{"response":{"docs":[{"id":"bcas_bcmss0837_437","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":["1991/2006"],"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","Educational statistics","School enrollment"],"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/437"],"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":["134 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\nDate: From: May 18, 1993 Alm Brown To: Marie Parker MEMORANDUM Subject: McClellans Enrollment for 1993-94 Im concerned about reports Ive received regarding student assignments to McClellan. Below are some comments and information to set the context of my concerns about McClellan and the crucial pre-school recruitment and registration period. They are followed by some specific questions about enrollment, magnet seats, parent complaints, desegregation transfers, and recruitment. As you know, McClellans white enrollment has been steadily declining for a number of years. Since the 1989-90 academic year, the schools black enrollment has been higher than any other LRSD high school. The McClellan community school program and business/communications magnet program are very well-thought-out (and expensive) attempts to improve the schools racial balance. The district has invested considerable resources in the McClellan specialties and, with proper management and intensive recruitment, these programs hold great promise for improving desegregation at McClellan. The chart below depicts McClellans annual enrollment since 1988-89. The figures for 1993-94 reflect the schools enrollment according to information available May 10, 1993: 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Black White Total % Black 615 634 613 640 638 576 447 390 340 328 1,191 52% 1,081 59% 1,003 61% 980 65% 966 66% (710) (230) (940) (76%) The following provision regarding desegregation transfers appears at page 140 of the LRSD Desegregation Plan: Deseg^gation Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). Secondary enrollment for the 1992-93 school year determined that the acceptable maximum for a desegregation transfer on the senior high level was 675% black. Please answer the attached questions as soon as possible. If youd like to arrange a time for us to talk over these items. Ill be happy to meet with you. Thanks so much for your help. cc: Mac Bernd1. March enrollment On March 10, 1993, school assignment letters were mailed to parents. At that time, what was McClellans total enrollment (excluding kindergarten)? What was the black percentage of that number? How many of that number were 10th, 11th, and 12th graders? How many of the children in each grade were black and what percentage of each grades enrollment did that number represent? What were the comparable enrollment figures at the other LRSD high schools at that time? 2. Current enrollment What is the current enrollment of McClellan (excluding kindergarten)? What is the black percentage of that number? How many of them are 10th, 11th, and 12th graders? How many of the children in each grade are black and what percentage of each grades enrollment does that number represent? Currently, what are the comparable enrollment figures at the other LRSD high schools? 3. Magnet seats and enrollment What is the number of total magnet seats at McClellan by grade level and race? During 1992-93, how many of those seats were filled (by grade level and race)? By grade level and race, how many of the magnet seats are currently filled? 4. Parent complaints Some parents have told ODM that, according to Student Assignment, there are presently no McClellan magnet seats available and their children would have to be put on a waiting list. Is this information correct? One parent complained that someone in the LRSD Student Assignment Office discouraged him from enrolling his child at McClellan. What could account for this parents impression? 5. Desegregation transfers By grade and by race, how many desegregation transfers have been permitted from McClellan so far during the current pre-school registration period? To which schools were these transfers made? What criteria are being use to grant desegregation transfers from McClellan? 6. Recruitment What recruitment efforts have been made this year to recruit white students to McClellan? What recruitment efforts are still to be implemented to increase white enrollment at McClellan? When are these efforts scheduled?ALtS-27-1993 10:31 LRSD 501 324 2146 P.001 Vj KCg0E 5 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, AR 72201 FAX (501) 324:2146 _ DATC TO FROM SENDERS PHONE # -U SUBJECT SPECIAL INSIKUCnONS Number of Pages (include cover page)_z^ Fax Phone Number Speed DialAUG-27-1993 10:31 LRSD 501 324 2146 P.002 To\nFrom\nRe\nDate\n5\u0026lt;^ CKCBBBi Little Rock School District Ms. Melissa Guldin, Associate Monitor Sterling ingram^^irector - Planning, Research and Evaluation Request for Student Enrollment August 27, 1993 On Friday, August 27, 1993, you to request the third (3rd) day Rock School District. I am : I am a .m. called at approximately 9:20_ enrollment figures for the Little faxing that information to you in response to your request. Thanks. cc: Estelle Matthis Jerry L. MaloneftUG-27-1993 10:52 LRSD 501 !4 2146 P.003 IJrSDS^ooI Checklist Hiflh School* [5] Grode* 10-12 ---------------------- TdZL---------------- 1500 Pork, 72202 - 376-4751__________ -----77^^--------- .5201 Dovid O-\"0odd, 72210 - 224-66OT ------------------------------------------ 6700 \"H\", 72205 - 661-9000 _ McClellan  nior  9417 Geyer Springs, 72209  565-0314 Pnrkvifiw Fine Arts Mognet  Junious Bobbs  2501 Borrow, 72204 - 225-6440 V,ntioHol-Tchnkt\u0026gt;l Center [f] Grode* 10-H i-ii^kg Metropolitan - Df\u0026gt; Doyl^ Diitohunty - 7701 Scott Hamilton, 72209 - 565-8465 lueiof High S\u0026lt;hool7] Grode* 7-9* Cloverdole - Ounbor - _ Forest Heights - Henderson - Mobelvale - . 6300 Hinkson Rd.. 72209  565.8426 1100 Wright Ave., 72206 - 375-5574 - 5901 Evergreen, 72205 - 66a-3391 _____. 401 Borrow Rd., 72205 - 225-3358 10811 ,V\\abelvaleW^^________________ PG Box 187, Mobelvale,_72103 - 455-2413--------------- . -3793123 Mann MognTT, - 1000  2 ? Puloski Height?: _ 401 N- ------------------------ 4n..HM^t. - 3301 S.Bryont, 72204 - 565-4416 Elementory Sthool* [37] Grode* K-6 6900 Pecan Rood, 72206  490-1582 Badgett - Mory Golston - ______ ftnU - levcnno Wilson - 6501 W. 32nd, 72204  565-6621 -------------------------- . 3623 Rnseline Rd., 72209 - 565-5589 Boseline - Booker Arts Magnet - Brady -  2016 Sorbet, 72206 - 376-3319 - 7915 W. Morkhom, 72205 - 225-1315 __ Carver Mognet School - Mery Guinn - 800 Apperson, 72202 - 374-3783 (2hicot - Otis Preslor - 11100 Chicot Rd.,  PO Sox 405, Mobelvoie, 72103 - 563-2554______ -  Cloverdol?^ _ - ^SOO Hinkson Rd., 72209 - 565-0986 Dodd - 6423 Stcgecocch Rd., 72204 - 455-3110------------: F\ni7~Pa?k~--------------- . 616 N. Horrison, 72205 - 666-0359 \" 16QQ N. Tyler, 72207 - 666-5415 _ Forest Park - Virginia Ashley -, Franklin * - 1701 S. Harrison, 72204  666-0348 7ulbright . Mac Huffmon - 300 Pleosont Volley Dr., 72212 - 22^gS Gorlond - __________ Geyer Springs - Eleanor Cox . 3615 W. 25th, 72204 - 666-9436 o\u0026gt; T 21^ A-3^ 321 :-V5g\u0026gt; -if! 1 }')(\nGibbs Mognet - Donno Do vis  ' \u0026lt;* /\\ rs e I 5240 Mobelvoie Pike, 72209 - 565-0184 1115 W. 16lh. 72202 - 372-0251 20 i \"1 Z-l rrswii*??' ^**\u0026gt;*4?*' ih. i-n i22- 1 ^7nkn^l, 2-7-i^v^ gX ' ' I , QMri 5 i 71 130 12'2 203- C? Id 511 iJ-L ZU-O. i~i5 no- 3 '' Up,  S' i^^Sl ! I ' 7.fc 1,2^ i i . m I h 5ZLm+.^ L , I L-x-n l4- \\ SJJ342iA 2^2! i 2*^7! '-1-^ I m 1 I   I 11^ 2OS Ith Jefferson - King - Mobelvale - . 3001 S. Puloski, 72206 - 376-3629 _________ . 2600 N. McKinley, 72207 - 663-9472 4800 W. 26th, 72204 - 663-6397  ,r . 9401 Mobelvoie Cut-off_____ PO Box 207, Mobelvale, 72103 - 455-2227 _______________ McDermott- ~ 1200 Reservoir Rd., 72207 - 225^^ M,,rlnwrl\nff - Jerry Worm '- 25 Sheraton Or., 72209 - 563-032 Mitcheir'  P41Q aottery. 72206 - 375-6931 _ Otter Creek - 16000 Otter Creek Pkwy., 72209 - 455-3320 Elementary SchoeU  l\u0026lt;antinu\u0026lt;il an back) inSi 201 3^ n 3Z S3: mi 275 lX:3iZ W i 4^:^3' mo ^tlXiS 22,61/ ll 15212, x,o\\z- uMzV (ii=l\u0026gt;7^ S(L) 3^^ CM- I a^3 u/iuif 1 6pW^ 1^17Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 1 School Principal 1 2 5 8 12 Central High Hall High______________ Parkview High__________ Fair High McClellan Community High Totals for High Schools 1 1 1 1 1 Rudolph Howard Vic Anderson Junious Babbs Al Niven Jodie Carter Black 92-93 1133 560 485 562 638 3378 White 92-93 761 390 358 310 312 2131 Other 92-93 56 11 14 ___W 123 Total 92-93 1950 976 854 886 966 5632 edacity Black 93-94 1070 544 469 580 641 3304 White 93-94 630 321 297 282 243 1773 Other 93-94 43 34 20 8 7 112 Total 93-94 1743 899 786 870 891 5189 Black Diff -63 -16 __ 18 3 -74 White Diff -131 -69 -61 -28 -69 -358 Other Diff -13 8 9 -6 -9 -11 Total Diff -207 -77 -68 -16 -75 -443 Total % Diff -10.62% -7.89% -7.96% -1.81% -7.76% -7.87% 92 Black Percent 58.10% 57.38% 56.79% 63.43% 66.05% 59.98% 93 Black Percent 61.39% 60.51% 59.67% 66.67% 71.94% 63.67% Percent Diff 3.29% 3.13% 2.88% 3.24% 5.90% 3.69% 3 7 9 10 11 13 15 16 Mann Jr. High Dunbar Jr High Forest Heights Pulaski Hts. Jr High Southwest Jr High Henderson Jr High Cloverdale Jr. High Mablevale Jr. 2 2 2 2 2 2 2 2 Marian Lacey Nancy Volson Richard Maple Ralph Hoffman Charity Smith Clell Watts Gayle Bradford 505 410 554 452 Totals for Junior High Schools 523 685 571 438 4138 327 283 319 166 215 192 226 1948 17 12 13 3 6 14 12 3 80 849 705 787 774 695 914 775 667 6166 479 438 542 432 507 678 528 339 3943 336 243 187 357 145 199 122 169 1758 18 9 14 6 10 25 7 6 95 833 690 743 795 662 902 657 514 5796 -26 28 -12 -20 -16 -7 -43 -99 -195 9 -40 ~-33 38 -21 -16 -70 -57 -190 1 -3 1 3 4 11 -5 3 15 -16 -15 -44 21 -33 -12 -118 -153 -370 -1.88% -2.13% -5.59% 2.71% -4.75% -1.31% I -15.23% -22.94% -6.00% 59.48% 58.16% 70.39% 58.40% 75.25% 74.95% 73.68% 65.67% 67.11% 57.50% 63.48% 72.95% 54.34% 76.59% 75.17% 80.37% 65.95% 68.03% -1.98% 5.32% 2.55% -4.06% 1.33% 0.22% 6.69% 0.29% 0.92% 19 17 22 6 18 21 28 yr 32 23 24 25 48 26 37 27 49 30 35 46 20 Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mablevale McDermott 3 3 3 6 3 6 3 3 3 3 3 4 3 4 3 6 4 3 5 3 3 Mary Golston Levanna Wilson Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking Mary Guinn________ Otis Presler Frederick Fields Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Stan Strauss Francis Cawthon Sadie Mitchell Julie Davenport Mike Oliver 154 248 262 345 275 329 350 291 183 192 198 352 225 233 177 191 182 204 48 62 74 269 111 262 177 71 121 49 242 50 296 17 105 134 5 273 0 11 3 7 12 7 8 4 0 2 4 9 9 6 0 11 0 6 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 278 275 219 220 3 14 500 509 257 401 390 656 467 613 558 492 328 351 376 544 540 346 328 353 0 492 7M 515 517 126 222 262 324 255 319 352 304 177 198 197 293 244 182 182 168 a 206 371 310 251 52 62 71 262 131 257 136 78 94 67 254 34 269 3 ^80 118 0 280 202 172 237 0 12 6 11 14 7 5 7 5 5 3 6 17 21 4 g 0 4 7 3 15 178 296 339 597 400 583 493 389 276 270 454 333 530 206 266 295 ~0 490 580 485 503 -28 -26 0 -21 -20 -10 2 13 -6 6 -1 -59 19 -51 5 -23 -182 2 371 32 -24 4 0 -3 -7 20 -5 -41 7 -27 18 12 -16 -27 -14 -25 -16 T 7 202 -47 17 0 1 3 4 2 0 -3 3 5 3 -1 -3 8 15 4 -2 0 -2 7 0 1 -24 -25 0 -24 2 -15 -42 23 -28 27 10 -78 0 -50 -16 -41 -187 7 580 -15 -6 -11.88% -7.79% 0.00% -3.86% 0.50% -2.51% -7.85% 6.28% -9.21% 11.11% 2.25% -18.98% 0.00% -19.53% -5.67% -12.20% -100.00% 1.45% 76.24%, 77.26% 77.29% 55.56% 69.10% 55.02% 65.42% 79.51% 60.20% 79.01% 44.59% 85.64% 42.45% 91.02% 62.77% 56.85% 97.33% 42.24% 70 79% 75.00% 77.29% 54.27% 63.75% 54.72% 71.40% 78.15% 64.13% 73.33% 43.39% 67.99% 46.04% 88.35% 68.42% 56.95% -5.45% -2.26% 0.00% -1.28% -5.35% -0.30% 5.98% -1.36% 3.93% -5.68% -1.20% 2.34% 3.58% -2.67% 5.66% 0.10% -3.00% -1.18% 55.60% 54.03% 42.04% 63.97% 63.92% 49.90% -0.20% 8.32% -4.13%Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 2 School Principal 33 34 50 38 39 36 40 41 47 51 42 52 29 43 44 45 Meadowdiff Mitchell Otter Creek Pulaski Hts. Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 3j 4 3 s' 4 4 ? 4 3 3 5 3 3 6 3 3 Jerry Worm Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean La Dell Looper Willie Morris Karen Buchanan Teresa Courtney Totals for Elementary Schools Dr. Ed Jackson Gwen Ziegler Pat Higgenbotham Black 92-93 292 232 143 198 239 250 277 202 238 347 483 332 209 275 265 147 9073 White 92-93 147 28 203 173 9 104 74 7 286 147 332 117 124 218 90 83 4947 Other 92-93 1 4 7 8 1 7 ___10 0 17 6 ____ 2 2 9 0 4 201 Total 92-93 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234 14221 Capacity 442 346 351 351 346 425 467 298 492 492 939 492 328 517 394 324 16256 Black 93-94 294 205 130 192 182 237 233 139 242 322 450 365 209 240 259 143 8785 White 93-94 134 18 195 199 4 93 68 3 290 107 261 86 117 211 89 82 4816 Other 93-94 1 2 6 11 1 8 14 1 26 6 12 0 3 10 4 5 271 Total 93-94 429 225 331 402 187 338 315 143 558 435 723 451 329 461 352 230 13872 Black Diff 2 -27 -13 -6 -57 -13 -44 -63 -25 -33 33 0 -35 -6 -4 -288 White Diff -13 -10 -8 26 -5 -11 -6 -4 4 -40 -71 -31 -7 -7 -1 -1 -131 Other Diff 0 -2 -1 3 0 1 4 1 9 ____0 5 -2 1 T 4 1 70 Total Diff -11 -39 -22 23 -62 -23 -46 -66 17 -65 -99 0 ___ -41 -3 -4 -349 Total % Diff -2.50% -14.77% -6.23% 6.07% -24.90% -6.37% -12.74% -31.58% 3.14% -13.00% -12.04% 0.00% -1.79% -8.17% -0.85% -1.71% -2.45% 92 Black Percent 66.36% 87.88%, 40.51% 52.24% 95.98% 69.25% 76.73% 96.65% 43.99% 69.40% 58.76% 73.61% 62.39% 54.78% 74.65% 62.82% 63.80% 93 Black Percent 68.53% 91.11% 39.27% 47.76% 97.33% 70.12% 73.97% 97.20% 43.37% 74.02% 62.24% 80.93% 63.53% 52.06% 73.58% 62.17% 63.33% Percent Diff 2.17% 3.23% -1.23% -4.48% 1.34% 0.87% -2.76% 0.55% -0.62% 4.62% 3.48% 7.32% 1.14% -2.72% -1.07% -0.65% -0.47% Totals for the School District 16589 9026 404 26019 16032 8347 478 24857 -557 -679 74 -1162 -4.47% 63.76% 64.50% 0.74%fl d ur FEB 19 1993 Offica of Cese^\nn f.' FORMULA FOR CALCULATING ACCEPTABLE RACIAL RANGE 1993-94 Basis of calculations\nOctober 1, 1992 enrollment Elementary: Enrollment Less Magnet Enrl. Total 14,003 2,057 Area School Enrl. 11,946 Black 3994 1140 7854 %Black 64 55.42 65.75 65.75 X .125 8.22 73.97 74.00% Maximum Black % 40.00% Minimum Black % (Set by Plan) Junior High: Enrollment Less Magnet Enrl. Area School Enrl. 6166 849 5317 4138 505 3633 67 59.48 68.33 68.33 X .125 8.54 76.87 76.75% Maximum Black % 68.33 X .25 = 17.08 51.25% Minimum Black % Senior High: Enrollment Less Magnet Enrl. Area School Enrl. 5632 871 4761 3378 501 2877 60 57.52 60.43 60.43 X .125 7.55 67.98 68.00% Maximum Black % 60.43 X .25 15.11 45.32 45.50% Minimum Black %School Enrollment % BIk Elem Jr. High High Area Badgel Elem Bale Elem Baseline Elem Booker Elem Brady Elem Carver Elem Ghicol Elem Cloverdale Dodd Elem Fair Park Elem Forest Park Franklin Elem Fulbright Elem Garland Elem Geyer Springs Gibbs Elem Ish Elem Jefferson Elem King Elem Mabelvale McDermott Meadowcliff Mitdieft Elem Otter Creek Pul Heights Rightsell Elem 189 303 343 595 397 595 609 386 292 263 458 345 520 205 288 299 504 553 488 509 434 230 341 398 189 70 74 77 54 33 55 70 79 65 76 44 87 45 88 72 57 42 65 64 51 71 93 41 48 97 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X LITTLE ROCK SCHOOL DISTRICT 1993-94 Incentive Magnet Inter- diSt Magnet Inter- dist Magnet Prog 4-Year- Olds Prog X X X X X X X X X X X X X X X X X X Annexed X X X X X X X X Comments Closed after the 1992-93 school year. Qpbri^ frit the 1993^94 sishSchool Enrollment % BIk Elem Jr. High High Area Incentive Magnet Inter- dist Magnet Inter- dist Magnet Prog 4-Year- Olds Prog Annexed Comments Rockefeller 340 71 X X X X An incentive school with an early childhood magnet program serving children beginning a 6-weeks old Romine Elem 334 74 X X Stephens Bern Terry Elem Waketieid Elem Washington Watson Efem Western Hills Williams Etem Wilson Elem Woodruff Elem Cloverdale Jr. Dunbar Jr. Forest Heights Henderson Jr. Mabelvate Jr. Mann Jr. Pulaski Heights Southwest Jr. Central High Fair High HallMigh McClellan High Parkview High High Sch Kind 145 561 447 721 442 332 472 354 236 701 701 788 915 654 851 790 679 1,829 899 958 866 768 127 97 43 7S 63 80 65 74 62 81 63 73 74 69 58 65 77 64 65 61 75 58 87 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X An area school with a magnet program. X X X X X X X X X X X X X An area school with: a magnet program. An area school with a magnet program. All high schools house 1 or 2 kindergarten classes.School Acceptable Balance Otter Creek Jefferson Terry Forest Park Fulbright Pulaski Hts. McDermott Out of Balance Woodruff Mablevale Dodd Western Hills Brady Meadowcliff Chicot Badgett Geyer Springs Wilson Wakefield Bale Fair Park Baseline Watson Cloverdale Incentive Franklin Garland Mitchell Stephens Rightsell Rockefeller Interdistrict Washington King Romine Magnet Booker Williams Carver Gibbs LRSD Enrollment Showing Available Seats and Excess Capacity Principal Carolyn Teeter Francis Cawthon La Dell Looper Virginia Ashley Mac Huffman Lillie Carter Mike Oliver Pat Higgenbotham Julie Davenport Mary Menking Jerry Worm Otis Presler Mary Golston Eleanor Cox Gwen Ziegler Willie Morris Levanna Wilson Barbara Means Mary Jane Cheatha Teresa Courtney Frederick Fields Franklin Davis Robert Brown Samuel Branch Lonnie Dean Sharon Davis Anne Mangan Karen Buchanan Sadie Mitchell Lionel Ward Capacity Black Other Total 93-94 Black Available Dr. Cheryl Simmons Dr. Ed Jackson Mary Guinn Donna Davis Totals for Elementary Schools Below Capacity Seats \u0026amp; Percent of Capacity BOBSSPEC.XLS 93-94 93-94 93-94 Percent Seats 351 492 492 376 540 351 517 141 213 243 200 233 190 262 200 291 318 258 287 208 247 3119 1482 1809 341 504 561 458 520 398 509 3291 41.35% 42.26% 43.32% 43.67% 44.81% 47.74% 51.47% 45.03% 10 -12 -69 -82 20 -47 8 -172 324 515 328 328 467 442 558 257 328 394 492 401 351 390 492 492 147 311 189 215 265 306 346 124 208 263 337 216 200 247 353 277 89 177 103 117 124 128 144 49 80 91 110 69 63 65 89 69 6559 4004 1567 236 488 292 332 389 434 490 173 288 354 447 285 263 312 442 346 5571 62.29% 63.73% 64.73% 64.76% 68.12% 70.51% 70.61% 71.68% 72.22% 74.29% 75.39% 75.79% 76.05% 79.17% 79.86% 80.06% 71.87% 88 27 36 -4 78 8 68 84 40 40 45 116 88 78 50 146 988 544 346 346 298 346 425 300 181 215 141 184 240 2305 1261 939 728 487 1667 451 357 247 808 660 515 613 351 321 257 325 170 2139 1073 45 24 15 4 5 100 193 270 196 87 466 274 215 270 129 888 345 205 230 145 189 340 1454 721 553 334 1274 595 472 595 299 1961 15789 8628 4923 13551 2238 86% 86.96% 88.29% 93.48% 97.24% 97.35% 70.59% 86.73% 62.55% 64.56% 73.95% 63.42% 53.95% 54.45% 54.62% 56.86% 54.72% 63.67% 199 141 116 153 157 85 851 218 175 153 546 65 43 18 52 178 2238Date: May 17, 1993 From: Bob \u0026amp; Polly MEMORANDUM To: Subject: Ann McClellans Enrollment for 1993-94 Below are the highlights of a telephone conversation between Polly and Mattie Ruth Tipton, McClellans registrar, on May 17,1993 about McClellans 1993-94 enrollment and the loss of 109 students. On March 11, one day after all assignments had been made and letters mailed to parents, Mattie Ruth pulled up on the terminal McClellans enrollment: 1,029 students (not including kindergarten students) 75.1% total black population 427 tenth graders 336 black 91 white 78.7% black 213% white All other high schools were eight to ten percentage points higher than McClellans black percentage. On April 23, Mattie Ruth pulled up on the terminal McClellans enrollment: 929 students (not including kindergarten students) 75.4% total black population 336 tenth graders 268 black 68 white 79.8% black 203% white McClellan had lost 100 students, 91 of which were tenth graders, between March 11 and April 23. Mattie Ruth and Mr. Carter met with Marie Parker on the 23rd to find out why McClellan had lost so many tenth graders. Reason given: student assignment had \"worked the deseg transfers\".On May 10, Mattie Ruth pulled up on the terminal McClellans enrollment: 920 students 755% total black population No tenth graders transferred 9 eleventh and twelfth graders transferred out 5 black 4 white This information was given to Marie Parker during a meeting on April 23, Dr. Bernd during a meeting on May 10, and the Biracial Monitoring Team last week during a monitoring visit. Both Mattie Ruth and Mr. Carter attended the meetings with Marie Parker and Dr. Bernd. Reported incidents: Dr. Stanford from UALR wanted to enroll a child in McClellan. At the Student Assignment Office, Dr. Stanford was discouraged about enrolling in McClellan: no magnet seats, lives in Central attendance zone, really does not want to send child to McClellan. Enrolled at Central Another person wanting a McClellan assignment was told by the Student Assignment Office they would have to be put on a waiting list. Enrolled in another district high school. A tenth grader wanted to be assigned to Fair where her boyfriend attended. She received a deseg transfer to Fair. A parent was dissatisfied with the McClellan baseball coach. Student Assignment granted a deseg transfer. McClellan has a 100% black satellite attendance zone. We requested and Bob picked up from Mattie Ruth the attached copies of the enrollment print-out for the above dates.General Information: McClellans Enrollment 1988-89 1989-90 1990-91 1991-92 1992-93 1993-94 Black White Total % Black 615 576 1,191 52% 634 447 1,081 59% 613 390 1,003 61% 640 340 980 65% 638 328 966 66% 710 230 940 76% Desegregation Transfers 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available... The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement tn secondary schools is that all schools will remain within a range of 12-1/2 percent above to 25 percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). Desegregation Plan, page 140 LRSD For the 1992-93 school year, the acceptable maximum for a desegregation transfer on the senior high level was 6750% black. Questions: With McClellans black enrollment, why were deseg transfers permitted after March 11? According to our information, McClellans magnet program has never been full. Why were parents told either there were no seats or they would have to be put on a waiting list? Why are personnel in the LRSD Student Assignment Office discouraging parents to enroll their children at McClellan? What recruitment efforts have been made this year to recruit white students to McClellan? Why did not a \"red flag\" appear in student assignment when McClellans black enrollment increased 10 percentage points since last school year? How does LRSD plan to correct the increasing black enrollment at McClellan? Why can parents so easily get deseg transfers from McClellan?/TA Po// Little Rock School District September 3, 1993 RECEiVEO SEP 7 1993 To\nMrs. Ann Brown, Federal Monitor From: ,stelle Matthis, Interim Superintendent Subject: Office of Desegrcgaiion i. aing Enrollment Figures for Romine and Washington Interdistrict Schools Per your request, the following information is provided by the District's Student Assignment Office: INTRADISTRICT TRANSFERS - 1992-93 School: Romine Interdistrict Elementary School Students: Black 144 White 59 Total Enrollment 203 School: Washington Elementary Interdistrict School Students: Black 176 White 186 Total Enrollment 362 We will make I regret the delay in responding to your request. an extra effort to be more timely. Please call if additional information is needed. EM:nr 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-200009/.08/93 15:08 301 324 2032 L R School Dlst ODM 001/004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: TO: \u0026lt;3 . FROM: SENDER'S PHONE#: SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page . Speed Dial _________ Fax Phone Number ^7/ - C\u0026gt; I CiC\u0026gt; 09/08/93 15:09 501 324 2032 L R School Dlst ODM 0002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To: Melissa Guldin, Associate Monitor From: Sterling Ingramf^Director Planning, Research and Evaluation Re: Enrollment Data Attached you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjgt 09-08-93 13:09 301 324 2032 L R School Dlst s\u0026gt;ep ODM 08,93 0003-004 11:06 Nc ,002 P .02 r LRSD School Checklist , niff High SehooU [SI Grade, 10^ 12 _r_ar^l - Everett Hawks - 1500 Pork, 72202'- 376-475 -\n:A12P' - Soni Sloeort  5201 ^'cvld O. Dodd, 72210  Bill Bornhouta ' ~  6700 \"H\", 72205 -?61-90dQ' ^2.**]!'  '^'^olph Howard - 9217 Ge^g Porkvie^^,- f  224-6609 ir Springs, 72209 . SdS-OSU Bobbs  2501 Borrow. 72204' 225-6440 VoeeHonol-Technicol Cenf.r [I'fGrodAs lolfx' '  _ Metropa!a_an_-r. DoyleJ^lahani^ Homiltoi. 7'25H77\n74:^ Junior Htflh SchooU [8J Gro'des 7-9 --------, 63'oo Hlnksan Rd., 72209 - \"f.dTwx\" --------Lacey - 11?6 Wright Ave., 722O6r37S:n74------------------------------------ Forest Heights  James Wise -~'S9Xl\"'Evergreen, 72205 -'66r33?r~ ____Gradberry  401 Borrow Rd., 72205  225-3358\" ____.Mobelvale  Clell Walls - igsi'~Mobeivale W.. -------------------------- PC 3x 1S7, Mobelvaie, 72103 . 455-2^13 ft ......J-M  -tp ....U-IMasJJji' -^^'1 j \u0026gt; ! 5% xo.. W'^ .'nL. 5Vh^ (pt-j 1 5. m.O..] (1,3 * - V i.yB I 0 3\u0026amp;d-R. -----  loop E. Roosevelt Rd\", 72206 - 372-3123 uloiki Heights - Dr. Jim Haley - 401 N. Pine, 72205 - 664-\"7073-------------------- -------McLaughlin -3301 .5, Bryant. 722Dr.\"56S-44i6 '--------------------------------------------------------- EUmantory Sehook [37] Grades K-S' '  6900 'p'^roiT^pd, 72206 - '4^1582------------------ Wilson . 6501'77.' 32nd, 72204 - 565-6621--------------------  T^nno Tatum  3623~Baseline Rd., 72209 -'\"sdST^-------------------- ''.'1 - 2016 Barber, 72206 - SZdlaS 19 --------glSfy ihomas - 7915 W. Marfcham. 72205  225-7'815 -------^^ir_^.'?Snttt School Mary Guimi'\"-\" 800 A7p~erson. 72202 - 374.T77r\" Chicot - Olis'Prusiar - IIIQ'q Chicot Rd., ---------------------------  6900 Pc-con Rood, ^2206  490.1562 icm Carver Magntfl 72205  2251615 PO Box 405^ Mabatyglp, 72103  568-25^ 14 Dednson . 6500 Hinksan~PH 72209 : 565:^ ..........Nelson - 6423 Stogacoaeh Rd.. 72204455-3110 ......-''' Qill  616 N. Harrison, 72205 - 666^359 \" ' ..........Ashley 1600 N. Tylur, 722d7'^^\n34T5_____________________________ i-rrwLli  A  ak - .. . . * -^^_______ _____ Rd.. 72204 - 455-3110 .-rcnklin - Connie Aston 1701 S. Ilniiitori, 72204 - 666-0348 I  ____ * * Wv'\\*v*v Huffman - 300 Pieasent Volley~5^.' 722127224-2350 --------'. Pp.Cheryl A.\" Simmons . 361.5 \\w\"2Slh. 72204 - 666-9^'6~ Eleanc^r Cax - 5240 --------Magnei  Donno Davis - 1115 W, 16th^ 72202 - 372-02.81 --------iZhcMiihq^liyer - 30^\n'Pu[oski, 72206 737613629'................ -------- 663-9472 --------Goodwin - 4800 W. 26th, 72204 - '663-6397 ' 2 - 224-2350 on*\n--------Foull.ner-'9d0-| \"Mobelvule Cul-^ff _______207, Mobelvole, '72103  455-2227 -------- --------Mcber^H lynn Moore - 1200 Rcservair Rd., 72207 - 22T61^6S..... . .Meodoweliff  Jerry Wom77~25 Sheroton Dr., 72209^ Mikheil  Danila .Hu^eth - 2410 Bettery, - 565-0324 Qner Creek - PoTPrice 72206 - 37.5-6931  16Q0Q Oner Creak Pkwy., 72207 ** l*l-w*rrfirtzv^ / 423-3320 i3(, 425 ^l3'd Ji ) 0 .233 ..,5^ .2^^' .5^ ' r:',o r/ JA^J' 6 i'r2Tj) \"hI A' 7^^''  -f -m. cis-.S' 7 I?) 'll .ky. S5'  3^ I '*7*^ in fl I I 3 46'^^ H5 -......^13 ..J^ ri.,_ sjo 34 (, I -----'Jxl M' { ------------..luj H lACL-U-i, ......IVl. \\\\T i 5'1 ! iaoG ij'^5 11L ?lb I . I .....J.-3^ iT'Kd' c3__ --U 15 I 331 ( J09/08/93 13:10 0301 324 2032 L R School Dlst ODM 004/004 IB LRSD School Checklist Etamentary School* [37] Grode* K\u0026lt;-6 (conttnutd) Pvioski Haights - E6dja McCoy - '319' N. Pine, 72205  663-9469 ___Rightsell ~ Kay lost  911 W. 19th. 72206 - 374-7448___________ Roeke^eller - Anne Mongon - 700 E. 17fh, 72206 - 374-1226 Romina - Lionel Ward  3400 Romine Rd., 72204  225-8tl33 - __^hert5_- Stan Strouts - 3700 W. iSth, 72204 - 663-8374 Terry - Noncy Volsen - 10800 Mora Lynn Dr., 72211 -225-1215 Wakefield - Lloyd Black - 75 Westminster, 72209 - 568-3674 f Woth'tngton  Lonnie Sue Peon  115 W, 27th, 72206  375-5275 _ Wattcn - Dr. Diana Glaae - 7000 Votisy Dr., 72209  565-1577 Wastarn l-lill - Maggie Puckett - 4901 Western Hills, 72204 - 562-2247 _Williams Magnet - Dr. Ed Jackion - 7301 Evergreen, 72207  666-0346 Wilson - Seine Price - 4015 Stannus Rd., 72204.565-0924 Woodruff - Keren Buchanan - 3010 W. 7th, 72205 -.665-4149 q' ^^- i).  A bn gits) nt AnZ cMJ \\%^1. 1 ss lis m3. .'iii lg3S7 - 13. ...zJl. -e2-O T _L JJl -A- 0 _3. IH-S im. J1J_ .W, ^.^\\. \"1^ jiJh.. 1^ \u0026lt; i' yn n'U MH i,^.5 ... . 1 ( I I -1 I I I I 1 I i f00/08/93 15:08 301 324 2032 L R School DISt ODM @001/004 ( LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2032 DATE: -?3 TO: FROM: SENDER''S PHONE#: SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed Dial__________ Fax Phone Number S-7J \"G ICiC\u0026gt; oa/08/93 15:09 301 324 2032 L R School Dlst ODM 002/004 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT Date\nSeptember 8, 1993 To\nMelissa Guldin, Associate Monitor From\nSterling Ingramf^Director Planning, Research and Evaluation Re: Enrollment Data Attacbed you will find the eleventh day enrollment data, as requested. Official October 1, 1993 information will be forwarded as soon as the report is completed. If additional information is needed, please let me know. bjgI 09'08/93 13:09 301 324 2032 L R School Dlst ODM 08.93 0003.-004 ll''O6 Nc .002 P , 02 t r . High SchooU [5] Grodet 10-12 LRSD School Checklist - Centrol . E~ver(t Howks - isop Pc^2202 ' 376-4757 .\n___i-A. Pair - Sqm St,  ------- ------------------------------- iy.yPO  ^701 pcvid O. Dodd, 72210 - 224-6609 Hall R-ll a k-------------- - - 444-6609 -2^.Ml?nf'Ouse - 6700 \"H\", 72205 - 6779000---------------------------- ^Oellon - R'-'d9l_ph H^7r7^417A^^r\n^7^^ -------  2SQ] Borrow. 72204 ft ...Cl-'Zi.. FzI. .....4 - Had..u a.'ixi ^25 1 c: h 0 ^3/7 -  - VeeQlone|.T,ehnict,[ Cnt,, [lyGrgda, 10-12 S6S-846S \u0026gt; \u0026lt;^ F\\ I /5 / I VA ...'JU, Uc Junior High SchpoU [sf Gra'dei - -  ------i~ --------Sooth . 630FH\nnl\u0026lt;jan Rd., 7226\n. --------5H!LLM2'-fpn Lacey - 11^' Wright Ave,, 7220?7375,' barest Heights  Jomas Wie,-. _  --------n3....... - ' a63-3391 --------*^0^ Borrow RdJJ 72205  72209 . 65-8426 ::-S574 - 5901 Evergreen, 72205 - 663-3391 -------Mobelvale - Clell Wgtl\n-'laSlTMabelvnle W \"'----------- FO Sux_I87, Mobelvale, 72103 . 455-2413 ---------^^7  V'7?\nAnderson - IQQQ E.^Rj^^eyelt Rd.,_722n6 ^^g9ht5 - Dr-Jim Holey - 401 hi. Pine,'72205 - 664-7073------ --------McLoughlin . ,3301 .5. Brygnt, 722br.~5A4.42ix ' ' Elemantory SehooU [oFf Grodes K-6   664.7073  372-3123''  ^90D Pfccon Rood, 72206 --------------- M/iison - dsom 32nd. 72204.56S-662'l--------------------- ------- Anna Tolum  3623ba^e Rd..'729nP ---------------- --------1227 :,Hgle_n Thoff,a,  7915 W. Marfchcm. 72205  225-\"lS15 Sehpol M7.2A2*5='725or3S:H , _ Chjcot - Olli, PrcJcr . ] n QO Chi ------  565*5539 -\u0026gt;.\"1.0..j' (,3 ' 11L ''J f \u0026gt;-f jAy-'Chj\n' ,-9\u0026lt;j.'j(ill -zAV'Oi ..h LS bi Ut. rM^^-lAClsj^a tu  n r- .c\u0026gt;. H-... .s.C)\n-] JO 21 .5^ .3 n ^s- snil'Sa , p  0 11'1^)' l\"\"'71 li Ab9\\.. Li3i i#: I Wr'ii ,'i ' l3 'I. 'll _________ licot Rd., PO Box 405, Mabelvale, 72103.568-2554 -----gy?-L. ..'..{?oqoollp* Deamon - 6500 Hinkson Rd., 7220? i 565-0986 --------Agf Nelson - 6423 Stggecoqch Rd., 72204 J 455.35'10 .......N. Harrison, 72205 - 666^0359 ' --------Ashley'. 1600 ,\\. Tylur, 72207~66(l^------------------------------------------------- .-rqnklin - Connie Aston 1701 S. ' '^ ------------- 1-1011 bon, 722C4 - 666.0343 --------Moc-Huffmon . 300 Pleasant Volley Dr..\"72?~i\n~224.235Q cjorland . Or. Cheryl A. Simm, ....... I- -- \n-.-... --\n\"r. Z1..ZIU. - 666-94.16 Springs- aegno^Caz^^^ 7\n2Gg --------^bbs Mggnei . Donno Davis - 1115 W. 76fh,\"722D??37rii2r----------- --------Slij ' Michce^Oliver - SOOTsrprioiki, 72206 -\"3777629' ................ --------. 663-9472 --------Bobbie Goodwin - 4800 W. 26th 7??rir: AAyj.2a-r XAnkA ii^lx. . Pk _  l  * * \" ion*\n 3615 W.''2Slh. 72204 - 666.9436 --------Foutkner- 9401 Mqbelvule CulAfF'---------------------------------------------------- -----------^Q7, Mobelvoie, 72103  455.2227 --------------------------- --------^i'^^Lynn Mporc'.' 1200 R\n7\nir Rd., 72207.2\n2To^61-----  7  ^^7.yw^n,?72nh\n7\ni\n7K77^^  . . MOehell - Oon.la He^peth  2410 Sctte,7. 72204 . q75.xc.Qi------------ f^PlAr { VAJhL t\u0026gt;_ n.-' - '' * _Qner Creek - Forprice. i6qqq 6T\nrc?\nz\u0026gt;iz: f * * F wrt \u0026gt;ut..R^ r- 7220? 455 3320 aaq. sq- .m. .^J. .^33/71 : I -i I \"I yyi (-I -s I -UelZiSj.,5\" '7J\\ .3.... a'7/. U4 -------U.iJ55J..5-MS-B 73 lamm 3 a-s'-j 43 5 45/^ ----------- -----------zi(\n: .1^? MU XVL  T^lb '*! li. Ji olbC ^^3 i ...b-.'i i 5'7 i i 213C, -4^-S i' if'-t ....nii I?. 3\u0026lt;SI w. 130 --k -bsa.-.-T 0 \u0026lt;r\\ /I f LdLi5 33} i09/08/93 15:10 501 324 2032 L R School Dlst ODM 0004/004 LRSD School Checklist ElTnntQry Sehoel* [37] Grad* K-4 (eontfnutd) Piilo$ki Haights - Eddia MeCoy  319 N. Ping, 72205  6639469_____________ Rightsall ~ Koy toss  911 W. 19th, 72206  374-7448_______________________ Rockafaller - Anne Mongon  700 E, 17th, 72206 - 374-1226 Romina  Lionel Word - 3400 Rornina Rd'., 72204 - 225-8833 - Stephens - Stan Strauss - 3700 W. 1 Sth, 72204 - 663-8374 Terry - Nancy Volsen - 10800 Mora Lynn Dr,, 72211 - 225-1215____________ Waketield - Lloyd Black - 75 Westminster, 72209 - 568-3674 Washington - Lonnie Sue Peon  115 W, 2ih, 72206  375-8275 Watson - Dr. Diana Glaze - /OOb'Voiley Or-, 72209  565-'1577 Wastarn Hilts  Margie Puckett - 4901 Western Hills, 72204 - 562-2247 _^W!Iiiams Magnet - Dr. Ed Jockion - 7301 Evergreen, 72207  666-0346 Wilson  Reine Price - 4015 Stonnus Rd.. 72204 - 565-0924 Woodruff - Keren Suchonan - 3010 W, 7fh, 72205 665-4149 AAA' \"A ..I i *13 Ah! An. _JU. Bilk s. __ZJA 1^^ ay? i 9, fm SS :5^sr AL3_ \\^3 M _L Aik jL IS o _3. _A I 5KS' AiL^ jSSX 2BLi. Jl]_ .w.. US. JL^. U (g Al_' -kAi... azik.. 11^1 r-^iMru I I -1 I  i 4.. - I 1 I I I 1 I {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 10, 1993 To: Little Rock School District Board of Education Members From: in Brown Subject: 1993-94 LRSD Enrollment Figures After last nights Agenda Meeting, my associate Bob Morgan gave the enclosed chart to Estelle Matthis because there had been an inquiry about enrollment numbers during the meeting. Bob used ODMs PC software to quickly compile and format this information. The chart compares school-by-school October 1, 1992 enrollment data with the numbers we received from Sterling Ingram on September 7, 1993. We hope you will find this preliminary information helpful. Enc. cc: Hank Williams Estelle MatthisPrepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 7 1993 Day after Labor Day 1 School Principal 1 2 5 8 12 Central High I Hall High______________ Parkview High__________ Fair High McClellan Community High Totals for High Schools 1 1 1 1 1 Rudolph Howard Vic Anderson Junious Babbs Al Niven Jodie Carter Black 92-93 1133 560 485 562 638 3378 White 92-93 761 390 358 310 312 2131 Other 92-93 56 26 11 14 16 123 Total 92-93 1950 976 854 886 966 5632 Capacity Black 93-94 1070 544 469 580 641 3304 White 93-94 630 321 297 282 243 1773 Other 93-94 43 34 20 8 7 112 Total 93-94 1743 899 786 870 891 5189 Black Diff -63 -16 -16 18 3 -74 White Diff -131 Ira -61 -28 -69 -358 Other Diff -13 8 9 -6 -9 -11 Total Diff -207 -77' -68 -16 -75 443 Total % Diff -10.62% -7.89% -7.96% -1.81% -7.76% -7.87% 92 Black Percent 58.10% 57.38% 56.79% 63.43% 66.05% 59.98% 93 Black Percent 61.39% 60.51% 59.67% 66.67% 71.94% 63.67% Percent Diff 3.29% 3.13% 2.88% 3.24% 5.90% 3.69% 3 7 9 10 11 13 15 16 Mann Jr. High Dunbar Jr High Forest Heights Pulaski Hts. Jr High Southwest Jr High Henderson Jr High Cloverdale Jr. High Mablevale Jr. 2 2 2 2 2 2 2 2 Marian Lacey Nancy Volson Richard Maple Ralph Hoffman Charity Smith Clell Watts Gayle Bradford Totals for Junior High Schools 505 410 554 452 523 685 571 438 4138 327 283 220 319 166 215 192 226 1948 17 12 13 3 6 14 12 3 80 849 705 787 774 695 914 775 667 6166 479 438 542 432 507 678 528 339 3943 336 243 187 357 145 199 122 169 1758 18 9 14 6 10 25 ~T 6 95 833 690 743 795 662 902 657 514 5796 -26 28 -12 -20 -16 -7 -99 -195 9 -40 -33 38 -21 -16 -70 -57 -190 1 -3 1 3 4 11 -5 3 15 -16 -15 -44 21 -33 -12 -118 -153 -370 -1.88% -2.13% -5.59% 2.71% -4.75% -1.31% -15.23% -22.94% -6.00% 59.48% 58.16% 70.39% 58.40% 75.25% 74.95% 73.68% 65.67% 67.11% 57.50% 63.48% 72.95% 54.34% 76.59% 75.17% 80.37% 65.95% 68.03% -1.98% 5.32% 2.55% -4.06% 1.33% 0.22% 6.69% 0.29% 0.92% 19 17 22 6 18 21 28 31 32 23 25 48 26 37 27 49 30 35 46 20 Badgett Bate Baseline Booker Brady Carver______ Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King________ Mablevale McDermott 3 3 3 6 3 6 3 3 3 3 3 4 3 4 3 6 4 3 5 3 3 Mary Golston Levanna Wilson Mary Jane Cheatham Dr. Cheryl Simmons Mary Menking______ Mary Guinn Otis Prester Frederick Fields Barbara Means Virginia Ashley Franklin Davis Mac Huffman Robert Brown Eleanor Cox Donna Davis Stan Strauss Francis Cawthon Sadie Mitchell Julie Davenport Mike Oliver 154 248 262 345 275 329 350 291 183 192 198 352 225 233 177 191 182 204 48 62 74 269 111 262 177 71 121 49 242 50 296 17 105 134 5 273 0 11 3 7 12 7 8 4 0 2 4 9 6 0 11 0 6 202 321 339 621 398 598 535 366 243 444 411 530 256 282 336 187 483 278 275 219 220 3 14 500 509 257 401 390 656 467 613 558 492 328 351 376 544 540 346 328 353 0 492 728 515 517 126 222 262 324 255 319 352 304 177 198 197 293 244 182 182 168 0 206 371 310 251 52 62 71 262 131 257 136 78 94 67 254 34 269 3 118 0 280 202 172 0 12 6 11 14 7 5 7 5 5 3 6 17 21 4 9 0 4 7 3 15 178 296 339 597 400 583 493 389 276 270 454 333 530 206 266 295 0 490 580 485 -28 -26 0 -21 -20 -10 2 13 -6 6 -1 -59 19 -51 5 -23 -182 2 371 32 -24 4 0 -3 -7 20 -5 -41 7 -27 18 12 -16 -27 -14 -25 -16 -5 7 202 -47 17 0 1 3 4 2 0 -3 3 5 3 -1 -3 8 15 4 -2 0 -2 7 0 1 -24 -25 0 -24 2 -15 -42 23 -28 27 10 -78 0 -50 -16 -41 -187 7 580 -15 -6 -11.88% -7.79% 0.00% -3.86% 0.50% -2.51% -7.85% 6.28% -9.21% 11.11% 2.25% -18.98% 0.00% -19.53% -5.67% -12.20% -100.00% 1.45% 76.24% 77.26% 77.29% 55.56% 69.10% 55.02% 65.42% 79.51% 60.20% 79.01% 44.59% 85.64% 42.45% 91.02% 62.77% 56.85% 97.33% 42.24% 70.79% 75.00% 77.29% 54.27% 63.75% 54.72% 71.40% 78.15% 64.13% 73.33% 43.39% 87.99% 46.04% 88.35% 68.42% 56.95% -5.45% -2.26% 0.00% -1.28% -5.35% -0.30% 5.98% -1.36% 3.93% -5.68% -1.20% 2.34% 3.58% -2.67% 5.66% 0.10% -3.00% -1.18% 55.60% 54.03% 42.04% 63.97% 63.92% 49.90% -0.20% 8.32% -4.13%Prepared by The Office of Desegregation Monitoring Based upon information furnished by the LRSD Little Rock School District Enrollment Comparison Oct 1 1992 vs Sept 71993 Day after Labor Day 2 School Principal 33 34 50 38 39 36 40 41 47 51 42 52 29 43 44 45 Meadowcliff Mitchell Offer Creek Pulaski Hts. Rightsell Rockefeller Romine Stephens Terry______ Wakefield Washington Watson Western Hills Williams Wilson Woodnrff 3 4 3 3 4 4 5 4 3 ? 5 3 3 6 3 3 Jerry Worm Samuel Branch Carolyn Teeter Lillie Carter Sharon Davis Anne Mangan Lionel Ward Lonnie Dean La Dell Looper Willie Morris Karen Buchanan Teresa Courtney Dr. Ed Jackson Gwen Ziegler Pat Higgenbofham Totals for Elementary Schools Black 92-93 292 232 143 198 239 250 277 202 238 347 483 332 209 275 265 147 9073 White 92-93 147 28 203 173 9 104 74 / 286 147 332 117 124 218 90 83 4947 Other 92-93 1 4 7 8 1 7 10 0 17 6 7 2 ____2j 9 0 4 201 Total 92-93 440 264 353 379 249 361 361 209 541 500 822 451 335 502 355 234 14221 Capacity 442 346 351 351 346 425 467 298 492 492 939 492 328 517 394 324 16256 Black 93-94 294 205 130 192 182 237 233 139 242 322 450 365 209 240 259 143 8785 White 93-94 134 18 195 199 4 93 68 3 290 107 261 86 117 211 89 82 4816 Other 93-94 1 2 6 11 1 8 14 r ___26 6 12 0 3 10 4 5 271 Total 93-94 429 225 331 402 187 338 315 143 558 435 723 451 329 461 352 230 13872 Black Diff 2 -27 -13 -6 -57 -13 -44 -63 4 -25 -33 33 ____0 -35 -6 -4 -288 White Diff -13 -10 -8 26 -5 -11 -6 -4 4 -40 -71 -31 -7 -7 -1 -1 -131 Other Diff 0 -2 -1 3 0 1 4 1 9 0 5 -2 1 1 4 1 70 Total Diff -11 -39 -22 23 -62 -23 -46 -66 17 -65 -99 0 -6 -41 -3 -4 -349 Total % Diff -2.50% -14.77% -6.23% 6.07% -24.90% -6.37% -12.74% -31.58% 3.14% -13.00% -12.04% 0.00% -1.79% -8.17% -0.85% -1.71% -2.45% 92 Black Percent 66.36% 87.88% 40.51% 52.24% 95.98% 69.25% 76.73% 96.65% 43.99% 69.40% 58.76% 73.61% 6239% 54.78% 74.65% 62.82% 63.80% 93 Black Percent 68.53% 91.11% 39.27% 47.76% 97.33% 70.12% 73.97% 97.20% 43.37% 74.02% 62.24% 80.93% 63.53% 52.06% 73.58% 62.17% 63.33% Percent Diff 2.17% 3.23% -1.23% -4.48% 1.34% 0.87% -2.76% 0.55% -0.62% 4.62% 3.48% 7.32% 1.14% -2.72% -1.07% -0.65% -0.47% Totals for the School District 16589 9026 404 26019 16032 8347 478 24857 -557 -679 74 -1162 -4.47% 63.76% 64.50% 0.74%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.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: Clell Watts and Joyce Stiedle Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Henderson Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7,1993 at 10:00 a.m. We are very interested in your magnet programs success, since it was designed to help desegregate Henderson. 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 7th. Enrollment Data:  October 1 total school 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 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program 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 students recruited who live in Hendersons attendance zone by grade, including race and gender, 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.ST) f u-t 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: Rudolph Howard and Dorthy McDonald Horace Smith and Connie Hickman Tanner, ODM Associate Monitors Central Enrollment and Recruitment This memo is to confirm our meeting on Friday, October 8,1993 at 1:40 p.ra. We are very interested in your magnet programs success, since it was designed to help desegregate Central. 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 (all white PCSSD junior high students, private school students, and LRSD junior high students), 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.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: Jodi Carter and Steve Garrett Horace Smith and Connie Hickman Tanner, ODM Associate Monitors McClellan Enrollment and Recruitment This memo is to confirm our meeting on Thursday, October 7, 1993 at 1:30 p.m. We are very interested in your magnet programs success, since it was designed to help desegregate McClellan. 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 7th. Enrollment Data:  October 1 total school 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 1992- 93 school year  October 1 total school enrollment by grade, including race and gender, for the 1993-94 school year  October 1 magnet program 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 recruitment committee roster by race, gender, and position  Recruitment committee agenda and minutes  A list of all recommended recruitment strategies developed and implemented by the recruitment committee  Recruitment training documentation,including the person(s) responsible, topic,location, time, sign-in sheets, and evaluation criteria  The number of students recruited who live in McClellans attendance zone by grade, including race and gender, 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 (all white PCSSD junior high students, private school students, and LRSD junior high students), 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.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 October 20, 1993 Sue Pederson LRSD Student Assignment 501 Sherman Little Rock, AR 72202 Dear Sue: As we discussed today, I anticipate receiving the following information from you by Wednesday, October 27,1993: October 1, 1992 four-year-old enrollment by school, including race and gender Information on where each of these children are as of October 1,1993 (For example, are they currently enrolled in a kindergarten class at the school where they were enrolled in a four year old class, have they transferred to another LRSD school, and if so which one, or have they left the LRSD.) I will be out of the office until October 26,1993. If you have any questions, please call me on the 26th at 376-6200. Sincerely, Connie Hickman Tanner 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 Date: October 26, 1993 To: Donna Grady Creer From: Melissa Guldin Subject: Magnet School Enrollment In reviewing the 1993-94 enrollment figures for the Little Rock School District, I noted that none of the magnet schools is filled to capacity and some have enrollments significantly below their maximum. In order to complete monitoring of this years enrollment, I will need some information from the Magnet Review Committee. Please provide the number of unfilled seats at each of the six original magnet schools. In addition to identifying empty seats by school, also indicate the number of vacancies attributed to each school district, and whether the empty seats are reserved for black or white students. I have included a chart that you may wish to use in order to simplify the reporting process. Since the information requested is part of an ongoing monitoring project, I would appreciate receiving the figures as soon as possible. Thank you for your cooperation.The Number of Unfilled Magnet Seats as of October 1,1993 School LRSD NLRSD PCSSD TOTAL Black White Black White Black White Black White Booker Carver Gibbs Wiliams Mann Parkview- A  A 1^- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: November 1, 1993 To: From: Subject: Anne Mangan and Pat Price Connie Hickman Tanner, ODM Associate Monitor Rockefeller Magnet Program Enrollment and Recruitment This memo is to confirm our meeting on Monday, November 15,1993 at 11:00 a.m. ODM is very interested in your magnet programs success, since it was designed to help desegregate Rockefeller. At this time I will be looking for answers to a variety of questions regarding your recruitment efforts and results. I will also need to review certain documentation. Please bring copies of the following information to our meeting on the 15th. If you have any questions, please do not hesitate to contact me at 376-6200. Eorollment Data:  October 1 magnet program enrollment by age level, including race and gender, for the 1989-90 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1990-91 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1991-92 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1993-94 school year  The number of new children by age level, including race and gender, enrolled in the magnet program as of October 1,1993  The number of children by age level, including race and gender, who withdrew from the magnet program between the 1992-93 school year and the 1993-94 school yearRecruitment Data:  The number of children recruited to Rockfellers magnet program by age level, including race, gender, and where they were recruited, during the 1992-93 school year  Documentation of all recruitment strategies and activities during the 1992-93 school year and those planned for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: name the person(s) responsible for its development and distribution\nprovide a copy of the brochure, if it has been completed\nidentify the audience targeted to receive the brochure (day care centers, PCSSD children, private school students, and targeted LRSD students), state the brochure distribution dates\nidentify the amount of money budgeted for the brochures development and distribution, the total expenditures to date, and any remaining budget expenses\nand explain how you will track your results. B. If an activity involves a presentation: identify the persons(s) responsible for developing and making the presentation\nidentify the audience targeted for the presentation\nbriefly describe the type of presentation, including the date and location\nprovide copies of participant sign-in sheets\nand explain how you will track your results.\u0026gt;1 1-1 Little Rock School District RSCSIVFD November 24, 1993 NOV 2 9 1993 Cr:c3 or Desi3\nc'nsl\no\ni fZo\nMrs. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building LittleRock, AR 72201 Dear Mrs. Brown\nThank you for your letter of November 9, 1993. Obviously, I did not use October 1, 1993 enrollment figures in reporting to the Board. Instead, I attempted to give an updated report which I thought included enrollees since October 1. Please be assured that the information supplied to your office regarding October 1 enrollment by this District is correct. We will be updating the Board as it relates to enrollment trends at Washington Magnet School. Again, thank you for your assistance. Sincerely yours. Larry S. Robertson cc\nEstelle Matthis 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361Office 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 19, 1993 Mr. Larry S. Robertson Little Rock School District 810 West Markham Street Little Rock, ?\\R 72201 Dear Larry: At the districts Board of Education meeting last night, 1 heard you and Estelle Matthis answer the boards questions about the number of students attending Washington Magnet and the schools racial balance. The board also asked about the number of Washington M-to-M students and how the schools total 1993-94 enrollment compared to that of the previous year. You told the board that Washingtons enrollment was 765 and its racial distribution was within the desegregation plans racial balance mandate of between 60% and 40%. ODM annually compiles enrollment data based on the October 1 figures reported to the State by the three Pulaski County school districts. The attached chart reflects Washingtons October 1 enrollment data for the last five school years, information which the LRSD furnished ODM. Note that Washingtons 1993-94 enrollment is 721, 101 fewer pupils than the previous year, and that the schools racial balance is 63% black, a proportion that places the school in violation of the desegregation plan. Our records also indicate that 106 M-to-M students presently attend Washington, 69 of them from PCSSD and 37 from NLRSD. We phoned Washington this morning to see if there had been some recent influx of children into the school that would account for the 765 total you reported to the board last night. We were told that the school presently has 722 students enrolled, 63% of whom are black. Because ODM is an arm of the Federal Court, 1 necessarily place a great deal of emphasis on the accuracy of all information given us by the school districts. If ODMs October 1 enrollment information on Washington is incorrect, please immediately furnish me with the accurate figures. If, however, you agree that our records are correct, 1 trust you will immediately supply Mrs. Matthis and your Board of Directors with accurate data on Washington so they can make decisions based on sound information. Sincerely yours. in S. Brown Enc. CC: Estelle Matthis FIVE YEAR ENROLLMENT COMPARISON Using October 1 Enrollment Washington Elementary School 1989-90 1990-91 1991-92 1992-93 1993-94 Washington Elem Black 510 438 480 483 451 White 313 356 332 260 Other 11 10 Total 519 762 841 822 721 % Black 98 57 57 59 63 8 1 5 7 Prepared by ODM based on information supplied by LRSDAikansas Democrat (gazette  WEDNESDAY, OCTOBER 20,1993  Public school rolls plunge by 1,933 in county BY CYNTHIA HOWELL Democrat-Gazette Education Writer Enrollment in the three Pulaski County school districts has dropped dramatically this year  by 1,933 students compared to last year, according to the official Oct. 1 enrollment reports the districts submitted to the state Department of Education. Nearly all  1,885, or 97.5 percent  of the missing stu- dents are white. The loss of students has significant financial implications for the districts. The bulk of the decrease occurred in the Pulaski County Special School District, where enrollment fell by 1,207, from 21,633 to 20,426. Little Rock School District enrollment also dropped by a significant number, 618, from 26,212 to 25,594. North Little Rock School Dis- trict enrollment fell by 108, to 9,085. The decrease represents 3.4 percent of the total enrollment in the three districts last year. \"If I had to give my best guess, I would say the drop has to do with the instability of school assignments, Eddie Collins, assistant superintendent for pupil personnel in the county district, said Tuesday. r  Collins said parents have voluntarily called or sent letters to explain why they left the system. Many said they went elsewhere when they were unable to send their children to neighborhood schools because of overcrowding. When a schools enrollment reaches capacity, surplus children are assigned to more dis- See SCHOOLS, Paqe 16A Schools NLR enrollment PCSSD enrollment School 1992 1993  Continued from Page 1A tant schools. Some parents chose not to accept the assignment, Collins said. Estelle Matthis, deputy superintendent of the Little Rock district, said Tuesday that administrators are making student recruitment a priority this year. The emphasis will be on showcasing each individual school and the district, educating the public on the choices available in the district, and making the enrollment process user- friendly,\" she said. She said the enrollment decline resulted from a number of factors, including uncertainty last summer about leadership at Central High and in the district superintendency, and a perception that the schools are unsafe. Statistics show that the number of weapons and firearms found in the schools declined last year. Matthis said district officials need to get the message out about school safety, and the good programs and students in the schools. Matthis said the district will contact parents who have left the schools to solicit suggestions for improvement. District officials said Tues- The county district lost day that the loss of more than 1,144 white and 63 blacks, ac- '   ............. Elementary Alternative Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood I School 1992 1993 1b1el % Black iblal % Black Elementary iblal SBisch Total % Black Lynch Drive Meadow Park LRSD enrollment School 1992 1993 20 70 390 44 14 36 171 42 450 61 468 54 241 44 230 57 447 45 277 51 464* 48 243 51 North Heights 403 48 Park Hill Pike View Redwood Seventh St. Total_____ Secondary Alternative Baring Cross 210 45 429 49 239 60 363 49 5.058 50 30 77 31 71 Lakewood Md. 545 46 Ridgeroad Md. 578 46 Rose City Md. ... _. NLRHS-East 1,339 45 408 51 NLRHS-WesI 1,204 44 Total Grand total 4.135 46 9,193 48 25 52 380 51 13 46 168 45 441 62 429 60 251 45 237 54 387 44 255 52 449 54 264 56 418 47 276 46 370 50 210 62 338 46 Adkins Arnold Baker Bales Bayou I Cato Moto 4 911 52 66 70 35 71 539 40 544 53 366 51 1.419 46 1.205 44 4.174 46 9,085 49 College Stetlon Crystal HHI Dupree Fuller Harris Jacksonvltle Landmark Lawson Oak Grove OakbfCK\u0026gt;ke Pino Fores! Pinewood Robinson Scott Sherwood Sylvan HOIs Taylor Tolleson Total Secondary 420 36 390 17 283 27 680 45 648 1 650 21 326 33 603 36 458 23 524 57 546 40 847 27 518 46 321 14 469 24 592 18 518 20 682 28 420 25 191 35 490 24 735 18 420 26 569 24 12.300 28 411 37 348 23 294 25 599 45 649 1 569 22 277 40 746 43 428 22 473 60 479 47 763 31 498 46 304 16 438 24 600 21 434 21 580 31 411 24 147 34 450 27 685 23 388 31 532 24 11.503 30 Elementary Ibtal % Black BadgeH Bale Baseline Booker Brady Carver Chicot Cloverdata Dodd Fair Park Forest Park Franklin Fulbrighi Gariand Geyer Springs Gibbs Ish Jefferson King Mebelvats McDermott Meadowdlff Mitchell Otter Creek 202 76 321 77 339 77 621 56 398 69 598 55 535 65 366 60 304 60 243 79 444 45 411 86 530 42 256 91 282 63 336 57 187 97 463 42 500 56 509 54 440 66 264 88 353 41 Iblal %Blacl 189 70 303 74 343 77 595 397 54 66 595 55 509 70 388 79 292 65 263 76 458 44 34S 87 520 45 205 88 288 72 299 57 504 42 553 65 488 64 509 51 434 71 230 93 Adult Learning Ctr, 66 24 Fuller Jacksonville N. Jacksonville S. 935 45 654 26 602 34 Jacksonville Hi. 1,023 29 Combined 1992 enrollment lor Lynch Drive and Rose City Elementary Schools. students. The Oct. 1 report showed a decrease of 84 students compared to the enrollment on the eighth day of school this year. The eighth-day figures showed a loss of 682 students compared to the eighth day last year. MUIS N. Pulaski Northwood Oak Grove Robiruon Jr. Robinson HI. Sylvan Hills Jr. Sylvan Hills HI. Tbtal Qrarxl total 627 44 837 22 939 25 915 23 411 27 408 26 932 25 935 46 9.284 31 21.584 29 949 43 594 31 566 36 967 30 671 48 838 21 948 23 869 25 485 27 354 25 919 26 796 26 8.858 30 20,361 30 Pulaski Heights 379 52 Highlsell Rc^efeller Romlne Stephens Terry Wakefield Vfeshinglon Watson Western Hills Williams WBson Woodruff Total_______ Secondary 249 96 361 69 361 77 209 97 541 44 500 69 822 59 451 74 335 62 502 55 355 75 234 63 14,221 63 341 398 189 340 334 145 561 447 721 442 332 41 48 97 71 74 97 43 75 63 80 65 472 54 354 75 236 62 14 017 cording to the statistics. The Little Rock district lost 566 whites and 52 blacks and the North Little Rock district lost 175 whites but gained 67 black students. Thirty percent of the pupils in the county district are black and 70 percent are white or are of other races. The county districts enrollment was 30 percent black and 70 percent white. Last year the enrollment was 28 percent black. The district lost 903 students at the elementary level and 300 in the secondary schools. The fact the district lost a 1,200 students seemed high but the figures were the most accurate they had. The Little Rock district remains the largest in the state. The black enrollment in the district grew by 1 percent to 65 per- cent black, after remaining stable at 64 percent since 1989. ficial Oct. 1 enrollment fell from 9,193 last year to 9,085 this year. The districts racial composition is nearly 50-50 black and white. Whites make up 50.6 percent of the enrollment, while blacks make up the remaining 49.4 percent. The Oct. 1 enrollment total is considered the official enrollment for the schools. While it is not the number used to determine state funding for a district, it does have implications for the state aid. Central Fair Han McClellan Parkview Cloverdale Dunbar 1,999 59 905 64 994 57 985 67 871 58 775 74 705 58 1.879 65 918 976 65 60 886 75 Foreel Heights 787 70 Henderson Mabelvale Mann 914 75 667 66 849 59 Pulaski Heights 774 58 Southwest  Iblal Special Grand Total 695 75 11.920 64 71 39 26,212 64 . 788 701 701 788 915 654 851 790 679 11.526 51 25.594 59 81 63 73 74 69 58 55 77 67 53 65 Elementary enrollment in If the numbers are accurate, Little Rock fell by 204 students they could cost the three disand the secondary school enrollment dropped by 414. Matthis attributed the secondary school drop in part to a small class moving into the 10th grade this year. The class is small as the result of the con- --------------------- .XX..V  troversialcohtrolled-choicestu- large number of students this dent assignment plan in the mid year became evident in the - early September enrollment reports. However, the loss at the time did not exceed 1,000 1980s, she said. That plan resulted in a large enrollment decline at the time. In North Little Rock, the of- tricts together over $4 million in future years  up to $3 million for the county district, as much as $1.5 million for the Little Rock district and about $264,000 for the North Little Rock district. The financial losses would not hit the already financially strapped districts all in one year, though. Dr. Robert Shaver, associate director for finance in the state Department of Education, said Tuesday that a relatively new state law allows districts that are losing students to collect state aid based on their average student enrollment for the last three years. That would cushion the loss, especially if enrollment can be increased in subsequent , years. / Traditionally, state aid to | school districts is not based on J the Oct. 1 enrollment but on a  formula that uses the average enrollments for the first three  quarters of each school year. Each school year consists of four nine-week grading periods . or quarters.Arkansas Democrat (gazette  WEDNESDAY, OCTOBER 20,1993  NLR enrollment PCSSD enrollment School 1992 1993 School 1992 1993 LRSD enrollment Elementary Total % Black Total %.BIack| Elementary School 1992 Total % Black Total % Black 1993 Elementary Total % Black Total % Black Alternative Amboy Baring Cross Belwood Boone Park Central Crestwood Glenview Indian Hills Lakewood Lynch Drive Meadow Park North Heights Park Hill Pike View Redwood Seventh St, Total________ 20 70 390 44 14 .. 36 171 42 450 61 468 54 241 44 230 57 447 45 277 51 464* 48 243 51 403 48 210 45 429 49 239 60 363 49 5,058 50 25 52 380 51 13 46 168 45 441 62 429 60 251 45 237 54 387 44 255 52 449 54 264 56 418 47 276 46 370 50 210 62 338 46 4,911 52 Secondary Alternative Baring Cross Lakewood Md. Ridgeroad Md. Rose City Md. 30 77 31 71 545 46 578 46 408 51 NLRHS-East 1,339 45 NLRHS-West 1,204 44 Total Grand total 4,135 46 9,193 48 66 70 35 71 539 40 544 53 366 51 1,419 46 1,205 44 4,174 46 9,085 49 Adkins Arnold   Baker Bates Bayou Meto Cato - College Station Crystal Hill Dupree Fuller 7 Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Taylor Tolleson Total Secondary 'Combined 1992 enrollment for Lynch Drive and Rose City Elementary Schools. 420 36 390 17 283 27 680 45 648 1 411 37 348 23 294 25 599 45 650 21 7 326 33 603 38 458 23 524 57 546 40 847 27 518 46 321 14 469 24 592 18 518 20 682 28 420 25 191 35 490 24 735 18 420 26 569 24 12,300 28 649 1 569 22 277 40 746 43 428 22 473 60 479 47 763 31 498 46 304 16 438 24 600 21 434 21 580 31 411 24 147 34 450 27 885 23 388 31 532 24 11,503 30 Adult Learning Ctr. 66 24 Fuller Jacksonville N. Jacksonville S. Jacksonville Hi. Mills N. Pulaski Northwood Oak Grove Robinson Jr Robinson HL Sylvan Hills Jr. Sylvan Hills Hi. Total Grand total 935 45 654 28 602 34 1,023 29 627 44 837 22 939 25 915 23 411 27 408 28 932 25 935 46 9,284 31 21,584 29 949 43 594 31 566 36 967 30 571 48 838 21 948 23 869 25 485 27 354 25 919 26 798 26 8,858 30 20,361 30 Badgett Bale Baseline J... Booker ' Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson King Mabelvale McDermott Meadowdiff Mitchell 3, Otter Creek Pulaski Heights Rightsell Rockefeller Romine -fd:.\n' ' Stephens Terry Wakefield - - 202 76 321 77 339 77 621 56 398 69 598 55 535 65 366 80 304 60 243 79 444 45 411 86 530 42 256 91 282 63 336 57 187 97 483 42 500 56 509 54 440 66 264 88 353 41 379 52 249 96 361 69 361 77 209 97 541 44 5004 69 Washington \n822 59 Watson Western Hills. Willfama:  451 74 335 62 ______ '.'502 55- Wilson fe-,, Woodruff 7 Total______ ^.355:\u0026lt;75 234' 63 14,221 63 Secondary Central Fair , Hall McClellan:'\nParkview Cloverdale Dunbar: Forest Heights  Henderson Mabelvale Mann ' Pulaski Heights Southwest Total Special Grand Total 1,999 59 905 64 994 57 - 985 87 871 58 775 74 ... 705 58 3T.737 70 914 75 667 66 849 59 774 58 695 75 11,920 64 71 39 26,212 64 189 303 343 70 74 77 595 54 397 595 66 55 509 70 386 292 263 458 345 520 205 288 79 65 76 44 87 45 88 72 299 57 504 553 488 509 434 230 42 65 64 51 71 93 341 41 398 189 48 97 340 - 71\n334 74 145 561 447 721 442 332 97 43 75 63 80 65 472 54 354 236 14,017 1,879 918 976 886 788 701 701 788 915 654 851 790 679 11,526 51 25,594 75 62 64 65 65 60 75 59 81 63 73 74 69 58 55 77 67 53 65Tension, fear drive some from Central I I BY CYNTHIA HOWELL Democrat-Gazette Education Writer 1 Whitney Singleton, Rachelle Rexer and Mike Lierly were sophomores at Little Rock Central High School last year. But, like dozens of other white Cen-' tral students, the three left the school and are attending classes elsewhere. Centrals official Oct. 1 enrollment dropped this year by 120 students to 1,879 from 1,999 last year. The white enrollment decline was even greater, 143 students, but that was offset by a slight increase in black enrollment. Central was no fun last year, Singleton, a junior at North Little Rock High School, said in an interview. Students were hostile to each other, and some of the teachers felt threatened by their students. There was some tension and fear. But Rexers reasons for leaving Central, also to at- See ENROLLMENT, Page 12A I { I12A  SUNDAY. NOVEMBER 7, 1993   Enrollment  Continued horn Page 1A lend North Lillie Rock High, were different. She said her de- LRSD eiimlltfteHt sutyey dj/iion was based on conve- nience and family tradition  her brother went to North Lit- de Rock High. Concerns about safely or other conditions at Central were not factors in her decision, she said. In fact, she misses some things about Cen- ii al  for instance, playing the viola in the schools orchestra and the diverse student body. Bobbi Lierly said her son Mike transferred lo North Lillie Rock High because he wanted to lake a two-hour commercial art class that was not available at Central, and lo take ad- ' vantage of a seven-period class day that allows students to take iilore elective courses. Central has a six-period day, although if also has an early morning \"Zero Hour\" class period. I^Belween Oct. 1,1992, and this year, the Little Rock School Dis- (ricl's total enrollment dropped by 618 students  599 of them white. That is bad news for a 65- pErcenl-black district that is struggling to desegregate its vir- thally all-black elementary schools in east and central Little Rock, and maintain racial balances in other schools. t-Dislrict officials are pulling tolellier a comprehensive stu- dfent recruitment plan that ^lould be completed by the end of next month and implement- bd before spring registration. Qhe purpose is to reverse the enrollment decline at Central and dislriclwide. Dr. Russ Mayo, associate superintendent for de- sj^regation, said last week. District officials have talked about tracking students who leR the city's public schools to find Util where they went and why, but that has nol yel been done. *The while enrollment fell al Central pai Uy for demographic i^asons. There are fewer white slydents in the ninth-grade class that moved into 10th grade this year than there were in the 12th- gfade class lliat graduated. Bui some students al the .wbool last year chose lo leave (enlral to atleiul other public High schools such as North Little Rock High, Parkview Magnet High or Hall High. riAt lea.st six Central students I Sr. high Central Fair Hall McClellan Parkview Total Jr. high Cloverdale Dunbar Forest Heights Henderson Mabcivale Mann Pulaski Heights Soutliwest Total Elementary Badgett Bate Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jelferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Teriy Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Special schools , Grand Total Black 1,228 596 586 666 463 3,539 566 439 575 678 453 494 434 524 4,163 132 225 265 321 263 325 356 304 189 200 200 300 233 181 208 170 213 357 311 262 306 215 141 190 184 240 247 141 243 337 451 353 215 257 263 147 8,945 27 16,674 AsotOc.t /. 1993 While 616 314 362 213 315 1,822 Other 33 8 28 7 10 86 Tola! % Black 1,679 918 976 886 788 5,447 65 65 60 75 59 64 hoods, and even in the same families, to different schools. 'll was a complete zoo. Htilherford said, adding lh.nl llie classes of sludcnls now in niiilli and loth grades were in elementary school at the time and were hit the _______ aiid Fulbright lost lOstiidenls. The 12 schools reported a net gain of 95 while.'? (his year compared lo Iasi year. Of the schools, only Fulbright actually losl white sludcnls, 10, ac- 4'Erc accepted al the new ^jkansa.s School for Malliemat- ica and Sciences in Hot Springs. A'couplc of others moved to - viZa.shington, D.C., with relatives vbho work in President Clinton's adjninislratioii. ^Increased enrollmenl in .\u0026lt;dme of Little Rock's private (Jdlools, including Pulaski Acad- \"Tiy and Central Arkansas irislian High School, indicates Il some Little Rock students wr tJSl 41pin(loned public schools. Sim- IJarly, enrollments have Increased in school districts surrounding Pulaski County. J-A recent University of Arkansas at Little Rock study aq population migration showed 'lat 2.3,000 people left Pulaski le'unly between 1980 and 1990, 130 251 195 210 197 341 351 141 1,816 57 68 76 265 122 163 147 75 97 60 253 40 272 3 78 121 287 189 174 232 127 12 195 197 93 73 3 292 106 260 89 114 207 87 84 4,822 23 8,463 \"The morale was gone. It seemed like the center was mis-sing. She told of visiting the school before her daughter decided lo attend. Two students had a fistfight in a hallway. 3he staff broke it up and Ihe.stndents, escorted by the principal, apologized to the Singletons and said Ihey hoped their fight hadn't ruined the Singletons' image of Central. Those who left Central and those who stayed cited concerns about safety and security. Central is a large, inner-city .school in a rundown neighborhood. \"I had apprehensions about going to Central,\" said one mother whose daughter is now a Central 10th- grader. It was not so much about the academic quality as it was about safely. mother. The who many of them went to Saline Faulkner counties. Faulkn- -------------- . and Saline counties gained named, said she fi,b00 people in the last decade through migration. * Mary McGehee, an associate demographic specialist at asked not to be planned to bail out if her 5 11 18 27 4 16 5 14 100 0 10 2 9 12 7 6 6 3 5 5 15 21 2 8 7 3 15 1 3 5 11 1 7 14 1 26 4 10 0 3 8 4 5 250 437 701 701 788 915 654 851 790 679 6,079 189 303 343 595 397 595 509 386 292 263 458 345 520 205 288 299 504 z 553 488 509 434 230 341 398 189 340 334 145 561 447 721 442 332 472 354 236 14,017 51 25,594 81 63 73 74 69 58 55 77 69 70 74 77  54 66 55 70 79 65 76 44 87 45 88 72 57 42 65 64 51 71 93 41 48 97 71 74 97 43 75 63 80 65 54 75 62 64 53 65 hardest. In addition to controlled- choice problems, Rutherford said, enrollment was affected by the school districts Iwo-year \"crime coma.\" in Tlie district the early 1990s did not respond quickly  enough to escalating violence in the schools. There are 618 while 12th- graders in the Little Rock School District Ibis year, and 600 while llth-graders. In the 10th grade, the number drops lo 572, and in the ninth grade, 539. In the seventh and eighth grades, however, the numbers of whiles arc significanlly higher, 632 and 639. respectively. The largest class of whiles in the district is 718 in the first grade. Skip Rutherford, the father of a Central High lOlh-gradcr and a former Lillie Rock School Board member, Entdllment by race (Llltle Rock School District) Grade White Black Other K 1 2 3 4 5 6 7 8 9 10 11 12 Ungraded Spec, schools 4-year-olds Total 662 1.245 718 1,269 662 1,190 660 1,258 663 1,196 618 1,206 625 1,290 639 1,474 632 1,359 539 1,308 572 1,323 600 1,115 618 61 23 191 955 174 27 285 39 38 29 41 40 23 25 32 29 39 21 33 31 0 1 16 blamed the small ninth and 10th grades on problems from tlie mid-1980s, when the districtimplemented the con- Grand total 25,594 Seuree: LUile Rock School Olsltlel 8,483 16,674 437 cording to the stati.slics. The Enrollment history Year (Central High School) Total enrollment % Black 1993 1992 1991 1990 1989 1988 1,879 1,999 1,771 1,629 1,863 2,070 65% 59% 61% 60% 60% 57% 1987 ------- 2.108  - 37% 1986 1985 1984 1983 2,088 1,989 1,989 1,947 Source: LIWo Rock School DMIilcI he said. As a result, people leR the public schools. 'Violence got out of hand before the district took steps to increase security officers and assign city police officers to schools, lie said. Rutherford said he and his wife considered private schools for their son a year ago because of their disappointment with the way the district handled security. He said he continues to question the district's coinmitmenl to school safety, but he also said the quality of the academic program al Central is second lo none and that be is pleased with the school and its staff. racial composition i!i the schools 59% 59% 61% 61% ranged from 42 percent black and 56 percent while or other at Jefferson Elementary to 76 percent black and 24 percent while or other nt Fair Park Elementary.  In the 11- area schools south of Asher, only Cloverdale, Geyer Springs and Baseline elementaries showed enrollment increases. Cloverdale grew by 20 pupils, Geyer Springs by six and Baseline by four. Enrollment at Chicot, Dodd, Mabelvale, Meadowcliff, Otter Creek, Wakefield, Watson and Western Hills fell by a total of 133 students. Of the H Southwest Little Rock schools, the percentage of black students increased or remained stable in 10. The racial composition at the schools ranged from 41 percent black and 59 percent while or other al Otter Creek Elementary to 80 percent black and 20 perffent Following are other pieces of  white or other at Watson misinformation gleaned from the districts enrollment statistics. were 70 percent or more black. mentary. Eight of the schbqls  The enrollment fell not :  The racial makeup in, the only at Central this year but in j eight junior highs ranged from four of the districts five high | 55 percent black at Pulaski schools. Fair High reported an 1 Heights Junior High to 81- increase of 13 students. | cent black at Cloverdale Junibi  Enrollment in the district s High. Cloverdale had the ttbSt incentive schools decreased by dramatic change in the studfeirit 25 percent this yey, fa ling[by ^ody. The school lost 74stu-- dw rhihirpn rrnii 1.937 lo 1.4o4. dents and the percentage, of black students grew from 73'pier- 483 children from 1,937 to 1,4M. Incentive schools gel extra district money for programs lo improve the education of black children and attract whiles to the vir- tually all-black schools. The decrease in the incentive school count was partly a result of the districts decision to close Lsh Incentive Elementary, enrollment 187, but each of Ilie other incentive school.\"! lost students. Some of the incentive school pupils went lo the new King In- lerdistrict Elementary, which has a black enrollment of 357 pupils, most of whom are from Lillie Rock, and a while enroll- iiicnl of 109 pujiils, many of whom are from the Pulaski County Special School District.  Regular noiimagnel, noniii- cenlive area elemenlary schools in the west and northwesl sections of Little Rock (north of Asher Avenue) were more likely to show an increase in enrollmenl cent to 81 percent. Total enrollment in the.Jji^ nior highs fell by 87 students from 6,166 to 6,079. WhiteMft- rollment dropped by 132.'t0- dents, from 1,948 to 1,816. eu liic evil- ----------------- ------- trolled-choice  including an increase in while enrollment  than schools in desegregation plan. \"It was a nightmare that drove over 1,000 people out of the district, Rutherford said other parts of the city. Of the 12 schools, six showed increases in total enrollment and three remained stable. Fair Park, Forest Park, JefTerson, Pulaski Heights, Terry and Woodruff elementaries report- last week. ed increases in total enrollment, \"I said back while Brady, McDermott and Wilson remained stable. Bale (JALR, said populations pro- j^tions show the trend will continue. \nMcGehee also said 43,753 people in Lillie Rock are under 18 years of age. Of that group, 49.2 (Jfercent are white, and the re- ihaiiider. 50.8 percent, are black (jrof oilier races. i^ljltle Rock enrollment num- tiSts showed some signs of hope, ^ludy showed that white en- ijjjlment increased or stabilized ijTSome elementary schools  iMstly in west Little Rock. Parots and students who chose to ^(ck with Central, which got a of adverse publicity last year, said in recent interviews dfey dont regret it. daughter did not feel secure at the school, but her daughter ad- justed well. She said her daughter's friends from Pulaski Heights Junior High scaltered\none went to Parkview High School, two others went to Mount St. Mary's Academy and another went lo Hall High. The mother said it angers her as a parent and district patron that she and other parents have to worry about safety in a school. Another key reason for the enrollment decline this year is that Little Rocks ninth- and lOth-grade classes have fewer whites than other grades. Even if Central hadn't generated negative publicity last year, its enrollment might have declined anyway because last years graduating class was replaced by a smaller class of lOth-graders. then that the district would feel the repercussions of controlled choice lost 18 students, Romine lost 27 for years, Rutherford said. It will take a whole generation of students  I mean 12 years  lo recover from it. We are beginning to see some signs of recovery at some of the elementary schools where white enrollment is up or has stabilized. Rutherford said one of the districts strengths now is Rs stable and predictable student assignment plan that assigns many students to schools in their neighborhoods, but also gives them some choice. In the controlled-choice plan, students were assigned to schools and then given the opportunity to choose other schools. Decisions on transfers were based on racially balancing the schools. A persons residence had no connection to the school assignment. Al the time, parents complained that the plan senl children in the same neighbor- 5^he drop in white enrollment ^-Central, from 761 to 618, caused a striking change in the a\u0026amp;iools racial composition. For fifyears, the racial makeup at t^ntral hovered around 60 per- eent black, 40 percent white. TKIs year it shot up to 65 per- \u0026lt;*4it black and down to 35 percent white, as compared to 59 percent black and 41 percent white last year. '.The suspension of former Central Principal John L. Hiek- mpn Jr. in January and resulting furor concerned parents, some of whom moved their chil- di^n out of the school. Hicknian w^s suspended and not rehired based on allegations of sexual and financial misconduct. His suspension was highly publicised and bitterly divisive among students, staff and parents. After he left, things seemed to^o downhill, Carolyn Sin- gleton. Whitneys mother, said.The district is following our obligation to phase out Grandfathering, whereby students were allowed to remain in their current school, whether or not the school was the Attendance Zone school. Because of this effort, many Incentive School students have elected to go to their Attendance Zone school. This effort resulted in a total increase of 165 students in our incentive schools in August of 1994 over the October 1993 student count. This increase occurred with one (1) less Incentive School in 1994-95 than in 1993-94. The Little Rock School District also has moved toward actively and aggressively recruiting students to our district. During the 1993-94 school year, a districtwide recruitment plan was written to address requirements in the desegregation plan, court orders, as well as monitoring reports. The document includes plans for incentive, area, magnet and interdistrict schools. As part of the districtwide recruitment plan, each school is required to have an individual recruitment plan and a school recruitment team to implement activities in their plan. Recruitment efforts for Clinton Elementary, Pulaski County Special School Districts new interdistrict elementary school, were extremely successful. More than 200 Little Rock School District students were part of the desegregation exchange and will now attend Clinton Elementary. LRSDs four-year-old program continues to grow and serve parents of preschool children in preparing them for kindergarten. With the addition of eight more classes, the district enrolled 695 students in the program for the 1994-95 school year, an increase of 203 students over last year . The Little Rock School District will continue to comply with every aspect of our Desegregation Plan. 9CENTRAL SUBTOTAL KG TOTAL FAIR SUBTOTAL KG TOTAL HALL SUBTOTAL KG TOTAL McClellan SUBTOTAL KG TOTAL PARKVIEW SUBTOTAL KG TOTAL TOTAL SR TOTAL SR/KG SUBTOTAL Little Rock School District Enrollment Count Octobers, 1994 1101 Ungraded 10 11 12 Black White Other Total Black % #08 Ungraded 10 11 12 #02 Ungraded 10 11 12 #72 10 11 12 nos Ungraded 10 11 12 6 389 291 305 991 49 1040 0 204 141 203 548 0 548 0 16 18 15 6 100.00% 609 450 523 49 1588 0 63.88% 64.67% 58.32% 62.41% 49 100.00% 49 1637 63.53% 21 245 190 162 818 13 631 7 66 110 93 276 3 279 0 28 3 314 0 300 4 259 7 901 0 16 7 917 75.00% 78.03% 63.33% 62.55% 68.59% 81.25% 68.81% 19 266 199 178 662 7 669 19 276 205 164 664 20 684 0 135 137 148 420 15 435 4 105 112 92 313 13 326 7 77 61 58 203 0 203 0 117 117 94 328 0 328 3355 1668 104 16 3459 1684 Office of Desgregation Page 1 0 10 11 15 23 381 322 285 36 1011 0 20 36 1031 82.61% 69.82% 61.80% 62.46% 65.48% 35.00% 64.89% 0 4 2 4 10 0 10 0 17 7 13 37 0 37 26 357 268 226 877 73.08% 77.31% 76.49% 72.57% 75.71% 20 100.00% 897 0 269 261 255 785 76.25% 50.19% 52.49% 58.04% 53.50% 15 100.00% 800 54.38% 139 5162 0 120 64.99% 86.67% 139 5282 65.49%CLOVERDALE JR TOTAL DUNBAR TOTAL Little Rock School District Enrollment Count October 3, 1994 ms Ungraded 7 8 9 #07 Ungraded 7 8 9 FOREST HEIGHTS 1109 Ungraded 7 8 9 4 161 179 177 521 2 46 30 41 119 0 3 1 3 7 6 210 210 221 647 66.67% 76.67% 85.24% 80.09% 80.53% TOTAL HENDERSON #13 Ungraded 7 8 9 TOTAL MABEL VALE JR #16 Ungraded 7 8 9 TOTAL MANN MAGNET 1103 Ungraded 7 8 9 TOTAL PULASKI HEIGHTS P10 Ungraded 7 8 9 TOTAL SOUTHWEST JR iH1 Ungraded 7 8 9 TOTAL SUBTOTAL 0 172 175 121 468 0 79 80 68 227 0 7 4 1 12 0 258 259 190 707 66.67% 67.57% 63.68% 66.20% 10 179 187 189 565 8 65 64 60 197 0 2 12 4 18 18 246 263 253 780 55.56% 72.76% 71.10% 74.70% 72.44% 22 223 222 194 661 2 80 76 71 229 0 11 11 5 27 24 314 309 270 917 91.67% 71.02% 71.84% 71.85% 72.08% 15 130 136 136 417 0 151 157 148 456 10 172 123 126 431 20 145 170 152 487 4006 6 37 50 68 161 0 139 114 113 366 4 101 126 103 334 1 27 30 47 105 1738 Office of Oesgregation Page 2 0 1 2 4 7 0 9 7 7 23 0 2 3 1 6 0 7 7 18 118 21 168 188 208 585 0 299 278 268 845 14 275 252 230 771 21 179 207 203 610 5862 71.43% 77.38% 72.34% 65.38% 71.28% 50.50% 56.47% 55.22% 53.96% 71.43* 62.55* 48.81* 54.78* 55.90* 95.24* 81.01* 82.13* 74.88* 79.84* 68 34%BADGETT TOTAL BALE P4 K TOTAL BASEUNE TOTAL BOOKER TOTAL BRADY TOTAL Little Rock School District Enrollment Count October 3,1994 1)119 Ungraded P4 K 1 2 3 4 5 6 6 0 0 6 100.00% 20 12 16 9 24 11 16 19 133 Ungraded 1 2 3 4 5 6 5 19 25 34 28 19 29 31 24 214 1(^22 Ungraded P4 K 1 2 3 4 S 6 Ungraded K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 3 23 44 31 30 33 27 24 30 245 }^6 36 42 41 40 48 48 48 305 ^18 2 8 45 35 35 24 38 35 32 254 5 0 25 80.00% 8 0 20 60.00% 8 0 0 4 0 24 13 28 66.67% 69.23% 85.71% 6 0 17 64.71% 2 7 44 6 14 13 12 13 8 11 3 7 87 1 13 12 7 13 3 12 6 8 77 32 37 28 39 30 40 39 245 1 9 27 27 17 23 13 11 9 137 Office of Desgregation Page 3 0 0 0 0 2 0 2 2 1 1 0 0 8 0 0 2 0 0 1 1 0 0 4 3 5 5 4 2 2 2 23 0 0 6 4 1 0 1 1 17 18 26 177 11 35 38 48 43 28 41 34 31 309 36 58 38 43 37 40 32 38 326 73 84 74 83 80 90 89 573 3 17 78 66 56 48 51 47 42 408 88.89% 73.06% 75.14% 45.45% 54.29% 65.79% 70.83% 65.12% 67.86% 70.73% 91.18% n.42% 69.26% 75.00% 63.89% 75.86% 81.58% 69.77% 89.19% 67.50% 75.00% 78.95% 75.15% 52.05% 50.00% 55.41% 48.19% 60.00% 53.33% 53.93% 53.23% 66.67% 47.06% 57.69% 53.03% 62.50% 50.00% 74.51% 74.47% 76.19% 62.25%CARVER TOTAL CHtCOT TOTAL Little Rock School District Enrollment Count Octobers. 1994 Ungraded K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 CLOVERDALE ELEM Ungraded P4 K 1 2 3 4 S 6 TOTAL DODD TOTAL Ungraded K 1 2 3 4 5 6 FAIR PARK TOTAL Ungraded P4 K 1 2 3 4 5 6 11121 0 31 35 42 46 52 51 52 309 11128 9 9 36 51 47 48 51 47 46 344 19131 0 34 44 42 39 41 29 35 48 312 itf32 10 27 26 24 19 33 29 25 193 11123 0 18 27 32 25 29 25 25 23 204 Office of DwgrffgatKXi Page 4 0 26 29 41 42 46 45 36 267 15 7 21 16 19 17 16 19 21 151 0 12 13 14 11 8 7 3 6 74 1 9 18 19 9 14 17 10 97 0 15 11 13 8 10 3 8 5 73 0 2 3 0 3 2 0 2 12 0 2 0 0 0 1 1 3 1 8 0 1 2 1 0 1 1 0 0 6 0 0 2 3 0 1 2 0 8 0 3 0 0 0 1 0 1 0 5 0 59 67 83 91 100 96 92 586 24 18 42 67 66 66 68 69 66 503 47 59 106 52 53 105 43 54 392 11 36 47 46 31 79 53 41 296 36 38 45 33 40 28 34 28 282 52.54% 52.24% 50.60% 50.55% 52.00% 53.13% 56.52% 5X55% 37.50% 50.00% 85.71% 76.12% 71.21% 7X73% 75.00% 68.12% 67.65% 68.39% 72.34% 74.58% 39.62% 75,00% 77.36% 27,62% 81.40% 88.69% 79.59% 90.91% 75.00% 55.32% 50.00% 61.29% 41.77% 54.72% 60 98% 64.77% 50.00% 71.05% 71.11% 75.76% 7X50% 89 29% 73.53% 6X14% 72.34%FORESTPARK TOTAL FRANKUN TOTAL FULBRIGHT TOTAL GARLAND TOTAL Little Rock School District Enrollment Count October 3.1994 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 GEYER SPRINGS Ungraded P4 K 1 2 3 4 5 6 TOTAL ltf24 0 0 0 23 33 36 38 30 18 20 196 1^5 12 46 99 49 37 42 36 36 34 393 F48 2 34 34 39 26 36 35 29 235 ill26 6 15 33 31 26 35 30 35 35 246 ^7 0 23 31 37 31 30 18 32 21 223 37 36 33 23 37 36 26 228 4 21 7 2 1 Q 3 1 2 41 4 41 38 29 40 39 50 48 289 1 0 0 3 0 1 1 2 1 9 0 11 7 10 11 6 8 9 4 66 Office of Oesgregation Page 5 0 1 1 0 2 1 1 6 1 5 1 0 0 0 1 1 0 9 1 3 2 2 2 4 2 2 18 0 3 6 3 5 2 3 3 2 27 0 3 4 2 1 0 1 0 0 11 60 70 70 61 69 55 47 432 17 72 107 51 36 42 40 40 36 443 1 78 7A 70 66 79 37 79 542 7 18 39 37 31 38 34 40 38 282 0 37 42 79 43 36 27 41 25 300 38.33* 47.14* 51.43* 62.30* 43.48* 32.73* 42.55* 45.83* 70.59* 63.89* 92.52* 96.08* 97.37* 100.00* 90.00* 95.00* 94.44* 88.71* 28.57* 43.59* 45.95* 55.71* 36.24* 45.57* 36.71* 43.36* 85.71* 83.33* 84.62* 83.78* 83.87* 92.11* 88.24* 87.50* 92.11* 87.23* 62.16* 73.81* 46.84* 72.09* 83.33* 66.67* 78.05* 84.00* 74.33*GtBBS TOTXU. JEFFERSON TOTAL MLK TOTAL Little Rock School District Enrollment Count Octobers, 1994 Ungraded K 1 2 3 4 S 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 4MSfZ.U4Z. ELEM Ungraded P4 K 1 2 3 4 5 6 TOTAL MCDERMOTT Ungraded K 1 2 3 4 5 6 TOTAL 0 0 0 0 19 24 24 20 25 23 25 160 5 21 36 24 32 31 34 35 218 0 32 57 44 45 27 42 32 30 309 ilf46 9 9 46 47 45 46 48 47 43 340 ^20 0 25 36 33 36 35 42 34 241 17 17 18 14 21 18 16 121 2 36 37 46 39 48 30 41 279 0 31 34 23 26 28 23 34 28 227 0 8 11 16 13 15 21 16 24 124 0 30 35 32 34 33 35 34 233 Office of Desgregatton Page 6 2 3 2 2 1 2 0 12 0 1 1 1 0 0 2 0 5 0 3 4 2 1 1 2 2 0 15 0 1 1 2 3 0 2 0 1 10 0 3 2 6 2 3 3 1 20 38 44 44 36 47 43 41 293 7 58 74 71 71 79 66 76 502 0 66 95 69 72 56 67 68 58 551 9 18 58 65 61 61 71 63 68 474 0 58 73 71 71 71 80 69 494 50.00% 54.55% 54.55% 55.56% 53.19% 53.49% 60.96% 54.61% 71.43% 36.21% 48.65% 33.80% 45.07% 39.24% 51.52% 46.05% 43.43% 48.48% 60.00% 63.77% 62.50% 48.21% 62.69% 47.06% 51.72% 56.08% 100.00% 50.00% 79.31% 72.31% 73.77% 75.41% 67.61% 74.60% 63.24% 71.73% 43.10% 49.32% 46.48% 50.00% 49 30% 52.50% 49.28% 48 79%MEAOOWCUFF TOTAL MITCHELL TOTAL OTTER CREEK TOTAL Little Rock School District Enrollment Count October 3.1994 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 S 6 0 0 0 0 41 19 0 60 68.33* 49 42 47 39 31 30 219 8 19 36 34 28 26 40 35 34 2!