvement plans which wi11 lead to specific achievement increases and interventions to assist students Via disaggregation of data relative to  student performance  discipline  attendance * participation in school activities  placement in classes Train staff to deal with data and implementation of strategies Evaluation of outcomes of interventions via milestone reports and final yearly reports Reassessment of and modification of objectives and strategies Creation of final plan and strategies Fall 1989 Spring 1990 1989-90 1989-90 1989-90 Ongoing Ongoing Ongoing Ongoing Ongoing N3 -0- -0- o to 00 Divisions of Schools Testing/Evaluation Department Committee of Principals School Staff/Principals School Improvement learns Division of Schools Testing/Evaluation Department Principals/School Staff School Improvement Teams Assistant Superintendents Principals/Staff Principals/School Staff O) UI Formulation of guidelines, plans and interventions Disaggregated Outcome Based Data Outcomes evaluations conducted on a comparative basis I ?an scr. F.espor.siDie I: XIII. 1999-94 __________(Year) 'Die Associate Superintendents (continued)________________________ OBJECTIVES STRATEGIES/ ACTIVITIES Annual assessment of outcomes of yearly plan I KL iKiKTAT TON T ? KEL: \n| BEGir.TIIKG CATE COfiPLETION DATE COSTS RESPONSIBILITY vision Schools Procram/Area Individual Schools EVALUATION 1989-90 Ongoing Assistant Superintendents Principals Staffs School Improvement Teams Assessment process and remediation plans for areas in need of improvement ru o (O 00 o\u0026gt; Ui Iren 1989-94 (Veer) -i'scr. f.jsporsioie Associate Superintendents JOX----------------------- OSJiCTIVES STRATEGIES/ ACTIVITIES IKlErcICATiOK 7:k c \nv? s i on Provide staff development on an ongoing basis to staff and information to parents relative to student success ?rocriir./Area Schools Individual Schools SEGItlNINS CATE C9KPLETI0K DATE COSTS KiSPOKSIBILlTY EVALUATION To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor Provide selections of staff development opportunties for individual staff and entire faculties to include but not limit to 1989 Ongoing $50-60,000 per year TESA PEI Classroom Management School Management Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development Provide dist''ict wide progran cf staff development 1989 1989 Ongoing $6-8,000 per year Ongoing with maintenance K3 o (O 00 Associate Superintendent Curriculum Assistant Superintendents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances II II o\u0026gt; tn 1\n: I: ritn r. r.isporsioie KV, 1989-94 (Vetr) Associate Superintendent OBJECTIVES STRATEGIES/ ACTIVITIES IK?'.l'.i\n\"A7\naK TIKiirce Collaborate with contiguous districts regarding aspects of the plan which will raciiitate ano enhance desegreqalleiforis--------------- SEGIt.TilNS DATE COMPLETION DATE COSTS KESPOKSIBILITY L.'. v: s ion Schools Procriir./Arca   Individual Schools EVALUATION To create a collaboration whereby all students in all schools in the 3 districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Contained in the following \"collaborative plan\" See attached plan See attached plan M See attached plan o to 00 Superintendents and Staff of 3 districts o\u0026gt; tn Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed II LONG-TERM DESEGREGATION PLAN I PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW I The Program for Accelerated Learning (PAL) provides learning experiences to remediate a student's deficiency while minimizing the removal of the student from the regu- I lar classroom setting. PAL is available for all grade levels, K-12. The program provides maintenance and rein- 6 7 forcement for the student in need of this kind of support while enabling the student to experience success within the 8 9 regular classroom setting. In addition to PAL, additional 10 specialty programs, summer school, and after-school 11 programs provide needed remediation for students. 12 Technology assisted instruction is used to provide reme- I diation and intervention learning/teaching strategies for targeted students. Computers, video discs. VCR's, and appropriate software support the instructional needs of each student, and instruction, utilizing technology, porates cooperative learning strategies. incor- I In the PAL computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 35+ I minutes a week in both math and reading. I I I h I I PAL specialists in mathematics and reading work closely with the computer component to monitor student data. I They investigate student difficulties pinpointed by the compute r I and assist the student as needed. The eventual goal is to add computerized management component to provide (1) a I annual pre and post criterion referenced tests for most grades including grading and reporting, (2) computerized 6 scoring of unit tests for mastery and (3) the automation of record keeping (trifolds) to provide the teacher with more time 7 to work with students and better data with which to 8 I approach that task. 9 10 A non-certified instructional aide (lab attendant) super- vises the students as they participate in the indivi- 11 dualized state-of-the-art instructional program 12 I administered by the computer. The move toward equity is being augmented with a support system for students who formerly matriculated at the lower I or basic level in all grades (1-12). The Little Rock School District's support system is the Program for I Accelerated Learning (PAL) for students in grades 1-12. PAL is to be fast-paced, high-interest, high- a I expectations, individualized program that will have spe- I time frames by which students will meet performance criteria. PAL is a transition program that assists stuI dents in learning the requisite skills necessary for I I zinstruction in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, science, social studies, and math at the secondary level. PAL is cooperatively planned and developed by the staff for students. The staff offers a stimulating, multi-cultural. and inter-disciplinary approach to learning, with language (oral and written) base for emphasis in each a 6 7 central core area. Staff members use a variety of instruc- 8 tional strategies and utilize both in-district and com- 9 munity resources for motivating students. 10 Parents\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_183","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count","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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1988-10-03"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Little Rock School District","North Little Rock School District","Pulaski County Special School District","School integration"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count"],"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/183"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["118 pages"],"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\nOctober 20, 1 988 TO: Board of Directors FROM: James Jennings, Associate Superintendent - Desegregation -:\n-5 THROUGHD: r. George Cannon, Superintendent of Schools SUBJECT: Enrollment Report - October 3, 1988 cc: Executive Staff '  TOTAELN ROLLMENT Seni1:i1' Hich Schools Central r o\nY' H,:i 11 McCl el 1 an P11rkvif.W TOTAHL IGHS CHOOLS Jun 1 or Hi ':JI, School::\nC1overdale Dunbar Forest Heights HPnriP.rson Mabelva1e M.:rnn t-'1..11~ 5k i I It\ni gh't!: D....,.~ l',\\/.!916 TOTAJLU NIORH IGHS CHOOLS Elementary Schools Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Ful ::iri ght Garl dt1d Geyer Spy,ing~ lsh Jefferson King ENROLL~ERNET? ORT October 3, 1988 ENROLLMENT 26,543 ~,070 920 1, ~68 1 I 191 847 6,296 712 741 770 954 581 882 1394 734 6,068 279 414 400 447 560 ,. 446 414 341 423 442 598 299 239 197 488 94 HJGH SCHOOL KINDERGARTEN: White ~ 1,\":\u0026gt;~r/ C,e~ tra l 1 e. ,-/\" ~ h:nr 5\n- ,:-Pt/J\u0026lt; Hall 16 :P/j\u0026lt;Jc McCle~lan 7 ~ Parkvicw 6 TOTAL 35 ... ~ NONBLACK a/ BLACK ,O 16,753 9,790 63 1 . 105 885 57 466 454 S1 635 633 50 (i1 ~ 576 ~2 493 354 ~e .1,j~4 2,0O'.I 6~ 424 208 60 600 141 81 4g2 278 fi4 614 340 64 1? fi 256 56 516 366 ~y 429 26t\n62 ~12 r!~~ 70 3,912 2,156 b4 202 77 72 297 117 72 292 108 73 278 169 62 363 197 65 281 165 G3 270 144 65 247 94 72 251 172 t:\n9 414 ?.8 91\\ 327 271 , .. ~:) 276 23 92 1 ~ / 62 6G 178 19 00 272 c16 56 88 6 94 R)Rck Other Total /,-ti~-~ 49 .50 f ~pqO 11 16 3 19\n-\n:J\u0026lt;!. /  . 13 20 ---(\u0026lt;H- pI a 11 1 18 87 1 1?. 3 ~\"~' p  rJ~t'l\"~ --. '. .. ENROLLMENT BLACK NONBLACK % BLACK Elementary Schools (Cont.) Mabevl ale 586 373 213 63 McDermott 506 298 208 59 Meadowclfff 456 312 144 69 Mit che 11 261 220 41 84 Otter Creek 361 207 154 58 Pulaski Heights 326 226 100 70 Ri ghtsell 241 196 45 81 Rockefeller 300 255 45 85 Romine 472 360 112 76 Stephens 233 227 6 97 Terry 522 307 215 59 . \\ akefi el d 501 316 185 63 Watson 465 297 168 65 Western Hills 332 213 119 64 Wilson 412 289 123 70 Woodruff 221 163 58 74 TOTALE LEMENTASRCYH OOLS 12,276 8,452 3,824 68 Elementary Magnet Schools Booker 647 355 292 55 Carver 446 222 224 50 Gibbs 335 172 163 51 Willi ams 475 246 229 52 TOTALE LEMENTAMRAYG NETS 1,903 995 908 52 TOTALE LEMENTARY 14, 179 9,447 4,732 66 ~~ 3c),,,e/2, /1J/,Ju'S\nA-1,,pe,(y 11-J:.J\ns--/vo\u0026lt;\"\n)~ G,:\u0026gt;1 i..A.I c:?,CJ70 //i'~ gg--5 7\n=?0 , -Y'J / 9 t' .\n?O~O /, /.,,3(:p g,'?? ~\"/4 v-.,L 9.,:,0 IC.. ~\" '1/~ ~/ 909 -Y5S \"'1/-1/7 /(,., ~o/o ,,t-/4J/ /~Cf c\ni55 r:..~\"f.3 /9 -3 ~(:!,, /~~/ .:::, /i c\n~,\ni,, Gl1 -5}/ % oveL- .. '\\ ... ~/ :i\u0026gt;/J( J/,( ~ '/J( ~\u0026lt;74-//4J /19/ \u0026lt;\n,/5 S?C, :\n)..J c:\u0026lt;0 13 7 (,,..S. //7/ C::,eJ~ ::ff~ c\n~/'% TOTALE NROLLMENT Senior High Schools Central Fair Hall McClelian Parkview TOTALH IGHS CHOOLS Junior High Schools Cloverdale Dunbar Forest Heights Henderson Mabel vale Mann Pulaski Heights Southwest TOTALJU NIORH IGHS CHOOLS Elementary Schools Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Ish Jefferson King ENROLLMERNETP ORT October 3, 1988 ENROLLMENT 26,543 2,070 920 1,268 1 , 191 847 6,296 712 741 770 954 581 882 694 734 6,068 279 414 400 447 560 446 414 341 423 442 598 299 239 197 488 94 BLACK NONBLACK % BLACK 16,753 9,790 63 1 , 185 885 57 466 454 51 635 633 50 615 576 52 493 354 58 3,394 2,902 54 424 288 60 600 141 81 492 278 64 614 340 64 325 256 56 516 366 59 429 265 62 512 222 70 3,912 2, 156 64 202 77 72 297 117 72 292 108 73 278 169 64 363 197 65 281 165 63 270 144 66 247 94 72 251 172 59 414 28 74 327 271 55 276 23 92 157 82 66 178 19 90 272 216 56 88 6 94 NORTH LITTLE ROCK PUBLIC SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1988 ELEMENTARSYC HOOLSI NCLUDINGK INDERGARTEN t~ ( 1/,'BLACK BLACK SCHOOLS NONBLACK TOTALS PERCENTAGE Amboy ~,\nd\" 169 427 39.6% Argenta 95 116 211 55.0% Baring Cross 8 8 16 50.0% Belwood 82 67 149 45.0% Boone Park 249 309 558 55.4% Crestwood 119 90 209 43.1% Glenview 128 100 228 43.9% Indian Hills 285 158 443 35.7% Lakewood 145 98 243 40.3% Lynch Drive 162 116 278 41. 7% Meadow Park 136 140 276 50.7% North Heights 235 173 408 42.4% Park Hill 164 98 262 37 .4% Pike View 240 185 425 43.5% Pine 101 107 208 51.4% Redwood 114 172 286 60.1% Rose City 125 109 234 46.6% Seventh Street 189 148 337 43.9% TOTALS 2,835 2,363 5,198 45.5% NORTH LITTLE ROCK PUBLIC SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1988 SCHOOLS NONBLACK ~ ~ Baring Cross __ 1_1 __n_ _n (Secondary Students) SUBTOTALS 11 22 33 SECONDARSYC HOOLS Central 403 301 704 Lakewood 328 122 450 Ridge road 341 284 625 Rose City _.2Q2_ _ill _ill. SUBTOTALS 1,281 865 ~ 2, 146 Northeast 742 338 1,080 Ole Main ---2fil __il_ 1,037 SUBTOTALS 1,323 794 2,117 SECONDARTYO TALS 2,615 1,681 4,296 ELEMENTARTYO TALS 2,835 (Including Kindergarten) 2,363 5,198 DISTRICT TOTALS 5,450 (Including Kindergarten) 4,044 9,494 BLACK PERCENTAGE 66.7% 66.7% 42.8% 27.1% 45.4% 43.1% ~:.4 0.3% 31. 3% 44.0% 37.5% 39.1% 45.5% 42.6% -~ NORTHL ITTLE ROCKP UBLIC SCHOOLS RACIAL COUNT .,:.. AS OF OCTOBER1 , 1988 ELEMENTARSYC HOOLSE XCLUDINGK INDERGARTEN BLACK SCHOOLS NONBLACK BLACK TOTALS PERCENTAGE Amboy 205 157 362 43.4% Argenta 83 96 179 53.6% Baring Cross 8 8 16 50.0% Belwood 65 57 122 46.7% Boone Park 219 244 463 52.7% Crestwood 107 84 191 44.0% Glenview 116 83 199 41. 7% Indian Hills 238 147 385 38.2% Lakewood 112 92 204 45.1% Lynch Drive 135 107 242 44.2% Meadow Park 113 123 236 52.1% North Heights 183 159 342 46.5% Park Hill 131 89 220 40.5% Pike View 192 169 361 46.8% Pine 99 79 178 44.4% Redwood 112 129 241 53.5% Rose City 99 102 201 50.7% Seventh Street 187 111 298 37.2% TOTALS 2,404 2,036 4,440 45.9% NORTH LITTLE ROCK PUBLIC SCHOOLS RACIAL COUNT .,- AS OF OCTOBERl, 1988 SCHOOLS NONBLACK BLACK TOTAL Baring Cross __ 1_1 _ll --1.J. (Secondary Students) SUBTOTALS 11 22 33 SECONDARSYC HOOLS Central 403 301 704 Lakewood 328 122 450 Ridge road 341 284 625 Rose City _fQ2_ _ill. ---11 SUBTOTALS 1,281 865 2,146 Northeast 742 338 1,080 Ole Main -2fil ~ 1,037 SUBTOTALS 1,323 794 2,117 SECONDARTYO TALS 2,615 1,681 4,296 ELEMENTARTYO TALS 2,404 2,036 4,440 (Excluding Kindergarten) DISTRICT TOTALS 5,019 3,717 8,736 (Excluding Kindergarten) BLACK PERCENTAGE 66. 77. 66.77. 42.8% 2 7. li. 45.47. 43. li. 40.Ji. 31. Ji. 44.0i. 37.57. 39. 17. 45.9% 43.0% ::.7 \"31 (c)7: ~9 PUL. C) SPL SCH DI'3T -.-- ..  .._ A..'\"nold I ~J\u0026lt;er I :2Lt~S ! 5..::.VOl1 :--ieco ! Cato Coli. 5tal ~ Du:::::-e~. I F'ul1er , ,,.,..-:..~ Ja'\u0026lt;-. Ele.\u0026lt;:i. -L~C..'7'il.:\"J\u0026lt;: c-cWSOr. Ci\"\\.-: Grove J ~ i\u0026lt;:::rooke -?!..\"1e Fores~.\\ ?ineivecd n _Eg.9~on Ii Sco-:t ] St-e.=-\n,'00'.i ~ S'llvan !-iills Ta\",.\"1or i Tcll,:\nSC,n f!\"('{T' llf. J:'T .\n:i..f . I I Fw . .Ler Jr . Jax. North Ja:\u0026lt;. South I Nortrr...rocd ~- Jr. S Hills Jr 'r(\"/i'~~ JP Ja:{. H.l.gh Mills 1' NO. Pulaski Oak Grove Rcb. Hiah I s. Hill~ Sr 'I'OT.?il. SR. - GRAND 'IOI'AI. . 61 58 i ri 4 , ~ , , l 100 I 93 ' 354 220 264 29,t 54 ~5 161 \" .. 0.\n158 - 95 - 71 122 125 1i2 84 3.231 375 128 174 2.68 86 218 1.151 I ~6 322 [ ' 145 11 6 95 I 163 , 107 5.489 t 1988--89 E~RGI..:..MENT OCTOBER 3,  l 968 0 310 j 371 248 I 306 379 ,, I 7G j. . \"a' I 598 51~ I 634 88 I 188 395 I ,t38 , 'if\n\"lJJ 4 f, 7 F, ~' 535 799 333 627 302 356 490 555_ 500 661 513 596 519 677 379 474 142 213 444 566 611 736 i? Cl 441 4 \"i7 541 q Ii?? l2,2:i3 452 827 439 567 486 660 746 9 1 A _ .. 395 . ~., .. 0 - 781 999 3,299 \u0026amp;. .d.50 920 I 1186 463 I 785 721 866 s:\\?n Q's I- 352 4. 4 7 785 .9 .. a 4.061 5 163 - 16 382 -11...0.. ! ~---- P.2 ... 16 I 84 .J..9 i 3.!. 49 I ::, .L 3 I 97 t l8 r 82 53 I 47 1 ~ I Sl : I 58 - 42 J? I F,R 33 I 67 47 53 15 85 I 12. 88 24. I i6 14 86 23 77 20 80 33 67 22 l 78 17 :33 25 I 75 H 8.i 26 74 I ~ _L_ 45 55 23 77 26 14 18 8? 18 P. / 22 I 7 P, I I --- ? ii l 7~ I I 22 I 7 P, i 41 SQ 17 A1 1 ') RR 21 ! 7q l ~ - I 83 I ' 21 10 ' r  I I I 25 75 I { . t ' ~--..-..... --:,1.,:. - ..:.!'J.  ut.,' -- :.-( ,c~i. - r' ._r1-::\n_ c F -I_IL:-0. SPL SCH DIST l'-..........,. .. .... -.....n-u--.1--..er Jr. Jax. North Ja..'\u0026lt;- Soutl'-. Nortrn,ooo - Rob. Jr. s. Hills Jr 'rr-YT'I.. T TR - Ja.\"\u0026lt;. Frigfi I -- Mills -No. Pu.Laski Oak Grove Rob. Hiah I s. Hill~ Sr ___,__ .-.i \",1 -:J 128 J.7~ .lc8 e.e-, 218 - 1..1~fa I 266 322 145 I H6 7 : 95 I 163 NROL:..MEN1' OCTOBER 3, l %8 452 827 439 567 486 660 746 9 ,. . .. 395 4 o\"'\"_l 781 T- 999 3,299 -~_,_1_5 ~ 920 1186 463 785 721 I ~66 \u0026amp;20 =__j3F 352 ,!_ 4 7 785 .9 .. a 81 - 4,2 -\n,_q I --: 67 _1 53 I 85 I 68 'I 26 14 22 L1 41 - 17 - , ? - 21 1 - --~- ~- -I ------! _ri~.:==: rror.r..SJR... l , 0 7 - - I 4 061 5. !.63 21 l ~----...,_.-----1------ F---J\u0026lt;:l - I --- - - - ~- I I -- _gy,ND 'illTAI. s 489 16,382 t_D__,~7- +- - . .J. 25 . ----- t i ,,...,_,._,. __. ,._. ..... . 75 ::'NRO LlE-JT 0 TC'\u0026gt;_ Efi. 3 LS88 Tavlor 1 1 J  )g 4 4 l 2 5 \": ToJles:-n 84 !1\u0026amp;:\n7 541 ~6 84 I 3,231 l.t:. 2 :\u0026gt;J 26 74 - -----------~-------t------- ...-.--.-.-- -+------.,,_- I ...,..__,.. _________ -1---------t,------- ..... -------+------- r. 375 4\"-12 827 ~5 55 -+----~\n._-----+---__\n_,\n_\n__...,_ __ =------1.--~:\n..._---+---.-...,---- t-L rt h 128 439 567 23 \"'7 d-\n.. ~=-uth 174 486 G60 26 \"'4 Nort.ru,.'Xld 168 I 74 6 ::nrt 13 \u0026amp;? P.ob. Jr. 88 395 483 13 A? S Fills Jr: 218 781 999 22 13 1.151 3.299 4 4Sn 74 Ja'I{. Hign 266 920 .lJ.80 22 1~ M,lls i 322 463 785 41 c:\n.Q No. Pulaski 1 145 721 866 . 17 Rl fl\n:i'c\n: G..-ove. 11,:\n820 9~~ 1 ') ~~ n. Fob. Hiah 95 352 441 21 1() r - s. Hills Sr 16\"3 785 948 17 81 'It)TAL SR. , 1 n 7 4 061 5.158 21 7,0 . - GP.AND'r CTAI.. 5 4 89 16.382 2 l 87 l 25 75 p ASK Co TY 5 ITT 501 0 F X  4 . . _::\n..___....\n.:\"-------- Fro w ti ~ Yo r CHO L Drs . ox 860 7221 Ir ud rcr i r I 1 H I -t .. .:, #. J\nn C )'. * 't t r:t ~ .:**: .: n:ni,. :t:t:::u::o::t:.:.t:n*:,::,cu:,at::* P, 01 * r * UNP 91 MON8: 44 * l - ' Jl\"'i .. ~t:. t l .E %, c' Rr t.'.: ' ~ JK *\n.: * + ~ h t t ) \" t tq p * ( h ,1,t:i:Lt: **inn: i l f \nn.::uU Of., ~ 1i t n:.u~iu ,  q,n*~-H*'U . ~ . . . . P . .: ~ ~ - ,t' .L , .OF \u0026lt; - I ..,. .. ck I :~ ., .I. C k I '::\u0026gt;ta . [%a :..a. k /% :fon-BlaGi\u0026lt; I I\n, I -, 21 )3,\n~? I ::p_ ' ! -' l 6.!. EO .3 7 1 I 16 ti .. j:,O t t 1\ns: - ~ .. ~ I .:,3 24 8 I ~ .. I , ,\n~ -:,79 7,\nj . 49 I ., l. !:-,VOL: :!E.':O , \"' ...,n~ '398 1 '17 ':ato , ' ,. i:\n.) I 634 . \u0026amp; I 82 Col:. Sta. 18~ ') 3 4.., -- 100 88 I l).1oree C) 3 B:, 1138 H I ,. . Fuller 3'14 ? 'in Fi 1 () C:R ..'-: \" 1-1\u0026lt;.1.. .- \u0026lt;: 2?0 4 fl 7\n:\n1n\nn I \"\nJax. Ele.rn. 2t:i4 535 799 33 I \"-,~ Landma.:: l\u0026lt; 294 333 627 47 53 Lawscn } 1 30 :' 3 _,fj 15 35 03}, Grove 65 -4 90 555 12. aa ca.ld)rooke 161 sc: 661 24 76 ?1..\":e Forest. 83 'H3 596 1-t d6 - ? :.r.ew'C-Od 158 519 67i 23 77 -~'b\nn.,on Ii 95 379 474 20 80 S::., t 71 -,: 213 33 67 - s - 'O Qd I 122 . 566 22 78 -- -'1 Hi:..ls 125 736 17 8 - r 11' ~  4 4 l 2:i 7-:J - . .-.:son 21 457 54  16 8.1 - I 'T\"O'l- i:\"T~ 3 231 '1 '.'122 lL,.: ::\u0026gt;J 26 74 - - --- r Ler Jr. 375 4 ..,. . 827 .. s 55 Jax. North 128 439 567 23 77 Ja'\u0026lt;. South 174 486 660 ' i\n7t. -!.\"lortrr.~ 168 746 914 g? fu. . Jr. 88 J95 483 ) ~ P.? S. Hills Jr 218 781 999 ,. 22 7 P. 'J'rYi'!. T. \"JR 1 151 3 299 4 4 \u0026lt;\n() '.\u0026gt;h it. Ja:{. H:.gh 266 920 l.l.8 6 22 7P. Mills 322 463 785 41 'I q '-Io. Pulaski l~ 5 721 806 17 fl1 Oak Greve J l 6 820 936 , ? RR Rob. Hich 95 352 447 21 ,c\ns. Hills Sr 13 785 948 17 8 'TCfr\n.\n:__ SR . l Hi7 4.061 5 168 21 GRA:'~\u0026gt; 'ial'AI '\u0026gt; 489 15. 38 2  t ~\"7 \u0026amp;.  I 2'\"l 75 I --I - - ULAS TY PEC AL C O L S RICT 1 0 o RoAo/ . 0. 8 x 8601 LITTLE ROCK, AR 72216 501 490-2000 Fa 3 0 From:  \u0026lt; .. \u0026lt; t\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\u003cdcterms_creator\u003eArkansas. Department of Education\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 "},{"id":"bcas_bcmss0837_1087","title":"\"Interdistrict Desegregation Plan\"","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":["1988-10-03"],"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","Pulaski County Special School District","North Little Rock School District","Education--Arkansas","Educational planning","Educational law and legislation","School integration"],"dcterms_title":["\"Interdistrict Desegregation Plan\""],"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/1087"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["48 pages"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nIN'l'ERDISTRICT DESEGREGATION PLAN October 3, 1988  -- 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. INTERDISTRICT DESEGREGATION PLAN October 3, 1988 Introduction Position of the Arkansas State Board of Education Overview Interdistrict Desegregation Plan Student Choices and Options Summer School Gifted Education Long-Term Desegregation Plan staff Development School Operations Library Media Special Education Vocational Education 12. Guidance and Counseling INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences through the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her economic status, racial, cultural or geographical identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four ( 4) main committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. At one time - or another all the parties had representatives present to develop and formulate areas of collaboration. The committees submitted their reports to the oversight committee (student assignment) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. The intradistrict submissions constitute the work product of representatives and counsel of the submitting party and do not necessarily represent matters upon which consensus has been formed among the parties. Indeed, it should be emphasized that all of the material has not yet been subjected to finnl review by the parties. However, such material does represent their best - joint efforts and mutual thinking to date.  Finally, this document represents the work product of the LRSD, PCSSD, and Joshua Intervenors. The NLRSD is not a signatory to the proposal or any of its parts and has not agreed to participate in any of the programs, procedures or policies set forth. The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD . The NLRSD will consider the programs, and may, subject to the - consent of the parties hereto, participate in specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. --  POSITION OF THE ARKANSAS STATE BOARD OF EDUCATION The Arkansas State Board of Education cannot support and must object to this plan, primarily because it expands the financial responsibility of the State Board beyond both the interdistrict and intradistrict remedies assessed against it in the opinions of the Eighth Circuit Court of Appeals. Upon request, the State Board will continue to cooperate and assist the other parties in an advisory capacity and will continue to negotiate with them to modify the plan so that it is brought in conformity with the earlier Eighth Circuit rulings in this case. OVERVIEW I. Objectives: The objective of the parties is to develop and implement a comprehensive desegregation plan for the three school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established interdistrict schools which shall seek to obtain a ratio of between 60% and 40% of either race with the ideal goal of these interdistrict schools to be 50% black/white. Proposed interdistrict schools shall be phased-in to these ratios over time. II. Interdistrict Schools: There shall be interdistrict cooperation in developing the interdistrict thematic school programs. The State Department of Education shall have ultimate responsibility for financing interdistrict thematic schools. Responsibility for operating and managing interdistrict schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four new interdistrict facilities will be constructed in 8 the near term ( 1989-90). Sites to be considered include a new Washington school\na new school near I-4 30, perhaps using the vacant Home Mart structure\na new King school\nand a new Stephens school. -- Facilities considered for construction in the future include new schools in or near Shinall Valley\nthe Outlet Mall area and the Scipio A. Jones site. Further construction and additions may be undertaken at the Oak Grove (PCSSD) schools and such other existing school sites as determined between the parties or by the court as appropriate for interdistrict school locations. The interdistrict schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. efforts designed to schools. III. Enhanced Schools: PCSSD and LRSD will engage in recruitment maximize participation in interdistrict There shall be a limited number of enhanced 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 of 50\\ black and 50\\ white with an allowable range of assignment of present LRSD students of 55\\ black and 45\\ white. The recruitment of white students to these remaining schools may increase the percentage of white students in these schools.  The enhanced schools shall be identified after a determination has been made of the number of black students who elect to attend them. The enhanced schools will be desegregated in phases through a combination of recruitment to the enhanced schools, and assignments from the enhanced schools to interdistrict schools, as those schools are built\nsuch recruitment and assignment shall be in accordance with each district's student assignment plan. Funding for the enhanced schools shall be set at two times the level for regular-curriculum 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. As this plan's first phase program is completed, the number racially-isolated school settings students. IV. Magnet Schools: of facilities construction of students remaining in should not exceed 15 o o The Little Rock District shall continue to operate the six present magnet schools. Those schools shall be racially balanced to a point of between 50% and 55% 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 .  V. PCSSD Schools: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. VI. NLRSD Schools: The North Little Rock schools shall have a black-white ratio goal in accordance with its present desegregation plans. That district will operate no magnet schools unless it so chooses, although it may educate pupils of the other two districts. If an interdistrict school is placed in North Little Rock, it will be racially balanced. VII. Further School Construction: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. Transportation: The districts shall explore operating a single transportation system. The cost of any such system shall be shared in a manner agreed upon by the parties or ordered by the court. Students who need transportation in order to attend their assigned schools (including its programs and activities) shall be provided it. Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. Building Quality: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower  socio-economic least equal districts. areas shall to those in receive attention and more affluent areas X. students Outside Pulaski County: resources at in respective The parties shall encourage assignment of students from outside Pulaski County to select interdistrict schools. Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. Faculty: The districts and the state department shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. Achievement Disparities: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or vali-dated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools .  c. The districts shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. XIII. Programs and Activities: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified\nanalyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextra-curricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. Monitoring: The districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Master. Additionally, at the end of each year a determination of the effectiveness of plan implementation shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive .  xv. Housing: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of, segregated housing patterns. XVI. Funding: The parties recognize that most funding issues will ultimately have to be determined by the Court. The parties expressly agree that the method of funding chosen to satisfy the State's obligations under this Plan shall not result in a diminution of funds in comparison to the usual and customary Minimum Foundation Program Aid funding for a typical, non-magnet school. Moreover, where there is a commitment in this Plan to \"enhance\" a school, it is expected that more rather than less will be spent per student in State aid. The Little Rock School District does not have the necessary funds to implement this desegregation plan. Implementation must be dependent upon the receipt of additional desegregation funds by LRSD. XVII. Special Education: To the extent not addressed in other sections of this Plan, the parties are committed to ensuring that all aspects of Special Education within the three districts shall be operated and maintained by the parties with the objective that racial disparities,  including over-representations of certain groups in special classes, shall be reduced or eliminated. The parties will continue to work together toward that end. XVIII. Community Involvement: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing .  -  INTERDISTRICT DESEGREGATION PLAN student Choices and Options The parties to this proposal believe that the recent success of the magnet schools in the Little Rock School District as well as the real potential for expansion of the tri-district Majority-to-Minority program should constitute the fundamental building blocks upon which a tri-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of new magnet schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for new magnet schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons, parents, and students in theme selection. To that end, these parties propose to conduct a series of carefully drawn tri-district parent/patron surveys designed to elicit public opinion and input concerning the selection of themes, the location of themes, and the implementation of themes. The parties further propose that, following analysis of the data received from these surveys, a series of public meetings be conducted to receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote con- - - ....  fidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. The parties further propose a liberalized and expanded greater-majority to lessor-majority transfer option, which is separately presented as a proposed stipulation. Preliminary Suggested Magnet Locations The following suggestions are the best judgment of the planners in this process based upon the need for new construction and current demographics and geography. The parties suggest that within the Little Rock School District a new Stephens Elementary School operating at grades pre-K through 6 be located due west of and adjoining the Capitol Hill Complex, by 1990. These parties propose that this elementary center be constructed, owned, and largely operated by the state of Arkansas as both a model and experimental school which draws its black student body largely from the Little Rock School District and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have child care facilities. These parties also propose the construction of a new King Elementary School as a downtown elementary school, by 1990. These parties propose that this facility be located in the general area bounded by Interstate 630, Chester street, 9th Street and Center Street. These parties believe that this location would serve as a natural magnet for individuals who work  - -- within governmental and business centers of Little Rock. To augment its attraction, and to facilitate, perhaps as a pilot program, the state of Arkansas' long-term goals for early childhood education, the school should include a four-year-old preschool program as well as childcare facilities. The parties further propose that the reconstructed Washington complex serve as an interdistrict magnet, beginning in 1989, and that, particularly because of its location, it be promoted as an option for out-of-county parents and students who work in the city of Little Rock. The parties also believe that the time has come to open all of the interdistrict magnet schools to parents and children who reside outside Pulaski County. This latter action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending magnet schools, and because the state of Arkansas will be called upon to play a significant financial role in the establishment and operation of these new magnet schools. The parties further propose that in 1989 the Oak Grove complex of schools in Pulaski County be constituted as an interdistrict school complex, with each organizational level assigned a publicly determined theme. The parties believe that the selection of themes for this school complex should be determined after the survey and public hearing process is completed. The PCSSD suggests that serious consideration be given to the implementation of a naval ROTC program for the Oak Grove high school and  --- e - -  the concomitant phas~-out of the naval ROTC program at Parkview High School. LRSD disagrees with the Parkview phase-out. The parties further propose that a facility located at the junction of Interstate 430 and Colonel Glenn Road in the western portion of the city, otherwise known as the \"Home-Mart Building\", be acquired for operation as a large elementary magnet school to be operated by the Pulaski County Special School District, beginning in 1990. The parties are in agreement that the location and physical construction of this facility offers enormous possibilities for an excellent instructional program. Among the advantages offered by this facility are its extraordinary size of 120,000 square feet, its proximity to Fair Senior High School, its unique location almost upon the boundary of PCSSD and LRSD and its proximity to Interstate 430. While final details have not yet been proposed, the parties believe that this facility could be operated in a unique way. This includes reserving for Pulaski County Special School District a significant number of seats, some of which might be available for mandatory student assignment by the PCSSD, to accommodate a future growth of student population in the western portion of the PCSSD. The parties believe that an appropriate theme or themes can be determined which would accommodate not only the traditional method of pure volunteerism for magnet schools but also the potential for number of the seats being reserved for a geographic assignment area within the PCSSD and LRSD .  -  The parties also recognize that the sheer physical size of the facility holds out the promise of a multi-theme magnet which could promote even greater interdistrict student movement. The parties further believe that its location at a major intersection on the Interstate system in the western portion of the county holds promise for the attraction of students from without the county who do not travel on the other major arteries which now bring them within proximity to the previously established Little Rock District magnet schools or the proposed Washington Elementary School. The parties further agree that serious consideration should be given to the establishment of an alternative school on the present site of Central Junior High School in North Little Rock in 1989. The parties recognize that such a facility might most appropriately be operated by the present interdistrict school cooperative. The parties will explore the possibility that funding received by LRSD as part of the Annie Casey Grant could be directed toward the operation of such a facility as a tridistrict effort. Potential M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote majority-to-minority transfers. Among the options proposed by the parties are the establishment of an Air Force ROTC program, together with instructive flight simulator, at North Pulaski High School. This will require additional construction at North Pulaski. The par- ties agree that the Air Force ROTC program at Central High School  in Little Rock has been a success as well as a prime attractor for black students. Its implementation at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. As previously mentioned, the parties propose the establishment of a naval ROTC program at Oak Grove High School in PCSSD. Again, the parties agree that these - specialized programs are an appropriate desegregation tool designed to promote the voluntary movement of LRSD black students to appropriate PCSSD schools. Joint Pursuit of Federal Magnet Grant The three school districts in Pulaski County are committed to the joint pursuit of a federal magnet grant of up to seven million dollars for the operation of the multi-district magnet schools. It is hoped that the prospect of receipt of this grant will induce the State of Arkansas to become enthusiastic about the prospect of additional magnet schools in all three districts. The school districts believe that the receipt of this grant can - work to reduce the financial obligation of the state of Arkansas with regard to schools and thus invite the State's wholehearted - cooperation and assistance in obtaining the magnet school grant award. The grant application is due this fall and a decision on the - grant is expected during the 1988-89 school year. If the districts are successful, then monies should be available in time   - -- -- - to assist in the development and implementation of the proposed new magnet schools. In any event, the districts and intervenors propose that the same funding arrangement that has previously been utilized be carried forth in the development of new magnet schools at the same time recognizing that the recommendation to develop the Home-Mart Building and Shinall Mountain School as magnet schools probably warrants a reduced expectation of participation, both student and financial, from the North Little Rock School District. However, this proposal does not constitute an acceptance by the districts and intervenors of the method utilized by the state to fund its share of the magnet school costs by using Minimum Foundation Program Aid which would have otherwise gone to the Pulaski County districts.  - -- SUMMER SCHOOL Programs for remediation and enrichment will be offerd during a six (6) week summer session. LRSD will create a special summer school for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficient assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve. The pupil/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Program (8th Grade Remediation Program) The Summer Learning Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1988. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading, English/ language arts, mathematics, science, and social studies. students will receive instruction only in the identified area(s) of need, with instruction being provided in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Learning Program will have a projected enrollment of 500 eighth grade students and a teacher-pupil ratio of 1:20.  Little Rock school District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program must be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District has submitted a proposal to the city of Little Rock, JTPA and Private Industry Council for approval. The proposal was developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. Extended Year Services (Handicapped Students) The Little Rock School District recognizes that to meet the responsibility of ensuring that all handicapped students receive an appropriate public education, some handicapped students may need to receive special education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity, a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended year program provides for an extension of the programming from the regular school year, as identified in the IEP.  -  Area of Collaboration Cooperative planning for summer school with the three Pulaski County school districts should be scheduled for late 1988. students in all three districts will be better served if the Districts coordinate, with respect to summer school, the following: -locations -dates -curriculum offerings -purpose: enrichment vs. remediation -fees/funding -transportation -eligibility Since all three districts offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates and curriculum offerings would be beneficial for all invovled. Principals, counselors and teachers in all area high schools should be provided with these summer school options for students. The three school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended for grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-8 will be provided .  - - Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Expected outcomes By the summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area and race. Progress/failures will be monitored according to grade level, gender, subject area and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer.  - Budget Projections 1989 summer School Printing Tuition-free summer school for early intervention for 300 primary children recommended for grade retention Tuition-free summer enrichment program for 300 educationally disadvantaged elementary students Tuition-free summer remediation for students who have failed the 8th grade MPT TOTAL $ 2,100 40,000 40,000 60,000 $142,100 All other summer programs will continue to be self-supporting or funded through external resources. The LRSD values the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Budget projections should be similar for summer sessions for 1990-93. ,e INPl[H[NTATION TINELIN[ Annu,I Phn l989 (Yur) Person Rtspons,61e y1,oof Wood Goal: To 1111f\u0026gt; etllt!n 1989 slaer school Currtculuin nd Division Spec1,1 Programs Progr/Are SUlffl!Cr School STIIATEGIES/ IIElilNNIIIG CCWl.ETIOfl EVALUATION OBJECTIVES ACTIVITIES DATE DATE COSTS RESPOIIS 1111 LI TY 8. (Cont'd) Rttelve a}I student pplt Play 15, 1989 June, cal ton f0n15 and fees 1989 -0- local nd Suatier School Forms/fees collected fr011 local schools Adlllntstrators\nfin,n-cial Services Conduct siaaer school Hay 15, 1989 June, 1989 -0- SUlaer School AdMlni- School/course registration registration strators\nFinancial Conduct LATE regtstratloo June, 1989 Services June, 1989 -0- SIM! as above School/course registration 9. To l111prove student eva lu- Develop progr fon1 and Hay, 1989 June, 1989 -0- SIii! IS above Developed procedures Ilion procedures evaluation procedures 0. To refine s.-er school Establish grading proce- Nly 8, 1989 Hay 18, 1989 -0- S1111aer School Adnlini- Fina 1 procedures Adalnistratlve and rttord dures (recording, keeping procedures reporting) strators Establish registrar May 8, 1989 May 18, 1989 -0- Regular nd SUl!al!r Final procedures procedures for recording and averaging s.-er School Registrars\nOat, ~chool grades for pen1anen Processing rttord Deter.lne needs and May 8, 1989 May 18, 1989 -0- s.._r School Adllinl- Identified needs request JTPA siaaer 1110rkers str1tors Determine how records are Hay, 1989 June, 1989 -0- Division of Schools\nProcedures identified to be stored Financial Services I ! I I ' ' ' f I INPl(N(NTATION TIN[llN( Annuil Plin 1989 (Teir) Person ltespo11s16le Ot1nne ftod Goll: To JmJwnt 198 su...er school CurrlculUIII ind Division Special Progr1111s Pr09r/Are1 s~r School STMTEGIES/ OIJECTIYES IEGIIIUIIG CCJl'lETIOII . ACTIVITIES DATE DATE COSTS R( SIONS 11 ll I TT EVAl.UA Tl OIi . (Cont'd) Develop In wrlttn9 the Aprl I 1, 1989 N.y 31, 1989 -0- Subject Aru Supervtso, \u0026amp; Content 1re1 guides tore content for uch of 1 the course offerings Shire currlcuh expect1- lions with s.-er school June, 1989 June 20, 1989 -0- Division of Currlcul Heel Ing agenda stiff 8 . To l11prove the ldentlfl- Develops~ school N.rch l, 1989 April l, 1989 -0- Suiaer School Adillnl- final procedures ut ion \u0026lt;,f Ind notlfle1tlon fln1ncl1l procedures str1tors\nDivisions of for st..,.ts to 1ttend swaer schoo 1 Currlculua Ind Schools: fln111el1l Services Re~lew 1PPllc1tlon/notl- N.rch 20, 1989 N.rch 24, 1989 -0- Sae u above Heeling agenda ficatlOfl procedures and course offerings with principals Review appllcatton/notlfl N.rch 20, 1989 \"arch 24, 198~ -0- 1\u0026gt;.e as above Heet ing agenda c1tlon procedures ind course offerings with counselors Revise \u0026amp; distribute s.-er school 1ppllcatlon N.rch 20, 1989 \"arch 24, l 98~ ssoo Division of Schools Distribution of alicatio to the Individual schools Advertise scholarships N.rch 20, 1989 \"arch 24, 198\u0026lt; -0- Division of Schools Advertisements Revise and print student N.y 8, 1989 \"ay 25, 1989 U,000 S~r School Adalini- Revised handbook handbooks strators ( I Annual Plan 1989 (Year) Person Rspons1bl Dianne Wood licNII: To llnient '989 s--r scnool STRATCGIES/ OIJECTIYES ACTIVITIES 1 To define th@ scope of the Mill notices to super-curriculua for th el.-.n- visors requesting recoa-tary and secondary progr wndat Ions for s..aer school courses Invite proposals for suawr school enrlcllllent courses Plan cooperatively with s.-er school coordlna-tors froa II.A end PCSSD. Make each District's offerings available to principals and counselors in all three districts. Plan for Driver Educatlor Pro9r Identify and print each course to be offered for s..aer school Plan and Institute s~r school 111edia/ advert is Ing  IHPL[l1[11TAT ION T 111[LIN( BEGINNING C\u0026lt;JU'lETION DATE DATE COSTS Novl!lllber J , 198B Novl!lllber JO, -0- 1988 Novellber J, 1988 Novl!lllber JO, -0- 1988 Dec l!lllber 1, 198B Decellber 22, -0- 1988 Apri l 1, 1989 May J, 1989 -0- March 1, 9989 March 9, 1989 -0- March 15, 1989 Aprl I 1, 1989 $JOO April 1, 1989 May Jl, 1989 -0- ( Curricu 1 U111 and Division __ S..\n.p_ec_i_a_l_P_r_o_g_r.,.._s--=--- Progra/Area ____s11_ 11_111e r _ _s c=--h..o..o.. .l __ AESPOflSllll lTY EVALUATION Division of Curriculu Notices ulled Division of Curriculua Announcetnents posted Division of Curriculua Cooperative plans Division of Curriculum Lists of off~rings Division of Currlculua\nSupport Services Action plan Division of Currlculua Course offerings Division of Curriculua Publicity and Schools r ( INPLCNENTATION TIHCLINE Annv11 Plln 1989 (Ye1r) Person Responsible bf1nne Wood Goll: To t11111le111ent 1989 sunner school STIATE51ES/ HCIMING CGIPlETIOII OBJECTIVES ACTIVITIES DATE DATE COSTS 6 (Cont'd) Identify ,_r school April 3, 1989 Aprt I 27, 1989 -0- staff e,aluatton proced-ures Revise and print te.cher Nay 8, 1989 Nay 25, 1989 uoo handouts Provide siaaer school Nay 30, 1989 June 2, 1989 Self-support-contract to eaployees Ing e11cept for the fol- Provide tnser,lce for June, 1989 lowtng:Early s-r school staff Intervention for Pr1Nry Provide cllnlc11 super- June, 1989 August Chtlren vision 111d mnltortng of S40,000 progr Educattona111 Dlsadv1nt1gei Identify and secure tis, June, 1989 S4o,ooo texts, Ind equip. needed for Junior high and 8th Grade NPl senior high level progr~ Fatlures $60,000 COlll)lete suaaer school August, 1989 ev1lu1tlon report Provide a C011Prehensive August 15, 1989 Septetllber 28, Sl-.!r school report to 1989 the LRSD Board of Directors I I I I Curriculuin and Special Division Progras Progr1/Are1 SU11111er School AESPOIIS llll lTY EVALUATION Suiaer School Evaluation ~sign Alnistrators\nDirec-tor of Personnel Sae as above Printed inatertals Director of Personnel Sign contracts Division of Currlcul11111\nlnservlce agenca S-.-er School Adltlnistr tors s-r School Aini- Principals' notes strators Division of Schools\nReceive materials School Adltlnistrators S.-er School C0111Pleted report Adltlnlstrators\nFln1n-clal Services\nSupport Services Submitted report ? ,e . ' f r  f ( l\"Pl[HENTATION Tl\"[llNE Aftnu11 Pl111 1989 (Ye,r) Person Respon=snl6~1r:e~.:.:.----- Cioll: DlvlslOft _________ _ Progra/Are1 Sowec Scboo! ---------------------------------------------------------- STIATE61S/ 11HMIIIG C\u0026lt;IPl.T I Ofl 08JCTIYES ACTIVITIES DATE . DAT COSTS RESPONSIBILITY EYALUA Tl Ofl 4. To Identify siaaer school Coordln1te d1tes with Decew'bf!r 1, 1988 Decl!lllber 22, -0- Divisions of Curricul111 Final dates progr d1tes s.-er school coordln1- 1988 \u0026amp; Schools tors froa 11.R Ind PCSSO Subalt proposed dlles le -0- Division of Currlcul1111 Sublllission of dates (1) Pl1nt Services, (2) ind Schools Executive Stiff, 111d (l) Bo1rd of Directors for IPPl\"OVII 5. To Identify transportation EstlNte nuieer of N,rch 1, 1989 \"'rch 23, 198! -0- Director of Tr,nsporta- Est h11a led cost needs for siaaer school buses Ind cost for tion\nDirector of (Netropolllln) Netropo It tin ,_r Yoc1tional Education school site Discuss possible fun Pass with CAJ 6. To plan for quality Develop and lllll)leaent March 11, l 989 March 23, 198' -0- Director of Personnel Job announcements Instruction In siaaer su.-er school Job school announceaents ( in and out of lRSD) Interview s.-er school April 10, 1989 April 28, 198' -0- S.-er School Adlllnls- Interview schedule appllunts trators\nDirector of Personnel\nContent Noll fy teachers to be M1y 1, 1989 May 5, 1989 -0- Area Supervisors Notification letters employed I I I ... r r  r f INPUHErlTAT ION TIN[LINE AnnuI Plan 198g (Yur) Person Responsiblelanne Wood Goll: To 11111)1eaenl i989 s-r scnool STRATEGIES/ BEGINNING C(ll'l.ETION OIJECTIVES ACTIVITIES DATE DATE COSTS To identify eleaentary Work with s~r school OecellberJ,1988 Oecellber zz, -0- and secondary st-er coordinators fr Nl.R, 1988 schoo 1 s Hes PCSSO, and LR to obtain recoaaendatlon for ele11. lo secondary sites. l'eet with local building January 19, January 26, -0- adllllnistrators to discuss 1989 1989 the procedures, concerns, expectations, etc., for use of the Identified but ldlngs. 2 To advertise for, inter- Develop job announce11ent February 22, March 16. 1989 -0- view, and select su.aer for interview 1989 school adffllnistrative Conduct s~r school -0- staff job interviews J To develop proposed Obh In 1988 su.,- scmol March 1, 1989 Karch 23, 198g -0- Staaer school budget hDj!lblln-.e Project 1989 siaaer March 3, 1989 Karch 23, 1981 -0- schoo I progr  I, budge tar y needs Investigate alternate March 3, 1989 March 23, -0- funding sources for 1989 SUllrler school r f Division Curriculum and Special Prograa/Arefu-9: School RESPONSIBILITY EVAlUATION OMSICIIS a( Ctn'ia,1111 I, Records ltl'd/ar finished prob:ts Sdlools wi II be \u0026lt;JI file far Yerl icat im/ evluati\u0026lt;J1 at~ scmol t.Hchers. Division of Sdlools Plans for facilities Otvlslons of Ctn'iculua lo Distribution of job announc Sdlools inents. Interview schedules Divisions of CurriculUII Developed Budget and Schools\nSupport Services .. ' e- -  I. Gifted Education Long-Term Desegregation Plan PROGRAM/AREA OVERVIEW A. Summary of Background Information The Little Rock School District Gifted Program offers subject-based instruction in grades K-12, It operates under the standards of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986, The standards provide the framework for establishing equitable criteria for the iden-tification of gifted and talented students. Services are provided to these students by teachers who have completed or who are in pursuit of graduate credits in gifted education. II, AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval standards issued by the Arkansas Department of Education, gifted and talented children and youth are defined as \" those of high potential or ability whose learning characteristics and educational needs require quali tatively differentiated educational experience and/or services. The criteria for pupil placement into gifted and talented programs shall be superior intellectual and creative ability. To the extent that task commitment and/or motivation may be obj actively determined, they  too may be utilized as criteria for identification and placement. Neither criterion shall be used if the result is disparate impact upon either racial group within the district. Moreover, special attention shall be denoted to identification and placement of pupils from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: ( 1) curriculum, ( 2) staff development, and ( 3) research and administration whenever possible and/or feasible .  STRATEGIES IMPLEMENTATION TIMELINE Annual Plan: 1989-90 (Year) Division: Curriculum \u0026amp; Special Programs Person Responsible: Ken Dickson Program/Area: Gifted Education Goal: 1. To establish collaborative efforts in ter.s of research and in the aaninistration and/or operation of Gifted Programs C\u0026amp;JECTIVES 1. To share research and/or findings in the operation and/or ad inistration of gifted progra s. 2. To 1nvest1gate the feas1b111ty of 1n1t1at1ng a tr1- d1str1ct effort to estab11sh a aodel progra to 1dent1fy and ecllcate soc1o-econoa1ca11y d1s-advantaged gifted children. This 1s dependent upon funds prov1ded by the Javits G1fted and Talented Children Act of 1988. STRATEGIES/ ACTIVITIES 1.1 Establish a scheclJl e of regular aeetings of the tri-district g1fted coordinators 1.2 Establish a proce-cllre to 1nfor and/ or 1nvolve other ad in1strat1ve per-sonnel and/or staff of research and/or 1nnovat1ve proce\u0026lt;llres 2.1 Seek clar1f1cat1on of requ1reaents for apply1ng for Jav1ts funds fr011 NAGC and ADE. BEGINNING DATE Cc4PLETION DATE Noved\u0026gt;er 1988 Ongoing Novellber 1989 COSTS RESPONSIBILITY EVALUATION -0- Ken Dickson and PCSSD/ Agendas and minutes of NLR Gifted and Talented meetings Coordinators Ken Dickson and PCSSD/ Records of Invest1gation NLR G1fted Coordinators efforts  I HI 'I 1111'11 A I It, I I Ill I I 'II llnnuI rlan 1111 'Ill (Yra,) rrnon R\"\\1'11i1\\il,lr . l.'~II U~~W\" . Gnal : 7. 1,, lollal,,,1alr _',lall _ll1 vr l.'.J\"\"''''.'.J..!..!.!.!!l~ 1n G1flril ldutal111!~.- 111 \\j I , I llfl I Ill ' I ' II I ,1111 , , , . , I I ' ' 1  l' r oqr .11n / ArP ,a 1,1111 ,I I 111  ' , .. ,, --------------- - ----------- - - ----- ------- - - - - --- ------------- -- - -- - - - -- OBJECTIYCS 1. To share the cost of nut- I . I ~idP ronsult~nts In lhl' giftrd programs whrnPver fpa~lblP and pn~~ihlP if funds are available l . To plan and lllll)l('tllf'nt l . 1 tri -dlstrlct inservlces conducted by the trl-dis trlct staff on ldent iflcatlon, currlcul11111, and proqra evaluation If funds arp available : STRAHGl(S/ ACTIVITIES Coordinators tneet to discuss individual progra,11 needs 1nd to 1leler11lne If con su lt~nts can he shared . Coordinators aeet lo plan tri-dlslrlcl In services and trl dlstrlct lnservlces are held. BEGINNING OAlE Septembl'r, 1989 SPpletllber, 1989 COMPLETION OAT[ Ongoing OngoilJg COSTS Undet1\u0026gt;n11lned (cost wi 11 vary depend Ing on con su I lanl) Undeterained RE SPOIIS I 8 IL I TY ken Dirkson ~nd PC SSO/ NLR Coordinators ken Dickson and res~/ NLR Coord inators (VALUA11011 H1nut1\u0026gt;s of lllePlinq Hinutrs of \u0026lt;nePtinq, Work ~hnp Agenda, partlclp~nl registr1 - tion, tri-dislf\"ir.l developed evaluation for . l\"Pl[HENTATION TIHELINE Annual Plan 1989-90 (Year) r 0 ,son Aespons1ble ken Dickson r.oal : J. Jo collabo~thelmplementatl011 of a Tri -District Gifted and Talented Scope and Sequence of Skills. Dlvhlon (u-,iculum/SrP( ial Projrd\\ Progra111/Area _Gi llcd Lducat inn STRATEGIES/ B[GltllllNG COHPLETION OBJECTIVES ACTIVIJIES DATE DATE COSTS RESPONSIBILITY [VALUATION I . In introduce, explain and I. I Conduct Gifted staff October, 1989 October, 1989 Undcter ined ken Dickson and rcSSO/ Roster or rarticiranl\\, train all te~rhers/facili - 111eetin9s in each dis - NlR Gifted Coordinators participants que\\l ionuai ,~tors In the trl-distrlct trict Pach rat I for qirted progr,1111\\ on the usp teachPrs/facllilators and l plf'tllf'otation or the new to the progra. eistlng lrl-district qiftPd srope and sequence in\\trnment. ?. lo refine and to COllll)lete 2. I llppolnt a trl-dlstrlct OctobPr, 19R9 October, 1989 kPn Dickson and PCSSD/ Roster of particiranls a the k-6 scope and sequencp curriculu c~ittee NlA Gifted Coordinators copleted document\\. i O\\lrullW'nl . to refinp and lo com-plete the docunoent. ,\\ I ~ en  IMl 'I llllll,\\111111 IIIH I 1111 (',1111Hn,u y 111 ' ,ptf I ii fli- d . 1111 11 ,11,p ,tm It I 1111 1111 1.I) f,,1rn1,tl Plt1n . J~U!J \"LI (YP,1r) 11,v1, 1,t1f111, t11l11111/  1 11  1 1 l'rt\",0'1 Rc\\pon\\tbl, \"'t~tll u~-~l-~UII . l ' Jl}IJtlm/A,,, .,t,111 1 1111 ., I' 'I r.oa 1: _ 4_1JL.Hc1Jnc/1!.c,LU1Llurr. U,c..illlLL.i.11cd..J'.uulr,1111-.iJWun.LQLJc1u i I L \"!'l J_xc1..!J._p11r '.'. _!_! _l_!!\u0026lt;'.!!_l _ i l_i_l a~. 1~ !\", ,  !' Jun . \"\"' ',I .,1 r I,\"\" \"'..I STRAT(GIES/ BEGINIIING CONPL ET ION OBJECTIVES ACTIVITIES DATE DATE I . To imp lelllf'nt a II ohjPr I ivt\u0026gt;s I. 1 lo i1111\u0026gt;lement all stra llugust, 1901! Sunwner 19R9 relating to lhP. LR',ll re- legies/activlttes de-linrmpnt/ restructurinq linrated in the re-implemPnlalion plAn in f i np111ent/res I rue t ur in\u0026lt; terms of identilication, plan In accordance to curriculum and statr their objectives develop111ent I COSTS RESPONSIB lll TY SSO, S00.00 Superintendent, Assoc. Supt. -f.urr ir11l11m and Special Projec~\\, Assoc. Supt. -Oi vis ion of Schools, Coordinatrrs-Gifted Progranis, National Consultants, District-wide C~iltee\u0026lt;. Principals and School Tes, C~nlcat Ions Off Ice, Arkansas Oepart111ent or [ducat Ion, College Professors -- --- EV ALUA 11011 I or Hl,1 l I 11utir,1I \u0026lt;Offllll!'l ----- ---- I/(' ,HHJ \\llff'IU,l f I Y P Ot r, PV iflrn( i111 ion ol the goAI. -  - ~ -u.- \u0026lt;_.-. ( . :..'~~h PULASKI COUNTY SPECIAL SCHOOL DISTRIC r - - ---------------------- --- - .  -  1500 Dixon Road PO E3 , , .~.: , Little Rock . Arkans\ni~ - ~: .: 1501) J90-.: '.'  PlJL.\\SKI COUN'IY SPECIAL SCHOOL DISTRICT STAFF DEVELOPMENT TRI-DISTRICT COLLABORATION Pl.AN The staff develcpnent departments of Pulaski County Special School District. Little Rock School District and the North Little Rock School District, c:ilu112, with a representative of the Pulaski County Educational Cooperative 1vill meet .:i minimum of four times per year, twice each semester, to discuss and consider common staff developnent concerns. This tri-district coornittee will plan and implement staff developnent strategies that will provide training thnt addresses the commonalty of staff developnent concerns that the three districts have. I . l I ''l, j I ,,' I  -, _. l , 11 t' 1,, \\'_11111~1u 11l J1j 1,l l\u0026gt;rs lu 1rnrm. L-..:.U: LiL..uL.1.LimL .. ..:.UKLirnluJ1-J1 I :1 I ion -- ------ '.' - .\" ~ : I : '.': : I , till! , 1 st.i ff devclopne11L , \u0026gt;11111 I ltee composed of ,-, 111C's' ' 11 lat i ves i 11(' LI from ,n,e school I Is l r l cts and the 1 , ii :1sk i County I, 1 tional Cooperative. I I llllfl i l tee's function I, i I I l 111d im )e to identify , 1\u0026lt; ' \\ 'C lo ll1,1l w Lliree plement staff pnent strategies ill assist the (3) districts i 11 ful filling the ,\\ jlPCt ations of ,t Lain , lt'sf'gr tli sln ing quality egated school cts. :\n,e:,:. ,:::-\n! [~i ~:,l\\'!T l:S Minimum of four (4) meetings per year will be held, two (2) each semester. ,\nJ I - . ''., I . LI . .. ~\n_ioL, [  , r: . . -   1 :- tc1U of s I 1 ff elev\" I 01mL1 ~,\u0026lt;JJ.Jrc... ,_t _.._j ,,.,_ir ~ic -\"s,.__ ___________________. ...,_,\"\"\" -' -Wp ::_\n! r\nr,: flG COllrl~TION D--~ \"- DATE :J:\nTs P.~ sror1:\nIB I LI TY E ' ,'\\LUf-TIOfl Fall of 1988 Ongoing 0 Jim !!erring, Pulaski Ongoing analys County Special Schoo from needs District assessment Mary Mosley, Little Rock School District John Moore, North Little Rock School District Martha Nelsen, Pulaski County Educational C.Ooperative  COLLABORATIVE DESEGREGATION PLAN LRSD - PCSSD - NLRSD 1989-1994 SCHOOL OPERATIONS We agree that general cooperation among the three ( 3) Pulaski County Districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. we commit ourselves to the following: I. Underlying Principals * * * * * * * All students will be accorded equal opportunity to participate in all academic and extracurriculurn programs and services in the districts\nAll district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities, planning and implementation of school plans and goals\nSpecial efforts will be concentrated on increasing parental involvement in the schools\nStaffing and staff recruitment will reflect student need for contact with minority teachers and a diversity as the racial makeup of support staffs consistent with applicable law\nStaff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment\n - -L~ i Plan Ongoing 1989-1994 (Yur) Olds ion -=-Sc:c.chc.:o:..\no_l\"\"'s _____ _ ,- s : r: Res\n:,or.s10\" suoerjntendents Program/Mu _G=e~n~e~r=a~'----- :: ! I: -~'~-----------------jJ~o~e~s~t~a~biJ~isah._.,aLlolca~uuout~x~~iud~e'-MScwb~oo\"'\"J_..,lmp.,.r~o~v~eme-..ouL-.JoC~ouwo~cuiJJ _____________________ _ to address ongoing desegregation and i111provement efforts. STAAH:GiES/ BEGUIIIING COt1Pl ET I ON OBJECTl\\':S ACTiVlilES DATE DATE COSTS RESPONS:BJLITY EVALUAilON Appoint a school i111prove- Address ong~ing planning July 1, 1989 June JO, 1994 none 3 Superintendents and Appointment of council P.nt counci I of the for d~scgregation and J Associate/Assistant representatives fr0111 each plan IIIOdificatlon or Superintendents for district. i111plenientation needs, if desegregation any. 'l Appotntwient of conwittees Persons vith specific January, 1989 June JO, 1994 none Appropriate Associates/ Resolution or issues to deal vlth issue expertise viii 11eet, as Assistant Superinten-specific concerns in areas needed, in coaittees dents of schools and support and resolve ongoing services coordinatljpt\" i11 ~:S l'elated to the plan such as transportation and staff develol)lllent I I I I : I : - -l, ! i =-s:r. '.: ! l : Plan 1989-1994 (Year) Res~or.s1D1e Associate/Assjstant Superintendent/Personnel Directors II, To develop mutually supportive and eauitable recruitment and placement procedures I _ STRliltGIES/ BEG IIHIING C()IPLETION 08.!ECTI \\':S ACiiVlilES DATE DATE COSTS To develop joint recruit- Share planning, resources July 1, 1987 Ongoing ng efforts and procedures and contacts for recruit-with particular emphasis 111ent of staff, both on 111inority teacher certified and non-recruitment certified To share the applicant Use teachers in the N Ongoing pools among the districts recruit111ent process Certified and non- \" \" certified applicant pools 11i II be shared with the a~rt!elllent to assist ac~ ~ther in correction or dispro-partionate staffing To 1110nitor distribution The principals 11ill be \" \" none ,r starr across grade accountable to ensure evels and support areas equitible distribution of teachers by grade level and subject area I I Division ~S~l~h~o~u~ls~-----Program/,. rea Personnel personnel RESPONS:BILIH EVALUAilON Personnel Directors Increase in minority s ta rr i ng a111ong cer ti f i ed staff and 1110re propor  tional representation among support staffs ff \" Propor Li ona I repre~enta-lion of minority and majority employees in all staffing categories Principals Statistical data that Personnel Director minority teachers have Associate/Assistant access to teaching oppor- Superintendents tun, ties at ,11 I qr\nute lev1\u0026gt;ls, in all suhj1\u0026gt;ct areas and in all p.-04rams. AP, Honors, f./T etc. I I I  - -L! i Plan 1989-1994 (Year) -,-!:r. Res?or.s1b1e Personnel Director/Associate Superintendent : : !i: II. (continued} Di Vision __. .s.., .c. h.o. .,o...,I. .....:\n,_ ___ Program/Arta ~P~e~r~s~o~n~ne~I,_ __ _ Pr inc, pa Is I STRATEGIES/ 8GIIIIIING COHPLETION OBJECTJ VES I. ACTiVlilES DATE DATE COSTS RESPONS: Bill iY EVALUATION 4 To identify students who Establish future teachers August, 1989 Ongoing None Principals/teachers Increase the number or nay be future teachers and clubs in eleaentary, students entering the to provide support pro- junior highs and senior teaching profession gras to the111 high schools To establish a joint Hold career fairs for August , 1989 Ongoing None Associate/Assistant Increase the numher or c011111ittee to address students Superintendents minority students who district planning for Contact the business graduate frOIII the Districts support of students who c011111Unlty for support and return to them to wish to becOMe teachers teach Create \"contracts of Director of Personnel intent\" to hire future teachers upon degree and certification completion Provide internship Personnel Director opportunities for students or education Building Principals I I I I f,  - -1., : - ~ r.\n: !1 (YEar) ___........,.......,\"\"\"''-\"D_._1,._,re..,c..,t..,.ur/Associate Superintendent I SiJtAHt\nIES/ l BEGlllrllNG 08.JECTl\\'ES I. At:~ i VI ii ES DATE o establish a joint Production of a set of Spring, 1989 .onnittee for planning recruitment procedures r~cruit111ent strategies and timelines to be and procedures developed jointly to increase effectiveness and defines recruitment responsibl ities Develop a cooperative Spring, 1989 agree11ent for recrui taent of certified and non-certified staff with reservation of a nUllber of slots so that e111ployee categories will be desegregated l111prove teacher working Spring, 1989 conditions to llclintain teachers in the pro-fession ' COHPLETION DATE Fa 11, 1989 Fall, 1989 Ongoing Ongoing Division ~S~ch~o~o~l~s ____ _ Program/Arta Personnel cos-rs RE SPONS: BI LI TY I EVALUAilON - District Personnel Completion of the Directors document - District Personnel Racial ratios in all Directors staff positions commensurate with district and court approved gu1del1nes To be Support Services and Increase district deter111ined Building Principals start retention I I I : ' cci Plan 1989-1994 (Yeu) Otvision Schools ' ! ~ r. A~s\n,or.s lb le Suoeru1ten!lents To establish student disciplinary and attendance policies which address student needs as wet I dS school cliiaate concerns Program/f.rea Schoo) Po)1c1es , 1 : 11 l I STRJ.TtGIES/ BEG 111111 NG COHPLETION oe.:ECTl\\'ES I AC,iVITIES DI.TE OAiE COSTS RESPONS:BILITY EVALUAilON stablish a c~ittee to C011111ittee assessaent and July, 1989 June, 1990 - District pupil personne Completion or the task 'udy disciplinary rules COIIIJ)ar1sion or policies directors, identified .,nd regulations and to and procedures in school starrs, and work to address areas or student handbooks patrons fr001 the 3 divergence districts Disaggregation of data Develop a s~t of rules/ July, 1989 June, 1990 - . \" related to student e~pectations which is discipline cOINIIOn \\~ students in all 3 d1\ntricts. (Specific penalties aay vary-final penalties wil be enrorced in ca.110n) stablish a procedure Review of student data Ongoing Building principals ror sharing access to to address issues of disciplinary records racial disparity ~hen students transfer Policy/procedure to be July, 1989 June, 1990 - . \" designed ror c01111Unica-t1on of student dis-c1pl1nary records when students transfer or are P.xpelled/suspended ' I I I ' 4 'i f, : --l.?.\nPlan 1989-1994 (Yur) ~ =-~~r. R,s~or.Slbte ~ssoc1ate/Assjstant Superintendents ~: ?1: Ill. continued STR1'H:GIES/ OBJECT! \\'~S ACiiVlilES Review of attendance Appoint review c01111ittee policies to attempt to of patrons, staff and create a COIIIIIOn policy board llletllbers and set of procedures Appoint ongoing monitoring Appoint c011111i ttee c~ittee to keep policies on attendance and dis- Ongoing review of cipline under review and disaggregated data to to review data address disparities and student needs Develop alternative school Plan alternative school for students in need of with tri-district intervention or special cooperative to be assistance if \"at risk available to students due to teen parenthood on a contract basis etc. and contingent upon funding availability BEG 111111 NG Dt.iE July, 1989 July, 1989 Ongoing Spring, 1989  Division ~Sc~h~o~o_l~s _____ _ Program/t.r,a Pupil Personnel COHPLETION DATE COSTS RESPONS:BILliY EVALU/\\i)ON June, 1990 - Appropriate Associate/ Completion of task Assistant Superintendent fr0111 each of the 3 districts Ongoing - Superintendents tt Princirals and District Adllin, s tra tors Ongoing Approximately Appropriate Associate/ \" 350,000 per Assistant district Superintendent State Department of Education I I I I : z  : --1.. Phn 1989-1994 (Yur) Division \u0026lt;\n,hlVlh ~-~ r. Res?or.s1b1e Director or Counseling/Pupil Personnel/ Program/t.rea Guidance :: ! 1 IV. Director or onjarx Education To provide loint progras in guidance/counseling to meet stuilen needs and to ensure racial equity OBJECTl\\'E:S Hold ewiploy111ent fair ror students who would enter the world of work arter school. Provide consistent and complete infor111c1tion to students regarding colleges. testing, vocational schools, financial aid with specific and special concentration in access 1f black colleges and universities and financial aid for lnority students I I. STRATtGIES/ ACiiVIiIES Contact eaployers (local, regional and national) Hold fair with focus on ewiployers or inority Target skills needed for ewiployment as well as opportunities BEGIIIIIING O:.TE July, 1989 Yearly Yearly Hold joint counseling In Fall, annually infor111c1tion sessions for counselors Contact colleges regarding Each rail inority scholarships and financial aide Contact colleges regarding Each rail, spring adlttissions, ~inority adntissisons Provide target counseling for minority students Ongoing Notify studPnts. parPnts Ongoing and educate starr regardint all opportunities C~PLETJON DATE Yearly COSTS Minimal l,[SPONS:BllliY Directors of Guidance Vocational teachers Director or Vocational Education Journal is Departments Counselors School Principals Directors or Guidance Directors or Guidance w/c01111ittee of counselo s School Counselors Counselors/Principal Starr OevP.lopment D1rPcto.-s StatP. Oept uf r,111c,1t 10111 EVALUAilON  - .c., Plan 1989-o~oing (YHr)  ,s=r: litspors1b1tpil accounting/Guidance/Schools !li\\'ision Schools Program/~rea ~Gu~~ d~a~n~ce~----- ~ I : V  STR/.HGIES/ B:G IIIIHNG COt-lPL TI ON OBJECT l\\'ES ACTIVITIES OJ.TE DATE COSTS RESPONSIBILI ,y EVALUATION 1. Enhance minority Individual student Ongoing - Counselors/Teachers Proportunate minority ecrui traent and conferencing. Teacher representation in awareness of student for and counselor encourage- these cl asses AP, honors and elective aent of and 1110nitodng progra111s of students 4 . Provide pooling of Create c,,telogies of Ongoing District Division Develop111ent and resources and specific of available intervention Heads implementation of plans of intervention services strategies for students who are disadvantaged and/or Districts share inservice at risk and contracted services to benefit students Develop and i1111\u0026gt;lement To be developed and Ongoing - Counselors/Teachers Implementation of Plans student career guidance reviewed by students, Director of Guidance plan with individual parents, counselors and Desegregation Officer student educational plans teachers (predicated or ind connunication with potential) )arents to encourage  student access to all curricular and pro~ gra11111atic opportunities on a ratio comiensurate with school racial composition I I I I e,  - -~, Plan )989 -90 (YHr) !Ji\\'~ s ion _S\"'c~h~o~o_l~s _____ _  -- ~er P.~spors1b1e Suoecioteocteots ?ro~ram/Area ~G~u-=d~an~c~e~---- . il : _,_,IV'-!..___,.....,.L!.JL.1.11.llliiJ,1.J. ___________________________________________________ OBJ t CT l\\'E S rnhance c011111Unications 1ng divisions related to .unsel ing in the 3 Ii stricts lnifon1ity of district records regarding fll\u0026gt;T, A p cadetlic skills Oevelol)lllent Ian, P'IAT-6 In i for111 records transfer Jl ol icy creation and syste111s STRJ.TEGIES/ ACT I VlilES Regular, 1110nthly eeting a1110ng directors of guidance Periodic joint guidance 111eetings Appoint joint cc..ittee of counselors and staff to create unifor district record for s Appoint C011111ittee to develop procedure and ti elines or records transfer I I BEGI IIIIING I CONPLETION OAiE DATE COSTS RtSPONS 18 ! LI iY EVALUf.TJON July, 1989 Ongoing - Di rector of Guidance Enhanced Services Improved C011111Unication . June, 1990 - Appropriate Associate/ Completion or Task Assistant Superintendent Director of guidance \" June, 1990 - Directors of guidance, Completion of Task principals, directors Improvement in Process of pupil accounting I I I I  -.!i ?Ian 1989-94 (YHr) Ohision Schools  - scr R,spor.s1b,, Assocjate Suoer1ntendents Program/~rea (xtracurr,cular , i : ~v~.'------------------T~oc....::d~e~ve~l~o~p~eq~u~i~t~a~b~le::......:.r~e~c~ru~i~t~me:=..:.:.nt=-=s~t~r~a~te~g~i~e~sL1 ~a~c~c~e~s~s~a~n~d....::Jopupo:..::.\n__r~tu~n~t~i~e~s _____ ___________ _ for all students or extracurricular activities I STR1'TGIES/ B:GIIIIIING I . CCJlolPL ET I ON OBJtCT I \\'ES I ACTIVITIES DI.TE DATE COSTS RESPOtlS\nBl LI iY I EVALUATION I. lo study G.P .A. and Review policies and June, 1989 Ongoing - Associate Superintendents t1zenship participa- percent of student Director of Athletics ,ion require111ents of participation in each districts to address district Completion of policy acalle111ic requirements reviPw and student participation Review data on student \" . \" needs participation and achievewient over the last 5 years in each district Review racial group \" \" \" Revisions of policies representation in to address student extracurricular needs activities by district over 3 year period Appoint c011111ittee to \" \" \" evaluate results of data review and see if any areas of pol icy agreement exist. I I I I 7. -.c.i Plan 1~89-94 (Yfar) \n- ~~r. Respor.s1b1e Associate Superintendents\n: !i : V. (continued) STR/.TEGIES/ OBJtCT I \\'ES ACTIVlilES To recruit students for Teacher, ~rent and ,artlcipatlon in acadetnic counsel01 a.areness of related and athletic co- oppo\ntunities and in curricular activities turn '!:icourageaent of students Provide special support of costs, recruit11ent, and encourageaent to students Reserve slots, if necessary, to ensure student participation and access in progras on a proportional basis I I Division Schools Program/~rea [xtracurriculdr BtGIIIIIING C!J'IPL ET I ON Cl.TE DATE COSTS RESPOt:S:B!lliY EVALUATION June, 1989 Ongoing Prine ipa Is Increased student Counselors part ic ipat ion - Teachers enhanced proportionality Athletic Oi rector in student participation . . . . . . . I I  --: Plan 1989-1994 (Y~ar) !li \\\"is ion __,,S\"c''h-\"o=o~l--=-s ______ =scr P.espor.s1b1e Associate Superintendent 9   VI. To enhance testing progra111s and student preparation and access to programs Pro~ram/Area ~1~e-s_t~a~a~/ ___ _ Evaluatrnn STRATEGIES/ BLGIIIUJNG COMPLETION OBJLCT I \\'ES ACT IV IT JES DI.TE DATE COSTS R~SPOl'\u0026lt;S l 8 JLJ iY EVALU~TJON .Joint testing progra111 Coordinate testing August, 1989 Ongoing Testing/Evaluation Dept (111provPrl and 1110re rough coop regarding and scoring Tri-District Coop err,c,ent progra111 --'l-6 and joint scoring and scoring District unifor111ity in Progra111 for analysis of Spring, 1989 Ongoing Associate/Assistant Completion or task reporting test results and student test results Superintendents analyzing disparities with data disaggregation to analyze disparities and student needs by race by subject area Form bi-racial 1110nitoring, l1onit,rin1 teaas COIIIP()S - June, 1990 Ongoing \" Activation of the tea111s to ensure appropriat ed o: teacner. staff 1110nitoring c011111ittees test preparation and frOIII iesting and testing conditions for Evaluation and citizens al I students to 1110nitor test pre-paration and test conditions for students ~ddress strategies to Analysis of school by Suirmer '89 Ongoing Principa Is Development of plans rPrtuce disparities by school data and Superintendents meitns or school plans and individual student Mritsurable deae/lse inrtividual student needs 111 dispar1l1es improvement plans DevelopmP.nt or .. .. strategies to address concerns and to meet needs I I I I  -,ii Plan 1989-94 (Y~arl  ,-scr. R,spor.sibte Associate Superintendents . !l: VI lcootiooed) STRAEGIES/ OBJECT I \\'ES 1'CTiVlilES Jointly provide services Joint staff develop11ent to teachers in testing re: use of test scores Individual teacher interpretations of analysis of student repSoCrO [e1Sn g of scores needs to parents Teacher preparation of interventions to benefit students strategies to address (and address these student needs spec if ic needs) School based planning of interventions to assist students in areas of acadeaic need Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and dis-advantaged students and 111inor1ty students I I  BEG 111111 NG COHPLETION D,.T,-t DATE COSTS Ongoing Ongoing . . . . . . \" \" I I !l i\"' s ion --=S--=-c'-'-ho::-co\"--'l~sc.,--~----Program/ ~rea ~T-\"e~s-=-t~n ,...g.,_/~---[ va 1 uat 100 R[SPONS:Blll,Y EVALUATiON Directors of Testing/ Acade111ic i\"11)rovement Eva I uati on of all students Appropriate Associate/ Assistant Superintendent\u0026amp; Principals Tri-District Coop Principals State Oepart111ent of Education Coop 3 Districts Staff Oeve I op11en t Directors 2 - .a i Phn 1269-94 (YEar)  ~-!u: Rupor.s1b1e Associate Superintendents ~ ?i: V. (continued) STR/.TEGIES/ OBJECT I \\'ES ACTIV!i!ES To recruit students for Teacher, ,,rent and 1articipation in academic counse I 01 a.areness of related and athletic co- oppo, tun it ,es and in curricular activities turn ~:,couragelleflt of students Provide special supports of costs, recruit111ent, and encouragl!llll!nt to students Reserve slots, if necessary, to ensure student participation and access in prograffls on a proportional basis I I Di~ision Schools Progrim/Area Extracurricular BcGIIIIIING COl'IPL ET ION CJ.TE DATE COSTS RESPONS:B?LliY EVALUATION June, 1989 Ongoing Prine ipa ls Increased student Counselors participation - Teachers enhanced proportionality Athletic Director in student participation M M \" M M M I I  COLLABORATION BUDGET SUMMARY Sl ,050,000 - alternative school / I_ l'1 _! -1 r -T\"'~_ n ... ,~'.'-~_, , .,, '_'._, I 1/, l  I 714 f  - -- - ---- - - ----- - ---- - .. -- ---------  .,, ,, .,. , inn of mar\u0026lt;'ri ,1l s/! ,, ., ,, , ,.,, ro s r,ppnrt the 1 r,,, ,, 11/um 1n rle.c.eqrP\u0026lt;JatC\"  ,,,,.,, J ,J1 c:\ntrirts ts a tr1 - . /, 1 , , \u0026lt; r qoa l o  the 1, ,,, ., ,,, mr-d1,1 proqrams. ,-,,,, ins\u0026lt;\"cvice training of lil1 .11u merlia staff members 111 ,f, ..\nrncPqate\u0026lt;I school ,, , :t, i,r:~ i.c\na tri-district ,,,.1/ ,,r the libran1 media I j SP/,icG:ES/ ACTi\\lilcS Conr in11p hostinq Tri Di .c.rrict Hulti-cultucal Resnun:e Sl1arinq Fair . IN TIIF. F'UTURE, THE F'AIR SITE WI / ,L ROTATE AHO/VG TIIF. TIIRF.F. DISTRICTS . Regin hosting TriDistrict Resource Sharing F'air with Book and AV Haterials Vendors, rotating the site among the three districts Plan to host tri-district inservice meetings such as the one sponsored by rhe Pulaski Counti Educational Service Cooperative in April of IQ88 to explain the new national guidelines for school library media program planning BEG i I/fl! NG o\n,,E annualllJ annually on-going ,1  . . , . . . ' COM'LETION DATE nn -gni ng on-going on-going Plan to host inservice to be ,,,ab,i,J oa-ooiao traininq for tri-district librarlJ media specialist~ usinq district employees  I I I I I I COSTS Minimal Hinimal Seel\u0026lt; Funding F'rom Cooperative Minimal I I I -\n)-. L,,  '.. 