\u0026amp;a F50 9 13 23 25 19 32 19 23 154 PULASKI HEIGHTS ELEM 1138 Ungraded K 1 2 3 4 5 6 9 29 24 38 26 24 29 27 14 21 22 23 20 12 131 0 0 2 1 1 1 2 1 0 8 0 27 25 22 23 37 34 28 196 0 28 41 34 24 28 25 27 0 0 0 0 0 1 1 0 0 0 0 2 1 0 0 1 0 0 2 2 2 0 2 1 9 0 2 4 3 0 3 2 2 63 63 69 62 51- 43 411 8 19 38 35 31 28 42 36 35 272 0 40 SO 49 44 69 55 52 359 0 59 69 75 SO 55 56 56 n.78* 66.67* 68.12* 62.90* 60.78* e9.77% 67.88* 100.00* 100.00* 94.74* 97.14* 90.32* 92.86* 95.24* 97.22* 97.14* 95.59* 32.50* 46.00* 51.02* 43.18* 46.38* 34.55* 44.23* 42.90* 49.15* 34.78* 50.67* 52.00* 43.64* 51.79* 48.21* TOTAL 197 207 16 420 46.90% RIGHTSELL TOTAL Ungraded P4 K 1 2 3 4 5 6 0 0 0 0 17 37 20 34 27 35 20 35 225 Office of OatQregation Paga? 1 1 0 1 0 1 0 0 4 0 0 0 0 0 0 0 0 0 18 38 20 35 27 36 20 35 229 94.44* 97.37* 100.00* 97.14* 100.00* 97.22* 100.00* 100.00* 98.25*ROCKEFELLER TOTAL ROMINE TOTAL TERRY TOTAL WAKEFIELD Ungraded K TOTAL WASHINGTON TOTAL Little Rock School District Enrollment Count Octobers, 1994 Ungraded PI P2 P3 P4 K 1 2 3 4 S 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 1 2 3 4 5 6 F36 0 0 0 5 5 5 7 6 0 1 0 10 10 13 50.00% 40.00% 53.85% 32 16 5 S3 60.38% 32 20 2 54 59.26% 41 X 26 33 24 X 264 ^0 13 18 34 43 24 23 17 28 34 234 0 29 n X 28 40 X X 234 lUSI 0 44 51 45 52 51 43 41 327 #42 7 3 51 80.39% 19 21 10 11 4 124 0 16 14 10 11 10 3 4 5 73 0 46 41 X X 41 X 295 0 12 9 10 9 5 12 16 73 1 1 0 2 0 15 0 2 2 5 1 0 1 2 3 16 0 4 3 6 3 S 7 2 X Q 4 1 2 1 2 2 1 13 50 48 43 37 34 403 13 X X 58 X 33 21 34 42 323 0 79 71 94 75 X 84 7e 559 0 X 61 57 62 X 57 X 413 60.00% 54.17% 76.74% 64.86% 68 24% 65.51% 1X.00% X.00% 68.00% 74.14% 66.67% 69.70% X.95% 62.X% X.95% 72.45% X.71% X.03% 40.43% 37.X% x.00% 42.X% 47.37% 41 .X% 73.X% X.61% 78.95% 83 87% 87.93% 75.44% 70.69% 79.18% Ungraded P4 K 1 2 3 4 5 6 2 1 0 3 X.67% X X X X 47 78 61 48 443 11 22 X X X X 31 31 211 Office of Desgraoation Page 8 5 3 4 6 3 2 6 4 X 52 78 89 95 X 106 X X X7 69.23% 67-95% 61.80% 66 32% 56 63% 73.58% 62.24% 57.83% 64.48%Little Rock School District Enrollment Count October 3.1994 WESTERN HILLS 11129 TOTAL WILLIAMS TOTAL WILSON TOTAL WOODRUFF TOTAL SUBTOTAL GRANO TOTAL Ungraded K 1 2 3 4 5 6 Ungraded K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 Ungraded P4 K 1 2 3 4 5 6 0 0 0 0 29 28 34 26 33 33 32 215 1143 0 31 34 33 36 39 37 40 250 #44 18 9 32 46 29 28 20 35 37 254 #45 0 18 25 25 28 12 11 14 15 148 8900 16365 8 2 39 7436* 14 13 18 14 10 18 95 0 28 32 35 30 28 32 29 214 3 8 11 12 12 13 6 12 6 83 0 16 7 13 14 8 14 8 7 87 4751 8173 Offtca of Oesgregalion Page 9 1 0 1 1 1 1 7 0 1 1 0 3 4 1 0 10 0 1 0 2 1 0 0 3 8 0 2 1 2 1 1 1 0 0 8 43 47 45 48 44 51 317 0 60 67 68 69 71 70 69 474 21 18 43 60 42 41 27 47 46 345 0 36 33 40 43 21 26 22 22 243 400 14051 657 25195 65.12% 72.34% 57.78% 68.75% 75.00% 62.75% 67.82% 51.67% 5075% 48.53% 52.17% 54.93% 52.86% 57.97% 52.74% 85.71% 50.00% 74.42% 76.67% 69.05% 68.29% 74.07% 74.47% 80.43% 73.62% 50.00% 75.76% 62.50% 65.12% 57.14% 42.31% 63.64% 68.18% 60.91% 63.34% 64.95%L Arkansas Democrat THURSDAY, OCTOBER 6, 1994 Little Rock School District Enrollment i 'SS'M SENIOR HIGH SCHOOLS JUNIOR HIGH SCHOOLS ELEMENTARY SCHOOLS SPECIAL SCHOOLS DISTRICT TOTAL SOURCE: uno Rock School District EnroWment 5,447 5,079 14,017 51 25,594 Percent black 85% 88 84 53 _ 85 Enrotlment 5,282 5,882 14,051 38 25,231 Percent black 05% 42 88 Arkansas OMnocral-Gautte Slightly fewer enroll in LR School District Total off 1.4%\nracial breakdown static BY OANNY SHAMEER Oemocrai-Gazefle Education Writer The Little Rock School Dis- trict's enrollment dropped slightly compared with a year ago. the official October enrollment count shows. The district, the state's largest, reported having 25.231 students  363 fewer than the 1993-94 count, and a 1.4 percent decrease from 1993-94'.s 25.594. The district's black enrollment remained at 65 percent. The count on the first class day in October is considered the official enrollment for public schools in Arkansas. While it isn't the number used to determine state funding for a district, it does have state aid implications. Neither the North Little black students and 289 fewer white students than a year ago. In other racial categories, the district gained 220 students. At this time last year, black students had decreased by 52 and white students had decreased by 599. Dr. C. Russell Mayo, associate superintendent for desegregation, said Wednesday. Last .year, the district's overall enrollment dropped 618 students from the 1992 1993 school year enrollment count. Little Rock enrollment figures included 540 students who came from the Pulaski County Special School District and North Little Rock School District under majority-to-minority student transfers. The Little Rock district stu- Rock School District nor the Pu- dent assignment office reported laski County Special School 1.507 students who left the dis- District had official enrollment trict for the Pulaski County Spe- figures available Wednesday. ' \" '  The information is due at the cial School District or the North Little Rock School Dis- state Department of Education trict under the transfer pro- by Oct. 15. gram. The The Little Rock districts en- majority-to-minority rollment showed 294 fewer transfer program allows stu- dents to cross district lines to aid in desegregation. Mayo said Wednesday that the district is sending 236 more students out of Little Rock under the transfer program than last year. The net decrease in total enrollment would be 127. Mayo said the net decrease was 532 students last year. Central High School, which has an international studies magnet program designed to recruit white students, had 1,637 students overall  242 fewer students than a year ago. Not every student in the school is part of the magnet program. The school had 186 fewer black students and 70 fewer white students than last year. Four of the five incentive schools continued to have high black enrollment. Those schools had only 34 more white students than a year ago.10'07'94 13:39 301 324 2032 L R School Dlst 0001 LirrLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 I' .6 FAX (501) 324-2032 L DATE: TO: /O/ 7/^^ FROM: SENDERS S PHONE SUBJECT: SPECIAL INSTRUCTIONS: Number of Pages (include cover page Speed. Dial^_____ Fax. Phone Nn-rnl-haT- /DC? 10.07/94 13:40 S3i:il 324 2032 L R School Dlst @002 To: Little Rock School District MEMORANDUM Dr. Henry P, Williams, Saperintendent From. Mayo, Associate Superintendent Date- Subject\nOctober 4.1994 Enrollment Comparison 1993 \u0026amp; 1994 (October 1), Attached is a chart comparing 1993 with 1994 October 1 enrollment. Worth noting are the following items\n1. Total enroHmenl for the district decreased but not nearly as much as last year this lime: a) b) The chart indicates a decrease in total enrollment of 363 students. Of that number, we have 236 more M-M transfers out of our district than last year. Therefore, the net decrease in total enrollment is approximately 12~ students. This time last year, the net decrease was 532. The number of black students decreased by 301 while white students decreased by 295. The category of other students increased bj' 221. This time last year, black students had c) d) decreased by 52, white students had decreased by 599, and odter students increased by 33. Change in percent of black students in the district is negligible. The Incentive Schools show an increase in total enrollment of 320. This occurred with one less incentive school. We did add t four^year old program. However, this accounts for only 18 additional students. 2. Changes in enroUment by orgartizationai level varies greatly\na) Junior high schools saw the greatest ORcrease with 21 3. b) High schools decreased by 165. c) Elementary schools increased by 7. Racial balance is mixed depending on the type of school:  s) Area Schools : i) Elementary Schools show 16 outside of the range *. a) Schools which have moved 3% or more back toward the range in one year are Bale, Brady, and rate Park. b) Schools which have moved 3% or more away from the range tn one year are Badges, Mableoale (8%), Wakefield, and Wesfem Hills. it) Junior High Schools show 2 remaining out of range this year {Southwest \u0026amp; Cloaerdale}. Southwest, howev^T, is 2.56% further out of range than last year. iii) .High Schools show only 1 remaining out of range {McClellan}. a) Though still within their range. Fair and //\u0026lt;?/,' increased in percent black by more than 3%. Ranges vary by organizational le\\'el and appear to the right of the attached chart. Unlike junior high and high schools. Elementary Area Schools have a fixed range of 40%-60% black students (Interdistrict Plan, page 3, In. 9).10-07/94 13:40 SOI 324 2032 L R School Dlst @003 ienry P. P'tllieirsS, Superintendent trollment Compariton 1S93 \u0026amp; J994 (October 3) 4. C: b) Parkview decreased in percent black by 4.38%. b) Magnet Schools (original six), with a range of 50%-55%* black students, are all inside of the range. As of this date, all students on the ivaitir^ list of each magnet since 1991 haue been contacted and offered auailoble seats according to grade level and racial balance. Those contacted inere mostly White. We continue to move through the remaining lists which date beyond three years ago. ,. The chance that these students will take seats is reduced because of the time they These students will be in the upper grades of their have spent in their current schools. respective schools now and may not iwant to change schools. c) Magnet Programs: i) Dunbai^ has a range of 40%-60% and remains outside of the range from last year. Ths school moved 357% more out of range this year to 66.20%. ii) Other magnet programs, except the original six, King,^ and Dunbar, are reflected under area schdols and must comply with the appropriate area school range. d) Interdistrict Schools have a range^ of40%-60%\n0 Washington (64-48%) and Romine (72.45%') remain outside of the range. ii) King has moved inside of the range this year. e) Incentive Schools remain racially identifiable. However, Rockefeller has decreased in percent black by 5% over last year bringing it to 63.51 %- An important relationship to notice from the chart is that of capacity to raaal Balance (percent black), in many schools, we cannot have both\na) For example, McClellan H^h School is outside of its racial balance range but has 302 seats leh before reaching capacity-. Because racial balance is a priority of the Plan over capacity, only- non-black students can be assigned there now. One-hundred twenty (120) additional nori- black students must be assigned to bring the school into range. If that were accomplisheo, one additional black student could be assigned for each additional non-black student until capacity was reached. Until those additional non-black students are found, the capacity of the school cannot be reached. similar problem. While some are within their ranges, they are b) A number of schools have a--------------------------- near the top of the range but not at capacity. If addidonal black students requested these schools, we could assign up to the maximum edge of the range. If only black students are assigned however, those schools would never reach capacity either. Some examples of this are King 'interdistrict Magnet. Parkview High School Magnet, and Forest Heights Junior High School. Superintendents Council  Interdistrict Plan, page 3. In. 31. 2 S LRSD Plan, page 140, In 23. King must comply with Iftienhstrici School ranges. Intcrdistrict Plan, page 2, In. 10.10-07 '94 13:41 301 324 2032 L R School Dlst 0004 OctOtoiK 1. 1SS3 i i I LKte Rock School Onaiet Enrvllmafit Comparison Octot*/1 1S5X Drff^9ftc* 199^ Cents! HS^ r-eeHS HeUHS 1 g M:CatenHS\" PalnwwWS* ! i I ! I 1 S 1 ! 1 .!_ I 2 -  - I B * 5   I \u0026lt; ! i 9- I \u0026gt; 12281 S16| 33\n18791 6S35%i lOMi i\u0026gt;46i ' 49i 163?! 63S3%{-ia8! -70! I6l-242i -1.82% . I Q. 1891! -254 S96I 314i Bl 916! 64.92% 586 ! 362 ! 28! 976 | 60,04% 66S| 213! 71 8S6| 7517% 7[ gl71 6O.8TM35I 669 ! 325 ! 36! 10311 64 89** 631! 2791 -1 684 i 2C3| IPi aS7! 76.25% 83\n-36! Bi 55 4631 3151 loi 76Si 58.76%^ 4351 3281 37i 18 -10! 3| 11 389* 4.85* 1.06% 9^ -37 'Magne: \"Sot^Tet^l\n35391 1S22I WoIUsmOII ClovmialeJH Sunbar-ZW- 7 L ^^SHoightsJH |i A4aM13le JH UannJJr Pufebtr Hiights 800' 54.3S%{ .2b! 13! 27i 1S| -4.38% 86' 5447! u^7%it MB, 1884\n133\n5Zg2l 65.49%\n-Wl-ISei 63I-1S6! 0.52% 3076! 15071 76j '4^r66.0?^|' 3OT4i 13B| 1021 4482! 57-47*4 -t2i-l5l| 251-177! 5661 13O| 4391 2511 5 n 575! 195I 18 701' 80.74% 701! 6282% 521 468 1191 1.45% 7| 647 | 80.53%! -^Si -11'1 21 -941 -O.a% 7881 7257%! 5 227! 121 707 | 66.20%\n29j~-24| ll 6i 3.57% 678! 210\n 4531 197 i 494! 341 2': 197i IS] 915! 74.10%I 6611 229' 27| TSO! 72.44%S^ 4[ 654 ! 6937% 16! 851! 58.05% 417| 161! 91T| 72.0e%|r' -17! 19! Oi 21 Oi -8! -0.53% 1291! -260 1199! -3C2 ioob! -200 SSS5| -1053 53351 -853 863! -221 8121 -105 8581 -78 \" Magnel Program Inoenlnre - iwwdBlnc! 49.11% 7317% AreaHSRaigs 21 -2(7i 7| 535 ! 7128%\n-36! -SSP3! -69! 2C2% 456 ! 3S5t 23! ' 645 53.96%g -38\n25! 7! -6! -4 06% 9071 10 614! -29 r 4341 251 524' 141\n5! 790 i 54.94% 14! 679 ! 77.17% 431! 334! 4871 1IS| 18! s! 7T\\ 55.90%! -3| -I7i 11 -19! 0.96% 6101 79.84%|i -37i -oei 4| -63' 266% 8501 745i -5 26 Sul\u0026gt;-T\u0026lt;itl\n 4163! 18161 IDO\n6079 | 68.48% Woment|! 3S69i 1475T 84! 522SI 70.18% 4006! 1733| 118! 5862\n6aJ4%|j-lS7| -78i 13!-217: 41.14% 35501 1372| 95! 5017! 70.71 Ssfs 3coke^ itsdf Canrsf\" CtJaf CiO'^rdeJe Codd rair Park tdtasiPari: trsnUrT ^.itiKd! C^larKf CeyerSpPnes SXf JefJsrss.i 132j 571 0, r 2251 6^ 10! T~ 265! 76I 1 32H 2SS| 5! 9! 189! eS4% 3C3! 7426% 3431 7726% 53.95% 1331 2141 2451 44\n871 771 Qi 177! ' 75.14% li -119i-1(K! 1i:.2l1i Bje% n -13| 0! -12\n5.30% 8! 309! 65.29%\n-11 i 19! -2) 61 -5.00% ! 263| 1221 121 397! S25% 305 l 243, 25\n4! 326 ! 75f5S -20i 11 21 -171 -2.11% 573'i ~53.23%i! -161 -2Q| 14! -22i -0.72% |l' 3251 2551 ! 356! 1471 7! 595 ! 54.62% 2541 137! 171 406 ! 622S%| I 304\n189\n1' 2EQ! 75! 97! 6! 5091 .94% 7! 385! 76.76% f' SJB! 2o7| 121 5831 52.55%pi^ -91 15i 5! 111 -3.99% 344\n1511 312i p~200 ! 253i 300! 40! 61 31 5! 51 i! 2721 15, 1811 2081 3\n76\n211 21 1701 121 213! 257 r 357! 189! 3Vi} 1 /A I jl 2S7! 2321 i- 31g! 127! 2921 64.73* i 1S3I 263 : 76.05%! ' 204\nJI ll 215! 12! 1411 195\nRorrvfK- Tsfry iVfiSem Hills Wiissr. WOOCfV{^ Seeds! Sef)091s 737! -127 6391! -529 5541! -524 257] -60 4011 -92 3901 -64 655:' -S3 457! -65 613! -25 6681 -55 492! -lOd 3231 -30 351! -69 51.25% 75.88% Aiea JH Range 4, 5! -7| -207% 4: 2! -Si -1.55% 3031 68.39% g -12! 61 6: S' 5' 61 91 181 el 0.84* 6! 0.04% 8! 4! 74! 571 73\n332! 73.59% I 2381 S4.77s^ 2821 7234% j 4321 45.83*1! 4451 87i%t S42I 432e%'r 2S2| 67.a%| 300 ! 74.33% t -11 -1! 0, 2! 41 13| 2! 19| -3.71% -2! -25! 11 -261 217% .57%r~i! .96% 456 j 43.57% 345! 86.96% 520! 44.81% 1^t 226I 3S3' 411 S3i 1! 4! 981 1.76% 2051 8629% 1 246: 288 ! 7222*1 2231 6\n299 ! 56.66% 4! 7!' 3! 15! 504 ! 4225% 331 Sl.K* 488! 63.73% 509! 5'.47% 235! 2S9i 9! 27! 65! 11 i 21 17! 3i 22\n-1.45% Si 6\n6| 77, -1.06% 39i 434! 540! 33 9 1631 121! 2181 2791 309 ! 227! 340, 124! TJ 2S3I S4.6\u0026gt;Kji -10! 5| 502 ' 43..43%i 151 10! I5i -12! 9! I2i 211* Ol 4, -6\n-225% 5I -81 1| -2! 1.16% 551\n96.08%\n-46! 35i 8, -2I -8.46% II 4341 70.51%! 279! 1 -nni Ct /oe\n7 a: 5: 230! 3.48% 3411 41.33%' 241\n233 ' 20' tlM. 71.73^ 4341 48.7^ 29! -501 7i -14! 8.00% 2501 8' 1541 195: II 4| 411! 67.88% ij'27!' II 51 -151 -2% 4\n01 -231 -2S2% 2721 S5.59%\n|451 -41 1| 42! 2.11% 190! 1971 111 398 | 47.74% I I97i 2071 3| 359! 42! 13i 7 164! 4' 189! 9735% 3401 70.53% 2251 4i 16! 420! 46.90% 229! S825K|I 41 i II 4i 18! 1S% 7i 10! 5! 22, -0.83% 0! -11 40\n0,90% r T L -4- 238! -1S 328| -28 353! -63 432! 10 728' -177 5151 517! 465! 54 298\n-23 3511 374\n8 45 240! 531 7i '2471 73, 3341 755%| 1411 Si 11 1451 9724*1 2431 292! 251  6611 4322% 3l 3371 106! 4i 4471 75.S% 451! 250\nlOi 721! 6255% 353! 891 0! 2641 124| 2341 15 73! 15 ClesRl 403! 6.31% 323 ! 724 241 311 8! 631 -5.06% 234! 2S5i ' 30i 5^l 41.88% -9| 3271' 73'i iSi -  73i Oi 2! -Ill -1.51% Ooae_______ 3i 4| .21 -1.46% 258! '-23 469! -65 4S7| -154 ! '215| 1141 257, 2071 4421 79.86% 332 ! 64.76% 4431 211\n340! 811 6' 21S| 95! 413I 79.(8%( -101 -331 91 -341 657\n84.48% 379% 515! \u0026lt;92! 44 -7B -8! -491 231 -341 153% 835! -149 Tea! 147! 27l S7i 84\n23! 4721 54.45%l! 2501 214! 41 3541 7429% 51 236 ' 6229% 51! 5294% 2541 1481 151 831 871 6! 7! 10! 4271 79.63%ll -131 -6\n61 -151 -024% 492! -65 317! 67.32%j 0! -19\n4i -15! 3.08% 474! 5274% 61 3451 73.62% 8! 2431 60.91% 0! -7! 9\nT 71 21 2! -1.71% Jll 4i 3, 31 -91 -0.57% 71. -1.38* 36! 41.67%\n-121 -21 -II -151-1127% Su8-Toauj' S972 ! 4S45\n251, 14068! 63.7to| 8915\n4772 : 400. 14087\n6329%|! -67! -7311481 19\n-0.48% \u0026gt;4aM\u0026gt;gnall 78721'3968\n218! 12066 : 65J0*A|l 7876 ' 3904! 5431 121Z3I 6437%{ 4! .62I12S! S7I .0.3314 SranO 7oi3\u0026lt;| 16674 1 84S3 i \u0026lt;37125594 1 65.15% 116360 ! 8194! 667 : 252311 64.92%|-294i-2S9'l220!-363i -0.23% 4lAfegneBj| I46t7i^| 376121943! 6S61%\ni50! SS32i 540 i2l622i '66.S3%^167l-3l6!lS2i-32l. 0:1^ 328! -n 517! -43 394! .49 3241 -81 T  15717,-1630 13578,-1455 284431-3212 24454 TSCZ 4000% 80.00% Area Stem. Range M_5JC.S O1hc ol Dcwrgrvgatian IsrSWJr /10/19/1995 14:24 5013242281 LRSD STUDENT ASSIGNM PAGE 01 Office of SwdeNT AssiqNMENT SO! SheXMAN UnE Rock, AR 72202 Tdephoxs SO FT24-2272 Fax SO FT24-2281 FAX COVER SHEET DATE fo-h - TO -0 D /v\\ Fax NiMba^ FROM 3\u0026gt;'7l'0i o SPECIAL INSTRUCTIONS. /f NUMBER OF PAGES, INCLUDING COVER 3 10/19/1995 14:24 5013242281 LRSD STUDENT ASSIGNM PAGE 03 /08/93 11:31:46 PAGE - Entry  Withdrawal Entry/Withdrawal Coda Description 1 E AR CE DX DO HS XE LR NO NP PO RE FROM PUBLIC SCHOOL IN ARKANSAS CHANGE TO ENTRY RECORD FROM DETENTION FACILITY IN ARKANSAS FROM DETENTION FACILITY OUTSIDE ARKANSAS FROM HOME SCHOOL INITIAL ENROLLMENT THIS YEAR FROM ANOTHER LRSD SCHOOL FROM NON-PUBLIC SCHOOL OUTSIDE ARKANSAS FROM NON-PUBLIC SCHOOL IN ARKANSAS FROM PUBLIC SCHOOL OUTSIDE ARKANSAS RE-ENROXX AFTER EXIT SAME SCHOOL W AO ex DC DF ED EM EP EX EY FL GR XD LT ML MM MO MR NA NE NX or PC PG PS SC SI TI UN VD XH ADMINISTRATIVE REQUEST CHANGE TO EXIT RECORD DECEASED ASSIGNED TO A DETENTION FACILITY EXEMPTED BY THE DISTRICT WITHDREW/EMPLOYMENT WITHDREW/EMOTXONAL PROBLEMS EXPELLED BY THE DISTRICT END OF YEAR WITHDREW/FAILING GRADES STUDENT GRADUATED DUPLICATE XD LONG TERM SUSPENSION WITHDREW/ENLISTED IN MILITARY M TO M TRANSFER MOVED TO ANOTHER DISTRICT WITHDREW/MARRIAGE WITHDREW DUE TO NON-ATTENDANCE ON RECORD BUT NOT ENROLLED WXTHDREW/LACK OF INTEREST OFFICIAL TRANSFER WITHIN DISTRICT PEER CONFLICT WITHDREW/PREGNANCY ENROLLED IN A PRIVATE SCHOOL enrolled/post-secondary school WXTHDREW/SERXOUS PERSONAL ILUTESS TRANSFER WITHIN DISTRICT/MOVED WITHDREW/UNIDENTXFIABLE REASON WITHDREW VOLUNTARILY/DISCIPLINE EXIT TO HOME SCHOOL END O F REPORT10/19/1995 14:24 5013242281 LRSD STUDENT LSSIGLM PAGE 02 CORRECTED COPY Linia Rock School District Exit Totals 1994-95 August 22, 1994-June 30, 1995 SENIOR HIGH SCHOOLS central JA Fair.................... MCCLELLAN PARWEW SUB total JUNIOR HIGH SCHOOLS CLOVERDALE DUNBAR ~ ^EST HEIGHTS HENDERSON mabelvale\" MANN magnet \" PULASKI HEIGHTS SOUTHWEST ~ SUB TOTAL AD PC Of ED EM EP' Ex EY PU OR lO i 211 1, 2. t 3' 2 21 i\n1 1 2i I MU MM MO MR NA NE Nl OT PC PG P3\n3c SI 1 Tl I UM VO I XH I TOT ^1 1. ..J. 1 1 2 7\n131 2\\ 1: 1 3\nEUEMEWTarY SCHOOLS | badoett BAL BASELINE_________ booker MAQNET BRAOY CARVER MAGNET CHICOT CLOVERDALE tX\u0026gt;DD______________ FAIR PARK_________ FOREST PARK ^anklin FULBRIGHT ^RLANO__________ Gg^R SPRINGS GIBBS Magnet jgFFSRSQN KING mabelvale ~ MCDERMOTT MEAOOWCliff MfrCHELL i r t TT 2! \"17 + I OTTER CWBSK PULASKI HEIGHTS WQHTSELL rockefeller RQMNE^ STEPHENS TERRY__________ WAKEFIELD WASHINGTON WATSON  ^STERN HILLS  !^1AM3'magnet ' ^QN WOODRUFF SUB TOTAL f 11 2, i 81 T r, 11 81 9. 15i ( I I 4. I T 1 ii + 1 I !~r.2 'M'\n' 1'\n8 II -r 7T I I 1 I i J. T 1 T  T + 1 I 1 r 17 t t' 7 1, 1 T 6 ' I I I U...7 v I f T  1 I X X 1 I I -t i I Tr 31 1 20 -Lij T I 2: i L_L 1 I t H 11 2 2\u0026gt; T I T I I I H X I 4 t I + 4i 1i I ORAND TOTAL! 27 8/23/M X r 4. f I 18 28i 4 t + + X X II X T + i 7j 4-1 ~7 1' 8 41 i 1 T X J. 4-4. X t I T I T I + T t X X 1' I 1 1 + 1 1 1 + 1 T 117 73' _86 1^: 17' 379 1. \"3\n431 ........t' 7  54. 129\n2 711 37' IOS? 24 1 4.. (..... 3{ f-Hi 1 .1 8 4 11 17\nI 17' 1 I 408 88 6^ 91 33:  sr^f 32 84 L i 701 I 18^ J 901 J 3S\u0026amp; 1: 1 I 2!^ ^'7 47 2' 1188\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_465","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":["1991/1993"],"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","Educational statistics","School enrollment"],"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/465"],"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":["70 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\nM-to-M TRANSFERS SENDING TO: RECEIVING FROM: LRSD NLRSD PCSSD TOTAL LRSD NLRSD PCSSD TOTAL LRSD NLRSD PCSSD TOTAL XXXXX 256 382 638 XXXXX 118 255 373 118 255 373 XXXXX -0-* 256 -0-* XXXXX 382 118 255 1,011 256 382 638 XXXXX -0- 256 -0- 118 XXXXX 382 255 1.011  NLRSD sends to PCSSD 59 students and PCSSD sends to NLRSD 34 students on a volunteer transfer agreement between the two districts. The normal M-to-M funding formula is not used for these students. NOTE: LRSD sends to PCSSD 382 students PCSSD sends to LRSD 255 students Summary: LRSD sends to PCSSD 127 students more than PCSSD sends to LRSD LRSD sends out a total of 638 students PCSSD sends out a total of 255 students Summary: LRSD sends out 383 more students than PCSSD does. LRSD sends out a total of 638 students LRSD receives a total of 373 students Summary: LRSD sends out 265 more students than they receive. PCSSD sends out a total of 255 students PCSSD receives a total of 382 students Summary: PCSSD receives 127 students than they send out.Note: Romine is 73% filled with 130 available seats. Woodruff is 69% filled with 99 available seats. There are 5 elementary schools with 100% or more capacity: Forest Park McDermott Otter Creek Terry Wilson 102% 104% 101% 104% 100% over 6 over 19 over 5 over 20 There are 8 elementary schools with 80% or below maximum capacity: Cloverdale Garland Geyer Springs Ish Rightsell Romine Stephens Woodruff 80% 78% 77% 75% 80% 73% 73% 69% 100 available seats 81 available seats 74 available seats 65 available seats 71 available seats 130 available seats 90 available seats 99 available seats Cloverdale, Geyer Springs, and Woodruff underwent new construction and increased capacity. Garland, Ish, Rightsell, and Stephens are incentive schools. Romine, Woodruff, and Stephens have the lowest percent of filled capacity in LRSD. Woodruff and Stephens are located in the same area as the Westside site. Romine is an interdistrict school.LITTLE ROCK SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON SCHOOLS 1991-92 Enrollment % BLK CAPACITY % FILLED AVAILABLE SEATS Badgett 220 73% 237 93% 17 Bale 360 82% 396 91% 36 Baseline 337 77% 390 86% 53 Booker 634 55% 656 97% 22 Brady 420 68% 492 85% 72 Carver 601 54% 613 98% 12 Chicot 531 64% 558 95% 27 Cloverdale 392 78% 492 80% 100 Dodd 303 55% 328 92% 25 Fair Park 320 80% 348 92% 28 Forest Park 402 48% 396 102% 0 Franklin 507 84% 570 89% 63 Fulbright 506 46% 515 98% 9 Garland 279 94% 360 78% 81 Geyer Springs 254 71% 328 77% 74 Gibbs 339 56% 353 96% 14 Ish 200 94% 265 75% 65 Jefferson 484 43% 486 99% 2 Mabelvale Elem 505 53% 515 98% 10 McDermott 511 57% 492 104% 0 Meadowcliff 427 59% 442 97% 15 Mitchell 312 91% 360 87% 48 Otter Creek 356 45% 351 101% 0 Pul. Heights 342 54% 351 97% 9 Rightsell 289 98% 360 80% 71 Rockefeller 403 70% 445 91% 42 Romine 357 84% 487 73% 130 Stephens 245 96% 335 73% 90 Terry 512 47% 492 104% 0 Wakefield 479 69% 492 97% 13 Washington 841 57% 979 86% 138SCHOOLS 1991-92 Enrollment % BLK CAPACITY % FILLED AVAILABLE SEATS Watson 467 72% 492 95% 25 Western Hills 323 59% 328 98% 5 Williams 495 55% 517 96% 22 Wilson 394 73% 394 100% 0 Woodruff 225 64% 324 69% 99 SUB TOTAL 14,683 65% 1,417 Cloverdale Jr. 745 71% 857 87% 112 Dunbar 691 61% 751 92% 60 Forest Heights 765 71% 733 104% 0 Henderson 859 83% 959 90% 100 Mabelvale Jr. 665 65% 594 112% 0 Mann 872 56% 935 93% 63 Pul. Heights 761 62% 692 110% 0 Southwest 704 74% 702 100% 0 SUB TOTAL 6,062 68% 335 Central High 1,721 60% 1,891 91% 170 Fair 882 61% 904 98% 22 Hall 1,082 54% 1,216 89% 134 McClellan 980 65% 1,085 90% 105 Parkview 844 53% 991 85% 147 SUB TOTAL 5,309 59% 578 GRAND TOTAL 26,254 64% 2330LITTLE ROCK SCHOOL DISTRICT ENROLLMENT TO CAPACITY COMPARISON SCHOOLS 1991-92 Enrollment % BLK CAPACITY % FILLED AVAILABLE SEATS Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale Elem McDermott Meadowcliff Mitchell Otter Creek Pul. Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington 220 360 337 634 420 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 403 357 245 512 479 841 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% 57% 93% 17 396 390 656 492 613 558 492 328 348 396 570 515 360 328 353 265 486 515 492 442 360 351 351 360 445 487 335 492 492 979 91% 86% 97% 85% 98% 95% 80% 92% 92% 102% 89% 98% 78% 77% 96% 75% 99% 98% 104% 97% 87% 101% 97% 80% 91% 73% 73% 104% 97% 86% 36 53 22 72 12 27 100 25 28 0 63 9 81 74 14 65 2 10 0 15 48 0 9 71 42 130 90 0 13 138SCHOOLS 1991-92 Enrollment % BLK CAPACITY % FILLED AVAILABLE SEATS Watson 467 72% 492 95% 25 Western Hills 323 59% 328 98% 5 Williams Wilson Woodruff 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 495 394 225 14,683 745 691 765 859 665 872 761 704 6,062 1,721 882 1,082 980 844 5,509 26,254 55% 73% 64% 6S% 71% 61% 71% 83% 65% 56% 62% 74% 63% 60% 61% 54% 65% 53% 59% 64% 517 394 324 857 751 733 959 594 935 692 702 1,891 904 1,216 1,085 991 96% 100% 69% 87% 92% 104% 90% 112% 93% 110% 100% 91% 98% 89% 90% 85% 22 0 99 1,417 112 60 0 100 0 63 0 0 335 170 22 134 105 147 578 2,330Saturday, October 12, 1991...Dei enrollment - Oct. 1,1991 Sr.high Central Fair Hall McClellan Parkview Total White Black Other % Black 640 1,086 336 487 330 377 542 595 658 455 45 13 19 12 25 2,152 3,243 114 61 61 54 66 53 59 Jr. high Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest Total 209 263 208 135 235 365 291 176 531 420 541 711 429 491 468 521 1,882 4,112 5 8 16 13 1 16 2 7 68 71 61 71 83 65 56 62 74 68 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 : Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodnjff Total Grand Total 59 60 74 275 128 271 187 84 134 60 206 71 264 15 74 141 9 270 234 206 174 27 191 151 6 116 55 9 253 141 356 126 130 214 105 77 161 295 258 347 286 325 341 304 166 257 191 428 231 262 180 190 188 209 266 291 252 285 160 185 282 282 301 235 243 329 480 338 190 273 289 145 0 5 5 12 6 5 3 4 3 3 5 8 11 2 0 8 3 5 5 14 1 0 5 6  1 5 1 1 16 . 9 5 3 3 8 1 3 Includes 4-year-olds 4,851 9,374 166 9,04516,916 357 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 57 72 59 55 73 64 65 64 \u0026lt; 1 (LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED OCT 2 8 1991 TO: Board of Directors October 8, 1991 Office of Desegregation Monitoring FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: Dr. Ruth Steele, Superintendent of Schools iA SUBJECT: October 1 Enrollment - 1991-92 School Year Please find attached the October 1 enrollment statistics for the 1991-92 school year. cc: Senior Management Team LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS OCTOBER 1 ENROLLMENT COMPARISON 1990-91/1991-92 WHITE BLACK OTHER TOTAL %BLACK SENIOR HIGH: 10/1/90 10/1/91 INCREASE(DECREASE) % 2201 2152 (49) (2.2%) 3174 3243 69 2.1% 90 114 24 26.7% 5465 5509 44 .8% 58 59 JUNIOR HIGH: 10/1/90 10/1/91 INCREASE(DECREASE) % 1878 1882 4 .2% 4025 . 4112 87 2.2% 81 68 (13) (16.1%) 5984 6062 78 1.3% 67 68 ELEMENTARY: 10/1/90 10/1/91 INCREASE(DECREASE) % 4740 4851 111 2.3% 9435 9374 (61) (.7%) 161 166 5 3.1% 14,336 14,391 55 .4% 66 65 SPECIAL SCHOOLS: 10/1/90 10/1/91 INCREASE(DECREASE) 49 40 (9) 22 24 2 0 0 0 71 64 (7) 31 38 DISTRICT TOTAL: 10/1/90 10/1/91 INCREASE(DECREASE) % 8868 8925 57 .6% 16,656 16,753 97 .6% 332 348 16 4.8% 25,856 26,026 170 .7% 64 64 KINDERGARTEN: 10/1/90 10/1/91 INCREASE!DECREASE) % 682 694 12 1.8% 1200 1231 31 2.6% 22 18 (4) (18.2%) 1904 1943 39 2.1% 63 63WHITE BLACK OTHER TOTAL XBLACK FOUR YEAR OLD: 10/1/90 10/1/91 INCREASE{DECREASE) % 76 120 44 57.9% 146 163 17 11.6% 6 9 3 50% 228 292 64 28.1% 64 56 DISTRICT TOTAL WITH FOUR YEAR OLDS: 10/1/90 10/1/91 INCREASE(DECREASE) % 8944 9045 101 1.13% 16,802 16,916 114 .7% 338 357 19 5.6% 26,084 26,318 234 .9% 64 64GRADE WHITE K 694 1 757 2 693 3 656 4 688 5 668 6 657 UNGR 38 TOTAL ELEM, 4851 7 649 8 597 9 626 UNGR 10 TOTAL JR HIGH 1882 10 700 11 731 12 710 UNGR 11 TOTAL SR HIGH 2152 SPEC. SCHOOLS 40 FOUR YEAR OLDS 120 DIST TOTALS 9045 SUMMARY OF OCTOBER 1 ENROLLMENT 1991-92 BLACK OTHER* TOTAL %BLACK 1231 1414 1291 1240 1333 1410 1348 107 9374 1407 1422 1271 12 4112 1241 1056 933 13 3243 24 163 16,916 18 22 32 22 24 22 25 1 166 24 21 23 0 68 44 37 33 0 114 0 9 357 SUMMARY OF STUDENTS LISTED IN \"OTHER\" CATEGORY: SPANISH 92 ASIAN/PACIFIC ISLANDER - 233 ESKIMO/AMERICAN INDIAN OTHER 27 5 1943 2193 2016 1918 2045 2100 2030 146 14,391 2080 2040 1920 22 6062 1985 1824 1676 24 5509 64 292 26,318 63 64 64 65 65 67 66 73 65 68 70 66 55 68 63 58 56 54 59 38 56 64Q: G TTLE TOBER t 1 ROCK ? 1 ENf WOO!.... DI (5 T t..LNENT RE FCT jRT 1 1 C hl IJ Li L / (ri F\\ A L, F\". Whin E. BL.ACI OThlER TOTAL BLACK CENTRAL UNGRADED 10 11 12 0 L. 4: 0  SUBTOTAL KIND. TOTAL 169 640 0 640 OeZLJ 2 7 h 1036 0 21 13 11 tiRf\u0026lt;  5 fl) 1 702 .3 to to 5 6 721 1771 61 hC) 60.20% 100 . !(!0% 61.32% (vm\u0026lt; UNGRADED 11 10 11 18 106 123 SUBTOTAL KIND. TOTAL . 1 13 209 164 148 534 8 542 13 (j 13 24 311 5'-!' 17% 20% 60.07% 54.O1% O iiC\u0026gt; to to (391 60  8 -vz KALL UNGRADED 10 11 c\nUBTOTAL. KIND. TOTAL 0 134 154 188 476 11 487 0 196 204 187 0 to e:\n87 a 595 (? 1 \u0026lt;? IV 0 fc.RF'\\ MCCLELLAN UNGRADED 10 11 12 0 91 126 1 11 0 243 207 190 0 2 B SUBTOTAL 6 KIND TOTAL to 0 6 c (-ARK VIEW UNGRADED 10 11 C} 134 120 1 * IF, IF 0 8 0 A ?ec: SUBTOTAL KIND. TOTAL 44 I.-.. 45 Q 'ST Page - 1 UtoH 380 1082 19 1101 56.04% 49.21% 5 A 8 Fitz 48.11% 54.04% 0 U-toto 341 980 20 1000 0 298 283 1 857 ERF\u0026lt; 60.70y, vC J. 65.80% 0 53 50 00% 02% 19% 84%SCHOOL/GRADE! CLOVER\n?ALE UNG EVADED WHKE BLACK OTHER TOTAL BLACK TOTAL DUNBAR UNGRADED TOTAL '7 8 9 7 8 9 FOREST HEIGHTT5 UNGRADED 7 8 9 TOTAL HENDERSON UNGRADED 7 S p TOTAL MABELVALE UNGRADED 8 (5 TOTAL MANN UNGRADED 8 9 TOTAL PULASKI HEIGH UNGRADED C TOTAL 0 77 63 69 209 0 179 1EI9 163 531 0 1 1 3 0 257 253 235 7A5 ERF! 69.65% 7 A, 7W, 6736% 71 .Ec3% 109 106 A3 263 6 68 59 75 208 0 26 50 59 135 0 65 93 235 1A3 100 122 36: cr A 86 93 108 291 1 t: 1. 5 A 55 111 A20 7 181 183 170 Al 0 256 216 239 711 0 1A 9 15)2 128 I- 9 1A9 189 153 A91 1 '70 161 132 ^^68 Pane 5 0 8 6 7 16 0 p 6 13 0 1 0 0 1 A 6 1 h 0 0 0 P 269 263 159 691 13 255 EA9 2A8 765 0 28A 271 30A 859 0 227 217 221 665 296 895 Lt) 1 872 25. h E5A 2A2 761 57.25% 58.9A% 69.81% 60.78/. 53.85% 70.98% 73.A9% 68.55% 70.72% ERF'-\n90.1A% 79. ) 78,62% ERR 65.6A% 70.05% ^'.7 _ 92% 6 A . 51 % 50.3A% 6A. 07/, 56.31% 55.56% 66.Al% 63.39% 5A.55% 61.50%SCHOOL/GRADEK SOUTHWEST UNGf3\nABEIj UH ITE BLACK OTHER TOTAL. KBL.ACK TOTAL 13ADG3ETT UNGF^ADED SUBTOTAL. KIND. 4YR OLD TOTAL. bale\nUNGRADED SUBTOTAL KIND. TOTAL BASELINE UNGRADED SUBTOTAL KIND. TOTAL 7 8 1 cr. 3 4 1 2 3 A 1. 5 0 63 61 176 C 169 177 521 0 4 \u0026lt;'.) 3 (\u0026gt; 236 236 230 704 ERF^ 71.6111 76.0911 74.01% 1 13 4 4 10 !:3 49 4 6 3 9 19 21 32 33 19 136 16 9 161 0 0 0 0 0 0 0 (3 Cj (5 0 4 82 23 25 42 4.1 28 185 20 15 220 75.00% 40.91% 82.61 % 04. OCy/, 7^,. 19% GO.49% 67.86% 73. 1V, 80.00% 60.00% 76.18% 4 6 6 9 9 13 5'2 8 60 14 9 12 11 6 11 63 11 7i^ 36 AO. 38 47 44 39 249 46 295 39 34 43 31 33 212 46 25f3 Page - 3 0 1 0 0 1 3 0 0 1 1 0 0 c 4 1 9 43 46 47 53 56 52 306 54 360 54 44 44 39 43 58 337 55.56% 33.72% 86.96% 30.05% 38,68% 78.57% 75.00% 81.37% 85.19% 31.94% 72.22% 77.27% 78.18% 70.45% 84.62% 74.42% 75.99% 79.31% 76.56%SCHO: /GRADE E- E\" I- OTHE fil.. I'-, BOOKER UNGRADED SUBTOTAL KIND. TOTAL 48 36 39 43 48 48 844 31 875 51 51 49 53 58 3OE5 39 347 1 8 3 0 s 3 11 1 IE 94 89 91 95 97 563 71 634 54.86% 57.30% 53.135% 54.74% 54.64% 53.61% 5)4- . / 1 54.93% 54.73% BRADY UNGRADED 1 c: SUBTOTAL. KIND. TOTAL 1 83 IE 14 15 15 19 99 89 188 4 43 43 35 39 50 48 30 886 CAF^VEFl\nUNGRADED 1 E9 c. 3 4 s-\n' J-7 SUBTOTAL KIND. TOTAL 41 47 44 44 844 87 871 38 46 48 52 55 53 S9E 33 3E5 CHICOT UNGRADED IE 1 3 q- 84 SO 9\ns b SUBTOTAL KIND. TOTAL IS 159 S3 10- 54 41 44 39 44 891 50 341 ce 0 0 e 0 1 t\nCl 0 1 0 1 1 0 0 0 1 0 0 0 E 3 0 3 6 lb 57 49 68 61 361 59 4S0 69 S5 90 99 100 98 541 60 60 J. 19 90 30 65 64 71 64 453 78 531 BO.00% 65.15% 75.44% 71.43% 70.91% 6). SSV) 70.91'/. 50.85% 68.10% 55.07% 54.18% 53.33% 58.53% 55.00% 54.08/. 53.97% 55.00% 54.03% 63.16% 63.33% 67.50% 63.08% 68.75% 54.93*/. 68.75'/. 64,84% 64.10% 64.88%SCHOOL/GF^ADE CLOVF\\DAl-.E UNGF'JADED WHITE BL... A Ok. OTHER TOTAL. kblack 1. 6 SUBTOTAL KIND. TOTAL 11 13 11 12 lA 11 72 1? SA 37 37 A3 A3 A A 52 AS 30A DODD UNGF^ADED I s 3 A A lA 23 1 b SUBTOTAL 16 lA 2S) 109 MD, 13A 3 30 17 21 26 29 26 152 lA 166 FAI c PAT^K UNGRADED 1 A 1 0 1 1 0 1 A 0 i|. 0 0 1. 0 0 0 1 2 1 3 AV 50 58 6 A 332 60 392 7 A A Al. 36 A2 A3 50 263 AO 303 SUBTOTAL KIND. TOTAL 11 9 10 10 6 6 51 9 60 3A 35 3A 3A SASS 206 51 1 1 0 0 0 0 A 6 AA A5 AA AO Al 260 60 320 FOREST PAF?F\u0026lt;: Ur4GF^ADED 1 A b SUBTOTAL KIND. TOTAL AO 30 2A 32 25 19 170 36 206 32! 16 22 A1 31. 25 1.67 2A 191 1 I J. 1 0 Cj 73 A7 SEAS 3A2 60 A02 P.age 75.51*/. 7A . 00*/. '/8.18*/. 76.79\u0026gt;i 75.861\n81.2511 77.1.11\n80.0011 AE.8611 63.1811 Al .A611 58.33% 61.90% 67.AA% 52. ool\n57.79% 35.00% CT. A. 79^ 73.91% 79.55% 75.561\n77.27% 55.00% 85,37% 79.2311 35. C'tJll 30.311\nA3.8A% 3A.0A% A6.81% 55.A1% 55.3611 55.56% AS . 831\nA I'J . 0011 A 7.5 111school/grade F4A\niNFT....IN UNGRADFID UH I T c E3l....ACi\n: 01 MLR TOTAL BLACK 1 \n3 A 1 10 3 7 7 '7 9 65 63 56 AS -- C) ) 0 0 SUBTOTAL KIND. AYF7 OLD TOTAL A15 6 59 3A9 AS 31 428 0 s 3 A 8 1 (? 75 66 63 A 9 6A 6 A 391 56 60 507 vO.00% 86.67% 95.45% 88.89% 85.71% 35.94% 98.19% 89.26% S5 . '71 % 51.67% SA.42% FULBRIGHT UHGF?ABED 1 B 3 A 6 SUBTOTAL KIND. TOTAL 3 AO 37 AO 3S 33 A5 230 3A 26A 3 A Al SASA AO S8 S06 35 331 o 1 3 1 1 10 1 11 s 81 65 66 7A AA6 60 506 6S.50% A5.337. . 6\ni\n36.921\n51.527. 51.95% 37.847. . 19% Al.67% A5.65% G\nAF-\u0026lt;L.AND UNGF^ADED I B 4 ij SUBTOTAL FUND. AYR OLD TOTAL 0 2 4 Cj B 1 0 9 1 5 1 5 IS 37 30 35 30 37 43 224 S7 11 262 0 (5 0 0 0 C! 0 0 0 B IS 39 34 35 32  38 A3 233 28 IS S79 100. ooi\n94.87i\n83. ciA4 100,001\n93.751\n97.371\n100. ooi\n96. lAi\n96, A31\n61.11% 93.911\nGEYEf^ SPFHNQS UN3RABEB SUBTOTAL KIND. TOTAL 1 S 3 A c: 6 19 9 h IS 10 63 IS 7 A 19 16 33 153 S7 130 0 0 0 ij 0 C\n0 0 0 (5 A AS 31 25 23 43 36 215 39 .254 60. A3\u0026gt;i 70.97% Z'b. CjCjy, 57.1 AX 76.7A 83.571\n71.161\n69.631\n70.871'. F'age-?SCHOOL/OFC A DE GIBF5S UNGRADED UH ITE I'j .C OTHER HAL XBLAC SUBTOTAL. KIND. TOTAL... 20 20 16 19 26 24 125 16 141 E8 25 26  41 25 168 28 190 0 I 2 3 1 0 7 :i 8 48 4 4 43 48 613 49 300 39 339 58.33% 52,87% 58.14% 54.17% 60.29% 51.02% 56.00% 56.41% 56.05% ISH UNGRADED 1 2 3 4 1 C' b 0 0 1 C) 40 2 6 19 SUBTOTAL. KIND. 4YR OLD TOTAL 1 A 9 c\nJ 31 17 163 13 12 188 0 0 J, 0 0 C) 0 1 1 1 3 6 40 29 19 85 32 17 168 15 17 200 83.33% 100,00% 89.66% 100.00% 100.00% 96.88% 100.00% 97.02% 86.67% 70.59% 94.00% JFEF-lEF\u0026lt;SaN UNGF^ADED 1 c. 3 4 6 SUBTOTAL. KIND. TOTAL 2 41 38 37 43 38 35 234 36 270 58 33 58 32 31 29 185 24 209 0 1 3 1 .0 Cs 0 0 MABEL ALE\n. UNGF^ADED S 40 34 31 34 46 , 33 0 1 0 A 6 SUBTOTAL KIND. TOTAL 37 23 205 2=' 234 34 47 0 \u0026lt;) 1 3 /- Hiiae 6 70 74 66 69 64 454 bCj s 80 70 70 71 71 44-5 60 505 66.67% 40.00% 44.59% 42.42% 42.67% 44.93% 45.31% 43.63% 40,. 00% 43., 18% 6 c\n.. 50% 54.29% 47.14% A7.89% 66.20% 5-3.26% 43.33% 52.67%CCHOCL/GRADE MCDERMOT-'- UNGRADED WHITE BLACK OTHER TOTAL V,BLACK 1 .r.r 0 G31 3 A 6 SUBTOTAL KIND. TOTAL E7 37 19 17G 3A 306 SB AO A9 .... 50 366 E5 391 ij 3 3 3 A 0 3 13 1 1A 73 71 ERR 63.50% 53,53% 53.33% MEADOWCLIFF UNGRADED 1 c. A i-. SUBTOTAL KIND. TOTAL EG EA El EE E3 16 lAl A3 Al A2 36 SASE 335 17^ E5E 0 0 0 1 0 0 1 !.) 1 MITCHELL LJNGf-\u0026lt;ADED 1 0 C. 3 A iZL\" 5 SUBTOTAL KILD, AYR OLD TOTAL 3 3 1 1 lA 6 9 A A Al 3S AA 30 37 3A3 39 13 SS5 0 0 0 0 0 0 0 0 o 0 \"'TEF^ Cf=\nEEK UNGRADED s 3 A :3A E6 33 16 El iic\n6 33 J SUBTOTAL KIND. TOTAL J 70 21 191 SA lAE 13 1 6C\n0 0 1 1 (? 2 A GO 31 73 A51 60 511 71 65 63 66 A7 367 60 AS7 7 A6 A6 Al A 6 31 3S 357 35 30 313 5 r-\n AB 30 A8 ii:' iz.\" 316 AO 356 51 .E: /i 5A.33% 69,AA% B. 9S% Al.67% 56.95% i:,(y. 56 A 63.03% \u0026lt;). 67 a SA. cri:-!,- 51. . 06% 70.91% 61,31% A5.00% 59.0E% 100.00% 95.65% 89.13% 93.6S% 95.65% 96.77% 97.37% 9A.55% 83.36% 9i.35a 50.77% 33.00% AS.75% , 17% A3.6A% AA 9A% A5,00% P a  c-3 ~SCHOOL/ grade: RULASIC!: HE:[GHTG ungraded WHITE BL.\n:h 1 HER TOT AL ZLLACK SUBTOTAL KIND. TOTAL KEGHTSELL UNGF\u0026lt;ADED SUBTOTAL KIND. 4Yf^ OLD TOTAL 1 3 3 4 b 1 P c 4 b ROCKEFELLER UNGRADED 1 E:: 4 b SUBTOTAL KIND. 4YF? OLD TOTAL ROMINE UNGRADED 1 2 3 ii. b SUBTOTAL KIND. 4YR OLD TOTAL 34 S4 23 16 20 1 1 123 1.51 37 18 26 33 E9 26 169 16 185 i 1 1 \u0026lt;\n! b (I) b 73 43 50 50 50 3'7 303 39 342 50.687, i^l ..86% 52.OOL 6 8 H O ^~i % 53.OOL 70,27% 55.78% 41.03% 54.09% 0 0 0 0 o (\u0026gt; 0 .1 5 b 23 12 9 6 by 21 28 116 p 9 5 8 KL 4 38 10 48 36 42 37 43 35 241 11 SS2 46 31 305 40 32 219 31 10 41 5 Ci 39 39 9, 301 '=.5.C3e? !? 1 Ci 0 C! 1 0 Ci 1 e 1 0 1 C) 4 0 1 5 0 0 0 0 !i C! 1 1 0 1. 48 36 43 3'7 43 35 248 31 16 289 69 45 415 46 44 41 290 60 403 12 crcr 44 47 40 40 238 50 19 357 100.00% 100.00% 97.67% 100.00% 100.00% 100'. 00% 99.59% 96.77% 68.75% 9'/ . 58% 66.67% 68.89% 77.78% 86.96% 79.55% 78.05% 75.52% 60.38% 51.67% 69.98% 82.00% 90.91% 83.64% 82.9S% C7. j e'\". 5Oi E\nb. 46'\u0026lt; 86.OOL i7.37L 84.31%SCHOOL/GRADE CTEPHENS UNGRADED WHITE 0 BLACK 6 OTHER TOTAL y.B.ACK SUBTOTAL KIND. 4YR OLD TOTAL 1 0 0 0 1 4 1 4 P 34 CQ 41 203 24 8 35 Os . 0! Oi \u0026lt;5 Q 1 1 0) !':i 1 6 41 oc. 5 3 41 37 08 25 12 45 100  00/ 97.14% 100.00% 100 00?\n100.007, 94.59% 9?. 6'0% 96.1SO% . fby/, 95.92% TERRY UNGRADED 1 4 SUBTOTAL KIND. TOTAL 35 36 40 34 32 40 17 36 253 31 36 33 36 45 40 221 2 43 3 1 o 1 4 15 1 16 70 74 72 78 84 453 59 512 44.27*1 48. OO/i 44.59\u0026gt;\n50. QQV\u0026gt; 57.69W 47.62\" 48.77% 37.29% 47.46?i WAKfZFIELD ungf\naceb 1  03 4 0: 17 24 26 b SUBTOTAL KIND. TOTAL 16 21 126 15 141 0 56 36 40 46 53 5 ) 2t37 42 329 0) 1  2 0 1 o 8 1 c? 0 74 62 68 68 70 79 421 479 Q. 00?\n'7 cr .68?\n5S.06% 58.82% 67.65% 75.71% 70.89% 68.17% 72.41% 63.68% WAiJHINBTCN UNGRADED 1  3 4 b SUBTOTAL KIND 4'Tf\nOLD total. J\nr- 47 40 41 293 47 16 356 1 1 00 63 60 3 ^0)9 r-: 1 0 4 aoi 3 0 O' 0 1 4 152 130 110 117 98 94 705 99 37 841 25.007 65.79% 56.92% 57.7% 51.23% 59.13% 56.38% 58.01% 1 ,5?i: 54.050 57.07?\nSCHOOL/GRADE WATSON UNGFxADED II Tt ... !-l!.\nOTAi... j. 23 10 19 SO 17 86 i-i. : I-'\" '\"1 30 SLIDTOAl... KIND. TOTAL. 1 1 cr 11 1S6 58 56 893 45 338 0 1 1 0 Q 1 70 64 50 69 83 411 56 467 i:,7.14% 88.81'1 60,00% 73.33% 75.36% 6'/ . 4'/'/. 71.89% 80.36% 72.38% westh\nk:n hills UNGRADED 1 3 C\n4 iz\u0026gt; SUBTOTAL KIND. TOTAL 19 17 18 '15 80 25 114 16 130 S2 34 S7 33 3S 29 167 23 190 \u0026lt;) O' 3 Cl 0 3 0 3 41 41 45 51 52 884 39 383 53.66% 58.54% 60.00% 64.71% 61.54% 53.70% 58.80% 58.97% 58.88% WILLIAMS IJNGFFiADED 1 3 4 c: 6 E5UI5TDTAL KIND. TOTAL 30 89 38 41 32 189 C-.J 814 36 33 4.1 51 41 848 31 873 2 1 0 2 1 0 6 c. S NILSON IJNSF\\ADED 1 c. 3 4 6 6l 67 67 93 73 437 58 495 =: 6.45^\n53.73% 56.78% 54,67% 54.84% 56.16'% 55.38% 3.4S\u0026gt;i SUBTOTAL KIND. TOTAL 4 13 86 18 11 9 13 88 17 105 IS 34 43 46 38 4 1 8813 1 0 0 0 0 f) 0 1 0 1 ' 47 63 43 51 336 58 394 70.59'/ 8.34W 53.73'Z 78.lez 77.0SZ 88.64/i 74.511^ 73.51rt 70.69Z 73.. 1 OZ F'acjf? I 1LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 RECEIVED OCT 2 8 1991 TO: FROM: SUBJECT: October 18, 1991 Office of Desegregation Monitoring Estelle Matthis, Associate Superintendent Educational Programs and Staff Development atty Kohler, Director, Division of Exceptional Children Special Education Enrollment Attached, please find the special education enrollment, by school, classification, race and gender. If further information is needed, please feel free to contact me. PK:lhb AttachmentSCHOOL Central High J. A. Fair High Hall High McClellan High Parkview Magnet Cloverdale Jr. High Dunbar Magnet Forest Heights Jr. Henderson Jr. High //STUDENTS 57 79 73 77 14 55 42 54 67 GRADE 10th 11th 12th 10th 11th 12th 10th 11th 12th 10th 11th 12th 10th 11th 12th 7 th Sth 9th 7th Sth 9 th 7th Sth 9th 7th Sth 9 th BM 10 12 10 16 S 13 Y1 7 12 14 , 8 3 2 2 15 12 S 6 7 5 13 7 11 10 IS 17 WM 2 3 0 9 5 7 3 4 5 3 4 1 1 0 0 5 2 2 2 3 5 1 3 2 2 3 1 BF 5 S 5 1 5 1 6 6 9 9 9 10 2 1 1 2 1 4 5 2 5 2 6 1 S 1 6 WF 2 0 0 3 3 2 1 5 4 1 3 2 1 1 0 1 1 2 1 1 0 1 1 0 1 0 0SCHOOL Mabelvale Jr. High Mann Magnet Pulaski Heights Jr. Southwest Jr. High //STUDENTS 82 23 64 73 GRADE 7th 8th 9th 7 th 8th 9th 7th 8th 9th 7th 8th 9th BM 14 19 14 7 2 16 9 14 20 8 10 WM 5 1 5 2 1 3 3 3 1 5 7 6 BF 8 5 2 0 1 0 4 5 6 7 3 2 WF 3 3 3 1 0 2 1 1 1 1 3 1I SCHOOL BADGETT BALE BASELINE BOOKER BRADY CARVER //STUDENTS 18 37 16 24 17 20 GRADE 1st 2ncl 3rd 4th Sth 6th K 1st 2nd 3rd 4th Sth 6th 1st 2nd 3rd 4th Sth 6th 1st 2nd 3rd 4th Sth 6th K 1st 2nd 3rd 4th Sth Sth 1st 2nd 3rd 4th Sth 6th BM 5 3 1 3 3 3 4 4 2 2 1 1 2 3 1 2 1 2 2 2 2 3 1 1 1 1 2 1 WM 1 1 1 1 2 2 1 1 2 4 1 1 2 1 3 1 1 1 1 2 1 1 2 BF 1 2 1 1 1 2 3 1 2 2 1 1 1 1 1 3 WF 1 1 1 1 1 1 1 3 2 1SCI IDOL Chicot Elementary Cloverdale Elementary Dodd Elementary Fair Park Elemenyary Forest Park Elem. Franklin Elementary //STUDENTS 51 27 24 20 16 45 GRADE K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th BM 1 0 1 3 0 3 5 0 1 3 0 4 5 0 1 0 0 1 0 0 1 0 0 8 1 2 0 3 1 0 2 0 1 2 0 0 2 1 3 2 9 3 WM 1 4 2 1 3 2 2 0 1 1 0 0 1 2 2 2 4 1 1 1 1 0 0 1 0 0 0 1 0 1 1 0 0 1 0 1 3 1 3. 1 1 1 BF 1 1 1 2 1 5 6 0 0 2 1 1 1 1 1 0 0 1 1 3 0 0 0 1 0 1 0 1 0 0 0 2 1 0 0 0 0 1 2 2 4 1 WF 1 1 0 0 1 3 0 0 0 1 0 2 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 0 1 0 1 0 2 1 0 1 0 0 0 1 0 2saiooL GARLAND FULBRIGHT GEYER SPRINGS GIBBS ISH JEFFERSON //STUDENTS 23 28 11 28 14 26 GRADE K 1st 2nd 3rd 4th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th BM 1 1 1 1 3 7 1 1 2 2 3 2 2 1 2 1 2 4 1 1 2 2 3 1 1 2 WM 1 1 2 1 2 2 1 1 1 1 3 1 1 1 1 1 1 1 BF 2 1 2 2 3 2 1 1 1 3 1 1 3 1 1 2 1 1 1 2 5 WF 2 1 1 1 1 1 1 1 2 1 1SCHOOL MABELVALE ELEMENTARY MCDERMOTT MEADOWCLIFF MITCHELL OTTER CREEK PULASKI HGTS. ELEM //STUDIOTS 38 25 23 31 11 32 GRADE K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th Sth 6 th K 1st 2nd 3rd 4 th Sth 6 th K 1st 2nd 3rd 4 th Sth 6 th K 1st 2nd 3rd 4 th Sth 6 th K 1st 2nd 3rd 4 th Sth 6 th BM 4 1 1 3 4 3 3 3 1 3 2 1 1 1 3 2 1 4 4 3 2 3 2 2 2 1 5 3 1 4 WM 3 2 4 1 5 3 1 3 1 1 3 1 1 2 3 1 1 BF 1 1 1 2 1 2 1 1 1 1 2 5 2 2 1 1 1 1 2 WF 1 1 2 1 1 1 3 1 1 1 1 1 1 1 1 2 1 1 Of ]saiooL Rightsell Elementary Rockefeller Elem. Romine Elementary Stephens Elementary Terry Elementary Wakefield Elementary ^STUDENTS 12 23 29 16 23 15 GRADE K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th BM 0 1 1 3 2 0 1 1 5 0 4 3 0 1 0 2 6 1 4 5 4 0 2 2 0 2 2 2 0 4 2 1 1 2 3 0 1 1 1 2 1 2 WM 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 1 0 0 0 0 0 0 0 0 1 1 1 2 0 0 0 0 1 1 0 1 2 0 BF 0 0 1 0 0 3 0 0 0 1 1 0 0 1 0 1 1 1 2 0 0 0 2 0 0 1 2 1 0 1 1 0 0 0 0 0 0 0 0 2 0 0 WF 0 0 0 0 0 0 0 2 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 2 0 0 0 0 0 0 0 0 0SO 1001, WASHINGTON WATSON WESTERN HILLS WILLIAMS MAGNET WILSON WOODRUFF //STUDIOTS 43 15 21 48 13 GRAIJE K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6 th K 1st 2nd 3rd 4th 5 th 6 th K 1st 2nd 3rd 4 th 5 th 6th K 1st 2nd 3rd 4 th 5 th 6 th BM 1 5 2 6 2 3 1 2 2 2 3 1 3 1 2 4 3 1 1 1 3 2 3 8 11 1 1 1 1 WM BE WE 2 1 1 4 4 1 1 1 2 1 1 2 1 1 2 1 2 4 1 1 1 1 1 2 3 1 1 1 3 2 1 1 1 1 4 1 3 1 2 2 3 2 2 1 2 2H I I I I I I i Wedne-S73'ay\n''ffugxrTt 2199171 .p'^mocraT:- LRSD registration figures -1990 and 1991 Sr.high Central Fair Hall McClellan Park view Total Jr. high Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest Total Elementary Badgett Bala 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 Watson Western Hills Williams Wilson Woodruff Washington Total Grand Total 90 Bl '91 Bl 616 . 728 398 495 428 365 410 426 417 367 2.302 2,348 '90 Wh 453 316 413 306 284 1,772 '91 Wh increase/'90 total '91 total '91 not Wh 517 291 388 262 296 1.754 decrease +64 -25 -25 -44 +12 -18 regis.' 1.088 717 923 744 663 4.135 regis,' regis. 1.271 710 833 690 679 434 254 335 417 189 4,183 1,629 I C? (i 387 321 379 502 248 410 312 335 395 341 411 509 351 422 387 341 2,894 3,157 164 190 183 170 170 287 213 110 1.487 139 223 164 95 210 310 279 118 1.538 -25 h33 -19 -75 -t-40 ^23 +66 +8 +51 558 517 581 690 419 709 528 451 4.453 539 571 586 616 562 744 666 465 257 207 228 202 182 158 123 234 C 4,749 1,591 133 208 204 285 234 242 237 180 132 183 161 310 190 197 83 150 98 143 220 245 172 169 112 152 156 164 273 166 249 247 237 166 247 208 104 387 115 211 191 298 206 306 248 234 110 171 139 337 141 196 132 174 141 141 208 220 171 240 114 155 198 204 241 184 212 226 263 158 258 219 131 377 51 59 76 217 109 233 138 74 1005 4 168 73 210 7 40 112 0 187 177 178 146 25 167 74 5 55 40 9 199 138 121 110 209 88 48 300 7,044 7,290 3,997 -------- 12,240 12,775 7,256 'Total registered includes students of other 55 56 66 213 114 243 152 75 107 48 182 67 240 11 61 135 7 243 206 192 157 24 178 134 5 85 28 6 236 102 84 118 198 77 62 294 4.261 7.553 rac +4 -3 -10 -4 +5 + 10 + 14 +1 +7 -6 +14 -6 +30 +4 +21 +23 +7 +56 +29 +14 + 11 -1 + 11 +60 NC +30 -12 -3 +37 -36 -37 +8 -11 -11 + 14 -6. +264 +297 184 274 283 509 347 480 375 255 234 237 334 397 402 216 123 267 98 333 400 423 319 . 194 279 231 161 222 316 178 453 388 360 278 461 298 156 687 '11.161 19.740 170 272 263 518 329 555 403 310 219 226 326 412 390 210 193 315 148 388 419 423 329 265 296 294 204 294 271 172 462 337 347 277 462 296 195 103 67 101 97 48 108 37 139 118 72 104 81 104 166 75 54 19 52 118 122 123 121 58 66 49 96 130 ' 100 57 65 186 146 42 46 92 28 144  t e s S I \"1.' I: 1\nli f  I 1 I .*TCV SC4U.UION t. 11,713 3.231 20.645 6.501 .J'Pulaski Arkansas Democrat   WEDNESDAY, AUGUST 21, 1991\ns J 3 LRSD gaining 297 white students for fail, records show District official says 1 ) Busing costs for state ILRSD registration figures - 1990 and 1991 r Sr.high soar to $3.46 million I Central BY CYNTHIA HOWELL Dwnocrat Start Wrtar . The states cost of busing Pulaski County area students for desegregation-related programs more than doubled between 1987-88 and 1990-91, a committee of legislators learned Tuesday to their cha- ferin. In four years, the cost of transporting students who attend magnet schools dr participate in the majority-to-minor- ity interdistrict student trans- ifer program rose from $1.57 pillion in 1987-88 to $3.46 million. according to figures given -to the legislators Tuesday by the state Department of Education. There are no caps on the number of students who participate in the programs or on the state's expense. The money is in addition to the states $129.75 million financial settlement with the transportation costs paid by the state totaled S544 in North Little Rock. S921 in Little Rock and $1,179.81 in the Pulaski County Special School District The average transportation cost last year for 2.996 magnet and 705 transfer students in the three districts was $881 per student The average cost of transporting non-magnet and nontransfer students in the three districts was $407 in 1989-90. The average transportation cost statewide that year was $222. The states desegregation money for the three districts is taken from general revenues and lessens the amount available for most other state operations. Dr. Burton Elliott, director of the state Department of Education, told legislators that a McClellan Parkview Total Jr. high Cloverdale Dunbar Forest Heights Hertderson I Mabelvale 90 81 616 398 495 428 365 91 Bl 728 410 426 417 367 90 Wh 453 316 413 306 284 2.302 2.348 1,772 91 Wh 517 291 388 262 296 1.754 Wh increase/\"90 total 9110131 91001 decrease regss.* *64 -25 -25 *12 18 1.088 717 923 744 663 4,135 reais. 1.271 710 833 690 679 434 254 335 417 189 1,183 1.629 nj part-time employee will be hired, in addition to the de\nthree school districts in the vv, IPulaski County school desegre- partments existing transporta- Igation lawsuit .......................... . --1- k--'Sen. Stanley Russ of Con- tion director, to more closely fisures a good sign i way. a member of the Joint In- \u0026gt;tdfim Oversight Subcommittee j on Educational Reform, complained about the escalating costs and the states inability I to control or cap them, since a iTe'deral court directed Arkansas to pay the actual transpor- ' tation costs for students.  Im just frustrated. Russ I ) said. \"The federal court has  wrapped its fingers around our I throat and is choking us to ' 1 death. ' T\u0026amp; 1990-91 per student monitor the transportation expenses. Those expenses include more than $400,000 - 23 percent of the Little Rock districts transportation budget - for taxi services to transport some students to magnet or other schools. Sharon Streett. an attorney for the state Department of Education, said the state could take the issue to federal court to get relief from the growing costs. Mann Pulaski Heights Southwest Total Elementary Badgett Bale Baseiina Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Frankfin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowc^ff Mitchel Otter Creek Putasid Heights Rightsei Rockeleler Romina Stecnens Terry Wakefietd Watson Western Mils Wil\u0026amp;ams Wilson Woodruff Washington Total Grand Total 387 321 379 502 248 410 312 335 395 341 411 509 351 422 387 341 164 190 183 170 170 287 213 110 2,894 3,15? 1.487 139 223 164 95 210 310 279 118 1,538 25 33 19 75 *40 *23 *66 *8 51 558 517 581 690 419 709 528 451 4.4S3 539 571 586 616 562 744 666 465 257 207 228 202 182 158 123 234 4,749 1.591 BY CYNTHIA HOWELL Democrat Staff Writer The number of white students registered in the Little Rock School District this year is up by 297 from registration figures for 1990. according to district records. James Jennings, associate superintendent for desegregation, called the numbers, gen- erally used for making staffing and transportation plans, a 133 208 204 285 234 242 237 180 132 183 161 310 190 197 83 150 98 143 220 245 172 169 112 152 156 164 273 166 249 247 237 166 247 208 104 387 115 211 191 298 206 306 248 234 110 171 139 337 141 196 132 174 141 141 208 220 171 240 114 155 198 204 241 184 212 226 263 158 258 219 131 377 51 59 76 217 109 233 138 74 1005 168 73 210 7 40 112 0 187 177 178 146 25 167 74 5 55 40 9 199 138 121 110 209 88 48 300 7.044 7.290 3.997 12.240 12.775 7.256 55 56 66 213 114 243 152 75 107 48 182 67 240 11 61 135 7 243 206 192 157 24 178 134 5 85 26 6 236 102 84 118 198 77 62 294 4.261 7353 -3 10 5 *10 *14 +1 -6 *14 -6 *30 *21 *23 Total regtstered Includes students of other races 56 29 *14 *11 -1  11 60 NC 30 12 -3 37 36 37 *8 11 11 14 6 264 297 184 274 283 509 347 480 375 255 234 237 334 397 402 216 123 267 98 333 400 423 319 194 279 231 161 222 316 178 453 388 360 278 461 298 156 687 11,161 19.740 170 272 263 518 329 555 403 310 219 226 326 412 390 210 193 315 148 388 419 423 329 265 296 294 204 294 271 172 462 337 347 277 462 296 195 103 67 101 97 48 108 37 139 118 72 104 61 104 166 75 54 19 52 118 122 123 121 58 66 49 96 130 100 57 65 186 146 42 46 92 28 144 STSVS SCALLONZ 11,713 3.231 20.645 6.501 good sign. School board member Skip Rutherford, who has made a hobby of analyzing school enrollment figures, was delighted. saying white flight from the citys public schools has been halted. The numbers include only those students who registered during the formal registration period, which was July 29 through Aug. 2. compared to formal registration in 1990. which was Aug. 9-10. A total of 20.645 students registered this year. The district is expecting an additional 6.501 students to register by the time school is under way. Jennings did not have a racial breakdown of students who have not registered. Classes begin Monday. Black students made up 61.8 percent of the registrants\nwhites made up 36.5 percent of the total. Data shows the increase in white students occurred at the junior high schools, which had 51 more white registrants this year than last, and at the elementary schools, which re- ported an increase of 264 white pupils. The senior high\nschools reported a net loss of' 18 whites. 'I White enrollment increased at 29 schools, decreased at 19\nschools and was unchanged-at one. Pulaski Heights Elementary reported an increase of 60 white pupils, bringing the total' to 134. and Jefferson Elementary was up 56 white pupils to 243. Central'High School gained 64 white students but McCleT Ian lost 44. Fair and Hall high schools each lost 25. y\nPulaski Heights Junior High has 66 new white students, to a preliminary total of tS19 whites. Henderson Junior High lost 75 whites, leaving the school with 690 whites. ,, . Is white flight continuing?. I think the answer is no/\nRutherford said in a recent interview. \"The combination,of giving parents schools .of choice and attendance-zotie schools is working. The school district in late 1988 developed a student assignment plan in which stu-. dents could choose between attending their assigned atten-: dance zone school, or a magnet school that might be outside their attendance zone but offers a special academic program to attract black and white children to a hard-to- Ail desegregate school. schools must meet racial ratio requirements set by the fed- eral court.  See FIGURES. Page 7B) Figures  Continued from Pulaski Page '-I i' The desegregation plan, ap h proved by the 8th U.S. Circuity 4 Court of Appeals in December ? 1990, also established predom-^ j inantly black incentive ele-- i' mentary schools that provide^ - r K double per-student financing P and programs to improve- ! achievement levels of black children. ) 7 Those incentive schools- I showed some progress toward* registering white pupils this^ year. Rockefeller Elementary, f which once had an almost en I tirely black enrollment, has in : creased its white enrollment 3 1 1 to 85 pupils, up 30 from 1990. \" Despite the loss of 18 white^ students in the senior high i schools, Rutherford said he  was encouraged by trends. He i pointed out that 690 white stu- H dents graduated in 1990, while : 199Os ninth-grade class, which. H  1 7 V I ^1* rtxkVzxZ-xl 1 o'  will enter high school this'fall',: was a much smaller class of 571, a difference of 119. The^ { district appears to have -at-\ntracted 101 new white high\nschool students. I \u0026gt;  j. (I I I I U i  ) ' j I I 1 r I LRSD enrollment figures - 7th day com^jFigon Sr.high Central Fair Hall i McClellan Park view Total 90 Bl 862 493 642 642 439 3,078 91 __Bl_ 972 500 528 633 461 3,094 90 Wh 606 365 490 386 361 2,228 91 90 total 91 total Wh enrollment enrollment 687 338 487 323 397 2,232 1,468 878 1,132 '1,028 800 5,306 \u0026gt; Democrat I Friday, 9-6-91 Jr. .high Cloverdale Dunbar Forest Heights Henderson i Mabelvale ! I Mann i Pulaski Heights Southwest i Total 493 402 526 642 395 514 414 497 524 415 512 661 427 485 461 493 I 3,913 3,378 234 232 234 238 220 367 270 162 1,957 Elementary Badgett Bale I Baseline  Booker '! Brady i Carver !  i Chicot ,  i : i Coca lovercaie f . 1 Fair Park Forest Park Franklin , \u0026lt; I Puioright u i I I J \\ j f 1 I Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek 163 292 93 336 328 307 364 281 191 272 202 322 293 214 141 186 156 288 239 344 281 319 342 311 153 242 190 411 ! Pulaski Heights\nI Rightsell I Rockefeller -  I Romine I I t I Stephens Terry Wakefield Watson Western Hills Williams Wilson Woodruff Washington Total Grand Total White student 1,659 638 1,015 956 858 5,326 % black 59 60 52 66 54 58 I u I I 209 274 213 127 233 357 294 203 1,920 727 634 760 880 615 881 714 659 5,870 733 689 725 788 660 852 755 698 5,898 71 60 71 84 65 57 61 71 67 f s\n'r. 57 . 72 276 276 122 269 .184 100 133 65 . 182 66 '266 59 64 82 275 139 274 187 90 136 6i 208 79 225 , 364 369 612 450 576 548 381 324 337 384 383 559 239 193 333 144 449 551 533 431 220 344 315 202 263 364 201 : 517 491 501 336 502 420 184 760 14,020 73 82 74 56 67 54 65 78 53 80 48 34 46 94 70 56 94 43 52 56 58 90 44 54  98 70 85 95 47 69 72 60 56 71 65 57 65 15,338 9,249 25,196 25,587 64 category includes students of other races stevescallion/ wiunu,Otmxru 532 257 178 189 140 . 190 216 282 326 275 192 166 201 197 196 314 188 289 321 333 209 276 301 120 443 205 264 277 242 '284 157 183 267 277 305 228 238 324 334 195 272 275 148 463 25 57 147 4 233 269 207 156 28 178 114 5 72 50 13 228 170 168 127 226 119 64 317 9,157 9,266 4,862 16,148 13,338 9,047 15 75 147 12 276 239 220 173 30 197 159 5 118 55 11 266 148 127 130 216 111 81 352 5,097 215 352 321 619 420 593 529 401 289 303 398 492 506 272 253 336 202 481 503 497 420 314 354 342 272 395 360 239 504 472 461 325 488 386 229 820 14,363 5'V I S\nI .j\n...Friday, September 6, 1991 FE / White enrollment in LR schools keeps climbing Bulk at elementary level By Cary Bradburn Gazette Staff White enrollment continues to be higher this year in the Little Rock School District. However, there were 48 fewer white students at the senior and junior highs. Numbers provided by the district Thursday show that 144 more white students were enrolled in all grades this year for the seventh day , of school compared with last year. , Black enrollment is up by 190 students from last years seventh day and enrollment of students classified as other increased by 57. Total enrollment rose from 25,196 to 25,587 students. Last week, third day enrollment figures had white attendance higher by 215, but the increase has slowed when measured against last year. The seventh day numbers have black enrollment at 63.9 percent of have black enrollments of more total enrollment. White enrollment than 90 percent. is 34.7 percent and other  Spanish, Asian and Native American students  1.4 percent. As in the third-day report, the bulk of the increase in white enrollment is in the elementary schools. The number of white students at that level climbed by 192 from 4,726 to 4,918 while black attendance went from 9,157 to 9,266. In the junior high schools, white enrollment decreased by 26 students from 1,873 to 1,847. It was down by 22 students in senior high, from 2,160 to 2,138. Junior high black enrollment increased by 65 students compared with the white decline. Senior high black enrollment is up by 16 students. Attendance of others increased by 26. Among the districts 36 elementary schools,' five are majority white. Those are Forest Park, Fulbright, Jefferson, Otter Creek and Terry. Rightsell, Stephens, Garland, Ish and Mitchell continue to I S i IDemocrat. ---------- Friday, September 6, 1991 LRSD enrollment up ..... ............. Lioa I n*w 391 on 7th class day 0/CYNTHIA HOWELL Democrat Staff Writer L.'-Little Rock School District ehToIlment was up by 391 students to 25,587 on Wednesday, the seventh day of school, in comparison to the seventh day of classes last year. The racial composition is 63.9 percent black - virtually the same as the racial composition of 64 percent black and 36'percent white in the district last year. 'D'The new numbers include increases of 144 white students, 190 black students and 57 students of other races. The district showed an increase of 190 white students in the elementary grades, but it lost 22 white students in the high schools and 26 white students at the junior highs. Superintendent Ruth Steele said Thursday some teacher reassignments will have to be made as the result of changes in school enrollments. For example, Steele said, three teachers are needed at Geyer Springs Elementary School, where enrollment jumped from 198 last year to 253. She said Bale Elementary would need fewer teachers. Enrollment dropped there from 364 to 352. In the Pulaski County Special School District on Thursday, the eighth day of class, the enrollment was 21,080, count-i ing 49 students assigned to the' districts alternative school -j or 21,031 if those students arent included. The overall: racial makeup of the district' was 73 percent white and 27j percent black. , The county districts enroll-' I ment is down 249 students in' comparison to the eighth day of classes last year, iOFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 DATA SHEET LRSD PCSSD NLRSD TOTAL Enrollment Black 16,634 5,755 4,279 26,668 Non-black 9,151 16,005 4,915 30,071 Total Enrollment 25,785 21,760 9,194 56,739 Black 65% 26% 47% 47% Number of Schools Elementary 36 23 19 78 Secondary 14 13 7 34 Total 50 36 26 112 Employees Certified Teachers 3,300 (2,000) 3,000 (1,346) (681) (4,027) Annual Budget (million) +104 +74 30 +208 Square Miles of Districts city limits 729 30 Millage Rate 43.9 35.9 36.3 Magnet Schools\nLocated within the LRSD\n6 elementary magnet schools 2 junior high magnet schools 2 senior high magnet schools Incentive Schools\nLocated within the LRSD 6 elementary schoolsOPTIONAL ENROLLMENT REQUEST FORM SECONDARY (Grades 7-12) School Year 1992-1993 Student ID. #t Date Reed.: Reed. by:. Directions: L-----------------------------------  Please read all information before completing this form.  The Student Assignment Office will be responsible for all optional enrollment 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 (Please print or type) Student's Legal Name: Street Address: City Zip Code Raee Sex Date of Birth: Month Day Year Home Phone Work Phone Current Sehool Assignment Grade 1992-93 Make up to three (3) choices from the options listed below. Rank your choices in numerical order (1st, 2nd, 3rd). You are not required to use all of your choices. (High school students may make up to three school choices or make three selections within the Parkview Arts program. Students may also make a combination of choices. Example: First choice-Central, Second Choice-Parkview Arts Dance, third choice-Parkview Science.) Magnet Schools (Grades 7-9) -----Dunbar International Studies/Gifted and Talented -----Mann Ans Magnet Check the box if you have a preference for orchestra ___Mann Science Magnet ___Henderson Health Science (Grades 10-12) ___ Central High International Studies ___ Parkview Science Magnet ___ Parkview Arts Band ___ Parkview Arts Dance ___ Parkview Arts Speech/Drama ___ Parkview Arts Orchestra ___ Parkview Arts Visual Arts ___ Parkview Arts Vocal Music ___ McClellan Business/Communications I understand that if I wish to withdraw this application for any reason, I may do so prior to assignment of my child. I agree that if my request is approved, my child must remain in the program for a minimum of of one (1) school semester. Parent Signature Date Little Rock School District, 501 Sherman, Little Rock, AR 72202 (501)324-2272 copy - scudenc Aasignmenc Offica yllow copy - MUC pinK copy - PaeonCSCHOOL TEL: Jul 21.92 FOUR-YEAR-OLD ASSIGNMENTS 1992-93 BLACK 16:53 No.002 P.Ol OTHER TOTAL Bale Badgett Fraiiklin Garland Cloverdale Mitchell Rockefeller Geyor Springs Rightsell Romine Stephens Washington Wilson Woodruff Ish Watson 9 9 27 9 9 9 25 9 11 9 9 18 9 9 9 9 9 7 27 2 9 8 29 9 0 9 1 18 9 9 ,1 9 18 16 54 11 18 17 54 10 11 18 10 36 18 18 10 18 7/21/92School Enrollment % BIk Elem Jr. High High Area gadget Elem Bale Elem Baseline Elem Booker Elem Brady Elem Carver Elem Chicot Elem Cloverdale Dodd Elem Fair Park Elem Forest Park Franklin Elem Fulbright Elem Garland Elem Geyer Springs Gibbs Elem Ish Elem Jefferson Elem King Elem Mabelvale McDermott Meadowcliff Mitchell Elem Otter Creek Put Heights 202 321 339 621 396 598 535 366 304 243 444 411 530 256 282 336 187 483 500 509 440 264 353 379 76 77 77 56 69 55 65 80 60 79 45 86 42 91 63 57 97 42 56 54 66 88 41 52 X X X X X X X X X X X X X X  X\nX X X X X X X X X X X X X X X X X X X X X X X X X LITTLE ROCK SCHOOL DISTRICT 1992-93 Incentive Magnet Inter- dist Magnet Inter- dist Magnet Prog 4-Year- Okte Prog X X X X X X X X X X X X X X Annexed X X X X X X X X CommentsSchool Enrollment % BIk Elem Jr. High High Area Incentive Magnet Inter- dist Magnet inter- dist Magnet Prog 4-Year- Oids Prog Annexed Comments Rightsell Elem Rockefeller Romine Elem Stephens Elem Terry Elem Wakefield Elem Washington Watson Elem Western Hills Williams Elem Wilson Elem Woodruff Etern Cloverdale Jr, ?\nDunbar Jr. Forest Heights Henderson Jr. Mabelvale Jr. Mann Jr. Pulaski Heights Southwest Jr. Central High Fair High Hall High McClellan High Parkview High High Sch Kind 249 3615 361 209 541 SOO 822 451 335 502 355 234 775 705 787 914 667 849 774 695 1,950 886 976 966 854 122 96 X X X 55\n695 77 97 44 69 59 74 62 65 75 63 74 58 70 75 66 59 68 75 68 63 57 66 57 89 X X X X X X X X X X X X X 5X5: X\n5:5 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X XNote: 1. Baker Elementary is an interdistrict school in the Pulaski County Special School District. For the 1992-93 school year, the extended care theme has drawn 63 LRSD students on M- to-M transfers. 2. Crystal Hill Elementary is an interdistrict magnet school in the Pulaski County Special School District. For the 1992-93 school year, it has drawn 278 LRSD students on M-to-M transfers. 3. Rockefeller is an incentive school with an early childhood magnet program serving children beginning at 6-weeks old. 4. Henderson Jr., Central High, and McClellan High are area schools with magnet programs. 5. All high schools house one to two kindergarten classes. The enrollment figures reflect high school enrollment. 6. The King Elementary Interdistrict School to open 1993-94 will probably be an interdistrict magnet school, as will the Stephens Elementary Interdistrict School opening in 1994-95.LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas 72201 TO: FROM: February 6, 1992 Jerry Malone, LRSD Attorney James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services SUBJECT: Pupil/Teacher Ratios The North Central Accreditation Standards state the following concerning the ratio of pupils to teachers: 24.02 Pupli/Professional Staff Ratio. The ratio of pupils to teachers and other professional staff members shall not exceed 20 to 1. In computing the ratio, the school may include the instructional responsibilities of all professional staff assigned to the building plus the time devoted to instruction by other professional personnel. The attachment to this memo provides the pupil/teacher ratio for each elementary school in the Little Rock School District. NCA provisions listed above are used to compute pupil/teacher The ratios. The staffing information is taken directly from the NCA orts developed at the beginning of the school year. The i-iowing certificated positions are included in the staffing counts: - Prekindergarten teachers - Kindergarten teachers - Grade level teachers - Special subject area teachers - Building principal - Assistant principal - Guidance counselor - Media specialist/librarianLITTLE ROCK SCHOOL DISTRICT ELEMENTARY PUPIL/TEACHER RATIOS School 1-31-92 Enrollment Staffing Count P/T Ratio 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 Hgts. Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 222 361 332 630 413 606 518 388 309 327 410 497 534 275 258 349 198 483 509 511 432 321 363 357 296 401 362 237 526 474 840 470 334 499 396 231 19 29 24 45 30 43 37 25 23 25 24 37 2 27 20 31 23 31 35 32 26 25 22 22 27 30 27 26 29 31 50 31 21 34 27 17 11.68 12.44 13.83 14.00 13.77 14.09 14.00 15.52 13.43 13.08 17.08 13.43 16.69 10.19 12.90 11.26 8.61 15.58 14.54 15.97 16.61 12.84 16.50 16.22 10.96 13.36 13.40 9.11 18.13 15.29 16.80 15.16 15.90 14.68 14.67 13.5910/16/92 13:07 QaOl 324 2032 L R School Dlst ODM 002/006 A ir Pl Little Rock School District News Release LRSD Non-black Enrollment Increases, Overall Enrollment Stability Continues October 16,1992 For more information, contact Dianne G. Woodruff Non-black enrollment in the Little Rock School District continues to climb, with an increase of 84 students over 1991 figures, according to the annual October 1 enrollment report released today by Superintendent Dr. Mac Bernd. \"Not only have we gained non-black students to the District this year, but these figures reflect a steady trend we're evidencing when you look at the enrollment data during the past four years,\" Bernd said. \" And if you look at several years' enrollment data longitudinally, you see that the non-black enrollment is increasing within a given grade level of students as they move through our schools,\" Bernd said. Total enrollment for the District as of October 1, when the Arkansas Department of Education requires all districts to make official enrollment reports, is 26,212, compared to 26,318 for the same date last year. The percent of black enrollment for both years was 64 percent The number of black students in the District dropped by 190, from 16,916 to 16,726, while the number of white students increased by 37 from 9,045 to 9,082. At the same time, the number of students classified as \"other\" increased by 47 from 357 to 404. This includes students who are Spanish, Asian/Pacific Islander, Eskimo or American Indian. -more- 810 West Markham Street  Little Rock, Arkansas 72201 . \u0026lt;5011374.336110/16/92 17:04 501 324 2032 L R School Dlst ODM @002/004 Page 2 LRSD Release Enrollment Data \"I believe this is evidence that our efforts with the other districts in Pulaski County to offer assignment options are successful. In the Little Rock District, the overall number of students is down because there are 1,101 students from Little Rock now attending schools in the North Little Rock and County districts under majority to minority transfers. At the same time, those two districts are sending us a total of 422 majority to minority (M-to-M) students,\" said Bernd. \"We can see that the majority to minority transfer options are helping all our districts achieve more even racial balances. We fully expect these numbers to be further improved when we open two new schools in the next two years,\" Bemd added. The LRSD will open the King Elementary Interdistrict Magnet School in August 1993 and a new Stephens Interdistrict Magnet School in August 1994. Pulaski County opened Crystal Hill Elementary Magnet School this year and will open another interdistrict school in the next couple of years, also. \"I expect to see more movement among our three districts as vigorous recruitment continues. Clearly, students' needs are being served when we are able to offer a solid basic skills foundation enhanced with a variety of special themes,\" Bemd said. Altogether, the number of magnet transfers. tty to im transfers and legal transfers through two state acts represents influx of 1,953 voluntary isfers into the Little Rock School District The Little Rock School District receives 143 students from North Little Rock and 279 students from Pulaski County Special School District under M-to-M transfer requests. There are 228 Little Rock students attending the North Little Rock School District and 821 Little Rock students going to schools in e Pulaski County Special School District on majority to minority transfers. -more-L  yckooi Bist W Page 3 LRSD Release Enrollment Data Also, there are a tow of 1,481 sh^ from the North Little Rock and Pulaski County districts attending the six original magnet schools in the Little Rock District This includes 558 student from North Little Ri id 923 from aski County. Additionally, there are about 50 students in the Little Rock district via legal transfers provided by state Act 609 or state Act 624, both of which allow students to request transfers to other districts. The number of students in the District's four-year-old classes has continued to grow as the number of schools offering the programs has increased over the past five years, Bernd said. At the same time, the racial make-up of those classes is shifting, also. The white and \"other\" student enrollment program has risen from 17 percent in 1988 to 45 percent this year. The four-year-old program is now offered in 16 schools. That has grown from three schools in 1988, five in the 1989, seven in 1990,11 in 1991 and 16 in 1992. Enrollment data for the past five years is: SENIOR HIGH 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 WHITE 2,823 2,461 2,201 2,152 2,131 BLACK OTHER TOTAL 3,398 3,264 3,174 3,243 3,378 75 77 90 114 123 6,296 5,802 5,465 5,509 5,632 % BLACK 54 56 58 59 60 JUNIOR HIGH 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 2,076 1,951 1,878 1,882 1,948 3,912 3,937 4,025 4,112 4,138 80 90 81 68 80 6,068 5,978 5,984 6,062 6,166 64 66 67 68 67 -more-Page 4 LRSD Release Enrollment Data ELEMENTARY 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 4,678 4,579 4,740 4,851 4,819 9,374 9,489 9,435 9,374 8,994 127 127 161 166 190 14,179 14,195 14,336 14,391 14,003 66 67 66 65 64 SPECIAL SCHOOLS 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 55 39 49 40 43 35 27 22 24 28 0 1 0 0 0 90 67 71 64 71 39 40 31 38 39 DISTRICT TOTAL (including kindergarten, excluding four-year-old programs) 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 9,577 9,030 8,868 8,925 8,941 16,684 16,717 16,656 16,753 16,538 282 295 332 348 393 26,543 26,042 25,856 26,026 25,872 63 64 64 64 64 KINDERGARTEN 10/3/88 10/2/89 I 10/1/90 I 10/1/91 I 10/1/92 581 629 682 694 715 1,204 1,264 1,200 1,231 1,188 18 16 22 18 27 1,803 1,909 1,904 1,943 1,930 67 66 63 63 61 FOUR-YEAR-OLD 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 16 49 76 120 141 78 127 146 188 0 5 6 9 11 94 181 228 292 340 83 70 64 56 55 DISTRICT TOTAL (with kindergarten and four-year-olds) 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 9,577 9,030 8,944 9,045 9,082 16,684 16,717 16,802 16,916 16,726 282 295 338 357 404 26,543 26,042 26,084 26,318 26,212 63 64 64 64 64 -more-10/16/92 13:10 Ol 324 2032 L R School Dlst ODM @006/006 Page 5 LRSD Release Enrollment Data The last year we had a drop in non-black enrollment in the District was 1988,\" Bernd noted. \"It's my understanding that the so caUed 'control choice' assignment plan which many patrons found to be very unsatisfactory was in place at that time. But if you begin with the 1989 school year, when we were able to implement the assignment plan now in place, stability has prevailed and our ability to attract and hold students in the white and 'other' categories has been quite evident,\" Bernd said. I believe it is helpful to look at some of these data for the longitudinal results, Bernd said. For example, the kindergarten class of 1988 was 67 percent black but also, enrollment for at class now in the fourth grade, is 64 percent black. If you look at figures for the kinderganen class of 1989, which was 66 percent black, data shows that the black enrollment among those students, now in grade three, is 62 percent black.\" These numbers point to long-term stability and the effect that a stable student assignment plan will have for our schools over a period of time,\" Bernd said -30-10/16/92 13:07 501 324 2032 L R School Dlst ODM 21002/006 ? Little Rock School District News Release LRSD Non-black Enrollment Increases, Overall Enrollment Stability Continues October 16,1992 For more information, contact Dianne G. Woodruff Non-black enrollment in the Little Rock School District continues to climb, with an increase of 84 students over 1991 figures, according to the annual October 1 enrollment report released today by Superintendent Dr. Mac Bernd. \"Not only have we gained non-black students to the District this year, but these figures reflect a steady trend we're evidencing when you look at the enrollment data during the past four years,\" Bernd said. \"And if you look at several years' enrollment data longitudinally, you see that the non-black enrollment is increasing within a given grade level of students as they move through our schools,\" Bernd said. Total enrollment for the District as of October 1, when the Arkansas Department of Education requires all districts to make official enrollment reports, is 26,212, compared to 26,318 for the same date last year. The percent of black enrollment for both years was 64 percent The number of black students in the District dropped by 190, from 16,916 to 16,726, while the number of white students increased by 37 from 9,045 to 9,082. At the same time, the number of students classified as \"other\" increased by 47 from 357 to 404. This includes students who are Spanish, Asian/Pacific Islander, Eskimo or American Indian. -more-10/16/92 17:04 501 324 2032 L R School Dlst ODM 002/004 Page 2 LRSD Release Enrollment Data \"I believe this is evidence that our efforts with the other districts in Pulaski County to offer assignment options are successful. In the Little Rock District, the overall number of students is down because there are 1,101 students from Little Rock now attending schools in the North Little Rock and County districts under majority to minority transfers. At the same time, those two districts are sending us a total of 422 majority to minority (M-to-M) students,\" said Berni \"We can see that the majority to minority transfer options are helping all our districts achieve more even racial balances. We fully expect these numbers to be further improved when we open two new schools in the next two years,\" Bemd added. The LRSD will open the King Elementary Interdistrict Magnet School in August 1993 and a new Stephens Interdistrict Magnet School in August 1994. Pulaski County opened Crystal HUI Elementary Magnet School this year and wiU open another interdistrict school in the next couple of years, also. II' 'I expect to see more movement among our three districts as vigorous recruitment continues. Clearly, students' needs are being served when we are able to offer a solid basic skills foundation enhanced with a variety of special themes,\" Bemd said. Altogether, the number of magnet transfers. j^transfers and legal transfers through two state acts represents influx of 1,953 voluntary isfers into the Little Rock School District The Little Rock School District receives 143 students from North Little Rock and 279 students from Pulaski County Special School District under M-to-M transfer requests. There are 228 Little Rock students attending the North Little Rock School District and 821 Little Rock students going to schools in the Pulaski County Special School District on majority to minority transfers. -more-10/16/92 17:05 '0501 324 2032 L R School DiSt ODM 1^003/004 Page 3 LRSD Release Enrollment Data Also, there are a toi of 1,481 stud\u0026lt; from the North Little Rock and. Pulaski County districts attending the six original magnet schools in the Little Rock District. This indues 558 student from North Little Rj id 923 from Laski County. Additionally, there are about 50 students in the Little Rock district via legal transfers provided by state Act 609 or state Act 624, both of which allow students to request transfers to other districts. The number of students in the District's four-year-old classes has continued to grow as the number of schools offering the programs has increased over the past five years. Bernd said. At the same time, the racial make-up of those classes is shifting, also. The white and \"other\" student enrollment program has risen from 17 percent in 1988 to 45 percent this year. The four-year-old program is now offered in 16 schools. That has grown from three schools in 1988, five in the 1989, seven in 1990,11 in 1991 and 16 in 1992. Enrollment data for the past five years is: SENIOR HIGH 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 WHITE 2,823 2,461 2,201 2,152 2,131 BLACK OTHER TOTAL 3,398 3,264 3,174 3,243 3,378 75 77 90 114 123 6,296 5,802 5,465 5,509 5,632 % BLACK 54 56 58 59 60 JUNIOR HIGH 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 2,076 1,951 1,878 1,882 1,948 3,912 3,937 4,025 4,112 4,138 80 90 81 68 80 6,068 5,978 5,984 6,062 6,166 64 66 67 68 67 -more-XU/XU/a X / . u o kJ u U X 4UO4i\nA ounuux y xb t UUlU 14AJ UU^/ UU4 Page 4 LRSD Release Enrollment Data ELEMENTARY 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 4,678 4,579 4,740 4,851 4,819 9,374 9,489 9,435 9,374 8,994 127 127 161 166 190 14,179 14,195 14,336 14,391 14,003 66 67 66 65 64 SPECIAL SCHOOLS 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 55 39 49 40 43 35 27 22 24 28 0 1 0 0 0 90 67 71 64 71 39 40 31 38 39 DISTRICT TOTAL (including kindergarten, excluding four-year-old programs) 10/3/88 9,577 16,684  -------- 10/2/89 10/1/90 10/1/91 10/1/92 9,030 8,868 8,925 8,941 16,717 16,656 16,753 16,538 282 295 332 348 393 26,543 26,042 25,856 26,026 25,872 63 64 64 64 64 KINDERGARTEN 10/3/88\n10/2/89 I 10/1/90 I 10/1/91 I 10/1/92 581 629 682 694 715 1,204 1,264 1,200 1,231 1,188 18 16 22 18 27 1,803 1,909 1,904 1,943 1,930 67 66 63 63 61 FOUR-YEAR-OLD 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 16 49 76 120 141 78 127 146 188 0 5 6 9 11 94 181 228 292 340 83 70 64 56 55 DISTRICT TOTAL (with nnder^rten and four-year-olds) 10/3/88 10/2/89 10/1/90 10/1/91 10/1/92 9,577 9,030 8,944 9,045 9,082 16,684 16,717 16,802 16,916 16,726 282 295 338 357 404 26,543 26,042 26,084 26,318 26,212 63 64 64 64 64 -more-10/16/92 13:10 SaOl 324 2032 L R School Disc - ODM @006,'006 Page 5 LRSD Release Enrollment Data \"'Hie last year we had a drop in non-black enrollment in the District was 1988,\" Bemd noted. \"It's my understanding that the so caUed 'control choice' assignment plan which many ft patrons found to be very unsatisfactory was in place at that time. But if you begin with the 1989 school year, when we were able to implement the assignment plan now in place, stability has prevailed and our ability to attract and hold students in the white and other categories has been quite evident,\" Bemd said. I believe it is helpful to look at some of these data for the longitudinal results, also,' II Bemd said. For example, e kinderganen class of 1988 was 67 percent black but enrollment for that class now in the fourth grade, is 64 percent black. If you look at figures for the kinderganen class of 1989. which was 66 percent black, data shows that the black enrollment among ose students, now in grade three, is 62 percent black.' If These numbers point to long-term stability and the effect that a stable student assignment plan wiU have for our schools over a period of time,\" Bemd said -30-09/11/92 09:57 501 324 2032 L R School Dlst ODM @001/003 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 DATE TO FROM SENDER'S PHONE# SUBJECT '?o//c/ 7 Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By Date Time 09/11/92 09 : 58 501 324 2032 L R School Dlst ODM l2]002/0q3_ LRSD ENROLLMENT SEVENTH DAY 1992-93 SCHOOL BLACK WHITE OTHER TOTAL XBLACK ELEMENTARY Badgett Bal Baseline Booker Bi'ady Carver Chicot Cloverdale Dodd Fair Park Fox'est Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romina Stephens Torry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 157 250 259 344 262 324 336 281 177 186 196 355 223 229 168 189 181 204 269 261 289 239 144 189 240 256 274 198 234 337 475 324 186 271 255 147 48 56 89 260 lib 259 178 74 117 55 240 54 292 16 116 13 2 5 275 222 219 150 26 203 172 9 117 70 8 287 142 326 116 137 219 94 03 0 9 4 11 11 6 10 3 0 2 5 8 9 7 0 12 0 6 3 15 2 2 6 11 1 7 10 0 17 1 7 1 4 9 2 6 205 315 332 615 389 589 524 358 294 243 441 417 524 252 284 333 186 485 494 495 441 267 353 372 250 380 354 206 538 480 808 441 327 499 351 236 7 7 7 9 7 8 54 67 5 5 64 78 60 78 44 85 43 91 59 57 97 42 54 53 66 90 41 5 i 96 67 77 96 43 69 5 9 7 3 5 7 54 7 3 62 TOTAL 8909 4962 207 3 6-, 078 63 DISTRICT TOTAL 16,287 0967 379 25,623 6409/11/92 09:59 301 324 2032 L R School Dlst c-o ODM i U , @003/003 xo:c.x NO.Uuo r LRSD ENROLLMENT SEVENTH DAY - 1992-93 BLACK WHITE OTHER TOTAL iaL 1LL2_H1^ Central Fair Hall McClellan Parkview 1154 515 530 654 506 730 281 403 375 365 35 10 19 15 17 1927 806 952 994 008 60 64 56 6 6 57 TOTAL 3359 2112 96 5567 60 JONTOR HIGH Clovordale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights Southwest 521 434 532 650 439 498 456 489 154 28 2 203 176 232 333 322 176 8 9 14 15 2 19 4 5 683 725 7 54 841 67 3 850 782 670 7 6 60 71 7 7 65 59 58 7 3 TOTAL 4019 1083 76 5978 67SEP 1 1  S 2 P R I 10:05 P - O 1 THE NORTH LITTLE ROCK PUBLIC SCHOOLS administrative offices 700 POPLAR STREET Fax Number: (501) 771-8069 FAX COVER SHEET Date: I'lh Ja Transmitting To: o An FAX Number: Attention: Number of Pages, Including Cover Sheet: From: /So ((f Comments: -fi I oiO Oc\u0026gt;- ( P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000t. t N 0 SECONDARY ENROLLMENT BY GRADES SCHOOL:Recapitulation for all Schools DATEiAugust 31 - September 9, 1992 fl. 0 0 11 IL N (Ji. ll I fl. liJ Vi Grade Level NLRHS - West Campus NLRHS - East Campus Lakewood Middle School Ridgeroad Middle School Rose City Middle School Baring Cross Alternative Education Center________ Total: Year 1992 1991 1990 31 Mon 1080 1051 1004 1 Tue 1130 1058 1025 2 Wed 1150 1111 1078 3 Thu 1158 1112 1142 4 Fri 1165 1113 1147 Mon 8 Tue 1174 1191 1113 9 Wed 1185 1220 1145 Thu Fri 1992 1991 1990 1193 1136 1181 1254 12 05 1278 1274 1238 1303 1296 1270 1326 1304 1285 1337 1312 1303 1368 1322 1307 1385 1992 1991 1990 1992 1991 1990 1992 1991 1990 1992 1991 1990 1992 1991 1992 1991 1990 497 526 509 521 547 522 527 552 535 534 556 548 ^6 560 553 539 566 559 539 570 559 516 346 371 54 4 452 443 559 467 Tsl 570 467 TeT 569 476 551 477 459 513 477 163 343 290 337 364 375 386 371 367 404 378 386 365 382 386 375 385 3^ 386 385 38^ 367 24 30 28 25 29 32 29 35 26 29 34 26 29 33 26 29 33 26 30 33 17 9 3670 3388 3430 merged with ~ schools merged with schools merged with schools merged with schools merged with schools merged with schools 3838 3677 3686 3907 3764 3808 3962 3820 3879 3982 3849 3935 3987 3952 3958 3970 3990 3952 IS.E P  1 1^2 P R I 10:0 6. P . 0 3 RECAPITULATION FOR ALL ELEMENTARY SCHOOLS DATE September 9, 1992 NAME OF SCHOOL YEAR MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY AMBOY BELWOOD BOONE PARK CENTRAL CRESTWOOD GLENVIEW INDIAN HILLS LAKEWOOD LYNCH DRIVE MEADOW PARK NO.HEIGHTS PARK HILL PIKE VIEW REDWOOD 19^ i TWT 1990 1992 xnz 1990 1992 19 96 1992 1991 Tm\" 1992 1991 1957 1991 1996 1992 1991 1990 1557 1991 1990 1992 1991 1990 T957 '19^1 1990 1992 7757 1990' 1992 1991 7557 1992 1991 7557 1992 1991 7557 251 T2T 411 777 757 166 456 5oT 157 460 390 127 240 238 22T 260 230 277 TTT 425 437 777 775 242 7^ 757 256 772 775 291 400 ITT TTJ 207 775 772 415 414 T25 226 231 775 39\u0026lt; 777 412 170 777 167 457 517 ~477 468 399 -177 240 238 277 277 235 277 444' 425 435 277 2^ 242 277- 256 256 277 25T 291 401 177 442 209 257 277 417 415 T27 227 235 1T7S E p  1 1^2 F R I 1 0 : o \"? p . ei -q- BOSE CITY SEVENTH ST. BARING CROSS ALTERNATIVE KINDERGARTEN ELEMENTARY TOTAL 1992 Ttir 1990 TOI TOT 1990 1992 \"TOT 1990 1992 TOT TTO 1992 1991 TOI 1992 1991 TOI TTO 1991 1990 251 TO ITT TO \"TO Toi 12 TT 12 20 ... 