1 c rt _.J.il.:\nLLU\u0026lt;.Ll.U!l,J.L ___ _ r,ocr-un,l. , r:2 LlbLrll'J Mt~~----_ --- F.cSPor:s\n8 ! LI TY LRSD-Supervisor of Educational TechnnlogLJ\nPCSSD- Director of Library Hedia Services\nl'ILRSD-Coodinator of Instructional Haterials LRSD-Supervisor of Educational Technology\nPCSSD-Director of Library Hedia Services\nNLRSD-Coordinator of Instructional Haterials EVt,LU/',TION Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work in desegregated school districts  , . - .1.. ,,  I I \\'I' \\ ,, I{ , , I,//) ( ' , . L 1,, s 1 on --1.Ilfil\"..LJ.J.~u.1.1n.L.L ____ _ _ rr 1_ 111 . tr 11  r __ t'roc\nr,irr, !.re:! t.ib~.!..L 'fe\u0026lt;ji ~''---- :'(' f) f , l 11 fl VP\n------ -- - ------- -----------:----S-TR_1-._Tc_G_IE_S_/ __ -:----BE_G_1_r1-,1-i11--G--:-l--co-M-,P-L_E_T_10-N---\n------\nl---------,----------- nr-~~ -:~\n\\'ES ! ACTiV!TlES 01-.TE DATE COSTS RESPONSIBILITY EVALUf..TlON ' \"' i I i7,1' inn nf televisionl Implement utilization of ,,., l11udoq1.1 in desegre- cable channel 19 and/or 1.11 , ,,1 sr/100! di str icts is videotapes produced at ,, tr i -\u0026lt;listrict goal of Hetro to teach basic '''\" library media skills, etc. 11 nqr ams .  Ur,  , u i tment of Hinori ty r.i/,rary Hedia Specialists in d,-.s,.gregated school rli~tricts is a tri,/ i~trict goal of library mr-dia programs. 1 Tri -district cormtuni- , .11 inn for library media prnc1ram administrators , s ,1 goal for the 11 1,a r.1ms . Contact teachers training institutions/ Recruit teachers for training programs ln library media certification Copy memos relating staff development opportunities to other district administrators Heet informally for sharing sessions to be establ ishe, to be established on-going on-going on-going on-going Seeking LRSD-Supervisor of rederal runds Educational Technology\nunder Star PCSSD- Director of School Bill Library Media Services\n~LRSD-Coordinator of Students will gain practical voca.tional experience in cunning a television studio: students will benefit from instructional units Instructional Materials provided ovec cable system or cecocded toe later classroom use. Minimal Minimal LRSD-Supervisoc of Educational Technology\nPCSSD-Dicector of Libcacy Media Services\n~LRSD-Coordlnatoc of ~nstructional Materials LRSD-Supervisoc of Educational Technology: PCSSDDirector of Library Media Services: NLRSD-Coordinator of Instructional Materials ~iring and placement of ~inocity media specialists will oecur. Better conwnunication will be achieved .  I. TRI-DISTRICT COLLABORATIVE Special Education The three school districts in Pulaski County must employ strategies that will, over a five year period, reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to national statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: student Identification and Placement Staffing Instructional Methodology Materials and Supplies Monitoring and Evaluation Funding for Indirect Services II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A tri-district committee for assessment is in its fourth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their community based instruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance ( for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit all the districts. Several cooperative programs can be established to meet the best interests of all districts and can be added to each district's individual desegregation monitoring plan. Areas to explore and/or expand include:  1. Programs for low-incidence handicapping conditions a. Visually Impaired b. Hearing Impaired c. Multi-Handicapped d. Seriously Emotionally Disturbed 2. Staff Development a. Central Office Staff b. Principals/Other School Staff c. Teachers 3. Tri-district assessment committee a. Establish consistent screening process b. Establish evaluation instruments to be used c. Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish tri-district system ( forms and format) for documenting due process procedures. The directors plan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Tri-District's Expected Outcome 1. By the 1989-90 school year the tri-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/format) for documentation of due process procedures. c. Collaborate on staff development efforts in all aspects of special education. D. Support activities of the tri-district assessment committee. E. Establish a process for recruiting minority special education teachers. IV. Evaluation There is a need for a systematic approach to assessing practices and policies that yield an overrepresentation of minority students and males in special education. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. There is a need for better information: ( 1) attesting to the relevance of special education (pull-out programs, self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishing the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlining the extent to which certain teacher and student behaviors are evidence\nand ( 4) certifying the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\n(5) providing more extensive parent educational information systems. Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants  in the process. The Director of Special Education will have the responsibility of ensuring the initiation and completion of the process.  ., I fl 11111 I 11,1   , ',, 1 I ,. , .,,. l''k'l - 1\"1 f , . ,, ) ' ' 1 11 ''\"\" JJr:.pon:.1Llt-- llirtL lcir '- - l1l - i11.t11tlo.. ' (III It 111  1 I I ii   0d1 _ , .~ 1al,l1shJ!!_f\n.\n,,5s :111d_u\nrd1,.,l_11111 Ill ,,rr\n, of_ n'(..ruitn11I of mi11ority_ l .l( l1f'I '. \"'\"' ~11ort _ ~l:i!! ___ ---- ' , ,. 'f ,,,,\n, f I ' l .. ,c I 'I I I It\n\\ I 'II STRAT(Gl[S/ BEGJIIIIJNG OBJECTIVES ACTIVITIES OAT[ f11\"1re proporl innate rf'prf'- Recn1it Arwl Employ minorit 1989-90 ~\u0026lt;'lll.tllon or well qualified teachers in certified mimri ly special etlucation areas of: lenchers II. Hild!~ hlmdic11pped b. lleari~ iired c . Hnderately/severely d. tvmdicapped Speech ifflpll ired e. Visoolly .IJl,palred Exp1md !!laf ilevelOJJlll!nl activities: II. Partnership with state colll'ges 1111d universities for training lllld retrain-i~ of teachers. ,,, COHPLETION DATE COSTS R[SPONSIBll lTY Ongoing $7,000 Olrectors: Personnel Special ducal ion Susiervhor!I - Special ~luc.at ion $'\n,000 Professors, Special fduc Toi tion ation Deparlfflet1t Central Office Staff I I I I I ! ' I I I I -- [VAlUAll{JJI lncrea~ed pool or cn1 ,rtpn  minority special ed .. al ion teachers  I. : 1 . 1 I ,II I I \"I I \" '    II  I I' 1 ,111 1'Jlj'.J-'.JV _ ( (1 II j I' r\\on Pl ..~ 1,on~1Ll, lltrtL tor-.. - It 1-111 , trill\u0026lt;. .. ud 1. -~ sy,U,,:t.'!...ifun,,s - .,,.t i11n,.,1j ... , 11 IJC' drvcl111-.I for \u0026lt;l\u0026lt;K.IIJ'll('flt.,t ion or due I\"\"'-'\"\" )'PK.\u0026lt;l11n,\n. __ STRATEGIES/ B[GIIIIIING COHPLCTION OIIJECTI YES ACTIVITl(S DAT[ OAT COSTS I. l'Mrclop rrvlsro rol'lMl a. Srlf'Cl conrnilltt o( 1989-90 Spring, 1991 $ JO,OOIJ for for lri-district dot.unenl special education per- l'rinting ation or due pcocess. sonoel Craw all three districts. b. DevelOfl for11111t for documentation or due process c. Suunl t to ADE for review 2. 1...,1ement rPVised format a. lnservlce teachers and 1991-92 ~oh~ for tri-district doc1.a11enl - personnel, on use of at ion or due process revised forms RE SPONS re IL I TY 11,,d IU I I ' 11l1111  '\" 1. tl , ,, ,, ,r,,111/\n,,  . , ' (\"lid ld1t1  I ------- - I [VALUAl 1011 Oi r!!\u0026lt;:tors arw:1 Assoc iatr llnctlll('nlal ion wi 11 he t ,, n- Directors sistcnl scrvicrs wi 11 l,r provi\u0026lt;IP\u0026lt;I in more ti.nw,h n \\'llU f Designated Special Educ- for stu:lents ation Sta(( e ' f.,, u,il P l.1u l'IH'l - t11 ( ,, .ir ) 1,..011 ~1 \\ J,t1n,1Llt llin,. lors - lri-lrslr11l ,''11  . 111111\"1111.I i,,M I : .l1uh:vtluv jL,\n~111u11 l!~r\nwn I 11,r_ ~t-'~\"~~ w!._!_h _ I,~_ ~~Jdcnc!_ hand_~~:_ ______ _ STRATEGIES/ BEGJIIIIING COHPLET ION OBJECTI V[S ACTIVIT ICS OAT[ OAT COSTS I. iwRln plarni\"R process Conduct OHds asses5fflef'I 1989-90 ~oing !To be deter- -rrovi\u0026lt;le awopriate pro- Select II school site (!: School year 111ined. for VI, lll,HI, \u0026amp; SfD stuin I!\nUse o{ local, gr- for the following: Share speclallsts re- state, and a. Visual l\"\"'9ired quired to wet needs of I edera l fonds students VI, 111,'HI, ird SfD b. IIP11rlng i.mp,iired c. l'lJlti-handicapped Identify and cOllblne ex-d. Seriously flnotionaily istlng resources avail- Disturbed able Purchase needed re-sources and -terlals Provide speciallted training for staff Rec.ru I tM!nt and 111!1:tin: of perSOlllll and/or ser-vice providers 2. l\"l'lf'fl1l'nt pr~rmis for thf Strategies and activities 1990-91 arP11s lis ed above. to bP deter111lned by lmividual fducalion rlans (IFP's)  ,    c ,,, r ,-, ,d,r, - , .. , , ,, .,,,,, , ..  I\" l I ,t I I, 1, .. ---- ------------ - -- RESPONSIBlllTt I [l.t.LUATIOII Directors and Associate Expandt and i\"l'rovE'i ~\" IJlrectors of Tri- IJi.stric.t to low incidence hanrli\u0026lt;.a rvicr 5 pped slu:lents. Services will be more co st crfective I I I . I I I Ill /I i, ,it 1111 If 11111111 - tt1 l . f f)q I I \"\n,,,,,,,,r/f.,, I'\" i.d ld11r . it 1111 f 1  IJ . t I I' I ,111 LIJr)J-lj\\J ( (, 1,\nf' ,-.ut1 ,'e\\1mn, d,1,, UtH:.1...L~C!\u0026gt; - J1.1.-iJJ,lr1\u0026lt;.. l'- 1,,,., . lv wU1l,ornt, slall_clcvdo)'lll 1_f(o!:_l~!_l,l _aj_l ':'':l.\"\"-ls or ~ _a_l _!hk,tlirn~: __ ----------- ------- . - - .- I STRATCGl[S/ OBJCCTIYES ACTIVITIES I To sl...,re cost or arntlt..'Ylt..~ Re~rr~entative~ (rc,n three to inservlce teachers (J districts 111eet at spPCified ti.mes to deter-mine needs and select con-sultants ' 2. lnservlce central off Ice Develop lnst..-t to staff conduct needs assess-inent .Select teacher Cont- 111itlee 3 lnservice special teachrrs Develop various lnservice on special education, cur- progr,w needs, i.e. due riculum, ard reconmended process\nlsSUI!! of nanrity teaching techniques, mater overrepresentetion\nre-ials, etc. gular school/progra11 modifications\nscreening I 8CINIIING CIJ1Pl  T I ON DATE DATE 9/89 (),going 9/89 Olgoing 8/89 Olgoing i --------- COSTS RESPONS 181 ll TY $10,000 OirKtor ard Associate Directors O:insultMtS Substitutes Fulaskl County Rkatiaal Teachers Cooperative l'llterlals/ ADE 5twlles f'rinting Stipends I ----- -- ---- ['IAlVAi 1011 \\Ji 11 have a cc,mprehc1 '\" i \\ ' fl' tri-district staff d c-~eln1r:,c11t progr.rns I ,.,, e . . ''\" , ,,,,,\nr. '' ' ' \" ' ' l'l .111 l'W'l - 'ffJ ' ,  . ,, J 1,, I I f,' \"\" JI, ... ,, .. ,,\\ , 1,1,, l1ir,1 l11r - 1,,t.-1 I  Hit ll11s '  , \u0026lt;,,, , 1 J_ fu l:.11!.UCc Ciflli.Ly .u1 rcvn::.u1Laliu11 ul-1,LK,k, nlillcs .i..u ~~!.Lt:!!11L\noli1111 tl1rou1,\nli\no u11,rdK11sivc c. laJJ.1J, 11, 111111w :,t  ( !If I I JIii f\" . ' .. I   I ,I I\"\" I ' I fr\u0026lt;ll(\"\"' nnl llM lrar11111.11, \u0026lt;,11ler. STRATEGICS/ OBJECTIVES BEGINIIING ACTIYITl(S OAH I. rrovide insPrvi cf' llu,t ... l)pypfop trainil'llt centPr 1989-90 r nc u,\nes on tc..chPr l1Ph.lvio for rf'gul11r teachers ex low.1rd a di~proportion or periencing problons in minority st,dents ~y mderstanding and teach hlitek mnl es in spec i.11 ing hlack 11111ies a11d educ., ti on . other dlinori ty students Identify teachers with high referral rates of black Mies to special education Schedule lnservic.e Ar r:.nge substitutes for rrgular teachers Prov ide in\"crvice thitt rocuses on: llehav I or lllOd if i e11ti on for teacher behavior l'rO'rid oioort1.11i t lt\u0026gt;s ,or teachers to know, accl'pl and 1tili7.c nfonn:tt ion regi.rding lParnln\u0026amp; styles, lan-g .,.e/di11lec t , stu:mt ways of cettti,i:\n/bc-havinr,, ,alue systen. C~PlCTION DATE COSTS !l,goi11P, U 25, 000-Per- :::\u0026gt;iPI IJ 20.000 ~t-rrials/ 9oJl..ies --- ----- -- - - -- ll[SPOffSIBll I TY Ill rec tor - ~Jf'C i :t I Fduc. SUJiervisor!\u0026lt;\n/(11ordlnators of Special .du\u0026lt;...aliun Principals Supervisors - Spec . Emr. sos Director - Spec. fttoc . Learning C:,,ntl'r Staff I i I ('/f.L!JIIT 10 II Improve im:tn other sludrnls llrcrr.1se i11 t,:lucation re h ,rr:ils to \"1n:. J Rates of dis111i s,\nal or 1,1,,ck males/other\" tu,lr11ls 1,icr .,~, - [I crt\u0026gt;.,,\nc i 11 d i sc. i l' li 11E rrirrr, I 2 r ,.,.,,., 1 1 1 \" 101 ttJ , ,. ,, } 1 '\" '\"\"\" I\"\"\\ ol,lr UHL'\\.lVl:. kl II fl1lll11, I,,,., I I. _Co11JIIMIC'll_lu111_. ,_ - S TRATCGICS/ OBJCCTIYCS ACTIVITIES Arf,ly skills at cente, with student Retum to school H:\u0026gt;n4 tor teacher effectiveness rrovlde inte11slve intrr- - Apply appropriate disciplinary interventions pre-referral interven-for: lions StudPOts whose social and emotional bPmvior l'rovide training: 5/88 makr it difficult to Curriculuw based advance ac.-.lEJ11icalty\nIISSl'S9111!0l: I.inking Assessnient to Sturfents who show slow Classr00111 Strategies JV1tterns of develo,,ent which 111ay proctuce er- Identify regular lam- 7/89 roneous trst scores. ers for training rrovide training that 8/89 focuses on ch11nges in ln,.\ntructional tech-Ii- \u0026lt;JU('S to m.1tch student!! \u0026lt;'perienc:es h.~111,1te how rnateriol\"' r ')/89 in,\ntrur.tions 11re pee-smtcd to students 11111 , .. - - ll[GINNING COl1Pl ET I ON DATE OAr[ COSTS 5/88 $550 ~oing 25 teachers ~oir~ l~x~ Onguir~   111, ,,0(11111,11111 I\" l'ri. 1 ,,,,/\\,. 1 ct ii 1,lu, ---- R[SPOIISIBILITY Rrgular Teacher,-\nRegular Teachers Supervisors/Principals ~ular Teachers Principals Central Office Staff Psychological f.,.\nw,,iners I I I I I [ '/Al UAT\n011 ------------- Expandf'd and imtrovd te.1\u0026lt;..hi ,, skills Reduct, rrf \u0026lt;'rn.t Is for ni n-1 i t students lo SJIE--c.ial fluc.,,li,,,  11, 11111111,,\n1 1Jf, I II', I r,.,11,.,1 l'l.111 l'f~'J 1M) '' '') \"\"\\Un 1'1\\1u1n,1f,l,, IJJ.CC~lJ[ - J ,lo.II, ,L1llhi, 11, I I . I. II f Ill I 1 1  , , , ,. ' -  I'' 1'11, p,,n/Art '.-)\"'Id id1 'I 1 (,.,.,, - l~w1LJJ11J1.,j_tlwd.J\\.:L _ _ - - - ----. --------- --- - - -------------- ------ STRAHGl[S/ BEGINNING COHPI ( TI0N OBJECTIVES ACT I YIT I (S OAT[ OAT[ COSTS R[SP0NSIBILI TY ['/AlUA\nI Check for miss/1111trl-P. Ohgoi~ or student skills/ \u0026lt;IPrici ts/teaching approaches lls~s why students Ohgoing l11111rove stude nt perf ll\"\"'111Cfc are not -stering materials lt\u0026gt;nitor stwent act-ivities over long in tervals to identify breablolms in the learning process tbnitor tPacher ef- (),going rectiveness - do stu dents uroerstand the task7 l'rnvide nunerous met \u0026lt;Jngoing hods of assessing ..n,t students have I ,'l 100 P.ulc ,ut Pacl11~ion.1r O,going t\\lterials $500 a~lrs r r students not IParnl~ l.11ek of lnstructin~ wck of prerf'q1isl lrs for aa,..dsitim fa- ml 5ti.l1s I 1\\11,,11 ,tl 1'1.,n l'lk' L 'HJ r,, . ., ) 1',, .on ,,,. p.p,,n\\1l, lt I J 1rcLl ,r - l , t , llt H1lll11o.\n!,o ., 1 J , __ w11~i11\\K'\\l _Nu,~icr_ I _ - __ -- _______________ _ STRAHGIES/ BEGINNING OBJECTIVES ACTIVITIES DAT[ Soci~l (11Ctors - Schools allerded Allerxlance Support systf'III Pre-school instru- ~ion J. l'rovlde inservice that Provide T lnservice 10/89 focuses on teacher behirrior Review literature ..t toward a disproportion o[ research regardl~ 111inodty students epclally teacher eapectatlons black -1es in special for inorlty students educ.a tion . especially black IRlfs Provide tralnh~ Application of train-ing by lPechers ObsPrve/provide feed-liack lo teechers l'tmi tor te111:her beha, - ior on an ongoing t.,sis 1' , 1 '' , I CONPl ll I OH DATE COSTS Ongoing ~oir~ $5,400  111 JI I ' II I 111 I II 11111 , .. I',, ,.,, .. ,. 1 r.,,   ., i .d f d11 ---- ------ - - -- RESPONSIBILITY ['/Al UAT I 011 Special f.rlucation C\"mtral lncreasP studenl/ll'ac. Office St.arf lnterectlons lligher expectations r lnt'r-ovr-d instruct ion ilLhi('Vrtnelll . . , I I 1 I I hn or sll~,1~ r.,, ,,,11 1'1.tn l'J~ 1 l-f)ft ff ir) ,,,  \"\" ..... ,,,on\\ ,l,lr 11i .. -d .. , - r.- I 11, n,11111- 1,., .. I . I. y1n11.11-J __ Nunl\n., __ I - STRATCGIH/ OBJECTIY[S ACTIVITIES , .. fnsurf' the- fol lowing: a . rrovi,IP COftlll'mfflSive Assisi black \"'-\"les in assessments and \u0026lt;fuwu\n~ developing adaptive skil~ b. rrovide short-te1\"111 interwntions such 11s group flctivlties to strengthen social bur act ion skills without changing student's 1155 ig1111ents c. 1..-,ll'ffll!nt Extended Plac-nt services In s diagnostic cl11ssr00111. Pl11eement to be review ed each senester. d . Develop Parent OJ,prmt (I) lrtanat.i~ System (2) Behavior tlmaganent Ski 11 s (J) Advocacy Training for U..ildren (4) lnfonnalion Center e. ldl'nt Hy and coordinat, cm111Jni ty resources BFGINNING DATE 9/89 9/89 9/89  11 1,1 I  I 11, I' ,,,.,. ' I\" , . ' ',\" , .. , ,., ' I\" I ,.ii I ,hi I' I - ---- - -- ----- -- -------- ---- COHPLCTION DAT COSTS R(SPONSIBIL IJY I ['/t,LUAT ICII Clhgoing Regular Teachf'n\nl\"t'rove ,\ntuclent acacl\u0026lt;:: ,ic rsychol~lcal t.x.wniners per(orma11ce Socinl Worker Olgolng rsychologist lnc:reast: in student al ln...t.~, IL' 0-.going Increase parent involH:rnent advocacy Olgoing SyslA11Wide e(hct iv\u0026lt;' rnnrls-ino\nervice on ... '\"\"\"'' f'l.1n l'IJ.i' - o (f, .p) I', . 1111 r,potw, ,l,lr IJlcc1.lvr _ I . \\\u0026lt;'I I tl,l 1111, I,,,,, I 1 . ......J..oui.JJ.rut.'\\l..lurllx.t_l _ . ____ ------ OBJECTIVES S TRA HG I [ S/ ACT IVITl[S r. Haint:iin lrAnsitional services lo regular c lltssf's throu.J, liaison s~rl services g. Dl!veh./adapt uterlals aro disseminate to la:.al schools s. fnsure lncrr11sed equity Conduct the following in- In in:o\ntruc:tional method- :wrvlces: olo~y through a c....,ret-i a. Learni~ Strategies sive starr developnent program b. Laubach Reading c. n:sA d. Peer Tutoring r J. fnsure incrrased equity i, a. fohke adaptations/modi-instn.: t ional fflf'thodology ricallons o( curri-throu!( h part ic lp,,tion in cul1J11 ror regular regular classes classes b. Identify eHective in- ~tructional techniques lrarni~ styles, tea-chi11g styles - - B[GUINING CIJ4rl[ r I OH OAT[ OAfE COSTS 1/90 n.going 4/90 ~oi~ Olgoing 1990-92 $ 750 $ 500 $5,t,()() $ 200 $2,000 $ JOO ---- RESPONSIBILITY \u0026lt;:entral OH ice Starr Social Worker Special Teachers Director and Special t.iluc.ation Supervison\nI I I I  I . 'I I .. . 1. 11 1,1, I 11 ---- --- ['IALUAT 1011 OPcrf',,si~ rf'rrrral~ nr hi\n, males and othtr minnril\\ st \u0026lt;.lcnts to spcciill lU\u0026lt;.,,tion Increased applic:ition ors in regular classes \" lucrrased stU\u0026lt;knt-lca, hrr inler:1ctio11s \" kedtK.r- th\u0026lt;- mr,rllf'r or s !tli 1 ,.,11, .. 1 out or rcRular Lias  I I 9 1  11111111 ,. ,., ,,,,, 11,,11 , ..\n,,,iu.il f'l.u, l''H''  'NI {f,,ir) 111 ,1 111,1,1111111111, - I\"' f,,.~.nn Pr\na1tm!d,l,, lhr~\u0026lt;..l\u0026lt;r l :, lt II,  ~\\,ttf11c\n,,,,,,111 ,'I\\,,,  1,_4 1 d Id l,idl : Z~ ..Hcl.iite._autl_CJIW,,J Ll~: 11,.,,11L,1.i11,r. _~y~l~m l!' 6,,11!('_1\" dat\n1_J 11r _~u1d1_._li111, ., lo111\nil,.1111l __ ~l_!'l_y of ~'1\"~ i :!l_l_\u0026lt;h \"'\"\" 1 11d,111-,. _ - STRAHGlS/ BEGINNING COHPLCTION OBJCCTIYCS ACT I Vil l(S OAT[ OAT( I. Rf'fint' ~fl(' IIW\u0026gt;flitori~ and I. 1-t\u0026gt;ni toring is c\"1letw Ongoing Ongoing t'valuat1on process in the on a bi-monthly basis. Oistrict. A s1fflllllry report is pro vided to the building principals. Correctivt' act Pon fonlS are pro-vided to en\"ure con-tlnued C\u0026lt;lllpliance of due process by the District. 2. To l'11gagt\u0026gt; in data collf'C- 2. c.ar.,lle special educe- ~oh~ ()igoing t ion for a l~I tudinnl lion enrolt.nt includ-sb1~ of placm1ent prac- ing race, se, etc. 8f1d tices in the District. 1110nitor on a regular bas ls. Data ls re-viewed by the associalE superlntendl'nt. Specific schools are tar:geted if probl-ar- c identified by stafl. llulldi~ principals an their staff 11Ust deve-lop action plans to re lllf\u0026gt;diate deficienciPs identlfiet.l by Cl'ntr11I OH ice. These pain,\nnre moni tor:ed by C.ent.rn Off ice staff. - ----- COSTS A(SPONSIBILI TY l Software \u0026lt;'.ent r11 I or f ice S!,'CC i a I $1,000 Muc11tion Starr Consultants $1,000 rol\"IIIS $2,000 Professional Growth $1,000 Hilterials $3,000 Director - Special rducation --------- -- ( '/Al UA Tl 011 Rcvirw a,\nan 011-1,(oi:, all rulr~, rr ~111,,t i: pol icir,\n1 a,wt pr,ic t ,. llistrict s Spt\u0026gt;Cial  _F~ ir lfl\u0026lt; lucal i  ,\nmrl r\u0026lt;:gular educatir ,n rro ... .. , f'rert'ff'rral intervc11 : ionc\n: :t 4:-rconn~ I. ni1nl ~ I' ,,frrral utilizrd ~ schnol I- ~,ch schoo has or-r,., ~Prv il.e tt',\"WIIS. rrcr intervcnt ions .rre d~  i1,,1l('\u0026lt;i l'l prcvrnt iMpprnpriat o rrf, ,-\nrl\na,: well i'IS roc11~ \"\" ,: ilt,,rn. : a.,, instructinoal ~d,nnl's 11pil proP.r.--1 '\" I .. . 'l ~rni '- \" le ,T act ivrly ~rt iLit~,t, c:: Ill 1 i  suring appr:opr-i.rll' r t fr,r\n,I ,.  , ... ,.., ., I ,. I.,,, I '1'1'1 1)(J , ,. I, ) I',.,,,,, Pil''\"'\\,1,J., IJUlllVl  J~llU H,ttlu, (,,,,,I  J,__IJISll[UlVllY-1t ~t11.L1,,I hk.:iliu11 ~!:idtk.i11~ _ll1t \u0026lt;~'!'!:tlJ.!:C'~c-1!_1,,,t1n11 111 oni1111,j_l_y ~_lu\u0026lt;l!!'l.~_e11r-,ll11l _i_!J~n,\n :\"' \n,,, 1tH 1111 11111 l1, , ..\n, ... ,, ,  '\"' I  1 t I ti ld11 STRATCGl(S/ B(GINNING OBJECTIY(S ACTIYIJl(S DA1 I. rrovirlr 11,\nsisl:incp in re- I. Schroult\u0026gt; stafr ~velop-- Oigoing ducinR the ovc-rrepresrnta- m111t on the followi~: t ion or minority st,a.ll!nts a. Current legislation (),going in special educ:11tion. anti litigation b. Eligibility criteri1 f6r special~ and related service: c. Current trends ln asses--.t d. Non-biased _ :ut ~ing e. Translation of test data Into appco-pri11te c11rricul1J11 and instruction ~oing f. Ada1,tive Behavior A,\nses--,t ~oh~ g. Curricultn Based Asses--.t Olgoing I. llflply llfl\u0026gt;l\"opriate pre-rererral interventions Olgoing II. Rt\u0026gt;view c~ts of O.,\n:oing I it tie Rock School 0is-lrict delivt\u0026gt;ry sy~tem a. Policies and ProcP-b. dures \"PJ\u0026gt;r:aisal QJia, 0rg11niz.ttional structure c. f.urricult.111 d. Service delivery mn ~ - --- CCJ4Pl Tl ON DATE COSTS R(SPONSIBILITY 0-.going $2S,001 over-I l\u0026gt;i rec tor or Srl('C I a I all cost: Eilucat ion Suj)('rvisors Olgoing lnservice 1tver91te cost per type- llr. Al Sullivan $1,000 X 7 Slate DeJJRrlft\u0026gt;nl of sessions 7S fducatlon - Sprcial teachers F.ducation $2,000 prinl!( 1991 11111tlers\nC.onsultants $2,000 consultants 1991 $],000 1991 Olgoing Central Offict\u0026gt; Sta(( '' i I I I ----- --- --- E'/1\\lUATI0II ll\"flrovr c\nI: i I I c\nin ut rrr 1rra I pl:ic.unrnl p i Ii, in.  t. r- Nlur Decrrase in reforral students lo sprcial llr'Lrr:ic\nr in ,\n,jc\ncl:,~c\nminority c\nlulenlc\n/ls lncrr:,c\nrt) lu1owl\"'l1:r cess mI :ii,,i-opri\nitt\u0026gt; hw:r:ic\nNI k1N11.lh:c-hiu... atiun l'r0Rr\nw11,\n., or mirY~llV E\u0026lt;:lucali 11 j r i ( ,11 Ir . o,f tn, .. :ic .. ,, I' I nr \"\"\" I  pru.:r \"' r 111\n: of I ( I rrl l'rtY_\u0026lt; 1rf \u0026lt; t.,, ,,,ti f' l.tn I 1JW-'JO ( t, ,tr) I', ,.on Rl',l)On.1Ll1: - llircctoi's ::-T, i-lli~trrcts c\no,,1 . Jll....mlii.!!!~-!l'l~'rl [or llK tri-\u0026lt;li,tdLl assr,_.nl L\u0026lt; 1111 ill\u0026lt;'t\u0026gt;, OBJECTIVES I. rarticip,te In a tridlstrict asses,\nriw,nt committee vith a plallnf'd 11gen:la an:! stated dire::t.ia,. STRAHGIES/ ACTIVITIES BEGlfllllNG DATE Det\u0026lt;\"rt11lne agenda llffli~ O\u0026gt;going lst11blish consistency In \u0026amp;l'eas or assessment: O\u0026gt;going -scree1d~ -evalunllon lnst1U11ents -eligibility Cl'iteria -review eKlsting assess- Olgoing ment lnst~ts -identtry .-- assessment inst~ts end purclvlse roe rteld test-ing O\u0026gt;going -exJWld i:-in:haslng based on data secured frooi field testing :111 I I  , ,.\n. , II 11'11 I 11,1 C~PLETION OATE O\u0026gt;going Oigoing O\u0026gt;goiOR Olgoing COSTS $10,000 Consultants \"'1terials/ Su(,plies Printing Cooperative Pun.haslng  11\" ( Ill I I' 1111, 11 - ' 1 , .1 ., . ,,,1111/l~.t : I\"' 1.d I. I 111  RE SPONS I BI ll TY EVAlUA IION Cllrecton - Special file. Consi~tt\u0026gt;ncy lo'ithin anti a . c,~\u0026lt; tri-district bou,r .. ,r iPs l:tH1.h-- u-iners out the assessment prOLec ''. Coordinators . .. r,.,,.,,il l'l .,n J'IH')-'ft) ff ,irJ I' , ., ,.,, r',  -..pon\\ ii, 1,, I Ju 1'(_ t,,r - L I, J Ii H11 I 111 . l,0,1 I I. (1111l 1111 \u0026lt;I _lhn~, J STRAHGIES/ OBJECT IVES ACT IVIT ICS \" rarP11t i l'lllOl vt'ffll'nt {. r\nirent t'ducat ion Seninar - Special fduc.atlon ' 2. To rf'duce by ten percf'flt Resrarch-Longitudlnal Study over II fl~ yt\u0026gt;ar period a. Pilot Progr in tar-the nunber of 111inority stu geted schools utiliz-dent~ enrolled in speci(ic ing various strategle. learning diS11bled rqulalim h. Use e(fective slrate Current Percenta~e: gies district vlde Al:tek 70% \\.'hi te JU% J. To reduce 0\\/t'r a n~ year a. Use as its base of period by twenty percent operation federal, the 1ttmlJPr of students en- M. 94-142 and State rolled in mentally retard- Arkans11s Act 102, rd llnd spec\u0026gt;eh i ,,.,a i red legisl\nitlons. Clear population. WP II wr i llen ,-oUcle\nhffve been erutli\u0026lt;lul to provide sati,fa:- tory as~urnnce thllt 1,ulicies, procedures and progr111RS ~t.llHH, l'd and idninlsla'at Iv the district shall tr an\ni.-\nt.mt with the rro-vi~ ia11 of fllkal 111I stale l!Rmtes. ,. . ,,., ...'.e ,,,,, ..- .,: . - ------- BEGIIINING C011PlT 1011 OAT( OAT COSTS 9/87 1993-94 9/87 1993-94 I I I I 1 11 4 , 11 1 11 ,d  - 1 , I I,,,,, 1, /1.r I'\"' 1 , I l,J, 11 11 - --- - ---- -- - RCSPONSIBlll lY Director or Sfll'C ia l tiluc.ation Supervisors Principals --- lnnR i tudin.\\l sturlir-\nwi 11 ii,~ithat sveci~l MlA.iltiott nment will rrflct.t distriLt' al poi,ul\nit ion. cate roll raci Special \u0026amp;tucation lbdns Division of School Personnel Supervisors Mh(, or m rrpr I rence wil I r\u0026lt;\"luc Ee the Ir rvnt i sc l:1ss H ic\n,t ion ~,.i \"\" r - e-\nr11tntio:1. , , '\"'II I' I Ill l ' IHl J- 'I( J ,., . , , 1,11 fJ ,,, 1u,f1 , 11,1 ,, IHnLllJ[ f,,,d 1 _J ._ ( AUii IHllf'd ,,,,  ,. r t OBJ[CT IV[S ( Y, ,II I L, Ldl\" tL,t thi , I I , IHI I 11111 I Ill  \"C1111 I  11 1 11. I\"' I t , . I , , I  1 1 , I I, 11 1 1, 111 --------- ---- -------- - - ---- - - - -------- ------ STRATEGICS/ ACTI VI TICS b. Rl\"ViPII the rderrnl, evnlu~l ion, 1md pl!OCf'l!lellt dl'Ci~iOfl!'\nmaclP ht the f.duca- Lion H,magernent Te11111. ~ c. . fblltor the proces! and all due proces! folders in eac.h school. BCG 111111 IIG CONl'll TION DAT[ OAT[ 9/81, 0,6oing 9/84 Olgoing COSTS R[SPOW\n18 ll I l 1 [ \"llllUA l (IJ:t ~(W'Ci.11 lihic.,,t ion f\"fTll.r.1! Pl:lloM'nl .tc-ci~ion  \"'\"' ,, , - Of[ice Start\ntiot1nl pl,,n,\n1.ill t, h,~v: \ni ovrr.1 I l caupn hcn!i ! \\ \u0026lt;' ,\"IS!-=' m.,nt s. . . , /In npprec.iable \u0026lt;lrc.lin\u0026lt;' int.orrcc. tivc action proc..lures. .... , 11 I   ,,,, 1 I Ill 1  II., ' H 1 ( , , , , 1 ,,. , .. ,,. .i.1,. lli, ,, ,.,, r ,. 11, 1111 ,,., .. ,, .,., ,, In 111111,  1 1r11ty Ill 1 .,11 1111 , .. . , . ,I f,h . ,, .... , 1,01.r,m-._._ OBJ{( fl Y( S I . lh~11rr f\"'!jr I , ... ,tr rr.,rr\u0026lt;: rnt 111 '\"\" 0 wrl l r,I j f jf'd minority \u0026lt;:prri:,I \"'hiral ion tP11\u0026lt;.1lf'rs. SlllAl((\nl(S/ A(! I Y 111 l S Rrcrui t\nnJ \"\"flloy 111inor- 7/R9 ity tr.-:ht-rs in c.rlHie, 11rP.15 of:  Hildly h11n,Ucarped b. IIP.1rl~ iirffl c. ,..r11tly/s-rI lunlita(Pd d. Sr-ch i.lllpl I red e. Vi :o\nua II y i.lllpl i rf'd F.xpw,d st11U ~lop:lfflt ..-.tivilles: a. r11rtl'll'rshlp with sl11t col lPgPS an-I unlYP.rsitles for tr11inl111t int rrtraini~ of tP..achl'rs. b. See Sttwlent lflmti fic  tion Mid rlace lnl?f'tt 1111d ln:o.truc-l ioml ~IPthodolQfty for other stnrr de-YPl,._...t IICl ivi ties. 8/89 llrGINIIINf. OAT[ (.(lf4rt f T ION DAI 19\"1-94 COSlS $7,000 $4,000 Tuition 111 , , 11,ott .,, I I 111 1 I I f ,, I' 1111/ I I  J\"' f I I I, RFSP0ll',1811111 t,lrPCtor:o.: rrr:o\nonnrl Stlf'Ci:11 f,hirnt inn s,.\"'rvl\u0026lt;:or~- ~'(.i:1f-. fducation l'rofessor:o., S(,rci11l .duc.atlon Orp\nlrlllll'fll Cenlr11l O(Cice ~tnff 1 1AIII~ Pre p1H t1on nf M1nor1ty s,,ec 1dl EduL\"at 10n TeJchcr s w1 l l mirror ropnrtion of m1nor1ty teachers d1str1ct w1,lc  , Ml I I 'I I ,,. j 1ft I 1'111 JI. f111 ,.,,1 I l'l,111 ~'1\"'  '.XI ( , ... . I J, ro,i ''''\\Jtt1n -. d1J,. 1,\nrt.1.liu - I .f, Iii t~1tllii . l,11,11 : _ J ,__ IU_!'!l'Ulr_~u1,r.,v1 d 111,1l1ly!11l f\u0026gt;Jllily i11 \"\"'l.'rl_,1l,\n__ ,1~ ..:\"~1li\u0026lt; ~ 11 n,  i_dI In li:111iL ,IJ1\"'J ~li,l\u0026lt;'lll\u0026lt;:, ____   ti f llf f H td I I , I l , 9 r 1111 / /,r  I ' ... \\ 1 , 11 I di 1 I -- . -- ------------ - . -- . .. . . - - S TIIAT(Gl[S/ BGHltllNG I C~PlTI0N I 0BJCCTIYES ACTI YI TIES OAT[ DAI[ cosrs RESP0US 18 I LI fl ['/AlUAfl'JII I. SJ\u0026gt;\u0026lt;\"Ci.11 e\u0026lt;luc11tion tt'~ln,, it. lrlmtify a Sllf'Cllll 9/87 0-.golng Notte Director - Sf\u0026gt;t'ci11I fduc. f.-\u0026gt;eh c 111:0:!Sroom ,. i 11 '...' 111 .,\n- wi 11 dmw\u0026gt;nstrate systfflt- Khcallon com,ittee 11tic11lly that hi1th Q'lllLit) represmlati~ or the r~,t\u0026lt;' a11rl ,,pf'rOf\u0026gt;r iatt r.nl( effect Ive sprr   I instruc total special educall0\u0026lt; \u0026lt;\nUJ\u0026gt;1\u0026gt;li1!\nlion is helng tovidPd starr to assist In the lhr~h the u~e or varil'd sf'lecUon or appro-innovative, and 11ppro- priate 11111lerlals and prlate IMledals and supplies supplies. b. Schedule \"Material fllir ror Starr using local, \"~oh~ $120,000 Supervisors Improve quality of in,\ntruc. l i ,,., sti1te, and nationally known vendors c . lrlmti(y 11111terials/ J/88 O\u0026gt;going Special .ducat ion supplies, etc. that mi Colr.1i l tee hlls ic lo resource, Itinerant and special clas srOOIIIS d. ldmti(y IMlerials/ 10/89 Olgoing Special fducalion Sllfllll les needed to im- Galmittee prove/enhance the quality or instruction ldrntirierl in slwent!S lf.r' S e. ~bnl tor select ion/use Olgolng O)Roing Principals o{ materials/supplies Supervisors I I I I I\\, r ,, t I I I ltl 1 't J.1 '1 1HI f,   ,,,, JJ, , 111,n ,t,1,- Utcu .. lul f,,,a I : J. WIILIJIUl:U. lluJru j ',  . , i L:,Ldl H,11hi . II 11'1' I  -------- --,---------------------- ------ -----. --------- (()11Pl CT ION _ _ I OBJ[C Tl V(S STRAHGICS/ AC TIVI Tl [S B(Gtrl!IING OAT f. Act ivitiP:\u0026lt;: to focui\n(),going 011 current trerI~ of new materials/S4l~U'! g. Schedule sharing Olgolng t~ for effectiw and imovative use of nwterlals/ rql)liec\nh. Adaptations/iaodifl- Olgoing cations of terials supplies/ equ I l,IM!l  l OAT[ ~ . RlSPOll~lllll llY (),going $J,OOO Olgoing Olgoing $2,000 Soperv i i\nor s llirKtor Teachers Teachers  C I II I I ' I ti I\" , .. I I I , . , ' I I H 1 I '1 I, I, I I I ti lnfol'1JW'\u0026lt;.I n11.artli11g n,,t i,1.11 trrnds Availahility of new materials and supplies  -- ' -- vr. Budget Summary - Little Rock School District 1989-90 Funds derived from local. state, and federal sources. STUDENT !DENT!FICATION ANO PLACEMENT Staff Development Training Sub-Total Staff Recruitment Activities Tuition Sub-Total Instructional Methodology Learning Strategies (30 teachers) Laubach Reading TESA Training (30 teachers) Peer Tutoring Modifications/Adaptations of Materials Learning Styles Test Data Sub-Total Materials and Supplies Basic Materials/Supplies New Materials Adaptations/Modifications Sub-Total Monitoring and E'valua!ion Learning Center Sub- Tota 1 G~A~ID 707 AL s 5 s s S 25,500.00 S 25,500.00 $ 7,000.00 4,000.00 $ 11 .000.00 s 750.00 500,00 5,400.00 200,00 2,000.00 300.00 3,000.00 s 12,150.00 120,000.00 3,000.00 2,000.00 125,000.00 10,000,00 149,000.00 159,000.00 332,650.00 VI. Budget Summary - Tri-District 1989-90  1. Recruitment Activities 2. Assessment 3. Uniform System (Due Process) 4. staff Development 5. Programs - Low Incidence TOTAL 12,000 10,000 30,000 10,000 (undetermined) $ 62,000 Plan l'J8'J - l'J94 (Yfar) Respons1bl1\u0026gt;.,....,ucac1ona, u,recto~ Annual Person Goal: To imvcu~ drc1cu1.aL1.u11.1v11t\"1 J.llllS ot l'CSSD, LRSIJ, .incl N/.1/SIJ OBJECTIVES 'l'o 1mprovf! drticulation ot VO\u0026lt;.:d t j Ulld J progrdms. Jm1Jrove rcc1uitment uf students i11to Hetropolitdll Vu-Tech STRATEGIES/ ACTIVITIES At tend edCh other's adviso,y couuci 1 meetings Review course utter i11gs Ot f.,, Opell J/ouscs Student Hroc:l,urcs E:mploymc11t FdiT l'J88 1988 1988 1989 1990 SEGINNING DATE - 1989 - l'J8'.I - 1989 - l'J9V IMPLEMENTATION TIMEL!NE 1 r, i -Sc/Joo! Disc, ictsJ COMPLETION DATE 011going 1989 1989 1990 l'J'JV COSTS - No11c $200 $l5V $l5V Di Vis ~r, ,.,-::~:.(,\n' I IJ\u0026lt;\"l I t\u0026gt;II Progra,~ vocar 1\u0026lt;\u0026gt;na1 RESPONSIBILITY EVALUATION 1-:ad, Vi.\u0026gt;CdL it111Jl Vi 1c, .. :tu1 ActuJ/ .JI I L'lldJ/h't  Vocal ,ou.il 11,,ector.s Comlt..L ioll \u0026lt;\u0026gt;I Act iVlllj Vocdl iolld I lJ1 rec:tuz .s Complt't 1011 \"' At:I ivlly Vocal ,onal 1\u0026gt;11cctoc.s Complc.t 1011 \"' Ac.t. l VI I 1J Vucdt ion\u0026lt;Jl DilL'L'tOIS Comp I t t i 011 ul A ... t J VI t l) ....... ' J / I 'e I I I I I I I  I I I I I I ,_ I I .i IMPLEMENiATION TIMEL!ttE Annual Plan l'J89 - J\u0026lt;J\u0026lt;J4 (Year) 01v1s1on /11-.,1111,1 1011 Person Responsible Vocatio11JI Oj l t..'CCUT!S Program/ Area V~H .,, IUll ,I I Goal: 1'n 1mprovc. cooperdtion amonq voc:c1tional depdrtmcut.s ill PC i, /,HS/I, .. wd NI.HSI\u0026gt;. STRATEGIES/ SEGINNING COMPLETION OBJECTIVES ACTIVITIES DATE DATE COSTS RESPONSIBILITY EVALUATION Conduct meetings Conduct monthly meetings September 12 - Hout H.Jc-/J J\u0026gt;j rec tor w1 l l among vucdtional director, Oc:tobcr 11 Jtte,uJ November 1~ Dcc:embt. r JJ Sl1dre I11fonnation J. Share applicant pool When new courses - None E:ac/1 d J reel or ..,\nl1 2. Consult each ot/lcz arise dtlc11\u0026lt;J concerning new course offerings Common Course Desc, iption Review course uftc1ings Ja11udry 1989 f'cbruary l'Jl/9 None !'dc:IJ /)J rt..'\u0026lt;..'lOI\" wil 1 and course descriptions 011goi11g attend for difterences I  -- GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE THREE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the three districts should meet on a monthly basis to share ideas, concerns, and plans for joint activities. areas of cooperation that will be explored are: Some of the 1. 2. 3. 4. 5. 6. employment for students entering the working world directly after high school, minority scholarships and financial aid, parent education in terms of student opportunities, college recruitment practices and their impact on minority applicants, recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the tri-districts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minority students in advanced and AP classes, 4. earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The director off the tri-district  educational cooperative, with the assistance of the directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial tri-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all three districts will be instructed in methods of identifying both at-risk students and gifted and talented students, with standardized test data as a key identification cirterion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which insures that the records of students transferring among the three districts are sent and received in a timely manner. A uniform records transfer system would decrease the number of incidents in which students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing should result in additional education and career advantages for minority students. The responsibility for the foregoing cooperative efforts rests with the Coordinator of Counseling Services. ,. TASK Increa se communications between districts in areas of counseling and testing Employment Fair (Focus on minority employers) Joint inservices for counselors on student related information (black colleges and universities,financial aid, testing, other post secondary opportunities) Joint inservices for counselors on recruitment for AP, advanced classes, magnet schools, speciality programs, athletics and co-curricular activities Joint inservice for teachers on using test results Explore possibility of educational cooperative providing joint test service Explore probability for joint record transfer system  RESPONSI Bl LITY Coordinator of Counseling Services Director of Vocational Education Coordinator of Counseling Service Secondary Counselors Vocational Teachers Coordinator of Counseling Services Secondary Counselors Coordinator of Counseling Services Secondary Counselors Coordinator of Counseling Services Coordinator of Counseling Services Coordinator of Counseling Serv ices cm.lPLETION DATE Ongoing Yearly Ongoing Ongoing Yearly Septemb_er, 1989 September, 1989\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_1104","title":"Long-Range Plan for School Facilities, Little Rock, Arkansas","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":["1988-09"],"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","Educational statistics","School enrollment","School facilities","Education--Economic aspects","Education--Finance"],"dcterms_title":["Long-Range Plan for School Facilities, Little Rock, Arkansas"],"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/1104"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["28 pages"],"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.\nLong-Range Plan for  School Facilities Little Rock, Arkansas 1988 Stanton Leggett and Associates West Tisbury, Martha's Vineyard. Ma9s. 0'2575 Educatfonal Coosultants September 1988 Board of Directors Little Rock School District Joyce Kelly-Lewis Director W.D. Hamilton James L. Rutherford Robin Armstrong H.M. Faulkner Patricia Gee Oma Jacovelli Superintendent of Schools Dr. George Cannon RECE~V~D JUN 9 1994 Office of Desegregation Mc,,!tc::n\ni Section 1 Demographic Changes and Future School Enrollments - A Report to the Little Rock School District The Grier Partnership 6532 EASf HALBERT ROAD BETHESDA. MARYLAND 20817 (30 1) 229-4454 DEMOGRAPHIC CHANGES AND FUTURE SCHOOL ENROLLMENTS A Report to the Little Rock School District Little Rock, Arkansas Eunice and George Grier The Grier Partnership in collaboration with Stanton Leggett and Associates June 1988 I . INTRODUCTION Objectives of the Demographic Study The demographic study of the Little Rock School District is part of an overall examination of the District's existing physical facilities undertaken by Stanton Leggett and Associates. In order to help determine what types and sizes of facilities will be needed over the next decade or so, it is necessary to know how the school system's pupils are likely to change in numbers, characteristics, and location of residence. As a first step in the demographic study we reviewed recent trends in enrollments and evaluated the accuracy of some past enrollment projections. We then examined some of the external factors which could influence enrollments, such as birth rates and migration patterns, overall population growth, and the economy of the Little Rock area. Because the Little Rock School District recently enlarged its boundaries, acquiring several schools and about 7,000 additional pupils from the Pulaski Special School District, we also assessed the likely impact of this change on future enrollments. Some Special Considerations in the Little Rock Situation Racial Factors For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. While the racial composition of the schools has shifted slowly in the past several years, there has been a gradual increase both in the number of black pupils attending Little Rock schools and in their proportion of total enrollment. In 1980-81 black enrollment totalled about 13,000 or 63.6 percent of the total enrollment of 20,500. By the 1986-87 school year the number of black pupils had grown to almost 13,800 out of a total of 19,300\nthey were 71,3 percent. (See Table 1.)* TABLE 1 ENROLLMENTS BY RACE 1980-81 TO 1987-88 LITTLE ROCK SCHOOL DISTRICT Year Black Nonblack Total % Black 1980-81 13,009 7,446 20,455 63.6% 1981-82 13,004 6,743 19,747 65.9% 1982-83 13,238 6,064 19,302 68.6% 1983-84 13,355 5,722 19,077 70.0% 1984-85 13,466 5,450 18,916 71.2% 1985-86 13,644 5,479 19,123 71.3% 1986-87 13,769 5,536 19,305 71.3% 1987-88 16,101 10,479 26,580 60.6% Source: Little Rock School District, October 1 enrollments. In both 1980-81 and 1986-87 the proportion of black pupils was highest in the early grades and lowest in the high school years. However, racial change at all grade levels has been slow. Both total enrollment and white* enrollment reached their lowest points in 1984-85 and began climbing again thereaf-ter. In order to meet the conditions of racial balance set down in the latest federal court order, Little Rock pupils are assigned to schools based on parents' expressed preferences and desegregation guidelines set by the court. *There will sometimes be small differences between enrollment numbers cited in this report for the same year. The differences occur because they have been taken from different source materials furnished by the school system and were assembled at different points in the school year. **Although there are a handful of nonblack nonwhite children in the Little Rock School District, for all practical purposes the terms \"white\" and \"nonblack\" are synonymous and are used interchangeably in this report. -2- Since the racial balance requirements are likely to remain in force for some years, the projection methodology must consider not only the size of the pupil population by race, but also its projected location within the district. Expanded Boundaries Until Fall 1987, the Little Rock School District took in only about twothirds of the land area and child population included in the city of Little Rock. The remainder of Little Rock, together with other parts of Pulaski County south of the Arkansas River, was served by the Pulaski Special School District. By order of the federal court, the boundaries of both districts were changed effective in school year 1987-88. This change brought about 7,000 more pupils into the Little Rock Distric~, and made its boundaries virtually contiguous with those of the city. It also reduced the percentage of blacks in the district's population to 60.6 percent--three percentage points below their proportion in 1980. As in the earlier years, the black proportion was highest in the early grades (65.1 percent) and lowest at the high school level (50.1 percent). We could obtain almost no historical data to help judge what changes in school enrollments are likely to occur in the annexed territory. Metroplan estimates for 1986 indicate that much of the total population growth in the city of Little Rock took place in the annexed school territory, and Metroplan projects further growth in the years ahead. A comparison of 1980 census data with 1987 school data suggests that both black and nonblack pupils have increased in some parts of the annexed territory since 1980. Since we have no data for intervening years, however, .there is no way of telling whether the increases occurred in the early years of the decade but have now halted for one or both racial groups, or whether they have occurred more recently, or have taken place at a constant pace throughout the period. Nor can we obtain census data on the child population by race for census -3- tracts in which the total black population numbered fewer than 400 persons in 1980, even though they may have grown since then. Several of these tracts are in the annexed school territory. -4- II. Recent Trends in School Enrollment Trends in the System as a Whole (Old boundaries) Overall, the Little Rock School District's enrollment declined somewhat during the early years of the 1980s decade, as Table 1 indicated. From almost 20,500 in 1980-81, it dropped to about 18,900 in 1984-84--a decrease of about 1,600 pupils or 7.5 percent. In recent years, however, the trend has been reversed. Small gains were registered in 1985 and again in 1986, making up for some of the losses in the early 1980s. By 1986-87 enrollment was up to 19,300, 5.6 percent below 1980. In 1987 the enrollment again increased. This time, however, the reason was an expansion in the District's boundaries which added about 7,000 pupils from the Pulaski Special District. Some grade levels reached their lowest points earlier than others. The first to bottom out were the junior high grades (7-9), which had their lowest enrollment in the 1982-83 school year. Kindergarten was next in 1983-84, followed by the primary grades (1-3) and high school (10-12) in 1984-85. The intermediate grades (4-6) were the last to reach bottom in 1985-86. All but kindergarten and the junior high years increased their enrollments in the last year before the District was enlarged. (See Table 2 and Figure 1.) Racial Differences in Enrollments (old boundaries) Except for Grades 1 to 3, all grade levels from kindergarten to high schools had larger black enrollments in 1986-87 than in 1980-81, although the change from year to year was rarely very large. Overall, the number of black pupils increased by less than 800 in the six-year period, or by 5.8 percent. The number of white pupils, on the other hand, was smaller in 1986 than in 1980 at every level except kindergarten. The changes were also greater as -5- TABLE 2 TRENDS IN ENROLLMENT BY RACE 1980-81 TO 1986-87 LITTLE ROCK SCHOOL DISTRICT BLACK PUPILS GRADES 80-81 81-82 82-83 83-84 84-85 85-86 86-87 K 1,120 1,072 1,141 1,059 1,142 1,211 1,160 1-3 3,800 3,842 3,815 3,768 3,754 3,728 3,729 4-6 2,879 2,987 3,136 3,264 3,243 3,237 3,267 7-9 2,712 2,679 2,735 2,871 2,960 3,099 3,086 10-12 2,498 2,424 2,411 2,393 2,367 2,369 2,527 TOTAL 13,009 13,004 13,238 13,355 13,466 13,644 13, 769 NONBLACK PUPILS GRADE 80-81 81-82 82-83 83-84 84-85 85-86 86-87 K 434 459 420 413 393 429 475 1-3 1,636 1,276 1,114 1,069 1,077 1,104 1,159 4-6 1,645 1,430 1,191 1,083 971 915 926 7-9 1,627 1,650 1,574 1,540 1,450 1,363 1,257 10-12 2,104 1,928 1,765 1,617 1,559 1,668 1,719 TOTAL 7,446 6,743 6,064 5,722 5,450 5,479 5,536 TOTAL ENROLLMENT GRADE 80-81 81-82 82-83 83-84 84-85 85-86 86-87 K 1,554 1,531 1,561 1,472 1,535 1,640 1,635 1-3 5,436 5,118 4,929 4,837 4,831 4,832 4,888 4-6 4,524 4,417 4,327 4,347 4,214 4,152 4,193 7-9 4,339 4,329 4,309 4,411 4,410 4,462 4,343 10-12 4,602 4,352 4,176 4,010 3,926 4,037 4,246 TOTAL 20,455 19,747 19,302 19,077 18,916 19,123 19,305 SOURCE: Little Rock School District, October 1 enrollment. (J) ..-i ...... 6600 6200 5800 25400 4- 0 ~ 5000 E :) z 4600 Figure 1 TRENDS IN TOTAL ENROLLMENT BY GRADE LEVELS - 1980-81 TO 1987-88 1 1/ /\n/ / . jl/ . I /I/ /\n'/ .1/ / l' I / ----~ - I  / ---:-------- - - - - - - - - J/1 4200 - ------- -~ ---=-=---- - ==--- -===-- - - - - - - - - f ------------ ------- -------------~-:::-:::i --- ----- - -- - --- ----------------- 3800--i----------r------.--------,------,--- - - ---,---- - -r-- ----, 80-81 81-82 82-83 83-84 84-85 85-86 86-87 87-88 School Years 1-3 4-6 7-9 10-12 well, although still quite gradual. By Fall 1986 there were about 1,900 fewer white pupils enrolled in the Little Rock School District than in Fall 1980, for a drop of 25.7 percent or roughly 4.5 percent per year. However, all grade levels except 7-9 had begun to see their white pupil enrollments grow again by the 1986-87 school year. White students in the primary grades (1-3) reached their low point in 1983-84, and began to climb thereafter. Kindergarten and high school both saw their white pupil populations begin to grow again the following fall. White enrollment in the latter continued to grow in 1986-87, as it did in the primary grades. Whites in grades 4-6 dropped continuously through 1985-86, then gained slightly in 1986-87. (See Figures 2 and 3.) Hence the white decline appears to have leveled off, and may even have been reversed, before the court decision added pupils from the Pulaski Special District. Locational Differences (old boundaries) Historical data by geocode area of residence within the District were furnished by the school system for each individual grade. These were combined for our analysis in two ways. The first was by grade levels--kindergarten, primary (grades 1-3), intermediate (4-6), junior high (7-9), and high school (10-12). Second, in order to make the analysis more manageable, the individual geocodes were combined into subgroups--e.g. all geocodes beginning with 01 were combined under Group 01, all beginning with 02 under Group 02, and so on. We then chose Primary grades 1-3 and High School grades 10-12 for further examination and compared the changes in enrollees at these two grade levels from Fall 1979 to Fall 1987. The data for these levels have been mapped, and the results are shown in Figures 4 through 9. Within the old district boundaries, total enrollments in both grade levels declined substantially (more than 100 pupils) in some neighborhoods close to -6- 4600- 4200- Figur8 2 TRENDS IN BLACK ENROLLMENT BY GRADE LEVELS - 1980-81 TO 1987-88 38oot--------------------------\" / / / (J) // / ~..... / / // J3400 // 4- __________________________________ ,,.,,. / 0 ------- a\n3000- -------- -- - - - _/ ~ ----- E ----- :) z 2600- - - - - - - - - - - ---------- -------- ---------- - - --- 2200- ./ /. _/  / ./ 1900-------r--------r------r-------.----..------....-------,, 80-81 81-82 82-83 83-84 84-85 85-86 86-87 87-88 School Years 1-3 4-6 7-9 10-12 (/) ........ ...... 3400 3000 2600 t2200 4-- 0 ~ 1800 E :J z 1400 1000 Figure 3 TRENDS IN WHITE ENROLLMENT BY GRADE LEVELS - 1980-81 TO 1987-88 I / / 1 I ------- ./ I I ------- I / / I ------  I I/ ---- __\nI I -- -------- ____ _...- I ..._...__..._ - - ------------ I I/ ....... _____ -- -- /1 -....._ -- -- I .............. ..._..._ I ..... ._._ - - _/ I ._..._..._ I --- I - __::::._--:--:-_=:-.::.:-:::.:::.:===~,---------------- I I ------ I ______________________ / 600+-------.----------r-----r-------T------r-----r--------, 80-81 81-82 82-83 83-84 84-85 85-86 86-87 87-88 School Years 1-3 4-6 7-9 10-12 54 05   04  Figure 4 Enrollment Change Little Rock Geocodes Total: 1-3 1979-80 to 1987 -88 Numelical Change  :t 50 @ +51-100 @ +101 or more  -51 to 100  -101 or more 54 17 @ Figure 5 Enrollment Change Little Rock Geocodes Black: 10-12 1979-80 to 1987 -88 Numerical Change \u0026lt;D + 50 @ 51-100 @ + 101 or more  - 51 to 100  - l0lor more the city's center. (See Figures 4 and 5.) These correspond to geocodes 1, 2, 3, and 4. There were also drops in enrollment in the upper northwest section of the city--substantial for the primary years and less so for the high school grades. Total enrollments changed relatively little, on the other hand, in neighborhoods west of University Avenue (Geocodes 10, 13, 16, 17, 18, and 19) and in the areas east of University but north of West Markham (geocodes 7, 8, and 9) although here there were occasional spots of decline. There were no geocode groups where total enrollments increased by more than 50 pupils in the primary grades, and only two in which they increased this much in grades 10 to 12. One such area is south of !630 and east of University (geocode 05). The other is also south of 1630 but west of Barrow to !430\nits southern boundary is West 36th Street (geocode 17). Some of the geocode areas which remained stable did so because increases among black pupils offset white losses. (See Figures 6, 7, 8, and 9.) This was true of areas below !630 and west of University for both grade levels (geocodes 17, 18, and 19). There were also small losses among whites in some neighborhoods east of University, but blacks did not always gain sufficiently to offset these losses. Losses among black students, on the other hand, were substantial in some downtown neighborhoods for both the primary and high school grades. White enrollments in these areas, which were small to begin with, changed little between 1979 and 1987. As the maps indicate, there has been a clear movement of black pupils toward the western part of the city, but not to the higher-priced northwest. Whites have moved out of the areas where black enrollees have increased (or white graduates have not been replaced by younger whites). However, whites have contributed little to public school enrollments in the northwest despite substantial new construction. Since much of the recent construction has been of apartment units, new occupants may include relatively few school-age chil- -7- 54 17  04  Figure 6 Enrollment Change Little Rock Geocodes Black: 1-3 1979-80 to 1987 -88 Numerical Change \u0026lt;D 25 @ +26-75 @ +76 or more  -26 to 75  -76 or more 54 17 @ 04 CD Figure 7 Enrollment Change Little Rock Geocodes White: 1-3 1979-80 to 1987 -88 Numerical Change \u0026lt;D -t-25 @ +26-75 @ +76 or more  -26 to 75  -76 or more 54 17 @ 04  Figure 8 Enrollment Change Little Rock Geocodes Black: 10-12 1979-80 to 1987 -88 N umeiical Change \u0026lt;D t-50 @ + 26-75 @ + 76 or more  - 26-75  - 76 or more 54 04 CD Figure 9 Enrollment Change Little Rock Geocodes White: 10-12 1979-80 to 1987 -88 Numerical Change \u0026lt;D 25 @ +26 to 75 @ +76 or more  -26 to 75  -76 or more dren. These areas also include some of the city's higher-income neighborhoods, where between 30 and 50 percent of school-aged children were reported to be attending private schools at the 1980 census. Private school attendance probably remains high in these areas. Locational Changes (Expanded Boundaries) As already indicated, we were able to obtain no reliable historical data on school enrollments which could be used to make a precise assessment of recent trends in the territory added to the Little Rock District in Fall 1987. Metroplan's 1986 population estimates indicate substantial new residential construction in much of the annexed territory, and considerable increase in population as well. In fact, it is in the new territory that much of the city's new residential construction and population gain has taken place, according to Metroplan. (See Tables 3 and 4 and Figure 10.) It is likely, therefore, that school enrollments have also increased, offsetting some of the decline in neighborhoods closer to the city's center. Much of the new construction has been in multi-family units, however, and this may have tended to hold enrollments down. At the time of the 1980 census, apartments in Little Rock yielded an average of 1.9 persons, compared with 2.41 persons for single family homes. Furthermore, about 40 percent of the city's total population growth occurred in one far northwest census tract (42.03) where about a third of all children of elementary and junior high age were in private schools in 1980. More than half the units built since 1980 in this tract, according to Metroplan officials, have been apartments. In adjoining tracts (22.01, 22.03, 22.04, 22.05 and 24.01) the ratio of apartments was even higher. In the tracts in the southwest part of the city (24.02, 41.03, 41.04, 41.05, 41.06, and 42.04) single family units have -8- 42.04 24.01 @ 24.02 @ 40.03 Figure 10 Change in Total Population Little Rock Census Tracts 1980-86 40.01 Percentage Change \u0026lt;D + 1% @ 2-5% @ + 6% or more  - 2-5%  - 6% or more TABLE 3 CHANGES IN TOTAL POPULATION BY CENSUS TRACT* LITTLE ROCK, ARKANSAS 1980 TO 1986 Census Change 80-86 Tract 1980 1986 No. Pct. 1 860 1,090 230 26. 7% 2 4,491 4,430 (61) -1.4% 3 2,726 2,890 164 6.0% 4 1,508 1,490 (18) -1.2% 5 4,904 4,940 36 0.7% 6 3,956 3,880 (76) -1.9% 7 2,969 2,920 (49) -1.7% 8 773 760 (13) -1.7% 9 806 790 (16) -2.0% 10 4,391 4,340 (51) -1.2% 11 4,831 4,750 (81) -1. 7% 12 2,675 2,630 (45) -1.7% 13 5,262 5,170 (92) -1.7% 14 3,417 3,420 3 0.1% 15 8,175 9,270 1,095 13.4% 16 5,258 5,350 92 1.7% 17 867 850 (17) -2.0% 18 6,406 6,350 (56) -0.9% 19 5,029 5,280 251 5.0% 20.01 5,748 5,900 152 2.6% 20.02 5,568 5,480 (88) -1.6% 21.01 8,468 8,740 272 3.2% 21.02 4,095 4,050 (45) -1.1% 22.01 5,196 5,710 514 9.9% 22.03 4,935 5,510 575 11.7% 22.04 7,938 8,830 892 11.2% 22.05 6,940 9,570 2,630 37.9% 24.01 11,100 12,170 1,070 9.6% 24.02 7,378 7,530 152 2.1% 40.01 2,705 2,860 155 5.7% 41.03 3,813 3,800 (13) -0.3% 41.04 1,154 1,490 336 29.1% 41.05 6,211 6,480 269 4.3% 41.06 6,660 6,930 270 4.1% 41.07 4,058 3,990 (68) -1.7% 41.08 6,361 6,250 (111) -1.7% 42.03 7,512 13,970 6,458 86.0% 42.04 2,615 3,460 845 32.3% Total 177,759 193,320 15,561 8.8% *Some census tracts extend into unincorporated portions of Pulaski County. Only the population of these tracts living within the city of Little Rock are included in the numbers given for both 1980 and 1987. SOURCES: 1980 data from 1980 Census of Population, updated by Metroplan to include territory annexed by Little Rock aftei 1980. 1987 estimates from Metroplan, January 1988. predominated in new construction, but except for the extreme southwest, the number of new homes has been relatively modest. Table 4 Housing Permits Issued for New Housing Units, 1980-86 in Census Tracts with 100 or More New Homes Little Rock, Arkansas Census Tract 1 3 15 16 19 20.01 21.01 22.01 22.03 22.04 22.05 24.01 24.02 40.01 41.06 42.03 42.04 Mul ti-Familz: 152 130 727 60 204 154 243 271 372 464 1,386 439 2 122 64 2,073 110 Source: Metroplan, March 1987 Single-Familz: 0 2 31 45 6 6 18 80 29 133 227 259 135 5 137 1,462 324 Total 152 132 758 105 210 160 261 351 401 597 1,613 698 137 127 201 3,535 434 It is possible to obtain some indication of enrollment change in the annexed areas by comparing data on school-age children from the 1980 Census by census tract with data for the same tracts from 1987-88 school data. While school data are recorded for geocodes and not for census tracts, about 83 percent of all geocodes fall entirely within a single census tract. Among many of the remainder which cross tract lines, it is apparent from an examination of maps that the majority of residents live within one of the tracts. In these cases we assigned all of the children to that tract. While this procedure may result in some errors, they are probably small, and the results can be considered illustrative, if not definitive. -9- The census data are for 5-year age groups rather than by grades as are the school data. In the analysis, therefore, we used children aged 5 to 9 years in 1980 as a proxy for kindergarten to grade 4, making an adjustment to take out those attending private schools. We have data on the total population without regard to race for all census tracts. However, no 1980 racial data are available for those tracts in which the black population as a whole numbered fewer than 400 persons in that year. Several tracts within the annexed territory fell into this category, although 1987 school data now show sizeable black school populations. We also do not have separate data on private school attendance for blacks and nonblacks. The analysis of the 1980 and 1987-88 data can give us only a rough indication of changes in enrollment patterns and the direction of change in the territory recently added to the Little Rock School District. (The annexed territory includes all or part of census tracts 20.01, 20.02, 24.02, 40.01, 41.03, 41.04, 41.05, 41.06, 41.07, 41.08, 42.03, and 42.04.) Nevertheless, they do indicate a clear increase in enrollments in the lower grades in much of the annexed area since 1980, primarily south of I30 and east of Heinke Road (tracts 41.05, 41.06, and 41.08). The comparison shows little change west of Heinke (tracts 41.03 and 41.04) and in the far northwest part of the school district (tract 42.03), although Metroplan reports a considerable amount of new construction of both multi-family and single-family dwellings. In one tract (42.04) there was a sizeable decline in enrollment.* (See Figure 11.) Since most census tracts in the annexed territory had relatively small black populations in 1980, it is difficult to tell much about racial change within the new area. At least a few tracts, however, appeared to have drawn increases in both black and nonblack enrollments between 1980 and 1987-88. (See Figures 12 and 13.) -10- 42.04 24.01  24.02 @ 40.03 Figure 11 Enrollment Change, 1980-87 Little Rock Census Tracts Total: K-4 40.01 Numerical Change, 1980-87 \u0026lt;D + 50 @ 51-100 @ + 101 or more  - 51-100  - 101 or more 42.04 24.01 @ 24.02 @ 40.01 40.03 Figure 12 Enrollment Change, 1980-87 Little Rock Census Tracts Black: K-4 (tracts with 400 or more Blacks, 1980} Numerical Change, 1980-87 \u0026lt;D + 25  + 26-75 @ + 76 or more  - 26-75 @ - 76 or more 42.04 24.01  24.02  40.03 Figure 13 Enrollment Change, 1980-87 Little Rock Census Tracts White: K-4 (tracts with 400 or more Blacks, 1980) 40.01 Numerical Change, 1980-87  + 25 @ + 26-75 @ + 76 or more  - 26-75  - 76 or more Overall, it appears that there have been few if any radical and rapid shifts in the pupil population of the Little Rock School District over the past several years. Total enrollments have declined steadily from year to year (except for the recent increase due to the annexation), but the drop has been gradual. Black enrollments have grown somewhat while white enrollments have decreased, but the pace has been quite slow in both directions. In gen-eral, change in the schools appear to be moving in concert with changes in the city as a whole--population losses in close-in older neighborhoods, growth in certain outlying areas. While much of the city's total growth has gone into the northwest and southwest, however, some of these areas have gained rela-tively few public school pupils, at least in the lower grades.* Black population and black school children have tended to move out of the older areas to the east and in the center and toward the west and southwest. In some of these areas they are clearly replaced white pupils. In other areas white enrollments appear relatively stable. *Metroplan staff expressed surprise at the drop in the K-4 enrollment in this tract (42.04) where their figures show a 1980-86 total population increase of 1,452 persons and the addition of 432 dwellings, three-fourths of which were single-family units. We have no reasonable explanation for the discrepancy. -11-  III. FACTORS INFLUENCING FUTURE ENROLLMENTS Expectations for Growth There are several sources of population projections for Pulaski County, two of which were consulted for this study--those made by the University of Arkansas at Little Rock, which produces the official projections for all counties in the State of Arkansas, and those made by Metroplan. UALR's projections are for the total population of Pulaski County by race, sex, and five-year age groups. The projections are given for intervals of five years to the year 2000. There are no separate figures for subareas of the county. Metroplan projects the total population of Pulaski County, along with the three other counties (Saline, Faulkner, and Lonoke) that make up the Little Rock-North Little Rock Metropolitan Statistical Area, and also distributes the projection among census tracts in the urbanized areas. The census tract projections are only for the year 2010 with no figures for intervening years. UALR projects the population of Pulaski County to reach more than 441,000 persons by the year 2000, an increase of more than 100,500 or 29.6 percent over the 1980 population of 340,600. (This represents approximately one-fifth of the total increase projected for the entire State of Arkansas in the 20-year period.) About one-fourth of the increase is estimated to have occurred between 1980 and 1985, with about an equal increase expected every five years thereafter to the turn of the century. Metroplan has a somewhat higher projection, expecting the county to reach more than 474,000 persons by 2000 (an increase of 39.3 percent over 1980), and 530,000 by the year 2010, a gain of over 189,000 persons or 55.6 percent in just 30 years. -12- Only UALR projects the county's population for whites and blacks separately. Because of their higher rate of in-migration--during the 1970s the nonwhite rate was 19.6 percent compared to only 2.7 percent for whites-nonwhites are projected to number about 148,800 in the year 2000. They will then constitute one-third (33.7 percent) of the Pulaski County population, compared with 25.2 percent at the 1980 census. Our informant at UALR expects this in-migration to continue for the foreseeable future. Since Little Rock now has a substantial black community, he believes it will continue to be attractive to blacks now living elsewhere in Arkansas. Where the Growth Will Go Only a limited amount of the growth projected for Pulaski County in the next 20-30 years is likely to go inside the current boundaries of the city of Little Rock. Much of the central area has been losing population in recent years, and much of the rest of the city is already well developed. In 1980 the city contained almost half of the county's total population, and since then several tracts of land on the west and northwest sides of the city have begun to fill up. Described by one informant as \"the place to live in Little Rock\", the area of greatest growth in Pulaski County during the 1980s has been the northwest section of the city. To a lesser degree, the area to the south-west has also been attractive. This latter area was described by the same informant as popular for \"entry level\" housing for first-time homebuyers of more modest means. Almost everyone consulted for this study agrees that growth will continue on the city's western borders. There are still several large tracts of undeveloped land now prime for development. A number of major residential, commercial or institutional construction projects are in the planning stages or beyond. Census tract 42.03 in the northwest alone is projected by Metroplan -13- to increase its population by almost five times between 1980 and 2010. Tract 42.04 extending directly westward from the city will grow by almost three and a half times. Other tracts in the same general area will also grow, though more modestly. (See Table 5 and Figure 14.) Altogether, Metroplan has projected that the census tracts on the city's west side will gain almost 50,000 new residents by the year 2010. Only part of that growth will occur within the present boundaries of the Little Rock School District, however. While part of the growth area lies within the recently-annexed territory of the school system, most of the census tracts where growth is projected also extend well out beyond current city limits into the remainder of Pulaski County--and hence, beyond the present boundaries of the Little Rock School District. While the city of Little Rock may eventually annex some of the newly developed area, it is not axiomatic that the children living there will also be annexed by the Little Rock School District. At the same time, it is unlikely that a large segment of Little Rock's black community will participate in the westward movement to the city's borders and beyond. These areas contain some of the highest priced housing in the city, and blacks in Little Rock still have a considerably lower median incomes than do whites. Instead, the movement of blacks has tended to be on the near west side of the city and toward the southwest below 1630 where housing is more affordable. It is likely that this movement will continue unless steps are taken to re-direct it or to open up other options. Other Population Change in Little Rock As already noted, like almost all American cities, Little Rock has been losing population at its core. Between 1980 and 1986 Metroplan estimated that there were losses in almost every census tract on the eastern side of the -14- TABLE 5 CHANGES IN TOTAL POPULATION BY CENSUS TRACT* LITTLE ROCK, ARKANSAS 1980 TO 2010 Census 1980 2010 Change 1980-2010 Tract Total Tract Total Tract No. Pct 1 860 1,600 740 86.0% 2 4,491 4,000 (491) -10. 9% 3 2,726 3,200 474 17.4% 4 1,508 1,000 (508) -33.7% 5 4,904 5,200 296 6.0% 6 3,956 4,000 44 1.1% 7 2,969 3,200 231 7.8% 8 773 800 27 3.5% 9 806 800 (6) -0. 7% 10 4,391 4,600 209 4.8% 11 4,831 4,600 (231) -4.8% 12 2,675 2,200 (475) -17.8% 13 5,262 4,800 (462) -8.8% 14 3,417 3,800 383 11.2% 15 8,175 10,000 1,825 22.3% 16 5,258 5,100 (158) -3.0% 17 867 850 (17) -2.0% 18 6,406 5,900 (506) -7.9% 19 5,029 4,500 (529) -10.5% 20.01 5,748 5,700 (48) -0.8% 20.02 5,568 5,600 32 0.6% 21.01 8,468 8,000 (468) -5.5% 21.02 4,095 6,000 1,905 46.5% 22.01 5,196 5,600 404 7.8% 22.03 4,935 5,300 365 7.4% 22.04 7,938 8,800 862 10.9% 22.05 6,940 9,500 2,560 36.9% 23 920 950 30 3.3% 24.01 11,100 16,800 5,700 51.4% 24.02 7,378 13,800 6,422 87.0% 40.01 5,539 4,500 (1,039) -18.8% 41.03 3,813 5,500 1,687 44.2% 41.04 1,354 6,800 5,446 402.2% 41.05 6,211 12,200 5,989 96.4% 41.06 6,660 8,400 1,740 26.1% 41.07 4,058 4,900 842 20.7% 41.08 6,361 7,200 839 13.2% 42.03 8,260 38,900 30,640 370.9% 42.04 6,614 22,000 15,386 232.6% 186,460 266,600 80,140 43.0% *Data for both 1980 and 2010 are for the entire census tract. In some cases, the tract boundaries currently extend beyond the city limits into unincor-porated portions of Pulaski County. SOURCES: 1980 data from 1980 Census of Population. 2010 projections from Metroplan, Planning Support Document, Pulaski Area Transportation Study, May 1987.  42.04 42.03  24.01 @ 24.02 @ 40.03 Figure 14 Projected Change in Total Population Little Rock 40.01 Census Tracts 1980-2010 Percentage Change  t 5% @ + 6-25% @ + 26% or more  - 6-25%  - 26% or more city, in the tracts close to downtown, and in those on the near west side but east of University Avenue. Several of these tracts are projected by Metroplan to continue their population decline through the year 2010 while others, including some close to the city's center, will gain slightly. Some of the 1980-86 gainers west of University or south of 20th Street are projected to turn into losers or to stabilize by 2010. Since \"declining\" neighborhoods are usually \"aging\" neighborhoods as well, these areas will probably lose school-age as well as total population. However, some losers in the southeast are projected by Metroplan to become gainers by the year 2010. One close-in prospect for population gain is the neighborhood just to the east of the old downtown where there has been recent rehabilitation of old Victorian homes by young middle-class couples and families (Census Tract 6), However, the size of the area available for such gentrification is severely restricted not only by the number of dwellings but also by physical barriers to its extension. To date, whatever physical changes have taken place in the area's housing has had little effect on the pupil population living within the area. Future Growth of the Child Population Children are usually the most difficult group in the population to project. Unlike adults whose births are already a matter of record and whose survival from one age group to another can usually be tracked based on past experience with mortality and migration, how many children there will be in the future is subject to many more uncertainties. How will the birthrate shift? Will there be a trend toward larger families? or having babies at earlier ages? or later ages? If migration patterns for an older group changes, how will this affect the migration of children? -15- The number of children born to Pulaski County residents (we have no separate data for Little Rock) has remained remarkably constant over the past 10 years. Except for a dip in 1978 (considered by several sources as an obvious error in the data), the number of births did not vary by more than a few hundred between 1977 and 1986. Births to both blacks and whites have also remained almost constant\nthe difference between the highest and lowest numbers in any one year has been little more than 300 for each race. (See Figure 15). Despite the constancy in births, the child population of Pulaski County, like the total population, is projected by UALR to gain by the year 2000. However, like child populations nationally and in most communities across the country, their growth rate will be substantially below that of the total population. According to UALR's projections, children below age 20 will increase by only 16.7 percent between 1980 and 2000, an increase of fewer than 19,000 in the 20-year period. Furthermore, the largest number will be ages 15 to 19, with smaller numbers at each descending 5-year age group. The smallest number will be children below five years of age. Thus, unless there is a substantial in-migration of young children it is likely that the seeds are present for even more slender growth of the county's child population in the future. Still, children will total almost 130,000 in Pulaski County in 2000. And they will be almost 30 percent of the county's total population. (See Table 6.) All of the gain in children and then some will be among black children who are projected to grow from under 37,200 in 1980 to almost 57,800 in 2000. They will be almost evenly distributed among the four age subgroups. White children, on the other hand, will decline slightly in number--from about 74,200 in 1980 to about 72,100 in 2000. There will be more than 2,000 more white children ages 15 to 19 than under five years. -16- 8000 7000 6000 CJ) -.5 5000 ..L... CD Figure 15 BIRTHS IN PULASKI COUNTY TOTAL AND BY RACE - 1977 TO 1986 't\n4000 -------- L a, ---- -------------- ----------------------- ........................... ,.,.,.,.,.,.,.,.,.,. ----- -- ............ ,,,,.,.,,,,,,. .0 5 3000 ...,_,.,. :z 2000 - - - - - - -------  1000 0-+---------r-----r----~-----r-------,-----r----r------r------, 1977 1978 1979 Total births 1980 1981 1982 Year of Births White births 1983 1984 1985 1986 Nonwhite births TABLE 6 PROJECTIONS OF THE CHILD POPULATION BY RACE - PULASKI COUNTY TOTAL CHILDREN 1980 1986 1990 1995 2000 CENSUS ESTIMATE PROJECTIONS Under 5 years 28,291 32,599 32,649 31,923 31,370 5 to 9 years 28,117 28,074 32,385 32,496 31,848 10 to 14 years 25,870 28,358 28,404 32,804 32,981 15-19 years 29,047 26,423 29,042 29,142 33,682 TOTAL 111,325 115,454 122,480 126,365 129,881 WHITE CHILDREN 1980 1986 1990 1995 2000 CENSUS ESTIMATE PROJECTIONS Under 5 years 17,903 20,201 19,504 18,132 16,966 5 to 9 years 18,350 17,267 19,488 18,818 17,496 10 to 14 years 17,662 17,975 16,915 19,092 18,437 15-19 years 20,252 17,766 18,084 17,016 19,212 TOTAL 74,167 73,209 73,991 73,058 72,111 NONWHITE CHILDREN 1980 1986 1990 1995 2000 CENSUS ESTIMATE PROJECTIONS Under 5 years 10,388 12,398 13,145 13,791 14,404 5 to 9 years 9,767 10,807 12,897 13,678 14,352 10 to 14 years 8,208 10,383 11,489 13,712 14,544 15-19 years 8,795 8,657 10,958 12,126 14,470 TOTAL 37,158 42,245 48,489 53,307 57,770 II SOURCE: Research and Public Service, University of Arkansas, Little Rock. If there has been no rise in the number of births among Pulaski County residents, then why is the number of children in the county expected to growF? According to our informant at UALR the explanation lies in the migration patterns to the Little Rock area which have recently shown an increase in the in-migration of blacks from elsewhere in Arkansas. Blacks who might formerly have gone to Chicago, Detroit or Memphis, he states, are now drawn to Little Rock because of the size of its black community. As long as there continues to be a sizeable black population remaining in rural or small-town Arkansas, he expects that the migration to Little Rock will continue. We have found no projections below the county level for children so it is difficult to say what proportion of them are likely to end up in the Little Rock School District. Some are probably members of young families whose best prospects for starter housing may lie outside the city limits. Still, while less than half of Pulaski County's total population lived in Little Rock in 1980, almost 63 percent of its black population resided there. If this ratio- or close to it--continues into the future, a substantial proportion of the county's additional child population could go to Little Rock schools. We note that the UALR projection calls for an increase of somewhat over 1,000 black children per year in Pulaski County between 1980 and 2000, Over 600 of this increase, by the figure just cited, will occur in Little Rock. Enrollment figures so far in the 1980s, however, have shown a fairly consistent increase in black pupils averaging only about 127 per year. We have no explanation for this difference. However, we note that our projections, which will be discussed in the next chapter, indicate not a gain but a gradual decrease in overall black enrollments in future years. Because of the possibility that enrollment trends may be in the process of shifting, we recommend that they be monitored closely for the next several years and that revised projections be developed if necessary. -17- Influence of the Little Rock Economy A major shift--either up, down or dramatically different--in Little Rock's economic picture could affect migration patterns, and hence its school enrollments. This is unlikely to occur. One informant, a businessman with several decades of experience in living and working in Little Rock, described its economy as extremely stable--\"Good times, bad times, we grow about 2 percent a year. This isn't going to change\". Centers of government are often fairly recession-resistent, and Little Rock is probably no exception. When times are good, most people share in the prosperity. If times turn bad, government often steps in with new programs or expands old ones. In addition to being the State Capital, Little Rock is also a trading and distribution center for the upper south central region. It is also a major education and hospital center. It has a campus of the University of Arkansas as well as several regional medical centers. Its economy, in addition to growing steadily, has been moving in concert with the national economy. Manufacturing employment is down but not out, white collar and service industries are up. In 1985 the largest number of jobs (53,700) in the four-county Little Rock-North Little Rock metropolitan area were in wholesale and retail trade, according to the Arkansas Employment Security Division. The second largest number were service jobs (47,200). A substantial majority of these were in professional and related services, such as hospitals, other health services, and education. Service jobs had grown by 28 percent in the five years since 1980. In third place were government jobs (44,400). While manufacturing was in fourth place (33,800), the number of manufacturing jobs had declined by 10 percent since 1980. The drop, however, was more than overset by gains in other sectors so that the overall number of jobs was greater in 1985 than in 1980, by more than 9 percent. -18- IV. THE ENROLLMENT PROJECTIONS The Record of Prior Projections According to informants in the school system, its earlier enrollment projections have come remarkably close to the mark. In one recent year, for example, the actual enrollment was off by just a single pupil. Projections made in 1981 in an earlier study by Stanton Leggett and Associates also came close. When based on earlier enrollment trends, the Leggett figures fell just 136 pupils short of actual enrollment in fall 1985, or 0.7 percent. When based on the geographic distribution of the student population, the shortfall was only 79, or 0.4 percent. Most pupil enrollment projections are made by some variation of the \"cohort survival\" method. Basically, the method begins with data on the current school population by grade. It then \"ages\" that population, moving it up one grade for each succeeding year. At the same time, it \"survives\" the population, employing ratios developed out of school system experience which indicate what proportion of the children in one grade can usually be expected to show up in the next. The \"survival ratio'' is often a decimal fraction smaller than one\nhowever, it can be greater than one if youngsters migrating into the area from outside are added to the population in later grades. For children who are not yet old enough to be in school, the number of births in the appropriate year is used to develop the ratio. When the projection goes beyond the children already born, assumptions are made about the future fertility rate of the population. The comparative accuracy of past projections in the Little Rock School District is a tribute not just to the skill of the projectors, but also to the steadiness of past enrollment trends. In the present situation, however, one -19- II II II II II   II     II factor makes the projections particularly risky. This is the 1987 addition of a large number of pupils from the Pulaski Special School District, about whose \"survival\" almost nothing is known. Thus, we cannot develop survival ratios for almost a third of the current Little Rock pupil population based on their own trends and behavior. Projections for System-wide Planning Several sets of projections were developed and evaluated. All but one involved some variation of the \"cohort survival\" method, although they were also compared with independent data sources such as those furnished by Metroplan and UALR to determine if they were consistent both with current demographic and economic trends and future projections. Table 7 presents the final projections for each grade level which we recommend for current planning. We suggest strongly, however, that these be reviewed and updated annually as more data become available on the pupil population in the annexed territory. For the projections of black enrollment we used a three-year average of survival ratios for the old district. Past data were first projected to 1986 for the old district and compared to the actual 1986 enrollment. When the two compared quite closely, the three-year ratio was applied to the actual enrollments in the expanded district in fall 1987 and projections made to future years. White enrollments received somewhat different treatment. They had declined during the first years of the 1980s, but then began to turn up again. Some grade levels among whites began the reversal earlier than others, and the junior high years from 7th to 9th grade never did change directions. Since we could not determine whether the reversal was merely a temporary blip or presaged a change in trends, we used only one year's survival ratios--that of -20- TABLE 7 CURRENT AND PROJECTED ENROLLMENTS BY GRADE LEVEL AND RACE 1987-88 TO 1997-1998 LITTLE ROCK SCHOOL DISTRICT Current Projected 1987-88 1990-91 1995-96 1997-98 Total Enrollment Kindergarten Grades 1-3 Grades 4-6 Grades 7-9 Grades 10-12 Total Black Enrollment Kindergarten Grades 1-3 Grades 4-6 Grades 7-9 Grades 10-12 Total Nonblack Enrollment Kindergarten Grades 1-3 Grades 4-6 Grades 7-9 Grades 10-12 Total 1,846 6,449 5,820 6,064 6,401 26,580 1,184 4,196 3,819 3,695 3,207 16,101 662 2,253 2,001 2,369 3,194 10,479 1,834 6,059 5,494 5,966 5,952 25,305 1,156 3,797 3,593 3,712 3,219 15,477 678 2,264 1,900 2,253 2,732 9,827 1,797 6,072 5,180 5,297 5,605 23,951 1,135 3,810 3,250 3,167 3,128 14,490 662 2,262 1,930 2,131 2,477 9,462 1,797 6,072 5,158 5,269 5,389 23,685 1,135 3,810 3,250 3,115 2,913 14,223 662 2,262 1,908 2,154 2,477 9,463 *Ratios have been calculated on basis of enrollments within the boundaries which existed prior to the 1987-88 school year, but projections are based on enrollments in the expanded district in that year. 1986--for the white projections. These trends especially will require careful monitoring to determine their staying power. Total enrollments were arrived at by combining the black and white projections. In addition, as already noted, all of the projections assume that pupils in the annexed territory will behave in exactly the same way as those in the old territory. This is a risky assumption at best that should also be evaluated as reliable data on the new territory becomes available. Since data on births are available only for children who will be entering kindergarten through 1992, for later years we assumed that there would be the same number of both black and white births in the years thereafter as in 1986. As already noted, except for a temporary decline in 1978 (which many people attribute to an error in the figures and for'which an adjustment was made), the number of births has remained remarkably stable for the past ten years in Pulaski County. Overall, the projections indicate that total enrollment will continue to decline moderately through the 1997-98 school year. The drop will be largest at the junior and senior high school level. Both black and white enrollments will decline. Black junior and senior high school students will grow slightly by 1990, then drop off, while the number in grades 1 to 3 will be somewhat larger in 1995 and 1997 than in 1990. The number of white pupils at every grade level above 3rd grade will decline from its current level. Kindergarten and grades 1-3, on the other hand, will experience almost no change. Small-Area Projections Projections have also been made of the K-4 enrollments for individual census tracts throughout the expanded school district. They are shown in Figures 16 through 18. -21- 42.04 24.01  24.02 \u0026lt;D 41.06 @ 40.03 Figure 16 Enrollment Projections Little Rock Census Tracts Total: K-4 40.01 1987-88 lo 1990-91 Numerical Change \u0026lt;D + 50 @ 51-100 @ + 101 or more  - 51-100 @ - 101 or more 42.04 24.01  24.02 @ 41.06 @ 40.03 40.01 Figure 17 Enrollment Projections Little Rock Census Tracts Total: K-4 1987-88 to 1995-96 Numerical Change \u0026lt;D + 50 @ + 51-100 @ + 101 or more  - 51-100  - 101 or more 42.04 24.01 @ 24.02 @ 40.01 40.03 Figure 18 Enrollment Projections Little Rock Census Tracts Total: K-4 1987-88 to 1997-98 2 @ Numerical Change \u0026lt;D + 50 @ 51-100 @ + 101 or more  - 51-100 @ - 101 or more Section 2 Report: Meeting the Physical Facilities Needs of Seven Racially Identifiable Schools Stant.on Leggett and Associates  Educational Consultants West Tisbury, Mass. 02575 REPORT\nMEETING THE PHYSICAL FACILITIES NEEDS OF SEVEN RACIALLY IDENTIFIABLE SCHOOLS Little Rock School District, Little Rock, Arkansas June 1988 RACIALLY IDENTIFIABLE SCHOOLS A school with 76% or more Black enrollment is designated as racially identifiable. These schools will have major enhancements to their programs Including the following:  Tutortng programs  Reduced teacher /pupil ratio- a ratio ofl8 children to one teacher will be used.  Extended day care will be provided with costs based on a sliding scale.  Home Instruction will be supported for preschoolers  Individual school programs will be implemented with areas of emphasis.  Renovations of buildings are proposed to put these buildings In top physical condition. RENOVATIONS OF BUILDINGS AND IMPROVEMENTS TO THE SETTINGS FOR LEARNING In order to create in the seven racially identifiable schools the appropriate environment for learning, a series of major enhancements to these buildings have been proposed. These enhancements are detailed In the Appendix and are summarized in Table 1. To the seven racially identifiable schools has been added the Franklin School. This building is in the general area of the seven schools and can be involved In the effort to provide improved facilities for the seven schools. Table 1 shows estimated costs of enhancements. Those at Franklin are considered minor enhancements. Table 2. following, shows enrollments in the fall of the 1987-88 school year at the various schools. A map follows showing the relative locations of the schools and the major arteries. -2- Table 1 Racially Identifiable Schools and One Borderline School, with Estimated Costs of Physical Enhancement School Cost Franklin 22,350 Garland 396,890 lsh 124 ,770 King 1,1 97 ,815 Mitchell 106,470 Rockefeller 53 ,350 Stephens 964 ,720 Washington 742,730 3 ,609 ,095 Table 2 Enrollment by Grade for Selected Schools, 1987-88 Spec School K 1 2 3 4 5 6 Ed Franklin 55 56 62 66 51 64 49 Garland 34 48 46 47 41 45 45 23 lsh 18 39 33 23 32 31 30 8 King 32 44 53 32 32 41 35 Mitchell 32 43 47 29 37 39 21 8 Rockefeller 50 48 42 32 33 42 42 Stephens 14 49 36 24 30 32 33 Washington 31 42 24 24 37 26 30 Total 403 329 214 269 256 289 218 214 2192 FRA~Kl I ,J 0 .STEP48\\JS 0 0 l'Si+ fv'\\t\\f S-4--\\ov.J/1-lG Rid.A:TIVE L~110NS OF ~L Bui LD/J--JGS 1r-J fd:F-ORr o,-.i RAUA LLY t,N\n,\u0026gt;Jn l=\"IABLE. ~oLS u',a I -4- Calculation of Capacity: Racially Identifiable Schools The capacity of a school is a Yariable depending upon policy decisions as to class slze and the provision of speciallzed staff that serve the student body as children are drawn out of the regular classes for this purpose. The provision of special education self-contained classes and resource rooms also affects capacity as these are withdrawn from the regular classroom supply. In this analysis kindergartens have been treated as classrooms since the program is a full-day operation. In the analysis of major enhancements of schools that are racially identifiable, the matter of providing adequate working conditions for the specialized staff assigned to the school becomes important. One measure of the school system's concerns in this area is given by the specialized (other than kindergarten and classroom) facilities provided for new schools. Table 3, following, shows the spaces provided in the three most recently constructed schools of the school system. Analysis of these data suggests that in terms of staff and programs added to the schools, the following number of rooms should be set aside for the uses indicated. These rooms do not contribute to capacity of a school as students use these in addition to the regular classroom to which they are assigned, except for self-contained special education rooms. There should be at least one self-contained special education room in each school. This number is the average required by the system, including those in its five-year plan for special education. The rooms may be assigned differently from year to year, depending upon incidence of handicapped students among those assigned and the desire to provide primary and intermediate levels in program. The special education program provides a resource room in each school as well. Children attend programs for help in such a room, leaving the regular classroom for this purpose. In addition there are needs for reading and math laboratories for the ALP program, a computer laboratory and a music space which can be either a specially designed room that will control the sound or the use of the stage, suitably separated from the dining area. In consequence. for each school, six rooms must be deducted from the classroom inventory. Further. some of the major enhancements offered in the schools require rooms outside the capacity of the school. For example, the introduction of a Write-to-Read program requires a computer laboratory outfitted with IBM computer in order to function. Such a room uses a classroom that cannot be counted as capacity. PROGRAM ENHANCEMENTS FOR RACIALLY IDENTIFIABLE SCHOOLS THAT WILL REQUIRE ADDITIONAL SPECIAL ROOMS Garland: Mass media specialty does not require special space. X ISH: A science laboratory is required to support environmental education program. X King: A program for four-year olds will require space. A greenhouse laboratory is called for. Full-time art, music and foreign language, as well as environmental education specialists, will require science. foreign language and art spaces. With so many specialists the likelihood is that a departmentalized program will be used to schedule students to special classes. It has been assumed that the addition of a science laboratory and a room for four-year-olds will be required. Mitchell: Artists in residence for drama, writing, speech, and mime will be utilized. One space should be provided. - - -6- Capacity is calculated by deducting from the number of classrooms that are available in a building the number of rooms that will be required to be used for special purposes, including special education. ALP programs, music, and special offerings related to the program of enhancement. The number of regular classrooms is multiplied by eighteen, the maximum class size in racially identifiable schools. Kindergarten is treated like a regular grade since the program is a full-day program. Since a common standard of provision of special rooms has been used for the seven racially identifiable schools equal to the best that the school system has used in its most recent schools. and since additional special rooms are allocated based upon the program enhancement of the schools, the capacities of the schools are substantially lowered. The capacity of each of the schools is shown in the following table. Desirable School Size The schools under consideration are generally small schools built at a time when only classrooms were provided in the building. When the specialized rooms required for today's educational program are deducted, the schools become very small. The capacities of the schools under consideration are grouped by size below. Less than 200 Student Capacity: King 136 student capacity Washington 172 student capacity Stephens 190 student capacity 200-300 Student Capacity Mitchell 208 student capacity Garland 226 student capacity Ish 226 student capacity 300 Student Capacity and Up Franklin 352 student capacity Rockefeller 370 student capacity It is important to note that the capacities of the eight schools under consideration total 1880 students. when an adequate number of rooms for specialized use are deducted from the total available number of classrooms. This compares to the enrollment in the fall of 1987-88 of 2192 students. Any enhancement program based upon fixing up the existing buildings will not have dealt with the matter of providing adequately the services to be offered children in the schools, including the program enhancements required by the programs. To continue the buildings without change in spaces provided will cause these buildings either to be sharply overcrowded or to fall behind the system in providing services commonly provided across all schools, as well as program enhancements to make these schools educationally attractive. Size and School Organization In looking at school size, it is important to see the numbers with respect to the classroom organization that students pass through. The schools are organized as kindergarten to six grade units. That is, in order to have one section to a grade it is necessary to have about seven times 18 students, or 126 students, as total enrollment. To have two sections to a grade requires about 14 times 18 students per class. or 252 students. While children do not come in neat packages of 18 to a grade, it takes a somewhat larger school to accommodate such changes and still maintain the grade org~nlzation. TABLE 4 Calculation of Capacity: Seven Raclally ldentlflable Schools and Franklin Elementary School Capacity No. of Assign CR's Required- Rooms Not Capacity One Self- School CR's* 6 CR's Spec. Use by Total Assigned Remaining Contained to Spec. Enhancement Special to Spec. CR's x 18 Spec. Ed. Use Function Use Use @ 10 Students CR's (1)-(4) [Incl In (2)) ( 1 ) (2) (3) (4) (5) (6) (7) Franklin 25 6 6 19 342 10 Garland 18 6 6 12 216 10 lsh 19 6 7 12 216 10 King 15 6 2 8 7 126 10 Mitchell 16 4 5 11 198 10 Rockefeller 20 Q-** 0 0 20 360 10 Stephens 17 6 7 10 180 10 Washington 16 6 7 9 162 10 1800 includes kindergarten rooms.  Building has additional rooms suitable for ALP program. Therefore four set aside for special programs. Building has many specialized rooms in addition to classrooms and kindergarten space available to meet needs for special use rooms. Fall Total 1987-88 Capacity Enrollment (8) -'. .j ' 352 403 226 329 226 214 136 269 208 256 370 289 190 218 172 214 1880 2192 -8- When a school has a capacity well under 252 students and with more than 126 students representing one class to a grade. it is necessary for the school to organ.lze classes so that more than one grade is in a classroom. Most parents find this approach to be less desirable. It is possible to organize differently than by the chronological grade, using what is called an ungraded organization. In such a situation the children are dMded among the classrooms by some measure of maturity, or skill at reading, or some combination of devices. It can probably be said that with all the problems that the school system Is faced with, forcing a reorganization to some different kind of grade organization by maintaining small schools is unwise. It will no doubt be resisted by parents. concerned about their children, who do not see the need for such a change. Currently the schools avoid the issue by not having the special rooms that In this study are assigned to the schools in order to keep them at the level of provision of school facilities now found in the best school facilities of the system. A desirable size school that relates to the school organization ranges from 500 to 600 students with the equivalent of four sets of kindergarten to six units. or 28 rooms with 18 students each, for a total of at least 504 students. While children do not come to school In neat enrollment packages. In a moderate size school It is possible to accommodate. for the most part, dilTerences In enrollment from grade to grade without resorting to the placement of two grades in one classroom. Size and Staffing One should weigh the prudence of spending large sums of money to conserve buildings with limited enrollment and less adequate facilities as against providing larger schools with superior facilities that can be staffed so that there is room to work and the extensive specialized staff will be fully utilized. Any consideration of proposals for improvements in the seven racially identifiable schools must necessarily involve specific choices among a number of possible alternatives. For example. a decision must be reached on the question of school size. Should Little Rock continue to maintain and operate very small school units. however outdated and costly to efficiently maintain and operate they may be. because such little school units can also provide pupils a higher degree of personal attention with smaller class sizes and pupil/teacher ratios? Moreover, do not such smaller older schools often provide a sense of neighborhood identity and intergenerational stability which can give Individuals a sense of \"roots\" and belonging and continuity in a constantly changing larger community? By contrast. is it not also true that because of these very same smaller enrollments. such smaller schools often cannot provide many full-time services of such specialists as nurses, art and music teachers. counselors, and physical education Instructors, and cannot provide separate full-time specialized rooms for art, science, music, remedial reading, computer instruction. and similar costly services and facilities? How should a community choose between these competing alternatives? For example. in many small schools an art teacher may be assigned for only nine weeks per year. and for the rest of the year pupils are without this teacher's instructional services. While at the school such a teacher may do his/her work. based upon a stage, in a teachers' lounge or workroom, or may even carry needed supplies and work tools In the trunk of his/her car. These teachers may work with pupils, not In an art room but In a comer of the lunch room, or In an area of a regular classroom. and In some cases even in a stage or storage area or In a recessed part of a hallway. Moreover, if there is a reasonably useful space available, such teachers will -9- have to compete with the needs of other part-time specialists who also will be seeking space as a base of operations. We note with approbation that the established enhancement plan for stalTing proceeds for the assignment of many such specialists on a full-time basis and the consultants have therefore included necessary facilities for such specialists In their calculation of building capacities and recommended new facilities. Frequently there are also contrasting advantages which come with having larger units. With a large enough pupil base. three or four teachers can combine their skills at any given grade level, and pupils benefit. Thus one teacher may delight In teaching reading while another may have special skills and enthusiasm for teaching arithmetic. One may have a rich background in one area and another have hobby interests and competencies of a different kind. The larger school. with its larger staff. can offer many such benefits. Thus, too, because of the larger number of pupils, the cost per pupil for specialized full-time instructors In subjects such as art, music, crafts, health. computer science, and other diversified curricular offerings, become economically feasible. In addition, the costs of administration and overhead services can be reduced. One set of overhead costs in a larger building can be far less than the combined costs for similar services In two or three smaller units. Hence the decision as to what constitutes a desirable optimum size of a school involves an analysis of many factors. The consultants believe that an optimum size elementary school unit would be one having about four sections per grade level and preferably 500-600 pupils. Such a selection could provide an efficient base for personalized and specialized instructional services and at the same time provide an economical overhead and administrative cost basis also. Based upon the foregoing considerations, we believe that the enhanced instructional programs established by the policies of the Little Rock Board of Education, in conformity with the overall Court directives and decisions which have been previously established, can be well served by the recommendations herein presented. The Condition of the Building as a Criterion for Enhancement Some buildings are of a basic condition or have reached a point of wear where the enhancement of the building will not cover up the major problems that exist in the structure or the mechanical systems of the building. When schools were built as economically as possible, such buildings do not last forever, even with major repairs. The condition of the core of the building should be weighed in assigning children to these schools over long periods of time. An example is the Garland School. This building has masonry bearing walls and a wood frame inside. It is a multistoried building. A building of this type would not meet today's building codes and could not be built now. It is unwise to spend money on a building where the core is not that which should be in use today. In the case of Washington School, for example, the mechanical systems are worn out. The windows are rusting and should be replaced. The system of ventilating the rooms through the corridors by use of corridor fans represents the possibility of spreading flames in the event of fire. Washington School is not of sufficient quality to warrant substantial expenditures to patch it up. The proposed building program dealing with the seven racially identifiable schools attempts to apply current standards of quality to the buildings rather than accepting the existence of some buildings that. were the school district able to do so, would have been retired long ago. It is not wise to enhance a basically unsatisfactory structure. II II II II II II II -10- RECOMMENDATIONS The cost of remodeiing and rehabilitation of the schools. either as major or minor enhancements. has been estimated at $3.600,000. Such enhancement did not provide the level of specialized rooms that have been provided by the school system in its recent construction and that is necessary to house the staff properly that has been assigned to these schools. A series of alternative proposals have been suggested to combine four of the schools into two buildings each of about 600 student capacity. These are to add to Franklin Elementary School to bring its capacity to 600 students. requiring fourteen classrooms. The other move would be to combine Stephens and Garland Schools in one new building at the Stephens site. with a capacity of about 600 students. Add to Franklin Elementary School to Accommodate King Elementary School The estimated cost of adding to Franklin to bring the capacity to 600 students is based on the cost of 14 additional classrooms. These rooms, at 780 square feet each, the size of rooms under construction at the new Carver Magnet School. would require about 10,900 net square feet of space. Adding the necessary circulation. toilets, mechanical space to the net area would result in about 16.000 square feet of gross area. At $50 per square foot for all costs, using the basis for Carver Magnet School, the addition would cost $800,000. To this should be added the costs for upgrading Franklin School. first through the minor enhancements called for in the amount of $22.350 and, secondly, the probable need for further improvements necessary to upgrade Franklin School. These costs can be determined more accurately when architectural studies are started on the project. The amount of $100,000 has been tentatively allocated for the project. The total cost ls estimated to be $922,350. Major enhancement of King Elementary School was estimated to cost $1,187,815. With a capacity of 136 students. unchanged by the enhancement, the cost would be $8,700 per student. The new Carver Magnet School will have a cost for new construction. equipment. grounds. fees. and the like, of about $4,000 per student. Replace Stephens and Garland Schools With a New School The new Carver School has a capacity, depending upon the use of rooms and using the same measures of capacity as the other schools in this analysis, of about 568 students. Adding two classrooms by using the stage as a music room and reducing the storage for specialized spaces would result in a capacity of approximately 600 students. Using the cost of the Carver School as a measure. the new school would cost about $2,500,000. The combined budgets for enhancement of Garland of $396.890 and for Stephens of $964,720 is $1,361,600. This does not take into account that the Garland School is constructed with brick bearing walls and wood frame. It is suggested that a new school of 600 capacity be-constructed to replace Garland and Stephens Schools. The two schools are located only about seven blocks apart in an area with small block size. By using the Stephens site expanded. as the site of the new school. the new school could be expedited. There is much vacant land and many abandoned houses that could be secured to expand the site. -11- Add to Ish Elementary School and Distribute the Students Now Attending Washington Elementary School Between Rockefeller and Ish Schools Washington Elementary School ls a building that requires substantial rehabilitation. When completed, the result will not be a building that will be as effective as either Rockefeller School, which represents the best of the elementary schools in the area, or Ish. which is a more recently constructed building, fully air conditioned and with the capability of becoming one of the finer school buildings of the system. Both Ish and Washington have 214 student enrollments as of the fall of 1987-88. The service area of Washington School lies in part across Roosevelt Road from the school. It is proposed that students living north of Roosevelt Road attend Rockefeller School. If the capacity at Rockefeller of 370 students will not accommodate its present load of 289 students plus the students from Washington living north of Roosevelt Road, new classroom construction suggested here for Ish could be transferred to Roosevelt. until an appropriate balance has been reached. Assuming that the 80 student excess capacity at Rockefeller Is used, there would be a total of 134 students now assigned to Washington who could be assigned to Ish Elementary School. The Ish School has a total of twenty classrooms. and an enrollment of 214 students. The total enrollment. including Ish and part of Washington. would be 344 students. From the number of classrooms should be deducted six specialized rooms assigned in all schools and two additional specialized rooms related to the specialty of the school. Ish as an environmental education focus needs a science room and Washington would require a Write-to-Read laboratory. A total of eight specialized rooms would be needed. With twenty classrooms. reducing the count by the specialized rooms would result in twelve rooms. A series of changes are proposed. One is to move the cafeteria from the center of the Ish building and replace this outside the walls so that the noise is moved from the building. The space should be converted to a library and its supporting services. The present kitchen can be converted to a science room, the present library can be a computer laboratory. The new construction of an all-purpose room can include a stage that can be designed for music use. Thus three of the eight special rooms required can be provided. The additional five specialized rooms are deducted from the twenty classrooms available. The fifteen rooms available as regular kindergartens and classrooms at eighteen students a room would have a capacity of 270 students. With an anticipated student load of 344 students and an existing capacity of 270 students. there is a need for four classrooms. bringing the capacity to 342 students plus ten in a special education self-contained classroom, for a total of 352 students. The new rooms could be constructed at either Rockefeller or Ish, as was noted above. They are calculated under Ish capacity at this time. New construction would involve a new all-purpose room and kitchen described as 1,000 square feet of space for kitchen and auxiliary space, 1,600 square feet for the main floor, and 1,000 square feet for a stage usable for music along with storage. Four classrooms at 780 square feet, the size in the Carver Magnet School, would require a net area of 3120 square feet. The total net area required would be 6,720 square feet or an estimated 10,000 square feet of gross area. At $50 per square foot for all costs, the estimated cost is $500,000. To the cost of new construction should be added $125,000 for enhancements to the original structure and for repair to damage at the mechanical room and the nearby exterior wall. The total cost of the project is estimated to be $625,000. The estimated cost of enhancement of Washington Elementary School is $742,730 and oflsh is $204,311 for a total of $951,041. X X X -12- Mitchell Elementary School The needs of the school, as suggested in the original program for major enhancement in the amount of $106.470. should be expended as planned. The needs for the combination of Mitchell Elementary School and Rlghtsell should be approached in the light of overall needs of this area of the city. These needs should be analyzed In connection with other schools in the area. IMPACT ON CAPACITY OF PROPOSED CHANGES The resulting capacities of the seven racially identifiable schools and Franklin are as follows . King-Franklin Garland-Stephens !sh-Washington Rockefeller-Washington Mitchell Total 600 students 600 students 342 students 370 students ~students 2120 students The fall of 1987-88 enrollment in the schools was 2192. The Mitchell School should be modified and recommendation wlll be made for this school in relation to other schools in the area. This wlll provide opportunity to change capacity further. Mitchell shows an enrollment of 256 students and a capacity of 208 students. Much of the apparent deficit ls caused by the difference at Mitchell. Summary: New Construction and Enhancements of Schools as Planned or for the Period of Time Necessary to Complete Major Changes Washington Elementary School Provide enhancements for period of time necessary to make permanent changes Rockefeller Elementary School Make planned enhancements Mitchell Elementary School Make planned major enhancements. Garland Elementary School Make enhancements to building for use until new GarlandStephens ls completed Stephens Elementary School Demolition and site work New Stephens-Garland School King School Make enhancement to the school anticipating combining the school with Franklin $75,400 $53,350 $106.470 $86,300 $50,000 $2,500,000 $80,000 X -13- Franklin Elementary School Improvements to Franklin including minor enhancements New construction. fourteen-classroom addition !sh Elementary School Make planned enhancements and correction of fault in mechanical room and exterior wall New construction of cafeteria and four classrooms with stage also usable as music room Total cost rounded to $122,350 $800,000 $125,000 $500,000 $4,498,870 $4,500,000 The diITerence between the approximately $4,500,000 for this program and the $3,600,000 budgeted probably can be resolved with closer cost estimating and with savings in operational costs that would be involved. The major improvement brought forth by the alternative suggestion would be that the new schools resulting from additions would be related to good basic buildings and that the new school proposed could be controlled in quality of educational environment. The original proposal involved encapsulation of building cores that do not represent high quality in the enhanced schools and in so doing accepting a lesser standard for the educational environment for children in these schools for years to come. The significant factor in the dUTerence in cost between the original estimates of cost of about $3,600.000 is caused by the difference in capacity between the original proposal and the alternative suggested here. There is a difference of 240 student capacity between the 1880 capacity of the original proposal and the 2120 capacity of the alternative. Using the $4,000 per pupil approximate cost of the new Carver as a gauge. the 240 student capacity involved would cost about $960,000. or close to $1,000.000, eliminating the financial advantage of the original proposal. r- CL::Ni /\u0026lt;AL fllG\"'f\u0026lt;..:YJ-\\TL 0 te/c.11 rSGLL AJ.. Tt:RJ.lAnVG ./4pp,2,DN-J-lb.5 TO tM PQO VI '-J \u0026lt;\n, Bf(Si~AL FAC! I LfT76 MAf S-1--\\o~Jnk\nRf:lAT/\\)E LoC.AnONS or= ~L BUI LD/NGS IN f.2GFbR, ON Rl.L(A LLY /Df\nNn l=\"IABLE. ~oLS ,.'.. . .p. ' Conformity with Previously Established Major Enhancements Proposals and Time Schedules -15- It should be noted that these proposals are sufficient to house all present and contemplated 1989- 90 enrollments. and do not require a declining enrollment to be feasible. Whether the Central City school-age population actually remains stable, declines, or increases, it remains true that in the final analysis the number of children attending these schools will be determined by assignment and will not be determined by local residential status. However, the consultants believe that the recommended school size range from 500 to 600 pupils is desirable for both educational and economic reasons and has therefore been the basis of these proposals. If there be completely adverse reaction to the concept of not conforming completely with he original Court-accepted plans and time schedule. the consultants suggest that every effort be made to conform with the major elements of such plans as previously approved, and that consideration be given to securing approval of certain modifications by consideration of the following . 1. We believe that the work could and should proceed immediately as previously planned at Rockefeller, Mitchell, and Ish. All such enhancements will be of continuing use and value to the pupils and staff therein. 2. We believe that such work previously planned at Garland, which will be of primary benefit and usefulness to the pupils in their final year of occupancy of this school, should go forward as planned. Work which is long-term preventative and primarily structural and mechanical in nature should be deferred and re-evaluated. It is recommended that this building become the much needed improved housing for the Instructional Resource Center, which is now located In former Lee Elementary School. The Garland School cafeteria facility should continue to function as a community center until such time as the newly constructed school achieves recognition of its own community center status. It is, of course, true that plumbing, site, heating, cooling, ventilation, and electrical requirements for thirty to forty adult occupants are far less than those needed for hundreds of pupils. We earnestly suggest that public funds invested in the recommended new school would be of substantially greater benefit to pupils and taxpayers than would be the case if pumped into an eighty-year-old building. Moreover, by utilizing Garland for the Instructional Resource Center and disposing of Lee (which requires much work). the resource staff and program can function more effectively. Garland's facilities can be retained as a community center for as long as required, and substantial repair costs can be saved at both Garland and Lee. 3. We recommend that proposed work previously planned at King, and Intended primarily for pupil safety. comfort, and instructional effectiveness, be started immediately. The same considerations suggested for Garland should apply to King for the final year of pupil occupancy at this building. All savings from work that can be deferred and transferred to the King-Franklin addition should be sertously considered. A possible future use of the present King facility as an administrative unit for housing assistant superintendents and their staff could be considered, and such use would not require the major mechanical. site or structural renovations previously planned for effective occupancy by hundreds of pupils. Because the future use of King involves substantial consideration of possible future administrative reorganization policies and patterns. we believe that it would be judicious to keep current investment in this plant at a minimum consistent with short-term -16- utilization by present pupils. until final decisions are made to determine the final use of this facility . 4. To provide an effective new school to replace Garland and Stephens, the simplest procedure would be temporarily to spread Stephens' projected fall enrollment into not more than three or four nearby schools, which have the excess capacity to enroll them, and which can and will offer adequate facilities for their education. The present Stephens structure could then be demolished. and the site graded and prepared and a totally new school erected as recommended. There is much available vacant, boarded-up and low-cost property adjacent to the existing Stephens site. However, site acquisition takes substantial blocks of time, as well as funds. Other alternatives might include retaining some of the existing Stephens plant and building a part of the new school adjacent thereto, and then proceeding with final demolition and completion of the entire new plant. Still another choice could involve retaining some portions of the existing facility and building an addition thereto. In the consultants' view. this latter course could be as costly and more time consuming in the long run than the erection of an entirely new school. 5. In the case of Washington, it is recommended that the same consideration be given as previously recommended for Garland and King. Work should proceed immediately for items necessary for pupil safety and effective educational utilization for the coming school year. Those other Items beneficial to long-term plant and site use should be deferred while the addition at Ish is constructed. The community could continue to use the cafeteria facilities for as long as desired, while future use of the old building is determined. One suggestion might be to lease it for a nominal sum and required maintenance and operational expenses to the Annie Casey Foundation for their use as an administrative headquarters. IBtimate use or sale could await future developments. A simple chart illustrating the above concepts follows. While ultimate costs of this group of alternative proposals will be largely determined by how much is demanded and/or required to be done at the buildings to be given up after only one year of further pupil use. we believe that by careful selection, the entire program of new construction can be provided close to the the cost parameters previously suggested. If this is done, more than a thousand pupils. and perhaps as many as 1500, could benefit by these new and improved facilities. We further believe that these proposals for new construction can be completed within a time frame actually and realistically required for the previously proposed projects. We therefore recommend that they be given serious consideration, if our original recommendations are not acceptable. Time Frame for Facilities Improvement The consultants. based upon their combined experience of almost one hundred years of responsible leadership involving literally billions of dollars in school plant planning. construction and operational development in widely scattered geographic areas, believe that any proposed development of new or significantly improved school facilities must involve substantial amounts of time. School districts are typically enshrouded in massive amounts of regulatory procedures or \"red tape,\" which cannot be legally ignored. Boards of education and their staffs take many mandated. specifically stipulated legal actions to employ qualified engineers and architects. to procure financing, to hold public hearings, to advertise for bids, to approve architectural plans, -17- and to seek approval from various state, local and federal authorities having responsibilities for conformance with such things as fire, electrical, health, safety, zoning, and sanitary codes. labor laws, anti-discrimination regulations. and minimal education standards, etc. When finally approved, specifications and bids must be advertised for stipulated minimum periods of time, and contracts must be legally awarded within the parameters of literally thousands of Court decisions concerning such awards. Many of these statutes and regulations require time periods which are beyond the immediate control of the local board. Fortunately for Little Rock, Federal Court intervention may indeed expedite or \"short circuit\" some such procedures. Nevertheless, it is always also true that such things as shortages. procurement of critical building materials, approval of alternate components, preparation of shop drawings, selection of subcontractors, clarification of specification requirements, possible labor difficulties, delayed inspections and approval by regulatory bodies for code compliance, inclement weather. necessary change orders as work progresses. and many similar or unforeseen obstacles may delay progress of the work. In our experience. many of these delays occur, whether the total project be large or small. In general, it is our experience that such contrasting projects as a small elementary school addition or a massive new high school take a minimum of thirteen months for completed construction. In practice. larger contractors employ larger work forces and seem to have more \"clout\" in expediting necessary non-construction aspects of the projects. Consideration of all the required legal processes, adequate planning time, proper supervision and inspection of the work in progress. and final acceptance of the work typically require a year to a year and a half of elapsed time. We see no reason to believe that the time frame for Little Rock's construction procedures would be significantly different from those in other areas. While it is true that by utilizing overtime shifts. double-time labor, and paying premium prices for various components, and by using and paying for completion penalty and liquidated damages clauses in contracts. work progress can sometimes be significantly accelerated, we believe the proposed financing levels for Little Rock's school modification and construction projects leave little room for any such practices. Addendum The following material shows the original planned major enhancements for the seven racially identifiable schools. The suggested action for buildings that may be replaced or combined are shown in this compilation as alternative moves. The alternative suggestions are included In the summary of costs that appeared above. IMPLEMENTATION PLAN Washington Elementary School Implementation Schedule Strategies Employ architect\ndevelop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance Projects to be accomplished Washington Elementary School Interior Toilet partitions Painting Floor tile, cafeteria Carpeting, classroom Exterior Partial re-roof Window replacement Clean and waterproof exterior Plumbing Piping and fixture replacement Heating and Ventilating All new system, HV only Air condition cafeteria Electrical All new system Other Equipment -18- New furnishing and equipment storage in classrooms, sinks in classrooms, modify chalkboard heights Subtotal Special conditions (10%), miscellaneous (5%), contingency (5%), professional services (lOOAi) Total building upi,:ade Site Development Paving and curbs Play areas Grassed areas Planting Outdoor equipment Security Miscellaneous Deadline Current Alternative 4-1-88 6-1-88 7-1-88 7-1-88 8-1-88 8-1-88 8-15-88 8-15-88 2-1-89 2-1-89 3-1-89 3-1-89 Estimated Cost Orlg1na1 Alternative 10,500 9,450 9,450 2,500 2,500 40,000 10,000 10,000 10,000 25,800 12,000 40,000 167,300 10,000 10,000 154,400 18,230 13,000 500,180 54,950 150,000 12,000 650,230 66,950 30,000 5,050 32,650 8,850 4,050 4,050 4,500 3,000 Washington EL School (cont'd.) Subtotal - Site Contingency Total Grand Total Rockefeller Elementary School Implementation Schedule Strateflies Employ architect Develop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance Projects to be accomplished, Rockefeller Elementary School Waterproof outside wall. early childhood area Roof repairs Repair HV AC units Repair carpeting Subtotal - Building Site development Play areas Grassed areas Planting Outdoor equipment Miscellaneous Subtotal - Site Total -19- 88,100 4,400 92,500 742,730 4,400 75,400 DeadHne Current Alternative 4-1-88 5-15-88 5-15-88 ~15-88 6-1-88 7-1-88 6-15-88 7-15-88 8-1-88 8-1-88 8-15-88 9-15-88 E8tlmat.ed Cost Original Alternative 2,CXX\u0026gt; 2,CXX\u0026gt; 12,000 12,CXX\u0026gt; 8,CXX\u0026gt; 8,CXX\u0026gt; um 2.CXX\u0026gt; 24,CXX\u0026gt; 24,000 2,330 2,330 10,320 10,320 8,950 8,950 5,850 5,850 um um 29,350 29,350 53,350 53,350 . Garland Elementary School Implementation Schedule Strategies Employ architect Develop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance Projects to be accomplished, Garland Elementary School Interior Portable stage for cafeteria Stage storage Replace toilet floor tiles Repartition all toilet rooms Replace tack strips and bulletin boards Replace carpeting Paint interior Plumbing Replace all flush valves Replace sinks with vanities Electro-Mechanical Additional electrical service A/ C with window units Exterior Re-roof Clean and waterproof exterior masonry Site Development Build flammable storage Paving/ curbs Play areas Grassed area Planting Outdoor equipment Security Retaining wall construction Subtotal Miscellaneous. fees, contingency Total -20- Deadline Current Alternative 4-1-88 5-15-88 5-15-88 6-1-88 6-1-88 7-15-88 6-15-88 8-1-88 8-1-88 9-15-88 9-15-88 ~ Estimated Cost Original Alternative 1.em 7$X) 6,500 8,00'.) 2.00J 10,500 1,500 1,500 40,000 10,00'.) 13,500 13.500 3,500 3,500 l,OOJ 1,00'.) 2,00J 2,00'.) 32,700 00,00'.) 12,00'.) 2.500 18,250 30,00'.) 5,500 10,300 8.950 14,500 15.700 30.500 305,300 91.500 15,00'.) 396,890 86.300 r:---- Stephens Elementary School : Implementation Schedule Strategies Employ architect Develop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance -21- \"The consultants view the elapsed time suggested there as insufildent. The project involves construction of a gym. total replacement of electrtcal and heating. ventilation and air conditioning system. replacing ceilings. replacing windows. and the like. In our judgment the project will take thirteen months at least to complete. Project to be accomplished. Stephens Elementary School Plumbing Replace plumbing fixtures. pipes. fountains. 1950 unit Extertor Replace all windows. 1950 unit Replace window operators Paint all trim Reroof, partial Interior Carpet all classrooms and replace asphalt tile Replace suspended ceilings. 1950 unit Install insulation. 1950 unit Refinish interior. doors. walls. paint. etc. Install new toilet partitions Electro-Mechanical All new electrical system All new HVAC system Subtotal for Building Misc. fees. special conditions. contingency@ 300Ai Total for building New Construction Multipurpose gym Fees. contingency. equipment. 20% Total new construction Deadffne CW:rent Altemative 5-15-88 7-1-88 8-1-88 8-15-88 1-1-89* 2-1-89* 5-15-88 7-1-88 8-1-88 8-15-88 9-1 to 12-1-ffi 10-1-89 to 1-1-00 Estimated Cost Orlg1nal Alternative 40,000 24,000 1.460 1,430 58,650 51.600 10,100 4.0C.O 23,100 13,650 107,250 179,000 515,150 154.550 669,700 191,750 38.350 230.100 Stephens El. School (cont'd.) Slte Development Develop plan Paving play area. walks Grass area Planting trees and shrubs Fencing Equipment Lighting Subtotal Misc. fees. contingency. 15% Total site work Grand total -22- The alternative is to build a new school replacing Stephens and Garland Demolition New construction \"The approximate cost for the Carver Magnet School. recently bid and unde::- construction. was this amount. Martin Luther Klng, Jr. Elementary School Implementation Schedule strate2:1es Employ architect Develop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance \"The consultants view the current tJme schedule as optimistic. In the judgment of the consultants this project.will take a minimum of nine months to complete.  Projects to be accomplished, Martin Luther King, Jr. Elementary School .s.afm:: Enclose fire stairs (south) Provide fire stairs (north end and from auditorium) Replace wood transoms with fire-rated enclosure San1tarv Replace all piping and plumbing fixtures 2.9f.O 5.5CO 19.000 9.750 11.200 4.200 rum 56,450 8.470 64.900 964.700 so.cm 2.soo.000 Deadftne Current .Alternative 4-1-88 7-1-88 8-1-88 8-15-88 2-1-89 3-1-89* 5-15-88 7-1-88 8-1-88 8-15-88 4-15-89 5-15-89 Fat:hnated ~..est Orig1nal Alternative 2.990 9,800 4.700 87.500 2.990 Martin Luther King (cont'd.) Stn.ictural -23-  nderpin and repair wall and floor slab. remove north sta.trs and en- 3.S:CO close are:i. Roof Re-roof 1949 and 1953 sections Exte!\"!or Repair masonry anc! repair wood w1ndows and sills Interior Install new tile ceilings. 1939 and 1949 units with Insulation Install doors. toilet panitions Replace floor.ng, all classrooms. cafeteria and audltortum Electro-Mechanical Remove present elecL-tcal service over roof. install proper equipment in new switch gear location. Including distribution Rewire for increased fi.-ctures. outlets and unit ventilators, 1937 and 1949 ur,its Install new fixtures throughout Install new heating system Subtotal. building Misc .. special conditions. fees. contingency @ 30% Total bulld!n~ Site Work Pavtng/curbing, including driveway and parking for 30 cars Curbs Walks Steps Play area basketball court Retaining wails at drive Retaining walls at west play field All grassed areas Planting and shrubbery Equipment Playground Baseball backstops Soccer goals Security lighting poles Security feIJ.cing Tree removal and clear stumps Subtotal. site work Misc .. fees. continge:::icy. 20% 12.300 2.240 14.750 2.830 45,000 40,950 75,00) 48,750 227.500 579,310 173.790 753,100 8,970 7\n3SJ 5,46) 3.250 5,00) 24,700 37,400 25,700 4,940 8,400 2,275 975 6.lCO 10.300 ~ 156,670 31.3.:0 12.300 2.240 2.830 20,36) 29.620 8.970 7::BJ s.a:o 8,45:) 2.275 975 ~ 38.820 7,7fJJ Martin Luther King (cont'd.) Total. site work Additional Upgrading Air conditioning Replace windows with aluminum Double-hung, double-glazed sash Equipment Painting and finishing Build greenhouse Build outside flammable storage building Subtotal. additional Misc .. fees. contingency, 30% Total. additional upgrading Grand total I Mitchell Elementary School , Implementation Schedule Strategies Employ architect Develop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance Projects to be accomplished, Mitchell Elementary School Air condition. window units Additional electric service Clean and waterproof exterior Paint interior Build outside flammable storage Replace or repair bulletin boards and tack strips Site work Subtotal Misc., fees, contingency, 30% Grand total -24- 188,000 46,500 63,375 62,400 40,000 19,200 10,000 ~ 2,500 197,475 59,240 256,715 2,500 1,197,815 78,700 rounded to 00,CfXJ Deadline Current Alternative 4-1-88 5-15-88 6-1-88 7-1-88 1-1-89 2-1-89 5-15-88 6-7-88 6-15-88 7-1-88 11-1-88 12-1-88 Estimated Cost Original Alternative 33,900 5,CfXJ 12,000 12,000 2,500 1,500 15,000 81,900 24,570 106,470 33,900 5,000 12,000 12,000 2,500 1,500 15,000 81,900 24.570 106,470 Ish Elementary School Implementation Schedule -25- This schedule ls for implementation of Items on current schedule and does not Include schedule for new construction. The site work planned for Ish should be scheduled after new construction Is completed. Strategies Employ architect Develop specs and bid project Award construction contracts Develop critical path schedule Complete construction Owner's acceptance Projects to be accomplished, Ish Elementary School Exterior Exterior walls. clean and waterproof Additional electrical and wiring Roof repairs Replace flush valves Interior Install glass partitions to sound-isolate cafeteria Install acoustic material on wall panels Carpet classrooms Replace louvered door with wall 1n ALP room Subtotal. building Misc .. fees. contingency. 20% Total. building Site work. Incl. fees. contingency Grand total Deadline Current Alternative 4-1-88 5-1-88 5-21-88 6-7-88 8-1-88 8-21-88 5-12-88 6-7-88 6-21-88 7-1-88 8-15-88 8-28-88 Esttmated Cost Original Alternative 12,000 12,000 15,000 15,000 1,500 1,500 3.500 3.500 3,640 3,640 1.500 1.500 25.500 25.500 2W) ~ 65,440 65.440 13.100 13.100 78,540 78,540 ~ il.2.3.Q 124,770 124,770 Section 3 The School Buildings of Little Rock The School Buildings of Little Rock It has been said that 'What the wisest and best informed parent would want for the education of his or her child. the Board of Education should seek to provide for the education of all the children of all parents.\" In conformity with this challenging axiom. the Board of Education of Little Rock and its chief administrators have sought objective information to assist them In arriving at decisions and establishing policies that will provide maximal educational opportunities for the youth of the community. One of the important ingredients of an effective educational system to provide such optimal educational opportunities for all citizens is the school plant, which works as a tool to assist the instructional staff. Students learn best when school facilities provide an effective learning environment. Eight years ago, the Little Rock School District sought the services of the present consultants to evaluate the buildings and sites, to judge how they were maintained and operated, to consider how they were used by the public they served, and to determine how their physical settings support the process of education of children attending the public schools of the district. The findings of that 1980-81 study were published in a two-part report that provided specific information as the basis for specific recommendations and specific cost estimates for implementing the changes so recommended. Because the passage of time and events have validated much of the proposals and cost estimates then made, the consultants were asked to again study the physical facilities, to review the impact of national and local demographic changes and trends, and to update their recommendations on physical facility needs and priorities and the cost estimates related thereto. Early and particular emphasis and attention was to be given to the facility needs of seven racially identifiable schools, as well as to an objective evaluation of how those needs were related to the totality of facility needs within the expanded boundaries of the enlarged Little Rock School District. In response to this multifaceted assignment, the consultants have provided preliminary and updated versions of their findings on the racially identifiable schools, have completed the demographic studies and projects, and are herewith submitting this third aspect of their report, suggesting the prioritized needs and current cost estimates of physical improvements in each of the school buildings within the system. Each school was given expert and careful examination of buildings and site conditions. Comments, suggestions and concerns of administrators and staff in each building were carefully noted. Comparative evaluations of the impact of observed conditions upon both building operational efficiency and integrity and educational effectiveness were established. Based upon these evaluations, preliminary task lists and cost estimates were established. In conferences with the Director of Plant Services and Maintenance and his two top assistants, these preliminary lists were then updated and prioritized as the most pressing needs for each facility. As each school facility was visited, the consultants checked the recommendations made in the 1980-81 study and determined which poor conditions had been corrected, which recommended -2- improvements had been carried out, and which poor conditions still existed or had been exacerbated by almost eight years of additional continued wear and deterioration. In a very real sense, the perspective given by this two-fold exposure over an extended time period gave the consultants added effectiveness In forming their judgments on priorities and projected costs. The consulting cost expert, who had compiled the initial cost estimates of the 1980-81 study. then took the task lists and updated costs of the former tasks yet remaining, and the reported new condition and proposed projects that were observed and listed at visits to the various buildings in April and May. As a further step in the process. the consultants discussed the educational impact of perceived plant needs with various administrative instructional personnel and also considered the goals sought by the desegregation and assignment programs, which are the primary determinants of actual enrollments in each individual Little Rock school. After this information had been collected and the demographic study reports had been compiled and submitted. the final parameters of the study were more clearly defined by several board policy decisions and actions related to the facilities situation. The Board acted with dispatch in authorizing work related to the major and minor enhancement programs as recommended to and accepted by the court. The Board agreed that the Washington and King Schools should be closed. It approved the recommendation for an addition to Franklin and directed that architects be assigned for designing a replacement school for Washington. It further stated that Stephens School should be replaced, but preferably not on the existing Stephens site. In addition, the work on the major and minor enhancement schools was to proceed, even though the responsibility for. and ultimate sharing of, costs for such work are yet to be determined by the courts. Under such authorization, this work has proceeded effectively and with dispatch. The Board has further authorized funding for certain major roofing projects of approximate costs of $1.5 million, plus approximately $3 million for air conditioning all the classrooms in those schools that do not now have such an important environmental improvement. as well as an additional sum of approximately $500,000 for Exxon energy grants. As a most significant and far-reaching step, the Board, supported by effective volunteer community executive, professional. and industrial leaders. has courageously decided to submit a referendum request for approval of an 8 mil tax increase. This additional levy is to apply 2.5 mils to physical plant improvement. with a minimum annual income to support an approximately $20 million program. In working with the Director of Facilities and Maintenance and his two assistants, the consultants sought final reviews of proposed work, work to be accomplished or already completed under the major and minor enhancement, air conditioning and roofing program, and ongoing maintenance. The evaluated project lists were adjusted to reflect latest costs and prioritized. Following all these steps, an adjusted program of about $18.5 million is recommended herewith. It should be noted that many prior requests for voter approval of tax increases have not been successful. However. there is a growing nationwide understanding of the importance of an effective education for all citizens for the survival of our democratic way of life. Industry has come to realize the need for an effectively educated labor force to compete successfully in the marketplace, and business understands that it is the educated consumer who provides the market for all the new and varied products and services that their enlightened customers demand. At both the state and local levels, volunteer groups of distinguished citizens from all walks of life have stepped forward and given freely of their time and talents to create an informed public 11111 II II II -3- awareness of the Importance of education and of the needed fiscal support to provide such an effective education. Their objective reviews of ongoing programs and their educational goals and results. and actual physical and fiscal realities of the local educational process can be an important motivator for significant change and improvement in the city schools. We believe that as a result of this awakened interest, the leaders of the Little Rock community can not long ignore the accelerating effects of continuous neglect of school facilities. Their informed and understanding support. plus the responsible and courageous leadership of the Board of Education and its chief administrator. can literally work wonders in producing a changed climate of public support for better education of the children who are the principal ingredient of the future of Little Rock. As a concomitant aspect of this report. we wish to point out that any program for the improvement of school facilities cannot overlook the fact that it is human beings who must operate, use. maintain, repair, preserve and protect the tremendous public investment in those facilities . As consultants. with broad knowledge of comparative educational operations elsewhere. we believe that custodial care and operation of Little Rock schools can be substantially Improved. We believe the recommendations we made in 1980-81 for the better organization, more adequate staffing, and Improved and increased supervision and training of the school custodial, maintenance and operations staff are now more important than they were eight years ago. We decry the almost impossible work load placed upon the Director of Facilities and Maintenance. and we reiterate our recommendations with respect to the importance of increasing and reorganizat!ng staff support for the supervision of this costly public service. The Little Rock School District has increased the district's school facilities by fourteen school buildings. increasing by roughly one-third the floor area to its maintenance operations and custodial work loads. It has not added any supervisory or administrative staffing in maintenance or operations to affect either the prior inadequacies or the added load of the additional facilities. We believe that continuance of such a situation is \"penny wise and pound foolish.\" These comments and recommendations for additional staff assistance are in no way intended to imply that the Director and his present limited staff are failing to produce. In fact. the work accomplished in the past semester and short summer season on the magnet schools, and in getting work done in the major enhancement and minor enhancement schools. while at the same time carrying on urgent and necessary repairs in all other buildings, is a magnificent accomplishment. The Board of Education can indeed be proud of the fact that so much has been accomplished, in so short a time and by so very few. However, it is both unrealistic and unreasonable to expect that such a pace can continue for very long. To emphasize our concern, we also strongly recommend that if the millage for plant and facilities improvement is enacted. the district should immediately provide an assistant to the Director of Facilities and Maintenance. We further recommend that engineering and architectural services should be provided and district-wide specifications and bids be used in such a manner as to \"cluster,\" or to bring together many similar type projects in the various buildings (such as roofing, air conditioning, new intercom systems, rewiring, relighting. etc.) . By contractual services, such design people can help ensure district-wide fixed responsibility and the authority and opportunity to make on-the-Job decisions to foster prompt continuance of the work. Use of Planning Committees The best planning for adequate educational facilities should involve the input of those who, by experience, judgment, knowledge and technical skills. can contribute to the successful design of superior and effective teaching tools. Administration can foster such input by the creation of organized procedures for gathering these insights or inputs and transmitting them to the persons entrusted with the design of such facilities. Planners can be helped in such diverse -4- fields as instruction, administration. community and personnel use. maintenance, operations. and civic pride and citizenship education. as they go about their work. Who best can tell what Is necessary or desirable for effective teaching in various subject areas? Who can ensure that architects design a facility that will facilitate learning by pupils? Who can tell what facilities help an administrator to best operate a school program in harmony with student. community and staff needs? Who can tell how best to design a kitchen or lunch room layout. or to assist in designing facilities for proper custodial care and operation? The answer. seasoned by use in countless communities. lies in creating planning committees of administrators and staff experts who pool their knowledge to create educational specifications, as well as material specifications. thereby advising architects and engineers on desirable design elements. and who can screen out obvious design ''bloopers\" before they are transformed into enduring concrete and steel that forever plague their users during the life of a facility. The consultants have strongly recommended, and are pleased to observe. that such planning committees are being created to assist and strengthen the designing of future projects. In commenting upon the form of this report, we state that because we are aware of the existence and use of copies of our voluminous prior reports in various administrative offices, we have not included a reiteration of those reports here. Copies of significant aspects of such reports can be readily produced in administrative offices whenever their use is of interest. As a final comment. we wish to thank the Board. its administrative staff, and the host of its employees for the absolute cooperation, patient assistance, and supportive actions of all personnel, which have assisted in the production of this report. We trust that it will contain much useful information for the improvement of educational opportunities for the youth of Little Rock. Respectfully submitted. Stanton Leggett Frederick Hill Stanton Leggett and Associates Ill -5- An Extended Overview: Further Comments Priorities and Costs in the Preceding Listings. We have indicated those projects that the consultants believe will be most significant to improving the service life and educational utility of the present school buildings. We have intentionally leveled the total cost of these priority needs to a sum less than the proposed $20 million \"ceiling\" envisioned by an eight mil increase. There is no accurate way to determine the time frame that will pass, nor to determine the economic climate that will prevail. before specific projects are undertaken. nor can we guess what unexpected breakdown or emergencies may occur in the intermittent time period. We have consulted with top staff in establishing the estimated cost and priority of the included items, but the final responsibility of this listing rests with us alone. It is our intent that the difference between our listing and the amounts made available by an increased millage shall serve as a cushion to absorb any changes in cost, to cover emergency items, and to provide some leeway to permit the inclusion of some additional items that may be strategically or politically desirable. Administrative Facilities. We have not included any projects for the betterment of administrative facilities. Without question. much money could be spent to provide more adequate housing for those administrative and instructional services now housed at Lee and the administrative anne.'\u0026lt;:. Maintenance and Operations needs additional and more effective space and equipment. The main administration building and Board service areas could be improved. The food service function and equipment storage are poorly housed. There is need for housing an extended personnel function. The purchasing department requests more space and double decking some of its present space, etc. We have evaluated all such needs to presently be of lower priority than the needs of the individual school buildings. Moreover. lf and when the new school facilities are constructed. administrative use of old facilities then released may be carefully considered. Ultimately, also, such administrative needs may be again reconsidered each time a subsequent bond or current improvement program Is established. Failure to include any such item in our present listing may be viewed unhappily by those with genuine needs\nnevertheless, it is the consultants' recommendation that they not be included at this time. The Specter of Asbestos. The Board of Education and its staff have sought and received careful engineering evaluation of all locations of asbestos within the Little Rock schools. They have complied with all inspection and rectification and removal procedures related thereto. In those few remaining locations where it exists. it is safety encapsulated and in non-friable condition. Nevertheless. the environmental agency regulators continue to grind out increasingly tough and almost bizarre regulations. In some instances. observing all their rules can cause a $300 ceiling or floor tile repair to cost thousands of dollars. Then sometimes what starts out as replacement of a leaky pipe, obsolete lighting fixture, or broken floor tile can become a nightmare of unbudgeted (and many believe unwarranted) expenditures of scarce public funds for asbestos removal. It is not unrealistic to estimate that perhaps as much as $3 or $3.5 million could be required as an auxiliary hidden cost of some of the electrical-mechanical corrections and improvements that may become necessary in the future. Air Conditioning Program. The Board of Education has wisely provided for the air conditioning of all classrooms that do not have it now. However, there are many cafeterias, auditoriums, gymnasiums, offices, and work rooms and conference areas that could also be so -6- equipped. This will undoubtedly be requested for future consideration. and additional funding would then be required. Portable Replacement. In June of this year. the Little Rock School District used 64 portable buildings. of which seventeen were judged to be \"below standard.