252 TO ITT lel TO\" l6l 12 TT 12 20 685 682 ~TO 4324 4343 TTO TOI 5025 TOT 695 TO 4338 4356 ITO TOI 5046 TOI, 09/1.1'92 09: 57 501 324 2032 L R School Dlst ODM 001/003 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 DATE TO FROM SENDER'S PHONE # SUBJECT Special Instructions Number of Pt^es (include cover page) Fax Phone Number Speed dial FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By Date Time 09/1,1/92 09:58 501 324 2032 1. R School Dlst ODM @002/003_ LRSD ENROLLMENT SEVENTH DAY 1992-93 SCHOOL BLACK WHITE OTHER TOTAL %BLACK ELEMENTARY Badgett Bale Baseline Booker Bi'ady 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 157 250 259 344 262 324 33 6 281 177 106 196 355 223 229 168 189 181 204 269 261 289 239 144 189 240 256 274 198 234 337 47 5 324 166 271 255 147 48 56 6 9 260 116 259 178 74 117 5 5 240 54 292 16 116 132 5 275 222 219 150 26 203 172 9 117 70 8 287 142 326 116 137 219 94 83 0 9 4 11 11 6 10 3 0 2 5 8 9 7 0 12 0 6 3 15 2 '2 6 11 1 7 10 0 17 1 7 1 4 9 2 6 205 315 332 615 389 589 524 358 294 243 441 417 524 252 284 333 186 485 494 495 441 267 3 53 372 260 380 354 206 538 480 808 441 327 499 351 236 7 7 79 7 8 54 67 5 5 64 78 60 78 44 8 5 43 91 59 57 9 7 42 54 53 66 90 41 51 9 6 67 77 96 43 69 5 9 7 3 57 54 7 3 62 TOTAL 8909 4962 207 ]4,078 63 DISTRICT TOTAL 16,ZS7 0967 379 25,623 6409/11/92 09:59 501 324 2032 L R School Dlst cep ODM iU , @003/003 j'J NQ.UUO r. UZ LRSD ENROLLMENT SEVENTH DAY - 1992-93 SCHOOL. sLacK WHITE OTHER Central Fair Hall McClellan Pax'kview 1154 515 530 654 506 738 281 403 325 365 35 10 19 15 n 1927 806 952 994 008 60 64 56 66 57 TOTAL, 3359 2112 96 5567 60 JUNIOR HIGH Cloverdale Dunbar Forest Heights Henderson Mabelvale Mann Pulaski Heights .Southwest 521 434 532 650 439 498 456 469 154 28 2 208 176 232 333 322. 176 8 9 14 15 2 19 4 5 683 725 7 54 841 673 8 50 782 6' 0 7 6 60 71 7 7 65 59 58 7 3 TOTAL t019 1083 76 5978 67X I * % X * X DATE START SENDER SEP-11 9:46 501 324 2032 TRANSACTION REPORT RX TINE PAGES TYPE P.Ol SEP-11-92 FRI 9:49 NOTE 2'23\" 3 RECEIVE OK I * I * I X Xer LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS TO: FROM: THROUGH: SUBJECT: March 25, 1993 Board of Dire^cctt5'\u0026gt;r\nMarie Parker, RB 1 3 1993 oifico of Desegregation McniiOfing sociate Superintendent for Organizational and Learning Equity Dr. Mac Berndt Superintendent Second Quarter Enrollment - 1992-93 School Year Please find attached the second quarter enrollment statistics for the 1992-93 school year. cc: Cabinet COMPARISON OF ACTUAL ENROLLMENT FOR SECOND QUARTER OF 1992-93 AND 1991-92 1992-93 Actual Enrollment as of January 28, 1993, Second Quarter of 1992-93 School Year: White Black Other Total %Black Special chools* Elementary (w/o Kind.)  4129 Junior High Senior High (w/o Kind.) 1905 2044 40 7783 4079 3281 0 175 71 104 84 12,087 6,055 5,429 48 64 67 60 Sub Total 8122 15,183 350 23,655 64  Kindergarten Four-Year-Old 697 143 1,190 186 32 13 1,919 342 62 54 ......GRAND TOTAL .... 8962 X 16^-559 .  - 395 25,916 64 c 44 Private Handicapped Schools Homebound students counted in school where assigned. 1991-92 Actual Enrollment as of January 23, 1992, Second Quarter of 1991-92 School Year: White Black Other Total %Black Special Schools* Elementary (w/o Kind.) Junior High enipr High (w/o Kind.) 45 4130 1843 2077 33 8131 4032 3144 0 161 74 119 78 12,422 5,949 5,340 42 6 5 68 58 Sub Total 8095 15,340 354 23,739 64 Kindergarten Four-Year-Old 695 120 1,247 172 22 10 1,964 302 63 57 GRAND TOTAL 8910 16,759 386 26,055 64 q Private Handicapped School Homebound students counted in school where assigned.GRADE K 1 2 3 4 5 6 UN TOTAL ELEM. 7 8 9 UN TOTAL JR HIGH 10 11 12 UN TOTAL SR HIGH TOTAL K-12 SPEC. SCHOOLS FOUR YR OLD DI ST TOTALS SUMMARY OF SECOND QUARTER ENROLLMENT 1992-93 WHITE BLACK OTHER TOTAL %BLACK 697 710 727 680 640 658 670 , ..44 4826 684 617 583 21 1905 693 648 694 9 2044 8775 44 143 8962 1190 1307 1299 1204 1212 1291 1342 128 8973 1418 1368 1232 61 4079 1317 1014 919 31 3 281 16,333 40 186 16,559 *SUMMARY OF STUDENTS LISTED IN SPANISH -133 ASIAN/PACIFIC ISLANDER -219 32 25 32 35 25 35 23 0 207 22 29 20 0 71 31 35 37 1 104 382 0 .13 39 5 1919 2042 2058 1919 1877 1984 2035 172 14,006 2124 2014 1835 82 6055 2041 1697 . 1650 41 5429 25,490 84 342 26,916 OTHER\" CATEGORY: ESKIMO/AMER. IND. OTHER 20 23 62 64 63 63 65 65 66 74 64 67 68 67 74 67 65 60 56  76 60 64 48 54 64L I' I r L E I' (0 C E G C HIJ iJ L. r\u0026gt; IG1IL\nT SEflOMD QUARTER EMROLLrlEW I REPOFM JANUARY as, 1993 SCHOOL/GRADE WHITE BLACK OTHER TOTAL !^BLAOK CENTRAL UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 0 265 244 221  730 0 730 0 453 370 273 1096 49 1145 0 15 20 14 49 0 49 0 733 634 508 187'5 49 1924 ERR 61.80*/. 58.36'/. 53.74*4 58.45'/. 100.00*/. ,9.51*/. FAIR UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL   7 103 94 96 -5-300 ..... - 1 301 ' 15 206 170 150 541 .. 19 560 0 0 0 0 . _\n.0 0  o S2 309 264 246 B41 20 B61 68.18*/. 66.67*/. 64.39*/. 60.98*/. 64.33*/. 95.00/. 65.04*/. HALL UNGRADED 10 11 12 SUBTOTAL KIND. TOTAL 0 113 123 155 391 11 40)2 O 218 157 179 9 563 O 6 7 12 25 0 C 337 287 346 970 20 990 ERR 64.69*/. 54.70*/. 51.73*/. 57.11*/. 45.00!4 56.87*/. MCCLELLAN UNGRADED 10 11 12 SUBTOTAL KI ND. TOTAL 2 94 79 111 286 1 287 16 263 168 166 613 18 631 1 4 3 b 14 0 14 19 361 2G3 913' 19 84.21*/. 72.85*/. 67.20'/. 58,661i 67.14\u0026gt;\u0026lt; 94.74!/ 67.70'/. PARKVIEW UNGRADED 10 11 12 SUBTOTAL, KI ND. TOTAL. 0 118 106 11.1 337 2 339 0 1 77 149 151 47'7 15 4 92 0 ii 16 0 16 O 301 262 267 630 17 847 0.00*/ 58G0!4 56.677 56.557 57.477 y\n. 247 58.097 ISi.T 'lOOL / GRADE CLOVERDALE UNGRADED WHITE OTHER TOTAL TOTAL DUNBAR UNGRADED TOTAL 7 8 9 1 8 9 FOREST HEIGHTS UNGRADED 1 8 -9 TOTAL HENDERSON UNGRADED 1 a 9 TOTAL MABELVALE UNGRADED 1 8 9 TOTAL MANN UNGRADED 3 9 TOT AL. PULASKI HEIGHTS i)HGK'Ai\u0026gt;E.D 8 o TOTAL. 68 57 183  88 92 96 276 6 64 70 70 3 210 3 82 45 60 190 c. 79 74 65 223 129 123 333 I li, 74 207 178 184 574 132 144 129 405 7 194 184 . 155- 540 17 225 233 175 650 12 146 143 127 428 145 180 500 137 :i 66 138 .UH 3 4 3 10 3 6 2 11 0 3 7 4-.. 14 0 2 2 6 iO 0 2 0 0 2 o 1 0 ij 9 ^64 250 244 767 223 242 227 692 13 261 261 229  764 20 309 280 241 850 17 227 217 192 653 310 266 S^S 8 269 262 232 771 78.I it\n71.20% 75 i 7''+. W4/i 59.19% 59.50% 56.8 3 / 58.53% 53.85% 74.33% 70.5o% 67.69% 70.6S% 85.00% 72,82% 83.21% 72.6J % 76.47% 70.59% 64.32% 65.90% 66.15% 65.54% 56. 53 5Q 3 t'3 ITSCHOOL/GRADE fiOUTI 1WE8T UNGRADED WH 1 I tS BLACK OTHER \"I OTAi... . BL ALA TOTAL BADGETT UNGRADED 7 8 9 C) 56 49 60 165 15 02 144 536 6 0 1 2 4 b SUBTOTAL KI ND, FOUR YR OLD - TOTAL -   1 1 '  '2 10 3 != 4 7 32 8 -47- 7 20 13 18 16 30 28 132 12 9  -isa'.\n' 0 0 0 0 1 0 0 1 0 0   1 15 c.61 J 230 204 710 8 22 23 21 22 34 165 19 17 201 - i CjCi. OCT/. 7'7 39% 76.07% 70.59% 75.49% 87.50% 90.91% 56 02% 85.71% IrL. 73% 88.24% 80.00% 80.00% 63.16% 52.94% 76.12% BALE UNGRADED 7 1 2 3 4 c\nb SUBTOTAL KI ND. FOUR YR OLD TOTAL 3 8 8 9 45 10 9 64 26 25 28 28 41 37 190 34 9 233 0 1 2 1 11 3 0 14 12 32 32 32 38 51 49 246 47 18 311 41.67% 81.25% 78.13% 87.50% 73.68% 80.39% 75.51% 77.24% 72.34% 50.00% 74.92% BASELINE UNGRADED 1 2 3 4 tr 10 14 10 6 9 4 SUBTOTAL KIND. TOTAL Oi:\n12 64 47 42 34 43 30 32 228 45 273 1 1 0 0 4 0 4 58 44 'IS 41 36 284 57 341 81.03% 73.68% 77.27% 89.58% 73.17% 88.89% 80.28% 78.95% 80 06% ISUI iOOL/GRADE BOOKER UNGRADED WHITE Bl-AC ( ! U'l AL. A BLi-'iLL. 1 3 A 6 SUBTOTAL K.TND. TOTAL 3a 35 38 A A 37 39 825  \"e.7 252 A 6 AS AS 50 50 53 295 Al 336 0 1 0 . 0 a 6 0 6 78 8A 86 97 87 9A 5ac3 68 S9A BRADY UNGRADED 1 a 3 4 6 58.97% 57.1 A/) 55.81% 57.477. 5(6.38% 56.08% 60.89'/) 5 6  5 / % SUBTOTAL KIND. TOTAL 1 25 17 16 10 . 167 12 97 ... 26 123 c* 33 AA A3 38 /36 - A6 839' 30 869 0 1 1 a 0 a  7 3 10 6 59 68 61 Aa 53 60 3A3 59 A02 S3.33% 55.93% 70.97% 70.A9% 76.19% 67.98% 76.67% 69.68% 50.85% 66.98% CARVER UNGRADED 1 a 3 4 6 SUBTOTAL KIND. TOTAL 31 3A Al A3 A3 A5 837 a? S6A AO 51 A 9 A9 5A 895 33 338 CHICOT UNGRADED 1 81 30 -3 + c\naa ao d-Xj 65 58 A a Al 38 A7 0 0 0 0 0 0 0 0 (Ji 0 SUBTOTAL KI ND. TOTAL 1A9 3 1 i r'- 71 85 90 9a 9'7 60 598 j.G GA 88 t\u0026gt;o ya ASA 78 56.3A*/\n60.00% 5 A. AA% 53.a6% 55.67% 53.61% 55.A5% 55.00% 55 . A17\u0026lt; 50.00% 75.58% 65.91% a3.aAa 6 A. 06% 63.33% i?G% bb.08% '/1. bb.78% I*StO-IOuL/GRADE CLOVERDALE UNGRADED WHI f E iLACK a ruiLK TO t-K 1  3 4 6 10 11 9 3 11 6 39 J. SUBTOTAL KI ND. FOUR YR OLD TOTAL  17 a 36 43 41 48 35 36 9 80 1 1 0 50 47 46 47 DODD UNGRADED 1  3 - ..,.4 - SUBTOTAL KIND. 4  14 17 11,.. 14 35 117 1 138 7 El 31 3 ... .E5L-. 36  IS\n155 19 174 FAIR PARK UNGRADED 1  3 4 10 7 7 9 6 SUBTOTAL KIND. TOTAL 43 9 5E 3E 8 6 30 30 4 170 FOREST PARK UNGRADED 1 E 36 43 35 9 6 SUBTOTAL KI ND. IO l AI. 4 07 33 4 13 81 43 31 3'/ C) 0 1 6 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1  (j 1 1 1 1 4 1 43 890 53 18 361 1 1 43 45 40 L'L. 36 50 47 7 40 31 43 35 34 35 39 30 16 36 5 51 G 376 -I- OP 30 7e?,. 00*/. 7834*/. 78.6% 91.49% 78.85*/\n87.50'/. 81.03'% 67'. 9*/. 50.00*% 77.56% 63.64*/ 48,84*/. 68.89*/. 57.50*/. .44*/. 7S.. 00'/. 85.53*/. 56.99*/. 47.50*/. 55.77*/. 74.4% 80. ooy. 7h,.i^7'h 85.7iy. 7b. 9/. 80.00/. 78.70/. 69.44/. 77.38*/. 46.48*/. 35.89% 86.53*4 4.1 . .18% 58.44% 56 - ( 4 .37%g(.\n:houl/(jRADf: FRANKLIN UNGRADED WHITE BLACK OTWt?.H TOTAL.. /.BLACK 1 2 3 0 6 aUDTOTAL- L\u0026lt; I ND. FOUR YR OLD TOTAL 4 1 4 23 10 65 45 48 43 O 23 51 47 283 40 .27 350 1 0 0 2 0 3 8 10 74 50 51 47 2) 53 31 1 45 ..J 3 409 100.00% 8'/. 84/\n90.00'/ 94.12'/. 91.49'/. 96.15/ 88.68'/. 91.00'/. 88.89*/\n50.94'/. 85.57% FULBRIGHT UNGRADED cr 1 2 3 .. . - ....T 4 - 5 6 SUBTOTAL KIND. TOTAL 33 '+3  - 50 42 ' 42\"  270 305 2 30 28 40 -28 38 38''  204 24 228 0 1 2 2 2 i 1 9 0 9 64 73 97 80 81 81 483 59 542 28.57/. -76.80/. 38.36*/. 41.24*/. 35.00*/. 46.91'/. 46.91'/. 42.24'/. 40.68'/. . 42.07'/. GARLAND UNGRADED 1 2 3 4 6 SUBTOTAL KIND. FOUR YR OLD TOTAL 1 O 0 1 0 o 0 2 3 2 -J 11 37 27 29 32 26 32 194 9 228 GEYER SPRINGS UNGRADED 1 c 3 4 0 17 20 15 28 26 26 20 16 6 SLIbTOTAL. I ND 16 82 17 1 23 TOiiF\n70 I AL. CiLD too 0 1 0 1 0 2 6 0 0 0 0 12 38 27 31 32 28 34 202 30 11 243 T5 '76 Ti 25 T7 ^lO 10 91.67'/. 97.37% 100.00'/. 93.55'/. 100.00'/. 92.86'/\n94.12/. 96.04'/ S3.33'/. 81.82'/. 93.83*/\ni 00.00X 62.22/ 56 GO 6'4 65 41'/ 00% OOyL I ii. iT'.tjfSEHui IL../SRADE G I BBS UHljRADET.) wuri E EL.Ai.\nl OTHER TOTAL \u0026gt;\nriLALr:. SUBTOTAL KIND. TOTAL ISH UNGRADED 1 2 3 9 1 2 3 9 6 ' SUBTOTAL' -'  KIND. FOUR YR OLD TOTAL JEFFERSON UNGRADED 1 2 3 9 6 subtotal KIND. TOTAL MABELVALE UMeRABEIJ 1 2 3 9 SUBTOTAL lO'ND.. TOT Al.. 17 19 19 20 IS c. 128   13 23 87 88 39 168 88 190 1 0 1 i P S 8 10 93 95 93 90 9 9 898 37 335 5 Ei. 1 9-7', 57.787 53.99*/ 56). 25z, 57.197, 55.717 56.387\n56.72*/, 0 0 0 8 O . . 0 -- 0 0 3 9 3S 93 36 37 90 92 238 90 278 3 38 39 88 29 TO 169 215 29 89 16 22-.. 89 '137-\"'- 23 8 168 0 0 0 0 o 0 0 - 0 0 0 o CT 13 88 86 16 28 29 139 23 11 173 100.007, 100.007. 100,007. 92.317. 100.007. 100 iOoy. 100.007. 98.567. 100.007. 72.737. 97.117. 9 89 30 65 30 ES 37 188 19 807 39 95 90 851 39 285 I' ! 0 0 1 3 1 1 0 6 0 6 (.) 1 i 1 0 0 3 0 3 8 60 79 79 68 69 79 938 i=,a ^91 10 75 79 73 69 993 503 50  OC 90.00*/. 90.59*/, 97.30*/. 99.187. ^,0 . Ub /, 96.897, 93.58% 38. aoy.  98. 167, 70 ti6. (MV, 52.707. 61.697 53.137. 56 57 T4'/\nT6.6 Cj 56 ..8 C Hu 0 L / ti L (A i) L MCDERMaTT UNGRADED WIU ft. iU. ACK o r I 11:::,!-\nl u I AL /^LLAlJ-.. 1 3 it er 6 SUBTOTAL KIND. TOTAL 0 32 29 36 32 30 35 194  30 224 0 43 42 36 38 48 47 254 29 283 0 0 3 3 2 it ii) 1 O 75 '74 75 72 aa 84 462 60 EI\u0026lt;R 57.33% 56.76% 48.00% 52.78*% 58.54% 55.95% 54.98% 4 8.33*% 54.21 % MEADOWCLIFF UNGRADED 1 2 3 4 25 28 26 15 6  SUBTOTAL'\" KIND. TOTAL. --22 16 132  \" IS 150 5o 46 42 46 41 * 26Cr 42 302 0 1 0 0 - \u0026lt;1 0  '2 o 2 75 75 68 61 64 51 394  60 454 66.67*/. 61 .33*/, 61.76*/, 75.41*/, 64.06*/, 68,63/, 65,99*/, 70.00*/, 66.52/, MITCHELL UNGRADED 1 1 2 3 it a 6 SUBTOTAL KIND. FOUR YR OLD TOTAL. it 0 21 2 ss 10 29 32 29 36 22 201 23 9 233 0 ci 1 0 1 0 0 4 1 OTTER CI'iEFK UNGRADED j. 2 3 k- 6 SWBTCU AL KI ND. TOTAL 37 34 31 27 26 177 23 200 24 25 14 20 6^2 24 129 15 144 2 0 2 1 0 f'i 11 32 46 34 35 40 22 226 25 i rs\n266 48 62 50 52 49 3i 1. A O 90.91 % 76.32% 93.48% 94.12% 82.86*/, 90.00*% 100.00% 88.94 /. 92.00/, 60.00% 87.59% 50.00% 4032% 2800% 38.46% it it. 90% 48,. Oo\n.^ 41 48% 3'/.. 50% i\n1 03%SCHOOL/GRADE r'ULASKI HEIGHTS U N G R Ai D E11 WHITl LLALK. tJi l lliH Tui AL SIJBTOTAI. KIND. TOTAL RIGHTSELL UNGRADED 1 S 3 4 6 6 33 5 5 15 SS 146  '31 177 4 31 3 30 36 34 178 6 04 (3 1 1 1 0 3 8 1 s 3 4 6 ' SUBTOTAL  ' KIND. FOUR YR OLD TOTAL 1 0 0 0 - 0- 0 1' 6 9 33 34 9 38 . -\"34 38 S06''  9 37 0 0 0 1 0 0 0 0 1 ROCKEFELLER UNGRADED 1 S 4 6 4 13 10 a 3 cr 50 66 49 56 CiS. 5)6 39 60 389 34 34 39 39 48.00% 4'6.9'/*/) 46.94% 69..S3% 60 71 /. 54.10% 43.33% 52.44% 97.06% 100.00% 100.00% 97.44% 3^^ . -100.00*/. 38 08 4 eA-7 100.00*/. 99.04*/. 91 ..67% 60.00*/. 95.95*/. SUBIOTAL KIND. FOUR- YR OLD TOTAL 63 7 4 114 39 5 34 33 31 199 9 6 54 1  0 0 O 1 3 9 6e 54 37 4S 36 36 6'7 5'7 37'7 59.68*/. 7S.SS*/. kf/. 5'7*/. 80.95*/. 91.67*/. 86.11 % 74.53*7. 50.88% 49.06% 67.37% ROMINE UNGRADED 1 E IE di IS 43 38 0 O 1 14 StJEn'QTftL K1 ND. r4:'!liR i t Ii Al. ft OLD 10 10 1 o H-0 L-O 8 SS9 1 1 1 45 4 6 51 37 39 98'7 SS.'/i 78.ia 84-. 44% 91 . BGT. 78 - 4 '3 z. 71 79 c?L) ' 1 1JSOHUOL/GRADE STEPHENS UNGRADED wni 1 g\nbl... ACK 011 lt.R I DIAL ZBLACh\n. 1 E 3 4 SUBTOTAL KIND. FOUR YR OLD TOTAL ij 2 1 0 1 0 0 4 0 3 7 6 as 32 19 14 33 157 20 g 1Q5 0 0 0 0 0 0 0 0 (J 0 0 6 27 9 32 20 14 33 161 0 11 192 100.00% 92.59% 96.55% 100.00% 95.00% 100,00% 100.00% 9'7.52% 100.00% 72.73% 96.35% TERRY UNGRADED 1  3 4-- 5 6 SUBTOTAL KIND. TOTAL 38 38 40 42 ... 35 ' 36 229 45 74 5 31 31 . . .36^.,. 39 03 32 235 3 4 ........1  4 3 19  1 66 74 75 79 78 79 451 79 530 37.88/. 41.89% 41.33% 45,57% 50.00% 51.90% 45.01% 40.51% 44.34% WAKEFlELD UNGRADED 1 S 3 4 A SUBTOTAL KIND. TOTAL Cl 7 9  1 20 26 4 147 17 164 0 47 46 45 57 56 53 304 43 347  (1 1 O 0 1 2 0 4 0 4 0 75 75 hi. 7Q 84 77 0.00% 62.67% 61.33% 68.18% 73.08% 66.67% 68.83% 66.81% 71.67% 67.38% WASHINGTON UNGRADED  h SUBTOTAL K I ND. FOUR YR Ol..D TOT Ai.  49 47 42 38 48 36 62 34 18 31\u0026lt;! 3 77 89 63 5)6 hh 57, 4 1 !j 4 8 17 4.7 5 0 1 3  0 i 9 4 C j i b ! i..' la? I3c\u0026gt; i 07 94 i i 93 68 5 86 Gi0 60 .. 0C}\u0026gt;4 60.63% 64.03% 58.88% 59.57% 56.90% S0?% 60.21% 55.81 % 4 b 57^\u0026lt;S(^i 'lOUI..  iil 'T-iDt. WATSON UNGRADED Wl J1 i L BLACK  ! r'LU 1 U I fU. 1 c 3 SUBTOAL KIND. FOUR YR OLD TOTAL 19 14 14 16 19 18 94   17 56 \"I 118 60 898 39 10 347 0 0 0 1 0 0 1 4 0 66 58 58 79 63 393 60 17 470 '/4 L 67y 78.79% 75.86% 6'7.31 % 75.95% SO. 95*/. 75.83*4 65.00% 58.88% 73.83*/. WESTERN HILLS UNGRADED 1 3 4- 5 ' 6  SUBTOTAL KIND. TOTAL 81 SO 15 80 .. 81 IV'\" 116 15 131 89 30 33 30. _ 30 189 85 814 0 0 1 iTO- . .. 8  0 3 0 3 50 50 49 50 53 308 40 348 58. ooy. 60. ooy. 67.35*/. 60. ooy. 56.60*/. 66.07*/. 61.36*/. 68.50*/. 61 .49*/. WILLIAMS UNGRADED 1 3 4 6 SUBTOTAL KIND. TOTAL 30 86 88 30 31 40 185 87 818 36 37 36 41 38 51 839 31 870 3 8 1 0 8 1 9 0 9 69 65 65 71 71 95 433 58 491 58.17*/. 56.98% 55.38*/. 5'7.75*/. 53.58% 55.43*/. 55.80% 5^+. ^'^'A WILSON UNGRADED 1 8 3 4 4 T3 11 17 6 SUBTOTAL KIND. four yr old | (TTAi. 68 16 / 05 80 35 89 34 3'9 38 4 8 837 84 9 570 . O 0 0 0 1 Q 1 9 C'l j 84 48 40 51 47 48 48 300 40 1 ii 83.33*/. 78.98*/, 78.50y. bb. b7V\u0026gt; 88.98*4 90.4 84 37.507. 79 . OO-i 60.QOA ,iiH i 'SCI lUUi, /iSRADi. WOODRUFF Ui'JGRADED Wr  i I Er. Lent b\nI..11 I U I i ii 1 3 4 14 9 9 10 13 as 13 16 i (J 1 43 21 23 26 6?..'. 1 c J/, iq- 6 SUBTOTAL KIND. FOUR YR OLD TOTAL 62  11 7 SO 18 109 88 1 1 1 '+ 1 1 6 26 170 'iO 17 232 C'-}. Or'.'I 61.04'% 61.11% 69 62 59% 70.00 6 .94% .93% EASTER SEALS UNGRADED TOTAL le 1 s 9 9 0 45.86% 42.86% ELIS. MITCHELL .... - ungraded TOTAL  .s.'y..  S7 . . .. 17%: 17 ... 0 . , 0 44 44 38.64% 38.64% E. MITCHELL(DAY) UNGRADED TOTAL 14 14 0 0 19 19 73.68% 73.68% iArkansas Democrat (gazette SATURDAY, SEPTEMBER 12, 1992 , 1 tRSO enrollment (7th day) Sr.high\nCentral Fair Hall McClellan Parkview Total Jr. high Cloverdale Dunbar I 1992-93 ' Black Non-blk%Blk Total - 1,154 515 530 654 506 773 291 422 340 382 60 1,927 3,359 2,208 521 434 Forest Heights 532 Henderson Mabelvale Mann 650 439 498 Pulaski Heights 456 Southwest Total Elementary Badgett Bale Baseline Booker Brady ' Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Gatland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek 489 162 291 222 191 234 352 326 181 4,019 1,959 157 250 259 344 262 324 336 281 177 186 196 355 223 229 168 189 181 204 269 261 289 239 144 Pulaski Heights 189 Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodnjff Total 240 256 274 198 234 337 475 324 186 271 255 147 48 65 73 271 127 265 188 77 117 57 245 62 301 23 116 144 5 281 225 234 152 28 209 183  10 124 80 8 304 143 333 117 141 228 96 89 8,909 5,169 Grand Total 16,287 9,336 64 56 66 57 806 952 994 888 60 5,567\n76 60 71 n 65 59 58 73 683 725 754 841 673 850 782 670 67 5,978 77 79 78 54 67 55 64 78 60 78 44 85 43 91 59 57 97 42 54 53 66 90 41 51 96 67 77 96 43 69 59 73 57 54 73 62 205 315 332 615 389 589 524 358 294 243 441 417 524 252 284 333 186 485 494 495 441 267 353 372 250 380 354 206 538 480 808 441 327 499 351 236 63 14,078 64 25,623 J ENROLLMENT FIGURES The . Little Rock School District's enrollment on Wednesday, the seventh day of school, was up 36 students as compared with last years seventh- day enrollment of 25,587, The racial . .roomposition of the district  64 per-  \"cent black and 36 percent white is ! virtually unchanged. Elementary en- j 2 rollment was down 285 students, ju- i * nior high school enrollment was up  Z by 80 students and senior high en-  Z-rollment was up by 241 students, j ZMore than 300 district elementary '  pupils are attending the new Crystal  Hill Elementary School in the Pulaski Qounty District, which accounts for the drop in the elementary enrollment i yeaK w\nthis 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   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_507","title":"Incentive Schools: Monitoring reports","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":["1991/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics"],"dcterms_title":["Incentive Schools: Monitoring reports"],"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/507"],"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":["reports"],"dcterms_extent":["83 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\nLittle Rock School District February 25, 1991 TO: LRSD Board of Directors FROM: THROUGH: SUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Monitoring Report on Incentive Schools Pleasefind attached the Educational Equity Monitoring Report for The report summarizes the findings from the first monitoring visits to the incentive schools. Incentive Schools. the Each incentive school principal was asked to respond to the concerns listed in the monitoring report. The responses are attached for your review. -------------     - -  . Ho concerns were listed for Rightsell. The responses are attached for 810 West Markham Street *  Little Rock. Arkan.sas 72201  (.501)3743361LITTLE ROCK SCHOOL DISTRICT INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990 INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 The Little Rock School District Desegregation Plan requires monitoring of the Incentive Schools by the Little Rock School District Biracial Committee. The committee is required to monitor each incentive school once each quarter. Using a monitoring form developed by the Planning, Research, and Evaluation Department, the Biracial Committee conducted school visits during October 1990 and November 1990. Each team reviewed a school profile which contained basic information related to current conditions in the schools. This report is a summary of the school visits conducted by the LRSD Biracial Committee. 1.0 Separation by Race/Gender in School Programs At each school the monitors expected to see: * Racially balanced staff which reflects appropriate percentages * Racial/gender balance in staff assignments, programs, content areas, and grade level * School enrollment to be within the appropriate racial/ethnic range prescribed by the court order * Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Findings: All schools were within appropriate percentages for ertified staff, although the Rockefeller team noted the low number of black teachers assigned to Rockefeller. Noncertified staff percentages extend from 71% black at Stephens to 100% black at Ish and Rightsell. A scarcity ofINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 2 black and white male teacher role models for students at the elementary level was evident. TABLE 1 INCENTIVE SCHOOL STAFF BY RACE 1990-91 Teachers Non Certified Black White #/% Other #/% Total Black #/% White #/% Total Garland 14/50% 14/50% 0/0% 28 9/53% 8/47% 17 Ish 12/57 9/43 0/0 21 13/93% 1/7% 14 Mitchell . .\nhtsell Rockefeller Stephens 15/60 o. 10/40 0/0% 25 14/100 0/0 14 11/52% 10/48 0/0% 21 15/100% 0/0 'O 15 9/30 20/67 1/3 Q, 8 30 33/83% 7/17% 40 14/52 Q, *8 13/48 0/0% 27 12/71% 5/29% 17 *8 o. *6 Black Teachers may constitute 25-50% of the certified staff TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K 1216 Garland Ish Mitchell Rightsell P.l ack 11/ 58% 13/ 93% White S/% Other /% Total Black White t/i Other ji/% Total Black White #/% Other Total Grand Total 7/ 37% 5% 19 16/ 84% 3/ 16% 0/ 0% 19 192/ 90% 13/ 9/ 4% 214 252 1/ 7% 0/ 0% 14 16/ 100% 0/ 0% 0/ 0% 16 124/ 98% 2% 0/ 0% 127 157 No Program 31/ 86% 5/ 14% 0/ 0% 36 153/ 88% 21/ 12% 0/ 0% 174 210 No Program 32/ 97% 1/ 3% 0/ 0% 33 158/ 99% 0/ 0% 1/ 1% 159 192 13/ 41/ 41% y-/ 1% 100 3 3/ 56% 2 6/ 44% 0/ 0% 59 159/ 76% 4 5/ 22% 5/ 2% 209 368 6/ 32% 0/ 0% 19 2 8/ 90% 2/ 7% 1/ 3% 31 163/ 95% 8/ 5% 6/ 4% 171 221 I The acceptable range for black student enrollment (K-6) in area schools is 51 percent - 76.5 percent. All schools exceeded the acceptable range for area school student enrollment except Rockefeller. The student enrollment at Rockefeller is 68% black, 30%'white, and 2% other.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 3 Responses from Principal(s): The principal at Ish School understood that one of her roles was to recruit white students. she has tried to do so with little success. She said that The school biracial committee was devising a plan to sell the school to white families. 2.0 Curriculum At each school the monitors expected to see: * A culturally diverse curriculum that mirrors the student population  A scoped, sequenced, multicultural, interdisciplinary and bias free curriculum * An adequacy of materials and equipment to support the curriculum * Varied teaching strategies that match the learning styles of the students * Current and accurate documentation of student progress * Teachers demonstrating an understanding of a multiculturally infused curriculum * Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population r'rndings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. Displays of student work, bulletin boards and teachers plan books verified the implementation of the multicultural curriculum. Monitors observed students actively engaged in classroom instruction. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possible. Total realization of this goal was hampered by the low enrollment of white students.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 4 student records at Garland, Rightsell and Stephens were current and complete. However, it was reported that Academic Skills Development Plans (ASDPs) at Ish and Mitchell were not available in all observed classrooms. At Mitchell, an ASDP located in the student's permanent record folder did not show documentation of mastered skills. Reports from Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) were The Rockefeller team reported developed for each student. that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were participating in classroom activities. more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were However, a need for At visibly in use and that teachers and students expressed The team believed the bulletin boards pride in the content. and displays in the school and classrooms were excellent reflections of the implementation of the multicultural curriculum and various teaching strategies to accommodate different learning styles. The Rockefeller staff members reported having adequate materials to deliver the curriculum. During the team's classroom visits, students were very actively involved in classroom instruction with a great deal of student interaction occurring. The team reported a variety of materials reflecting the racial/gender difference of the student population. Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Multicultural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural ' ' These displays art was displayed throughout the school. ^ere representative of the racial/ethnic and gender The classroom seating differences of the student body. and while patterns provided for racial/ethnic interaction, students were involved in classroom instruction, monitors noted that II some\" were more actively involved than others. The majority of teachers visited maintained current and However, some student magazine ...aiplete student records, tests were unavailable. Short term goals were listed on the Student Educational Plans (SEPs) in all monitored classrooms .INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s): The principal at Ish reported that fifty students attended the LRSD summer school for either enrichment or to maintain skills. The tuition for these students was paid by the LRSD and was included in the school budget. Saturday school serves only a few children because the District does not provide transportation. Therefore, practically all of the children who attend are ones who can walk to school. On Saturday, November 3, thirty-one children attended\nfewer than thirty-one attended on previous Saturdays. 3.0 School/District Initiated Honors and Awards At each school the monitors expected to see:  A variety of awards and honors * Written procedures and requirements governing honors and awards  Methods for communicating requirement to all students * A process to evaluate the honors and awards program * Plans to eliminate any racial/gender inequities ' Visible evidence that non-athletic awards and honors are  valued as much as athletic awards and honors (secondary schools) Findings: All teams reported that a variety of awards and honors were provided for academic achievement and citizenship. The Stephens team reported that a variety of simple incentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that more awards could be encouraged. It was reported by all teams that procedures were\nV'ident to ensure that students were apprised of requirements governing honors and awards. The Rockefeller principal made personal announcements and conducted meetings inform students about award opportunities.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 6 The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. According to the Stephens team, procedures were evident to assure that students were apprised of information regarding the various opportunities in educational programs\nthe school initiates its own academic competitions based upon the philosophy of the principal. Responses from Principal(s): The principal at Ish commented that in order for more students to be eligible for an award, the principal awarded certificates to those students who had been present ninety-five (95%) percent of the time. 4.0 Committees At each school the monitors expected to see:  Racial/gender composition of committees generally reflects the school community Findings: As evidenced by information listed in the school izxofiles, committees appointments reflected that members had knowledge of educational programs for a varied student population. Committee members were selected on a voluntary basis and by request, according to interviewed staff at some schools. Responses from Principal(s): (None given) * 5.0 Extracurricular Activities At each school the monitors expected to see: * Extracurricular activities generally balanced by race and gender leadership positions generally balanced by race and gender when appropriate ' Recruitment practices to promote participation of all races in extracurricular activitiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 7 Findings: Five of the six monitored schools (Ish, Garland, Rightsell, Rockefeller and Stephens) reported that participation in extracurricular activities included activity in a Host and Hostess Club and a Just Say No Club. These activities generally reflected the schools' population. The Mitchell staff reported to the monitoring team that an adequate job was being done in the area of student participation in extracurricular activities, and that by the next monitoring visit, additional activities would be developed. Responses from Principal(s): It was also reported by the principal at Ish that the Incentive schools were in the process of developing an athletic program where skills could be learned in sports such as tennis, and schools would compete against each other, this area. There were no other team comments regarding 6.0 Student Achievement/Assessment At each school the monitors expected to' see: * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement. * Strategies to close the disparity in test scores among identifiable groups Findings: When test results were examined for the visited schools, evidence was not available in the monitoring reports that the achievement of white students remained stable or increased as black student achievement improved. Monitors reported that data to compare students, year to year, was not readily available at \"'me schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores were available.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 8 Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas Achievement were Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. When retention rates were examined and compared, no differences were evident between identifiable groups of students at some of the schools visited'. Very few students were retained at some schools as evidenced in the school profiles. In schools where differences were evident, the identifiable groups were most often black males and/or first grade students. Responses from Principal(s): The principal of Ish reported that an intense effort was being made to work individually with at-risk students to remediate necessary skills and to get them on level, both relative to test scores and grade level work. Students who need additional assistance are identified\nthe teachers provide appropriate teaching strategies\naides work with the students, and if indications are observed that this is not providing necessary instruction, the Pupil Services Team considers the -.uudent's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to see: * Clear, well-defined referral, assessment and placement procedures * Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment * Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences  Strategies to decrease any overrepresentation of minoritiesINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 9 Findings: Monitoring reports from Ish and Mitchell schools reflected all positive responses in this area. In these schools monitors noted that the special education facilities were comparable to other classrooms, were appropriately located in regard to the total school environment and were adequately furnished with materials and equipment. Teachers at these schools reported that the referral system involved the Pupil Services Team (PST) and other teachers who monitored and assessed student needs. At Ish, teachers interviewed believed that there were no students with special needs that were not being served. There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and a nearby elementary school on half-time basis. At Garland, the self-contained classrooms were well integrated into the total school (located on different levels). The special resource teacher was not interviewed because the half-time schedule provided for these services in the afternoon only, responses were positive. All other The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. The committee report for Stephens contained only one comment. This was in regard to strategies to eliminate disproportionate student assignment to special education. They reported that, according to the principal, students were carefully screened before being placed in special resource classes. Responses from Principal(s): The principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collating and stapling materials and newsletters for distribution, awards for most improvement, the KGAR radio station and other school functions. The principal at Ish said that students in the self-contained class participated in many programs including art, music, and assemblies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 10 8.0 Gifted and Talented Education At each school the monitors expected to see: * Students identified through referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs 1 * Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class * Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Findings: The team monitoring Rightsell neither visited the classroom for gifted and talented students, nor the teacher\ntherefore, no responses are available concerning the Gifted and Talented (G/T) Program at that school. In all of the incentive schools, except Stephens and Rightsell, monitors reported that strategies to eliminate disproportionate student assignment to G/T programs are evident. However, teams from Mitchell, Stephens, and Garland were the only ones that reported the enrollment of white students in the G/T program. Three of the eleven students in the G/T class at Ish are male. The monitors at Stephens indicated that although all students are screened on the same basis for entrance into the G/T Program, the low white population makes it difficult to draw a conclusion relative to eliminating disproportionate student assignment to that program. All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, ording to observations reported by the monitoring . urns. The facilities for G/T students are comparable to those of the campuses in general and are designed to meet the needs of the students served.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 11 With the exception of the G/T classroom at Mitchell, monitors considered the classrooms as integrated into the total school environment. ' The facility at Mitchell is housed in an extension to the building and is separated from the other classrooms in the main building and from the ones located in a separate building on the campus. Responses from Principal(s): (None given) 9.0 Staff Development At each school the monitors expected to see: * Staff development programs designed to enable staff members to fulfill the school mission and purpose * Staff development provided at a variety of places and times * Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan * Documentation of staff development participation Findings: The monitoring reports revealed that staff development related to educational eguity had been provided. However, the monitoring reports did not indicate how many staff members were involved in the training, nor the kinds of staff development that had been made available. At Rockefeller the teachers expressed a need for more training in the use of the multicultural curriculum guides. Responses were limited regarding staff development activities related to eguitable staffing practices. At Mitchell it was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. Responses from Principal(s): the principal of Ish reported that in addition to the twenty days of staff development and the District-wide Desegregation Inservice days, staff development inservices i\nre presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 12 management. It was shared that the topics selected were the results of a survey conducted by the Director of Staff Development in the spring of 1990. The principal of Rockefeller expressed concern that time was not available for staff development activities related to equitable staffing practices, and that there were no plans to include these activities into the schedules. Garland the principal stated that she had no control over At hiring. 10.0 Parental Involvement At each school the monitors expected to see: * Evidence that the school reaches out to all segments of the total parent population  The school provides a continuous flow of information to parents regarding all aspects of their child's school performance. * School functions scheduled to accommodate all parent groups * Opportunities to develop leadership skills among all parent groups * Transportation provided for parents who need the service when financially possible * Documented evidence showing how all identifiable groups of parents have been actively solicited * School functions scheduled in community facilities near identifiable groups of parents Findings: Overall parental involvement of all identifiable groups of parents at the incentive schools was limited. The major concerns were more involvement from black and non-black parents, lack of transportation for working narents, and an inactive or unorganized PTA. The liens' team indicated that many strategies were being u^cd to solicit parent participation, but the process had produced very little success.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 13 Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools, schools reported that some contact was made with All parents to communicate positive as well as negative information related to student achievement and/or behavior. At Garland the teachers stated that they were making an attempt to make positive as well as negative contacts related to student behavior. At Mitchell a procedure had been established that required each teacher to make two positive calls before any negative calls could be made. According to the reports of Ish, Garland, Mitchell, and Rockefeller, patrons and/or parents of the incentive schools did actively participate in the writing of the local school plans. Responses from Principal(s): The principal of Ish indicated that each teacher was to make one positive phone call to a parent each week regarding student achievement/behavior. It was also shared that every letter or bulletin that was sent home was numbered with tear-off section at the bottom for students to return. this section was returned, documentation. it was kept on file as a When The principal further reported that Ish had established a parent center that is utilized by all identifiable groups of parents. These same parents chaperone field trips, tutor, serve as room parents, and participate in PTA. She also shared that there was 100% participation on student conference day. The School profile from Stephens suggested that very little parental involvement was apparent. The principal expressed in the report that he did not believe in It the hands of parents\" to encourage involvement, that parents should be responsible on their own. holding He feels He stated also that the opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline At each school the monitors expected to see: 4\nNo disproportionality among identifiable groups of students when discipline sanctions are analyzedINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 14 * Teachers receiving staff development and training to become more effective in discipline management and classroom management The discipline program monitored, evaluated and updated to decrease any disproportionality among identifiable groups of students by race and gender Findings: Monitors of all incentive schools indicated that information related to student disciplinary policies has been distributed to parents and students. School sent a handbook to each parent. Garland Ish School has on file forms signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are of handbooks. posted in most rooms. Suspension and expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell. The team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. expulsions. Ish and Garland reported no suspensions or Monitors indicated that classroom instruction in all incentive schools proceeded in an orderly manner. However, the team at Stephens considered the observation time too short to allow the monitors to fully observe the ' progress of instruction. In all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling students. The team that visited Stephens stated that it needed to return to the school for further observation. With the exception of Garland and Ish, where the principals intentionally stayed out of the halls to allow the monitors free access to classrooms, all teams indicated that the principals were also very active and visible in directing/controlling students. Strategies to eliminate disproportionate sanctions among identifiable student groups are evident at \"sell. Garland, Rockefeller, and Ish, according to -.ic monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 15 Responses from Principal(s): The principal at Ish reported that all referred discipline problems are handled via a conference with the parent, oftentimes with the parent, student, and principal participating together. 12.0 Building Leadership/Management At each school the monitors expect to see: * Clear, concise and well-written improvement goals * Evidence that a handbook/policy clearly states expectations and norms for student conduct and that these policies are distributed and explained * Documentation of school-home communication and contact * Parents from all identifiable groups active in the decision making process * Evidence that an on-going review of procedures regarding expectations for student conduct occurs * A physical environment that supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Strategies established to prevent one-race classes and review of the strategies to determine effectiveness a * Evidence that the principal monitors the curriculum * Strategies to increase the number of minority students in upper level courses/class groups * Evidence which indicates that all students are served by the guidance program * A system to receive information from former students and patrons regarding the quality/needs of the total program Findings: All six teams responded positively that the schools had clear, concise, well-written statements of specific improvement goals. One monitoring team said that 'ncre specifics regarding inservice for new staff could be added to the school improvement goals.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 16 All monitoring teams reported that the schools had appropriate strategies for attaining improvement goals. Although the Ish team members said that this difficult to measure at this time. was Five positive responses were made regarding the schools having an effective home/school communication program. At Ish school a memorandum was sent home with children each week\nand at this school, a parent survey was conducted at the end of the first nineweeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sent home about open house\nnumerous letters went home from individual teachers, and special announcements were sent home telling parents about the awards assembly and criteria for awards. At Stephens there was no apparent two-way- feedback between staff and parents. There also was no effort to assess the effectiveness of the communication process prior to this monitoring visit. All monitored schools had available student handbooks which published clear statements of expectations for student conduct. At one school there was evidence that students and parents had signed a form stating that they had read and understood the student handbook. Evidence was seen at two schools that expectations for student conduct were posted in the classrooms. Comments about the campus and buildings were very positive. \"pleasant,\" \"\"colorful,\" \"beautiful\" and \"excellen-fcly maintained\" were used to II tl Very pleasant, cheerful,\" excellently maintained describe the campuses and buildings. orderly and the students were well behaved. The hallways were i - All positive responses were recorded related to the friendliness and helpfulness of the office staff. In schools where one-race classes existed, strategies to prevent or eliminate one-race classes were evident. Some reports mentioned impetus from the Little Rock School District central office staff was needed to eliminate one-race classes. All six monitoring teams reported that there was .vidence curriculum monitoring occurred. Three school reports indicated that the principals had made specific efforts to monitor in the classrooms.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 17 The Garland team members said that strategies to increase the number of minority students enrolled in upper level courses were evident if you consider the extended day and Saturday activities as enrichment. Regarding this issue, the Ish Principal reported that the staff tries to inspire students to prepare so that they will be able to take upper level courses as they progress in school from grade level to grade level. The Ish staff also encourages students to participate in the Mathematics Olympiad and gifted programs. The team consensus for Mitchell School said that this item was not applicable to the school. The Rightsell monitoring team reacted positively to this issue\nbut they made no comment on this item. The Stephens team members gave no positive nor negative response to the item\ninstead they wrote not applicable. The Rockefeller team members reacted positively to the item, but they also wrote not applicable unless you include gifted in which case there was good evidence. At Mitchell school the counselor was not available on the day of the visit. Other teachers mentioned that the counselor visited all classrooms and worked with students help. out of the classrooms when they needed individual One team mentioned that one counselor to three hundred student ratio was a problem. At Rockefeller school the counselor was unable to take students from class for one-on-one help. The Incentive School Plan calls for no pullouts. According to the monitoring team, it was difficult for the counselor to do one-on-one and group work with the children. School three days per week. The counselor is assigned to Rockefeller' Most staff monitored were unaware of the availability of information from former students to improve the program. At Ish school the parent surveys helped with a little data for this area. Responses from Principal(s): Principals identified the following monitoring activities: review of plan book review of grade distribution at the end of each grading period conferences with students and teachers The Ish principal reported that the Ish teachers had a major role in setting the goals of the school.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Page 18 She also said that when a student had a discipline problem and was sent to the school office, she reviewed the appropriate part of the discipline policy allegedly violated. The parent surveys at the end of the first nine weeks at Ish School included some items relative to curriculum monitoring. She did not say specifically what data was collected relative to this issue. All Ish staff, according to the principal, try to inspire students to prepare for upper level courses. Ish staff also encouraged students to participate in the Mathematics Olympiad and gifted and talented program. The Ish principal also has plans to generate a survey that will obtain information from former students. She has quite a few former students who come by the school to discuss their education at Ish School. : did not report specific data collected from former students. She Other Concerns/Comments: The school teams identified other concerns that were not related to specific items on the monitoring form, concerns are as follows: Those There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, there are safety concerns for students and staff because of the dismissal time for the extended day during the central standard time period because it is dark when the students leave. There was concern for teachers and principals in all incentive schools \"holding up\" and Saturday activities. under demands of extended day The team for Mitchell stated: \"The environment at Mitchell is very positive and effective. We cannot help but say if other schools were like Mitchell, it would have a positive effect on teaching and learning and narrow the racial imbalance. IfINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES I'To: From: Subject: Mr. James Jennings, Associate Superintendent for Desegregation Cheryl A. Simmons, Principal Date: Response to Concern Identified During November 8th Monitoring Visit November 30, 1990 Please find the identified concern listed below with the response following. 10.1 Parent involvement is on a limited basis. Will utilize PTA Council to get PTA organized. Garland's parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. Garland's parents also serve on its Bi-racial Advisory Committee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained as APPLE facilitators and will be leading APPLE workshops this year, parents have attended Parent Center workshops. Several Garland Mrs. Essie Middleton, of the Little Rock PTA Council, is holding a workshop/planning session for Garland parents from 6:00-7:00 P.M. on Tuesday, December 4th to organize and plan for Garland's PTA for the 1990-91 school year. With the assistance of Mrs. Middleton and Mrs. Delores Egeston, Garland's parents will devleop a plan to organize a strong PTA which will provide continuity from year to year and serve as a valuable tool in recruiting parental involvement and improving communication.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR December 3, 1990 TO: Mr. James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Lonnie S. Dean, Principal RE: Monitoring Team Visit - Response(s) 1.0 Non-certified staff has been all black since Ish School opened. They were allowed to remain when all other positions were vacated, try to fill vacant positions as needed with non-blacks. I will 1.2 The Bi-Racial Team is working on strategies to recruit more white students. We have enrolled two (2) white students since the team's visit. (We now have a total of five white students and one-hundred thirty five black students in Grades K-6). 1.4 The enrollment for Extended Day classes is one-hundred ten (110) out of a total of one-hundred twenty three (123) students enrolled in grades 1-6. Only thirteen (13) students do not participate in the Extended Day classes Monday through Friday. Our Saturday enrollment represents 83% of our walking students. District does not provide transportation for Saturday classes. Our 2.2 All ASDP's are available in each classroom now. Grades 4, 5, and 6. 2.5 Staff have displayed additional pictures in the areas of the sciences:  i.e., medical field, lawyers, engineers, scientist, politicians, educators and businesses. 8.1 We are in the process of adding two (2) black males to the Gifted and Talented program. All paper work is completed.LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24 \u0026amp; Battery Streets Phone 375-6931 Little Rock, Arkansas 72206 MEMORANDUM December 3, 1990 TO: James Jennings. Associate Superintendent for Desegregation Monitoring and Program Development FROM: \"nita Hudspeth, Principal 'tchell Elementary SUBJECT: Response to Monitoring Concerns of November 8 First, I would like to express my appreciation for the comments registered in this report. While there is always room for improvement, I am proud of the program we have in place. The written student education plans in the format requested are new for most teachers. I am continuing to work with staff members individually and in groups to ensure that the plans are relevant and helpful. Initiation dates could vary depending on the student andteachers. All teachers, however, should be documenting when students have completed identified skills. with teachers individually. Again, I am working Part of the December faculty meeting will address these concerns. I The need for increased parental involvement is ongoing. We have increased attendance at meetings this year as well as a dramatic increase in volunteer hours thus far. While we have made improvement, we will continue to work in this area. LITTLE ROCK SCHOOL DISTRICT Rockefeller Elementary School 700 East 1 7th Phone 374-1226 l-iltle Rock, Arkansas 72206 To\n\u0026gt;1 a in G s Jennings, November Assoc: i akt\n27, 1990 I'lcBti tor i ng and Program OevGlopment Superintondent for Desegregation From: Anne Mangan', IP-' K-r 'incipal, Rockefeller School Subject\nResponse to concern of first monitoring visit -from the Little Rock School District biracial Advisory Commi ttee On Novcember visit from the 1990, Rockefel 1 er LRSD Ecir-acial Bcitool had the first, monitorincj con f er enc.e, titercj was on] y Advi sory Commi ttee. On the Nineteen classes werce visited one are.'i\u0026lt; of concern di d not have Edi.icati onal understand!ng. records Equi ty current or' Moni tori ng and I was told that eiipr essed ' ex i t to me. on all answers wliich they report four teachers were incomplete. further As I read the report I woulti ]iave eticept tliB one mentioned (.2.2) . ver i f i es 1 h e that see titat we receivecJ i ndicated a II yes II i terns There were comment positive response and a concern only at the end of Lite on several request to comment on the concern regarding report. There is no tiiat tile materials needeti to safety or on the fact was be prepared for the monitoring team sent to the school only four days before the scheduled visit. This was not enough time to adequately compile all documentation. You have been selective would like for me to f cjr me t o d ti t er nt i n e in choosing the criteria items respond to in this report. that you comments were selected how they were chosen It is difficult since some areas w i 11 \u0026gt; i terns and others not. 1.0 as requested. I will respond to those The i ntervi ewing i ntervi ewi ng staff team. at Rockefel 1 er School was elected E a c h s t a f f fn e m b e r by an process. T wo o f decided that they could the went through an extensive or i g i n a 1 s taf f were bl ack. Seven not commit to Lite incentive new black teachers or elected to be a part, of the Rockefeller staff. sped al i st members vjfio school plan u were b 1 ac li certified staff, f our Of the seven new change to another balance tfie staff. were allowed school The result by Human Resources to with no regard for tfie need to racially i s 3 1 s i s my understand!ng that this percentage, in an aacccceepp ttaabb1lee range. many black applicants as are vacancy. I have kept in interviewed every applicant me in the past. staff will ch is 297. black. It although not desirable, I plan to continue aval 1 abl e whenever to interview as I have a teaching close contact with Robert Robinson that he or Human and Resources has sent 2. 1 about The comment made? the need for by kindergarten and neighborhood and community yoLinejer children to first grade teachers study about the world was the general awareness before? be taught more? about being expected They art? however and do required to follow the feeling of those teachers. to so as about using the required d i rected. materi als. mi.tl ti cul tural They have had agreement of They just curriculum guides adequate inservice are not in total they teach. its appropriateness for the very young children that before school plus twenty days of inservice have one other additional day. already been provided o I am, at. the determine if present any are Mastery dates will not t i me, checking all teacher records to I have be checked current, up-dated, and on a regular basis. complete. uggested that a to better plan lessons would be desirable. usi ng staff development the multicultural I have also inservice on how curriculum guides very helpful i f the curr i culurn tated that I think it would be supervisors could cross reference the material in different subject areas. It is my understanding that the January staff development day for incentive schools will be devoted to the individual needs teachers to feel to be turn in for the school. I 3. 1 More offered to suggestions which their greatest need. awards, than we have ever will g.i ven students at Rockefeller School for indicate before 1 have what have the 1990-91 asked they been school Students with straight A's and honor roll students for the year. first weeks grading period have their names boldly displayed on the front hall wall. A reception in their honor was held the nine week students following the end of the first nine weeks. were invited to attend and Parents of these The students were school Sti.ident P. T.A,\u0026gt; , presented a large number were present. a and sticker/badge. Principal 's achievement ribbons (purchased by the Award n penci 1 Refreshments followed for and al 1 a (I Super students chi 1dren their parents. were honored. This activity Plans to was very have a wel 1 recei ved. S7 recept i on students will he repeated at the end of each nine weeks. for honor each A good Monday citisen of the week 1 s announced over the intercom recei vi ng morning. a gol d star The to be students chosen are honored students are further with a II Super Citizen\" recogni zed at lunch on that day. si gn worn during by having the a Cl asses that the playground all week day/week. and helium balloons as display good behavior are sped al tabi e in the awarded an extra period at the end of the contest time. Students, 1 n behavior chart for some classes, who a the weeh:, have no are allowed to by The set centerp i ece cafeteria and on 15 minutes recess checks bring their on their trays to the classroom and have lunch with their teacher. 1 unch Plans have been made with our partner. the Arkansas Oazette, to take the 6th grade honor students to the (Sazette at the end of the year f or a tour and lunrt,.The Arkansas Bazet.te vn 11 ma|::e picture badges for the rnino to the honored students. aue^rds reception help by providing some of the refreshments, to get special T-shirts for the Straight A They will and al so They are also trying students. ntudents checks on end of the I'itio have proven ho citizenship on the report be grand cards pi tl sen fl by having no year. Grades will not be will be honored at the Perfect attendance awards will also be given. considered in this area. The monitors from businesses. suggested long term incentives such as scholarships proposals that, have not I believe that this is one of the controversial date. I personally have been approved by the courts as of this no would certainly welcome any one of the monitoring team obtain such an i ncenti ve way of offering such an incentive, scholarships that could be offered members or suggestions about how offered to all but -feel that it woul d student on an very CDStly. equitable basis have to and it might I by to be be 7.5 left I am not aware Roc kef el .1 er of any student white nr black or plans to special education needs met. leave for reasons of who has team have member mentioned this I as not having think that one of the monitoring 10. 1 not been able to identify being a student any such student. in speech but I c1assroom functions Teachers simply and was parents limited. stated being t h a t abl e parent partici pation This to participate i n families have both away to volunteer parents working i n t h e partly due to the fact that in the school c1 assroom. and they are Some transportation problems but whenever this problem unable to parents do many get have transportation has been offered i s p 1 armed. Act i vi t i e such as after regular working hours. to the parent i denti f i ed , or a home visit is P. T.A. and open houses are held 10.2 the f or our Whenever a home visit is visit anyone total are immediately stated. made, the purpose and reason for to question the purpose. There is A home absolutely no reason visit can rei nforce concern and unable to the parent. come to th? t i me there it might We never try i nterest school, i n t h e students. the school If a parent i s can be is no phone. 12. 1 member Inservice on 55  General are to make unannounced i s a an certainly come to surprise visit and the i f there only a great need and individual basis is held for i nformati on assisted on their needs a determined by their i s given as a all new staff assigned grade level group but teacher assi gnment. and instructed on the12.3 Every ef-fort is made to provide communication program at Rockefeller School. an effective hoine/school will have to further a goal. dates to eKplain how our The monitoring team efforts are failing to meet We are constantly notifying parents of up-coming events, avai1able, activities informative remember, acti vi t i es F'.T.A. meetings of i nterest. articles are to and In attend, entertainment, sent to addi ti on, parent and news semi nar5 any bul1et i ns other w i t. h from teachers, every Thursday. Parents are sent parents and numerous letters I fail to see a behavior report on their child how any of these things could anything but promote good home to school communication. dog!. LITTLE ROCK SCHOOL DISTRICT Stephens Elementary School 3700 West 18 Phone 663-8374  Little Rock, Arkansas 72204 December 3, 1990 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development FROM: Stanton L. Strauss, Principal, Stephens Incentive School SUBJECT: RESPONSE TO CONCERNS FOR FIRST MONITORING VISIT 1.1. There are five black males on the staff: one P.E. teacher, one music substitute, one instructional aide, and two custodians. I followed the interview process as established by LRSD as well as reviewing personnel files in the department of Human Resources. The District has hired a full time employee to rectify the recruitment problem of lack of black males as well as black females in the District. 2.3. All students are involved through direct questioning, guided practice. and independent practice. 'actively' involved... than others. More explanation is needed for \"...more Communication between student and teacher is to be done according to individual learning styles. Consideration also needs to be given to the amount of time the observers were tt actively\" observing whole classroom instruction and what teaching strategies were being used. report Stephens is in compliance with article 2.3. According to the 3.2. According to the appraisal form Stephens's students do know the requirements for academic and behavior honors, yet this still is a concern. I don't understand these conflicting statements. The entire focus is to promote academic success. I see this as a very positive goal. Steps toward achievement must be taken one at a time. Teachers must start where the students are and not where we want them to be. If we can get all students working at grade level, that will be quite an accomplishment. Then we can go up from there. 3.4. Here again I am reading conflicting statements. difficult. Responding to this is with article 3.4. According to the monitoring report Stephens is in compliance A statement reads that recognition of as many students as possible.\" attention is given to as possible II how can more effort be given. If we are doing as much Stephens recognlzies students through academic success, behavior success, good deed success, is done both publicly and privately. This Monitoring Concerns December 3, 1990 Page 2 6.3. Stephens graduation rate is excellent. the LRSD policy. Our promotion policy follows 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. grades K-1. males. retained. Stephens does have most of its. rententions falling in Unfortunately most of those being retained are black As long as there is a graded system some students will be There are virtually no retentions beyond first grade. The retained students have successful second years and are emerging as leaders. According to the monitoring report Stephens is in compliance with article 8.5. expanded. Facilities for the G/T teacher does not need to be In the incentive schools, half of the contact time is performed during Extended Day. G/T student at the same time. The G/T Teacher does not see every Numbers do not exceed the size of the classroom. center. The G/T teacher also make excellent use of the media For those students not attending Extended Day, (which is not many), they are pulled out of the classroom and are serviced in the G/T room. Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to the present. This should be seen as a positive. I know we are not at the level of involvement that we desire. \"Holding parents hands was taken out of context. I do believe that the school should make every effort to communicate with parents and I feel that we do. According to the monitoring report Stephens is in compliance with article 10.2. notebook. Staff can communicate daily through the assignment Many conferences have been scheduled. According to the monitoring report Stephens is in compliance with article 10.5. being discussed, increasing. New strategies for parental involvement are always As stated previously, parental involvement is According to the monitoring report Stephens is in compliance with Article 11.2. The school has sent many communications to the parents in the form of newsletters, letters, points of interest. school information, calendars, and invitations, as well as interim reports, weekly letters from teachers, and good news notes. On the next newsletter from the office, I shall offer a space for parent feedback. There has been no information provided for principals about former students. It is not that I am not aware of the availability there just is no information made available once students leave Stephens.OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK ARKANSAS 72201 TO: James Jennings FROM: Hart I RE: Desegregation Monitoring Report on Incentive Schools DATE: March 27, 1991 Thank you for the monitoring information on Incentive Schools. Areas that you did not address were: 1. The scholarship program for incentive schools (p. 32) Field trips (local and national) for incentive schools (p. 42, 66, 73) 3. Foreign Language Programs and science labs at each school 4. Number and percentage of parent involvement in various activities in Incentive Schools (p. 103-104), e.g.: (a) (b) (c) (d) training workshops to develop parenting skills, etc., two way system of communication between the home and the school, parent volunteers and PTA participation, inservice to help parents assist students at home, and (e) training sessions to help parents ideas in decision making. assume active 2 . 5. Statistical data to support the number and percentage of white parents who were recruited during the 1990-91 school year and the recruitment and marketing program presently in effect. These are only a few of the areas that I'm sure you agree should be carefully implemented and monitored since they are vital to the success of the program. Also, your assistance in providing information on the programs presently being implemented during the regular day and during the extended day program in each school would be helpful to this office at this time. _ _________ ___ any changes will be submitted in your final Court submission for I am cocnizant that approval. I appreciate your assistance.3* 7 FYI Ann Bob Connie Horace Linda Melissa Polly Yt Margie I Please return to Im I it K\u0026gt; i '  filed U S DISTRICT COURT eastern DISTRW ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10'1992 CARL Sy: NTS, CLERK OEPCL^^ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS ORDER On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this /d day of July, 1992. united states distric:tt/JjUuDdG( E THIS DOCUMENT ENTERED ON DOCKET SHEET M COMPLIANCE WITH RULE 58 AND/OR 79(a) FRCP ON-----0O''1l33^ BY \"A PILED us DISTRICT COURT eastern OISTRlir ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUL 10 1992 LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. ORDER 3y: CARL R. S, N\"S, CLERK L( /\n/yA Py OEP CL^ PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On June 5, 1992, the Office of Desegregation Monitoring [ODM] filed its 1991-92 Incentive Schools Monitoring Report. The parties filed no objections, and on June 3 0 and July 1, 1992, the Court held hearings to discuss the report. No objections to the report were raised in the hearings. The Court hereby adopts the recommendations of the ODM contained in the Incentive Schools Monitoring Report. These recommendations, which are made in a spirit of support, should help the Little Rock School District achieve the goals of the desegregation plan. DATED this f-u ) day of July, 1992 . UNITED STATES DDIISSTTRRIICCT/JUDGE mis DOCUMENT ENTERED ON DOCKET SHEET W lOMPLIANCE^WITH RULE 58 AND/OR 79{a) FRCP JN 121/5 A BY OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 DATE: July 22, 1992 TO: Mac Bernd, Chris Heller, Alston Jennings, Steve Jones, Richard Roachell, and John Walker PROMT nn Brown SUBJECT: Corrections in the 1991-92 ODM Incentive Schools Monitoring Report Please note the following corrections in the June 5, 1992 ODM Incentive Schools Monitoring Report. The affected wording is underlined.  Ish Elementary Incentive School section, page 52, number 53: change the last word in the paragraph from \"Franklin\" to \"Ish\". Original: As of May 27, 1992, no incentive programs had been developed at Franklin. Correction: As of May 27,1992, no incentive programs had been developed at Ish.  Rightsell Elementary Incentive School section, page 44. Original: page omitted. Correction: page attached.  Stephens Elementary Incentive School section, page 37, number 67, second paragraph, second line: delete \"social worker\". Original: Stephens staffing data indicates that recommended full time positions presently unfilled are social worker, alternative classroom specialist, supervision aides, and assistant principal. Correction: Stephens staffing data indicates that recommended full time positions presently unfilled are alternative classroom specialist, supervision aides, and assistant principal.Corrections to 1991-92 Incentive Schools Monitoring Report Page 2  Summary section, page 10, sixth paragraph (first paragraph under Student Grouping): change the first word from \"four\" to \"five\". Original: Four of the seven incentive schools have enrollments that are over 90% black. Correction: Five of the seven incentive schools have enrollments that are over 90% black.  Summary section, page 31: change the wording of the third paragraph. Original: At the time this report was prepared, only the results of the first 1991-92 AMPT test cycle were available. (Students have three chances to pass the elementary level test that is given to third and sixth graders.) Because the 1990-91 AMPT data cited in this report is the final result of the three test-taking cycles, no accurate comparison presently can be made between 1990-91 and 1991-92 test data. However, the preliminary AMPT results are very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Correction: At the time this report was prepared, results of the 1991-92 AMPT had just been made available to the QDM, leaving monitors insufficient time to analyze the test data for inclusion in this report. However, a preliminary review of the AMPT results is very discouraging: overall performance of incentive school students between last year and this year has dropped significantly. Enclosure cc: Judge Susan Webber WrightMentoring program: According to LRSDs October 24, 1991 Desegregation Status Report, the district is implementing a mentoring program which will serve 10% of the student population at each incentive school. The districts tentative schedule provides that students will be identified, mentors recruited and matched with students, and that orientation for mentors will take place during November. According to the VIPS Incentive School Coordinator, 54 mentors have agreed to participate in the mentoring program and approximately 35 mentors have been trained. A video tape of the training will be available for mentors who could not attend the orientation. An orientation for students, parents, and teachers is scheduled and recognition programs are planned for the Spring of 1992. Mentors will receive training every nine weeks. In addition to the districts mentoring program. Rightsell received a grant from the Arkansas Community Foundation to implement a mentoring project entitled PALS (Partners Are Leading Students.) The project focuses on positive attendance, behavior, and achievement goals for students. According to the principal, 17 mentors have worked with Rightsell students in the PALS Project. Rightsell also has a Career Mentors Program which the school counselor operates. Records indicated that 19 guest career mentors have participated in the program so far this school year. 91. Parent contractual conunitments are signed prior to enrollment. (JDR 2317) STATUS: Review of SEP files indicated that all teachers had parent contracts in their SEP files. A sample review of two class files with a total of 39 students revealed that 30 contracts were signed by a parent, two contracts were filled out but lacked a parent signature, and seven files contained no contracts. 92. Home and school linkage is evident in parenting education classes, evening and Saturday math/science classes, and the school is used as a community center. (JDR 2309, 2318) STATUS: Parenting education: LRSDs October 24,1991 Desegregation Status Report indicates that surveys were distributed to Rightsell parents on Parent Night, September 5, 1991 to determine what workshops the district should offer. Rightsell parents returned 30 surveys. Based on that feedback, workshops on using the computer and helping children with reading have been scheduled for Rightsell and Mitchell during November. Math and science classes: The principal stated that math and science classes and activities are scheduled in the Extended Day Program and the Saturday Programs. School as a community center: An objective of the PALS project is to \"assist students in realizing that the school was a vital neighborhood community center.\" However, there was no evidence of the school being utilized as a community center so far this school year. Page 44RECEIVED JUL 7 mi June 7. 1995 Office of Dessgragation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled Incentive Schools Monitoring Report I marked the Incentive Schools Monitoring Report pretty carefully line-by- line, though I m sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don t make for the best readability: passive voice (in places where the active voice would serve better), use of there are and there is\" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process'). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won't hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaw's remainand I know that you want your writers to take care of these features themselves. I'd be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMExNT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few ! under the assumption the report is quoting language from other documents. If these statements aren t untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes-- though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections or. with less justification, in an appendix).Noles\nplural or singular for data? --can enrollment \"see a decline\" figures or words for numbers?-grades 3-6. or grades three through six? slash I/) constructionse/- . Date: July 12, 1993 To: All Associates From: Subject: Incentive School Report Revisions As you know, Steve Anderson has concluded his review of the draft Incentive School Monitoring Report. Attached is a copy of his cover letter for each of you along with one complete copy of the edited report. 1 have scheduled a session with Steve for all of us at 1:30 p.m. on Wednesday, July 21, 1993 to discuss his suggestions and the questions we have about them. There seems to be some confusion about what is standard practice\" or \"ODM style.\" Also, some of the same old mistakes are still cropping up repeatedly. In the meantime, please divide this report up among yourselves in whatever fashion needed in order to get started incorporating Steves changes. While you are not required to take every one of his suggestions, think about it carefully before you reject his marks. As you review the edited document, make a list of whatever you encounter that you want to discuss with Steve when we meet with him. Since vacations are coming up for everyone, dig into this task and get it out of the way. Im well into writing the reports introduction and Bob is working on the double-funding section. Although 1 will still be responsible for the final report edit, each one will have to complete a thorough review of his or her sections and make any needed changes before taking vacation or by luly 29, 1993, whichever comes first. That will give everyone about the same amount of time between now and then even through individual leave periods are not in sync. RECEIVED JUL 7 mi June 7, 1995 Office of Desegregation Monitoring TO: Ms. Ann Brown FROM: Steve Anderson SUBJECT: Review of a document entitled \"Incentive Schools Monitoring Report I marked the ' Incentive Schools Monitoring Report' pretty carefully line-byline, though I'm sure another reading would turn out additional comments. At the sentence level. I see some good writing, but I also see some of the old features that don't make for the best readability: passive voice (in places where the active voice would serve better), use of there are \" and \"there is\" constructions, and dreadful noun phrases ( incentive schools staffing needs assessment process \"). These features show up in a lot of professional and academic writing, but I know that you want documents that the general citizenry can read. I could comment on other points of usage, but I won\"t hereI've marked a great number in the manuscript. I believe you would improve the document a great deal by simply accepting my editing. But I've already acknowledged that I probably haven't marked quite everythingso flaws remainand I know that you want your writers to take care ot these features themselves. Td be happy to discuss with you ways to approach the rewriting. I see problems in other places. The REQUIREMENT sections seem especially given to passive voice, et al. I did not mark these sections (past the first few) under the assumption the report is quoting language from other documents. If these statements aren't untouchable quotes, then they need serious attention (actually, they could use attention even if they are quotes though some would argue that quoted words must be preserved intact). Further, the REQUIREMENT heading could give more information, but that is an easily remedied point. For me, the tables do not read easily, nor do they easily reflect the material in the body. Perhaps more complete labelling would help. Or you might consider different placement. Arguably, only an expert reader would want the tabular information, an assumption that might justify placing the tables at the back of the sections (or. with less justification, in an appendix).Notes: plural or singular for data? can enrollment \"see a decline\" figures or words for numbers?grades 3-6, or grades three through six? slash (/) constructionsOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 FitBD u s. OISTKlUi '-W- eastcrndisirictaw- The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 21394 By:. 0P CLa!\u0026lt; Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presentiy preparing a comprehensive incentive school monitoring report that will include findings based upon these on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, l am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the \"declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. cc: All Parties and Counsel of RecordODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993, we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintt B4100401 1100/10/05 PLANNING MATERIAL FOR ADE BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A. WHAT WILL PROJECT MANAGEMENT DO FOR ME ? B. ADE Court Order (annotated) C. Basic Steps for Setting up a Project (Bill Mooney) D. Sample task sheet (IBM) E. F. Sample project management tool for small project (ODM, Parent Involvement Project) Sample project management tool for small project (ODM Incentive Schools Report) E. Sample project management tool for large project (LRSD Program Planning and Budget Process)B4100402 1130/10/04 WHAT WILL PROJECT MANAGEMENT DO FOR ME ? BILL MOONEY OFFICE OF DESEGREGATION MONITORING OCTOBER 6, 1994 A project management tool will HELP you. * Deliver the project and its parts on time * Deliver the project within budget * Deliver a product that meets required specifications Additionally, a project management tool can ENABLE you to, * Predict future needs at any stage in the project * Evaluate personnel performance * Evaluate planning, scheduling, estimating, and budgeting techniques * Judge the quality of the product being produced * Evaluate the control process itself * Focus attention on problems in time to do something about themlittle vs. IN THE UNITED STATES DISTRICT COURT eastern district of ARKANSAS WESTESN DIVISION GC:\u0026lt; SCHOOL DISTRICT Nc - LI^0*32 36o ~?ULA3KI DISTRICT No. COm^TY SPECIAL SCHOOL 1, ET AL MHS. LORENZ JOSHUA, ET AL KATHERINE KlflGHT, ET AL 10 RXipci PLAINTIFF DEFIMDANTS int: VZNORS INTERVENORS nKfr * jki ^353 ORDER On Karen 25, 1993, the Joshua Intar'/enors (\"Joshua\") ilad a motion to re.unSk-ate the Arkansas State Department of Education (\"ADE\") 3S a party demandant to this case. asserting that ADE failed to comply with the terms of the settlement agreement [doc  r 733 ] . By Order dated August 13, 1993, this Court granted Joshua's motion to reinstate for the purpose of determining whether ADE is complying with the terms of the settlement agreement [doc.#1947], and on November 17-13, 1993, held a hearing to address the issue. This Order constitutes the Court's findings of fact and conclusions of law as issued from the bench on November 13, 1993. In addition. this Order disposes of Joshua's motion for clarification and other relief (doc./'s 2035 and 2036]. I. The facts as presented at the November 17-18, 1993 hearing established that ADE's monitoring plan referred to in Section III of the 1989 settlement agreement (pg. 13) is the document which was i. A description of the evaluation strategy that will be used to detamine the effectiveness of the iapleaentation phase of monitoring once it is underway. This description must include hew evaluation criteria will be est\nlished, how frequently evaluation will occur, how corrective action be me: iated, and how evaluation will impact an the next ring cycle. ?. A general timetable for developing and executing 1 implementation plan. A general description of how the develocment chase will be inated and controlled, including the. project management strategy and project management tod to be used bv the .ADE lead planner. 2, Project management tool\nThe ADE will develop and implement an oversight and management instrument which will be referred to as the project management tool. This tool will enable ADE to stay on track as it sets in motion both the development phase and the sxibsequent action steps that constitute the implementation phase. ADE will submit to the Court not later than 5.0Q PM on the last work day of each month the most recant copy of the project management tool it is regularly using to guide_ monitor, and control the planning and execution of both the development phase and the implementation phase. The first report will ba due the last work day of January 1994, and will continue monthly until further notice by the Court. -5-B4O91201 1100/10/04 BASIC STEPS FOR SETTING UP A PROJECT BILL MOONEY 1. Project instead of program a) Set up some form of cycle b) Everything will have a start and a finish c) Consider the fiscal year 2. Draft the concept paper a) Small projects may not have all of these elements b) Goal/objective c) Summary level tasking I) General groupings 2) Timeframes will become milestones 3. Define detail tasking ' a) Brainstorm everything that needs to happen b) Organize by summary level c) Should be written in complete sentences d) Might use a task sheet e) You are complete when you can answer \"yes\" to this question..Jf I successfully complete all of these tasks, will I successfully achieve my objective? f) Assign timeframes g) Assign single name responsibility for seeing the task is completed 4. Revise draft concept paper to final concept paper a) Check tasking to summary level b) Check tasking timeframes to summary level milestones c) Publish final concept paper 5. Load tasking to automated project management software a) Set up summary level tasks b) Enter detail tasking, timeframes, responsibilities c) Decide on report parameters 6. Educate and communicate a) Define audience b) Define training objectives c) Design training program d) Conduct training program e) Follow-up and evaluatef) Modify training for future sessions g) Conduct follow-up training h) Establish regular communications process 7. Monitor and adjust a) Use project management tool to manage the process b) Set up monitoring process c) Project manager is the overseer and expediter d) Adjust and update project management tool regularly e) Communicate updates 8. Evaluate planning process for next cycle a) Evaluate project b) Define and design modifications c) Revise concept paper for next cycle d) Develop new project management tool for next cycle e) Do it better each timeIBM  Dale originated INSTALLATION PLANNING SCHEDULE For: # (For hand printing rise GX20-B010) Last modi lied Page_____\u0026lt;il System Model Ship/I stall date No. ACTIVITY (over for list)  C Q .0 a Q  o 6 tn Z o UI H Z c Q. o U) o 5 I I n o 9 o (D0^'^ rz(SR ctsriN\u0026amp; LRSD PARENT INVOLVEMENT PROJECT 1 \"1 n3\" 4~ __ 6___ ___6__ 1 ___8__ 9 __ 10__ n 12 11 _14__ __ 15__ ___16__ _17__ __ 10__ __ 19__ _20__ n _22__ __ 23__ __ 24__ 25 __ 26__ __27 _ __ 28 29 30 __ 31__ __ 32__ 33 __ 34__ __ 35__ 36 38 _39__ __ 40_ 41__ __42__ __ \u0026lt;3__ 44 Name ____ __________________________________________ QAJA COLLECTION,_______________________ _______ Request info from LRSD on process __Analyze ^esponse/material ^rom LMO^____ Regues^claclfIcatlon/add 1 llona 1 Info fro team i^qOIry^ZZZ.Z ----- Develop l!?