\" or in poor condition. Their many problems, such as leaky roofs, deteriorated floors and structural elements, damaged siding. vandalized utilities. unsightly appearance, etc .. make it neither economically feasible nor desirable to repair them. It makes good sense to use portables to house temporary peaks in a growing school population. When capital funds for new construction are hard to come by, portables provide a way out. However. in areas of declining population or In those cases where a school's enrollment is determined not by residence but by assignment. the need for portables can be anticipated and controlled. In the case of Little Rock. where all such factors are prevalent, it is likely that portables will be needed in the foreseeable future . We believe a ten-year program of replacing about six portables per year, if all portables are to be eventually replaced. or a three-year program involving the 17 worst present ones. is called for. Replacement of these would be desirable. Staff has estimated that local costs for either program would be approximately $100,000 per year. Window Replacement. There are many inefficient and obsolete windows in various Little Rock school buildings. Windows can be a source of both light and delight to the occupants of school classrooms. We believe most teachers and most pupils prefer the airy and spacious feeling of larger, old-fashioned windows in high-ceilinged rooms, rather than the claustrophobic atmosphere that prevails in some modem school rooms with low ceilings. non-opening windows. and single-slit windows with constant need for operational. artificial means of illumination and ventilation. There is a clearly existing modem reconsideration of the many functipns of windows. as well as genuine concern that the closed recirculation of air in some modem ventilation and air conditioned systems is contributing greatly to a higher incidence of respiratory illnesses and infections. Nevertheless. despite the controversies that may be involved, it is a fact of life that spiraling energy costs have spawned the need for forced replacement of many leaky and rotten old windows and window casings in many buildings. and we believe that many of such replacements. at a cost of approximately $350 per window opening, may be anticipated. Needed New High Schools. As population changes now are indicated. the major growth of school population could possibly occur in the areas east of the airport complex where the Badgett and new Carver schools are serving. There is more opportunity for entry-level rental and purchase of homes in this area than in other sectors of the city. At some future date, these residents could demand secondary school facilities. In the area west of 430 and north of 300, there is indicated growth of expensive apartments. condominiums. and more expensive single-family dwellings. Should economic conditions change enough to decrease such construction, less expensive housing units with families likely to have older children of high school age might be erected and at some point local high school facilities could be demanded. Likewise, in the area west of Chicot and south of Baseline. the availability of land for middleincome. single-family dwellings, which would likely be purchased by older family groups having few elementary but some secondary age children. could require new high school facilities in this area. Moreover. the gradual deterioration of older existing high schools could make the replacement with new buildings economically desirable. At such time the new buildings could be relocated and could be the result of abandoning and/ or consolidating older high schools. II -7- Other Needed Schools. Current nationwide demographic data indicate that the populations of core areas of many cities are declining, as residents are moving to the outskirts of the city and into suburban areas. Despite inmigration, the total enrollment in most given areas of the inner cities has declined. In Little Rock, similar factors are at work. There is a perceived westward trend of the center of population. The older sections of the city have older school buildings and generally smaller enrollments. To ensure good educational opportunities for inner-city children, to provide more economical services with less overhead and administrative cost, and to economically replace antiquated structures, at some point it becomes feasible and desirable to replace. and in some cases to consolidate, these older, smaller units. Such trends and opportunities should be carefully monitored, and future bond issues may be required for such new construction. Instructional and Operational Equipment. Much of the instructional equipment in the Little Rock schools has been updated, and the use of computers and vartous audio-visual devices has been introduced into every building. Nevertheless. there is much in the way of antiquated and obsolescent furniture, laboratory desks. demonstration equipment. teaching stations, and 1V and VCR equipment, and limited supplies of items of such nature as musical equipment, art, science and health instructional equipment, shop equipment, and office equipment that should be updated or increased in quantity and capacity. Other costly equipment, such as truck and bus fleets. tractors, mowers. and all manner of maintenance, operation and custodial care devices, should be placed on long-term replacement cycles. Central office bookkeeping, accounting, word processing, and duplication equipment, as well as sophisticated data processing and data and record filing and retrieval equipment are all developing and changing at a rapid pace and are becoming essential purchases of modern school districts. Other kinds of costly equipment. in such areas as security controls, energy management. pupil accounting, personnel records, purchase and supply management, automated maintenance and Job controls, etc., indicate an ever increasing potential cost of equipment in Little Rock schools of the future, and much of such purchasing will likely be initially fmanced by bond funds. These various factors are highlighted together in this section merely to alert those interested in the wider concerns that may well be involved in future capital budget planning. They are not recommended or included in the initial listing of priority needs, but they are classes of recurring need that must eventually be considered for inclusion in a future listing. -8- Fiscal Capacity for Capital Improvement Programs Bonds Outstanding. Any proposals for long-term capital Improvements In the Little Rock public schools must realistically consider the existing and potential financial capacity of the district to support such programs. A study of the outstanding bonded indebtedness of the district. as of June 30, 1989, indicates that there will be $43,395,081 in bonds owed, of which $3,035,529 will be due and payable as of that date. This indebtedness covers thirteen Issue dates, from December 1, 1965 through June 1, 1988, with more than one-half the total Indebtedness being from nine to over twenty years old and approximately one-fifth being less than two years old. This is a good \"spread\" and provides a stable base for any future debt service schedule. A listing of outstanding bonds is presented below in Table 1. TABLE 1 Schedule of Bonds Outstanding as of June 30, 1989, Litt le Rock School District Maturity Maturity Date Prior to After Original Interest Issued 6/30/89 6/30/89 Total Amount Rate 12-1-65 199,000 1,606,000 1,805,000 4,485,000 3.60 12-1-67 138,000 144,000 282,000 1,963,000 4.50 12-1-70 110,000 241,000 351,000 1,586,200 5.00 4-1- 73 185,000 193,000 378,000 2,410,300 4.90 6-1-73 120,000 705,000 825,000 2,051,000 5.00 6-1-77 350,000 3,565,000 3,915,000 6,482,700 5.10 3-1- 79 260,000 4,160,000 4,420,000 6,134,565 6.00 3-1-80 335,000 2,670,000 3,005,000 4,889,200 6.00 3-1-84 0 Refunded 8.30 11-1-85 0 Refunded 8.50 6-1-87 50,000 7,776,000 7,826,000 7,826,000 7.70 5-15-88 5,512,750 5,512,750 5,512,750 7.20 6-1-88 131,000 3,240,000 3,371,000 3,371,000 6.60 PCSSD* 1,157,529 10,546,802 11,704,331 3,035,529 40,359,552 43,395,081 *Please note that when various Pulaski County schools were absorbed into the Little Rock school system, the accompanying bonded indebtedness was also transferred into the total amounts shown. -9- Debt Service Requirements. Toe tax loading Imposed by outstanding bonds constitutes a mortgage upon all future revenues of the school district until the bonds are amortized. In addition to the prtnclpal cost. the district taxpayers must also provide the interest required at varying rates for the Individual issues, and such total of maturity and Interest payments constitute the debt service requirements of the district In each year until all maturities are paid. Table 2 summarizes the declining maturity value of bond prtncipal payments due In succeeding fiscal years until present debt Is paid. TABLE 2 Present Bond Maturities Payable by Fiscal Year Fiscal Year Maturities Ending June 30 Payable 1989 3 ,035,529 1990 3 ,224,798 1991 3 ,299 ,093 1992 3,377,525 1993 3,455,282 1994 3,694,616 1995 3,613,462 1996 1,930,577 1997 2 ,945,463 1998 1,335,625 1999 2 ,450,737 2000 1,750,882 2001 1,125,458 2002 1,216,882 2003 1,310,155 2004 960,000 2005 1,040,000 2006 1,120,000 2007 1,210,000 2008 1,300,000 43,396,084\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_796","title":"Court filings: District Court, order","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":["1988-08-19"],"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":["Court records","Education--Arkansas","Educational law and legislation","Educational planning","School integration","Civic leaders","School districts","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, order"],"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/796"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["21 pages"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\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_1514","title":"\"The Second Crisis of Little Rock: A Report on Desegregation within the Little Rock Public Schools\"","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":["Brown, Jr., Robert L.","Winthrop Rockefeller Foundation"],"dc_date":["1988-06"],"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--Evaluation","Education--Standards","Educational law and legislation","Educational innovations","School management and organization","School facilities","School employees","School improvement programs","Student assistance programs"],"dcterms_title":["\"The Second Crisis of Little Rock: A Report on Desegregation within the Little Rock Public Schools\""],"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/1514"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["3 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_424","title":"Enrollment","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":["1988/1991"],"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","School enrollment","Education--Evaluation","Educational statistics"],"dcterms_title":["Enrollment"],"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/424"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["32 pages"],"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\nSCHOOL B Franklin* Garland Ish Mitchell Riffhtsell Rockefeller Stephens Total 364 268 157 220 194 243 225 1,671 INCENTIVE SCHOOL THREE YEAR ENROLLMENT COMPARISON 1989-90 1990-91 1991-92 O T % Blk B W O T Blk B W O T Q, O Blk 72 15 7 19 16 39 0 168 12 2 0 0 1 2 1 18 448 285 164 239 211 284 226 1,857 81% 94% 96% 92% 92% 86% 100% 90% 343 211 142 183 191 217 190 1,477 59 18 4 24 1 87 12 205 9 11 0 0 1 5 0 26 411 240 146 207 193 309 202 1,708 83% 88% 97% 88% 99% 70% 94% 86% 428 262 188 285 282 304 236 1,985 71 15 9 27 6 131 8 267 8 2 3 0 1 5 1 20 507 279 200 312 289 440 245 2,272 84% 94% 94% 91% 98% 69% 96% 87%I 1 FRANKLIN SCHOOL ENROLLMENT GRADE LEVEL 4 yr. K 1 2 3 4 5 6 Self-C TOTAL PERCENT B 364 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 17 14 12 13 1 3 60 52% 25 23 3 3 1 1 56 86% 36 29 7 3 0 0 75 87% 36 27 2 1 0 0 66 95% 31 25 4 3 0 0 63 89% 25 29 35 7 241 48% 1989-90 W 0 T 17 26 24 2 187 37% % Blk B 4 3 0 0 49 86% 4 3 1 1 64 86% 4 1 0 0 64 92% 1 0 0 0 10 90% 41 30 3 5 507 84% 72 12 448 81% 343 8% 6% 1% 1% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 59 9 411 83% 428 71 8 507 84%GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK M F 3 8 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 15 2 285 94% GARLAND SCHOOL ENROLLMENT WHITE M F B 211 OTHER M F TOTAL % BLACK 3 2 2 18 61% 1 1 1 28 39 3 2 10 4% 1 1 5 2 2% 1% 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 2 213 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 CBI TOTAL PERCENT B 157 BLACK M F 8 6 24 15 9 8 11 11 3 95 48% 1989-90 W 0 T 7 164 4 7 16 11 10 17 20 6 2 93 47% % Blk 96% ISH SCHOOL ENROLLMENT WHITE M F B 142 OTHER M F TOTAL % BLACK 2 2 1 17 71% 1 1 15 40 2 1 29 19 25 87% 100% 90% 100% 100% 1 32 17 1 6 3 1 2 97% 100% 6 200 83% 94% 3% 2% 1% 1% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 4 146 97% 188 9 3 200 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 SC* TOTAL PERCENT B 220 BLACK M F 7 6 17 12 19 25 24 24 28 14 24 7 164 53% 1989-90 W 0 T 17 14 16 16 13 2 121 39% % Blk B 19 0 239 92% MITCHELL SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 3 3 1 1 1 12 4% 183 4 3 2 2 2 1 1 15 5% 1990-91 W O T % Blk B 24 0 207 88% 285 20 35 46 46 41 46 31 38 9 312 1991-92 W 0 T 27 0 65% 83% 96% 89% 93% 96% 97% 97% 100% 312 91% % Blk 91%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 TOTAL PERCENT B 194 BLACK M F 4 1 16 14 27 21 17 19 27 15 23 21 19 154 53% 1989-90 W 0 T 14 22 16 128 44% % Blk B 16 1 211 92% RIGHTSELL SCHOOL ENROLLMENT WHITE M F 2 3 0 1 0 0 0 0 0 0 2 1% 0 0 0 0 0 0 4 1% 1990-91 W 0 T 191 1 1 193 OTHER M F 1 1 TOTAL 16 31 48 36 43 37 43 35 289 1991-92 % Blk 99% B W 0 T 282 6 1 % BLACK 69% 97% 100% 100% 98% 100% 100% 100% 98% % Blk 289 98%GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK M F 10 12 16 15 14 18 25 21 15 16 17 18 22 24 14 157 36% 1989-90 W 0 T 18 11 18 147 33% % Blk 33 2 250 86% 6 34 82% 39 2 284 86% ROCKEFELLER SCHOOL ENROLLMENT WHITE M F B OTHER M F TOTAL % BLACK 1 8 37 59% 15 13 1 60 52% 9 12 53 60% 11 12 69 67% 5 2 4 3 4 60 14% 195 22 217 7 2 45 69% 1 2 5 5 71 16% 1990-91 W 0 T 1 1 2 3 1% 71 16 87 5 5 271 38 309 % Blk 72% 58% 70% B 282 22 304 45 46 44 41 440 1991-92 W 0 T 116 15 131 5 5 78% 87% 80% 78% 69% % Blk 403 70% 37 59% 440 69%GRADE BLACK LEVEL M F 4-year 6 2 K 5 19 1 18 21 2 21 14 3 13 12 4 16 7 5 18 23 6 21 14 CBI 5 1 TOTAL 123 113 PERCENT 50% 46% B 225 1989-90 W 0 T % Blk 0 1 226 100% STEPHENS SCHOOL ENROLLMENT WHITE M F B 191 OTHER M F TOTAL % BLACK 3 1 1 5 2% 1 2 1 3 1 1% 1990-91 W 0 T % Blk B 5 7 203 94% 236 12 25 41 35 25 23 41 37 6 245 1991-92 W 0 T 67% 96% 95% 100% 100% 100% 100% 95% 100% 96% % Blk 8 1 245 96%LRSD EMPLOYEE COUNT 1988-89 1989-90 1990-91 1991-92 Certified 1,972 2,048 2,043 2,056 Non-certified 1,359 1,465 1,651 1,859 TOTAL 3,331 3,513 3,694 3,915LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON SCHOOLS 1988-89 Enrollment Q. O BLK 1989-90 Enrollment Q. 'O BLK 1990-91 Enrollment 'O BLK 1991-92 Enrollment *6 BLK Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mabelvale Elem McDermott Meadowcliff Mitchell Otter Creek Pul. Heights Rightsell Rockefeller Romine Stephens Terry Wakefield 279 72% 237 76% 222 75% 220 73% 414 72% 385 76% 375 81% 360 82% 400 73% 389 72% 370 74% 337 77% 647 55% 610 53% 614 56% 634 55% 447 446 560 446 414 341 423 442 598 299 239 335 197 488 94 586 506 456 261 361 326 241 300 472 233 522 501 64% 442 66% 456 72% 420 68% 50% 65% 63% 66% 72% 59% 74% 55% 92% 66% 51% 90% 56% 94% 63% 59% 69% 84% 58% 70% 81% 85% 76% 97% 59% 63% 589 531 419 394 332 392 448 576 285 205 338 164 479 535 514 432 239 342 307 211 250 425 226 513 464 46% 64% 70% 64% 72% 57% 81% 56% 94% 66% 51% 96% 50% 58% 61% 62% 92% 50% 71% 92% 86% 80% 100% 61% 65% 603 544 389 331 345 387 411 559 240 201 333 146 469 559 524 444 207 359 325 193 271 392 202 522 502 54% 67% 74% 59% 81% 53% 83% 52% 88% 72% 56% 97% 51% 57% 62% 65% 88% 50% 65% 99% 72% 82% 94% 55% 65% 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 403 357 245 512 479 54% 64% 78% 55% 80% 48% 84% 46% 94% 71% 56% 94% 43% 53% 57% 59% 91% 45% 54% 98% 70% 84% 96% 47% 69%SCHOOLS 1988-89 Enrollment a O BLK 1989-90 Enrollment O BLK 1990-91 Enrollment O BLK 1991-92 Enrollment *0 BLK Washington Watson Western Hills Williams Wilson Woodruff High Sch Kind SUB TOTAL Cloverdale Jr. Dunbar Forest Heights Henderson Mabelvale Jr. Mann Pul. Heights Southwest SUB TOTAL Central High Fair Hall McClellan Parkview SUB TOTAL GRAND TOTAL 519 98% 762 57% 841 57% 465 332 475 412 221 14,179 712 741 770 954 581 882 694 734 6,068 2,070 920 1,268 1,191 847 6,296 26,543 65% 64% 52% 70% 74% 66% 60% 81% 64% 64% 56% 59% 62% 70% 64% 57% 51% 50% 52% 58% 54% 63% 456 337 501 397 193 119 14,195 731 576 808 956 609 877 721 700 5,978 1,813 911 1,192 1,081 805 5,802 25,975 64% 59% 51% 66% 71% 76% 67% 64% 79% 67% 71% 61% 54% 63% 70% 66% 58% 56% 53% 59% 54% 56% 64% 518 339 505 418 186 113 14,336 764 663 772 902 620 886 722 655 5,984 1,580 866 1,212 1,003 804 5,465 25,785 67% 60% 56% 71% 65% 87% 66% 70% 64% 69% 75% 65% 58% 63% 75% 67% 59% 58% 57% 61% 54% 58% 65% 467 323 495 394 225 111 14,6W 745 691 765 859 665 872 761 704 6,062 1,721 882 1,082 980 844 5,509 26,254 72% 59% 55% 73% 64% 84% 71% 61% 71% 83% 65% 56% 62% 74% 68% 60% 61% 54% 65% 53% 59% 64%SCHOOLS Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King LITTLE ROCK SCHOOL DISTRICT ENROLLMENT COMPARISON 1988-89 Enrollment 279 414 400 647 447 446 560 446 414 341 423 442 598 299 239 335 197 488 94 Mabelvale Elem 586 McDermott 506 Meadowcliff 456 Mitchell 261 Otter Creek 361 Pul. Heights Rightsell Rockefeller Romine Stephens Terry Wakefield 326 241 300 472 233 522 501 Q. 'O BLK 72% 72% 73% 55% 64% 50% 65% 63% 66% 72% 59% 74% 55% 92% 66% 51% 90% 56% 94% 63% 59% 69% 84% 58% 70% 81% 85% 76% 97% 59% 63% 1989-90 Enrollment 237 385 389 610 .442 589 531 419 394 332 392 448 576 285 205 338 164 479 535 514 432 239 342 307 211 250 425 226 513 464 \"O BLK 76% 76% 72% 53% 66% 46% 64% 70% 64% 72% 57% 81% 56% 94% 66% 51% 96% 50% 58% 61% 62% 92% 50% 71% 92% 86% 80% 100% 61% 65% 1990-91 Enrollment 222 375 370 614 456 603 544 389 331 345 387 411 559 240 201 333 146 469 559 524 444 207 359 325 193 271 392 202 522 502 Q, BLK 75% 81% 74% 56% 72% 54% 67% 74% 59% 81% 53% 83% 52% 88% 72% 56% 97% 51% 57% 62% 65% 88% 50% 65% 99% 72% 82% 94% 55% 65% 1991-92 Enrollment 220 360 337 634 420 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 403 357 245 512 479 Q, 'O BLK 73% 82% 77% 55% 68% 54% 64% 78% 55% 80% 48% 84% 46% 94% 71% 56% 94% 43% 53% 57% 59% 91% 45% 54% 98% 70% 84% 96% 47% 69%SCHOOLS 1988-89 Enrollment *6 BLK 1989-90 Enrollment BLK 1990-91 Enrollment BLK 1991-92 Enrollment Q, *0 BLK I Washington Watson Western Hills Williams Wilson Woodruff High Sch Kind SUB TOTAL Cloverdale Jr. Dunbar Forest Heights Henderson Mabelvale Jr. Mann Pul. Heights Southwest SUBTOTAL- Central High Fair Hall McClellan Parkview SUB TOTAL GRAND TOTAL 519 98% 762 57% 841 57% 465 332 475 412 221 14,179 712 741 770 954 581 882 694 734 6,068 2,070 920 1,268 1,191 847 6,296 26,543 65% 64% 52% 70% 74% 66%? 60% 81% 64% 64% 56% 59% 62% 70% 64% 57% 51% 50% 52% 58% 54% 63% 456 337 501 397 193 119 14,195 731 576 808 956 609 877 721 700 5,978 1,813 911 1,192 1,081 805 5,802 25,975 64% 59% 51% 66% 71% 76% 67% 64% 79% 67% 71% 61% 54% 63% 70% 66% 58% 56% 53% 59% 54% 56% 64% 518 339 505 418 186 113 14,336 764 663 772 902 620 886 722 655 5,984 1,580 866 1,212 1,003 804 5,465 25,785 67% 467 72% 60% 56% 71% 65% 87% 66% 70% 64% 69% 75% 65% 58% 63% 75% 67% 59% 58% 57% 61% 54% 58% 65% 323 495 394 225 111 14,683 745 691 765 859 665 872 761 704 6,062 1,721 882 1,082 980 844 5,509 26,254 59% 55% 73% 64% 84% 65% 71% 61% 71% 83% 65% 56% 62% 74% 68% 60% 61% 54% 65% 53% 59% 64%EMKObU-IEHT SUMMARY Site: Fair\n/llall SUrCIER SCHOOL '88 School First term Second term BM BF WM WF ^BM BF WM WF Total both terms BM BF WM WF f 81 lit. 81  6 M. A 11 3 Ik H- 11 L LI Ik 'I i 3 z L L 12 /s 3 Ik ^2.-5 6 IC (g J 6 /b lb o JJL LI S 71 Ik 11 8 3. ^6 a L C\u0026gt; \u0026amp; SL 1 I I Lk 1 2 a Ll 1 1 i ! 1 a a L 11 LL 1 1 IL IL 11 5 S 5 3 1 1. 1 Ik L 1 5 6 13. /:k 1 L 3 1 S J 6 L d 1 6 0 o 3 3 A 3 1 1 L 8 1. 1 L3i, I5\u0026amp; /LL 131 UL 13 551 I 53 L If ? _b 6 c 5 a L ! I I a I : 't Ik HlakjJL pia.r\u0026gt;.--\u0026lt;k3k L O 0 I 0 JS. 0 d 11 a  0 U d 1 6 11 0 O li111 6 o 1 6 0 0 L31 \u0026lt;5 11^ I lt e b 3 Ik i. d 3 o 1 o 3 (o U . .. E\u0026lt; I ! LRSD School Checklist Senior High Schools [5] GrocJes 10-12 Cenligl E-.--..,! Hoa, J A. Fair Sem St-uMQri Hall Bill Barnhouse i 1500 Park^72202 376 4751 5201 Dovid O Dodd, 72210 - 2 6700 H \", 72205  661.9000' 6609 _ McClean Rudolph Hov\na\nd_'-'9-4 17 G'eyer Spr.n'gs, 722O9'~5'6T631^---------- Parxv.e.-.- r,ne Arts Magnet - Junious Bobbs - 2501'Sorrow. 722'077-2^5:^ Vocational-Technical Center [jj Grodes 10-12 Dr. Doyle D4fa2h'u7t'y-7^rScattH'a\nu^^ Metropolitan  I High Schools [8] Grades 7-9 ------Hinkson Rd..'7'2'20'9---^T4-2y -------Du.--,bo r A^on Lacey . IIQO Wright_Ave..'7'2206 - 375.557'i----- Dunbar ____ForesjJjeig^ - James Wi se - 5901 Evergreen, 72205  663-3391 Henderson . Brody Grodberry . 401 Barrow Rd Rd.. 72205  225-3358 PO 8ox 187, Mabelvale, 72103  455-2413 -------^^Mg3n^_. Dr, Victor Anderson - IQOQ . Roosevelt RH 7?^ -------Heights - D.-, Jim Haley - 401 N. Pine. 72205 . ____Sauthv.-est - Gail McLoughlin  372-3123 664-7073  3301 S. Bryor.t, 72204 - 565-4416 Elementory Schools [37] Grodes K-7 Badgett - Mgry Golstoi n - 6900 Pecan Read, 72206 - 490-1582 Bole - Levanno Wilson - 6501 W. 32nd, 72204 - 565-6671' ^aseline - Anna Totym - 3623 Baseline Rd., 72209 - 565-5536 .------looker Arts Magnet - Wiiligm Finn - 2016 Barber, 72206 Brady - Helen Thomps - 7915 W. Morkhom, 72205 t l- Carver C.'iicot - Ohs Preslar  11100 Chtcor Rd., PQ Sox 405. Mobelvole. 72103 - Clovergale - Jocqucl.ne Dedmci Dodd - Robert Nelson ' * 568-2554 n  376-3319 - 225.1815 - 6500 Hinkson Rd.. 72209 - 565-0986 112 ^'*73 Stogecoqch Rd., 72204 . 455.31,0 ^g^r Perk - Catherine Gill - 616 N. Harrison. 72205 - 0-------- uriii - QIC N. Harrison. 72205 - 666-0'59 - '^'^Stnig Ashley - 1600 N? Tyler, 72207  6AA.5415 nrgnklin - ,Coimie Aston - 1701 s. Horrison, 72204 . 666-0343 _lior^_,AA^, Huffn\nr\n300 Pleasant VnlleJn'?' 5j'-l=^l Cheryl A. Simmo 72212 - 224-2350 T ,.Cdp . E i j T I i I f ,___Eleanor Co. G'OOS Magnet - Donna Davis tx ns - 3615 W. 25th 72204  566-9436  5240 Mobelvole Pike. 72209 . 565-0184 15W. 16th, 72202 - 372-0251 2206 - 376-3629 r----l2_l^2L5rem^^ll^n - 2600 N. McKinley 72207 - --^'.'.?\n..S?1'/_Go^'11__480^. 26th, 7'220~r6'3:^397 Mabelvale_Dor_othy F_aulne^_ 940, -------- -  'Mobelvole, 72103 - 455-2227 663-9472 663-6397 9401 Mabelvale Cut-off I-------^iDermoh^ynn_^ore - 1200 Reservoir'Rd., 7r207' 2'25:^ r _Meadasvcyf_.2^M^m-^ j-^e^ Dr-772ToT'56-5-63^ I _M,ichell - Donito Hu_ds_pth - 2410 Sattery_72206'-3'75-693T  Otter Creek - Pgt Price  lb'OOO Ot-e.'c^eek ,'27-722y9 I Elementary Schools - (continutd on back) 455-3320 I 7 i T I I I j i T 278 ! 149 I 83 321 I 417 I_A_ I 420 261 jl33 2.44 !121 I 232 I 394 f .L f T I J. i ! T I ' 365  65  67 3'1 I 173 I 3ry ! 472 I 440 I 8 -563 ! 285 i 261 I I 448 2546 38 I ^2' ! 420 i 424 I 2l9 248 ' 170 ' 177 I 351 I /tr I 15, T 451 i (\u0026lt;17 1 550 ! 513 j 25 413 ' 59 i 3/7 I ^47. ' 3(3 ' 512, 6 I wid i $37.  538  95 I fi07 I 257 I nr i \u0026lt;^71, i ! 320 i 298 i $17. 5 ' 235 i in i /OV : 303 95' 1 4. X I I -^^0 I 211 ' 7 490 j 2^7 I 2il ' 218 1 ^7 1 I ! 541 I iro I 3 7)'^ I T  531 j 2Ll~^ 465 j 2/7 i 280 l?7q ! 383 I nn I t I I - ^37\n_223___97  _ s^'7.LRSD School Checklist Elementary School! [37] Grades K-6 {continued} Puloiln Heights - Eddie /\u0026lt;kCoy 19 N. Pine. 72205  663-9469 Rightseii  Kgy Loss  911 W. 19th. 72206  374-7448 ____________ Rockefeller - Anne Mangan - 700 E. 17th. 72206  374-1226 Romine - Lionel Word - 3400 Romine Rd., 72204  225-3833 Stephens  Stan Strauss  3700 W. 18th, 72204 - 663-8374 Terry - Nancy Volsen - 10800 Mara Lynn Dr., 72211  225-1215 Wakefield - Lloyd Slock - 75 Westminster, 72209 - 568-3874 Washington - Lonnie Sue Deon - 115 W. 27th, 72206 - 375-8275 Wotsen - Dr. Diana Glaze  7000 Volley Dr., 72209 - 565-1577 Western Hills - Margie Puckett - 4901 W'estern Hills, 72204 - 562-2247 Williams Magnet - Dr. Ed Jockson - 7301 Evergreen, 72207 - 666-0346 Wilson - Reine Price - 4015 Stannus Rd., 72204 - 565-0924 Woodruff - Karen Buchanan - 3010 W. 7th, 72205 - 663-4149 320\n2fln\n?5n \n320  291  I 537 1 n -2- ' 9 Totals *260 spaces left open for white students. T i 472 nil  y 'il ! 6lQQ\n340 ' M2 i 2sa- 3* 2i2 5ty. sit _____ 195 14^7 -5 - 323 I /*V I ZVVT3drT~S 3 X 409 i W7 I 178 ! 275 245 I It* I /IV I I 12563 I I I T I I I T I T I I I I T ! + I T 7 I X u. -i. I I I I T I I I I i I t I 7LRSD enrollment school by school School Fair Hall McCiallan Cloverdale Juntor Forest Koighls Henderson.,,,, Mabsivaie Junior Man ri, Ptilasld Hefgbts ,$o utnwest.,,,,,,,,.,.,,,,,,,,, Badgett Bale Baseline .Booker... Brady Carver Chicot Cloverdale .FairPaiK,.,,.,,:,,.,,,,,,,..,,,^ Forest Park .Franklin tuiOMIIilll Garland................. Geyer Springs ,Gk5b5, Ish Jetterson,,, Mabelvale ,, McDermott Meadowcttff Mitchell Otter Creek Pulaski,Heights,Sf. RIgWsei  , Rockateller Ronsne Stephens Terry , .Wakefield......... Washington Watson.................. Western Hills ..Williams...........,..,,,,..,,,,,.,..,., Wilson Woodruff White 720 400 567 442 359 251 ...120.. 254 256 235 381 2sa ....198 . ..... 80.. Illft 280 11^21 308 188 122 111381 92 iBal ....,,.70..., 242 .,..,._15.,, 11691 ,,.,,,.159.., 7 190 :ia2 .,.,.19.. 1172 27 116 ,33\n7a . 0 1197 160 Oil \u0026gt;.i\u0026lt;160., S40 -241 134 52 Black Other %Black Total 1,110 loll 632 647 448 470 454 11^:1 ... 680.. 372 ....476... Il\u0026amp;i 493 160 ....292. 282 325 292 ....272... 339 ... 294 . 253 240 llOa 262 93^ ......268.,. 136 ,,,,,,172,. 157 ,,,,,..,23.9. 311 314 - 220 170 33 III . 13. 3 ..1.8.. 10 2 s 20 2 .20. 11 9 0 5 ii 56 . 84 3 Mi 4 12 9 2 0 7, 0 ... 60 ilii 52 59 54  64 ..... 79 S? ..... 71. 61 54 63 70 73 76 Ji. / 10 '^2 72 53 66 ...46..... MOI 70 64 72 57 82 56 94 65 ...51............ 96 50 58- I , 61 62- 0 . ,, 32.. 0 J 2ia ,  2 t94 . 215 -  2, t , 50 71 62 86 342 ,  235 3t2 ' 4. 301 , 3 , 510 294 ,... tea 255 263 137 , ,1 2 1. 5 04 1.86.^ 92^ 1,212.... 1.097 825 lOlil 576 838 ...956.... 609 ...877... 72\\ ...700... 237 ...38.5.... 389 .:...61Q.... 442 ...58.9.... SJ1 419 394 332 392 , 445.,.....,, 576 285 205 33a 454^.5 479 ,\n53511 514.,,- 432 239 ,207 ao E-lOQ 61 65, 253163'1 464 36 , St9, 64 53 51 as 71 456 337|\u0026lt; ,501.,,. 397 193 { I Estimated Number of Transported Students in Proposed Plan (Does not include students in Magnet Schools, Metropolitan and Special Education) LRSD School Checklist Senior High Schools [5] Grades 10-12_______________________________ Central - Everett Hawks - 1500 Park, 72202 - 376-4751 J.A. Fair - Som Stueort - 5201 Dovid O. Dodd, 72210 - 224-6609__________ Hall - Bill Barnhouse - 6700 \"H, 72205 - 661-9000 McClellan - Rudolph Howard - 9417 Geyer Springs, 72209 - 565-0314 Parkview Fine Arts Magnet - Junious Babbs - 2501 Barrow, 72204 - 225-6440 Vocotional-Technical Center [1] Grodes 10-12 _____________________ Metropolitan - Dr. Doyle Dillahunty - 7701 Scott Hamilton, 72209 - 565-8465 Junior High Schools [8] Grades 7-9 Cloverdale - Dexter Booth - 6300 Hinkson Rd., 72209 - 565-8426 Dunbar - Marion Lacey - 1100 Wright Ave., 72206 - 375-5574 Forest Heights - James Wise - 5901 Evergreen, 72205 - 663-3391 Henderson - Brody Gradberry - 401 Barrow Rd., 72205 - 225-3358 Mabelvale - Clell Watts - 10811 Mabelvale W., PO Box 187, Mobelvole, 72103 - 455-2413 ~ Mann Magnet - Dr. Victor Anderson - 1000 E. Roosevelt Rd., 72206 -_372-3123 Pulaski Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 664-7073 Southwest - Gail McLaughlin - 3301 S. Bryant, 72204 - 565-4416 Elementary Schools [37] Grades K-6 Badgett - Mary Golston - 6900 Pecan Road, 72206 - 490-1582 Bale - Levanna Wilson - 6501 W. 32nd, 72204 - 565-6621 Baseline - Anna Tatum - 3623 Baseline Rd., 72209 - 565-5589 Booker Arts Magnet - William Finn - 2016 Barber, 72206 - 376-3319 Brady - Helen Thomas - 7915 W. Markham, 72205 - 225-1815 Carver Magnet School - Mary Guinn - 800 Apperson, 72202 - 374-3783 Chicot - Otis Preslar - 11100 Chicot Rd., PO Box 405, Mabelvale, 72103 - 568-2554 Cloverdale - Jacqualine Dedman - 6500 Hinkson Rd., 72209 - 565-0986 Dodd - Robert Nelson - 6423 Stagecoach Rd., 72204 - 455-3110 Fair Park - Catherine Gill - 616 N. Harrison, 72205 - 666-0359 Forest Park - Virginia Ashley - 1600 N. Tyler, 72207 - 666-5415 Franklin - Connie Aston - 1701 S. Harrison, 72204 - 666-0348 Fulbright - Mac Huffman - 300 Pleasant Valley Dr., 72212 - 224-2350 Garland - Dr. Cheryl A. Simmons - 3615 W. 25th, 72204 - 666-9436 Geyer Springs - Eleanor Cox - 5240 Mabelvale Pike, 72209 - 565-0184 Gibbs Magnet - Donna Davis - 1115 W. 16th, 72202 - 372-0251 Ish - Michael Oliver - 3001 S. Pulaski, 72206 - 376-3629 Jefferson - Margaret Gremillion - 2600 N. McKinley, 72207 - 663-9472 King - Bobbie Goodwin - 4800 W. 26th, 72204 - 663-6397 Mabelvale - Dorothy Faulkner - 9401 Mabelvale Cut-off PO Box 207, Mabelvale, 72103 - 455-2227 ~ McDermott - Lynn Moore - 1200 Reservoir Rd., 72207 - 225-6568 Meadowcliff - Jerry Worm - 25 Sheraton Dr., 72209 - 565-0324 Mitchell - Donita Hudspeth - 2410 Battery, 72206 - 375-6931 Otter Creek - Pat Price - 16000 Otter Creek Pkwy., 72209 - 455-3320 Elementary Schools - (continued on bock) B 506 444 508 300 1758 221 224 273 365 335 267 106 1791 0 0 0 91 44 0 79 130 35 0 233 0 64 0 225 130 200 205 0 168 1 NB , 70 r 372 182, 158 1413 : 45 195 189 172 149 94 149 993 0 0 0 16 16 0 45 12 45 0 53 0 11 0 22 13 7 25 0 2 T 1207 816 . 690 458 TO 266 419 462 537 484 361 255 2784 0 0 0 107 60 0 124 142 80 0 286 0 75 0 247 143 207 230 0 170 0/p /oD 42% 54% 74% 66% 83% 53 0/  59% 68% 69% 74% 42% 0 0 0 85% 73% 0 64% 92% 44% 0 81% 0 85% 0 91% 91% 97% 89% 0 99% RTS, 24 16 14 9 5 10 9 10 9 7 5 55 0 0 0 2 1 0 2 3 2 0 6 0 o 0 5 3 4 4 0 3LRSD School Checklist Elementary Schools [37] Grades K-6 (continued) Pulaski Heights - Eddie McCoy - 319 N. Pine, 72205 - 663-9469 Rightsell - Koy Loss  911 W. 19th, 72206 - 374-7448 Rockefeller - Anne Mangan - 700 E. 17th, 72206 - 374-1226 Romine - Lionel Ward - 3400 Romine Rd., 72204 - 225-8833 Stephens - Stan Strauss - 3700 W. 18th, 72204 - 663-8374 Terry - Nancy Volsen - 10800 Mara Lynn Dr., 72211 - 225-1215 Wakefield - Lloyd Black - 75 Westminster, 72209 - 568-3874 Washington - Lonnie Sue Dean - 115 W. 27th, 72206 - 375-8275 Watson - Dr. Diana Glaze - 7000 Valley Dr., 72209 - 565-1577 Western Hills - Margie Puckett - 4901 Western Hills, 72204 - 562-2247 Williams Magnet  Dr. Ed Jackson - 7301 Evergreen, 72207 - 666-0346 Wilson - Reine Price - 4015 Stannus Rd., 72204 - 565-0924 Woodruff - Karen Buchanan - 3010 W, 7th, 72205 - 663-4149 B 0 0 0 0 0 131 0 534 0 133 28 2430 NB 0 0 0 0 0 32 0 13 0 34 104 450 T 0 0 0 0 0 163 0 547 0 167 132 2000 %B 0 0 0 y 0 80% 0 98% 0 80% 21% 84% RTS 0 0 0 O 0 4 0 10 0 3 57 3 Senior High _____Enrollment (%B1ack) = 52% Transported (% Black) = 55% Junior High______________________ _____Enrollment (% Black) = 65% Transported (%Black) = 64% Elementary Enrollment (% Black) = 69% Transported (% Black) = 84% Note: Elem. % Black Enrollnient + 25% = 69  25% = 52%-^ 85%TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 2, 1990 Office of the Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent of Schools Attendance Zone Report Introduction The following report is submitted in compliance with the March 5 court order to review all attendance zones and make projections for the 1995-96 school year. Three sets of data are examined in this report: (1) School enrollment figures (2) Census tract data (3) Zone block (geocode) counts These sources of data should not be viewed in isolation of each other. Popula- tion trends are confirmed when different sources of data, over a period of years, suggest or establish the same pattern of growth or decline. Enrollment Comparisons and Census Projections The simplest way to project for the future is to examine any trends that have occurred in the past. In using past trends to project for the future, allowances must be made for any anticipation of deviations from the trends. In regard to projecting school enrollment, the method of studying past trends to project for the future is quite reliable. The Little Rock School District has used past school enrollments to project school enrollments for the future.Although school enrollments have been used in the past for projection purposes the task of projecting the numbers of students in each attendance zone for tie 1995-96 school year cannot be done by using past school enrollments. The Little Rock School District has used four different assignments plans over the past four years. The 1986-87 school year was the last year for an elementary $ pairing plan. Primary schools on the west side of the District were paired with intermediate schools on the east side of the District. In 1987-88, the year of annexation, the Little Rock School District used a new attendance zone plan and converted all primary or intermediate schools to K-6. Students were manditorily assigned to schools, based on the new attendance zones, and then a1lowed to transfer if desegregation requirements could be upheld. The dis- trict referred to this plan as \"controlled choice. II zones and \"controlled choice zones 11 In 1988-89, the attendance (zones A \u0026amp; B) were abolished and all stu- dents could select any school in the district. The present school year, 1989-90, marks the return to the use of an elementary attendance zone plan. The plan applies only to kindergarten, rising, and new students and grandfathers all remaining students. The 1989-90 attendance zone plan is extremely different from the 1987-88 attendanze zone plan. As a result of all of these factors, the analysis of school enrollment trends prior to the 1989-90 school year cannot be used to project attendance zone trends in the future. The 1989-90 school year will serve as the baseline year for the study of school enrollment trends. Attendance zone projections can also be determined by analyzing census tract information. Although the boundaries of the census tracts are different from the boundaries of the school attendance zones, census tract projections are still useful in identifying trends in various geographic areas. In 1988, the Little Rock School District employed The Grier Partnership (in collaboration with Stanton Leggett and Associates) to conduct a demographic study. The demographers reviewed census tract projections from Metroplan and UALR. The next section of this report will examine the results of the demographic study. An attempt will also be made to compare 1988-89 and 1989-90 attendance zone counts. Each student in the Little Rock School District is assigned a geocode or zone block number based on his/her home address. Attendance zones consist of several contiguous zone blocks or geocodes. zone includes one or more satellite areas. In some cases, an attendance A satellite is an attendance area that is detached from the immediate school vicinity and is usually a consider- able distance from the school site. The 1988-89 school year was the first year for the District to load and maintain a computerized file of all zone block counts. As a result, this comparison will be based on one year of experience. Demographic Study As stated earlier, the demographers reviewed census tract projections from UALR and Metroplan. It should be noted that census tracts do not match the attend- ance zones used by the Little Rock School District. School data are recorded for geocodes, or zone blocks, and not for census tracts. According to the demographer, \"about 83 percent of all geocodes fall entirely within a single census tract. II Although the geocodes are not fully compatible with the census tracts, an examination of census data should yield valuable information concerning long-term trends.The Grier report notes that \"change in the schools appears to be moving in concert with changes in the city as a whole -- population losses in close-in older neighborhoods, growth in certain outlying areas. In terms of specific areas, between 1980 and 1986, Metroplan estimated that there were losses in almost every census tract on the eastern side of the city, in the tracts close to downtown, and in those on the near west side but east of University Avenue. These areas are represented by tracts 1-20 (with the exception of Tract 16) on Attachment A (\"Changes in Total Population By Census Tract, Little Rock, Arkansas, 1980 to 2010\"). zones: These tracts cover the following school attendance -- Rightsell -- Rockefeller -- Mitchell -- Badgett -- Washington -- Stephens -- Garland -- Ish -- Franklin -- Forest Park satellite -- Terry satellite -- McDermott satellite -- Oefferson satellite -- Brady satel1ite -- Otter Creek satellite -- Meadowcliff satellite The census tract table indicates that almost half of the tracts in this area will experience growth during the period of 1980-2010. However, it is impossible to determine how much of the projected growth will occur in a specific census tract by 1995-96. ience a decline during the 30-year period. The remainder of the tracts in this area will exper- The same problem related to determining when and what degree of growth will occur also applies to projecting losses. The overall effect of gains and losses in this area will result in a net increase of 846 persons over a 30-year period. A net increase in total population of 846 persons over a 30-year period will probably have no effect on the boundaries of the attendance zones in 1995-96. Most of the growth during the 30-year period is expected to occur in tracts 41.04, 42.03, and 42.04. These tracts are located on the western boundary of the Little Rock School District. Tract 41.04 covers the Mabelvale and Otter Creek areas. Tracts 42.03 and 42.04 cover portions of the Fulbright, Terry, Wilson, and Dodd attendance zones. The growth in tract 42.03 should also affect the Forest Park satellite zone located on the northwest tip of the di strict. Again, there is not enough data to predict how the projected growth will affect these attendance zones in 1995-96.Although the census data provides useful information for identifying population trends, it will be necessary to wait for the 1990 census results in order to make specific projections. Linder normal circumstances, long-term projections are based on data collected over a 3-5 year period. It is difficult to recognize an ongoing pattern or trend by merely comparing two separate years. Since census information is collected every 10 years, it will be necessary to rely on a comparison of 1980 and 1990 census results. The Little Rock School District Student Assignment Office will begin immediately to develop a plan for recording student address information by census tracts This will enhance the District's ability to correlate long-term census projections with student information gathered annually. Geocode Comparisons The comparison of zone block (geocode) student counts is another method that can be used to identify student population trends. Attachment B compares 1988-89 and 1989-90 zone block and attendance zone counts. These counts only reflect students enrolled in the Little Rock School District. It was noted earlier that the census data indicates a population decline in the area east of University. the same trend. The comparison of zone block information indicates 1988-89 to 1989-90. mately 30 students. Most of the incentive schools experiences small gains from However, the Garland attendance zone declined by approxi- The area east of University Avenue experienced a net gain of 149 students. As noted earlier with the census data, the gain of 149 students in the area east of University Avenue is the net result of gains and losses in this area. Although the comparison of geocode counts is a viable method for identifying enrollment trends and making projections, at least three years of geocode data should be used to ensure reliability. The Little Rock School District did not have the capability to maintain accurate geocode information prior to the 1988-89 school year. Therefore, it is recommended that the District be allowed to collect the 1990-91 geocode information before preparing the 1995-96 attendance zone projections. Attendance Zones and Building Capacity The Little Rock School District currently uses 90% of its total non-magnet elementary capacity (See Attachment C). The District has stated on several occasions that the elementary building capacity, particularly in central and east Little Rock, needs to be increased. The District's capacity problem is compounded by the fact that the interdistrict magnet program reduced the number of elementary seats available to Little Rock students. Also, programs such as PAL (Program for Accelerated Learning) and Gifted/Talented have caused a reduction in school capacity.Attachment C shows the number of students who reside in each attendance zone. All of these students are currently enrolled in a non-magnet (area) school even though the school may not be their attendance zone school. (NOTE: Attachment C DOES NOT show the number of students currently enrolled in each attendance zone school. It shows the number of students who live in the attendance zone even though they may attend a non-attendance zone school. The District fully understands the reason for the court's concern about attendance zone projections and adjustments for the 1995-96 school year. However, the elementary capacity must be addressed before attendance zones are adjusted. Otherwise, any adjustments will simply shift the current capacity problem from one school to another school. In regard to the incentive schools, the District has proposed to expand Rightsell and Mitchell (if a new school site in the vicinity cannot be located) close Ish, Stephens, and Garland, and build a new school at the Old King School site. The plan to close and rebuild incentive schools should be finalized before any attendance zones are adjusted. Recommendations As already stated in this report, several factors preclude the District from being able to make reliable attendance zone projections at this time. In light of these factors, the District respectfully recommends the following: 1. The District will prepare attendance zone projections after the release of the 1990 census results. 2. 3. 4. 5. The District will begin immediately to develop a plan for recording student address information by census tracts. Attendance zone projections will also be based on any trends identified by comparing 1990-91 kindergarten and first grade enrollment figures. Both of these grade level assignments are based on the new attendance zones. The District will be allowed to collect the 1990-91 geocode information in order to be able to compare 1988-89 and 1990-91 geocode counts. The plan to close and rebuild incentive schools should be finalized before attendance zones are adjusted.pi ATTACHMENT A e TABLE 5 CHANGES IN TOTAL POPULATION BY CENSUS TRACT* LITTLE ROCK, ARKANSAS 1980 TO 2010 Census Tract 1980 Total Tract 2010 Total Tract Change 1980-2010 No. Pct I 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20.01 20.02 21.01 21.02 22.01 22.03 22.04 22.05 23 24.01 24.02 40.01 41.03 41.04 41.05 41.06 41.07 41.08 42.03 42.04 860 4,491 2,726 1,508 4,904 3,956 2,969 773 806 4,391 4,831 2,675 5,262 3,417 8,175 5,258 867 6,406 5,029 5,748 5,568 8,468 4,095 5,196 4,935 7,938 6,940 920 11,100 7,378 5,539 3,813 1,354 6,211 6,660 4,058 6,361 8,260 6,614 1,600 4,000 3,200 1,000 5,200 4,000 3,200 800 800 4,600 4,600 2,200 4,800 3,800 10,000 5,100 850 5,900 4,500 5,700 5,600 8,000 6,000 5,600 5,300 8,800 9,500 950 16,800 13,800 4,500 5,500 6,800 12,200 8,400 4,900 7,200 38,900 22,000 740 (491) 474 (508) 296 44 231 27 (6) 209 (231) (475) (462) 383 1,825 (158) (17) (506) (529) (48) 32 (468) 1,905 404 365 862 2,560 30 5,700 6,422 (1,039) 1,687 5,446 5,989 1,740 842 839 30,640 15,386 86.0% -10.9% 17.4% -33.7% 6.0% 1.1% 7.8% 3.5% -0.7% 4.8% -4.8% -17.8% -8.8% 11.2% 22.3% -3.0% -2.0% -7.9% -10.5% -0.8% 0.6% -5.5% 46.5% 7.8% 7.4% 10.9% 36.9% 3.3% 51.4% 87.0% -18.8% 44.2% 402.2% 96.4% 26.1% 20.7% 13.2% 370.9% 232.6% 186,460 266,600 80,140 43.0% *Data for both 1980 and 2010 are for the entire census tract. In some cases. the tract boundaries currently extend beyond the city limits into unincorporated portions of Pulaski County. SOURCES: 1980 data from 1980 Census of Population. 2010 projections from Metroplan, Planning Support Document, Pulaski Area Transportation Study, May 1987.ran ATTACHMENT B LITTLE ROCK SCHOOL DISTRICT ZONE BLOCK COMPARISON ZONE BLOCKS FOR BADGETT PAGE 1 1988-89 1989-90 3201 19 10 -9 3250 57 68 + 11 3251 23 -1 3253 26 20 -6 3255 4 3 -1 3640 19 + 15 TOTAL 133 142 +9 4 ZONE BLOCKS FOR BALE 1988-89 1989-90 0521 56 42 -14 0531 33 40 +7 0532 58 55 -3 0534 29 -4 1921 11 +9 1922 28 31 +3 1923 icr 27 +2 1924 57 64 +7 1925 10 8 TOTAL 307 322 + 15ZONE BLOCKS FOR BASELINE PAGE 2 3401 3406 3410 3415 3420 3425 3430 3620 3625 3652 TOTAL 1988-89 1989-90 32 39 +7 107 28 33 21 24 16 OCT 23 11 320 89 33 31 19 17 14 34 19 6 301 -18 -7 +9 -4 -19ZONE BLOCKS FOR BRADY RASE 3 0540 0591 0592 0593 1010 1020 1311 1321 1331 1332 1630 1712 1713 1716 1910 TOTAL 1988-89 1989-90 6 11 +5 86 67 -19 17 13 -4 0 7 9 17 14 -3 32 38 +6 21 20 0 25 51 10 42 21 357 0 36 6 35 48 15 31 19 344 -21 + 16 +6 + 10 -3 +5 -11 -3 -13ZONE BLOCKS FOR CHICOT PAGE 4 3435 3440 3445 3464 5408 7401 7405 7410 7415 7425 7467 7468 7469 7470 7471 7474 7476 7479 7480 TOTAL 1988-89 1989-90 10 13 +3 6 0 50 29 79 21 55 R7 32 9 24 7 18 17 30 32 495 13 +7 0 0 34 36 79 27 54 30 16 27 21 9 I CT 14 15 0 23 488 -16 +7 0 +6 -3 +7 +5 -3 +7 -3 -15 -9 -7ZONE BLOCKS FOR CLOVERDALE ELEM RABE 5 3601 3605 3615 3630 3645 3646 3647 3648 3649 3650 3651 7310 7375 7387 TOTAL 1988-89 1989-90 26 + 1 19 12 -1 18 14 -4 4 0 -4 12 21 +9 10 19 26 31 44 15 30 38 316 13 +3 0 31 33 60 28 21 11 87 357 -19 + 16 +3 +6 -19 +49 +41ZONE BLOCKS FOR DODD PAGE 6 1722 1728 4001 4010 4017 4020 4025 4046 4049 4052 4053 5467 TOTAL 1988-89 1989-90 61 51 -10 39 55 + 16 17 16 -1 79 73 -6 4 3 -1 20 20 0 54 46 -8 23 35 18 0 3 353 18 37 +4 0 0 0 -3 341 -12ZONE BLOCKS FOR FAIR PARK PAGE 7 1988-89 1989-90 0511 13 +4 9 0512 8 7 -1 0513 68 60 -8 0554 54 51 -3 0920 63 crcr -8 1110 33 31 nil 32 48 + 16 1120 8 6 1121 6 0 -6 TOTAL 281 271 -10 ZONE BLOCKS FOR FOREST PARK 1988-89 1989-90 0411 4 0 -4 0412 12 -12 0 0413 KT 3 0420 14 15 0553 92 76 -16 0556 65 57 -8 0811 10 -1 0821 39 41 0910 54 47 -7 6110 ETC 27 -28 + 1 9 6125 0 0 0 TOTAL 350 275 -75ZONE BLOCKS FOR FRANKLIN PAGE 8 0522 0523 0524 0525 0526 0527 0528 0529 0530 0538 0539 0571 0575 TOTAL 1988-89 1989-90 57 60 65 87 35 30 35 30 71 36 54 51 631 63 50 70 84 33 21 32 26 59 47 24 53 48 610 +6 -10 -3 -9 -3 -4 -12 + 11 +4 -1 -3 -21I ZONE BLOCKS FOR FULBRIGHT PAGE 9 1210 1405 1410 1440 1714 1810 1811 1812 6115 6120 6122 6171 6188 TOTAL 1988-89 1989-90 28 23 5 0 21 97 89 -8 19 21 104 108 +4 58 32 65 24 25 12 31 497 66 39 66 IS 0 13 30 519 +8 +7 + 1 6 + 1 -1ZONE BLOCKS FOR GARLAND PAGE 10 1988-89 1989-90 0581 42 44 0582 no 57 -53 0584 95 80 -15 0585 50 73 +23 0586 10 21 + 11 0587 42 44 TOTAL 349 319 -30 ZONE BLOCKS FOR GEYER SPRINGS 1988-89 1989-90 3405 71 74 +3 4401 4405 15 20 +5 4410 38 32 -6 4415 17 17 4420 21 26 +5 4429 29 17 -12 4430 10 18 +8 0 TOTAL -5ZONE BLOCKS FOR ISH PAGE 11 1988-89 1989-90 0473 44 49 +5 0476 42 45 +3 0477 23 30 +7 0479 35 30 -5 0480 43 41 0485 TOTAL 57 + 10 ZONE BLOCKS FOR JEFFERSON 1988-89 1989-90 1220 6 6 0 1230 12 -6 6 1231 7 11 +4 1240 157 165 +8 0431 38 37 -1 0432 53 72 + 19 0433 38 30 -8 0434 26 28 0435 19 18 -1 0438 45 49 +4 TOTAL 401 422ZONE BLOCKS FOR MABELVALE ELEM PAGE 12 3635 3654 3655 5401 5402 5405 5406 5407 5415 5452 5455 5462 5465 7325 7383 7388 7390 7420 7475 TOTAL 19S8-S9 1989-90 34 64 30 16 14 28 7 13 18 19 15 1 13 31 0 57 28 27 437 48 67 31 12 23 30 6 14 15 18 21 0 12 35 67 34 40 516 + 14 +3 + 1 -4 +9 +2 -1 + 1 -3 -1 +6 -1 -1 +4 +21 0 + 10 +6 + 13 +79ZONE BLOCKS FOR MCDERMOTT PAGE 13 0552 0561 0562 1310 1312 1420 1421 1430 1520 1531 1541 1542 TOTAL 1988-89 1989-90 64 62 63 78 + 15 88 24 0 33 39 107 29 10 21 0 478 ZONE BLOCKS FOR MEADOWCLIFF 1988-89 84 -4 19 0 0 40 20 19 19 0 488 1989-90 -8 + 1 + 15 -9 +9 -3 0 + 10 0533 72 65 -7 0535 64 75 + 11 0536 14 11 -3 0537 62 70 +8 2110 94 76 -18 62 76 + 14 4015 16 11 -5 4048 29 40 + 11 TOTAL 413 424 + 11ZONE BLOCKS FOR MITCHELL PAGE 14 0442 0443 0444 0445 0446 0451 0452 0453 0457 0458 0459 TOTAL 1988-89 1989-90 28 44 + 16 30 18 25 42 26 46 42 36 340 ZONE BLOCKS FOR OTTER CREEK 1988-89 28 23 12 31 36 49 48 36 350 1989-90 -8 -4 +6 +5 -13 -11 + 10 +3 +6 0 + 10 0471 44 47 +3 0472 49 69 0475 68 \"7^ +7 5460 29 19 -10 5470 1 3 5472 0 0 0 5475 40 46 +6 5476 43 45 5477 26 46 +20 5478 cr 9 +4PAGE 145 5492 7 15 +8 TOTAL 312 374 ^62ZONE BLOCKS FOR PULASKI HGHTS ELEM PAGE 15 1988-89 1989-90 0610 19 21 +3 0620 24 16 -8 0630 3 0640 7 14 +7 0641 5 14 +9 0651 7 12 J 0660 77 96 + 19 0710 30 31 + 1 TOTAL 174 207 +33 ZONE BLOCKS FOR RIGHTSELL 1988-89 1989-90 0439 0 73 +73 0448 0 70 +70 0449 crer 61 +6 0450 59 58 -1 0454 0 0464 31 44 + 13 TOTAL 165 306 + 141 AZONE BLOCKS FOR ROCKEFELLER PAGE 16 1988-89 1989-90 0232 7 7 0 0440 59 50 -9 0456 44 48 +4 0460 54 41 -13 0461 63 67 +4 0462 53 54 + 1 0463 19 31 + 12 TOTAL 299 298 -1 ZONE BLOCKS FOR ROMINE 1988-89 1989-90 1715 67 77 + 10 1717 102 80 1721 93 81 -12 1723 30 32 1724 46 53 +7 1727 98 98 0 TOTAL 436 421 -15ZONE BLOCKS FOR STEPHENS PAGE 17 0441 0572 0573 0574 0583 TOTAL 1988-89 1989-90 34 38 +4 97 82 -15 37 58 81 307 ZONE BLOCKS FOR TERRY 1988-89 45 67 81 313 1989-90 +9 0 +6 0436 70 54 -16 0437 64 56 -8 0563 78 68 -10 1510 21 23 1511 75 68 -7 1512 27 33 +6 1515 39 -17 1530 8 13 1532 21 34 + 13 1550 53 42 -11 1610 7 8 + 1 1620 11 12 + 1 3330 4 0 -4 TOTAL 478 433 -45ZONE BLOCKS FOR WAKEFIELD PAGE iS 7201 7210 7220 7230 7235 7240 7245 7250 7276 7277 7279 7280 7281 TOTAL 1988-89 1989-90 73 71 9 18 +9 10 10 0 35 37 39 97 +58 21 27 +6 34 37 11 26 25 10 14 344 31 30 24 31 11 9 418 -3 -7 + 13 -4 +6 + 1 -5 +74ZONE BLOCKS FOR WASHINGTON PAGE 19 0111 0112 0121 0122 0123 0124 0125 0126 0127 0210 0220 0240 0301 0455 0474 0478 0481 0482 0483 0484 TOTAL 1988-89 1989-90 14 16 16 18 0 29 +7 39 33 -6 79 55 -24 17 62 14 99 0 12 71 27 39 61 78 58 35 790 0 48 93 120 24 0 51 27 43 74 103 73 38 867 -17 -14 +8 -6 + 120 -1 -12 0 +4 + 13 I er +3 +77ZONE BLOCKS FOR WATSON PAGE 20 19SS-S9 1989-90 7301 48 59 + 11 7305 28 31 +3 7315 76 61 -15 7330 18 11 -7 7377 38 62 +24 7378 19 19 0 7381 0 7382 44 55 + 11 7384 26 + 1 7385 24 +4 7490 9 6 -3 7495 18 13 343 389 +46 V^ONE BLOCKS FOR WESTERN HILLS 1988-89 1989-90 1725 34 29 -5 1726 33 41 +8 1822 94 95 + 1 2010 46 41 -5 51 68 + 17 2020 37 42 TOTAL 295 316ZONE BLOCKS FOR WILSON PAGE 21 1988-89 1989-90 1711 23 19 -4 1813 53 53 0 1821 72 79 +7 1823 89 109 1824 46 54 +8 3301 28 38 + 10 3312 51 36 -15 3316 18 19 +1 TOTAL 380 407 +27 ^X^QNe blocks for woodruff 1988-89 1989-90 0650 13 10 -3 0670 68 101 +33 0662 23 26 +3 TOTAL 104 137 +33SCHOOL BADGETT BALE BASELINE BRADY CHICOT CLOVERDALE DODD FAIR PARK FOREST PARK FRANKLIN FULBRIGHT GARLAND GEYER SPRINGS ISH JEFFERSON MABELVALE MCDERMOTT MEADOWCLIFF MITCHELL OTTER CREEK PULASKI HEIGHTS RIGHTSELL ATTACHMENT C LITTLE ROCK SCHOOL DISTRICT TOTAL 142 322 301 344 488 357 341 271 275 610 519 319 226 252 422 516 488 424 350 374 207 306 K-6 CAPACITY 241 399 384 491 483 424 353 351 431 556 607 300 236 200 491 533 562 454 280 378 328 260 CAPACITY % 59% 81% 78% 70% 101% 84% 97% 77% 64% 109% 86% 106% 96% 126% 86% 97% 87% 93% 135% 99% 63% 118%PAGE 2 SCHOOL TOTAL CAPACITY CAPACITY % ROCKEFELLER 298 420 71% ROMINE 421 492 86% STEPHENS 313 260 120% TERRY 433 537 81% WAKEFIELD 418 469 89% WASHINGTON 867 820 106% WATSON 389 469 83% WESTERN HILLS 316 325 97% WILSON 407 398 102% WOODRUFF 137 209 66% TOTAL 11,851 13,141 90% (NOTE: These capacity figures do not reflect the proposed capacity changes in the incentive schools for the 1991-92 school year.)Optional Enrollment Request Form Elementary (Kindergarten-6th) School Year 1990-91 Application Period 3/5/90 -3/30/90 Little Rock School District Notification Period Letters of notification will be mailed on April 13,1990 Student's Last Name Street Address city First Name KT Race Sex Zip Information tor Parents/Guardlan * Please complete the right side of this form. Name of Parent/Guardian Date of Birth Montri DaylYear * This Is an application only. The Student Assignment Office will be responsible for all optional enrollment request assignments. * All assignments are subject to desegregation and capacity requirements. If demand exceeds supply, a lottery will be used to fill vacancies. * Students who are not selected will have their names placed on a prioritized waiting list. The waiting lists will carry over each school year until the student Is selected or until the student moves to the next organizational level * Letters of notification will be mailed on April 13, 1990 * For more Information please call the Student Assignment Office at 370-1609. TO BE COMPLETED BY SCHOOL SITE STAFF _____________FORM SUBMITTED Month Day Year Time Home Phone Number Work Phone Number Current School Assignment Grade 1990/91 Parents may make up to four (4) choices from the options listed below.Rank your choices In numerical order (1st, 2nd, 3rd, 4th). INCENTIVE SCHOOLS ____Garland (PreK-6) ____ Ish (PreK-6) ____ Mitchell (K-6) ____ Rightsell (K-6) ___ Stephens (PreK-6) HIGH SCHOOL KINDERGARTENS ____ Central High ____Hall High ____ Fair High ____ McClellan High ____ Parkview High Form Submitted By: School: TO BE COMPLETED BY STUDENT ASSIGNMENT OFFICE INTERDISTRICT MAGNET SCHOOLS ___ Booker Arts Magnet (K-6) ____ Carver-Basic Skills/Math Science (K-6) ____ Gibbs International Studies (K-6) ____Rockefeller Coop Early Childhood Education Demonstration (PreK-6) ____Washington Basic Skills/Math Science (PreK-6) ____Williams Basic Skills (K-6) Student ID Number: Request Approved Date: SPECIALTY SCHOOL _Badgett Aerospace (K-6) Request Denied Date: MAJORITY-TO-MINORITY TRANSFERS (K-12) ____ Parents Interested in Majorlty-to-Minority Transfers to PCSSD or NLRSD should contact the Student Assignment Office. SAO LitHe Rock School District, 810 W. Markham, Little Rock, AR 72201, (501) 374-3361 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY MAGNET SCHOOL ENROLLMENT September 28, 1990 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Miller P-K 20 9 11 0 55% Cenire P-K 21 9 12 0 57% Robinson K 20 8 12 0 60% Sellers K 18 7 11 0 61% Thomas K 18 10 8 0 44% Boyce K 18 8 9 1 50% Steinkamp K 17 6 9 2 53% Moran 1 21 6 15 0 71% Perez 1 23 6 16 1 70% Keith 1 19 6 13 0 68% Ford 1 21 5 15 1 71% Brown 1 17 4 13 0 76% Comer 1 22 7 15 0 68% Boyd 1 20 5 15 0 75% Thompson 1 21 6 15 0 71% Jackson 2 23 7 16 0 70% Chandler 2 23 11 12 0 52% Jenning 2 23 10 13 0 57% Williams 2 22 7 14 1 64% Shackleford 2 22 9 12 1 55% I WASHINGTON ELEMENTARY ENROLLMENT- page 2 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Scrubbs 3 23 11 12 0 52% Schoessel 3 23 12 11 0 48% Rhea 3 23 11 12 0 52% Wood 3 22 11 11 0 50% Clark 3 24 12 12 0 50% Kelly 4 24 8 16 0 67% Johnson 4 23 9 14 0 61% Morris 4 24 10 13 1 54% Callaway 4 23 9 14 0 61% Morgan 5 23 7 16 0 70% Moore 5 24 12 12 0 50% Taber 5 24 12 12 0 50% Guin 5 24 13 11 0 46% Raper 6 25 12 13 0 52% McCleein 6 28 14 12 2 43% Hunsoker 6 28 16 11 1 39% Resource 9 2 7 0 78% TOTAL 803 327 465 11 5W:LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS November 29, 1990 TO\nBoard of Directors FROM: THROUGH: Dames Dennings, Associate Superintendent for Desegregation'^-^ Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools SUBDECT: First Quarter Enrollment - 1990-91 School Year Please find attached the enrollment report for the first quarter of the 1990-91 school year. cc: Senior Management Team LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS COMPARISON OF ACTUAL ENROLLMENT FOR FIRST QUARTER OF 1990-91 AND 1989-90 1990-91 Actual enrollment as of October 31, 1990, first Quarter of the 1990-91 School Year. WHITE BLACK OTHER TOTAL %BLACK Special Schools Elementary (w/o Kindergarten) Junior High Schools 48 4041 1861 High Schools (w/o Kindergarten) 2159 26 8209 4004 3077 0 144 87 87 74 12,394 5,952 5,323 35% 66% 67% 58% SUB TOTAL 8109 15,316 318 23,743 65% Kindergarten 681 1,206 21 1,908 63% GRAND TOTAL 8790 16,522 339 25,651 64% 1989-90 Actual enrollment as of November 1, 1989, First Quarter of 1989-90 School Year. WHITE BLACK OTHER TOTAL %BLACK Special Schools Elementary (w/o Kindergarten Junior High Schools 47 3905 1917 High Schools (w/o Kindergarten) 2408 28 8212 3883 3186 1 76 119 12,236 97 83 5,897 5,677 37% 67% 66% 56% SUB TOTAL 8277 15,309 300 23,886 64% Kindergarten 628 1,269 20 1,917 66% GRAND TOTAL 8905 16,578 320 25,803 64%GRADE K 1 2 3 4 5 6 UNGR TOTAL ELEM. 7 8 9 UNGR TOT. OR HIGH 10 11 12 UNGR TOT. SR HIGH TOTAL: SPEC SCHOOLS DI ST TOTALS SUMMARY OF FIRST QUARTER ENROLLMENT October 31, 1990 WHITE BLACK OTHER* TOTAL %BLACK 681 727 659 670 684 666 595 40 4722 589 638 601 33 1861 703 718 709 29 2159 8742 48 8790 1206 1450 1271 1279 1408 1380 1309 112 9415 1366 1391 1182 65 4004 1082 980 967 48 3077 16,496 26 16,522 SUMMARY OF STUDENTS LISTED IN \"OTHER\" SPANISH ASIAN/PACIFIC ISLANDER ESKIMO/AMERICAN INDIAN OTHER 21 30 21 24 29 14 26 0 165 21 26 40 0 87 32 30 24 1 87 339 0 339 CATEGORY: - 93 - 218 - 24 - 4 1908 2207 1951 1973 2121 2060 1930 152 14,302 1976 2055 1823 98 5952 1817 1728 1700 78 5323 25,577 74 25,651 63% 66% 65% 65% 66% 67% 68% 74% 66% 69% 68% 65% 66% 67% 60% 57% 57% 62% 58% 65% 35% 64%LITTLE ROCK SCHOOL DISTRICT FIRST QUARTER ENROLLMENT OCT. 31, 1990 SCHOOL/GRADE WHITE BLACK OTHER TOTAL %BLACK CENTRAL UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 0 203 174 227 604 0 604 5 308 278 307 898 49 947 0 12 9 13 34 0 34 5 523 46r 547 1536 49 1585 100.00% 58.89% 60.30% 56.12% 58.46% 100.00% 59.75% FAIR UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 14 107 126 107 354 3 357 12 184 160 132 488 10 498 0 3 4 1 8 0 8 26 294 290 240 850 13 863 46.15% 62.59% 55.17% 55.00% 57.41% 76.92% 57.71% HALL UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 12 147 180 156 495 10 505 12 223 202 236 673 8 681 0 7 5 3 15 0 15 24 377 387 395 1183 18 1201 50.00% 59.15% 52.20% 59.75% 56.89% 44.44% 56.70% MCCLELLAN UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 3 127 121 113 364 2 366 19 209 200 158 586 17 603 1 6 2 2 11 0 11 23 342 323 273 961 19 980 82.61% 61.11% 61.92% 57.88% 60.98% 89.47% 61.53% PARKVIEW UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 0 119 117 106 342 0 342 0 158 140 134 432 11 443 0 4 10 5 19 0 19 0 281 267 245 793 11 804 0.00% 56.23% 52.43% 54.69% 54.48% 100.00% 55.10% Page - 1SCHOOL/GRADE CLOVERDALE UNGRADED WHITE BLACK OTHER TOTAL %BLACK TOTAL DUNBAR UNGRADED TOTAL 7 8 9 7 8 9 FOREST HEIGHTS UNGRADED 7 8 9 TOTAL HENDERSON UNGRADED 7 8 9 TOTAL MABELVALE UNGRADED 7 8 9 TOTAL MANN UNGRADED 7 8 9 TOTAL PULASKI HEIGHTS UNGRADED 7 8 9 TOTAL 2 61 75 80 218 1 190 180 155 526 0 1 2 2 5 3 252 257 237 749 33.33% 75.40% 70.04% 65.40% 70.23% 120 55 56 231 158 143 111 412 3 0 3 6 281 198 170 649 56,23% 72.22% 65.29% 63.48% 7 62 70 83 222 5 44 74 88 211 9 64 76 67 216 104 134 113 351 4 76 100 78 258 9 156 186 174 525 16 214 250 209 689 16 142 147 92 397 196 166 152 514 8 153 138 148 447 Page - 2 0 7 3 8 18 0 5 8 9 22 0 0 1 1 2 4 5 6 15 0 1 2 4 7 16 225 259 265 765 21 263 332 306 922 25 206 224 160 615 304 305 271 880 12 230 240 230 712 56.25% 69.33% 71.81% 65.66% 68.63% 0.00% 81.37% 75.30% 68.30% 74.73% 64.00% 68.93% 65.63% 57.50% 64.55% 64.47% 54.43% 56.09% 58.41% 0.00% 66.52% 57.50% 64.35% 62.78%SCHOOL/GRADE SOUTHWEST UNGRADED WHITE BLACK OTHER TOTAL %BLACK TOTAL BADGETT UNGRADED SUBTOTAL KIND. TOTAL BALE UNGRADED SUBTOTAL KIND. TOTAL BASELINE UNGRADED SUBTOTAL KIND. TOTAL 7 8 9 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 6 58 54 36 154 15 157 181 141 494 0 5 7 12 21 215 240 184 660 0.00% 73.02% 75.42% 76.63% 74.85% 2 6 4 8 10 11 5 46 11 57 3 10 10 8 11 14 4 60 7 67 13 14 11 6 14 13 71 19 90 3 16 25 35 39 17 21 156 9 165 4 50 38 47 46 41 44 270 32 302 49 42 38 37 30 30 226 37 263 Page - 3 0 0 0 0 0 0 0 0 0 0 0 0 0 1 4 0 1 6 1 7 1 1 2 0 0 0 4 1 5 5 22 29 43 49 28 26 202 20 222 7 60 48 56 61 55 49 336 40 376 63 57 51 43 44 43 301 57 358 60,00% 72.73% 86.21% 81.40% 79.59% 60.71% 80.77% 77.23% 45.00% 74.32% 57.14% 83.33% 79.17% 83.93% 75.41% 74.55% 89.80% 80.36% 80.00% 80.32% 77.78% 73.68% 74.51% 86.05% 68.18% 69.77% 75.08% 64.91% 73.46%SCHOOL/GRADE BOOKER UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL BRADY UNGRADED SUBTOTAL KIND. TOTAL CARVER UNGRADED SUBTOTAL KIND. TOTAL CHICOT UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 43 36 34 40 46 34 233 30 263 44 50 51 52 53 56 306 44 350 1 4 0 3 0 0 8 1 9 88 90 85 95 99 90 547 75 622 50.00% 55.56% 60.00% 54.74% 53.54% 62.22% 55.94% 58.67% 56.27% 2 20 17 17 16 19 5 96 21 117 31 40 43 45 38 44 241 23 264 10 31 25 20 21 22 20 149 27 176 3 52 41 47 56 51 45 295 37 332 38 44 49 54 54 53 292 34 326 8 66 46 43 46 42 48 299 50 349 Page - 4 0 1 1 1 1 0 1 5 0 5 1 2 0 1 1 2 7 1 8 0 1 0 0 0 1 0 2 0 2 5 73 59 65 73 70 51 396 58 454 70 86 92 100 93 99 540 58 598 18 98 71 63 67 65 68 450 77 527 60.00% 71.23 o, *6 69.49% 72.31% 76.71% 72.86% 88.24% 74.49% 63.79% 73.13% 54.29% 51.16% 53.26 *0 54.00% 58.06% 53.54% 54.07% 58.62% 54.52% 44.44 *0 67.35% 64.79% 68.25 Q, 68.66% 64.62% 70.59% 66.44% 64.94% 66.22%SCHOOL/GRADE CLOVERDALE UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL DODD UNGRADED SUBTOTAL KIND. FAIR PARK UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 FOREST PARK UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 13 13 26 19 12 14 97 10 107 35 45 34 46 52 41 253 29 282 0 0 0 0 1 0 1 1 2 48 58 60 65 65 55 351 40 391 72.92% 77.59% 56.67% 70.77% 80.00% 74.55% 72.08% 72.50% 72.12% 3 22 17 16 11 28 18 115 19 134 4 20 28 28 28 25 40 173 19 192 0 1 0 0 0 1 1 3 0 3 7 43 45 44 39 54 59 291 38 329 57.14% 46.51% 62.22% 63.64% 71.79% 46.30% 67.80% 59.45% 50.00% 58.36% 14 9 8 8 6 6 51 10 61 56 41 40 37 42 32 248 29 277 1 0 0 0 0 0 1 0 1 71 50 48 45 48 38 300 39 339 78.87% 82.00% 83.33% 82.22% 87.50% 84.21% 82.67% 74.36% 81.71% 29 23 31 20 19 22 144 33 177 19 26 39 35 33 30 182 26 208 1 0 1 0 0 2 4 1 5 49 49 71 55 52 54 330 60 390 38.78% 53.06% 54.93% 63.64% 63.46% 55.56% 55.15% 43.33% 53.33% Page - 5SCHOOL/GRADE FRANKLIN UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL FULBRIGHT UNGRADED SUBTOTAL KIND. TOTAL GARLAND UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 GEYER SPRINGS UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 1 5 5 7 11 6 11 46 11 57 5 33 43 34 38 41 35 229 32 261 0 5 2 2 1 0 3 13 3 16 7 7 8 14 4 7 47 13 60 7 65 54 33 46 53 42 300 49 349 4 47 30 54 41 42 47 265 27 292 14 18 23 26 37 39 35 192 16 208 16 16 14 22 36 16 120 27 147 Page - 6 0 1 0 3 3 1 1 9 0 9 0 3 0 0 3 1 0 7 0 7 0 1 2 2 1 1 2 9 0 9 0 0 0 0 0 0 0 0 0 8 71 59 43 60 60 54 355 60 415 9 83 73 88 82 84 82 501 59 560 14 24 27 30 39 40 40 214 19 233 23 23 22 36 40 23 167 40 207 87.50% 91.55% 91.53% 76.74% 76.67 88.33% 77.78% 84.51% 81.67% 84.10% 44.44% 56.63% 41.10% 61.36% 50.00% 50.00% 57.32% 52.89% 45.76% 52.14% 100.00% 75.00% 85.19% 86.67% 94.87% 97.50% 87.50% 89.72% 84.21% 89.27% 69.57% 69.57% 63.64% 61.11% 90.00% 69.57% 71.86% 67.50% 71.01%SCHOOL/GRADE GIBBS UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL ISH UNGRADED SUBTOTAL KIND. TOTAL JEFFERSON UNGRADED SUBTOTAL KIND. TOTAL MABELVALE UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 20 17 16 29 24 20 126 15 141 26 26 25 34 27 23 161 25 186 1 1 3 1 0 0 6 0 6 47 44 44 64 51 43 293 40 333 55.32% 59.09% 56.82% 53.13% 52.94% 53.49% 54.95 *6 62.50% 55.86% 0 2 0 0 1 0 0 3 0 3 6 33 17 16 26 11 15 124 16 140 0 0 0 0 0 0 0 0 0 0 6 35 17 16 27 11 15 127 16 143 100.00% 94.29% 100.00% 100.00% 96.30% 100.00% 100.00% 97.64% 100.00% 97.90% 3 30 33 34 38 31 26 195 32 227 2 38 34 45 33 25 32 209 28 237 6 36 32 32 35 36 33 210 27 237 0 3 0 1 1 0 1 6 1 7 9 69 65 67 74 67 60 411 60 471 66.67% 52.17% 49.23% 47.76% 47.30% 53.73% 55.00% 51.09% 45.00% 50.32% 4 60 39 29 44 57 51 284 31 315 0 0 1 0 0 1 0 2 1 3 6 98 74 74 77 83 83 495 60 555 66.67% 61.22% 52.70% 39.19% 57.14% 68.67% 61.45% 57.37% 51.67% 56.76% Page - 7SCHOOL/GRADE MCDERMOTT UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 0 23 33 22 35 22 27 162 29 191 2 46 38 59 47 54 47 293 26 319 0 2 1 1 0 0 0 4 4 8 2 71 72 82 82 76 74 459 59 518 100.00% 64.79% 52.78% 71.95% 57.32% 71.05% 63.51% 63.83% 44.07% 61.58% MEADOWCLIFF UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 23 17 24 25 17 18 124 28 152 49 47 39 49 39 34 257 31 288 0 0 1 1 0 1 3 0 3 72 64 64 75 56 53 384 59 443 68.06% 73.44% 60.94% 65.33% 69.64% 64.15 6 66.93% 52.54% 65.01% MITCHELL UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 0 10 2 3 2 2 2 21 5 26 7 30 26 24 19 29 18 153 31 184 0 0 0 0 0 0 0 0 0 0 7 40 28 27 21 31 20 174 36 210 100.00% 75.00% 92.86% 88.89 Q. 90.48% 93.55% 90.00% 87.93% 86.11% 87.62% OTTER CREEK UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 26 26 26 20 26 28 152 24 176 22 23 24 31 26 24 150 32 182 0 0 0 0 0 0 0 0 0 48 49 50 51 52 52 302 56 358 45.83% 46.94% 48.00% 60.78% 50.00% 46.15% 49.67% 57.14% 50.84% Page - 8SCHOOL/GRADE PULASKI HEIGHTS UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL RIGHTSELL UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 ROCKEFELLER UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL ROMINE UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 22 17 16 7 12 7 81 23 104 26 30 29 33 31 33 182 31 213 1 0 1 1 0 1 4 2 6 49 47 46 41 43 41 267 56 323 53.06% 63.83% 63.04% 80.49% 72.09% 80.49% 68.16% 55.36% 65.94% 0 0 0 0 0 0 0 1 1 23 6 4 7 8 2 50 26 76 3 9 8 11 8 7 6 52 8 60 33 33 27 27 21 17 158 32 190 34 24 27 25 26 23 159 33 192 10 58 41 40 39 37 52 277 43 320 Page - 9 0 1 0 0 0 0 1 0 1 3 1 0 1 0 0 5 0 5 0 0 0 0 0 2 1 3 0 3 33 34 27 27 21 17 159 33 192 60 31 31 33 34 25 214 59 273 13 67 49 51 47 46 59 332 51 383 100.00% 97.06% 100.00% 100.00% 100.00% 100.00% 99.37% 96.97% 98.96% 56.67% 77.42 Q. *6 87.10% 75.76% 76.47% 92.00% 74.30% 55.93% 70.33 76.92% 86.57% 83.67% 78.43% 82.98% 80.43% 88.14% 83.43 84.31% 83.55%SCHOOL/GRADE STEPHENS UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL TERRY UNGRADED SUBTOTAL KIND. TOTAL WAKEFIELD UNGRADED SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 WASHINGTON UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 0 0 0 1 0 1 0 2 3 5 33 32 30 39 37 28 199 32 231 0 29 27 22 24 23 21 146 21 167 2 47 45 58 38 44 43 277 39 316 7 35 23 19 32 30 17 163 28 191 40 37 41 44 46 52 260 26 286 0 45 40 41 54 54 57 291 39 330 7 115 65 57 52 51 34 381 51 432 Page - 10 0 0 1 1 1 1 2 6 1 7 2 1 1 1 0 0 5 2 7 0 1 1 2 1 2 0 7 0 7 0 2 2 0 1 0 3 8 3 11 7 35 24 21 33 32 19 171 32 203 75 70 72 84 83 80 464 60 524 0 75 68 65 79 79 78 444 60 504 9 164 112 115 91 95 80 666 93 759 100.00% 100.00% 95.83% 90.48% 96.97% 93.75% 89.47 95.32 87.50 % g. 'o Q. *6 94.09% 53.33% 52.86% 56.94% 52.38% 55.42% 65.00% 56.03% 43.33% 54.58% 0.00% 60.00% 58.82% 63.08% 68.35% 68.35% 73.08% 65.54% 65.00% 65.48% 77.78% 70.12% 58.04% 49.57% 57.14% 53.68% 42.50% 57.21% 54.84% 56.92%SCHOOL/GRADE WATSON UNGRADED WHITE BLACK OTHER TOTAL %BIACK SUBTOAL KIND. TOTAL 1 2 3 4 5 6 20 30 22 28 25 27 152 19 171 55 43 51 55 58 55 317 41 358 0 1 0 1 1 0 3 0 3 75 74 73 84 84 82 472 60 532 73.33% 58.11% 69.86% 65.48% 69.05% 67.07% 67.16% 68.33% 67.29% WESTERN HILLS UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 19 17 14 19 22 14 105 17 122 29 32 31 31 31 38 192 19 211 0 0 1 0 0 1 2 1 3 48 49 46 50 53 53 299 37 336 60.42% 65.31% 67.39% 62.00% 58.49% 71.70% 64.21% 51.35% 62.80 o WILLIAMS UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 30 32 31 41 30 26 190 26 216 38 37 38 49 45 39 246 33 279 2 0 1 2 0 2 7 0 7 10 69 70 92 15 61 443 59 502 54.29% 53.62% 54.29% 53.26% 60.00% 58.21% 55.53% 55.93% 55.58 o. WILSON UNGRADED 1 2 3 4 5 6 SUBTOTAL KIND. TOTAL 4 32 13 13 12 14 18 106 12 118 16 39 52 37 42 41 36 263 43 306 0 0 0 0 0 0 2 2 0 2 20 71 65 50 54 55 56 371 55 426 80.00% 54.93% 80.00% 74.00% 77.78% 74.55% 64.29% 70.89% 78.18% 71.83% Page - 11SCHOOL/GRADE WOODRUFF UNGRADED WHITE BLACK OTHER TOTAL %BLACK SUBTOTAL KIND. TOTAL 1 2 3 4 5 6 9 5 5 7 16 9 51 9 60 10 17 15 18 20 31 111 8 119 0 0 1 1 0 2 4 0 4 19 22 21 26 36 42 166 17 183 52.63% 77.27% 71.43% 69.23% 55.56% 73.81% 66.87% 47.06% 65.03% EASTER SEALS UNGRADED TOTAL 15 15 5 5 0 0 20 20 25.00% 25.00% ELIZ. MITCHELL UNGRADED TOTAL 26 26 13 13 0 0 39 39 33.33% 33.33% E. MITCHELL(DAY) UNGRADED TOTAL 7 7 8 8 0 0 15 15 53.33% 53.33 Page - 12OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY 1st GRADE RACIAL BALANCE January 22, 1991 Teacher's Name Total Black White Other % Non White Brown 21 14 7 0 67% Pilgrim 20 14 6 0 70% Keith 20 13 7 0 65% Thompson 20 14 6 0 70% Moix 23 17 5 1 78% Comer 20 14 6 0 70% Ford 21 14 6 1 71% Moran 21 14 7 0 67% TOTAli III i io IGracie ROCKEFELLER ELEMENTARY RACIAL BALANCE BY GRADE January 22, 191 Total Black White Other % Non White Infants-2 yr olds 27 16 11 0 59% 3 yr olds 17 10 7 0 59% 4 yr olds 58 34 23 1 60% Kindergarten 59 33 26 0 56% 1st 60 32 25 3 58% 2nd 32 25 6 1 81% 3rd 33 27 6 0 82% 4th 34 25 8 1 76% 5th 36 27 9 0 75% 6th 26 23 3 0 88% SUB TOTAL Infants-lst gr 221 125 92 4 58% 2 nd-6 th 161 127 32 2 80% TOTAL ill Bi i wFOREST HEIGHTS JR. AND HENDERSON JR. CAPACITY \u0026amp; ENROLLMENT FIGURES January 23, 1991 Forest Heights Capacity 780 Enrollment 1-23-91 748 96% filled to capacity Henderson Capacity 960 Enrollment 1-23-91 893 93% filled to capacityCENTRAL HIGH INTERDISTRICT MAGNET PROGRAM # OF STUDENTS PARTICIPATING AND RACIAL BALANCE # OF STUDENTS PARTICIPATING ON A M-TO-M TRANSFER January 22, 1991 Called Jane O'Neal, information. Registrar at Central. She did not have the Would be able to provide the number of students in the interdistrict classes but was not sure that would be the total number of students in the magnet program. She was not sure exactly who was in the magnet program and was not sure if anybody at Central could provide that information. Called Gladys Adair, Attendance Secretary at Central. She was not sure if she could get the information. Did not think that information was available from Central. Sue Pederson from Student Assignment had sent her a list of all students at Central on M-to-M transfers, but did not know which of those students participated in the magnet program. Called Sue Pederson, District. Student Assignment Office, Little Rock School Sue was to call back with the information. With the return call on January 23, Sue reported Student Assignment Office did not have the information available and she would have to call Mr. Hickman. Sue was told of the deadline this office was under and that the information was needed. On the morning of January 24, Mr. Hickman's office was called to see if the information was ready. Patty Teach, Mr. Hickman's secretary, said Mr. Hickman was out of the office and had not returned Sue Pederson's call. Ms. Teach did not have the requested information. Sue Pederson called to report in order to provide the requested information the international class rosters would have to be gone through by hand to mark out students that took more than one magnet class. After that was completed, she would be able to identify the M- to-M students and have a count of participants, but it would take a few days . Sue was told a few days would probably be too late for our deadline, but I would call her back after talking with Ann Brown. James Jennings then called to say he understood this office had requested some information and to make sure we understood what would have to be done. I told him that I had talked with Sue and was to call her that afternoon after discussing the situation with Ann Brown. not know he was under a court deadline. Mr. Jennings said he did I told him he was not. This office was the one under a deadline to the court. I told Mr. Jennings I would contact Sue that afternoon after talking with Ann regarding the timeline for the requested information. After talking with Ann, I called Sue Pederson on the afternoon of January 24 to tell her a few days would be too late for us to meet the deadline, but the information was valuable and needed to be provided to our office. Sue was not available and was to return my call. On the morning of January 25th I again called the Student Assignment Office and could not get through, therefore, I told Linda Bryant to continue trying to get Sue Pederson and give her the message that a few days was too late for the information to be provided to meet our deadline, but since the requested information was valuable. available. to please provide it to our office when Sue Pederson was contacted with that message. She replied the information was in the process of being collected and would be forwarded to this office.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY 1st GRADE RACIAL BALANCE January 22, 1991 Teacher's Name Total Black White Other % Non White Brown 21 14 7 0 67% Pilgrim 20 14 6 0 70% Keith 20 13 7 0 65% Thompson 20 14 6 0 70% Moix 23 17 5 1 78% Comer 20 14 6 0 70% Ford 21 14 6 1 71% Moran 21 14 7 0 67% TOTAL  is 2Grade ROCKEFELLER ELEMENTARY RACIAL BALANCE BY GRADE January 22, 191 Total Black White Other % Non White Infants-2 yr olds 27 16 11 0 59% 3 yr olds 17 10 7 0 59% 4 yr olds 58 34 23 1 60% Kindergarten 59 33 26 0 56% 1st 60 32 25 3 58% 2nd 32 25 6 1 81% 3rd 33 27 6 0 82% 4th 34 25 8 1 76% 5th 36 27 9 0 75% 6 th 26 23 3 0 88% SUB TOTAL Infants-lst gr 221 125 92 4 58% 2nd-6th 161 127 32 2 80% TOTAL Bi IFOREST HEIGHTS JR. AND HENDERSON JR. CAPACITY \u0026amp; ENROLLMENT FIGURES January 23, 1991 Forest Heights Capacity 780 Enrollment 1-23-91 748 96% filled to capacity Henderson Capacity 960 Enrollment 1-23-91 893 93% filled to capacityCENTRAL HIGH INTERDISTRICT MAGNET PROGRAM # OF STUDENTS PARTICIPATING AND RACIAL BALANCE # OF STUDENTS PARTICIPATING ON A M-TO-M TRANSFER January 22, 1991 Called Jane O'Neal, information. Registrar at Central. She did not have the Would be able to provide the number of students in the interdistrict classes but was not sure that would be the total number of students in the magnet program. She was not sure exactly who was in the magnet program and was not sure if anybody at Central could provide that infoirmation. Called Gladys Adair, Attendance Secretary at Central. if she could get the information. She was not sure available from Central. Did not think that information was Sue Pederson from Student Assignment had sent her a list of all students at Central on M-to-M transfers, but did not know which of those students participated in the magnet program. Called Sue Pederson, District. Student Assignment Office, Sue was to call back with the information. Little Rock School With the return call on January 23, Sue reported Student Assignment Office did not have the information available and she would have to call Mr. Hickman. Sue was told of the deadline this office was under and that the information was needed. On the morning of January 24, Mr. Hickman's office was called to see if the information was ready. Patty Teach, Mr. Hickman's secretary, said Mr. Hickman was out of the office and had not returned Sue Pederson's call. Sue Pederson called to report information the international i Ms. Teach did not have the requested information. in order to provide the requested class rosters would have to be gone through by hand to mark out students that took more than one magnet class. After that was completed, she would be able to identify the M- to-M students and have a count of participants, but it would take a few days. Sue was told a few days would probably be too late for our deadline, but I would call her back after talking with Ann Brown. James Jennings then called to say he understood this office had requested some information and to make sure we understood what would have to be done. I told him that I had talked with Sue and was to call her that afternoon after discussing the situation with Ann Brown. not know he was under a court deadline. Mr. Jennings said he did office was the one under a deadline to the court. I told him he was not. This I told Mr. Jennings I would contact Sue that afternoon after talking with Ann regarding the timeline for the requested information. After talking with Ann, I called Sue Pederson on the afternoon of January 24 to tell her a few days would be too late for us to meet the deadline, but the information was valuable and needed to be provided to our office. available and was to return my call. Sue was not On the morning of January 25th I again called the Student Assignment Office and could not get through, therefore, I told Linda Bryant to continue trying to get Sue Pederson and give her the message that a few days was too late for the information to be provided to meet our deadline, but since the requested information was valuable. available. to please provide it to our office when Sue Pederson was contacted with that message. the information was in the process of being collected and would be forwarded to this office. She repliedArkansas Democrat Thursday...August 30^ 1990 Little Rock School District enrollment Elementary Schools Badgett Bala Baseline Booker Brady .\nCarver Chicot Cloverdale Elementary Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs . ^ , , , Gibbs Ish Jeflerson Mabelvale McDermott ,MeadowcliH _____ Mitchell  Otter Creek Pulaski Heights . Rightsail Rockatelier , Romina - , Stephens Terry  Wakefield Washington 'iigK\n:: Watson Western Hills Williams ( Wilson ' - Woodruff Elementary total Junior High Schools Cloverdale Jr. Dunbar\n? Forest Heights Henderson Mabelvale Jr.\n- . Mann ' Pulaski Heights Southwest White 57 65 Percent Total Black Other black enrollment 166 287 5 98 244 262 115 256 176 96 333 \u0026gt;305 303 347 275 8 134 187 69 264 179^^ 58 260 12 309 277 209 49,,'.:::j33 141 Ai, 226 228 196 185 ,135 196 '299 320 ' 74% 223 80 357 71 342 55 A : : 72 7 54 2 66 3 2 7 1 6 10 6 6 ,,,3, 10 149 260 3 28 194 178 /\n:156 113 5 66 45, 10 218 164 :1,:308:. 163 121 220 A21, 59 199 : 195 193 300 184 284 330 416 312 207 280 :i308 115 5 1 4 3 3 ,. .5\n6 2 2 5 2 4 4,646\ni8,907 i|T37 203- 235 ^211' 199 495 398 Wis 637 :\u0026lt;10 3 :::,16 15 74 603 424 ' 566\n525 374 58 323 79 52:S 83 51 90 73 56 99 46 56 61 63 87 47 63 87 , 73 86 93 56 66\n60-.s':y 65 63 55 :71\nS 65 65 333 386 374 543 231 182 332 'te\n136 428 530 526 412 222 334 317 201 263 348 197 507.,: 500 *:73O:\n:'i 477 330 505 j-::,431,to: 178 13,690 I I 206 .\n\u0026lt;:375 348 512 266,412 145 449 16 8 10 70 63 69 75 65 58 60 74 Junior high total 1,813 : 3,772 High Schools 708 636 721 851 581 876 - 686 604\n:5,663\n5 .Central , Fair Hall McClellan j-Parkview High school total 568:\n860\n366 508 ,32 9 59 58 . 1,460 883 495, 606 17: , ,1,118 368 570 5 339 448 '12 2,136 2,992 75 60 56 56 943 799 5,203ARKANSAS DEMOCRAT  THURSDAY. SEPTEMBER 6,1990  LRSD 7th day enrollment 1989 1990 Sr. high White Black %Black White Black %Black Central Fair Hall McClellan Parkview Total Jr. hiah 743 379 538 459 357 2,476 1,101 507 610 634 450 3,302 58 57 53 57 55 56 574 380 479 378 349 862 493 642 642 439 2,160 3,078 59 56 57 62 55 58 Cloverdale Junior 225 Dunbar Forest Heights Henderson Mabelvale Junior Mann Pulaski Heights Southwest Total Elementarv.... Badgett Bale Baseline Booker Brady I Carver i Chicot I Cloverdale Dodd Fair Park Forest Park Franklin i Fulbright Garland 111 244 254 221 395 257 177 1,884 451 409 482 641 353 462 418 492 3,702 65 78 66 70 61 53 61 73 65 223 229 216 219 219 351 264 152 493 402 526 642 395 514 444 497 1,873 3,913 68 63 69 73 64 58 62 75 67 Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek 57 88 97 244 147 306 168 128 132 95 159 70 244 16 68 153 10 239 225 188 153 17 173 Pulaski Heights Sr. 92 Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Grand total 17 28 78 0 200 164 12 152 139 223 128 51 4,461 8,321 185 296 279 320 273 259 319 282 254 244 221 340 . i 275 256 129 168 133 233 303 314 257 201 167 213 190 198 335 213 299 262 437 288 193 238 246 134 8,976 15,980 76 75 73 56 64 45 65 68 66 72 58 81 54 93 65 55 93 49 57 61 62 92 49 69 91 87 80 100 59 61 97 65 58 51 66 71 66 64 57 65 93 268 117 262 182 98 131 64 175 56 260 14 57 141 4 227 266 197 155 28 178 109 4 72 47 10 222 165 317 166 124 220 117 60 4,726 168 292 275 336 328 307 364 281 191 272 202 322 293 214 141 186 140 216 282 326 275 192 166 201 197 196 314 188 289 321 443 333 209 276 301 120 9,157 8.759 16.148 75 80 75 55 73 . 53 66 74 * 59 81. 53 83 52 90 71 56 97 -48 51 61 64 87 48 64 98 73 86 94 56 65 58 66 62 55 72 65 58 64LRSD enrollment - Oct. 1990 10-12-90 I Sr. high Non-black 1990 Black %Black 1989 % Black Central Fair Hall McClellan Parkview Total Jr. hiah 652 364 528 393 369 2,306 977 515 703 630 447 3,272 60 59 . 57 62 55 58 60 , 56 52 59 54 57 ! Cloverdale Junior Dunbar Forest Heights Henderson Mabelvale junior Mann Pulaski Heights Southwest Total Elementarv \n229 240 ^\u0026lt;242 230 216 371 268 163 1,959 535 423 530 672 404 515 454 492 4,025 70 64 69 75 65 58 63 75 67 64 79 67 71 61 .J 54 63 70 66 Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland ... Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams I Wilson Woodruff Total Grand total 56 73 98 268 126 276 182 100 137 66 182 68 266 29 56 146 4 232 238 201 157 24 179 114 2 76 69 12 233 176 324 171 135 224 120 66 4,886 166 302 272 346 330 327 362 289 194 279 205 343 293 211 145 187 142 237 321 323 287 183 180 211 191 195 323 190 289 326 438 347 204 281 298 120 9,337 75 81 74 56 72 54 67 74 59 81 53 83 52 88 72 56 97 51 57 61 65 88 50 65 99 72 82  94 55 65 57 67 60 56 71 65 66 __64 76 76 72 53 66 46 64 70 64 72 57 M 82 56 \"\" 94 66 51 96 50 58 -\"ifc 61 62 92 50 71 92 86 80  100 61 65 98 64 59 51 66 w '5^ 71 67 64 CORRECT FIGURES - A number of figures in the October 1990 Little Rock School District enrollment chart in Thursdays newspaper wrere incorrect The chart today has correct figures. Also, because of a reporting error, a story that accompanied the chart contained some erroneous information when comparing last years official enrollment with this years to calculate the difference. The Little Rock district actually has 190 fewer students than in October 1989.LRSD loses 264 students, still 64% black LRSD enrollment - Oct. 1990 10-12-90 Sr. high f Non-black 1990 Black % Black 1989 %Black BY BRENDA CREDIT Democrat Staff Writer Enrollment in the Little Rock School District fell this year, while the percentage of black students remained the same at 64 percent, according to figures released by the district Wednesday. The districts overall enrollment was down 264 students to 25.785, compared to 26,049 last year. The number of white students increased by 123, from 9,028 in 1989 to 9,151 this year. The districts black enrollment dropped from 16,726 last year to 16,634 this year, a difference of 92 pupils. The high schools level of black high school students numbered 3,354 in 1989 and 3,174 in 1990, a loss of 180. Enrollment was down in senior highs because of the M- to-M (majority-to-minority) transfers, said James Jennings, associate district superintendent. The majority-to-minority program allows black students to transfer to the North Little Rock or Pulaski County Special school districts. White students in those districts may transfer to the Little Rock School District. Enrollment in district elementary schools is 66 percent black, the same as last year. The total number of students, however, is up from 14,083 in 1989 to 14,336 in 1990. Three district elementary schools have a black enrollment greater than 90 percent: Ish, 97 percent\nRightsell, 99\nand Stephens, 94. The schools with 80 percent or more black enrollment include: Bale, 81 percent\nFair Park, 81\nFranklin, 83\nGarland, 88\nMitchell, 88\nand Romine, 82. At the junior high level, the number of black students increased from 3,937 in 1989 to 4,025 in 1990, an additional 88 students. The number of white students also increased, from 1,951 last year to 1,959. Central Fair Hall McClellan Parkview Total Jr. high ..... Cloverdale Junior Dunbar Forest Heights Henderson Mabelvale Junior Mann Pulaski Heights Southwest Total Elementarv..... Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Grand total 652 364 528 393 369 2,306 977 515 703 630 447 3,272 60 59 57 62 55 58 60 56 52 59 54 57 229 240 242 230 216 371 263 163 1,959 535 423 530 672 404 515 454 492 4,025 70 64 69 75 65 58 63 75 67 64 79 67 71 61 54 63 70 66 56 73 98 268 126 276 182 100 137 66 182 68 266 29 56 146 4 232 238 201 157 24 179 114 2 76 69 12 233 176 324 171 135 224 120 66 4,886 166 302 272 346 330 327 362 289 194 279 205 343 293 211 145 187 142 237 321 323 287 183 180 211 191 195 323 190 289 326 438 347 204 281 298 120 9,337 16.634 75 81 74 56 72 54 67 74 59 81 53 83 52 88 72 56 97 51 57 61 65 88 50 65 99 72 82  94 55 65 57 67 60 56 71 65 66 64 76 76 72 53 66 46 64 70 64 72 57 82 56 94 66 51 96 50 58 61 62 92 50 71 92 86 80 100 61 65 98 64 59 51 66 71 67 64 i CORRECT FIGURES - A number of figures in the October 1990 Little Rock School District enrollment chart in Thursday's newspaper were incorrect. The chart today has correct figures. Also, because of a reporting error, a story that accompanied the chart contained some erroneous information when comparing last year's official enrollment with this year's to calculate the difference. The Little Rock district actually has 190 fewer students thar in October 1989.LR grade schools add 220 whites in reversal August 30, 1990...Thursday ARKANSAS DEMOCRAT  THU LRSD third day enrollment BY CYNTHIA HOWELL Democfal SlaU Writer White enrollment in the Little Rock School Districts elementary schools was up 220 pupils Wednesday, an apparent reversal of the districts history of losing while children in early grades. However, the gain was not enough to offset the loss of white students in junior and senior high schools. Between this year and last year, the district lost 299 white high school students - 164 of them at Central High - or 12 percent of the while enroll- ncnl in the senior highs. The listricl also lost 46 white junior high students. Wednesday, the third day of school, was the first day district officials compiled enrollment figures for 1990-91. The numbers, when compared with 1989, showed:  The overall enrollment for the day was 24,556, an in- crease of I4I students over last years 24,415.  or that total, 8,595 students were white, 15,671 were black, and 290 students were of other races. The number of black students increased 252 over last year.  The enrollment Wednesday was 63.8 percent black and 36.2 percent white. Last year, the racial composition of the district was 63.2 percent black and 36.8 percent white. \"Im very encouraged by the: elementary school numbers,: Dr. Ruth Steele, di.slrict superintendent. said Wednesday evening. She said about half of the district's regular, non-magnet, non-incentive schools had increases in the number of white pupils. Fulbright Elementary, for example, had 20 new while pupils and Pulaski Heights Elementary had an Increase of 19. In all, 16 of 25 reg-: See STUDENTS, Page 9B  Sr. hlqh While 1989 1990 Students  Continued from Arkansas Page utar elementary schools showed increases in while enrollment. ' Steele credited the increase of whites lo stability provided by the district's student assignment policies. Beginning last year, all kindergarten and other new students were assigned to schools based on the attendance zones in which they live. A.s a result, most parents are able to know where their children will attend school all 13 years. The district has lost while elementary pupils each year since 1987, when the district annexed some Pulaski County students and schools. In 1987, the district had 4,864 white elementary pupils. The district lost while elementary pupils in most of the years preceding the annexation. Steele said Wednesday she didn't know the reason for the loss of while students in the upper grades. All but two secondary schools, Dunbar and Pulaski Heights junior highs, showed decreases in white enrollment. Little Rock School Board President Skip Rutherford called the loss a remnant of the districts old controlled- choice student assignment plan. is one kindergarten class at a time. The district has 4,646 while elementary pupils, compared with 4,426 last year\n8,907 black elementary pupils compared with 8,762 in 1989\nand 137 children of other racc.s compared with 113 la.stycar. According to district statistics, there are non-magnet. non-Incentive elementary .schools that fall outside the districts court-ordered r.ncial- ratio requirements to be 51 percent to 76 percent black. Bale. Franklin, Fair Park, and Romine clementaries exceed the 76 percent cap. Steele said her staff will examine the attendance zones for the schools and consider programs to attract whites to those buildings. A comprehensive gifted education program is proposed for Romine. Cloverdale and Geyer Springs elementaries, which have high black enrollments, also will be monitored. Otter Creek and Jefferson elementaries have black enrollments below 50 percent. Steele said black enrollments at those schools should increase this week as more pupils enroll in the district. The district has six incentive schools that originally had black enrollments in excess of 80 percent. Incentive schools arc eligible for special programs and extra funding. Central Fair Hall McClellan Parkview Total Jr. high .......... Cloverdale Junior Dunbar Forest Heights Henderson Mabelvale Junior Mann Pulaski Heights Southwest Total Elementary..... Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights nighlsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hilts Williams Wilson Woodruff Total Grand total Black %B1ack While Slack %Black 732 389 524 442 348 2.435 1,014 426 567 603 446 3.056 56.7 51.6 51.5 57,4 55.3 55,9 568 366 495 368 339 2,136 860 508 606 570 448 2,992 58.9 57.5 54.2 60.4 56.1 57.5 225 103 248 250 231 394 250 153 1,859 420 393 476 632 341 457 400 482 3.601 64.0 78.9 64.9 70.1 59.4 52.5 60.4 74.3 65.0 203 235 211 199 206 348 266 145 1,813 495 398 494 637 375 512 412 449 3,772 69.9 62.6 68.5 74.9 64.5 58.4 60,1 74.3 66.6 Tm very encouraged by the etemenfary school numbers.  That plan abolished attendance zones and permitted students lo choose their schools. The plan drove away hundreds of white students who were unable to get their school choices because they would put the schools out of compliance with court-ordered racial-ratio requirements. The plan left the district with smaller classes that are now moving through the secondary schools, Rutherford said. \"Were coming back little by little, he said of elementary school numbers. \"Ive said that the way to rebuild this district Rockefeller Elementary, which was 84 percent black last year, was 73 percent black ns of Wednesday, The school has an early-education magnet program. Washington Elementary, which svas 97 percent black last year, was converted to a magnet school and is 57 percent black this year. As a magnet. some of the white pupils enrolled at Washington come from the Pulaski County Special and North Little Rock districts. The same Is true at Dunbar Junior High, which was 79 percent black last year and is 63 percent black this year as a result of a new magnet program on international studies. Rutherford called Dunbar, Washington and Rockefeller success stories. 56 84 93 244 144 305 161 142 131 93 160 69 240 16 70 153 10 237 213 184 147 20 172 94 17 40 79 0 199 153 11 145 143 221 129 51 4.426 180 294 279 319 268 261 314 253 247 239 214 331 267 250 126 168 125 225 206 303 247 205 163 212 166 225 323 196 290 261 421 275 187 243 245 132 8.762 8,720 15.419 76.3 77.8 73.6 56.3 64.1 45.7 65.7 63.7 64.8 72.0 56.8 80.3 51.8 93.6 64.3 51.2 92.6 48.4 57.3 61.1 62.4 91.1 48,7 68-6 91.2 84.0 79.6 99.5 58.8 62.9 97.2 65.2 56.5 51.7 65.5 70.6 65.9 63.2 57 65 98 262 115 256 176 96 134 69 179 58 260 12 49 141 1 226 228 196 149 28 178 113 5 66 45 10 218 164 308 163 121 220 121 59 4.648 166 287 244 333 305 303 347 275 187 264 200 309 277 209 133 185 135 196 299 320 260 194 156 199 195 193 300 184 284 330 416 312 207 280 308 115 8.907 8,595 15,671 74.4 80.4 71.3 55.2 71.9 53.5 66.1 73.5 57.9 79.3 51.8 82.6 51.0 90.5 73.1 55.7 99.3 45.8 56.4 60.8 63.1 87.4 46.7 62.8 97.0 73.4 86.2 93.4 56.0 66.0 57.0 65.4 62.7 55.4 71.5 64.6 65.1 63.8LRSD loses 264 students Still 64% black BY BRENDA CREDIT Democrat Staff Writer Enrollment in the Little Rock School District fell this year, while the percentage of black students remained the same at 64 percent, according to figures released by the district Wednesday. The districts overall enrollment was down 264 students to 25.785, compared to 26,049 last year. The number of white students increased by 123, from 9,028 in 1989 to 9,151 this year. The districts black enrollment dropped from 16,726 last year to 16,634 this year, a difference of 92 pupils. The high schools level of black high school students numbered 3.354 in 1989 and 3,174 in 1990, a loss of 180. Enrollment was down in senior highs because of the M- to-M (majority-to-minority) transfers, said James Jennings, associate district superintendent. The majority-to-minority program allows black students to transfer to the North Little Rock or Pulaski County Special school districts. White students in those districts may transfer to the Little Rock School District. Enrollment in district elementary schools is 66 percent black, the same as last year. The total number of students, however, is up from 14,083 in 1989 to 14,336 in 1990. Three district elementary schools have a black enrollment greater than 90 percent: Ish, 97 percent\nRightsell, 99\nand Stephens, 94. The schools with 80 percent or more black enrollment include: Bale, 81 percent\nFair Park, 81\nFranklin. 83: Garland, 88\nMitchell, 88\nand Romine, 82. At the junior high level, the number of black students increased from 3,937 in 1989 to 4,025 in 1990, an additional 88 students. The number of white students also increased, from 1,951 last year to 1,959. LRSD enrollment - Oct. 1990 10-12-90 Sr. high f Non-black 1990 Black %Black 1989 %Black Central Fair ' .''  Hall McClellan Parkview Total Jr. hiah ........... Cloverdale Junior Dunbar Forest Heights Henderson Mabelvale Junior Mann Pulaski Heights Southwest Total . , Elementarv........ Badgett Bale Baseline Booker Brady ... Carver Chicot .zirw'wjiisSbOS. Cloverdale Dodd Fair Park Forest Park Franklin Fulbright\"'?^: Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff ?- SI Mitchell Otter Creek S.... Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson . Western Hills Williams ,.  Wilson ' .1 I Woodruff I Total L Grand total 652 364 528 393 369 2,306 977 515 703 630 447 3,272 60 59 57 62 ? 55 58 60 56 52 59 54 57 \u0026gt;. 'W- 229 , 240 .. 242 230 216 371 268 163 1,959 535 423 530 672 404 515 454 492 4,025 70 ..s 64 69  75 65 : 58 63 75 . 67 is: 64 79 67 71 61 54 63 70 66 I 56 73 98 - 268 126 276 182 100 137 66 182 68 266 29 56 146 4 \u0026lt;3\n232 238 ' 201 157 24 179 114 2 76 69 12 233 176 324 171 135 224 120 66 4,886 166 302 272 346 330 327 362 289 194 279 205 343 293 211 145 . 187 142 237 . 321 323 287 183 180 211 191 195 323 190 289 326 438 347 204 281 298 120 9,337 75 81 74 56 , 72 54 67 ..74\n59 81. . . 53 83 52 -i 88 . 72 56 97 51 , 57  61.. 65 88 - 50 65 99 72 82  94 55  65 57 67 60 56 71 65 66 64 76 76 72 53 66 46 64 70 64 72 57 82 56 w - .. , 94  66 ' ,51 .. 96 50 58 61 62 92 50 71 92 86 80 100 61 65 98 64 59 51 66 71 67 64 CORRECT FIGURES - A number of figures in the October 1990 Little Rock School District enrollment chart in Thursday's newspaper were incorrect. The chart today has correct figures. Also, because of a reporting error, a story that accompanied the chart contained some erroneous information when comparing last years official enrollment with this year's to calculate the difference. The Little Rock district actually has 190 fewer students thar in October 1989. I\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":"ndd_holsaertfaith_r4t14tw0z","title":"Fact Sheet on the Arrest of Curtis Hayes Williams, 1988","collection_id":"ndd_holsaertfaith","collection_title":"Faith Holsaert Papers 1950-2011","dcterms_contributor":["Holsaert, Faith"],"dcterms_spatial":["United States, Mississippi, 32.75041, -89.75036"],"dcterms_creator":null,"dc_date":["1988"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":["fhpst02045","https://repository.duke.edu/iipsrv/iipsrv.fcgi?IIIF=/srv/perkins/repo_deriv/multires_image/f/8/34/f834ce20-0b95-4541-a052-484006eb0704/fhpst02045001.ptif/full/!350,350/0/default.jpg"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Faith Holsaert papers"],"dcterms_subject":["Feminism","Civil rights","Social justice","Women political activists","Women's rights","Voter registration--Mississippi"],"dcterms_title":["Fact Sheet on the Arrest of Curtis Hayes Williams, 1988"],"dcterms_type":["Text"],"dcterms_provenance":["Duke University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://idn.duke.edu/ark:/87924/r4t14tw0z"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Duke has not determined the copyright status of this item. Regardless of its status, we have made a good faith determination that online access through the Duke Digital Repository is an acceptable fair use and otherwise permitted under U.S. copyright law. For more information, see our page on copyright and citations: https://library.duke.edu/rubenstein/research/citations-and-permissions."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1187","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":["1988/1990"],"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","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/1187"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["105 pages"],"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.\nAs an educator, ---....__..__~ ... you have a real financial advantage. Recognizing that you don't have the many benefits that are available to private sector employees-bonuses, profit sharing, etc.-Congress authorized a tax benefit for you that's in a class by itself: the Tax-Deferred Annuity. A VALIC Tax-Deferred Annuity (TOA) allows you to exclude a portion of your salary from current tax liability and put those tax dollars to work for you. Not only will a VALICTOA reduce your current tax liability and maximize your income, but since all contributions and earnings remain untaxed until withdrawn, they grow much faster than conventional savings plans. This means more money for you in the years to come. Learn more about how a VALIC TDA will help you beat the tax bite. Write VALIC, 306 Southland Plaza, Little Rock, Arkansas 72205, (501) 661-1146. l'J The Annuity lm!ICompany Little Rock School District ZQM 1 2 3 4 5 6 7 Personnel Directory 1988-89 Board of Directors Director Term ends Joyce Kelly-Lewis, Secretary 1990 2021 Arch, 06 372-0108 W.D. \"Bill\" Hamilton 1989 306 Arthur Drive, 04 664-8727 James L. \"Skip\" Rutherford 1991 5604 Hawthorne, 07 663-9131 Robin Armstrong, President 1989 711 Shea, 05 224-6982 H.M. \"Mac\" Faulkner 1990 13003 Lemoncrest, 09 455-1339 Patricia Gee 1991 8409 Dowan Dr., 09 562-0571 Oma Jacovelli, Vice President 1991 6622 Gold Court, 09 568-7585 Dr. George D. Cannon, Superintendent of Schools Little Rock School District 810 W. Markham Little Rock, AR 72201 (501) 374-3361 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 dial 374-3361. LOCATIONS LASO Administration Building .............................................. 374-3361 810W. Markham, 72201 Administration Annex .............................................................. 374-3361 100 S. Arch, 72201 Adult Education ...................................................................... 370-1663 1401 Scott St, 72202 Cafeteria/Food Services ........................................................ 372-3128 1501 Jones, 72202 Instructional Resource Center (IRC) 3805 w. 12th, 72204 English .................................................................................. 661-4608 Math ...................................................................................... 661-0353 PAC ........................................................................................ 666-2235 Reading ................................................................................ 661-1780 Science .................................................................................. 661-1905 Social Studies ...................................................................... ~1-4608 VIPS ........................................................................................ 666-1515 Metropolitan Vo-Tech. Ed. Ctr ............................................... 565-8465 7701 Scott Hamilton Road, 72209 Plant Services/Maintenance ................................................ 565-5504 3601 S. Bryant, 72204 Purchasing/Supply Center .................................................... 370-1681 1800 E. Sixth, 72202 Transportation Dept .............................................................. 562-6300 5400 Murray, 72209 Quigley Stadium ...................................................................... 374-7118 2409 w. 14th, 72202 DEPARTMENTS Adult Education 664 Paulette Martin, Director Athletic Department ........................................................................ 683 Dr. Joe Murry, Director Business Administration .............................................................. .. 603 Dr. Ernest Huff, Assoc. Supt Business Ed/Home Economics ............................................ 568-5785 Nadine Marcum, Supervisor CARE Program ........................................................................ 372-6282 Nancy Greeson, Supervisor Cafeteria/Food Services .............................................. 686, 372-3128 Jackie Boykin, Acting Director Communications Department ................................................ 611,612 Julia McGehee, Coordinator Computer Central .................................................................... 666-0136 Computer/Data Processing .......................................................... 613 Curriculum ...................................................................................... 602 Dr. Beverly White, Assoc. Supt Desegregation ................................................................................ 604 James Jenning, Assoc. Supt Dropout Prevention .......................................................................... 639 Ida Turner, Coordinator Early Childhood Education .................................................... 374-1265 (Rockefeller, Sadie Mitchell, Ass't Prln.) English ...................................................................................... 661-1855 Marvin Zimmerman, Supervisor Evaluation/Testing .......................................................................... 665 Dr.LL Thalmueller, Director Family Life Education ............................................................ 661-1928 Rene Carson, Coordinator Federal Programs ............................................................................ 623 Dr. J.J. Lacey, Jr., Director Financial Services ............................................................................ 616 Mark Mllhollen, Director Gifted/Talented ................................................................................ 630 Ken Dickson, Supervisor Health Services ...................................................................... 122, 135 Gwen Efird, Coor ................................................. (beeper) 569-0244 HIPPY .................................................................................................. 663 Marian Shead, Supervisor Human Resources ............................................................................ 607 Richard Maple, Director Instructional Resources Center ............................................ 661-1780 Dr. Mary Mosley, Director Job Training Partnership Act/ASSET .................................. 374-2315 Rose Douglaa, Director KLRE/KUAR FM ...................................................................... 569-8485 Regina Dean, Mgr. Ubrary/lnstructlonal Tech .............................................................. 635 Jim Hardwick, Supervisor Mathematics ............................................................................ 661-0353 Dianne Wood, Supervisor Parent Advisory Council ........................................................ 666-2235 Annie Abrams, Coordinator Parent Recruiters .............................................................................. 638 Plant Services/Maintenance ................................................ 565-5504 Doug Kendall, Director Pupil Servlces/Psy. Testing .................................................. 668, 670 Jo Evelyn Elston, Director Purchasing Department .................................................................. 681 Charles Neal, Director Reading .................................................................................... 661-1780 Dr. Mary Mosley, Director Schools .............................................................................................. 601 Angela M. Sewall, Assoc. Supt Dr. Vic Anderson, Ass't Supt ...................................................... 634 Arma Hart, Ass't Supt .................................................................. 633 Rachel Myers, Ass't Supt ............................................................ 628 Science .................................................................. 661-1928, 661-1905 Dennis Glasgow, Supervisor Scott Field ................................................................................ 666-2477 Social Studies .......................................................................... 663-6305 Marie McNeal, Supervisor Special Education ............................................................................ 654 Trade/Industrial Ed . .............................................................. 568-5785 Estelle Matthis, Director Richard Wright, Supervisor Student Assignment Office .............................................................. 604 Transportation Dept. .............................................................. 562-6300 Substitute Office (SOS) ........................................ 105, 137, 374-3413 Richard Johnson, Director Sue Rodgers, Coordinator Vocational/Tech. Ed Center ................................................. 565-0524 Superintendent's Office ........................................................ 610,640 James MIiier, Director Dr. George p. Cannon, Supt. Vo-Tech Print Shop ................................................................ 5652879 Mary Guinn, Special Ass't. to Supt ................................... 614, 625 Terry Kirkpatrick, Mgr. Supply Center .................................................................................... 682 VIPS .......................................................................................... 666-1515 Leonard Willis, Mgr. Ann Brown, Coordinator Central Office Support Staff Adams, Polly, Voe. Ed. Secy ................................................. 565-0524 Adams, Wayne, Facil. Coor ................................................... 565-5504 Akbar, B.J., Trans.Dispatch ................................................... 562-4435 Allen, Malinda, Math .............................................................. 661-0353 Allen, Martha, Voe. Ed. Coun ................................................. 565-8465 Anderson, John, Cust Supv ................................................. 565-5504 Armstrong, Ramona, Ins. Secy ...................... ... ............................... 607 Armstrong, Shella, Food Serv. Coor ............................................... 686 Aycox, Carutha, Fin. Serv ................................................................ 619 Baler, Keith, Trans. Mech ....................................................... 562-3825 Barksdale, Diane, Nutrition. Ed. Coor. . ......................................... 686 Beard, Ken, FS Main. Tech .............................................................. 686 Belknap, Michelle, Deseg ................................................................. 144 Bennett, Pauline, Human Resources Secy .................................. 138 Benton, Belle, Pupil Serv.Secy ........................................................ 122 Blagg, Lynn, Instr. Secy ........................................................ 661-4608 Bledsoe, Emma, Admln. Cust ......................................................... 112 Bonds, Michelle, Switchboard Oper ................................................... o Brant, Dennis, Computers Spec ........................................... 666-0136 Bray, Shirley, Fin. Serv ..................................................................... 620 Brewer, Jerry, Trans. Mech ................................................... 562-3825 Brown, Willie, Adm. Bldg. Mgr ......................................................... 112 Browning, Benita, Fin. Serv. ----......................................... 605 Caraway, Gwen, Purchasing .......................................................... 125 Carter, Ouida, Athletics Secy. .. ...................................................... 683 Cash, Willard, Trans. Mech .................................................... 562-3825 Chapman, Susan, Sp. Ed. Supv. CBI ............................................. 130 Childress, Margie, Trans. Supv ............................................. 562-1577 Clevenger, Sharon, Mgr. Trainee .................................................... 686 Connolly, Robert, Data Proc ........................................................... 613 Cooper, Floyd, Trans. Supv ................................................... 562-3617 Corker, Sue, Reading ............................................................ 661-1780 Coulter, Cora, Psy. Exam ................................................................. 120 Cox, Tanya, Fin. Serv ........................................................................ 684 Cranford, Joan, Fin. Serv ................................................................. 661 Craw1ord Pam, Computers Spec .......................................... 666-0136 Craw1ord, Robert, JTPA ........................................................ 374-2315 DalSanto, Judy, Food Serv. Secy .................................................... 686 Davis, Johnnie, Trans. Mech ................................................. 562-3825 Devore, Dana, Trans. Supv .................................................... 562-3463 Driver, Juanita, Fin. Serv ............... - ..................................... 621 Eagles, Carletta, Food Serv Whs .......................................... 375-7192 Edwards, Diane, Sp. Ed. Secy.. .. .................................................... 118 Eubanks, Gall, Purch. Supv ............................................................. 681 Evans, Bruce, Sp. Ed. Coach .......................................................... 130 Farrls,Chrlstlne, Fd. Serv. Whs .............................................. 375-7192 Fairfax, Harrison, Cust. Supv ................................................ 565-5504 Ferguson, Anne, Science \u0026amp; Health ........................................ 661-1905 Foerste, Mary Ann, Parent Rec. .................................................... 638 Forbes, Betty Jean, Staff Asst ...................................................... 640 Forbess, William, Malnt. ........................................................ 565-5504 Fry, Ben, KLRE/KUAR FM ...................................................... 569-8485 Fulmer, Angle, Deseg ..................................................................... 144 Fulmer, Lena, Sp. Ed. Supv ............................................................ 647 Furrer, Jean, Food Serv. Supv ....................................................... 686 Gamblll, Karen, Psy. Exam ............................................................. 648 Gardner, Gayle, Math Secy .................................................... 661-0353 Gentry, Ruthie, Deseg. Secy .......................................................... 604 Glenn, Randall, Psy. Exam ............................................................ 121 Grable, Hazel, Food Serv. .............................................................. 686 Graves, Barbara, Sp. Ed ................................................................ 652 Green, Dorothy, Psy. Test..Secy .................................................... 117 Green, Marc, Fd. Serv. Drlv. .......................................................... 686 Griffin, Beverly, Eval. Secy ............................................................ 651 Griffin, Robert, Sup. Ctr. Asst. Mgr ........................................ '. ...... 682 Hampton, Sylvester, Fd. Serv. Drv ......................................... 375-7192 Handley, Marcy, SOS Secy .......................................... 105, 374-3413 Harris, Joseph, Fd. Serv. Whs ............................................... 375-7192 Haygood, Angella, Eval./Test ........................................................ 659 Harper-Brooks, Unda, Sp. Ed. Secy.............................................. 654 Heggs, Ursella, PAC Secy ...................................................... 666-2235 HIii, Claudette, Psy. Test. Secy...................................................... 670 Hilton, Betty, Food Serv. Supv ...................................................... 686 Honorable, Maggie, Human Resources ...................................... 139 Horton, Mary Jo, Reading ...................................................... 661-1780 Huff, Constance, Sp. Ed. ................................................................ 130 Huffman, Kris, IRC .................................................................. 661-1780 Hughett, Carol, Exec. Asst. Bus. Adm .......................................... 603 Ivory, Rose, Reading Coor .................................................... 661-1780 Ivy, Janet, Mgr. Trainee .................................................................. 686 Jackson, Debbie, Data Proc. Secy ................................................ 613 Jackson, Roy, Cust. Supv ....................................................... 565-5504 Jackson, Pearline, Reading .................................................... 661-1780 Jacobs, Joyce, Sp. Ed. Secy .......................................................... 658 Johnson, Mickey, Fd, Serv. Orv ..................................................... 686 Johnson, Shala, JTPA ............................................................ 374-2315 Jones, Unda, Schools Secy .......................................................... 141 Joyce, Usa Reading Secy ...................................................... 661-1780 Kelly, Doris, Ins. Tech./Ub. Secy .................................................. 635 3 KIipatrick, Wlllle, Math ............................................................ 661-0353 Roper, Annette, HIPPY Coor ........................................................... 663 King, Deborah, HIPPY Secy .......................................................... 136 Rose, Shyrel, Sp. Ed ........................................................................ 129 Knox, John, Food Serv. Whse ................................................ 375-7192 Rudley, Bertha, VIPS Secy .................................................... 666-1515 Kohler, Patty, Sp.Ed. Supv ............................................................. 653 Runshang, Mary, English ...................................................... 661-1859 Kumpurls, Pat, Exec. Asst to Supt ................................................ 610 Ruffins, John, Data Proc ................................................................. 613 Larch, Phillip, Admln. Printer ........................................................ 115 Sanders, Jacqueline, Deseg ........................................................... 144 Latch, Karen, CARE ................................................................ 372-6282 Sanders, Lynette, Fin. Serv ............................................................ 673 Lincoln, Betty, Computer Spec .............................................. 666-0136 Saults, Chuck, KLRE/KUAR FM .......................................... 569-8485 Little, Carole, Fd. Serv. Whse ................................................. 375-7192 Schult, Shala, Science \u0026amp; Health .......................................... 661-1905 McCraw, Helen, Data Proc ............................................................ 613 Scoggins, Leola, Math .......................................................... 661-0353 McDowell, Jean, Fin. Serv .................................................: ............ 106 Sallers, Richard, Food Serv. Supv. Main. ...................................... 686 McIntyre, Nina, Psy. Exam ............................................................ 119 Seymour, Merrlal, Purchasing ........................................................ 681 McMullen, Lillie, Psy Exam ............................................................ 143 Shastri, Hope, Computer Spec ............................................. 666-0136 Macon, Orlander, Constr. Mgr. Main ................................... 565-5504 Shepherd, Martha, FS Trainee ........................................................ 686 Mantell, Frances, Psy. Exam.......................................................... 649 Smith, Elwanda, Plant Serv. Secy ......................................... 5655534 Masterson, Marilyn, Mgr. Trainee ................................................ 686 Smith, Jewel, Custodian Annex ...................................................... 672 Matson, LeeAnn, VIPS ............................................................ 666-1515 Smith, Linda, Instr. Secy ........................ ____ ............ 661-0482 MIiam, Judy, Reading ............................................................ 661-1780 Smith, Mary, Trans. Secy ....................................................... 562-6300 Mllhollen, Charlotte, CARE .................................................... 372-6282 Smith, Dr. Paul, Eval./Test .............................................................. 650 Miller, Emma, IRC .................................................................... 661-1780 Smith, Paula, Math ................................................................ 661-0353 MIiier, James A., Voe. Ed. Dir ................................................ 565-0524 Smith, Vernon, Main. Foreman ................. , .......................... 565-5504 MIiier, Brenda, Deseg. Secy .......................................................... 604 Soo, Evelyn, Computer Spec ............................................... 666-0136 Moore, Avis, KLRE/KUAR FM .............................................. 569-8485 Spinelli, Gretchen, Purchasing ...................................................... 133 Moore, Cathlne, CARE Coor .................................................. 372-6282 Springer, Lillian, JTPA ............................................................ 374-2315 Moore, Murial, Sci. Secy ........................................................ 661-1905 Spurgeon, Helen, Pupil Serv. Secy ................................................ 668 Morgan, Nancy, Data Proc ............................................................ 613 Stearns, David, Trans. Mech ................................................ 562-3825 Myers, Nona, Psy. Test. Secy ........................................................ 670 Steelman, Mary Lynn, Sp. Ed Speech Coor .................................. 656 Nagel, Peg, Fin. Serv ...................................................................... 615 Stephens, Rose, Food Serv. Secy .................................................. 686 Newman, Jane, Sp. Ed. Coor. CBI ................................................ 130 Story, Wallace, Psy. Exam .............................................................. 128 Norris, Margaret, Homebound Teacher........................................ 654 Sullna, Mary, Human Resources .................................................... 606 Norton, Faye, CARE ................................................................ 372-6282 Sutton, Anna, Food Serv. Secy ....................................................... 686 O'Baugh, Randy, Asst. Whse. Mgr ....................................... 375-7192 Sutton, James, Supply Center ........................................................ 682 Odle, Vicki, Psy. Test Secy ............................................................. 670 Swint, Janice, Fin. Serv ................................................................... 617 Paul, Annita C., Science \u0026amp; Health ........................................ 661-1905 Tackett, Richard, Data Proc ............................................................ 613 Pederson, Sue, Exec. Asst Deseg ................................................ 604 Tadlock, Mary.Sue, Eval/Test ........................................................ 657 Phillips, Don, Trans. Dispatcher ............................................ 562-4456 Tate, Sharrell, Purchasing .............................................................. 681 Porch, LIiiian, Gifted Secy .............................................................. 630 Teeter, Judy, Reading ............................................................ 661-1870 Putt, Paulette, Voe. Ed. .. ........................................................ 568-5785 Terry, Thomas, Supply Ctr. .. .......................................................... 682 Quattlebaum, Larry, Psy. Exam .................................................... 646 Thomas, Jimmie, FS Trainee .......................................................... 686 Raatlkalnen, Netra, Dropout Prev. Secy. ...................................... 639 Threet, Lois, Fed. Prog. Secy .......................................................... 623 Ramer, Polly, Exec. Asst. Schools ................................................ 601 Tipton, Charles, FS Whs ....................................................... 375-7192 Randolph, Myra, HIPPY Coor ......................................................... 663 Trowell, Judy, Math ................................................................ 661-0353 Rather, Rebecca, Com. Dept. Spec ............................................... 612 Tucker, Deborah, Purchasing ........................................................ 681 Rector, Janet, Plant Serv. Secy ............................................ 565-5504 Umfleet, Don, Ins. Tech/Ub ............................................................ 637 Reeves, Sharon, Parts Clerk .................................................. 565-0843 Underwood, Dorothy, FS Whs. Mgr ..................................... 375-7192 Renaud, Nan G., Data Proc ............................................................ 613 Van Drlesum, Pat, Human Resources ............................................ 645 Reynolds, James, JTPA .......................................................... 374-2315 Viner, James, Trans. Foreman .............................................. 562-3825 Rhodes, Albert, Sup. Ctr ................................................................ 682 Wallis, Carolyn, Fin. Serv ................................................................. 666 Rhodes, Doug, Food Serv. Main ................................................... 686 Walls, Colleen Sue, IRC ........................................................ 661-1780 Richardson, Annie, Fd. Serv. Whse ....................................... 374-5417 Wallworth, Bettye, Inst Tech/Lib Secy .......................................... 113 Rldgell, Shirley, Human Resources, Secy. .................................. 608 Washington, Charlotte, Schools Secy, ........................................ 624 Robinson, Bettye, Trans. Supv ............................................. 562-1580 Washington, Daniel, Plant Serv ........................................... 565-5504 Robinson, Dorothy, Mgr. Trainee.................................................. 686 Washington, James, Stu. Assign. Ofer ........................................... 604 Robinson, Jack, Main. Foreman ............................................ 565-5504 Webb, Patti, KLRE/KUAR FM .............................................. 569-8485 Rodgers, Norma, Exec. Asst. Currie. ............................................ 602 White, Anthony, Supply Ctr ............................................................. 682 Rodgers, Sue, SOS ........................................................ 137, 374-3413 Wiedower, Julie, Parent Recruiter .................................................. 638 Rollins, Robert, IRC ................................................................ 661-1780 Wilburd, Leona, FS Trainee ............................................................ 686 4 WIiiiams, Ethel, Trans. Secy .................................................. 562-3463 Young, Elizabeth, FS Trainee .......................................................... 686 WIiiiams, Ruth, Data Proc ................................................................ 613 Zoch, Edwin, KLRE ................................................................ 569-8485 WIiiiams, Wanda, FS Whs ....................................................... 374-5417 Zollar, Margaret, Science \u0026amp; Health ...................................... 661-1905 WIiiiams, Tommy, Supply Ctr ........................................................... 682 WIison, Gayle, VIPS ................................................................ 666-1515 Woosley, Lucy, Fin. Serv ................................................................. 632 Wright, Ruth, Fin. Serv ...................................................................... 618 Other Frequently Called Numbers PTACouncll President Delores Egeston 682-7683/227-9855 Uttle Rock Association of Educational Office Personnel President Nancy Wuneburger 455-2413/565--0146 1st Vice Pres. Serah Shelman 663-3391 /666-8838 2nd Vice Pres. Ethel WIiiiams 562-3463/664-6531 Rec. Secy. Winnie Camp 376-3629/374-9545 Corr. Secy. Nona Myers 370-1670/562-0509 Treas. Unda Smith 661-0482/666-7337 Past Pres./Advlsory Barbara Allen 565-0924/565--0242 Uttle Rock Classroom Teachers Association 1500 W. Fourth, Suite 305 372-3519 President Grainger Ledbetter 372-3519/663-6142 Vice Pres. Marolyn Ogden 376-3629/225-6904 Sec.-Treas. Usa Lewis 565--0324/224-0263 Exec. Dir. Frank Martin 372-3519 Adm. Ass't. Sarah Fraser Principals' Roundtable President Uoyd Black Pres. Elect Pat Price Sec. Gall McLaughlin Treas. Nancy Volsen Parl. Stan Strauss Administrative Staff Association President Patty Kohler Auditors 372-3519 568-3874/568-5307 455-3320/224-7194 565-4416/ 225-1215/851-3886 663-8374/227-5556 370-1654/374-3636 Thomas \u0026amp; Thomas, Heritage West Bldg., 375-2025 Attorneys Friday, Eldredge, Clark, First Commercial Bank Bldg., 376-2011 School District Physician Dr. Terry Yamauchi, Ark. Children' Hospital, 370-1417 Treasurer Louis J. Schaufele, Worthen Bank Bldg., 378-1000 Arkansas Department of Education 682-4475 Arkansas Education Association 375-4611 Arkansas Teachers' Credit Union 375-9250 Arkansas PTA 372-2342 LRSD Insurance Office 370-1607 Uttle Rock Teachers Credit Union 374-7119 Magnet Review Com. Office 758-0156 New Futures 374-1011 Pulaski County Ed. Cooperative 758-3545 Substitute Office Service Elementary 374-3414 Secondary 374-3415 LRSD Personnel Directory The Personnel Directory is produced by the Human Resources (formerly Personnel), 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 six pages should be sent to the Communications Dept. 5 chools Principals Secretaries Cafe. Mgrs/Tech. Nurses Badgett Mary Golston Wanda Mink Mary Lynch Estella Jones Bale Levanna WIison Lucy Hendricks Bea Tolar Deborah Bolls Basellne Robert Brown Kitty Land Shlrley Crow MIiiie McKenzie Booker Wllllam Finn Marye Powell Erma Brown Uvlta Scott Brady Karen Buchanan Jackie Wherry Olene Curry Luella Brown tarver Bobble Goodwin Betty Simpson Vivian Harris Mary Jo Curtis Central Everett Hawks Pattie Teach Betty Rone NlnaWllllams Chicot Otis Preslar Louise Tucker Edith Hlghley Margaret Bland Cloverdale Elem Jacquallne Dedman Nettle Higgins Dorcas Johnson Stevie Lowder Cloverdale Jr. Dexter Booth Esther Washington Joyce Copeland Stevie Lowder Dodd Mary Jane Cheatham Sue Mitchell Charlene Jay Luella Brown Dunbar Dr. James Haley Marllyn McGrew Bobble Dickerson Anita Armstead Fair Sam Stueart Nan Howard Ruby Mickle Chris Beasley Fair Park Catherine GIii Edith Treadway Claire Burch Nona Spradling Forest Heights James Wise Sarah Shelman Dalla Morgan Jo GIiium Forest Park Virginia Ashley Pat Lusby Carolyn Cole M. Curtis, S. Sheppard Franklin Connie Aston Deana Keathley Essie Rayford Estella Jones 1'ulbrlght Mac Huffman Nell Ross Sylvia Boren Elizabeth Anglin Garland Dr. Cheryl Simmons Rachel Wllllams Carolyn MIiier Doris Ward Geyer Spgs Eleanor Cox Karen Littleton Mae Kyzer Uvlta Scott Gibbs Donna Davi Pam Plant Wanda Mobley B. Bonner, B. Sage Hall BIii Barnhouse Kay Gunter Laurine Harrison Janice Yeatman Henderson Brady Gadberry Nancy Johnson Kathleen Bisbee Marilyn Hagberg lsh Lonnie Dean Winnie Camp Barbara Glover Nona Spradling Jefferson Margaret Gremllllon Barbara Ball Audrey Walker Jo GIiium King Ullle Carter, Interim Adm. Judy GIii Elizabeth Young, Interim Meal Technician Mabelvale Elem. Dorothy Faulkner Jo Greenlee Brenda Browning Carla Kelley Mabelvale Jr. Clell Watts Nancy Wuneburger Rita Farner Carla Kelley McClellan Rudolph Howard Frances Rodgers Shirley Henson MIiiie McKenzie McDermott Mike Oliver Lynda Qualls Earline Colllns Elizabeth Anglin Mann Marian Lacey Rita White Laura Tanner Becky Sage Meadowcllff Jerry Worm Jessie Webb Arlene Chambless Luella Brown Metro. Dr. Doyle DIiiahunty Margaret Holt Brenda Matthews Mitchell Donita Hudspeth Bobble Sheets Georgia Shaw Estella Jones Otter Creek Pat Price Sandi WIibanks Ruby Motley Marllyn Hagberg Parkvlew Junious Babbs Carolyn Alexander Nancy Strogner Barbara Bonner Pulaski Heights Elem. Eddie McCoy Margie Northcutt Laura Wingfield Martha Engelberger Puolaskl Heights Jr. Ralph Hoffman Kathy Jarrett Laura Wlngfleld Martha Engelberger Rlghtaell Kay Loss Minnie Vault Mentha GIiiiam Elizabeth Anglin v' Rockefeller Anne Mangan Veola Hayes Jean Loetscher Cindy Warren Romine Lionel Ward Renee Smith Reba Henson Ann Callaway Southwest Gall Mclaughlin Linda Anderson Rose Wright Deborah Bolls Stephens Stan Strauss Beverly Harris Vacancy Nona Spradling Terry Nancy Volsen Ann Campbell Pam Lawson Chris Beasley Wakefield Uoyd Black Sheree Bell Sarah Farnam Anita Armstead Watson Dr. Diana Glaze Annie Davidson Martha Shepherd Margaret Bland Western HIiis Margie Puckett Peggy Weeks Irene Gulley Janice Yeatman WIiiiams Dr. Ed Jackson Christy Harris Constance Moore Sue Sheppard WIison Reine Price Barbara Allen Georgetta Moore Ann Callaway Woodruff Pat Higginbotham Sharon Klllsgaard Mary Reece Ann Callaway 6 Adult Education Center 1401 Scott St. 370-1663 BANKS AVERY M BLACKNALL REVA J BRIGHTON VIRGINIA A BROWN ANNA P DERRICK ANITA E DIXON IDA M EMMEL SHARON K FINCH SANDRA J GATLIN DONNY R HATTON-CONAWAY RUBY L HENSLEE MARY J HOLT DONNITA M HUMPHREY ELLA M KINDY LINDA L LARRY BETTY A LOVELACE EVELYN L MARTIN PAULETTE H MUTTON MARYE OVERTON BETTYE C PARKER FAYE L PATTERSON DOROTHY J ROBERTSON MARY A SANDERS BOBBIE J SAVAGE BARBARA G SCOGINS ELLENS SMITH CHARLOTTE STANLEY BERTHA 0 STEWART KENNETH W STOKES JOANN THORNTON MATTIE A WHITESIDE IDA L WILBANKS PATRICIA A WILLIAMS KELLY J WILLIAMS WANDA J YARBERRY MARYL ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED ADULT ED PT CED AIDE/FED ADULT ED PT CED SEC ADUL SEC ADUL AST ADUL SL COORD PT CED DAD ED PARA PARA ADULT ED ADULT ED ADULT ED ADULT ED PARA PT CED ADULT ED ADULT ED ADULT ED ADULT ED SEC ADUL PARA SEC ADUL SEC ADUL PT CED ADULT ED 320 JOHNSON 22 OLD GLORY COURT 5702 BLUE BELL 919 THELMA STREET 209 WEST MILITARY PO BOX 6129 24694 KNABE LANE P. 0. BOX 1143 1700 SOUTH TYLER 32 BONNIE PARK DRIVE 3507 EAST WASHINGTON #54 3205 WEST 8TH 4311 WEST 24TH #3 RACHEL COURT 1101 N. CLEVELAND ** 14501 SARA LYNN DRIVE RT 2 BOX 481 1908 N JAMES PO BOX 4592 5520 WEST 30TH 70 GANCHO WAY 9415 CERELLE DRIVE 101 CAMBRIDGE COVE ROUTE 1 BOX 135 4709 BUNKER HILL DR 3900 GILMAN 8200 WINTERWOOD DRIVE 1801 FAIR OAK DRIVE 614 NEWCOMB 1904 N JAMES 3 SOUTHERN OAKS COURT 704 VINE 5423 TIMBERLAND DRIVE #B P.O. BOX 61 72015 72209 72118 72015 72118 72216 72210 72203 72204 71601 72114 72204 72204 72206 72207 72114 72206 72076 72076 72214 72202 71909 72205 72076 72046 72116 72204 72209 72204 72015 72076 72209 72114 72204 72103 Badgett Elementary 6900 Pecan Road, 72206 490-1582 ADAMS ARBELLE BOLICK MELODY L BUEHLING CYNTHIA G BUTCHER THOMAS W CAMPBELL ETHEL J FLATT ROCHELLE C GOLSTON MARY R GRAY KATHRYN M HAM CINDY K HOLMES ANNE I HOOKER MELBA J HUGGINS BILLY R JONES ESTELLA R JONES MARY R LYNCH MARYE MCCRUEL LESLIE L MCGOWAN DORIS J MCKENZIE VERA M MCLENNAN ANNE MINK WANDA L PHILLIPS THELMA ROWE MARY M SALMON KATHLEEN A FD SER ELEM III ELEM MU SP EDUC ELEM III SP EDUC EL PRIN SUPV AID KINDER ELEM V ELEM II HD CUSTD NURSE FD SER FD MGR CUSTODIA ELEM I ALP AIDE ELEM II PRIN SEC SUPV AID READING ELEM I 2901 LOMA DRIVE ** 19 FLOURITE COVE 115 ROSETTA STREET 3806 DEBUSK CIRCLE 5901 JFK #5201 8419 LABETTE ** 1020 VILLAGE DRIVE #15 200 ELWOOD 3727 RIDGE ROAD P.O. BOX 205 200 PINE FOREST B-1 23 BEAUREGARD 3819 HOLT 3001 BATTERY 3505 HIGH 11 HATFIELD 2 ALBRIGHT CIRCLE 6409 FACTS COURT 6406 DOVE LANE 17 FOREST BROOK COURT 119 ALMOND COVE 72206 72209 72212 72205 72206 72116 72204 72206 71923 72076 72116 72183 72118 72206 72204 72206 72206 72209 72206 72209 72206 72211 72116 776-2803 888-4628 758-2803 ** 753-2261 376-3437 821-3747 ** 372-4 710 534-5312 945-7174 ** 664-5107 888-4055 666-8218 ** 888-7318 988-2450 ** 565-5936 664-9468 922-3141 224-2963 ** 961-9335 753-5610 565-7268 568-2415 666-7073 778-6368 ** 562-3296 664-0014 455-1851 455-3992 490-1941 ** 222-3198 663-6506 374-4433 758-0108 225-5594 ** 525-8020 835-8953 753-3610 897-4630 221-2063 490-0734 ** 374-5924 374-7101 374-0559 372-0333 562-0504 490-0757 565-3251 834-8377 7 SCRUBBS WALTER JR SINGER PATRICIA B SNOWDEN SALLIE R STIGALL LYNDA P TIDWELL REJEANA J TRIMBLE BETTY J WATSON MERLYN F WILSON JANICE M WOOD CRYSTAL A WYNNE MICHAEL A ASSIST ELEM IV MATH ELEM ART ELEM V ELEM VI EL LIB TIT VI B KINDER SUPV AID 2803 ARGYLE 3900 MCCAIN PARK BLDG 2 # 18 LONGSTREET DRIVE 709 N. WALNUT 12 MALCOLM COVE 1904 EAST CAPITOL 25 JANWOOD DRIVE 3948 ARAPAHO TRAIL 215 NORTH CLAREMONT 1800 DENNISON 71601 72116 72206 72143 72209 72202 72207 72209 72116 72202 Bale Elementary 6501 32nd, 72204 565-6621 72204 72204 72211 ALLEN SHIRLEY A BAIRD CHARLES E BARLUND SARAH L BONE BRENDA J BOWMAN CHARLIE BRANCH MARTHA A BROWN CLARA J CARR SUSIE CARTER CHARLES R CHILDS FRANCES C CONLEY FRANCES J CUNNINGHAM ELIZABETH DOCKERY MAE K DOUGLAS PATSY G EL-AMIN LOUISE FLOWERS MARTHA L FRITH CHAROLOTTE K GADDY ELLISTINE GENTRY-HEARD RENEE' GEURIN RAMONA M GOODEN CORINE HENDRICKS LUCY M HUDSON MARY B HUTTO MARYE JACKSON JR JOSEPH JOHNSON CARTHORIA JONES MILLIE J NELSON JOANNE ROBERTS VICKIE R ROGERS CHARLENE I ROUSE WARREN J SCHOFIELD SANDRA STRICKLAND WINIFRED STULL SUE C TALLEY HELEN J TARKINGTON SUSAN D THWEATT SUET TOLAR IVIE B UNDERWOOD LEIGH A UPSON STUARTS WILLINGHAM JOYCE D WILSON LEVANNA M WILSON ROBERT L YARBERRY ELVIE I YEAGER JUDITH A ELEM MU CUSTODIA SPE THER ALP AIDE CUSTODIA ELEM I ELEM I FD SER ELEM IV INSTR AD ELEM II ELEM I ELEM V ELEM II SUPV AID HD CUSTD SPE THER ELEM IV SP EDUC KINDER FD SER PRIN SEC INSTR AD KINDER ELEM VI ELEM III CRE AIDE ELEM V SUPV AID KINDER EL GUID EL LIB SUPV AID SPEC ED ELEM II ALP INSTR AD FD MGR ELEM VI SPEC ED ELEM III EL PRIN CUSTODIA FD SER READING 5106 NANCY COURT 900 BOOKER STREET 4 HERITAGE COURT 1604 WRIGHT AVENUE 1923 SOUTH MAIN APT 27 8908 LEATRICE DRIVE 4508 WEST 17TH 1207 WEST 24TH 1323 SOUTH TYLER 9 SHAWNEE FOREST COVE ROUTE 2 BOX 91-C ROUTE 1 BOX 324 1901 ALLIS 9303 TANYA DRIVE 4319 WEST 19TH 4607 WEST 20TH 1102 BRAIR CREEK ROAD 3205 BOYD 230 RICE #6 BROOKRIDGE DRIVE 1601 S CEDAR RT 1 316 PINE DRIVE #24 BAY STREET 605 4TH AVENUE RT 4 BOX 142 11801 DESOTO FOREST 1920 FAIRPARK BLVD 1223 SOUTH TAYLOR 4310 WEST 15TH STREET 4319 COBB 2604 DOVER LANE 7703 ILLINOIS 418 N. ASH 8305 LEATRICE 3715 HOLT 40 BARBARA DRIVE 6900 BRIARWOOD DRIVE 5901 JFK BLVD APT 5502 30 PATRICIA LANE 314 BOOKER 5601 PECAN LAKE ROAD 1818 S JACKSON 3015 SOUTH CROSS 15094 MCCALEB ROAD 1118 WILD TURKEY COURT Baseline Elementary 72202 72206 72207 71601 72206 72204 72212 72032 72122 72204 72204 72204 72204 72211 72204 72205 72205 72204 72015 72204 72032 72117 72212 72206 72204 72206 72204 72206 72207 72205 72207 72204 72204 72205 72116 72058 72205 72204 72204 72206 72206 72211 3623 Baseline Road, 72209 565-5589 72032 72204 72209 71923 BARNES BETTY S ELEM I ROUTE 5 BOX 144-A BARNES ROSE M ALP 2900 DORSET BONDS CYNTHIA A ELEM IV 4624 STRATTON BROOKS LETITIA R ELEM III 116 SOUTH 24TH 8 536-6639 ** 490-2431 268-5585 565-6437 375-7899 228-9510 565-2186 833-6953 945-0811 565-4087 666-3311 227-5550 375-7213 376-3319 225-7629 536-4108 372-6830 375-2128 661-9132 327-3497 594-5662 663-1738 ** 664-4819 664-2150 225-0244 224-3938 376-6649 223-8570 ** 847-2211 224-4280 327-9997 ** 223-8162 ** 663-7793 666-6079 565-7848 374-9009 224-6022 ** 224-6514 565-1365 663-6909 666-5792 758-3627 679-5680 664-8282 568-5076 663-0119 376-2700 888-6035 225-3804 329-1327 663-7376 565-7112 246-7057 BROWN JR ROBERT L CALDWELL JOSEPHINE B CASEY DOROTHY A CLAYTON ROSIE L COTHREN CONSTANCE A CRENSHAW ORAL CROW SHIRLEY E DEATON BETTY K GLASON DIANNE M HAMMONTREE LINDA L HAMRICK BARBARA L HARDESTY PATTY J HARRIS BEVERLY HOWARD DOROTHY M HOWARD KATHLEEN M HUFFMAN CAROLYN A HUSSEY PAULINE R JACKSON CONNIE M JAMES MARILYN K KAMELI RITA Y KING BILLYE LAMB ANITA J LAND KITTY F MITCHELL MARIA A MOORE CARRIE L NALLEY MARGARET R NICHOLS JOYCE L POTEET LISA B REAVES IDA B RENDEL RAYL ROSE SHERRYL RUNYAN JUDITH A SMITH WILLIAM 0 SNEAD DONNA S TURNER REGINA G WARE KAREN J EL PRIN SUPV AID SUPV AID ELEM VI FD SER EL GUID FD MGR ELEM III ELEM II MATH ELEM II ELEM II CUSTODIA KINDER ALP ELEM IV SUPV AID SUPV AID KINDER FD SER HD CUSTD ELEM III PRIN SEC ELEM I SP EDUC EL LIB SP EDUC SPE THER ELEM VI CUSTODIA ELEM I ALP AIDE READING ELEM V ELEM VI ELEM MU 5000 VINE 2701 SOUTH CROSS ROUTE 2 BOX 122B 2011 WELLINGTON 6403 HEATHER LANE ROUTE 4 BOX 322 28217 BANDY RD 1049 CLINTON 3313 WEST 10TH RT 2 BOX 1090-A 8 ELKHART COURT 14400 JOAN ROUTE 1 BOX 305 P.O. BOX 71 504 MCADOO 1020 VILLAGE DRIVE APT 54 8711 MIZE ROAD 4010 ARAPAHO TRIAL 311 NORTH LINDEN 2619 MADISON ROUTE 1 BOX 336 6510 #F-21 MABELVALE CUT- 4013 WOOD DALE DRIVE 2804 WEST 6TH 2200 RICE 13017 CRABAPPLE PLACE 1623 JOHNSON ST 82 LEFEVER LANE ROUTE 1 BOX 190-A 609 PARKDALE 20 CLUB MANOR 5511 BASELINE #9 8628 WOODRIDGE 21000 ARCH STREET 237 MOUNTAINVIEW 200 SOUTH 19TH STREET Booker Magnet Elementary 72116 72206 72206 71601 72206 72117 72211 71923 72204 72058 72204 72103 72142 72103 72205 71923 72209 72209 71601 72204 72086 72209 72209 72205 72202 72209 72204 72207 72011 72117 72118 72209 72116 72206 72002 71923 2016 Barber, 72206 376-3319 ADAMS SALLY U ADAMS VICTORIA M ALLEY MARYL ARMSTRONG MARTHA A BROWN ERMA J CHARLESTON SANTONIA CHERRY SANDRA A COLFORD SUSAN COLLINS MAMIE J COOK KATHY L CURRY VIRGINIA E CURTIS JULIE B DAVENPORT JULIE K DODSON FRENZELLA L DOOLEY VIVIAN K DORER ROBERT A FINN WILLIAM F GILMORE JOYCE A HALE LINDA E HARRELL ALICE L HEGARTY PATRICIA M HESTIR JOANN HICKERSON JILL H HILL DORA B HOLLINS JONNY A HUIE CAROLYN K LIB CLER FD SER READING ELEM VI FD MGR SUPV AID MATH ELEM VI FD SER ELEM III SUPV AID ELEM II EL A/PR KINDER ELEM II ELEM PE EL PRIN FD SER ELEM V SUPV AID EL LIB ELEM I KINDER FD SER SUPV AID ELEM II 10 TARA COVE 2610 WELCH 7575 CANTRELL APT 38 10 ROOSEVELT 3024 BISHOP ROUTE 2 BOX 543 ROUTE 1 BOX 478 600 NORTH MARTIN 3808 AVANT STREET 4719 NORTH LOOKOUT 212 HILDA ** 12800 ST. CHARLES BLVD #1 DODSON DRIVE 417 EAST WOODLAWN ROUTE 1 BOX 239 904 GREEN MOUNTAIN DRIVE ** 6502 CANTRELL ROAD 1906 DOVER LANE 7419 OHIO #3-A 1817 WEWOKA DRIVE 14307 RIDGEWOOD DRIVE ROUTE 2 BOX 109 E 1209 COLLEGE 2000 S GAINES 72118 72206 72207 72002 72206 72206 72117 72205 72053 72205 72076 72211 72204 72107 72015 72135 72211 72204 72207 72206 72207 72116 72211 72206 72202 72206 758-8709 375-8055 897-4347 534-2508 490-0060 834-8131 ** 246-8537 663-4854 679-3702 227-5294 455-3047 961-1519 455-0231 663-7388 246-6625 562-8117 568-2281 534-1450 663-4413 676-6147 565-8508 562-7537 664-4668 372-6447 455-2081 663-4913 224-1085 965-2119 945-3752 851-1219 565-6332 834-7267 888-2936 847-8845 246-9649 851-3303 376-2525 663-4420 455-0517 ** 490-1836 982-6758 663-0682 ** 666-2951 982-2774 ** 224-2679 354-1633 778-1412 333-2251 227-5804 ** 664-8194 375-6052 666-8266 376-6681 221-7043 897-5072 ** 374-5220 9 HUNT LAWANDA JACKSON SANDRA K JACKSON SHERYL B JEFFRIES VEARLON L JOHNSON MAYREAN S KARP ROSE MARIE KELLEY CLEMENTINE KINDER JAMES B KOEHLER YVONNE L LEHNHOFF DENNA N MANLEY TISA S MARSHALL JAMES A MCGUIRE STEPHEN K MCMORRAN MARYE MEYERDIRK CAROL A MICHAEL SHARON R MIDDLETON PATSY A MILES EMMETT MONROE WILLIE L OLIVER ORA D PLEASANT CARWIN J PORTER LETA M POWELL MARYE M ROY PORTIA SARLO THOMAS C SCHWARTZ CATHY T SCOTT UVITA L SMITH MARY A SOLOMON ALICIA R SULLIVAN HENRY TAYLOR CAROLYN W VAUGHAN ROSIE D WEIR NANCY L WHITE DISHOUNGH WHITE GLORIA A WHITMIRE CAROLL WHITNEY MARY Z WHITTAKER NONA M WISNER ELIZABETH L WOLF REBECCA E CRE AIDE SUPV AID KINDER KINDER ELEM V ELEM IV ELEM V MUSIC ELEM PE ELEM V PRIN SEC HD CUSTD SPE THER SP EDUC IN CP SP ELEM III ALP AIDE CUSTODIA CUSTODIA SUPV AID MUSIC ELEM IV PRIN SEC ELEM IV ELEM ART ELEM III NURSE ELEM ART ELEM I CUSTODIA ELEM IV FD SER ELEM VI ELEM III ELEM VI ELEM VI ELEM MU ELEM VI EL GUID ELEM I 1903 WEST 19TH STREET 2209 VALMAR 26 OAK FOREST DRIVE 1218 WEST 28TH 11893 RIVERCREST DRIVE 914 SCHRINER COURT 6601 STERLING DRIVE 8617 NANCY PLACE 8 SERENITY 5905 LOWRANCE 1806 WEST 16TH STREET 1404 S WASHINGTON 3316 NORTH OLIVE 101 LANCASTER 1201 SOUTHEDGE 1912 GREEN MTN DR #489-T 13120 QUAIL CREEK #B 1911 HOWARD STREET 1622 RICE STREET APT A 2221 EAST WASHINGTON 2714 STATE 34 OAKBROOK DRIVE #3 KARON CT #3 LENORA LANE 2024 LLOYD COURT 5305 STONEWALL 912 BEDFORD 3609 TUDOR DRIVE 6414 BASELINE ROAD APT 74 1514 BOOKER 7905 DEERWOOD DRIVE P.O. 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Markham, 72205 225-1815 ALLISON IDONA R AUSTIN III ROBERT BAILEY PATRICIA A BODIAK MARYE BOYCE CHERI D BRADLEY ROZALYN M BROOKS PATRICIA A BROWN LAWRENCE BUCHANAN KAREN J BUTTS MARYS CHANDLER ROSE M COLEMAN ELEANOR R COLLAR MARYL CRAWFORD CYNTHIA L CROMEDY GERALDINE CURRY OLENE E DAVIS MARIE P DIAAB LINDA D DUKE JULIA K ELDERS STACEY L FORRESTER WILMA J HAMPTON VALDA D HART LORIS 10 SUPV AID CUSTODIA SUPV AID ELEM V KINDER SPE THER KINDER CUSTODIA EL PRIN KINDER ELEM I EL GUID ELEM IV EL LIB ELEM II FD MGR ELEM III FD SER SP EDUC ELEM VI FD SER INSTR AD ELEM MU 3204 WEST 13TH STREET 1500 SOUTH OAK 330.0 BOYD 2709 ELKHART DRIVE 3817 WEST 10TH 10613 BRAZOS VALLEY DRIVE 1521 NEVADA 2109 BULAVARD STREET 2822 S. 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BOX 4274 P.O. BOX 217 6613 STERLING DRIVE P.O. 93 1302 DOGWOOD 8 EMERALD COURT 3420 HIGHLAND 9600 COMSTOCK 11909 ST CHARLES 617 EAST 22ND 3022 GAINES 11508 BIRCHWOOD 1912 WEST 14TH APT I 13621 HEINKE 4124 WEST 15TH Carver Magnet Elementary 72202 72114 72204 72205 72204 72207 72209 72207 72205 72205 72211 72202 72214 72173 72204 72135 72032 72212 72204 72209 72211 72206 72206 72211 72202 72103 72204 800 Apperson, 72202 37 4-3783 ALLEN CARRIE M AMMEL LINDA G ANDREWS SHARON F AVERITT ANN M BAIRD IDA B BAKER PATRICIA A BARNES LENNIE M CAWTHON FRANCES H CHASE MEREDITH L CHASE PAULA R CRUM JANES CURTIS MARY J DOYNE ANGELA K DUNLAP TERRY ESTER JR EUGENE E FARMER REBECCA L GLENN BETTY GLENN LINDA F GOODWIN BOBBIE H GREEN THELMA HAMILTON CLAUDIA J HANNAHS BARBARA I HARRIS VIVIAN A JOHNSON DELMA J JOHNSON IRENE B JONES TEATA D KEOWN ADA L KEOWN MARY J KILLINGSWORTH PATRICIA A LEE AUDREY M LONGLEY CHRISTINE C MACK LISA K MAY ROBERTA A MAYWEATHER ELNORA MCMINN JACKIE L PRIN SEC ELEM III ELEM IV READING SUPV AID INSTR AD ELEM I EL A/PR ELEM VI MISIC SP ELEM I NURSE KINDER CUSTODIA CUSTODIA ELEM III ELEM V ELEM I EL PRIN SUPV AID ELEM II ELEM VI FD MGR ELEM IV SUPV AID ELEM V IN SPEC FD SER MATH COUMP SP ELEM III ELEM II KINDER SUPV AID ELEM I P.O. BOX 481 2105 DORCHESTER 9115 LEATRICE DRIVE 12101 SHAWNEE FOREST 900 BOOKER NORTH APT 717 EAST 15TH STREET 801 S. RODNEY PARHAM APT 3200 MONTROSE 1905 NORTH JACKSON 3 BRYN MAWR DRIVE 1012 CHEPSTOW LANE 921 GILLETTE P.O. BOX 166 2005 RICE #2 SOUTH HAVEN COURT APT 17697 ARCH STREET PIKE 6200 \"I\" STREET 3511 COLVERT 9 CHICAGO LN 1509 EAST 38TH 5301 COUNTRY CLUB 9300 TREASURE HILL APT 50 RT 1 BOX 299 9201 LEW DR APT #D PO BX 10001 HWY 365 3018 RINGO 10513 DIAMOND DRIVE RTE 2 BOX 652 523 RIDGEWAY DRIVE 2 SOUTHHAVEN COURT APT 5 219 BARTON STREET APT #1 25B JON ROSS DRIVE 5A HAPPY VALLEY ROAD 1117 BOUNDLESS 604 NORTH MARTIN 71956 72204 72207 72212 72204 72114 72205 72212 72207 72204 72116 72205 72053 72202 72209 72206 72207 72211 72206 72206 72207 72207 72142 72216 72206 72206 72209 72206 72205 72209 72205 72058 72032 72202 72205 375-8481 945-1842 664-7249 ** 562-4652 ** 455-1421 225-9590 663-6193 227-0983 227-7339 376-1679 ** 796-2501 664-7763 868-5448 327-3038 225-2392 663-9353 ** 225-0933 372-5790 663-6339 223-2027 372-0402 455-4328 664-4116 624-3458 225-9438 225-0522 224-9030 ** 378-7826 224-1033 224-5802 666-5052 568-3806 835-8076 225-6365 490-1255 375-1089 562-0412 888-2703 666-9333 821-2137 375-8972 374-2607 664-5843 223-9505 ** 565-8503 897-4942 376-2340 562-4162 490-0849 663-5255 562-0412 375-9954 679-4373 327-1638 375-2849 663-9809 11 MILTON KENNETH W MOORE ARCHIE MORRIS NELDA J OLIVER CHRISTI L PERRITT YORIKO U PHILLIPS DORIS B SANDERS PATRICIA A SHEPHARD ALISA M SIMPSON BETTY R SNOWDEN DANA K STUBBLEFIELD GERTRUDE L SWEAT JESCENA THOMAS VANNETTA J THOMPSON CAROLE TOWNSEND HERRIN F TRIMBLE MINNIE W VALUE TERRIL WALKER SHIRLEY D WASHINGTON BARBARA A WILLIAMS JO A WINFREY VEARLEAN ELEM ART HD CUSTD LIB CLER ELEM V ELEM III ELEM IV INSTR AD FD MGR PRIN SEC IN SPEC MATH PE SP ELEM VI EL LIB SUPV AID FD SER SPE THER SP EDUC EL GUID ASSIST SUPV AID 1315 WEST 31ST 3905 BARROW ROAD #26 OLD ORCHARD DRIVE 2101 SANFORD DRIVE RT 9 BOX 322 ARCH ST RT 1 BOX 112A 604 \"M\" STREET APT 201 606 PICRON 11615 ASHWOOD 2420 RIVERFRONT DRIVE #16 1304 W ROOSEVELT RD 4913 ARROWHEAD PLACE APT 7107 YORKWOOD DRIVE 21 PLANTATION 202 PINEVIEW 617 EAST 21ST 3010 WEST 11TH 6TH WEDGEWOOD COVE APT 6A 1920 BROWN STREET ** ROUTE 2 BOX 543 72206 72204 72103 72207 72206 72003 72116 72202 72211 72202 72206 72118 72209 72206 72116 72206 72204 72204 72204 72209 72206 Central High 1500 Park Street, 72202 376-4751 72206 72205 72205 ADAIR GLADYS M ALVERSON JR RAYMOND A ARICK JOYCE A AYERS MARSHA P BASKINS WANDA F BEAVER ELAINE BEST ANITA K BLAIR SAM K BLESSING DONALD K BODENHAMER ELEANORE BOOKER ODELL BOONE EDDIE L BOYETT EDWARD B BRACK ROBERT L BREWER ROSEMARY M BRIGGS BOBBY C BROOKS JACQUELINE BROWN ANTONIO D BROWN GARY BROWN JAMES BROWN JAMES A CALDWELL SUZANNE 0 CALLAWAY ELIZABETH W CALLAWAY NORMAN M CAMPBELL SHELIAH R CARPENTER MARGARET A CARUTH PHYLLIS V CHAMBLISS PATRICIA A CLOUD GAYLE H COBB JEAN T COOPOLA CLARA E CORTINEZ KATHERINE COX BERNIE L DANIEL BRANTON P DEITZ SANDY G DEMINT WILLIAM M DENNIS AUDRA T DIETZ JOAN B DILLARD KRISTI L DIXON AIMEE C DOE JANE DONHAM MELISSA C 12 ATT SEC ASST LI BUS ED SPEECH BUS ED MATH HOME ECO SEC GUID SPEC ED ENGLISH ASST CUS BOYS PE ALP MUSIC SOC STU 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DENNISON #B 72202 225-5764 WILLIAMS KATHY L MATH P.O. 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BOX 45933 #15 LABETTE COURT ** 72204 72118 72205 72204 72207 72204 72116 1502 GREEN MTN DRIVE 216 SCHOOLWOOD LANE 317 NORTH ASH #2 72211 72214 72205 72212 72211 72207 #184 7316 \"M\" ST 2117 SOUTH VALMAR 13206 WHITE FIR LANE 1615 N. HUGHES P. 0. BOX 55334 6318 \"H\" STREET #7 LONGFELLOW LANE 1713 LILAC CIRCLE 1100 CROSS 15 NOBVIEW CIRCLE 2118 WEST 23RD 1401 1/2 WALNUT 4216 TATUM 27 POINT O'WOODS 72205 72207 72204 72212 72207 72225 72205 72207 72202 72202 72205 72206 71923 72204 72204 Franklin Elementary 1701 South Harrison, 72204 666-0348 ALLEN LILLIAN F ASTON CONNIE J BLANN CAROL M BRANCH DOROTHY J BRUCE JACQUELYN D BRYAN CHARLOTTE P BULLARD BETTY A CARPENTER MARYL COMPTON KRISTIN K CROSS NANCY B DAVIE JAMES H DOZIER PRESTON GARNER DEBRA A GRAY CAROLYN W GREENLAND ANGELA D HALEY IRIS J HAMPTON DON C HENDERSON BRENDA K HICKS BARBARA A JONES SANDRA G KEATHLEY DEANA M KINDER MARGARET L KING PATRICIA M LEE WILLATHAL MITCHELL ELIZABETH S MORTON NANCY V PENCE JEAN A PETRUS TERRI K PHILLIPS DOROTHY A RAYFORD ESSIE R ROBERTSON MARTHA L ROBINSON ALICE M SCOTT MONICA T SMITH BEVERLY A STEED DOROTHY J FD SER EL PRIN SP EDUC ELEM II ALP AIDE EL GUID EL LIB KINDER ELEM V ELEM VI CUSTODIA CUSTODIA ELEM IV ELEM IV ELEM I FD SER HD CUSTD CUSTODIA ELEM III SUPV AID PRIN SEC ELEM III ELEM I FD SER ELEM V READING KINDER ELEM IV ELEM VI FD MGR ELEM VI SUPV AID CRE AIDE SUPV AID SP EDUC 7 WESTMONT CIRCLE 4800 LOVETT DRIVE 8806 MAYFLOWER 121 NORTH CORNISH 4913 WEST 18TH 301 KINGSROW #302 5400 SHERWOOD 33 OPHELIA DRIVE 72209 72209 72205 72114 72204 72207 72207 416 N. 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Garland Elementary 3615 West 25th, 72204 666-9436 AMERSON PATRICIA E ELEM IV P.O. BOX 152 72079 397-2002 ARNOLD THEESSA J ELEM II 4308 WEST 13TH 72204 666-1983 AUSTIN CLARA D ELEM IV 12401 PLEASANT FOREST 72212 225-5439 BARROW HOLLY F ELEM III 3817 LOCH LANE 72116 771-4998 BOSLEY MICHAEL HD CUSTD 2919 CENTER STREET 72206 371-0343 BOYCE MARYL EL LIB 321 CHARLES 72205 661-9424 COLE BETTY J SPE THER RT 3 BOX 342H 72211 227-5596 COX MARION F ALP AIDE 9219 TIMBERVALLEY 72204 568-1106 DAYNES TERI R ELEM II 1812 RESERVOIR #188 72207 225-5278 EVERETT PATRICIA M READING 60 WHITE OAK LANE 72207 225-4980 FANSLER BARBARA I SUPV AID 2909 W 25TH 72204 664-5289 GALLEGOS NANCY A SUPV AID 7604 ASHER AVENUE 72204 562-5944 GARNER DONALD D ELEM III 7104 YUMA 72116 753-9878 GONTERMAN CHRIS D ASSIST P.O. BOX 502 72002 847-3485 GOVAN BOBBIE L ELEM I 5101 NORTH WOODLAND 72117 945-3580 HALL GRACIE J MATH 1723 S. TAYLOR 72204 666-6198 HARRIS LORETTA M ELEM VI 1500 S. 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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_528","title":"Little Rock Schools: Central High","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":["1988/2003"],"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","Central High School (Little Rock, Ark.)"],"dcterms_title":["Little Rock Schools: Central High"],"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/528"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["32 pages"],"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\nGO INTERNATIONAL! The International Studies Magnet Program AT Central High SchoolInternational Stud The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can relate to people of other cultures and countries learn to communicate proficiently in at least one foreign language develop skills for analyzing complex global issues have a solid working knowledge of history and geography SL inSF W Required Courses Students in the International Studies Magnet Program must take an internationally oriented curriculum. They will select one foreign language (levels I-VI) each year from a choice of French German Classical Greek Spanish Latin Japanese I International Studies students must also take Global Insights (social studies, grade 10), American History I.S. or AP (grade 11), International Relations/Contemporary Issues or AP European History (grade 12), and English I.S. or AP (grade 12).iDiES Magnet Program Elective Courses Internationally oriented electives at Central High School include the following: Global Insights Global Studies World Geography World History AP European History Comparative Government Global Economics Physical Geology/Environmental Science Drama I.S. International Relations/Contemporary Issues Foreign Languages: French, German, Classical Greek, Latin, Spanish (levels I- VI), Japanese (level I) ATLAS: Interdisciplinary program linking Global Studies, English, Fine Arts, Foreign Languages (Note: All of these courses will also be available to other interested Central students.) Community Involvement Strong links with the business community and with institutions of higher learning are being developed to enhance the International Studies Magnet Program. LITTLE ROCK CENTRAL HIGH SCHOOL 1500 South Park Street Little Rock, Arkansas 72202 (501) 376-4751Recommended Course of Study Grade 10: English, Global Insights, Foreign Language, Science (Biology or Physical Geology/Environmental Science), Math, electives from the l.S. offerings or other courses required for graduation. Grade 11: English, American History l.S. or AP, Foreign Language, Math, Science, electives from the l.S. offerings or other courses required for graduation. Grade 12: English l.S. or AP, International Relations/Contemporary Issues or AP European History, Foreign Language, Math, Science, electives from the l.S. offerings or other courses required for graduation. Interdistrict Participation For the 1990-91 school year, 175 students from the Little Rock, North Little Rock and Pulaski County Special School Districts may participate in this magnet program. To obtain an application or information, contact Magnet Review Committee Office 758-0156 GO INTERNATIONAL! I  \u0026lt;0^ L\u0026lt;\u0026lt; k 1^ \u0026amp; '1 R  f^. A^ The International Studies Magnet Program AT Central High SchoolInternational Studii The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can relate to people of other cultures and countries learn to communicate proficiently in at least one foreign language develop skills for analyzing complex global issues have a solid working knowledge of history and geography L K__ Required Courses w Students in the International Studies Magnet Program must take an internationally oriented curriculum. They will select one foreign language (levels I-VI) each year from a choice of French German Classical Greek Spanish Latin Japanese I International Studies students must also take Global Insights (social studies, grade 10), American History l.S. or AP (grade 11), International Relations/Contemporary Issues or AP European History (grade 12), and English l.S. or AP (grade 12).DIES Magnet Program Elective Courses Internationally oriented electives at Central High School include the following: Global Insights Global Studies World Geography World History AP European History Comparative Government Global Economics Physical Geology/Environmental Science Drama I.S. International Relations/Contemporary Issues Foreign Languages: French, German, Classical Greek, Latin, Spanish (levels I- VI), Japanese (level I) ATLAS: Interdisciplinary program linking Global Studies, English, Fine Arts, Foreign Languages (Note: All of these courses will also be available to other interested Central students.) Community Involvement Strong links with the business community and with institutions of higher learning are being developed to enhance the International Studies Magnet Program. LITTLE ROCK CENTRAL HIGH SCHOOL 1500 South Park Street Little Rock, Arkansas 72202 (501) 376-4751Recommended Course of Study Grade 10: English, Global Insights, Foreign Language, Science (Biology or Physical Geology/Environmental Science), Math, electives from the I.S. offerings or other courses required for graduation. Grade 11: English, American History I.S. or AP, Foreign Language, Math, Science, electives from the I.S. offerings or other courses required for graduation. Grade 12: English I.S. or AP, International Relations/Contemporary Issues or AP European History, Foreign Language, Math, Science, electives from the I.S. offerings or other courses required for graduation. Interdistrict Participation For the 1990-91 school year, 175 students from the Little Rock, North Little Rock and Pulaski County Special School Districts may participate in this magnet program. To obtain an application or information, contact Magnet Review Committee Office 758-0156 A '^SsP Ie\u0026gt; Cxv^ A. ^VSAr\n.ls:r57 X2l ) b I Xi__y  LQ_jl ti VeA\u0026gt;: JU-K \\ A c-^IZ Si Gi^ \u0026gt; \\\\y423.'^I \\  -s' 6h21 West Third Street Little Rock, Ark., 72205 November 18, I989 Qc  I Mr. Eugene Reville Metropolitan Supervisor Heritage West Building 201 East Markham Street, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Reville: Once there was a school that nohody wanted (STNW). It was an inner city school that had seen much better days, and it showed. Because attendance zones had been gerrymandered by a school board whose members all lived in one corner of the city, the declining enrollment of STNW came mainly from surrounding black and \"working class If white neighborhoods. Those parents didn't do much complain- ing. School board members sent their teenaged children to a newer high school that became so popular, little portable buildings were brought in for the over- flow. It had five black students to STHW's 500. The school board worried about the economics of having STNW one-third empty, so administrators put their heads together and hit upon a solution: make one wing of STNW into a junior high school. Voila! STNW is Little Rock Central High, of course, and that junior high proposal failed to materialize only because dormant community wrath finally erupted. leading to the intervention of a federal judge. The judge ordered high school boundary lines adjusted to give Central a share of stable middle- and upper- income neighborhoods that had been the exclusive domain of Hall High, the ft silk stocking\" school. A satellite zone in northwestern Little Rock west of I-!+30, including Pleasant Valley, was later added to assure Central an area of steady growth, and a large chunk of Little Rock's east end became Hall's satellite. It wasn't so long ago that all of this happened, Mr. Reville: the nadir of Central's 62-year history. 1971, in fact I was a teacher at Central then, as I had been since I965, and I remember well the frustration and humiliation of having to look to the federal judiciary to right the inequities that we faced. It seems the old chiche' is true: the more things change, the more they remain the same. During the subsequent 16 years. Central underwent a slow but gratifying renaissance that until two years ago caused its integrated faculty, students, and patrons to glow with pride in its accomplishmentsthough always a bit uneasily, for a (10-12) high school's lifeblood inevitably lies within its sophomore class, and it has grown ever more difficult to convince prospective parents that their children will be safe going to school in the heart of the city's crime belt. Most ominous, thoughand most discouraginghave been the chronic undercutting and bewildering resentment displayed toward Central by a number of Little Rock school administrators and supervisors\neven a board member or two. do to please them? What must we Its tragic flaw, ironically, was that STNW became too successful, too popular, too often complimented in the media, particularly the pre-Gannett Gazette . (Central teachers are more disposed to call it Life in a Goldfish Bowl.) Such references to Central as 11. 