_iDivii^ ____________ ____Pln for Joshua_involve^nt______ ___ _____ ___ Develop^Inter^iew team questionnaire ___ Approve Interview team gu^tionnalro_____ Prepar^m^8ter_l lBt_of _tMm_membera_ ___Hake assignments for team 1^(9 __WrJto Initial cali_scrlpt___ _____ _WrIto letter for team Intervlowe Hake initial calls to team members ____ Hake master Interview list Hall team member letters Conduct team interviews ___ __ ______ ___Sumnmrlze tMro interviews by hool___ __ SUR^rlze/ not^tr^^ Pull together summaries MRC jNQ'yiRY __ZZ_________ZZ Z ZZZZ ZZ Z Determine content of HRC letter Send letter to HRC on role ____ Response back from HRC on role ___ Schedule HRC member Interviews ___ O^eiop MRC member guostionnalro______ ____ Conduct HRC member interviews _ Compile HRC Interview results Prepare MRC role information ADMIN IN'QUIRY ~~ ____ ZZ_,___ZZ__ .Z __Oovel^op adrair^^gulry ES???____________ __ Schedule admin interviews__________________ Deve^p_admln gueatlonnare__ Approve admin questionnaire Conduc^admin intervi^s______ ____ ____ Compile admin interview information FEEDBACK SESSION ______ Determlr^ date/agenda __Oetermin^fe^back participants______ _____ __ Wrlte feedback invitations _ _ ____ __ ___ Jt2931S5-.2 foedback session_____________ Hall feedback Invitations_____________ ____Conduc^t_roe^ack seaelon___________________ Incorporate feedback changes (7^ 4 Durst 1 Z^2(i .......id _ Z*i  6d 22(1 Id __ lid --ZZ^y ' ZZ 2d Z___ 2d _ Id 2d 1' ____^^4d \" 3d .Z^y Bd ___ 3d Z- 2d __ \"2d __Z _ *y Z ZI Zy Id 1- y zzify ZZ ZZy __ 7d ____ 2d __ _ld Z_ y ___l3d ___ Id Id ___ Id ~12d __Ziy ___ Id 2d Sctioduled Start 772?.?! ' 7/0/94 ZZ'2. -Z22^?* 6/30/94 ZZZz7iZ?* 7/8/94 7/12/94 ___ J/B/?* __ 2/p/?* /p/?* __ 7/13/94 7/13/94 ZZ PP?* \"7/18/94 ZZzZ?/?* ^27/94 2^29/94 Z7/y/\u0026lt; /?*/?* _ 7/14/94 7/14/94 7/18/94 7/19/94 Z ZZ?27/94 ZV27/94 Z_ZZ 7/26/94 Z 2^12?* _ Z 2^*P* ' '7/20/94 222/94 _ 7/22/94 Z Z?/VM ?//?* \"'2 ' 0/i/?4 *'6/1/94 fl/i/94 Z _ Z0/2/94 Z Z /\u0026lt;?* 0/16/94 l^pbur Scheduled Finish _ 7/16/94 6/30/94  i/iTz?* .................... 7/15/94 L_.. j212/?* ............. '7/14/94 ' 7^4/94 ^7/15/94 7/15/94 7/22/94 \"*7/27/94 __ 7^29/94 272^/94 Z 7/15/94 7/15/94 7/22/94 7/21/94 .2/27/94 7/29/94 2 ZZ*/?* 8/V94 zzzz Z /pZ?* _ Z22/94 7/19/94 ___2/20/94 Z '/*/2* i/nrt4 0/1/94 ZZ ?2/?* ..ZZZ?//?* Z ZZp/?* Z /iZi* _Z?//?* 0/17/94 Page 1 % Complete ______ 100% _21 Z ZZ-i' 100% .__J09S 1-- ~ r~2i ____ ZZ21 \"___ 100% '2_ ZZl22i _____ __ 100% _2' ______ 100% _ZZ _ ___'_ioo% 100% Predecessor 2 2 6__________ Z_1_L__ 8____ _____ 6 2Z.Z_ Z iyZZZZ__ 9_________ iiZhiiZ^. * ZZ_ Z 14\" nesource Initials HS ___ ____________ HO/HPriitOO.^jHS HOjMPjBJ^jA^ _ ilS,HO,HP,BHOO H3,HO,HP,BHOO,AB HS^HQ^ilP^BHOO___ AB 2,______________ PR________________ PR________________ AJ_______________ mp,dh2__ ______ HQ JIP/.BHO?/M__ PR________________ PR ______100% 100% \" _100% 100% ZZ?% 166% io6% 100% ^921 \"6% Oo% 2*1* 17 ~ 18___ 19 22 23 23 2**23 _ 2'25 21 24 ^00%12____ 100% jii 100% #31,3 100% #33 901 ioL 0% 2 0% 0* 0% 0% 30____ I?'!- 30 ___ 40^___ * *2 43~* H3HQ,HP,AB (IS, HO, HP HS,H0,HP Ha,HP, A8,BHCX\u0026gt; J_____ AB___________ H8,PR_________ 3MO,^,AB _ HS\nH0,HP,AB US,HO,HP,AB H3,HO,HP,BHOO ^^2*12*?l?2*^*l??- y 2  t!2 *1Z_________ y 3 *^^Q/HP/Bhoo,ab AB________________ yS,HO/MP _ _______ H3,HQ,HP,BHOO,AB H3 ----- iis --------------- H9----------------- PR__________ PR__________ HS,HQ,HP,AB HS,HO,HP,AB ^,3 6\u0026gt; C' v''P \" .r0^  p\u0026lt; If29f9i o''- LRSD PARENT INVOLVEMENT PROJECT ID _i6__ _ii_ 48 __49__ __50__ 51__ __13__ _54__ __55__ __56__ _57__ __50___ 59 Name ___________________________ report PREPARATION__________________________ ____Determine roport fornmt_____t* t * *29T2 _ Prepare report draft_______________________ __Edit report draft___________________________ __ _Prln^coport________________________________ Print final report_____________________ _ rile report_wiUi Co^t________ _ ______ OTHER\" ________2ZZZ Z -Z-2 Budget hearbig preparations Transcript review fprj^r^cHves_______ ___999^_2^*^ directives _ Budget hearings ____ODM tetreat___________________________________ ____Prepare for LRSD budget hearing____________ Budget hearing Duratl \"gad lid id aod  22 Z _?2 2_ __^3d ____7d id Scheduled Start \"22___7^2O/?4 7/2O/?i 8/4/94 .....................8/12/94 '2. 8/15/94  _7 .Z Z17n8/?4 7Z 7/18/94 ~~__ _ 7/20/94  77 2 7^27/94 J2__ __ ____~__0/3/94 0/12794 Scheduled Plnlsh . _..z_. . 2.. 72/!/?! Z _ ?/i2/?i 0/15/94 0/19/94 27^ 8/10/94 .....................8/i9_/94 22 7 7ZZiZ?i ZZiiZ^ Z 7 22Zi/?i \" e/iI/94 8/12/94 % Complete _.g%  0% 2 O' 7 2' 2 0% ___0* ' 100% 271222 100% Ot 2* 0% Predecessor 10/3620,29 44 SO 55 56 5S Resource Initials ____________ H9 j MO^MP j ___ PR___________________ PR___________________ Afi ____ 51192 __________ H5^Hq,HP,BHOO^BHOR PR__________________________ HiJl?/HP,BHOO,AB,BHOR,PR m^^^BMOR_______________ BMOO,AB,BHOR/PR StOl pa Page 2 7/29/94LRSD INCENTIVE SCHOOLS REPORT Projecl Leader: Margie Powell ID I 1 2 3_ 4__ 6 6 9 TASK NAME__________________________ DATA COLLECTION AND ANALYSIS __Write Inhodiiclion ____ __Write lest data section__________ ____Write summer school section________ VVrile enrolimenl section Write slatflr^ section yyiB^sslpi.ln 55!!P ________ Wriie gifted and talented section Write facilities section JO_______Write program and operaiions section _11_ 13 _!4_ 16 16 ____Write parent Involvement section____ ____y^lle recruiiment section____________ ____Write early childitgod seciion________ VVrite double funding section REPORT PREPARATION _____ZZ __- _____Merge completed sections 17_______EdiUng round 92_\n2P!ly _J8_ 20 22 23 24 _25_ 20 27 28 29 30 ___Revise sections based on editing_____ _ Anerson editing________________ ___Write recornmen^tigns____ _ ____Editing round #3 staff____________ ____Editing round 94 -- Ann___________ ____Revise sections based on editing_____ Pul report in finaFformal ____Print final report___________________ pile Pinal report with Court Disseminate report to public__________ FEEDBMK PROCESS_________________ ____Define feedback partlcipanls Write cover memo __31 ____tland deliver copies to partlcipanls____ 32 ____provide feedback 33 Pick up drafts and comments -J*- 36 37 39 ____rWJust report, ft necessary____ PROJECT MANAGEMENT Mooney CPR class Columbus Day -- ODM holiday________ ____Mooney out_______________________ Veteran's ^y\nODM jlollday_____ 40 Thanksgiving Holidays 4 43 44 Polly out Polly out fialloween Margie out 10/4/94 4d START 0/27/94 ' 4d ...W21ia \" 4d 4d \" QI27IQ4 ai27IQA 4d 3121 ISA 4^d 4d 1 'W 8d Z 3^ Z. ?d J 4d \"22 7d L d __id ___id _ id ' id _ id L id __3d __id ^id Z\u0026lt;?d Id Z_id _25d Id - 2d __Id _ id Id 'i2d 9/27/94 9/27/94 9/27/94 9/27/94 Z Z 10/3/94 10/3/94 ZZZ i 0/4/94 ' 10/14/94 _ 10/19/94 '10/20/94 ZZ iii _11/16/94 __ i/25/?4 ___1'2/1/94 ____T 12/^94 ___i 2/5/94 __ 12/5/94 hpiat   i i/e/94 Z ii/9/94 ii/i4/94 _ii/i5/94 Z. _ 9/29/94 _ i 0/10/94 Z 10/17/94 ii/ii/94 ___ii/24/94 ___' 10/7/94 ___^^10/19/94 ___iO/31/94 10/3/94 9/30/94  9/30/94 9/30/94 9/30/94 __ 9/30/94 __ 9/30/94 9/30/94 \"9/30/94 Z ' 9/30/94 9/30/94 Z9/30/94 ZZ 9/30/94 19/30/94 Z 9/30/94  ' i2^/6/94 Zi 0/3/94 10/13/94 ' _iO/i8/9^4 Z_iO/3V94 Z_ '11/1/94 i i/7/?4  ii/24/94 Z Z' 1/30/94 _ZZ i'^v?4 i 2/2/94 i 2/5/94 '12/5/94 _ ii/16/M 9/27/94  1I/7/94  Z ii/8/94 ' ii/ii/94  ii/i4/94 Z Zii/5/?4 __li/26/94 ZZ 10/10/94 il/i8/94 _ ii/ii/94  ii/M/gl ZZi 0/7/94 10/19^4 ZZO/3i/?4 i 0/16/94 COMP 69% 6% 75% - Q% ZZiw'it _~o% 100% Zioo% _iQ0% _ 100% 0% 0% . 0% 'Z  20% _ 20% Z P% ........0% 0% 0% 0% ' 0% ZZ_ 0% p% ___0% 'k iM% _Q'% 0% z  0% 0% 0% 0% ......0%  0%  *0% 0% 0% ZZq% __o% ____g% 0% PREDECESSOR RESOURCE LEADER Margie .M3r9!__________________ ! __________________ ii?/??__________________ Margie Margie Margie,Horace,Melissa _____ Melissa Melissa________________ Boi) _ ' 2,3,4,5,6,7,8,9,10,1 i,12,13,14 J   _ 16 1___ZZ 1/___________ Z_ Z i __ _ ..... 19,'20____ .........._Z_ 2i,34ZZ_Z____ Z_.Z' _ 22____________ Z.ZZ 23 24 _ _ 25_________ 25 ......2?  30,2i 31 Z. 32 33 Page 1 Polly _ Z. '___________________ Poiiy_____________________________ Margie ______________________ Margie _______________________ Margie,Horace,Melissa,Bob________ y?fgie,Ann,tlotace,Melissa,Bob____ Ann_______________________________ Margie,Horace,Mel!ssa,Bgb_________ Polly \"  Poiiy_____________________________ poliy ____________________________ Pdiy _________L Margie____________________ Margie____________________ Margie, jtorace.Mellssa______ Margie____________________ Margie,Hgrace,Melissa_____ ^?'g!O|Hpfa5e,Meilssa____ 3:08 PMLRSD INCENTIVE SCHOOLS REPORT ID 1 Task Name________________ DATA COLLECTION AND A Duration 4d Sep 2^ '94 T 2 Write Introduction 4d 3 Write lest data section 4d 4 Write summer school se 4d 6 Write enrollment section 4d 6 Write stalfing section 4d 7 Write discipline section 4d 9 Write gifled and talented 4d 9 Write tacilitles section 4d 10 Write program and opera 4d 11 12 13 14 16 16 18 19 20 21 22 Oct 2, '94 w s's r w rr''i~n s -Ann Margie [-Margle- Honee- (-Horeee- I'Wargiie'- I Margie- l-Meitau [-Margie-,1 loradi e,Metlssa Oct 9, '94 Oct 16, '94 S I M m w f T I F fs' M I T I wl T I F I S ' Oct n, S I M I T~f W Write parent Involvement Write recruitment section Write early childhood sec Write double funding sec REPORT PREPARATION Merge completed section Editing round #2 -- Polly Revise sections based o Anderson editing Write recommendations Editing round #3 - staff Editing round #4 ~ Ann Project: LRSD INCENTIVE SCHOOL Date 10/4/94 10/4/94 310 PM 4d 4d 4d 4d 46d td 8d 3d 9d 9d 4d 7d Task Progress Milestone 44ergieil loradi e,Mellssa Melissa |Polly .Polly iMaigie Summary Rolled Up Task Rolled Up Milestone ' Page 1LRSD INCENTIVE SCHOOLS REPORT ID 23 Task Name Revise sections based o Duration 4d Sep 25, '94 T Wl T I F I s' Oct 2, '94 S Oct 9, '94 I M I T I W I T I F I s' S I M I T f W I T I F I S Oct 16, '94 S I M I T Tw I T I F I S Oct 23, S I M I T I W 24 Put report In final format 1d 26 Print final report Id 26 File final report wllh Cour Id 27 Disseminate report Io pu Id 28 FEEDBACK PROCESS 36d 29 Define feedback particlp Id jml Margie 30 Write cover memo Id 31 Hand deliver copies Io pa Id 32 Participants provide feed 3d 33 Pick up drafts and comm Id 34 Adjust report, If necessar Id 35 PROJECT MANAGEMENT 42d 36 Mooney CPR class Id 37 Columbus Day - ODM h Id 38 Mooney out 25d 39 Veteran's Day ~ ODM H Id 40 Thanksgiving Holidays 2d 41 Polly out Id 42 Polly out Id 43 Halloween Id 44 Margie out 12d ! Task Summary Project LRSD INCENTIVE SCHOOL Dale: 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone  / 10/4/94 3:10 PM Page 2LRSD INCENTIVE SCHOOLS REPORT 94 Oct 30, '94 T I F I S 'S I M I T TW 1 T I F I S Nov 6.'94 Nov 13, '94 S fM I T I W I T I F rs I S I M I T fw Pt | F | S Nov 2. 'M Nov 27. '94 s 1 M 1 T |~w'[ T~rF~F s|s|m|t|w|t|f|s S I M latgle iMargl,Horaca,Mells*a,Bob Margie, Ann Jtoraee,Mellasa.Bob------ lAnn I' Task Summary Proiecl LRSD INCENTIVE SCHOOL Date 10/4/94 Progress Rolled Up Task Milestone Rolled Up Milestone : 10/4/94 3 10 PM Page 3LRSD INCENTIVE SCHOOLS REPORT 94_____ T I F I S Oct 30, '94 S I M I T I W I T I F I S S I m7 Nov 6, -94 Nov 13, '94 W I T I F fs s7~m7~T [w'I T^FfTs __ Noy 20. 94 S I M I T ( W I T F LS Noy 27, 94 S I M I T I W I T I F I S S I M |Margle,Horce,Mellss I iPolly i Task Project: LRSD INCENTIVE SCHOOL Dale 10/4/94 10/4/94 3 10 PM Margie fa,Margie, Horace, Melissa Margie- |Mar\u0026lt; lie,Horace,Melissa Margie,Horace,Melissa Progress Milestone  i Rolled Up Task Rolled Up Milestone \u0026lt; Page 4 it) 1 2 3 4 5 6 2 8 J Page 1 l.illle Rock School District Program Planning and Budgeting Tool First 2c\u0026gt; FAsts ar cyccem ^ame_________ BeyeiQBinent ol a Elauoiog QiaatiijaliQU and StuiEltiie Designale DIsIrlcI Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and rtiodify, if necessary Needs Asssssnieol Define purpose, process, and formal % Complete J 00% Scheduled Start Jul 1 '93 Scheduled Finish JllL3flL'S4 Resource Mames 7^ It 100% 100% 100% 100% 100% lOQSt 100% Jul 27 '93 Jul 27 '93 Board Sep 9 '93 Sep 9 '93 Jul 1 '93 Apr 1 '94 JuL2 '93 Jul 30 '93 FY95 Sep 9 '93 Apr 30 '94 Jul 30 '94 Jul 30 '94 Jun 30 '94 Jul 30 '93 Ingram,Board Ingram.Clowers Willlams.Mallhls.Clowers Williams,Mallhls,Board Matthls,tngram,Mllhollen,Board 8/31/94Lillie Rock School DisIricI Program Planning and Budgeting Tool ID 9 ^anie___________________________________ Communicate Io Ilie DisIricI and community Hie puipose, process, and loinial Io be used In Ilie program planning and budgeting process \"'jT Coinpieie 100% Scheduled Siad Jul 30 '93 Scheduled Finish Feb 3 '94 Resource Names Mallliis,lngram,Boatd 10 Develop and define Ibe mission statement and goals for the District 100% Aug 31 '93 Aug 31 '93 Mallhis,Ingram,Board, Cabinet 11 Develop preliminary list of issues lor needs assessment 100% Aug 31 '93 Aug 31 '93 Mallhls,lngram,Board,Cablnet 12 Identify data Io measure needs of district 100% Jul 2 '93 Jul 2 '93 Mallhis,lngram,Milhollen 13 Study data Io measure needs 100% Aug 2 '93 Mar 24 '94 Williams, Malltiis, Ingram,Milhollen 14 AikBosflS Minimum Perlofrnance lAMEIt TesJ data mauaflainaul 100% Nov 10 '93 Nov 23123 15 Develop data colleclion plan lor AMPT results 100% Nov 10'93 Nov 10'93 Ingram 16 Assign responsibilities lor AMPT data colleclion 100% Nov 12'93 Nov 12'93 Ingram ______X. Page 2 FY 95 8/31/94Lillie Rock School District Program Planning and Budgeting Tool ___Td 17 Name _________ ColiecI dala Irom AMPT resulls % Complete 100% Scheduled Start Nov 12 '93 Scheduled Finish Nov 17'93 Resource Names I lobby 18 Analyze dala ftotn AMPTrestills 100% Nov 17'93 Nov 19'93 Hobby 19 Reporl dala findings Irom AMPT for merge inlo needs assessment 100% Nov 23 '93 Nov 23 '93 Hobby. Ingiam 2Q Siantoi'l S Tesl ilsla nimiogwiKnt .1.09% tiov W/93 Nov 23:33 21 Develop dala colledion plan lor Slanlord 8 results 100% Nov 10 '93 Nov 10 '93 Ingram 22 Assign responsibilities lor Slanlord 8 dala collection 100% Nov 12 '93 Nov 12'93 Ingram 23 Colled dala Irom Slanlord 8 resulls 100% Nov 15'93 Nov 16 '93 Dunbar 24 Analyze dala Irom Slanlord 8 resulls 100% Nov 18'93 Nov 22 '93 Dunbar Page 3 FY95 8/31/94Lillie Rock Scitool District Program Planning and Budgeting Tool -----15 25 Tianie________________________________ Repod data findings from Stanford 8 for merge into needs assessment '% Compile 100% Schedule? Slart Nov 23 '93 Scheduled Etnish Nov 23 '93 Tiesource Names Dunbar,Ingram 26 DBSBOififlaliQU Meuiloiiiig fJenoUs Andil JQQ3i Qcl-i5293 6ci_20Ja4 21 Assign responsibility for data collection ,00% Oct ,593 Oct ,8 '93 Mayo 28 Develop data collection plan ,00% Oct ,8'93 Oct 20 '93 Mayo.Har, 29 Collect data ,00% Oct 2, '93 Dec ,4 '93 Mayo.Hart 30 Request to Program Managers to compare with , st Quarter's Program Budget Document too% Dec ,5 '93 Jan 3, '94 Hart,Mayo 3, Report findings to PRE for merge with Program Budget Document, where appropriate too% Feb 9 '94 Apr 20 '94 Mayo 32 DBSsar^galion Elans Audit 100% Oct 16 '9.3 Apt 20 -'94 J Page 4 FY 95 8/3,/94Lillie Rock School District Program Planning and Budgeting Tool ___[D 33 ___Nanw________________________________ Assign responsibility for data collection %C92'Pj?Le__ 100% ScheduieH Start ~ Ocl 15'93 Scheduled FInisi? Oct 18 '93 Resource Names Mayo I 3-1 Develop data collection plan 100% Ocl 18 '93 OcI 20 '93 Mayo,Hari 35 Colled data 100% Ocl 21 '93 Dec 14'93 Mayo,Hail 36 Request Io Program Managers Io compare with 1 si Quarter's Program Budget Documenis 100% Jan 31 '94 Jan 31 '94 Mayo.Hari 37 Report lindings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 3S Cfluil Qidfijs Audit OctlS-'-gJ Apr 20 '94 39 Assign responsibility lor data colledion 100% Ocl 15'93 Ocl 18'93 Mayo 40 Develop data collection plan 100% Ocl 18'93 Oct 20 '93 Mayo,Har1 I Page 5 613 U9AI kittle Rock School DisIricI Program Planning and Budgeting Tool ID 41 Name Collect data % Complete 100% Scheduled Start Oct 21 '93 Sctieduled Finish Dec 14 '93 Resource Names Mayo,llait 42 Request Io Program Managers to compare Willi 1 si Quarter's Program Budget Document 100% Dec 15 '93 Jan 31 g-l Mayo,Hart 43 Report findings Io Planning, Research and Evaluation for merge with Program Budget Document, where appropriate 100% Feb 9 '94 Apr 20 '94 Mayo 44 Cnrrictilutn Aiulil 100% Aua-2_'-93 Feb 4'94 45 Develop plans lor data colleclion lor Curriculum Audit 100% Aug 2 '93 Nov 19'93 Mallhis,Curriculum Supervisors 46 Assign responsibilities for colleclion-Curriculum Audit 100% Nov 12'93 Nov 12 '93 Mallhis 47 Collect data for Curriculum Audit 100% Nov 15'93 Nov 30 '93 Curriculum Supervisors 48 Establish procedures for review and assessment o( Curriculum Audit data 100% Nov 15'93 Nov 19'93 Mallhis,Curriculum Supervisors I Page 6 FY 95 8/31/94t itile Rock School District Program Planning and Budgeting Tool -----Id 49 Tia me_______________________________ Organize and label Curriculum audil dala- lindings ol Monitoring and Status Reports, Curriculum Objectives, achievement % CoiTijileie ScFieduled 1^ 100% Nov 29 '93 SclieduletJ Finish Dec 7 '93 Resource Names Mallhls,Curriculum Supervisors 50 Relale/assess lire dala resulls back Io lire Curriculum Audil findings 100% Dec 6 '93 Dec 15'93 Matlhls.Curriculum Supervisors 51 Analyze lire ellecliveness ol revised curriculum, polices, elc. 100% Dec 15'93 Dec 15'93 MatIhls.Currlculum Supervisors 52 Idenlily laclors llial lacililaled allainmenl o( curriculum goals 100% Dec 16 '93 Dec 17 '93 Malllils.Curriculum Supervisors 53 Idenlily obslacles Ihal ptevenled curriculum goal allainmenl 100% Dec 16 '93 Dec 17 '93 Mallhls,Curriculum Supervisors 54 Make recommendalloins lor program addilions/delelions/modilicalions 100% Jan 7 '94 Jan 21 '94 Mallhls,Curriculum Supervisors 55 Reporl dala findings Irom Curriculum Audil lor merge inlo needs assessmenl 100% Jan 7 '94 Feb 4 '94 Mallhls,Curriculum Supervisors 56 SciifloJ ClimaiB/Burjian Balaliaiis Survey iQQ24 Allfl 1S 193 Aug 25'93 Page / FY95 8/31/94I illle Rock School District Program Planning and Budgeting Tool lU 57 Name________________________________ Develop data collection plan lor SC/IIR ____% ____ 100% Scheduled Start Aug 16 '93 Schedule Finish Aug 16 '93 Resource Names Irrgram x 58 Assign responsibilities lor SC/tIR data collection 100% Aug 17'93 Aug 17'93 Ingram 59 Collect data from SC/IIR survey 100% Aug IB '93 Aug 19 '93 PennNottnan.Smllh 60 Analyze data from SC/IIR survey 100% Aug 23 '93 Aug 25 '93 PennNornian,Smith 61 Report ot data findings from SC/HR survey for merge Into needs assessment 100% Aug 24 '93 , Aug 24 '93 PennNorman,Smith,Ingram 62 Easylilies Slutty !0Q% Sep 1 .'93 Jun 30 '94 63 Develop data collection plan for Facililies Study 100% Sep 1 '93 Sep 16 '93 Milhollen, Eaton 64 Assign tesponsibllilles for Facilities Study 100% Sep 17 '93 Sep 17 '93 Milhollen,Eaton Ingp 8 FY 95 8/31/94ID Name 65 Colled data lor Facllilies Sludy 66 Prepare report (or Facllilies Sludy 67 Report data findings (rom Facilities Sludy (or merge into needs assessment/Court submission fiS Pronortional AUacfllicn Formulas 69 Develop data collection plan for Proportional Allocation Formulas 70 Assign responsibilities (or Proportional Allocation Formulas 71 Collect data lor Proportional Allocation Formulas 72 Analyze data (rom Proportional Allocation Formulas  Page 9 l.illle Rock School District Program Planning and Budgeting Tool % Complete 100% Scheduled Start Sep 20 '93 Schedule Finisi? Jan 12 '94 Resource Flames Milhollen.Ealon I 100% 100% JfiQSii 100% 100% 100% 100% Jan 25 '94 Mar 22 '94 Aug 2 '93 Aug 2 '93 Aug 23 '93 Aug 24 '93 Nov I '93 FY 95 Mar 4 '94 Jun 30 '94 Feb 4 '94 Aug 20 '93 Aug 23 '93 Ocl 27 '93 Nov 24 '93 Milhollen.Ealon Milhollen.Ealon Mllhollen Mllhollen Ealon.Barnhouse.Boyklns.Gadberry.Milhollen Milhollen.Ealon,Barnhouse.Boyklns.Gadberry 8/31/94Lillie Rock bchool DisIricI Program Planning and Budgeting Tool Td 73 Name__________________________________ Prepare Proportional Allocalion Formulas Report % Complete 100% Scheduled Start Nov 29 '93 Scheduled Finish Feb 3 '94 Resource Names Milhollen 74 Report data findings from Proportional Allocations Formulas study lor merge Into needs assessment 100% Feb 4 '94 Feb 4 94 Milhollen 75 Collect and merge Issues from work session (Aug. 31,1993) into needs assessment Information 100% Jan 25 '94 Feb 4 '94 Willlams.Mallhls, Ingram, Milhollen,Mayo 76 Conduct work session lor data analyses ol all studies, surveys, lorums, dialogues, etc. 100% Jan 26 '94 Feb 4 '94 VVilliams,Mallhls,lngram,Milhollen,Mayo 77 Complete needs assessment listing 100% Jan 27 '94 Mar 7 '94 Williams, Mallhls,Mayo 78 Publish Draft of Needs Assessment Report 100% Feb 25 '94 Mar 24 '94 Williams,Ingram 79 Finalize and Publish Needs Assessment Report 100% Mar 29 '94 Apr 4 '94 Willlams,Mallhls,lngram fifl EiaatfllU Inventory 100% Jul 1 '93 Apr 22 '94 + Page 10 FY95 8/31/94ID ,UI* * S' 5 2 3 4 5 6 1 Lillie Rock School District Program Planning and Budget Tool First 5 OF LH-Sa c.'fe.L.e: 2L, tone______________________ neyfilsu/insni qI a Elanniiw Qiganijalisin and Structure Designale District Planner Hire Planning Specialist Train Planning Specialist Reassess planning organization and structure Restructure and modify, if necessary Neesla As^essmeut Project: FY95 Dale 8/31/94 1st Quarter Jul I Aug I Sep 2iid Quarter Oct r Nov ] Dec 3rd Quarter Jan 1 Feb] Mar 4tli Quarter Apr~| May J Jun 1 st Quarter 2nd Quarter Jui~j Aug Sep Oct [ Nov | Dec 3rd Quarter Jan I Feb | Mat 7^ 4./A/er ' 5ee ON I Critical Milestone Rolled Up  Page 1 4tli Quarter Apr I May | Jun 4ARD B/uJLittle Rock School District Program Planning and Budget Tool ID 8 Name__________________________ Define purpose, process, and formal 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3td Quarter Jan I Feb | Mar 4th Quarter Apr~r May | Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 9 Communicate to the District and community the purpose, process, and format to be used in the program planning and budgeting process 10 Develop and define the mission statement and goals for the District 11 Develop preliminary list of issues for needs assessment 12 Identify data to measure needs of district 13 Study data to measure needs 14 Arkansas Minimum Performance lAMPTI Test data maoagemsut Project FY95 Bale: H/31/94 Critical Noncritical Milestone Rolled Up  Page 2Little Rock Sctiool District Program Planning and Budget Tool ID 15 Name 1st Quarter Jul I Aug 7 Sep 2nd Quarter Ocl I Nov~| Dec 3rd Quarter Jan I Feb | Mar 4tH Quarter Apr I May | Jun 1st Qiiaiter Jul I Aug Sep 2ird Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4tK Quarter Apr I May hJun 16 17 18 19 2Q 21 Develop data collection plan (or AMPT results Assign responsibilities (or AMPT data collection Collect data from AMPT results Analyze data (rom AMPTresulls Report data findings (rom AMPT (or merge into needs assessment Slanlfird 8 lesl data iiiaiiaueiiient Develop data collection plan (or Stanford 6 results Project FY95 Dale 8/31/94 Critical Noncritical I I I Progress Milestone Rolled Up Page 3Little Rock School District Program Planning and Budget Tool ID 22 Name 1st Quarter Jul f Aug [ Sep 2nd Qirarter 3rd Qirarter Oct f NoyJ Dec Jan ^Feb | Mar 4th Quarter Apr I May [ Jun 1st Quarter Jul I Aug Sep 2nd Quarter Oct I Nov 1 Dec 3td Quarter Jan I Feb | Mat 4tli Quarter Apr I May | Jun 23 24 25 2fi 27 28 Assign responsibilities for Stanford 8 data colleclion Collect data from Stanford 8 results Analyze data from Stanford 8 results Report data findings from Stanford 8 for merge into needs assessment Deseoreaation Monilofing HsBcrls Audit Assign responsibility for data colleclion I I I Projeid: FY95 Dale: 8/31/94 Develop data colleclion plan Critical Progress Noncritical Milestone Rolled Up  Page 4Little Rock School District Program Planning and Budget Tool IP 29 Name Collect data 30 Request Io Program Managers Io compare with 1st Quarter's Program Budget Pocument 31 Report findings Io PRE for merge with Program Budget Pocument, where appropriate 32 DfisfifltfiaaiioD Plans Audit 33 Assign responsibility for dala collection 34 Develop data collection plan 35 Collect dala Project FY95 Pale 8/31/94 1 st Quarter Jul I Aug ! Sep 2nd Quarter Oct I Nov I Dec I Critical Noncrilical 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May^l Jun Progress Milestone Page 5 1st Quarter Jul I Aug Boiled Up  Sep 2nd Quarter Oct I No7 I Pec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | JunMEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink:  NRS for the \"no recommendation statement\" to be inserted. I will insert the standard statement that we used last year.  Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)MEMORANDUM To: From: Margie, Melissa, and Horace Polly Re: Incentive School Report Date: November 2, 1994 Here is your copy of the incentive school report, in the form that it went to Dr. Anderson. Now you need to write the recommendations. If you would complete that writing by Monday, November 14, I can then make one computer pass and incorporate the recommendations. Dr. Anderson's changes, and the LRSD administration changes. Let's use the following format for recommendations: On the hard copy of the report and after each Summary and Conclusions, insert one of the following codes in red ink:  NRS for the \"no recommendation statement\" to be inserted. I will insert the standard statement that we used last year.  Your initials (HS, MP, or MG) and a number, for example, HS-1. On a disc, note the corresponding code (HS-1), tab, then type the recommendation. On the 14th, give me the hard copy of the report, a hard copy of your recommendations, and the disc. That's all folks!! (At least right now)Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: November 2, 1994 To: From: Subject: Principals of Franklin, Garland, Mitchell, Rightsell, Rockefeller, and Stephens Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, and Horace Smith, ODM Monitoring Report on the Incentive Schools A draft copy of ODMs monitoring report is enclosed for your review. This report reflects the information we gathered during our visit to your schools this past spring. Please read the report carefully, checking for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than S.'OO p.in. Tuesday, November 8,1994. One of the monitors will come to your school on that date to pick up the draft copy. If you have written comments and they are ready by the time a monitor arrives, you may send the comments back with him or her. If a monitor arrives before you prepare any response, you may bring it to our office later that same day. We will not accept any responses received after 5:00 p.m. on November 8. If you have questions or concerns about the report, please call our office and discuss those issues with a monitor. We make every effort to present fair, accurate information. Since this report is a draft copy, we ask that you do not duplicate it or share it with others. After the review process, we will file a completed report that includes an introduction, findings, summary, conclusions, and recommendations with the court. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process and thank you for taking the time to review the draft. cc: Russ Mayo Pat Price Sterling IngramOffice of Desegregation Monitoring United Stales District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 8, 1995 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1994-95 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in ODM's 1994-95 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if there are areas that need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Wednesday, May 10,1995. A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on May 10. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member. We want to make every effort to present accurate information. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Sterling Ingram Russ Mayo Essie Middleton Pat Price Becky Rather Rockefeller Early Childhood TeachersOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: June 4, 1996 To: Principals of Franklin, Garland, Mitchell, Rightsell, and Rockefeller From: ODM Staff Subject: ODM 1995-96 Monitoring Report on the Incentive Schools Enclosed is a draft of the findings we will include in our 1995-96 monitoring report on the incentive schools. This report is based on information we gathered this year as we talked with you, visited your schools, and reviewed a variety of data and documents. Now we are asking for feedback from you and others who provided us with the information reflected in this draft. Please read the report carefully to check for accuracy. If you find any statements that are inaccurate or if any areas need clarification, please summarize your comments and submit them to our office in writing, no later than 5:00 p.m. on Thursday, June 6, 1996, A member of our staff will come to your school on that date to pick up the draft copy. If you have written comments and they are ready when we arrive in the afternoon, you may send your comments at that time. If we arrive before you prepare any response, you may bring your written comments to our office later that same day. We will not accept any responses after 5:00 p.m. on June 6. If you have any questions or concerns about the report, you are welcome to call our office and talk with a staff member\nhowever, be advised that our staff will be attending a hearing on Thursday, June 6. So any inquiries must be made Tuesday or Wednesday. Since this report is a draft copy, you may not duplicate it or share it with others. After the review process, we will file with the Court a completed report that includes introductions, findings, summaries, conclusions, and recommendations. We will send you a copy of that final report. We very much appreciate your cooperation during the monitoring process, and thank you for taking the time to review the draft. cc: Paula Grier Sterling Ingram Ed Jackson Essie Middleton Russ Mayo Pat Price Becky Rather Rockefeller Early Childhood Teachersi *  FROM : Panasonic FAX S'i'STEm PHOI-IE NO. t Nov. 18 1995 0: 53AM Pl \u0026amp; I I kl J\na S^il y. \u0026gt; 4 L ( i t r . Mitchell .} n Baticry Streets DATE J_ T-O: NAMS PHONE FFCM: tx 5\u0026lt;* ^3r9E lementary School Pifone 3 4 2^15 LUtlo Rock, Arkansas FAX KtJMBER (501) 324-2413 XA.ac 1 1 K A sr a f J M X X-T^A-X.- __ TiMii: 7: do PSPAWTMENT THIS 4 TBAMSMlTTAl. TOTAl.S .essage__ OPEHATOR_^/ jr,S.'r\u0026lt; -.rwB /\" :7n5?? PAGES, I'NCLUOlI'tC OCVER PAGE St I 1 g ! - J uKsiisaI FROt-1 : Panasonic SVSTEH PHONE NO. Nov. IS 1995 0\n55m P4 CARE Item 4. The number of students by grade/aqe group that attend the extended day program and then go to CARE each month. Response. Listed below is the requested info. ist 9 I 2nd 12 3rd b 4th 6 5 th 9 6 th 7 seraFROM : P3n3 3cr-li FA\n:: SYSTEM PAt.it'iE NO. No','. id Q: 54Ar-1 P3 during the Early Dismissal days. Add itionaliy, the Writing to Read instructional aide attended inservicing by the IRC to enhance her skills in the lall. 1995. Item 5. measured, Response. The purpose of these efforts and how the results were The purpose of the efforts centered around improving the effectiveness 'and efficiency of the instructional aides. Measurement indicators were a decrease in refeirals, decrease in sspension.s/expuislons, improvement of academic perforinarioe of students, and an increase in the attendance of the and indicators office suspension.s/expui.sions, ot instructional aides- Field Trips Item i. The specific purpose of each field trip. of each field trip was to support and enhance Response, The purpose the LRSD curricuium with haptic learning experiences. lylore specific data may be obtained from VIPs- Itern 7. were measured. The purpose ot your field trip program and how the results Response . increase The overall purpose of the field trip program was to the application and appreciation of curricular learning as measured by gains on criterion and standard!zed assessments, overa11 i Improvement in student pertormancfe, less suspension/expulsion. referrals, rankinos on Climate Human le.ss office referrals, ana improved School Reiation.s Survey and other monitoring reports. Item 8. Describe the process by wnich the field trip budget is developed. Response.   . 1995-96 Approved Budget Allocation for the operating control accounts and desegregation control Based upon those allocated figures for field trips, projections and planning with the theme specialist .end teachers were made for the school year . The district's comptroller produced and provided the Approved Budqet Allocation the accounts. Item 9. the teachers, Describe how the field trip allotment is apportioned among Response. Field trips were and teacher apportioned in accordance to curriculum alignment. food Services Item 4. The name of the person responsible for the coordination of food services for the extended day ana CARE. Response. Delores Iverson, the CARE person in charge, and Sharon Ivy, the cafeteria manager, are the persons responsible for the coordination of food services for the extended day and CARE program. PPijM\nFA?' .TEN Phone no. Now 13 1995 02:53AM P2 .XEMO To: Mr. Skip Marshall From\nDr. Marjorie Bassa, (Resigned) Date: Septombei 3, .1996 responses to items requested txom the \", Expenditures, and Double Funding. addressed have been cited to be addressed by other within the district. The information provided is based school operations only for the 1995-96 school year because Contained herein are the to reques ted \"Monitoring Guide for Budgets, I terns not sources The upon the previous principal for that, school year was not able to acquire the data for the 1994-95 school year. Teacher Stipenas Item 3- Ihe s^ecitic purpose tcx' paying the stlperid. Stipends were used tor for several functions: Response. Day/Rxtended week participation (beyond tne normal working hours). txtended and a Great Expectations inservice I teni 4 . rhe purpose of these eitorts and how the results were measured. Response. provision student-s teachers - The purposes of Che stipends were to of enhancing educational learning experiences Support and to enhance The results the instructional effectivene.ss were for ol measured by periormance gains the the the of _________ improved on the School Climate and Human Relations Survey and other monito.ring reports, and improved teacher s tudents, rankings and rankings on summative evaluations. Insrructionai .4ides Item * The job description for each job, the duties to be performed. plus better perform those duties. the training each person receiveo in order to R Kponse. assistants. Nine (9) instructional aides were assigned as classroom sup\u0026lt;=*rvis ing, Their major and overa 11 functions included tutoring, inst ruct ional assistance. mentor mg, One instructional aide was assigned as an oftice/lab assistant. { 1) Her responsibilities included office work and attending to the c.omputer lab cn the days when the regular computer iab assistants were not assigned to .Mitchell. One (I) instructional aide provided \"Writing to Read Instruction and management in the \"Writing to Read\" iab. All eleven (11) instructional aides participated in a pre-school inservice in August, 1995, Additionally, instructional assistants participated regularly in staff development activities in. the Little Rock School District MEMORANDUM received To: A Brown, Office of Desegregation and Monitoring From: Dr. Don Roberts, Superintendent Date: December 6, 1996 DEC 2 0 1996 Olice d Desojrsgaiia, Uonnoriof Subject: LRSD Responses to Incentive School Monitoring Report (1995-96), July 12, 1996 Attached you will find a report stating the status of each recommendation the Office of Desegregation and Monitoring recommended in their 1995-96 Incentive School Monitoring Report. If you should have questions, please contact me. C: Chris Heller, LRSD Attorney I HAVE A PHOTOGRAPHIC MEMORY BUT SOMETIMES I LEAVE THE LENS CAP (duk'idUid  I L 46 (iUuA. oldui 650502 eFV*G. me. DoomoQ12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 1 Little Rock School District INCENTIVE SCHOOL MONITORING REPORT (1995-96), July 12,1996 Summary of Recommendations DATE 7/12/96 DOC MR NO T PG RECOMMENDATION _______________ The incentive program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) PERSON I DONE Rather Principals 7/12/96 MR Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)____________________________________________________ The incentive program is successfully desegregating each incentive school. (LRSD Plan. pg. 149) Gremillion 8/96 7/12/96 MR 28 Identify the factors that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 5)_____________ Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nJuly 10, 1992 Court Order: ref. June 5, 1992 ODM Report, pg. 15) Gremillion Principals Glasgow 7/12/96 MR 28 Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. (ODM 1992-93 Incentive Schools Monitoring Report, pg. 49)______________________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Gremillion 2 3 4 7 Capitalize on the districts resident expertise and experience to assist the incentive schools in establishing a foreign language program as an integral part of the overall school program. (ODM 1992- 93 Incentive Schools Monitoring Report, pg. 51) RESPONSE: Gene Parker gave court testimony 8-11-95, on the foreign language program and the probleofts LRSD faced. LRSD continues to face the same problems that were outlined In Parkers testimony to the courts. - Needs to be done Denotes recommendation appeared in prior ODM Monitoring Report + In Progress Completed12/19/96 INCENTIVE SCHOOL MONITORING REPORT (1995-96) Summary of Recommendations 2 DATE 7/12/96 DOC MR * NO T PG ______________________________RECOMMENDATION______________________________ The curriculum at each school incorporates foreign language instruction using the foreign language lab and the total physical response method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156) Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153) Place as many qualified foreign language teacher\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_585","title":"Little Rock Schools: Forest Park Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2002"],"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","Forest Park Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics"],"dcterms_title":["Little Rock Schools: Forest Park Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/585"],"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":["39 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\nRECEIVED DEC - 9 Ml LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: Forest Park Elementary GRADES: Kindergarten through Sixth (K-6) PRINCIPAL: Virginia Ashley \u0026lt; Race/Gender B/F ASSISTANT PRINCIPAL(S): Race/Gender None3 3 TABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (Aft^r October 1) 2. Enrollment\n- School - Special Services - Class/Course 3. Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. 6. Honors/Awards (Schoolwide) Committees/Parental Invoivement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School PlantI CERTIFIED PERSONNEL 1 WHITE BLACK OTHER TOTAL POSITION MALE FEMALE MALE FEMALE MALE, i 1 Administrator(s) I 1 Classroom Teachers J_L 5. XI 1 Counselor f s) I Librarian f s) K', i ! I I Reading (Compensatory/ Remedial) J. I: N i I I X I Mathematics (Compensatory/ Remedial)_____ I X Gifted (Elementary only) X X I Speech Therapist I f 1 i Other Special Education 1 I ! 'I ? TOTAL 16 26 0 1 9 0 0 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above/ indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. I 'ii j ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE B I. A g K MALE ZEMALE OTHER MALE FEMALE T .Q T A L TOTAL I I I The official date for staffing information is October 1, 1991. Complete and return to Planning/ Research/ and Evaluation office.POSITION SUPPORT PERSONNEL w H : MALE T E FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL Attendance Clerk 0 Cafeteria Workers 1 2 3 Custodians 2 1 3 Instructional Aides 1 1 Media Clerk 1 1 Nurse 1 1 Registrar Secretary 1 1 Security Officerfs) Social Workerfs) ! Superyjsion Aides 2 2 4 Other Computer Lab Attendant\n. 1 1 h TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research. and Eyaluation of^STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted black M F WHITE M F OTHER M F Total Ji 0 N E I I TOTAL i Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK M F WHITE M OTHER D. K . F M F Total TOTAL Duplicate if needed.SCHOOL ENROLLMENT GRADE LEVEL K 1 2 3 4 2 2 WHITE MALE 17 19 13 14 in 2 11 FEMALE black MALS FEMALE OTHER MALE FEMALE total 19 21 17 10 12 12 2 16 18 7 9 22 11 12 8 0 0 60 14 9 13 21 12 12 1 1 0 2 2 1 0 0 1 1 2 0 7 3 4 7 4 7 56 45 I . I I PERCENT SPECIAL ED,  Self Contained Resource Room Speech/Vision or Hearing Impaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL PERCENT 92 .23 114 .28 ENROLLMENT 96 95 3 2 402 .24 .24 . 007 . 005 - SPECIAL SERVICES WHITE MALE FEMALE BLACK MALE FEMALE O T MALE H .5 R FEMALE TOTAL 1 2 5 4 3 4 1 9 11 2 9 39 17 23 2 110 32 . 25 44 2 4 28 2 0 130 . 34 .18 70 . 002 0 * those students who have been identified as Gifted by the G/i: office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research A and EvaluaHonoff^CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Forest Park Elementary PRINCIPAL Virginia B. Ashley GRADE ROOM TEACHER'B GENDER/RACE CLASS ENROLLMENT WHITE BLACK OTHER 103 105 110 115 111 114 IXU. 215 214 204 205 2 12 2 16 2 17 2 01 202 MALE FEMALE MALE FEMALE MALE FEMALE TOTAL 20 20 20 25 24 2. 2A 24 24 28 28 22 TOTAL 91 113 97 96 402 K K K 1 1 1 2 2 3 3 4 4 4 5 5 6 6 F F F M F Z. F F F F F F F F F F W W W B W B K W B W B W K B B 5 6 6 6 6 6 7 7 3 3 4 4 4 5 6 7 6 6 7 6 8 4 5 1 1 8 8 9 5 3 6 5 5 6 7 6 A A 5 4 6 8 6 8 6 \u0026amp; 6 2 3 3 5 5 4 2 A 8 6 1 7 7 8 9 6 1 0 0 0 1 0 0 I A 0 1 0 0 0 0 0 1 0 4 0 0 0 0 0 0 n A 0 0 1 0 0 0 0 0 0 1 2 4 2 3 2 5 2 5 2 3 education, etc.). Do not include teachers of pull-out classes (art, music, physical List each class separately. ] The official date for enrollment data is October 1, 1991.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex.\" N/A Do not send to Planning, Research, and Evaluation office.1 ! l.-r ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support student Provide most current student data, including withdrawals by gender, race, and grade level. I tEXTENDED EDUCATIONAL PROGRAMS 1 PROGRAM GRADE BM BF WM WF OM OF TOTAL Governor's School AEGIS Bovs^ State GirlsState Summer Laureate Odyssey of the Mind *Math Olympiad Others (Please Specify^ TOTAL 20 20 List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office. 6 5 3 8 4 1 0 6 5 3 8 4 1 0I 3 SCHOOLWIDB STUDENT HOMOR8/AWARDS Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL a TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Second Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. send to PlanninR, Research and Evaluation office. AI a SCHOOLWIPE STUDENT HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. 0 * iSCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Fourth Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOL COKMITTEE8/PRREHTRL INVOLVEMENT COMKITTBE- WHITE MALE Biraclal Committee Parent Teacher Assoc VIPS Parent Workshops (Please Specify ___others) employees FEMALE BLACK male FEMALE O TH B R MALE FEMALE W H MALE T B__ FEHALB- PARENTS ! PATRONS BLACK wale .TEiSMiS. OTHER- MALE female W H MALE O, : T E  FEMALE F F I C E R S BLACK MALE female 0 T H E R__ MALE FEMALE J, 1 1 1 1 i- qPVT P AT. 1 I t I I ^1 List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Note: or a Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS* Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. It is not necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.ACTIVITY -g-E. CLUB _H_1L MALE JL\nT B 2BHAUL E K B E R fl H __i L C H KALB FEMALE J_2. g.T H B R MALE female EXTRACURRICULAR ACTIVITIES w H MALE : T E FEMALE. fl P P N 8 o R e -B E A C K -HMcE. female O T JIALB. [ E R W H JIALB. OFEICER8/LSADERSHIP PO8ITION8 LT E -B-L-A C y Choir Student 2. 2. J. -o-u- ir4- Flag Mnn i ny Just A.a.y Mo 3- s 3 A A 3- -4 2. -6- -0- 9. A J. JL 1. 3 2. J, 4. -4- AG- 221 AL. 22. 2^ 2A 32 3 1 1 1  A H. 9 is report should include membership information. garding sponsors and officer positions, abers of coRunlttces. Include information In addition, include student plicate as needed. )raplGte and return to Planning, Research, and Evaluation office. iS'. O T HER_ lALE IfeMAL eI TOTA L__ 28 28 22, 25 J:LQ_ STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department.I STUDENTS.KETAINED I f^Z nc secondary ic-vel level. Do not , include only thos include failures of lent.5ta i nf'.l c. individual cou -.PG I ! GRADE LEVEL WHITE 1 2 3 4 5 6 RETAINED MALE FEMALE BLACK other HALE FEMALE MALE FEMALE ' TOTAL' MALE.FEMALE' n. 0 1 XI 0 0 n 5. 1 -0- jl 0 L XI 0. 0 A 0 XI Xl 0 .O. 0 XI XL XL 0 0 XI XI XL 0. 0 XI n XL Xi -\u0026gt; XI XI XL Xi e- n XI XL XI I TOTAL 1 0 9 1 0 0 Xi .CL PERCENT . 3 0 2 . 3 . 3 0 0 Xi I Provide the nost current information SECONDARY SUBJECT AREA COURSES FAILED 9 WHITE !SUBJECT AREA Grade Male Female BLACK Hale Female OTHER Male Female Male TOTAL Female\nEnglish 7/10 I English 8/11 ' English 9/12 Math History/Social Studies I I I Science i I________________ Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NLTMBER OF STUDENTS GRADUATING: BM BF WH WF OM OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Re-search, and Evaluation office.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: FOREST PARK ELEMENTARY READING 1?09_ 1990 1991 _ 1900 MATHEMATICS 1909 1990 _199.1_ ALL STUDENTS No. Tested No. Passed 58 49 66 64 63 59 69 64 58 51 66 65 63 56 69 68 Per cent Passed black males No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed WHITE MALES No. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed 8.4, 45 17 85 17 100 lOQ. 94 93 88 98 89 99 16 89 24 100 15 100 100 13 76 22 100 100 16 100 15 79 18 95 11 100 19 100 17 14 19 73 17 05 17 100 100 94 24 100 15 100 100 82 18 82 100 16 100 100 18 95 11 100 19 100 5 7 8 6 8 7 8 6 OTHER MALES No. Passed Percent Passed OTHER FEMALES No. Passed *1 * 2 * 3 * 1 * 1 * 3 * 1 * 1 Percent Passed 100 100 100 100 50 100 100 100 Total of aJ_X students in the \"Other\" race category. These scores were not reported by gender.Cl too L: FOnRST PARK Et.EHENTARY, _ I?. READING 1S69 1P90 II. iJo. TuEted Ho. passed 45 42 51 47 49 43 51 50 45 41 jc^ccnt_Ps5d_ _9L_ J 2. 88 98 91 i  A-rf JiftVK- Uo. 1.osod 12 i 8 15 11 10 92 5- 1 :lo. Passed 7 Percent Passed, 78 V iTf .HALF! :o. r iced 10 ejccnt 2.353Bd_\n:'l!rrX_FiAbES Ho. Passed Passed OTJlRRJlALE'i Uo. Passed I I J 80 16 89 10 80 9 75 9 T t 100 17 94 10 77 8 89 10 100 13 0 100 13 0 90 10 0 100 11 100 100 13 100 0 pec^e.nt_Passed_____ c.TiiEP,TIiiLtS Iio. passed 1 0 0 0 * 1 0 Percent, Passed, 1___ lotnl 4 9.11 rcoi'T. V' 100 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 WATliiJlATICS 1909 51 44 86 8 80 15 83 9 90 12 92 0 0 1990 IJkNGUAGE ARTS SCIEHCe r.uidcnts in the \"Other\" rare cncrgory. . nut rept'f.ert by gender. 49 42 86 14 82 9 75 9 51 51 100 11 100 18 100 10 90 100 10 100 0 0 11 100 * 1 J 100 n'l -------------SO^AL STUUl Es um- 190B 1 awj-l-ina- _U2X- 45 35 51 38 49 31 51 47 45 31 51 33 49 31 51 38 45 32 51 38 49 33 51 41 I 70 6 46 6 67 10 100 13 100 0 0 75 63 8 40 4 7, 12 67 10 100 12 92 0 0 5 42 8 80 10 100 0 0 92 8 73 18 100 10 100 10 91 * 1 100 69 65 63 75 71 75 07 80 5 4 8 7 3 10 S 38 40 47 64 23 40 59 1 73 4 1 3 11 6 11 3\n13 44 39 25 61 67 61 25 72 i! 9 90 13 100 0 10 100 12 92 0 10 100 10 100 0 10 10 10 I 10 ' 10 100 100 100 I 9 82 13 100 0 13 100 0 too  100 ii 10 i 911 100 ! 82 1------ 1 1 0 1 11 0 r_ 0 0 * 1 0 0 0 - j- ! 1 I IJ. 100 100 1II t k k b  p 1142, Alii- READING 1990 GRADE 6 No. Tested No. P. iijcd 1202 1063 1765 1533 1799 1590 1709 1542 pTssat-Ps?el- __88 J.7. 88 1?67 1988 READING .989 5RAeE_g No. Tested No. Passed 1326 1130 1811 1679 1799 1623 EfiXSSDi-Jsase'i 85 Ji- JO. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1907 1998 READING in 1990 llii 1?7 ASfia HATUEHATICS lUi. 1991 GRADE 3 No. Tested No. Passed percent Pagsed 1991 1722 1615 90 1990|1991 1756 1562 89 1202 999 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1081 1844 1566 1946 1735 1950 1694 1B63 1620 87 -81. 87 87 i5 85 89 87 B7 MATHEhtATICS 18 1989 199011991 1987 LANGUAGE ARTS 1988 1989 .1190. i2?i llfii .il\u0026amp;l SCIENCE 1989 laio mi 1987 SOCIAL STUDIES ISO? 158? 1990 15?l Ji 1765 1518 1798 1602 1709 1544 1722 1550 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 176*, 17'JJ 1709 1 3 UI I ^6 .987 |1988 .^Oii__10 MATHEMATICS 1989 Ai 70 75 77 70 67 -TJ -li 60 -_-i8 .70 199011991 1987 LANGUAGE ARTS 1988 198911990 1987 SCIENCE 1900 1989 .I99fi 1111 .19 87. SbClAL^TUDlES .198U 1989 i??g 1 1991 I 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1811 1560 1799 1537 1756 1470 1792 1467 1326 724 1811 1272 1799 12 07 1756 1298 1792 1121 1326 866 IBl I 1275 1337 8.1 J 9. Ji 87 JiU___7 A 86 J5 J4 __01 JL 2a __ __ _4i .--70LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 DISTRICT SUMMARY GRADE 3 187 IBBB READING 1111 1111 . HB7 HOB 'mathematics Ult. 1120 Illi AU, STUDENTS No. Tested No. Passed 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1061 1844 1566 1946 1735 1950 1694 1863 1620 Percent passed 11 04 __Ofi 07 07 OS OS 11 07 B7 BLACK HALES No. Tested No. Passed 556 395 625 482 665 525 585 462 557 429 619 514 670 536 585 480 EISB4ES 33cd IX n __ 79 21 Q3 13 82 DL\u0026amp;CE-EEMA LBS Ho. Tested No. Passed 631 537 632 649 571 634 539 631 524 635 559 652 548 634 534 Percent Passed___________OS __86 fll 0 3 08 __04 __04 WHIIL. KAIES No. Tested No. Passed 318 293 326 316 294 290 318 296 341 331 314 292 317 293 PgEnS_Paaaed_ _25 u 14. 11 11 11 WHITE FEMMAS No. Tested No. Passed 311 293 330 317 306 300 304 295 309 294 329 316 306 300 304 292 Percent Passed __ OTHER MALES No. Tested No. Passed Percent Passed OTHER FEMALES No. Tested No. Passed Percent Passed IS 11 95 11 96 **24 23 **17 16 1 *20 19 **23 22 **24 23  *18 15 **20 23 18 21 11 111. Jai 11 10 11 Infornatlon by raco/gonder not available for 1987. ** Total of all students in the \"Other\" race category, not reported by gender. The scores were1241 1284. READING 999 i2ifi. - ,99  9B8 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 DISTRICT SUMMARY GRADE 6 MATHEMATICS B9 '011991 lANGUACE ARTS .9871198811,989 11990 1221. i2Bl. 1288 SCIENCE 1909 1282: 'sociKi. sTuniEf. 1900 1282. 1229 1221 AM. STUDENTS No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 1722 1615 1202 999 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1790 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 17G5 1157 12GS 1709 11IH ____88 bl ACK MAI.ES No. Touted Ho. pauNftJ P?C?fiDi- Ess?Oil I'tAVK.J-.fHAf.r.S No. Tcr.te-I Ho. P.^uufd Percent Passed KIItTE MALES No. Touted No. Passed PeCSSQt.PS??^ ''iTE tTA!.K5 !Jo. TeiitoU No. Paused PetSSQt., Passed oriiER hai.es No. Tcutct (Io. Pass* d PCS6nt..pa3sed '.THEP? FFHATES No. Tested No. Passed PeCS8IlL.Passe4._i_____ .81 98 90 96 93 09 90 10. 2.0. T4 71. n 78 67 66 73 ___6 0 __66 .70 -.22 553 4 32 535 423 575 483 531 467 553 432 574 494 532 447 550 330 536 327 571 377 533 341 556 317 538 318 572 370 533 352 554 305 \\\u0026gt;I2 593 515 14 311 296 95 270 262 11  *30 28 T9 84 631 562 577 520 88 621 590 89 18 95 78 82 86 81 60 6L 66 _Si _52 _.6\u0026lt;j _.4S a 08 I 602 512 631 562 579 516 618 569 597 4 30 632 468 570 428 621 4U4 602 295 635 337 581 337 617 389 630 19 I S /J! 95 __89 12 JI 72 78 12 __53__50 6: _53 62 69 \u0026lt;\u0026gt;0 295 278 275 264 277 269 308 287 295 273 276 263 276 259 309 269 296 252 276 242 276 238 306 273 295 257 27G 254 276 254 307 280 29!, 263 27 6 2 (.7 96 97 07 05 __go.__06 __09 _41 _44 __91 82 93\n 1 90 308 302 259 254 263 258 270 262 300 296 257 250 2G3 253 260 247 308 204 259 249 2G3 245 269 229 300 262 23G 265 233 270 2 35 111* 98 __90 96 97 96 92 92 96 93 85 __65 __21 18. __0? 82 - 87 **26 25 *22 21 *30 **2C 25 25 **22 21 30 **30 25 **26 23 **22 **31 19 28 **30 21 **26 22 **22 18 **31 27 30 2G 22 -1| 14. .24 100 11 96 9i 93 18. 8.6 12- 7 0 __81 fil __07 U .HO 0 Information by raco/gendcr not available for 1987. Total of 41J students in tt\u0026gt;e \"Other\" race category, not reported by gender. The scores wereI  LITTl.E ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PEREORM/d/CE TEST RESULTS 1990-91 DISTRICT SUMMARY CH/.DK 8 Ml SlUin.'-Ti No. N\u0026gt;. 1---- ISJ7 :\nitud Passed 1326 1130 1 9 it 8 RfiAO'lHC\" 1281 \u0026gt;2 a. 1991 . T 1241 1244 MATHEMATICS 1989 1990 an aiL I.ANCUAGE ARTS all as2 190 .1142. l?.8 'science 1?99. -1121 .ail. 1181 'social si-uincs A?29 n6r AUIUIIIMKA'I IvN rAriUNi-Scyfii.:. ._i :u5. VERCEHr PASaiKd Isa? I?09 II t !\u0026amp; I I 1799 1623 1756 1562 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1011 1799 1560 1537 1756 1478 1792 1467 1326 724 1811 1272 1799 1207 1756 1298 1792 1121 1326 866 lull 12/5 1799 1337 1756 1J24 1792 1U2 I 1560 isnu t .192 PercSOl .l-as5s4 No. tested No. Passed Pci 5?r\u0026gt;t Passed 0( ACK .msMl'S No. Tested No. Passed .81 I 5?S 811 Passed . *' i*L9\n.t* t- No. Tui-tcdi i  I No. I .Vised' percent Fa?Scd No. Tested No. Passed Percent Passed, 'ZINIH HAI I.: No. T'.: No. iMuJed Pcoent pj.'.ed No. Tested No. Passed ?ccent Pesged ._24 ,_4L 87 83 42. 42. 41 41. 44 _45 _82 4J 41 .54. 70 . -.1^ _3 , fls 8^ 70 90 324 I i 3/5 I 538 541 449 539 426 528 439 538 545 442 539 410 525 405 539 394 547 394 539 372 527 322 542 309 542 358 539 291 529 328 540 540 362 533 293 800 617 537 632 537 89 87 44 41 44 41 44 77 4i 71 41 4 _S5 __iT, _S5 312 303 289 281 267 254 _.9?_. 12. 308 205 261 258 305 299 .94 __JU I :6 40 21 36 42 37 .I_.5at 44 .J. 554 482 598 527 622 523 631 511 550 473 601 511 619 532 635 515 548 318 596 316 622 392 635 292 550 330 603 392 \u0026lt;\u0026gt;16 633 3 12 87 88 Ji Qi 41 44 __S3 iS. _58 _cs 69 ...52 ill 310 301 289 278 267 248 328 299 299 290 261 267 240 328 292 3)1 290 289 272 267 238 328 289 310 295 290 264 2ft7 222 ,96 41 .IS .24 __8.9 88 25 _21 _.83 1 376 354 307 298 261 254 304 292 378 360 300 302 262 254 305 299 376 324 307 261 262 241 305 265 379 309 266 260 239 306 242 I 4i 9 *26 39 23 35 !7_ 44 95 __90 __22 _2fi ____J6. __85 __11_41_______? US .2? 72 I i I 1 411 88 42 39 *50 45 26 *39 42 23 37 **50 25 16 39 31 42 35 50 35  2ft 33 * 42 I 50 34 J5 44 44 44 44 44 44 44 42. 43. 44 65 41 _11J__7a. Inroraation by race/ger.der and \"total test\" not available for 1987. Total ot ali students in the \"Other\" race category, not reported by yonder. The scores wereSTAFF DEVELOPMENT - CERTIFIED STAFF TOTAL NUMBER OF CERTIFIED STAFF Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List Under \"OTHER STAFF DEVELOPMENT\") High Scope Computer Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) These data should * To be completed at the end of the third nine weeks. be for completed staff development activities. Do not include staff development activities scheduled for 4th nine weeks (1991-1992).STAFF DEVELOPMENT SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT PARENT/COMMUNITY RELATIONS OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. be for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office. QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.,TE: 06/18/91 HE: 10:25:51 ELEMENTARY STUDENT SURVEY TOTALS JEST i ON 14 TEXT EXISTENCE (5) (4) (3) \u0026lt;2) (1) AVG IMPORTANCE (5) (4) (3) \u0026lt;2) (1) AVG DIFF RANK 1 People feel safe at this school. 257 378 342 PCT 24.2 35.7 32.3 63 5.9 20 1.9 3.74 313 427 207 29.8 40.7 19.7 85 8.1 17 1.6 3.89 0,15 12 2 Teachers treat students fairly and consistently. 306 341 269 PCT 29.0 32.3 25.5 101 9.6 38 3.6 3.73 363 374 205 34.8 35.9 19.7 74 7.1 27 2.6 3.93 0.20 10 3 Teachers and students have a sense of pride and work together in this school. 384 340 237 PCT 36.4 32.2 22.4 73 6.9 22 2.1 3.93 271 391 263 26.1 37.6 25.3 90 8.7 25 2.4 3.76 0.17- 38 4 Extra learning time is provided for students who need or want it. 383 270 224 124 PCT 36.5 25.8 21.4 11.8 47 4.5 3.78 317 367 232 30.8 35.6 22.5 93 9.0 21 2.0 3.84 0.06 19 5 Students have opportunities to develop leadership skills. 390 270 222 115 PCT 37.1 25.7 21.1 11.0 53 5.0 3.78 304 309 257 134 29.2 29.7 24.7 12.9 37 3.6 3.68 0.10- 32 6 Teachers feel accountable for students who do not understand the work. 367 331 232 PCT 34.9 31.5 22.1 71 6.7 51 4.8 3.84 290 395 227 27.8 37.9 21.8 99 9.5 31 3.0 3.78 0.06- 27 7 Teachers expect low achievers to respond as often as other students. 297 240 246 PCT 28.3 22.8 23.4 132 136 12.6 12.9 3.40 226 268 288 145 107 21.9 25.9 27.9 14.0 10.3 3.34 0.06- 28 6 Slow learners receive as much praise as more advanced students. 299 262 245 147 PCT 28.6 25.0 23.4 14.1 93 8.9 3.50 270 329 248 120 26.4 32.2 24.2 11.7 56 5.5 3.62 0.12 14 9 Students in our school are excited about learning. 171 190 354 226 PCT 16.5 18.3 34.2 21.8 95 9.2 3.11 323 311 210 116 31.7 30.5 20.6 11.4 60 5.9 3.70 0.59 2 10 The school rules are fair. 385 221 227 106 106 PCT 36.8 21.1 21.7 10.1 10.1 3.64 363 323 177 109 35.6 31.7 17.4 10.7 46 4.7 3.82 0.18 11 11 Student work is proudly displayed throughout the school. 352 276 255 100 PCT 34.1 26.7 24.7 9.7 50 4.8 3.75 209 257 302 157 20.6 25.4 29.8 15.5 88 8.7 3.33 0.42- 47 12 Learning is seen as the most important reason for attending school. 725 170 PCT 69.1 16.2 95 39 20 9.1 3.7 1.9 4.46 546 299 126 52.8 28.9 12.2 39 24 3.8 2.3 4.26 0.20- 41 13 Students are treated in ways which encourage failures. success rather than focusing on 327 353 236 78 59 PCT 31.1 33.5 22.4 7.4 5.6 3.77 329 332 249 31.7 32.0 24.0 87 41 8.4 3.9 3.79 0.02 22 U Teachers have the same level of expectations of academic achievement for students of all races. 515 251 153 86 44 PCT 49.1 23.9 14.6 8.2 4.2 4.05 430 309 171 41.4 29.7 16.5 85 44 8.2 4.2 3.95 0.10- 33 15 Students learn to appreciate different life styles in their classes. 279 347 265 101 42 PCT 27.0 33.6 25.6 9.8 4.1 3.69 207 327 282 20.3 32.0 27.6 135 70 13.2 6.9 3.45 0.24- 43 16 Teachers have the same level of expectations for educational accomplishments 502 251 159 72 68 of female as well as male students. 17 There'is encouragement, as well as opportunity, for students of different races and life styles. PCT 47.7 23.9 15.1 6.8 6.5 447 303 177 67 46 PCT 43.0 29.1 17.0 6.4 4.4 18 Students in this school receive equal treatment regardless of race. 486 217 171 93 67 PCT 47.0 21.0 16.5 9.0 6.5 3.99 3.99 3.93 385 319 204 36.9 30.6 19.6 340 342 222 33.0 33.2 21.6 441 301 168 42.9 29.3 16.4 79 56 7.6 5.4 3.86 0.13- 36 80 45 7.8 4.4 3.82 0-17- 39 75 42 7.3 4.1 3.99 0.06 20.TE: 06/18/91 KE: 10:25:51 ELEMENTARY STUDENT SURVEY TOTALS tSTION K TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2\u0026gt; (1) AVG DIFF RANK 9 Teachers use textbooks, materials and different ways fair to students of all races and life styles. of teaching which are 553 274 PCT 52.7 26.1 150 14.3 49 24 4.7 2.3 4.22 362 352 202 34.9 34.0 19.5 85 8.2 35 3.4 3.88 0.34- 45 0 Teachers in this school receive equal treatment. 404 297 185 88 64 PCT 38.9 28.6 17.8 8.5 6.2 3.85 321 337 224 31.6 33.2 22.0 88 8.7 46 4.5 3.78 0.07- 30 1 Custodians in this school receive treatment equal to other staff mecnbers. 408 288 196 64 72 PCT 38.9 27.5 18.7 8.0 6.9 3.83 301 306 256 116 29.1 29.5 24.7 11.2 57 5.5 3.65 0.18- 40 2 Librarians in this school receive treatment equal to other staff members. 601 269 102 48 31 PCT 57.2 25.6 9.7 4.6 2.9 4.29 344 339 221 32.9 32.4 21.1 92 8.8 49 4.7 3.80 0.49- 49 3 Secretaries in this school receive treatment equal to other staff members. 594 254 127 44 27 PCT 56.8 24.3 12.1 4.2 2.6 4.28 353 337 209 90 43 34.2 32.7 20.3 8.7 4.2 3.84 0.44- 48 4 Teachers of all races in this school receive equal treatment. 611 235 113 48 35 PCT 58.6 22.6 10.8 4.6 3.4 4.28 433 303 183 70 37 42.2 29.5 17.8 6.8 3.6 3.99 0.29- 44 5 J am clear about my rights and responsibilities in this school. 598 256 116 50 23 PCT 57.3 24.5 11.1 4.8 2.2 4.30 436 360 158 34 43 42.3 34.9 15.3 3.3 4.2 4.07 0.23- 42 6 If a student has a problem, there are people in this school who will help. 636 192 141 54 31 PCT 60.3 18.2 13.4 5.1 2.9 4.27 531 311 124 47 28 51.0 29.9 11.9 4.5 2.7 4.21 0.06- 29 7 The principal and the assistant principaKs) of this responsive to students needs. school act on and are 523 303 141 54 37 PCT 49.4 28.6 13.3 5.1 3.5 4.15 421 384 164 43 35 40.2 36.7 15.7 4.1 3.3 4.06 0.09- 31 6 Punishment for breaking school rules is handled fairly in this school. 378 258 227 PCT 35.8 24.5 21.5 99 9.4 93 8.8 3.69 389 363 186 71 41 37.0 34.6 17.7 6.8 3.9 3.94 0.25 8 9 Teachers identify discipline problems early and respond quickly and firmly. 304 307 295 PCT 28.9 29.2 28.0 94 8.9 53 5.0 3.67 279 365 260 92 41 26.9 35.2 25.1 8.9 4.0 3.72 0.05 21  Attending a school which has a student body and staff that are racially mixed will be beneficial to my learning experience. 382 293 212 PCT 36.4 27.9 20.2 75 7.1 87 8.3 3.77 310 298 249 97 86 29.8 28.7 23.9 9.3 8.3 3.62 0.15- 37 $1 There are no racial problems in this school. 269 221 262 146 141 PCT 25.9 21.3 25.2 14.1 13.6 3.31 352 285 221 79 75 34.8 28.2 21.8 7.8 7.4 3.75 0.44 5 52 In this school problems are recognized and corrected. 352 304 235 103 PCT 34.2 29.5 22.8 10.0 36 3.5 3.80 330 363 210 77 32 32.6 35.9 20.8 7.6 3.2 3.87 0.07 17 53 Teachers know and treat students as individuals. 357 310 221 PCT 34.3 29.8 21.2 84 8.1 69 6.6 3.77 340 361 204 84 44 32.9 34.9 19.7 8.1 4.3 3.84 0.07 18 34 If a decision made at your to a higher authority. school seems unfair, you have the right to take it 348 192 200 138 172 PCT 33.1 18.3 19.0 13.1 16.4 3.38 356 317 204 83 74 34.4 30.7 19.7 8.0 7.2 3.77 0.39 6 35 learning expectations are communicated to all students. 419 331 182 PCT 40.8 32.2 17.7 69 6.7 27 2.6 4.01 346 358 216 63 37 33.9 35.1 21.2 6.2 3.6 3.89 0.12- 35 36 Parents understand the school's discipline policies and procedures. 433 320 195 PCT 41.1 30.4 18.5 65 6.2 41 3.9 3.98 381 362 191 68 37 36.7 34.8 18.4 6.5 3.6 3.94 0.04- 25h - t lI \\TE: 06/18/91 IME: 10:25:51 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY STUDENT SURVEY TOTALS PACE: 3 PROG: RAS5O3 CSTIOM M TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 7 There are open lines of communication among students, teachers, and the principal's office. 394 328 195 PCT 37.4 31.1 18.5 93 8.8 44 4.2 3.88 344 352 212 33.2 33.9 20.4 84 8.1 45 4.3 3.S3 0.05- 26 8 Information on career opportunities is available to me in this school. 315 237 233 138 121 PCT 30.2 22.7 22.3 13.2 11.6 3,46 273 315 239 128 26.5 30.6 23.2 12.4 74 7.2 3.56 0.10 15 9 All students participate in college entry or college level courses in this school. 145 160 188 154 356 PCT 14.5 16.0 18.7 15.4 35.5 2.58 204 238 200 124 236 20.4 23.8 20.0 12.4 23.6 3.04 0.46 4 0 Extracurricular activities are available to students without discrimination on the basis of sex. national origin, race, or handicapping condition. 441 248 211 PCT 42.0 23.6 20.1 62 87 5.9 8.3 3.85 383 295 219 84 36.8 28.4 21.1 8.1 59 5.7 3.82 0.03- 24 1 All students are provided with opportunities for success and recognition. 432 313 183 PCT 41.5 30.0 17.6 75 39 7.2 3.7 3.98 360 348 223 80 31 34.5 33.4 21.4 7.7 3.0 3.88 0.10- 34 2 Students treat teachers with respect. 209 290 356 139 50 PCT 20.0 27.8 34.1 13.3 4.8 3.44 395 358 183 64 33 38.2 34.7 17.7 6.2 3.2 3.98 0.54 3 3 Teachers treat students with respect. 355 282 231 PCT 34.3 27.3 22.3 91 75 8.8 7.3 3.72 447 330 172 50 27 43.6 32.2 16.8 4.9 2.6 4.09 0.37 7 4 Students treat other students with respect. 151 248 358 190 90 PCT 14.6 23.9 34.5 18.3 8.7 3.17 350 323 230 75 46 34.2 31.5 22.5 7.3 4.5, 3.83 0.66 1 5 Teachers treat other teachers with respect. 668 207 112 PCT 63.7 19.8 10.7 46 15 4.4 1.4 4.39 422 336 179 58 42 40.7 32.4 17.3 5.6 4.1 4.00 0.39- 46 6 Students are satisfied with their progress in school. 278 317 323 PCT 26.5 30.2 30.8 87 45 8.3 4.3 3.66 390 321 224 68 38 37.5 30.8 21.5 6.5 3.7 3.91 0.25 9 7 I enjoy coming to this school. 362 250 264 PCT 34.7 23.9 25.3 79 89 7.6 8.5 3.68 369 316 177 91 61 35.7 30.6 17.1 8.8 7.8 3.77 0.09 16 8 Principals treat students with respect. 589 216 148 PCT 56.5 20.7 14.2 50 39 4.8 3.7 4.21 522 314 131 39 27 50.5 30.4 12.7 3.8 2.6 4.22 0.01 23 9 Students treat principals with respect. 429 299 210 PCT 41.2 28.7 20.2 61 42 5.9 4.0 3.97 476 336 125 52 42 46.2 32.6 12.1 5.0 4.1 4.11 0.14 13s 1 T Ti J r DATE: 06/18/91 IME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS PAGE: PROG: RAS5' aUESTIOH (UH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG DIFF RA' 1 People feel safe at this school. 270 527 PCT 31.0 60.5 61 7.0 8 0.9 5 0.6 4.20 564 265 66.0 31.0 23 2.7 3 0.4 0 0.0 4.62 0.42 2: 2 Teachers treat students fairly and consistently. 226 556 PCT 26.0 64.0 83 9.6 4 0.5 0 0.0 4.15 567 265 66.5 31.1 20 2.3 0 0.0 0 0.0 4.64 0.49 11 3 Teachers and students have a sense of pride and work together in this school. 185 491 163 PCT 21.4 56.8 18.9 23 2.7 2 0.2 3.96 449 356 52.9 42.0 43 5.1 0 0.0 0 0.0 4.47 0.51 1 4 Extra learning tiine is provided for students *rfio need or want it. 271 407 154 PCT 31.1 46.8 17.7 38 4.4 0 0.0 4.04 373 370 101 43.8 43.4 11.9 8 0.9 0 0.0 4.30 0.26 3. 5 Students have opportunities to develop leadership skills. 234 379 220 PCT 26.9 43.6 25.3 34 3.9 2 0.2 3.93 249 383 204 29.3 45.1 24.0 13 1.5 1 0.1 4.01 0.06 5 6 Teachers feel accountable for students who do not understand the work. 318 438 106 PCT 36.6 50.4 12.2 7 0.8 0 0.0 4.22 382 333 132 44.3 38.6 15.3 14 1.6 1 0.1 4.25 0.03 7 Teachers expect low achievers to respond as often as other students. 201 413 211 PCT 23.1 47.5 24.3 40 4.6 4 0.5 3.88 295 393 155 34.3 45.7 18.0 16 1.9 1 0.1 4.12 0.24 3 8 Slow learners receive as much praise as tnore advanced students. 290 407 139 PCT 33.5 47.0 16.1 28 3.2 2 0.2 4.10 436 359 50.9 41.9 59 6.9 2 0.2 0 0.0 4.43 0.33 2 9 Students in our school are excited about learning. 75 425 314 iPCT 8.6 49.0 36.2 53 6.1 1 0.1 3.59 447 352 52.2 41.1 54 6.3 3 0.4 0 0.0 4.45 0.86 10 The school rules are fair. 407 368 PCT 47.2 42.7 68 7.9 15 1.7 4 0.5 4.34 497 311 58.3 36.5 43 5.0 0 0.0 1 0.1 4.52 0.18 4 11 Student work is proudly displayed throughout the school. 463 307 93 PCT 53.3 35.3 10.7 6 0.7 0 0.0 4.41 330 377 141 38.5 44.0 16.5 8 0.9 1 0.1 4.19 0.22- 6 12 Learning is seen as the most important reason for attending school. 407 315 112 PCT 47.1 36.5 13.0 29 3.4 1 0.1 4.27 564 243 66.0 28.5 47 5.5 0 0.0 0 0.0 4.60 0.33 2 13 Students are treated in ways which encourage success rather than focusing on failures. 273 489 99 PCT 31.3 56.1 11.4 9 1.0 1 0.1 4.17 516 299 60.1 34.8 43 5.0 1 0.1 0 0.0 4.54 0.37 2: 14 Teachers have the same level of expectations of academic achievement for students of all races. 451 317 PCT 51.8 36.4 75 8.6 26 3.0 1 0.1 4.36 593 233 68.7 27.0 36 4.2 1 0.1 0 0.0 4.64 0.28 3' 15 Students learn to appreciate different life styles in their classes. 204 440 189 PCT 23.6 50.9 21.8 31 3.6 1 0.1 3.94 278 378 178 32.5 44.2 20.8 20 2.3 1 0.1 4.06 0.12 4\n16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 524 300 PCT 60.1 34.4 41 4.7 7 0.8 0 0.0 4.53 516 278 59.9 32.3 61 7.1 6 0.7 1 0.1 4.51 0.02- 51 17 There is encouragement, as well as opportiriity, for students of different races and life styles. 478 315 PCT 54.9 36.2 64 7.3 14 1.6 0 0.0 4.44 500 295 58.1 34.3 61 7.1 3 0.3 1 0.1 4.50 0.06 55 18 Studer.ts in this school receive equal treatment regardless of race. 451 290 97 PCT 52.1 33.5 11.2 22 2.5 6 0.7 4.33 599 220 69.9 25.7 35 4.1 2 0.2 1 0.1 4.64 0.31 32ATE: 06/18/91 IME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS PAGE: PROG: RAS5C tUE ST I ON UH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4\u0026gt; I (3) (2) (1) AVG DIFF RA\u0026gt; 19 Teachers use textbooks, materials and different Mays of teaching which are fair to students of all races and life styles. 373 396 PCT 42.9 45.6 86 9.9 12 1.4 2 0.2 4.29 449 326 52.3 38.0 78 9.1 4 0.5 2 0.2 4.41 0.12 4 20 Teachers in this school receive equal treatment. 279 370 165 PCT 32.3 42.8 19.1 42 4.9 9 1.0 4.00 538 262 62.7 30.5 55 6.4 2 0.2 1 0.1 4.55 0.55 IC 21 Custodians in this school receive treatment equal to other staff members. 316 396 120 PCT 36.5 45.7 13.9 28 3.2 6 0.7 4.14 411 325 107 48.1 38.0 12.5 11 1 1.3 0.1 4.32 0.18 43 22 Librarians in this school receive treatment equal to other staff members. 543 288 PCT 62.4 33.1 32 3.7 6 1 0.7 0.1 4.57 461 305 88 5 2 53.5 35.4 10.2 0.6 0.2 4.41 0.16- U 23 Secretaries in this school receive treatment equal to other staff members. 522 289 PCT 60.1 33.3 46 5.3 11 0 1.3 0.0 4.52 449 310 88 9 1 4.39 0.13- 62 52.4 36.2 10.3 1.1 0.1 24 Teachers of all races in this school receive equal treatment. 407 303 112 PCT 47.2 35.2 13.0 32 8 3.7 0.9 4.24 540 253 63.5 29.8 55 0 2 6.5 0.0 0.2 4.56 0.32 31 25 I am clear about my rights and responsibilities in this school. 504 291 PCT 57.9 33.4 57 6.6 17 1 2.0 0.1 4.47 526 276 61.5 32.3 50 2 1 5.8 0.2 0.1- 4.54 0.07 5\n26 If a student has a problem, there are people in this school who Mill help. 539 255 PCT 62.0 29.3 64 7.4 11 1 1.3 0.1 4.51 605 219 70.4 25.5 31 3 1 3.6 0.3 0.1 4.65 0.14 46 27 The principal and the assistant principal(s) of this school act on and are 420 345 91 responsive to studenW' needs. PCT 48.6 39.9 10.5 9 0 1.0 0.0 4.35 545 284 63.5 33.1 27 2 0 3.1 0.2 0.0 4.59 0.24 4( 28 Punishment for breaking school rules is handled fairly in this school. 233 400 178 PCT 26.9 46.2 20.6 52 3 6.0 0.3 3.93 539 292 63.1 34.2 21 1 1 2.5 0.1 0.1 4.60 0.67 6 29 Teachers identify discipline problems early and respond quickly and firmly. 191 521 143 PCT 22.1 60.2 16.5 10 0 1.2 0.0 4.03 523 306 61.3 35.9 24 0 0 2.8 0.0 0.0 4.58 0.55 n school which has a student body and staff that are racially mixed 30 Teaching in a ------------------- will be beneficial to student learning experience. 415 355 PCT 48.1 41.2 79 9.2 10 3 1.2 0.3 4.35 376 317 44.1 37.2 133 20 7 15.6 2.3 0.8 4.21 0.14- bi 31 There are no racial problems in this school. 86 313 302 127 27 PCT 10.1 36.6 35.3 14.9 3.2 3.35 381 332 122 4 1 45.4 39.5 14.5 0.5 0.1 4.29 0.94 32 In this school problems are recognized and corrected. 157 456 211 PCT 18.2 52.9 24.5 35 3 4.1 0.3 3.84 433 359 51.3 42.5 50 2 0 5.9 0.2 0.0 4.44 0.60 33 Teachers know and treat students as individuals. 326 451 PCT 37.9 52.4 82 9.5 1 1 0.1 0.1 4.27 487 327 57.3 38.5 36 0 0 4.2 0.0 0.0 4.53 0.26 37 34 If a decision made at your school seems unfair, you have the right to take it to 495 245 B higher authority. WT 57.6 28.5 83 9.7 30 7 3.5 0.8 4.38 446 315 52.6 37.1 82 5 0 9.7 0.6 0.0 4.41 0.03 5\n35 Learning expectations are communicated to all students. 476 332 PCT 55.3 38.6 49 5.7 3 0 0.3 0.0 4.48 521 278 61.9 33.0 43 0 0 5.1 0.0 0.0 4.56 0.08 51 36 Parents understand the school's discipline policies and procedures. 219 446 181 PCT 25.3 51.6 20.9 18 1 2.1 0.1 3.99 511 299 59.9 35.1 42 1 0 4.9 0.1 0.0 4.54 0.55 12(J TE: 06/18/91 ME: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEHENTARY TEACHER SURVEY TOTALS PAGE: 3 PROG: RAS501 STION 4 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK There are open lines of communication among students, teachers, and the principal's office. 367 351 118 PCT 42.5 40.7 13.7 22 2.5 5 0.6 4.22 512 296 60.3 34.9 41 4.8 0 0.0 0 0.0 4.55 0.33 30 } Information on career opportunities is available to all students in this school. 123 257 291 108 PCT 15.1 31.7 35.8 13.3 33 4.1 3.40 155 225 245 126 19.3 28.1 30.5 15.7 51 6.4 3.38 0.02- 59 \u0026gt; All students participate in college entry or college level courses in this school. 13 PCT 1.9 34 5.0 59 112 467 8.6 16.4 68.2 1.56 41 6.1 54 71 92 418 8.0 10.5 13.6 61.8 1.82 0.26 38 ) Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. 454 230 95 PCT 54.4 27.5 11.4 29 3.5 27 3.2 4.26 371 261 132 45.1 31.8 16.1 35 4.3 23 2.8 4.12 0-14- 65 All students are provided with opportunities for success and recognition. 498 298 PCT 57.6 34.5 64 7.4 5 0 0.6 0.0 4.49 521 278 61.7 32.9 46 5.4 0 0.0 0 0.0 4.56 0.07 53  Students treat teachers with respect. 39 375 330 111 6 PCT 4.5 43.6 38.3 12.9 0.7 3.38 614 205 72.5 24.2 26 1 3.1 0.1 1 0.1 4.68 1.30 1 3 Teachers treat students with respect. 231 531 96 PCT 26.7 61.4 11.1 6 1 0.7 0.1 4.13 606 220 71.1 25.8 25 1 2.9 0.1 0 0.0 4.67 0.54 13 \u0026gt; Students treat other students with respect. 24 318 422 96 4 PCT 2.836.848.811.1 0.5 3.30 514 278 60.5 32.7 55 3 0 6.5 0.4 0.0, 4.53 1.23 2 i Teachers treat other teachers with respect. 227 501 119 PCT 26.2 57.9 13.8 17 1 2.0 0.1 4.08 548 265 64.2 31.1 39 0 1 4.6 0.0 0.1 4.59 0.51 16 \u0026gt; Students are satisfied with their progress in school. 51 576 223 PCT 5.9 66.9 25.9 11 0 1.3 0.0 3.77 408 373 47.9 43.8 68 3 0 8.0 0.4 0.0 4.39 0.62 6 7 I enjoy coming to this school. 307 443 90 PCT 35.2 50.9 10.3 23 8 2.6 0.9 4.16 508 315 59.1 36.7 32 3 1 3.7 0.3 0.1 4.54 0.38 24 1 Parents are welcome in this school. 695 150 PCT 80.1 17.3 22 2.5 0 1 0.0 0.1 4.77 527 267 61.6 31.2 60 1 1 7.0 0.1 0.1 4.53 0.24- 68 ? Teachers provide parents with information and techniques for helping students learn. 295 467 101 PCT 34.1 53.9 11.7 3 0 0.3 0.0 4.21 407 365 47.4 42.5 83 3 0 9.7 0.3 0.0 4.37 0.16 45 3 Student progress is reported to parents at conferences. 663 196 PCT 76.6 22.7 5 0.6 1 0 0.1 0.0 4.75 573 247 66.9 28.9 36 0 0 4.2 0.0 0.0 4.62 0.13- 63 1 Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. 440 384 PCT 50.7 44.2 40 4.6 3 1 0.3 0.1 4.45 510 313 59.8.36.7 30 0 0 3.5 0.0 0.0 4.56 p.ll 49 2 Parents voluntarily visit the school. 231 280 273 PCT 26.7 32.4 31.6 60 1 9.2 0.1 3.76 328 366 141 14 2 38.5 43.0 16.6 1.6 0.2 4.17 0.41 23 5 Parents irtderstand the school's instructional program. 116 454 256 PCT 13.5 52.9 29.8 31 1 3.6 0.1 3.76 341 389 114 4 0 40.2 45.9 13.4 0.5 0.0 4.25 0.49 19  Teachers treat parents with respect. 560 291 15 PCT 64.6 33.6 1.7 1 0 0.1 0.0 4.62 546 269 42 0 0 63.7 31.4 4.9 0.0 0.0 4.58 0.04- 60JE: 06/18/91 HE: 10:17:24 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY TEACHER SURVEY TOTALS P^GE\n4 PROG: RASSOl 'EST! ON H TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) I (3) (2) (1) AVG DIFF RANK 5 Parents treat teachers with respect. 113 567 178 PCT 13.0 65.2 20.5 10 1.2 1 0.1 3.89 513 296 59.7 34.5 50 5.8 0 0.0 0 0.0 4.53 0.64 7 6 Parents and connunity members are involved in school decisions through advisory conrnittees. 211 369 217 PCT 24.6 43.0 25.3 52 6.1 9 1,0 3.84 253 383 188 29.8 45.2 22.2 22 2.6 2 0.2 4.01 0.17 44 7 Parents st4\u0026gt;port the school's instructional program. 132 502 208 PCT 15.3 58.3 24.2 18 2.1 1 0.1 3.86 381 391 44.7 45.9 77 9.0 3 0.4 0 0.0 4.34 0.48 20 8 Parents promote the school's instructional program. 109 412 282 PCT 12.7 48.1 32.9 50 5.8 3 0.4 3.67 315 397 121 37.2 46.9 14.3 13 1.5 0 0.0 4.19 0.52 14 9 Adninistrators are willing to listen to the ideas and feelings of others, even when they disagree. 287 341 187 PCT 33.2 39.4 21.6 37 4.3 13 1.5 3.98 467 325 54.5 37.9 63 7.4 2 0.2 0 0.0 4.46 0.48 21 0 Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 239 495 118 PCT 27.6 57.2 13.6 14 1.6 0 0.0 4.10 397 385 46.3 44.9 76 8.9 0 0.0 0 0.0 4.37 0.27 35 1 When important decisions are made about programs in this school, my ideas are acknowledged. 221 362 208 PCT 25.6 41.9 24.1 55 6.4 17 2.0 3.82 315 390 141 37.0 45.8 16.5 6 0.7 0 0.0 4.19 0.37 26 There is encouragement and personal support among staff members in this school. 284 405 145 PCT 32.8 46.8 16.7 25 2.9 7 0.8 4.07 432 349 50.5 40.6 74 6.6 1 0.1 0 0.0 4.41 0.34 27 Principals treat parents with respect. 608 223 PCT 70.2 25.8 31 3.6 3 0.3 1 0.1 4.65 553 266 64.6 31.1 34 4.0 0 0.0 1 0.1 4.60 0.05- 61 Parents treat principals with respect. 179 539 142 PCT 20.7 62.3 16.4 5 0.6 0 0.0 4.03 501 310 58.6 36.3 43 5.0 0 0.0 1 0.1 4.53 0.50 17 Principals treat teachers with respect. 437 324 PCT 50.4 37.4 60 9.2 19 2.2 7 0.8 4.34 586 245 68.5 28.6 24 2.8 1 0.1 0 0.0 4.65 0.31 33 Teachers treat principals with respect. 430 396 PCT 49.7 45.7 35 4.0 4 0.5 1 0.1 4.44 572 259 66.6 30.2 28 3.3 0 0.0 0 0.0 4.63 0.19 41 Principals treat stixJents with respect. 534 289 PCT 61.4 33.3 43 4.9 3 0.3 0 0.0 4,55 569 258 66.4 30.1 29 3.4 1 0.1 0 0.0 4.62 0.07 54 Students treat principals with respect. 188 467 183 PCT 21.7 53.8 21.1 29 3.3 1 0.1 3.93 580 244 67.9 28.6 30 3.5 0 0.0 0 0.0 4.64 0.71 5TE: 06/18/91 ME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: PROG: RAS50 SUMMARY ESTION M TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) I (3) (2) \u0026lt;n AVG DIFF RAN 1 People feel safe at this school. 462 777 166 PCT 32.3 54.3 11.6 20 1.4 6 0.4 4.16 768 529 55.7 38.3 73 5.3 9 1 0.7 0.1 4.48 0.32 18 2 Teachers treat students fairly and consistently. 321 800 262 PCT 22.6 56.3 18.4 31 2.2 8 0.6 3.98 738 548 53.9 40.0 72 7 5 5.3 0.5 0.4 4.46 0.48 7 3 Teachers and students have a sense of pride and work together in this school. 503 691 203 PCT 35.4 48.6 14.3 19 5 1.3 0.4 4.17 578 637 143 11 1 42.2 46.5 10.4 0.8 0.1 4.29 0.12 36 4 Extra learning time is provided for students uho need or want it. 386 561 342 PCT 27.5 40.0 24.4 88 25 6.3 1.6 3.85 562 592 187 18 3 41.343.513.7 1.3 0.2 4.24 0.39 13 5 Students have opportunities to develop leadership skills. 369 606 353 PCT 26.2 43.0 25.0 66 14 4.8 1.0 3.88 412 642 275 34 2 30.2 47.0 20.1 2.5 0.1 4.04 0.16 35 6 Teachefs feel accountable for students who do not understand the work. 244 576 428 PCT 17.5 41.4 30.7 115 29 8.3 2.1 3.64 456 589 258 42 5 33.843.619.1 3.1 0.4 4.07 0.43 9 7 Teachers expect low achievers to respond as often as other students. 183 471 455 194 33 PCT 13.7 35.3 34.1 14.5 2.5 3.43 268 524 389 102 11 20.7 40.5 30.1 7.9 0.9 3.72 0.29 21 8 Slow learners receive as much praise as more advanced students. 281 493 365 149 34 PCT 21.3 37.3 27.6 11.3 2.6 3.63 505 566 190 32 3 39.0 43.7 14.7 2.5 0.2 4.18 0.55 4 9 Students in our school are excited about learning. 292 661 369 PCT 21.3 48.1 26.9 42 10 3.1 0.7 3.86 632 543 138 8 1 47.8 41.1 10.4 0.6 0.1 4.35 0.49 6 0 The school rules are fair. 466 649 228 PCT 33.4 46.5 16.3 43 11 3.1 0.8 4.08 592 589 153 15 2 43.8 43.6 11.3 1.1 0.1 4.29 0.21 29 1 Student work is proudly displayed throughout the school. 774 411 177 PCT 55.5 29.5 12.7 27 6 1.9 0.4 4.37 434 556 293 49 8 32.4 41.5 21.9 3.7 0.6 4.01 0.36- 62 12 Learning is seen as the most important reason for attending school. 837 436 PCT 60.0 31.2 115 8.2 7 1 0.5 0.1 4.50 625 444 60.4 32,5 89 7 0 6.5 0.5 0.0 4.52 0.02 47 3 Students are treated in ways which encourage success rather than focusing on failures. 448 666 224 PCT 32.3 48.1 16.2 37 10 2.7 0.7 4.08 683 538 50.6 39.9 107 16 5 7.9 1.2 0.4 4.39 0.31 20 14 Teachers have the same level of expectations of academic achievement for students of all races. 464 548 272 PCT 33.6 39.7 19.7 75 20 5.4 1.5 3.98 695 478 139 21 6 51.8 35.6 10.4 1.6 0.6 4.36 0.38 14 i5 Students learn to appreciate different life styles in their classes. 287 616 358 PCT 21.0 45.0 26.2 90 17 6.6 1.2 3.77 331 517 366 100 16 24.9 38.9 27.5 7.5 1.2 3.78 0.01 49 ,6 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 580 604 159 PCT 42.1 43.8 11.5 32 4 2.3 0.3 4.25 587 538 195 24 8 43.4 39.8 14.4 1.8 0.6 4.23 0.02- 51 7 There is encouragement, as well as opportunity, for students of different races and life styles. 491 590 221 PCT 35.7 42.9 16.1 62 11 4.5 0.8 4.08 587 532 182 23 8 44.1 39.9 13.7 1.7 0.6 4.25 0.17 33DATE\n06/18/91 TIME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS SUMMARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) . \u0026lt;3) \u0026lt;2) (1) AVG 18 Students in this school receive equal treatment regardless of race. 483 551 245 PCT 35.3 40.3 17.9 70 5.1 18 1.3 4.03 746 445 56.3 33.6 106 8.0 22 1.7 5 0.4 4.43 19 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 559 609 176 PCT 40.3 43.9 12.7 37 6 2.7 0.4 4.20 608 551 158 45.1 40.9 11.7 26 1.9 5 0.4 4.28 20 Teachers in this school receive equal treatment. 398 681 205 PCT 30.1 51.6 15.5 29 8 2.2 0.6 4.08 489 551 225 37.9 42.7 17.4 19 1.5 7 0.5 4.15 21 Custodians in this school receive treatment equal to other staff members. 327 614 251 PCT 25.7 48.3 19.8 56 22 4.4 1.7 3.91 370 526 303 29.3 41.6 24.0 53 4.2 11 0.9 3.94 22 Librarians in this school receive treatment equal to other staff members. 459 661 141 PCT 35.8 51.6 11.0 16 5 1.2 0.4 4.21 386 542 289 30.5 42.8 22.8 42 3.3 8 0.6 3.99 23 Secretaries in this school receive treatment equal to other staff members. 465 655 132 PCT 36.4 51.3 10.3 22 4 1.7 0.3 4.21 388 518 303 30.8 41.1 24.0 42 3.3 9 0.7 3.97 24 Teachers of all races in this school receive equal treatment. 463 592 187 PCT 35.9 45.9 14.5 37 11 2.9 0.9 4.13 527 498 219 41.5 39.2 17.3 21 1.7 4 0.3 4.20 25 1 am clear about my rights and responsibilities in this school. 649 539 152 PCT 47.3 39.3 11.1 25 8 1.8 0.6 4.30 593 530 185 44.7 39.9 13.9 16 1.2 3 0.2 4.27 26 If a student has a problem, there are people in this school who will help. 649 500 197 PCT 46.7 36.0 14.2 33 11 2.4 0.8 4.25 766 479 57.0 35.6 93 6.9 4 0.3 2 0.1 4.49 27 The principal and the assistant principal(s) of this school act on and are responsive to students' needs. 593 572 176 PCT 42.4 40.9 12.6 41 16 2.9 1.1 4.20 702 516 52.2 38.3 113 8.4 9 0.7 6 0.4 4.41 28 Punishment for breaking school rules is handled fairly in this school. 414 667 244 PCT 29.7 47.8 17.5 52 18 3.7 1.3 4.00 638 548 147 47.3 40.6 10.9 12 0.9 4 0.3 4.33 29 Teachers identify discipline problems early and respond quickly and firmly. 342 596 373 PCT 24.7 43.1 27.0 57 4.1 14 1.0 3.86 571 582 162 42.9 43.8 12.2 11 0.8 4 0.3 4.28 30 Attending a school which has a student body and staff that ere racially mixed will be beneficial to my child's learning experience. 563 484 243 PCT 40.8 35.1 17.6 57 32 4.1 2.3 4.07 485 436 265 36.2 32.5 19.8 104 7.8 50 3.7 3.89 31 There are no racial problems in this school. 162 407 430 242 108 PCT 12.0 30.2 31.9 17.9 8.0 3.20 539 495 196 41.4 38.0 15.0 52 4.0 21 1.6 4.13 32 In this school problems are recognized and corrected. 309 688 315 PCT 22.5 50.1 23.0 52 8 3.8 0.6 3.90 531 614 158 40.3 46.6 12.0 12 0.9 4 0.3 4.25 33 Teachers know and treat students as individuals. 417 680 239 PCT 30.2 49.3 17.3 35 8 2.5 0.6 4.06 607 585 45.4 43.8 127 9.5 13 1.0 5 0.4 4.32 34 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 847 357 128 PCT 61.0 25.7 9.2 37 19 2.7 1.4 4.42 697 473 146 51.9 35.2 10.9 20 1.5 6 0.4 4.36 PAGE: PROG: RAS' 01FF 0.40 0.08 0.07 0.03 0.22- 0.24- 0.07 0.03- 0.24 0.21 0.33 0.42 0.18- 0.93 0.35 0.26 0.06- R 1 1 5 1 2 5'TE: 06/18/91 ME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: 3 SUMMARY PROG: RAS5O2 ESTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG 5 Learning expectations are communicated to all students. IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 6 Parents understand the schools discipline policies and procedures. 7 There are open lines of communication principal's office. among students, teachers, and the 8 Information on career opportunities is available to fny child in this school. 9 All students participate in college entry or college level courses in thi school. s 0 Extracurricular activities are available to students without di\n. . - ------------.w Hiiiluuk uiscrii the basis of sex, national origin, race, or handicapping condition. iscrifnination on 1 All students are provided with opportunities for success and recognition. 2 Students treat teachers with respect. 3 Teachers treat students with respect. 4 Students treat other students with respect. 5 Teachers treat other teachers with respect. 5 Students are satisfied with their progress in school. 7 1 enjoy coming to this school. 8 Parents are welcome in this school. learn'^'\"^ provide parents with information and techniques for helping students 0 Student progress is reported to parents at conferences. 1 Teachers frequently communicate with parents on student areas of strength and weakness. progress and indicate 551 621 162 PCT 40.5 45.6 11.9 601 611 163 PCT 42.7 43.4 11.6 494 592 239 PCT 35.6 42.7 17.2 232 401 371 PCT 17.9 30.9 28.6 77 141 171 25 1.8 3 0.2 4.24 610 561 138 46.2 42.5 10.4 10 0.8 2 0.2 4.33 0.09 39 25 1.8 52 3.7 198 15.2 179 7 0.5 11 0.8 97 7.5 601 PCT 6.6 12.1 14.6 15.3 51.4 502 495 212 PCT 37.8 37.3 16.0 501 592 221 PCT 36.8 43.5 16.2 244 708 379 PCT 17.6 51.2 27.4 352 702 277 PCT 25.6 51.1 20.2 126 582 572 4.26 4.08 3.36 2.07 64 4.8 55 4.1 3.99 38 2.8 9 0.7 4.13 47 3.4 37 2.7 90 6 0.4 5 0.4 16 PCT 9.1 42.0 41.3 6.5 1.2 446 711 162 13 1 PCT 33.5 53.3 12.2 1.0 0.1 219 712 393 44 9 PCT 15.9 51.7 28.5 3.2 0.7 602 569 189 35 13 PCT 42.8 40.4 13.4 2.5 0.9 1082 265 PCT 76.8 18.8 599 502 PCT 42.6 35.7 1037 297 PCT 74.3 21.3 688 494 PCT 48.8 35.0 53 7 2 3.8 0.5 0.1 246 48 10 17.5 3.4 0.7 51 9 1 3.7 0.6 0.1 173 41 14 12.3 2.9 1.0 3.82 3.98 3.51 4.19 3.79 4.21 4.71 4.16 4.69 4.27 600 5 73 157 44.3 42.4 11.6 635 537 145 47.4 40.1 10.8 304 427 318 21 1.6 2 0.1 4.29 0.03 46 19 1.4 4 0.3 4.32 0.24 24 139 24.2 33.9 25.3 11.0 137 183 213 163 70 5.6 443 12.0 16.1 18.7 14.3 38.9 454 475 250 35.2 36.8 19.4 573 565 152 43.3 42.7 11.5 734 500 55.0 37.5 718 510 53.8 38.2 587 558 43.6 41.4 3.60 2.48 0.24 0.41 25 11 89 6.7 92 6.9 183 13.6 595 558 133 72 5.6 39 3.0 3.95 0.04- 53 24 1.8 10 0.8 4.25 0.12 37 10 0.7 13 1.0 14 2* 0.1 4.46 0.64 3 1 0.1 4.44 0.46 8 5 1.0 0.4 4.26 0.75 2 19 4 45.5 42.6 10.2 1.5 0.3 608 575 137 17 3 45.4 42.9 10.2 1.3 0.2 554 565 202 27 4 41.0 41.8 14.9 2.0 0.3 737 468 54.6 34.6 692 515 131 13 2 9.7 1.0 0.1 136 9 1 51.1 38.1 10.1 0.7 0.1 616 448 60.6 33.3 76 5 2 5.6 0.4 0.1 4.31 4.31 4.21 4.42 4.39 4.53 0.12 0.52 0.00 0.29- 0.23 0.16- 38 5 50 61 27 57 , 765 486 56.5 35.9 69 12 2 6.6 0.9 0.1 4.47 0.20 31DATE: 06/18/91 TIME: 10:22:12 LITTLE ROCK SCHOOL DISTRICT ELEMENTARY PARENT SURVEY TOTALS PAGE: PROG: RAS5 SUMMARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2\u0026gt; (1) AVG DIFF R/ 52 Parents voluntarily visit the school. 395 502 416 PCT 28.5 36.2 30.0 66 4.8 9 0.6 3.87 449 550 302 33.4 40.9 22.5 36 2.7 7 0.5 4.04 0.17 53 Parents understand the school's instructional program. 315 675 346 PCT 22.7 48.6 24.9 51 3.7 3 0.2 3.89 459 613 235 34.3 45.8 17.6 25 1.9 5 0.4 4.11 0.22 54 Teachers treat parents with respect. 755 518 PCT 54.2 37.2 108 12 7.7 0.9 1 0.1 4.44 657 543 137 48.7 40.3 10.2 9 0.7 3 0.2 4.36 0.08- 55 Parents treat teachers with respect. 598 650 143 4 PCT 42.8 46.6 10.2 0.3 1 0.1 4.31 664 535 49.5 39.9 130 9 3 9.7 0.7 0.2 4.37 0.06 56 Parents and community members are involved in school decisions through advisory conwittees. 274 518 394 128 27 PCT 20.4 38.6 29.4 9.5 2.0 3.65 407 542 308 42 7 31.2 41.5 23.6 3.2 0.5 3.99 0.34 57 Parents support the school's instructional program. 342 716 278 34 9 PCT 24.8 51.9 20.2 2.5 0.7 3.97 502 576 234 24 1 37.5 43.1 17.5 1.8 0.1 4.16 0.19 58 Parents promote the school's instructional program. 255 640 387 55 11 PCT 18.9 47.5 28.7 4.1 0.8 3.79 423 562 285 44 3 32.1 42.7 21.6 3.3 0.2 4.03 0.24 59 Principals treat parents with respect. 825 439 PCT 58.9 31.3 117 14 6 8.4 1.0 0.4 4.47 696 502 144 8 1 51.5 37.2 10.7 0.6 0.1 4.39 0.08- 60 Parents treat principals with respect. 