'the Berkeley of Arkansas\"a backhanded compliment at bestfanned flames of resentment in many, who blamed zealous Central teachers2 and parents for perceived slights to other high schools. Instead of taking pride in the rehabilitation of a once problem child, some school officials were displeased, as would soon become evident. The fact is that once it became socially acceptable again for middle-class whites to send their kids to Central, many parents took a long look at the faculty Central had vigorously recruited during its slow climb back to respectabilitya special breed, many of them, since it is not every good teacher's bent to work in an inner city public school. More and more of these west Little Rock parents, im- pressed with the quality of education they found, began leaving private schools to come to Central\nso many, in fact, that whispers of \"elitism\" eventually began to circulate about Central in some quarters. (Imagine! What irony to one who has ever ventured to 16th and Park on a typical day and witnessed the vandalized cars, vacant houses, and junkies hanging out across the street on Q.T.'s corner!) Through it all, incidentally. Central continued to have a higher concentration of black students and teachers than did Hall, as it always has. The year before annexation, it was Hall 52^ black. Central 57% black, and Parkview 61% black.) There is every reason to believe that wheels within wheels began turning within the District to deflect the perceived threat to other schools from the rejuven- ated Central of the mid-'80s. Poor STNW\nit couldn't win for losing. Lacking historical perspective since he was a newcomer to the city. Superintendent Kelly might have been forgiven for seeing Central not as a success story but as an irritantexcept that the facts were open to any who sought them. And still are. At any rate, largely to stymie the steady trickle of transfer requests of white students to Central, Dr. Kelly's staff in the spring of I986 designated Hall High to be the district's new \"science tech magnet school\" within a school. This ex- periment lasted for one year, after which the label was quietly dropped, presumably in the face of growing queries about the propriety of creating an academic magnet school in west Little Rock which was creating a brain drain away from the inner city. (Never mind that the same thing would be done two years later at Parkview, with hardly a ripple.) This almost forgotten episode of the short-lived Hall Science Tech Magnet, ending as it started, with little fanfare, significantly weakened both Central's and Parkview's 10th grade classes that year. Rising sophomores creamed from the top of the Mann Jr. High Science Magnet who lived in the Central zone were recruited to attend Hall instead, their parents being willing to forego the inner city for a posh neighborhood with high tech science courses to bootsort of a double dessert. The next and much more severe blow to Central's stability came the following year (1987) when, with the punch of a computer key, all students living in the vast Pleasant Valley area, for nearly I5 years a Central stronghold and producer of many of its best students, received assignments to Hall High, as did students in affluent Pleasant Ridge and Hickory Hills, the new and overwhelmingly white former Robinson High area, and Colony West, Sturbridge, and Echo Valley from the old Parkview zone. At the same time, many black students from the east end of Little Rock were reassigned from Hall to Central. tT New students from \"the county' assigned to Central came from areas in southern Little Rock near Fuller Jr. High and Mills High. to resemble more and more that of STNW in 1971. with the tragedy hardly beginning. The composition of Central's two lower classes began The circle was nearly complete Sadly, it began to be evident to many that Central was being cut down to size, possibly because of its vocal teachers and high-profile supporters during the school board's unsuccessful attempt earlier in the spring to implement massive3 teacher transfers that would have gutted Central's faculty of many if not most of its key teachers. (Examples: half of Central's English teachers and its entire seven-memher foreign language department were scheduled for deportation.) Two years, one new assignment plan, and a nationally publicized racial disruption later. Central faces a bleak future as a desegregated high school. Public attention focuses mainly on pupil assignments to elementary and magnet schools, yet unlike the elementary level with its multitude of schools requiring complex assignment patterns to give a semblance of racial balance, there are only four senior high schools to \"balance\": Central, Hall, Fair, and McClellan. Is it so difficult to create an equitable balance among four schools, one wonders? Central's 10th grade classits lifeblood for the immediate futureis presently just 33^ white by far the lowest of any point in its history. The critical mass of white, mlddle- class patrons recognized by that prescient early-1970s school board as essential to the stability of an inner city school has been allowed to erode. For the first time in a decade, it is not unusual to see white students leaving Central for other schools, sometimes back to private schools. Even the widely publicized postulate that the District allows high school students to transfer to another school It if the transfer does not adversely affect desegregation and the receiving school has space available It has been detrimental to Central, in two ways : (1) Rather than following the spirit of that rule and approving only transfers that will improve racial imbalances at the two schools affected, the District's student assignment office routinely permits transfers that actually worsen the imbalances, as long as the reassignment does not quite push either school outside of the allowable range of disparity\n(2) Large numbers of students who register after Labor Day each year, most of them black and many of them dropouts from the previous year, frequently are assigned to Central because of overcrowding at. for example. Hallanother scenario reminiscent of 1970. (Both then and now. reducing Hall's attendance zone so that fewer white students are assigned there would have alleviated two problems simultaneously.) According to the new desegregation plan, the District has no plans to adjust any existing high school attendance zones. Instead, a single paragraph added as if an afterthought indicates that Central's strong foreign language department should be utilized to draw additional students from all three districts, filling the building to the brim with up to 200 more foreign language buffs, presumably mostly white ones. Demoralized, battle weary, suffering from siege mentality call it what you willbut the Central faithful know such a proposal will effect little if any change in enrollment patterns the first year or so. Nero fiddles while Rome burns. In the meantime, Mr. Reville, as Pogo once said, we have met the enemy and he is us. Research has shown that once an urban school reaches a critical point in racial imbalance. those white students remaining who are able to do so will flee. One would think those in charge would realize that, regardless of their personal feelings toward Central and its staff, history has mandated that it will forever be the symbol of the Little Rock School District. As Central goes, so goes the District in the eyes of the public and certainly in the eyes of the media. Next year is absolutely crucial to its survival. Too many people, both black and white, have put in too many years of hard work in trying to make Central a school of excellence to let it slide away now. Ironically, though, it seems that only the man from Buffalo can now prevent Central from again becoming the school that nobody wanted. Sincerely, Sam Blair10 Ozark. Foint Little Rock, December 15, AR 1383 72205 Mr. Eugene Reville Metropolitan Supervisor Heritage West Building, Room 510 Little Rock, AR 72201 Dear Mr. Reville: Last night as our family watched an A. E. T. N. former Chief Justice Earl Warren and his judicial legacy, struck by the proportion of the time (one-third of the 30 minutes) devoted to Central High School, aftermath of Brown V. Board of Education. impression that Central has national. , I r S Mt-* 1 ! 'ft 0 program on I was representing the It reinforced our importance as a symbol of integrated education. even international. As you develop plans for the chools in Pulaski County, hope you will do whatever is necessary to help Central the achievements it has made and improve other areas. I concerns 1 heard repeated at recent retain T wo maj o r security and counseling. parent meetings were The unique aspects of this urban campus must be addressed so that students and faculty feel ease to pursue their intended goal, at student. Since this school doe the best education for each wide variety of students. and should continue to have g 1 ve n, by teachers. more individual attention should be a counselors. Additional if they had smaller classes. and by counselors are needed to deal with at risk students and to work with family and home problems., trying to help each student develop his potential. Central High School has an we are proud our daughter sought. impressive reputation, one which sensitive and creative leadership can help Dedicated and strong yet a model of quality. integrated education. it attain the goal of Si ncerely. Mrs. Dcivid Newbern Utu 18 1989 ttteaotMBlpepBttianSBpantettP^OC\u0026gt;f X 'IK-FM \"v S'* 11 JAN 'X/S9^ e--*0rac.- K.-I ji.:riaE5aa2-aB\u0026gt; nei i=^\"^\u0026gt;5ksob vzj Yosemite 5.*S..X - Ji\u0026gt;fc JsW-i-/-  W-'-' \"The Most Beautiful High School in America\" I A Central High School fim 14th and Park Streets Little Rock, Arkansas 72202 Phone 376-4751 Valentine's Day February 1^*, 1990 Dear Dr. Steele: We wanted to be sure that you saw the Valentine that appeared in the ARKANSAS GAZETTE on Wednesday, February lU, 1990. This Valentine was a result of efforts of Central students, faculty, and parents, chaired by Mrs. Joan B. Dietz, in just two days. Cranford/Johnson/Robinson Associates produced the copy based on suggestions from the students. This was their gift to us. Sincerely, Kelly Fry Mark Meadows Student Council Faculty Advisors cc: Members of the Little Rock School Board Mr. Eugene RevilleWednesday, February 14,1990 Arkansas Gazette 9b Qur Hearts Are One at Little Rock Central High School Special Thanks to Reid Robinson \u0026amp; Kareen Coc^r DiangWoH Marion Es$t Coach Eddie eooiw Abson Hargis Nauer WflsoR Faya Hkks Cafhy HoNand Darbara Baktwfn MatyPaal Marsha Ayers CaroNna Holmes Halikla Suchanon San Blair Am Graves Patricia Walson Batty Kiay Batla Callaway Darrell Watts ShMon WiMaiiu Hanratle Graham Everett Hawks Mary jam Rrewil Joan Dielt Gayle KOoud Don Blessing Kosemary Brewer Diane Paler* Jennie Cola Kfrbr Shofner Margarel Carpenler Leon Wcholson Mary Crews EHen Lkrton Helen Gaddy Linda Slen Myra Jetman Mary Keyes Debbie KKI^ Andrea WUshire Nktielle Molhershed Nima Mody Kenl Moore Robert Brack Amy Golden Mriynn Ciusmnn Jay Gentry Andy Crsr lisa Greenwood lym Hampton John Hsoiplon Diene Barsdale Hubert Barksdale Joyce Arkk Kar flioiRinan Evia WlMs MerHrn SutMge  Mark Meadows Suda Hey Gwen Herdin Janis Moiock KMIsse Donhan Audra E)inis Eleanor Reasoner Linda f. Joshua Elaine Dunes Betty Rosenberger Al Alverson BiBy Watson Renee Gtaa Eleanor Bodenhamer Gloria Venable Sylvie Yang Suzanne CaldveB Jeanne McDermott Sarah Gadberry Annlce Steadman James A. \"Chwfie\" Brown Brenda FulreB Susan Hogan Tandy Cobb Freddie JoBy Ursula Raia D. Schlesinget Dorothy McDonald Jenniler Butter Jason Slarflng Shetetha Robinson Mary Katherine Celhoun Keren Stephens Kelsey SkHil Catoya Davis Jenniler Cummings Angela Cunningham Jennifer Allen Bliss Daniel Nila Daniel Lydia RoBins Page Daniel Becky Roberls Cooper RHey Jason Rktoul Rachel Rasico Doris E. Hadley Holly Kale Amy HtB Kerry Hamill Chris Gunn Sandra Hale Hick WcFhKs Doirian Myles Sompong Nanihslengsy Keya Daniel Greg HID Jennifer Hulchinson Alicia Smith ffil Whittaker Natasha Weise Sarah Webb Dale Webb LorlWeisbly Cynthia Meeks Heise Moore Emily Truai Donna Underwood Yedea Walkef Carrie Walker Stephen Ursery Denise Toombs Saniord ToBett Ruby Vales Nicole Chtislie Kris Carson Angle Seeran Arnie Schock Laura Sheppard Jetfery O'Donald Cindy OiweB Shaunne Parker Sara Ogden Oenutrick WiBlams Sher're WiBiems Xitme WBiiems Pamela R. WdHems Blake C. Bass Aaron Bakhrin Lori I. Baker Sonya Beard Dave Palangia Keiths Pansy Malika lewis Kurt Romes Shawn Ruffins Damond Ross Katina Ross Fetecia Rusefl Nakn Salaam ' Jria Wilkins Patrick Wells Brad WBIiams Shannon While Brent Earnest Marcus Eagles Iraionda Hines Tonya WilTiems Rhonda VTiBlams Jason Woodbury CordeB Wilson Bokenta Thompson Tommy Tomphson Alexandra (erado Rebecca Thom Darrone Johnson Karen Bearer Elaine Beaver Mark Poe Jason Piaoa James SBours An S9kins ABen Sims GaB sums Eliubeth Smiley Amy SffiiRi Anasleria Smith A. J. Smith Marcus P. Smith Marcus D. Stnilh Marsha Smith Natasha Smith Ronald Smith Scoll Smith Renee Smith TrameB Smith Robert Snortiand Mary Ann Haas Nicora Shaw Maty Claire Robinson Dusty Brotm Eleanor Dickinson lesKe Beene liNany Barney Scott Barksdale Waller Jorden Orlondo Larkui I. C. Kirst MkheHe Kueun Romonda King James Johmfon Glenda Johnston Kiineu Scott Lamoni ScoK Xeshie Jwies larry Lambert Jesske Martin Rwiald MapBi PhyDls McCoy DanleUeBoyd HoflieB Rico Heather B. Rice Laure Vogan JennHer Walts Thomas Wilkes Ziva White Moliy Hanson Holly Hiell AKyson Hardin Shundra Harper Charles Hendricks KeUy Herndon Rolando Herts Dana Heslings Amy Floci Genoa Gaddy Angela FrarABn Stephanie Shepherd OUR HEARTS MEET AT ONE CENTRAL LOCATION. This Valentines Day. wed like to deliver the following message to our school  the place where our hearts meet. We love you, Central High. And we invite others to meet us at that one Central location. So the changes to come wiU be ones that build on its strengths, rather than its weaknesses. Thats the heart of the matter  and the source of our pride. Trustee's Notice aOMuMAnominun 8002078 YmYO DoeUNnnl. TP MMiYl iomwPo'PoOmW AIydBla n BTnaPippMhiiSoidYpuWd vRmmoiwi runisLmn EOIi Tw Any OMoifidy mm Ano An Adon To CVttHaiaMaUuSa ornO Mauaciahi 6ta.1ti8a6a6m R'prnoMvd irma WrRoamuiWrn B F1R8A88N uK MrnAC NKaEaYan. .aBi H PaAf*t STATE OF ARKLACNWSARSock. AR 72201 jevWolK oinl u(mrMcnu MMd litointt Haaonl grnaoati f1lb2o n1 0v0X8i. mn IM iMM evtoIaMd loon^ teroi O' PMau'CaMi. AzUnus \u0026gt; ^VAWaieVqunneudv M  U t8a6-i1 U40k6p4nM 811* a uReRzitkyiu aUane.o Ln4 NMo RtoncMk. SAtintaki aaa t U(KtluU- ROeeOetdl eaei neaodi eDnecdMiw hiei cAaadgppneMneMiec an 31.1969. eilalwiailNp 88-16888. Laomen t aMnp itttgieigant eCdp iibp oFrtialeiMi. rnaalrmue- naMMNoa ^ell aMstree.intn lidiMi a now Ba aeiMi e ngua a etd piopeily lwotantrtdOe 4t1a PeitetMaeut Cieotwhwtyt. mae paiK- laS.iartagePaiitStmauai newn CBa Cdy a Jecktonyile. 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MiSoWn- ' nolra crnaliha nTM n at m{p opao ratya.n rq uah n BMroowm PMl smtaadlo^r oItoni nMvO ua i WUASSirvundtu lOtidiyol ^Tn^'***^*/* James Sanden Gitiget Coarley Hick Cockcroft Chris Storey Cari Sundemeiet Ceca Webb Caminii Matthews Mary Staley Kipkano Seine Ho^ Cesltn Kehki Cohen Lama Matson JuBe long Yasha louden Adtley L. Lockhart Vedia London Sandra Marques Stacey M. Loyd Juana Johnson Karen Logan Ammarie Pence Kaky Power J. J. Pettit Toby WitiKiberg Jett Woodward Jason Starling Erin Hubener Kyle Howard Mary Elizabeth Hutline KeBy Huffman Bophany L Huot Brooke Mayfield toss McCw Tana Belcher Shinde Austin lekedia Anderson EmesI Banks EHen Teeter Nikki Northern Robert Shew Reid Robinson Chan Stewerl Hictiole SumK Chris TeckeH Kevin Ml: Dedrea NalhanieJ AUstalr Kewbem Sharese Human Dekell Johnson Alan Jones Andy Johnson Angele Jones Kim Johnson Eric Jemeson Christy* Janes Cynthia Carter Duinn Cektaell Katherine Brown Matthew Cebe Mrs Pedigo Monique V. Martin Jenny lyp Betsy Massey Krislln Allison John M. Ablon Venice AKord Phmdy Phimmackack Janice Medley Lalonra Pearson Leah Greeiwood Melissa KaB Gill Hamilton KoBy Harrison Tina Monson Alei Horaeyer Deedra KiB Clerk Atkins Kiodietly Doyle Boots Ferguson TerirB Didiman Ginger Shies SheHeh Senders Madellefle saimge Anne Sheehan Larona Ganaway Julia Ellison Bob Dannport Kim Darker Eleanor Dickinson HkheKa Dennis Amy Easterday Jenifer Edens Isaac Dickerson Ronnie WoodaN Allyson Kennett Veronice Cot Paula Beasley Kit Choy Chris Ahlstrom Catherine Bransum lanmy Boyd Valerie Guplon Bethany HaB Doris La June Nash Erica Howard Erail) Hirimes Kathy Heruy Deyfa' Moore Darke Nesmith Kathleen Ramsey Corye Moses Kareen Cooper MeBssa Moon Aaron Bernhardt Carissa Ray Shannon Piggee Kenya Peterson Jamie Price Gwen Pfdtar Tymberli Reed Caramel Pumphrey Ashley Brewer Angie Bradford Jay Brown Carrie Waften Janie Wayne TiHany Ward Mery C. Lowry Suianne CaldweB Mako Cam^B Tywana Humphrey Stecey Kuidrapiller Sonye Jackson Heather Jackson Erica Bolden Amanda Gaffney Sam Roemer Laura Stanley Stacy Rundle Kendall Coleman Lynn Anderson Robin McCoy MeHisa Graves Katy Einef I Lydia Rollins Stephmile McCuen Natasha T. Seine Catherine Ryan Coco Scruggs Malt Adems West Allen Phylle Alqut Shelley Reynolds Brian Jones Shannon While Gigi Secuban Winifred Watkfns Ashler Webb Karxy EUackweB Torsba Rawls Tin Uimvail Shawn IMsey Kim leirK Shane Rhea Yoionda Eagles Tamake S. RSey Malaika Turner Monica TimUnella Tracy Tucker Todd Taufber Teresa Tierney Rumna Tucker tebecca Thom C J. Snow falyanj Smilh Kristin Carr Jenny McCarty Lynn Anderson TerM iHipenny OesdraHU Siscy N. Parkins Darrin Karl Vamita Jones Saorge Ray Meaghan McCray DetiWe Koyla Kathryn Srownlaa Erica Brooks Kim Brooks Zora Madisan Kanna Lewis Brandy Bndgai Chris Colclowre Malfm Bhismen Roye Kansouri Halen Gaddy Charles Springer Lee Ann Matson Russell Matson Dr. \u0026amp; Mrs. C. Logan Jhn S Kathy Witkrns Winhrad Watkins Louise Starting Richard S Sharon Kali Nathanial \u0026amp; Mabie Seine Brad Wililams Ji\u0026amp; ani Ma Dnid Xnbtra  Mr. and Ha HiM MtUnm Rkk and JuUe Calhoun IKHS NGAHIMTIONS Band Bala Ckib Cheerieadars F8U EHA Eranch Cttd) Garman Club Ki Steppers Inlernatlonal Club Key Chib Mu Alpha Thela Hatlonal Honor Society ROTC SBC Science Club Senior Class Souther nairas SpeiBsh Club Student CouncB Itoubadours Y-laens ROTC COIWTYOFPSAASKI SLtNBaMC^FPHEuObolcW.o SnWinO*R Nii a10n OsaOyMol KaUiyD jonaon NoioiyFuhac W^CanmsaaiEipaef Trustee's Notice OtDaaijBAnomwiacn TaiUeyieeTeoYSoewl Preeenyl yeiTuhOaoPriwonTfiiMyiiiiSiioaUaTMoe Acton HOoommuuii boM FF  AAnnyy DDMMowrcy CWoiacmhy \u0026gt;b Mofity B 6M1 BOi Aonuau A'in'A Agcbmonl Y 1o0u SwaoTAfUnias CoulyolC'mlO'O W4Wrw maMo oPnNA)a1 aviw.iOdiM lu. culM t OMeonag Cou Tir ul^Mo nrp lro\u0026gt;ioK\u0026gt;u oi l MUancuha Mauod rian. tetoittOitM i tcoon rA Opl oil' Ca.i tt1l8o6r8d. C i 8U1M4 Mwi.K ch\u0026gt; wHekioaioed Braodoklo 8UMTnNa- lAlpznUan Bsaetw l laor mAazrutyi aianto nU MNi uRoancka.i Bw 01UBN Rock1. M wdsneod Dy Attonmiiii ol DtM o' TnM i itcorOtd on Ant 8. IM CIMouI rtara uAtara arnicaaaii da,i loialc oCrraa wBfoooika ewWihi aPtaaaqi^aQeoroi raatrnP WauninaPtM-war Wi oilk InM az ap noopwa nrtya lioscMinedi la iC nrooaidr-- dloarade rCnoouanal KyO. owmaora parKiAarly lPoarr t oSaicnho Sno u2O i HTaooa Nnoanivhn alOat NOouratrh- Rango 30 WaU. Croalora County. Ai- Ui^ mora sortciAarly daaoMd aa Caa 9mHia'iin wciiEg tM B Baan cNoo EiBamM aiik omg nBaai NoiBt ka latf Soum 'anwa  121S 1 . aMMieruwniegR EoaMil Mao nhge gimrmO eNva lman Mcer Tins 58 lea IP tu ceaawie a iSoum'Aimy QitBlic How nuKt Souk 83 Ot- KteeO i4m8 Mm. Wmttnac nao Snoau tnw 4o4 o Otnt-- doffou 88 nrUM Wnl Mong ud acaqWieWii *n64 n8w0i\u0026lt;uMtti Wmtianno d\u0026lt;oSnagu lhs7d6 ucnmliurtmM iiSuS\u0026gt;Onii.nEiijaimnio:gEoau\u0026gt;n4.e.ws at^M*t 5d6 mcurviMMh 3r0* u1c8o4n 8d8i WiHatu unaarnudNiu WviNOt Oara7i.U33M iMi lle InPr BUipM pSoOrt jpTli whiu Pelk hwiag. cozMiin\u0026gt;nag 1a2 04( PlooOuic I1P BMoW* P148u7 iiMiiioi(wipV(a rnehcworgd izAidik RinouWse ouWnh MMli Miw.p vraeerie nm ilyi tM re Mun ecnraiso eitdtyl ippWomieirPede ee.iBMtieMwuildeM Tarauiilieduri uob eBwii i' cCpMrCw!n ogli nBcwY pMnigdn nB B Tiuiu mMnerv. wup uoVn i1p)1- nuWd hiMr ii*ud. hOweilMiiOil HUrvI pmcacwed r BM piymMir or uo odehleOieu, end the duemiiew t nheuwn egi ezrio tet uen peaym douwe.i lW eMl *c4o7eN. \u0026gt; 2a5n o6 i7D phmeieinycilee epeauntc e\u0026gt; nJluenrec i1) O1e8h8l8 U. anid le Twnj ePiMlaWd B Hiav wariipMtdiaegr onle tda ldo tel tad proptily IP M W(y teO iidi*r- ICRM8OSWY. OTVHEENR EBFaOt RaEt. PNihOiuTeICiyE BIS. 1880 He neien Ouenhed reM pi((i. deor'cyti \u0026lt;oWl mMeia OdMew2lOaiOdo Cmou iMllya Clipnl neuH. Ven Swen. Aiuiaas. lop Bwa- lagneei BMdw loi ctiri TU tele wB reaiukgiotiiiMq im 1o1M M teHi mutaii Inng B iwe npi cnmoaurtiTii. or PWM MwiiM CKOvty OtWcIaTNmES*.S 1 -m8(8y0h n naihi^Oidtyol SBu FeSRTAmfeZsMTAE CTKRUEYST JEE) FPOAR IMON NUATTTIlWf RAOLC BKA. AWR OKFA NARSAKS ANSkS B FRAMBCzI-MRoIKuzYn.aJHR aPrAvy 1\u0026amp;88LUilrH\u0026gt;oR\u0026lt;oiNcka.hAaRno7l2F21Ca7I1a STATEOFAAUNSAS COSUtNeSTYe nOsFE PDUL aAnSoK SIWORN 10t etoro RDiaa.c ai NRoMta.r 1y8 P6u8Uc. on Baa 2001 itay W KsnNypOl wABPouWtiWtci 8M-2y0C-9n8ninuimiEaiiu \"^ TL'iwTmvT.inEn nbnutTs tJa,k ,KcAe iFai0\u0026lt; ^oLCiwiMOBTai\u0026gt;co8Faw iCoWntg mu ottmt C9UaraMalW W 3l7u0 0i n1M IW. PMi -iaip Unpva et *ud OdMtOKfirtWttiOi It2 n8 t0WIUMIII . 'weBnSonnncuiiu SSropuuusRrhie 5de8 TDEOIENIRT4 FQOIRCQ NEUTaATeHERSr Bcouo maan monav on Bia wot lopiaMaFtiuCiaialiilAO Young Democrats Club ActtvHles Organization TAILS PTSA TrusteesNofice oiOMtunAnamtiMoA .OMYouPioouiyv otnuSoHYrnWia Sfeffla iCxL-zxB Im larma coUNi} oicMiiooi. 1868 LzuPkiViMNMMcCMayiPnWoaiKk M1-y3C1-p0n2vnoMonEipfii SBI.EngleiinHt Preiwatiaa lecpzOs a Cititfi8e.e rO Cnow tNoyo.l AMzuMn-lat. \u0026lt;1 RecaU eppk Vokara 345. Fge aeWsennwi eHuie. PneaUoeHrd aM eldaadia aiioopwemnyt kcuHziraaeciioeauknowt Tau F MSo'uI mtM 8O13m la IMe j aon lean 8a pn. Bdck 8 6i3wFiulncLeeJea.a tiwhaap l.uAyzh hae ilaeMne7n2n4 r0ail Mm tn Mtrtsl \u0026lt;i Hit ital piootny nnoibtitdiMn uaHntncy- and 019011 imMM.'wai M tomnowimyil nzWeaUhiretaMd hDeneeiMtazWy.iiixa   mtmiwino- Mm?nowtliifSwSfailLMa 842.806 \u0026lt;8 OMiKI mt Aloitll. M IM) pzoDMly W uhsTy uddMoi- rdNEOBWYO. VTFECNRMEFIpOnAME.M NcOnTTI.C IE96 0IS. Bhwl hizMn dncihid loM propszly nth CPWmilMy CaPl W2 h0o0u pu .m J oanl oOttaoiioph. alaM- TuUnt iMM.e M ml te nunvgnutml C tMld nwm lue scBtf ia tBean anoapotneiyt. om' eauetntigo nuio pteym ae areu ttwaide \"tSfiSSss Warning Order wT\u0026gt;ccncL\u0026gt;Tcoi.nTOF SOJEUFTFKEARNSOPANCVOERUNS TEY4.CA RKKAANWSATES F CALVIN WLLMMS NaiOtd cSivT-teTEeW2Or-e3 CONSTRLlCiaNANOROOEOfFEMWOA.NNTCS TO Nt CaNuiWMna SAkdndeiewtedUe iCkanaptwuncelinean SRpewg. me nAOt OCiMeeveUeniVknNeUenim.AgwiaSeim omfo Puo vuoars n, aIfioa l.n Onya UotnadO VBvaol Siip^u Bai*- .lrm^'EinS\u0026gt;4: MT^UtMnay.'w onrnrMoKnw? heWwn. wAaikOtinauUi. P7 I60I 1B.o Mi raac eH.oPain a CoiipiuNMiontetntlyov. tcooyoi oiftch^ CCooniyxMuiil l.tin SFnmnt tnM toVoo*n* Ktntd t iatow nmoeH td UIhntgI yyoouu m tnil-l Mswrmti 0e1ir toyt |h3u0 | iotitoyot 0n1t eivwi apmJtt ooln mott KmUd ipni MCtc mMzp4n pMl y BawH iwMikniWB iMg dvoo IiPr, ludgmom hv ddiui wl ho imirpa Bgno CnwUT yiopuli nlol rM v ipei ZOMhMaM iH Ociyw BndwPldiw mi pUmSUH NVnnCSSMCEOF.inivohiim WBHWOC Mow miyn hsm IIdB i1n Odi UypMlO 1o1c uCmMpiko Orl 1868 eDrO\u0026lt;n.nO\u0026gt;TSHiVrQ. DPCEAftSON CLERK TTFieEs NNEOWTSICPAEP FEERI SCTW PTUTBEU TSTrHC OD AMY OFFHRUARY. 1880 Oa\"caiin.iCEaSi.S 1 m88y9 hand irM27lirj8y ol BS UFBMSNrnKvTMElTCHhUiSYT.zEREF.POAnUHON NUArTTlIEOnNOACL KBA.4Nf)KK OAFN ASOAWSCSAS er-RearatHiuy iF1R8W86 emtholnA NCtKtsfnVi.l^PPluAi UBtHodl.44)72201 Bl STATE OF AHKANSAS COsUuNeTsYc OnFe PcUoLiAMSK S)H ORN noMwo IM. 1 NpUzy PutU. \u0026lt;n ni 27BI dty o' fCprlnuiO non sum) 3\u0026lt;il. EiaplGyneiit Prqiaration widHeUiP HweemU evdz aendfveidz tecmogki man pnaeceedd- inneee ltai eranc eodnmveuietmaoeenhl ii ieoeo lieoeek\u0026gt;ir .Mw4in e taacci eeeplecat.o |nPthi aee Monieei e1 t*n oawVyd - wM4a uhnea c Bptnaal oepticeAda laant im toet peoeMnaioi ne emi cAoeml apk e1n8c8e4 Amgme MTe4naT Ww.a bCoMA vntwEmtrt pdtkoveamnerMa rtaant mao ehnukaut, naafOiet tlaan oeegre- taonnde a hpeptwtue e1n0 aena^ angraati aa e n4g0B aOnydn a8n8l TheArkansasdazette Advertising Standard* Advertising published in the Arkansas Gazette is accepted on the premise that Ihe merchandise and services offered are accu-ralefy described and w4l-ingty sold to customers at Ihe advertised price. Advertisers are aware of these condHions. Advertising that does not conform lo these standards or that Is deceptive or misleading Is never knowingty accepted, if any Arkansas Gazette reader encounters noncompllance with these standards, we ask that you inform: TheArkansasGazette Advertising Dept. 371-3900 OfYour Better Business Bureau (44-7274 12T(S. University 362.HiHseli8ld Thizo tSi EiNnI OilRlm ernrtiiZnE*H tSo: lursuig hivotm M IWP vv oQwrzntge nmwu iwFoo cmrsVpoocniolbPoN-toonv^ l!vMii SorvUi (11-44*4 366. Englaeeripg AR CM~N mU NFACTURIHSeNe woili oun piiio \u0026lt;c Coi iKei a4fSto B uSoC uwc MliE T Mo lswoooisroi.to ni*oA\u0026lt;oner peFiEocPcoM.MD^e iF uienSF CMBllO Uottv223-20eOOnFrnulO BB1. Entpinynteat Preparatioa loMidoocacuiMru FiwMhSouovMoviCMioiriUeniienao s 363. kccoHtiiis-Beakkeepiag UtSMTBKBEPMmOTBElIB cCoomrnclurulacil oohi BOunrcaon cMoa tlaufgtofurrauoM Panadr Icoo9momaa o1a8u2o8 loc /ou hA ariholumoant cSaa zReanoaN POBMl821.tn.AR 72203, ' MSOEKCKRBEETAFRSYR Z 7 sPmlUudg 2*0* SyOMoMi nooldw icaommpRoonWyi lkoiopkpAogf ZIpszi cprKopiiofnyinc8eidm h-8opokm* ms aCcocnt taroatgM*iioir.CFAnalDl S25-90K tmnaEndlay Aawicy tONWM CounmPoCnEmXoKilFyHot6 KSt*t|bUnFoOk^n otcAi^ OWutnmOti uF oHMirrn PNooiwlo* nCnotit /gtne, IHINO IXmilMy SM 714 367.Mecliai)ital AUTOAMPOPTLYIVWEF TEERCSOHNH iaAM SI4M...klTTLEROCK STRFPEH *61e3afKst WPACTEWPIOY -WC iOnicWoEaD (IAnTiaE aOnPo EaNaNvaG-Sao hzixU aa wacatwii-i lraOMK.attnodagoaoMaizMainii aiaMci iainai)i-iw SpaanoieUiti. SSaianrdU ilga anuamyo b Iaoi MB oOhf t Dauiona.i ioBnweoah vmaSUaoanaCo PO Boi 458 ffH TWf i POWER S4oiniS|\u0026gt;in8\u0026gt;.ART2761 in a big rig. EFOAUJlMWrRACMS.TUiWMiaI fP*ml fwec3\u0026lt;jltaYion* 364.021a Processlag 1080352 UIPrnCu.4ilnvI:.. . lM:0 3\u0026gt;0i5rr 6'-84'3-'45386 PrololttoRuetSy VwMr4Elv8n. BoT' CIvpoa Irom aiR RmonnuiilM ee3 }f Ml.HoBselwfd SR PROGRAMMED One ol a kind oppurlun\u0026gt;ty\u0026lt; M-vancemeni. great woiking eonWons. super henelils in-cludes(} ent8lHid]tK QCS *18.000- R87E2D,0e0o0a NUTnAa MRSoaw araa Noarlwing t-eCIO-72-5827Ed 200 hSoamllfae N8 n0a8a OMeadrc Iho ih.Leiaupn 3ih yoeu Uaadh nao mf\u0026gt;y ng.M muMas Piuaocal224-3828 MoraSaOmoaS^KhTiMi 'so\u0026lt;M 5 NO latajaao Caae35-l8'an\u0026lt;i6 01 MS online hoblut 1 FEE PAIS' Cell I $^.000 756-3200 aROIMcCein PE SKEUINGtSNELLWC AMERICA'S PERSONNEL SYSTEM WPACTB4PLOV AOCT .WC 361.EaiplpyiRenl Prepafilioo CERTIFIED DRIVERS BIG DEMAND cEjnra IV PROnSSMPATl OTiImA' DRfVeB immiTiticKi. K-i num KHM ns WHEEL  JACKSONVU,AAK. RRAROM U8 WUUm HESa MHVK ACUatT. MC. ICAU. NOW 1 I leoo-aaiawl ^I^TRI-STflTE Sami Orivar Training can ahowyouhow. Our graduates are  Highly tMllsd  Self confident  Valued drivers for over 200 com* panlee natlonwtdel THIS COULD BE YOU I 1-800-395-7364 663-7364 Utile Rock ^900 N. umverrtty Itani | M Ita Ita al A fiitali lAeel MkwM 10G Wednesday, February 14.1990 Arkansas Gazette %7. Meckvlcal 366.MeiHcal ItfrOMOTIVCTlCHMICUHSI]) 6m\u0026gt;wltaO\u0026lt;tSefuBTei 369. MisceHaims 369.Misce)lMeiws SlO.Proleuinil-Tethaleil 370. ProlEssHil-TecMicsl 371. Restaarart 372. Sales K.Br l b5 5 o15p ddid nbow* BW\u0026lt;da *Bd dbon Jcoaurauncd*p. ianioacnnMaa*c chudaioadii vlviccdokkkkcokaakoonn SBaduur-y eavacoKai paddy bl umk TERRYAI/roCAFE 3t8.Mcil CEaFhTrFaEcaOp DkEentadAkLn AovSdSaSdTfAl*H T Cal96*4C\u0026gt;ag UTiniYCOOROINATOR RovoniOAi M A taoprp Olcratkimvair kcui fatctvdrtdoyt iCitbrviGdnaaf-i S'PrtUi daraaadv *Q Cooaouoaa Ffvrtlni I 663-9461 Aowfl6wiaaav aa [wrb*r,krriofl lcNcudiOaknogn.aa iiS:aallaanryi nagoMIM Cal*ui\u0026gt;rHa\u0026gt;.35\u0026lt;-\u0026lt;5a5 laoen.SARil_B_i_ I_2I_2_W_ C_I_W_M_a_* _U_vn_l- CERTIFIEDNURSEAIDEE aMpwmaa.aii oSrWnH aorruoia Ea.xMcISlOaroaivoinaRudarc* PartO.TEmN*T'OArLaAfS5uaSrfTliAryNOTn,ca 92S.2O3S llaaatEi)C bWyC pArRogetrOatSaRwA* fCbCvOR otofly Otk Eacatanl MriM tlV tmn pimmcOIIM-TSOS PoFdRibEnEs WdaAuyrSaUsR mGER IYv C pEaNrTtlEmR* 8 PaAuN O PRk asnad* 'wvh loa cbb*vvda yarsopoamna nKcoau rna (ainkdaal . bi*d lkrdaolb rbad uaMa ad aoyl*l,w naod ,w aa*ick- awnotdX/tvng ro acuorAtud*UiOrio ^Sot^ arELa^vKw/Mk*Mor OEeN S^c rSuib\u0026gt; T0*Q0ri * SCwodfftlMMutMm aMlMo ryK aUnndo orrnibyFr Sua.\n.nc45iimg\u0026gt;.Aii\u0026lt; 71901 oOdCS^oOinl rlonSo 20S. LtAnB HOPMTKICiIAirNt bli*il*ed**.d s itsftTnm U w O\u0026lt;l- Ud.hvrwort4rtianaa* 1.741.276? LPN r,dk(n*paK\u0026gt;na,a,itei\u0026lt;nvy,lL(a* Pmoacrkk OObnoed bN*Ad* rh*bak 5d nayoir kvuig o cnc nuOa- rt fBiO FX vI7 e2va,dca/brakikoan nat*nao a(a*anwnn*.* PO B(KT62I.U9*Hock.(Ul72203 OnraMdE aOuICalAarLdA STSb i5S6T5A0N1T* Non r.7a3m.2wiieoea0dnt*iFsneion oCaalClJbalkCanv Inoanq s Snwny Pd ivuid Fpmei NEEDEDLPN Weekend opiion, work 24 hours, get paid for 32 hours. Cal Mr Srumetl, Monday-Friday, 8-4om Cal6643926. mKOFUUUFUlPN MEDICAL RECRUITER SneWng \u0026amp; Sneibng, world's Ivgesi employment sendee is expanding its medicai depl Sbecisfizing n piacement o) ni^al personnel We vrS train nividuei with sales experl'se + medcel back-voiiid Salary + Bonus, tsi Yr poianiel $20,000+ Cal Devona Peyne 223-2069 lor apponlmani iFingncial Center Sta3l2 SNEtUNGlSKEUIIIEUY UEDIOSPEIISOIIIIEL SYSTEM Earn adOkRonEnlG uiiemvnUaU duDruig avarwifl n8d wy taot kamv^ rm* nnd (v(j ibcailtdi nalu hop apsolratbu-- thratnoa*dp rc*oltmrrp*adn yF vSktjorlohdw brtalnokn ndaebacnn-. caa29W7 $nM.II0(l-$5WMD.PLUS 0 ETri\novoiogpsoudno'b*oKofolovedkon* * SheRn iraSnidll tlBonEgin MiTrKmE aEaKanBrrnanU  *0 hburs fluwiuvd'biarluiu avat- Ca Ckv nTopwUh bTnrabvoUnauifal Nurkaa flaealry. 1-800752-5162 NMSEMOESMEEOEO AT o MniTnicg w oMrOkoI nogl c1o AcoMmoore niToAMyho loorttorqi CNavta 8nAg- 2T4Nma Can dayn WoeVSuO.r OtutooAoyl oyro oul wonTwvKIOrti** PffnContYNysagCeiter MEDICAL SECRETARY ShouM hava m*0M(U tnui. aertorloa **0 0*nv*l OHK* axbwlwib*. Th*\u0026lt;* I* no Um* imR on iru* poaXIoii, Rwanino It ooUd 1**0 Mo a P*nkaa*n\u0026lt; k. Uo n Se.H p*r ho(F T*r UU* aO out NOW and ca* IM a(| IMv. CaH 223-TEMP tnarvnSofHptoaltauUTOaiOayvKi ExovancadB TMeaKv WnaKiaad tor toed bai* Ttoakpb aaiid* n NLR crflica RFoWckl IoU tDrtnooood *Ol1tBA*Ya nBUaonkin atal nLOrff(l.* LR.AB_______ Part-TurBaI tLoL oCuOULdL* ScoCtoTcOkoftna Mud Cbb*a aabetboo lno wasoorka nvawrcvar irgttq Au vwaada nFanodMa ' Gabon* acoaptod MonJn. tupm No tEtaOtrEw aMvi'tF 'FHo.Vot d 901 Scoll Sbaal ^1S CfiUlmSpSaStHwIFeJ*O fHBSU CM OnEHTIOK OFFICER FdkileHrtMtl SaUnlWcjmtSS-lttlAI/lte IMMSIMH ^Q UWAOLRFKCA RTEaCMUSR NSE)B CO OorOSaOoA 0'Pe(1Po dldYttw lUo Vvun nntMtoo-o C- lKlOoPPMYlf2O OIyEFoa I BoTMH ICsg\u0026amp;nT FacCAAoTdE OhpEtaomuRa EvD taotmiilml oi - oMnyn V ibEdQiouuS* tdr nMOuwati inn*oiai ncoon aIdc-- GcuBnCtoRaAniL o frloEuSdPaOa NoSmBAdIaTE iSro nTthoar ong- apnardt elrumoat rcvuianocna l odru bada * p(dtdaoundar t*o w triwd bodvtg wocaaang and roUaang d No ratrma* dxapUd iMd accom. onkdc aOkaopnIa. mCatyy Hba* ll.O 3ta0r m8 IM aat mPa rNaLoRn- CI^opubretya boorntf mMd ttofdi oooudoai doo* pPoirMUtirkv, onyl^ I MlAod B mpRoa ock A FooiVo E V Sanor4, C*Ad*rdd Ww.Cnde.iMva'di Ay rkdui 1 SESATROCOV-M'SOk-liV-aEO-OINMS'aECRUVMICl E 44*-*44*(b*tW**7nt-)|WII) ASST SERV MGR M8ior company wiih pretno-boii* very fast v4 gel you mov- duatrpkadnddaavI aRn acw w.wrcnu Cwvip*aAy nMOa tdaartua pra Mrr MImrm* naornk aaiai r*T*h Dabaaaapoanr imd*aM-I orwMd paopu 10 cow or nommakvt mBi MpondaUo no- (250iF0(Mi*IcDC SviioPgi*ocvaSHI3oSa.r * NySiUaWbC* onum***72)15 HURS8RYC0CR0IHAT0R Tb M NNiFmsdaCryi uCdbiavnd Pavuaclvai tv tul cfiureK Howo VO Ovn-m 19 m ttewon a (uVlIoAm oQve .A _. sh $20,000 Come n Mon or Cal Vc 223-2069 One Fawcal Canter $HEtU)1S*SJILLIWY 4MEIIU'SPEK9IINEL SYSTEM PHYSICUD4MIIEE4DPUISEI TaedotbengconhnetPGraal ,0b where your knowledge wa be eppreaaled Ptolegsnnei aimoisDheie Fabulous Dena- IM $23,000+ co car and exp eccounl Cal Rick 756-32003901 McCamPk SRELURStSNELURG MEDIMSPEtSOHHElSYSIEM BUSTER'S Al MItNnuTiHvnE \u0026amp;T RVoAtItHryS aT KAcTapIObnHg aO- Dkdvceantdoinh dlpo i Vlard* Btrltnddt t Awfctnda Appt, Mon-Tktft .2Upm CKnH.. HMOsVtOMAyYra PKTN -NaOxnwTiHs.. *a(9 O*ivawaauwxi aM\u0026lt; ? noip4*Hy ((XLuby iwi *1 Was! 2 GENEROUS 14*kinP*iA*SR(rT]u-T*nI|M(UE\u0026gt; 1IN\u0026gt;'C'WO*(MKE) kkjd abmavp* ua svnuwiopn un raoun oUuatk d* ual g-nrafla tr OPujit Fthtl IlMOSIKUURAdNkcCvEaAuOaEibHcT-Scr. D*lieC*IIHu.kt4\u0026lt;lt). 373.Sretff)i4:irit2l aPnvvNomotogmvwawra*r oAMgVcay.cSpSvPwOnp vv 3 ' n FviW\u0026gt;**AMOoalcn.32aBoJ' PROCESSCREDIT TfC piece to work VI lR Plush office, pretty nver view Fun aimospbete wiih unkmiled CKUFSwTiSraEPRVroc l,So T*S(0(*0*0-$900UO SnU rati aYl i5i 4 70i0b ho3u3r ciaotaiiW\u0026lt;dr ntdurl*i*i*b d7d* dtidankd jKe*koaav(iw. uiaac (kMaoarnivaia C. an- ar OFFICE MANAGER NEEDED eEVxbUdewWnnc*a. dH ivanOini manIdw oiwi wacacnocuon tivi. Vmda*rwd oF* tamndU BttPi im nr*oi fdlroacml*v 'hi do^tSucl * 5UounUd nra*avu* mtr*o 1t0r wCaor4i urailnAdrVttaend orakcPa* - dK. l132ll-3e.Spta20S LR DOG GROOMER NEEDED (rAanndc d*swb7 po((nr*oMni*5 n MnoiM h ** *xp*- THE DOGGY BOUTIQUE 9S2'K39 HeshM'nixrsen pEmAReNcy S oSOr Oy owuro ohUomr ov oTdoinmgio k ovm no Co*5W-3^oo*doyo.53l) RNaOloSBvTwslPSilrasi (PWN* n0KitI tL, nF*Ngt3,laii\u0026gt;MlB knOd lc1otmao7iaMMvIat LOPHNva-aMilsaLn sns*woe n Sr*n r(t*aca(Muemii*arOx obvoa. Soar* EbnXuC aEsLaLamEtNayT, WtmAG EwSork, no ax(pOdpaannc 2a* *Hac4-uSi9 in7c-dk7ii7inSg* Sxul nadioaya)fl EXTEDIENCLDIUMnUNCE Fv(lud 2XvU\u0026gt;uI RRE 1ED0IE cODO.RvIp*i*** Hwl' 5aF.innv*Uc*calAeiun(i(ifl maka bWu * JBarekda*mn. tUMNucMksibgrCmdMild, . 1A32R0 369. Misceneaetitis ACCaCl OOn OUvN NaTimCnaAi ALwLxnINtsG NSOOEOX-PSOOAQO()* !SAnCcvO*vNy*-c* D$o*((uuy* PaUWaVUy '72MAFTEASA9PM POSmAOFNT -M MAuIsHi nTaEvHa Aii/NACCE d rpvr aAnmcaa k+t roaadivly dMokit idlb aapwl imuaqmtoakn anck pioparty 227-752Sv2274$I* AUTOMOTIVE MAW SHOP NM*udd h(naarne iaox owsvnka n(he .m aScpiuanc* Um*o p*1 h^*j*udak CavdnbanrkwaMhao n3w72v.k5 3S2a1O abSaSkCivO a(xAnR .B(UEiR ( WSTCYMUSSWTy n. a1a2d}P tdw no'tcww nlai* CM,SWLflV**C*ISfe-7072 ' COLIECIOR lno**odt* (a*glav4a tkaaivn*d hvv* dc vwnvokdinifyl 0c0o0ia0c Siva loAryIi p*Oajha tM2oynoa rrscopriptl*vno- .ATnaivbvioMa AopryatKavar. Mud nCaOv*IK (RipEdT-BinPcI*H iI5 MlaBnRd toda PMaam Aaenpobn i lp5b6hI7bConh.dfliOMbPOapkawyLbya.lrRa. CADLtLVafl5U7t**eri, WIIIM*te*Hir*RdOE 368.Mtdicsl Pharmacists TTia Kroger Company is now sccspting reaumee (or pharmscists In the Kroger Store al 6929 JFK Blvd. NLR. QusMlBd appRcants wW be aggreeaive MMcluals wha have academic background and Arkenaas license. We oHer a compeutiva aalary with opponuntty (or advancement end excelent fr^ benellte. A ^eat cpporlunHy lor the right person.  Interested send a conWemial reaume to: Ui. Ralph Parker c/o The Kfoser Co. 1302 Pike Ave. No. Little Rock, AR 72114 Equal Oppo/tirily Emc^cver M/F MEDICAL TECHNOLOGIST Fid time position. Micr^iioiofly Department. Monday-Friday plus every 3rd weekertd. Experience required. Modem, automated laboratory, l^aant working environment, Memphis metro area. Competitive salary and benefits. CRITTENDEN MEMORIAL HOSPITAL 200 TYLER ST. W MEMPHIS, AR 72301 753-1500, EXT 448 O DREW !h KIEMORIAL HOSPITAL QUAUTY ASSURANCE COORDINATOR Applications are being accepted for the position of Hospital Quality Assurance Coordinator at Drew Memorial Hospital, Monticello, Arkansas. Send resume to: DREW MEMORIAL HOSPITAL c/o Board of Trustees 778 Scogin Drive Monticello, AR 71655 COMPTROLLER (H, Drew Memorial Hospital (Applications are being accepted for the position of Comptroller at Drew Memorial Hospital, Monticello, AR. Send resume to: Drew Memorial Hospital c/o Board of Trustees 778 ScoffIn Drive Monticello, AR 71659 4 LOX growth Co pani floniai FREE tmadcalivth l'O*O hrrrOalio. IrwSdrOwoMrMvioa Ettwt'anmOono-- PARKING l(yauauivdasyn l*1 1b((0c 4Ur4a1k41*4d 1*l0uU*d yr t a naVo rhHadin) s iawf iln-*K eVu* (w**. MnW SMO B HOO Mt awn ^oiKb Wi evranw nova an opanoauiet $\u0026gt;3,400 0 Rio'ida 7S Can Park pkis reviews CM oafrf Van I noraoiM oBm \u0026lt; 758-3200 3901 Mc- niio.3M-g3\u0026gt;Oiori* Pm EmCOtiO WKIo AoNMorolonMtri oAoMpe* tHeaI iocpAnotrioo' HOSTESSCASXn ElOOMM Mnm SREllIKtSMEUMS MIEIIIU'SFEIISOKIIU SYSTEM PRESSMAN MMUFACTURERSREP FEE PAD - Up Io $20,800 base 4 comm Ready lor ex-otng change saing txg demand prodiid Io maKT ndue- Inal accounts? Merview this nk Greet trahng. car alow-ance and labuious co paid aanardn?aYda*vu owpddkinvg\u0026lt; gto*rx pov otbnAn Bun Otoc ahl Do*wswroe hrntuordobce*dciaFp**u Suudcdhoadttogftda- pocxilhngatigeic CMMr-FttF apaaw^iaofsla a.n dlu raaKWbd nanandl ipdla* nuai apvwadn vca* pMdataonn t eTnu* *3d0\u0026gt;*v - na ndn dT'nroumrad lB-Syp iMn- ^^^^Kl1L1W^R.P*krsLliAlMRTTIU M\u0026gt;ACt EMPLOY AQCX VC eSTIMATM/MANAMR Wotfioo' d^y(MwyCr hox^nwiUdM J * 3CCMmB4S30b|3^mr *S13 aPmAR*T, .m'hH oEa OnFvEiN CMnO* )\u0026lt; 1aM W avtuw.n Seoi0n3 North LoQjaLNvtiLxa* Noe* rPtEURMSaOhNoAcLk C.HAxRyE laOM.WnOooarntUav \u0026gt;i \u0026gt;L*a*an*id- mark. IN Morth bI dvUo Rwoc kA BSihrv Vuo OoQvaMrd aaa m 1  on\"\" hhm FWoiBf*i i Roonc Ako nPoB. 7o0n6* PCvrAtoiUnr sndaaaad.apda ttlovru pCwobp'yk M5*anedr wu. lUakaauRriowclok AKrkW T2K2K0I ^.2nw 2M. Part-TP-rHaO MNcEri CJiOi L5L.9EpCnT 4O 3R Saka- tdnaeys* alanqibunrtaod PFhooonFaoevMuocmIu ttQeoCixpp/tvOi- eMOoInSJCnb,l l1S.4I pEmO NEb uMVraFrwdaUrrVs Appiyd PLUMBER/PIPEFITTER Savard ppaTrRutAgIsN E*vEaS4*bl* to* KS vgrrtaidd* ahaagirti n1g7 .3M* uFatu k(dpoacyaaln*d bCvaut bl.t dty (50113784320 Cblaet______ 8UriSii*1\u0026gt;PnD SFIUwIOaxBvSnvWMe*- M7ad (yoro.Erm.(ttAMBo..l CHV 1IM4W k*-a9a9*(pW-03(8im PROPERTY MANAGEMENT SUPERVISOR pMrsbkwjdr*a rdpvvVifnldMyla b(vdadvaiV * adiwil*rdue ldb a0au soouiattlroavwvidnioddno* 8 tb icosoaainoaa. d2 d4i cdOamRt*u cc to kvai vodn Sboldvav *w89o do2(*4 Wm dIad*y *ob cocccvoa owBdoo(aMoati voow cdiwwaili otlei ttm vooOoo iioooir \u0026amp; aiowi. lhaarraiadlnagn Kdrfsjosmmatlrbt Saab lativ o' o P*nonn*(Olr*c1*r l-lWtRtckARTItW FIHANCIALACCOUMTREP tnxaMta'oln aHnrc ac odiatggrta v* ad w a Oud- nhayjUnevadk opno *R4tSoan Lt(o a j fau*NtFn gW dcoOoOun*t.a C' W' lwor iB ociVO  awB }aagno(oWOivcBvnng. SaOnUcCvnF* OCr oS* tkor rsa-SMO SMKifl\u0026amp;Shiid IdOn1 MP' A(naRU'sPdivaiU5(\u0026gt;dk (QTidbrMtt Mngw OsiitacclWondt 1ii*e* ma DBom, Mooa. anvaaear-- aaakMcr tdIv K VIA nCu aanirdu dii iaopeitocaarar *b4abC \u0026gt;a- rgarceubnrtdc iMaruas ta bnada cUv*n lmb uwnvcka ivaa ianf hlaacrd- bMp4d,k hAbsnk o rn*fqlbu4Kakav oviOaPC FSadinadrrttas.uMn.wAiibk P7OM90bix32l6. INSURANCE tUa*b*vq*a gu MChu uaxolxawnB Sr/f* -axx-b anane* n Caovmvmica*n cSala Peiroyo aiXn((yW ainiad( iCMaaauia*R *y Ian- ooDdcro(gaoA co*d ed uoaro \u0026lt;Nv iioi*i* mftrrii RoraniWiloorUc aosavUagol p*en JawakvMfl TidrtM SaieCwn PraUr CM 5 RUM Sara* E\u0026gt;s SMmncalaKerMOMl'CbfNl UCm nPars^ einpuamnagr I w Mull lhio*vna iViw maxapnd 2u nlaca*r tB cao kianflvso. uvgeNc*y. ckMnbOrn,lf*l OflgkoamaeaUtbVcC (IbuWapanncr*a(a* *O(*b ood. xpirwbroA'*and\u0026gt;fnl*' Afl . bCaNnCdUabanc Tstsnp* dTdondcaa ( *n- oenomooorov mCoo mrKPoc pI rOoachootgool uOo'Co oon\u0026lt;n torur Bolw tn3-iWlO EUIo VIM Coovrnidd roono.vAnPo rIioM IP 0 STAFF PHARMACIST FULLTIME SIUONBDIIBS SVo timrtdra d aOnM r taOndO kiV,*Al vpnmyM kmnoaM aTdmp* Vmw*cnyo, lcnavnaco*y c TCtaorrmtiaocuyi *anvr*udc *p*h m*.. -CnUwOtdnyg INV*Ww Kv*p oFae wac olbsptoaudc iMla lRaotaa boawn(cuawaMA A nMMi^iu.ttcov iL *Co Mmbaacptn Halu Pmbapn- I UO(3l4l5e6-53*7 R7A5TMEIC9l5erk iFt*eH*ae} mtdy Cal 2255*0*_____ _ IEVX P1Eb ftlEnN C\u0026lt;1E oDoavDwdiyo nwKvckniaowvbnf lWCa*r FLOraSTOEL 750M41P9A5creuPLOYAOCy wc' PULPLaBidP TAiaRvTinTgI -M PEvBd WVEaHtuIyN GS CM83S.IMeFvHdtn \u0026amp;IRLS/)750AM0NTK I have openrigs lor gvts wilh good person^y \u0026amp; pleasant voMbu-larvi Age 17-over. 45 hours pet APRIYINPEISON 15ia\u0026gt;(8SMENDUXRB,lR. 11W-3PMDHET FOvYoM(aM-sA(+S*ToIiCcSr*CaOa*A* CwHo HvEaElDoEvD^ oM paru^ifl werhfdli dTnCoubrdq (v^r ramoroi tPmaril-tVi n** hours BvaasPk CbVactflccooParkd HAIvf*ts anaulOSAT, h(ubaiFdYa do uIvv* Mnlp*ardk Vnmu*l ckvoirvun. i*naa(ubrnw iPbaa (adviudkUcbUWy aF.PiAdddTid(bcda-l ewrny *S nraouvra* aNl bS r*odaao.n eWwQ (Sq Uurr*wda. dApv6eoa2i  HIGH-TECH TRAINEES oom. on /oo iosclitdro n(\u0026lt;*co*. ivoauapaeiaaaar cMsualtlM b aO a1n7a-M34a. vnnsi Ca ikawd wFuek MpauyH.a (kx-. b CkicaUi:l(501|3763a ltAvC HtXvA STvEu owii dFait,ovn.l*dMy e(u(*a-(- Baui*l*l *pprox2Oll(kflnua\u0026gt;r 50S1ilTOT-aSoT COLORADO MCDONALD'S (Cn(a*(pTr nddub a iai 5* 5'.0lo bvi e 5o1' 0m0 m.uo i bpru* ** maan irarN r*Trbura*. ^SSISminSSSS ' FODD\u0026amp; BEVERAGE MANAGER tTootf ioflap vMaui*d inv*kvv* ia xltsalnaavva* ndtc Mannd- sBnoeaum rdt Hak Hasapnodesl-so nd praoadUkounr kdn bai***p*- sBuoPx ml9ld4a3Me'aodArrotaiauninaalotGti1l*.P\u0026lt;5 Boniagl IR.AFI722O3 Now ccioGhnRgI LpLp ChOoaOhKons Iv Gia hCoocukt . EOx|Ip aVradnn ema Wp rvaficaorrtaodn i Aoauxnttoilg* OVO^\u0026amp;^noMo OoorympoooTuoo oMaceuMTBYcuuaamo benetils Call Sharon 758-3200 SMUMcCenPk SHELlINGtSKElLIKE IMniCt'SPEKSDNNELSYSTtM lpeotnro hpao*u staavnd dw ospuarrannigcac t ocr oAuccgoraurnnt Eaxvaecuakkvaan. l 3 nrcmon itet oobo( 'o*|:.-'i b2d2O*-i6afl*6 a MndJ  aeoSaptomn ECCaEa_ R_an_O_r _al Ou lTaEdL oEroMwAaiRfl KivEmT oINdGdR* aE Pcarav vcsc oonmghF sctyo n4m1 saaaioakn GTaiawui nonv vEarxsead*- lFabnMiw*o DnadnflwCdotn AaMrknasn cnssmutdnai obpoouva* knlYCalU, UcNa STS-TeiXlTES a4PACTBi6fl.OYAOCT \u0026gt;C '. F.TanbSPta/Tm iEyw^iacntlctkodim A pcty al ' ' oioonowCM.l.R.Aii' SMART MEDICAL RECORD PHOTO COPY SERVICE :Noaba(d i Kdaooddctadlraabci*v dinadomnadrutU \" Bloa imwtUoltloK\"V *M laaowk b(MF Ib5C5A0i 0v\"i*t. MF no ikonh v wwiiarida tv ioMtunBabc kS Starm^ oinn AmR72 Olo1 5 1900 an.abnn mmakta Kayc 5i an MaAonfldMK *h Ivvd k Manrukifvl Saury a lueolaOH Puta* aand r*- 88b^1 i8e2310.Uc7\u0026gt;b A*BrkTa2n2*ea3*Gar*tl PO aUPACTEMPLOY AOCY WC NJuOooUeRdH IEvY AcvSTAUMhd EOLOEl CccToRaIhCuIcAkNon ksyiMaldayr tkw/fvlaki oVrrNt* u*iqduudhau aanv|n(b*u 4hdid. iEnIflXa CUnoKddWaNw,bPaOva tl oSa n1d6i*v0k7u0r tLk.IiPoa Reek.AR722f9 STORE MANAGER Lookdig tor growth and more tram^ Qu^ National corporation expandng and wants lop notch candklales capable of feadershp Great piece u startcareel $i4.200+r9vievr m 90 days CaH Shelly 758-3200390IMcCamPk SKElUKBtSHELUMS RMEDIM'SPEDSODDFlSYSnM HilTOH = UTTLEROCK 373.SKrrtaniClerkal I CnUomoboorrroy looriy rUvooilloOdd wM U IT n*o oib Mboknkmb p hOlJ ilaAoida inval notto Rw W*|o. proano'uocMot no mloirOr moiravlclaou vl I .  odoorw LcioM oP vRioocn* omttoroeno imru.o lP vMopoOnynWv eOSapsI . UWiwtdOdmry.iLOrtiio-RfibOcikn..A RB-noco HOUDINIS PIZZA LITTLEROCK bSaEnCflk CUchnpa-licQxbaeibr U DAAOTMANEnAkMY I'lyM iCruCracaaFliT'u*FuibaCw*ud* DalaErrlry.tyb Qmovxp PPaAyYrcRaOraLpLpi flca, MOra\u0026gt;luF,ovAilOui*t*kkk/Rv* c\u0026lt;ei DvWIAaciM PBX-Svdtchbd 5'*56s0eLePs In **0 55782905 IO5$131 53,600^0 UoaeVTypci SS SPORTS-MINDED aEcwloah Fnga scfaadrvmdn eMtmanayn pi oQhrbMotnpan yv a* W4HUABt,l*. TEnoU EERxSpoNnEoErcOoCdDo.r o1r ilAmp kpmryao ip vpoa d. UocWCwnoi.wlBovridkoLrinAiOoiRooiicta*o oom rWmAN TanEdD (ux*p*^dn banecaTt.d bCbo*nlt nacOTO TIa Uiry Cteuval 595.3*01__________ a a mv*S19 wWvWk wKa/S*k1 SanP]E kRFH uRno ban*. M0*1 u9T0i0v9a dp vyaooun aanttdyd aynedu fplooo*d** *eaoanna nurucobon hit. bora** yoix opportu- OCvraoantu boanua*h Btvi.n mrtfolCu a^up hpaoaret i eo AuOawrannota*m* vtan c ooomDnOurotairmdny CaaioaSkofl 379-7000 EOE W0FROKRIM L0AMUNADNRAY06R (CSAElTtW6SEAE-N277A3M9F- 'O2NnOO'PNT) 370. Prof esinaJ-TecMcal CnUUV aHnYfDlinDa0u1 1iiC*s0EdS*dIE kNE cNb6oIdKuEcLt Dby- ddrraoalbioofclk aanhdu chkysdkrekk eS atkwiddiisv itv  Hi bnyy- (draeuker aOkkeaingan,o laacknandc Ud awwnnuiimfl duivdt EnrgT nsacIuirfylSh3 F1a.2b0iDut iAy MpicoMnn apKaiCio\u0026lt;riuia(ii oTBramna,p robrbtna*t o1n0 2 DAaikpavrtunaiaan St,t al1k0 H3a2y4 pM.Sar EOE (in*j(f( b3l*o i*myaat(Ha k(Uona nvu(oionkFaro*lpirirm*d. xFncMlMCwBylMC Sian Svio (*aah*a')Ocurt*rt( aaury 10 toeiLOPaOH.8bbckk5.A72rk6 72119 AMERICAN Employment Agency, Inc. 700 UnivBsity Tower 664-0729 NOWHena COCKASPLPOlVEWLIPVEERflYS OCANV ERS tkklGTWISPRIWGS V LOVETTE $12,480 trnntn 2020 West Srd 376-3686 CORPORATESECRETARY uiasupv TELLER TRAINEE Ereoy having weekends ott7 FnertdlyNLFI\u0026amp;aixAinlerview-ing this week. Cheerful per-sonatty nW be promoted rap-AdAym Asuanp,e Ar ai.k/( sb aBnonrsisln GCrOeHaOt company Md benefits. S900 mo Qd Rhonda 758-3200 39Q1UcCanPark SNEllIKStSKLlillG WEIIItJl'SPEIISWIIEl SYSTEM 374. Part-Tine hCusTFM. BxrvK n**d* v*\u0026lt; no km bHU I(H71'3O)7M44 O-I9vSd02MIl.iFX_c_bi_m_i0_b_k_d- LAROg BOOFWO COMPAMT loatrie nkro aw*oo aund, mkounbnuamho okofl 40K lor i SKdMiod nrua.Vimd 5 l3b1 *R1_bo_l._ P_O_ B_o_ _69_4. uBeagcNluSifEl,O cpvknainrbidarc ia(nl ab+aunndc Ur *Cb*W-( pkuiartfl eM523-2776vS23-3W6 USOMUDER^6nTaOnRcE*C!LERK uS'S^UbHE^L npoanuoanafvl uvil.b U LadnM rflrbmeakd, nwoi wairp dViMcn be* Bmaaumm d5 i9n 0a0 )lab* . imlaarKt. kbUbnuer, am hatmiwofli**.. fut/part.lm* 375851* MANAGER TRAINEE! If you have enthusiasm, personality \u0026amp; a posifive attitude, i Need You Nowl National Chain expand-ng nationwde, mgmt n 30 days possible! Company oHers com-pMe training ^ogram \u0026amp; salary durrg training for right persons No experiance nce$$ary. win USn. age 21-over. H you are tired ol being broke S want Io gal eeri-ous about your financial future, come tak to me nowl No ha vei UPLTMPEISOHDIIIY l5WREKM4EMPMIlllfl,IJI IIWSPMONLY KAKHIES NEEDED 1*0*1 S*n*cA*\u0026gt;T bTlO NRvNBEiMYSI Arkanaas oancek*s Matuaarli bon oICmdaiyM kdy l b4 aw aNcakvod*o ruti AQrokovdi saInar iflS* aUBr*yn *5lr1t*S .2A4p0p+k ePaOhoEb dnada dwirnA*n Fna aUanmiwpyu 2d9io.1il9d9 b0o Raoamav lno* Eex2o3c.Nukk\"vP* ODrkt,aAdBv7,2 I1S1t2C AAn. EPqOua i Box OpportiaWy Empiby* DIRECTOR OF PHYSICALIHERAPy SISNONBOHIS Fcuakr*-a tnour ,c hkdvv*a*n oMaurtdd abn** 1w8v vn aonm 1O dOam,k*euiPiirtUa*vyi8OS p0n(2i_12_2_3._20_4_4U_o_n. IhCOEuDa KA* *CoOv MIvB (aaiaA(dTalOnhNa il ccoacrk* Uacnks- *yCN122S.Ht9 NaOeoWnAoCfmCEaPlvTrMaQadl vria^vrorUau- dmaopl!o D Wuaanivo wO oarra* oMa aayl Sc6o0m Ea d Igoa wwooUodr Ia\u0026gt; m S uama aIosgp.Mma utomvacOKau DBaaaplkcysiksoMn (Naphon*caii(iUin*l Bvro EurXtCd SvUoEvTkrdTlO wPuPrOi iRuTclcMpTavr *v id vn wh*l you V* *or*i w * NMiiy OCtipiocipMic**k TofnlUi3p(Mhvaurd /IataoM WUbv*k(( Mv*Fdi A- o1-d6 ShOoubrn if luEaxcraaokvl*r*tl vb** oc*orm.i*m a5v5o 0o0 - y* AM kuTagvyifldiw 376-7600 aEsXpPnEwR E2N6CVEOa \u0026lt;P(M4W\u0026gt;.OP* yll5**5dO*'d ITvo cUdindOamiUliooit* 37*-0e50 X \u0026lt; o' -r-l Owl AHbrnrtiPnp'Td sEvvki,r iiianegQini\u0026lt;dirFvVinf*l*li.4Lc nRtn (JXUXAXM?T cAo Sc kcuat lw* waanaos MbSw t eiHi nModBa Mi (11b Ibi 2to voaly 4 1K TooPwhno nSaoCoajaartulMorvFn. MAZZIOS PIZZA $6-$8PerK(r DEIIYEIYDRIIERS PsovUonMsnaosN-iaSorowiOiFMm Sci*'uMioo Co* ^^aerti \u0026lt;5551 o3o.FmK SiPACTEUKOY AOCY NC' ^iva company Iws opwine tor' aFctocwoudn Ot*r tL (tno adk aoriO 2r 1 kalanbdl abratornd fbloasni fvl aannado vbtko kaouna laMMu*a l tMo w eosrdk- norm Aiar*9*oy\u0026gt;*5107lir Ca!l758^751 FOR AN INTERVIEW 12th \u0026amp; Uiwsity TELQIAHKEniNGtHiR BeayyEiper.lBdoOy. EWXP 0SE^CI. .Htaib Sac SkfSla2650avK SM.iPOYn SonwCoa.SiuoncoeB eoodUod OiPACTEMPlOY AOCT WC' E75apeCiven5n LovaADbCiara4n5lIa3 J a*PACTU\u0026gt;LOY .MC LP GAS SERVICEMAN ANppdatcoaunsi imb Wou*l:d I pMbo*n*osn\u0026gt; *a Alur la S I Saal tparly cao*rtr mda InPa vQAAlaS wSdEhR *VxIpCaE- imot E'xitdil MnaHa Iwy west MmphH.*M 71303 dSAInIRcaICpIcMrWKdtidK a An EoJdOpobrturvfy t (tpivyd (Gnro*dur*ilha voapradrwadifl IIbvc dc uIudhtv hnava aavnu Imr*. ohne*nni orvdxinMtaooroftc to*bvatieo0oaia adpMi(p*MaiArdiOtirlAatcoka*v In toPxoui- (OTtdaryd .paontdtntobdbudlt ttoa*t lkoilnMrtm. S dMtaryc eabs- mavornmNflya b Mw 5ia20 w.000 p bSUmrba dra tdrtmt y* tIaot PO bbkSgSa.FvISnldh.ilm 72903 MERCHANDISING MGR Glamorous and tiassy atmosphere Pesonnelandtxiyina lesponsMties SslecI beeuti- U gifig \u0026amp; accessoiiK al market. $17,000+ bonus plan Cal Debbie 756-3200 3901 McCainPark SKEllINttSilEllINS UlEfllCIt'SPEtSGItHEt SYSTEM OPERATOR saaks^mhvetod vafld to Uan Dau ephrbacrhtacadnagb tialyxapnainutdn eA*p phraytoaliuprt mhoAna.- EiS-l300Bippkwaod.UitoHack 12SI RlSalaTr*ill.liUMed. ___(liK .41W Pnxii\u0026gt;:Uoo\u0026lt;rfcer7llu*.-...(IJ.IK MKUUKOpertyalii..............RM dProc.' ..........M 'IoSl r-Aewpm'. .nnK .Starp!... _...A14K oEaaarnh apa'tirda deaaPryn Pmairht- kllmax*i hDl*o phtoiounra* , nMauva*l vbo* oaT a oall *a Outtom mi.a uleravnoc*v Airp pMlyu anl p Bon al txM* locabono *9716R(i!liieyPirhani -A 6524Geysr SprinEsRd tjpt:T[un.0Y FQCv .WC SOdvlidarr*dR oarknc*dlbp d4a2o4nE r a17d**.d NNOv*WLiAlWlXRWbSbAkC ACiktP 7T2ID14 p amcu MLuccvya LUmofl lHy.c laupadlUald. a l 2Blu)ea4d*gd* oUfu Mbu nO. raa iMk aUhvnifrld aa dnirta \u0026gt;mi Sc pPwhynd*a**dl Thvapirl robvevna anumbvbloia M* Odo^fkrjnlylowvk'((*hBwryol mnakvavoorama - CartpisnanwaOariaMavooBni * RWaalofMctabkofwn rpaammOawaavnanl E\"xooualndaortvc a oanvi hlouwa acsol*at' Vp luanraeO, mta a.n\" SPEtlUnSHOHUMGEt Lka to dress up and be noticed? Pretty atmosphere needs upbeat personaily to handle karning and supervision n ln^ vofume mal loca-than S17.u00+upioS4.000in bonuses. Cal Shaly 758-3200 390IMcCBinPk SHElUHBtSIlElUKE MEDICIS PERSOHHELSYSTEM wUtdrnwpi Vrvritr riCga dnadtaiOnact** *o rn Sittl dLaoiouul* ^.. MMicatiufld o euvr cHnbadiitni. CAMwL* uTc*yv Lna e*o Hnoladc\u0026gt;l UMI.^ 2M6O20^ N1 .WI3t1tt*v|t6o8b9d- S9eiPopiv DIRECTOR TRAINH ties tor you in one ol Arkansas 1 assoon Bnsworki-wde, Co benefits nciudaig stock-options and company car. Siad $19,200. Cal Tracy 223-2069OneFinancialCir. SRElUKGiSIIElLfHSUY UIEin(3'S9SI!HHElSYSnM 369.Misce)laiieo6S LONOKE/JACKSONVILLE HAZEN AREA JOBS iw andaarnai pTava ai ma Lbnbk*'bukaon*ia**H.t*ii v*a on Fabfuaty 15. ISPO. Mud hava tranapbrtaBQn and 19*:09 0tb AtmU* bSt hOar.p LOTwko T(*ln Da^ Flr*i 3w*d MllBWMHgWa 224-6060 I* OHk* M Or. No imagination required. Imagine that youre 55 or older. Imagine that you want to work. If that doesn't take any imagination, then we can help. Were Arkansas ABLE, a statewide, nonprofit agency working to help older Arkansans find jobs. Call us. Free. Arkansas ABLE 1-800-545-ABLE ProuDcskDIpkiaiaLMVioi'.. illX PetsociedAgikBtierl.....ToSlSK CaLnceioK*r.NLR!.... Tosisk raECKOWREASDHULtfEEY ViFBSlHOliTIISSIllADYQIftY! -*8605 Km 107, n Sherwood I n F'MoPnrAoCaHOInaic MEDIMLRECEPTIOKIST Happy tifice needs greal lele-phone -roice and smifeng per- O E*NoPn\u0026lt;A0Cmia MAZZiO'S PIZZA $4.M4UP FUKFQIIULA6E8! sonMty lo meet and greei $12,500+ CCaeilll Wendy 7S8-'32003901McCanPk. SMtUIMStSMELUMS tNERICHSPEIISOIIIIEl SYSTEM dPrvytkcnuuan eaai*i FMioiniOtiriulFiirn, paoidbkAoan nIvd didbmdaai 1OI3 Cal223\u0026lt;ia2i nPESEHER/PASTE-UP Fmwa todaoin ononwnnlv L rCtMom Rboucoki aefivlwn\naqiacimant CallwabOokwnaM REQUIREMENTS: BaraapomkbUlblWowwvkda aPbcknrUyi wfl rcwvBitpfn*n ayo cncauandts* r apcadmvoanV wa itbi *udci naua banadfnUf ln c bvkusikvniog avnbdcU*cd uM(*ws dayn(ur(d*y 9lb9.Ca\u0026gt;227-*684 ae0efrs.lK. 37\u0026amp;H31 IkBiM EirertemiKesri 7 WtNTED 'Ul^md^SttTwlwtv t com. \"mmvcw ai kMnoOxWT adAop*D VIe nvail p(InXjaV- nMgt oni eeaonyao alnldo do a tatmixlA * wixoooi bV*M lakron*i vA w\u0026lt;ann4 *eadk4m nxkinUo oank oa AcvHn Up(ul*l(d*a 1**o(']l wo*a(i4lk pk poila*flli* ndroaumalb PrlnlMorUtaSPMuTMhMi\u0026gt;Ahltnn .liic. LAMtMC:Tlorl*IcMv.MARrnbU*yt wW*A*NdT EcbDM Proalt abobn 1E0 kwpD (mk w laionnw ncacra*.l lkA^n- b0l0-W e*ovx Cnn\u0026amp;aAtnaca*!c acvBAAuSii^bInOa  371.llestrait dAaiKpamnUtaUtM bckoUo ktbsw O lbaCdadvaaaUnrn .rfulbabddi IV* wdtraui 668-4311aUilwUv COYS 37D.Prole$s!i)Mt-Techilc3l HARDWOOD LUMBER INSPECTORS Hardwood Lumber Inspectors for i grade sawmill. Immediate openings experienced Hardwood Inspectors. Salary: DOE. Excellent benefits. Contact: new I for MARTCO DIv. of Rov 0. Marlin Lumber Co. Personnel Dept. P.O. Box 70, Lemoven, LA 71356 318-346-7217 372. Si^ [372. Salts $$$$$$$ TELE-MARKETERS Earn 55-10 an Hour BONUS start Immediately Day or Night Available  Will Train CALL MR. TRAVIS 851-8174 EARN BIG MONEY NOW! nORH BATS CPWYSLERPLYMCHKHDAMATSU Lookfng for top Indlwduala lor a career in auto ealae. BvoAneaa Ie griMtl Wa naad good peopla knmadlaialy to handM (raillc (low. WE OFFER  Open let ael new sM used  ael bothi  Huge kiventoryl .Greet Compensation Plan  Derm Plan Ftmlahad Hospdalza-tion Inwrsncel . Oongaea Above CommiStionI Apply in Person We Need Experienced Frolesalonel Automobile Selespeople or we wWI train top Individuels. nonii BflTCS ArkonaM' \u0026lt;1 Valum* Chryilor Paolor 5502 W. 65th Street Just East of So. University Little Rock, AR REAWvyAnRiiD*nS*:vma***(nmox1ra FVoacoaQhaolnoawPaantcda a Awvda a conMali Iv BwtMii abrbmrgs Myokvr UanvwjImngv l*ac* lb n*a* lob*. SALES SECRETARY Join m Ute tun assetng Ngh oneim co-woikers. Outgomg, confideni [MSonaRy will be treasured in this beautiful. STISHMtaeirParluM 65246^Sprin$lie KlSEIOtntl lNlJOiFSRlOKMmCtlOIint WAIATRppElyS uSi P OuRrt oCnO OK 8301T0O 3WeNtm PvU2M.*3PC tom im RabtamanParhRd., LR 372.Sates AHENTION LICEHSEDLIFE/AIH AGENTS EWTb* OVuOc laa\u0026lt; lbk nirflo aOol nutriu o10n (((ina(k(iTT0 b8v fluaanktakasadc l aaavdiuan. flaar paomlaMnkurl *Wd av iomB- tpadnt*o pnadwf f\u0026amp;do llc ddoosnddkuudccaOknooknndos a S6d atmnnooiatn*a ,FF cvvoi a- UOCOI m1-E80O0E521-4519. MonJ-i 8am- r yAou- VcaPrtO laFvMu*A trRaiKo eanrdiN mCv-uo* \"*u Wup Glo(S*aIE,.O37QSpd3 5**M Cal COMMISSION SALES prestigious atmosphere $13,500. Call Wsndy 75b^32003WUcCafiFk tNElUMEUIElUIIS WEtlCt'SPERSOKNEUnTEIil ARE YOU LOOKING FOR A JOB NOW? PART TIME $600.00 MONTHLY Bundle drop route lor Arkansas Gazette Pleasant Valley, Sherwood, Gravel Ridge 2AM-4:30AM 1 days per week-requires van or long wheel base pickup with camper. CALL TOM 374-2013 TopP nToStoEhC cToS nkoalHdsr UnPdI wFE'flEbPodD oI au t9r6a4y.a3k0d93a wSOanndra Frabkt'uHri rYPCvaavlKuaidn AgancySetNo Lbwsrady.SU 714 376.TraisportatiiDrinrs Orivers  i.-i- -inif *Hllin(*tAno*niiddrA*ulvnnnlmn*gbwMiitnVjeuickljlndi rww*i ' lor moia rMormaaon I' O(ym pa ly.nago ib\u0026gt;oo4n}4 O3w3ni u'\nTEMmARIES SERVICE? aObuadcyIn Ia tcinagsa two 9b9w6a.Ss1ia2iSM_* _C_ro_s_mfl iVC*0 tMmoMto5y5 aIx0 NCVor5p GoU^^AFRxAaNcTuEtoEM Cwnhdos pno*. stot*o* *n udrrio, nMg mco vmorrlseirikiecaikmont dwlo tmo vWnia di Oidr* ct1n p wrccpavHanclr i atoa rtuiaigr pdraovgir tOmd. dg vroocuapb ueridt. aaanndc 5* 6p(Xv)d't anvoh* - sctourRrav rwdidno n uW oiep Mpvihai nadvya ttoobr lU* 4 1im* ri*r tPoOidaUido*n*a4 ytooru .Ichaat 3v7d8v.7 8b0a0d.* nad aOdv(a rvJmMdhniiy___________  AroSyOoVu Oa aU*W. AdaNrTlaTrOP WORKb *D WOo}Oulud ynoiuu* ia*cnli*bv rarpot*k* k4a-9l fhlo\u0026lt;urrf atc a*n7d ao ayomue ainioomyrdpo.ydT y* lb *a bl *1* abb** oQuura tMdaomnaa. rIk Iammo dap e-wooHnmnd hIv O yrmbup jao 3P?u6bk-?a6h(uiiafEl. oe1nc Aak fv Uk*. FbAdSnPueaO aNd ia**o**o\u0026gt;p ci*o IVir Lwmi *K flMocdkt iamnd- NorthUIMBockalv** 758.911* F\u0026gt;UOARNCDAt BtGA SWETDO M AURa CS 5A LIEVSE uOCaO9 *S0eO7K.6-.2rM7lk-^SSOK* flaeaaaon 3vablnoal WC1de*m** ro ppbrtiFWy 'Pvuenudc rwavdn Uatnr annvda ml Panv tko rn taMadi ti nKoMra 5a2a5U0*0 0ppadcpyik*W E Wvnaw kdnk tuiic\u0026gt;, o WE NEED: Oar* EnKy S*criai(oa ebokkprs GonaralOliic* -Euury Errdny Pay  YburObbdSkdIt Aro Appr*cial*d  Holiday Pay  Pu rCivamsha necpen uAau\u0026gt;*.a(dk  NEVER A FEE' Call Pam Manning, 223'3753 On* Financial CenKe Suiir3l2 SNELLING TEMPORAIlieS 11. mud k, MM d* \u0026gt;** Id. SlS.Traasportstioa-Drivers ^OVER TURtUmC oXp DvaRkIVoEnR*.S r aNgE EnDnEaD, -w Siknudc* k8. l2o6aco aP oda nrrtit*r,s .m guod b pinta**tt tio. tp taoyt i DpO lTo tpaheml Wodo toi tbnit nTOittntoarpyo drtr.u gH Uardt liCvotnI.. a^9l^4753^e9 WOAitNpTtiEcOli vE*x p5'd kIvtni^w uclo vndruuntotfrl*v. naWaoobtdta nSTernadnitOp-ovrrtsCroa HPmOa tBobx73t HazanvM.QAeiSaeBtl'akneaet WJWTIOH!ISBM8*WIFE WI*WMGy2U6DeLbTarHinCMK DCitn\u0026lt;Y3E75D\u0026lt;nlJ74U9l lv appioakon S iFtnnt. intFOwoFi 377.SttiitiasWMte(l aadudfCl vEtHvthbyPmEoPnMl. mavyaSdWataa viy- Cata35e\u0026gt;1 EXPa. Haom a Maariorl zNt uFtt/at. wpovt*re awn4. Cs (Butn*M.aiC((*Mlw* IV9A(l- 2wiro\u0026lt;o IV FH**SxKlaSbCla0fV*.EvHyTiEaaRt.eOi\u0026gt;M5tal\" OHwMarMuCMaMia CnyaWna\"*w 3l3i3la-2r7M20ra 375.Trsp9rtatiiis-Drivers THE ROAD DRIVERS I *1,000.00 Bonus I awmoalMd dUunaa io Maoopita g oSoodm ca laado vo- riMili No awaaftnar*  I IMvaMlino pmraorUvripaawo pcaale wlada 2 5a tFlvv ce11n Maamn kaMi 947*ggSw776-2190________ la dLv*a*nddlapgflC aanndi piiu**P9*arR p*rsoatMUu*erv ua rSaaeiwMdP dkaiodn ti Mca*U vnIo vmod suaclit sk nkouuBdi- rO.d af l*c bYaolai rwedn wg oarnkd a Upoh Mprnbe'h SwPrOeronM bSiaonrxd wraaanu uTrsclaot aBnol o virSrSnTg.C p'boA(drk*aans- nab*iC kO.4afrla7t2l2*.0 3PO Bb* 1621 idB* 37S.TraBspDilatioa'DriVHS III For drivers hired thru February 16, 1990, $260,00 payable quarlerty. Must have verF fiable OTR experience. Polar drivers that worked the fun year of 1989 averaged Income and benefits of $33,263.96. So can you) Call: Polar Express, Inc. Mori.-Fd.. a a.m.-6 p.m. and Sat.. 8 a.m.-12 noon II II |J-800-643-355\u0026lt;^ IZI.UtsPirts PNltrLxCui usede 1978 626 w* tMWttasaoo gpggi CM 771-7985a* tot Geibna PAHTINOOUT '78Pgi*8cTr\u0026gt;l*Ani Mk konl Mkd* lavs basatvig raw tabaig. naadars. 8M *i dagiig box irvrotifm 861-8078_____ REAFEND Chavrdd I858 Inttaddp ! 11 osar*. cotTpisM Oum to gxn SlOOHm 554-2451_____ CrkHSLXblOiiitobw tor l875Fordptt*kp nmuSOSSafMef REBULTMOTCR 302Fcid beta, goodcondbg $375. RECEIVER PtONEEH SX-750 200 wH* wilwd Merci mrea-way ipeek- an I2ii KiOwaobr bidaPb 8 caes d*ek$400CM94565 HOCtdOHD FOSGATE puneb 8 iS Loeearweroasov* iSO CM6$5-27$8bave'kewia ROW BAR, back heavy tbily. w/AKCUMLUsmib ____9125 0*667-5839_____ SMALL SLtItlOOMkdau lgDalMjnp0-up $20 CM 547-2044___ STAHTfft Retx*. 12bid.lT Ig 1957 UT Crawotet 350 g Sot * 1971 Ck*vrFuM7.942-\u0026lt;684 STOCK CARBLFCTOR tot 231 Toy V. Caditalc ewwar* pw al i SSiang* S86-2406ar*Z30ptr IP Wednesday, February 14,1990 Arkansas Gazette 7G 'C 13Z.Moti)rcy{lt$.MiiK-Bikn HOtOA 1988 ISOOQenrmg. HCtOA 19882S50 $800 CM 582-1804 HONDA'S 1968 TRX SOOSX 6 1987 Tnx-250R.Domiigoodcekaken. 337 7066aS74342 HONDA SHADOW 1845500.23008*- bid ailM. saedWit cond. pneed to *M .222-5*56 etWSpm HCaOA 19e4A$PENCA0E.8*r\u0026lt;l oay lactaycD\u0026amp;tadc ckrotia. Oethaaxtu 525-3966HWSail88 MOMktiseeFEBaNua aac^MWCM HONDA ia!(l.l2$.j Mteel bpei .Qoodcfird md SlJim ail*\u0026gt; 136. Buts tM, Bolts t44. RecreitmiiVitKlts ALLMMAAROnOUSOAT 188.9- Dotiom.w. vaur sparatraloo 5275. 868-5041 (hdSPM AUMNIAII4R 001)5120. ALtAMUM 148 6Rirn 1984 w-bb ISkp Yvnake cueMtn eaet* i ageaiM LW gapk Uuikeia $199513-2383 ^.*?3 AkUMPlUa* V BOTTOM Boal. 14 i wior w'oul P . 25 np marcury. Unrk' ShOTOun Batgum lEguage auto $450 eroonng uuttu. wwu n\u0026gt;.~ wciakaagood coat Mt kM ol 54 SO . 7*6234* SKiaoAT inii'O.MvaM ncMv* urMon S w. MM hnja MW CM 1H M 32ri3C\u0026lt;imM SOBOAf 19812011 SyNandack boa) I7onp Usraiaaar bnoatn Veaat S5WCM823-4211a787-142i MBOATgMcm tfsississxi js'SSirMJSS IM4 AvAHn. 1M wi M . trmi, povrar mmin Po Evmude bcawig c-uuw $5000 3274285Conay nm \u0026amp; U n*w oAMM. SHf\u0026gt;P ' ixihoHltTv H. mg Ik* M*. mu. mMM Ik* STARCRAFT 1979 pw  tmw I 148 Bau 00*1 wrBSiip motet CM 348-5577 348-5438 al* 6om STHVREEL.RoadRdigat 1965 21 n. hack nckxlad. tool ai. '5wi)*S^T^ geedanOMn.' \u0026gt;ro BraMM i(Mnrna\u0026gt; TKS|4)a*leviy nnaii 1^33 hl* 80Wbind $300 CM65aa3 TRALERKTCHtotCaaaito. bunogmouklSAO 37S.7C65calan)btra TRAHSbaSSON aukxnibc -cempiaitiy'eDua $125 w'wgtglv CM377-1508 Trrisine*en.GM3S0 ______CM94S-7752______ 2T.T0PS.naw bMekMtWft2 ______CM 5668450 2T-tCS\u0026gt;SCLDS law.biaaigiifiZ CM 8666450______ TLOeO 400 TRANS. $76 ACyInd* molorloAsaCciJ t Jeep good eondecii. 1 U7SOBO 'I bVOUtSWAOCNtPES SRm*.S1588fna at la 565 796-21*1 WANTED Clwy Litv 01 busu, audvana, i9W-ig63 CM 982 2305 alia 5cm WWRFDSCKT TOP \u0026gt;a 1986 Bronco 888-561* Mavs mau WtCElS CamttoBinnaRa uia*, l*i7.5250 CM753-7496 a 753-1186 l22.tetoitii!iiK,Ste(m AU\u0026gt;e C*** oaak Hon \u0026gt; 3'Oapki. 44n Krywood *up. audio ccWolcraMMnbkenaw ALPME Cea* pba CD ptey*. 3 *11 el Aipraicius. 2 empa M aoaeovg pkia2-I2iiiO\u0026lt; 2 CAR STEREOS. Kemreod t Mlaub- ah^aed wak $50 Ig beln Cal KRACOam,anS\u0026gt;oraeittU $10arin Cea8466533 LACOEHSPpeteoi w/cewverad bp W $80 ______CM7S68B26______ POCEHTSSS ApMttcg lOlMn^^ Cal RECEIYEFIPKMEER 1280 nettcciid isSwetMpgcriantid. SSM.OBO.gbada CM2269929 SPEAKER. AUTECtANSNQ andU- baaxceNM sound. $IS0g bads br ged^b^ andi speakga Cl VOLVOSTBlEOSPeAKERS UPOHne InaiNmr.SieOpMpai Sal bom Ig $80 14665454 126-T1rB,*cces50flt5 BED MATT 1985 8 law. awO. OvOk. HOMtA 19BSXLi2SSbeM'Tral fnetaeyeb baraw.mudsaelo tmnt nooim cm27-Ty H0M3A 1966 ODYSSEY. 380 ang ii geied akapf. Ctoaaai dbr le $l200 867-5091 HONDA 1986 110 Three Whear* $375 ______CM 363-4960______ HCWOA 1986 Ao MAGNA 5K ndea axe cend. S50e w'BMSUt Hdmet Dweandy. watg coobd w/evgdwe ttvjeackted sisooeeo 7367828 HONDA 1985X1-100. ooedcendtg.SSOO _______8360882_______ HOWA1984 VSOMagra. arKcaid w/apgtgiig andalwM, 31000 CM 767.4444 Hot Sptmpa HOraSA 1984 MAONA 700 lew rtub- aee m axe eetid $1000 251-2615 days* 25i-2775eng6^ HONDA 1983 XL 2001 wdi gun ahaata. geirAi.hetneL leoH. manud Sbeek taooatio.Oit'moioi $850 ceocM77i-ieo7_________ HONDA 19821 lOOGekiMig bsarateb 2i.000ir* abteo. iiaiog$2250 CM 7264449 H0tOAl962ATC200 geedeendlg $500060 CM965S8S____________ hOAOa 1961-1982 7517a Iruns. Ikx I* pa' n*ee Cal NOKIA C8 aperiar 1971. aicManl condbg raw utbryA bent bra. muel ** $9002861453 CM aketSgn (OAAVF TSOFrawecPbr. lyteM.warTBnty.aaalttniCOOin. adjIndag $26bOeOe562.2728 HONDA OASOTtaL tad dag. $250 cask _____266l9621Sagey|_____ KAVIASAia 1969 MNJA 500 WHe. 2000 rd* may bianc* w/apptovd aedl.SaOOO (iM763-6863iLR KAWASAAO1865 Nny. 900 i9D0rn.e**lraM CM 8865182 aavatiag KAWASAK11981170560 CM 5862553_ KAVASMO 1978X21000. mtn eoidv S^^7?*'**'\"*** KAWASAKI TSOlTD.waeUd *nanagod.$260 ^arefeis__ KAWASAKI4401TD ItJOOma good cendbg. $500 CaaEs-1902* 8434372 KAVIASMOiX. CM7468278Clnkxi KAWASAKI4 Wad* 1869260 Uoiav4.2Obau*ed.w/racks SSo 3262213* 3294858 KAWASHI88I4401T0. IseoOmlM $500 CMg 9665585__________ 12 MOTOCROSS BOOTS AXO. an 12 vatyw*uaed.$20 _____266l862|S*ercy) RAMPSIgiaadtuSSa wlitoreN)hl-wainalai 966 946%31x961-2507 STOCK Exnaualsysbtn. Honda 1884500ccne*pia. 5862408 ehg430^__ SUZin 1986 GSX-HSWigskol. 800 Ilk tM * tade Piduio g 4wa. 8665182 BAHETTA1906 Sugar spoil 198,140 nbeaid avc cordi idnkout*. 58,000 a bads 1a Bau boil a roai vslua cal258 9954 a2462089______ BASSBDAT IBOTCkaiipon UN loieead 510,200 CsSl6l 16 b8la85oma834-146211181 SanWiddali BASS eoiTI]uaictin,d8ylisisi.non. mnabid daH IrOtt: inoloi aida k( 2a*kWWt20q0eM6212a SASS BOAT 1985188 akmeran. bra wsi.AIXpYamana (war bdvarat 54 000Cdl562-1904 BASS BOAT 168 Ouacktit lOSkp Cnydar oumoard, utdibotia I*. \u0026gt;l m axed condkon KM tonfh Hol BASS BOAT 1973 OuacIKt 15k BSIpUetcmi. stuc cendlttn 4665707 0ey*g636-268Snd*s BASSBOAT. i965Pie*aD n-ISOQT Jekraeii. 1224134 20F.2biaawaas. axe cond. Mes Dan 30hrs ueed Cal 687-2071______ BASSBOAT l980RAiaER36\u0026lt;V. 175 Cin aloMooa.3nionOiaoio.aaa t3N OakM itM. tlt.OOO bm CM32691'20 _____ BISS BOAT vatycMgi Mdat modd. bi-haul. 56 HP marc. boDiig molg. Kada. WOO cM8356613 SASS 6 SKI 168 bbd glau, aktat (Midlaka. nSimrwiBtasilaB^tie MOi aid*, ar* viaaa loadad.' ns^oi OoallQiaMaiTicnay 53495 279 2091 BATUMR I9H 198 Cuddy CnxMi. 22580. V4.1 '0. am/kn aWao. dapdi bioar daarna oraloni ya axe cond vary poodcondbon. 930. CAkPEH Wt I WB pek-up. ova cab, 2 U door* al back, geadcoiAalunanyn 060085-9790 CAAPffl CU Fbataan, nca. kls LManpPrtbiiMSISO SKI BOAT Laraon 198 leSnpOKM. hO. latl naw uphoMKry. Mt. mag rmaam. IARR Ma ow vi\u0026amp; SKI BOAT Naw 238 Taka. op*n bow. SHOP v. o*d*0. looiown *: onnp VO. \u0026gt;o*o*a, lontown n w'OrMM WU1004MS197SO,* lwicHMMMMOa7MS26-\u0026lt;Aa SMB0ATv*\u0026gt;6it*a* H.^n we* maaeidMiaad SOkpMgnnanm POwgMt bsn.vsrynee $32tS ColWMH Sto no be new. wMt tboug be*. \"VI da^ i40rp-iz0 185 It. cuelom letWOO ife-aoeg SKITLeEFimSBotlMtso yeaewvatniandMa leenaw. VMMr viVriMrM**. kfc* M*. i*^*AS..on\u0026gt;S?t m' ^^ei2?5u7 TEKA TrnCMnCruwiv'UOtMy 8h*ad,aioo*on4 [ gyrtmly Badpriar' 2)11016. ikanew. I to5867 VCNTune 1977Bm\u0026gt; Bom ism. On. 1*. 70l Joknoon. CtieOMSIS Tyg 400bp. kflW tiigk spd crua*. cempiate n-) axM vaa*. $69,000. 674-0265P.636-8483N H5 WANTED 14 Fiilbellem Beal, bke nan. aaOo kai. kva waa, an. Va CaanapncaaogW Caat^637g WANTED 1987.58 MASTERCRAFT mMlar ItOo'lroUi i90.iTtjalMioi\u0026gt; nou a. daar aid irwp 0812364030 TiOQt Motor Homt. 44 Otiiiti moiot 231110 500 CM 227-5642____________ TRAK 1984 Tta A l cgiOtg w.'sgie ctah. tor md* d tgd value ngoodekepe 5e5-73e0g 847.3684 TRALER Smvzntdlepdlh* traCeedimg.aR.w.'M epcira.ttl00.0 753-S249 TRIiLER srWhtsi.lepdDH lot Cotcntian. 33n. a I a* ectone.$4100 CM7S3-5249 TRALOR SrWhea.tepdla raCcaaiiig.33Lw'M Cpbgi*$6IW CM753.5249 TRAva TRALER 1980 SOII.hPyMk egtarad utsd tor only 3 otrt. truei aM $8850 CM 772-2757______ TRAVEL TRAAER 22tr. axcMskl cenktg CM 225-4837____________ TRAVEL TRALER, 1883 26 kdy lal cgilaiad,iioxe egid.atttntgo O' aligmeopgiiiggDd* The Otmg iiHnti bi* ii{ta Biuair* ^rlgmaabM 01 to tafia aaiyg M EaenMd*iiiudaeraiiMmn*go- 0^ a catblMd clttck g bd bend man moun eqjd to al Med 5t* el tb gopoad end aubied to ma cendkotM Al M6ara mud ceMetm to me re- oxemara M Via Aiktnea* Slab Lt- canaira L*ir ig Gengd Conataeta* aelleimr Acl ISOgma 1965Gengd No Bddg may wardraw be bd wlhn 30 deya alW the aebid dob g me openngVMraol PiepoM anM be auotnltad g term aepgad bi Engne* and adaeeaed lomeundaraanad DR -EHAY MOODY FOR TK BOARD OF SUCATDN, TEXARKANA ARKANSAS SCHOOL DiSmCT TEXARKANA.ARKANSAS ey Jmi L Moody Ed D. Dapuly Supembindatil Tugkan* Atkanus Senpg Owriei Ne 7 Such Dodaae money DATED Febnidvi igSOOenddR Udton Unted StaH* Mamnd Id Da a*tsmD*DictdNkeii**s______ NoticeToBidders The Unveraly ol Aikarta* Board d Tiuaiaat sMea aadad wtaan Csd* to ramera eatirig door* ano bamee end ralM tea eney aeot* \u0026lt;1 me Fia Azn B(jldrig,Feraiteule. Azkszaea ToM ceneoered bda naat M tecanad n li*OkcadBuaii*a*Akais,Aamii*- Dttuxi SdittigRoem 321. FawtlapiM AR ra teM tan 230 p m Fdxiary 28 1990 al wticn line btoa viO M opened and laed dcaid Add Dondd 5w d total Did pnee muel tottottoi bd Spaekcattoiia may Da ootamaa m maPwehan Seebg. OIbca Ol Buai- naasAflaza $2i AMrmababgBuld- NoticeToBidders The OMOw baud bill miy be ooiauiad and wd oa epenad on ma staled dtb* and bmae al ti* Unmrsity N Atkantu 1a I taped SoencaL Purenump 01- bee. Weeoiark BuaMng Fia Fioa. Room 111. \u0026lt;123 Wut Metkhem Sbetl.lilMRock Ar722C6 Bd OociAnenia nay De aeciaad at ma aoovaadacaa A Bid Bend n me emeurii 015d m* aeeompanieacnod e8U.9Mi63 Seeled OiOa wk be lecdved ural 130 p la. Faoruan 20. 1990 al UAMS 4120 Wtat Markham SUMI LitW Rock. Aikanaaa W me loaorieig FLanan M bba. atxipmera. and iTMle- nab leiatal duct Ira ibinpa. conbN dampaa inermoelalf and 20KW EMcmeducinaaWiuinMcerkNvi*- *19. pnaanahe bpiig enOavdcaiee Pabr8ia3.acpo*ai*iiiu*tb*'*c*nad - - by EAPiC't Wad Uanipin al9c* by iSOpmanMarcn 12. i990 Apacaten* lid labucaona may b* pctad to at EAPC's Wsal Mnpn Otte* bcalad d 600 Wad BrcMuay SuM2 VlaalMaireka lyieanau Fumang w any asiwc**. wken bagm J(dy 1, 1890 nd not kucaad a ma* imn ol 5100 000 a sn aqudty tvo- latad ameuiii ka a ptooram piarinad igiaubianonayaa________ Requests For Bids Nobe* a tmitn swsn mat ma imoa- sdnaduHlaccapltadsimd lOOQ A M enmadawsllMadlamapacnaaaae MlgtMMgiMW OPEHM3DATE IMMEfl.lTEU MK* baoa ai g orr^va V vaAie. \u0026lt; buckgamelataalet 772-6699 TRAVELTRALER igaS.LeyWi. 2*n,.CH^.lvdyms new TRAVEL TRALER igSBPtdMt 358 idilenlaia6.tea*r poaiiQ.soo I Ite. eardg Azk itxa* I CM332-8158 TRAIiElTRAUR. l989.8X35,ibolai \u0026amp; antiira Wga i88\u0026gt;gtialat gaidtn lub ig rma 59.375 Cal772-3ao TRAVEL TRAI.QA 228 Araioial *4* Now 6. vary Maan. v k.ia^ O3a-Ui3 WANTED ai praam a awon 2630 lael. mud oa ii goodcendl, w8 nay tep0M\u0026gt;t,cM2662l63a79i38 WANTED pantlaMaaHeina EwnotOomeaec l65nuOcab Cel8465S76Caba_________ WANTED smwhed. 21-23 leal mid 08 m^^ood^xiM^iMI Ply lep Oom Legal Notice NOTICE 0* Ru: UAKMQ ANO PUB- UCtCARN3 A oplc haating nu Oaan 881 *1 lOOOAW.MitcnlS. igSO.iilbanng RookiNo l.FiaiFloa.AikinaMPiiO- c Sanrea Cemmdagn BuMng lOOO CenaatSUal. Uda Roca. Atkinaas.ri Dockd Ne 9(HI15-R Ie conedd adbcken N r*v*aM to the Aikeneat Ou Ppemt Saiely Cede lo cemptr wdimaU 8 Oaoatbnara0*Ttanepa- taaoia I966and i968regulMenlW aiorM to me mrimum leddai sabty AJ tiakctciMi nabiai oa\u0026gt; pvOae utkbw and oma aixxopnab parbea are aivaed bpropoia atbbkona a rew aiona to lna Arkanau Gaa Ppdiia SaletyCoda Suck prepoaed itbd ad- dkon* a atnandnentt r ma tarn M mg. Fayellavile. AR 72701 g cal 5ai\u0026gt;575-5314 TnaUnrrarMytaaarva* me ngm to raiiel gy g M D(a* and wawegvlgmebbes_________ NoticeToBidders SaaMd bd* wj be tecanad gd lOOOam.Pediwy28.1980 dma Norm Line Rock wtsb Wsi* utacy. 701 Wed 28m. Norm LMe Roi. AR 72114 tot Da purdaMd Ont new tu tg pickup Duck igig wad beg. neevy Arty rag burp*, automatic vanamaig. 6-cygilg. dandeidliee pgarsberiig.Wiae Speotcabona m*y ba ooidnad st aaio aadaes Th* n^ a r**tvd to (fl|KI*nyaMbeM.iiv4i0*giipirt. to wgra Iiloiindtli o Did* lac***) g award Ism* *pg*lelr NoticeToBidders The urmgMy ot Izkgs** Board d Ttuato** ihMas sssbd wltg bd* to latM 162 laDW arm cnai* 11 Otack iMwMwon: 10 Mdon* aCM c fira 5/107 EducMon: UiMftO ot ArtiMi Id I xMoBcadriga I BulM al Iha iWUaacdScv Notice To Bidders Sadad b* wd oa lacavad m ma PurcMtrnd vncnrassiRAve. mALEn i9e$. biOar daama cvaloni cold  oOmSOx^'iaarnMida WlXWSS7RAV1.7RaAEn 1905. 3io.o\u0026lt;oeoB5ira53a_______ a^^ToSSS?' ?JL52ffiSS2!SS^'*\" JfSS amiCXAFT 190Bonr^. leillT '  ..... v.arw 7 5 Qan 24/0 a. Dv brido* marun- AKn..n.n.mL-..A ... wr#CBAOqLaatiaroamd*aarEx. V-dnva Ti Qan. 2-*rc'a. i loOv aoirooAd. aaaaig 1 74snBinoo4e3Ni*\u0026gt;i! %aSSs BOAT l98717n6*)\u0026lt;nd.iidudM eaOdr san*Fore*.balg ooemaioi $7800 Cai 37*-8223 OMwMii 7am. BOAT 13)*ilQk*\u0026lt;no* Uwig oo*IDakg(***MlMwel S^ . CM867-771lflua***i** 230 HP. owe rbodd/oulboad. u- caum conot. cai 823-9885 a 62*-7il9,Hol5ongi________ YAIAIHA 1985 250 Tn-Z Mo mola IMBaaiibapiifs.SSOO cai2*t-31?2 tDla2*i-3375(Hl WtfCBAOOi-aaliaiokresdMatEa- eMani lowitaaege 22itttg Saaoea $17,000 234-24du.234-8r5aMegiie- IW.FfyaMvla ifll aMarad. bda mus b Kanaaa Totwcoo- IM lacMd \u0026lt;1 (It eDAT. iee 361 Ramar. marcury nidloi. 1909 10 137. BeatiaREqolpnKit tppUB'/ nuLER w wnng Poal up w,(,w\u0026gt;T ,vwe Hang*t Itai yalar Oaan, laadylsoo 73l-3\u0026lt;68 dait tv 7414728 ritmia daytorZaiOTSi^ 6CNTA 1988 Stu Betti, 45ne Mdeuty motor $800w/Va4g dM354-346l CENTURY 18n ,iogd'eulbeg6w/ Mk^mp* glee an* 8 pm cM CENTUtY 18n .itoeetd'oiaboarow' bat*, sup* gee. elbt 8 PM cM 525-49M^ Cebdugii. 1978 (Tarciuaw.lotthrs.pood COkLSSSOO CU2244iM COIBALTI968C CW. ISR.w'Mndem bto btTtt itHir. 12018. blue raw Cal ggjmBSpmkPF g229-32S38 COLBOLTSkiBoet igri new nbtig.aUasey*. Muelseb' ______CM585-5638 CONCORD 20' Sb Boal mm cotidb bg garapakapt.SSOVSnaiccnMt. opg bow. 81*00. St841l8S* oroo mgyeiibM.SIZ.SOO B669852LR CORRECT KRAFT 1948. daaac. n at ai*. axcaaam cmxMoo WlNNEDW3t\u0026gt;l988L89riaioLX SKin.UclisInkiat.aiac dioeka dopboii* 547-3M7 vrpEBAIJO 1970 Motoi Homa 248 32500 Cd\u0026lt;2.2l72oi 942-3515 tkar 5pm I CMS3*-T6a3 145. UtiBtyVeMcIts llttirm ot cemtngb ntal ba toed nth ta SacrabiY r-  f----- grdDalaa2O0p yol maConmaPon Ipm.MtrcnS 1980 OOca ol Buanaaa Afltaa Adnnm , Okparunani Arkan*** TaoilAviniy.niaMMa.Liill 1000 8 81 Fab 20.1990101 IAerol8aR\u0026lt;*d- a(dVl5att.B9OOC3O Daw* and Cd apaoteaton* at* on m nia Pmcri*^ Otpartmant aid may ba *8018007 i**oor*OM Dddir* iponraquaal Ike Utbvsi*^ teienas me nga Ip teiaclaiiy g al txa encl vdtua Mg- nStM (gptigBidand ISeopiaataoursd) U panas mbnuimg gopoaad amand- menband'g wnlig eomnsnis uno wan to spadi at Da heating shM nody me aactetary d Via cottviieiig g' g bdaaMarckIZ. 1990 btsraeladDengiarMytuOmicdin- matw n vMng g eialy at Da naagg FgDat mtonnabg may be obtamedm wngg g cebng Jg Sender*. Stam lay d the Commtsnn. lOOOCtrHr SbMt p 0 Bg C-IOO. Ude Rock AiKansw mta. Pnoti* l60i) aon Biddne Room 321. FayatUvOa. JW no Wai Owl 2 M 9 m. FatvMry Azkan*** TacktAwaiaily By Bkalovdati AoarcyPifcmaangOIICd NoticeToBidders Sadad Nda w6 ba taeairSd at *18 Commci 086*18*8. Ckr FV. 330 Mam Sbaal Nam Lna Rock AR 7211* und Tuasday. Faeruaiy 27. 1990, 300 pm on 8(8 pattuda ol aama'laladMKM aoNo 90^7 Notice A vartad Conedn * foOoOii m Ram wu Hadm ma Unlad Slalu Dis met Coot. Eaalam Ddncl ol Atksn- aaa. Oy n Udao Sialaa M tmtiia aginaaSI.SUMaiU 5 Curraricydo lAknA. ia lOOn IK* (Mm* Al *,* Bvg-zVunggecfacsaynmr, $l.450.csl372-6*09 BUCCANEER BOAT MOTOR, Shp,ruta.$100cask ^1962(S*Mey|__ EvnRUDE 1984 2 nenapow*, laru- gd ga* (ar*, ueed leas Dan 2 bows SoOwdl ^3-6282________ svnnuoEsni _______866^ DA$TANKS(2),68ds,rTatetw/John. sgEwirudanookixa $45060 Ikin- mi^00pm Hid*, sup* 80, works gealSSOOBO CM eM(l3 altor 5 EQlPMENT TRkLER 7X16 Undom oxa.lad bud 875X185 epYWU 60 m cnan bmo. bust on leaWig 181*8.51 OOO.cM 6474255 U06LE HCUE AXLES. 1 w/aMcbic bosk tasew/bas. 5175 952-5975 itgr\u0026lt;s862.MIHlty* TRALER 7x1* gooSbstlM aswS luek. wot OK. $3S0 ______CMA563632 U7LITY THALER. *t8. good SUd ....w ugnaapriio.Mnewvmod. A-ith*pi USOcian 8363028 LEGAL NOTICE January li 1990 The CWk ol ma Courl ha* awed t witriiil kx me w- ra.yianliHailiaOoalloryoo.P.OOO Ib i:focaioee-2ii2  OEfTMOdMUOS NEW 96 112*1.790 lS\u0026gt;*ii,4 TOimSl.bU 26HF|l6tO Pwanor* at ilk AM WAC Sarwewa * a**r uwowy SPLAWN MARINE, MC. 763-6721 Advertisement forBids Nooca  OaiaOr Mran trial.  anoa to *0 ordai ol n* Oary a and Want Coricanyc hanaa*. aadidbdlw .wv.KeaaeLoiii iiiiaiomli.il- tn* CJy AdmnsBabon I IIDOam KMviyi t3. avidoaiaoarraio ai Buklrg unM . 1990 talix- oeeracnAET25 i ' PvtyBarpa. ialcii(l.\u0026lt;OI naw carpd. racanoy iorad. ( niMo(.U.950. cal834-7236______ ELDOCRAFT 1977 akyn data 5M1. 16*1 eShapEvnruda EwiruMaoino. La*v*M*e_______ Irrawat.EaMlCR.ataamoaN I SUZUKI 1985 GXBTSO ita 5 nlMa 8794723 eXBTSO lad 8 od aaal auction, took* Prand naw. aduB onnad 53300 378 2344/863- CAkPEHSHELL iEICaiivio,$25OOeO. eM9e62l82ilbi6PM l2lCnreria KC Dniauata, 4'-\u0026gt;ii M re8dbMw'eovsr8,bedg CM 968 MWallaUii Ffi* piau carrpg Skea lohtg\u0026gt;ig or loyota, g posabb smal etruck ewp. bed olMr Csl 988-5000 eh* KRACOM'bnSigeacau tiOiim CHM^SOi LABRA tot im^Neu PebiCM 118761726 lOUVERSEAAGaA MsCanate Z-28's6boc's. hesthedow epoi*,lkeiiew $80 CM753-7496a 753-1186 LT235'85Ri8i0P)rbr eeid4,goedb8a6. _____950 C\u0026lt;Ba6l 437_____ PAg^O^ PABTiiQOUT eeaebe ~~ ply cet*. M pen* evMbbb. CM72F5412______ PORSaSEVPEEU 826* 824 Tube i6i7,8rKeagVMi^^ ROOF RACK wd Meat *Wo8aireitSa^ SET OF I4'bim UedbaMUD, , _____$25cain3T6080i  STOCK WXELS8IRES tgToyesabuc* 566-2468 elbt43C\u0026gt;vii TREI* 16Wiad*,iri*daby Rsaaigg. 11-225. be naw. $125 OBOgbede CMS668164_____ TRES, ku*. T2a675R15. VI'VI mil baled wzkeea $5 aedi a $ Ig $20 ______CM 822-1475______ TRES iSn. 1441 6l3n komSSM 912 50 CM 5668104 T\u0026lt;lES4PI68Rl4lbila. SUZUKI ige7i*L250. xecend.hka new, $1200 CM3*B-2^ 1966 SUZUKI Cavd Cave IX, toaded wI enema8 bgkled sccawonee, raw Utotin nrgh lews, 2yeg unMnled mN ofiitti bwmlee 3640019 $UZUUi853wk*.giyitack Staal rack, ran bait Ma. 5550 CM 224.5210 SUZLMQASIankSaut. appiwtii8liwl973modd 550 tbadodst CM8354544 WANTED l970a7iPhnioiAn Fury *, iwingot p*it*ct. inu*l ba raaaciMbwPtica. 835-5153 WATEnEO.kiigau*. aicaiaiilcoiiawon. $16SeM96655B5 YAMAHA 1967 BAZME l-wked* uc cond. radio ataxp 110 Loadad w/many8xb*aiK30OOeO8869851 YAMAHA VENTURER 1984 am/lm 20.000 ndaa.tkanaw. 53000 cal 327-8288 YAMAHA MROOO1982.18.00081188. adwg 5900 567-50*7 anylmaalw 3 YAMAHA 1982 MAXM. TSOCC.mudaM ______CM 5860685______ YAMAHA 1979 750 ^al, exc cond .raw brae, akan ana,$800 ______CM 753-06 KI______ YAMAHA 1974 500. blua, onya.OOCnnlaa $700 ____e*sn CM 753-1794 YAMAHA 535 VHAGO MaDat aikla taoa. bM haanat. 150011111. $2000 CM742-3687 YAMAHA PRESEASON SALE Wamual maka loom lot ma 1990 modabsoal 19eeandpnoiya*i rnodoN ol Yaman* motcrcyda* wd M lold al DEALERCOST wanavt varRia. Yiago, XT. YZ. FZR. MAX**. FA2EFRA\u0026amp;W. YSR . and ROUTE 88 II Bl 0*aw (ww Otr*ugo**l86teia*(v8b8 ouaad evb me Dkoa so seme EVIMMIE MOTOR 3kp. rboard. good cord. 0818364329 FeERGLASSSKhBOAT.good in8.S200awdva\u0026amp; la good wadinatiiacraia Cal 843.572a F5CHCR 8ASS BOAT Coil try momanaon aua ad lor 8185881 dadaiiAnariaa* KflCURT ncRSTOR. IZV.Iool con- Vol. UoPng moioi 5150 OBO Cal 697-58Q6W7.58O6*d21Zor 150 MOTOR : laiOBOgaliarOpni MOTOR l(WCUy.197720lp. MHk eMcbie *WI 6 gu Wk $675 CM 821-4539 t40.SailligCratt taCDRCDOR 1989, 28 8.3 *aM. lal. layaqupmanl. Oarai.SHRmolDr.Oer- nafing M tooia. ni*Mn*M and labg an6 partotmmg m* n*c****n( wotk iv cerMaLictigielWaaimMWTtooltiiant PWII AddboM Al in* bm* m* bd* rc*rid w* b* puMcly op*n*d ano r*addou6 m m* Ceunea Ckambd* b ma Qty workganarMycontdlsol Conabucton a\u0026gt;a 6\u0026lt; loolddtnalst i 24 loot wM 1*^ raUorcad conaala aaslad akdga sWaga lank and Nock and bnek oiowat bidding, eomplata wim NOwdS, pump, and otrisrappiil*- TRES 2atua*d Yekehema, mdAOM. 16671X113, 915000m CM 634-6821 TR4LER 1*701 aameineuivad.oMMLtk* ____new $80 758-4851_____ TRUCK LADDER RACK upngnipeeb, M iiehM 6 Tt iKhet aoert. 119.' owMIOPMngm.SSO CM798-2606 TRUCK TRES 3BF Ooodncn.TAM Mtiaai tedala. 3ixi05mi5LT US each tab ol Ma MH CM 6634367 SNmrS CYCLE HirY.TT.IIUSSniVlLE 966.7233 134. Blcydes, Scooters BatE.boy'a 2*n. lOspead eruccond, ____$65eaWi 225-8602 BKE Hoya 2511 lOapaed.axecoiKi i66cnk 2268602 BKE QrM24ii lOapaad.SSScasn CM226B502 * USED TRES. bwirlM.P3D5(78fll4 $M 83*-7726arMt8pik__ WANTED 8.000 m. etacbic. Wan g Udi**) wrim 6 a* oa cnewoMi 1885 Baz*.CM 3267374 WANTED btl kaM landg tot 1940 DodoaCctSlalon Wagon, laavmad mt mt.areirv7m.5n4irwvv MtESMnm ladM.SipaaO.i 9t25CM227.5Ur CAM4CN DALE BugDOt' bksbalK. ate cond 550 CM *368780 LADESBPEStpasd.Saaii Fmion xHnbaOyM*! Ooodcetn $40 CMi267902 131.ghigtSpoft8Cwt|iii|i TRALER Ig taee ceia. enxeaad. 8X29 I25II oca). DWA. akm aUd barm. 8000m Skip ade tamp apace $3500 42*4119 iJsiSSl 132. Motorcycles. Miii^ikes DAVtSON I973avgmiig gand nmu. $2400 g bada Kgtne (I4r*a' Touibaie g etiyDuie d8iMlv8iue^65i-7283 POtRVPEEUn Sunk'1987230 undvSIXbn $1460 CM 387-2368______ FOUR WHEELER Hgide 1966 125. acbe sbrt tinnmi. ba new 51500.7324)1568.5cni HkllEYDAVDSON 1979 FU\u0026lt; S*500a*aM auliMie ooaoam CalE\u0026lt;5-3532 rClkCNT Ai* taro FEBRUARY 22.1990.56*. CLEANS - DERMCCE / CEODORANT Fa kiv* iVomiabon cM AtkaraH Stale mvertly Pmneaiig Oeperl- mert 501972-20M TIM dapetvnanl lesenu me nNx to teaaanyaMbds WM odd my hand Bt* 8*1 day M FaOnjeiy. 1990 ARKANSAS STAIElMVStSTY. SY BdFanei.DiaaaaPaqMang Sheriffs Sale NEVADACOUNTYCOLPTMOUSE PRESCOn.AFKANSAS FESnUARYl5.1980 lOOOAM FOR SALE Oue 10 Darkncicy. tie itptoveo 5 act* cornnarod propsrlv Iiaal atWe a*r) ncaled al me ikenacton el Ar- keneea H^wrays * and 53 n Soum Nmaos Counly Ansrae* Tkeprop- artyaapptoeiialdt lEnMas toulhel F\u0026gt;iacet1. Arkintas end to mlat SoutMoatpiHDpa AtkaraM Ptopsdy PCAda* me IMoimg in- Pared I Conuemencedaeviai 8ascump83 3l3ii|R Pared 2 Truck atop luim* Dey* PacdSApamarM-ducUx Pir^4H*d*lC*tlW Pet^SOIK* 2.050*08 Patcd6R*lMiatit 3690*08_____________ Trustee'sNotice OIO*MuaAl\u0026gt;0M*n*on Cornnjaiy DmnilopiiMnI Houamg As- ItSIknca \u0026amp;ant Rapw* 1o 813 \"E IWmFMsilIQwuMa* 59.795 30 Spackcaketi* may ba sactied bom 28 1990 at vikch me bda wa Oa opened and read doud AbsoctidN Sm ol told 0(6 price mud eecompeny bd Spackeaaons nay be eoiasiea n m* Pwchiumg Seeeon. Olte* ol Buet- neaa A8aia \u0026amp;i AOmiHbiionSukd- Bw. Faveneviae, AH 72701 w cM 501-575-5314 TheUrmeraaytMervat *ie rt/me taiaci any a M lads and wsniarylonnatlies NoticeToBidders Sadad bda wk 08 recanad uma 1000 a m. Faorvaty28 1990. al ma North LdM Rock Waale Waw uaHy, 701 Watt 29m. NOVI LUM Rock. itR 7211* kx m* purenau ol ona naw Reboec Sacbend SmvaRoddar FLackcakona may Da oolarad al aaid adaass The ngb a teaarved to reiact ary a al OOa mvmoMbiiplrl, to warve itetiiatkae m Oida racewad, gewerdlamaaapaaleh______ NoticeToBidders The below Ulas bda may be obumed and w6 be epamad on ma slalad dab* *18 Commie* one* Tn* ngK 1 a*rv*d by me Ctty ol Norm LtSI* I lo Imao any or a\u0026gt; Ixda. n vmola or n part M avdto atm* Mparalaly. a lo warranianiialdaa n Pdarocawad ToddLaiaon.CNactorolComiTirc OO^W Yg May Lou Yog Property I ygDoNaTekebrnaMUAeeg ilThaPrePtmiiSeidYgIM RenamLiwHFgAth'OelcMncv WhchThgExaliAiklAziAcbMTe Ceaeci K MeySa Bretidil Aobtsl Yg wrarau g Jun* K). igg.Batbda BM trtooltrl * D*8d d True! m bwx el Uraxi Modem Mortgage Cg* paebgwncnwuteegdedgJuie ,* 24. iges.mmetedeitibtecerded' NoticeTo Bidders The OaKwt aatao cds may 08 ooiaiad and wa ba opansd on me suw) deat and Mas el Da Unrraitay oi Atuensaa la Meibcei 3canc*i. Packaeiig OH hca Waabtatk BvMng. Fiat Flea. Room 111 4120 WMI MaHtham SVad.LiBM Rock,AH 72205 8 01 B$-Laoadery Suoptaa 2-22-9a,i3apin 8Ot75-LaOaaloiyEo*xnaiil 2-2e40,230pm *Di64-Dlkc8Fum*tira 2-22-80,200pm 80192. FsMricmgaij*io*VMy 2-2680,2 Wp th__________ NoticeToBidders Sselad bda wl Da tacarrad at me . uvwu Co^. Aikantn. u msbu- ment No 6634072. .\" -........ .,g. ..u 66W72. Wkch we* a(-n-iS aanad a* ewdanead by Aaaoinsril or*\"-0 Dead d Trust. Mad tor record g De-X^ camo* 29. 1969. ae mebiinenl Ne * '*1 ol Reapondetil too m* gopsrty nu Deen arresbd The RasponoanL $1,853 OOmU S Ctxiencywwaaued Dy DM una Rot* Pobce oapglmani pursuanl to an arrasl and aspatta an iwesbgaben M pe*a\u0026gt;Ns (bug aebdy pyTiiiomyNuii* AnyclaiiMtitg.iig to aai] geperty muel Ha b* dtm vii Dm dark el m* uniad Stataa OMinci Court. Euletn baDiCl ol Arkansas. wiM MtifiOI Daya 8lW puDlcebgi a tn* holice and aaid aamatii snal serve tb* atiswg wiDmi twenty [20) deyt BiHr bl* Wng ol me aem. * gOMded by Ue M) ol me SuppM- metiW Rdee tor Cetlaii AOmireDy end UeramtCbiiis CaHR Biatils. UMM Slabs Cuabcl Oat*. Eastam Darnel ol Aikanaaa Ldtltoa .Ath 122I1S Notice Notce a ngiOyduan as gondad tor nagbgi 607.TaNI Acta 1930 mt) 7000 Bulbt*) Knrra* end H Surgubl mabiments vaka $22,700.00, v Da vMuelhataol, 880804'3/671X16* ma Eoaaena (if 16 USC 545 CaM No 7200540032, gi6 59 Naie Kniuaa, 25 BuHarly KmraL 3 Sanoiu Knvw. and the leDowing Counlarlau \u0026lt;erna 2,369 8H Cape, 454 T-ahitt. 1$ All Dou, 1 'Btt\" Rasa, 24 Lou* Yiitlon nanocags, 105 HaeOand*, 254 Sun gUaau. 1$ Swaelabtta, 258 HoHi walckes, 34 Aude 7apaL lOSnoex WelOi Ct8M, 80 Seugage Stomas. i2OCanCoMis 10ucciPutta,\u0026lt;due $25,714 00. g me v*lu ttigaol. aeizad 3/23/88 mid* Vie govenn* ol 18 USC 15658(e) Igwebbonol 18 USC 1526 and 15 USC 12*1 Va SMiOibitde KnvM Act. Caae No 86200340006 *8 btnf haW n Iba and am** al lOa Unrrarai^ d Aikanaaa tor Uaocal Soanoa*. PurUmng Ol- acB. WaaOnani Bidang. Fiat Floor Rom 111 4120 Wnl Martham Sbad.LXla Rock.A* 72205 BdOocumanl* may Da I*cix8d at ma abevaadaaaa A Bd Bond p Ika wnount ol 5* mud accompany aachbd BdSMWI*9 SaaWd blds w8 08 lacdrad lyiH I3O p... F8l\u0026gt;iii8ry 22 1990 al UAMS, *126 Wut Markham SIraal. liKM R^. Arkaraa* lei IM tolowng Furrurn al Moor. aewpmanL aid mata- nad lo ramov* acpromtbh 1.297 apwe leal ol New en acoual^ and T135*. I aquara laal noor laa codanno Uoanioam* 1B(M.IJe.05A.i 23 ol ma Barton Raaaarcn Sixidno on ma mkr campus o* tn* Urirarsih ol AikarsMlotMadcdScMticu____ NoticeToBidders SoaMdadswdbarscaMduiH 130 p m. Fatnwy 21.1990. al Sial* Butd- ng Sanica*. Otlna or cona*oclioii. Sula7W. lOISBuMng. 1515 W 7yi Cornmarcal OMezn.nna/* aaalalaiacordaM wv.....uDapartiiiarl. CdyHal. 300 Man SVa*t. N^ UIM Rein, ah 72il4.iinU2Upm Tuat^.FaOru. ry 20.1990 on ma puicnaaa ol Mma aladbainv UNO IDaaO Tratald N 3 taw Sidco Uta* lo new Speckcabota mey 0* eecured bom me Commetc* Dtiei The ngM a reserved by ma Ciy a Noin Lne Rock lo 10)^ any a M Ddt. m oneie a  petL a award lame sepeiatsly. a to Todd Larsg, Dractor d Commerce endOoygiYiietlailtdebg______ NoticeToBidders Sesbd bantb iscenac m me Pgehem Depatlmgl, Arkantei Teen UntrdtHy, Ruacebkle, unU 2 OO pm Fg w. 199Olg$c\u0026gt;siidciabo- leleryEdupmenl 8900035 Dslass end bd spepkcMone an on He m Da Pucnaasig Oepsiviieni and PutaaLCouib. AHwie**. and WlMteaa. Batbata Fay SM le now me preaanl blM hoiOv M add property locdedm^iiaakiCeunsy morapdbe- ffldeactl\u0026gt;eaaslelowt ii.RepblN 1 AdanttAddkonle IlM^'olLil 2218^81: rMUrta Rora. ArHanaa*. and l22iiO.L*Hock.Aii(anaat wnaau.VaiamayUlarianltinat ' c*m m inW8*l si ma nd aopariy' - 1 baanbatadijpenBddHrancy.srd V/mm. me imdera[gadli..~, upemlad subaUule irualee m Da place d ma orgsid Truetaa, upg ma coriangeiiev and m ma menial aumo- t nTedbyeadbenebcatv.and , Whgeai.DdauaiiMocaraamtik . paytiMtitgaKdiideOlaibMai.andme *2 aame(iowVMreloreivlie*rdue. aeid' , dataull Omng n ina amount ol 342.819 13 PaMnea pki* nl*i*sl. coal*. tndalMmayt laa* anca July 1 1989. and ma owl* andholdar ol lad d*dl naa i tqua*l*d the urdiraignad to sal sad pioparly lo *5*ly lad rdaOl- NOW. THEREFORE. NOTICE IS HEREBT OrvEN mal cn Match 12. 1990, m* Iwm daaenbad tail piop- SIroel. bile Rock. Arkaraa* la Da Piouide M aba.maiaral* and aoM- aotia* cempleta la mdalaaai ol verb cel binds m 36 lodge looma end me eenWarca lOom el Queen waahiiie SWePark.Mona.Arkensas. SBS 90-103 Bd doananl* may De sociied al me ebov* eddraw A Bd bend m the amoiDI ol 54* sliM aceompstiy each bd The munsi taaarvoe me ngn to rRoel any a M beta and waive assy NoticeToBidders Saded no* wa be recerred m tn* ot- tce ixid 100 p m. Fabruwy 26.1990 on tapMciig Md iialalelion ol amuw pipe Delal*iidapae*c*liorMateon isaamePutcnaasigOKce Hsrdaison Sum Uvrstsey. Aikaddphe. Aiken- au Bd tarns rnay be secured Dy re- sponebie bddda upon toatod kom mePuicnesmgone*.HSU A5*i8d Bg^^ 180**6 Mtn ta D(d Bd No ipairaeuial Tha Unwataily laeatvat tn* ngkl lapci any a al bda and watva mla- attywdbtsoldalZOOpm aimabotii.  doaoimaPuiastxCotmryCourmeu**. Aikansas 10 tha ivgnaal bddw In cash Tha *da *\u0026lt; kdrduisn al mlar-.''. ad* n m* propdly. yidudng moM oL .. a]a*anobinheldirvapi*wciu*o*w*. sadooparty * WITNESS my n*id In* 8m day ol -. Aikinau TackUnrratdly BySkaLovdkSS ______AgsricyPacnainoOiiicMi Public Notice Ba lYoiirdd mal ma Aikansu Soaid ol Exams** ii Ptyckolbgy n** ma- Plan* and apaolcakona ata on Ba m ma oHic* ol ma Q*nr*i Managd 01 CMikawla bt^andWaW Coniw. Wasiul Sbaal. Cwkavk*. Arkan*** and 11 tn* ate* N McGoodiyn. VM- taiiM and Yau*, me, ConauUmgEngr Jtnitri. 1990 B FflAMCUACKev. Odtncl Anyona darnwig ngra oi roai. tttftwrtfiWtbtnoitMiQttctti pandad ma toanaa Iopracoca PaycMl- W \u0026lt;1 maSMaol Arkanaa* ol Aidy SuaSTFTUTE TRUSTEE FORUNON NATI0NALBA7K OF ARKANSAS lorn panl miiat am. 511000. caa 377-8^ or 800-10*8 oay  WiriOJOKliOnFIlO anal Iwanly day* Hom dala ol Irtl UTTLEROCK.ARLANSAS -I By RosantiaHsnry m BFRAWIIiLiCKEY.JRPA ' \u0026gt;! i555UruANnordinua ptaiaiiabor ol Dm nolco lo Ma dam sid ped bond m ma sum N 55.000 60 n 10 porcanl ol tha vakta ol Dio daiiwd aoparty. MiKtim* a ewsr. but nd Msa 8*1 $250 omaniMa. ma voovlr w* 08 dadaiad lortsitsd 00 mens. i990aiddapo88dojiiac- cadancawitnavi JodH ktsh.Dsbict Diacla ol CusWiw, New Onoei*. la 1908. 30 Tip roaaan iraw. UoMroiada aolino mo. lor. HumnwiaM ICfl SupaiOa* HumnwioOKO VCF .5*700lBa-2525 F19CR MARNE aunnum ban boat SOhpmwcury.UISinm. being mola Cdmcist*N*oidp8d.247-34ir nSHNQ BOAT 14 dun Hamollom. carpd 6 mlvd auls. mda botlom 6 nr^moWw/ \u0026gt;***. 9 9 Evn 912005854*08 BSHnGBOAT D*ag I4D wrlik 20ttt Mgeury, 3 raw yvmg s**b 2 Aziciigiiatt't^Wr^es 7M $1800 FiatNe BOAT 14h dumnun gik. UDap meig, 6 ii*l* new swivd web OBO Al lg $650 CM 586$220Pi88OB__________ FISH8IG BOAT tl D dun Id COt- Um.ggM* mda.ceil deck,a\u0026gt;*e luf. evmei seels, vaMi. 16\" Uee. b* raw $1.09! CM 565-8886 FlStdlO 60Ay 14 It. Meitttg fl mm. 15 H irailg. $1,200. ciD 847-0448______________ F1S0 BOAT. lewe. 14)1. tenivV lem beocm. i8ii ade.kaweL cgpet 2s**l*.DkhpEi\u0026lt;iiiide TM.WbMg $1.295 5fe-3578 FBH 6 SM BOAT SUrcien. 1962 tSO OSM V. a*k mg vaiosnesd. lop. tow. itt cov* Tonp Umcari, paege ekx- sja.urnacdsle $*6WfcMOT-3i20 FISH 8 SKI Movina mud * Cneeun 19681811k YamskePtoV 160 lyrHil gangvurty $10,900 834-7335 26FTNAfiEMRtV90NM. SALBCATsaepee sab. ktbt.neea.iio.Ooo ______CMe6l-i422______ SAL BOAT22nCltytMt alEogab Marva. badgabuy C81935.3B71 SALBOAT SarlatiaSSlI.maii. 3fbL2lpntttkat*.$B5( Ca\u0026lt;37l-0700g 771-4480 .... Rolrig H*a Dnva. Fayalt*- vPa. ArkvM** 7OT03 Cop*aolmaa ITK.OF.\u0026amp;n Blnpww. ISkpMarrg motors 1900.CM 37698l0CW2862975Saatcy GuaSSTHOIL 17n *10boal.excebkt cgdttg matda 6 mi $2,850. cal 635-9205 HOUSEBOAT 1977tab*g.36n 256 ntttc Mr.fdMiaad.aeitr.itoa O.aoMcendSlS.OIXINbnHatp* kCnarPbitaaxlCM579b2i9 HOUSEBOAT 1954HcldayMetttttn 388. MA. 225no. ganaiaioi. a* an^.WCHJiCtmi tlt.m ondpa.IZlCH/ac'dMa 9 C*iaa^1ioi757-r821 HlTRA SPORT Bau 60*1,1876,120 Ip mow, Jemnaa beBtig mola, papa aapk 5 Iasi*, nan rrarymng. 52750cm John 227-63'3______ docuinerila may be obtamed bom the oKca ol laM angmeart lireugn Maren 6 1990 upoi teoiiad. and upon tie peytiiMl ol $50 00 la platM and $50 00 la apacdicaiiaia. a lotR M $ too 00 . wkicn lana lelundMie The cetibaclera aw maka aucn - 144. REcreatioailVehicles NRSTHEAM 290 gooO concttg O' tda $ Put. $8500. g wd egad* _____bad*.642-3i28 AMSTHEAM TRALER ETIeng. 8^ centbig. $5m CM 8665827______ AllMA UTE 1965 Oils A mgg icna 30'long. 19.7861141.vsrygood cetidwn. n \u0026lt;\u0026gt;atWii Vlage. pwrad byngsmok* 257-4223______ ALLMAUTE HOUMYRAA\u0026amp;ER U'o K. 14.000 mMt.wi U c I option*. 00*1 r mono, caa BEFORE YOU BUY CHECK OUR ARCES COLEMANPOPUPS LAYTON THALERS SANOPPEHTRALBtS MALLAHDMOTORHOWES H-LDTRALERS TIC BESTFOR LESS OALESCAWPMOCENTER AVCBLUFF 536-8800 CAkPEH Oaan w\u0026lt;a cmbueMi. \u0026lt;v Mb numbaroua cupboard S alaaga nk n* bat oorl4-polty, 5800 000. 555-7308* 647-3W4 CAMPER l976P4Byma 2411. kkyadi-cpiiiaiiMtoei g.canbdhsd daepaei CM 327-3349______ CAMPERTRALEH 18770ulenaaR Smwkad-SOtt.ac-avuirig tad IK*. $6.250 CM753iM64 CAliPEFtlSOev* Luukwer- i96gveebend 28n.iaed8(l. d**pe6 QuMkrtDuRVPszkg i'*0r(nphwev4!*xl2166ktiMey CtUPCK. 1972Yak*w8gn C8l889lSf*B8r2om CAHPINO TRALER. 1980. Road JETBOAT SkMitoon. 208 annainM 2roSr,Xi^.Sa1fI*5S-i^ vaSA.Domnaiaioiyiipw/piaoaa. W.9O8I3D Caa66*4707 LOWE BOAT I4n. I4ip Jdtttg mo- kx. \u0026amp; nelrsnnrl b* el ntn $2200, 742-5355*IMrepm lUXtffYBOAT 32lt,Cne*tn,Sangar Ton aoarp. 18*1 speed ctua* com- PMbSexMVb.STOOOO. 574-0288tD)-6364483-(Nl Uoteat-I Tntuelg I2HI. D conbebO aotnoinotoi 5150 Cs\u0026gt; 887-5805 nMCw-io-u (tn QardailZIZe MOTOR TlmpEvvvuOs. goodcendl^. $175 MOTOR TbnpEvmde. goedeonpben.$l75 motor: Marmiy.l r 2CIm '.5*7S 241-386981181 eivn____ PARTY BARGE 20H.7arM8lOliy *\" mKE!? aoluoaiifaifi.Kiiietaia ___________________ aahrg.lotaol^atSH^ SCHWHN lOipatd. 8xb8i^b^,560 SCDOTEH, clulda acoow m r*d v\u0026lt;k**,KScasn 20rgritbk* 525 cash CM 2254502 SOVEHEiaN lOwaad goodeoidlon 4731568 Maylewa SUZLNmeddH nohaadlgMi re *0*5200 ______C**M42-iS06 SWNtCALENTEOrand iOipd btaM n*w P*ii 5190. w\u0026lt; Mka bid oOv CM 6437580 135.AitOMlive Wated swEiOAT tsrtipwpauivai uppai. no lialar or Bioior.' *. egvg ne^epge tie. g**ea.2 Ig pee betHe J3S 886-3*80 Pubiic Notice Ricpdtd* ata oang aoughl Oy EuMm Afkanaa* Pnvata ViOMrj CoimcA me (ElFCJ lor |0b Pamiig 8anBC8Liid8t Iha Job Tianng PorV*slve Acl (JTPA) Tha Acl ptcMdM lot ma aslabldiiiwii ol pogtami to ptipaia enduHO. un- ampdyao tum and aduU lot ma M- ba 10108 and to a8d icb nnmg lo acoiotncdry 06*drnl*980 nMudu- aMwkolacabamaraloamGioviiisrl EAPiC (8 aaakiig ptepotda W am- ptoymarl Vamo aarvea* Ie mdiudit- aM n Ika Int counly aiaa inal ma sgucyMrva* Crll8tidan.Cie88.l*8. PhEpadidSi Fimicia To dually, marastad pailM* musi kava ma aOnnabiiira ca(*)*lyaiid Hcd USaRoCk. AR 72201 STATE OF AHMNSAS COWTYOFnjLAaO 1 .aNo^PuCM.onmaBmaayol [50*1580-6329 apaoMnandaaxtaaMmaaMoima --------------------------------- OwM DOM. $3885 g roasiklz bka bada-n 582-5878 EOULamO TRALEH laTCH corromH Mbicttaabiacerrg.taadS bsr*.$2Sd CM753-6417______ FanD1872STEPVAN.AS abiii. 6 eit. 8og skapa OMl Ca^-2W FRANKLNTiKidTral* 1868 38R.b(Pb8xd. Dadbuiy CM327-5783 OOLOffI FALCCM 1875 2ID. dnOM axaLcararamad led ac. luByioadM. exYs clean Nev* beg g toad $4450 CM 763-7421 Wt 1866 Pac* Arraw 2711 CbuAakiiii.sda iulb*d. acMCa.Mirtanlv bkaab iTttdacg1*badeii.S85-3D30 kaaa MOTOR HOWE igrsi wenc a* lo WnlaiiM manaakeo wdh 11 conabor* to ba anceurlatad Each bd mud ba accetiipaiiad by an aceaolaNttlalininiN\u0026amp;iddatawab- Icakens Tkaimiuianianitiilmabd- dll a staMmari ol MdcaMm wd oa Imiiiaftaa laprmpacina btddait w\u0026lt;ti aandap*c*icayon* Manaandapac* EacnbOmudl 10* accompamad try an accapidw term ol proposd guaraNy m m* aineiml 84* to \u0026lt;I Mal bva ewY el *18 nkoia bd. and such bd a O' caalMr* Chae* and ba auB- MC110 Via cendaotM aowdad m ma LisbiicaaMloSipaar* Bda mud ba maos ifun Via Nbe* proposal shaalscenlaiiadnbiaapao l-cabona. and suck ptopesai snoot* snal hol b* ivnevoo itom mo toman- dorNmoccntracldocumotils Albd* dial ba aodad and ma orvdepo* ad- droasod to UM Ckarmon Board ol CaimaaaiNr* OartyMo bgN and WaW Company. Ped Otlea 5n 99. C***to. AttaiMU 72830 Al Nd* skM 0* Many marntd on tn* outada ol th* oiivdopa spaoiyng mat 1 a a bd la coMbucIni ol WiaiawaMi Tiut- rnaia PWa tMMra. Cbbkaraa. n- Kanaas. ba Ima W eptrmg N Nd* and *M iMma and cumanteonbacla'* lc*ii**nunib*i ol ma bddd Al bddar* imal ba Kanaas imda mo Mm* a AM 150. Aikanaa* AMa ol 1856.**anMndsd TnoeaataaCaiin**oraisi88*rv*8 tiangtil lorayaclanyandaieaMaiidlo wM any rtormaaaaa n Ha propoaal rtoiyiiaaaaa daamadiopanmaoaoiiwaaaol rnaCommapon TliaCeiiirHmonrur. mat '88rv88 ma ngr* to vnmnoid ma awHdng ol Via contacl Mr a panod not 10 8x0880 50 day* alMr ma iacai OatadViM 15mda\u0026gt;olJaiiuaiy,J99O irMarowmil^jSaotjUiv____ Advertisement For Bids AflIWSASSTATElNVERSmr JObESBOAO.AIVUtNSAS iDodji^ Notice of Filing ARPUCATIONFCRRETALSEERPER- OFFPREMSES Noaca I* naraby givan vial ma under- aawo iiaa laad vima Oapaiynant oi aEm Bawaga ConOol ei m* state ol AzkanaM kx a pgiM to aai bag H ratg bom Db gemaaa daaatoad a* l4710Ce(ibMRd .LdbAeck.PUatki Tha uidaraigned aiale* mat ra a a dtisan ol AzkanaaA ol good mxal chartcHt. Vat ha naa lavg baen cen- YClad el * tdony g pm* ome iwok- arnord Dipeude. mat no ictnM to De* Dy va uaioaraiarad las been icMked wdin bre yean led Md. eno Dal Dm imdaragnad ha* n*v* bean CQiMCted ol weblng Da Mrra ol Dia Stab gailyem*Slab.rdaitreloDia tw ol dcokoK bavaagu lopSca- aon a w paimi to b* laauaa la opwa- bon baginng on th* 22nd d*y N March. im.ddMaxpraonSia^ Iron deyeiAmt, 1990 ALANC SPRNGEH The Country Saae SuOsenOad and aiucm 10 Delaa me irMi2moiyor7 KATEKHAMO volFabiuaiy. 1900 ktrCotiYiaasuaiEiQrK^ 1692 Notice of Sale Nobe*  nsraby gtran m Oendd R UsHon. UmM SI*lM kWikd la m* EasHm Oidiicl ol Ajkaii***. pussuanl to * udgmanl anlsrad 11 a cmI aclton ewiong m m* umao Siala* Disbic) Court la tn* E*8l8m OdVica ol Ailwi- ** nW*d umao SUU* c* Amine* V BirGa8Lmii**.C*u8*Ne LR-C 80528. iid*8l*tpubtcy^ tom* n/iaal odoar at ma EMl soiyio 9iraai Ooti ol ma PdaakiCouily Coixmouaa. lima flock. Aikantaa or Maren 12^ REAL ESTATE LaaPliikettMcCeniack - 1 NeWyPuNc MyCemmiebonExpiru - t-31-92 .1 WEEKLY Every Saturday. Only in the Gazette. eoniroialomaiidpai mandaladByJTPA 1 auoi program* a* PioppaaM nami M poilmarkod no NNimanUatdi I2. iSgO ordTamd- Idea Ailey Wednesday in Food Oily in the Gazette PBOFESSIONAI.\n\u0026amp; BUSINESS SEBVICES To Place Your Ad Call 371-3y : 262.PititlRR. PiRerkugliR 4rkok8di8*on8bl88liii8i8orlnt 8 Exl panlno. homa ispus, carearby. SUomwindow* C8I483-2828 BXTERI0R/INTSII.PAIRnH6 WaRtapa, serna c srpanby, 20 Yt* sxp Id a.cudomatcenbacH 1t6.AccoutiaE.B6Dkkeep)ii IB3.BBR\u0026lt;lgzerl6rsler I9M. al900am, me totovimgde- aonbM tad gepatly m PubduCoAiay Alkanes* LOI W7, stonewall SueOMSON. PHASE IV-e  me City a JackKinvia* iiPula8luCouriw,Arkan8aa ma UkUd Suiat Marand wd ac- ceM ma lugned and batt bo oHerad tot cadi g M a *adi g 30 dmo * pureiwsad g credl. Va puchai* al saiOaab wH Da r*a*8d todre Detidal vaiBbol iDtbp* annum bom dab ol pgentM unM paid, anm apaevM Metz, to aeewe Da paymaza a va pgeneae price, and e ben wt be '*- Iwad g ead and to lurVar sacua auenpucntMmgtty DATED Jaruary  1990 0end6 H Meig.lbiiHdSialieMarBnelkxma EaalaiiiOalnaaAzkanaM Notice of Sale Mobca a laraby gtto mat Dondd H Unto, Utubd Sttb* UdDbi tot ma Eaatam Dama ol Arkanaa*. pursuanl lo a Ndgmenl anbrad n a cn aebg pendng m ma unaad Stabs Cbdrcl Coul tor ma EasHm DatRI* Arksn- M*. Btiiaad Umlad Slalae d Aznenca V Bda 0 HowaL d *L Cauaa Ho LR-C-86a\u0026lt;6 wd aM al pubic auctdi to Da bgnaal bdl* d Ila Ead Bpmp Sbaal do* d Ua Pdadu Ceuny Courvieuw, Ulla Roc* AzkansaL g Uetek ig 1980 al 6 06 a tn, ma lei- touig 6eegbe6 teal piepgty m Pir ia8k(Ceudy,Atkaneu Pari d me E'n d VttNH'4 d Saebg*, TowiMhp 3 Norm. Rgige 11 Wad. Pulaski Counly, Arkanaa*, mae gibcu- BULLDOZER WORK, backno* and k\u0026gt;aOar.aavl.drT8iidcoroi848vioik Cal Am 455-5300 loa flaaaonaOta ndtexidun* gapge tatoa CM56618S7 Sadao gppeaaM wd b* tacarrad Of tiltrou la Lbivara4v \u0026lt;i ta Pw- ctitamg Oeoattnata Azkanaaa Slab invanely, Jenaebao. Atkataas wiH lOODam FaPrudyZZ. ttgoBdNe 556 Ur kstidiiig and lacadng 'iva 15) Accgdkxi Fadnis Psribcra g Arkati- le* Stab UnvaraAy CampuL Jenaa- bge. Aiikaiaaa. al Mkai Ma and Diac* ta PtepOMB n* M pobbciy epenad did r*a aloud Aly Ptepotda tactivtd atur la Ma rd dile d opanmg rrS ba ratwnad A bd betd n me eirauiti ol 6t mual accompaiiyDid The Own* esawnas ra etibgabg lo ccapi me Uwtet aanyaaendie- gvet ma tidi to ttpcl any a al OMa Fg kxtar iiiernaig CM Arkarttl Stab Utmgtfy. PuoitKno Dapart- rnan.S01-672-20K AIKANSAS STATE UNMERSDY BT BdFatar.DrecMrplPwtfaamg FePridtyS. 1980___________ Advertisement For Bids A REPLACEMENT RtiPSOCATNO CHLLER FOH COLLcSE. 4j- JUtaCn HOH SCHOa. TEXARKAHk AIKANSAS SCHOaOSmCT NO 7 TEXAFKAHk ARKAI^ 180. Brick Md CeHeii) Work A-' BLOCK. COMCSETl ROCK and BRCX SnM or Wpa LM u* PM 4 OMV Cd 8854125 IBI.Cniiet MdRBiStrvke CARPET OfANED $ deodontad $4 5Spetnm^a|MC(ai CH and Exlaroi npua* paring, cirpartat wotk roodng. diaat tock 183. CHd Core hooaalrraang I Caa 7714797 182. BiiHilMiHd ModeriilzifiK AHTyp** Il Hama hnpraVMiuarit* ARUMSAS'BEST SBHKCIISPCCIU iCKiaaiMMS4999a ndoaxyaa 8 ga* ^as ioa^'b8tn*. \u0026gt;00\" palm Homa imciev*n*il*ol any Rrd Son* WltBPAUinRB* CriLOCAHE N MT H0ME4*en4(i (acaguib* taba bmakled-tunch 6 arMckagoMdad, Ibgnu ataa.moing Oli IV nH CM6B-7705enyWiM CldVSTIAM GRANbuD^R HAS epanra Maren Id ig 2 cMdtan 2  yjytaold 20iiabp. 2261313 Motng naa aim wakmg win ckkben 41 hg ngna 825 (U eWd bitt* kttdl SSSittkie mad* 228-0847 OFF FAftP ARK. enudeatenmy noma 24 m  and 25 v*gi tot Otepm* wdeema CM 663-3007 aiiylme WLR  O\u0026lt;0CAHE  ini taim 94. I(*f. wk aecag 5 lYatiM $4S/M. 5 loaomitiait b8*itMeM224.|i*i 304* OHM work I2 jva experience leenee 6 bxided naiHeriid 6 Ce\u0026gt;\"- meroM 9467324 lb KveeauiiaMa 289. Prolessiolil Services Suy wvi aeeny g nm Mendey 1 Fnday Vk.Hle P 0 BOX55382. LStaRock.Ani )2\ni5 tndiciia be* ***m*t**. m* 20 yi* uoakS* 582-6208 DiBtoRsnnnnm FIUHCINEMMIABU SOB.RHlilg 8 oVdr odia* good oMd W.OOO PARTY BAROE 24n. 118Jokn*on. Upper deck axe cond $4500 CM 5* 14190*5367325 alt Som PAHTYSAAGE 1966 Nbasnkbxma. Sin 9Ctip MaaM oaboorO 4ii wttty remdnkO Oh beat, motor \u0026amp; bdbr U3004S4*u*da88-43230ey* PARTY 64RGE. 1980 ibMraCniMt, 4anp Huan, boal ad uid. $8950 CM834-i626alW5oniiiraa PLAYCRAFT PONTOON 24n bhje 6 wkla alinrium Gioovf. Iwn 6 ruri- nuig bgba. W Ikxaaperrg mgevry axe Mkd $3500922-1*75_____ tmRMMaWMT BASS BOAT Rariog 1988 3S0V I5lbp Ewbuda. XULeranUdapBUm- ov. wrp oeug* S alaiitsee std ptepa *2*-j5BMIHiX(ia CM 229-1685 amtingsDaairwIs MOTOR HOME 1888 Bouiidai. 348. 27MO irlM $33000 wa tad* kx nc* Mia modd 5Ui whad Cal 623-4211a767.1821________ MOTORMOWE IBaSSeuthMld 25n.'8lwiib*ds.lpllBA Ikciidnalv** kdvbaiM 15 000 nutU naw. 7530320 MOTORHOME l978T(Oga.18R.iDg- ede*. hky eaD eontaiad: mol \u0026amp; dean paittratg 318 abiig 981 I gonaratoi Do^ 1000 879.56*8lia Bail MOTOaiHCM ' WnnabaooDodga t98B.roolai.4KwM10Bn. Room adtkaon*. i nonwiimodairg ' A-ZHOOPINO / NEW KETTLE PUMP. PRE 6 UCP BUCKET Fg n** By Day Weak Cal372 7252 g 687-5ia 1, NEWYeAttrSSKClALMaAU. ROOFtlQ6HEueXTEUNO Mliooliv * pusSiSO iyipjetai*8e946O4\u0026lt;2 PROBLEMw/YOLnROOfLeAXHT L WedoaaRRerool navrroolktapai - bMaaanabacaaarhWMEEAESSI kdrm 81 tyoit \u0026lt;V I Formadlmaopr I pro*8(n avadabia lor 210. AKiilaKe Repair  EXPERIEHaOS HONEST * tmanciig Fa ddait and eattnaM cM S25-40ft HalSptitigs bHiMDVMANa Sadad DIM Mt a RscbosiMM Rac- roetbio ChDg Ig Cea^ ra Jiavg Higk Sdttd. Texarkana, Arhanaas Sdied Disba. Texsikaza. Aikazaa* vMM tacarrad Dy me BogddEduca- bg d va rexetbane. Ananiat Sckod Dabel m Da ConManca RoomdnaEAicabgCerag,TeK*- kana Aikataa*. imls200pm.C4ri- bdStandatdTine.PibniaiY^IOgO Tia bileniiebg lor Bddar*. Form d Bat Ferm d Cootia Puna. Spaob- cabone. Forma d Bd Bond Partor- nwic* and Paytvanl Bond, aid oviw CerirKi Docuranis may W acaninad min*olbc*d\u0026amp; Jerry Moody Deputy StpgiilefiaafiL Tgerkene Scried OaVci. EducebgCenbt. Tcxdkaiie. iikaneea  m me dbee d PaOI \u0026amp; Pent ConeulviB Engmegs. me. to- iMted al Hanlage Wtd Buidng Side 400, 201 EadblHMig Lrtle neck Arkeraea T220i-l43i and gpaa may De obcairad bon Da Sged Oana upg Dtymeiil d 625 60 pg Ml MrtydaacnOMaaloImn Bnrmnga. ma HoiviaM conw ol m*N*. NWS L** Cppanliv pankng cotxiW tapa, dacki lana.ale Dlara 585-3848 ^'s 211.ElectriMlWork Hamaarptovamani aaiunM. panang, loelria mnor lapaa a worn HEEDtLBCTRiaAMT fOOlrd, earpanVy. nwaaii guar jOyra a* baaad i Saebg*. TownaUSHxVi.RanM I1 WedmsncaSeuDiOdMtiwRimn- das Wad a datarca d 1262 52 bet VMtice SoOh 36 dagraee 55 mmuiM Yleetadietencad lS5 22led Dance Sour 11 degeea ii mnuHeEadt ddanca d 74 8 leal Dance Saudi 79 Wee* 47 mraau Wed edetanc* d 35i8d VatieeN^OdegreeaOS huruba Ead a dalinca d 156255 bd tMnca5eun88aageea49mi- Ube Ead a dalKice 647a Mel le me Doiddbegnniig The unaed Stab* Mararai no to- cad Im Ngned and bad Od okaad tor Otto g g a crdl d Wday* i pdoiabM g eaiX Da ouiroa** at \u0026gt;*d Ida wDba taouaad 10 gkvbesid at varabd lOtbpdatmunvomdabd Of auaji. aw oncaa. tuo to naaF ng CaaTMeOSOaiMm RooWig apacMt. l9l35M)1^00i I arxHnebnd  d 1' HOUSE LEVELING FOUNDATION REPAIRS CrickadBrKa SnexyFioasanoSieK iigDoaaflapgad ALS0Drk*6P\u0026gt;**s A Mud Jacknp SrATCWOr 1.eeO-*4\u0026gt;7?*7gE263333____ JR 8 SON* CONTRACTOR! wa de partrig.penelneSamMtepai* abo ualMi^ CMS72-75i*anyMit PAIHTIH6 * REMOMLIMC NeJonToeLgg*Or7ooS(iMl 2M.LlBdSO|lllB _____$3500.847-0*48 OVERHEAD CAAREH 18nCo*ckman. *a cg4*ii. evumua tt D*m. neww itenaiitro -rtn ebg $1*00 uud *** CM 286440 POPIRCAAMER leeZPdbmmo nk cebde.acids.$23lXlebe ______0*8682-6421 PROWLER 1878 21(1 bjfyedlceiUli l3lalWSM-7714^ DARK TOPBOL. 18, ptivd dezai. bsckhei. bvekL wt dWr* ot u-ntul CMSSS-SSTg 350. Yird Work ar.noyaaaroraioior.you 1,550 060 Caa 985-201808* RNEROU^ SS'nasei. 5 cut. wwi. oid.a/c.BSgon naw pant A catpal. noacio lo 881 519 000 CM TOR BOL PIT Top aoA I Prdaatpr* LewtiRekiio 6 Citareig CM 883-1757  LDLJkWKSERVICl Uewinuxe wieat e* bin cm, livt W.Buk*e/nau,btee*t585-6290 , COMPLETE LAWN 6 GAHDEN WOflK-sptatdiip lecaM. tedcbzio. WANTa 8.000 b. aMcbK. Vim a l^enoiv wv*i. 5 grd w CZiawoMI iseoairw Cl32f73ra WANTED 19*9 low riaaga StPuban. ^^Mda ill, cun. or tard Cal 'f/S bOMIkaiWw.e 754184pm HONDAFOnMAN 19684X4 naw CM 886-6 i82Yeiinisessoo ~HCNOA1868COR600,700rni~ nrrgweck muxe*. S65-2406ettote 30pm 3 NQlOABUOmriItT moOK 7003000 ml**, bMdt.lorai.S2900 CHtmm 574-02Mld).8354a3|n|HS LoaoadaOelmiad DaTvwaksMo 0*82254716 g.SStcda (.MadrieibaM SlO.Cetwtey WAMTEO MERCEDES BENZ S^SIoaTbiaMnaS'MvSwJo 1881.82-88. 300S0 a 3000 538086*______________ TAKEARCECNAIAUMCaRPET nkan you tska aMmaga a Via tor alMonoV mreugnma Cdsslia n 81a Aiksrass 017888 Del*, eekng $ I SOOtot v4ieM Rg CM227l5aB61-6621 9U BOAT. Obdig. I8n wak-lkru wndslwul. 60kp JOvagi motor. OVi .laadyto 00.5189 CtIJilPitn naat graat cono moo tii I 355-^(Bidlar5pmEudM* OanaiaiaAalirtatiaaM 269.MorliBadSto(i|e PROYLER 1980.28n.d*\u0026gt;6 eniarinlTi*io*d* Ch$a recpn3.$8000 79*-2*82Saaan STHWtCEk.Prewi* 2*n.Mi~ oer**ii*d.kccatid.w/liick6 *i*c*cM koekup*. $5500 CM787-63011101 Sang* ma U amoinl olyincr \u0026gt; pa laliAid^ purcnaaa wiH pad. an appiovad maUamoimlolyincriiaiPaiBaAida^ wiu adn Io Oora 508 OdO*!* upon lakyn off auraiV: 10 aaoia Hi* pa^nanl ol ma plvd pi0|O manuaH irO iddirda n (CuiarkNO noa ctlaraa pudM pnea. and a wn wE M rt- REMOMSLIM-MOME imprevenwils-ReemAddltlena 2^*xo(8icu8icoii7s:'4 686 2070 bTHEHl^Y NoJobToo^as IVMAKCAN* maaFra* E slinalat EXPERT MOVERS, apacitknig  kotiaa apetbraraa, dbee. para and padwi8^66a-0446 VZC LAST A VAHtTY dmoaorowMa tot ideiimaCaaa'adt You'rabgMie Ind omdhne mat K** yow talffr jualkeapteadiis' \u0026gt;aadnggraaa8nmAng 83*-01S7 - Lewi Mertenence win * oaMnakted tougceisao-igogazzi-'Tut Wednesday, February 14,1990 Arkansas Gazette HAPPY BIRTHDAY CHANDRA From: The Rhodes \u0026amp; Stephenson Families AUMY^^ALWAYS HAFPYVA^miC SOAY' ILOVE YOU.TEBi Jimmy \u0026amp; Jajon I Love Yoa L Both 1 * AU MY LOVeEe NuOAWPADN OALWAYS Mn Thndvt IsttN I Lm yM. L Twteilrte. J X. .X ALLUYLOAVLEICOEN BVRAYALENTN TK SOAY MRONBIWANY HAPPY VALfNTM S DA, LOMCU TUXSeEASAPNOTOOPNSEK OS EMANUEL r Bimv ValtMbei Eta\nMbUkt \u0026amp; frutaMker , Uit. Mtn Anita! nur. i.Mi^ a unilA AiaAAMMA iM) A...lb.~l lliipn U\u0026gt;, laXc 0AM4FJCH 'IIILCOEVOEY YOOUUN.PULYEALSFEE B' E SWEETCfEAMSaASY LOVE MAMIK . HAPPV VAUS'HNE'S DAV! WE LO'T. VOL, ^JXAHK a RICiC him: Hippy ValnltM Dit rw lal^ HAPWPYlSVHAYLOENUTWPSet-ESHOEAfYlE.O\" ALE LOVE.DEGBE TOnLAAPUPRYAV.AXLMEANTTHTAC'NS OIHAYT\u0026lt;S Y HOVE YOU. TO* UI 01 MTyO LOxrINeONnY VPlEMRMRIYiW , Dey LOVE YOU, BEVERLY AUOIKLOTRVAECOYN AVLAMLAENHOAm ESOAY MCMANDOAO VitraliiK'} Day JanalhaB \u0026amp; April Le. Hon my HOAEPSPSYE V.LAElEONI.T StPCE NSCOEARY. TAUKV MrOY.KnSTC TlOOfYrEA,i TSROAtCtYrA ALL OLR LOVTEA OLMNA VDAGLEE N1WS DA Y SHANANOKAYLON LWOnVaEl wYeO hUi mveov e eT iDmR wEAoMfd csocmenee liiuye\u0026lt; I 1 U) YOW k umii. X MKIHICHY HTA0NTVHV6A BLEESNTTMIONME' ESVOCAAY. I ILOVE YOU. TERI HAPPYXVRARLEYNT1BTCHS OAY. lOliE.CUKIKAREN VOUARNEOAUGORETAXTRW fE HAPPYVAlENTIC'SOAV SHALAMMAIAKASSC Oanwy ( DiMBhii 1 CtuilM * Tny * Din YOUO AfR MEY T UWf EUtI QHT , Lo\u0026gt; McuKile. HAPPY .YALBNTK'S OAYI ' AUUYLOMVAERMGAWRUETNUC SOAY I will always love you. Love, Sir Stud 0. VDIw. YdoLuO rVE*yeO miFoOden mEvyE MRei s eer HKwrVMaMfie Oei'Love.AOGPI AUMYLOVEVA\u0026amp;NTM'SOAY PELOANYEU T t TO AN UiLMOtvtenmtMwil M} UOU ^WEvSaElMbJWUSSERc-tS MY I Love You, .SUSAN IRB1G V mom y JACeUETTl JEorNcFlEonv.eJsEoKfEmR\u0026amp;ylJAfeM E BE HAPPY Dear Bobbie. Happy Valentines Day! You will always be number ! one in niy heart. DAO.YOUMCTX HAVPEW AE GTR\u0026gt;ECAATR DTAOYP. L ROOVSEE O auEOR Yl Carl I ANN, HAPPY .VALENTINE'S DAV LOVE, ' VERNON Miss Cross, the Church Tower Bell Ringers of Trinity Cathedral Love You and Your Change Ringing Tintinabulations! Be Our Valentine Please iCRRAnEV WALAELKNETRX ASLOL MAYYL OVE ON 9tAn0N BRYANT KJ Happy Valentine's Day! ^Mama Lot\u0026gt;es Yoi Stay Suieet! . BEHl.ioMeeve'ed. FndcneiirdhNeilieyou . C To the Classified Staff. Inside \u0026amp; Outside Rep's, You are a Great Team. Happy Valentine's Day Marlene HAPPFYrVedAdLiEe GHTPIiHveEi' SDIV LnOiinVsEw'Sl JllOdeUrt KFVMVRCtAUiQ eO wCewnn iMiye e*i ABCSTTRENlOOlVetrYinOmUA.SNTOePHONC un nil' mwmiHt rua*u M *U n  m KaC mt\u0026gt;U Htfn IMt). IWUl MW AOUOUNYNlAOtVAETNOEN VAtENTrCSDAY HAPSPTYEVPAWL\u0026amp;EXNATWVESRO AY LOVEMAAAA Yvette, Love You Forever ^harle^ TO A VERT ^TOAL PERSON * HTAOPAPYI LVAMLOENST^eOeSROEANY '8OO\" ALicr umm I xirnn 6 FM. CvUClMXLESt KUP nf UFt FANOA GEOFFREY. ALWAYS LOVES ANITA. HTOAPTPHVEVLKOLYEEHOTPMUSYOIAPYE'  i lOVEYA.NafM TO ZHAACPHPAYRVYA. NLCATNHTATeN'.S \u0026amp;O GALYE'N DA ILOVE YOU. TERI * BAYRORUYD URAWMEUIOSW WHEOLOOWVEUTOO-iUi . VOuPnA ANR CKLAUNBSAS FKDEIHCK Going Home WouW ' 8e the Best VUenflne'sj Oty Present] J Love You, Wooflle X AU MYJALWOVAEN.OAALWAYS DALf/wmennciAv HAPPYVLAOLVEEN JTANNE SDAY i AU MYLOVEM^ENTPE SOAY To my fivorile glrU \u0026lt;1 Mu, Jxnene, J^y, 1 Mloy and Cris \u0026gt; .Hippy Vdaiines Dav^ Love. Chuck 5 AINLOOVIAEL YWOAUY BSAvBnYX. ' HAPQPEYRYRAYLCEONLIWTOSNOAY aLETTET WMITjHec YTOTUE JnUiSeTe HTETEEPBS ILOVE YOU VANESSA JUM \u0026amp; MUI KOlf YOU U M HI THOUWn . (OMIMBALWAn j V. ItOHWU. X. WB aHAPPVVAL^THE'SDAY HAPPYrVOAR.CEGMETRTTC SOAY LOVE.CAHJi VZUJIALOMV.JE0 HYONBU A8RUA NOY JOYCEHUNTER HAPPYVAL*ENmESOAY MOLCOVUEE.MtC SMCOTT HAFPLYMVAIAlEUNBTHEeRS OAY ILOVE YOUfKLPS John, Did yoo know ihii you're my hero? Yoo de no*! Go Dbinoindl Love Alkiyi.  Lorie 3w.e IA su.srvew. ewOuTnhte s eurcah e, WooMoed e, rbru. bt*ul Raby Macon, Tht Macon jamily woalJ like to ex^u bow much wt love you. and how much we apbreciatt all the umei that you've been then for . Your love is lomtihing we'U wprr takt for granlcii. ygluiliius Day lii. ? 4\n^ r \"r i\u0026gt; 02/084iU * 12:17 301 374 7609 L R School Dlst -\u0026gt;-\u0026gt;-\u0026gt; ODM @002 kr *' J \u0026lt;|j . .Jii a i. r A  r-. TO\nFROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 5, 1991 72201 Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for 5^^ Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools 'Dr. Herb Cleek, Deputy Superintendent Information on Central International Studies Magnet Please find listed below the information you requested concerning the racial breakdown of the international studies program at Central High School. As you know, all students at Central do participate in the international studies program. . magnet status can be described as a \"school within a school\" Central's not arrangement. Students wt^o reside in Central's attendance zone have the option of participating in the international studies program. Likewise, students who live outside of Central's' attendance zone may transfer for the purpose of participating i the international studies program. in  It is important to be aware of this arrangement because it helps to explain the high enrollment in the international studies program. Approximately 175 seats were reserved for students from North Little Rock, Pulaski County, and other neighboring districts (according to the TriDistrict Desegregation Plan), however, the program is also open to attendance zone stude nts. Another point^of clarification relates to how students in the international studies prog-r am- are i--d--e--n---t-i-f--i-e--d--.- Students in the international studies.program must take an internationally oriented curriculum. They are required to select one foreign language (levels I-VI) each year from a choice of the following  Classical Greeks French, German, Japanese, Latin, and International studies students must also take Global languages: Spanish. Insights (social studies, grade 10), American History International Studies or Advanced Placement (grade 11), International Relations/Contemporary Issues or Advanced Placement European History (grade 12), and English International studies Advanced Placement (grade 12). In addition to the required courses, t', 1____1 .1____ are offered for students in the international studies or at least 12 elective courses program. JI \u0026lt;1 t5? I 1  fj s M J .fi * 02/08 91 12:18 0301 374 7609 L R School Dlst ODM @003 p i, 4 * z T -r Central l.S. Program page two These courses The I I are also available to other Central students. racial breakdown of students taking required international studies courses is listed below. The racial breakdown of students taking international studies electives is also provided for your information. Students taking tecruired and el(ar-ri required elective courses are only counted in the required courses section. Required l.S. Courses Black 363 students White - 400 students Other - Total - 26 students 789 students 46% black 51% white 3% other I S' Slactive Courses Black White Other Total 212 students 100 students 2 students 314 students 68% black 32% white J 7 Please let me know if you need more information. cc/ Estelle Matthis02'08-91 12:17 0501 374 7609 L R School Dlst ODM 0001 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 374-7609 DATE TO FROM SENDER'S PHONE SUBJECT Special In ions hojl i^umber of Pages (inclutie cover page) 1 Tax Phone Number^71-D/M Speed Piel . FOR Data JROCESSING OFFICE USE ONEY Transntined By___ Pole Time R 03{90 T* .'T * * * * *  T T n' I i' T T T '  *t*P*^'^A^'T-tA'T^A'T^'^T^^^AAiT^AtA^^A^A'pA^^^ X X X X TRANSACTION REPORT P. 01 FEB- 8-91 FRl 12:12 START SENDER ^X TIME \"AGES TYPE NOTE l\\'O9 u'i 374 7609 2' 04\" 3 RECEF/E IK I I I X X X X X  H   '  UI unuuoYOYx,u, **\u0026gt;.B ruxi \u0026gt; M \u0026lt; luirt.x.'i HxxtOifYxn.n^^ruuxjfXDi'i.trtxxyxiKXHand Delivered Little Rock School District 810 West Markham Street Little Rock, Arkansas 72201 February 14, 1991 TO: Ann Brown, Office of Desegregation Monitoring FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent SUBJECT: Information on Central International Studies Magnet Program Please find listed below the information you requested in your February 8 memo. The number of tudents from PCSSD and NLRSD (M-to-M transfers) or other school districts who participate in the program. North Little Rock School District 1 student Pulaski County Special School District - 4 students Legal Transfer student (from Bryant School District) Exactly which courses (subject and grade level) are included in the l.S. program, both required and elective? Required Courses Elective Courses A. B. Global Insights 10th E. Amer. History l.S or AP International Relations/ Contemporary Issues or A? European History r^nglish l.S, or AP 11th 12th 12th Students must also select one foreign language (levels I-VI) each year from a choice of: -Classical Greek -French -German -Japanese I -Latin -Spanish A. B. C. D. E. F. G. H. I. J. K. L. Global Studies 12 th World Geography - All grades World History - Global Economics 11th \u0026amp; 12th All Physical Geology - Ail Drama 11th \u0026amp; 12th Global Insight.s AP European History Comparative Govt. International Relations/Contemporary Issues Foreign Languages* ATLAS* C. 1 A *Can be an elective or a required course, depending on student's schedule. **No students enrolledMemo to Ann Brown February 14, 1991 page two 2. What is the definition of an \"International Studies Magnet Program student\"? Any student attending Central High School who is enrolled in at least one required International Studies course and one foreign language course. This definition is consistent with the information provided in the third paragraph of my February 5 memo. 3. Is a student who is enrolled in only one l.S. course (required or elective) example, counted as an l.S. magnet student? For is a student who takes a Spanish class (but who is\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_535","title":"Little Rock Schools: Dunbar Magnet","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":["1988/2003"],"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","Dunbar Magnet Middle School (Little Rock, Ark.)","School facilities","Educational planning"],"dcterms_title":["Little Rock Schools: Dunbar Magnet"],"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/535"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["91 pages"],"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\nCome Share With UsMARK YOUR CALENDAR FOR DUNBAR FAMILY \u0026amp; COMMUNITY DAYS!! LETS GET ACQUAINTED WITH ONE ANOTHER AND SHARE OUR HOPES FOR OUR CHILDREN AND COMMUNITY. Please join us for coffee and sweets in the Dunbar Magnet Junior High School's Media/Hospitaltiy Room August 19 thru 21 8:30 a.m. to 10:00 a.m. 3:30p.m. to 4:15 p.m.RECE!i AUG 1 3 1996 Office of Desoflregation MoniOfKi^J 3 obviate the need for compensatory and remedial programs J in the higher grades. LRSD proposes that Gibbs Magnet be reorganized as a K-3 J school and Rightsell Elementary (approximately four J blocks from Gibbs) serve as the 4-6 international stu- dies magnet. Also, Dunbar Junior High School (approximately two blocks from Rightsell and adjoining C \" the Gibbs campus) will have a school within a school for international studies. The use of Gibbs/Rightsell as feeders for Dunbar will provide continuity for the international studies theme. i 1 J J k - J The uses described above for Washington, Mitchell, Rockefeller, Ish and Rightsell may change if those schools are needed to house enhanced schools. C. 1990-91 The recommendations in this section are based on current demographics and geography which identify a need for new construction. It is proposed that the District relocate Stephens Elementary due west of and adjoining the Capitol Hill Complex. The new Stephens will house prekindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will have a capacity of 600 students and serve as an inter- district magnet. The magnet theme will be based on the results of the tri-district survey. In addition to being located on the 1-630 corridor, the new Stephens J///-P2 will assist the math and science specialists and regular classroom teachers with coordination and implementation of the specialized instructional program. The principal of the school will be the primary administrator of the program with an assistant principal to help with administrative duties. Specific skills and concepts from various subject areas will be emphasized at each grade level. To be eligible for academic promotion and/or for continuation at Washington, the student must: -master these targeted skills and concepts with 85 percent accuracy\n-perform daily academic activities with 85 percent accuracy\n-spend a minimum time each night on assigned homework: 30 minutes for students in grades one and two, 45 minutes for students in grade three, and one hour for students in grades four, five and six\nand -complete all assignments according to specified time frames. Specific rules and regulations regarding academic performance and social behavior will be strictly but fairly enforced. Once a student is selected to attend Washington Basic Skills/Math-Science School, he/she may remain until he/she completes the sixth grade or until he/she fails to abide by the standards, regulations, and policies of the school. A major component of the philosophy of the Washington Magnet School will be that the education of child is the responsibility of both the school and the a parents. Enrollment at Washington will be open to students from Pulaski County and North Little Rock based on M-M provisions and on the provisions of Act 609 of 1989 (\"School Choice\" law). Dunbar International Studies/Talented and Gifted (7-9): Dunbar Junior High School will open in the fall of 1990 as an International Specialty School for International Studies and for Talented and Gifted Education. First preference will be given to current students at Dunbar and to sixth graders at Gibbs International Studies Magnet School. An active recruitment effort will be planned for the spring of 1990 to reciruit the incoming seventh grade class. The balance of the seventh grade class will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Dunbar. Rock School District. Majority-to-Minority transfers will be the vehicle by which interdistrict students may come to If reciruiting from Gibbs, the attendance zone, and interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through the vehicle of desegregation transfers. -16- New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 If over school year will not be required to attend Dunbar if they have no interest in the speciality program. capacity problems develop among LRSD junior high schools, they shall be resolved by mandatory interdistrict assignments. Students who wish to participate in the talented/gifted component at Dunbar will enter the school through the same recruitment vehicles outlined above. Talented/gifted students need only to have been identified and recommended for placement in order to qualify for Talented/Gifted classes at Dunbar. At Dunbar Spanish, French, Russian, Japanese, Geirman, and Latin will be offered. Other courses will be developed in interdisciplinary approaches. Introduction to Languages, International Studies Survey, World Issues, the United Nations, and Introduction to Cultures are among the new courses to be provided. Additionally, other courses, e.g. social studies, science, physical education, and English, will be internationalized through emphasis on the commonalities of the human experience, the contribution of diverse ethnic groups, and the interrelated nature of the world community. Current affairs of an international nature would be continually used, including print media and programming from AETN, The Discovery Channel, and Cable News Network. A seven-period day will be provided at Dunbar in order to allow students to take full benefit of the international studies and TAG programs. Also students could take advantage of the A.M.and P.M.Options. The P.M. Option would be a supervised study hall held in the media center, thus allowing students to use library and computer resources. thus The A.M. Option could be a supervised study hall regular class. or a Course requirements and electives for the Dunbar program are described in the Curriculum Overview below. CURRICULUM OVERVIEW OF DUNBAR INTERDISTRICT SPECIALTY SCHOOL FOR INTERNATIONAL STUDIES AND GIFTED AND TALENTED EDUCATION All students at Dunbar will be required to participate in the international studies curriculum. The following courses are available to satisfy the international studies requirement. The following courses Foreign Language - Full year foreign language study will be available beginning in grade seven, will be available: French I, II, III German I, II, III Japanese I, II, III -17-Latin I, II, III Russian I, II, III Spanish I, II, ill J I  In foreign language study students will learn the vocabulary and grammar of the language and the history and culture of the people who use it. Students who do not choose to study a specific foreign language may choose to enroll in Introduction to Language. This full- year course is available to students in grade seven, eight, or nine, and introduces students to the culture and conversational rudiments of six different languages: Japanese, Latin, Russian, and Spanish. French, German, The course will give students an understanding of the nature of foreign language study and will help students choose a language they may wish to pursue in later grades. International Studies -_Beginning with grade eight, the international studies requirement may be met with the International Studies Curriculum rather than with a foreign language, if one chooses. Available in grades eight and nine. International Studies choices will consist of a series of courses on varying topics. The International Studies Choices Curriculum will consist of the following courses: Physical Geography Grades 7 and 8 This course will include extensive computer-enhanced instruction and topics such as cartography, natural phenomena, and ecology presented as global concerns. World Issues This course will involve a thematic approach to continuing and current global issues. It will utilize current media information sources including Cable News Network's \"Newsroom'* and the Discovery Channel's \"Assignment DDiissccoovveerryy..\"\" The course will include individualized projects and presentations. Arkansas's World Connections This course will investigate the state's ties with the international community emphasizing economic, developmental, and financial connections. -18- r B Grade 9 United Nations This course will include the history, structure, and functions of the United Nations emphasizing current issues before its organization. Leaders of the Twentieth Century This course investigates the lives and impact of 20th century leaders including Ghandi, Mao, Hitler, Churchill, and Roosevelt as well as contemporary societal and political leaders. Students will project characteristics of leaders needed for the 21st century. International Skills This course includes practical skills designed to help students become responsible participants in the adult community. Components include driver's education culminating in an Arkansas driver's license and an international driver's license, a safety program including emergency procedures and CPR resulting in International Red Cross certification, and instruction in procedures and protocol for foreign travel. Students who express interest in this course would be selected on the basis of the number of semesters at Dunbar, attendance record at Dunbar, and citizenship grades. International Sports This course includes team and individual sports popular in other societies such as soccer, taekwando, and tennis. The programs of studies for each of the three grades are outlined below to illustrate the reguired courses and the electives available for students at Dunbar. -19-Repaginated - LRSD Student Assignment Submitted 2/9/90 Assignments to Dunbar International Studies/Gifted and Talented Magnet School\nFirst preference will be given to current students at Dunbar (1989-90) and to sixth graders at Gibbs International Studies Magnet School. Seventh graders will be recruited from the Dunbar attendance zone and from the Pulaski County Special School District and the North Little Rock School District. Interdistrict students may transfer to Dunbar through majority-to-minority transfers. If recruiting from Gibbs, the attendance zone, and through the use of interdistrict transfers fails to fill the school to capacity, other students from junior high schools will be recruited through desegregation transfers. New students who live in the attendance zone or students who are enrolled at Dunbar during the 1989-90 school year will not be required to attend Dunbar if they have no interest in the specialty program. If over-capacity problems develop among Little Rock School District junior high schools, they shall be resolved by mandatory interdistrict assignments. Assignments to University Laboratory School Magnet_(Pre-K - n: Students from the Pulaski County Special School District and the North Little Rock School District will be invited to enroll in the University Lab School according to majority-to-minority regulations and Act 609 provisions. Assignment procedures for the Little Rock School District will be developed at a later date. 14PROPOSED INTERDISTRICT MAGNET SCHOOLS AND PROGRAMS 1990-91 1. Washington Basic Skills/ Math and Science Magnet Grades Pre K-6 2. Dunbar International Studies/ Gifted and Talented Magnet Grades 7-9 3. Central High International Studies Interdistrict Program Grades 10-12 4. Rockefeller Cooperative Early Childhood Education Demonstration Magnet Grades Pre K-6 1991-92 1. University Laboratory Magnet Grades Pre K-9 2. Franklin Early Childhood Environmental - Science/Basic Skills Magnet Grades Pre K-6 3. Romine Gifted and Talented/ Basic Skills Magnet Grades Pre K-6 4. Aerospace/Technology Pre-Engineering Magnet Grades 7-12 1992-93 1. Business/Communications Magnet Grades 7-12 2. Environmental Sciences/Zoo Magnet. . Grades 7-9 3. Garland Montessori Magnet Grades Pre K-6 1993-94 1. MacArthur Park Science/Natural Histoiry/Arts Magnet Grades Pre K-6 8Dunbar International Studies/Gifted and Talented (7-9) Dunbar Junior High School will open in the fall of 1990 as an Interdistrict itSchool for International Studies and for Gifted and Talented Education. A joint planning committee of area businesses, school administrators from the three districts, staff. and parents will be formed to supplement present plans developed by the district. They will start Feb. 1, 1990, to develop international studies programs for both Dunbar Junior and Central High Schools. A pledge of cooperation and support has been secured from the Greater Little Rock Chamber of Commerce and from Arkansas-based businesses interested in seeing the schools of Arkansas succeed. Those area businesses include Systematics Inc., Stephens Inc., Jacuzzi, Maybe1line, Timex, Orbit Valve, and TCBY. Other businesses will be approached to seek their assistance in this process. These corporations have significant international business interests. Central High School (10-12) A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts at the beginning of the 1990-91 school year. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies 10( C.'\" AGENDA February 22, 1990 International Studies Specialists Vicki Stroud Gonterman Faith Donovan Gibbs Magnet School of International Studies and Foreign I.anguages 1. International Studies Programs A. Successes at Gibbs Magnet School B. K - 12 Global Community 2. Concerns for International Studies Programs A. Gibbs Magnet School B. Dunbar Interdistrict Junior High C. Central High School 3. Magnet Review CommitteeC' / .// z You are Invited to a Dunbar International Studies/ Gifted \u0026amp; Talented Junior High Magnet School Informational Meeting Who: 1990-91 \"New\" Dunbar students and parents When: Monday, May 14, 7 p.m. Where: Dunbar Media Center 1100 Wright Avenue Wliy: To learn more about the Dunbar Magnet program September 21, 199Q Re: List of maps and globes at Dunbar International Studies/Gifted and Talented Magnet Junior High \" ~~ Room Maps Globes Civics Civics 113 115 Am. Historyllb Am. Hist 114 Mid. Geog. 117 Mid Geog. 119 Pl. Earth Cultures French Cultures Cultures Spanish English Cultures Japanese f omputer ''Sp. Ed. nglish20 English English English Reading Math Math Re adinf Math Math Home Ec. Math Science Science 120 107 105 102 101 103 204 202 201 206 207 205 210 212 215 217 219 218 221 222 312 310 308 307 0 0 0 0 0 1 (U.S.) 1 (Ark. old, ripped) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 ( 20 + years old- out-dated, broken) Science Science Careers 304 302 301 0 0 0 0 0 0 Sp. Ed Music B-2 B-1 G/T Seminar B-3 Technol. Art Band Health Library B-5 B-7 B-9 B-10 0 0 0 0 0 0 0 o 0 0 0 0 0 0 0 3 ( 20 yrs. old - out-dated, inaccurate)September 21, 199Q Re: List of maps and globes at Dunbar International Studies/Gifted and Talented Magnet Junior High Room Maps Globes Civics Civics 113 115 Am. History116 Am. Hist 114 Wld. Geog. 117 Wld Geog. 119 Pl. Earth Cultures French Cultures Cultures Spanish English Cultures Japanese C oraputer ''gp. Ed. 120 107 105 102 101 103 204 202 201 206 207 ^nglish20 205 English English English Reading Math Math Re adinf Math Math Home Ec. Math Science Science 210 212 215 217 219 218 221 222 312 310 308 307 0 0 0 0 0 1 (U.S.) 1 (Ark. old, ripped) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 ( 20 + years old- out-dated, broken) Science Science Careers 304 302 301 0 0 0 0 0 0 Sp. Ed Music B-2 B-1 G/T Seminar B-3 Technol. Art Band Health Library B-5 B-7 B-9 B-10 0 0 0 0 0 0 0 o 0 0 0 0 0 0 0 3 ( 20 yrs. old - out-dated, inaccurate)Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer Executive Director (S01) 758-0153 TO: Julie Wiedower, Parent Recruiter/Coordinator, LRSD FROM: Donna Grady Cree Magnet Review Committee 5cecutive Director SUB J: Dunbar Magnet Brochure DATE: October 15, 1990 Thank you for providing me with a copy of Nelda Bromberg's proposal to work with the MRC, the LRSD Student Assignment Office, and the Dunbar faculty/staff to produce a brochure for Dunbar. I have been anxious to move forward with both the Dunbar and Rockefeller brochure projects since our earlier (1989-90) brochure-writing organizational meetings were temporarily halted by directive of the LRSD Student Assignment Office. I am glad to know that all systems are \"go\" and all curriculum pieces are in place. The proposal for 3,000 copies is adequate. I will be happy to continue to work with you and look forward to meeting Ms. Broomberg to plan, prepare, produce and publish a brochure which will help \"sell\" Dunbar's outstanding program. DGC:sl cc: James Jennings, LRSD Estelle Matthis, LRSDLittle Rock School District October 12, 1990 TO: FROM: Donna Creer, Director, Magnet Review Committee Julie Wiedower, Parent Recruiter/Coordinator THROUGH: James Jennings, Associate Superintendent RE: Dunbar Magnet School Brochure Enclosed you will find a copy of Nelda Bromberg's proposal to produce a brochure for Dunbar Magnet Junior High School. As I mentioned to you in our telephone conversion this morning, James Jennings, Skye Winslow and I have all reviewed her portfolio and were very impressed with her I am also including Nancy Volsen s rough draft for the brochure text. Nelda will use it as the framework forher work and of course, her preliminary draft will be submitted to all parties involved for editing. o \u0026gt; work. I look forward to hearing from you early next week and am excited about the continuing successful marketing of the magnet programs. I am particularly glad about the MRC' s continuing successful marketing of the MRC's commitment to new magnet programs as demonstrated by their funding of brochures to market those new programs. ^IQ W^at Markham Street  Little Rock. Arkansas 722QI . (5011374.3361BROMBERG \u0026amp; ASSOCIATES, INC. Suite 608 103 West Capitol Little Rock, AR 72201 LITTLE ROCK SCHOOL DISTRICT so 1/376-2616 Maximum Budget For Production Of Brochure For Dunbar Magnet Junior High School Submitted October 11, 1990 Maximum For Account Services Including All Time Spent With Client In Meetings, \u0026amp; Time Spent Developing The Concept \u0026amp; Copy $200.00 Art Design, Comprehensive Layout, Mechanical An, Type \u0026amp; Pmts $275.00 Photography - Up To 1 1/2 Hours At Dunbar, Donated By Willie Allen With Maximum Cost For Film \u0026amp; Prints (Out-Of-Pocket Expenses) $ 75.00 Printing 2,000 (Gilbert Oxford Paper, IC) $452.00 Total $1,002.00 Printing 3,000 - $564.00, Grand Total, $1,114.00 Printing 5,000 - $746.00, Grand Total, $1,296.00 If photography is done in-house, deduct $75 from total cost. NOTE: QUOTES ARE MAXIMUM PRICES. THE COST COULD BE LESS, BUT WILL NOT BE MORE. QUOTES ARE GOOD FOR THIRTY DAYS. .^Marketing Advertising Rclabons N DUNBAR MAGNET JR HIGH SCHOOL INTERNATIONAL STUDIES / GIFTED AND TALENTED EDUCATION 9 THE CAMPUS Dunbar Magnet Jr. High School is located 9 Wright Avenue and Chester Street. at the corner of 9 o 9 \u0026lt;5 9 9 a O O o O' O* Magnet School, high school, It is adjacent to The main building, constructed in 1929 as has been and continues to be updated to meet today's educational needs for all In addition to classroom areas, cafeteria prepared to serve hot Gibbs renovated a and it will include an students. updated lunches, a gymnasium. auditorium, a complete media center, computer labs, and industrial technology workshop-classroom. an a n THE FACULTY The faculty and staff will be composed of individuals who have requested assignment to Dunbar Magnet Jr. High School, and who are intensely interested in the international emphasis and the curriculum areas, and opportunities gifted and in talented emphasis in the The faculty will receive special training for education in Internationa 1 and/or gifted and talented education , and will in formulating the curriculum of studies emphasis. in an on-going studies. The staff effort to studies participate with international will continuously monitor the refine and expand the course program of THE STUDENTS Dunbar Magnet Jr. High School will serve students of Rock School District well as those Pulaski Countv from North Special who choose Little Rock to attend Little the school, School District as Schoo 1 participate in the international talented education programs. District who wish studies and/or gifted All students, including and to a nd those with particular special needs, will find the opportunity for a different, thematic international educational THE PROGRAM Dunbar Magnet Jr. curriculum of the international language courses . experience . High School will offer Little School District, the junior infused with hish an emphasis program The and program and additional augmented by an international extensive studies and monitored continuously and adjusted. its implementation will be A full range of inter-scholastic sports, clubs, and interest groups will be available to all those interested. THE SCHOOL DAY Dunyar Magnet schoo' day. / Jr. High Scpool will/'off er a seven Each of appro.'^mately fifty mirfutes.\\ (jperiodXand homeropnr^ime, the.- a\\d on^jht^f hours e\\ seven ^clas WLth the nd homeroj seven alf hours. school perio^'-\" wil 1' ddXion of a fwill be lesj? a l\\5fZpzn-1 \u0026gt; period \\ las\u0026gt; \\baTich '\\hanINTERNATIONA!, STUDIES CHOICES International elective to all studies students. choices will be available as enroll in a language course-will Students who do not choose international studies choice.- be required to make an to an 7 SEVENTH AND EIGHTH GRADES THE PLANET EARTH: enhanced instruction global concerns and computer- INTERNATIONAL ISSUES: current and continuing world issues utilizing current media information services ARKANSAS WORLD CONNECTION: our state's economic ties with the international community EIGHTH AND NINTH GRADES -03^3\nty ) 7 ) ) v 0\u0026gt; AFRICAN STUDIES: people an overview of the continent and its G/T SEMINAR: for students identified as gifted/talented NINTH GRADE UNITED NATIONS\nthe history, structure, and functions of the United Nations, emphasizing current issues LEADERS OF THE TWENTIETH CENTURY\nimpact of twentieth century leaders. the lives and including contemporary political and societal figures INTERNATIONAL SPORTS: popular in other societies team and individual sports THE FOREIGN LANGUAGES Dunbar Magnet Jr. High School will offer instruction in foreign languages, including French, Spanish, Japanese, Latin and Russian. extensive German, Entering students with previous language study will be to take the full appropriate level. year course in that language at able the Entering students without previous enroll in a first year language course language course entitled. \"Introduction This course to Languages and study enroll in the Cultures.\" societal heritages. will investigate conversational rudiments and ^s7 GIFTED AND TALENTED EDUCATIONC.it.tle Rock School \u0026gt;  \" n.M.'i lU::'!.! J'J LI.J District, or hy district from which the students enter. or 91 i f\u0026gt;^ / a\\/ g i fl t ed. JTT t^as. J L'trtr 1 the criteria of ! he hd ic- IHi ^1 ente socj\u0026gt;?% nd c ypar, .alentdd tufii^sr\n0f^venX ul/um^ g rad Stll yaced'''^in s lass\u0026gt; 11A de talented will classes (English, be placed in _^udents identified one mathematics, designated for gifted and talented or more social^ as core gifted studies, and curriculum science) instruction. A seminar for these elective. students will also be available as an \u0026lt;9SEVENTH GRADE PROGRAM OF STUDIES (seven period day) REQUIRED COURSES: o' 1. 2 . 3 . 4 . 5. English I Mathematics Social Studies Life Science Exploratory Studies (one semester) Music and Art 6 . Practical Arts (one semester) Home Economic OR j Industrial Tech I Introduction to Language and Cultures or Foreign'Language I or II 7. O Japanese, Latin, Russian, Spanish) Special Programs Reading/English Assistance Learning Strategies (French, German, O 3 o O' Students who are not required to enroll in special may select an elective from the following: Arkansas World Connections Art Band Choral Music International Issues Orchestra Physical Education The Planet Earth prog rams o EIGHTH GRADE PROGRAM OF STUDIES (seven period day) REQUIRED COURSES: 1. 2. 3 . 4, 5 . English Mathematics American History Earth Science Health and Physical Education (one semester) AND 6 . 7 . \u0026amp; Career Orientation (one semester) Introduction to Language and Cultures A/vo/ OR Foreign Language I, II, or III (French, Japanese, Latin, Russian, Spanish) Special Programs Reading/English Assistance Learning Strategies German, Students who are not required to enroll in special programso Q O' 'O of S\u0026gt;' 8 a nd -Choral Music G/T Seminar International Issues Orchestra Physical Education The Planet Earth1 I I I I I ) i i II i 'J  \"1 i ) ( t (\n\u0026lt;) (!) C) (! S-I 1! NINTH GRADE PROGRAM OF STUDIES (seven period day) REQUIRED COURSES: 1. 2. 3 . 4 . 5 . 6 . 7 . English Mathematics Civics Physical Science Computer Science (one year) OR Computer Literacy (one semester) AND P.t. ,r Introduction to Languages and Cultures M'O/ OR hf^i n ~ rOu v l- 1 il n 1 um Foreign I^anguage I, II, or III Special Programs Reading/English Assistance Learning Strategies Students who are not required to enrolL.-in' special programs may select an elective from .the following: ' African Studies Art . Band , Choral Music Exploratory Business' G/T Seminar ' K' Ilia V X c Health (one semester')-  Home Economics Industrial Technology II International Sports Leaders of the Twentieth Century, Orchestra' Physica ra    'Y  . 1 Education (oTiS- , The United Nations J-T afri RECEIVED Vol . No. 1 OCT 2 2 1992 Office cf Desegregalicn Monitoring De t ober, Aj'kansas Gifted and Talented Education 1992 Dunbar Magnet Junior High School International Studies/Gifted and Talented Education From the President: I wish to thank all with you Dr. Mac Bernd at Dunbar NEWS of you who attended the parents in September. No doubt many meet i ng are wondering what has happened to the answers which Bernd said he would give us after that meeting. A. G. A. T. E c oul d attend September steering committee members and a few parents a 17. mor n ing gi fted/talented posit ion at Internat ional We and Dunbar\nStud ies ( activities which were Briefly, in meet ing discussed internat ional met C 1 ) with Dr . Ber nd stud ies reinstating ) maintaining the level curr icLil urn\nand ( e.xistence last year. of Dr . who on the coord inator of G/T and e?/\nt r acLir r icul ar Dr. Bernd promised that he would tell between December and February would be reinstated for Ms. Vol sen, anyth ing, 1evel. 1onger Ber nd us somet ime next year. Ms. Wahl, and Ms. is not Once if the two coordinator po i t ion He asked that we talk with Donovan to ascertain what, i f currently being done this year at last years we have established what at last years level of activity, spec 1f ical 1y 1 s no we will meet with Dr. attend answers, later. 1 n the a parent meeting. meet i ng in order to At that time. part ic ipate we hope and you hear That meeting will again be at Dunbar, date and will his t i me Trudy Fink ********** Xx********x******************************** MEE r I N( HURSDA V O C T t J Kf EE E=: J The 7:00 Center :9' R- _ M _ make plans nc\nw tc, attend. next meeting of Dunbar chapter of A.G.A.T.E will be p. m. at on at I i interest ing Dunbar and Thursday, October 29, Magnet Jr. High. in the This basement will be attend. informative meeting, and you are The speaker for this meeting will be LINDA ' a urged Media very to COURSEY, M.S., who is a Psychological Examiner and Assistant Instructor at the Child Study Center, Arkansas Childrens Hospital. The topic will be what one may expect in \"gifted underachievers.\" V /'I i Y K S ,1 you in junior high children are also invited to come with They will be able to get together to \"creative costume-making competition\" l._ Your that night. have fun This should be fun! usinQ only riBWSpsp\u0026amp;rSj St\" i sscir s and tape. **.M-****************************************** ( x- * * * * * * * ****** * Dec ause Dunbar, fl L_ of the recent LRSD budget our advoc ac y c lit which have affected necessity, been very ar e needed to help pr ogr ams, for G/T programs t ime-consuming at Dunbar has of and imperative. lint inue the campaign, All hands assist with Dunbar and work to maintain the best possible opportun it ies for our junior i n - * * * * M- * * * * * any way, please contact Manjula a. partial list. U/T education educat iunal high children. I f Jagannath at Advocacy for Attendance at school board meetings Writ ing, rsl 1 incj school bosrd fuefnbGvs Fundr a i s Book ing fair Academic competitions (such as Buiz Bowl, Olympiads, c an \u0026gt;8-90 hel p Refreshment Odyssey of the Mind, for meetings Future Bobcats Field trips Awards assembly Newsletter (supplies. etc ) iK I I I T yp i ng * Help: copying) b Debbie Wahl, Faith Donovan COMM LJ M I T Y  7 I We are continuing the compilation of our community resources data for the use of our Dunbar teachers or if vou ARE someone, with special knowledge, the use of i f you exper ience and you ARE someone. in a hobby. limp i 1 at ion I f you know someone, expE-r t ise, or craft. profess i on, or foreign would be willing and able tu* tudents, please: A.Q.A.T.E Fair ( imtact Trudy Fink share with at 664-4753. our country, Dunbar Thanks. F- I MC CRTS a Arts in planning to help sponsor tudent I- ine spring of 93. There will categories, including: Painting\ndrawing\nphotography\ndur ing several be compet it ion t hr ee-di mens i onal ar t etc (5cul pt Lire)\nand creative writing. qual i f ic'd teachers. per sons This wfio ar e. functional art (crafts. Each category will be judged of course. not Dunbar par ent s by or ompet i t ion will be open to al 1 Dunbar students, and prizes will be awarded. Dec i sions about quality and types of awar ds will be based upon content of A.G.A.T.E.s treasury at that time. $5.00) OUES you have not already done so, please remember to pay your A.G.A.T.E. dues for 1992-93. If you have, thanks' Our chapter needs money for mailings, photocopying, security for meetings at Dunbar, supplies, donations to programs, dues student award been member yc'u photo thanks! secur ity donat ions school , and probably many other items which havent yet considered. of themselves. the Dues Until we are able to steer ing jmmittee ar e only $5.00. hold are Pl ease a fundraiser, pr ov i d i ng make your payab1e Br ac ha, t o A.U.A.T.E, T r easur er, P. S. Donat i on Steer ing C Dunbar Chapter, #7 Summer Lane, are also jmmittee Officers: Trudy Pink, President Manjula Jagannath, and mail Little Rock, welcome! 0. Pres. Ellie Eli ch, Secretary Lana Bracha, Treasur er Renae Jorgensen, Membership 664-4753 228-'3\u0026lt;\n)32 224-76'37 227-'3'376 227-7174 ( ( ( wk. wk. AR to 21 funds chec k Lana Tyna Moore, Newsletter -8460 \"Lifted children are the forgotten victims of our mediocre educational systemthe potential high achievers whose SAT scores have fallen and who read less and understand less of what they read and know less than top students of a generation ago. tudents These 'college-bound' constitute apprc mately half of the i - st udent populat ion. OLint r y  s fcom At 1 ant ic Monthl y 11/91 \"The Other Crisis American Education\" 1 n CT 686-825'3) 320-3348) wk. 686 5'31) cP, .9' d* 9 \u0026lt;o zfr sP' f?- _e\u0026gt; / Arkansas DertiocratXP (gazette O   \u0026gt; MONDAY. rOwC*TT\u0026lt;O\"eOECOfl ,119 21.010^9 Arkansas , --.'it ! 1 School tional or technical programs. . previously called vocational ed- 1 124 1... R. Panel considers more offerings in math, science BY CYNTHIA HOWELL O*nocnKla2ne ESucaBon Wrttr A committee of the Arkansas Board of Education is considering some changes in the courses that state high schools are mandated to offer, including more mathematics and science courses but possibly fewer social studies units. The committee, which met for almost three hours Sunday, seemed to favor requiring all school districts to offer full-day kindergarten programs by 1994- 95, as opposed to half-day programs, and to offer preschool opportunities to children under 5. The early childhood education programs would not be mandatory for children but available if parents were interested. None of the committee's proposals are final. The standards review committee began several months ago reviewing and revising the Arkansas standards for school accreditation. The committees recommendations, when complete, will be rubmitted to the full Board of Educatiuii anc be subject to public hearings before any changes are adopted. The existing standards were adopted in 19^ and implemented by 1987. According to state law, school districts unable to meet accreditation standards are subject to consolidation with other districts. Old Chart er 211  Related article 56 f' The committee members are board members James McLarty of Newport (Jackson County), ' Richard Smith of Tillar (Drew - County), Elaine Scott of Little Rock, Nancy Wood of Little i Rock and Burton Elliott, director of the General Education Division of the state Department of Education. W'ood and Elliott are non-voting members of the committee. Arkansas high schools are now required to offer 38 specific courses eveiy two years, with at least 30 units offered each year. The committee on Sunday did not change the total number of required units but suggested changes in the courses that would be required. One of the . major changes was the addition of applied courses in communi- , cations, sciences and mathematics. Applied courses, new to the state, tie together academic theory and practical applications. i  A.san e.xampleoftht changes p:ar.:i\nu by tne con.mutee, high schools are now required to offer 6 language arts units, including four units of English, one of oral communications and one of journalism. The committee Sunday suggested requiring seven units: four of English, one of oral com- See SCHOOL, Page 68  Conttnued from Page IB munications or a half unit of oral communication and a half unit of drama, one unit of journalism. and one unit of applied communications. In science, the committee recommended that the three units now required be increased to five units. Including biology, chemistry, physics and two units of applied sciences. In mathematics, the committee suggested six units instead of the current 3'A units. The proposed units would be algebra I and n. geometry, pre-calculus  including trigonometry  and two units of applied mathemat-ucatiOD programs. Similar to the changes for the high schools, the committee is considering changes in the curriculum for kindergarten through fourth grade, and for fifth through ninth grades. For example, in the kindergarten through fourth-grade curriculum, the committee is considering a recommendation that calls for studies to emphasize rea soning and problem-solving skills. In mathematics, the pupils would be introduced to properties and operations of numbers, measurements, spatial sense, geometry, data analysis, statistics and algebra. The committee proposed requiring schools to provide supplemenics. Students may lake the two tUaal instruction t7o studej\"nts read-applied math courses instead of ng below i^eir grade level. ^.U p. hra I rnCmommimttiAttAe eT TmipeHmihbeersr sw wereer eu nu-n- ____ decided Sunday as to how and Th^ rcnommmmimrtfefe suggeneu when the extra instruction although they that by 1994-95 all seemed to agree it must be be-cLhnuiludfrKeHn enterin4g, school forTeh teh cirodm gmraitdteee. suggested that undergo a medical exam. The state now requires 5/i units of social studies. The committee suggested revising that to four units, one unit of American history and three units to be selected from a list of courses that includes geography, world history^ economics, global studies, civics, anthropology and several others. The committee also suggested two units of the same foreign language, one unit of computer studies, 114 ' u.iits c*he?*h ?nd 'da-cation and pnysical e--d--u--c-ation, 3ii units of different progrws^'Oef'tPH, by 1994-95 all children entering school undergo a medical exam. The committee already has recommended in an earlier meeting:   Increasing the number of teacher training days in the schools by five to a total of 190 work days by 1997-98. Student class days would increase from 178 to 180 days by 1999-2000.  Increasing the average instructional time per day to six hours, or 30 hours per week.  Eliminating the use of \"split classes. in which siu-ji nts from two grades are com Dined in one class as a way .  meet state limits on teacher pupil ratios. Ph 19 OCT ****   ) 2 I yl 12 'ffSOi .')\"4 70(19 1. R School Dlst --i-* ODM [S\n002 TO: DR. ANG.KrTi SaWA.Ll PROM: MAilC'y VOLSEN, DU-N'RAR- MAOlffiT OR, PRINCII^AI, HIGH acaj'Ecr: DES EG RL'PORT IN RESPONSE T CLASSES: MEMOr DUNBAR CDRREKIDY HAS FOUR SINGLE RACE 0 REMEDIAL READING AND A CLASS OE GERMAN II (WITH ONLY 7 STDDENTS Tni'AL) . EAKblEK IN I'Hg\nY.EAR, NE LC\u0026gt;OKED AT THE REMEDIAL 'READING CIASS'ES AND REMOTOD SPECIAL EDUCATION STUDENTS AND SOME OT'HER STODENTS URO DID NOT MEET THE SPECIFIC CRITERIA AS OUTLINED BS\nMRS. STOVALL'S OFFICE, THUS CREATING THE AU, BLACK CLASSES. IFIE GERMAN CIASS IS ALL WHITE. IN AN EFFORT TO FURTHER BAIANCE THE RACE OF THS CLASSES, WF are\nlooking at the REGIUAR CIEkSSSS AND ASKING TEACHERS TO IDENTIFY STUDENTS WHO IHGHT BE ABLE TO HANDLE ENRICHED OR GIFTED CLASSES, SEVERAL STUDENTS HAVE BEEN IDENTIFIED AND MOVED LNTO A HIGHER LEVEL CLASS. .ALSO, TEACHERS ARE ASKED TO CONSTANTLY MONITOR THE STUDENT 'FOR EVIDENCE OP POSSIBI.E G''FTFD 5BHAVI0R TO POSSIBLY BE PTACED tn thE PROGRAM.  f FORTS AliE ON-GOING TO BAI ANCE THS CLASHES.Git 3' D MAR 3 0 1^93 C'fee ol Dscegregsifon K, Moi ionng 5018 Country Club Blvd. Little Rock, AR 72207 March 21, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Bernd, We just wanted to tell you how much we appreciate your willingness to work with AGATE and the Dunbar parents to staff and programs to our school. restore We are confident these changes will enable Dunbar Magnet to maintain the high quality education that we want for our son. We know that in trying to balance the many conflicting demands of the school district and Mrs. Acre provided as son. of you many resources as possible to Dunbar Magnet. If there is any way we are needed to provide support for ensuring and enhancing our childs education please let us know. Sincerely yours, Beth T. Foti Thomas L. Foti cc: Board of Directors Judge Susan Webber Wright Ann S. Brown i/ Nancy Acre Martha BassR'O* ^PR 6 Ollies of Desegregation Mop.itci'-ng 5018 Country Club Blvd. Little Rock, AR 72207 March 21, 1993 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Dr. Bernd, We just wanted to tell you how much we appreciate your ingness to work with AGATE and the Dunbar parents to restore staff and programs to our school. your We are confident these changes will enable Dunbar Magnet to maintain the high quality of education that we want for our son. We know that in trying to balance the many conflicting demands of the school district son. and Mrs. Acre provided as you many resources as possible to Dunbar Magnet. any way we are needed to provide support for ensuring and enhancing our childs education please let us know. If there is Sincerely yours, Beth T. Foti Thomas L. Foti cc: Board of Directors Judge Susan Webber Wright Ann S. Brown Nancy Acre Martha Bass received SIJSAN WEBBER WRIGHT Mar 3 0 1993 U.S. DfSTRfCT JUDGE MEMORANDUM Nancy Volsen Acre, Principal Dunbar Magnet Junior High 1100 Wright Avenue Little Rock, AR 72206 (501) 324-2440 FiECBVSO 1. DUNBAR MAGNET JUNIOR HIGH SCHOOL GRADE 7 - COURSE SELECTION SHEET INSTRUCTIONS FOR SELECTION Office mm t 5 WJ CHOOSE ONE ENGLISH CLASS\nONE MATH CLASS\nONE SOCIAL STUDIES CLASS\nAND ONE SCIENCE CLASS. 2. ANY SIXTH GRADER WHO IS CURRENTLY IDENTIFIED AS GIFTED, BY LITTLE ROCK SCHOOL DISTRICT ELEMENTARY SCHOOL CRITERIA, MAY BE PLACED IN THE GIFTED COURSE IN ENGLISH, MATH, SCIENCE, OR SOCIAL STUDIES. 3. TO FUNCTION SUCCESSFULLY IN GIFTED CLASSES, STUDENTS SHOULD HAVE HIGH ABILITY, CREATIVITY, AND TASK COMMITMENT. G/T CLASSES FOCUS ON CRITIC/iL THINKING, PROBLEM SOLVING, CREATIVITY, AND OTHER SKILLS INCLUDED IN THE G/T CURRICULUM GUIDE, IN ADDITION TO THE REQUIRED COURSE WORK. CREATIVE AND SOMETIMES DIVERSE APPROACHES ARE UTILIZED BY THE GIFTED TRAINED TEACHERS. 4. ANY STUDENT WHO IS IDENTIFIED AS GIFTED MAY BE PLACED IN ANY OR ALL GIFTED SUBJECTS. IT IS CAUTIONED THAT STUDENTS USUALLY ARE 'GIFTED' IN ONE OR TWO SUBJECT AREAS, NOT ALL FOUR. MATH AND SCIENCE TEND TO GO TOGETHER\nAND ENGLISH AND SOCIAL STUDIES TEND TO PARALLEL. STUDENTS ARE NOT ENCOURAGED TO BE IN ALL GIFTED CLASSES. A STUDENT CAN EXPECT 3 HOURS OF HOMEWORK PER NIGHT. IF ENROLLED IN ALL FOUR GIFTED CLASSES. STUDENTS ARE ENROLLED IN THE GIFTED PROGRAM IF THEY ARE IN ONE CLASS, OR IF THEY ARE IN ALL GIFTED. NO DIFFERENTIATION IS MADE BY THE NUMBER OF GIFTED CLASSES THEY ARE ATTENDING. 5. ANY STUDENT MAY BE PLACED IN THE ENRICHED CLASSES IN MATH, ENGLISH, SOCIAL STUDIES AND SCIENCE. 6. TO FUNCTION SUCCESSFULLY IN AN ENRICHED CLASS, STUDENTS SHOULD BE ABLE TO MAINTAIN A 'B' AVERAGE AND SHOULD BE RECOMMENDED BY HIS/ HER CURRENT TEACHER ENRICHED CLASSES MOVE AT A FASTER PACE, COVERING MORE THAN THE REQUIRED MATERIAL, IN ORDER TO CHALLENGE ABOVE AVERAGE STUDENTS, BUT IN A MORE TRADITIONAL APPROACH THAN IN GIFTED CLASSES.7. IN THE 'REQUIRED' ELECTIVE, STUDENTS TAKE MUSIC AND ART ONE SEMESTER, AND MAY CHOOSE INDUSTRIAL TECHNOLOGY OR HOME ECONOMICS THE OTHER SEMESTER\nTHUS ONE CHOICE. 8. UNDER 'CHOOSE TWO ELECTIVES' STUDENTS MUST CHOOSE AT LEAST ONE (OR MAY CHOOSE BOTH) FROM THE COURSES WITH TWO STARS**. OTHERWISE, STUDENTS MUST CHOOSE ONE FROM THIS CATEGORY** AND ONE FROM 'OTHER ELECTIVES ' 9. LEARNING STRATEGIES AND RESOURCE READING ARE FOR STUDENTS ALREADY IDENTIFIED IN SPECIAL EDUCATION PROGRAMS, WITH AN lEP IDENTIFYING THESE COURSES. 10. REMEDIAL READING IS FOR STUDENTS WHO ARE IDENTIFIED AS BELOW 25 NCE, AND USUALLY ARE NON - READERS. 11. LANGUAGE ARTS PLUS IS A NEW COURSE THIS YEAR. IT IS FOR STUDENTS WHO ARE NOT IDENTIFIED REMEDIAL READING. BUT WHO WOULD BENEFIT FROM AN EXTRA ENGLISH CLASS, WITH THE SAME TEACHER, FOR AN EXTRA PERIOD PER DAY THESE STUDENTS WILL PROBABLY BE JUST ABOVE REMEDIAL READING, BUT BELOW 50 NCE. THESE ARE NOT DISCIPLINE PROBLEMS, ATTENDANCE PROBLEMS, OR ATTITUDE PROBLEMS. THESE STUDENTS WANT TO LEARN BUT NEED SOME EXTRA ASSISTANCE 12. FOR QUESTIONS CONCERNING ENROLLMENT, CALL NANCY ACRE, PRINCIPAL\nALICE CLARK, REGISTRAR\nRICHARD DAVIS OR JOYCE SLATER, COUNSELORS, AT DUNBAR, 324 - 2440. 