651 604 PCT 46.7 43.4 124 11 3 8.9 0.8 0.2 4.35 676 517 148 10 2 50.0 38.2 10.9 0.7 0.1 4.37 0.02 61 Principals treat students with respect. 672 543 162 19 3 PCT 48.0 38.8 11.6 1.4 0.2 4.33 688 550 50.6 40.5 111 8 2 6.2 0.6 0.1 4.40 0.07 62 Students treat principals with respect. 456 679 230 24 4 PCT 32.7 48.7 16.5 1.7 0.3 4.11 722 514 53.5 38.1 102 7 5 7.6 0.5 0.4 4.43 0.32ATE: 06/07/91 IME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS5O 24 FOREST PARK ELEMENTARY UESTION UM TEXT EXISTENCE (5) (4) \u0026lt;3) (2) \u0026lt;1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG OIFF RANI 1 People feel safe at this school. 11 12 PCT 47.8 52.2 0 0.0 0 0.0 0 0.0 4.47 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.26 21 2 Teachers treat students fairly and consistently. 6 17 PCT 26.1 73.9 0 0.0 0 0.0 0 0.0 4.26 15 8 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 0.39 11 3 Teachers and students have a sense of pride and work together in this school. 7 15 PCT 30.4 65.2 1 4.3 0 0.0 0 0.0 4.26 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.43 8 4 Extra learning time is provided for students who need or want it. 10 11 PCT 45.5 50.0 1 4.5 0 0.0 0 0.0 4.40 13 7 59.1 31.8 2 9.1 0 0.0 0 0.0 4.50 0.10 37 5 Students have opportunities to develop leadership skills. 8 11 4 PCT 34.8 47.8 17.4 0 0.0 0 0.0 4.17 7 9 6 30.4 39.1 26.1 1 4.3 0 0.0 3.95 0.22- 67 6 Teachers feet accountable for students who do not understand the work. 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.00 48 7 Teachers expect low achievers to resporxi as often as other students. 5 14 4 PCT 21.7 60.9 17.4 0 0.0 0 0.0 4.04 11 9 3 47.8 39.1 13.0 0 0.0 0 0.0 4.34 0.30 17 8 Slow learners receive as much praise as more advanced students. 10 8 4 PCT 43.5 34.8 17.4 1 4.3 0 0.0 4.17 16 7 0 69.6 30.4 0.0 0 0.0 0 0.0 4.69 0.52 7 9 Students in our school are excited about learning. 3 17 3 PCT 13.0 73.9 13.0 0 0.0 0 0.0 4.00 14 8 1 60.9 34.8 4.3 0 0.0 0 0.0 4.56 0.56 6 10 The school rules are fair. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 17 5 1 73.9 21.7 4.3 0 0.0 0 0.0 4.69 0.04- 52 1 Student work is proudly displayed throughout the school. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 10 11 2 43.5 47.8 8.7 0 0.0 0 0.0 4.34 0.39- 68 2 Learning is seen as the most important reason for attending school. 15 6 PCT 65.2 26.1 2 8.7 0 0.0 0 0.0 4.56 20 3 0 87.0 13,0 0.0 0 0.0 0 0.0 4.86 0.30 18 13 Students are treated in ways which encourage success rather than focusing on failures. 9 13 PCT 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 15 8 0 65.2 34.8 0.0 0 0.0 0 0.0 4.65 0.31 16 \u0026gt;4 Teachers have the same level of expectations of academic achievement for students of all races. 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 16 7 0 69.6 30.4 0.0 0 0.0 0 0.0 4.69 0.30 19 15 Students learn to appreciate different life styles in their classes. 6 14 3 PCT 26.1 60.9 13.0 0 0.0 0 0.0 4.13 9 12 2 39.1 52.2 8.7 0 0.0 0 0.0 4.30 0.17 31 16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 16 7 PCT 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 15 8 0 65.2 34.8 0.0 0 0.0 0 0.0 4.65 0.04- 53 7 There is encouragement, as well as opportunity, for students of different end life styles. races 9 14 PCT 39.1 60.9 0 0.0 0 0.0 0 0.0 4.39 16 6 1 69.6 26.1 4.3 0 0.0 0 0.0 4.65 0.26 22DATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS50 024 - FOREST PARK ELEMENTARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1\u0026gt; AVG IMPORTANCE (5) (4) (3) \u0026lt;2\u0026gt; (1) AVG 0 If F RAN 18 Students in this school receive equal treatment regardless of race. 13 10 0 PCT 56.5 43.5 0.0 0 0.0 0 0.0 4.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.22 26 19 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 14 9 0 PCT 60.9 39.1 0.0 0 0.0 0 0.0 4.60 17 5 73.9 21.7 1 4.3 0 0.0 0 0.0 4.69 0.09 38 20 Teachers in this school receive equal treatment. 8 15 0 PCT 34.8 65.2 0.0 0 0.0 0 0.0 4.34 15 7 65.2 30.4 1 4.3 0 0.0 0 0.0 4.60 0.26 23 21 Custodians in this school receive treatment equal to other staff members. 13 10 0 PCT 56.5 43.5 0.0 0 0.0 0 0.0 4.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.22 27 22 Librarians in this school receive treatment equal to other staff members. 19 4 0 PCT 82.6 17.4 0.0 0 0.0 0 0.0 4.82 18 4 78.3 17.4 1 4.3 0 0.0 0 0.0 4.73 0.09- 60 23 Secretaries in this school receive treatment equal to other staff merrbers. 20 3 0 PCT 87.0 13.0 0.0 0 0.0 0 0.0 4.86 19 3 82.6 13.0 1 4.3 0 0.0 0 0.0 4.78 0.08- 57 24 Teachers of all races in this school receive equal treatment. 16 5 2 PCT 69.6 21.7 8.7 0 0.0 0 0.0 4.60 18 4 78.3 17.4 1 4.3 0 0 0.0 0.0 4.73 0.13 35 25 I .nm clear about my rights and responsibilities in this school. 17 6 0 PCT 73.9 26.1 0.0 0 0.0 0 0.0 4.73 15 7 65.2 30.4 1 0 0 4.3 0.0 0.0 4.60 0.13- 64 26 If a student has a problem, there are people in this school *rf)O will help. 16 6 1 PCT 69.6 26.1 4.3 0 0 0.0 0.0 4.65 17 5 73.9 21.7 1 0 0 4.3 0.0 0.0 4.69 0.04 46 27 The principal and the assistant principal(s) of this school act on end are responsive to students' needs. 14 9 0 0 0 PCT 60.9 39.1 0.0 0.0 0.0 4.60 15 8 65.2 34.8 0 0 0 0.0 0.0 0.0 4.65 0.05 44 28 Punishment for breaking school rules is handled fairly in this school. 11 12 0 0 0 PCT 47.8 52.2 0.0 0.0 0.0 4.47 16 7 69.6 30.4 0 0 0 4.69 0.22 28 0.0 0.0 0.0 29 Teachers identify discipline problems early and respond quickly and firmly. 5 18 0 0 0 PCT 21.7 78.3 0.0 0.0 0.0 4.21 18 5 78.3 21.7 0 0 0 0.0 0.0 0.0 4.78 0.57 5 30 Teaching in a school which has a student body and staff that are racially mixed will be beneficial to student learning experience. 14 8 1 0 0 PCT 60.9 34.8 4.3 0.0 0.0 4.56 12 9 52.2 39.1 2 0 0 8.7 0.0 0.0 4.43 0.13- 65 31 There are no racial problems in this school. 3 10 8 2 0 PCT 13.0 43.5 34.8 8.7 0.0 3.60 10 6 4 0 0 45.5 36.4 18.2 0.0 0.0 4.27 0.67 4 32 In this school problems are recognized and corrected. 7 15 PCT 30.4 65.2 1 0 0 4.3 0.0 0.0 4.26 14 8 60.9 34.8 1 0 0 4.3 0.0 0.0 4.56 0.30 20 33 Teachers know and treat students oS individuals. 11 11 PCT 47.8 47.8 1 0 0 4.3 0.0 0.0 4.43 15 8 65.2 34.8 0 0 0 0.0 0.0 0.0 4,65 0.22 29 34 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 15 6 PCT 65.2 26.1 2 0 0 8.7 0.0 0.0 4.56 13 8 56.5 34.8 2 0 0 8.7 0.0 0.0 4.47 0.09- 61 ADATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: J PROG: RAS50 024 - FOREST PARK ELEMENTARY QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) \u0026lt;1\u0026gt; AVG DIFF RAN' 35 Learning expectations are corrmunicated to all students. 16 7 0 PCT 69.6 30.4 0.0 0 0.0 0 0.0 4.69 16 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0,09 39 36 Parents understand the school's discipline policies arxi procedures. 9 13 1 PCT 39.1 56.5 4.3 0 0.0 0 0.0 4.34 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.35 12 37 There ere open lines of commwiication 8mor\u0026gt;g students, teachers, and the principal's office. 15 7 1 PCT 65.2 30.4 4.3 0 0.0 0 0.0 4.60 14 8 60.9 34.8 1 4.3 0 0.0 0 0.0 4.56 0.04- 54 38 Information on career opportunities is available to all students in this school. 3 9 4 6 PCT 13,6 40.9 18.2 27.3 0 0,0 3.40 6 5 6 3 27.3 22.7 27.3 13.6 2 9.1 3.45 0.05 45 39 All students participate in college entry or college level courses in this school. 0 2 3 2 12 PCT 0.0 10.5 15.8 10.5 63.2 1.73 2 11.1 1 5.6 1 3 11 5.6 16.7 61.1 1.88 0.15 34 40 Extracurricular activities are avciilnble to students without discrimination on the basis of sex, national origin, race, or harxJicapping condition. 11 7 PCT 47.8 30.4 1 3 4.3 13.0 1 4.3 4.04 10 6 5 43.5 26.1 21.7 1 4.3 1 4.3 4.00 0.04- 55 41 All students are provided with opportunities for success and recognition. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.04- 56 42 Students treat teachers with respect. 0 13 10 PCT 0.0 56.5 43.5 0 0.0 0 0.0 3.56 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 1.22 1 43 Teachers treat students with respect. 8 14 PCT 34.8 60.9 1 4.3 0 0.0 0 0.0 4.30 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.43 9 44 Students treat other students with respect. 0 13 9 PCT 0.0 56.5 39.1 1 4.3 0 0.0 3.52 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 1.21 2 45 Teachers treat other teachers with respect. 10 13 PCT 43.5 56.5 0 0.0 0 0.0 0 0.0 4.43 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.35 13 46 Students are satisfied with their progress in school. PCT 0 19 4 0.0 82.6 17.4 0 0.0 0 0.0 3.82 12 9 54.5 40.9 1 4.5 0 0.0 0 0.0 4.50 0.68 3 47 1 enjoy coming to this school. 11 11 PCT 47.8 47.8 1 4.3 0 0.0 0 0.0 4.43 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.17 3? 48 Parents are welcome in this school. 22 PCT 95,7 1 4.3 0 0.0 0 0.0 0 0.0 4.95 20 3 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 0.09- 62 49 Teachers provide parents with information and techniques for helping students learn. 10 PCT 43,5 13 56.5 0 0.0 0 0.0 0 0.0 4.43 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.17 33 50 Student progress is reported to parents at conferences. 19 4 PCT 82.6 17.4 0 0.0 0 0.0 0 0.0 4.82 16 7 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 0.13- 66 51 Teachers frequently cofniunicate with parents on student progress arxJ indicate areas of strer\u0026gt;gth and weakness. 14 9 PCT 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 14 9 60.9 39.1 0 0.0 0 0.0 0 0.0 4.60 0.00 49DATE: 06/07/91 TIME: 09:09:57 LITTLE ROCK SCHOOL DISTRICT TEACHER SURVEY PAGE: 3 PROG: RAS5C 024 - FOREST PARK ELEMENTARY QUESTION NIX TEXT EXISTENCE (5) \u0026lt;4) \u0026lt;3) (2) (1) AVG IMPORTANCE (5) (4) . (3) C2) CD AVG DIFF RAN 52 Parents voluntarily visit the school. 12 10 PCT 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 10 12 43.5 52.2 1 4.3 0 0.0 0 0.0 4.39 0.08- 58 53 Parents understand the school's instructional program. 7 13 3 PCT 30.4 56.5 13.0 0 0.0 0 0.0 4.17 12 11 52.2 47.8 0 0.0 0 0.0 0 0.0 4.52 0.35 14 54 Teachers treat parents with respect. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.00 5C 55 Parents treat teachers with respect. 8 14 PCT 34.8 60.9 1 4.3 0 0.0 0 0.0 4.30 16 6 72.7 27.3 0 0.0 0 0.0 0 0.0 4.72 0.42 10 56 Parents and conwunity members are involved in school decisions through advisory coTOiittees. 8 13 PCT 34.8 56.5 2 8.7 0 0.0 0 0.0 4.26 7 14 30.4 60.9 1 4.3 1 4.3 0 0.0 4.17 0.09- 63 57 Parents support the school's instructional program. 11 11 PCT 47.8 47.8 1 4.3 0 0.0 0 0.0 4.43 11 12 47.8 52.2 0 0.0 0 0.0 0 0.0 4.47 0.04 47 58 Parents promote the school's instructional program. 9 11 3 PCT 39.1 47.8 13.0 0 0.0 0 0.0 4.26 9 13 39.1 56.5 1 4.3 0 0.0 0 0.0 4,34 0.08 41 59 Administrators are willing to listen to the ideas end feelings of others, when they disagree. even 11 10 PCT 47.8 43.5 2 8.7 0 0.0 0 0.0 4.39 15 6 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 0.26 24 60 Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 9 13 PCT 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 12 10 54.5 45.5 0 0.0 0 0.0 0 0.0 4.54 0.20 30 61 When important decisions ar6 made about programs in this school, my ideas are acknowledged. 8 12 PCT 34.8 52.2 2 8.7 1 4.3 0 0.0 4.17 7 13 3 30.4 56.5 13.0 0 0.0 0 0.0 4.17 0.00 51 62 There is encouragement and personal support among staff members in this school. 11 9 3 PCT 47.8 39.1 13.0 0 0.0 0 0.0 4.34 13 8 56.5 34.8 2 8.7 0 0.0 0 0.0 4.47 0.13 36 63 Principals treat parents with respect. 20 3 PCT 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.08- 59 64 Parents treat principals with respect. 12 10 PCT 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.26 25 65 Principals treat teachers with respect. 15 8 PCT 65.2 34.8 0 0.0 0 0.0 0 0.0 4.65 17 6 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 0.08 42 66 Teachers treat principals with respect. 16 7 PCT 69.6 30.4 0 0.0 0 0.0 0 0.0 4.69 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.09 40 67 Principals treat students with respect. 17 6 PCT 73.9 26.1 0 0.0 0 0.0 0 0.0 4.73 18 4 81.8 18.2 0 0.0 0 0.0 0 0.0 4.81 0.08 43 68 Students treat principals with respect. 10 13 PCT 43.5 56.5 0 0.0 0 0.0 0 0.0 4.43 18 5 78.3 21.7 0 0.0 0 0.0 0 0.0 4.78 0.35 15J5J J 1 E: 06/13/91\nE: 14:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 35 PROG: RAS502 FOREST PARK ELEMENTARY STIOW TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) , (3) (2\u0026gt; \u0026lt;1) AVG Diff RANK People feel s.^fe at this school. 12 9 PCT 52.2 39.1 1 4.3 1 4.3 0 0.0 4.39 13 10 56.5 43.5 0 0.0 0 0.0 0 0.0 4.56 0.17 33 Teachers treat students fairly and consistently. 6 10 6 PCT 27.3 45.5 27.3 0 0.0 0 0.0 4.00 13 10 56.5 43.5 0 0.0 0 0.0 0 0.0 4.56 0.56 6 Teachers and students have a sense of pride and work together in this school. 5 17 PCT 21.7 73.9 1 4.3 0 0.0 0 0.0 4.17 9 13 39.1 56.5 1 4.3 0 0.0 0 0.0 4.34 0.17 34 Extra learning time is provided for students who need or want it. 5 9 7 PCT 22.7 40.9 31.8 1 4.5 0 0.0 3.81 5 16 21.7 69.6 2 8.7 0 0.0 0 0.0 4.13 0.32 18 Students have opportunities to develop leadership skills. 6 10 3 3 PCT 27.3 45.5 13.6 13.6 0 0.0 3.86 7 11 4 30.4 47.8 17.4 1 4.3 0 0.0 4.04 0.18 30 Teachers feel accountable for students who do not understand the work. 4 12 5 PCT 18.2 54.5 22.7 1 4.5 0 0.0 3.86 10 7 4 45.5 31.8 18.2 1 4.5 0 0.0 4.18 0.32 19 Teachers expect low achievers to respond as often as other students. 2 12 7 PCT 9.1 54.5 31.8 1 4.5 0 0.0 3.68 7 9 6 31.8 40.9 27.3 0 0.0 0 0.0 * 4.04 0.36 16 Slow learners receive as much praise as more advanced students. 4 8 5 5 PCT 18.2 36.4 22.7 22.7 0 0.0 3.50 12 6 4 54.5 27.3 18.2 0 0.0 0 0.0 4.36 0.86 2 Students in our school are excited about learning. 3 12 8 PCT 13.0 52.2 34.8 0 0.0 0 0.0 3.78 11 10 47.8 43.5 2 8.7 0 0.0 0 0.0 4.39 0.61 6 The school rules are fair. 7 13 PCT 30.4 56.5 2 8.7 1 4.3 0 0.0 4.13 10 11 43.5 47.8 2 8.7 0 0.0 0 0.0 4.34. 0.21' 28 Student work is proudly displayed throughout the school. 10 9 4 PCT 43.5 39.1 17.4 0 0.0 0 0.0 4.26 6 12 5 26.1 52.2 21.7 0 0.0 0 0.0 4.04 0.22- 58 Learning is seen as the most important reason for attending school. 14 7 PCT 60.9 30.4 2 8.7 0 0.0 0 0.0 4.52 12 10 52.2 43.5 1 4.3 0 0.0 0 0.0 4.47 0.05- 51 Students are treated in ways which encourage success rather than focusing on failures. 2 18 PCT 8.7 78.3 0 0.0 2 8.7 1 4.3 3.78 11 9 47.8 39.1 2 8.7 0 0.0 1 4.3 4.26 0.48 12 Teachers have the same level of expectations of academic achievement for students of all races. 6 9 5 PCT 27.3 40.9 22.7 1 4.5 1 4.5 3.81 12 7 57.1 33.3 2 9.5 0 0.0 0 0.0 4.47 0.'66 5 Students learn to appreciate different life styles in their classes. 2 10 8 PCT 8.7 43.5 34.8 2 8.7 1 4.3 3.43 5 8 8 22.7 36.4 36.4 1 4.5 0 0.0 3.77 0.34 17 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 7 13 PCT 31.8 59.1 2 9.1 0 0.0 0 0.0 4.22 9 9 3 42.9 42.9 14.3 0 0.0 0 0.0 4.28 0.06 42 There is encouragement, as well as opportunity, for students of different races and life styles. 6 14 PCT 27.3 63.6 2 9.1 0 0.0 0 0.0 4.18 10 9 2 47.6 42.9 9.5 0 0.0 0 0.0 4.38 0.20 29E: 06/13/91 E: 14:59:36 FOREST PARK ELEMENTARY ST I ON TEXT r LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) 1 (3) (2) (1) AVG PAGE: 34 PROG: RAS5O2 OIFf RANK Students in this school receive eqUtil treatment regardless of race. 6 13 3 PCT 26.1 56.5 13.0 1 4.3 0 0.0 4.04 17 4 73.9 17.4 1 4,3 1 4.3 0 0.0 4.60 0.56 9 Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 8 12 3 PCT 34.8 52.2 13.0 0 0.0 0 0.0 4.21 14 5 3 60.9 21.7 13.0 1 4.3 0 0.0 4.39 0.18 31 Teachers in this school receive equal treatment. 7 11 4 PCT 31.8 50.0 18.2 0 0.0 0 0.0 4.13 10 6 5 45.5 27.3 22.7 1 4.5 0 0.0 4.13 0.00 49 Custodians in this school receive treatment equal to other staff members. 9 11 3 PCT 39.1 47.8 13.0 0 0.0 0 0.0 4.26 9 6 7 39.1 26.1 30.4 0 0.0 1 4.3 3.95 0.31- 60 Librarians in this school receive treatment equal to other staff members. 9 13 PCT 39.1 56.5 1 4.3 0 0 0.0 0.0 4.34 11 5 6 47.8 21.7 26.1 0 0.0 1 4.3 4.08 0.26- 59 Secretaries in this school receive treatment equal to other staff members. 13 9 PCT 56.5 39.1 1 4.3 0 0 0.0 0.0 4.52 11 4 7 0 1 47.8 17.4 30.4 0.0 4.3 4.04 0.48- 62 Teachers of all races in this school receive equal treatment. 10 11 PCT 43.5 47.8 2 8.7 0 0 0.0 0.0 4.34 12 6 4 0 1 52.2 26.1 17.4 0.0 4.3  4.21 0.13- 53 I am clear about my rights and responsibilities in this school. 7 12 3 PCT 31.8 54.5 13.6 0 0 0.0 0.0 4.18 14 5 3 0 0 63.6 22.7 13.6 0.0 0.0 4.50 0.32 20 If a student has a problem, there are people in this school who will help. 10 10 3 PCT 43.5 43.5 13.0 0 0 0.0 0.0 4.30 12 7 4 0 0 52.2 30.4 17.4 0.0 0.0 4.34 0.04 45 The principal and the assistant prlncipal(s) of this school act on and are responsive to students' needs. 7 13 PCT 31.8 59.1 2 9.1 0 0 0.0 0.0 4.22 13 5 4 0 0 59.1 22.7 18.2 0.0 0.0 4.40 0.18 32 Punishment for breaking school rules is handled fairly In this school. 6 11 4 PCT 27.3 50.0 18.2 1 0 4.5 0.0 4.00 10 8 4 0 0 45.5 36.4 18.2 0.0 0.0 4.27 0.27 24 Teachers identify discipline problems early and respond quickly and firmly. 4 14 3 PCT 19.0 66.7 14.3 0 0 0.0 0.0 4.04 9 7 5 0 0 42.9 33.3 23.8 0.0 0.0 4.19 0.15 37 Attending a school which has a student body and staff that are racially mixed will be beneficial to my child's learning experience. 11 9 PCT 47.8 39.1 2 8.7 0 1 0.0 4.3 4.26 9 a 5 1 0 39.1 34.8 21.7 4.3 0.0 4.08 0.18- 57 There are no racial problems In this school. 1 8 8 4 1 PCT 4.5 36.4 36.4 18.2 4.5 3.18 8 9 5 0 0 36.4 40.9 22.7 0.0 0.0 4.13 0.95 1 In this school problems are recognized and corrected. 4 14 4 PCT 18.2 63.6 18.2 0 0 0.0 0.0 4.00 7 10 4 1 0 31.845.518.2 4.5 0.0 4,04 0.04 46 Teachers know and treat students as individuals. 4 17 PCT 17.4 73.9 1 4.3 1 0 4.3 0.0 4.04 9 12 39.1 52.2 1 0 1 4.3 0.0 4.3 4.21 0.17 35 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 14 5 PCT 63.6 22.7 2 9.1 1 0 4.5 0.0 4,45 11 7 4 0 0 50,0 31..8-18.2 0.0 0.0 4.51 0.14- 56ME: 06/13/91 IME: U:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 35 PROG: RAS502 24 FOREST PARK ELEMENTARY JESTION JH TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) (2) (1) AVG DIFF RANK 55 Learning expectations are conmunicated to all students. 9 9 4 PCT 40.9 40.9 18.2 0 0.0 0 0.0 4.22 10 8 4 45.5 36.4 18.2 0 0.0 0 0.0 4.27 0.05 43 56 Parents understand the school's discipline policies and procedures. 8 15 PCT 34.8 65.2 0 0.0 0 0.0 0 0.0 4.34 11 9 3 47.8 39.1 13.0 0 0.0 0 0.0 4.34 0.00 50 57 There are open lines of conmunication among students, teachers, and the principals office. 7 15 PCT 30.4 65.2 1 4,3 0 0.0 0 0.0 4.26 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.13 40 58 Information on career opportunities is available to my child in this school. 6 3 6 5 PCT 27.3 13.6 27.3 22.7 2 9.1 3.27 7 6 31.8 27.3 2 6 9.1 27.3 1 4.5 3.54 0.27 25 59 All students participate in college entry or college level courses in this school.. 2 PCT 9.5 0 3 4 12 0.0 14.3 19.0 57.1 1.85 2 9.5 1 3 6 9 4.8 14.3 28.6 42.9 2.09 0.24 26 to Extracurricular activities are available to students without discrimination on th? basis of sex, national origin, race, or handicapping condition. 6 8 3 3 PCT 36.4 36.4 13.6 13.6 0 0.0 3.95 6 7 5 38.1 33.3 23.8 1 4.8 0 0.0 4.04 0.09 41 1 All students are provided with opportunities for success and recognition. 8 10 3 PCT 38.1 47.6 14.3 0 0.0 0 0.0 4.23 10 9 47.6 42.9 2 9.5 0 0.0 0 0.0 4.38 0.15 38 42 Students treat teacher^ with respect. 4 15 4 PCT 17.4 65.2 17.4 0 0.0 0 0.0 4.00 15 7 65.2 30.4 1 4.3 0 0.0 0 0.0 4.60 0.60 7 43 Teachers treat students with respect. 8 12 3 PCT 34.8 52.2 13.0 0 0.0 0 0.0 4.21 14 7 60.9 30.4 2 8.7 0 0.0 0 0.0 4.52 0.31 22 44 Students treat other students with respect. 3 8 11 PCT 13.0 34.8 47.8 1 4.3 0 0.0 3.56 13 6 4 56,5 26.1 17.4 0 0.0 0 0.0 4.39 0.83 5 45 Teachers treat other teachers with respect. 9 13 PCT 39.1 56.5 0 0.0 1 4.3 0 0.0 4.30 13 5 3 59.1 22.7 13.6 0 0.0 1 4.5 4.31 0.01 47 46 Students are satisfied with their progress in school. 2 13 8 PCT 8.7 56.5 34.8 0 0.0 0 0.0 3.73 11 7 5 47.8 30.4 21.7 0 0.0 0 0.0 4.26 0.53 11 47 1 enjoy coming to this school. 12 7 3 PCT 54.5 31.8 13.6 0 0.0 0 0.0 4.40 10 9 45.5 40.9 2 9.1 1 4.5 0 0.0 4.27 0.ISSA 48 Parents are welcome in this school. 20 3 PCT 87.0 13.0 0 0.0 0 0.0 0 0.0 4.86 14 6 60.9 26.1 2 8.7 1 4.3 0 0.0 4.43 0.43- 61 49 Teachers provide parents with information and techniques for helping students learn. 12 8 PCT 52.2 34.8 2 8.7 1 4.3 0 0.0 4.34 12 8 3 52.2 34.8 13.0 0 0.0 0 0.0 4.39 0.05 44 50 Student progress is reported to parents at conferences. 15 5 PCT 68.2 22.7 2 9.1 0 0.0 0 0.0 4.59 16 5 69.6 21.7 2 8.7 0 0.0 0 0.0 4.60 0.01 48 51 Te.nchers frequently contnunicatc with parents on student progress and irKlicato .areas of strength atxl weakness. 9 12 PCT 39.1 52.2 2 8.7 0 0.0 0 0.0 4.30 14 6 3 60.9 26.1 13.0 0 0.0 0 0.0 4.47 0.17 36ATE: 06/13/91 IME: 14:59:36 LITTLE ROCK SCHOOL DISTRICT PARENT SURVEY PAGE: 3t PROG: RAS5OJ 24 FOREST PARK ELEMENTARY UCSTION UM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) (3) \u0026lt;2) (1) AVG DIFF RAN 52 Parents voluntarily visit the school. 8 10 3 PCT 34.8 43.5 13.0 2 0 8.7 0.0 4,04 12 7 4 0 52.2 30.4 17.4 0,0 0 0.0 4.34 0.30 23 53 Parents understand the school's instructional program. 2 15 5 PCT 8.7 65.2 21.7 1 0 4.3 0.0 3.78 11 9 3 0 0 47.8 39.1 15.0 0.0 0.0 4.34 0,56 10 54 Teachers treat parents with respect. 15 7 PCT 65.2 30.4 1 4.3 0 0 0.0 0.0 4.60 15 5 3 0 0 65.2 21.7 13.0 0.0 0.0 4.52 0.08- 52 55 Parents treat teachers with respect. 8 12 PCT 36.4 54.5 2 9.1 0 0 0.0 0.0 4.27 16 3 3 0 0 72.7 13.6 13.6 0.0 0.0 4.59 0.32 21 56 Parents and connunity n\u0026gt;efi4\u0026gt;ers are involved in school decisions through advisory connittces. 3 6 8 3 2 PCT 13.6 27.3 36.4 13.6 9.1 3.22 7 9 3 3 0 31.8 40.9 13.6 13.6 0.0 3.90 0.68 4 57 Parents support the school's instructional program. 4 13 4 1 1 PCT 17.4 56.5 17.4 4.3 4.3 3.78 10 8 4 1 0 43.5 34.8 17.4 4.3 0.0 4.17 0.39 14 58 Parents promote the school's instructional program. 2 14 3 2 1 PCT 9.1 63.6 13.6 9.1 4.5 3.63 8 10 4 1 0 34.8 43.5 17.4 4.3 0.0 4.08 0.45 13 59 Principals treat parents with respect. 16 6 PCT 72.7 27.3 0 0 0 0.0 0.0 0.0 4.72 16 4 72.7 18.2 1 1 0 4.5 4.5 0.0 4.59 0.13- 55 60 Parents treat principals with respect. 12 6 PCT 54.5 27.3 4 0 0 18.2 0.0 0.0 4.36 16 4 72.7 18.2 1 1 0 4.5 4.5 0.0 4.59 0.23 27 61 Principals treat students with respect. 12 8 PCT 54.5 36.4 2 0 0 9.1 0.0 0.0 4.45 15 5 68.2 22.7 2 0 0 9.1 0.0 0.0 4.59 0.14 39 62 Students treat principals with respect. 8 13 PCT 34.8 56.5 2 0 0 8.7 0.0 0.0 4.26 17 4 73.9 17.4 2 0 0 8.7 0.0 0.0 4.65 0.39 15DATE: 06/17/91 TIRE: 17:45:09 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE STUDENT SURVEY TOTALS PAGE: PROG: RASS' QUESTION NUM TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;5) (4) (3) (2) (1) AVG DIFF RA' 1 People feel safe at this school. 1057 3834 2684 PCT 12.1 44.0 30.8 720 413 8.3 4.7 3.50 2702 3475 1642 31.7 40.7 19.2 510 6.0 207 2.4 3.93 0.43 2. 2 Teachers treat students fairly and consistently. 675 3088 3386 1119 PCT 7.8 35.6 39.0 12.9 409 4.7 3.28 3249 3264 1342 38.3 38.5 15.8 454 174 5.4 2.1 4.05 0.77 3 Teachers and students have a sense of pride and work together in this school. 1021 2548 3296 1382 PCT 11.8 29.4 38.0 15.9 426 4.9 3.27 1925 2986 2509 22.7 35.3 29.6 798 252 9.4 3.0 3.65 0.38 2 4 Extra learning time is provided for students who need or want it. 2332 2275 2191 1302 PCT 27.1 26.4 25.5 15.1 508 5.9 3.53 2535 3060 2059 30.2 36.5 24.5 535 206 6.4 2.5 3.85 0.32 2 5 Students have opportunities to develop leadership skills. 1992 2717 2460 1061 PCT 23.0 31.4 28.5 12.3 414 4.8 3.55 1849 2740 2597 1007 289 21.832.330.611.9 3.4 3.57 0.02 4 6 Teachers feel accountable for students uho do not understand the work. 904 1907 3276 1750 PCT 10.5 22.1 37.9 20.2 807 9.3 3.04 1898 2756 2640 892 323 22.332.431.010.5 3.8 3.58 0.54 7 Teachers expect low achievers to respond as often as other students. 1402 2388 2719 1421 PCT 16.4 27.9 31.7 16.6 644 7.5 3.28 1396 2210 3042 1225 561 16.6 26.2 36.1 14.5 6.7 3.31 0.03 I 8 Slow learners receive as much praise as more advanced students. 1144 2051 2439 1892 974 PCT 13.5 24.1 28.7 22.3 11.5 3.05 2117 2825 2306 25.3 33.8 27.6 714 392 8.5 4.7 3.66 0.61 9 Students in our school are excited about learning. 450 1314 3306 2534 935 PCT 5.3 15.4 38.7 29.7 10.9 2.74 2156 2712 2219 25.8 32.4 26.5 886 396 10.6 4.7 3.63 0.89 10 The school rules are fair. 909 1860 2716 1794 1299 PCT 10.6 21.7 31.7 20.9 15.1 2.91 3001 2574 1789 627 411 35.730.621.3 7.5 4.9 3.84 0.93 11 Student work is proudly displayed throughout the school. 1405 1992 2686 1687 PCT 16.5 23.4 31.6 19.8 737 8.7 3.19 1192 1988 2808 1582 759 14.323.933.719.0 9.1 3.15 0.04- 12 Learning is seen as the most important reason for attending school. 3085 2258 1889 935 PCT 36.1 26.4 22.1 10.9 383 4.5 3.78 3324 2546 1824 39.4 30.2 21.6 502 237 6.0 2.8 3.97 0.19 13 Students are treated in ways which encourage success rather than focusing on failures. 1283 2839 2890 1092 PCT 14.9 33.0 33.6 12.7 492 5.7 3.38 2502 3062 2104 29.6 36.2 24.9 521 258 6.2 3.1 3.83 0.45 14 Teachers have the same level of expectations of academic achievement for students of all races. 2210 2616 2153 1061 PCT 25.7 30.5 25.1 12.4 544 6.3 3.56 3334 2659 1636 39.5 31.5 19.4 507 306 6.0 3.6 3.97 0.41 15 Students learn to appreciate different life styles in their classes. 1097 2672 2928 1269 PCT 12.9 31.4 34.4 14.9 544 6.4 3.29 1470 2508 2708 1172 SOS 17.6 30.0 32.4 14.0 6.0 3.39 0.10 16 Teachers have the same level of expectations for educational accomplishments of female as well as male students. 2822 2956 1798 PCT 32.8 34.4 20.9 623 7.2 400 4.7 3.83 2644 2766 2036 31.3 32.7 24.1 613 390 7.3 4.6 3.78 0.05- 17 There is encouragement, as well as opportunity, for students of different races and life styles. 2216 2887 2153 872 PCT 26.0 33.8 25.2 10.2 405 4.7 3.66 2617 2810 2091 31.2 33.5 24.9 574 298 6.8 3.6 3.81 0.15 18 Students in this school receive equal treatment regardless of race. 1788 2458 2368 1174 PCT 21.0 28.8 27.8 13.8 738 8.7 3.39 3650 2528 1443 43.6 30.2 17.2 444 316 5.3 3.8 4.04 0.65TE: 06/17/91 HE: 17:45:09 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE STUDENT SURVEY TOTALS ST ION TEXT EXISTENCE (5) (4) (3) (2\u0026gt; (1) AVG IMPORTANCE (5) \u0026lt;4\u0026gt; (3) (2) (1) AVG 1 5 LJ. CJ PAGE: 2 PROG: RAS505 OIFF RANK Teachers use textbooks, materials and different ways of teaching which are fair to students of all races end life styles. Teacher in this school receive equal treatment. Custodians in this school receive treatment equal to other staff meirbers. Librarians in this school receive treatment equal to other staff members. Secretaries in this school receive treatment equal to other staff menbers. Teachers of ell races in this school receive equal treatment. 5 1 am clear about my rights and responsibilities in this school. j If a student has a problem, there are people in this school who will help. ' The principal and the assistant principaKs) of this school act on and are responsive to students' needs. J Punishment for breaking school rules is handled fairly in this school. ? Teachers identify discipline problems early and respond quickly and firmly. ) Attending a school which has a student body and staff that are racially mixed will be beneficial to my learning experience. I There are no racial problems in this school. 2 In this school problems are recognized and corrected. 5 Teachers know and treat students as individuals. 4 If a decision made at your school seems unfair, you have the right to take it to a higher authority. 5 Learning expectations are communicated to all students. 6 Parents understand the school's discipline policies and procedures. 2472 2939 1983 PCT 28.9 34.4 23.2 1745 2783 2426 760 8.9 387 4.5 3.74 2471 2952 2094 29.5 35.2 25.0 572 6.6 293 3.5 3.80 0.06 38 905 PCT 20,6 32.8 28.6 11,6 1629 2582 2287 1228 PCT 19.2 30.5 27.0 14.5 2642 3049 1778 PCT 31.1 35.9 21.0 2759 3067 1746 PCT 32.6 36.2 20.6 2658 2785 1848 PCT 31.5 33.0 21.9 3051 2615 1732 PCT 35.7 30.6 20.3 2978 2267 2005 644 7.6 578 6.6 724 6.6 746 8.7 883 PCT 34.7 26.4 23.4 10.3 1775 2581 2393 1056 PCT 20.7 30.1 27.9 12.3 534 6.3 750 8.8 372 4.4 312 3,7 430 5.1 394 4.6 442 5.2 773 9.0 1138 2247 2700 1435 1040 PCT 13.3 26.3 31.5 16.8 12.1 1079 2175 3211 1440 PCT 12.6 25.5 37.6 16.9 2311 2598 2059 873 PCT 27,2 30.6 24.2 10.3 1446 1998 2650 1393 3.49 3.36 3.61 3.87 3.77 3.84 3.75 3.41 3.11 2021 2543 2341 843 24.3 30.6 28.2 10.2 1925 2421 2499 948 23.1 29.0 30.0 11.4 1757 2387 2536 996 21.0 28.5 30.3 11.9 1811 2387 2590 901 21.8 28.7 31.1 10.8 2622 2518 2134 31.7 30.4 25.8 3058 2680 1779 36.5 32.0 21.2 3690 2620 1474 43.8 31.1 17.5 2988 3022 1773 35.4 35.8 21.0 2915 2932 1844 34.6 34,8 21.9 556 6.7 542 6.5 699 8.5 626 7.5 3.55 0.06 39 3.50 0.14 35 3.41 3.46 0.40- 0.41- 48 49 593 7.2 413 5.0 3.76 0.01- 43 625 7.3 657 7.7 951 PCT 17.1 23.7 31.4 16.5 11.3 1017 2265 3178 1410 PCT 12.1 26.9 37.7 16.7 1227 2645 2888 1109 PCT 14.5 31.3 34.2 13.1 3.19 3.59 3.18 1890 2761 2622 22.6 33.0 31.4 2223 2305 2200 496 5.9 360 4.3 371 4.4 3.90 0.06 40 556 6.6 586 6.9 2156 1998 1990 1308 1044 PCT 25.4 23.5 23.4 15.4 12.3 1730 2961 2477 863 PCT 20.6 35.2 29.5 10.3 379 4.5 3.21 3.33 3.34 3.57 1665 2765 2487 1140 PCT 19.5 32,4 29.2 13.4 465 5.5 3.47 281a 4.07 3.3 390 262 4.6 3.1 448 284 5.3 3.4 709 380 8.5 4.5 888 729 26.6 27.6 26.4 10.6 8.7 2936 2399 1842 35.5 29.0 22.3 2129 3015 2228 25.8 36.5 27.0 2577 2839 2075 31.0 34.1 24.9 3063 2755 1700 36.7 33.0 20.4 2113 2877 2383 25.6 34.8 28.9 2194 2845 2289 26.3 34.1 27.4 0.32 26 3.95 0.54 16 3.91 3.60 3.52 0.80 0.41 0.07- 3 25 46 598 487 7.2 5.9 617 276 7.5 3.3 547 280 6.6 3.4 503 330 6.0 4.0 591 294 7.2 3.6 685 341 8.2 4.1 3.81 0.65 12 3.73 0.52 17 3.82 3.92 3.71 3.70 0.49 . 0.58 0.14 0.23 18 14 36 29TE\n06/17/91 17:45:09 LITTLE ROCK SCHOOL DISTRICT PAGE: 3 DISTRICT-WIDE STUDENT SURVEY TOTALS PROG: RAS5O3 ZSTION 4 TEXT EXISTENCE (5) (4) \u0026lt;3) (2) (1) AVG IMPORTANCE (5\u0026gt; (4) (3) (2) (1) AVG DIFF RANK ' There are open lines of conwunication among students, teachers, and the principal's office. 1347 2347 2679 1434 PCT 15.9 27.7 31.6 16.9 680 8.0 3.26 2200 2889 2283 26.4 34.7 27.4 648 7.8 316 3.8 3.72 0.46 21 1 Information on career opportunities is available to me in this school. 2258 2447 2208 986 PCT 26.6 28.9 26.1 11.6 575 6.8 3.56 2384 2755 2135 28.7 33.1 25.7 680 8.2 367 4.4 3.73 0.17 32  All students participate in college entry or college level courses in this school. 697 1538 2601 1916 1660 PCT 8.3 18.3 30.9 22.8 19.7 2.72 1710 2311 2402 1011 833 20.7 28.0 29.1 12.2 10.1 3.36 0.64 11 Extracurricular activities are available to students without discrimination on the basis of sex, national origin, race, or handicapping condition. 2685 2473 1924 PCT 31.6 29.1 22.7 831 9.8 577 6.8 3.68 2818 2635 1952 33.8 31.6 23.4 589 7.1 350 4.2 3.83 0.15 34 AU students are provided with opportunities for success and recognition. 1912 2769 2502 878 PCT 22.6 32.8 29.6 10.4 388 4.6 3.58 2440 2877 2207 29.4 34.7 26.6 542 6.5 235 2.8 3.81 0.23 30 Students treat teachers with respect. 747 2043 3393 1601 PCT 8.9 24.2 40.2 19.0 651 7.7 3,07 2419 2798 2044 29.2 33.8 24.7 573 6.9 455 5.5 3.74 0.67 8 Teachers treat students with respect. 954 2301 3018 1393 PCT 11.3 27.3 35.8 16.5 754 9.0 3.15 3001 2757 1783 36.2 33.3 21.5 459 5.5 288 3.5 3.93 0.78 4 Students treat other students with respect. 578 1990 3273 1766 847 PCT 6.8 23.5 38.7 20.9 10.0 2.96 2307 2746 2188 27.9 33.2 26.4 613 7.4 426  3.71 5.1 0.75 6 Teachers treat other teachers with respect. 2456 3065 1982 584 PCT 29.1 36.4 23.5 6.9 343 4.1 3.79 2343 2618 2143 28.3 31.6 25.9 681 8.2 505 6.1 3.67 0.12- 47 Students are satisfied with their progress in school. 908 2234 3553 1175 PCT 10.7 26.4 42.0 13.9 599 7.1 3.19 2845 2681 1973 34.2 32.2 23.7 478 5.7 351 4.2 3.86 0.67 0 1 enjoy coming to this school. 1370 2348 2528 1018 1048 PCT 16.5 28.2 30.4 12.2 12.6 3.23 2756 2298 1765 33.8 28.2 21.6 631 7.7 708 8.7 3.70 0.47 19 Principals treat students with respect. 1720 2384 2262 1066 866 PCT 20.7 28.7 27.3 12.8 10.4 3.36 3386 2684 1429 41.5 32.9 17.5 360 4.4 295 3.6 4.04 0.68 7 Students treat principals with respect. 1344 2342 2606 1226 771 PCT 16.2 28.3 31.4 14.8 9.3 3.27 2688 2534 1717 33.0 31.1 21.1 573 7.0 640 7.9 3.74 0.47 20TE: 06/17/91 ME: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: PROG\nRAS50 SSTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) I (3) (2) (1) AVG DIFF RAN' 1 People feel safe at this school. 363 950 PCT 24.9 65.1 120 8.2 21 1.4 6 0.4 4.12 953 436 66.7 30.5 37 2.6 3 0.2 0 0.0 4.63 0.51 24  Teachers treat students fairly and consistently. 277 1005 165 PCT 19.0 69.0 11.3 7 0.5 2 0.1 4.06 956 436 67.0 30.6 35 2.5 0 0.0 0 0.0 4.64 0.58 17\nTeachers and students have a sense of pride and work together in this school. 214 802 364 PCT 14.8 55.4 25.1 65 4.5 3 0.2 3.80 700 622 49.4 43.9 93 6.6 1 0.1 0 0.0 4.42 0.62 12  Extra learning time is provided for students who need or want it. 437 675 277 PCT 30.0 46.3 19.0 68 4.7 2 0.1 4.01 582 633 197 40.8 44.4 13.8 14 1.0 0 0.0 4.25 0.24 45  Students have opportunities to develop leadership skills. 377 652 370 PCT 25.9 44.7 25.4 54 3.7 4 0.3 3.92 406 671 317 28.5 47.2 22.3 28 1 2.0 0.1 4.02 0.10 56 Teachers feel accountable for students who do not understand the work. 396 756 272 PCT 27.2 51.9 18.7 29 3 2.0 0.2 4.03 559 604 241 38.7 41.8 16.7 36 5 2.5 0.3 4.15 0.12 5?  Teachers expect low achievers to respond as often as other students. 246 643 424 PCT 16.9 44.3 29.2 129 11 8.9 0.8 3.67 433 654 305 42 3 30.1 45.5 21.2 2.9 0.2 4.02 0.35 31 I Slow learners receive as much praise as more advanced students. 376 641 319 PCT 25.9 44.2 22.0 104 10 7.2 0.7 3.87 666 621 46.5 43.4 134 11 9.4 0.8 0.0 0* 4.35 0.48 2  Students in our school are excited about learning. 83 576 637 154 4 PCT 5.7 39.6 43.8 10.6 0.3 3.39 698 609 48.8 42.6 118 6 0 8.2 0.4 0.0 4.39 1.00 I The school rules are fair. 541 707 165 PCT 37.3 48.8 11.4 28 9 1.9 0.6 4.20 801 532 56.0 37.2 94 2 1 6.6 0.1 0.1 4.48 0.28 4 i Student work is proudly displayed throughout the school. 583 548 265 PCT 40.0 37.6 18.2 57 4 3.9 0.3 4.13 458 654 282 34 4 32.0 45.7 19.7 2.4 0.3 4.06 0.07- 6 ! Learning is seen as the most important reason for attending school. 506 547 301 PCT 34.9 37.7 20.8 90 6 6.2 0.4 4.00 897 445 62.7 31.1 86 2 1 6.0 0.1 0.1 4.56 0.56 1 Students are failures. treated in ways which encourage success rather than focusing on 335 870 230 PCT 23.0 59.7 15.8 21 1 1.4 0.1 4.04 789 552 54.9 38.4 93 2 0 6.5 0.1 0.0 4.48 0.44 , Teachers have the same level of expectations of academic achievement for students of all races. 616 593 190 53 5 PCT 42.3 40.7 13.0 3.6 0.3 4.20 958 415 66.5 28.8 64 4 0 4.4 0.3 0.0 4.61 0.41 i Students learn to appreciate different life styles in their classes. 253 688 418 82 6 PCT 17.5 47.5 28.9 5.7 0.4 3.76 418 636 330 37 7 29.3 44.5 23.1 2.6 0.5 3.99 0.23 . Teachers have the same level of expectations for educational accomplishments of female as well as male students. 778 584 PCT 53.3 40.0 86 10 2 5.9 0.7 0.1 4.45 808 502 56.0 34.8 120 8 4 8.3 0.6 0.3 4.45 0.00 There is encouragement, as and life styles. well as opportunity, for students of different races 692 577 154 32 2 PCT 47.5 39.6 10.6 2.2 0.1 4.32 786 525 54.6 36.5 120 7 2 4.44 0.12 Students in this school receive equal treatment regardless of race. 617 553 215 55 11 PCT 42.5 38.1 14.8 3.8 0.8 4.17 963 392 67.2 27.4 8.3 0.5 0.1 72 5 1 5.0 0.3 0.1 4.61 0.44ll lJ TE: 06/17/91 IE: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: 2 PROG: RAS501 EST ION 1 TEXT EXISTENCE (5) (4) (3) (2) (1\u0026gt; AVG IMPORTANCE \u0026lt;5) (4) 1 (3) (2) (1) AVG DIFF RANk \u0026gt; Teachers use textbooks, materials and different ways of teaching which are fair to students of all races and life styles. 516 718 186 PCT 35.5 49.3 12.8 28 1.9 7 0.5 4.17 709 585 49.3 40.7 133 9.2 9 0.6 2 0.1 4.38 0.21 47 ) Teachers in this school receive equal treatment. 391 626 301 PCT 27.0 43.2 20.8 105 7.2 27 1.9 3.86 853 460 59.5 33.5 92 6.4 6 0.4 3 0.2 4.51 0.65 10 i Custodians in this school receive treatment equal to other staff members. 427 670 254 PCT 29.7 46.6 17.7 72 5.0 14 1.0 3.99 632 573 188 44.4 40.3 13.2 25 1.8 4 0.3 4.26 0.27 42 Librarians in this school receive treatment equal to other staff members. 785 558 PCT 54.6 38.8 81 5.6 11 0.8 3 0.2 4.46 695 546 166 48.8 38.4 11.7 10 0.7 6 0.4 4.34 0.12- 65 Secretaries in this school receive treatment equal to other staff members. 726 569 PCT 50.4 39.5 122 8.5 23 1 1.6 0.1 4.38 696 532 174 49.0 37.4 12.2 16 1.1 3 0.2 4.33 0.05- 62 Teachers of all races in this school receive equal treatment. 574 563 209 PCT 39.7 38.9 14.4 76 25 5.3 1.7 4.09 875 439 61.5 30.9 103 7.2 3 2 0.2 0.1 4.53 0.44 29 I an clear about my rights and responsibilities in this school. 780 517 PCT 53.5 35.5 115 7.9 42 4 2.9 0.3 4.39 859 466 60.0 32.6 99 4 3 6.9 0.3 0.2 4.51 0.12 54 If a student has a problem, there are people in this school who will help. 841 460 PCT 57.7 32.9 119 6.2 16 1 1.1 0.1 4.47 977 396 68.0 27.6 59 3 4.1 0.2 0.1 1 a 4.63 0.16 49 The principal and the assistant principal(s) of this school act on and ere responsive to students' needs. 569 670 184 PCT 39.3 46.3 12.7 20 5 1.4 0.3 4.22 843 514 58.8 35.9 72 4 0 5.0 0.3 0.0 4.53 0.31 39 Punishment for breaking school rules is handled fairly in this school. 296 669 344 PCT 20.4 47.6 23.8 106 13 7.3 0.9 3.79 855 509 60.0 35.7 56 4 1 3.9 0.3 0.1 4.55 0.76 t Teachers identify discipline problems early and respond quickly and firmly. 234 897 286 PCT 16.2 62.2 19.8 24 1 1.7 0.1 3.92 823 534 58.0 37.7 59 2 0 4.2 0.1 0.0 4.53 0.61 13 Teaching in a school which has a student body and staff that are racially mixed will be beneficial to student learning experience. 666 599 154 PCT 46.1 41.5 10.7 22 3 1.5 0.2 4.31 616 527 227 34 20 43.337.015.9 2.4 1.4 4.18 0.13- 66 There are no racial problems in this school. 114 504 550 216 47 PCT 8.0 35.2 38.4 15.1 3.3 3.29 630 549 206 13 4 44.9 39.2 14.7 0.9 0.3 4.27 0.98 4 In this school problems are recognized and corrected. 190 746 415 PCT 13.2 51.7 28.8 79 12 5.5 0.8 3.70 688 616 48.8 43.7 101 6 0 7.2 0.4 0.0 4.40 0.70 E Teachers know and treat students as individuals. 415 823 190 PCT 28.8 57.2 13.2 9 3 0.6 0.2 4.13 755 574 53.3 40.5 83 5 0 5.9 0.4 0.0 4.46 0.35 57 If a decision made at your school seems unfair, you have the right to take it to a higher authority. i ) 800 413 151 PCT 55.6 28.7 10.5 55 21 3.8 1.5 4.33 734 527 143 13 1 51.837.210.1 0.9 0.1 4.39 0.06 57 Learning expectations are conmunicated to all students. 633 671 PCT 44.0 46.6 125 8.7 11 0 0.6 0.0 4.33 786 534 55.7 37.9 87 3 0 6.2 0.2 0.0 4.49 0.16 5C Parents ixiderstand the school's discipline policies and procedures. 270 739 367 PCT 18.7 51.1 25.4 63 7 4.4 0.5 3.83 787 531 55.2 37.3 106 1 0 7.4 0.1 0.0 4.47 0.64 11TE: 06/17/91 XE: 17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: PROG: RA iSTION 1 TEXT EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE \u0026lt;S) (4) 1 (3) (2) (1) AVG DIFF There ere open lines of conmunication among students, teachers, and the principal's office. ' 1 Information on career opportunities is available to all students in this school. 511 629 234 PCT 35.3 43.5 16.2 61 4.2 12 0.8 4.08 785 534 55.3 37.6 99 7.0 1 0.1 0 0.0 4.48 0.40 339 503 386 PCT 24.3 36.1 27.9 128 9.2 35 2.5 3.70 347 470 25.4 34.4 353 146 25.8 10.7 52 3.8 3.66 0.04-  All students participate in college entry or college level courses in this school. 42 146 275 225 542 PCT 3.4 11.9 22.4 18.3 44.1 2.12 126 220 243 159 467 10.4 18.1 20.0 13.1 38.4 2.48 0.36 I Extracurricular activities are available to students without discrimination the basis of sex, national origin, race, or handicapping condition. on 749 439 155 PCT 52.9 31.0 11.0 38 2.7 34 2.4 4.29 627 463 227 45.0 33.3 16.3 49 3.5 26 1.9 4.16 0.13- All students ere provided with opportunities for success and recognition. 703 572 PCT 48,8 39.7 140 9.7 21 1.5 6 0.4 4.34 801 511 56.6 36.1 101 7.1 3 0.2 0 0.0 4.49 0.15  Students treat teachers with respect. 43 629 567 191 PCT 3.0 43.6 39.3 13.2 14 1.0 3.34 966 395 56 68.0 27.8 3.9 2 0.1 2 0.1 4.63 1.29  Teachers treat students with respect. 287 942 203 PCT 19.8 65.1 14.0 14 1.0 1 0.1 4.03 946 421 56 66.4 29.6 3.9 1 0.1 0 0.0 4.62 0.59 Students treat other students with respect. 26 530 708 172 PCT 1.8 36.7 49.0 11.9 10 0.7 3.26 816 497 57.4 35.0 104 7.3 5 0.4 Oa 4.49 0.0 1.23 Teachers treat other teachers with respect. 299 875 237 PCT 20.7 60.5 16.4 33 2.3 3 0.2 3.99 872 475 79 61.1 33,3 5.5 0 0.0 1 0.1 4.55 0.56  Students are satisfied with their progress in school. 54 839 515 PCT 3.7 58.1 35.7 34 2.4 1 0.1 3.63 649 639 125 10 1 45.6 44.9 8.8 0.7 0.1 4.35 0.72 ' I enjoy coming to this school. 449 769 178 PCT 30.9 52.9 12.2 47 12 3.2 0.6 4.09 826 526 78 6 2 57.4 36.6 5.4 0.4 0.1 4.50 0.41 5 Parents are welcome in this school. 1102 300 PCT 75.8 20.6 50 3.4 0 1 0.0 0.1 4.72 838 472 58.6 33.0 117 3 1 8.2 0.2 0.1 4.49 0.23-  Teachers provide parents with information and techniques for helping students learn. 375 745 292 PCT 25.9 51.5 20.2 34 1 2.3 0.1 4.00 588 635 195 12 0 41.1 44.4 13.6 0.8 0.0 4.25 0.25 ) Student progress is reported to parents at conferences. 919 427 PCT 63.6 29.5 60 5.5 20 0 1.4 0.0 4.55 837 476 58.8 33.4 105 5 1 7.4 0.4 0.1 4.50 0.05- Teachers frequently communicate with parents on student progress and indicate areas of strength and weakness. 535 699 192 PCT 36.9 48.2 13.2 21 3 1.4 0.2 4.20 720 590 50.5 41.3 112 4 1 7.8 0.3 0.1 4.41 0.21 . Parents voluntarily visit the school. 275 415 532 213 11 PCT 19.0 28.7 36.8 14.7 0.8 3.50 479 615 33.7 43.3 282 41 4 19.8 2.9 0.3 4.07 0.57 Parents understand the school's instructional program. 135 674 517 PCT 9.4 46.9 36.0 105 5 7.3 0.3 3.57 517 649 237 14 0 36.545.816.7 1.0 0.0 4.17 0.60 Teachers treat parents with respect. 827 584 34 PCT 57.1 40.3 2.3 2 2 0.1 0.1 4.54 852 493 82 2 59.6 34,5 5.7 0.1 0 0.0 4.53 0.01-TE: 06/17/91 HE\n17:37:08 LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE TEACHER SURVEY TOTALS PAGE: 4 PROG: RAS501 eSTION TEXT EXISTENCE (5) (4) (3) (2) \u0026lt;1) AVG IMPORTANCE (5) (4) 1 \u0026lt;3) (2) (1) AVG OIFF RANK 5 Parents treat teachers with respect. 138 943 348 PCT 9.5 64.9 24.0 22 1.5 2 0.1 3.82 806 537 56.2 37.4 91 6.3 1 0.1 0 0.0 4.49 0.67 9 6 Parents and comnunity members are involved in school decisions through advisory committees. 274 596 426 PCT 19.1 41.6 29.7 115 8.0 22 1.5 3.68 410 640 318 29.0 45.3 22.5 42 3.0 4 0.3 3.99 0.31 40 7 Parents support the school's instructional program. 167 811 406 PCT 11.6 56.3 28.2 53 3.7 3 0.2 3.75 587 655 173 41.3 46.1 12.2 7 0.5 0 0.0 4.28 0.53 22 ) Parents promote the school's instructional program. 134 650 515 PCT 9.3 45.3 35.9 127 8.9 8 0.6 3.54 494 667 230 34.9 47.2 16.3 23 1.6 0 0.0 4.15 0.61 14 ? Adninistrators are willing to listen to the ideas and feelings of others, when they disagree. even 432 595 310 PCT 29.8 41.1 21.4 81 5.6 30 2.1 3.91 747 553 52.3 38.7 126 8.8 3 0.2 0 0.0 4.43 0.52 23 J Teachers are willing to listen to the ideas and feelings of others, even when they disagree. 328 841 254 PCT 22.6 58.0 17.5 28 1.9 0 0.0 4.01 625 658 149 43.6 45.9 10.4 1 0.1 0 0.0 4.33 0.32 38 Uhen important decisions are made about programs in this school, my ideas are acknowledged. 293 582 391 PCT 20.3 40.2 27.0 129 8.9 51 3.5 3.64 501 651 253 35,2 45.8 17.8 15 1.1 2 0.1 4.14 0.50 25 : There is encouragement and personal support among staff members in this school. 383 674 299 PCT 26.5 46.6 20.7 78 5.4 13 0.9 3.92 656 616 149 46.0 43.2 10.4 6 0.4 Oa 0.0 4.34 0.42 30 Principals treat parents with respect. 933 438 PCT 64.6 30.3 66 4.6 6 0.4 1 0.1 4.59 871 479 61.2 33.6 71 5.0 2 0.1 1 0.1 4.55 0.04- 61 Parents treat principals with respect. 231 914 281 PCT 16.1 63.6 19.6 11 0.6 0 0.0 3.94 785 542 55.1 38.1 96 6.7 0 0.0 1 0.1 4.48 0.54 21 Principals treat teachers with respect. 647 582 166 PCT 44.6 40,1 11.4 42 2.9 14 1.0 4.24 915 457 63.9 31.9 57 4.0 2 0.1 0 0.0 4.59 0.35 36 Teachers treat principals with respect. 597 742 PCT 41.2 51.2 94 6.5 16 1.1 1 0.1 4.32 899 469 62.7 32.7 64 4.5 2 0.1 0 0.0 4.57 0.25 44 Principals treat students with respect. 763 573 PCT 52.6 39.5 104 7.2 10 0.7 1 0.1 4.43 870 487 60.9 34.1 69 4.8 3 0.2 0 0.0 4.55 0.12 55 Students treat principals with respect. 228 774 376 PCT 15.7 53.3 25.9 69 4.8 5 0.3 3.79 894 468 62.6 32.8 64 4.5 2 0.1 0 0.0 4.57 0.78 5ITE: 06/17/91 IME: 17:49:57 1 SUMMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS PAGE: PROG: RAS5C EST ION M TEXT 1 People feel safe at this school. EXISTENCE (5) (4) (3) (2) (1) AVG IMPORTANCE (5) (4) ( 3) (2) (1) AVG 01FF RAK 2 Teachers treat students fairly and consistently. 3 Teachers and students have a sense of pride and work together in this school. 4 Extra learning time is provided for students who need or want it. 5 Students have opportunities to develop leadership skills. 6 Teachers feel accountable for students who do not understand the work. 7 Teachers expect low achievers to respond as often as other students. 8 Slow learners receive as much praise as more advanced students. 9 Students in our school are excited about learning. 3 The school rules are fair. 1 Student work is proudly displayed throughout the school. 2 Learning is seen as the most important reason for attending school. 5 Students failures. are treated in ways which encourage success rather than focusing on 523 1063 305 PCT 26.8 54.5 15.6 373 1107 390 PCT 19.2 57.1 20.1 581 939 360 PCT 30.0 48.5 18.6 512 756 4 78 PCT 26.8 39.6 25.0 475 804 515 PCT 24.7 41.8 26.8 274 734 640 47 2.4 12 0.6 4.04 1041 720 55.1 38.1 114 6.0 13 0.7 1 0.1 4.47 0.43 14 59 11 3.0 0.6 3.91 990 749 52.7 39.8 123 6.5 12 0.6 6 0.3 4.43 0.52  50 7 2.6 0.4 4.05 746 872 39.8 46.5 235 12.5 21 2 1.1 0.1 4.24 0.19 35 131 33 6.9 1.7 3.82 759 791 286 40.7 42.4 15.3 24 5 1.3 0.3 4.21 0.39 16 107 21 5.6 1.1 3.83 555 843 418 29.6 45.0 22.3 52 4 2.8 0.2 4.01 0.18 36 195 52 PCT 14.5 38.7 33.8 10.3 2.7 230 652 615 269 50 PCT 12.7 35.9 33.9 14.8 2.8 327 643 518 249 64 PCT 18.2 35.7 28.8 13.8 3.6 341 819 576 PCT 18.3 43.8 30.8 558 910 344 PCT 29.3 47.8 18.1 870 587 334 PCT 46.1 31.1 17.7 1049 610 206 PCT 55.2 32.1 10.8 544 905 357 115 17 6.2 0.9 67 26 3.5 1.4 80 18 4.2 1.0 33 3 1.7 0.2 67 16 3.51 3.40 3.51 3.72 4.00 4.17 4.40 607 789 374 32.9 42.8 20.3 371 681 559 20.9 38.4 31.5 662 762 297 65 8 3.5 0.4 4.04 0.55 7 139 22 7.8 1.2, 3.69 0.29 24 47 4 37.4 43.0 16.8 2.7 0.2 815 746 229 13 4 45.1 41.3 12.7 0.7 0.2 780 804 235 24 5 42.2 43.5 12.7 1.3 0.3 524 722 454 113 16 28.6 39.5 24.8 6.2 0.9 1121 586 60.3 31.5 140 12 1 7.5 0.6 0.1 4.14 0.63 4 4.30 4.26 3.88 4.51 0.58 0.26 0.29- 0.11 5 27 62 42 5 Teachers have the same level of students of all races. PCT 28.8 47.9 18.9 3.5 0.8 4.00 905 730 49.1 39.6 180 23 7 9.8 1.2 0.4 4.35 0.35 21 Students learn to expectations of academic achievement for 557 762 398 131 28 PCT 29.7 40.6 21.2 7.0 1.5 3.90 924 670 202 30 10 appreciate different life styles in their classes. 50.3 36.5 11.0 1.6 0.5 4.34 0.44 13 349 813 534 138 PCT 18.8 43.8 28.8 7.4 \u0026gt; Teachers have the same level of expectations for educational accomplishments of female as Well as male students. 738 840 253 45 There is e^ouragement, as well as opportunity, for students of different races and life styles. 22 1.2 3.71 430 670 540 154 23 23.736,929.7 8.5 1.3 3.73 0.02 50 8 PCT 39.2 44.6 13.4 2.4 0.4 614 795 351 88 19 PCT 32.9 42.6 18.8 4.7 1.0 4.19 4.01 780 725 301 36 11 42.1 39.1 16.2 1.9 0.6 783 722 273 32 12 43.0 39.6 15.0 1.8 0.7 4.20 4.22 0.01 0.21 51 35fl fl DATE: 06/17/91 TIME: 17:49:57 SUMMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS PAGE\nPROG: RASSf OUeSTION MUM TEXT 18 Students In this school EXISTENCE (5) (4) (3) (2) 19 20 receive equal treatment regardless of race. Teachers'use textbooks, materials end different ways of teaching which fair to students of all races and life styles. ceacning uni ch 583 759 384 PCT 31.2 40.7 20.6 111 5.9 are (1) 29 1.6 AVG 3.94 Teachers in this school receive equal treatment. 691 836 285 PCT 36.6 44.3 15.1 67 3.5 10 0.5 4.12 21 Custodians in this school receive treatment equal to other staff members. 496 936 308 PCT 27.5 51.9 17.1 48 2.7 14 0.8 4.02 400 834 375 99 22 Librarians in this school receive treatment equal to other staff members. PCT 23.0 48.0 21.6 5.7 30 1.7 3.84 571 917 228 27 10 23 Secretaries in this school PCT 32.6 52.3 13.0 1.5 0.6 4.14 receive treatment equal to other staff menbers. 24 Teachers of all races in this school receive equal treatment. 576 899 228 PCT 33,1 51.6 13.1 33 5 1.9 0.3 4.15 596 818 282 52 16 25 I am clear about my rights and responsibilities in this school. PCT 33.8 46.4 16.0 2.9 0.9 4.09 831 748 237 41 12 26 If a student has PCT 44.5 40.0 12.7 2.2 0.6 4.25 a problem, there are people in this school who will help. 814 696 307 58 16 IMPORTANCE (5) (4) I 993 626 54.7 34.5 806 737 43.7 40.0 (5) (2) (1) AVG DIFF RAF 163 9.0 27 1.5 8 0.4 4.41 0.47 11 253 13.7 37 2.0 10 0.5 4.24 0.12 41 652 746 329 36.8 42.1 18.6 482 701 451 27.8 40.5 26.0 502 720 428 32 1.8 14 0.8 4.12 0.10 80 4.6 19 1.1 3.89 0.05 4} 73 28.8 41.4 24.6 4.2 505 696 441 68 18 1.0 17 29.2 40.3 25.5 3.9 1.0 708 673 314 32 12 40.7 38.7 18.1 1.8 0.7 785 719 275 26 3 43.4 39.8 15.2 1.4 0.2 3.92 3.92 4.16 4.24 0.22- 0.23- 0.07 0.01- 59 60 44 52 22 The principal and the assistant principalis) of this school responsive to students' needs. PCT 43.0 36.8 16.2 3.1 0.8 4.18 1034 645 56.3 35.1 146 9 3 7.9 0.5 0.2 4.46 0.28 25 act on end are 717 828 264 67 25 28 Punishment for breaking school rules PCT 37.7 43.6 13.9 3.5 1.3 4.12 929 705 50.5 38.3 187 12 7 is handled fairly in this school. 10.2 0.7 0.4 4.37 0.25 30 495 907 372 85 29 Teachers identify discipline problems early end respond quickly and firmly. PCT 26.2 47.9 19.7 4.5 33 1.7 3.92 846 756 218 20 45.8 41.0 11.8 1.1 6 0.3 4.30 0.38 18 414 785 543 106 23 30 Attending a school which has PCT 22.1 42.0 29.0 5.7 1.2 3.78 757 780 256 17 6 wi11 be beneficial to Te racially mixed my Chud's learning experience. a 737 657 346 91 48 51 There are no racial problems in this school. PCT 39.2 35.0 18.4 4.8 2.6 4.03 41.7 43.0 14.1 0.9 0.3 652 583 379 152 71 35.5 31.7 20.6 8.3 3.9 4.24 3.86 0.46 0.17- 11 58 12 In this school problems are recognized and corrected. 206 522 643 327 140 PCT 11.2 28.4 35.0 17.8 7.6 3.17 706 677 305 66 30 39.6 37.9 17.1 3.7 1.7 4.10 0.93 1 366 902 486 89 12 13 Teachers know and treat students PCT 19.7 48.6 26.2 4.8 0.6 3.81 707 812 250 28 4 as individuals. 39.3 45.1 13.9 1.6 0.2 4.21 0.40 15 498 920 380 65 12 54 If 3 decision made at your school seems unfair to a himhmir sH.ke.i.,. * PCT 26.6 49.1 20.3 3.5 0.6 3.97 802 801 204 43.8 43.8 11.1 18 5 1.0 0.3 4.29 0.32 23 to a higher authority. you have the right to take it 1088 509 194 67 PCT 57.6 27.0 10.3 3.5 30 1.6 4.35 933 645 228 25 7 50.8 35.1 12.4 1.4 0.4 4.34 0.01- 53 1 1  1 DATE: 06/17/91 TIME: 17:49:57 SUMMARY DISTRICT PARENT SURVEY TOTALS PAGE: PROG: 41AS5( QUESTION NUM TEXT 35 Learning expectations are communicated to all students. EXISTENCE (5) (4) (3) \u0026lt;2) (1) AVG IMPORTANCE (5) (4) (3) (2) 36 Parents ii)derstand the school' s discipline policies and 674 848 284 PCT 36.3 45.7 15.3 47 2.5 4 0.2 4.15 37 There are open lines of communication principal's office. procedures. 817 750 226 45.0 41.3 12.5 18 1.0 38 Information 39 (1) AVG DIFF RAI ernong students, teachers, and the on career opportunities is available to ny child in this school. participate in college entry or college level courses in this 764 832 260 PCT 39.9 43.4 13.6 604 817 353 PCT 32.0 43.3 18.7 359 591 509 PCT 19.9 32.8 28.2 45 15 2.3 0.8 4.19 804 772 246 43.4 41.7 13.3 26 98 17 5.2 0.9 235 110 13.0 6.1 4.00 3.47 818 756 214 4 0.2 4.29 0.14 3i 5 1.4 0.3 4.26 0.07 45 38 44.6 41.2 11.7 2.1 470 618 431 160 26.8 35.2 24.5 9.1 7 0.4 4.27 0.27 26 40 Extracurricular activities are available to students sex, national origin, 131 250 331 271 665 PCT 7.9 15.2 20.1 16.4 40.4 2.33 the basis of 41 All students race nr discrimination on race, or handicapping condition. are provided with opportunities for 686 692 303 PCT 37.5 37.8 16.5 89 61 4.9 3.3 4.01 success and recognition. 623 803 353 62 42 Students treat teachers with respect. PCT 33.5 43.2 19.0 3.3 17 0.9 4.05 43 Teachers treat students with respect. 296 918 564 88 PCT 15.7 48.8 30.0 4.7 16 0.9 3.73 417 943 438 66 44 Students treat other students with respect. PCT 22.3 50.3 23.4 3.5 9 0.5 3.90 153 743 812 150 45 Teachers treat other teachers with respect. PCT 8.1 39.4 43.1 27 8.0 1.4 3.44 46 Students are satisfied with their 556 994 241 PCT 30.6 54.6 13.2 26 2 47 I enjoy coming to this school. progress in school. 258 935 604 1.4 0.1 4.14 67 PCT 13.7 49.7 32.1 3.6 16 0.9 3.71 48 Parents are welcome in this school. 737 791 308 PCT 38.4 41.3 16.1 57 24 3.0 1.3 4.12 77 4.4 3.70 0.23 32 49 Teachers provide learn. parents with information and 1357 443 102 15 PCT 70.7 23.1 5.3 0.8 )0 Student progress is reported to parents techniques for helping students 2 0.1 4.63 at conferences. 693 659 405 125 PCT 36.2 34.4 21.1 6.5 33 1.7 3.96 259 336 321 220 479 16.0 20.8 19.9 13.6 29.7 641 652 353 36.0 36.6 19.8 769 743 256 42.4 41.0 14.1 961 702 151 52.4 38.3 8.2 959 698 150 2.79 0.46 12 91 5.1 45 2.5 3.98 0.03- 54 31 13 1.7 0.7 4.22 0.17 37 14 7 0.8 0.4 4.41 0.68 3 18 2 52.5 38.2 8.2 1.0 0.1 776 745 288 26 42.1 40.4 15.6 1.4 794 758 207 29 44.2 42.2 11.5 1.6 815 765 226 23 4.41 0.51 9 8 0.4 6 0.4 7 44.4 41.7 12.3 1,3 0.4 728 755 316 45 9 39.3 40.7 17.1 2.4 0.5 948 662 222 18 2 51.2 35.7 12.0 1.0 0.1 874 720 238 19 2 47.238.912.8 1.0 0.1 4.22 4.28 4.28 4.15 4.36 4.31 0.78 0.14 0.57 0.03 0.27- 0.35 2 39 6 49 61 22 '1 Teachers frequently communicate with parents areas of strength and weakness. on student progress and indicate 1214 476 PCT 63.9 25.1 132 54 23 7.0 2.8 1.2 4.47 1031 631 55.9 34.2 163 12 7 8.8 0.7 0,4 4.44 0.03- 55 773 656 324 118 PCT 40.3 34.2 16.9 6,1 49 2.6 4.03 975 687 52.5 37.0 171 21 4 9.2 1.1 0.2 4.40 0.37 19DATE: 06/17/91 TIME: 17:49:57 SUKMARY LITTLE ROCK SCHOOL DISTRICT DISTRICT-WIDE PARENT SURVEY TOTALS QUESTION NUM TEXT 52 EXISTENCE \u0026lt;5) (4) (3) (2) 53 54 55 Parents voluntarily visit the school. Parents understand the school's instructional program. Teachers treat parents with respect. Parents treat teachers with respect. 56 Parents and coninunity menbers advisory conmittees. are involved in school decisions through 57 Parents si^rt the school's instructional program. 58 Parents promote the school's instructional program. \u0026lt;1) AVG IMPORTANCE (5) (4) \u0026lt;3) (2) \u0026lt;1J AVG 59 Principals treat parents with respect. 60 Parents treat principals with respect. 61 Principals treat students with respect. 62 Students treat principals with respect. 455 646 617 PCT 24.0 34.1 32.6 376 917 493 PCT 19.8 48.4 26.0 940 757 PCT 49.4 39.8 748 923 PCT 39.3 48.5 148 7.8 26 1.4 3.71 . 577 713 457 31.4 38.8 24.9 74 4.0 15 0.8 3.96 99 5.2 11 0.6 3.81 599 828 361 32.6 45.1 19.7 41 2.2 7 0.4 4.07 178 9.4 22 1.2 4 0.2 4.37 871 749 207 47.2 40.6 11.2 16 4 0.9 0.2 4.33 215 11.3 12 0.6 4 0.2 4.26 872 740 210 17 5 47.3 40.1 11.4 0.9 0.3 4.33 330 696 561 191 56 PCT 18.0 37.9 30.6 10.4 3.1 415 981 418 54 14 PCT 22.1 52.1 22.2 2.9 0.7 314 850 563 99 PCT 17.0 46.1 30.5 5.4 1044 650 PCT 54.6 34.0 809 862 PCT 42.7 45.5 180 26 3.57 3.91 543 739 441 64 12 30.241.124.5 3.6 0.7 665 779 353 34 2 36.342.519.3 1.9 0.1 3.96 4.12 18 1.0 3.72 549 760 425 63 7 30.4 42.1 23.6 3.5 0.4 3.98 11 9.4 1.4 0.6 4.40 921 701 216 14 1 49.7 37.8 11.7 0.8 0.1 4.36 194 24 5 10.2 1.3 0.3 810 792 257 36 11 PCT 42.5 41.6 13.5 1.9 0.6 554 908 360 65 6 PCT 29.3 48.0 19.0 3.4 0.3 4.29 4.23 4.02 891 715 227 16 4 48.1 38.6 12.3 0.9 0.2 922 734 188 14 3 49.5 39.4 10.1 0.8 0.2 949 698 178 14 8 51.4 37.8 9.6 0.8 0.4 4.33 4.37 4.38 5 PAGE: PROG: RASSC DIFF 0.25 0.26 0.04- 0.07 0.39 0.21 0.26 0.04- 0.04 0.14 0.36 RAK 31 28 56 46 17 34 29 57 48 40 20I / Nomn I 1 Hoorn 105 Office Room 110 Faulkner Kindergarten Ashley S. Lusby Moore Kindergarten r~pn I Speech I I Restroom fl s I s 13 S! El IB Room 103 Dooms Grade 2 Room 102 Kearney Grade 2 Room 101 Machen Grade 2 I*? r Ai Restroom Room 111 Cajetorium K i tchen Cole Harris Rogers Room 115 Turner Grade 1 Wenger r Room 112 Alexander Computer Lab Roon 114 jWhite Grade I V\\un+ Musi c. Tr\u0026lt;ult\u0026lt;NORHI 1 FAM liJ\n.fc Room 205 Col1i ns Grade 4 Room 204 I Clements Grade 4 Room 203 B o y q e Med i a Center Room 202 Wallace Grade 6 Room , '2O6 \u0026gt; ^oom 207\noom 210 Room 211 Room 212 I? Gord o-n G h a n t Sp,.  Res .  Stair Boys Girls Jtair J \"htlies PAL ReajdJ p^L ing Math borkroom T Lounge Staff A Attic Room 201 L eml g Grade 6 ' E'zans Counsel 1 Robinson Grade T Room 213 Combs ! Stair Girls ' Boys Roon 217 Wilson  Grade 5 / Stair Holmes Room 214 Russel 1 Grade 3 Room 215 J enk i ns Grade 3 Roon 216 Capps Grade 5 I IMarch 25, 1996 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Dear Ms, Brown\na , (PC iWa. received M- 2 r Office of Desesfesauc, 'icriiiCiinc Many parents, teachers and staff at Forest Park Elementary School have expressed an interest in school uniforms for our students. It is our objective to conduct a fair and unbiased survey of any interest in a school-wide uniform policy . A committee is being formed to assess the information gathered. A tentative schedule and our intent have been outlined as follows: 1) April 1 - PTA meeting to be held at Forest Park at which the research data and the concerns of parents and faculty members regarding implementation of a uniform policy will be addressed. 2.) April 2 - Survey to assess the interest in or opposition to a School Uniform Policy to be sent to all parents. 3.) April 11, 6:30 pm - Meeting to be held at Forest Park with open discussion concerning uniform policy and style show/presentation of possible uniform choices. 4.) April 15 - Official Ballot forms to be sent to ail parents, including pre-registered parents, to be returned by April 18. 5.) April 25 - If approved by parental vote, committee members will request to come before the Little Rock School Board to present results and seek approval. If you have any concerns or recommendations, please contact Beth Munsey or Paige Rystrom. Thank you for your consideration of this matter. Sincerely, Paige Rystrom 666-5444 Beth Munsey 664-1936  cc\nKatherine Mitchell, Michael Daugherty, Judy Magness, John Rigss, Linda Pondexter, Pat Gee, Sue Strickland, Dr. Henry Williams, Virginia Ashley, Laura Doramus, Mim Hundley, John WalkerArkansas Democrat (gazette WEDNESDAY, JUNE 9, 1993 Copyngnt 5 1993, UWe Rock Newspapers. Inc. ARKANSAS TIMES  APRIL 21.1994 j The Arkaiisas REPORTER - i WHITES NEED NOT APPLY At one LR school, desegregahon proves loo successful. BY JUDITH M. GALLMAN D *anny Johnson wauled his son Io attend Pulaski llcighls Junior High School next year, but Ihere's no room for his son at Ihe school bccaii.se hc'.s while. That's what die school told Johnson on MarchZI whenhcwenttopre-regislerhis II- year-old son Jeremy for next year. It seems die Pulaski I Icighls parents and school officials have Ikcii so successful al rcciuiling whiles dial theirenrollmcntnowrunsafoulof court-ordered racial guidelines. Uie result is a supreme irony in a majority black school district that ha.s struggled for years to hold while parents. Denied admission Io Pulaski Heights, Johnson says he is planning Io buy a house in Conway and enroll his children dicie next year, continuing a ticiid dial has seen Conway explode with whiles fleeing Little Rock. Ralph Hoffman, the principal of Pulaski llcighls Junior High School, says the school has swung from a luiiior high that was roughly 65 Io 67 iKiceiil black in 1988 to a school that's 54 Io 5.5 percent black now. Based on pre-regisiration figures for next year, however, Ihedislrict projects the junior high will Ik 51.8 percent black, which, the disli ict says, nican.s loo few black students will Ik enrolled. The projection pronipled Dr. Russ Mayo, associate supcrinlendcnt for desegregation. Io draft a memo saying that sludenis who pre- rcgislcrcd on or after May 14 will be assigned by Ihe Sludeiil Assignment Office. \"Basically, we will reserve vacant seats for black students while nonblack students will receive allernale assignments,\" Mayo wrote in die mciiio. \"Students who cannot be assigned will Ik placed on wailing lists.\" The memo also went to four eleiiKiitary schools, Terry, PulbrighI, Forest Park and OllcrCrcck, Mayo said, iKcaiisc all will likely sliplKlow die coiiil-appiovcdiiiinimiiin black enrollmenl |Kicenlage. Jefferson doesn't meet die minimum but a memo wasn't sent there. The school district decision is at variance, however, with the federal court's Office of Desegregation Monitoring. Ann Brown, federal monitor, says the minimum black enrollment should not fall below 40 (Krccnt for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 iKrcent for elementary schools, but he insists the minimum for junior highs is 52.5 pcrceiiL More importantly, Brown believes diecourt intended to set racial guidelines, not quotas. Mayo see.s lliem as a quota from which the dish ict may not stray. Mayo said Ihe freeze is a temporary measure that may be lifted once Ihedislrict has a clear understanding of next year's enrollment. Though the policy ap|)ears to stale otlierwise, Mayo said the district does not intend to exclude while studeiiLs who are rightful residents of a school's attendance zones, only those who live outside llic iillcn- dance zone. But at the same lime, he says only that those in tlie zone will lie pul on Ihe waiting list. He also says Ihe district wants Io lie sure all sludenis in a scliool righlfully deserve Ilie assignments. \"I'm told that it has nol been watched a.s carefully by the Student Assignment Office in die past,\" Mayo said. We cannot continue ignoring the plan or the court.\" Brown said the disU ict should look al oilier options beforeexcluding while patents, whose loss could harm Ihe racial composition of Ilie whole disti icl. One option is adding poitable buildings, allhough dial's impossible foi some of the schools and Mayocounlers such additions peipetuale dual education. Some school patrons, parents and teachers worry dial die policy will drive whiles Io private schools or other cides. \"There's no such thing as a school loo white in Little Rock,\" one parent said. But die School District has now ruled odierwise. And the result may Ik at least two more transfers to Conway.  PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High School 51.8 percent Terry Elementary School 39.9 percent Fulbright Elementary School 43.1 percent Forest Park Elementary School 39.2 percent Jelferson Elementary School 40.4 percent Oller Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 scliool year for the above Little Rock schools hold true, these schools could end up with too few black students, which is why additional white students aren't being enrolled temporarily. The percentage)! indicate what percentage of the student body is expected Io be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs i.s in dispute. The district seLs the limit al 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat ^(i^azettc | THURSDAY, JUNE 15,__1995 Vote on closing 2 schools put off The Little Rock School Board wont vote until June 22 on closing two elementary schools next fall and employing a private\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_568","title":"Little Rock Schools: Fulbright Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2003"],"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","Fulbright Elementary School (Little Rock, Ark.)","Educational statistics","School facilities","School management and organization"],"dcterms_title":["Little Rock Schools: Fulbright Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/568"],"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":["216 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\nLITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: Fin.BRTGHT EI school GRADES: -Kindergarten - Sixth PRINCIPAL: Mac Huffman Race/Gender w/M ASSISTANT PRINCIPAL(S): Race/Gender iaiiai\ni I Beverly Jones B/F fI TABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2. Enrollment: - School ' - Special Services - Class/Course -I- I 3. Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) I 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) I I 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School Plant iCERTIFIED PERSONNEL POSITION Administrator(si Classroom Teachers 1 Counselor(s) Librarian(s) Reading (Compensatory/ ___Remedial) Mathematics (Compensatory/ ___Remedial) Gifted (Elementary only) Speech Theraoist Qth^r TOTAL WHITE BLACK MALE 1 i 1 FEMALE HALL FEMALE 1 17 i 1 1 1 3 0 Q y H 5 H TOTAL MALE FEMALE 2 A 1 1 1 8 0 0 22. 1 1 I_____ 1 2 1 3 I 34 Advanced Placement/Honors/Olfted/Enrlched (Secondary only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Ehriched classes. ACADEMIC AREA (English, History, etc) WHITE male FEMALE BLACK MALE- zsmalE g-T H E R llALE FEMALE total TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.POSITION SUPPORT PERSONNEL WHITE MALE FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL I Attendance Clerk Cafeteria Workers 3 2 5 Custodians 2 2 4 Instructional Aides 1 1 2 4 Media Clerk A 1 1 Nurse 1 1 Registrar 1 1 Secretary i 1 Security Officerfs) Social Workerfs) I Superyision Aides r 1 1 Other I I 1 i 1 . I I total J. 10 22 4 The official date for staffing information is October 1, 1991, \u0026lt; i Complete and return to Planning, Research, and Eyaluation office.STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F None TOTAL Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F I I TOTAL Duplicate if needed. 1SCHOOL ENROLLMENT GRADE LEVEL WHITE BLACK OTHER MALE 22 12 22 23 14 14 14 FEMALE 12 21 15 17 18 IZ 2Z MALE 11 16 22 14 11 12 14 FEMALE lA 18 19 10 23 21 IQ. MALE FEMALE TOTAL 60 75 81 65 66 77 SC TOTAL 114 122. 114 114 506 PERCENT ENROLLMENT - SPECIAL SERVICES WHITE BLACK OTHER MALE FEMALE SPECIAL ED. Self Contained MALE FEMALE MALE FEMALE TOTAL K 1 2 3 A A 4 1 2 2 4 1 1 1 2 2 3 3 1 3 1 4 1 4 8 8 I I Resource Room 3 2 7 3 15 Speech/Vision or Hearing Impaired, etc. 4 6 3 4 17 Indirect Services 1 2 1 4 *GIFTED/TALENTED 31 27 5 15 5 83 REMEDIAL/ COMPENSATORY 4 TOTAL 16 10 47 32 105 58 46 65 58 5 232 PERCENT * Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 Page 1 of 2 SCHOOL Fulbright Elementary PRINCIPAL Mac Huffman GRADE ROOM TEACHER'S GENDER/RACE WHITE CLASS ENROLLMENT BLACK OTHER MALE FEMALE MALE FEMALE MALE FEMALE '* TOTAL 20 20. IQ 2i 7. Id 11 lA 14 15- lA 12 la lA 20 21 77 W. Ai Ai 2. 2. 2. 21 25 21 20. 20 22 22 22 2k 21 22 2A 25- 25 25 ____Sx TOTAL 23 -25- K K K 1 1 1 2 2 7 3 A A k k A A A A A 1 2 A A k  1 A A F F F F F F F F F F F F F F F F . F F F M F W W W W W W W W B W W w B B A W M C 0 7 7 8 6 1 6 6 5 7 2 0 A A A A A A A 2 A 1 T I N 3 A A k A A A 1 A A 1 A A A k k 9 9 U E D . 5 k k A A A A A k A A k A k k 5 1 6 6 A k k A k A A A A 3 A A 2 A A k A A . .P A t\nE 2 1 1 7 1 1 1 1 1 211 Do not include teachers of pull-out classes (art, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 Page 2 of 2 SCHOOL Fulbright Elementary PRINCIPAL Mac Huffman GRADE ROOM TEACHER'S GENDER/RACE Ji Ji WHITE MALE CLASS ENROLLMENT FEMALE 10 BLACK OTHER MALE FEMALE MALE FEMALE TOTAL 25 TOTAL 136 134 115 112 506 Do not include teachers of pull-out classes [art, List each class separately. education, etc.). music, physical 24 A  Z J 1 2 6 2 4 2 8 4 5 The official date for enrollment data is October 1, 1991. Duplicate if needed.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex. II . ~i I 1 Do not send to Planning, Research, and Evaluation office.t. I ATTENDANCE DATA Please insert or have available current attendance data for\nStaff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. i WITHDRAWALS\nGRADE LEVEL WHITE MALE FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL K 1 1 1 1 1 2 4 2 3 4 5 1 1 1 1 3 1 5 2 2 1 1 2 4 3 I .. iroTAL__ 3 1 1 5EXTENDED EDUCATIONAL PROGRAMS PROGRAM grade . SJ\u0026amp; BE. an. aiL Governor's School AEGIS Bovs' State Girls' State Summer Laureate Odyssey of the Mind Math Olympiad Others (Please Specify) Gifted Math 1 2 1 Gifted Math 6 1 3 1 1 TOTAL 2 1 1 4 List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE Honor/Award Grade BLACK OTHER MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STUDENT HONORS/AWTUtPS Complete one each grading period. Fourth Nine Weeks WHITE BLACK Honor/Award OTHER Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.COMMITTEE .MALS. ^clal Coirjnittee EMPLOYEES female BLACK J1AL. FEMALE 1 SCHOOL COMMITTEESZPMtEMTAL INVOLVEMENT OTHER ISALB FEMALE WHITE MALE PAEENTS / PATRONS FEMALE 1 BLACK MALE FEMALE OFFICERS OTHER WHITE B L A C r. jjALE FEMALE MALE FEMALE MALE I female' 0 T K_E_P.__ HALE TEKAL W K-L.I.JE. 1 1 1 1 I I I t I I 2Q1 vnt_Tsahsr_ Ass 9S, membe rship 1 I  ent Workshops ease Specify Others) te: I I T 1 i I I 1 I I I I List membership of all school committees, including committees composed parents/patrons, staff members, or a combination of parents and staff. ve available upon request documentation concerning physical involvement. amples of such documentation are the VIPS' Sign-in Roster, notices of various nool functions, items of publicity about parent participation, etc. cessary to provide monitors with a sign-in sheet of attendance at PTA etings. It is not plicate as needed. braplete and return to Planning, Research, and Evaluation office.EXTRACVRPICTLAR ACTIVITIES T I V I T Y t CLUB W H HALE Jt EMBER 8 K BLACK HALE FEMALE iJ__________ OTHER MALE FEMALE y H MALE T B FEMALE FEMALE OTHER MALE FEMALE y H MALE OmCERa/lEAOERSHIP POSITIONS T E FEMALE BLACK KALE FEMALE OTHER MALE FEMALE TOTAL  Macsball__ .2_ CP Mnm' r.nr 'ent Council Not yet organized Hot yet. 1. 13 L T B 1 1 p o w a 0 R   BUi A MALE : 1 1 2 1 1 1 1 / I Siny Nn 2 1 2 1 I 1 3 i I I report should include membership information, ding sponsors and officer positions. addi Include information In addition, include student ?rs of committees. icate as needed. plete and return to Planning, Research, and Evaluation office.I STUDENT ACHIEVEMENT/ASSESSMENT DATA I Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. I Do not send to Planning, Research, and Evaluation office.STAFF DEVELOPMENT CERTIFIED STAFF TOTAL NUMBER OF CERTIFIED STAFF 34 Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT . Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List Under \"OTHER STAFF DEVELOPMENT\") High Scope Computer Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) 17 16 34 13 34 33 33 _3 1 31 24 34 * To be completed at the end of the third nine weeks. be for completed staff development activities. I I These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office.STAFF DEVELOPMENT - SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL 77 Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY A DISCIPLINE MANAGEMENT A PARENT/COMMUNITY RELATIONS 4 OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. bo for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office.I I I QUARTERLY DISCIPLINE MANAGEMENT REPORT I Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. I I Do not send to Planning, Research, and Evaluation office.I MAP OF SCHOOL PLANT Insert a copy of the map of th^ school plant. I I I i Do not send to Planning, Research, and Evaluation office.tx n-ooR I ) I II ^^XRTF x.ms:^ocm Courtney! J spcECM sm I I I \\ 5TOOMM ~~K \\ ueAw\\a oaABumcM ISei4\u0026gt;i i X I JL *1 IS I I I w Q A FaussH- ONDCROAmOM W\u0026lt;/z-[h S XICTTVITV O-ASSROOal iQ fK^***fV i j BE   ~T~1lra xrceMx SIM  'TW UCVi:.! ! DVTRM^Ce CAACRVI I .LU. T H \u0026lt; I I I? :V 'l/ 'OCeMMRTCN ^2  HattinioriiH 'ONOCROAmCN ^3 .JCTMTr Jones in I jLjTAIW, ^5- Ift Iff I I ihrri^C aie. O-^aanxt^\n^nj Cjnzy ^lo Ua.ll Oharles^irj^ /%?G\u0026amp; ! I p ' FIRST LEVEL FLOOR PLAN    Will i FULMLtCTr Kr.FMFNTARY SCHDOL H LU I \\. Z''^ i ODM Visits to LRSD Schools, Opening Days 1994 Fulbright Elementary School We were pleased to note that:  The students were very well-behaved and friendly.  The interior of the school was bright, cheery, and vibrant.  Well-designed, attractive teacher-made bulletin boards welcomed students back to school.  The PTA funded the construction of a retaining wall to eliminate erosion near the school entrance. We also noted some areas needing attention:  The wooden exterior trim needed re-staining and waterproofing.  The facade of the building was marred by a large diagonal crack in the mortar, which appeared to be due to settling.  The cafeteria was dark, in marked contrast to the other light, bright spaces of the school.  Counselors lacked office space. According to the principal, space problems will be solved when a portable building arrives from Williams. This portable classroom will be used to house the GT teacher and the space currently allotted to GT will be designated as the counseling area. Until that time, the counselor must scrounge around for space to hold private sessions.ARKANSAS TIMES  APRIL 21,1994 : 771^ At^atii'as REPORTER WHITES NEED NOT APPLY At one LR school, desegregation proves too successful. BY JUDITH M. GALLMAN D *anny Johnson wanted his son lo attend Pulaski Hcighls Junior High School next year, but theres no room for his son at the school because hes while. Thals what Uic school told Johnson on March 21 whenhcwenllopre-rcgisterhis 11- year-old son Jeremy for next year. It seems the Pulaski Heights parents and school officials have l)cen so successful at reciuiting whites that iheirenrollmenl now luns afoul of court-ordered racial guidelines. The result is a supreme irony in a majority black school district that has struggled for years lo hold white parents. Denied admission to Pulaski Heights, Johnson says he is planning to buy a house in Conway and enroll his children tlieie next year, continuing a tiend that has seen Conway explode with whites fleeing Little Rock. Ralph Hoffman, the principal of Pulaski I leights Junior High School, says the school has swung from a junior high that was roughly 65 lo 67 percent black in 1988 lo a school thats 54 lo 5.5 percent black now. Based on pre-rcgisUalion figures for next year, however, the district projects the junior high will be 51.8 jxircent black, which, the district says, mcaiw loo few black students will be enrolled. The projection prompted Dr. Russ Mayo, associate superintendent for desegregation, todraft a memo saying thatstudenlswhoprc- regislercd on or after May 14 will be assigned by the Student Assignment Office. Basically, we will reserve vacant seals for black students while nonblack students will receive alternate assignments, Mayo wrote in the memo. Students who cannot be assigned will be placed on waiting lists. The memo also went lo four elementary schools. Terry. Fulbright. Forest Park and Oller Creek. Mayo said, lrccau.se all will likely slipirclow ihccouit-npirrovcd minimum black enrollment |)crccnlage. Jefferson doesnt meet die minimum but a memo wasnt sent there. The school dish id decision is al variance, however, with the federal courts Office of Desegregation Monitoring. Ann Brown, federal monilor, says the minimum black enrollment should not fall Irelow 40 percent for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 percent for elementary schools, but he insists the minimum for junior highs is 52.5 percent. Moi c importantly, Brown believes die court intended lo set racial guidelines, not quotas. Mayo sees them as a quota from which die district may not stray. Mayo said die freeze is a temporary measure that may be lifted once the district has a clear understanding of next years enroll- inenl. Though the policy ap|\u0026gt;eais Io stale otherwise, Mayo said the disliict does not intend lo exclude white students who are schools aKentlance rightful residenls of a zones, only those who live outside the atlcn- dance zone. But al the same time, he says only that those in Uie zone will be put on the waiting list. He also says the district wants lo l)e sure all students in a school rightfully deserve the assignments. Tin told that it has not been watched as carefully by the Student Assignment Office in die past, Mayo said. \"Wecannot continue ignoring the plan or the court. Brown said the disU ict should look at other options beforeexcluding white parents, whose loss could hat ni the racial composition of the whole disU ict. One option is adding portable buildings, although thats impossible for some of the schools and Mayo counters such additions perpetuate dual education. Some school patrons, parents and teachers worry that iJie policy will drive whites to private schools or other cities. There's no such thing as a school too while in Little Rock. one parent said. But the School District has now ruled ollietwise. And the result may be at least two more transfers to Conway.  PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High Schoo! 51.8 percent Terry Elementary School 39.9 percent Fulbright Elementary School 43.1 percent Forest Park Elementary School 39.2 percent Jefferson Elementary School 40.4 percent Otter Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 school year for the above LitGe Rock schools hold true, these schools could end up with loo few black students, which is why additional white students arent being enrolled temporarily. The percentages indicate what percentage of the student body is expected lo be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs is in dispute. The district sets the limit at 52.5 percent\nthe Office of Desegregation monitoring uses 51 percent.I Arkansas Democrat^ (gazette wednesda^ebruary 22 ---- Coovrtflht AI . ..^1 PTA honors principal, teacher at Founders Day luncheon I I Democrat-Gazette Staff A teacher and an elementary school principal were honored as PTA educators of the year by the Parent-Teachers Association in the Little Rock School District this month. Irish Williams, a teacher at Fulbright Elementary School, and Lillie Carter, principal at Pulaski Heights Elementary, were presented I with the awards at the PTAs annual Founders Day lun- cheon. The two were nominated for the honor by the PTA chapters at schools. Williams has been their a i teacher for 11 years in school districts in Arkansas and Texas. Her school PTA praised her for demanding good behavior and high achievement from students. She is an active PTA member, serving as an officer and worker in PTA fund-raisers. She also belongs to various curriculum committees and teacher associations. Carter is in her second year as principal at Pulaski Heights, where she has made it a practice to know and be accessible to students and parents. She was praised for her organizational skills, her work ethic and the instructional leadership she provides for her staff.Arkansas Democrat THURSDAY, APRIL 4. 1996 iR I IWI playground. M ru, M Cl . Arkansas Domocral-Gazene/STEVE KEESEE Hol r\" th ^ncipal Michael Oliver holds one of three lightning students were injured in the fall of 1994 when liohtnino struck a tree on the detectors the Little Rock School District has bought. Several McDermott playground. \"gnining struck a tree on the 3 LR schools install lightning detectors BY CHRIS REINOLDS Dcmocral-Gazene Staff Writer The Little Rock School District installed lightning detectors in three schooLs Wednesday, becoming the first district in the state to use the new technology. Nine students were injured Sept. 1,1994. when lightning blew apart a tree on the McDermott Elementary School playground. Tlie lightning bolt struck when about Ilk) students were on the playground. It split a tall oak tree about 1(X) feet from the school's southeast comer. McDennott Principal Michael Oliver now has the Sl^Scan light-ning/ storm detector, which can track liglitning bolts up to 40 miles away. Fulbri^t Elementary and Romine Interdistrict Elementary also received the detectors. The device  widely used by the U.S. milita^, Secret Sendee and school districts outside Arkansas  was introduced in July 1995. Samuel B. Clubb, president of Sky- Scan Technologies, said his company has sold 5,000 to 6,000 detectors at $200 each. Robert Jones, safety and security director, said the district will evaluate the detectors at the end of this school year to decide whether to install more, Tlii.s gives the principals a real tool, Jone.s said. The device is not meant to replace National Weather Senice reports, but to serve as a first warning. Tlie detector is slightly bigger than a cellular phone and can be held or mounted on a wall. The machine beep.s when it detects lightning. A light array indicates the distance of the liglitning on a scale of zero to three miles, three to eight miles, eight to 20 miles and 20 to 40 miles. The average liglitning stroke is 6 miles long and most thunderstorms move at 25 mph, Clubb said. \"Once a tliunderstomi is within 10 miles, you're in imminent danger, Clubb said, And once you hear it, you've already been at risk for some time. .Since 1990, lightning has killed six people and injured 59 in iVr-kansas, said Renee Fair, National Weather Service warning coordination meteorologist. Fair declined to comment on tlie effectiveness of the new lightning detector. Teachers and students were not allowed to comment on the device at McDermott because two families whose children were hospitalized have sued the district. Four McDermott pupils were hospitalized in the 1994 lightning strike: five other students were treated at the hospital and released. Oliver and teacher Nancy Downing were named as defendants in the lawsuit filed in Pulaski County Circuit Court last year. Five unnamed teachers and aides, the Little Rock School District the school board and the United National Insurance Co. also are defendants. The lawsuit alleges that \"more than 20 minutes prior to the lightning strike. Hashes of lightning and sounds of thunder were ob-served in the McDermott Elenien-taiy School area. Arkansas Democrat .^(Oazettc | Pom/fi'** LETTERS:-----  Although not officially sanctioned by Expanding the classroom J' ch written about to IS SriehtEJen.ent's principal, teach SSS!hat*abotUt- ''-SsSlSESnS and parents ^^0 ^ul ngn trip to Washington, D.C. president of i gcade son and his cl ^g^img ^ot only ! cational tSauguration, but they did they attend toe attended th__*1,0 nnlocaust Mu- With so ers and staff- ir commitment to ^a A-  Because of their commitmem lo our ox WX** -- . . 1 nations capital. children in public  aTs narent ^th two children in pu^v ^.^Py^elieve we need to reme^^r nnsitive things are happenmg S?n  K P'-'\"'' school, I believe we This is one shining example. LINDA K-STAUT^R Little Rock 1 also the Holocaust Mu- seum. Mount Vernon, White House and ate at rianeArkansas Democrat J T^^i^SeSoJ^EBRUARY 26,1997 LETTERS Expanding the classroom .... Tuhof i' not officially sanctioned by ^without the dedication of With so wrong with our j highlight somethii^ that tie Rock public school. public schools I want to -  - ,1 _i 1 lit- ' is right about Little Rock puDut of teachers Recently, pulbright Elementary %cl?sfoftheircommitmenttoteach- SSJSmSondto^^^^^ nations capital. children in public two we need to remember for Under the planning and direction of pmiuui 5 my sixth- Eileen i grade son of a lifetime. Not only i cationale^enenceofa^--\n^\ntthey ^^XffitteASSBaUandvis. ?,^Q^1^hsoni^n, the Holocaust Mu- seum, Mount SsSndaSplaietHollywood. This is one shining example. LINDA K-STAUTTER Little RockO c t o b e r 17, 2 0 0 0 Novembe r 5. 2 0 0 3 Fulbright school to hold open house ARKANSAS DEMOCRAT-GAZETTE Fulbright Elementary School, 300 Pleasant Valley Drive in Little Rock, will hold an open house for parents of prospective prekindergartners and kindergartners at 6:30 p.m. Monday in the school library-media center. Visitors and prospective families will have the opportunity to meet the schools administration, faculty and prekindergarten and kindergarten staff. Curriculum, school programs and PTA activities will be featured in the program. The evening will close with a tour of the classrooms and other areas. More information about the open house can be obtained from the school at (501) 447- 4700. More information about Fulbright can be found on the schools Web site: www.ful- brightelem.org.\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_671","title":"Little Rock Schools: Geyer Springs Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/2004"],"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","Geyer Springs Elementary School (Little Rock, Ark.)","Education--Evaluation","Educational statistics","School facilities"],"dcterms_title":["Little Rock Schools: Geyer Springs Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/671"],"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":["57 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\n03/06/1991 11:37 FROM JOHN W.UfiLKER P.O. TO 3710100 P . 02 TO\nFROM: re: date\nOn site MEMORANDUM MR. JOHN W. WALKER MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER LR8D V. PC38D - New Construction within the LRSD MARCS Sz 1991 visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year. August, 1991. Mr. Herman visited Woodruff and Western Hills. I visited Cloverdale and Geyer Springs, as follows: Our findings at the locations were CLOVERDALE ELEMENTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have 21\" classrooms (3 sections each of K-6) The construction will consist of \"5 additional classrooms, a new playground, office, nurse's station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 492 I I03/-06/-19 91 1 1 : 3S FROM JOHN U.WALKER P.A. TO 3710100 P. 03 ! i ! I PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room, High has several Cloverdale Jr, portableji, The budget between Cloverdale Elementary and Jr, High is approximately 2 1/2 million dollars. GEYER BPRINQS ELEXSNTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms\n9 After construction, the school will have 2 3 classrooms. The construction will consist of 14 new classrooms, a new playground and a new parking lot. Final student capacity: 400 Anticipated capacity next school year\n326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs' construction has been set at 1 1/2 million dollars. I I WESTERN HILLS ELEMENTARY Principal: Margie Puckett (white female) Current student capacity: 336 students 63.7% black 35.8% white .5% other The construction will consist of \"10 classrooms. additional I i03/06/1991 1 1 ! 39 FROM JOHN U.UflLKER P.P. TO 3'10100 P . 04 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. woopRnyr elementary principal: Pat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of expansion of the cafeteria. 10 new classrooms and There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. I i J i Please let us know if additional information is needed. I I I I i i ! i I I03x06/1991 11S37 FROM JOHN U.WALKER P.fl. TO 3710100 P. 01 JOHN w. Walker, P.a. Attorney At Law 172:J Broadway Little Rock, .Arkansas 7!o Telephone (501) 374J3758 FAX (501) :?744187 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JR.  Also a(umt0 to rnu.-Lw in CmorYio th. Di.