13. PARENTS MUST SIGN THE SELECTION FORMS. ALL SELECTIONS ARE FINAL. 14. PLEASE RETURN SELECTION SHEETS TO DUNBAR AS SOON AS POSSIBLE. PLEASE SEND THEM TO ALICE CLARK, REGISTRAR, AT DUNBAR. THE DEADLINE FOR RETURN WILL BE MAY 7. AFTER THAT DATE, STUDENTS MAY BE ENROLLED WITHOUT THE PROPER INPUT FROM THE SENDING SCHOOL AND THE PARENT.DUNBAR MAGNET JUNIOR HIGH SCHOOL GRADE 7 - COURSE SELECTION SHEET CHOOSE ONE FROM EACH OF THE FIVE REQUIRED COURSES: ENGLISH ____REG EO 1021 ____ENRE01151  G/T EOllOl * RESOURCE SO 1001 MATH REG KO 1021 ENRK01151 G/T KOI 101 RESOURCE S03001 SOC. STUDIES ____REGOOIOOI ENR 001071 '* G/T 001051 *___RESOURCE S02001 SCIENCE ____REGMOIOOI ENR MOI 151 * G/T MOI 101 RESOURCE S04001 REQUIRED MUSIC \u0026amp; ART and IND TECH HOME EC 120575 120550 170175 or 170150 * * CHOOSE IWO ELECTIVES: \"must be identified . at least one elective must be from this list other electives SPANISH I FRENCH I GERMAN I LATIN 1 RUSSIAN JAPANESE F02001 F0900I F1600I F22501 F40001 F50001 THE PLANET EARTH 001201 INTERNATL ECON 001251 ___^BEGINNING ORCHESTRA ___INTERMEDIATE ORCHESTRA ADVANCED ORCHESTRA L0300I L04001 L050O1 INTRODUCTION TO LANGUAGES FOIOOI **/* **/* **/' LANG ARTS PLUS REMEDIAL READING R07201 ROllOl LEARNING STRATEGIES S04751 RESOURCE READING S04501 ___BAND, BEGINNING WOODWIND LO1201 BAND\nBEGINNING BRASS LOIOOI BAND\nBEGINNING PERCUSSION L01301 INTERMEDIATE BAND ADVANCED BAND LOI 501 L0200I ART PHYS ED BOIOOI HOIOOI ___BOYS' CHOIR L06301 GIRLS' CHOIR L06501 STUDENT I D CIRCLE\nM/F B/W/O NAME OF STUDENT BIRTH DATE HOME PHONE WORK PHONE SIGNATURE OF PARENT/ GUARDIAN: DATE: I SCHOOL LAST ATTENDED i \u0026lt;'1 H --- Will F-f MABF ONLY IN THE EVENT OF ACADEMIC WISPIACEMFNT AND/OR AT THE PISCR-'TION OF THE PRINCPAlCHOOSE ONE FROM EACH OF THE FIVE REQUIRED COURSES: ENGLISH  REGE02021 'ENRE02151 G/T E02I01 RESOURCE S0500I CHOOSE TWO ELECTIVES: DUNBAR MAGNET JUNIOR HIGH SCHOOL GRADE 8 - COURSE SELECTION SHEET MATH ____REG (PRE ALG) K02251 AMERICAN HISTORY SCIENCE * * ENR ALG I G/T ALG I RESOURCE K02041 S07001 * * REG ENR G/T 002001 002071 002061 RESOURCE S06001 * * REG ENR 'g/t M02001 M02151 M02101 RESOURCE S08001 REQUIRED CO\u0026amp;H/PE 170200 170150 must be identified at least one elective must be from this list other electives ___SPANISH I F0200I '___FRENCH I F09001  GERMAN I Fl6001 AFRICAN STUDIES 002101 **___ARK W'RLD CONNECT'S OOI 101 ** WORLD LITERATURE E02201 ___BEGINNING ORCHESTRA ___INTERMEDIATE ORCHESTRA ADVANCED ORCHESTRA L03001 L04001 L05001 ** LATIN I F22501 ___BAND\nBEGINNING WOODWIND 1,01201 ' RUSSIAN F40001 ' JAPANESE F50001 **/* LANG.ARTS PLUS R07301 **/* REMEDIAL READING R02101 ___BAND\nBEGINNING BRASS LOIOOI ___BAND\nBEGINNING PERCUSSION L01301 **/* LEARNING STRAT SO85O1 **/*__resource reading S07201 TEACHER PERMISSION REQUIRED: INTERMEDIATE BAND ADVANCED L01501 L02001 SPANISH II FRENCH II GERMAN II LATIN 11 F02101 FIOIOI F17001 F22601 ART PHYS EDUC BOYS CHOIR GIRLS' CHOIR B02001 H02001 L06301 L13701 STUDENT 1. D. CIRCLE: M/F B/W/0 NAME OF STUDENT BIRTH DATE________ HOME PHONE WORK PHONE. SCHOOL LAST ATTENDED ALL SELECTIONS ARE FINAL. SIGNATURE OF PARENT/ GUARDIAN: DATE: I I  I CHANGES WILL BE MADE ONLY IN THE EVENT OF ACADEMIC MISPLACEMENT AND/OR AT THE DISCRETION OF THE PRINCIPAL.CHOOSE ONE FROM EACH OF THE 4 REQUIRED COURSES ENGLISH ____REGE03021 ENRE03151 *  G/T RES E03041 S09001 CHOOSE 3 DUNBAR MAGNET JUNIOR HIGH SCHOOL GRADE 9 - COURSE SELECTION SHEET MATH APPLIED MATH K04011 CIVICS *  * ALGEBRA I ALGEBRA II GEOMETRY RESOURCE K05011 K09041 KlOOl SllOOl *  REG ENR g/t RES 003001 003151 003101 SlOOOl SCIENCE ___REG MO35O1 ENR M03151 * * G/T RES M03101 S12001 ELECTIVES\n at least one elective must be from this list must be identified # ONE SEMESTER COURSES (PICK TWO) SPANISH I FRENCH I GERMAN I LATIN I RUSSIAN JAPANESE F04001 Fl 1001 F17501 F22651 F40301 F50301 **/# UNITED NATIONS 003251 **/#___LEADERS OF 20TH CENT 003301 **/# # #' _ INT'L ISSUES PHYS ED HEALTH COMPUTER TECH I INTRO\nSOFTWARE USE) COMPUTER TECH II 003271 080520 080920 030200 030250 (PROGRAMMING) (Tchr perm) WITH TEACHER APPROVAL SPANISH 11 FRENCH II GERMAN II LATIN II F05001 F12001 F17551 F22671 SPANISH III F06001 FRENCH III F1300I GERMAN III Fl7601 ** LATIN III F22701 */** */* */** */* LANGUAGE ARTS PLUS R07101 REMEDIAL READING R03101 LEARNING STRATEGIES S13001 RESOURCE READING S09501 STUDENT I. D. CIRCLE: M/F BZW/O BEGINNING ORCHESTRA INTERMEDIATE ORCHESTRA ADVANCED ORCHESTRA L18001 LI9001 L20001 ___BAND\nBEGINNING WOODWIND LI 5301 ___^BAND\nBEGINNING BRASS L15001 ___BAND\nBEGINNING PERCUSSION L15501 ___BAND, INTERMEDIATE ___BAND. ADVANCED __INT'L SPORTS ___BOYS' CHOIR GIRLS' CHOIR IND TECH II ___HOME ECON ___ART ___GTS (TCHR PERM) ___OTP (TCHR PERM) L16001 L17001 H80511 L20501 L20701 Q06751 102101 B03001 002251 T04001 STUDENT BIRTH DATE HOME PHONE WORK PHONE SIGNATURE OF PARENT/ GUARDIAN: DATE: ALL SELECTIONS ARE FINAL CHANGES WILL BE MADE ONLY IN THE EVENT OF ACADEMIC MISPLACEMENT AND/OR AT THE DISCRETION OF THE PRINCIPAL.JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 22ih\u0026gt; Telephone (501) 374-3758 FAX (501) 374-1187 - received JUN 7 TO JOHN W. WALKER RALPH WASHINIJWN MARK BURNETTE WILEY A. BRANTON. JR. AUSTIN PORTER. JR. /\\b In frnwin* in (kHirKia (he IHMrirt f Cniiitnhin. June 4, 1993 Offics of Desegregatcn Monitcring Delivered Via Fax S U.S. Hail Dr. Mac Bernd Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Bernd: filling This is a follow-up on my earlier fax to you regarding the of vacancies and the making of commitments of principalships and other administrative positions. As we have indicated displeasure with the treatment of African American students by Ms. Volsen at Dunbar, we also remind you that we have persistently raised the same issues with Mr. Ralph Hoffman at Pulaski Heights Jr. High School. Please review the Joshua monitoring reports for the last two years in this respect. branch of the NAACP has raised similar Also, for your information, the local administration at Pulaski Heights Jr. High School. issues regarding the any attempt to put Mr. Hoffman Furthermore, in the Central High school situation, we believe, would be violative of at least the spirit of the desegregation plan in view of the questions and facts presented by the Joshua monitoring reports. I am asking the Court to include this letter as a supplement to our earlier letter of today with a request that she, too, read the monitoring reports and letters to ODM's office that we have submitted regarding Dunbar and Pulaski Heights Jr. High School. Sincerely, JWW:Ip cc: Honorable Susan Webber Wright Ms. Ann Brown Chris Heller, Esq.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: September 29, 1993 To: From: Subject: Nancy Acre, Faith Donovan, and Joyce Underwood Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Dunbar Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Dunbar. At this time we will be looking for answers to a variety of questions regarding your recruitment efforts and results. We will also need certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to our meeting on the Sth. Enrollment Data:  October 1 magnet program enrollment by grade, including race and gender, for the 1990- 91 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1991- 92 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1992- 93 school year  October 1 magnet program enrollment by grade, including race and gender, for the 1993- 94 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  The number of new students by grade, including race and gender, enrolled in your program for the 93-94 school year  The number of students by grade, including race and gender, who withdrew from the magnet program since the 1992-93 school yearRecruitment Data:  The number of LRSD students recruited by grade, including race, gender and where they were recruited, during the 1992-93 school year  The number of private school students recruited by grade, including race and gender, during the 1992-93 school year  The number of PCSSD students recruited by grade, including race and gender, during the 1992-93 school year  The number of any additional students recruited by grade, including race and gender, and where they were recruited during the 1992-93 school year  Documentation of all recruitment strategies and activities - For example, if you developed a brochure name the person(s) responsible for the brochure, identify your targeted audience (ie. white sixth grade PCSSD students at Lawson, Baker, Romine), state the date it was distributed, report how much was budgeted for the brochure and distribution and how much it actually cost, and explain how you tracked your results. If you made a presentation, include the person responsible, type of presentation, date, location, sign-in sheets and explain how you tracked your results.September. 1993 recewed DUNBAR MAGNET JR. HIGH SEP 1 W5 Ottice oi Desegregaton Monitoring Sunday Monday Tuesday Wednesday Thursday Fbiday 3 Saturday 4 JV FB AT SW 9:30 12 19 26 10 11 BOABD HOLIDAY SCHOOL CLOSED VB AT FH 5:30 OPEN HOUSE 6:30 SPAGHETTI SUPPER 5:00 JV FB AT MANN 9:30 13 20 14 15 16 17 18 VB AT SW 5:30 VB AT DUNBAR 5:30 27 PTA BOARD 6:30 21 28 FB AT SW 5:30 AT SCOTT FIELD 22 VB AT MBV 5:30 FB AT PH AT SCOTT FIELD 5:30 29 23 30 VB AT CD 5:30 JV FB AT CD 9:30 24 25 JV FB AT FH 9:30 5 6 7 1 2 8 9 A FB AT FH 5:30 AT SCOTT FIELD VB AT DUNBAR 5:30 SEP 9 - OPEN HOUSE 6:30 - 8:30 SPAGHETTI SUPPER 5:00 - 6:30 (CATERED BY OLIVE GARDEN) Dunbar rOagn^t HIGH RECEIVED Sunday Monday JOIN PTA !! VB AT MSM 5\n30 10 11 FT-JONES VB AT D 5:30 17 18 SPEC EDUC MONITORING 24 STUDENTS CONFERENCE DAY TEACHERS OR PARENTS MAY SCHEDULE TCHR CONF'S 31 October, 1993 Nancy Acre, Principal Elouise Hadson, Vice Principal Donnell Jaes, Vice Principal Tuesday Wednesday Thursday FUTURE BOBCATS TH PERIOD MATHLETES T-JONES FUTURE BOBC. TH MATHLETES FB - 5:30 PTA BOARD :30 ADM BLD NG DEPT BEFORE SCH FT-GEORGE FUTURE BOBCATS 7TH MATHLETES 26 FUTURE BOBCATS 3RD MATHLETES OCT t 3 1993 Office of Desegregation Monitoring FViday Saturday 2 ACTIVITY SCHEDULE PEP ASSEMBLY MATHLETES FB 5:30 13 SCOLIOSIS SCREENING THRU SCIENC MATHLETES 20 MATHLETES 2?t-jones FT-DONOVAN MATH DEPT MEETING BEFORE SCH MATHLETES FB 5:30 JEWISH HOLIDAY MATHLETES VB AT D 5:30 14 MATHLETES VB AT SW 5:30 21 LAST DAY OF 1ST QTR MATHLETES EAR AN INTERNAT'L T-SHIRT TODAY in MATHLETES F. LANG DEPT MEETING (PM) ODM MONITOR JEWISH HOLIDAY 15 SCHOOL PICTURES FT-CEORGE 22 TEACHER WORE DAY NO STUDENTS 29 JV FB AT PH 9:30 16 FB A MB 0:30 VB TOURN AT MSM 23 ALL REGION CHOIR AT CJH 30 3 4 . 5 ^4 7 2^ 1 8 9 SAVE HARVEST FOOD RECEIPTS !!! BE A SCHOOL VOLUNTEER !!! COMMUNICATE WITH TEACHERS !!! NO SCHOOL - NOV. 4 \u0026amp; 5 (AEA)November, 1993 DUNBAR MAGNET JR. HIGH NANCY ACRE, PRINCIPAL ELOOISE HUDSON, VICE PRINCIPAL DONNELL JAMES, VICE PRINCIPAL 9^ Office tiOM A 0^ O8S85'9^'' Sunday Monday 1 Tuesday Wednesday Thursday Friday 2 3 4 5 Saturday 6 7 FACULTY MEETING 3:50 FOOTBALL 5:30 Report card GOES HOME FT-JAMES FT-SMITH OM TRYOUTS AFTER SCH. FT- PARSONS FUTURE BOBCATS P.5 MATHLETES 9 TOT B:00 FT-MOORE FB p.e SC ASSEMBLY MATHLETES \u0026amp; OM TRYOUTS AFTER SCH PTA BD 6:30 FT-PAR30NS FT-AX MATHLETES 10 Y TEENS SAM FT-SHAVERS SC VOTE P.3 FPS PRAC P.3 MATHLETES NO SCHOOL 11 VOTE ON STU COUNCIL REP PERIOD 1 MATHLETES AFTER SCH NO SCHOOL 12 13 14 NATIONAL EDUCATION WEEK NATIONAL GEOGRAPHY AWARENESS WEEK 15 FT-GRAVE3 FT-PEACE FT-WILLIAMS 16 FT-AX FT-HOEY FB-7TH MATHLETES \u0026amp; OM n PR ACT AFTER SCH LRSD AC ATE 7PM DUNBAR 17 AM MATH DPT SNOW ROUTES FT-JACK30N FPS PRAC P.5 MATHLETES \u0026amp; OM PRACT in AFTER SCH FT-WILLIAMS FT-JACKSON AM JR HIGH MATH EXAM 10:25 CAFET BASKETBALL 5.00 DUNBAR SS DPT 3:45 19 COMPUTER CLUB AFTER SCHOOL 20 CHOIR ALL REGION HARDING COLLEGE SEARCY 21 22 FCA SAM FT-DUNN 23 24 25 26 27 BASKETBALL 5:00 AT DUNBAR FB P.3 OM PRAC II AFTER SCH FPS P.e OM PRAC III AFTER SCH NO SCHOOL NO SCHOOL 28 29 FT-JAMES FT-TERRY BASKETBALL 5:00 AT DUNBAR 30 FT-TERRY FB P.5 DECEMBER 7 MS - 6850 RM - BILDO' 7800 BAM3 7830 O3om CQMmr December, 1993 Dunbar Aag^nct Jr, High School Nancy Acre, Principal Elouise Hudson, Vice-Principal Donnell Janes, Vice-Principal Sunday Monday Tuesday Wednesday Thursday FViday Saturday FT-Ax FT-Jackson JVBB 0:15 at SW 1 2 3 4 FT-Jackson FT-Dean Bi-Bacial Honitorintf LRSD Counselors Exchange Visit Choir - Territorial Restoration 12:00 12 19 FT-Terry Fhtnre T-Jacisson 10 11 5:00 BB HV at D T-Harris BB at Catholic 5:30 20 Bobcats-5th 2:30 concert 4:00 FCA nte. PTA - see below -Burgess to Watershed Choir to CAMS Fbtnre Bobcats-7th 21 FT-Dean FT-Villiars 15 FT-Villiams 22 Choir to ACH 11:30 a *. FT-Jackson CHIC dress today BB at PH 5:30 16 33 DEPT 3:45 Choir to State Capital 11:30 BB at SV 5:30 23 Tacky Dress today 17 STAFF PARTY 24 JVBB at Hann 9:15 18 JVBB at D 0:15 a* 25 5 6 7 8 vacation vacation vacation vacation vacation 26 27 28 29 30 31 vacation vacation vacation vacation vacation DEC 7 - 6pin PTA Silent Auction, Craft and Bake Sale 7PM Band and Choir Concert Last day of school - Dec. 17,1993 Return to school - Jan. 3, 1994Arkansans for Gifted And Talented Education DUNBAR JUNIOR HIGH SCHOOL A.G.A.T.E. AFFILIATE POSITION PAPER MAGNET PROGRAMS AS ADMINISTERED AT DUNBAR JUNIOR HIGH SCHOOL Tkie membership of Dunbar Junior High School A.G.A.T.E. voted at its September 28, 1994, meeting to adopt a position regarding the administration of the Gifted and Talented and Interna tional Studies programs at DJHS, as follows: 1. Beginning with the 1995-96 school year, the Gifted and Talented and International Studies programs at Dunbar shall return to their original 1990-91 formats, as established and i mplemented by the Little Rock School District Dunbar Committee\nmore specifically: a. letters will be sent by the Student .Assignment Office to all attendance zone students informing them they must participate in the magnet programs and enroll in a foreign language class\nstudents electing not to participate in the magnet programs will be allow/ed by the Little Rock School District to opt to attend another junior high\nstudents should be required to return a letter b. c. d. of intent\nthe LRSD will reinstate the ratio cap among attendance zone black students, thereby encouraging the reciuitment of identified gifted black students outside the attendance zone to enroll in Dunbar\nthe LRSD Dunbar Committee shall be reconstituted as per the April 29, 1992, LRSD Desegregation Plan, page 143\ncommittee make-up should be by position, not specific individuals, i.e. LRSD Gifted Supervisor, Dunbar principal, Dunbar's International Studies and Gifted and Talented specialists, one black parent, one white parent and others as needed\nidentified Gifted and Talented students and designated Enriched students will not be grouped to gether in the four core subjects\nteachers of Gifted and Talented classes will be certified is Gifted and Talented teachers. 2. To strengthen the program, classroom sij-e shall not exceed 22 students. 3. For the remainder of the 1994-95 school yearONLY, the identified Gifted and Talented students and the designated Enriched sturien's at Dunbar may be assigned to combined classes in the four core subjects.4. The Little Rock School District will provide a minimum of two additional Gifted and Talented specialists at Dunbar for the remainder of the 1994-95 school year for the purpose of facilitating the Gifted and Talented teachers by providing instructional time with small groups and individuals as needed. The Dunbar A.G.A.T.E. group believes these criteria for administering the magnet programs at Dunbar are the bare minimums for maintaining the quality of these programs and for recruiting future students in compliance with orders of the Federal District Court. FOR MORE INFORMATION OR QUESTIONS PLEASE CONTACT: ELIZABETH SHY DOWELL President, DJHS A.G.A.T.E. 68 Cardinal Valley Drive North Little Rock, AR 72120 (501) 834-3720Office 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 (SOI) 376.6200 Fax (SOI) 371-0100 Date: January 25, 1995 To: Nancy Acre, Principal, Dunbar Magnet Junior High School From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Magnet Program Information As part of ODMs ongoing monitoring of secondary schools with magnet programs, I would like to receive the following information regarding the Dunbar Junior High School International Studies/ Gifted and Talented Magnet Program by Friday, February 10,1995. If you have any questions or concerns, please dont hesitate to call me at 376-6200. Thank you for your assistance. Documentation Requested  For each year since the programs inception, magnet program enrollment by race, sex, and grade level.  1994-95 magnet program course enrollments by course title, race, sex, and classification.  For each year since the programs inception, the number of students new to the school attracted as a direct result of the magnet program by race, sex, and grade level.  1994-95 magnet program staff by race, sex, and the title of the magnet courses they teach.  Furnish an existing comprehensive magnet program description (e.g. philosophy, goals, objectives, structure, curriculum) and any literature describing individual course offerings.  Documentation of yearly recruitment activities by the school (e.g. recruitment committee meetings, presentations, site visits to the school by potential parents and students, recruitment visits by staff to other schools) since the programs inception.zr? ff.jj DUNBAR JUNIOR HIGH SCHOOL Date: February 1, 1995 We were pleased to note: 1. 2. 3. 4. 5. 6. 7. 8. 9. The U.S. and Arkansas flags were properly displayed on the exterior flagpole. The grounds around the school were nicely landscaped and free of debris. We saw two custodians picking up around the school as we arrived. The newly-paved parking lot added to the aesthetic appeal of the campus. A security guard was on duty at the front desk just inside the main entrance. The main doorway featured attractive, live plants. The terrazzo floors were in good condition and relatively clean. Various flags, visuals, and bilingual signs trumpeted the schools international studies magnet theme. The main floor hallway featured numerous bulletin board displays commemorating Black History Month. A display case at the entrance contained a large collection of African-American dolls (one owned by a former slave) representing different time periods. Another display traced the history of a black family through photographs. Student recognition was prominently displayed in the form of a \"Student of the Week\" bulletin board, which hung near the main entrance. 10. The students we encountered were very polite and friendly. 11. Student lockers were generally in good shape and most were free of graffiti. 12. The pupil services wing was spacious. It included offices for the counselors and a health room. The nurse pointed out that the district had recently re-tiled the floor in this area. The counselors and nurse shared a common waiting area and the counselors had a separate room for group counseling. A rack in the waiting room had quite a few pamphlets relating to health issues. 13. The cafeteria was clean, the floors free of debris, and the tables and chairs looked like they had recently been cleaned. 14. Those girls bathrooms which were unlocked revealed plenty of paper products, a handicapped- accessible stall in each, and receptacles for sanitary products disposal in each stall. 15. The gymnasium was clean and the locker rooms for both sexes were fairly clean. In the gym, students were actively participating in a lesson. Areas needing attention: 1. 2. 3. 4. 5. 6. 1. The driveway between the gym and the main building has a serious drainage problem. The cement was badly eroded and crumbling in one area and water was standing in another area. The building has a serious problem with roof leaks. A teacher in one classroom had placed a container in the middle of the floor to catch drips\nthe classroom next door had serious water stains and damaged walls from leaks in the roof. In the media center, a recurrent roof leak has resulted in an area of damaged ceiling tiles. Quite a bit of trash littered the second floor, and the trash cans were small and relatively inconspicuous. Fire extinguishers were missing from their receptacles on e first and second floors. Some water fountains were not working. The boys locker room did not have a bathroom. A leak from the ceiling left a puddle in the middle of the floor. Graffiti filled the shower stalls and covered the walls. The showers obviously had not been used in some time. Page 68. According to one teacher, the buildings opaque windows have made it impossible to conduct 9. a science project involving plant growth. The clock on the second floor hall was turned on its side and was not working. 10. Other than the first-floor displays items relating to black history and a couple of bulletin board displays in the basement, we saw almost no student work or other displays in the halls. 11. We noted an obvious contrast between the lively and inviting first floor displays, which represented the international magnet theme, and the starkness of the second and third floors. 12. Spot observations in several classrooms revealed that some had lots of student work and multicultural materials displayed, while others were bare to the point that it was impossible to determine what subject matter was taught in the room. One teacher pointed out that she had cleared her bulletin board in preparation for Black History Month. 13. In several classrooms, teachers were late or altogether missing\nsome rooms had substitutes. 14. In some classes, students were not on task and teachers were not teaching. In one classroom, the teacher was playing board games with the students. 15. During a class change, we saw very few teachers monitoring the second floor in high traffic areas where a large number of students congregated, causing crowding and a high noise level. 16. Numerous students remained in the halls well after the tardy beU. yet no adults were encouraging them to hurry on to class. Girls Restrooms 17. The restrooms on the second and third levels were locked. According to a couple of students, 18. 19. 20. 21. 22. girls had to use the facilities on the first floor or in the basement. The two open restrooms had some graffiti, including racial slurs. Only one of the restrooms had a bar of soap. In the restroom which had two sinks, only one set of faucets was working. One restroom was littered with discarded tampon applicators. Numerous wads of toilet paper dotted the ceiling and upper walls. Boys Restrooms None of the boys restrooms were truly handicapped-accessible. The odor of urine permeated the first floor restroom. None of the toilets appeared to have been flushed at all during the day, even though all of the toilets were functioning properly. Only one of the two sinks worked and water ran constantly in that one. While the room had no graffiti, quite a bit of trash was on the floor. The stalls lacked doors, and no paper towels or toilet paper were available. The second floor restroom featured a clean floor, very little graffiti, and functioning toilets and sinks. However, no paper towels or toilet paper were stocked, and the odor from the restroom was strong even in the hallway. The third floor restroom lacked toilet paper and paper towels. The stalls had no doors and one toilet was missing a seat. Neither sink functioned. The restroom floor was clean and the walls had no graffiti. The wood sill was missing from one of the windows, causing the surrounding plaster to erode. 23. The basement level restroom was relatively clean and lacked graffiti, but neither toilet paper nor paper towels were in the room. All urinals and toilets functioned normally, but the sink faucets werent working, and none of the toilet stalls had doors. Page 7\" LRSD'SUPPORT SERVICES Fax:1-501-324-2032 ' 1': Apr 20 95 12:01 P. 02/02 i tiTTTE Rock School District FOR IMMEDIATE RELEASE w* April 20,1995 For more information: Suellen Vann. 324-2020 - A power transformer blew out in the area of Dunbar Junior High School at mid-day today. Chin bar Junior High School lost power as a result of this incident. Duohar Junior High snidents will be relived from, school at 1:15 p.ra. due to the loss of power. Transportation will be provided for those students who normally ric^the bs. :x. i- !('- 6i r, v: . r lr-- t '\u0026lt;  t  Li,' I 810 We\u0026lt;it Markham Street  Little Rock, Arkansas 72SO1  (301)324-2000Office 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 November 20, 1995 Ms. Linda Brown, Principal Dunbar Junior High School 1100 Wright Avenue Little Rock, Arkansas 72206 Dear Ms. Brown: The Office of Desegregation Monitoring is preparing a monitoring report on the secondary schools in the Little Rock School District which have magnet programs: Central High School, Dunbar Junior High School, Henderson Junior High School, and McClellan High School. I am writing this letter to ask your assistance in gathering data and in establishing a schedule for monitoring visits. The report will be written in eleven sections: (1) enrollment and recruitment, (2) staffing, (3) themes, (4)curriculum and instruction, (5) discipline, suspensions, expulsions, (6) guidance and counseling, (7) student achievement, (8) parent and community involvement, (9) facilities, (10) transportation, and (11) finance and budget. To the extent it is practicable, the report will focus on the magnet program and its effects. We will gather much of the data from district files but will need your assistance in collecting information available at school. I will visit with you in person before the monitoring visit to discuss procedures and to establish a monitoring date. Please have these items available to us during the monitoring visit: 1. A copy of the master schedule 2. Class enrollments for courses identified as magnet offerings 3. Program and course descriptions for magnet offerings as available 4. Curriculum guides for magnet curriculum as available 5. Textbooks and manuals used in magnet courses 6. Descriptions of enhancements of the magnet program as available 6. Brochures and other printed material related to student recruitment and parent involvement 7. A building floor plan.We will also need your help arranging interviews with appropriate staff in these areas\n1. Guidance and counseling 2. Magnet curriculum 3. Recruitment 4. Parent and community involvement 5. Desegregative effects of the magnet program. The district staff have offered to assist with data collection regarding enrollment, discipline, achievement, transportation, and budget. I will call you soon for an appointment that will allow us to clarify issues related to this report and to establish a schedule of monitoring visits. Sincerely, Gene Jones Associate MonitorOffice 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 MEMORANDUM Date: November 28, 1995 From: Gene Jones To: Linda Brown Subject: ODM Monitoring Visit This memorandum is to confirm Monday, December 4, 1995, as the date for the ODM monitoring visit to Dunbar Junior High School. The ODM staff will arrive at 9 a. m. and remain until the relevant data for the magnet program has been compiled. We will come to your office for a brief conference with you or those you designate. Please be prepared at that time to direct us to those staff members with access to information necessary for monitoring the items on the monitoring guide as we discussed during our recent visit. Thank you for the hospitality and candor you have shown us during this process.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 December 5, 1995 Ms. Linda Brown, Principal Dunbar Junior High School 1100 Wright Avenue Little Rock, Arkansas 72206 Dear Ms. Brown: The visit of the ODM staff to Dunbar on Monday was pleasant in every way. You and your staff welcomed us while conducting school business in the professional manner I have come to associate with your work. The information you gathered for us simplified the data gathering and helped us find the classrooms and staff members useful to our research. Thank you for the extra time and effort spent making our visit a success. The product of our monitoring visit will be a report to be issued in the spring of 1996. We will analyze the program and summarize its strengths emphasizing the desegregative impact it has for the school. We hope the report will be useful as you plan improvements for the students at Dunbar. Your continued success is important to all of us. Sincerely, Gene Jones Associate Monitor cc: Dr. Victor Anderson3 RECEIVED CHAMBERS OF _ SUSAN WEBBER WEIGHT Johnny E. Gross 2501 Riverfront Dr. Apt. A103 Little Rock, AR 501-664-8695 JAN 0 3 1336 72202 U. S. DiSTHlCT JUDGE Judge Susan Webber Wright U.S. District Court, AR Eastern Division 600 W. Capitol Little Rock, AR 72201 JAM z- 1996 December 30, 1995 Office of Oesogregaaon Dear Judge Wright: I am a teacher at Dunbar Magnet Jr. High and also I was admitted to the Arkansas Bar this year after graduating from law school this past May. I am writing to express some concerns over Mr. John Walker's request for attorney's and legal fees for representing black children and black employees of the three districts in disciplinary matters. He makes his claims pursuant to the desegregation case currently in your court. First, if you order the district to pay Mr. Walker for representing black students and teachers it would set up a defac-to racially discriminatory system wherein the districts give a free service to only minority students. In fact, this probably already occurs when Mr. Walker, as representative of a party in the case, represents the black parents and there is no one to represent the white parents or students. Second, Mr. Walker has based his claims for fees on the fact that the desegregation plan calls for no discrimination in the disciplining of students. Mr. Walker therefore attends minority student hearings and represents their interests. Mr. Walker has not attempted to show any bias in the disciplinary rules of the districts nor has he shown any direct discrimination in their usage by the district. If he could show this then the district should have a chance to respond before any fees are awarded. Third, the court itself has a monitoring team that is quite capable of monitoring the disciplinary rules and procedures of the district. If I am not mistaken they do in fact monitor these areas already in probably a more impartial way than Mr. Walker. I have kept my concerns brief and would gladly support their rationale if necessary. I thank you for reading this letter and I pray you deny Mr. Walker's request for attorneys fees in this matter. Thank you. MGnttOfiP.g t/f^ I  I '/O I \u0026amp; ^8 w LITTLE ROCK SCHOOL DISTRICT Dunbar Magnet Junior High School International (Studies/Gifted and Talented Education 1100 Wright Avenue Phone 501-324-2440 Little Rock, Arkansas 72206 March 27, 1996 fr= \u0026lt;Csa R 1^^ Atm Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 2 3 ^99S ^Office of Dese. i Dear Ms. Brown: We are currently gearing up for the 1996 Culture Fair at Dunbar Magnet Junior High School. The Culture Fair is similar to a Science Fair. It is the culminating \"end of the year\" activity for 7th graders at Dunbar. All students work through their English and Social Studies classes to investigate and answer a cultural question. As I am sure you know, a major factor in making an event such as this a success lies tn the recruitment of judges. I would appreciate it if you would consider helping us this year. I have enclosed a copy of the judge's sign-up sheet which lists ah of the categories into which entries might falL Feel free to sign up for as many categories you might feel comfortable in judging. This will assist us in making sure we have an adequate number of judges for each category. The jutting will take place on Thursday, April 11, from 9:00 A.M. to approximately 12:00 P.M. in the gym. We have scheduled an orientation for the judges in the Media Center at 8:30 A.M. where coffee and donuts will be served. If you are able to help us this year, I look forward to seeing you on the 11th. If not, please return the information sheet anyway, so that we may include you in our database for future reference. Please return the enclosed checklist to me by April 3, in the enclosed envelope. Please call me at 324-2448 if you have any questions. Sincerety, Jinie Western International Studies SpecialistPlease return to Julie Western by Aprfl 3. For additkmal informatioii you nu^ caB Julie Westnn at 324-2448. Name Phone Address Occupation Yes, I win serve as a judge. No, I am unaUe to judge at tune. I would Idee more infcHmaticm about die Culture Fair before malrmg a decision wbefoer or not to judge. Culture Fair Categories: Please check one or nwre of the foliowing ateas in winch you wodd fed comfbrtdiie juc^ing. Keqi in mind diat the pngects will be done by sevens grade stuc^ts. GeneralCutturc: ideas^ customs, heatage, alcffla of a givai pet^de M  given time in histooy Genealogy: charting the descent a famfly fiom hs ancestors to present day Migrations: foe movements of penoia, femiies, or groups between r^ions\ncoudries, or continents Itoftage: tradhiona, habits, and charactnislics handed down from past adtmd and ethnic grot^M to the presatt Economics: jobs, occi^Mtirais, professions, and educational acinevanents Arts and Crafts: music, painting, dance, homemade toda, weaving, carving, etc. Settlements and Groups: towns, MOi^es, forts, camps, dHoches, umons, etc. Customs: special ways of ddng things such as costumes, food, tods, and socid and governmental systems and structures Special Events: meedngs, fun, festivals, bam railings, battles, trials, etc.WfcJ LITTLE ROCK SCHOOL DISTRICT Dunbar Magnet Junior High School International ^tudiecs/Gieted and Talented Education 1100 Wright Avenue Phone 501-324-2440 Little Rock, Arkansas 72206 October 8, 1996 Mr. Horace Smith, Assoc. Monitor OflBce of Desegregation Monitoring 201 E. Markham Ste. 510 Little Rock, AR 72201 Dear Mr. Smith: As you are aware, Dunbar Magnet is a unique school in the Little Rock School District. Its uniqueness is exemplified in several ways, but in no way more importantly than by its two magnet components: gifted and talented education and international studies education. In an on going effort to enhance and assure that those components are being implemented as originally intended and to the best utilization for students, an advisory committee is being established . It is my hope that you will accept this invitation to be a part of this committee and help serve Dunbar and its students. The committee wiU function in an advisory capacity and will meet quarterly. The Dunbar Magnet Advisory Committee will act as a \"sounding board\" for new ideas as well as a catalyst to execute plans that will improve the quahty of the components. Thank you for the consideration you give this invitation to serve. Dunbar is rich in historical significance as a moving force within the community of Little Rock. I aspire to continue that effort with the help of individuals like yourself. An initial organizational meeting has been established for October 29, 1996, in the Dunbar Media Center, at 2:00 p.m Please let me know if you can serve on the Magnet Advisory Committee, and if you will be able to attend on the 29th. I hope to see you then. LITTLE e.: ROCK SCHOOL DISTRICT Dunbar Magnet Junior High School International \u0026lt;Studie\u0026lt;s/Gifted and Talented Education April 22, 1998 RECEIVED Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Dear Ms. Brown: APR 2 3 1998 OFFICE OF DESEGREGATION MONITORING We are currently gearing up for the 1998 Culture Fair at Dunbar Magnet Junior High School. This is the culminating \"end of the year\" activity for all 250 7th graders at Dunbar. Students work through their English and Social Studies classes to investigate and answer a cultural question. They present their findings by writing a report and preparing a display. When they are complete, their projects will fill our gymnasium and be judged very much like a Science Fair. As I am sure you know, a major factor in making an event such as this a success lies in the recruitment of community members to serve as judges. I would appreciate it if you would consider helping us this year. I have enclosed a copy of the judge's sign-up sheet which lists all of the categories into which entries might fall. Feel free to sign up for as many categories you might feel comfortable judging. This will assist us in making sure we have an adequate number of judges for each category. If you know of other people who might act as judges, please share this information with them. The judging will take place on Thursday, May 7, from 9:00 AM until approximately 12:00 PM in the gym. We have scheduled an orientation for the judges in the Media Center at 8:15 AM where coffee and donuts will be served. If you are able to help us this year, I look forward to seeing you on the 7th. I have copied a map on the back of this letter to help you find our exact location. If you are not able to judge this year, please return the information sheet anyway so that we may include you in our database for future reference. Please return the enclosed checklist to me by May 1, in the enclosed envelope. Please call me at 324-2448 if you have questions. Sincerely, Julie Western International Studies Specialist 1100 Wright Avenue  Phone 501-324-2440  Little Rock, Arkansas 72206 Wright w x: .5^ Q. o -w (n . C I k \u0026lt;a Q- i Dunbar Jr. Hi LU co 14th Gym 0) w V xz O cc x: Oi 0 2 1-630 4 Please return to Julie Western by Friday, Pvlay 1. For additional information, please call Julit Western at 324-2448. Name /.ddress Phone Ciccupation (Please put the address and phone at which you would prefer to be contacted.) _____YES, I will serve as a judge. V- NO, I am unable to judge at this time. __I would like more information about the Culture Fair before making a decision. Please call me at (We will try to contact you by phone, as quickly as possible to answer any questions you may have.) C ulture Fair Categories: Please check one or more of the following areas in which you would feel comfortable judging. Keep in mind that all projects will be done by seventh grade students. _____Arts and Crafts: handicrafts, mus^c, painting, dance, homemade tools, weaving, etc. _____Customs: special ways of doing things such as clothing, food, tools, and social and governmental systems and structures _____Economics: jobs, occupations, pro''essions, and educational achievements Genealogy: charting the descent of a family from its ancestors to the present day Heritage: traditions, habits, and characteristics handed down from past cultural and ethnic groups to the present _____Migrations: the movements of persons, families, or groups between regions, countries, continents or --------Settlements and Groups: towns, villages, forts, camps, churches, unions, etc. _____Special Events: meetings, fairs, fe.'-tivals, bam raisings, battles, trials, competitions, etc. -------- General Culture, ideas, customs, heritage, skills of a given people at a civen time in history Thank you!5013744187 WALKER LAW FIRM 671 F04.-04 MAR 05 99 12:24 John W. Walker, P.A. Attorney At Law 1723 Broadway iJiTLE Rock, Arkansas 72206 Telephone (501) 374-3758 EAX (501) 374.4187 JOHN W. W.UKER RALPH WASHINGTON M.ARK BURNETTE AUSTIN PORTER, JR. Via Facsimile - 324-2146 March 5,1999 Dr. Leslie Camine Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Camine. It has come to my attention that Standard Oil Company has been making a scholarship contribution on behalf of black students through the Dunbar High/Junior High School continuum since 1956. It is believed that scholarship money has not been used and if it has been used, it has not been used in the way that it was contemplated. Would you please inquire into this matter and let us know if our belief is incorrect. Please let us know the correct information. Thank you for your attention to this matter. Sincerely. /7 fbhn W Walker JWW\njs zz'. Mr. Junious Babbs Mr. James Washington Mr. Cari HinesDunbar Magnet Junior High School iNTEQNATIONAL aStUDIL'^/GiFTED AND 'PaLCNTED EDUCATION April 7, 1999 RECBV^O Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 RESSWEO APR 3 1993 APR 8 18\nOFHGEC-f OFFICE OF Dear Ms. Brown: We are currently gearing up for the 1999 Culture Fair at Dunbar Magnet Junior High School. This is the culminating \"end of the year\" activity for all 225 7th graders at Dunbar. Students work through their English and Social Studies classes to investigate and answer a cultural question. They present their findings by writing a report and preparing a display. When they are complete, their projects will fill our gymnasium and be judged very much like a Science Fair. As I am sure you know, a major factor in making an event such as this a success lies in the recruitment of community members to serve as judges. 1 would appreciate it if you would consider helping us this year. I have enclosed a copy of the judge's sign-up sheet which lists all of the categories into which entries might fall. Feel free to sign up for as many categories as you might feel comfortable judging. This will assist us in making sure we have an adequate number of judges for each category. If you know of other people who might be willing to act as judges, please share this information with them. The judging will take place on Wednesday, April 28, from 9:00 AM until approximately 12:00 PM in the gym. We have scheduled an orientation for the judges in the Media Center at 8:15 AM where coffee and donuts will be served. If you are able to help us this year, I look forward to seeing you on the 28th. I have copied a map on the back of this letter to help you find our exact location. If you are not able to judge this year, please return the information sheet anyway so that we may include you in our database for future reference. Please return the enclosed checklist to me by April 16, in the enclosed envelope. Please call me at 324-2448 if you have questions. Sincerely, Julie Western International Studies Specialist 1100 Wright Avenue Phone 501-324-2440 Little Rock, Arkansas 72206 Please reti m to Julie Western by Friday, April 16. For additi\u0026lt; nal information, please call Julie Western at 324-2448. Name Phone Address Occupatio I (Please put the address and phone at which you would prefer to be contacted.) YE S, I will serve as a judge. NO, I am unable to judge at this time. I )uld like more information about the Culture Fair before making a decision. Please call me at (V/ J will try to contact you by phone as quickly as possible to answer any questions you may have.) Culture F lir Categories: Please check one or more of the following areas in which you would feel comfortab e judging. Keep in mind that all projects will be done by seventh grade students. A ts and Crafts\nhandicrafts, music, painting, dance, homemade tools, weaving, etc. C: stoms special ways of doing things such as clothing, food, tools, and social and governmental systems and structures _____ onomics: jobs, occupations, professions, and educational achievements G\nnealogy: charting the descent of a family from its ancestors to the present day B, ritage. traditions, habits, and characteristics handed down from past cultural and ethnic groups to the present M grations: the movements of persons or groups between regions, countries, or continents Se rtlements and Groups, towns, villages, forts, camps, churches, unions, etc. S[ ?cial Events: meetings, festivals, bam raisings, holidays, battles, competitions, etc. G( neral Culture: ideas, customs, heritage, skills of a given people at a given time in history Thank you!04/08/1999 15:24 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 SCHOOL EVENT NOTIFICATION FORM Little Rock School District (Upcoming Events) From: Joyce Underwood Phone 324-2448 Date of Event: 4-9-99 School\nDunbar Magnet Event will be held from 11:30-1:00 in the Home Ec kitchen and dining room The event is the Annual International Food Fest which is prepared by Mrs. Gertie Jackson's FHA students. FHA members from the 7th, Sth, and Sth grade select a country, study menus, and prepare food to be sampled by the entire Dunbar faculty and staff. They also gather information about the selected country and prepare display boards which represent the culture of that country. Some of the countries that will be represented are the United States, Japan, China, Brazil, Cuba, Italy, Ireland, and Netherlands. Mrs. Jackson received a grant from Regions Bank earlier in the year to off set part of the cost, and teachers pay $3.50 for their meal. The event will be held on third floor in the Home Ec kitchen and dining room. The event would be an excellent opportunity for the newspaper or television as it represents the International Studies theme of Dunbar. These young people have studied the cultures of a selected country and will apply their skills in preparing a meal for Dunbar employees. Not only is it a learning experience for the young people, it is a treat for the Dunbar staff.P.T.A. Newsletter for Parents and Students DUNBAR VOICES September 9, I993SEP 1 RECEIVED Ofto.trf OesecMj Welcome to the PTA Olive Garden Supper tonight! Welcome to the Dunbar Magnet Junior High School Open House!! LOOK FOR THE DUNBAR YEARBOOK PRE-SALE TABLE$20 From the PTA President\nHigh. year , Welcome to another fabulous year Theres going to be an ex of learning at Dunbar Magnet Jr. it ing PTA organizat ion and we invite you to be a part of it. The experts d iscovered decrease that parental involvement in kidseducat ion tends during the .j Lin i or high sc hoo 1 year s. Al though this have to our children are just beginning to explore their independence at this t ime, ever ! where parents Th i s our 1i fet ime off. of II involvement and guidance is more imperative i s kids crucial transit!on t i me. are faced with some of dec isions. So, concerned Th is their It is not the time for IS the than stage first parents important t o II back you are encouraged to become involved in the networ k useless social folks which c organ izat ion, institutes your PTA. We are not a but we are devoted to the welfare of each and every child at Dunbar. We hope to be able to prov ide many services to our school, teachers, and students. The resources we need to your If concern. and your money. accomplish these services are^your time. Dues are only $3.(Z\u0026gt;0 per you have not already, please join now. fundraiser, will service we hope to provide. hopefully provide much-needed Ton ight, funds our for person. first the However, your involvement and time are even more important. Each of you has a special talent from which your school. students could greatly benefit. Theres not room here teachers, and to the many, many ways you can help. Call me at 227-7174 and talk about what you can do. Our membership numbers can earn list lets the school r eputat ion. awards. Our which money increases school spirit and and time can provide assistance posit ive spec ial programs. spec ial needs. and assist our teachers with in providing the best educational environment for our kids. T o j o i n PTA or offer your time, of Dunbars office personnel. contact Principal Nancy Acre, me. or any Ther e invited input! will be Dunbar PTA board meetings monthly. to attend. Were not an e lusive club. We EVERYONE need IS our We are here because we care. If it concerns your your child. school, or our community. we want to hear cannot work mir ac1es. but with your help. we can f r om come you. c1ose. We Pl ease par t of read our newsletters when they arrive. the years PTA budget. We hope they They are a 1 ar ge will be an informative link between school functions and you. Please try to attend i nvolved our PTA open meetings and our fundraisers. Pl ease be you may have. parents, and please call me with any concerns or Thanks! Renae Jorgensen 19'33-94 Dunbar PTA President ideas Wei come off of RR:OM OUR: R-R: I NC I F-Rtl_ = to a new school year at Dunbar Magnet Jr. High! to a very good start, school. We having had a smooth first 2 1/2 rout ines e ited and about The have the students ar e air eady learning settled in to studying. possibilit ies for great cl asses. The their \u0026gt; teachers things in Please stay in touch with your childs teachers. are as anxious to hear from you as you are to hear from them. have encouraged teachers, and now want to communicate with each other, the needs of quality education Working together. encourage I woul d ports Art may want -2- ar e weeks daily ar e their They you, we can best I to meet for all of our students. also like to encourage you to get commitments attendance\nto make your volunteering at school\nencourage participation. school \"home. II involved: or in In mak i ng We welcome parents PTA\nother and All students should be settled into their classes. No mor e cl ass changes will be made except for academic misplacement. Thank you for during your the patience while we have attempted first wee k s of sc h oo1. to balance c1 asses You with the can e?'\npect the monthly calendar of activities to your students Sept ember family events. We 1 ook Again, Mrs. to come on or about the first of each month. calendar. It should assist in your as plann ing home did of forward to a successful and rewarding year of I say welcome. or we1c ome b ac k, to Dunbar!! Nancy Acre, Principal 1 earning. ********* Joyce Underwood has moved this year from 7th grade the .job of G/T Specialist and G/T Seminar teacher, Mrs. having taken a teaching position closer to her home. Underwood i MR:S - St Lident English Wahl Mrs. very excited about embarking on her new .job, U MO RR\nWOOD SAYS ABOUT THAT C juncil Ms. Martha James, English and: will year . be taking over from me sponsorship of Student Council instr Lie tor , Elections of officers and representatives will be held November, after the first nine weeks grading period. Watch more to come about Student Council elections and activities. this in for Odyssey of the Mind  Try-outs for Odyssey of the Mind will occur at the end of Sept, or early Oct. We will soon receive problems, Hodges, and will probably sponsor at least three again this year. a volunteer, ha teams. agreed to work with the Structure Two teachers new to Dunbar, Ms. and Ms. Lara Johnson in English, minors. Lorrie Duke are both speech and both have enthusiastically agreed to work and in CM. need parents to help coach or to make sure all students to Sever al indicated participate have transportation home after of 1 ast years team members a desire to try out again. ar e returning Students will be our Joe Team in drama We who practice. and told have in advance team. when and where, well as the criteria for OM is open to 7th, team from last year came i n 8th, and 9th graders. 2nd at regional c awards for The mak i nq fol k\" Z'fnpet it ion, and creativity in both spontaneous and long-term. c ame the in 2nd in State. Sea\" The structure team and \"The Old Man both fared well at region. and those team member s the tale won They and who are returning are looking forward to this years OM. F uture Probiem Sol vers will r esume this year . explain the procedure through the English c1 asses. announcements advising students as to try-out times. be a new adventure for me, and I would welcome any I and This hel p Dunbar c 1 ass II parents program are able to give. This will be a il pul 1-out submitted for c 15. wherein ?mpet it ion, the team will work on probiems to will make will our of . be the first of which will be due October This team will consist of only four members, selected f r om all three grades. agreed Quiz Bowl Ms. Faith Donovan and Mr. Arthur Olds have to work with Quiz Bowl again this year. Dunbar has g\u0026gt; super team. They have been the champions for the last two years. Try-outs will be as in the past. Two teams of five tudents will be chosen according to the top ten scores. 01ymp i ads LANGUAGE ARTS,  Again SCIENCES, this spring, SOCIAL STUDIES, we will administer and GEOGRAPHY to all students who sign up to take the test. and medals will be awarded late in the year at assembly. the 01ymp i ads Beautiful trophies S Our I 5c ience Fair The Science Fair will again be in Dunbar students always do very well at local, regional. even state levels. More info to come later. F ebr uar y. and by Arts the 1 Fair PTA and The second annual Arts Fair will be will be in Apr i 1 . Last years sponsored Arts sponsored by Dunbars chapter of AGATE [Arkansans for Gifted Talented Educat ionl, was very e it ing, and students were to show off their talents while winning ribbons and More info to come later. WHO I D MATH CAN  T MATHLETES We 11 try ar e three gearing up for the year. meet ings per week for beg inning increased participation year . to ! 7: 45 5: 00 i to Mathletes meetings will be: (emphasis Fair, and able r ecogni t ion. F\" U W T 1993-94 September due to in many different math competitions Tuesdays after school. (emphasis for 7th graders)\nWednesdays 8:30 for (for 9th graders)\nSth grade and 7th and Thursdays advanced). before . after Any t / . the 1 ast 3: 50 chool, sc hool student 1 s welcome at any of the meetings, but emphasis on certain contests will be as above. There will be a candy sal e fundraiser by Mathlete rC. Christmas members party. on Nov. 1 12. This is to fund t he annual school awards. pring party, snacks at Saturday c jntests, and During last school year 1991 93, students participated in a total -3- of to nine math \u0026lt; jntests ( do Jun i or the same thi High Math Exam. year ! jLinting Duke University TIPS). In November, theres Last year over SO Dunbar the 7th We hope Amer ican graders participated. Our school winner. Fletcher Foti, and was Sth al so first in the State and received a plaque from Governor Tucker. In February, we had 16 participants competing in t he Amer ican High School Math Exam, where our four top scorers placed lyth out of over 60 HIGH school in the state. Those were Fletcher Fot i , Mar t ha were Br i an Brantley, Bob Drost, and Ben Hobgood. Bob but al so Chen, as Martha recognized on the II State High who was also a Dunbar student, a member of Central High Schools School was also team. and Honor Fl etcher Rol1.\" r ec ogn i z ed, Fl etcher are now Sth graders at Dunbar, wh i1e Bob, Ben and and Br ian have moved on to high school. The for i n ACTM CArkansas C )unci1 Algebra I, Algebra II, March and April of Teachers of Mathematics! Geometry, (regional and state. c ont est s and Trigonometry were held Walters and Bob Drost tied for 3rd in Geometry, respect ively). Michael p 1 ac ed 3rd in Trig, and Amitha Jagannath and Brian Chen Ann i ka Cubansky received honorable mention (4th). At STATE contest, Bob Drost took second in Geometry, with Annika in 4th place. Annika and Amitha ar e Dunbar Sth graders. MATHCOUNTS part ic ipat ing keeps getting bigger and better, with each year. ompetition last year, in January. more tudents We participated in all four levels with 20 participants at the school individuals Fletcher Foti 1st, In February the team placed 2nd Virginia Rimmer Sth grader), and captain Annika Walters 7th, in Sth (now of contest Reg i on, At STATE in with Dunbar March, DUNBAR was 2nd with Fletcher placing 4th overall. This marks the second TRIP TO year a Dunbar student was in the top four and received WASHINGTON, D. C. , to part ic ipate in the nat ional competition in May, Fletcher Foti being the lucky student. THIS YEAR  we plan on repeating all the above c xmpet it ions and wor k ing interest .just i s as hard for the honors. Also, shown, Sth graders will have part ic ipate (computer in the \"Stock Market tech/programming instructor) Game,\" SS if the with the enough student opportunity Mr . sponsor. to St an1ey That should be fun and rewarding too! Dunbar has a tradition of excellence, thanks to the hard work. of the students and the support of their parents. If your is interested, would like to help coach. student please encourage involvement in MATHLETES. I f you we would truly appreciate whatever help you can give. Thanks . THE MATH DEPARTMENT Coaches *Murray, Watson, and Collins * Congratulations to Mrs. Lenora Murray, who completed work this summer Educat ion! at UALR on her master's degree in Gifted and Talented ******** NOTES F-ROM MR - IS, I_ - OI_ I IM fS EE I__O |E' SROtMSOR Bet a Cl ub Beta Club membership is aval1able for al 1 students who have maintained a 3.0 or better grade point average. In May of 19'33, at Dunbars traditional induction ceremony and recept ion, the current Beta Club officers and members inducted 96 students as new members. Representat ive Ray Thornton. The speaker for this occasion was (In 1992 it was Sen. David U.S. Pryor\n-4- and 1 n 1991 it was Sen. Dale Bumpers.) About 147 Beta members and chaperones went by bus on May 9, 1993, to Si?/\nClub Fl ags over Te\n\u0026lt;as for 3. fun-filled day. DUNBAR YEARBOOK Again this year beaut i ful, har dback Dunbar Yearbooks will be available for purchase by tudents. lot t ogether, of effort and time is spent during the year putting i t A al 1 and then in the late spring the yearbooks arrive amid lot of of anxious and e ited students. price House. several good quality. this well made, and veeeerrrrry [The yearbooks really interest ing!1 year is $20, Look for the Yearbook Table. and sales will begin here at Pre-sale will c\nthe 5nt inue weeks. If you purchase your yearbook, by December, are The Open for your name will be permanently embossed on the book. free. ******** I f CLOTHES CLOSET you have usable but outgrown jackets consider donating them by way of Ms. Slater, or C sweater s, unselor. p1 ease There is a need at our school. ******** JUST SOME DATES TO REMEMBER\n-5- SEPT. 21 SEPT. 23 SEPT. 28 OCT. OCT. OCT. NOV. NOV. NOV. 21 CT 4, IS 26 Vote L.R.S.D. School Board Election L.R.S.D. Board Meeting, 6:00 p.m. [see on L.R. Cable Channel \"4\"3 Open House - Central, L.R.S.D. Teachers all Area High School Par kV i ew, Me Cl el 1 an\nBoard Meeting, 6:00 p.m. Work Day - Students Out Parent Conference Day - Students Out AEA Teachers C mfer enc e L.R.S.D, Thanksg iving Board Meeting, - Student 6:00 p.m. Out DUNBAR MAGNET JR. HIGH P.T.A. President First Vice President for Fundraising Second Vice President for Membership Third Vice President and Teacher Rep. Recording Secretary T r easur er Hi stor ian Corresponding Secretary Par 1 lamentar ian LRSD PTA Council Delegate VIPS Chairwomen: Dunbar Voices Newsletter \"Reflect ions\" (Art Fair) Student Recogn i t ion 8/ Honor Ro 11 Staff Appreciation Functions Awards Assembly International Studies Rep. Member at Large A.G.A.T.E. Rep. .w OFFICERS, 199394 Renae Jorgensen Margo Swanson Debbie Glasgow Richard Davis Mary Robertson Nancy Cowart Becky Bassett Shirley Cowan Terri Paulson Debbie Glasgow D i ?/\ni e Whitfield El ise Argue Tyna Moore Carolyn Rufus Stan/Karen Walker Lee Richstone Joyce Underwood Faith Donovan Carolyn Rufus Man.jula Jagannath wIZLljOME- a** DF UE I S_ L I M S3 Dunbars faculty, administration woul d 1 1 t. to express .iper intenden cl \u0026gt; students, big WELCOME to Little R. parents :ock to Joyce, and their two children. Dr. Henry \"Hank\" Willi ams put ompli shment, Dunbar Magnet Jr. and happiness her e We all wish you in LRSD. You f much schools to visit and tour. High School \"way up high\" i \"i a V i C ncio ar e on y. 1 I and our his PTA new w i f e succ i nv i t ed our t  \u0026gt; to o f 1 ''d ' j 3 GO Ft ) f -6- BOBCATS bal 1 I I f S c h e d u 1 VARSITY TEAM 3 w HI 1 Aug. Sept . Sept. Sept. Oct. Oct. Oct. Nov. Sept. Sept. Sept. Sept. Oct. Oct. Oct. 30 15 7 6 12 27 1 4 11 18 9 16 1 Sept. 8 Sept. 13 Sept. 16 Sept. Sept. Sept. Oct . Oct . Oct . Oc t. Oct. I f ij 'H 4 1 1 14 16 woul d you ar e Games are at 5 Cloverdale at Dunbar Dunbar at Sc Pulaski Hts. |Z) n iTl a jut hwest at Dunbar Dunbar at Forest Hts. Hender son - Dunbar Dunbar at Mabel vale Cathoiic at Dunbar Scott Field Scott Field Scott Field Scott Field Scott Field Fair Stadium Scott Field Dunbar at Mann JUNIOR VARSITY TEAM Scott Field ass i gned the cost ones Games Dunbar Dunbar Dunbar Dunbar Dunbar Dunbar Dunbar ar e on Saturd s at vs Southwest vs Mann vs Cloverdale vs Forest Hts. vs Henderson vs Pulaski Hts vs Mabel vale ' aiii. Southwest Mann Clover dale Scott Field Hender son Scott Field Mabel vale G Z R:L_S VOI_L_IES:V-B#=iiL_L_ Uames a Dunbar at Southwest Dunbar at Hender son Dunbar at e at\n0 Forest Hts at Dunbar Cl over dale at Dunbar Mabelvale p.m. Mann at Dunbar Dunbar at Mount St. Marys Pulaski Hts. at Dunbar Forest Hts, at Dunbar Dunbar at Southwest SATURDAY TOURNAMENT $ $ '5 $ $ $ AT MOUNT MAriY' reading and learning from this newsletter. like to help support future ones. budget amount to you c an. Your will of printing and mailing \"newsletter,\" and PTA pays and PTA 1 00 A you has of would lik al 1ocated \"of necessity\" be mailed to : (a very large sum). C Subsequent homes.1 I f It woul d t Cl m a k e junl y for smal 1 newsletter medium or large contribution, t o b e be e:\u0026lt;pense. apprec i ated, and woul d you certainly may do uiScin that muc h communication between school and home. DUNBAR VOICES ! P.T,A. newsletter Noveaber, 1993 for Parents and Students of Little Rocks Dunbar Magnet Junior High School THANK YOU, XEROX !!! Rock The Sales Office of Xerox Corporation here in copiers graciously agreed to allow our PTA to use their big, wonderful more than $140. to copy and staple this \"Dunbar Voices. Little Xerox spirit and generosity! This saved PTA treasury Dunbar Jr. High and its PTA appreciates Xeroxs community Prom the PTA President, Renae Jorgensen\nThis is the second of Dunbar Voices for this distributed to parents at the September 9 Open House. year. The first will be published in February and April. The PTA The remaining Board newsletter as an important means of communication between home and sees was two this Thank you to all parents and students who chose school. to eat Olive spaghetti that prior to the Open House. PTA was able to clear about $400 fundraiser. Garden from Your Dunbar PTA has been Organizational busy these three been chores have taken some time and resources, and we have months. able to finally get down to some II real details. Weve committee \"Reflections to II enable our students who wish International ongoingplease program Csee related article!. to participate organized in Studies join. monthly themes. The The Ue have participated in PTA PTA Board members, at membership drive now a the the is the October passed the hat and collected $80 cash for pre-game meals for our players. need Money from the PTA treasury was spent in October to fill a meeting, football grounds. fundraiser of the custodial staffa hedge trimmer and blower to use around The PTA treasury is always in need of funds, dire the so our Please come I on December 7 is extremely important. Csee related attend the band and choir concerts on December 7, and upcoming article!. early. available at beginning at \u0026amp;\n00 p.m., to take advantage of please also the PTA silent auction/craft sale/bake sale. the bargains PTA is many other organization things are\ntoo enduring toward and First, detailed to mention here, but to continue establishment effective PTA at Dunbar\nthen, to direct our of this goals doing as a strong an and organization all deal helping provide the best possible environment for the education our junior high school children. of of parental involvement. Both of these goals require a Please join us. free to call me at 227-7174 and describe you\n- At the very least. great feel concerns for your child. Q raSDAY, DBm 7 BAND AND CHOIR CONCERTS AT 7:00 P.M. PTA SILENT AUCTION, CRAFT SALE, BAKE SALE at 6:00 p.m. PLEASE CALENDAR IT t I I Band and Choir to Perform If. you are new to Dunbar, or if youve not yet attended one of the twice-annual concerts put on by Dunbars fantastically talented choir members and band hard and orchestra members, then you have a treat in store for work and talent of these kids really is impressive, and YOU! The feeling very proud of our school and these kids accomplishments. leaves you good! All Dunbar students performances dont miss it. scheduled and parents are invited for Tuesday night, December 7 to 7\n00 attend P-- Theyre the Please PTfl SILEHT AUCTION, Cm 51E December 7, 6:QQ p.m. A Dunbar Tuesday, PTA is December having its third annual SILENT AUCTION at 7, immediately preceding the band and 6:00 choir p.m. on time This year we are adding a craft sale and a bake sale. concerts. and p lace shopping. for students, parents and teachers This will be a good to do some home to Wonderful homemade desserts will be there for purchase to holiday take enjoy during the holidays. donations of from Many parents have been local businesses and individuals for the making craft items\nand baking treats. clothing, Jewelry and art ready for sale. busy silent We already have a great The silent getting auction\ncollection auction will end at 6:50 p.m., but the craft and bake sale items will be until after the end of the program. your Dunbar PTAs efforts. Please plan to come early and All funds raised will. bidding available support of supporting the needs of Dunbar Magnet Jr. High School. course. go to Oci VS Those Harvest Foe ids Receipts I 1 Parents, collecting several and weeks receipts\"Apples bringing ago Dunbar in for students Dunbar were all requested to for the Students.\" your HARVEST until send Math now. If you haven't received the please do begin saving your Harvest Foods receipts. them to school with your student, who will turn them in or Science teachers. handling of this project, Dunbar PTA is sponsoring the start FOODS message You can to English, collection and and we hope to be able to collect enough in value to obtain one or more of the nice education-related items which are offered by Harvest Foods. collect as aany as possible. Please also ask your friends and relatives to help Thanks! us INTERNATIQNAL The STUDIES AT DUNBAR International evident in this school year. Faith Donovan, Coordinator Studies Prograa is off to a good start. Interest the elective subjects which have been chosen by students The courses and their teachers are as follows: Studies, Mr. Harris\nLeaders of the 20th Century, Mrs, Dunn\nIssues. Mr. Burgess\nand Planet Earth. Ms. Donovan. sections of Japanese. Each is for African International Dunbar also has two Two teachers from Japan visited in September. month the main hall will reflect a different international theme and classroom emphasis. The themes are: Leaders\nJanuary, Noveaber, Septeaber, Hispanics\nOctober, Native Aaericans\nDeceaber, Religions Asian Cultures\nFebruary, Black History/Culture\nof the March, Uorld World\nWomens History\nApril, The Environaent\nand Hay, Arkansas Natural Regions. September speakers kicked off our school year themes with Hispanic Month. Signs etc. from Guatemala, Columbia and Venezuela spoke to Spanish written in Spanish were posted over the office, cafeteria, Hispanic artifacts were displayed in cases in the main hall. Guest classes, library. Several classes got into menus. \"World Leaders the act with special reports, II month, October, saw leadership collages. themes banners, and throughout the Social Studies, English and G/T Seminar classes. integrated Students learned the origin, purpose and principles of the United Nations and the roles of world leaders efforts today. Mrs. Jamess Posters in the main hall created by leaders. English classes provided a visual display of current Business leaders from London, England, visiting Systematics world here in Little Rock, shared their leadership styles with Mrs. Dunns \"Leaders of the 20th Century\" class. October 28 students and staff had international t-shirt day, wearing t-shirts representing nations from an all 2 t continents. of global hunger. dr. Burgesss International Issues class researched the issue Students collected canned goods for the Arkansas ii Depot, Hezekiah and they visited the Watershed Community Development Agency. Stewart, project director, put them to work using talents to help those in need. their I welcome and need any parents or other persons who have lived or abroad to share their experiences and knowledge, artifacts. with our students, by to visit Dunbar. REFLECTIONS . J4., \"..R - e_f_le_c_tions\" National students PTA and the Rice Rev. special traveled You can contact Ms. Donovan at Were having a GREAT year! Deadline is 1/14/94. 324-2448. slides. etc., Please drop is a cultural arts program and competition sponsored by and your Dunbar PTA and its volunteers. participate in Reflections each year. Over 1/2 The Reflections Reflections Theme Search Contest are both open to all the million program students. The Reflections college scholarship program is available to all high school seniors. Students, we want your ideas and interpretations of the theme. \"If in I Could Give the World a Gift. Your interpretation can be presented the following categories: LITERATURE (drama. poetry. story, words song lyrics)\nMUSIC (original musical composition with prose, 1 or short drawing, (taped plus music manuscript)\nVISUAL ARTS More details collage, will encourage. needlework)\nPHOTOGRAPHY (black, and be coming soon from your TEN MAKE ALL REGION CHOIR (printmaking. teachers. white without painting. or Parents, color). please students Choir. Futch, On\nHigh Saturday, for the October 23, individual tryouts were held at Cloverdale Central Arkansas Jr. High All Region Choir. About Jr. 600 from 20 jr. high schools tried out for a part in the Ten Lena Whitfield, students from Dunbar made the choir. Tim Adams, Tracye Goodwin, Iris Northrop, Sarah They are: All Region Stephanie Hornstein, Randolph, and Megan Robertson. Megan scored the Mike most points in the alto section, as well as scoring the second highest in points overall. Josh Sartin made first alternate in 1st tenor, and Sequinta Gross made 2nd alternate in soprano. These students will participate in the Region Searcy. Choir Clinic and Concert November 20 at Harding University All in for FOOTBALLs wins, 3 losses, and 3rd in the City. Dunbar Bobcats Varsity football finished with 2nd in the City with 5 wins and 2 losses. The Junior Varsity finished tied The finished first in the City with 4 wins, no losses. 7th grade and 2 ties. Bobcats UQLLEYBALLa with and a record of 5 Wins and \u0026amp; losses. Dunbar Lady Bobcats closed their \"The girls worked their finished in attitudes were great,\" said'C^ach Parsons. Sth place in the City. Those making ALL-CITY extremely The Lady season hard. were Bobcats Shaneika Lewis and Chastity Clark. Student Counci1'Elections Nov. 10 An assembly for candidates to make their speeches and offer themselves for office was held on November 9, and then the next day elections Thurmond\nwere held. Officers elected were as follows: Student President, Vice President, Tracye Goodwin\nSecretary, Rachel Denise Council Shana Lewis\nand Treasurer, Aleshia Jordon. Ms. Martha James is the sponsor this year. 3 S -fc vt'd e r\u0026gt; ~t\no -f 1*1 eek- The Student recognition, Council called is sponsoring a new program this Student of the Week.\" Each week year for each teacher of the Week. has the opportunity to submit the name of one student for student classroom Student week 's winner. The new Student of the Week is drawn randomly by the previous A picture of the winner and a list of the weeks nominees are time behavior. displayed youre on the bulletin board by the main door. by there! The purpose is to recognize Take a look next the positive student A student citizenship grade of zero and no referrals written for previous four weeks is important. Other considerations are classroom performance improvement. and attendance. Teachers may consider grades or But grades are not the most important factor in grade nomination. Students who are really trying and behaving have the chance for recognition for David their efforts. Students of the week so far have been: Slade, Kendall Williams 9 Gwen Stanley, Korey Dupree\nSth graders Sth graders Megan Robertson, Linda Stokes, Shakydra Boose\nand 7th graders Jon Carson, Chris Weaver, and Natalie Jacuz i. Student Council is working on obtaining rewards to give to students. If you as parents have any ideas. donations or gift certificates youd like to give, please contact Ms. Martha James at the school. V Q n. ffc ki A d V  -s o C o mt cz X X Five representatives from Dunbar attended the State Youth Advisory meeting held in conjunction with the Arkansas School Food ! Association meeting on October 2 at the Statehouse Shannon Boy, Miss Arkansas 1992, presented the program. the trade school lunch program. show and were able to test-taste many foods Convention Students available Counci 1 Service Center, visited to the Local chapter officers from Dunbar are: Marcus Burley\n1st Mice Pres., Rebecca Wilkerson\n2nd Vice Pres., President, Roshaun Guines\nwas Secretary/Treas., Jeana Stovall\nHistorian, Qiana elected State Historian for this school year. economics instructor. is the sponsor. * Mrs. N. Porter. Edmonds, Qiana home IT'S Seventh SCIENTIFIC !! Grade science students visited the Little Rock Zoo on Oct. 15 or Nov. 2 or 3 to see the \"Dinos Alive Exhibit.\" all the parents who volunteered to make this possible! Thanks much to field trip The 7th grade classes are also participating in an \"on-site\" so Parsons are conducting these labs. we can have a frog dissection lab. Mrs. George and Mr.  demonstration Mr. Robinson, on September 9th grade science interested in into a Science Fair project. 1\u0026amp; on how to incorporate teacher. something presented you a are Mr. Robinson is an avid golfer. and showed how he could make several hypotheses out of his golf game, kids loved his demo, and it showed them-how easy it can be to come up a neat Science Fair topic or idea. The with through science periods matter. * Mr. HAVE YOU SEEN THE GARDEN? Little Rock. bed. classes working etc. Pratt Remmel and Mr. Philip Bullard, are City working Beautiful, in our garden. ' Each 9 weeks the students spend with 3 all class and learning. We have studied composting. organic and nutrients to be added to the soil, how to inorganic prepare a We have planted greens and spinach and lettuce. We have harvested squash, tomatoes, sweet potatoes, herbs, eggplant, and peppers. For our winter classes, we will have the greenhouse to keep us out of the elements. This is a great opportunity for our students to work together on a project that is very rewarding and life enriching. 4and 24. we THIS YEAR'S SCIENCE FAIR is scheduled for February 22 Information packets should be ready to hand out will have over 300 participants this year. Parents, soon. please your student to start early and do well on his or her project. Future Dunbar again *   * * Problem Solvers has a Future Problem Solvers team. Of the 28 23 It is hoped encourage students who  tried out in late October, four were selected for the team, and one student will be competing Amitha Jagannath individually. Team members are David Oth), Geoffrey Schmidt (Sth), and Martha Chris Brantley and Lowitz C9th) will be competing as an individual. The Uheat teams practice problem deals with Antarctica and must be postmarked by Dec. They will complete an on-site practice problem on March 3, where they \u0026lt;7th). first hopefully 30. qualify for state competition to be in Arkadelphia on April The team has named itself the SMURFS [Students with Marvelous Real-life Futuristic Solutions). Two Odyssey of the Mind have are been selected and began practice Nov. 17. Martha Brantley, 10. will 29- Unusual teams Members of The Iliad Valentina Shands-F'uppione, Megan Snyder, David Slade, David Lowitz, and Geoffrey Schmidt. Robertson, team Cara This team will be coached by Mrs. Terry and Mrs. Underwood. We are in the building a Structure team to be coached by Joe Hodges. Several process from last year will be returning: Tolefree. Fletcher Foti, Anthony Jacuz i Chris Wheat will be joining the team, and 3 additional members and Nick, members of will be recruited. problem, were held on Nov. 15-16. Tryouts for Furs, Fins and Feathers, the Division II and Ms. Terrain Duke. Vehicle This team will be coached by Ms. Johnson Several students have indicated a desire to have team, but we have been unable to find a competition involves designing, building, and running a a coach, minimum Hini- This of vehicles which must overcome obstacles and burst a balloon. If there is 3 a parent or friend who would be willing to work on this, please call Mrs. Underwood at 324-2448. Ue welcome any parent who has the time and desire to be an assistant coach in case one of the coaches is practice tine. District competition will be in Clarksville on unavailable during March and if we win 1st, 2nd or 3rd, we will go to state competition on April 12, 3. Plans are for all teams to practice on Uednesdays after school, until 5:30. If you are a parent of an GM kid, we will be asking if you can occasionally provide an after school snack for practice days. FUTURE BOBCATS have been meeting I since Sept. 28. Twenty 8th grade students were nominated bbyy their 7th d grade teachers for their leadership potential. This program is in * kW conjunction with U.A.L.R. through Project Promise. The kids meet weekly and teachers program discuss and practice their leadership skills. They will select a school project in which they take leadership roles of planning and completion with very little help from adults. Hopefully the program will culminate with a trip to Camp Aldersgate where they will participate in \"The Ropes II The students were pre-tested during their fi\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":74,"next_page":75,"prev_page":73,"total_pages":362,"limit_value":12,"offset_value":876,"total_count":4341,"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":4079},{"value":"StillImage","hits":389},{"value":"MovingImage","hits":1}],"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":"Arkansas. 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