-irt of Coiumbia. yacsiMiLS COVER IJIZAR M. PALNICK LAW i FINANCE BLDG. SUITE 1002 129 fourth avenue PmSBURGH, PA 152IS (412) 288-9220 TO: NO.\n311-01^ FROM: hr DATE: 3-e\u0026gt;-'^1 RE: i^\\! MESSAGE: h^irrZi. THIS FAX CONSISTS OF IF YOU DO NOT RECEIVE 4\u0026amp; PAGE(S), INCLUDING THIS COVER PAGE. PAGE(S), PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. I I i t LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: GEYER SPRINGS ELEMENTARY GRADES: K-6 PRINCIPAL: Eleanor V. L. Cox Race/Gender b / f ASSISTANT PRINCIPAL(S): Race/GenderSCHOOL ENROLLMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE 14 OTHER TOTAL PERCENT SPECIAL ED. Self Contained FEMALE 12 MALE FEMALE TOTAL 38 10 40 34 ENROLLMENT WHITE MALE FEMALE 16 16 10 18 16 92 15 16 83 SPECIAL SERVICES BLACK OTHER MALE FEMALE MALE FEMALE 43 33 25 28 43 36 250 TOTAL K 3 9 1 9 8 2 3 4 5 6 Spec. Ed. 5 3 8 6 3 2 4 3 4 1 2 8 9 2 3?% 2 9 1 ? -7 4 Resource Room 1 2 3 6 Speech/Vision or Hearing Impaired, etc. 3 1 5 2 11 Indirect Services Lf 1. *GIFTED/TALENTED REMEDIAL/ COMPENSATORY / Li 11 TOTAL 18 13 30 29 72 47 43 121 7 5 8 1 1 c 9 ! PERCENT * Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G'T instruction. The official date for enrollmei\"! data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.POSITION Administrator(s) Classroom Teachers Counselor f s) Librarian(s) Reading (Compensatory/ Remedial) Mathematics (Compensatory/ Remedial) Gifted (Elementary only) Speech Therapist Other Music Special Education TOTAL CERTIFIED PERSONNEL WHITE BLACK male MALE FEMALE OTHER TOTAL MALE FEMALE 13 13____ 5 * *7^ 22 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (Enqlish, History, etc) WHITE BLACK OTHER TOTAL MALE FEMALE MALE FEMALE MALE FEMALE 6 1 1 1 9__ 1 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 TOTAL The official date for staffing in'-ormation is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.POSITION W H MALE Attendance Clerk Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Recfistrar Secretary Security Officer(s) Social Workerfs) Superyision Aides Other Computer Lab Attn. TOTAL SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL 6  3' 17 3 1 4 1 2 2 1 3 3 1 1 1 3 1 8  1 1 1 3 1 rr- I The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Eyaluation office.CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Geyer Springs Elementary PRINCIPAL Eleanor V. L. Cox GRADE ROOM TEACHER'S GENDER/RACE WHITE MALE TOTAL CLASS ENROLLMENT FEMALE BLACK OTHER MALE 12 16 21 22 20 19 18 15 40 76-' I* If I 10 1 ?5.- 0 /.A'' 1 I'*'. 10 92 FEMALE 7 5 MALE FEMALE TOTAL 19 19 23 20 I/!' 17 'iCif 16 25 -Ilf 1' CO  C/ 83 28 20 23 16 20 250 K K 1 1 2 2 3 4 5 5 6 6 Spec. Ed. 1 4 3 6 5 1 F F F F F F F F F F F F F B B W B W B W B W B B W B 1 2 6 4 3 2 3 8 3 3 2 1 2 4 11 7 5 b 1 6 3 2 2 3 4 3 0 1 9 4 8 1 3^ 8 9 9 8 7 9 2 8 ,JO 9 0 4 Do notinclude teachers of pull-out classes (art, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed.STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F K 1 1 1 Gifted/Talent 1st Grade 2nd Grade TOTAL Added/Deleted Support Staff Positions During Current School Year 1 1 1 1 1 1 1 1 1 4 2 2 4 J POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F TOTAL .. 1 Duplicate if needed.COMMITTEE W H MALE : T E FEMALE EMPLOYEES BLACK MALE FEMALE Biraclal Committee 1 1 Parent Teacher Assoc. 1 3 VIPS Parent Workshops (Please Specify Others) 7 SCHOOL COMMITTEES/PAREWTAL INVOLVEHEKT OTHER WHITE PARENTS / PATRONS OFFICERS BLACK OTHER WHITE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE black OTHER MALE FEMALE HALE FEMALE 1 2 1 2 1 2 1 1 3)^ .jO s 1 2 3 5 List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Note: Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS' Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. It is not Duplicate as needed. Complete and return to Planning, Research, and Evaluation to  4-' \\2- office. 4' 3ACTIVITY 0 R CLUB Student Council DARE Ambassador total WHITE MALE 3 3 4 10 MEMBERSHIP BLACK OTHER FEMALE 3 1 5 9 MALE FEMALE MALE FEMALE EXTRACURRICULAR ACTIVITIES SPONSORS c 3 4 16 8 27 16 7 27 W H MALE : T E FEMALE BLACK MALE FEMALE 1 1 OTHER MALE FEMALE W H MALE OFFICERS/LEADERSKIP POSITIONS\nT E FEMALE BLACK MALE FEMALE OTHER MALE T FEMALE TOTAL 14 36 24 74 pv'l his report should include membership information, egarding sponsors and officer po'-itions. Ir. Lddi lembers of committees. Juplicate as needed. Include information In addition, include student Complete and return to Planning, Research, and Evaluation office.STUDENTS RETAINED At the secondary level 1 eve 1 include only those students retained at grade Do not include failures of individual courses. RETAINED WHITE GRADE LEVEL MALE FEMALE BLACK OTHER TOTAL 1 MALE FEMALE MALE FEMALE MALE FEMALE I . -K- 1 1 TOTAL PERCENT Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED WHITE BLACK OTHER SUBJECT AREA Grade Male Female Male Female Male Female TOTAL Male I Female English 7/10 English 8/11 English 9/12 Math History/Social Studies Science Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OM OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.0^/10/2004 12:48 501-447-1161 LRSD COMMUNICATIONS PAGE 02/02 El 810 West Markham Little Rock, AR 72201 For Immediate Release May 10, 2004 For more information: Julie Davis, 447-1027 Scholarship program to be announced for Geyer Springs students BFI of Little Rock and the Geyer Springs Neighborhood Association have partnered with Metropolitan National Bank and various elected officials to form the BFI Children of Promise Scholarship Foundation. The newly formed foundation will hold a press conference at 3 p.m. on Tuesday, May 11, 2004, at Geyer Springs Elementary School to formally announce its formation and plans for the future. Each year the BFI Children of Promise Scholarship Foundation will identify ten Children of Promise from 5* grade students at Geyer Springs Elementary. BFI will contribute $1,000 per year in individual trust fund accounts for each of these students at Metropolitan National Bank, and if the students go on to college, university or technical school within one year of high school graduation, the funds will be made available to them for their education. The foundations Board members will be present at the press conference- They are: Joan Adcock, Aldetperson-at-large\nDonna Hall. Geyer Springs Elementary principal\nWillie Hinton, Ward 2 Alderperson\nJoa Humphrey, Geyer Springs Neighborhood Association\nJosh Mascaro, Metropolitan National Bank\nTony Rose, Little Rock School District Board member\nand Dale Stevener, General Manager, BFI of Little Rock. ### t*i M V 7 , 4f?r. 8 . *criMnAV iiirvnx SUNDAY^-J JEAN BRIGGS SPRINGHORN, 69, of LIRIe Rock, passed away Friday, July 22,1994. She was a member of the Ge^ er Springs First Baptist Church, a member of the Pulaski County Retired Teachers Association and a member of Delta Kappa Gamma. Mrs. Spring- horn taught school at Geyer Springs Elementary School for 24 years. She is survived by 2 daughters, Jackie Clark of Mabelvale and Jerrye McGinty of Benton\n1 brother. Bill Briggs of Memphis, Tenn.\nS grandchildren, Jennifer and Jeremy McGinty of Benton and Joshua, Eilssabeth and Jacob Clark of Mabelvale. Memorials may be made to the Arkansas Children's Hospital. Visitation will be from 1 p.m. until 8 p.m. today at the funeral home. Funeral services will be conducted at 2 p.m. Monday, July 25, 1994, at the Geyer Springs First Baptist Church with Rev. Paul Anders officiating. Burial will be In Pinecrest Memorial Park by Huson Funeral Home, 6400 Mabelvale Pike, Little Rock, Ark. I IGeyer Springs Elementary School i\nCommunication Speciaity \"W fs hn1 IA * * f 1 1 J I f I J 4 j I J J J I s J 5240 Mabelvale Pike Little Rock, Arkansas 72209 Eleanor V. L. Cox, Principal Telephone 565-0184 5A6bJSiW)iuaw^lij^'WWj\u0026gt;2.'4u..\ng r 1 .1 I SCHOOL PROFILE . 1 Geyer Springs Elementary School is located at 5240 Mabelvale Pike, Little Rock, AR 72209. I The school facility is comprised of seven (7) classrooms, a library, cafeteria, and counselor's room. Additional classrooms are located in the rear of the facility by means of portable buildings. There are eight (8) classrooms outside that include  1 special programs such as reading, math, special education, music, and the gifted progra. 1 Geyer Springs is surrounded by several small businesses and churches at large. A good relationship has been established with some of the local businesses and two of the churches. As a result of planned resource speakers from the community, our children have become familiar with the school surroundings In spite of the court mandated busing. mobile, The community is in steady transition and many families resulting in a constant flux of new students. are This has proven to be a challenge regarding instructional effectiveness, but our varied programs are addressing these challenges by way of assessments and individualized instruction. Community involvement with the school is on the rise. This is attributed to the help of the District's encouragement of using the school facility after school hours for such programs as the girls and boys scout, PTA functions. It Just Say No Club, ft tutoring, and various I [ I I I The staff and I are very proud of our accomplishments thus far in both the school and community, and take pride in our SUCCESSES. We welcome the challenges 1 T I I I I I I La 1 1 1 I 1 ENROLLMENT 1989-90 1 11 Jl \u0026gt;1 I Rrarip Mack Uther Tfit.al 1st 2nd 3rd 4 th 5 th 6 th 9 15 10 13 11 7 12 13 20 32 17 27 22 33 43 24 39 Splf-Cnnt.ainpd 7 I 1 Siih-Tntpl Kindprqart.pn Oranrl Total 7 69 124 11 135 186 11 201 L I SCHOOL POPULATION : 204 I RACIAL MAKE-UP OF STUDENT BODY:- 66% Black/34% White L STAFF COUNT: 30 on Staff 50% Black/50% White L I I REMEDIATION PERCENTAGES : PAL READING PAL Math Resource 617, Black/13% White 167, -S,laz}!i 111^7. White 167, Black/22% White ENRICHMENT/GIFTED : in. White I L I1 1 SPECIAL EDUCATION 1 Special Education services are provided for students with specific learning disabilities. A trained certified teacher 1 plans with teachers and parents to identify the most appropriate environment. instructional program in the least restricted 1 In our case, by way of main streaming. GIFTED PROGAM Our gifted program is now coordinated by our gifted L 1 specialist, Ms. Carolyn Rand. She is here two days a week to provide gifted instructional activities to our students. I FAMILY LIFE EDUCATION We have a new program this school year that will address 1 four (4) correlates for students K-6 grades. They are: I Self-esteem I Communication I Decision Making 1 I Reproductive health I Our coordinator is Anita Paul. I MUSIC AND PHYSICAL EDUCATION Both of these programs are offered twice a week to each I child in the school, by certified teachers. Special programs I will be presented throughout the year in both areas. I I I 11 1 1 ART 1 Art activities are conducted in the classroom weekly 1 throughout the school year. A nine week, specialized program will be offered in the spring of the year. 1 DARE 1 DARE stands for Drug Abuse Resistance Education. This program is offered to our youngsters for nine weeks and is 1 conducted by an officer of the Little Rock Police Department. L 1 SCHOOL SPECIALTY Our school specialty is Communication. Many communication 1 I learning experiences will be offered to our youngsters during I the school year. Stay tuned for these special events. I I I I I I I I I I I I I1 1 STRENGTHS L 1 1 1 1 1 L I r 1 I 1. 2. 3. 4. 5 . 6. 7 . 8. 9. 10. 11 . 12 . 13. 14. 15 . 16. 17 . 18, 19. 20. Strong Instructional Leadership Dedicated Staff PAL Program Proactive Parents Active PTA Supportive Partner in Education Computers in School Counselor Child-Centered Environment School Newspaper Peer Tutoring Special Education Program 75^ Teachers PET Trained Emphasis on Field Trips and Resource People As Role Models Orderly Climate Emphasis on Basic Skills School Programs Emphasis on Effective Communication Skills Indiviualized Instruction Discipline Plan  I I I 1,1  I I 'l I I I I1 1 I WEAKNESSES AHEAS OF CONCERN Physical Plant L 1 I building that is in good Gever Springs is a seven room _ - unusually clean and is maintained, been added on to address the condition. It is Five po Ti fc-sia hav b\u0026amp;sn acclsCL ou uo uuc P0Ptales able is not serviceable, at all nue to its narrow width Other needs include: Portables are in need of .nan. * Additional classrooms built I  Pence around playground _ * The drainage system repaired * Covered walKways and concrete walkways to por.ables  Security lights installed at the rear of the buixding I Driveway needs resurfacing condition in office area * Central heat/a. * Repair ceiling in restroom Discinline I I I I I I I the discipline plan taat will be ___ HrtrVehnn A ciea* directive regarding I- . __ Even though an inservice worksnop implemented is much needed, has been provided to principals, plan that will be implemented in I an not sure about the type of the fail. effective * Continue or implement an  Full time counselor needed rals and suspensions * Decrease oflice ref Instruction^ Ertectiveness * Hire full tine counselor  Mors AV equipment  Purchase more library books * lOu\nof staff THSA trained * New 16 mm projector * More trained gifted teacher  Effective Gifted Coordinator discipline plan Overall, we have\"had a productive school year, success this year have been experience, effective Hy assets tor leadership and. a supportive, competent staff. I I I I1 1 1 DISTRICT GOALS 1. I I 2. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. To establish climates of educational excellence in all schools through: 1 a) providing equitable educational opportunities for all students in a desegregated learning environment I I b) enabling all students to develop a lifelong capacity and love for learning 1 I c) leading all students to be productive contributors in the school, the community and the workplace 1 1 d) providing a disciplined, structured learning environment for all students I 3. To enhance human relations skills for principals, teachers, and central office administrators. I L I LOCAL SCHOOL GOALS I 1. At the end of the 1989-90 school year, a 5% decrease in the educational achievement disparity will be evident at Geyer Springs Elementary School as measured by objective data. 2. 1 To create an effective, desegregated school climate that fosters educational excellence, discipline, equitable educational opportunities, productive citizenry, and a lifelong love for learning as measured by objective data. 3. I To develop ongoing human relations activities that include parents, teachers, and students as measured by objective data. I II L L 1 L L 1 I I 1 rb I u I u n 1 u p '1 L 1 Dear Parent(s): Geyer Springs Elementary School's Faculty and staff extend a warm welcome to each of you for the 1989-90 school year. p k This is the home of the 11 Geyer Springs Cardinals,\" and we are I very proud and pleased that you and your child/ren have chosen to be a part of our school family this year. I This handbook has been written to share important information that we feel will play a viable role in your child/ren's successful school experiences. I 1 The school should be an extension of the home where clear 1 communication, positive interactions, and mutual cooperation and support lend itself to the success and happiness of \"our\" children. It The staff and I want you take an active role in the education of 1 your child/ren at Geyer Springs by visiting the schools for classroom visitations, information, or as a conferences, \"VOLUNTEER\". child's education. You are always welcome. We are partners in your n u Again, thank you for sharing your most valuable investment with us  your child. Sincerely, I I Eleanor V.L. Cox Principal I I 1 II I I PHILOSOPHY I 1 Geyer Springs Elementary School is dedicated to providing an equitable, quality, integrated school environment that fosters I maximum intellectual and inter-personal development of each child. The values of our democratic society, worthy citizenship, and ethical I behavior are emphasized and continually reinforced. When based on a I knowledge and understanding of human growth and development, quality education and mastery learning evolve through intense concentration 1 on Arkansas Basic Skills as youngsters are presented relevant and i significant tasks. In addition to the emphasis on basic skills mastery, higher level thinking opportunities, and challenging content are I provided with high expectations for each student. Recognizing that each child has his/her own maturational patterns 111 of physical, mental, social and emotional growth, a diagnostic, ind1vi Hl 1A1i zpd instructional program is implemented and ongoing I throughout the school year. Positive, goal-oriented learning is rein- I forced by continuous recognition of student successes achievement. at all levels of Diligent efforts of a unified staff, patrons, and student I body merge to reflect a communicative, enthusiastic learning atmosphere that embellishes the idea of \"planning together for a better tomorrow. n I I II 1 I CURRICULUM I I I 1 -*1 The curriculum at Geyer Springs Elementary -School is sequentially designed to provide your child with a series of learning experiences which have been decided upon in terms of his/her individual needs. Futher, these learning experiences foster continuous growth, development, and desirable goals for each child. Our staff is aware that each child is unique. The teachers are . I I dedicated to helping each child develop his/her fullest potential at a rate that is comfortable for him/her. In so doing, a good self image is inevitable. The staff is loyal, friendly, and understanding. 1 I 1 Teachers work well together, sharing materials and ideas  always keeping the child's welfare in mind. Special personnel are provided to enhance pupil learning opportunities. These include special resource teachers, a speech therapist, music teacher, reading and math teachers, nurse, counselor, librarian and library clerk, instructional assistant, supervision aides, and our school secretary. J 1 I I I II I I 1. I J I 1 1 1 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17 18. 19. 20. 21. I 22. 23. 24. 25. 26. 27. 28. 29. Strong, Effective Leadership 15 Certified Teachers Certified Counselor Assertive Discipline Plan Communication Specialty Honor Roll Gifted Program CARE Program Peer Tutoring Accelerated Learning Program Special Education Program Music Program Cafeteria Stars \"Good Apples\" All Teachers PET Trained VIPS Programs Frequent Field Trips Frequent Resource Speakers Emphasis on Vocabulary Einphasis on Effective Student Leadership Student council Einphasis on Basic Skills Friendly, School environment Artist in Residence Staff Development Citizenship Awards Daily Praise and Reinforcement I 1 Computers in Classrooms Participation in \"Kids Break\" 30. Writing Across the Curriculum 31. Journal Writing 32. Reading Incentive Programs 33. Science Fair 34. Physical Education 35. Seasonal School Programs 36. Student Video Taping Sessions 37. Speech Therapist 38. Friendly Office Staff 39. Playground Aides Indiviudal Student Academic Needs Met 40. 41. Bnphasis on Patriotism 42. Media Center 43. Monthly School Newsletter 44. Frequent Communicaiton to Parents 45. Teacher Conferences 46. Interim Reports 47. Home Visits 48. Standardized Testing I I1 I I I I 1 i I n Dl u1 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. Dignostic Reading/Math Placements Studentbody Election Safety Awareness Program School Nurse Goal Oriented School Book Fair Self-Contained Classes Annual Boy's Scout Recruitment Program Annual Field Day Annual Talent Show Annual Parent/Teacher Talent Show Breakfast Program Einphasis on Low Achievers 50% of Staff has a Master's Degree Certified Instmctional Assistant Well Equipped Building Enthusiastic Cafeteria Staff Full Certified Kindergarten Program Colorful, Attractive Building Nifty Nutrition Program Easy Accessability to Student Data A Sympathetic and Concerned Staff Small and Personable Hot Cooked Meals on Premises Clean Building Fund Raisers Computer Exposure Einphasis on Student Learning Styles Resource Classes An Orderly Climate Active and Supportive PTA Media specialist Library Club Adequate Playground Facilities High Student Expectations Climate Condusive to Learning Cross Level Grouping Films that Complement the Curriculum 1 1 I I I I I IJ 1 -.nie Lpower of Parents r I i J PARENT'S PLEDGE 1. I want my child to have the best possible education and 1 realize that strong school systems are essential. 2. I will provide a home environment that will encourage my child to learn. 3. I will help my child build a small but meaningful home library. 4. I will insist that all homework assignments are done each night. 5. I will discuss at dinnertime what my child has learned at school each day. 6. I will include stimulating books among the presents I give my child. 7. I will review newspaper stories and TV newscasts with my child and discuss how the news may affect our lives. 8. I will meet regularly with my child's teachers. 9. I will remind my child of the necessity of discipline in the classroomespecially self-discipline. 10. I will help my child appreciate and enjoy the excitement in learning and the thrill of an inquiring mind. I I I J Parent (signed with love and responsibility! Child (signed with love and appreciation! Teacher (signed with great expectations! . ADVbkl lSkMhN I I A Ui published in the Wali Stfrfi fifUttiuJ hv United TeehntdoKies Cutputaiiun Hartiufd, (. onneetieui ObHH] 1 School Visitation - We welcome and appreciate our visitors, recommend that visitations begin the third week of school. We Visitors Do sign must check in the office before moving about the building. our visitor's book. Volunteers are reminded to sign our VIPS sheet to assure accurate credit for your services. Conferences - Conferences with teachers are scheduled daily after 2:30 p.m. (scheduled by teachers, school phone It is 565-0184). conferences must be scheduled at a time that is not allocated tor All instruction. Parents desiring conferences with teachers and/or principal can be scheduled by note or telephone calls. Pets and Toys - Pets and toys can be brought to school only when permission is given by the teacher in advance. School Parties - School District Policy allows two parties (Christmas and Valentine) to be held at school during instructional time. mothers are in charge of these activities. Room Attendance - The Little Rock School District believes that it is necessary to require students to be in attendance a minimum number of days for instructional purposes during the school year. It is the responsibility of the parent to see that the student is in attendance at school and to have the child in class on time each day. The parent is to notify the school office by telephone when the student is absent. 'l Messages - Please see that your children are informed before they leave home about after school activities and rides home. The office cannot handle every day routine instructions from parents to students. We cannot interrupt class activities to give intercom messages unless absolutely necessary. messages to students. In cases of emergency the office will deliver Illness or Injury - If your child becomes ill or is injured at school, you will be notified immediately. Please be sure that the school secretary has a current registration card which tells where to reach you or someone who can take care of your child if you cannot be reached. Our school nurse is on duty one day each week. She is responsible for taking care of illnesses or accidents that occur at school. Please consult your doctor when in doubt about whether to send your child to school. Please We cannot keep sick children at school. _____ days the nurse is not volunteer to work in our health room the Four here. I J 1 I J I I I J 1 1 I I I Volunteers - If you will volunteer in any capacity, please sign the volunteer sheet. We need you often during the school year. I PTA - We are proud of Geyer Springs' PTA for the active role it takes in enhancing our school, serving as a springboard to the community, and establishing a unity that is felt by teachers, patrons, and students alike. As an indication of our active I involvement in Geyer Springs, our school received the \"Arkansas PTA Outstanding Local Unit\" award. I II Entrance and Exit Procedures - Each person who comes to Geyer Springs Elementary School is responsible for observing safety rules and regulations. If your child is tardy, (after 8:00 a.m.) it is permissable to drop him/her off I in front of the building. (This is the ONLY EXCEPTION.) In the morning, students who ride the bus, walk or are dropped off by parents 1 should go to the playground at the rear of the building immediately. Students do not come into the building until the bell rings. Exceptions are accidents. I injury, teacher requests or the purchasing of school supplies at the bookstore. (7:50 - 8:10) During inclement weather, students go directly to the cafeteria and remain there until the bell rings. I I I 1 When the bell rings at 7:55, students should enter the building from the playground and the door nearest their classroom. If your child is tardy, (after 8:00 a.m.) it is permissable to drop your child off at the front entrance. Your child should come by the office for a late slip. School is dismissed at 2:30 p.m. If you bring and pick up your child, please be on time. Bus students will be dismissed at 2:30 or as soon as their buses arrive. They will exit from the front entrance. Walkers will exit the door nearest the classroom and leave the campus immediately. I I I Program for Accelerated Learning - We are very excited about a new program that has been adoped by the LftSO and will be implemented this school year. tt It is the Program for Accelerated Learning or \"PAL\" as it will be called. This program will have two certified teachers and a laboratory aide. I The purpose of the program will be to help remediate and reinforce skills in the area of reading and math. A wealth of materials will be used to stimulate youngster's learning, but we are especially excited about the use of a computer lab that will be set'up in the PAL lab to reinforce skills that the math, reading, and classroom teachers teach. 1 This is a child centered program that will yield SUCCESS IN LEARNING. 1 Our School Day - Our school day for students is from 8:00 a.m. to 2130 p.m. Our tardy bell' rings at 8:00 a.m. Students must report to the office for late slips. All side and rear entrance doors will be locked from the outside after the tardy bell rings. 7:40 a.m. Students are not expected to arrive on the school campus until after I I I I I IBus Information 1 '  ...Jr Pupils who ride buses must follow all rules for behavior and safety. ----- ' 1 I niiK-ino rha e-  They mut know their bus number and their address. During the first three weeks, please make bus number, an emergency phone number, and the bus provide efficient transportation, all students. sure your child knows his/her stop. In order to . bus regulations must be followed by SUSPENSIONS, LOSS OF BUS RIDING PRIVILEDGES OR OTHER DISCIPLINARY SANCTIONS MAY RESULT WHEN STUDENTS VIOLATE OUTLINED IN THE BROCHURE. ----------- I SHEET TO THE SCHOOL. ____ THE REGULATIONS PLEASE READ, SIGN, AND RETURN ACCOMPANING Pupils - This is done through the office for child s protection. Parents or guardians are required to sign a register when checking in or out. office. If you neea to pick up your child early, telephone the school in advance and we will have your child waiting for you. are a needless interrruption of the classroom simply working through the school office. Parents or guardians are required to sign _ -  This register is located in the if need early. your Check outs that can be avoided by I 1 Safety on Playground - Encourage your child/children to learn our rules for good safety that will enable him/her to play playground. On most days our children will be inclement weather. safely on the school . sent outside unless If for some reason your child cannot during recess, please send a note or doctor's statement. go outside I Withdrawals - If it is necessary to withdraw a child from schoolshould be notified at least two days in advance. I all textbooks and library books are accounted for. written request from the parent or the parent may request a transfer for a pupil. \"S your complete new address, and if possible, will be attending. I school, the We must be sure We must have a . come in person to If you send a note, please give us the school that your child I Lost and Found 1 - Please be sure that your child's belongings -- Clothing and lunch boxes are easily misplaced and proper identification will facilitate their properly marked and/or labeled. are return. I Alost and found box will be kept either on the stage or at the , Once a month all lost clothing and items will be displayed in the corridors for children to claim. entrance to the cafeteria. 1 School Bookstore - Many of the supplies needed by your child can be purchased at the school bookstore. (NO EXCEPTIONS) It is open daily for 7:50-8:10 a.m. I I Large amounts of money should only be sent to Send money to school only when it is required, to Geyer Springs Elementary School. All returned checks to an additional charge taxed by the school. school when necessary. Make checks payable are subject II I Entrance Requirements - Students must be 5 years old on or before October 1, 1988 to enter the kindergarten program. .Arkansas state I I law requires all children of public or private school to be immunized from poliomyllitis, diptheria, tetanus, pertussis (whooping cough), rubeola (measles), and rubella (three-day or German measles) as I I public health that children I evidenced by a certificate of a licensed physician, or a department, acknowledging the sained 8tate law requires entering kindergarten, and new to the Little Rock School District present an official copy of the child's birth certificate. This birth certificate should be presented at registration. Deadline for certi- ficates is September 8, 1988. After this date, the child will be excluded until an official birth certificate is presented. I I I Physical Examination - All pupils entering the Little Rock Public Schools Kindergarten Program must have a physical examination by a The results of this examination are to be recorded private physician. on the \"School Medical and Nursing Record\" form furnished by the school. I Class Assignments - Students are assigned to classes by the principal. Teacher ana room assignments will be forwarded to you by U.S. Mail. Assignments 1 Bring or send class assignments the first day of school. _________ are subject to change if necessary to balance classes or to place individuals in a group more suitable to his/her needs. No request for specific teachers will be honored unless extenuating circumstances warrant consideration o such requests. Medication at School - Medication must be in its original, labeled guardian must be on file. I 1 bottle. A permision slip signed by parent or Teachers do not administer medication of any kind, administered by the building principal or her designee. administered three times a day can be scheduled to be given at home instead of at school. (i.e. before and after school, and at night.) This will help eliminate large groups of students in the office receiving medication during lunch periods. instead of at school. Medication is Medication 1 School Supplies - Teachers have prepared a list of needed supplies for These supplies may be purchased now or after The bookstore is open each morning from 7:50-8:10 a.m. use in the classrooms. school opens. Lunch I Student lunches are $1.00 (includes milk)\nvisitors lunches . Lunch tickets for the week are sold on Milk is available for those who bring sack are $1.10 (milk 15c extra) Monday mornings for $5.00. oring sacx The luncheon menu will be announced to students a day lunches for 15c. in advance. to students who occa- Borrowing Lunch Money - We provide a service A-ionallv forffet oT T^se lunch monev. Our children must learn that sionally forget or lose lunch money. along with every priviledge, there is a responsibility. bilitv is to repay the next day, or we won't have change for someone The responsibility is to repay the next day. 1 else. 1 1I I I GEYER SPRINGS ELEMENTARY SCHOOL Master Bell Schedule 1989-90 J 1 7:A5 Teacher Arrival 7:45-7:55 Teacher Preparation 7:55* 8:00* First Bell F I Tardy bell 8:00-8:15 Opening and Planning I 8:15 11:00-12:00* Instruction Begins Lunch Schedule Kindergarten, Primary 1,2,3 12:00- 1:00* Intermediate 4,5,6 1 2:30* Dismissal 2:30-3:00 Teacher Planning 3:00* I End of Teachers' Day * Denotes the time the bell will ring. I 1 1 II I I PRICE LIST 1989-90 LUNCH I Elementary School 1.00 I Secondary Student 1.05 I Reduced-Price Meals Adults (non-students) Meal with Milk .40 1.35 I Meal without Milk..1.20 All Milk Sold .20 1 BREAKFAST Student .50 Reduced-Price Student .30 Adults .60 1 * Adult prices on lunch will change during the year. I I I IJ I GEYER SPRINGS ELEMENTARY SCHOOL BOOKSTORE SUPPLIES August, 1989' FIRST YEAR PRICES SUBJECT TO CHANGE SECOND YEAR J 1102-B Writing Tablet Crayons Glue Scissors (blunt end) Pencil Large Pink Eraser $ .80 1.25 .75 .90 .15 .35 $4.20 1105-J Writing Tablet 1109-J Spelling Book Crayons Glue Scissors (blunt end) Pencil Large Pink Eraser o J Cap Eraser $ .80 .90 1.25 .75 .90 .15 .35 . 10 $5.20 I THIRD YEAR FOURTH YEAR I I ( 1109-J Spelling Book 1107-C Imaginary Lines Crayons Glue Scissors (blunt end) Pencil Large Pink Eraser Cap Eraser Ruler $ .90 .85 1.25 .75 .90 .15 .35 .10 .50 $5.75 1104-D Writing Tablet 1110-D Spelling Book 1106-D Filler Paper Crayons Glue Scissors (sharp end) Pencil Large Pink Eraser Cap Eraser Ruler $ .80 .90 .85 1.25 .75 .90 .15 .35 . 10 .50 $6.55 n^i FIFTH YEAR SIXTH YEAR 1110-D Spelling Book 1106-D Filler Paper Crayons Glue Scissors (sharp end) Pencil Large Pink Eraser Ruler Cap Eraser $ .90 .85 1.25 .75 .90 .15 .35 . 50 .10 $5 .7 5 1110-D Spelling Book 1106-D Filler Paper Crayons Glue Scissors (sharp end) Pencil Large Pink Eraser o Ruler Cap Eraser $ .90 .85 1.25 .75 .90 .15 .35 .50 .10 $5.75 I 1 Composition Book 40 count $ .80 Filler Notebook Paper 44 count $ .75 Folder w/prongs only .40 Folder w/pockecs only .40 I Music Book .65 Large Pencil .20 Duo-Tang Folder w/prongs and pockets .50 I RED LEAD PENCILS .25 J lAJ KUM J :PO Bb Ccj SCHOOL rruocNT i J I n MUUWH Zz\u0026gt; WWTtR \u0026gt; IHtMXjm I ^c-ftooT 'XH09V U? ! UUMCM I ART o ijg USII II PRINCIPAL I 11 CLASSROOM I TEACHERS j KINDERGARTEN TEACHER I librarian SPECIAL EDUCATION TEACHER MATH PAL LAB TEACHER READING PAL LAB TEACHER SPEECH THERAPIST CERTIFIED INSTRUCTIONAL _______ ASSISTANT MUSIC TEACHER COMPUTER LAB ATTENDENT SUPERVISION AIDES CAFETERIA PERSONNEL media clerk COUNSELOR ARTIST IN RESIDENCEJ NURSE SECRETARY f OUR CURRICULUM IS DIVIDED INTO THREE LARGE BLOCKS OF TIME: READING ENGLISH WRITING SPELLING 1 I SOCIAL STUDIES SCIENCE HEALTH PHYSICAL EDUCATION MUSIC ART1 p-5 Counselor LI P-5A Music r' I r: yin. 4 Classroom P-A * P-4A Classroom Classroom p-3 13/i' Speech J 3B Special Education I P-2 Classroan P-1 Classroom J I T I 4AlfO*  ifCnlH a\u0026gt;ia *1 If2  VA I itb I*A C4V\u0026lt;* I  L? I 1 L f tl r T1 kOVACI 1 pT 1 .h I #3 ^4 *OO MhNCiMi CfcAiMJa* T I *1 1 *1\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_607","title":"Little Rock Schools: Parkview Arts Science Magnet 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":["1991/2003"],"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","Parkview High School (Little Rock, Ark.)","Student activities","School management and organization","Educational statistics","Educational planning"],"dcterms_title":["Little Rock Schools: Parkview Arts Science Magnet 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/607"],"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":["139 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\nSciences The science magnet special course offerings are as follows: BIOLOGICAL SCIENCE 1. Biolab (1 year) (existing District high lech course) 2. Microbiology (1 semester) (newcourse) 3. Human Anatomy and Physiology (1 semester) (new course) 4. Environmental Health (1 semester) (new course) 5. AP Biology (existing course) (1 year) PHYSICAL SCIENCE 1. Chemtech (1 year) (existing District high tech course) 2. Qualitative Analysis (1 semester) (new course) 3. Organic Chemistry (1 semester) ( new course) 4. Physics (1 year) (existing course with slight modifications to emphasize medicine and health applications) 5. Unified Physics I, II (existing District high tech course) SCIENCE SKILL COURSES Applied Statistics and Technical Writing (1 semester) (new course) FOREIGN LANGUAGE German I, II, III, IV (1 year) (existing course) Latin I, II, III (1 year) (existing course) PROGRAM REQUIREMENTS Biolab (1 year) required in the tenth grade Chemtech (1 year) required in the tenth grade Physics (1 year) required in the eleventh or twelfth grade AppliedStatisticsandTechnical Writing(1 semester) required in theelevenlh grade Two (2) semesterelectives mustbe chosen from Microbiology, Human Anatomy and Physiology, and Environmental Health in grades 10-12. One (1) semester elective must be chosen from Qualitative Analysis and Organic Chemistry in grades 11-12. AP Biology may be elected in the twelfth grade. Two (2) years of foreign language mustbe chosen from either German or Latin in grades 10-12. All students will complete a science research project each year. All students will complelea 3-hour \"shadowing\" ofa health-science professional during the twelfth grade. The ParkviewScienceMagnetSchool will work cooperatively with the University of Arkansas at Little Rock College of Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Both Universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses, and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some individual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. ParkviewScienceMagnetSchool staff will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific strategies for the upcoming school year. ADVANCED BIOLOGY(AP)-Grade 12-(Prerequisites: Exceptional achievement in Biology and Chemistry) Advanced Biology is a second-year course requiring exceptional achievement in 10th grade Biology or Biolab and 11th grade Chemistry or Chemtech. It is designed to meet the needs of those college-bound students who have a special interest in biological science as a career. This course is designed to provide a greaterdiversity of laboratory activities and independent research experiences than is offered on the 10th grade level. Major emphasis is centered on cellular and organismal functions, genetics, human physiology, and microbiology. BIO LAB - one year (Prerequisite: Ninth grade science) Biolab is a laboratory oriented course designed to develop skills in four major areas. First, Biolab stresses mastery level achievement of the major concepts and principles associated with a rigorous introductory biology course. Second, the laboratory phase provides students with concrete experiences to reinforce major conceptsand principles. Third, Biolabgivesstudents the opportunity to understand and learn to operate instrumentation commonly used in the academic and industrial field of biology. Finally, Biolab requires students to conduct research investigations to demonstrate their ability k) successfully model the scientific method. CHEMTECH - one year (Prerequisites: Completion or concurrent enrollment in Algebra II is recommended) Chemtech is a laboratory oriented first year chemistry program with a high-tech emphasis. The basic content and skills of a regular high school chemistry program serve as a foundation for extended laboratory opportunities that utilize the latest in technology. Students input their data into computers for checking and grading many of the lab activities. In addition sensory probes are used in conjunction with the computer to make accurate measurements and record data. Other high tech instruments such as spectrophotometers, scalers and Geiger tubes, electronic balances, and electronic pH meters are used to give students experiences wi^ scientific instrumentation. Also, each student completes a research paper to demonstrate his ability to successfully model the scientific method. MICROBIOLOGY - one semester (Prerequisite: Biolab) Microscopic organisms are featured. Aseptic methods, culturing techniques, microscopical skills, and the structure and classification of microorganisms are the major topics of the course. HUMAN ANATOMY AND PHYSIOLOGY-one semester (Prerequisite: Biolab) All major body systems are studied with special emphasis on their relationship and importance to our well-being. Because the structures of the body are exquisitely designed to carry out specific functions, anatomy and physiology are integrated as much as possible throughout the course. Lab activities illustrate anatomical structures and the basic fundamentals of physiology. ENVIRONMENTAL HEALTH - one semester - (Prerequisite: Biolab) The relationship between environmental factors and the health of living organisms is the focus of environmental health. The clinical effects of toxic wastes is examined along with ways to reduce the production of toxic wastes and safely contain and dispose of wastes that are produced. QUALITATIVE ANALYSIS - one semester (Prerequisite: Chemtech) Qualitative analysis focuses on what products are present in a sample. Lab procedures are directed at isolating suspected chemical ions and then confirming the presence of the ion through chemical reactions that produce a characteristic precipitate, use of a flame test, chromatography, and spectroscopy. Skilled use of analytical techniques is a major goal of the course. ORGANIC CHEMISTRY - one semester (Prerequisite: Chemtech) Organic Chern istry is presented through a systematic study of hydrocarbons and their derivatives. Classification, nomenclature, and preparation of organic compoundsareexamined through leclures,discussions, and laboratory experiments. Students also gain an understanding of various industrial and biochemical organic reactions. APPLIED STATISTICS AND TECHNICAL WRITING -one semester (Prerequisite: Algebra II) AppliedStatistics is concerned with scientific methodsfor collecting, organizing, summarizing, presenting and analyzing data, as well as drawing conclusions and making decisions on the basis of such analysis. Measurement, experimental design, basic sources of error, and statistics needed to estimate error are topics of study. Technical Writing prepares students towrite a scientific reporter paper. Topics include reading efficiently, use of the library and its resources, principles of organization, writing the summary, writing and reading definitions explaining a process, classification, comparison and contrast, diction, the paragraph and coherence. PHYSICS - (Prerequisites: Algebra I and Geometry and completion of or concurrent enrollment in Algebra II) Physics is a one-year course for students who wish to understand and to be able to apply the natural laws which govern our physical universe. The course also investigates the impact of human life on the environment, alternative sources of energy for the future and the impact of computers on society. The major topics covered are action, force, conservation laws, heat and energy, vibrations and waves, optics and light, electricity and electromagnetic radiation, atomic physics, nuclear physics, and astronomy. Computer simulation and problem solving are frequently used as an aid to learning. UNIFIED PHYSICS I - (Prerequisites: Completion of Algebra I, and completion of or concurrent enrollment in Geometry) Unified Physics I (UPl) is the first year of a two-year course. Unified Physics is a course in applied physics for students who plan to pursue careers in technical fields or those which just want to keep pace with the advances in modern technology. UNIFIED PHYSICS II (ADVANCED PLACEMENT)-(Prerequisites: Completion of Algebra I, Geometry, and completion of or concurrent enrollment in Algebra II\nsatisfactory completion of UPl) Unified Physics II includes topics in both classical and modern physics. Unified Physics II will provide a systematic introduction to the main principles of physics and emphasizes the development of problem-solving ability. In-depth study into many of the more technical fields of physics will be correlated with an extensive laboraton/ program. The Parkview Arts Science In 1987 Parkview Arts/Science Magnet High School became Arkansas'first and only interdistrict magnet high school, with its enrollment of 825 students from the Little Rock, North Little Rock and Pulaski County Special School Districts. As a magnet school. Parkview provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. All students meet state standard graduation requirements, while choosing from a wide range of course electives such as calculus, statistics, French, Spanish, German, Latin, AP English, architectural drafting, computer programming, AP History, journalism. Naval ROTC and many vocational courses. Parkview is recognized for its academic accomplishments as evidenced by the scholarships and awards received by its students and faculty. In 1988-89, seniors were awarded scholarships valued at more than $332,900 to colleges and universities throughout the nation. Although the emphasis at Parkview is on the arts and sciences, a variety of extracurricular and athletic opportunities are offered to its students to enhance the total educational curriculum. True \"Patriot Pride\" is shown by the outstanding accomplishments of Parkview's administration, faculty, and student body. 2501 Barrow Road  Little Rock, Arkansas 72204  225-6440  Junious C. Babbs, Jr., Principal Magnet Program MUSIC VISUAL ARTS MUSIC THEORY 1 One year-grades 10-11 - Required for all 10th grade students who are enrolled in the music specialty area. This course is designed to introduce concepts of total music including notation, terminology, and harmony. MUSIC THEORY II One Year - grades 11-12- Prerequisite: Music Theory I. This course is designed for intensive study in diatonic pitch collection, functional triadic harmony, simple metersand rhydims. Two-part contrapunctual textures, and the smaller forms of music. MUSIC THEORY III (ADVANCED PLACEMENT) One year - grades 11-12- Prerequisite: Permission of instructor. This course is designed for in-depth study and development of skills needed to use notation, terminology, reading and writing of harmony, score reading, and instrumental transposition. A major project will be required. LAB SINGERS One year - grades 11-12- Prerequisite: Audition This course provides an opportunity for singers to study and perform a variety of vocal literature. Skills concentration is on developing vocal production and music independence. Music area courses, which are taught in the Little Rock School District secondary schools, such as Choir I, II, III, Madrigals, Band I, II, III, Stage Band and Orchestra, are also included in the Parkview music curriculum. DRAMA HISTORY OF THE THEATRE One year-grades 10-11 -Required for all students who choose the study ofdrama as a fine arts area of concentration. This course is designed to introduce drama students to the development of the theatre from past to present, and the theatrical practices which have influenced the history of the theatre. MIME One semester - grades 10-12 This course will explore fundamental techniques of concentration, relaxation, transformation, and isolation. Communication without words through body movement and expression will be studied. CLASSIC SCENE STUDY One semester - grades 11-12- Prerequisite: Drama I Classic Scene Study will emphasize form, language, meter, and meaning in scenes from Shakespeare and the Restoration playwrights. Course content includes howto approach scenes, thepoint to make, rhythmic highsand lows, and emotional expression. ACTING One year - grades 10-12 - Prerequisite: Permission of instructor. This course is designed for intensive study in acting techniques, character development, and movement CHILDREN'S THEATRE One year - grades 10-12 - Prerequisite: Permission of instructor. Children's Theatre is a course designed for study in presentations to young audiences through characterization, movement, and costuming. DRAMA II One year - grades 10-12 - Prerequisite: Drama I or permission of instructor. This course is designed to continue skills development begun in Drama I. INTERPRETATIVE COMMUNICATION One year - grades 10-12 - Prerequisite: Communication I. Students will learn to interpret poetry, prose, and dramatic literature through individual and group interpretations. 9 Theatre area courses, which are part of the Little Rock School District's secondary curriculum such as Drama I, II, Stage Craft I, II, Debate, Communication I, il, and Creative Writing, are also included in the theatre area curriculum at Parkview. ART HISTORY One year-grades 10-11 -Required forall 10th grade students who are enrolled in the visual arts specialty area. Art History is an introductory surveyofthe history of visual art from prehistoric to modern art. The purpose of this course is to provide the student with a foundation in art appreciation. POTTERY I One semester - grades 11-12- Prerequisite: one year of high school art. Students will study clay, glazes, arxJ kiln. Har)dbuilding methods will include pinch, slab, and coil construction. Study will include kiln stacking arxJ wheel throwing techniques. POTTERY II One semester - grades 11-12- Prerequisite: Pottery I Studentswill learn more advanced pottery skills, emphasizing wheel techniques, kiln operation and decoration techniques. OILS One semester - grades 11-12- Prerequisite: Introduction to Painting. This course is designed for students who have had experience with basic painting techniques and wish to work with oils. Emphasis is on developing a personal style\ncomposition and color theory will be examined. PRINTMAKING One semester - grades 10-12 - Prerequisite: Graphic Design, Drawing I or Drawing II. Printmaking is a course which offers studies in various methodsof reproducing original art work. The study of four-color silk screening and lithography techniques is included. DRAWING I One year - grades 10-12 This course is an introduction to basic drawing units of study in the following areas: line, composition, forms, tonal scale, texture, color theory, enlargement, perspective, pen and ink, portraits, and lettering. PHOTOGRAPHY One semester - grades 10-12 Course study includes black and white and color photography. Camera, light meter, and electronic flash will be covered. Darkroom techniques to print black and white film will be studied. Students must have access to a 35mm camera. 0 DRAWING II One year - grades 10-11 - Prerequisite: Drawing 1. Drawing il is a course which is structured as an in-depth study of visual perception. Skill development in proportion, perspective,' and shading of the human face, features and body will be emphasized. The student will be required to exhibit selected works. DRAWING III One year - grades 10-11 - Prerequisite: Drawing II. Drawing III is a course structured for advanced students to work independently on drawing techniques. Studentswill be required to give written critiques of their work and exhibit selected works. CRAFTS-FIBERS One year - grades 11-12- Prerequisite: one year of high school art. This course is designed for students interested in the study of fibers and the variety of crafts which incorporate these materials and will include fabric design, basketry, papermaking, weaving, macram^ and soft sculpture. ADVANCED CRAFTS-JEWELRY One year - grades 11-12- Prerequisite: Art-Design or teacher recommendation. The classwill teach basic jewelry construction fundamentals, including design composition, sawing, scrolling, piercing, soldering, bezel setting, and buffing. Different forms of jewelry, metals and stones will be covered. Equipment usage and safety will be.emphasized. STUDIO ART AP (ADVANCED PLACEMENT) One year - grades 11-12- Prerequisite: Introduction to Painting, Drawing II or teacher recommendation. This is a studio art course designed for advanced students who are seriously interested in the visual arts. Students will be required to develop an art portfolio in painting and drawing. DANCE HISTORY OF DANCE One year-grades 10-11 - Required of all students who choose the study of dance as a tine arts area of concentration. Presents history and background of the development of dance as an art form. DANCE TECHNIQUES I One year - grades 10-12 Beginning course for techniques in ballet, modern dance and jazz. DANCE TECHNIQUES II One year - grades 10-12 - Prerequisite: Dance Techniques I or permission of instructor. Intermediate level for techniques in ballet, modern dance and jazz. DANCE TECHNIQUES III Oneyear-grades 11-12-Prerequisite: Dance Techniques I or II orcomparable experience and permission of instructor. Advanced level for techniques in ballet, modern dance and jazz. DANCE ENSEMBLE One year-Prerequisite: Dance Techniques i orcomparable course and audition. Performance group for advanced dance students. RECFJVPS' FEB 2 3 1994 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION Office of Desegregation LITTLE ROCK SCHOOL DISTRICT, ET. AL. PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFENDANTS MRS. LORENE JOSHUA INTERVENORS KATHERINE W. KNIGHT, ET. AL. INTERVENORS To: NOTICE OF DEPOSITION Mr. Junious Babbs Parkview High School Little Rock School District 2501 Barrow Road Little Rock, AR 72205 PLEASE TAKE NOTICE that pursuant to the provisions of Rule 33 of the Arkansas Rules of Civil Procedure, the Joshua Intervenors, will take the depositions of JUNIOUS BABBS, Principal AND MARIE FLEMIONS, Journalism Teacher at Parkview High School before a Certified Court Reporter or some Other authorized by law to administer oaths. Said deposition will be used both for discovery and/or evidence, to the full extent allowed by the Arkansas Rules of Civil Procedure and the Arkansas Rules of Evidence. The deposition will take place on Tuesday, March 1, 1994 at Parkview High School, 2501 Barrow Road, Little Rock, Arkansas, 72205, beginning at 2:00 p.m. and continuing thereafter during normal business hours until completed.Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR (501) 374-3758 72206 J^hn W.. Walker Bar No. 64046 CERTIFICATE OF SERVICE I hereby certify that a copy of the foregoing has been mailed, postage paid all counsel of record on this A^r\u0026gt;^day of February, 1994. ft: I-' John- W. Walker 11/14/96 11:24 501 324 2023 LRSD COMMVMCATI ODM 0002/003 Ui F Little Rock School District Press Release November 14,1996 More Information: Zeomee Herts, 324-2020 Parkview Students Present Up The Down Staircase' Parkview Arts and Science Magnet High Schools Acting, Stage Craft and Music Theory III classes will perform Up the Down Staircase for audiences Thursday, November 21, at 7:30 p.m. and Sunday, November 24, at 2:30 p.m. in the school auditorium. A performance for the student body is scheduled for Friday, November 22 at 9:30 a.m. The play, which was adapted from the novel by Bel Kaufinan and was later made into a movie by Christopher Sergeis, focuses on the success of one first-year teacher who knows she can make a difference. The fall production is a class project of three classes including original music composed by the Music Theory EH students under the direction of Mrs. Amelia Farlow. The set for the production is an original design by the stage craft classes. Under e direction of Fred Boosey and Gary Bailey, the performers for the presentation come from all three Pulaski County school districts and are enrolled in the magnet program at Parkview. The production will involve almost one hundred students in all aspects of the production and helps focus on the inter-relationship of the arts which was the focus of a recent program by the three instructors at the International Network Conference in Louisville, Kentucky. (more)11/14/96 301 324 2023 LRSI) CO.MMlMCATI OD)I @003. 003 11 : 25 Press Release -Parkview (11/14/96) Page 2 Tickets for the presentation are $5.00 and may be purchased at the door at the time of the performance. For group information, call 228-3045. /1 MEDIA NOTE: Dress rehearsals in full costume will be held November 14,15,18, 19 and 20, from 6:30 - 9:00 p.m. in the school auditorium. This would be the best opportunity for photos.1 I 1 0: 2S XS'oOl 32 ) 2023 l.RSn COT'tl'MCAl f ODM 002'002 .a.xuinur. IMK^ Ji^ri Little Rock Schoo! District Pres.s Rtiease ^'l^Lrch i X, 1997 For intorn latioii: Zeomee }Tert.s, 324-2020 Parkview Students to Study in (Germany T'.ventv-..ive students who sndv GetTOan at Parkview Arts and Science Magnet High School will travel to Berchtesgaden, Germany, March 14, 1997. for a firsthand expenence oi German lajiguage end cnltoe. The trip is part of a school exchange b'jtween Pirk.'iew and the Gymnasium Berchtesgaden. Funding was nrovided by the Gerrnan-American Partnership Program, and Parkviews stud-ents raised $3,000 to help offset die cost of ths trip. Mudenis xvifi spend two weeks in southern German,e and. the surrounding area, inclujiug trips to Venice. Italy\nS\u0026gt;ilzburg. Austria\nmnd Munich, Germany. WTiile in Bercmesgaden, students will be staying with G.snnan families who are pa,riicpating m -'le exH.-viie- Gpon their retun. to the states. Partview students vdll host the (jerman exchange stud' ts in their homes. Special activities have been planned tor the guests from Germany iactvdiiig pre'seatation.s and a trip to Bramson, Mis souri April 5 an.d 6'. Jennifer Lusk, faculty .sponsor at Parkview: Christy Jackson, r tatii teacher at. Parks jetv\nand Judy Millard, a parent, will chaperone the exchange. Andi Schoberl is the ficutty srionsor from the GymnasituTj Berchtesgaden ) 'Y.  810 West Markham Street Little Rock. Arkan.sas 72201 * (501)524-2000 t3ec-O9 -'\n3/ I : 0.1. H P a r-k. V 1 r-1, 'Sc 1 encG HS P . 02 QUIREMENTS FOR GROUPS REV 10/9 7 g'.\"UDE\n7T PARTICIFATION IN GROUPS WITH 3-6 STUDENTS IS A REQUIREMENT FOR THIS CLASS Group Presentations are designed so that nc suuaent presents alcne. Failure, tg demonstEal.e--Atjj'iLe_falLjea3Lki^j^ secure a 0 and recoMariiiAtAgB-..fgr..r\u0026amp;avJ^4ur_JStLqij^ teffiAiiidr,.a bh.L^. slia2i,-yfi.ai-. Liie Students wil.1 be able to work CCLLABORATIVELY\nlearn strategies of conproms ijir.g and time management\nengage in problem-solving, face-to- hce .rteraction and goal setting\npractice decision-maXing and hct1ve-partic ipation\ndemor trafce individual and group accountaDiiity\ndevelop listening. practice oral. wr itten reading, research, performance, writing and leadership skills\nand display skills components of cormiinic.ation\nand use skills essential in the work itai'ket for which public schools and leaders of Amer oileges prepare students who are the future ca f..LXiiLiiTAT.i UN The follow.!ng will be responsibilities within a group. appllcfible in an effort, to balance the Presentations should be 45 m.Lriutes in length. Ten minutes may he u,sed for a video presentation made and performed by students who are members of the group. Other video/audio excerpts which are directly related tc the contant of tha book or play may r?e teacher used .should be questloning. Any time not used by the students will be reserved tor The last five minutes of the presentation time reserved for the written quiz. ?RS3ENTATXQM P'-RFQ.C.l. Group presentation?, are designed to teach you how to work with others and to plot, allow you to reach setting, themes, o better understanding of the characters, summary, etc., in the book. The purpose of the group meeting IS not to plan a presentation, but to REACH AN UNDERSTANDING about the content of the book, looking at the. key elements 1 sted above, the author, the period in which the book was t en, and other important facets associated with the literature. THE PRESENTATION IS DESIGNED TO ALLOW YOU TO DEMONSTRATE YOUR UNDERSTANDING TO OTHERS, AND TO ENCOURAGE THBM TO READ THS BOOK. HIGH INTERFST. rNFCR.M.ATION PACKED PRESENTATIONS ARE BEST. DO NOT READ TO THE CLASS. The information should be known. .5C r-rts may be used .FOR SUPPORT BUT NOT DEPENDENCE. Index cards or typed PRESENTATION 116IB 1 -ITIEJ\nThe. presentation responsibiliries should noX one :^.ndividual, dm T le.?:der sli.f.ilu net de all of the work, ANY MEMBER OF THE MI? M.AY ! d\n. e *blt c- r .5  filTl'TE .t. e i 0 7, t d 1'3.-. AM EFFORT TO HGI.C /i GRC'Ui' MEETIN  .he .aut-hpy. t.)n- 1 Id: - \u0026gt;, 1 port a\nm.,j\ne t i\n.:.e at, one idu pl a 1 .shOU T .1 e load s up the cn G r \" *4 DT thor . .ip meetJtq? equally All group .by c_ty jnembep, i s expected..! be__t o..'. oily familiar with iiaifacte.r 2 h 1 c d.. V 1\nrireser.: _..an.d _the. .1 wn . UI' MF MRU I!- M I J 1 pa t recomme.hdation Lar iftgulai y Oivi V i '.1 jn. ^21 .stcriz : _.ng \" 'Ip . c 1'. a -  I I J I' iVC- -.n I 17 6\nHAVE .AJ7.okP.?4 nqx .to I  '.VL. W.A.I- tL..f_or .th. '1' Xeai. =-: '1-a i d 3.r.d_a ether F.sjL.iui e_ .to i . }'*v \u0026lt;112 V n r oi r.h i a r a J. F\ni.'.p 111\" ^b. .5 Qchofi i i.g ?lysi , r 5 inDec-OD-g/ 12:O2P Parkview Art. s/Sc i enc\u0026lt;=\u0026gt; HS P . 04 i\nTrie ? /H\n' jriiy ifr.er the qt c\".\n' ent Gliouid t he I\n1 Xl.l/iUSkP't I I ::  t: .cni..b: s .1 i L: ought to ?r wo . i --t iit'li\nVP r  li 11 t. I, !  P: \n.) p\nme a \\ P E L tip wi utter. P. Kt. '.J r4 PRE.5 EKTA Is.ader i.$ SCRIPT: e xp 1 rt: n 1 ?. q the r ne-li5 r. J be eri' Fe t' t L'Ay ?scons' .immediate.   1 /a* I-11? 2 1 \u0026lt; h FOLD ER OF LARGE Q ? E - BEFORE PRESEriTATFON s for her\nThe script htripts should be a combined effort.. input.' input from\ngroup members not ttie entire j-rouf) presentations. h\\ Lig in BfliNd group p.-iC\u0026lt;et. should he typed. croup, Scripts will be the tesalt. of All ,scripts are t,o be reviewed b later than the Wednegday of the week preceding the 2J.\nKaL2.. .A2iR..JLET.s.. The group leader will meet with the teachei the gtoup. zzfes are to consist of IC questions. multiple ch.oice or a test cannot be ail true/false. t to discuss the progress of The ten questions will be lonfcinatlon of Multiple Chcice/True-FaIse, content of ths book presented. The group r  The The test should be d true refiectiot responsible for handing in the day fcilowing the test, the test papers no latsr ttar. returned toy ths next .class day, If the papers are not checked and the atfaiiR-lfili. hdt .by. excused and ingtead of an X for the ..excused participants, the sroup mejrbers will regxy{L..fi21.t.,BQ.iRED._.po.in.t^^^^ The test key should toe turned for teacher review. student test papers must toe recorded alphabetically with the number of point,s earned by each student. groups The master copy of the test should be submitted by all the Friday precedir: SOME QUESTIONS TC EXPECT 1 . 3 . 4 . f. the 1st presentation for teacher FROM TEACHES AT INTERVAL,?. How much progress have you made in your reading? p\n. an 6? .How many meetings have you had? N'?TE : review. di *. ?i e '/ last ? Where were they? EO yov! have m.eetings .planned away .fro.m school? D-o 'jC u have any problems we need to discuss? bo you have a written quit member of your has With How your group long and author's biography? ~s every roup familiar with the author information? your group dis:UE.sed the book in .detail? l.nfor.iation and misinformation? IS there any thing that I can help wit,h that, will not interfere with your presentation plan? Have your clarified If you will request need .a VCR., you will need to submit to me when you turn three days before you present. in your te.st, a w,lit ten but not less thanfJec-OSS-y Z\ni 2\n02P Pa rkv -i ew Atts/Sc i ence H P . 03 io - r.  v.r? 1, .   J . TP? C.. 4 N I 3 \u0026gt;\n.  P: 'j:^-jannounct? c*'  i r f\" L cl c 6 !: lb. ed ..t 'k r.s of rJ'.e re ad\nO.lp wi z prccrL?s Wl.i ? rht- RSADINO PRCGRES5 report 1 k\nep cl record. e 11 each Itup rec\n: * meeting. .L.i5. lyned tiy ^11 !Dembers of meeting. rder will t.iin the group A IQIIIEED. ATTE\ni2SiK:_______ I'end^n.ce witl be recorded at all AaU-it^j3 point5/3 Qt\u0026gt;t Meetxncis ic\n. gro'ir Me.?T.ings 'nelc rtside of clash cjroup meetings by every memoer \\Eetore school, atter 'I' r j lunch awav fro- the school ' Oi' shall be awarded required ir tr *'O 3 meetings (15 pr nts each). Mee tines held, should he the entire group agrees on cne nc'.'ed frc\" p.lace to place unless leetinn place. 'ine iiidividual .shcild not be given the advantage The grtup decides on the meeting place. COMPROMISE l.S -A .M'JST. : wil retain sen,-id 3 evenings each\n4 weeks to ac-conm'.cdate Cl pl a.' h' .dents IP..\nv indi VI dualides on the meeting place. 15 a t f'cnocl 3 evenings fl h'.' cannot meet If .Al K fi i eader ?.N\n1 t\n1 n t'ach rf any other envircnment. in .ind record the att\u0026lt;?ndahce .^0'1 Sai o'winc rday\nmeet 7 nc h'^n the 'within 24 hours unless the meeting is r.mmed lately held on ..! ? meribers p.. '.er\" f' ? at i -'O sent sheet should be turned in It the meeting shall sign :' iT^endance before the leader Oil the next class day. I. DURING THE MEET ING) f 11 turns in the sheet. T'ne stterdah Hfir will de the following: date o!' mee' ing\n.m e meeti.nq scheduled to begin, time of ai11val an .4 departure cregress e ac r during group me.tber, the neeiing. readme progress, and activities and CP.fflJKU.nic5X-iJ\u0026gt;5 .dhd _prin^J,.c.Uia.JtVL..tftijBnon^.,^e eiu^^ . YOU .should have the telephone numbers of all group members in your wallets. Ch r desk cr or. you\n' bulletin board. DON'T 3E AFRAID TO DISCUSS YOUR O O K. 'B 'f p H C N E U.SE i-WAY 'WHEN YOU HAVE IT AVAILABLE. tCGKRDTSHMENT .\nic m ode. Dmpl 1 shme.n the det 5.1 nd a pr-eptr ed costumvc re'.'iew'd, r.\npes\u0026gt;rch . tee IN..ltTGS : in meeting E .la.T'ples Indicate on form furnished for your usage. J ant interested in what was script imput/input, accomplished, script written, program outlined, practice session, assembled or made, responsibilities divided, visuals and props script q \u0026lt;\ne .s icns b !\n'J i iphy revo-ewed. reviewed, computer werx or typing, v and other. Gro'..r 'pem,,h5i' responsibilities: N.sme or responsible group member .A .s s 1 g I'. .'.'I e 111 ...... c cplf'ted ___ Wot Com,pie ceo, Each, individual member ..f the group ILENTit,\n.CAT.'-jn\nl,.gE_^K2UJL should make every effort to work, with other meinbers ot the yioup. will not have the .same w..rk .It i' Every r fc w.,style or wotX ethic. there oul'.l woi'k out t.he problem in the10/09/1998 14:18 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 I SOURCE/CONTACT: Suellen Vann Little Rock School District 810 West Markham Little Rock, AR 72201 (501) 324-2020 (501) 324-2023 (fax) For Immediate Release October 9,1998 MEDIA ALERT! What: Announcement of major grant award. When: Monday, October 12, 1998, 1:00 p.m. I Where: Science Laboratory Parkview High School 2501 Barrow Road I Who: Dr. Les Gamine, LRSD Superintendent Dennis Glasgow, LRSD Math/Science Director I ## I i Ii II Ii 11/09/1998 14:41 501-324-2023 LRSD COMMUNICATIONS PAGE 01/01 u4*fs-Scicc uUognef S/tgfc Sciioo^ 2501 ^(Mow ^oad Me 15ocfc, 72204 (501) 228-3000 November 5,1998 PRESS RELEASE Parkview Arts-Science Magnet High School's Acting and Stage Craft classes will present Dark of the Moon on Friday, November 20*\" at 7:30 p.m. and Sunday, November 22'* at 2:30 p.m. in the Metcalf Auditorium located on the Parkview campus at 2501 Barrow Road. Tickets for this presentation are $5.00 and may be purchased at the theatre the day or evening of the performance. Dark of the Moon is a play by Howard Richardson and William Berney that dramatizes the \"Ballad of Barbara Allen\". It is the story of a young witch-boy that wants to become human so that he can marry his one true love. The complications in the plot arise in accepting someone different, in a society that wants only to accept others like themselves. It is a love story, it is a social commentary, and most of all it is an evening of enchantment ! This production is a project of the Acting classes and the Stage Craft classes at Pykview Arts-Science Magnet High School, which is makes the production an educational venture and a training ground for these high school Thespians. This is the third presentation by the acting classes this school year. The Stage Craft classes take the play and design set, costumes, lights, sound and blend these elements with the students in Acting creating the roles of the characters within the play. For further information about Parkview, Dark of the Moon, drama program at Parkview, call 228-3045 or 228-3000.  or the Contact person: Fred Boosey05/06/1939 09:12 501-324-2023 LRSD COMMUNICATIONS Xt-y PAGE 01/01^^iZc DATE: 810 West Markham Little Rock, AR 72201 Phone: Fax: (501)324-2020 (501)324-2032 TO: FROM: SUBJECT\nMay 6,1999 Central Arkansas Media Sports Editors Cynthia Howell, Arkansas Demoaat-Cazette Sueilen Vann, Director of Communications First Female Parkview Athlete to Sign Scholarship MESSAGE: Parkview senior Michelle Carter will sign an athletic scholarship this afternoon to play for Westark Junior College. Michelle, a center on the Parkview Patriots basketball team, will be the first female player from Parkview to sign an athletic scholarship. She was the first female Parkview basketball player to be named as an all-state player. The signing will take place at 2:00 p.m. in the Parkview library. She is the daughter of Pulaski Heights Elementary principal Lillie Carter. # Pages (including cover) 1 To Fax# An Individual Approach to a World of Knowledge A'Y' A.n Individual Approach to a World of Knowledge December 7, 1999 Mr. John Walker Attorney at Law 1723 Broadway Little Rock, AR 72206 received DLC 9 1999 Dear Mr. Walker: CFFiCEOF DESEGREGATION MONITORING We have seriously investigated your concerns regarding Kim Lockhart's senior class placement at Parkview. Staff members in the Offices of Instruction, School Services, and Pupil Services all have collaborated in order to make a sound, equitable decision. Specifically, we have analyzed Kim's transcript, her grade point, and her AP course completions from her middle school years through the last semester of her 11 grade year. (We have not considered her senior courses at this point.) We do not find any discrimination surrounding Kim's No. 3 ranking in her class. We also have investigated your criticism of our counseling services for black students. While we do counsel students to excel, to pursue their interests, and to become knowledgeable of careers early in their schooling, we do not counsel any of our students for becoming valedictorians or salutatorians in their senior year. Your second concern related to the fact that Kim's magnet specialty area does not carry an AP designation. Only the College Board determines AP designations for courses, and those offered by the LRSD are sanctioned by the College Board and recognized by the Arkansas Department of Education. It is apparent that Kim has worked extremely hard in her pursuit of excellence, but we cannot in good conscience arbitrarily change her class ranking to No. 1 without being unfair to other students and because of the legal ramifications which the action would precipitate. Sincerely, Marian G. Lacey Assistant Superintendent Secondary Schools MGL/lks c: Dr. Les Carnine Sadie Mitchell Junious Babbs Dr. Bonnie Lesley Ann Brown 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax:501-324-2032 ix'w*^ I xoii^ rwoc. uxz ux 810 West Markham Little Rock, AR 72201 Phone: Fax: (501)324-2020 (501) 324-2032 DATE\nMarch n, 2002 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrof-Cazeffe FROM: Julie Davis, Communications Specialist SUBJECT: Parkview Championship Celebration MESSAGE: The students and staff of Parkview Arts a Science Magnet High School will celebrate their newly won state basketball championship title Tuesday, March 12, at 3 p.m. in the Parkview gym. LRSD Superintendent Ken James will attend. For more information, contact Pam Hobbs at Parkview at 228-3028. ### u U.P'.UV I XUt MO rwac. ox/ ox JJruX. 1^1 w\\ 81 u west Marknam Rock. 72:  Little Rock, AR 72201 for immediate Release March 18. 2003 For more infonnation. Pat Treadway, 447-2368 Les Miserables Comes to Parkview Parkview Arts-Sdence Magnet High Schoo! is pleased to announce their spring musical presentation. Les Miserables, performed entirely by students. This special school edition of Les Miserables at Parkview Arts-Science Magnet High School will be at 7:30 p.m, on April 25'\" and 26*\" and at 3:00 p.m. on April 27\". The performance will be held in the Metcalf Auditonum located on the Parkview campus at 2501 Barrow Road. Tickets tor this presentation are $7 for students and S9 for adults and may be reserved by calling 447-2356 or purchased at the door the evening of peiibnnance. Les Miserables has just been released to select schools across the country, and Parkview .^rts- Science Magnet is the first school in Arkansas to receive the rights for the production. Over one hundred students on stage plus technical and instrumental music students and production staff help bring to the stage the French Revolution with the popular tunes that include 1 Dreamed aDream and One Day More. A special school presentation has been scheduled, and teachers who wish to bring groups are encouraged to contact Karen Wisener at 447-2356. For additional information, contact Pat Treadway at 447-2368. Les Miserables is a musical by Alam Boubiil and Claude-Michael Schonberg, based on a novel by Victor Hugo, music is by Claude-Ivfichael Schonberg and lyrics by Herbert Kretzmer with matenal by James Fenton. The orchestrations ate by John Cameron. The original London production was directed and adapted by Trevor Nunn and John Caird, and the original London production was by Cameron Mackintosh and The Royal Shakespeare Company. This special school presentation was adapted and licensed by Music Theatre International and Cameron Mackintosh.Enclosure ARKANSAS DEPARTt-IENT OF EDUCATION RECEIVED ANNUAL SCHOOL IMPROVEMENT PLAN VERIFICATION FORM OCT 2 8 1991 1991 1992 Office of Desegregation Monitoring School Building\n(Name, Address, Zip) Parkview Arts/Sclencc Magnet High School 2501 Barrow Road Little Rock, AR 72204 Telephone (501) 228-3000_____ Pulaski County 6001-005 LEA Number 4 School District\n(Name, Address, Zip) Little Rock School District 810 U. Markham St. Little Rock, AR 72201 Te 1 ephone (501) 324-2000_____ Please submit one copy of the Annual School Improvement Plan for each school in the district by October 15, 1990 . Junious C. Babbs. Jr. Principal nr. Ruth StPPip____________  Superintendent signature of Printipal' Signature of Superintendent School Building Task Force Junious Babbs Carolyn Carpenter Anne Hansen_____________ Harold Haygood Karen Wisener____________________ Marcelline Carr Evelyn Menz_______________ Lucious Powell Please send to: Associate Director Instructional Services * ^Arkansas Department of Educ. 4 Capitol Mall Little Rock, Arkansas 72201 Susan Taylor I i I Ella Wa er ^ny ^is^rict with standard violations, during the 1988-89 school year, must submit this document by October 10, 1990 . I I I1991 1992 ANNUAL SCHOOL IMPROVEMENT PLAN COMPREHENSIVE OUTCOMES EVALUATION (Visit Spring '91 - Revisions Spring/Fall *91) PARKVIEW ARTS/SCIENCE MAGNET HIGH SCHOOL LITTLE ROCK SCHOOL DISTRICTI SCHOOL AND COMMUNITY Parkview opened in the fall of 1968 with students enrolled in The first class to be graduated was in grades 8, 9 and 10. In 1987 Parkview Arts Magnet High School the spring of 1971. ---------- ------------- . - became Arkansas' first and only inter-district magnet high ________ With an expanded science program Parkview became an arts/science magnet high school in 1989, with an enrollment of 825 students from Little Rock, North Little Rock, and school. Parkview is one of Pulaski County Special School Districts. the five high schools in the Little Rock School District. Little Rock, the capital of Arkansas, is \u0026lt;_ ---i \" of approximately 190,000 and is the retail, financial, governmental, cultural and medical center of the state. .Located in the city are the following educational institutions: University of Arkansas Medical Sciences, University of Arkansas at Little Rock, University Law School, several private colleges, and several business and technical a medium sized city schools. SCHOOL  Enrollment: 825 total Faculty: Accreditation: North Central Association Arkansas State Department of Education PROGRAM OF STUDIES In addition to the arts and science programs. Parkview is a comprehensive high school with a strong college preparatory program, a vocational program and classes to meet special The schedule of 114 classes includes needs of all students. Advanced Placement classes in English 12, calculus AB, U. S. history, French, music theory III, unified physics II, Honors and gifted classes include English 10 and 11, geometry, algebra II, and advanced algebra/trig. classes are 50 minutes in length and meet five times a week. and studio art. All Students enrolled in the Fine Arts Program select an area of emphasis from the arts  dance, drama, instrumental music, vocal music or visual art - and follow an expanded curriculum Students may choose courses in in their specialized area. drawing, design, photography, pottery, painting, crafts, dance techniques, communication, children's theatre, mime, classic scenes, interpretative communication, music theory, choir, band, orchestra, or fine arts survey. Students enrolled in the Science Magnet Program must complete 4 semesters of biology, 3 semesters of chemistry, 2 semesters of physics, 1 emester of applied statistics \u0026amp; technical writing, 6 semesters of math and 2 German or Latin. emesters of Page 1STATEMENT OF SCHOOL MISSION AND GOALS  The Little Rock School District is committed to providing educational experiences that will promote the development of each student. Parkview Arts Magnet School will provide  learning experiences that foster academic/aesthetic growth of . students who express an interest and/or need in the arts. Further, the program will be designed and implemented to include identifiable learning outcomes in all magnet program areas of academic and aesthetic study. The curriculum will surpass all state standards. In recognition of the need for total development of the individual, the Fine Arts High School will provide specialized studies in the arts combined with an academic program utilizing the LRSD secondary curriculum and offering numerous choices for future training at . advanced instructions as well as careers following high school graduation. . Parkview Fine Arts Magnet School has the following objectives/goals: 1. 2. 3. 4. 5. 6. 7. 8. To develop in each student the essential skills in oral/written communication, computation, reading, science, social studies, and the arts (music, visual arts, movement, and dramatic arts). To provide a varied program of activities that will afford opportunities for investigation and experimentation in the area of the arts. To develop student recognition of the arts as an integral component of his/her environment. To increase student understanding and participation in those areas of the arts in which he/she has a special interest. To promote creative thinking, creative expression, and self evaluation by group and individual activities. To provide the opportunity for creative learning expression for students served by the Booker Intermediate Arts Magnet School and Mann Junibr High Arts Magnet School. To provide an arts curriculum that exceeds the regular arts course offering in depth and breadth. To provide a strong academic curriculum that will prepare students for college study as well as possible career opportunities. Page 2The Science Magnet Program wi specialty science courses with a prepare students for an t technical major in the area Science Magnet School  ill combine the district's high-tech a magnet curriculum that will undergraduate pre-professional\ncrca of medicine and health. T will work cooperatively with the or The Parkview University of Arkansas for students. fSr SSSical sciences to provide Both universities have expressed investigations and 5^Uhivetsity pMsonne! to the school site for special lectures and/or demonstrations. n.,-. wot-ci tv \u0026lt; of Arkansas for Medical Sciences where a The University individual \"shadowing experiences will provide some individual snaaowiny for a iaent follows and works with a health-care professional for a  d Of time. Parkview Science Magnet School staff will me period of time. annuaiij -------c-------------- - ...4.1 the University of Arkansas at Little ------- Arkansas for Medical Sciences to plan specific strategies for the upcoming school year. activities and Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regular science program in depth and breadth. 2. student understanding in the math/science To increase content that is prerequisite to technical course of study in me a pre-professional or medicine or health. 3. To increase student acquisition and techniques in science. of laboratory skills 4. To develop skills in information acquisition, processing. statistical analysis, and technical writi g. 5. To increase the foreign language Russian to the curriculum. offerings by adding 6. TO provide opportunities for students to ^nteract^with^ hfsa 1 thscience professionals through field t \"p health-science site, guest site, and student shadowing of the health science professionals. page 3t DATA ANALYSIS The information below is based on the guidelines as set forth in Arkansas State law which requires entering freshmen to enroll in developmental courses at the college level. ACT English 18 or below ACT Math 18 or below SAT Verbal 350 SAT Math 380 Of the 223 students who took the ACT in the school year 1989-90, 108 or 48% scored below State requirement. were white males and 19 or 17% were white females. Of those who scored below 5 or 4% 34% were black males and 47 or 43% were black females. Also, 38 or Of the 41 students who took the SAT in the school year 1989-90, 5 or 12% scored below the state requirement on the verbal and 7 or 17% on the math. Of those who scored below in the verbal, no white males and 1 or 20% white female scored below. Also, 2 or 40% black males and 2 or 40% black females scored below state requirements. Of those who scored below on the math, no white males and 1 or 14% white female scored below. males and 3 or 42% black females scored below state requirements. Also, 3 or 42% black PSAT 1990-91 Juniors: Verbal 32 and below = predicted 350 on SAT Math 37 and below = predicted 380 on SAT Sophomores\nVerbal 29 and below = predicted 350 SAT Math 29 and below = predicted 380 SAT Of the 128 juniors who took the PSAT, 18 or 14% scored below the standard above on the verbal, 36 or 28% scored below the standard stated above on the math. and 4 or 22% white females scored below. Of those who scored below on the verbal no white males Also, of those who scored below on the math, 1 or 2% white male and 11 or 30% white females scored below and 7 or 19% black males and 17 or 47% black females scored below standard. Of the 59 sophomores who took the PSAT, 5 or 8% scored below the standard stated above on the verbal. Of those who scored below on the verbal no white males nor females scored below the standard and 4 or 80% black males and 1 or 20% black female scored below standard. Two or 3% of the 59 who took the PSAT scored below the standard on the math part of the test. male and no white females scored below. 50% black female scored below standard. Of those who scored below standard, 1 or 50% white Also, no black males and 1 or Page 4f DATA ANALYSIS The information below is based on the guidelines as set forth in Arkansas State law which requires entering freshmen to enroll in developmental courses at the college level. ACT English 18 or below ACT Math 18 or below SAT Verbal 350 SAT Math 380 Of the 223 students who took the ACT in the school year 1989-90, 108 or 48% scored below State requirement. were white males and 19 or 17% were white females. Of those who scored below 5 or 4% 34% were black males and 47 or 43% were black females. Also, 38 or Of the 41 students who took the SAT in the school year 1989-90, 5 or 12% scored below the state requirement on the verbal and 7 or 17% on the math. Of those who scored below in the verbal, no white males and 1 or 20% white female scored below. Also, 2 or 40% black males and 2 or 40% black females scored below state requirements. Of those who scored below on the math. no white males and 1 or 14% white female scored below. males and 3 or 42% black females scored below state requirements. Also, 3 or 42% black PSAT 1990-91 Juniors: Verbal 32 and below = predicted 350 on SAT Math 37 and below = predicted 330 on SAT Sophomores: Verbal 29 and below = predicted 350 SAT Math 29 and below = predicted 380 SAT Of the 128 juniors who took the PSAT, 18 or 14% scored below the standard stated above on the verbal, 36 or 28% scored below the standard stated above on the math. and 4 or 22% white females scored below. Of those who scored below on the verbal no white males Also, of those who scored below on the math, 1 or 2% white male and 11 or 30% white females scored below and 7 or 19% black males and 17 or 47% black females scored below standard. Of the 59 sophomores who took the PSAT, 5 or 8% scored below the standard stated above on the verbal. Of those who scored below on the verbal no white males nor females scored below the standard and 4 or 80% black males and 1 or 20% black female scored below standard. Two or 3% of the 59 who took the PSAT scored below the standard on the math part of the test. male and no white females scored below. 50% black female scored below standard. Of those who scored below standard, 1 or 50% white Also, no black males and 1 or Page 4MAT 6 Of the 218 tenth graders tested in 1987-88 school year, 51% scored at or below the 50th percentile on the MAT 6. 37% of the total white students tested, 66% of the total black students tested scored at or below the 50 percentile. Of the 272 tenth graders tested in 1989-90 school year, 50% scored at or below the 50th percentij.e. 35% of the total white students tested and 61% of the black students scored at or below the 50 percentile. Of the 255 tenth graders enrolled in the 1989-90 school year, 78 or 31% scored at or below the 50 percentile. Of the students who scored below, 11 or 14% were white males and 13 or 16% were white females. Also, 22 or 28% were black males and 32 or 41% were black females. Of the 270 tenth graders tested in the 1990-91 school year, 73 or 27% scored below the 50th percentile. Of the subgroups within these totals include 1) 59% black students above norm 42 male - 49 female 2) 89% white students above norm 41 male - 61 female Of the 232 eleventh graders tested in the school year 1987-88, 49% scored at or below the 50th percentile on MAT 6. O/ 31% of the total white students and 66% of the total students scored at or below the 50 percentile. Of the 251 eleventh graders tested in the school year 1988-89, 49% scored at or below the 50th percentile on MAT 6. 67% black students scored at or below the 50th percentile. 27% v^ite students and Of the 250 eleventh graders tested in the school year 1989-90, 114 or 45% scored at or below the 50th percentile on MAT 6. Of the students who scored at or below the 50th percentile, 14 or 12% were white males and 20 or 17% were white females. 47 or 41% were black females. Also, 33 or 28% were black males and Of the 256 eleventh graders tested the 1990-91 school year, 77 or 30% scored below the 50th percentile of the subgroups with theses totals include 1) 56% black students above norm 33 male - 39 female 2) 85% white students above norm 31 male - 67 female Page 5TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT Upon receiving our test results (MAT6, PSAT, SAT, ACT) in spring '91, cumulative information was compiled and provided to the entire staff. Parkview's scores were then reviewed over the past three years to establish patterns of growth and/or deficits for respective sub groups ( grade, race and gender) in overall performance and specific content areas. Achievement data reflects the following: MAT6 Complete Battery Percentiles over the past three years. lOth Grade 11th Grade 1988 1989 1990 1991 Black 34 38 56 59 White 63 70 81 89 Black 33 30 41 56 White 69 72 68 85 Page 61 STUDENT ACHIEVEMENT 7MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT TARGET NARRATIVE OUTCOMES 1. To increase student achievement resulting in 757. norms (50Z) greater. ar Evaluation Data: Metropolitan Achievement Test Results A. Content Area B. Disparities 2. To increase achievement for all students with specific emphasis on closing disparities. ( Evaluation Data: Metropolitan Achievement Test Results A. Content Area B. Disparities Page 7OUTCOMES Individual departments desired outcomes examined this data, identified target Aet'sUi  _ \u0026lt;^hen established and outccxnes established are: areas and presented to the staff. The 1. To increase the 1 success ratio of 10th grade black females on the ACT and SAT Oiack a^id SAT, males and 2. To in^rove test taking skills black and white students and and decrease the disparity between 3. Target mat 6 Con^josite language Arts and Math between the Battery - to increase the Reading, scores of blacks and decrease scores of black and white students. the disparity Page 8 ffTnrgfct: (il como: iMFROVEHENT PLAN Monitoring and Assessment of Student Achievement To increase success ratio of black male and black female students on the ACT and SAT ACTIONS /.ESTONSIBILITY TIMELINE HESOtIRCES STAFF DEVELOPMENT EVALUATION DATA 1. Show videos Counselors II Be prepared for the ACT\nand 11th and On going \"Be prepared for the PSAT and SAT\". Provide and review booklets on Test Preparation for ACT and SAT- 12th grade English/Math teachers College Board, American College Testing Co Inservice teachers oi Test Preparation Booklets Survey students to determine use of booklet 2. Purchase appropriate computer software Adminlsttatic n 0 o 0\u0026lt;J re V\u0026gt; 3. Provide computer software for students and teachers Counselors College Board, American College Testing Co. American College Testing Co. Receipt of computer software Log of student use *Target: Outcome: ACTIONS 1. Show video IMPROVEMENT PLAN Monitoring and Assessment of Student Achievement test-taking skills and to decrease the disparity in scores between white and black oLUQenLS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA \u0026gt;13 B) OO (S o \"Be prepared for the PSAT and SAT\" to lOth and 11th grade students 2. Provide outdated tests for review and practice 3. Generate and provide a brochure containing tips on test-taking skills for students and parents 4. Provide all teachers with outdated PSAT's so that they can become familiar with test format Counselors and 10th and 11th grade English teachers Counselors, 10th and 11th English teachers and math teachers Counselors Counselors On going On going On going On going College Board Video Outdated PSATs College Board ACT, State Dept, of Educ., LRSD Outdated PSAT's Attendance of student viewing video ! Number of students taking practice tests Inservice for classroom teachers Survey of students to determine value of brochure Survey of teachers to determine their use of the suggested formatIMPROVEMENT PLAN Tsrgtt\nMonitoring and Assessment of Student Achievement OuLconio: To increase reading scores of black males and females Ijetween white and black students on MAT 6 and decrease disparity in the scores 1 2 T* 3 Bl W It 4. ACTIONS RESIONSIBILITY TIMELINE IIESOIIRCES STAFF DEVELOPMENT EVALUATION DATA Provide activities emphasizing reading comprehension (Literal and Inferentia: Vocabulary emphasis throughout interdisciplinary curriculum Implement classroom strategies that prompt the use of critical cinalysis and higher order thinking skill* Teacher made tests that Classroom Teachers ) Guidance Staff Classroom Teachers Classroom Teachers Classroom have a standardized test Teachers format (multiple choice, timed sections, op-scan answer sheets) Chgoing Cngoing Ongoing Ongoing IKSD Staff Development Office IKSD Staff Development Office LRSD Staff Development Office Scantron Teacher Inservice Depto Mtgs. (presentations) Faculty Meetings Reading Across the Curriculum MAT 6 Results Teacher report of action implementation Formal Observations MAT 6 Results Teacher Observation MAT 6 Results Teacher Observation Observation of Teacher made testsIHPROVEHEMT PERM Target: Monitoring and Assessment of Student Achievement Outcome: To increase language arts scores of black males and females and decrease disparity in the scores between white and black students  ACTIONS RESPONSIBILITY TIMELINE KESOtlRCES STAFF DEVELOPMENT EVALUATION DATA \"d 01 w (t t\\3 Throughout the year class curriculum will address lower range score areas on MAT 6 test by: a. b. c. Classroom Teachers Ongoing through 9\nGuide English Curriculur Communication Skills Inservice, Prejudice Reduction Training stressing frequent spelling reinforcement weekly vocabulary work reviewing research skills with at least one research project per year Students performing at or below grade level will be given additional preparation for the MAT 6 test Stress latin prefixes, suffixes, roots and analogies Classroom Teachers Classroom Teachers Classroom Teachers Classroom Teachers Chgoing through 9\nEnglish Teacher Latin Teacher A. Spelling list Warriners Grammar text English Department Meetings Chgoing through '9: B. Vocabulary workbooks Compare 1990-91 MAT 6 scores with 89-'90 Also, compare result\nof teacher made test\nSpring Semester Spring Semester Ongoing C. Research manual Test taking tips Sample Questions Teacher Inservice in February/March faculty meetings TESA/PET English Department Meeting Improved grades on research papers Compare '90-91 MAT 6 scores with 89-90 Target: Outcome\n\"d Bl OQ ni LO ihfrovehemt plan Monitoring and Assessment of Student Achievement To increase math scores of black males and females and decrease disparity in the scores between white and black students ACTIONS responsibility TIMELINE HESOtIRCES STAFF DEVELOPMENT EVALUATION DATA Emphasize problem soIvin | skills in all math courses Expose students to real world situations that are math related (Higher Crder Thinking Skills) Identify and target students below norm Math Dept. Math Dept. Classroom Teacher Registration Various teaching strategies (visual aids, hands on activities, practical application, peer tutoring and group work) Math Dept. ongoing 90-'93 I ongoing 90-^93 Fall Semester Spring Semester Curriculum 1 Guide Textbook furnish 2d Exams Sample Questions Math Assistance Program Math Department Meetings 91 MAT 6 Scores | also, compare result! of teacher made tests. Speakers LRSD Staff Dev. VIPS Faculty Meetings Department Inservice Team Learning Brainteaser Box (daily exercise s Math Assistance Program ) 91 MAT 6 Scores MAT 6 Data Mu Alpha Theta LRSD Staff Dev. Math Assistance Program Building Guidance Department Cooperative Learning LRSD Inservice 91 MAT 6 Scores 91 MAT 6 Scores\u0026gt; HIGH EXPECTATIONS( HIGH EXPECTATIONS TARGET NARRATIVE Faculty committees met to address the ten perceived weaknesses identified on a 1989-90 survey. by the Parkview student\nby the students were: The perceived needs expressed (1) boredom in class and lack of student enthusiasm due to teachers not presenting materials in varied and interesting ways, and (2) a lack of information concerning the students' progress in these classes. After thorough analysis of the data, these ten weaknesses were condensed and categorized under the target of \"High Expectations\", with two major sub- groups, \"Communication\" and \"Motivation\". The outcomes were: (1) to increase and improve communication between school, parents, and students and improve student motivation. (2) to The improvement plan developed by the target coimnittee, with additional input from the entire staff,- includes strategies that can be implemented immediately, as well as during the period of time from 1990-1995. Page 14I 1. 2. high expbctaticns arrccMEs To increase and improve positive coBaaunication between school, parents and teachers. Evaluative data: Perceptual survey. Conparison of data results frost the 1989-90 and 1990-91 perceptual surveys. To improve student motivation. Evaluative data: Improved school attendance by students. Improved student test scores. Increase in students* attendance and participation in extra curricular and co-curricular activities. Page 15IMPROVEMENT PLAN Target: High Expectations (Mil come: To improve student motivation ACTIONS\n:esponsibility TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA \"S Bl W It O' To provide recognition and incentives to students for perfect attendance, honor roll, awards assembly, citizenship, letters of recognition and displays throughout each department . To increase computer lab time for students and teachers To assign teacher advisors to students To invite guest lecturers To expand and maintain academic enrichment activities Department areas Principal Sept. 1990 ongoing '95 Ribbons, tickets, pizza, newspaper, lunch discount, coupons, coke, donut party, IRC None Quality of Education Survey Departmental Surveys 1992 Teachers  Lab attendanc Assistant, Principal PV staff Sept. '90 Ongoing '9 Computer lab IRC None Number of letters sent Fall, 1991 Faculty Guidance counselors Teachers Sept. '90 Ongoing '95 VIPS-Volunteer s assigned to PV Staff Sept. '90 Ongoing '95 VIPS College programs Computer inservice workshops, IRC to train faculty Pre-school inservice None Lab usage log Quality of Ed. Survey General Survey Student Organization Survey-Awards won in academic competitive activitiesTarget\nHigh Expectations Out conic\nTo improve student motivation ACTIONS\n:esionsibility TIHELINE IMPROVEMENT PLAN RESOURCES STAFF DEVELOPMENT EVALUATION DATA 'V OQ n To increase food source/ public services interest activities Wellness Committee Cafeteria Supervisor Science Club Pupil Service Team Sept. '90 Chgoinp^^ LRSD Food Service VHI Science Club Pupil Service Teat i Guest Speakers Student questionnaire Quality of Education Survey IIHPROVEKEMT PLAN Target: High Expectations (Milconic: increase and improve communication between school, parents, and students ACTIONS I'.ESPONSIBILITY TIMELINE KESOtIRCES STAFF DEVELOPMENT EVALUATION DATA ns Bl 00 (t 00 To provide a pre-school orientation assembly for new students To provide parents a \"Positive Expectations\" newsletter To call parents of students enrolled in first period classes welcoming them to PV and Administrators Counselors Teachers Peer Facilitators 2 weeks prior to 1991 opening Administrators Counselors Club participants ROTC In-service Orientation assembly attendance Guidance 1st period teachers encouraging PTSA membersi ip To provide a course outline for each subject Teachers/ Dept. Chairs To give interim reports to all students Teachers 1st week 1991-92 school year Computer lab Newsletters, Parkview PTSA Radio Computer Inservice Newsletter PTSA Survey 1st 9 wks ' 90 '95 1st week of enrollment 1991-92 Cpen House '95 Oct. 5th week of each 9 week Oct. 90 Telephone Pers. Data Info Pupil Data Sheets Curriculum guides, textbooks, supplementary materials Gradebook Interim report form Computer Communication Skills Workshop Master Teacher - Tips on Talking to Parents Classroom managment Computer Inservice PTSA membership Course outline(s) turned in to the principal Documentation of reports given Teacher copy on file To schedule parentteacher conference for students Teachers Counselors Parents Each 9 weeks ' 95 Gradebook Textbooks Student folders Student projects Work samples Faculty meeting Telephone contact Interim report TESA Classroom Management Communication skills Number of parentteacher conferencesPARENT-COMMUNITY INVOLVEMENTPARENT-CCMMUNITY INVOLVEMENT TARGET NARRATIVE This committee began meeting during the Spring of 1990., After collecting the data gathered\u0026gt;from the CCE Teacher-Parent-Student Survey, The plan devised included outcomes, actions and needs were determined. their related processes. The committee, in their needs assessment, confirmed that parental involvement was an area which needed to be improved at Parkview. The committee saw the need for developing outcomes which would: 1) increase patron participation in activities and 2) involve parents and the community in the educational program of the school. Increased expectations for parental and patron involvement were identified as keys to the success of the school. The committee developed a series of actions which included the establishment of a Patriot Patron Involvement Group to promote and support general school activities, a-Patriot Patron Resource Bank of Careers for use during Career Day activities, a Patriot Parent Hot-line to be used for direct communication to parents, and to establish a Patriot Alumni group to develop cohesiveness between the school and the community, and to bridge the gap between the past and the present. The Parent-Community Involvement Group presented these actions and ideas to the whole faculty. The faculty decided that these four specific actions were realistic in their approach and achievable within the specified five-yeaf time frame. \u0026lt;( Page 191. 2. PARENT-CCMMUNITY INVOLVEMENT OUTCCMES\nTo increase patron participation in activities Evaluation Data: Survey administered to a randomly selected group of parents, teachers, and students Records indicating the number of actual service hours, participants, and events To increase involvement of parents and the community in the educational program of the school Evaluation Data: Composite school records of parents and members of the community involved in the educational program annually maintained for comparative purposes Page 20Target: PARENT/COMMUNITY INVOLVEMENT (Mil conio: To Increase ACTIONS IMPROVEMENT PLAN involvement of parents and the community RESPONSIBILITY TIMELINE in the educational program of the school RESOURCES STAFF DEVELOPMENT EVALUATION DATA 'TS Bl OQ re N) 1. To recruit parents to participate in various curriculum based activities Arts/Sclences 2. To encourage patrons and other members of the community to volunteer in the library media center, as tutors and/or computer lab 3. To invite parents and members of community to serve Staff, Principal, VIPS Chairman To begin  1990-91 School yes r and to continue VIPS, PTSA survey, PTSA workshop on how Staff members. Student Council, Magnet contract parents to get parents involved Self evaluation to determine success and number of parents involved in all areas Staff, Principal Librarians March Spring Year 1 and continuing '95 VIPS, PTSA, Patrons, Librarian, Media Specialist Peer Facilitators Tutor Orientation/ workshop Parents/community V involved in tutoring VIP's hours registere as resource speakei S Guidance staff March '91 Spring Year 1 and Ongoing'95 Patrons, Guidance VIPS, None Student/Speaker/ Teacher Survey 4. To include parents in development of school/ department goals Principal, Staff August '90 Year 2 and Ongoing Selected patrons, principal, teachers Attendance at meetingsl where goals are developed UAMS Department RepresentativesTnrgfet: PARENT-COMMUNITY INVOLVEMENT (Mil come\nH cam IHPROVEHENT PLAN To Increase patrons participation in activities ACTIONS r.ESPONSIBlLlTY TIMELINE KESOIIRCES STAFF DEVELOPMENT EVALUATION DATA 13 re hj hj 1. To establish a Patriot Patrons Involvement gorup for the purpose of promoting and supporting general school activities 2. To develop a Patriot Patrons Resource Bank for Career Speaking Identifi- Principal, Executive Counselors cation and advisory support 3. To create an alumni issociation to bridge the\nap between present, past ind future generations )f Patriots Identified 'staff. Alumni director Sept. '91 Year 2 Ongoing '95 Sept. '91 Year 2 2nd Sem. Ongoing '95 Feb. '93 1991-92 Representatlves from staff, PTSA Partners-in-Edu- cation (HUD,UALR) VIPS Bank Teachers, Partners in Education, Chamber of Commers Parent Occupations Survey One hour Inservice Number of actual service hours, participants,events Survey of patrons opinions None e 1 Former class officers, class reunion committees selected staff, media channel 19, newspaper, local TV, school newspai media committee, PTSA One hour inservice er Number of Career Day participants Number in bank, Number in use, Number Increase year to year The growth of the alumni association and their participatiorTEACHER EFFECTIVENESS \u0026lt; \u0026lt;I TEACHER EFFECTIVENESS TARGET NARRATIVE This conanittee began meeting during the spring of 1990. After collecting \u0026amp; examining the data gathered from the CCE Teacher-Parent Student Survey, the target areas were established, and the desired outcomes and actions for achieving these outcomes were determined by the coBisittee. Two weaknesses were identified in the top ten items showing greatest disparity between importance and existence as perceived by The sur-vey indicated a need for improving teacher morale teachers. at Parkview Arts/Science Magnet and a need to improve fairness and consistency in grading practices. In the fall of 1990, the committee began to develop actions which would implement improvement in these areas over a five year period. The committee felt that these outcomes could be realized by using available resources and at a minimal cost, with the exception of the expense of the grading machine. Page 23I TEACHER EFFECTIVENESS OOTCCMES 1. To improve fairness in grading procedures Evaluation Data: A. Teacher evaluation observations B. Student/parent surveys 2. To improve teacher morale Evaluation Data: A. Survey of faculty B. Cbservation and evaluation of teachers Page 24IMPROVEMENT PLAN Teacher Effectiveness i)ul cunic: To improve the consistency and ensure fairness in grading procedure. ACTIONS /.ESTONSIBILITY TIMELINE hesources STAFF DEVELOPMENT EVALUATION DATA 1. To develop guideline checklist for monitorinc fairness in grading and Teacher and/oi Administrator! August 91 Year 1 promote its use in schoc L (placed in teacher handbook) Instructional Departments Qigoing 95 Teachers, Administrators, Counselors Pre-school workdays COE Survey-quiz during faculty meetings Student survey to test effectiveness 2. To facilitate the use of varied testing procedures that can be used with different learning styles Department Chairman meetings August 92 Year 2 *95 learning styles specialists IRC specialists Staff development workshop Department meetings Feedback from teachers following workshops/ Survey follows appreciation pl 00 re M UI 3. To share specific effective evaluation procedures within depts. Departments Exec. Council August 92 Year 2 Cngoing 95 Teachers testing and evaluation Department - LRSD Staff development through departmental meetings Teachers evaluation observation 4. To assure schoolwide Administratior August *91 Year 2 Student/parent evaluation through survey awareness of grading and attendance policies 5. To assist teacher Administratior Qigoing,^^ Nov. Year 1 90 School district personnel Preschool staff development workshop Teacher evaluation observations efficiency in grading by providing instructions in computer grade book programs Comp. Lab attendance and IRC persoi r lel 6. To assist teacher Administratior 91 Oct. Year 2 91 Comp, staff Comp. lab IRC Computer workshop for staff members in use of programming Use of programming efficiency in grading by providing grading machines 95 IKSD Standard Grading Sheets Use of machinesns IHFROVEHEMT FLAM Target: Teacher Effectiveness (it conic\nTo improve the consistency and fairness in grading procedures ACTIONS RESPONSIBILITY TIHELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 1 To improve the consistency and ensure fair ness in grading procedurf (placed in teacher hand book) Teacher and/oj Administrator: instructional Depeirtments Augirsmr Year 1 Ongoing 95 Teachers, Administrators, Counselors Pre-school workdays COE Survey-quiz during faculty meetings Student survey to test effectiveness 2. To facilitate the v Bl 00 n\u0026gt; M O' use of varied testing procedures that can be used with different learning styles Department Chairman meetings August '92 Year 2,gg Learning styles specialists IBC specialists Staff development workshop Department meetings 3. To share specific effective evaluation procedures within depts. Departments August '92 Year 2 Exec. Council Ongoing 95 Teachers testing and evaluation Department - LRSD Staff development through departmental meetings 4. To assure schoolwide Administratioi August '91 Year 2 awareness of grading and attendance policies Chgoing^g School district personnel Preschool staff development workshop 5. To assist teacher I Nov. AdministratiorS Year 1 90 Feedback from teachers following workshops/ Survey follows appreciation Teachers evaluation observation Student/parent evaluation through survey Teacher evaluation observations efficiency in grading by providing instructions in computer grade book programs Comp. Lab attendance and IRC persoi 91 Comp, staff Comp. Lab IRC 6. To assist teacher Administratioi efficiency in grading by providing grading machines lel Oct. 91 Year 2, 95 LRSD Standard Grading Sheets Computer workshop for staff members in use of programming Use of programming Use of machinesIMPROVEMENT PLAN Teacher Effectiveness (Mil Como\nTo improve consistency and fairness in grading procedures ACTIONS r.ESPONSIBlLITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA 7. To make teacher classroom rules consistent with established policies Teacher Year 1 IRSD Student Handbook Pre-school faculty meeting Periodic review Student input v Bl 00 (t I NJT.trg-t: Teacher Effectiveness Out Como: To improve teacher morale ACTIONS RESPONSIBILITY TIMELINE IIESOIIRCES STAFF DEVELOPMENT EVALUATION DATA 1. To have secret pal BCC at Christmas 2. To establish \"Patrio . Partners\" for new teachers Department Chairpersons 3. To create \"Focus on Department\" (10 minute presentation at faculty meetings, one department a month) Year 1 Qigoing| 9 Institute August 1991 Year 2 Chgoing, 9 Volunteer staff Clerical staff Tenured staff None None Participation evaluation of effectiveness Evaluation of first year teachers 'V to 00 to NJ 00 4. To hold Christinas luncheon 5. To hold faculty breakfast (End of 1st 9 weeks) 6. To send a Spirit Bus to football and basketball games 7. To present a patriot certi ficate 8. To implement a teache pamphlet for Public Relations 9. Teacher recognition/ Department Highlight Department Activity People Award, etc. Year.2 Ongoing, 9: Department \"Fact or \"Brag\" sheet 11 None Evaluation by faculty BCC Dec. '91 Oigoi\n^ Administrator 3 PV staff PTSA Administrative Council idmini lournalism.^ me Arts Sta Principal appreciation for noteworthy performance/accomplishmer ts Volunteer staff None Faculty survey Oct. '91 Ongoip^5 Dec. *90 Ongoing Jan '9\nInstitute Ongoing Annually f '91-92 Annually Activity fund Volunteer staff None None Administrative Cour ci 1 Journali sm/Photogra 5hy Student Government Association Executive Council tt None None None Participation Publication Faculty Meeting Observ ition DocumentationIHPWOVEHRUT PIJVW Targf-t : To maintain a safe and orderly climate as one of the top strengths observed/noted by Parkview Magnet students ----------------------------- paren ts f nU conio: Reduce and continue to reflect niinimal disciplinary sanctions when compared iQ Otherschools wiLlnnLireLKbl) and reflected by our '90-91 school year.  ACTIONS i.E.SPONSlDlLlTY TlHEhlHE HESOIIRCES STAFF DEVEhOPMEUT EVALUATIOH DATA Teachers post at classro doors between classes )m classroom teachers . '91-92 school year Extend campus supervisor cove rage 7:30 PM from 8:00 AM to campus supervisor '91-92 school yeai Designation of Supervise y Staff persons before school, at lunch and after school. Assigned staff '91-92 school year Staff Security and Safety Inservice LRSD Safety Spring '92 office LRSD Safety and Security office Safety and Security off ice Teacher/School wide revi\u0026lt; of Student Handbook and LRSD Rights and Responsibilities Handbook w 1st period teachers selected Sept. '91 VIII Pre-School Teacher Inservice speech student iParkview Arts/Science Magnet High School LITTLE ROCK PUBLIC SCHOOLS 2501 BARROW ROAD PHONE Ijni.E ROCK. .WKWSM 72:(U SAFETY AND SECLtRITY TARGET NARRATIVE OUTCOMES 1. to maintain a safe and orderly climate as one of the top strengths obserxed and noted by Parkview Magnet students, staff and parents. EVALUATION DATA: Quality of Education Surx ey 2 To reduce and continue to reflect minimal disciplinary sanctions when compared to other schools within the LRSD and reflected by the 90-91 school year. EVALUATION DATA: LRSD Disciplinary Sanction ReportParkview Arts/Science Magnet High School LITTLE ROCK PUBLIC SCHOOLS 2501 BARROW ROAD rlIO\\E22S-?(X\u0026gt;0 IJTnJ\nROCK. ARKANSAS 72:O4 TARGET NARRATIVE SAFETY AND SECURITY The entire Parkview staff recognizes the role that each of us plays to help ensure a safe and orderly climate. Because we are a school of choice, an atmosphen has developed of mutual toleration and respect for others that results in positive academic growth, a high attendance rate and few behavior/discipline concerns. concern to us at Parkview as a component of the total edt The security and welfare of all of our students is a cnal program. Q  The disciplinary .'suspension data for the 90-91 school year is noted below and reflects the least number of sanctions recorded within th e Little Rock School District.\nn : T OU* t'  I t 2 :: ? 6 i: 0 (2 B Z C 1 1 9 12 3 8 6 e 10 12 13 IB 18 7? 20 21 22 23 24 2B 26 il 28 29 30 31 32 33 34 38 36 37 36 39 40 41 42 43 44 46 46 47 46 49 80 81 82 83 84 SB 86 87 l.RS - Li School: Term: Teacher ACKLEN fl- F T Teacher BLACK M X T i 005 PARKVIEW ARTS/SCIENCE MAGNET Period 1 M08751-1Q1 Period 2 Suaaary Ha\u0026amp;ter/Toacher Schadulo/Race \u0026amp; Sex 3UHMAS- X BIOLAB B U 6 6 5 6 11 12 0 T 12. 1 12 1 24 B H 0 T Period 3 M04021-104 BIOLOGY B W 0 T Per i od 4 M0B751-1Q3 BIOLAB B W 0 T Period 5 B U 0 T Period 6 M04021-10B BIOLOGY B W 0 T Period 7 M08751-105 BIOLAB B U 0 T Period 8 Period 9 R B U 0 T B U 0 T B U 0 T 2 3 Period 1 005021-101 WLD HISTORY Period 2 B W 0 10 2 A 16 8 T 12 .12. 24 B W 0 T TeacherPeri od 1 BOOSEY M F T Teacher flSAITQ fl. F T Teacher BURKE- M F T Tearher CARPEN M F X Teacher E3000i-101 COMMUNICTN I B W 0 T RerXo4-2------- 07151-101 ACTING - PM 3 5 4 2 1 8 7 T r 1..15 (, 1 3 5 9 12____ T 13 8 Period 1 Period 2 B  0 T B U 0 T Period 1 B06601-10i DRAWING ITT Period 2 605251-101 DRAWIHfl T-PH B u 0 7 3  8 9 T 10 _J7. il 6 W 0 7 6 2 6 T 1 14  9 12 2 23 Period 1 B W Q T Per i od 1 Per iod....2 008021-101 -5X 10 2 15 6 -fl 12 21 6 h 1 3 13 9 4^.1i 10 1 23 1 X 6 14 7 -------9 1 14 1 22 6 13 10 13- 11 23 8 6 8 Period 3 005021-104 WLD HISTORY- Per i od 4 Period 5 004021-104 AH HISTORY Period 6 005021-107 WLP HISTORY Period 7 Per i od 8 Period 9 to B 7 fl- U 4 16 10 0 T 11 ___15- 26 B W 0 T 6 W 8 5 13. JL 21 9 0 T 13 il- 30 B U 0 T 10 B U 0 T B U 0 T B W 0 T B U 0 T 12 13 14 18 8 7 2 17 13 12 2 27 Per i od  3------- E07151-102 ACTING - PM B W Q T Period 4 B W Q T 2 6 5 4 8 1 10 j_ia Period 3 B  0 T Period 3 B U 0 T Period 3 004021-101 AM GOVERNMEN AM HISTORY B U 0 T B M Q -1. 1 X 1 4 2 1 7 5 4 4 3 B Per i od 2 .5... 3. 4 10 X4. Period 3 Period 4 F24Q01-101 LATIN II B U 3- 6 X 9 9 10 0 T -------4 15 19 Period 4 B0675i-101 Period 5--------- 30001-102 COMMUNICTN I Period 6 B  M 9 3 7 2 16 5....2 U____I. 12 2 11 B U Q T Per led 7------- E07151-103 ACTING - PM B W 0 T Period 9 Ji JI X B U D T B W -0-_X 7 3 1 3 14 7 1 11 i-ia. Period 5 F23Q01-101 LATIN I B W 0 T Period 6 F23001-102 LATIN I Period 7 F24001-102 LATIN II Per i od 8 Period 9 4 10 6 6 10 16 -----14- 1 13 1 27 B fl. 3 W X 11 12 0 T 1 15- 9 B fl. W X 0 1 24 1 h 15 10 T 13 25 6 U 0 T B U 0 T B U 0 T Period 5 605001-101 Period 6 Period 7 Period 8 Period 9 STiiniQ ARTAP ART iir PFSICM. B U 4 5 ____5, 4 10 0 T 9 -5. 14 B u 0 Per Iod 4 B u n X Period 4 4 6 ___Il 4 12  T 10 B w 0 T 3 W 0 T B U 0 T B U 0 T B U 0 T 1 17 Period 5 B M D  T- Period 6___ 004021-110 AM HISTORY _B__U__0__r. Period 7------- 004021-103 AM HISTORY B W -O-.-X Period 8 Period 9 B U 0 X fl. fl -X B W 0 T Period 5 3 3 8 8 11 11 6 16 fl2. 2 4 13 6 6 1 20 15 101-24- Per i od 6 Period 7 Period 8 Per i od 9 19 20 21 22 23 24 28 26 27 za. iO 30 31 32 33 34 38 36 37 38 39 40 41 42 43 44 48 46 47 48 49 80 81 82 83 84 88 86 87 88 89 60 61 62 63 ' 64 68 66 67 68 69 70 71 72 73 74 78  S'LRS - LtttLe Roch Schoot District Schoo L: Term\n005 PARKVIEW ARTS/SCIENCE MAGNET 1 Suaaary Master/Teacher Schedule/Race Ik Sex SUMMAS Page  2 CARR K09041-102 ALG II GT~H K09041-i01 ALG II GT-H KllOOl-103 Ki004i-10i K10041-102  BOOT TRIG/ADV ALC GEOMETRY GTH GEOMETRY GTH 3 3 5 6 IO 12 13 14 10 16 20 21 22 23 24 28 26 27 28 29 30 31 32 33 34 36 36 87 38 39 40 42 43 46 46 47 48 49 80 81 82 83 84 68 66 .57 M . T 6 2 U 9 0 T 11 B 5 6 Z..1-3 7 15 2 24 7 5 9 3 16 WOT 8 1 13 _12 1 25 B 6 U 2 13 5 19 7 0 T 8 __IS 26 B U 0 T BOOT BOOT B U 0 T B U 0 T B U 0 T Teacher CART D M F Per Iod 1 L28701-101 MUSIC THRY I B W 0 T.. Per i od 2 Period 3 Per i od 4 5 3 9 IT T 14 8 Teacher CLARK M F T Teacher CODY-T M . T Teacher CORROT M F 8 14 22 SHOT B W 0 T SHOT Period 1 M5951-X01 ART HISTORY Period 2 Per i od 3 B05951-102 ART HISTORY Period 4 VQ1Q01-1Q4 STUDY HALL B 8 4 W b 4 12 10 0 T 14 8 22 6 U 0 T B 9 4 U 6 6 0 T 15 B 15 i ii 13 12 1 26 18 18 33 25 W 0 7____ T 22 36 58 Period 1 B W 0 T Period 1 KO9001-101 7 2 10 2 17 4 9 12. 21 6 1 9 5 15 6 7 11 21 2 3 8 6 Period 5 L28701-103 Per i od 6 021100-101 Per i od 7 Period 8 Per Iod 9 8 MUSIC THRY I FNE ARTS ART B W 0 T 9 1 3 9 1 11 B H 0 T to 16 3 1 20 Period 5 B05251-103 9 12 21 3 12 17 29 Per i od 6 021100-102 DRAWING I-PM FNE ARTS ART B 9 4 13 U 3 4 7 0 T 1 13 8 1 21 B 11 U 2 0 iO 6 2i 8 T 13 16 29 B W 0 T B W 0 T B W 0 T B W 0__L 12 13 14 18 18 Period 9 Period 8 Period 9  B WOT B U 0 T fi U 0 T GUO T Period 2 E05041-101 ENG CT/H 11 6 W 0 T Per Iod 3 E05041-102 ENG CT/H 11 B W 0 T Per Iod 4 E05041-103 ENG GT/H 11 B W 0 T per Iod 5 VOIOOl-105 STUDY HALL Period 6 E05041-104 ENG GT/H 11 Period 7 Period 8 Period 9 10 9 10 9 li 19 3 2 9 13 12 15 5 22 21 1 6 7 B U 0 10 7 T 17 B 1 U 4 0 9 4 1 14 10 10 1 21 9 14 1 24 19 21 1 41 7 8 8 12 T 5 IS. 2Q B U 0 T B W 0 T B U 0 T B WOT 20 21 22 23 26 26 27 aft. 20 80 31 lisa 84 88 Period 2 K09001-105 Period 3 K09001-102 Period 4 ALGEBRA HR ALGEBRA HR ALGEBRA HR B M 0 T B W 0 T 5 4 9 4 T 14 8 Teacher CROSS Period 1 B JBL F T Teacher DANIEL M F T 9 13 JZ 5 8 2 4 13 6 7 12 11 Period 2 FllQOt-101 FRENCH I WOT Period 1 B W 0 T B M 0 T SHOT Per i od 5 K08501-102 INT ALGEBRA B W 0 T Per i od 6 4 3 1 6 S 8 11 6 3 3 3 Teacher__Period 1 10 8 1 19 Period 3 FllQOl-102 FRENCH I Period 4 Fi2Q01-i01 FRENCH II 9 6. 9 6 15 B W 0....1 Per Iod 7 K08501-i01 INT ALGEBRA B M P T Period 8 Per i od 9 37 38 30 40 Period 5 Per i od 6 F12Q61-1Q2 FRENCH II 3 6 2 1 9__3 5 7 12 ...WB-J- B W 0 T SHOT Per i od 7 F14fill-1Q1..... FRENCH IV AP Period 8 Period 9 B W 3 3 1 2 10 5 0 T _6, 9 15 B i_2. WOT 1 3 ____9. 1 11 14 5 1 20 B W 3 5 10 6 13 II 0 T __a 16 24 B U 0 T B U 0 T B 13 4 1 5 7 13 11 20 1 25 5 W X 6 0 5 7 T _ 11 12 6 U 0 T B WOT G U 0 T Period 2 080920-101 HEMJH_____ Period 3 080920-102 Period 4 B 6 WOT 12 6 18 11 11 la. 29 HEALTH B W 9 3 10 S 19 8 0 T 12 IS 27 B U 0 T Per i od 5 080920-103 HEftLM_____ B W 9 9 8-^ 17 12 0 T 18 11 29 Period 6 080920-104 HEALTH B 4 3 9 2 13 5 WOT 7 11 18 Period 7 Per i od 8 Period 9 B W 0 T B U 0 T B W 0 T B w 0 T Period 2 Period 3 Per i od 4 Period 3 Period 6 Per Iod 7 Period 6 Period 9 42 43 48 46 47 48 49 80 61 82 83 64 88 56 57 88 89 60 61 62 63 64 68 66 67 68 89 70 71 72 78 t  78 LRS - -LJ t tie Rock School Distrirt Suftcary Master/Teacher Rrhffriule/Race \u0026amp; Sex RIIMMAR J- School: Term: 005 PARKVIEW ARTS/SCIENCE MAGNET 1 ELLIS L28051-i01 L2800i-101 INT PRCHESTR__ORCHESTRA 3 1 s M X T B U 0 T BOOT B W 0 T B U 0 T B W 0 T BOOT B U 0 T B U 0 T B W 0 T B U 0 T 4 3 B..a 12 11 7 -ti 23 S A 9 5 X \u0026lt;\u0026gt; 7^ z 3 8 1/ lx lx  8  TO 1.1 12 13 18 18 20 21 22 23 24 28 28 27 28 9 20 30 31 32 33 34 3B sft 87 SB 39 40 41 42 43 44 46 46 48 49 80 81 82 83 64 c* 65 88 87 ES Teacher ELROD Fer Iod 1--------- L34981-101 DANCE TECH I B H 0....T... Period 2____ L23511-101 DANCE T III -A-A-O-Jl Peri cd 3. B K 0 T Per Iod 4___ L35051-103 Per I nd 5__ L35001-101 Per I Dd 6 DANCE TECHII HISTRY DANCE M F i 1 11 6 i2__a. 1 19 -2a 13 6 13 6 19 43. A 1 5 NOT B...U__0_-X B U 0....1. Period 7_____ L35001-102 HISTRY DANCE B M 0 T Per Iod 8 Period 9 B....A O- T- A__A Jl_r A JI__0__I 1 6 2 11 Ai 1 11 1 12__1. 1 1 19 -Xia 2 11 7 13 9 2 20 22. 10 11 12 13 18 16 Teacher FARLOW Period i B W 0 T Period 2 L233Ai-i01 MUSIC TIIIAP Period 3 K F T B U _2__r 8 5 10 12 0 T ____i 13 22 B  0 T Period 4 L23351-101 MUSIC THYRII B W 0 T Perlod 5 B U 0 T Per Iod 6 L23521-101 LAB SINGERS B U 0 T Period 7 L23351-102 MUSIC THYRII B U 0 T Period 8 Period 9 B W 0 T B U D T B  0 T i__2 5 5 ___4 1 ii 13__5. 14 7 7 7 1 15 27 12 .la. 21 39 2. 1. 5 7 1 8 .3 12 15 Teacher FAUBEL Period 1 171500-101 MARKFTNG RI. I Period 2 Period 3 031200-101 RIIPFRMRTTF Period 4 C04251-105 Per i od 5 017001-105 Period 6 017001-107 Period 7 017001-108 Period 8 Period 9 KFYBQdgpT/TT MARKFTTWr. CT__MARKETINf. Cl__MARKEIINC-Xl M A- T B 2 WOT 2 14 3 2 19 16 3 2 21 B WOT B 3 U 0 T 3 .....3.....1 40 9 3 1 13 6 U 1 4 10 7 17 11 0 T 11 28 B WOT 3--1. 3 1 4- 4 B U 0 T B U 0 T B U 0 T B W 0 T B U 0 T 2 2 -5__2__2__SL 7 2 2 11 6 6 Tearher FLANIG Period. .4 B W - 0...T Period 2------- 080520-101 PE 9-12 B X 0 T Per i nd 3------- 080520-102 PE 9-12 B A q T Period 4 Period 5 B W O T B W 0 T Per I nd 6------- 080520-103 PE 9-12 B A 0 T Per i nd 7____ H05501-101 ATHLETICS B BAO T Period 8 Per i od 9 B M 0 T B  n X M F X- 4 4 1 7 3 11 9 10 1 19 6 6 9 8 15 X4- 12 1 18 1 30 4 8 7 4 12 11 11 12 22. 16 10 3 1 19 11 26 4 ia Teacher FL4MH0- Period 1 020560-101 PHOTOC - PM Per i od 2 A4200i~lOt Period 3 40001-101 Per i od 4 B JOURNALSM YB JOURNALISM I X P T 1 W X 4 0 1 5 T X 5 6 B W 4 2 4 8 1 9 0 T -------\u0026amp; 11 n B W 0 T 3 2 9 3 12 5 -5. 12 17 B WOT Fer i od 5 -42501=104 JOURNALSM SP B W 0 T Per i od 6 B W 0 T X 6 5 7 11 -2. 11 18 Per Iod 7 020560-102 Period 8 Period 9 PHOTOC PM Teacher KULBRI Period 1 S23001-103 Period 2 S22001-105 Period 3 Period 4 A HISTORY RR ENGLISH RR12 Per i od 5 S18001-101 ENGI TSH RRll Period 6 S17751-102 LEARNING RR 6 X i WOT B W 0 T B W 0 T B W 0 T X 6 2 7 -i 1 9 M K T B 4 WOT 2...1 6 1 4 X 1 B 1 2 3 W X 1 0 T 1 ____1 4 B WOT B W 0 T B 2 2 X 3 WOT B W 0 2 4 X 5 1 1 3....?, 4 3 T 2 i 1 Per i od 7 S20501-101 F SCIENCF RR BOOT Period 8 Per i od 9 5 1 X 5 3 6 8 B W 0 T 6 W 0 T B W 0 T Teacher Period 1 Period 2 Period 3 Pgr i od 4 Period 5 Pgriod A Period 7 Per i od fi Period 9 19 20 21 22 23 24 28 26 27 za. 29 30 31 33 34 38 Sfi. 37 38 39 40 41 42 43 48 46 47 48 49 SO 81 82 83 84 88 66 87 88 69 60 61 62 63 64 66 66 67 68 69 70 71 72 78 74 76 lx Ia2 3 8 to 12 13 14 18 16 18 Ttf 20 21 22 23 24 28 26 27 28 20 SO 31 32 33 34 38 36 37 38 30 40 42 43 44 48 46 e 41 48 40 80 81 82 83 84 88 e 66 School: Terra: FULLER H X T QQ^S PARKVIEW ARTS/SCIENCE MAGNET i M08801-101 CHEMTECH__ 130895-102 BL ANALYSIS M08801-102 CHEMTECH___ M08801-103 CHEMTECH___ 130895-101 BL ANALYSIS SUWHAS - Pag* M08801-i04 rUEMIECH___ 4 t B 1 WOT s i 13 A....h___i_13- B U 0 5 4 13 11 2 26 X 6 4- 8 T 9 -5- 14 B W 8 5 0 T 13 1 UU- 15 11 1 27 B U 0 4 1 10 4------- 14 11 T 11 44 25 B W 5 3 A .....9. 9 12 0 T 8 i3- 21 B W 0 T B W 0 Teacher__Period 1 GATES B M....0-1- Period 2____ VOlOOl-102 STUDY HALL B U 0 T Period 3_____ 172600-101 IND COOP R I B W 0 T Per i od 4 172700-101 IND COOP RII B M 0 T Period 5_____ 028001-101 IND COOP C I B M...O.....T... Period b_____ 828001-102 IND COOP C I ..B ..H..-0X- M F T 9 5 3 12 12 17 14 1 16 1 3a 4 2 Ji. 3 4 7 1 b -13. 1 6 4 6 7 10 5 12 -Il2 2 X 2 2 A 2 3 2 2 4 5 5 4 Teacher -GILSOM- Period 1 1105801^^101. CHEMISTRY Period 2 130905-103 ST/WRITING Period 3 M05001-102 CHEMISTRY Per i od 4 Period 5 M05001^103 CHEMISTRY Per i od 6 H05QQt-104 CHEMISTRY B W 0 JI F 3 3 10 4 T 13 7 T _fi. 14 20 B U 3 4 9 4 12 8 0 T ____7 13 20 B W 0 Teacher GRAHAM Period 1 VOlOOl-iOl STiiDY HALL B W 0 T Per i od 2 L23001-i0i BAND 11_____ SHOT 3 8 10 5 13 13 T ii -15- 26 B W 0 T B W 0 T B W 0 T 7^ 2 3 6 5 5 b 2 11 7 T -la 8 18 B W 0 T B W 0 Period 3 B U 0 T Period 4 L24001-i01 FIRST BAND B U 0 T 3 3 7 7 10 10 T _A. 14 20 B W 0 T 4 2 17 5 9 6 8 11 1 18 Period 5 Period 6 B U 0 T B U 0 T M K T 4 6 S 11 9 17 10 1 17 1 27 23 12 35 -24-102-30. 49 22 2 73 20 11 10 10 30 21 31 -2a 51 Teacher__Period 1 GREENH B H 0__t Eer led 2____ 130905-101 ST/WRITING B M a X Period 3__ E0610i-10i period 4___ E06021-103 Per i od 5 ENGLISH APi2 ENGLISH R 12 B.....M....0. ..T B H 0 T JBM 0 T Period b____ VOlOOl-106 STUDY HALL M F X 5 5 8 5 13 10 10 13 -23. 2 4 3 10 5 14 b i 14 1 20 11 i 7 4 18 10 17 11 .28 1 b 8 9 17 15 ls 17 -32- Teacher GRUMME Period 1 Per i od 2 Period 3 Period 4 Period 5 PO9001-1O1 COMPUTER D I Period 6 K F T 6 W 0 T B WOT B W 0 T B W 0 T B W X i 2 0 T X i 2 B WOT Teacher HARDIN Period 1 L33001-101 CHCIR..I. Period 2 L32001i0i CHOIR n___ M B W 0 4 3 F 17 IQ T 21 13 T 7 34 B W 0 6 3 1 31 10 Teacher__Period 1 T 9 1 33 1 42 Period 2 Per i od 3 L28701-i02 MUSTC THRY I B W 0 T Period 4 Period 5 L2900i-101 MADRIGALS Period 6 L2870i-104 MiLSIC THRY I B W 0 T B WOT B 5 a A 13 11 10 44 24 -a 1 13 5 -JL 14 5 3 -55. WOT 10 8 8 10. 18 Period 3 Period 4 Period 5 Period 6 Period 7--------- 029001-103 IND COOP CII SHOT Period 8--------- 828501-101 IND COOP CIA B M 0 T -Period 9 B O O T BUOT 3 4 1 4 2__a. 4 8 dZ 1 -I 2 -Z 3 X Period 7 Period B Period \u0026lt;) B W 0 T B W 0 T 6 W 0 T B W 0 T 8 0 10 12 13 14 IS IS Period 7 L25001-i01 STAGE BAND B U 0 T Period 8 Period 9 10 8 10 10 18 -2- 20 Peri od 7_____ E061O1-102 ENGLISH AP12 B M 0 T 2 6 3 8 1 6 14 B W 0 T B U 0 T B W 0 T a 11 1 20 Per i od 7 6 W 0 T Period 7 B WOT Period 7 Period B Period 9 B M O T B 8...0t- 30 -OX Period 8 Period 9 B W 0 T B W 0 T B W 0 T Period 8 Period 9 B W 0 T B W 0 T B W 0 T Period fl Period 9 20 21 22 23 24 28 26 27 \u0026amp;a. 20 30 31 S3 34 36 36 37 38 39 40 41 42 43 44 46 46 47 48 40 80 61 62 63 64 66 66 87 88 60 60 61 62 83 64 66 66 67 68 60 70 71 72 73 74 78 y t tA - 2 3 8 e 8 a 10 12 13 14 18 18 IT 20 21 22 23 24 28 28 27 28 29 SO 32 33 34 38 88 37 38 3a 40 42 43 44 48 .48 47 48 49 80 81 82 S3 84 88 ,88 18b LRS - Little Rock School District School: Term: HENRY M F T Teacher HOWELL M F X Teacher HRISHI- Jt F 005 PARKVIEW ARTS/SCIENCE MAGNET i 04021-101 ENGLISH R 10 B U 0 Suwaary Master/Teacher Schedute/Race \u0026amp; Sex SUMMAS Page: 5 E0402i-i02 E0402i-i03 E04021-104 E0402i-105 CD ENGLISH R 10 ENGLISH R 10 ENGLISH R 10 ENGLISH R 10 8 6 6 7 14 13 T 14 u 27 B u D T B W 8 3 D T 11 B 4 u 0 7 6 1 14 15 9 1 25 12 5 16 10 T 9 IT 26 B U 0 T B W 0 9 8 T 17 B w 0 T B U 0 T B U 0 T B U 0 T 8 3 1 12 6 3 1 IQ 15 11 1 27 .7....i 15 9 __li 1 25 2 3 e Ox Per i od 1 E36001-101 STAGE CRAFT SHOT Period 2 6 1 A 4 10 11 13 8 21 Per i od 1 150880-101 SOCIOLOGY B W 2__6 9 8 T 11 14 Teacher JENNIN M T T B W 0 T Period 3 E35001-101 PRAHA B H 0 T 3 1 5 4 8 5 4 9 13 Period 4 Period 5 Period 6 E30001-1O4 Per i od 7 E35001-102 Period 8 Period 9 8 B U 0 T B H 0 T COMMUNICTN I DRAMA B W 0 T 4 5 8 7 12 12 9 1 16 1 25 B W 0 T 4 2 5 4 6 6 9 15 10 \u0026lt;Lz B U 0 T B W 0 T 8..M....0...1, 12 13 1  0 T ____8 17 25 Period 1 Cil501-101 COMP.TEC.BS B U 0 T 8 4 2 14 _x 15 ______T 4 2 21 Teacher period 1 JOHNSM M F X Teacher JQHNSP K F T Teacher JUSTIC M T T SHOT Period 1 260500-101 Per i od 2 DQ5021-1Q2 WLD HISTORY B W 0 T Period 3 Period 4 005021-103 WLD HISTORY B WOT 1____1 5 12 7 8 1 9, 12 1 21 Per iod 2 030500-101 KEYBOARDING Period 3 B W 0 12 8 20 9 9 T 12 1 18 1 30 Period 4 Ci050i-i0i OFC TECH LAB Period 5 QQ5Q21-105 WLD HISTORY B U 0 T Period 6 B U  T Period 7 005021-106 WLD HISTORY B W 0 T Period 8 Per i od 9 B  0 T B U 0 T B W 0 T 4 b 15 2 19 8 10 17 27 S 6 9 t, 14 12 11 15 26 Per i od 5 Period 6 Cil50i-102 COMP.TEC.BS Period 7 Cil501-103 COMP.TEC.BS Period 8 Period 9 B W 6 ..4....4 10 4 0 T _A^ 14 B W 0 T B W 1 2 0 T 3 B W 0 T Period 2 Per i od 3 B M 0 T SHOT 13 6 1 20 14 8 1 23 B W 0 8 4 4 3____ 12 1 T 12 _J7. 19 B W 7 2 0 T B W 0 T B U 0 T B U 0 T ..5 2 3_1Q. 12 4 3 19 Period 2 260300-101 Period 3 NJ R0TCIII12 NJ ROTCIIll- 6 5 3 1 6 3 U 0 T .ft. 1 9 B 5 2 9 14 2 WOT __z 1 10 1 17 B W 0 T Period 4 F04001-103 SPANISH 1 Period 5 Per i od 6 B 6 U 4 10 8 12 JJ__1 10 18 __28 Period 4 B WOT B H D T ,B  fl....1. Period 1 F05001-103 SPANISH II B H 0 T Per i od 8 Period 9 B MOT Period 5 260500-102 Period 6 260300-102 NJ R0TCIII12 NJ ROTCIIll- B W 5 3 7 12 3 0 T __a. 7 15 B w 10 3 5 15 3 0 T 13 5 18 7 4 13 3 20 7 11 16 J2X B H 0 T B H fl...I Period 7 Period 8 Period 9 B W 0 T B U 0 T 6 U 0 T B U 0 T Per i od i L2350i-101 DANCE ENSBLE B W 0 T Period 2 B W 0 T Period 3 L3505i-i01 PANCE TECHII B W 0 T Period 4 Period 5 L35051-102 Per i od 6 L34981-103 Period 7 L34981-102 Period 8 Period 9 B WOT DANCE TECHII DANCE TECH I DANCE TECH I B W 0 T I S 10 5 11 1 Ifl 16 2 4 6 6 6 2 io 12 2 1 5 8 7 9 3 IT 16 B 2 W 0 IQ 5 12 5 T 2 Ifl 17 B 1 8 9 WOT 1 6 1 15 B W 0 T B W 0 T B W 0 T 6 1 16 Teacher Period 1 Periffd 2 Pgrioti 3 Per i od 4 Period 5 Pgripct-6 Period 7 Period 8 Period 9 20 21 22 23 24 28 28 27 28 20 30 31 22. 33 34 38 38 37 38 39 40 41 42 43 44 48 48 47 48 49 80 81 82 83 54 55 88 87 88 59 80 81 82 63 84 86 88 87 68 69 70 71 72 73 I I I 1 1 (, 78 I2 3 4 8 e e 9 10 12 13 18 17 13 20 21 22 23 2A 28 2 27 20 29 30 31 32 33 34 SB 30 37 30 39 40 41 42 43 44 48 40 Al 40 49 SO 81 82 83 84 Be 80 87 Ee School: Term: KELLEY  005 PARKVIEW ARTS/SCIENCE MAGNET 1 M04021-10i aiaLQGY_____ B W 0 T M04021-102 BIOLOGY_____ B W 0 T M0402i-103 BIOLOGY B W 0 T 8 F 10 4 T 18 9 13 -14 27 3 4 10 7 13 11 7 i2. 24 9 3 .....7.....i. 16 7 12 1 12 1 24 Ruftaary Master/Teacher Schedule/Race-A. Sex 130896-101 ENV HEALTH B W 0 T B M 0 T B U 0 T SUMMAS B W 0 T B U 0 A T B U 0 T B W 0 T Teacher__Period 1 KING M F X B0582i-10i Per i od 2__ B0800i-101 Per i od 3 CRAFTS FIBER GRAPHC DESGN a u 0 T aUox a.....u . a. T 2 3 8 7 10 10 5 15 ag 5 9 3 3 B 12 14 6 2a Teacher Period 1 a F T Teacher KREADY M a T 8 3 .2.....2. 10 5 11 -4. 15 2 3 B E04051.rl01 ENG GT H-10 B W 0 3 4____ 9 4 12 8 T 13 20 Period 1 E06021-106 Period 2 Period 3 E04051-102 ENG GT H-iO B WOT B W 2__1 8 3 10 8 0 T 1 1 12 1 19 Period 2 E0602i-107 Period 3 06021-108 ENGLISH a 12 ENGI ISH R 1?__ENGLISH R 12 B W 0 T B W 0 T B 4 3 -4X 10 5 2 -\u0026amp; 15 5 7 -45. t 12 12 1 10 1 22 10 1 6....5. 16 6 MOT 11 -IX 22 Teacher__Period 1 L.LEM B U -0 T Period 2 B U 0 T Per i od 3__ 201001-101 M F X Teacher Period 1 LEIGH--------------------- Period 2 B W 0 T B WOT a F T Teacher LOVELA Period 1 C0425i-104 Period 2 C07001-i01 M X T Per i od 4.......... B0525i-i02 DRAWING I-PM ...a....W-a...T Period 5 Period 6 a...a....a....x a__a...-Ox. Period 1_____ B05721-10i POTTRY I ill ...B....M___0-_X_ Period a Period 9 9 10 a.-jia-jL a...jj....a__I a....M.....a__I. 7 8 5 4 12 12 15 9 24 4 5 3 9 9 12 7 14 2X 12 13 18 10 Per i od 4 E04051-103 ENG GT H-10 Period 5 -E0405i=104- ENG GT H-10 Period A Per i od 7 E04051-10S ENG CT H-10 Per iod 8 Period 9 B U 5 2 4 5 9 7 0 T ____7. i 10 1 17 B W 0 T B U 0 T B U 0 4 4 19 8 4 12 8 12 1 21 _4, 1 10 6 14 9 T 7 16 23 B U 0 T B W 0 T B U 0 T Period 4 SHOT Period 4___ ZOlOOi-102 NS ROTC 10PM NS ROTC iOPM a H a T B M O T 8 1 3 9 3 11 1 X2. 11 7 3 2 X4__2. 18 5 21 Per i od 3 Period 4 B W 0 T B W 0 T Per i od 3 C0425i-106 Period 4 KEYBOARDIZII__BUSINESS i AH KEYBOARDT/II B w 5 5 ....8....5. 13 10 0 T 10 ___IX 23 6 W 9 5 1__a 14 7 a T 14 ____X 21 B W 0 4 3 9 B____ 13 11 T 7 XX 24 B WOT XaacherPeriod 1 Per i od 2 Per i od 3 Per i od 4 Per i od 5 06021-109 ENGLISH R 12 B U 0 9 3 10 6------- 19 9 T 12 X6- 28 Period 6 Period 7 E06021-110 ENGLISH R 12 Period 8 Per Iod 9 B WOT B U 0 5 a i 13 6 T 10 -S- 19 B W 0 T B U 0 T B U 0 T Per i od 5 Per I od 6 Period 7 Period 8 Period 9 B H a....T BMP...T a....M a___L a....a....a___x a....a....g....x B M__Q-...X 18 19 20 21 22 23 28 20 27 u. 29 30 31 22. 33 34 38 38 37 38 39 40 41 42 43 Period 5 B W 0 T Period 6 BOS7S1-1O2 DRAWING II B W 0 T Per i od 7 B0S251-104 DRAWING I-PM Per i od 8 Period 9 B U 0 T B WOT B W 0 T B w 0 T Period 5 B WOT Period 5 1 10 4 2 5 12 XL 6 17 6 3 4 10 5 1 10 1 10 8 2 20 Period 6 Period 7 Period 8 Period 9 B W 0 T B W 0 T B W 0 T B w 0 T B w 0 T Period 6 Period 7 Period B Period 9 48 40 47 48 49 80 81 82 83 84 SB B0 87 88 89 00 01 02 03 04 08 00 07 08 09 70 71 72 73 74 78 zyI.RS - I ittte Rock School DlstrlcJ- Simmary H4*i'~/Tarhr Srhoriir I g/Rara 4 Sex SUMMAS 2 3 9 9 0 10 ?n 12 13 19 19 77 20 21 22 23 24 29 29 27 29 20 90 31 W 32 39 34 39 99 37 39 SO 40 41 4Z 43 44 4B 4 Schoo L: Term: LUBANS M X T 005 PARKVIEW ARTS/SCIENCE MAGNET 1 B U 0 T TeacherPeriod 1 LUSK M F T Teacher MENZ------ M F T Teacher NAUDEN M X T KliOOi-102 K09001-104 K0900i-i03 K0900i-107 K0900i-i06 TRIG/ADV ALG__ALGEBRA H -R. ALGEBRA HR__Al GEBRA II R__ALGEBRA HR o a\u0026gt; F2000I-101 GERMAN II BMP T 3 8 6 3 9 11 11 9 2a Period 1 B U 0 T Period 1 KINDI -101 xmiL-i_______ B U 0 T 8 -3. 13 1 i 9 -i 14 Teacher__Period 1 NAUGHE M F T Teacher PACErM- M F B U 0 3 2 6 1------- 9 9 T 5 Xi 18 B W 0 T BUST Pur 1 nd 2 B U 0 T Per i od 2 H08751-iQ2 BIOLAB B U 7 7 7 5 14 12 0 T __iX 12 26 Period 2 KINDI -101 XUUL-I_____ B U 0 8 -5- i3 1 i T 9 JSl 14 Period 2 7 404 10 8 1 -U. 18 7 2 ^-2- 16 9 9 46^ 25 B 7 W 6 10 3 17 9 0 T 13  26 B W 0 T B U 0 T B W 0 T B U 0 T BUS T 3 3 -75- 10 8 6 18 2 3 e R04101-101 READING/ENG BMP I. B M n I 1 2 J. 1  i 3 X Per I od 1 KllOOl-101 Period 2 K10001-1P6 TRIG/ADV ALG GEOMETRY R B U 0 T A 2 1___2. 8 5 T 14 7 13 1 22 B 6 5 U i 7 0 Teacher \" PERTLE 49 40 Period 1 006001-101 ULD GEOGRAPH ii 10 T _9. 12 21 Period 2 90 91 B 92 99 94 M F T 8 6 J__2. WOT B W 0 T 99 99! ll 9 8 14 17 Teacher__Period .1 Period 2 Per i 011-3------- F200O1-102 GERMAN II B U P-X Period .4------- F19001-102 GERMAN I -BUaX Period 5- B H a..r Period 6------- F19001-i03 GERMAN I B U 0....1. Per iod .2------- F21001-i0i GERMAN HI B U 0 T Period a Per i oO 9 0 lO [  , B M 0 T au0t B M a X 5 3 Ifl. 6 3 i 11 9 1 7 1 20 7 6 14 13 14 1 14 1 2B 5 8 7 5 12 13 13 2 14 2 21 1 X 3 6 3 7 la. 12 13 19 Per Iod 3 B U 0 T Period 3 KINDI -iOl KIND I_____ B 8 -5- i3 W i i 0 T 9 ____3 14 Period3------- R04101-102 READING/ENG B U P T 5 5 5. Period 3 B u 0 T Period 3 006001-102 Period 4 M09011^.i01 M BIOLDCYAP B U 0 T Per i od 3 xsaass^xox Period 6 MOBTSl^iaX HICR BIOLOGY BIOLAB Period 7 V01001.4=lli STUDY HALL Period 8 Period 9 _3__5.  JL 4 B 7 13 12 1 21 Period 4 KINDH-101 KTMD TT B W 0 8 _5- i3 i i T 9 -i 14 Per I od 4_____ E05021-106 ENGLISH R 11 B U 0 T 4 4 8 7 4 3 14 1 R 3 22 Per i od 4 K10001-ia7.. GEOMETRY R B -6. 10 w i K 16 8 0 T ____9. 15 24 Period 4 004021-111 ULD GEQGRAPH AH HISTORY B 8 8 7 3 15 11 WOT 16 xa. 26 B W 3 5 8 a 11 8 0 T 8 XL 19 B U 0 ji__5. 4 7 10 12 T i 12 1 23 B k 9 W X 4 15 ii 0 T 1 14 1 14 2 28 B  0 T 7 11 11 6 18 17 1 xa 17 1 36 6 U 0 T B U 0 T B U 0 T Perifld-1 Period 4 Period 5 KINDII-101 KTMh TT Period 6 KINDH-101 KIND II------- Period 7 KINDII-iOl KIND U------- Period 8 Period 9 19 19 20 21 22 23 24 29 29 27 28 20 SO 31 I Lz u B 8 U 0 T i 13 i 9 __5. 14 B 8 5- 13 W 1 0 Period 5 30 T. Period 5 B U 0 T Period 3 004021-105 AM HISTORY B 6 W 0 4 T i ii 1? 4 2 18 ie 8 3 29 Period 5 i T 9 -5- i4 B 8 -5. 13 w 1 0 1 T 9 -5- i4 B U 0 T B U 0 T B U 0 T Period 6___ E05021-107 Period 7__ E05021-i08 Period S Period 9 ENGLISH R 11 ENGLISH R 11 BMP I B M 0 T B....M-aT JBU0I- BMP T 6 4 9 5 15 9 10 1 15 1 25 4 13 XI 5 9 13 -22 Period 6 Kiiooi.-iai Period 7 TOiOOi^^iOir Period 8 Period 9 TRIG/ADV ALG STUDENT CNCL B 6 2. WOT 9 6 15 8 _a. 15 23 6 U A____ 3 1 7 1 0 T ____4. 4 8 B U 0 T B U 0 T B U 0 T Period 6 Period 7 006001-103 UI n GFPGRAPH Period 8 Period 9 33 34 39 39 37 39 39 40 41 42 43 44 49 49 47 48 90 91 92 93 94 99 99 97 99 90 90 91 U ix I I, (. 92 . B W 0 T B ii WOT B U 0 T B U 0 T B W 0 T 4 a -3- 16 7 15 23 Period 6 Period 7 Period a Period .9. 93 94 99 99 97 99 99 70 71 72 73 74 79 zyT LRS - Li ttle Rock School. District School: Term: 005 PARKVIEW ARTS/SCIENCE MAGNET 1 Summary Maeter/Teacher Schedule/Race \u0026amp; Sex SUMMAS Page: 8 2 3 4 8 e 10 12 13 18 10 e 13 20 21 23 24 28 26 27 28 29 30 31 32 33 34 38 36 37 38 39 40 az 43 48 46 48 40 80 81 82 83 84 88 86 87 PICARD rt0700i-i01 H0700i-i02 V0i001-i03 M0700i-103 0700i104 PHYSICS I UN PHYSICS I UN STUDY HALL PHYSICS I UN PHYSICS I UN  fl T B W 7 3 1 7 8 10 0 T 10 8 18 B U 3 2 .'I.S 7 5 0 T 5 ___X 12 B W 7 3 0 T 10 B U 0 T B U 0 T B U 0 3 5 19 10 8 1 19 4 4 6 5 10 9 T S 1 19 B W 0 4 3 T 7 B W 0 T B U 0 T G U 0 T 2 2 15 6 5 1 12 2 3 0 Teacher RIPLEY M F Per i od 1 004021-106 AM HISTORY B H 0 T 8 12 3 3 T 20 6 11 1 16 1 27 Per i od 2 004021-107 AM HISTORY B M 0 T 6 3 2 6 8 9 9 8 17 Teacher Period i Period 2 ROBERT PQ3001-1Q1 AUTO TECH I M F T B 1 U 0 T ____1 B U 0 T 1 1 Teacher SMITH Period 1 B U 0 T Period 2 E0402i-i06 M r T Teacher SMITS M F Per Iod 1 F04001-101 SPANISH I B M 0 T 4 4 10 8 T 14..1Z Teacher SPRIMC JI F T Teacher STEPHE M F T 8 18 J2 Per i od 1 pot001\u0026gt;101 AUTO BODY I B  W 0 T ___1 1 1 Period 1 K11041-101 TRIC/ALG GTH B 4 W 5 0 T 9 7 IQ21? 11 15 2 28 Teacher Period 1 Per i od 3 004021-108 AM HISTORY B H Q T 7 4 7 4 14__8 11 11 22 Per i od 4 004021-109 AM HISTORY B W 0 T Period 5 Period 6 Period 7 Period 8 Period 9 9 10 Per i od 3 B U 0 T Period 3 004051-101 ENGLISH R 10 AM HISTRY GT B U 0 T \u0026amp; U A 17 11 15. 26 B U 1 5 8 9 9 14 0 T b 23 9 1 2 6 8 11 1 14 1 25 Per i od 4 B W 0 T Period 4 B U 0 T B B 0 T B M 0 T SHOT SHOT SHOT B U 0 T 12 13 18 16 Period 5 Period 6 Period 7 Period 8 Per i od 9 B U 0 T B U 0 T B U 0 T U 0 T B U 0 T B U 0 T Period 5 E04021-107 Period 6 004051-102 Per Iod 1 04021-108 Period 8 Period 9 ENGLISH R 10 AM HISTRY CT ENGLISH R 10 B U 7 6 6 7 13 13 0 T 13 13 26 B U 0 T B U 0 T B U 0 T B U 0 T B U  T 1 2 3 8 5 13 S 10 1 16 6 12 1 19 8 4 1 13 16 9 1 26 Period 2 F05001-101 SPANISH II B M 6 11 2 4 17 6 0 T 8 15 23 Period 2 B W 0 T Period 2 B W 0 T Periftd. 2 Per Iod 3 F04001-102 SPANISH I B H 0 T Per i od 4 B H 0 T Period 5 FO5001-102 SPANISH II B ,M...fl.....X Per i od 6 F07011-101 SPANISH IVAP SHOT Per Iod 7 Period 8 Per I od 9 B U 0 T B W Q T B H 0 T B H 0 T 6 9 4 6 15 10 10 15 25 h 2 14 5 20 7 1 9 19 1 6 5 7 1 28 7 12 6 13 19 Period 3 Per Iod 4 Period 5 Period 6 Period 1 Period 8 Period 9 B W 0 T B W 0 T B WOT B W 0 T B WOT B U 0 T B U 0 T B U 0 T Period 3 K13011-10i Period 4 K11041-102 Period 5 Period 6 K130il-102 Period 7 K13011-103 Period 8 Period 9 CALCULUS AAP TRIG/ALC GTH B W 3 4 6 1 9 11 0 1 T 8 li B 2 w 0 1 21 8 10 10 15 T 7 la. 25 B W 0 T CALCULUS AAF CftLCULUS flftP B WOT 3 4 3 6. 6 10 7 9 16 B 5 5 U 1 a. 9 0 T b __a. 14 B W 0 T B U 0 T B U 0 T Period 3 Per i od 4 Period 5 Per i od 6 Period 7 Period 8 Per i od 9 18 19 20 21 22 23 24 28 26 27 xa. 29 30 31 33 34 38 at 37 38 39 40 41 42 43 44 48 46 47 48 49 so 81 82 83 84 88 86 87 88 80 60 61 62 63 64 68 66 67 68 69 70 71 72 73 74 78 .zySiii.Hf.ry Mantpr/Tparhpr 3rhpriiilMZR*ce t. 3ex SUMMAS Pjqg: A 2 3 9 6 8 9 10 12 18 IB 18 T# 20 21 22\" 23 24 28 26 27 28 26 80 31 32 33 34 38 38 37 38 38 40 42 43 School: Terra: TANNER M 48 48 47 48 005 PARKVIEH ARTSZSCIENCE MAGNET 1 M04021-105 BIOLOGY_____ B H 0 T 130825-101 PHYSIOLOGY B U 0 T B WOT 130825-103 PHYSIOLDGY. 6 i__ii T 17 4 X 9 10 XX 2i 3 1 4 5 9 6 4 1 1.2. 1 16 B 1 W 0 T i 5__3__t 2 S. 6 3 2 il Tpjrher__Period 1 TREADU M F X Teacher TYLER JX F T Teacher VOLSEN M X T Teacher WALKER M F X Teacher WASHAM -it F T Teacher WATSON 40 80 91 .2 KI M H K T O C 98 88 I Teacher H04021-106 joauuiY____ B 4 HOT B U 0 T M04021-107 JIQLOGY_____ B U 0 T 8 U Q T SHOT 8 U 0 T 4 99. 13 13 8 X_15- 1 21 7 6 7 4 14 10 13 1 12 1 25 2 9 8 J) sD J) E34001-101 DEBATE B H n T Period 2____ 07601-101 THEATR HIST SHOT Period 3 SHOT Per i od 4__ 30001-105 Period 5___ E076O1-1O2 Period 6 COMMUNICTN I THEATR HIST B U 0 T B M n 1 B M n...-X Per jail.X------- E07601-103 THEATR HIST B H 0....X Period B Feri ad ? 8 9 10 B H n T B M 0 T. B -U__0__I- I 7 3 8 7 15 10- 10 1 16 1 2X 5 4 4 6 9 IB. 9 10 12. 4 7 15 3 19 10 11 1 19 1 30- 3 4 8 7 11 1 7 15 22. 7 4 iO 6 11 1 17 17 to__i_2a 12 13 14 18 18 Period 1 K05Q11-101 ALGEBRA I R B 9 2 4 3 13 5 WOT Period 2 K05O11-102 ALGEBRA I R B U 0 T Period 3 Per i od 4 K05011-103- ALGEBRA I R Period 5 K05011-104-- ALCEBRA I R Period 6 KOSOll-105 ALGEBRA I R Per Iod 7 Period 8 Period 9 18 i XX. 8 1 19 Period 1 B HOT Period 1 B H 0 T Period 1 i0503t-10l ENGLISH R 11 B 6 6 4 4 10 10 WOT Period 1 B WOT 6 U 0 3 4. 4 7 2 b 7 6 13 8 3 8 16 1 4 T 9 20 B U 0 7 3 4 11 4 7 T -iO. 8 18 6 U 0 4 -4 6 10 3 7 T _8. 9 17 B WOT B U 0 T B U 0 T 6 U 0 T Per i od 2 K085O1-103 INT Al CFBRA Period 3 K05011-106 ALGEBRA X-R. Period 4 Period 5 KlOOOl-105 GEOMETRY R Period 6 KlOOOl-108 GFnMFTRY R Per i od 7 KlOOOl-104 r.FnMETRY R Period 8 Per i od 9 B U 0 9 2 Z5------- 11 1 T 11 -X 18 B W 4 2 X 8 0 T -------a 14 B U 0 T B 6 XX WOT 6 17 11 12 XX 28 B U 7 5 B 4 15 9 0 T 12 ___IX 24 B 4 3 12 4 16 7 WOT 1 16. 23 B W 0 T B WOT fi W 0 T XZ 8 20 B W 0 T Per i od 1 Ppriod 2_____ 090600-103 FOODS i NUTR B W D T- Period 3. Period 4 B M n I B M n T Per iod 5 090600-101 FOODS \u0026amp; NUTR B w n I- Period 6 090600-102 FOODS \u0026amp; NUTR R y Q...I- Period 7 Perlod 8 Per iod.-S- 20 21 22 23 24 28 26 27 2a. 20 30 31 32. 93 34 38 36 97 38 39 40 41 42 43 o o U I B M XL_X B U n .X BMP T. B U...Xt T 7 7 5 14 5. 7 12 -la. 11 7 3 la X 11 10 -2X 7 1 5 5 14 6 10 10 xa. 48 48 Per i od 2 xwsoat-ioa ENGLISH R 11 B W 0 T Period 3 05021-103 ENGLISH R 11 Per i od 4 Period 5 E05021-104 ENGLISH R 11 Period 6 X 4- 9 3 a 1 13 6 X 4 WOT X 9 X 3. B WOT B 13 7 1 21 11 10 13 1 22 7 4 i 8 13 12 WOT B W 0 T Period 7 E05021-105 ENGLISH R 11 B U 0 T Period 8 Period 9 6 W 0 T B W 0 T B W 0 T Per i od 2 C08001-I01 Period 3 C08001-102 Period 4 pnMPiiTFB ACT__COMPIITFR ACl B W 0 T B W 0 T B H 0 T 5 1 10 4 6 _a 14 7 1 10 5 17 6 8 Xi 23 Per i od St- Per I nd 3. Period -4. XX 14 25 7 2 9 4 16 6 -2- 13 22 Per i od 5 C04251-103 KFYRnARDIZII SHOT Per i od 6 C04251-102 Period 7 C04251-101 Period 8 Period 9 5 4 13 6 18 10 9 IX 28 Pprlnri 5 KEYBOARDI/IIKFYRnARPI/II B U 0 7 2 10...a. 17 10 T 1 10 ......la 1 28 Per iod A B U 0 T B H 0 T SHOT B H 0 T 3 3 9....Z- 12 10 Per i Qft-J?- 6 XX 22 Period B Period 9 48 49 SO 81 82 89 84 88 88 87 98 80 60 81 92 89 84 88 88 67 68 60 70 71 72 79 74 76LRS - LittLa Rack Schnnl District Schoo i: Terra: i 005 PARKVIEW ARTS/SCIENCE MAGNET Suaaary Hastej/Teacher Schedule/Race A Sex SUMMAS Page: 10 UILLIA 06021-101 ENGLISH R 12 06021'102 ENGLISH R 12 E0602i-i04 E0602ii05 ENGLISH R 1? ENGLISH R 12 I 2 3 4 s M X T 8 6 U 4 -It8- 12 12 0 T 10 K 24 B W 0 T 8 5 2- W 4 12 10 0 T 9 13- 22 B W 0 T B W 0 T 6 W 8 3 4i 14 6 0 T 11 -------9- 20 8 7 -2- 14 W 1 -6- 1 0 T 8 13- 21 B W 0 T B U 0 T B W 0 T 7^ 2 3 8 8 8  10 12 13 IS 18 18 T3 20 21 23 24 28 28 27 28 29 SO 31 32 33 34 38 38 37 38 39 40 41 42 43 44 48 48 48 40 SO 81 82 83 84 88 88 87 Tgjrher__Period 1 Period 9 WILSON M F T Teacher 4\u0026lt;XSHE_ A F T KlOOOl-101 GEOMETRY R B M g-i. B U 0 T Par i nd 3____ KlOOOl-109 GEOMETRY R B M 0 2 Period .4____ KlOOOl-102 GEOMETRY R B \u0026gt;1 0 T Per i nd 5____ KlOOOl-103 GEOMETRY R -JBHOt Per I nd 6 B U 0 T Period. 7--------- K09001-108 ALGEBRA HR BOOT Period a Period 9 8 9 10 B M 0 T B  0 T -Btt 5 11 5 1 10 2 14 2 3 13 3 5 1 17 8 4 9 5 1 13 1 15 5 7 12 9 2 1 12 16 6 2 24 15-.-ii__1-22. 2__9 2 28. X4. 9 1 24 7 4 8 6 15 10 11 14 25 12 13 18 Per i od 1 30001-1106 COMMUNICTN I Per i od 2 Period 3 30001-103 COMMUNICTN I Period 4 X07S51=101- Period 5 E07551-102 Per i od 6 Period 7 Period 8 Period 9 18 CHILD THEATR CHILD THEATR 8 4 u 0 T A B u 0 T 10 2 14 2 1 13 1 17 8 U 2..-5 14 b 16 14 0 T -10. 20 30 6 u _5__2 5 5 10 7 0 T ____1. iO 17 B U -X__t 6 5 10 6 0 T -5 11 16 B U 0 T 6 U 0 T B W 0 T B W 0 T B H 0 T 20 21 22 23 1. 28 28 27 2a. 29 30 31 32. 33 34 38 Ifi. 37 38 39 40 41 42 43 44 48 48 48 49 80 I 81 82 83 64 88 88 87 88 89 80 81 82 63 84 88 66 67 68 89 70 71 72 73 74 78 ) 2 3 J 8 9 10 12 13 J 14 IS 18 To 20 21 22 24 28 i p J 29 Iso 33 34 38 38 5 37 38 30 40 Si\" ^2 5 44 48 48 47 48 80 81 S 83 84 08 88  ,l Records selected Records written 1 1 -K 2 3 Records selected Records sorted Records written : 5950 : S950 : 2B6 8 8 8 0 Can't chatKiB apootad f i ! at tr lb Utas. Records selected Lines printed____ Pages printed : 286 : 4B5. : 10 \"\u0026gt; 12 13 IS 16 18 o 20 21 22 23 24 28 28 27 2. 28 30 31 22. 33 34 38 as. 37 38 39 40 41 42 43 44 48 48 48 46 80 81 82 83 84 88 58 87 86 89 80 81 82 83 84 88 86 67 88 89 -o   c o o c o U 71 12 73 74 78 zyREF: scH.seo DATE: 10/15/92 TIME: 12:07:15 005 LITTLE ROCK SCHOOL DISTRICT PARKVIEW arts/science MAGNET COURSE MASTFR SCHEDULE PAGE 1 Xi COURSE TITLE 2 3 8 0 8 0 10 12 13 18 10 17 18 20 21 23 24 \" 20 27 28 2 SO 31 32 S3 34 30 30 37 88 39 AQ 41 42 43 44 48 40 47 48 I* 80 81 K S3 84 88 00 07 CLASS SEX MATCH PERI 03,, MAX' AOMIN B05S01 605003 BQ5251 805253 805721 8057,23 B05751 B05753 GROUP SEC TERM MAMES ADM CONDUCT 1  - 2 .3 \u0026lt; . ii 1 T 3 4 1 2 3 4 1 y 9 9 DAYS ROO'-I TEACHER name CAP MALE enrollment SEATS AVAIL CLASS ETHNIC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 2 3 s 1-2 ART DESIGN 101 101 101 DRAWINS I-PM ________101 101 101 102 102.. 102 103 103. 103 ________104 104 104 ORAWTHG I-PM 101 101 101 102 102 102 103 103 103 104 104 104 Fomv Z ll 101 101 101 poTTRY I an 101 101 101 ORAdIN II 102 102 102 DRAWING II 3-4 5 1-2 1-2 1-2 1.-2 2 it 5 7. 3-4 3-4 3-4 3-4 2 If 5 7 1-2 7 3-4 7 1-2 6 MTWRF MTWRF  MTMRF MTWRF BABBS XBASES BABBS BABBS 100 100 100 100 MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRF MTWRP  MTMRF BARBS 0 REijUESTS  TOTAL ICO 300 100 300 Y Y Y 0 10 12 13 10 3105 RURKE- 3 REQUESTS BURKE-CARRQLL  TOTAL 30 30 1 1 1 1 2 2 28 28 Y 1 1 3108 3URKC- h REaUESTS 8URKE-CARR0LL * TOTAL 30 30 1 1 2 2 3 3 27 27 Y 1 1 1 1 3102 3102 3102 3102 BURKL- KING CLARK LEIGH 89 REQUESTS JURKE-CAHROLL CtAJ^K R * TOTAL 30 25 30 30 115 15 15 13 10 53 9 9 8 10 36 2^ 24 21 20 39 6 1 1 10 2b 1 Y Y 1 12 12 7 8 39 10 12 13 10 45 18 10 20 21 22 23 24 28 20 27 ia. 20 30 31 22. 3S 34 38 * 3102 3102 3102 3102 BURKF- KING CLARK LEIGH 12 REQUESTS 3108 KING 21 REQUESTS KING 14 REQUESTS 3102 LEIGH n REQUESTS BURKE-CARROLL KING CLARK R LEIGfl M * TOTAL KING 8 * TOTAL KING R * TOTAL LEIGH  * TOTAL 30 25 30 30 115 10 13 11 10 44 8 6 7 7 28 IB 19 18 17 72 12 6 12 13 43 1 1 7 11 5 8 31 10 8 12 8 33 30 30 7 7 14 14 21 21 9 9 Y 12 12 9 9 30 30 5 5 9 9 14 14 16 16 Y a 3 6 6 30 30 11 11 b b 17 17 13 13 1 12 12 5 5 37 38 S9 40 41  i 43 44 48  I 47 48 40 SO 81 82 83 84 88 80 07 08 SO 00 01 02 03 OS 00 07 08 00 4 It It I     72 732 3 8 8 a 9 10 12 13 18 20 21 22 23 24 28 28 27 28 29 30 31 32 S3 34 38 38 37 38 39 40 41 42 43 48 48 47 48 4 80 81 82 89 84 88 88 .87 PFF: SCH.560 DATE: 10/15/92 TIME: 12:07:15 COURSE TTTle CLASS SEX 805821 B05823 B05851 805853 S05951 BO5953 B06G01 E06003 B06075 B06601 806683 506751 Q06753 MATCH PERiaa GROUP sec TERN NAMES 102 102 102 CRAFTS FI8ER 101 101 101 CRAFTS Flaes 101 101 101 AV CRAFTS JL AV CRAFTS IL ART HISTORY 3-4 6 005 BAYS mtwrf 1-2 1 MTWRF 3-4 1 MTHRF LITTLE ROCK SCHOOL DISTRICT PARKVIEW ARTS/SCIcNCt MAGf-ET COURSE 'lASTER SCHEDULE ROaM 3102 MAX PAGE 2 TEACHEf\nCAP MALE ENROLLMENT SEATS AVAIL CLASS ETHNIC BALANCE female taken seats ROLLS 01 02 2 S LEIGH 17 RE'^iiJESTS LEIGH M * TOTAL 30 30 11 11 6 6 17 17 13 13 Y 12 12 5 5 8 8 9 10 3108 KI 20 REQUESTS KING * TOTAL 30 30 5 5 15 15 20 20 10 10 Y 10 10 10 10 12 13 14 18 3103 KING 20 REQUESTS KING \u0026lt;7 * TOTAL 30 5 15 15 20 20 10 10 Y 10 10 10 Ifi. ** NO SECTIONS DEFINED **  LINK definition ( \u0026gt; ** 101 101 101 102 102 102 1-2 1-2 1 3 MTWRF MTWRF 3104 3104 0 REQUESTS CLARK CLARK 49 REQUESTS CLARK R CLARK R * TOTAL 30 30 60 15 15 30 3 11 19 23 26 49 7 4 11 Y Y 10 12 22 13 13 26 ART HISTORY 101 101 101 102 102 102 ART WATERCOL ART WAT6RC0L STUDIO ARTAP 3-4 3-4 1 3 MTWRF MTWRF 3194 3104 CLARK CLARK 43 REQUESTS CLARK f. CLARK R TOTAL 30 30 60 13 16 29 9 10 19 22 26 8 4 12 Y Y 10 11 21 12 14 26 18 19 20 21 22 29 24 25 26 27 2fi. 29 30 91 32 S3 34 38 36 37 98 39 40  LINK DEFINITIQN ( ) * ** LINK DEFINITION ( ) * ** NO SECTIONS DEFINED ** DRAWING III 101 lOllOi ORAMINS III 101' 101 101 STUDIO ARTAP 101 101 101 STUDIO ARTAP ni 101 101 0 REQUESTS 1-2 1. MTWRF ^31Q^ BURRC- IT REQUESTS CUXKL-CA^ftULL f TOTAL 25 25 IS. 10 7. 7 17 17 8 9 2. 8 3-4 1 MTRF 3102 BURKE- 17 REQUESTS 3URKE*CARRQLL it TOTAL__________ 25 25 10 0 7 1. 17 17 3 A Y 9 3. 8 A I-*2 4 MTWRF 3101 14 BURKE- aUKKC-CARSULL * total 30 30 9 9 5 5 14 16 16 Y 10 10 4 4 3-4 4 MTWRF 3101 14 REQUESTS iURK' 3URKE-CARR0LL * TOTAL 30 30 9 9 5 5 14 14 16 16 Y 10 10 4 4 42 43 48 48 47 48 49 80 81 82 83 84 88 88 87 88 89 80 81 62 83 84 68 66 67 68 69 70 71 72 79 74 78 2^REF: SCH.^60 DATE: 10/15/92 TIME: 12:07:15 005 LITTLE ROCK SCHOOL DISTRICT PARKVIEW ARTS/SCIENCE MAGNET COURSE MASTER SCHEDULE PAGE 3 \u0026gt;, tUURifc lIILfe 2 a 8 6 8 0 CLASS^ SfiX B08001 10 12 IS 18 16 18 io 20 21 IT 23 24 29 28 27 28 20 30 31 32 33 34 39 38 38 30 40 )*' 42 43 44 48 49 tn 48 4 90 9t 62 63 94 Be 98 S7 KAILH ,, PtKiUU SRflyP ? SEC TERM MAMES . ?BAS GRAPHC OESGF 101 101 101 sOAOOT ORAPhc PEsr/j 101 101 101 Wax 1-2 2 MTWRF 3-4 2 MTWRF ROOM 3103 TEACHER SUMS. CAP .MALE tNRULLM'EN'f SfcAJS AVAIL LLASK EIHNAC BALANCE FEMALE TAKEN SEATS ROLLS 01 02 KING . . 20 Sfc:^UKS tS' KING 3 T^JTFT 30 14 TT b 20 10 Y 12 TT 8 3103 KING 20 REQUESTS KING R  TOTAL 30 30 14 14 6 S 20 20 10 10 Y 12 12 3 8 809001 INTRO PAINT . 101 101 101 1-2  MTWF.F 3103 BUP.KE- 15 REQUESTS RURKE-CARROLL * TOTAL 25 25 9 9 6 6 15 15 10 10 Y T7 12 T 3 809003 INTRO PAINT 101 101 101 3-4 S^, MTWRF 3 IOS 8URKE- 15 RF liJt STS SURKE-CARRaLL * IDTAL 30 30 9 9 6 6 15 TF 15 TF Y 12 TZ' 3 Y 2 8 s 12 13 16 * 810001 810003 COIOOI C01003 CO2501 C02503 C0425I C04253 C8EAT ART 12 CREAT ART 12' CLERICAL REC CLERICAL SEC CSMPUTER TCH COMPUTER TCH ** LIS4K ftSFlNlTlOH \u0026lt; 5 ** ** Llf-tK SEFIMTros i y ** ** LINK DEFINITION ( ) ** ** LINK OC-F!!iiiTiaN I 5 **  ** LINK OEFINlTiaN ( ) ** #* LINK DEFINITION ( ) * FF75F5WI7TI-----  101 101 101 ' 1-2 102 102 102 103 103 103 104 104 104 105 105 105 106 106 106 1-2 1-2 1-2 1-2 T^ 7  6 . 5 1 4 Y~ MTWRF MTWRF MTWRF MTWRF MTWRF 3209 3208 3203 3209 3209 MTWRF  3201 WATSON WATSON WATSON LOVELA FAUREL WATSON C WATSON C WATSON C LOVELACE D FAUREL V 155'REQUESTS LavaLA,\nLOVClACe d * TOTAL 30 30 30 25 30 ZF no 6 10 9 10 11 -n 53 16 13 19 13 18 ~TT 101 2Z 26 23 23 29 z^ 15^ 8 2 2 2 1 T 16 Y Y Y Y 7 -r 10 10 TF 10 11 TT 62 12 17 18 13 18 TT 91 KEYBOAROI/II 101 101 101 ' IFZ'TTFIFZ .0 103 103 103 104 104 104 --------1'0'5 1'05 105 106 106 106 3-4 TYY 3-4 3-4 Y7Y 3-4 7 5 . 1 ? 3 MTWRF MTWRF MTWRF MTWRF. mTWrp MTWRF 3209 SzaS. : 32,08 3209 ------57TF 3209 WATSON WATSON C AT39H .WATSM C 150 REQUESTS WATSOM LOVSLA FATJti'-r LOVELA WATSON C LOVELACE 0 fAu3el V LOVELACE 0 * TOTAL 2,Z 6 30 10 30 25 TT 25 170 7 9 TZ 7 51 16 TF 17 13 TF 17 '\u0026gt;7 22 ZF 2^ 22 ZF 2^ 143 8 ~Z b 3 Z 1 22 Y T Y 7 T 7 10 TO 9 9 TT 11 60 12 TT 15 13 TT 13 67 20 21 22 28 24 29 28 27 28 20 SO 31 32. as 34 39 31 38 30 40 41 42 43 49 48 48 40 90 61 92 93 94 98 98 87 88 80 80 81 82 83 84 88 88 67 88 80 70 71 72 78 L   \u0026amp; i.   79  REP: SCH.56O PATE: 10/15/92 TIME: 12:07:15 005 LITTLE ROCK SCHOOL JISTRICT FARKVIE'W ARTS/SCIENCE MAGNET COURSE MASTER SCHEDULE PAGE 4 2 3 COURSE TITLE CLASS SEX hatch PE RI aft GROUP SEC term WAHSS SA T S '\nftOOH TEACHER WAHe- HAX CAP MALE EMROtLHENT SEATS AVAIL CLASS ETHNIC BALANCE FEHALfc TAKEN SEATS ROLLS 01 02 7^ 2 3 8 6 8 s 10 12 13 IB 16 17 18 To 20 21 22 23 24 SB 26 27 28 ZS 30 31 32 33 94 88 96 87 98 39 40 41 42 48 44 48 46 A7 48 42 BO Bl 82 83 84 I* SB s C04751 C04753 WORD PRSr/II 101 101 101 WORD PRSI/II 101 101 101 C07001\n8USIBESS LAW 101 101 101 1-2 4 MTRRF 3205 JENNIN ISReftUESTS\"' JS''HINGS C * .TOTAL 30 w 2 7 12 TT 14 T4 16 TS\" Y 6 7 T 3-4 4 MTWRF 3205 JENNIN 15 REQUESTS JENNINGS C * TOTAL 30 30 2 2 12 12 14 14 16 16 Y 6 6 1 1 1-2 2 MTWRF 3203 LOVELA 21 REQUESTS LOVELACE 0 * TOTAL 25 25 14 14 1 7 21 21 4 4 Y 7 1 14 14 C07003 SUSiMfSS LAM T81 101 lot 3-4^\n' HTM\nRF  3208 LCVELA 20 REQUESTS HWELACe 0 * TOTAL 25 25 13 13 7 7 20 20 5 5 Y 6 6 14 14 8 6 10 12 13 C03001 . COMPUTER A''I 101 101 101 __________102 102 102 08803 COMPUTER ACI ni 101 101 102 10? 102 eopofti\nCOMPUTER All t 101 .lO'l TOI C09003 COMPUTER All 101 101\n101 C10501 FC TeCH LAB ________101 101 101 C10503 OFC TECH LAB 101 101 101 1-2 1-2 3-4 3-4 1-2 3-4 1-2 3-4 2^  3 . 2 3. . MTWRF \" MTWRF 3208 3208 MATSON MATSQN C 37 REQUESTS MATSON\nMATSiT C * TOTAL 30 30 60 6 8 14 8 IS 23 14 23 37 16 7 23 Y 6 10 10 17 27 MTWRF .MTWRF' 3208 3208 \nHATSOH MATSON C 37 REQUESTS WATSON . MATSON\n.C * TOTAL 30 30 60 (1 8 14 8 15 23 14 23 37 16 7 23 Y 4 0 10 10 17 27 20 21 22 29 24 28 26 27 fi. 29 90 91 92 33 94 38 96 37 38 99 40 41 42 43 46 46 2' , MTWRF  3208 WATSON g REQUESTS WATSON C  TOTAL 30 30 30 30 2 4 4 MTWRF MTWRF MTWRF 3203 MATSON O REQUeSTS WATSSN C * TOTAL 30 30 30 30 3205 JENNIU 9 REQUESTS JENNINGS C  * TOTAL 25 25 1 1 8 8 9 9 16 16 Y 2 2 7 1 3205 JENNIN t REQUESTS JENNINGS C * TO\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_664","title":"Little Rock Schools: Pulaski Heights Elmementary","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":["1991/2000"],"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","Pulaski Heights Elementary School (Little Rock, Ark.)","Education--Evaluation","School enrollment","School attendance","Educational statistics"],"dcterms_title":["Little Rock Schools: Pulaski Heights Elmementary"],"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/664"],"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":["129 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\nJ ' LITTLE ROCK te. SCHOOL DISTRICT -f ^KSCHOOL GRADES: PRINCIPAL SCHOOL PROFILE 1991-92 Pulaski Heights Elementary Kindergarten thru Sixth Kay Loss - --IC  Race/Gender ^S^SSISTANT PRINCIPAL(S): Race/Gender - -AiI . i  TABLE OF COMTEMTS r  s 1 I \u0026gt; Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2 Enrollment: - School ' - Special Services - Class/Course . \n !* 3 Attendance Data: - Certified Staff - Support Staff - Students 'j. 4. Extended Educational Programs I 5. Honors/Awards (Schoolwide) * \u0026gt; 6. Committees/Parental Involvement  as. 7. 8. 9. 10. 11. 12. 13. 14. Extracurricular Activities (Including Student Monitors) Student Achievement/Assessment Data Retention Data  i Secondairy Subject Area Courses Failed Graduation Data (High School Only) staff Development Activities - Certified Staff - Support Staff r Quarterly Discipline Management Report Map of School Plant I t I I I ICERTIFIED PERSONNEL WHITE POSITION MALE black MALE OTHER MALE ZHIALE total Administrator(si 1 1 Classroom Teachers 11 15 4 1 Counselor(s) Librarianfs) Reading (Compensatory/ __Remedial)____ Mathematics (Compensatory/ __Remedial)_____ Gifted (Elementary only) Speech Therapist Other Resource Music 1- 1 1 1 1 1 1 1 0 5 0 0 1 1 1 1 1 1 1 1 * TOTAL 18 24 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, Indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etcl WHITE MALE BLACK MALE FEMALE JIALE HER JEMALE TOTAL TOTAL t The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.p POSITION Attendance Clerk H MALE n/a SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE O T MALE HER FEMALE TOTAL Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Registrar Secretary Security Officerfs) Social Workerfs) Superyision Aides Qthgr TOTAL 2' n/a n/a n/a 11 4- .\u0026lt;r I 18 2 1 1 1 5 3 5 1 1 2 2 1 3 f  i 3 3 1 1 1 4 The official date for staffing information is October 1, 1 1991 -1 . i '-  1  -I.-  T?.- }\u0026lt; I J ' -i:  Complete and return to Planning, Research, and Evaluation office. -r1) STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted black WHITE OTHER Total M F M F M F None TOTAL Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F 4 None f I I ! TOTAL Duplicate if needed. I I. pi-' CLASS ENROLLMENT (Elementary Schools Only) 1991-92 SCHOOL Pulaski Heights Elementary PRINCIPAL Kay Loss GRADE ROOM 10 21 22 22 OS-D OS-A . OS-C TOTAL 15 TEACHER'S GENDER/RACE WHITE MALE 3 CLASS ENROLLMENT FEMALE 8 BLACK OTHER VI VI VI .4 1? 15 11/4 74 MALE 7 FEMALE 1 MALE 0 FEMALE 0 TOTAL 19 20 24 24 25 21 22 25 25 25 25 26 25 16 21 |0O 34 3 K K -1 1 1 2 2 2 2 A A 2 2  3 2 2 5. A 12 5 F F F F F F F F F F F F F F F W W W B B W B W W W W W 3 5 6 7 6 6 4 5 5 1 5 4 4 9 5 6 5 7 1 6 1 3 3 4 5 0 3 6 6 4 6 4 4 7 8 8 8 8 7 8 2 7 7 7 5 5 6 5 8 9 7 1 3 6 0 0 0 0 0 0 0 1 1 0 0 0 0 0 2 0 1 : 1 0 1 0 0 0 0 0 0 1 0 0 Do not include teachers of pull-out classes (art, music, physical education, etc.). List each class separately. List each class separately. The official date for enrollment data' is October 1, 1991. i Duplicate if needed. Complete and return to Planning, Research, and Evaluation office.1\u0026gt; i r t SCHOOL ENROLLMENT GRADE LEVEL K WHITE Pig 6 FEMALE 17 BLACK MALE 13 OTHER TOTAL PERCENT 18 16 16 10 10 10 12 74 21 SPECIAL ED. __Self Contained Resource Room Speech/Vision or Hearing Impaired, etc. Indirect Services *GIPTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL 14 13 15 16 15 33 17 24 30 FEMALE 3 MALE 0 FEMALE 0 TOTAL 39 ' 211 10 11 17 14 23/ .006 .01 74 43 50 50 51 37 100 ENROLLMENT - SPECIAL SERVICES WHITE MALE n/a 10 15 31 BLACK FEMALE MALE FEMALE OTHER MALE FEMALE TOTAL 12 29 25 17 10 40 32 67 11 37 56 54 88 189 1 2 3 4 6 0 2 5 6 8 2 1 3 8 0 1 1 0 1 0 9 0 1 9 0 0 42 2 4 34 3 : 1 6 1 7 5 0  I 5 0 3 0 0 0 ) 1 1 3 0 1 0 0 0 1 2 PERCENT I' * Include ONLY those students who havM been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office. STUDEMTS RETAINED i' At the secondary level, include only those students retained at grade- level. Do not include failures of individual courses. I WHITE RETAINED GRADE LEVEL MALE FEMALE 1 BLACK OTHER TOTAL TOTAL PERCENT 14% 10 45% FEMALE 2 MALE. FEMALE MALE 10 FEMALE 12 41% 45% 55% K 1 a 3 4 5 6 0 0 2 2 3 1 4 4 6 4 4 2 1 1 9 Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED I SUBJECT AREA Grade WHITE Male Female BLACK Haig. Female B R Female Male Female O T H jialslj jSSXMl English 7/10 I English  ?/ll English 9Z12 Math History/Social Studies________ Science Provide the moat current information GRADUATION DATA TOH 1990-9X SCHOOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OH OF TOTAL TOTAL TOTAL (  I I J. I Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.p I CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or haye ayailable master schedule or curren't print-out . entitled Summary Master/Teacher Schedule Report - Race and Sex.\" XfT' t J.. J: I, ''H .5. I- l 1 i I I I . Do not send to Planning, Research, and Evaluation office.11 i ATTENDANCE DATA Please insert or have available current attendance data for: Staff ~ Certified - Support Student I I I Provide most current student data, including withdrawals by gender, race, and grade level. I I- . ( I } 4 I I -f Do not send to Planning, Research, and Evaluation office.it . i -LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LITTLE ROCK, ARKANSAS ACTUAL ENROLLMENT BY RACE SCHOOL Pulaski Heights Elementary DATE 10-31-91 Please include a student count by white/black/other, by grades, for your school with your attendance report at the end of each quarter. This report should not include the current withdrawals, but should Include those students actually enrolled on the last day of the quarter. A-I GRADE 1 2 3 4 5 6 Sub-Total Kindergarten GRAND TOTAL WHITE BLACK OTHER * TOTAL 35 36 2  24 22 16 19 11 127 23 150 20 26 35 29 27 173 17 190 1 1 1 1 0 6 0 6 I 12 45 49 52 49 38 306 40 346 * Please indicate below the number of students listed in the \"OTHER\" col according to the specific ethnic codes. I umn 03 04 05 06 Spanish S.E. Asian/Pacific Islander American Indian/Eskimo Other 2 T IT IT r I  1 I I 'NT STUDENTS LITTLE ROCK PUBLIC SCHOOLS TRANSPORTED PUPILS Hp ?CHOO Pulaski Heights Elementary SCHOOL Kay Loss PRINCIPAL 91 No. of Days: 45 Grade UNGR 1 2 3 4 5 6 Kinder-garten Yearly EnrolIment II) 9-Weeks Enrollment (2) Days Absent B 0 7 1 7 9 7 4 3 G B G (3) Days not on Roll (4) Current Withdrawals (5) B G 0 0 0 0 0 0 0 11 4 6 4 6 2 1 7 1 7 9 7 4 3 11 4 6 4 6 2 1 39 3 15 20 25 10 15 27 0 1 51 29 31 3 1 0 0 0 0 0 1 1 0 0 0 0 0 0 Previous Withdrawals (6) 0 10 0 0 0 0 0 . 0 o RESIDENT STUDENTS LITTLE ROCK PUBLIC SCHOOLS NON-TRANSPORTED PUPILS No. of Days: 45 4 SCHOOL Kay LasA PRINCIPAL 10-31-91 DATE Grade UNGR 1 2 3 4 5 6 kinder qarten Yearly EnrolIment -JU_____ B 0 i 27 18 18 17 20 22 19 G 0 30 22 17 21 18 13 18 9-Weeks EnrolInent (2) B G 0 0 27 18 18 17 20 22 19 30 22 17 21 18 13 18 Days Absent (3) Days not on Roll (4) Current Withdrawals (5) B G 0 0 0 0 79 37 53 60 60 82 53 146 99 26 38 44 111 81 1 0 1 0 0 1 1 0 1 .0 0 2 2 0 Previous Withdrawals (6) 0 0 0 0 0 0 0 0 rRESIDENT STUDENTS PulaskiHeights Elementary School---------- - ---------- Yearly Enrollment fl) Grade UNGR 1 2 3 4 5 6 Kinderl-gartenj B 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 NON-RESIDENT STUDENTS G NINE WEEKS ATTENDANCE REPORT UTTLE ROCK PUBLIC SCHOOLS TRANSPORTED PUPILS Kay Loss Principal 9-Weeks Enrollment (2) B G 0 0 0 0 0 0 0 0 0 0 Pulaski Heights Elementary SCHOOL Yearly Enrollment -Ji)___ 0 0 0 0 0 0 0 0 Grade B G UNGR 1 2 3 4 5 6 kinderk (gartenj 0 1 1 1 1 0 5. 0 0 0 1 0 0 0 1 I Days Absent (3) 0 . 0 0 0 0 0 I No. of Days not on Roll (4) 0 0 0 0 0 0 0 0 Current Withdrawals (5) 0 0 0 0 0 0 0 0 B 0 0 0 0 0 0 0 0 G I IJwvious Withdrawals (6J 0 0 0 0 0 0 0 0 LITTLE ROCK PUBLIC SCHOOLS NON-TRANSPORTED PUPILS Kay Loss WINCIPAL No. of Days: 45 10-31-11 We 9-Weel\u0026lt;s Enrollment (2) B G 0 1 1 1 1 0 0 0 0 0 0 1 0 0 0 1 Days Absent (3) Days not on Roll (4) Current Withdrawals (5) B G 0 0 0 2 1 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 Previous Withdrawals (6J 0 0 0 0 0 0 0 0 p p. S' S t. Terzie Davis Carolyn Dodds 3 Vivian Gentry 'f. V *   J . 'A* ..\u0026lt; . staff Perfect Attendance 1st 9 Weeks 1991-92 V*-, i. '*  ''^c. ' IS?* t. 3}= i^r 6r  3rd Grade 3rd Grade 4th Grade -I Kay Loss -uJT- Principal M ' Margie Northcutt Secretary (\u0026gt; Kelva Price P.E. Teacher Toni Skarda bjr 2nd Grade ? I I ( I i :lX \u0026gt; ErTEHDED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BP NM WF OM OP TOTAL Governors School AEGIS Bovs' State GirlsState Summer Laureate Odyssey of the Mind Math Olympiad Id I 0 ^3 .i Others (Please Specify) fAcrIln Cn Jr. 6ooKs 5 lO Cl 3 O' n 5 . 6 1 L a o O I TOTAL 1^ ^1 1^ O .J List any educational programs that are conducted outside the normal school day. Include the most current information ( I. Complete and return to Planning, Research, and Evaluation office. i BXTENDED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BF WM WP OM OF TOTAL Governor's School AEGIS Bovs^ State GirlsState Summer Laureate Odyssey of the Mind I Math Olympiad Others . (Please Specify) I I I I TOTAL List any educational programs that are conducted outside the 'normal school day. Include the most current information. f  * Complete and return to Planning, Research, and Evaluation office. I I i I I I  .v. SCHOOLWIDB 8TOTBOT HONORS/AWMIDB Principals Honor Roll Complete one each grading period.  I First Mine Weeks I \\ WHITE BLACK Honor/Award Grade 1 2 3 4 5 6 OTHER TOTAL MALE 12 4 2 4 3 2 27 FEMALE 13 7 3 2 3 3 31 MALE FEMALE MALE FEMALE TOTAL\n(. 2 1 1 4 3 2 2 4 1 12 3,0 14 11   . J!' .6 6 = t 74  I I Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.I F I 8CH00LWIDB S' H0M0R8/AWARDS Academic Honor Roll Complete qne each grading period. First Nine Weeks Honor/Award Grade WHITE BLACK OTHER MALE FEMALE MALE FEMALE FEMALE TOTAL 16 13 S?8- ,r TOTAL 4 4I I 4 'O 18 21 21 19 '20 83   I I 1 3 3 6 3 0 1 I I 2 I 3 4 5 6 f I I  t I 4 2 1 3 9 2 4 0 2 4 4 5 1 3 2 3 6 2 0 1 0 0 0 1 1 0 0 1 0 3 18 s Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I ( Do not send to Planning, Research, and Evaluation office. I t4 r i i .1 SCHOOLWIDB SI HONORS/AWARDS Citizenship Honor Roll  Complete one each grading period. I First Nine Weeks WHITE Honor/Award Grade BLACK MALE 13 27 FEMALE 12 38 MALE FEMALE 12 29 39 * OTHER MALE FEMALE TOTAL .18 28 I 138   f i J 1 9 0 2 2 1 4 5 6 4 0 2 4 4 9 5 3 9 i 0  3 3 6 5 3 5 5 7 9 1 0 0 1 2 0 0 0 1 0 I I :21\n. 2 I I f.  I Include the most current infoxrmation, i.e., scholarship, citizenship, athletic honors/awards, etc. t Do not send to Planning, Research, and Evaluation office. r I 1 I (p ( ! / .t i r. SCHOOLWIPB STUDENT HONORS/AWARDS Attendance-:-Per feet Complete one each grading period. First Nina Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE male FEMALE TOTAL 17 12 13 ^11 - TOTAL 21 22 23 .3 21 88 K 4 8 1  I 1 2 3 4 5 - 8 5 3 4 3 2 2 4 1 5 3 1 1 ' 1 3 4 8  3 0 I 1 5 1 4 4 3 0 0 14 0 0 0 1 0 0 1 0 0 0 0 7 0 ' 0 0 ^6 5  I-  I Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office. t  I i II I  SCHOOLWIDB S' Most Improved Academic Complete one each grading period. I  . Birst Hine Weeks Honor/Award WHITE ,T*- -T-M TOTAL Grade MALE BLACK FEMALE MALE OTHER FEMALE MALE FEMALE 0  TOTAL 1\"' : 1 1 1'2 I 2 \u0026lt;5 16 1 2 3 4 5 6  0 1 0 0 0 1 2 1 0 2 0 3 I I I J 1 1 0 1 0 4 0 1 1 1 0 0 0 2 0 0 3 0 0 3 0 0 0 0 0 0 i I - 5 5 0 0 I .1 f f Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office. ) f I II i  f-   I i SCHOOLWIDB 8TTOBMT HOWORS/AWAHDa Most Improved Citizenship Complete one each grading period. I First Mina Weeks  I .a \u0026gt;  WHITE Honor/Award Grade 1 MALE 1 FEMALE 1 BZACX Male 2 female 0 OTHER HME 0 / FEMALE 0 TOTAL , 4 : TOTAL :0 ii I- I- .1 L-. ^As- . J  ' 2 1 0 0 0 0 3 0 0 1 1 0 0 4 5 6 , r 2 ' 0 2 0 3  0 1 0 0 0 5 0 0 2 0 0 4 0 0 1 0 \" 0 a : 0 0 0 0 0 ' I .  I   1 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. I Do not send to Planning, Research, and Evaluation office. I I I }\u0026gt; SCHOOLWIDB ST HOWORS/AWARDS Complete one each grading period.. Second Nine Weeks WHITE Honor/Award Grade BLACK OTHER MALE FEMALE MALE female MALE FEMALE TOTAL i TOTAL I . ! '! J Include the most current information, i.e.,'Scholarship, citizenship, athletic honors/awards, etc. t I I I Do not send to Planning, Research, and Evaluation office.1\u0026gt; i SCHOOLWIDE ST HONORS/AWARDS Complete one each grading period. Third Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL - . *8 ' TOTAL / / . I i i. Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDB STUDENT HONORS/AWARDS Complete one each grading period. Fourth Nine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE TOTAL TOTAL \u0026gt;3. i Include the most current information, i.e., scholarship citizenship, athletic honors/awards, etc. t . I I Do not send to Planning, Research, and Evaluation office.C T I V 1 T t LB. . PT A  4  t ' r ' I V.\n3' t v l'' ' mPTBACUBRiailAR KCTIVITXEa . 3 -F' % 1 w H KALB / X. T B_ XBH\u0026amp;UL 3^ M  II B B K  M B L\nL JUUL J / s \u0026gt; V B JCUUU. ,. .(P ue_ O t J- JLK HALB rBMMA JIMJ. : T B___ tbmalb i \u0026gt; O w 8 o K 8 1, iL JLi 0 T HI B R - ISH\u0026amp;IiE. JLK OrriCBny/LBAPERBHIP P\u0026lt;^8inow| TJ. B II h C K j]AU_ JCEHMK. JIMit JEXH\u0026amp;IiE. JiftUL \u0026lt;/LL, TOTAL T JQIAL 3 ! (o L. .i Lk :i^C\u0026gt; I ils report should include sesbershlo sgardlng sponsors and officer positions. In addition. eabecB of caulttees. upllcate as needed. Include student -.omplete and return to Planning, Research, and Evaluation office. hi '4\ni}!. r. { L. 1 AUGUST 19, 1991 Building Representatives I, t I 4 1. Grade Level Representatives (BCC) 1. 2. 3. uJr 3 I-  (J I I I f .Human Relation Committee (Sunshine) 2. 3. iFacy V)eCLu^ ViviQin Qjen-V LiJ H ! f?\u0026gt; F I I i Pupil Services 1. 2. 3.' 4. Carol.Blahn T Georgette Hahlev Deborah Bolls - Jenifer Faught ______ 5. . 6. 1 Debbie Finkbeiner Coordinator of Black History Month 1. Bi-Racial Committee 1. 2. Eva Maeweather Lisa Roberts \u0026amp;.F t P.T.A.  Representatives 1. ! I I I ) i . I  I 1 I I 1 I I r I I v' C.O.E. Chairmen ' 1. Suni Hoffman 2. * Toni Honts 3. Jimmie Lou Neal bjp 11 student Council Advisor udent  I Laura Beth Arnold 1. 2. 3. J School Emergency Plan 1. 2- } bL^P 2, Margie Northcutt coP' 4. 5. Lee Sanders Kay Loss gJ }~ UJ P Committee'^ for Lounge Cleaning 1. 2. 3. f Kjnrl^r Mot + t L Ik lx? gj r I I j i bj f i I P I I I  i\nv $'A fj'\n4.\n' Xi I--  'i '.t -V I pwlOOt CPn\u0026lt;t'rMBg/w*^ A'S\\5 COMKITII I Btraolal CoItf K .. Parent Teacher Assoc.  W.tt. JiUA\n-T 8 I ' UES_  BIOT B-S B 1, A C-g---- JIMA ZBIBU / A O T k B R JUU.B iTHtMiB W-K. JI\u0026amp;U ii KMtCTTB / KKTROMK  I. A C K O T H g K rBMALK  jflPO^K WMiB /__ ^_z_ZZZ-W H JIBU A :.T g ZEHMil T .5 4 L r \\ r r 1 c  KJ I B 1, h JI\u0026amp;ULlJ c K .J rEHAl.B O T H E_R. Jl\u0026amp;IdL rEHMiB . Parent WorkshOBB. (Please aoeclfV-Othersl________ OftC.___ _ i a List BeBberBhlp of all school Note! I--------------------------.-   I coeblnation of parents and atacrs of parente/patrone, staff neabers, or a reouaat docunentatlon concerning physical Involvement. Have available upon L . . a_a - ..MS BeaaAeaWe BA^ 4 (\u0026gt; aF VA CscxhaonSpll eafu onfc tsioucnhs . dIotceumnse notfa tplounb laircei tyte e- parent parti- cipa.tion, etc. the VIPS' Blqn-ln Roster, notices of various school functions. Items of publicity about parent par.. e.i pwn, --c..o_ . Ij t le not necessary to provide monitors with a sign-in sheet of attendance at PTA Beting* Duplicate ee needed ): f'-' tJ- y 'vS. 3^ j'/t.i-. A:Z??S Complete and return to Planning I L \u0026gt;t- 'v' ' I.- .:' . .'i^ i-W^k'i I'-:': Research) and Evaluation office I i LITTLE ROCK SCHOOL DISTRICT f,. 810 WEST MARKHAM LITTLE ROCK, AR 72201 r\\ 0\\I? r \\0I School Pulaski Heights Elementary Principal Kay Loss I ? \\ ? \\ 11 1. PIA Officers Name Race Gender Janet Shults President  Ted Goodloe Vice-President Melanie Strigel Secretary Theresa Taylor Membership Eleanor Kennedy Treasurer W W W - B W F M F F F John Stewart / Joe Gray M Calendar B M 2. PTA Comnittee Members Name Conrittee Race Gendsr Jackie Richardson Membership B F Marlin Weems Landscape B M Randolph Hegwood .Landscape B M Dennis Blevins Landscape V M Janet Carson Landscape.: W Pat Treadway Fund Rasing Frank Cox Fund Rasing W 3. PTA total membership (approximate) to date by race. Keep records on future meetings. Black 30 White 70 Other (Please specify) t Membership drive is under- way at- g I I (over) B 4 1\u0026gt; 4. PTA meeting dates for 1991-92.- September October November 9/19/91  December 12/05/91 10/03/91 11/7/91 March 03/05/92 January 01/02/92 February 02/06/92 April 04/12/92 May XO--. r 05/07/92 O'XSfJ r cL I  i. I I ! i I I t I I I1\u0026gt; 4 STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. 1 V fi. */*}! .it ' it. f 4 I I I i Do not send to Planning, Research, and Evaluation office.^35 ^^^aess^HsmK^iszBB^na I -IJl. 2S 96 c^ ' 11:08 501 324 2023 I.RSD CO'IMi \\ICATI -. ODM 121002/002 ' '..if.her''' 19- KCBBSfl Little HocK School District Media Advisorv l or inforrndtion\nZeomee Herts, 324-2020 lLLA5Ki HEIGH Ls JI \u0026gt;/OR HfGH rO BE DISMISSED AT 9:30 DI E TO POWER Ot r Af.F A.M. Students at Pulaski Heights Junior High wi!i he dismissed at 9:30 a.m. due to a st.jra re!a:eu po^8er outage. Buses have been called to t transport students home Parents  n* Uk bu, j ,aK-e a.-,=emcnK fo, ,teir child ,o gel home. .'5 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000ii: zz LRSD COMMUNICATIONS ' PAGE 01/01 Parent Teacher Association Pulaski Heights Elementary 319 N. Pine St. Little Rock, AR 72205 February 7,2002 NEWS RELEASE For Immediate Release FAMILIES, NEIGHBORS WORK ON GREENING PLAYGROUND OF PUBLIC SCHOOL neighbors of Pulaski Heights rhl P as part of a continuing renovation t id W playground was formally dedicated last April as the Margaret' P Adventure Playground. Mrs. Kolb has been a longtime neighbor of the school and an advocate for public education. renovation of Hie mees we funded fay two grants received by the schools Parent Teacher Association- And Renaissance of Trees at Pulaski Heights Elementary Md one from Je Arkansas Forestry Commission called Dont Hurt the Dirt!\nA Soil Conservation Project at Pulaski Heights Elementary School. The PTA has partnered I h the Little Rock Parks and Recreation Department, the Little Rock School and numerous other  CIVIC ----------District, groups to enhance the outdoor environment at the school. Our schoo yard used to be a barren, eroded place\u0026gt;-it didnt do justice to the wonderful educational experiences students were getting inside the walls of the school, said Hope Coulter, director of the playground renovation. But studies have shown rhAr for h.airK, But studies have shown that for healthy development children really need green, leafy, inviting outside spaces to play in and explore. So that s what were beginning to offer them. together to make this happen. A lot of people are coining Related projects include a butterfly garden, a Science Fair with a new Natural Studies rzr* hands-on gardening lessons. Also this Saturday at the school. Eagle Scout candidate Daniel Feild will terracing part of the slopes and constructing an arbor. be For more information contact Hope Coulter, renovation committee chair, at 663-5787./ 5^ : I Yom Are Cordially Invited To Attend an Evening Pulaski Heights 7 { 3 l[[ Proceeds go to Pulaski Heights Elementary School Arts Program S^atMrd^i\n^^ November 14 i I J I 5\noo to 8\noo p,m. Kramer School Artist Co-Operative 71S sberman Street^ Little Kocb Tickets $5.00 per couple, $10.00 per Family Por more information call 6665459 0^? Wild Kingdom encounter tn - J ^'--W^sZ, V : A, ^^''' ^'4 4 IB 1 :\n4u k* . .... i i . '^. 1. 4- \"Is \\ I -istftifefli'J\nI i liii'i'r i  \\ g^S'S' 1 to-A ft ! i .a i NO SNAKE EYEING  Jim Fowler, co-host of the syn- i dicated \"Mutual of Omaha's Wild Kingdom television I s^iow, holds an 11-foqt-iong Burmese python a little too  close for comfort for Lauren Cox, a third-grader at Pu- c i  .-f \"t : -t*\nArkansas Democrai-GazeWe/Scott Carpenter laski Heights Elementary School in Little Rock. Fowler brought several animals, including a 7-year-old Florida panther, one of about :$0 remaining in the world, which pupils were able to pet'. Article, 2B2B  FRIDAY. OCTOBER 2, 1992 Arkansas Democrat ~^(6azctte J hhlUAY, UVIUDcn ............................................................. ......... 1 11 Wild Kingdom co-host brings a bit of it to elementary school  __________________________________________________________________---------------------------------------------------------------, Vil1o/t Ext Pirc An tbA bicTbu.Qv: c BY CYNTHIA HOWELL Democrat-Gazette Education Writer Jim Fowler just smiled as he stood on stage with the ll-foot Burmese python wrapped around his neck and arms. The children at Pulaski Heights Elementary School screamed  some with delight, some with fear  as the reptile shifted and twisted, trying to get comfortable on Fowlers broad shoulders. What Im trying to do is be a tree, Fowler, co-host of Mutual of Omahas Wild Kingdom television show for 27 years, said. Thats why I put it around my neck. Snakes have a fear of falling. Im not trying to be sensational. The python was only about half-grown. They live up to 30 years and get as big as 26 feet long and 110 pounds. Fowler visited Pulaski Heights while in Little Rock on a promotional tour sponsored by Willis \u0026amp; Geiger, a mens clothing company. He displayed the animals later in the day at the Dillard Department Store in Park Plaza mall. His purpose in the visit was to promote an awareness and concern for wildlife and to get Hocus-pocus teaches pupils Now you see it. Now you dont. Thats often the case in magic tricks and money matters. But at Pulaski Heights Elementary School on Thursday, magic was used to teach sixthgraders the importance of earning and saving money. Mary Ann Campbell, whos both a certified financial planner and a magician, performed illusions with ropes, torn newspapers, dollar bills and burning paper to introduce pupils to the schools new Learn-n-Earn program. The better you are, the more you can earn, and the more you save, the more you can buy, children to realize that animals and human beings together make up the ecosystem, he said. These'animals are part of the same world in which we live, Fowler told the school as a monkey-faced owl perched on his arm. We are all part of the ecosystem. Y'ou must make sure the animals survive. If this owl Campbell said. The children will soon be able to discover that for themselves. By attending school, arriving to class on time, completing homework, displaying good behavior in class and on the playground, and reading approved books, pupils will be able to earn up to $5 a day, $25 a week. The students wont receive actual cash, but the money will be posted to their individual accounts. Each Friday, the children will be paid. They will use deposit slips and checks donated by Clarke American Printing Co. cannot survive in Arkansas, chances are people cannot. He thinks human beings are --------, ------ . smart enough they will clean up been in the past, Fowler said. their own nests to prevent deterioration of the ozone layer, he said. But he wants such concern to extend to the care of wildlife, the rain for\u0026amp;ts and the African elephant. Pulaski magic of money-handling to deposit their paychecks. Students will have to balance their own checkbooks. Every other Friday the sixthgraders will go shopping at the school store, Pulaski Heights Plaza, unless they choose to save their money. The store is stocked with items and services donated by the school PTA and almost two dozen Central Arkansas businesses, including utilities, drugstores, individuals, dress designers, a trailer manufacturing company, an athletic store, a kitchen goods store and several others. Possible purchases range from florescent pencils and T- He is encouraged that children now are more informed about wildlife than they have One of the highlights of the exhibition was the appearance of a 7-year-old Florida panther. The panther, which weighs about 130 pounds, was born in captivity, but its parents were shirts to before- and afterschool limousine service. Campbells daughter-in-law, Cheryl Campbell, is the Pulaski Heights parent who developed the Learn-n-Earn pilot program. She wanted a different way to provide pupils with an incentive for practicing good behavior and study skills. The sixth-graders are role models for the rest of Pulaski Heights Elementary, Cheryl Campbell said. The program, which may be expanded later to other grades, teaches responsibility as well as economics, she said.  BY CYNTHIA HOWELL taken from the Florida Everglades. he said. Only about 30 panthers remain in the Everglades. Fowler said. Originally, hunters killed them. Now they are becoming extinct because of a depletion of natural places to roam, an increase in mercury poisonjing in the environment and their being killed by cars on the highways. Fowler also displayed a baby alligator, another animal that is endangered. Other animals he showed were a screech owl, an opossum and a tenrec, related to the hedgehog but small enough to fit in ones hand. The animal is a native of Madagascar and is protected from enemies by its prickly quill covering. Pupils were able to pet many of the animals at the exhibit, including the snake and the panther. Some of the animals were from the Little Rock Zoo. i Fowler, a Georgia native, trained eagles and falcons as-a youth. He also enjoyed going into undeveloped areas to see the wildlife there, he said. - He now lives in New York aiid Connecticut and is a frequent guest on the Today Show. He also is the spokesman for Mutual of Omahas National Wildlife Federations Nature News Break, a widely distributed radio broadcast. In closing, Fowler quoted a 9-year-old girl who said animals and people need to live together: If anjmals are lost, then we lose a part of ourselves.Arkansas Democrat (gazette  WEDNESDAY, MAY 11. 1994  Ask first-graders: Teachers care D enni Scales, a first-grade teacher at Pulaski Heights Elementary School, had long since had her fill of the criticism bestowed upon educators in general when a letter published here April 28 pushed her over the line. I have been very disappointed by all the negative press teachers receive in your letters column, she wrote to me. 'This past Thursday, a man wrote in to summarize the situation by stating that teachers do not care if their students are learning or not. I read his letter to my students and asked them to write their response to you. We appreciate you for giving the children equal time. 'There were a couple of problems with giving Scates pupils equal time: Our policy requires that we verify the authorship of each letter to be published and that all published letters bear the writers first and last names (or at least two initials and a last namp) Hauling first-graders out of class one by one to grill them about their letters seemed both impractical and silly, even if they had signed both first and last names, so I decided to do the next best thing: give them my space. 'The letters Meredith Oakley From Hunter That man doesnt know about teachers. My teacher takes care of me to keep me safe and help me learned about insects, plants and telling time. From Jerry: I am happy for my teacher. I can get an education. You can leam a difference fYom teacher.' n From Alex: I know how to spell. Teachers care about their students. My dad is a teacher and he cares about his students. What that man said is not right My dad helps my teacher. From Nene: Our teacher helps as have a good education. We are learning cation. What that man said wasnt true. Teachers do care if their children learn. I love school. From Ian: My teacher cares about me!... Our teacher told us almost everything we know. That man didnt know the truth. I like school. . , From Acadia: My teacher cares about us and one of my favorite things that she cares about is when she helps us. She is a very nice teacher. She teaches us lots of things.... Some of my favorite things are stories, plays, going to the auditorium, writing stories and thats all. 'Thank you. From Amber I like when my teacher teachs us fun things and gives us fun things to do. She really wants us to learn. . , From Rashedia: I live in America. What that man said is not true. My teacher is giving my class friends and ed- ucation. We are leaning plenty. We know  ,. - ,. .--------------------------------- math good. She almost taught as every- Mathj^ English, social studies and sci- thing that we should know in fist grade\n. ence.  From Jacob: I am having a good education. My teacher cares. I am in Hist From Gracie: My teacher really cares about me. She gives us treats.._ The man is wrong. Teachers do care at school. are condensed, but no spelling or grammar was corrected. (\" FYom Jordan K: Teachers care about their kids. We leam all kinds of things We leam how to read. We leam how to Teachers teach and our teachers really care. They do things for us at school. So you know that teachers care! grade. We have been learning obout insects. I love my teacher.  From Ted: We are getting a good ^- ucation. Our teacher cares about us and spell. We leam how to write.' ft From Jordan R.: Our teacher cares about us. We learned a lot in school. From Brett: My teacher cares about me. My mom is a teacher. My mom is in J dance class. That shows my mom is a teacher. And Mrs. Scates lets us have free choice. From Jordan W.: My teacher lets me have free choice and read books. My teacher gives me an wink and thumbs up. It makes me feel good to know Im learning. From Caitlin: I like to leam because my teacher makes it fim! Im only in first grade and I bet all the teachers in Arkansas or any place else like their students. From Will: I am getting a good edu- she made us learn aiot. From Anna: I am sorry that m^n thinks teachers do not care. He needs to meet my teacher. In my class the children are learning all the time because my teacher cares. ' Associate Editor Meredith Oakleys column appears every Wednesday, Friday and Sunday.Arkansas Democrat :^(Bazgttc TUESDAY. OCTOBER 4, 1994 Forum on schools at Pulaski Heights Little Rock School District fnH Williams and Little Rock School Board member Judy Magness will be nosts of a town meeting at Pulaski Heights Junior School tonight. meeting, one of seven the th?. ? scheduled High St  P\"I Arkansas Democrat WEDNESDAY FEBRUARY 22 1995\" I PTA honors principal, teacher at Founders Day luncheon Democrat-Gazette Staff A teacher and an elementary school principal were honored as PTA educators of the year by the Parent-Teachers Association in the Little Rock School District this month. Irish Williams, a teacher at Fulbright Elementary School, and Lillie Carter, principal at Pulaski Heights Elementary, were presented with the awards at the PTAs annual Founders Day luncheon. The two were nominated for the honor by the PTA chapters at schools. their Williams has been a teacher for 11 years in school districts in Arkansas and Texas. Her school PTA praised her for demanding good behavior and high achievement from students. She is an active PTA member, serving as an officer and worker in PTA fund-raisers. She also belongs to various curriculum committees and teacher associations. Carter is in her second year as principal at Pulaski Heights, where she has made it a practice to know and be accessible to students and parents. She was praised for her organizational skills, her work ethic and the instructional leadership she provides for her staff.1 Aikansas Democrat WtEJazctte - FRIDAY, APRIL26, 1996 CoovfVit O LlOe Asa Sewwwwx. wst O 3 O  o' a   CL 3* (Q  O C o u   o 0) 3 Q. o   \u0026lt;5^ S   O) :3  g vt o 3 03 O -  2.  o 5 3- 3  3 -li 33  r   3 , \"a  \u0026lt;^3 O 3 3 a  3- to  3- 3  Q.^  o  S -  f-s 3 0 u \u0026lt;:_3 c  U\u0026gt;  .3 X 3 01 fl) ? 'V 3\n2 \u0026lt; TT 3 \u0026gt;\u0026lt; 2. S a' :  3 3 g  2 2.3  o 00 (D '*s7 P^i Sts- n (D * (Zf I Author of the Fear Street Series K 11 1 .* ^Si FS tw-^- 'i5' id V)  s f  05 2.  CQ : s: -'' OT    vi \u0026lt;3 o 3 0) {/\u0026gt; 2. T Q. o 3^^ 2 t = -^a-S 2. CT iS  Q\u0026gt; 'S 3  \"  Does her boyfriend j really want  takillher^  !\\, fe c   o? cg-gM   zr Q  m w og2s\njs g-g ^3\"a. -s g CT^ il 8 S.? i ' (0  I::  .$ S.S o S S'\" g - - Q -O   \u0026lt; _. a tu. 2\" o  \u0026lt;o  C CT \u0026lt;  \u0026gt;$ a-2-5g S'' r*  3-a*g ro\u0026lt;a 5lS-a,gl 9 S ' \u0026lt;3 o ', s 2\" ?    3. f'l ICs   3 a  \u0026lt;  \"s' co x-P in rs o.  -c S r*-o O m 3 5 g.  ro CT'S 3   , \" I e HfiKitllU' FWFW\u0026gt;. t Broken Date, one of A.L. 1 Stines other novels, not a part of any senes such as  \"Goosebumps\" or Fear Street. -i First Date, one of the books in Stine's series called Fear Street,\" is meant for the teervyoung adult i market, according to a sticker on the -S back of the oook. ati Bookshelf Brouhaha A popular authors works has flower power parent sowing seeds of discord. ih F By Jack W Hill Democnt-Gazene Sn'ie Wr.ter or Dee White Norton, a 1986 graduate of Hendrix College in Conway, the vers thought of censorship is repugnant. It runs counter to the free-thinking, liberal reputation of her alma mater. But the free-spirited Norton, a fan of e Graterul Dead and owner of a Volkswagen van with flower power stickers, has a problem with a book. In fact, she is UDset about a lot of books, most of them b}- one author. She is angrj-that there are books by R.L. Stine at the Pulaski Heights Elementary' School where her son. Jasper Williams. 8. is in third grade. Stine, who has become immensely popular with children and teenagers. has been churning out book alter money-making book since 1992. Stine, who developed the 'Goosebumps' and \"Fear Street series, has been called the Stephen ICng of childrens literature. .And Norton doesnt understand whv Stines books are available in the Little Rock public schools. \"I never thought I would see the day when pulp fiction became the mainstay of the public schools in Little Rock. Norton says. Ive told lasper that almost anything can be used as a drug to get kids hooked, even books. \"These books depend upon the murder and se.xual harassment of girls for their plots. This makes them sexist hate literature. If these books I depended upon the murder of k Jews or blacks or native Americans for their so-called B plot lines, then they would be termed racist hate literature and would not be available in school libraries. Norton became aware of her sons See BOOKS, Page SEArkansas Democrat gazelle   FRIDAY, .APRIL 26. 1996 CowTiyrt O uw oc\u0026gt; .\u0026lt;ewsoacefs. 4X. w Wuoiiiiuou lioiii I aye ii_ reading habits in November when he brpught home (through a give- ^.program) T.S. Hues The At-sw! vritlen by one of several 'wannabes. Norton says Attic is about teen age girl.s whohre locked in an attic and murdered by a teen age boy. Sh? took the book to the schobi's principal. Lillie Carter, wboflold her, It wont happen again. But a month later, Norton.s ire was ^nmsed again when her son brouglit home Stines Beach House. She returned to the school, voiced her complaints lo the principal and to librarian Maty Gillespie. Norton made a written objection lo the book. Alter a few days, she wa.s invited by Gillcsjiie  a fellow Hendrix graduate  to returri to the school, where the librarian had on her desk Stines book First Date. Norton could not find any of the Stine books listed in the schools card catalog, and the librarian refused to help her by providing a list of Stine's books in the library. (jillespie, according to Norton, said, Im not going lo liclp you one bit. You are a censor. When Norton tried to voice her complaints at a school PIA meeting, she says she was prevented from, doing so  shouted down in her words. Liz tucker, president of the PF Ai remembers it dilferently: f told her she was out of order,\" Luckdr says. H's not the Pl'A's re- '5 \u0026gt;* i 1 .'Jhi? ff- . -.u \u0026lt;\u0026gt; ..X h\ni I 1  Arkansas Uornocral Gazotle/MORRIS niCHARDSON 11 Dee White Norton linds herself at odds with her usual liberal statree as she lakes issue with some of the books available to her son al school. spoiisibility to pursue the issue. I Hings trilogy.) Hobbit and 'I'be Lord of the explained that bringing the issue I.n. ..F..ond Du Lac, Wis., Evans up was out of order. The PTA's role School principal Maiy Ann Mirilz is to support the school and the booled Stines books from the li-stafT, not to interfere with curricular issues. Gillespie declined to comment, referring a repoHcr to principal \u0026lt;'arter who did not return a telephone call. She referred the matter lo Suellen Vann, the LHSl) coin-mupications director. . A coinmittee at the school reviewed this and recommended that theibook .should stay on the shelf, Vapn says. As a district, we believe that a parent has the rigid and responsibility lo monitor wliat her child reads, but every parent has a different opinion. The book has been  distributed lo the school board, and if they choose to override that, they could. . Vann says that complaint was the' only one school authorities liaye had, and a committee formed to examine the book was only the second such instance since 1988. Vann says there are Stine books in dthcr Little Hock schools. Some may have been donated, and those have to meet the same criteria as those bought by the district\n'Ihe school librarian selects IxxikK based on reviews, Ixxik lists, her exafiinations of books and rciiuests IVoni staff membei'S, Vami says. Pulaski Heights houses an ele-meplary and a junior high, and the schools have separate libraries. Stine's books have created controversy in other parts of the United Slates. in Evergreen, Colo., Wilmot Elementary School principal Lariy Fayer ordered the library in Febriiary 1994 to stop circulating 42 young adult books, including Stine*.s The Hitchhiker, Hit and Hunil Ilie Babysitter and Fear Street Missing. (Also on the hit list: brary in November IDIM, complaining (hat the books are violent, Ask yourself, should a tree have had Io die /dr this?   Dec White Norton Michael Crichtons Jurassic Park,'' andfJ.H.H. Tolkiens The I \u0026lt;'  I H14 S \"PM: Arkansas 4^' Hi-. Democrat-Gazette/MORRIS RICHARDSON II Dee White Norton with two of the R.L. S^e books that have her at odds with the Little Rock School District. Arkansas Democrat azettc  TUESDAY. SEPTEMBER 15, 1998 . Report card missed mark Last year, Pulaski Heights Elementary ranked No. 24 in the Democrat-Gazette Public School Report Card, this year sliding to No. 67. Pulaski Heights is a neighborhood school. We do not receive the same funding that incentive and magnet schools receive. Of the 35 elementaiy schools in the Little Rock School District, we place 33rd in the amount of dollars per studept. We are also 24 percent above capacity. Why do so many families choose Pulaski Heights? Our school maintains a 100 percent parent and teacher membership in the PTA Our PTA raised over $20,000 last year and plans are even more ambitious this year. Volunteers contributed over 4,500 hours last year. Principal Lillie Carter has a reputation of maintaining discipline. She was chosen Principal of the Year by the Little Rock PTA Council two years ago. Pulaski Heights was named Best Elementary School by Arkamas Times this year after being a semi-fmalist the year before. Our school is racially balanced with a ratio of 51.9 percent black and 48.1 percent white and other, and we have a waiting list. We participate in the following programs, some of which are unique to Pulaski Heists and most of which depend on PTA funding: Odyssey of the Mind\nQuiz Bowl\nGeography Bee\nSpelling Bee\nmusical productions\nvisiting authors\nvisiting artists\nAccelerated Reader\nReading Is Fundamental\nScience Fair\nMath Olympiad\nJunior Great Books: Girl Scouts and Boy Scouts\nafterschool sports and fitness, dance and piano\ntutorin^mentoring\nand parent seminars. Receiving a grade D and an overall ranking at the bottom of the list of the Democrat- Gazette Public School Report Card does not give the true picture of Pulaski Heights El- ementary. SUSANT. BOR-\\E Little RockNovembe r 1 5. 2 0 0 0\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_611","title":"Little Rock Schools: Terry Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Terry Elementary School (Little Rock, Ark.)","Education--Evaluation","Educational statistics","School enrollment"],"dcterms_title":["Little Rock Schools: Terry Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/611"],"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":["235 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\nLITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL: Terry Elemehtary School GRADES: 6 K PRINCIPAL: LaPell Looper Race/Gender w/F ASSISTANT PRINCIPAL(S): Race/Gender James L. Wise B/MTABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2 . Enrollment\n- School - Special Services - Class/Course 3 . Attendance Data: - Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School PlantCIRTITISD PERBOMMEL  f PQSITIOM W H I I ..E BALE II21ALK BLACK bale. zehalk OTHER TOTAL JIAL\u0026amp; ZHAL AdlBitratQrfsl I 1 2 ClaasroMi Tchare 18 21 3 Counselorfsi 1 1 Librarian(s) 1 1 Reading (Compensatory/ Remedial) 1 1 Mathematics (Compensatory/ __Remedial)_____ 1 1 Gifted (Elementary only) 1 1 2 Speech Therapist 1 1 Other Music 1 1 Resource 1 1 0 1 4 TQTAL, 26 31 0 0 Advanced Placement/Honors/Sifted/Enriohed (Secondary Only) Of the secondary classroom teachers listed above, Indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English. History, etc! WHITE BALE ZEBALE BLACK BALE ZEHALE SLi BALE B_E_B ZEHALE TOTAL Z2ZAE The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.f SUPPORT PERSONNEL POSITION H KALE -XE.. FEMALE HA.LS 0 T MALE HER FEMALE TOTAL A g K Attendance Clerk I 1 A Custodians 3 1 4 Instructional Aides 1 1 2 Media Clerk 1 1 Nurse 1 1 Registrar 0 Secretary 1 1 Security Officer(s) 0 Social Worker(s) 0 Suoeryision Aides 2 2 2 6 Other TOTAL 8 6 2 0 2 19 The official date for staffing infomation is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.staff changes (After October 1) / Added/Deleted Certified Staff Poeitione During Current School Year POSITION Added Deleted HACK mil OTHEK Total M F M F M F G/T Teacher 1 X 1 TOTAL 1 1 Added/Deleted Support Staff Positions During Current School Year POSITION Added Deleted SS1Z5 OTHBK Total M F M F M F TOTAL Duplicate if needed.SCHOOL gWROLLWENT GRADE IllZllL a_a JIBItK 16 21 22 18 18 16 21 B.. Ji A g I riAiiB I..9 T  L TOTAL 132 PERCENT SPECIAL ED. __Self Contained 21 15 14 22 16 16 19 123 15 14 15 17 18 26 20 125 18 21 16 18 20 20 120 BKKOLLWEWT - SPECIAL SERVICES black riATiK other 60 73 15 74  72 79 84 517 TOTAL 0 T H B R K 1 2 3 4 5 6 y B I T g EKMALE 1\u0026lt;AI.K 7 1 3 2 0 1 0 1 8 0 2 1 1 1 1 3 9 Resource Room 1 1 8 2 0 0 12 Speech/Vision or Hearing Impaired, etc. 6 3 8 1 0 2 20 Indirect ____Services AGIFTBD/TALENTED 24 40 13 25 106 1 3 REMEDIAL/ COMPENSATORY TOTAL PERCENT * Include jJgliX those students who have been identified as Gifted by the G/T office and are receiving 6/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.SCHOOL GRftBE K (Elementary Schools Only) 1991-92 Terry Elementary ROOM 124 TEACHER'S GENDER/RACE WHITK PMIMCIPXL LaPell Looper nr.xj MfiT T-MMrr MAL 7 BLACK OTHER MALE 1 FEMALE 0 TOTAL 20 123 20 122 20 119 24 120 24 121 25 101 25 102 25 103 25 104 25 105 24 25 2b, F B llALE 5 5 2 K K 1 1 1 2 2 2 3 1 J A A F F F F F F F F F F   W W B W W W W W w 6 5 7 7 1 9 7 6 6 1 5 8 7 7 4 5 6 4 5 5 8 5 9 5 4 6 5 5 4 6 5 4 5 6 6 5 3 2 1 5 6 7 8 6 5 5 6 0 0 1 2 0 1 1 0 0 0 0 0  0 1 1 0 0 0 1 0 1 0 0 1 11 4 I 24 1 1 5 3 1 1  VI TOTAL 117 113 114 118 110 111 112 132 123 6 10 125 120 2b 21 26 26 28 28 28 517 F W 1 6 5 0 0 5 5 5 6 6 6 F F F F F F B W W W W W 5 6 5 1 1 1 5 5 6 5 8 9 7 5 1 1 7 8 6 7 7 0 0 0 1 0 0 8 1 0 0 2 1 0 9 Do not Include teachers of pull-out classes (apt, music, physical education, etc.). List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed. Complete and return to Planning, Research, and Evaluation office.CLASS/COURSE ENROLLMENT (Secondary Only) Please insert or have available master schedule or current print-out entitled \"Summary Master/Teacher Schedule Report - Race and Sex.\" Do not send to Planning, Research, and Evaluation office.P n O Q K AL AL AL OE TOTAL Governor's School AEGIS Bovs' state Girls' State Summer Laureate Odyssey of the Mind Math Olympiad 21 1 12 1 1 Others (Please Specify) TOTAL List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office.tCMOOLWIPB STUPPrr BOWOM/AWOPg Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade MMtg FEMALE MALE FEMALE FEMALE TOTAL PRINCIPAL 0 0 0 0 0 0 0 K 1 6 10 22 0 4 2 0 I TOTAL 2 1 8 1 2 0 1 19 3 4 5 5 2 1 3 24 \u0026lt;3 0 3 0 0 17 0 1 0 0 0 3 3 2 1 0 0 7 4 0 1 0 1 9 34 11 0 2 77 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.ICTOOLWIPB ITOPPTT BqiirT* Complete one each grading period. First Mine Weeks WHITE BLACK OTHER Honor/Award MALE MALE MALE rSXXLS TOTAL K 0 0 0 0 0 0 0 ACADEMIC 10 24 1 4 1 5 2 2 10 10 11 10 13 32 34 10 11 39 10 22 TOTAL 41 46 24 46 164 2 3 4 5 6 4 1 2 5 1 0 7 6 4 8 5 8 0 7 0 0 1 1 0 0 8 0 0 4 3 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.8CB0QLWIPB gTOPnrr OWOBl^aWMM Complete one each grading period. First Nine Weeks WHITE BLACK OTHER Honor/Award Grade female MALE FEMALE MALE FEMALE TOTAL ATTENDANCE 18 K 6 6 4 2 0 0 1 12 10 13 11 10 14 31 32 34 33 34 44 TOTAL 50 52 59 53 226 9 4 6 8 3 1 I 2 3 6 1 2 1 3 9 7 6 0 0 4 8 8 8 7 1 1 5 6 8 6 9 0 0 7 1 2 7 5 Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDE STODgMT HOlKMtS/XWMPg Complete one each grading period. Second Mine Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE FEMALE MALE FEMALE ZQTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIDB STUDENT HOKORS/XWMtPfl Complete one each grading period. Third Mine Weeks WHITE BLACK OTHER Honor/Award Grade male FEMALE HALF FgMALB MALI female TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.SCHOOLWIPE STPDBMT HOMOM/AWX\u0026amp;Pg Complete one each grading period. Fourth Mino Weeks WHITE BLACK OTHER Honor/Award Grade MALE FEMALE MALE rgWMiB MALE FEMALE TOTAL TOTAL Include the most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office.eOMIIITTBB JUL A_A IXriiQTlI BLACK BALa aclal COMltt ^nt T\u0026gt;chr Aoc CMOOL COMMITTEES/PMlEirrAL IMVOLVlMgNT orriciKi AIMAU. 1 AALA JCAAALA 1 AAIA : T B___ AAAAIiA 1 BLACK AALA JAAALA 2 AAU. UMALA UiALA ABMALA  LA AAU-lJ I e A... AALA ABI\u0026amp;UL 137 . mt.B IrHAt.M X Q T a 8 B gMtBMTB ! PATKOm Q T a B A W B I a 8 O T  B \u0026gt; 1 1 1 1 79 8 1 A 19 ent Workhop KMB SMCXLY OthT\u0026gt; \u0026lt;te: List mesbership of all school cosmitteas, including couittees composed parents/patrons, staff members, or a combination of parents and staff. v available upon request documentation concerning physical involvement. :a^ples ot such docuaentation are the VIPS' sign-in Roster, notices of various :hool functions, items of publicity about parent participation, etc. icesaary to provide monitors with a sign-in sheet of attendance at PTA etings. It is not \u0026lt;pXicat as needed. onplete and return to Planning, Research, and Evaluation office.CLUB a a jiAUL JL\nT a__ jaiAiA a k-A. MAM J JL^ EXTRACURRICULAR ACTIVITIES XJL niuu.-MAUL. JIMMil.-MAU : T a__ ranATia Ik JIALL , C K zBiiaui O T K JI\u0026amp;U_ J 1 a a JUHAU. IJt jIAUL JUL HUU-MUJL tea . jaHAU. g T JBOA. 1 a 1 BBMAt-B T9TAL lx :ripes Helpers -2. 13 _z 12 _X 11 :ud. Coun. 2. . \" T I V I T Y 2 6 4 3IjU\u0026lt;. s 1 M 1 1 K a \u0026gt; A i _____ 9 T n 1 H  O M  Q K ornciM/'f\"i\u0026gt; MiTioM B L A 1 1 X 1 1 1 2 2 1 A 0 0 I I report should include nenbershlp information, rding sponsors and officer positions. Ir*. rddi Include information In addition, include student oers of coaaittees. licate as needed. -aplete and return to Planning, Research, and Evaluation office.STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. Do not send to Planning, Research, and Evaluation office.ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. Do not send to Planning, Research, and Evaluation office.8TUDEMT8 RET AI JI ED At the secondary level include only those students retained at. .gradc level. Do not include failures of individual courses. R E T \u0026gt; I  1 B MUI GRRDE LEVEL XXHMiJL B ! R C I 0 T B 1 \u0026gt; T 0 T R JI\u0026amp;UL JSBBU- 1 1 1 2 1 1 X X X X X X TOTAL K K 1 1. 1 2 2 1 2 PERCENT i Provide the most current information BECOWDRRY 8PBJECT RRER CODRSES rRILBP SUBJECT RRER jSAd\u0026amp; WHITE Female B L R C K riMle OTHER JUlt. jlale. TOTAL Female English 7/10 English 8/11 English 9/12 Hath History/Social studies_____ Science Provide the most current information ORADURTIOM DATA FOR i0-i BCROOL YEAR (HIGH SCHOOL ONLY) TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM HF ON OF TOTAL TOTAL TOTAL Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.I9UI ygLowiiMiT - CHTIW tmn TOTAL NUMBER OF CERTIFIED STAFF Number Completing Prior to __lggl-g2 * Number Completing During 1991-92 TRAINING RELATED TO EDUCATIONAL EQUITY Prejudice Reduction Human Relations Interpersonal Cross-Cultural Communication MULTICULTURAL CURRICULUM DELIVERY Learning Styles/Modes Curriculum Infusement STRATEGIES THAT ENHANCE STUDENT ACHIEVEMENT Teacher Expectations and Student Achievement (TESA) IDEA School Improvement Training Cooperative Learning Steps to Effective Teaching Gifted and Talented Reading Whole Language Mathematics - Elementary (Secondary Subject Areas - List UnderSci. \"OTHER STAFF DEVELOPMENT\") High Scope Computer T ar Journa Program For Effective Teaching (PET) 1 cycle 2 cycles 3 cycles Assertive Discipline Classroom Management Parent-Teacher Conferences EMPLOYMENT PRACTICES Equitable Staffing Practices OTHER STAFF DEVELOPMENT (SPECIFY) Me RAT Teaching Strategies Child Abuse_______ Drug Education________ Learning Disabilities Peer Facilitation 9 11 11 13 T -1 111 2a 16 12 1 12. 16 3 5 14 12. 1 1 2 3 2 7 * To be coaploted at the end of tbe third nine weeks. SEE ATTACHED These data should be for eoapleted staff developaeat activities. Do not include staff developaeat activities soheduled for 4th nine weeks (199X1992). i/Bsr- 1 Do not send to Planning, Research, and Evaluation office.Number Completing Prior to 1991-92 Project Learning Tree Integrated Learning I Time Management_______ Self Esteem Vocabulary 1 1 T T Tawr PKVK.OPMMT - lOTPOaT BWr TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to __1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY 3 DISCIPLINE MANAGEMENT 1 PARENT/COMMUNITY RELATIONS OTHER STAFF DEVELOPMENT (SPECIFY) Red Cross Training 1 See Attached Sheet * To be completed at the end of the third, nine veeks. be for completed staff developmaat aotivities. These data should Do not Include staff development aotivities soheduled for 4th nine veeks (1991-1992). Do not send to Planning, Research, and Evaluation office.QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.P.ART I. Grade K 1 3 4 5 6 *ToLaJs \\()TL\nTerry Elementary School PKiIP.\\L LaPell Looper DISCIPLIXARY SA^CTIO^'S ISSUED - CXJt-of Schnpl I'lsrfpi IX,. 'IANACF?!EVI ' iPlTKiy Pri'( Quarter] \\ f^uports  1} f one (1) week-' '^Luuent li.-\n- ne (i\nu,ek followmo each nme-wcek Gradm\nPlease indicate the total nunber of ir i n0 Office Perj od. August 26, 1991 October 31, 1991 pensions issued by your school. 5X \"(1) BP Tot Blk (3) WM (4) kT (5) Tot t Tota Wht 7^ Total OS Susp Bl! TsT SF Tot BIK (10) T KM (U) fCndp mi 0 0 0 0 1 0 0 1 0 .CL 0 0 0 0 0 0 0 0 XnE\n0 1 0 0 1 0 0 0 0 0 0 0 0 n 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 1 0 0 1 Grand Total equals the Sua 0 0 0 0 0 0 0 0 /, 14 and 21. 0 0 0 0 0 0 0 0 kT (12) (13). Total 1/T Susp (14) BM (15) BP (16) Tot Blk aTT Uvojlpions I Code 041 (16) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Tot WF Kht (19) W Total Expulsions | Tay T Gratnd Total* _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 u 1 0 0 0 ) IPATT CL'-PLETt Haaea iijujrt *S.inctions on ICode 05) 6 F 0 total mjick 6 \"^capped Studenta wi 2 I/F 0 TOTAL UKTTE __2 Plaead on Htbound Inatnictlnn _2 0 0 0 2 0 0 0 I Ji 0 T^cse figures 1 Ji 0 Students nee to bo included in Pait I Sent lionv are not included in Part I DATA - Fl. ,........,, , r . Hie rh.irl to in.lfcifl' iHr. r'Ha-.Ti.\nnF, il,e vi.rloiiii ,.,1,,, \" -'wpli.j,. ,i. CRitND TOTAl. 8 - Disciplinary ioiicin.ns b.. HUT. ai-x nn.l i-xi.pi I,,| 'led. f ----------- f blng Expcritti, Rncf/.Scx i?r UP TotiiJ Ulu.-k Race/S\u0026lt;-x w UP Tol III Will If .-3 4-10 11-15 L^O 16-20 Total I'.'. ilOIifCNT LATA - Pla. Indicate ai  K 1 2 3 4 3 6 X-ilo an fl) 15 14 14 16 18 26 20 23 IF (2) 7 18 20 16 18 20 20 119 \u0026lt; \u0026gt; .Hid I'll.ll Ji 0 0 0 0 0 0 0 0 0 0 0 -L 0 0 0 0 0 your school - sn OffiOLLMD.T Total Black (3) UM 0 0 0 0 0 0 1 0 0 0 0 0 1 22 32 34 32 36 46 40 242 15 20 22 18 19 16 20 130 J. 0 0 0 0 1 i ' total fhrollnent by Crlc Uvel, s,,x \u0026lt;l uce. WF (5) 27. 16 15 20 17 16 19 125 Totci] Wliitf {(\u0026gt;)' OM (Z) OF (H) Tiiliil Other (')) 21 36 37 38 36 32 39 255 1 3 2 0 1 0 1 u 0 2 1 0 1 1 3 8 1 3 0 2 1 4 16 --1. ___0 0 0 0 1 T(dz\\i, rpxrr c. btrl I  ^uni td Cuhn\n_____ 23. 74 70 74 79 83 .__513____ \u0026gt;, i\u0026gt;,NAP or SCHOOL PLANT Insert a copy of the map of the school plant. ! Do not send to Planning, Research, and Evaluation office.IMT I AC 1J 1^ yje^ ObtacuC CoUR*\u0026lt; r T T T 1 t \u0026lt;\u0026gt; )ri \u0026gt; i r i- i .Ll\n1 :1 hl (I ? . *7^ x^  106 105 104 103 J KlTCrt^M a 1 107 422- f L*\"   r 102 101 Porch t 4*   COO^T\" lOO omcclClIt a a a  1 1 fiiUlL T T 1 T T I I I I I I 108 lAl c wa H 6 G 1109 [110 111 X BKRMt Its V 1 hw iniiTiT k 4 |113 1114 115 iu|n7klll6 r T X r K f 4 nni f t F\u0026gt;UXy\u0026lt;\u0026amp;Rou\u0026gt;\nr J   '    1  I I ! 'FXpi 4X__ 1J--- 1--- L 1 X Sox.iU / T * *\u0026lt;** -  ie.vA 1 fM* T. I\nJ aril' s Ji'im I nijs I ' rnni: I'.if'J i Loupt-r , Sub ject : Bi Racial Date: Jackie Moore Jennie Cooper Kir.i Jones Janice Bosquez Ann Moore ( Rita James Assfnial e Supi-i j nt Indcnl Piiricipa 1 retry t'lenientarv Sehool Coinnittee foi' 1991-92 1 2 , ! 9Q] Parent Parent Parent Parent Teacher Teacher Black/Female White/Fena!e Biack,'Female White^Female Bldck/Female White/Female To replace Carolyn Elliott (No children enrolled in Terrv School for the 1991-92 school year)(  yiVA' I To\nBi-Racial Committee Members From: Label 1 Looper, erry Principal Subject: Bi-Racial Monitoring Visit Dat e : October 15, 1991 The Bi-Racial Committee of Terry School will meet on October 23, 1991 at 8:15 a.m. We will begin in Mrs. Looper's office and conclude by 9:15 a.m. Hope to see you thenl ( LirrLE ROCK SCHOOL DISTRICT' 810 WEST MARKHAM LITTLE ROCK, AR 72201 School -.JbUxp _________ Principal ./n H I t t^'f-il,.l/Ulli/.tV. 2 1. PTA Officers Name Race k/ Gender 2Uot\u0026gt;aJ ikdkhA/^ 2. PLA Coomittee fembers Name dCtJxdouJ^ jljLLUjdnijk^ kuj/j .1^^ H k h A k Race Gender JiL -k k Id II h k- I 3. PIA toMl WMbcrahip (i^^nxKijaite) future meet Ings. to date'by Se^'ecc^S'on Black Uhltc Ocher (Please specify} 'T 'i (over)Terry Elementary P.T.A. Committee Members 1991 1992 Hospitality - Jana Hunter aT Room Mother* - Ma rc i Ha 11 A\n' Teresa Rushing / ' Landscaping - Frank Thomas lA RIF - Verna Bone \"o f\" Health Roon - Peggy Nobles yiT Pleasant Hills - Elise Argue Para Finch Campbells Label - Lisa Bruno Harvest Food - Jennifer Kidd Ophelia Dedner  Art - Jennie CooperF Safety - Robin Jones Partners - Frank Thomas \\\\h'A Janet Schwerin f Spring Festival - Nancy Moore tU r Joyce Stuart Mrs. Williams Mr. Williams Ais  4 A \"y' \u0026gt; rv\n  5^ I A ' :  '  I / I ^6\u0026lt;r lu / a 1^  c- / -k- le hyroK\u0026amp;'i JV_BlQci^ males ? K' I! ryyalo 8 ^iacCI e-i VU b/k o7^^r rO-Ce^ H l( oP -hho^c tx-^erra -hh^ pST decided -P do Pu'licr dcs-h' CUPo^-H\u0026gt;K\u0026gt;e tt-ferretl 17 a wc had on)^ -^- 6(c4w[f|y pes-had^ - (^a7(^ix{ Pdr social cducadiot^ ser0ce5(^^pft^vf^^t^\u0026gt;^fcO OuPoP 4^CU^bc\u0026lt; 15 . 3 1 JL !C U.afi'/i\u0026amp;d)-hhe. i^ea^da^'ri inalCs 0 ialiMe/nnley bl'^clC (o ol^c^/ Io I'd -f eor I There VtyCre 4^, ps-r, rrafs hrvhen J^_?)\\aci- n^alcs\u0026gt; mc(fo BiacC-k^natj. VUkk r)-h^er- r0.CC3 -Tma le^ H 1/ Qx-F ah' 4^050 rt-Grci (s -ihe pS T , \\1 T^ided T do T'Hcr dcs-h't^ Ow-l'O-P-Hose n-(^red wc had only c/OcI Cic4uflf[y y - Tr s^o/od edaoa4\u0026gt; seri^ ce5(^ peed'^^te rc T). UiH'oP -Vl^enu^Yikcr -4^'^ l^^a/^dc^o !s  -3 Ubf B-^a/Cs 0 whi^/emaley 15 . yi L bt^d\u0026lt; , z.1^ (e c4^k- / . lo I a I -IZT e6(r \\^i^0 'There redcrcals proKeei I Bbcki mcilcs Wlii4\u0026lt; mc(fo 8 6lacL-Tn:\u0026gt;^f-^ -Tyiale. H \u0026gt;1 fX^?/es Qx-f' 0^ 4^05c rx-Tra \u0026lt;5^ Te P^T decided -. do nii'-hlyCr' -psh'^ 17 A Ow-i'0-P\u0026gt;t-ferrec( VJC had onlv d3- c/bd Cd\u0026amp;ktaffy -hshd) dT s^c/bi.1 cdacadic'ik'^(/l ce5 (eofxc^'iie^c^rcp). uud- 0-P 15 , 3 J. I aalTedi-Hc fnalfs 0 whi^Te/t^dley b{\u0026lt;^c(C IcjJ' Ze' M / I 'fV/ 0\n\u0026lt;r 'The[ Vverc 75 t'le psy\nCan dredcih (e/oLAZrt /t^  _ Biacki males Wlii-k male 8 6\u0026gt;(acc4^rTa^'^^ VUk'k  ^1 e r races -+dma le^ H 1/ fX^/cs Ck/d 0^ 4d\\o^c rxdy^ra ^5^ pST 17 decided \"k\u0026gt; do Owi 0-P-Hiose re-ferrec( I [ y - educa^iO' ser^cei^speeri 4^nu\u0026gt;mbo^ -4^^ HqJ only dS- ci'al C^dbf)^ /ir S^*- ^cRftOourcej. Otc .4\"oP it\u0026gt; , 3 J. hifillCs O bt^dC , (o oi^t ( fht.a l'iio -'If 7-(^ rra. IS J' ecdr (dc)\\/j^ ' males k'k-^ pnctfo 8 Blaccdd/n^lej, VU bi'k race^ --k^ales It If [)u-^ 0^ 4^05c, iy-^crra ^5^ -ibc -p^T decided \" do w-l4\\Cr -^s-h 17 a' Ow+o-P-Hiose yt-ferrect had ohIv c^l CjC-kmfly -peshd) cducadio^^ serwce^ . ( z 4^nu/YiIxr' ^Ltfl f 1/1 ecl)d^^ iwia P is' 'S# hl/?ck^\u0026gt;g5 W ' '^' '3: Wcftogle 7^ C' ( 5 (?6tr P^r. he _/_V_BlQci\u0026lt;i )nal c\u0026amp; S ViHii-^ male 8 SiacL-P^nxIi^-^ W bi'k Phr^ I ^4 C- r rClCC3 ~P^a ks H u Ou-^ 0^ 4^050 n^ra I5 -pbc pS T decided ~ /7 Oix-I-0-P do Pui'-fdiCr -ps-h'f^] had oinly d^- Qc4uz3[f(y peshd^ y - /dr 5^\u0026lt;c\u0026gt;'ci educa-lio seriz)' ce:, (^ pee4fit i\u0026gt;(urc tj. (^4oP 'ci'ai T^ieniMYibcr 4^4 ^ua6'4ie(4,44e a-faWaori i^\u0026gt;. Icj -t Op^Cr'LR?D ORT SERVICES Fax:1-501-324-2032 Jan 20 95 10:37 P. 02/02 LiTfLE Rock School District Media Advisory Januar}' 20, 1993 For more information: Dina Teague, 324-2020 Terry Elementary School will celebrate it's 30th birthday at a party this afternoon. Members ot the Terry family, for whom the school is named, will join students and school employees from the past and present for a luncheon at noon and then will continue the celebra'Ion at a pep rally/partv at 1:00. ### ~ ) 8) 0 West Markham Street  Little Rock, Arkansas 72201  \u0026lt;501)824-2000 ARKANSAS TIMES  APRIL 21,1994\n77i At^awiis REPORTER WHITES NEED NOT APPLY At one Ui school, desegregation proves loo successful. BY JUDITH M. GALLMAN D anny Johnson wanted his son Io attend Pulaski Heights Junior High School next year, but there's no room for his son al the school liecaiisc hc'.s white. Thal's what die school told Johnson on MarcliTl whenhcweiitlopre-regislerhis 11- year-old son Jeremy for next year. It seems Ilie Pulaski llcighl.s parents and school officials have been so successful al recruiting whiles dial their enrollmenl now lunsafoulof court-ordered racial guidelines. The result is a supreme irony in a majority black school district that has struggled for years Io hold while paients. Denied admission Io Pulaski Heights, Johnson says lie is planning to buy a house in Conway and enroll his children there next year, continuing a liciid that has seen Conway explode widi whiles fleeing Little Rock. Ralph Huffman, Ilie principal of Pulaski Hcighls Junior High .School, says the school has swung from a junior high 111 nt was roughly 65 Io 67 percenl black in 1988 to a school that's 54 to 5.5 percent black now. Based on pre-regisUation figures for next year, however, the district projects the junior high will be 51.8 |icrcent black, which, the district says, means too few black students will be enrolled. The projection prompted Dr. Russ Mayo, associate supcrinleiident for desegregation, todrafi a memo saying that students who pre- rcgisleredonoi after May 14 will lie assigned by the Student Assignment Office. \"Basically, we will reserve vacant seats for black students while nonblack .students will receive alternate assignments,' Mayo wrote in the mciiio. \"Students who cannot be assigned will be placed on wailing lists.\" The memo also went Io four elementary .schools, Terry, Fulbright, Forest Park and Oller Creek, Mayo said, tx-cause all will likely slipliclowthecouil approved niiiiiminiiblack ciirolhncntiicicenlage. Jefferson doesnt meet Ilie minimum but a memo wasn't sent Ihere. The school dish ict decision is at variance, however, with the federal courts Office of Desegregation Monitoring. Ann Brown, federal monitor, saysthemini- muni black enrollment should not fall below 40 Iierccnt for elementary schools and 51 percent for junior high schools. Mayo agrees on 40 percent for elementary schools, but he insists the minimum for junior high.s is 52.5 percent. Moreimpoitaiilly, Brown believes tlie court intended Io set racial guidelines, not quotas. Mayo sees them as a quota from which the disIricI may not stray. Mayo said Ilie freeze is a temporary measure that may be lifted once the district has a clear understanding of next year.s enrollment. Though the policy ap|iears to stale otherwise, Mayo said the district does not intend to exclude while students who are rightful residents of a school's attendance lones, only those who live outside the attendance zone. But at the same lime, he says on ly that those in tlie zone will be put on the waiting list. He also says the district wants Io Ire sure all students in a school rightfully deserve die assignments. Ci \"Im told that it has not been watched as\narefully by the Student Assignment Office in the past, Mayo said. \"We cannot continue ignoring the plan or the court. Brown said thedisU id should look at other optionsbeforeexcludingwhitcpareuts.who.se loss could harm the racial composition of the whole dish id. One option is adding portable buildings.allhoughlhatsimpossibleforsonic of the schools and Mayo counters such additions iierpetuale dual education. Some school patrons, parents and teachers worry diat die policy will drive whiles Io private schools or other cides. \"There's no such thing as a school too while in Little Rock, one parent .said. But the School District has now ruled odietwise. And the result may be at least two more transfers to Conway.  PERCENTAGE OF BLACK STUDENTS ANTICIPATED Pulaski Heights Junior High School 51.8 percenl Terry Elemenlary School 39.9 percent Fulbright Elementary School 43.1 percenl Forest Park Elemenlary School 39.2 percenl Jefferson Elemenlary School 40.4 percent Otter Creek Elementary School 44.7 percent If pre-registration enrollment figures for the 194-95 school year for the above Little Rock schools hold true, these schools could end up with too few black students, which is why additional white students aren't being enrolled temporarily. The percentages indicate what percentage of the student body is expected to be black. Elementary schools cant have fewer than 40 percent, but the bottom limit for junior highs is in dispute. The district sets the limit at 52.5 percetit\nthe Office of Desegregation monitoring uses 51 percent.Arkansas Democrat (^azc^ THURSDAY, MARCH 14, 1996 ! ------------------ j Teen with lancet j stabs 10-year-oId ! A 13-year-old Terry Elemen- tary School student stabbed a 10- year-old in the hand with a lancet Tuesday afternoon on a bus ride home from school, police said. The school bus (friver reported the incident Wednesday morning to Terry Elementary Vice Principal Susan Beard, police said. Be^d told police the older student is diabetic and uses the lancet every day for blood tests. She said the school was notiiy- mg the younger pupils parents about the stabbing Wednesday The 13-year-old did not give the lancet to the bus driver, police said.Arkansas Democrat '^O^azelLc [ B WEDNESDAY, SEPTEMBER 23. 1998 LR girl, 10, abducted ' from elementary school Police question man who claims to be father BY JIM BROOKS ARKANSAS DEMOCRAT-GAZETTE Little Rock police are investi- gatii^ the Tuesday afternoon abduction of a 10-year-old girl from Terry Elementary School in west Little Rock, a case they believe is linked to an ongoing custody dispute. Police were still searching for Versie Starmisty Williams early Tuesday evening and took into custody a man who claimed to be her father. Shortly before 1 p.m. Tuesday, Darmy Lee Williams, 45, of 206 S. Park St., Apt. A, arrived at the school at 10800 Mara Lynn Road with three women to check Versie out of school. During a disturbance, the three women grabbed the girl and ran from the school. School officials told police the girl cried as the women led her across the street. The women stopped to use a telephone at a business at the intersection of Markham Street and Shackleford Road, police said. Police said the state Department of Human Services had recently placed the girl in foster care. Williams told officers that he was the girls father. He was taken to police headquarters, where police questioned him Tuesday night Williams told police he di\u0026amp;it know the women were going to take the child and that he only knew one of them. Police searched the area, but were unable to find the girl or the woman Williams knew. School officials sent a letter home with students. The letter, signed by principal Nancy Acre, told parents proper security measures were in place when the abduction occurred. The letter said. Today, at the end of intermediate recess, a custodial situation which involved one of our students occurred at our school. Some adults with whom she formerly resided removed a student from the school. This abrupt action occurred within view of our fourth grade students. We want the parents to know that this was basically a domestic dispute, Acre wrote. All safety precautions were taken: all adults were supervising appropriately, and no other child was involved. FRIDAY, FEBRUARY 25, 2005  -Terry Elementary principal named ARKANSAS DEMOCRAT-GAZETTE The Little Rock School Board appointed Becky Ramsey as principal of Terry Elementary School during its meeting Thursday. Ramseys appointment will be effective as of Wednesday. Ramsey has been interim principal at Terry since the beginning of the 2004-05 school year. She was previously assistant principal at Rockefeller Elementary and Stephens Elementary, both in the Little Rock School District. 1\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_572","title":"Little Rock Schools: Watson Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991/1994"],"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","Watson Elementary School (Little Rock, Ark.)","Education--Evaluation","Educational statistics","School improvement programs"],"dcterms_title":["Little Rock Schools: Watson Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/572"],"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":["66 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\nRECE/VE^D ' 5 1991 LITTLE ROCK SCHOOL DISTRICT SCHOOL PROFILE 1991-92 SCHOOL\nWATSON ELEMENTARY GRADES: 6 K PRINCIPAL: DIANA GLAZE Race/Gender W/F ASSISTANT PRINCIPAL(S): Race/Gender ANNA J. TATUM B/FTABLE OF CONTENTS 1. Personnel: - Certified Staff - Support Staff - Staff Changes (After October 1) 2 . Enrollment: - School - Special Services - Class/Course 3 . Attendance Data: - Certified Staff - Support Staff - Students 4 . Extended Educational Programs 5. Honors/Awards (Schoolwide) 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 12 . Staff Development Activities - Certified Staff - Support Staff 13 . Quarterly Discipline Management Report 14. Map of School PlantCERTIFIED PERSONNEL POSITION WHITE I BLACK MALE FEMALE MALE FEMALE OTHER MALE FEMALE TOTAL Administrator(s) / / classroom Teachers U S 0 Counselor f s) Librarian(s) / Reading (Compensatory/ Remedial) / I Mathematics (Compensatory/ Remedial) I Gifted (Elementary only) I Soeech Theraoist I I L Other I I L I TOTAL  A 6% W. 7  Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etc) WHITE BLACK MALE FEMALE MALE FEMALE OTHER MALE FEMALE T O T A L TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.SUPPORT PERSONNEL WHIT E POSITION BLACK MALE FEMALE MALE OTHER FEMALE MALE TOTAL FEMALE Attendance Clerk Cafeteria Workers L / Custodians L 2 Instructional Aides Media Clerk 1 / Nurse L I Registrar Secretary Security Officerfs) Social Worker(s) Supervision Aides 3 f Other TOTAL 4 The official date for staffing information is October 1, Tb+Cl 1 1991. 2 to '3^ 161^ 1  S'STAFF CHANGES (After October 1) Added/Deleted Certified Staff Positions During Current School Year BLACK WHITE OTHER POSITION Added Deleted Total M F M F M F TOTAL I Added/Deleted Support Staff Positions During Current School Year BLACK WHITE OTHER M POSITION Added Deleted F M F M F Total TOTAL Duplicate if needed.p SCHOOL ENROLLMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE Al FEMALE ll 21. OTHER MALE e\u0026gt; FEMALE TOTAL Ih- 3o i. u. u. TOTAL PERCENT :u. J:^ 3i.l1 i.A/ ENROLLMENT SPECIAL SERVICES WHITE OTHER MALE FEMALE MALE FEMALE MALE FEMALE SPECIAL ED. Self Contained TOTAL  Resoxirce Room ui % I L 6 d d 5^ B L A C K\u0026gt; w Speech/Vision or Hearing Impaired, etc. I Indirect Services GIFTED/TALENTED I. 33 11 REMEDIAL/ COMPENSATORY TOTAL PERCENT A Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Comnletp and rptnrn tn Plannino. Pncnp-rrb And Fxrnlimt--?CLASS ENROLLMENT (Elementary Schools Only) 1991-92 t i I i SCHOOL /cr\\ VnitlClPAl, I. eAQCi I i I I I I GRADE ! I 1 ROOM ISA Ilk. lib M- jik TEACHER'S GENDER/RACE WHITE CLASS ENROLLMENT BLACK 72S^ L 1 125 IKL kl. ! bl? IC\u0026gt;S 7 F 2 2^ I'sy jik p F 2k W kL 37 V/ 3k 3k 8 \u0026gt; IV ~7 ~7 W MALE / F k. 3- L 2, 6 3 FEMALE 3 hL 6 7L 2 TOTAL MALE -r 7 2 k 3- k  9 !2\u0026gt; -2 /\u0026gt; LL Lk /\u0026amp; O! FEMALE _22_ JL- kL_ U L2 i -2 2 9 k 7 I \u0026lt;3 OTHER /-/\n5 MALE FEMALE AC J! i TOTAL 17 27 Ai 3.5 'i iL  / t (i) 7 -2. I 2 \u0026lt;! 2? 7 /Zfl 2. I Do not include teachers of pull-out classes (art, music, physical List each class separately. education, etc.). The official date for enrollment data is October 1, 1991. Duplicate if needed. W A i iCLASS/COURSE ENROLLMENT (Secondary Only) Pinsert or have available master schedule or current print-out entitled,\"Summary Master/Teacher Schedule Report - Race and Sex.\" A Do not send to Planning, Research, and Evaluation office.ATTENDANCE DATA Please insert or have available current attendance data for: Staff - Certified - Support Student Provide most current student data, including withdrawals by gender, race, and grade level. I On n n t Qpnd tn Planninn. Ppanarrh. and Fvaliintion nffir.p.11 n I J un LLLIIbNiAKX Ueek of S 1 qn-i n-sheet MOM TUE . 1OO~ Kai-on Worshetfr In/Out iln/Outi J^ED... TIIURS In/Out I In/Out [ ... I T I 5th 101 Phyllis Johnson 3 6 th \" 102 Rebecca Chambers I I 5 th \" 103 Luverda Clay I I 6th \" lOA Jeanette Robinson -- _ ________ I 5 th \" 105 Elaine Anderson i L. I i I 4th \" 106 Jana Wells 4th \" 107 Linda Corrigan ---------1------ zlL-. ----------i..._ i Music sth \" 108 Jimmy Purifoy 109 Nancy David I ... I 110 Carolyn Picke11 I Comp 111 Susan Burris -.-j-------- I I F R . _ 1 n/o\" Media Mathlab Math- ' lab 112 113 Sandra Hinson Janet Adams ------------ I 4 1st Cr. 114 Mary Biisii JL\n3 116 Pam Jones 5_I___ 1st  117 Alisa Gray 3 K 118 Ruby Jackson 1st \" 119 Joyce Watson L c\u0026gt; ---------1 . (I 120 Sara Brown Sp Ed 121 2nd Gr Ruth Berry Karen Ditto J 2nd \" 123 Marl'ene Bratton 2nd \" 124 Jeanette Nail 3 3rd \" 125 Brenda Harper O 3rd \" 126 Carole Austin 6 Counselor Margaret Dawson. Dale Ann McClellan --------- T S.paegh / Susie Wheeler I G/T. Mary Ann Forrest I --------- Reading John Burgin Aides Cynthia Wilkins Pam Essary Erma Tate Elizabeth Brooks -07^ - /______ \u0026lt;7_____ c\u0026gt; P . ' E .  Robin Hinson- I i i i---- I I 1. I  I____ I I I I I I- t  I -^J___ I I I I I I I I I ____L I IRESIDENT STUDENTS NINE WEEK'S ATTENDANCE REPORT WAtson Elem. SCHOOL Yearly EnrolIment Grade B G UNGR 1 11 5 2 9 13 3 5 7. 4 6 6 5 6 8 6 Kinder- 8 7 garten 5 1 RESIDENT STUDENTS .....Wats.on----- SCHOOL Yearly EnrolIment Grade B G UNGR 1 31 22 1 3 4 5 6 Kindergarten 22____ 26. 11 34 22 37 26 18 35 21 33 33 LITTLE ROCK PUBLIC SCHOOLS TRANSPORTED PUPILS Dr. Diana GlazeA?^ PRINCIPAL 9-Weeks EnrolIment (2) B G 11 9 5 6 6 8 5 5 13 7. 6 7 1 No. of Days: 45 10/31/91 DATE Days Absent (3) 18 44 4 J8 22. 22 30 Days not on Roll (4) 0 35 0 5] 12 22 LiniE ROCK PUBLIC SCHOOLS Current Wi thdrawals (5) B G 1 0 0 n. 2 2 NON-TRANSPORTED PUPILS Dr PRINCIPAL 9-Weeks EnrolIment (2) B G 0 0 0 I jQ. 2 2 Diana Glaze 2L ____71___ 27 34 22 37 26 ._32 ...___Ik.___ 18 35 22 33 33 Previous Wi thdrawals (6) 0 0 0 n H 2 2 No. ol Days: _41 10/31/91 DATE Days Absent (3) 1A2 ___ 22 67 92 2A 113 111 Days not on Roll (4) 112 16.3 147 212 261 115 298 Current Wi thdrawals (5) B G A 2 1 1 2 2 1 2 5 1 3 2 0 5 Previous Wi thdrawals (6) .2 .0. 2 0 2 0 EXTENDED EDUCATIONAL PROGRAMS PROGRAM GRADE BM BF WM WF OM OF TOTAL Governor's School AEGIS Bovs' State Girls' State Summer Laureate Odyssey of the Mind Math Olympiad A ~1 .1 2 -t L o others (Please Specify) I /ci TOTAL 3\" Jfi. ~7 lL 1 I U 3.9 II o /3% ^I'/e \u0026amp; o ^7 U List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office.t'a\u0026amp;brooni BeerW . Tp-Vpr_____________ br\\A4-o.-fsi3^ Rii^ce- ::'nTwxn limos Pm . TJ. 'BtooKs \"Vi-BPctny \\'J(x:A5 lA/crUcTA VJoteon VBtHo DidVo ll'AO-aiao r.40- aiao I'.40- 0:00 I'.SLO - UM-o Davs Mi-F M'F A^-F A4-F ^obinssrn . -Hamberg , \\Q\u0026gt;j Com Rqn/ Kcimpbe^l Kci'^ioa VJkiVcx l.'VfH i^'i- ne- XC HcMriF\" Vi cKi Sor'^ Mary SxH /A I/)!'' Cheryl Rxhe\\ 6o\u0026gt;14F ' I/Ji Nobles RebetenK VVilscnn iaji'' Co.Lxirmef' Hcxl\\ BP BrctrHun A^sVin VAorpsf 1'40- a 1'^0 1030- IV-OO lono-Bioo \u0026lt;4146- 1014-0 S.30-4\n5-0 S'.So-qi-ao a\n'4o-3.io 1:4o-A'.ao .r\\ Brandcm Homphm/3/''- \\/\\)odscn Ti-FCney Greer ded^ Keizer VvierssvA . CoixHnc^^ vBreoVs 'Tneh Rjucbcxnsm /\\rhY\\ BlovM B\u0026gt;sx-r''icK HetCard d/''\" Brandli Greer i-ferelle RoIoahsob Srtston \u0026amp;rc5v-3Oi )chiO5on EW'obV HCLII DtHo hxuoson NoLi\\ Afmrdcc L44Upagc\u0026lt;'Hxi,l I'.qo- i\n4S- a.'Sio ([Uo- a:c\u0026gt;o i\n4o-^\noo 2\n3C\u0026gt;-\u0026lt;3\\:c\u0026gt;c\u0026gt;_ (.\"Ao- ii:oo \\o:4o- u\n\\o 10:40-n HO -3'30-^1'40 id\nAo- B 3 0 8:io-S'.4o i\nao- 11'40 1 lao- 1140 IVmrHceCS l^b/'iri Ccoley /?/.\" i\u0026gt;undjn 6odcF/3 CoSsSj Clcxrk M Ncu\\ fero^rVoTH 10'35\" ^.ac- ^0100 I i wru i5 8 f= A4-F M-F M-F AITu MWTFF W Nervday A1-F A-1 Tu~VbF TTHTr TuTh Pr MWF AIWF -TTH Tla Jla - pri Tu - Fri F Th Wf VVF WF 1a/F Monday ^fSCHOOLWIDE STUDENT HONORS/AWARDS Complete one each grading period. First Nine Weeks WHITE Honor/Award Grade BLACK MALE FEMALE OTHER MALE FEMALE MALE FEMALE TOTAL / Scholarship Citizenship -t- Attendance  4^ -It- tL TOTAL 7^ 2^ most current information, i.e., scholarship, citizenship, athletic honors/awards, etc. Do not send to Planning, Research, and Evaluation office. /z\u0026gt;COMMITTEE WHITE MALE EMPLOYEES FEMALE BLACK xMALE FEMALE iracial Committee arent Teacher Assoc SCHOOL C0MMITTEE8/PARENTAL INVOLVEMENT OTHER WHITE PRRENTS / PATRONS BLACK OTHER WHITE OFFICERS BLACK MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE MALE FEMALE LA MALE / a. FEMALE OTHER HALE !FEMALE a a \u0026amp; IPS. arent Workshops lease Specify others) Mota: List membership of all school committees, including committees composed of parents/patrons, staff members, or a combination of parents and staff. Have available upon request documentation concerning physical involvement. Examples of such documentation are the VIPS' Sign-in Roster, notices of various school functions, items of publicity about parent participation, etc. necessary to provide monitors with a sign-in sheet of attendance at PTA meetings. It is not Duplicate as needed. omplete and return to Planning, Research, and Evaluation office.September 4, 1991 To: James Jennings, Asst. Superintendent for and Program Development Desegregation Monitoring From: Through: Dr. Diana Glaz^^: Asst. Princpal - Watson Elementary School Principal - Watson Elementary School Subject: School Biracial Committee The biracial committee for the 1991-92 school year is as follow: Mary Lawson - Janet Adams Ruth Berry Dale Hendrix Teacher Teacher Teacher Parent William Morrison - Parent William Hunter Patricia Nunn Parent Parent Paula Thompson Parent S e C-. Tentative meeting dates: * September October November December January February March April 24 25 19 M. 21 24 24 If ZfUd 4-: *Time 4:45LITTLE ROCK SQIOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 School Principal 1. PTA Officers Name Race Gender J P/d Iz l-f-x) TT^  nn'iz(rt~ /^ori/i.1^01^ \u0026gt; 'ic c o ot^EL'i AJuiOkJ \u0026amp; 1. PTA Committee Itembers Name Cor.mittea Race Gender - 1//I/OS-S5/9 El hjLJlQLILl:.Q^ Fu/0hliPilSIAJ6- jpyee__ E. A. h! E- E 3. PTA total membership (approximate) to date by race futirre meetings. Keep records on Black hhite Oty-,- (Please specify) (over)4. PTA meeting dates for 1991-92. September / December /y - /i - ! March October January April Nov^ber February I MayCOMMITTEES Sunshine/Hospitality PTA Board Joyce Watson 2. Jimmy Purifoy 3. Phillis Johnson 4, Ruby Jackson 5, Carole Austin 1. 2. 3. 4. Anna Tatum Diana Glaze Laverda Clay Carole Austin BCC Student Council 1, Janet Adams 2. Linda Corrigan 3. Nancy David 4. Elaine Anderson 1. 2. 3. 4. 5. Science Fair 1. Martha Couch 2. Jana Wells 3. 4. Key Communicator 1. Pam Jones Math Olympiads 1. Mary Ann Forrest Readers Theater Newspaper Club 1. 2. 3. John Burgin' Brenda Harper Beckie Chambers 1. 2. 3. John Burgin Grade Level Chairs Biracial Committee 1. Mary Lawson 2. Ruth BErry 3. Janet Adams 4. 5. 6. 7. 8. 9. K. 1. 2. 3. 4. 5. 6. 7. 8. Sara Brown Alisa Gray Karen Ditto Margaret Dawson Linda Corrigan Phillis Johnson Rebecca Chambers Robin Hinson Cynthia Wilkins Storytelling G/T Building Committee 1. 2. 3. 4. John Burgin Sandra Hinson Diana Glaze' Pam Jones Future Teachers 1. 2. 3. 4. 5. 6. 7. Mary Ann Forrest Dale Ann McClellan Anna Tatum Diana Glaze Alisa Gray Jeanette Nail Susie Wheeler 1. 2. 3. 4. John Burgin Dale Ann McClellan Diana Glaze Leverda Clay Rewards Committee 1. 2. 3. 4. 5. Marlene Bratton Sara Brown Karen Ditto Jeanette Robinson Margaret Dawsont C T I V I T Y 0 R g CLUB extracurricular activities W H MALE 112- tl'ON L I T E FEMALE 3 MB M B E R 8 H BLACK MALE O 3 f o E\u0026gt;. FEMALE _2Z_ 7X- 3 (22 II. a IL- OTHER MALE 2L C2 7^ o W H FEMALE MALE o a : T E FEMALE SPONSORS BLACK MALE lx FEMALE X2. OTHER MALE c) FEMALE o H ItALS OFFICERS/LEADERSHIP POSITIONS : T E FEMALE BLACK OTHER T MALE FEMALE MALE FEMALE TOTAL i // L2^ TOTAL / X2 I X ^1% k I 1% i / I Xuhfi\" 3S% I3H\u0026lt; o?% 7- is report should include nembership information. garding sponsors and officer positions. .Tubers of committees. Include information In addition, include student plicate as needed. jmplete and return to Planning, Research, and Evaluation office.C-ass Seating Chart c Form 22 Pfss . D\u0026amp;bbi'c l^yn-\u0026gt; ' U/ilsoG 5. Lana Can+re11 'iL [re^. Vic-k-'t Sory I iisioron ~Ta.r\\^(i, i^a.r'ri'S i (^rishpher Sa^ 'T(riHer~' (Lhris-l-en hr^sar^ Pl-  Sho- Dq.\\/i-S \\a/, yd [fL H i J i I ! ! I I i Oofrfcti Wat-bn Uctne S-f-ravZ_____ Toya Kobinson kIi^ssioo, f{a\\^ \"Tiffln-ecj Greer- \u0026amp;cn e i s I e r\" ^ontjg. fX^en K^Cnrt'^-k: Jctc-kson Jgnglle- T?ob\u0026lt;nson dosh Nevj-ell LQ-k.\nshQ- ~n-Ff'an^ WobS-S e// kfrf5 Purphy Ka.4in4 WniT-e, ~s E 3\u0026gt; olEi I j\nI- E I I I /Vp ff\\ t. p I Mu I I rdP I T I i I 1 ^Lishm eer'S r!/)?! r lEI a T ! T H U j I i ! I 1 1 I I I I i I 4 i I T I I  I - i ISAFETY PARTOL / Roshawn Green BM Steve Milam WM Allen Pace WM y Raymond Brock BM Mary Holmes BF Caleb Clark WM / Matt Pace WM Eric Vaughn BM Bridgette Piggee } Cheryl Hughes WF Anthony Sperry WM ) Issac Perry BM BF /J Lana Cantrell WF Chris Murphy BM Paul Littlepage WM j Cora Ray WF n Rachel Smith WF / i Genita Johnson BF *' ( Laquisha Aaron BF c 4 .WF I Krystal Thompson BF / Sean Cohns BM ? Mohammad Cushmeer BM ** Courtney Rodgers WF 7 Andre Lewis BM O Latrecia Rice BF /a io STUDENT ACHIEVEMENT/ASSESSMENT DATA Please insert or have available the reports provided by the Planning, Research, and Evaluation Department. cr-:/KasaatKfiKmti MAI'b METROPOLITAN ACH!EVEMENT TESTS SURVEY 1  BUILDING SUMMARY (ii Sf lOL WATSON ELEN SYSTEM LITTLE ROCK SCHOOL D NUMBER GRADE 1 FOR LEVEL PRIMARY I TEST DATE A/RI form M mAT6 norms PROCESS NO 133-00-900070-032 1.7 WATSON ELEM VOCABULARY WORD RECOGNITION SKILLS READING COMPREHENSION mathematics: CONCEPTS TESTEDy IE AN MATHEMATICS: PROBLEM SOLVING MATHEMATICS: COMPUTATION SPELLING LANGUAGE SCIENCE SOCIAL STUDIES TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE TOTAL BASIC BATTERY TOTAL COMPLETE BATTERY 64 65 65 65 65 65 65 65 65 64 64 65 65 64 65 J IRL SUMMARY N PREPRIMER 1 PREPRIMER 2 PRIMER GRADE 1 GRADE 2 GRADE 5 0 IS 0 25 10 5 0 IS 8 0 J .4 VOCABULARY ' B ' B4 : B5 I 86 iC , C2 ' C5 I C4 iC4-01\nC4-02 IC4-05 Io I DI  02 I E\nEl-01 El-02 El-04 462 506 500 509 505 465 468 514 527 522 495 491 495 491 499 NATL PR-S .54-4' 51-4 59-4 ftl-5 51-5 48-5 41-5 50-4 29-4 32-4 52-4 4'6-5 55-4 36,-4 55-4 NATL NCE ^1.0 39.5 0^.3 \u0026lt;^5.2 50.6 \u0026lt;i9.0 45.3 39.2 38.5 40.1 40.2 47.7 40.7 42.7 40.9 MDN GE 1.4' 1.4 1.5 1.5 1.5 1.7 ... K.e K.9 1.1 K.9 1.5 1.7 ~ 1.0 1.5 1.5 J \u0026lt; 1 I NATIONAL 2 I J i A I S T A N I N E 5 3 I 6 i BANDS 7 I 8 I 3 NO. TtSTEDy Y. IN EACfL 64 SO 59 \u0026lt; MICH ORDER THPriNC SKIlTs^ LOH N 15\nZ 23 SUMMARY AVERAGE N 41 64 HIGH N\n8 15 J IML SUE1ARY GRADE K GRADE 1 GRADE 2 GRADE 5 IRREGULAR PATTERN N IS 20 55-51 18 1 0 28 2 0 WORD RECOGNITION SKILLS PJx\u0026gt;ncme/Grapheme: Consonants Phoncmc/Grapheme: Vowels Word Part Clues READING COMPREHENSION Rebus Sentences Stories Literal Comprehension Inferential Comprehension Critical Analysis (Draw. Conclus.) MATHEMATICS: CONCEPTS Numeration Geometry \u0026amp; Measurement mathematics: PROBLEM SOLVING Add Basic Facts Subtract Basic Facts Add/Si-rfatract No Regrouping Listen Read Choose Solve 65 65 65 65 opvfiijht 19ft4 by Harcourt Brace lovanovich. Inc AU RIGHTS RESTRVU) 4iiili\u0026gt;d ii (hi. tJ S A 51 49 57 17 65 45 57 77 ri, J 8 6 6 F Fl-01 Fl-02 Fl-04 Fl-os MATHEMATICS: COMPUTATION Add Basic Facts GiAjtr.ict Basic Facts Add/S:Astract No Regrovping Add/StAtract with Rogroeping NO. TtSTEo: Y IN EACH 65 22 26 25 15 65 62 54 52 54 22 as- 17 40 25 51 14 25 29 25 20 20 26 20 68 71 75 66 66 57 65 9 0 0 14 14 17 IS G 61-01 Gl-02 Gl-05 SPELLING Grado 1 Grade 2 Grado 5 65 55 54 26 25 45 48 48 54 22 18 26 25 28 58 52 18 25 18 29 55 51 29 51 22 so 58 52 57 42 42 42 45 49 51 14 9 25 25 25 29 25 28 28 20 28 H Hl H2 H5 K4 J JI J2 J5 K KI K2 K5 K4 KS LANGUAGE Listening Comprehension Punctuation t Capitalization Usage . Written Expression SCIENCE Physical Earth A Space Life SOCIAL STUDIES Geography Economics History Political Science Human Behavior 65 65 64 57 54 40 17 45 42 57 25 55 44 28 5 42 28 58 54 57 52 75 29 9 29 8 8 28 48 51 65 55 47 64 78 28 72 58 11 12 12 9 9 8 17 50 0 25 BBHaaiBR /ThTEIE rSYCnOl.OGICAL CORPORATION W I I .\\ II) '( M 'PT PI? -r I. \" ..........MATh) METROPOLITAN .ACHIEVEMENT TESTS SURVEY on 1 BUILDING SUMMARY M Sf 'OL WATSON ELEM SYSTEM LITTLE ROCK SCHOOL D GRADE LEVEL 2 PRIMARY 2 TEST DATE A/91 FOR FORM L MAT6 NORMS fiOCTSS NQ J3irl)!lr3OO87TrJ)3i 2.7 WATSON ELEM r NUMBER VOCABULARY WORD RECOGNITION SKILLS READING COMPREHENSION mathematics: CONCEPTS mathematics: PROBLEM SOLVING mathematics: COMPUTATION SPELLING LANGUAGE SCIENCE SOCIAL STUDIES TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE TOTAL BASIC BATTERY TOTAL COMPLETE BATTERY 6 64 6 6 6 6 64 65 64 64 64 6 64 63 63 MEAN aSS 540 656 550 565 556 557 547 580 556 556 548 552 566 551 551 NATL NATL -gRrS NCE 40- 44.6 51-4 39.8 39-4 44.0 bb-h 58- 54.0 59- 55.0 48- 52- 40- (.49.-E b'i-t 50-5 46'i 45- 49.1 51.0 44.8 46.9 42.2 57.0 50.1 48.1 47.1 MDF 2.2 2.0 2.2 3.0  Z.l 2.8 2.6 2.6 2.0 2.1 2.1 2.9 2.6 2. 2. 1_E -N-Jt-T I Q N A L 2___i 3  4 3_1 i S T A N I N E i J BANDS 7 i .fl__L 3. r IRL SUMMARY PREPRIMER 2 PRIMER GRADE 1 GRADE 2 GRADE 3 GRADE 4 GF 5 N 0 6 16 0 9 25 I A VOCABULARY \u0026lt; HIGH ORDER THINKING SKILLS^ LOH N : 16\nZ 25  3 SUMMARY AVERAGE N 40 65 HIGH N 8 Z 13 IML SUMMARY N 16 4 3 25 6 5 (J\nIN EAch NOs TESTEPy 6 29 SE 1 B B4 B5 B6 WORD RECOGNITION SKILLS Phoneme/Grapheme: Consonants Phoneme/Grapheme: Vowels Word Part Clues 64 4 54 SO 53 44 41 38 48 11 2 13 19 r Fl-05 Fl-0^ Fl-os Fl-06 C j C4-01 I C4-02 . C4-03 i READING COMPREHENSION Literal Comprehension Inferential Comprehension Critical Analysis 65 29 5 2 29 57 51 62 57 14 14 14 14 G Gl-02 Gl-03 Gl-04 D  01 : D2 mathematics: CONCEPTS Numeration Geometry \u0026amp; Measurement 6 6 9  66 6 74 26 26 22 H Hl H2 H3 H4 { E \nEl-03 El-04 El-05 MATHEMATICS: PROBLEM SOLVING Add/Subtract Bas^ Facts Add/Subtract No Regrouping Add/Subtract with Regrouping 6 8 11 6 17 66 62 74 45 26 26 2C 40 J JI J2 J3 I i i Listen Read Choose Solve 9 6 6 12 72 68 74 62 IB 26 20 26 K KI K2 K5 K4 K5 1 hnHsaan n GHB   fpsriiihl ' by H.ircourt Krtite lovanovif h Irx' All KKiH IS Kf SJRVl D Pn-.-.l ,n ih.. USA GRADE 1 GRADE 2 GRADE 3 GRADE 4 IRREGULAR PATTERN mathematics: COMPUTATIOtl Add/Subtract Basic Facts Add/Subtract No Regrouping Add/SubEract with Regrouping Multiply/Divido Basic Facts SPELLING Grade 2 Grade 5 Grade 4 LANGUAGE Listening Comprehension Punctuation \u0026amp; Capitalization Usage Written Expression SCIENCE Physical Earth K Space Life SOCIAL STUDIES Geography Economics History Political Science Human Behavior Jgl^JESlO^ 65 64 65 64 64 7 6 21 32 6 0 9 32 49 9 0 IN EACI^ 15 8 9 34 12 55 92 42 40 65 29 0 49 26 23 22 20 22 17 58 42 66 70 20 38 15 13 20 20 12 25 23 60 45 54 51 68 20 35 34 25 9 31 22 36 20 22 22 23 27 25 25 58 70 55 61 61 55 67 53 47 55 11 8 9 19 17 23 9 20 28 20 /(hTIIE PSYCHOLOGICAL CORPORATION \u0026gt;11 I IPCT'll -RT ni? Afi\nIl AVI V| AA'II- I I lA'i 'I A\\'ll- I I IX'IADMINISTRATIVE SUH. Hetropolitrn Achievement 3-6 The test norms used to prepare this report are part of the Metropolitan Achievement Test: 6th edition. Copyright 31985 by The Psychological Corporation. TESTPAK* Little Rock School District TEACHER SCHOOL : 52 - WATSON FORM : L LEVEL: ELEH GRADE: 3 SPR PAGE 1 DISTRICT : LITTLE ROCK SCHOOL DISTRICT FILENAME : 03LRSO91 TEST DATE 04/15/91 RUN DATE 05/17/91 VOCB WORD READ TOIL HATH HATH HATH TOTL SPEL LANG TOTL TOTL SCIE SOCL COMP RESR RECG COHP READ CONC PROB COMP HATH LANG BATT STUD BATT SKLS NUMBER OF STUDENTS 62 62 62 62 62 62 62 62 62 62 62 62 62 62 62 62 SCALED SCORES MEAN MEDIAN STD DEV 582 587 52 572 567 39 582 570 43 579 571 38 580 581 34 578 568 44 567 568 37 575 570 35 596 602 48 593 596 35 592 594 33 579 574 32 563 560 34 570 569 30 576 571 30 569 563 32 HEAN SCORES / SCORES DERIVED FROM MEANS PR S9 NCE 37 24 34  4 30 4 50 ' 5 47 39 45 56 45 5\"4....- 5 - 5 5 49 5 38 4 32 4 40 5 36 4 40 5 42.8 35.1 41.4 39.0 50.0 48.4 44.1 47.3 53.4 47.2 49.2 43.4 40.1 44.8 42.6 44.5 4 4 QUARTILE 3 75X OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 616 61 6 603 48 5 616 62 6 608 55 5 609 79 7 610 74 6 589 61 6 601 74 6 631 81 7 614 67 6 613 71 6 603 65 6 578 51 5 591 64 6 596 61 6 594 67 6 55.9 48.9 56.4 52.6 67.0 63.5 55.9 63.5 68.5 59.3 61.7 58.1 50.5 57.5 55.9 59.3 MEDIAN SCORES QUARTILE 2 50% OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 587 567 570 571 581 568 568 570 602 ,596 594 574 560 569 39 4 21 3 26 4 24 4 51 5 38 4 40 5 39 4 61 6 48 5 51 5 32 4 29 4 38 4 571 31 4 563 33 4 44.1 33.0 36.5 35.1 50.5 43.6 44.7 44.1 55.9 48.9 50.5 40.1 38.3 43.6 39.6 40.7 QUARTILE 1 25?! OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 559 20 3 543 9 2 549 14 3 548 11 3 555 24 4 548 22 3 542 18 3 551 20 3 567 32 4 569 21 3 570 26 4 558 17 3 538 11 3 550 20 3 554 15 3 547 19 3 32.3 21.8 27.2 24.2 35.1 33.7 30.7 32.3 40.1 33.0 36.5 29.9 24.2 32.3 28.2 31.5 NATIONAL GRADE PERCENTILE RANGES NUMBER OF STUDENTS 76-99 51-75 . 26-50 1-25 11 7 20 24 3 9 14 36 PERCENT OF STUDENTS 10 9 12 31 7 11 12 32 16 17 12 17 15 9 21 17 7 17 16 22 15 12 16 19 16 19 16 11 13 15 17 17 14 18 15 15 12 9 16 25 9 10 15 28 13 7 21 21 11 9 16 26 10 8 22 22 76-99 51-75 26-50 1-25 18 11 32 39 5 15 23 58 16 15 19 11 18 19 50 52 26 27 19 27 24 15 34 27 11 27 26 35 24 19 26 31 26 31 26 18 21 24 27 27 23 29 24 24 19 15 26 40 15 16 24 45 21 11 34 34 18 15 26 42 16 13 35 35 SS = SCALED SCORE S9 = STAN I NE STD DEV = STANDARD DEVIATION PR = PERCENTILE RANK NCE = NORMAL CURVE EQUIVALENTMAr' l'l) achievement TESTS g^^IRVgy 'I  ' vzssc^^x^z^ns BUILDING SUNMARY C \u0026lt; I I SC 'DOL SYS I EM WATSON ELEM LITTLE ROCK SCHOOL D NUMBER VOCABULARY WORD RECOGNITION SKILLS READING COMPREHENSION MATHEMATICS: CONCEPTS MATHEMATICS: PROBLEM SOLVING MATHEMATICS: COMPUTATION SPELLING LANGUAGE SCIENCE SOCIAL STUDIES RESEARCH SKILLS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE TOTAL BASIC BATTERY TOTAL COMPLETE BATTERY IRL SUMMARY GH.4DE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 A 8 84 85 86 C C4-01 C4-02 C4-03 0 01 02 E ' El El-04 El-05 : El-06 iE2 DDB OB N 0 1 12 40 6 6 VOCABULARY .TaiEQ\u0026gt; 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 65 GRADE \u0026lt;t LEVEL ELEMENTARY TEST DATE 4/91 FOR FORM M IE AN ^SS_ 626 613 617 611 626 632 623 615 601 608 609 616 618 615 614 611 MAT6 NORMS TB0.C 5S-NQ 133-OQ-9OO171-OS2 NATL TRzS 50-5 NATL MCE 54.3 MON 1. 4.7 i 4.7 WATSON ELEM national 2__L J__L I S T A N I N E 5 L A i BANDS 7 18 1 \u0026lt; 45-5(47'. 2 i 3.7 \u0026gt; SO-S ff2-6 69'6 69-6 62-6 S6-5 61-6 65-6 65-6 1 56.3 60.3 60.5 56.4 53.0 55.6 57.9 S.1 5.5 5.5 5.1 4.7 5.0 5.2 .50.3 5.1 49-5..49.5 68-6 50-5 58-5 60-6 69.8 54.3 54.1 55. Z .4.2 5.4 5.0 4.9 4.9 HIGH ORDER THINKING SKILLS^ 0 2 18 62 9 9 LOH N : 1 Z 2 SUMMARY AVERAGE N 50 77 HIGH N\n14 i Z 22 IML SUMMARY GRADE 2 GRADE 3 GRADE 4 GRADE 5-6 GRADE 7-8 IRREGULAR PATTERN N 1 3 11 30 17 3 If 2e HP. TESTED^ 65 IN EACft 9 60 51 WORD RECOGNITION SKILLS Phoneme/Graphemo: Consonants Phoneno/Grapheme: Vowels Word Part Clues READING COMPREHENSION Literal Comprehension Inferential Comprehension Critical Analysis mathematics: CONCEPTS Numeration Geometry S Measurement MATHEMATICS: PROBLEM SOLVING Problem Solving , Add/Subract No Regrouping Add/Subtract with Regrouping Multiply/Divide Basic Facts Listen Road Choose Solve Graphs S Statistics 65 65 65 65 (opvni\nhl 1(1 I'llM by H.inourl Urdu- Inv.inovith. liH All KK.K IS KI SI RVI U fVmtiM I in llw IIS A 26 12 37 15 57 88 54 17 62 0 9 23 14 14 15 11 9 8 10 8 8 5 3 9 14 6 11 9 0 72 68 75 71 14 16 9 10 F Fl Fl-04 Fl-05 Fl-06 Fl-07 F2 G Gl-03 Gl-04 Gl-05 NO. TESTEDz IN E7 55 55 62 57 54 18 77 63 50 51 57 51 55 35 37 20 35 38 77 20 28 20 43 32 40 37 II H2 113 H4 H5 J JI J2 J3 K KI K2 K3 K4 K5 L mathematics: COMPUTATION Computation: Nhola Numbers Add/Subtract No Regrouping Add/Subtract with Regrouping Multiply/Divide Basic Facts Multiply/Divide Beyond Basic Facts Computation: Decimals \u0026amp; Fractions SPELLING Grade 3 Grado 4 Grade 5 LANGUAGE Punctuation \u0026amp; Capitalization Usage Written Expression Study Skills SCIENCE Physical Earth A Spaco Lifo SOCIAL STUDIES Geography Economics History Political Science Human Behavior RESEARCH SKILLS on 65 65 65 65 65 65 J 5 11 14 11 14 14 0 9 11 15 12 6 5 15 31 8 9 8 9 17 8 9 12 17 8 3 5 57 55 86 62 18 66 63 63 14 60 63 78 68 63 63 60 58 62 71 55 65 54 58 69 57 72 60 ^Hli\nISYClIOIiXilCAl. CORrORATRADMINISTRATIVE SUMMARY Metropol ili.n Achievement Tests-6 , . test norms used to prepare this report are part of the Metropolitan Achievement Test: 6th editi '------- ' ---------- prepare this report on. Copyright 31985 by The Psychological Corporation. *TESTPAK* Little Rock School District TEACHER SCHOOL . ******* : 52 - WATSON FORM : L LEVEL: INT PAGE 1 DISTRICT : LITTLE ROCK SCHOOL DISTRICT FILENAME : 05LRS091 GRADE: 5 SPR TEST DATE 04/15/91 RUH DATE 05/16/91 VOCB READ TOTL MATH HATH HATH TOTL SPEL COMP READ CONC PROB COHP MATH LANG TCTL TOTL SCIE SOCL COMP RESR LANG BATT STUD BATT SkLS NUMBER OF STUDENTS 68 68 68 68 68 68 68 68 63 68 68 68 68 68 68 SCALED SCORES HEAN MEDIAN STD DEV 640 635 642 629 38 38 636 631 37 636 632 634 31 630 37 648 644 44 637 637 32 636 635 42 627 621 31 629 633 626 628 29 29 610 606 26 617 617 31 627 622 27 614 610 28 HEAN SCORES / SCORES DERIVED FROM MEANS PR  -- ~ - S9 NCE _ 53 SO 51 67 5 5 56 64 64 S\" 6 \" 5 '6  6'\" 51.4 50.2 50.6 59.2 53.1 57.7 57.6 55. QUARTILE 3 75X OF STUDENTS IN THIS SS PR S9 NCE 672 76 654 67 654 67 663 658 675 89 75 .1 57 58 / 49 sr 5 \" 59_ 5 5......S--5/-5 - 0 52.8 54.1 54.4j49.7,53.3 53.7 50.8 55 5 58 56 52 GROUP SCORED AT OR BELOW THESE SCORES 659 655 645 84 04 74 76 639 650 610 70 77 639 633 - - - O* cv. ro \u0026lt;0 60 78 75 73 ***867766676766 64.9 59.3 59.3 75.8 64.2 70.9 70.9 63.5 64.9 61.0 65.6 55.3 66.3 64.2 62.9 75 MEDIAN SCORES QUARTILE 2 50% OF STUDENTS IN THIS GROUP SCORED AT OR SS PR S9 NCE 642 54 5 629 45 5 631 47 5 634 65 6 630 54 5 644 60 6 637 64 6 635 58 5 621 43 5 BELOW THESE SCORES 626 54 5 628 52 606 45 617 56 622 50 5 5 5 5 610 47 52.1 47.4 48.4 58.1 52.1 55.3 57.5 54.2 48.9 52.1 51.1 47.4 53.2 50.0 48.4 QUARTILE 1 25% OF STUDENTS IN THIS GROUP SCORED SS PR S9 NCE 613 33 4 611 30 4 611 607 602 30 4 34 4 32 4 621 40 5 612 37 4 610 36 4 AT OR 607 I 31 4 BELOW THESE SCORES 610 34 4 612 33 594 31 591 29 609 35 595 30 4 4 4 4 40.7 39.0 39.0 41.3 40.1 44.7 43.0 42.5 39.6 41.3 40.7 39.6 38.3 41.9 39.0 NATIONAL GRADE PERCENTILE RANGES NUMBER OF STUDENTS 76-99 51-75 \u0026gt; 26-50 1-25 18 18 22 10 13 15 27 13 PERCENT OF STUDENTS 14 17 25 12 28 18 15 7 13 23 23 9 24 21 12 11 24 18 17 9 16 26 12 14 18 13 24 13 17 20 21 10 19 16 24 9 11 19 26 12 19 18 17 14 17 16 26 9 16 16 25 11 76-99 51-75 26-50 1-25 26 26 32 15 19 22 40 19 21 25 37 18 41 26 22 10 19 34 34 13 35 31 18 16 35 26 25 13 24 38 18 21 26 19 35 19 25 29 31 15 28 24 35 13 16 28 38 18 28 26 25 21 25 24 38 13 24 24 37 16 SS = SCALED SCORE S9 = STANINE STD DEV = STANDARD DEVIATION PR = PERCENTILE RANK NCE  NORMAL CURVE EQUIVALENTADMINISTRATIVE SUMMARY Metropolitan Achievement Tests-6 The test norms used to prepare this report ore part of ti? .-etropoliten Achievement Test: 6th edition. Copyright 31985 by The Psychological Corporation. TESTPAK* Little Rock School District TEACHER SCHOOL . ******* : 52  WATSON FORM : H LEVEL: INT PAGE 1 DISTRICT : LITTLE ROCK SCHXL DISTRICT FILENAME : 06LRS091 GRADE: 6 SPR TEST DATE 04/15/91 RUN DATE 05/20/91 VXD READ TOIL HATH KATH HATH TOTL SPEL LANG TOTL TOTL SCIE 5XL COMP RESR COMP ,READ CONG PROB COMP MATH LANG BATT STUD BATT SKLS NUMBER OF STUDENTS 74 74 74 74 74 74 74 73 73 73 73 74 74 73 73 SCALED SCORES MEAN MED IAN STD DEV 660 656 41 647 642 40 649 64S 37 661 662 28 646 640 38 665 664 39 656 656 29 661 660 46 636 636 26 641 637 27 647 647 25 625 620 29 632 630 27 641 640 24 630 626 26 HEAM SCORES, / SCORES DERIVED FROM HEANS PR S9 NCE _,56 p9 ..50._.75_,_55___63 67 66 57 60 59 57 61 60 59 5 I 5 ! 5 6 5 6 6 6 5 6 's ~ 5~\"'6 6 T 53.4 4^^50.1 64,2 52.4 57.2 59.4 58.8 53.8 55.4 54.5 53.7 56.0 55.1 54.8 QUARTILE 3 75X OF STUDENTS IN THIS GROUP SCORED AT OR BELOU THESE SCORES SS PR S9 NCE 701 84 7 678 73 6 670 67 6 683 90 8 670 73 6 691 82 7 671 81 7 691 86 7 651 73 6 657 77 7 661 73 6 650 83 7 649 77 7 657 76 6 645 75 6 70.9 62.9 59.3 77.0 62.9 69.3 68.5 72.8 62.9 65.6 62.9 70.1 65.6 64.9 64.2 MEDIAN SCORES QUARTILE 2 SOX OF STUDENTS IN THIS GROUP SCORED AT OR BELOW THESE SCORES SS PR S9 NCE 656 53 5 642 45 5 645 47 5 662 76 6 640 50 5 664 62 6 656 68 6 660 64 6 636 56 5 637 55 5 647 59 5 620 50 5 630 59 5 640 58 5 626 55 5 51.6 47.4 48.4 64.9 50.0 56.4 59.9 57.5 53.2 52.6 54.8 50.0 54.8 54.2 52.6 QUARTILE 1 25X OF STUDENTS IN THIS CROUP SCORED AT OR BELOU THESE SCORES SS PR S9 NCE 631 34 4 622 29 4 627 32 4 637 52 5 617 31 4 656 39 4 633 44 5 631 39 4 619 37 4 622 37 4 629 39 4 607 34 4 617 45 5 625 40 5 614 41 5 41.3 38.3 40.1 51.1 39.6 44.1 46.8 44.1 43.0 43.0 44.1 41.3 47.4 44.7 45.2 NATIONAL GRADE PERCENTILE RANCES NUMBER OF STUDENTS 76-99 51-75 26-50 1-25 22 23 18 11 13 17 27 17 14 20 26 14 39 22 10 3 14 18 33 9 22 25 18 9 24 26 19 5 23 21 20 9 17 23 24 9 20 21 23 9 16 27 23 7 PERCENT OF STUDENTS 23 13 23 15 19 28 21 6 19 27 20 7 18 27 18 10 76-99 51-75 26-50 1-25 30 31 24 15 18 23 36 23 19 27 35 19 53 30 14 4 19 24 45 12 30 54 24 12 32 35 26 7 32 29 27 12 23 32 33 12 27 29 32 12 22 37 32 10 31 18 31 20 26 38 28 8 26 37 27 10 25 37 25 14 SS = SCALED SCORE S9 = STAN I NE STD DEV = STANDARD DEVIATION PR = PERCENTILE RANK NCE = NORMAL CURVE EQUIVALENTARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT READING GRADE 3 Code: 60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School Objective GOAL AREAS AND OBJECTIVES STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUM to NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW % MEDIUM NUM NUM HIGH % READING 1.1 1.3A 1.3B 1.4 1.5A 1.5B 1.6 1.7 1.6 1.9 2.1 2v2-  '2.3' 2.5 2.6 2.7 - 2.8 ,2.9- 2.10 3.1 3.2A 3.2B 3.3 3,6 WORD RECOGNITION Recognize Dolch Basic Vocabulary List Identify prefixes Identify suffixes Identify abbreviations Identify synonyms Identify antonyms Recognize irregular plurals Use context clues Decode words Know words changed by prefixes/suffixes COMPREHENSION Identify main idea Identify facts Identify cause/effect Read to prove point Identify sequence of events Predict outcome Distinguish fiction/nonfiction Attach meanings to pronouns Identify emotions/moods STUDY SKILLS Identify dictionary sections Use Table of Contents Use glossary Classify words Alphabetize words Interpret graphs Interpret maps Use guide words NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L, 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Males-Number/Percent Passing Fernales-Number/Percent Passing RACE: Whites-Number/Percent Passing Blacks-Number/Percent Passing Others-Nurrber/Percent Passing RACE BY SEX: Black Ma)es-No./Percent Passing Black Females-No./Pere. Passing White Males-No./Percent Passing White Females-No./Perc. Passing 62 53 47 50 50 25 47 53 33 55 '49 61 57 50 40 46 55 57 52 53 53 47 54 48 56 44 34 G9 65 4 0 343 354 53 23 30 17 36 O 1 1 25 12 5 95 82 72 77 77 38 72 62 51 85 75 94 88 77 62 71 85 88 80 82 82 72 83 74 86 68 52 82 77 86 94 77 65 83 92 100ARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT MATHEMATICS GRADE 3 Code: 60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School Objective Tode STUDENTS DISPLAYING MASTERY GOAL AREAS AND OBJECTIVES TOTAL STUDENTS NUM % NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW MEDIUM NUM % NUM HIGH % MATHEMATICS 1.1 1.2 .1.3- 1.4 1.5 2.1 2.2 2.3 2.4 2.5 2.7 2.B 3.1  4.1 4.2 4.3 4.4 4.5 5.2 6.1 WHOLE NUMBER NUMERATION Identify odd/even numbers Identify place values Compare two numbers Hatch standard number/word name Identify position of object WHOLE NUMBER OPERATIONS Add three numbers Add numbers/regrouping Add to check subtraction Subtract numbers/regrouping Use symbol/terms for multiplication Define factor, product, quotient Use symboIs/terms for division RATIONAL NUMBERS Match fractions with shaded regions MEASUREMENT Tell time to nearest five minutes Read calendar Count change to $1.00 Read ruler to nearest Inch/half-inch Read scale to nearest pound GEOMETRY Hatch congruent shapes PROBABILITY AND STATISTICS Interpret tables/charts NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IH THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-HO./PERCENT PASSING SEX: Males-Number/Percent Passing Females-Number/Percent Passing RACE: Hhi tes-Number/Percent Passing BlackSNumber/Percent Passing Others-Number/Percent Passing RACE BY SEX: Black Males-No./Percent Passing Black Females-No./Perc. Passing White Males-No./Percent Passing White Females-No./Perc. Passing 49 54 57 51 58 65 55 49 49 52 24 59 60 55 61 56 60 52 60 52 69 65 4 0 34 1 354 50 26 24 16 34 0 15 19 1 1 5 75 83 88 78 89 100 85 75 75 80 37 91 92 85 94 86 92 80 32 80 77 87 69 89 72 86 63 85 100I ARKANSAS Minimum Performance Testing Program 1990 91 SCHOOL SUMMARY REPORT READING GRADE 6 Code: CO-01-052 District: LITTLE ROCK S/D School: Watson Elementary School w iective lode GOAL AREAS AND OBJECTIVES READING STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUM /o NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW % MEDIUM NUM NUM HIGH /^ 1.1 1.3 1.4 1.5 1.7 1.9 1.13 2.1 2.2 2.3 2.4 2.5 2.6 2.9 2.10 3.1 3.2A 3.2B 3.3 3.4 3.5 3.6 3.7 HORD RECOGNITION Use context clues Select synonym Select antonym Select homonym Hords with prefix/suffix Define multimeaning word Prefix/suffix meaning COMPREHENSION Identify main idea Recall details Recall sequence of events Predict logical outcome Identify setting Distinguish fact/opinion Identify cause/effecl Infer/cone Iude/generaIize STUDY SKILLS Follow written directions Use Table of Contents Use glossary Use resource materials Alphabetize words Use guide words Use encycl./tel. directory Inter, charts/tab les/graphs NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94~142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Ma 1es-Nufnbep/Percenl Passing Females-Numbep/Percent Passing RACE: Hhiles-Humbep/Percent Passing Blacks-Number/Percent Passing Olhers^Number/Percent Passing RACE BY SEX: Black Ha 1es-No./Percent Passing Black Fema les-No./Pere. Passing While Males-No./Percent Passing White Feaales-Ho./Pere. Passing 60 58 48 42 47 55 44 64 70 50 69 67 55 59 49 62 67 7 1 66 55 4 1 61 66 78 74 4 0 645 661 70 33 37 24 45 1 18 27 14 10 8 1 78 65 57 64 74 59 86 95 68 93 91 74 80 66 84 91 96 89 74 55 82 69 95 94 95 100 92 IOC 90 93 100 100 2 1 1 2 2 1 1 3 3 1 3 3 3 2 3 3 3 2 2 3 1 2 3 3 3 0 0 645 657 3 1 2 0 3 O 1 2 O O 67 33 33 67 67 33 33 100 100 33 100 100 100 67 100 100 100 67 67 100 33 67 100 100 100 100 100 100 100 9 7 7 6 7 7 10 10 10 6 9 9 7 6 6 9 7 10 9 6 6 7 9 14 1 1 3 0 645 658 10 4 6 2 8 0 4 4 o 2 82 64 64 55 64 64 91 91 91 55 62 82 64 55 55 62 64 91 82 73 55 64 82 91 100 66 100 69 100 80 100 22 24 22 17 18 22 18 2 1 28 20 30 27 18 25 18 25 27 29 26 22 18 25 24 31 30 1 O 645 661 27 13 14 7 19 1 9 10 3 4 73 80 73 57 60 73 60 70 93 67 100 90 60 83 60 83 90 97 87 73 60 83 80 90 87 93 100 86 100 82 91 100 100 27 26 16 17 20 25 15 30 29 23 27 26 27 26 22 25 30 30 29 22 16 27 30 30 30 0 0 645 662 30 15 15 15 15 0 4 1 1 1 1 4 90 87 60 57 67 83 50 100 97 77 90 93 90 87 73 83 100 100 97 73 53 90 100 100 100 100 100 100 100 100 100 100ARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT MATHEMATICS GRADE 6 Code\n60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School Objective GOAL AREAS AND OBJECTIVES STUDENTS DISPLAYING MASTERY total students NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM % NUM OTHER % NUM LOW % MEDIUM NUM % NUM HIGH % MATHEMATICS 1.1 1.3 1.4 2.1 2.2 2.3 2.4 3.2 3.3 3.4 3.5 3.a 3.9 3.10 4.1 4.3 4.4 5.1 5.2 .3 A .6 WHOLE NUMBER NUMERATION Identify place value Round to nearest 1,000 Recog. word name/numeral s 71 61 70 96 82 95 3 2 3 100 6 7 100 1 1 9 10 100 82 91 28 23 29 93 77 97 29 2 7 Add with WHOLE NUMBER OPERATIONS regrouping Subtract with regrouping Multiply numbers Divide numbers RATIONAL NUMBERS Find least common denom. Add fractions Subtract fractions Change mixed num./imp.frac. Add decimaIs Subtract decimals Mult. dec. by whole num. MEASUREMENT Measure line segment Tell time to nearest min. Determine money to $10.00 GEOMETRY Identify shapes Identify point/lines Identify congruent figure Identify circle parts Find perimeter NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEPI HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Hales-Humber/Percent Passing Fernales-Number/Percent Passing RACE: Hhiles-Number/Percent Passing BI acks-Number/Percent Passing 0thers-Number/Percent Passing RACE BY SEX: Black Ma les-No./Percent Passing Black Fernales-No./Pere. Passing White Males-No./Percent Passing White Fernales-No./Pere. Passing 28 97 90 93 68 67 63 59 64 73 71 64 65 62 62 36 66 71 69 73 52 59 68 78 74 4 0 644 662 70 33 37 23 4 6 *9 2*? 13 10 92 91 85 80 86 99 96 86 88 84 84 49 89 96 93 99 70 80 92 95 94 95 96 94 95 93 93 2 2 3 3 2 3 3 2 3 2 3 2 3 3 3 3 1 2 2 3 3 O 0 644 654 3 1 2 0 0 67 67 100 100 67 100 100 67 100 67 100 67 100 100 100 100 33 67 67 100 100 1OO ICO 10-0 1 1 10 9 8 9 1 1 1 1 7 8 8 9 4 1 1 1 1 10 1 1 9 1 1 10 14 1 1 3 0 644 660 1 1 4 7 2 9 0 4 5 0 2 100 91 82 73 82 100 100 64 73 73 82 36 100 100 91 100 82 100 91 100 100 100 100 100 100 100 100 26 27 26 22 28 29 28 27 26 25 25 16 27 29 29 30 22 24 26 31 30 1 O 644 66 1 27 14 13 7 19 1 10 9 3 4 87 90 6 7 73 29 28 25 26 97 93 83 87 93 97 93 90 87 83 83 25 30 29 28 28 27 25 83 100 97 93 93 90 83 53 90 97 14 25 28 47 83 93 97 100 73 80 87 90 93 87 1OO 86 100 9 1 82 100 100 27 29 20 22 30 30 30 O 0 644 663 29 14 15 14 15 O 4 1 1 10 4 90 97 67 73 100 97 93 100 93 100 100 100 91 100ARKANSAS Minimum Pertormance Testing Program 1990-91 Obj. bjective ode 1.1 2.1 2.5 2.7 3. 1 3.2 3.3 3.5 3.7 3.11 3.12 3.13 3.16 5.1  SCHOOL SUMMARY REPORT LANGUAGE ARTS GRADE 6 GOAL AREAS AND OBJECTIVES LANGUAGE ARTS CAPITALIZATION Capita1ize PUNCTUATION Use commas Pune. bus./friendly letter Use end punctuation USAGE Identify nouns as subject I dent i fy pIura Is Identi fy verbs Identify main/helping verbs Identify adjectives Identify sent. frag./run-on Identify double negatives Identify pronouns/anlec. Idem, subj./verb agreement COMPOSITION Combine sentences HUMBER OF ANSWER SHEETS HUMBER OF STUDENTS TESTED NUMBER OF STUDENTS HOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUDENTS-NO./PERCENT PASSING SEX: Males-Nunber/Percent Passing Fernales-Nunber/Percent Pass1ng RACE: Hhlles-Number/Percent Passing Blacks-Number/Percenl Passing Others-Number/Percent Passing RACE BY SEX: Black Males-No./Percent Passing Black Fema les-Ho./Pere. Passing White Males-No./Percent Passing White Females-Ho./Pere. Passing Code: 60-01-052 District\nLITTLE ROCK S/D School: Watson Elementary School STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUM 64 50 63 51 56 34 64 39 46 49 58 61 56 46 78 74 4 O 637 648 70 33 37 23 4 6 1 19 27 13 10 % 66 68 85 69 78 46 86 53 62 66 78 82 76 62 95 94 95 9c 94 9 3 93 NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % NUM LOW % MEDIUM NUM % NUM HIGH % 2 2 3 2 1 1 3 2 0 1 3 3 3 3 3 3 C 0 637 644 3 2 2 0 0 67 10 9 1 25 83 27 90 67 100 67 33 33 100 67 O 33 100 100 100 100 100 100 ICO 7 8 8 9 5 9 4 6 7 6 1 1 8 6 1 4 1 1 3 0 637 646 9 3 6 2 7 0 3 O 2 64 73 73 82 45 82 36 55 64 55 100 73 55 82 75 66 100 78 75 80 100 17 25 24 24 14 28 19 18 22 24 23 22 19 31 30 1 0 637 649 29 15 14 7 2 1 1 1 1 10 3 4 57 83 80 80 47 93 63 60 73 80 77 73 63 97 100 93 100 95 100 100 91 1OO IOC 24 27 17 24 14 24 14 22 19 25 24 23 18 30 30 0 0 637 648 29 14 15 14 15 0 4 1 1 10 4 80 90 57 80 47 80 47 73 63 83 80 77 60 97 93 100 93 100 100 100 91 100ARKANSAS Minimum Performance Testing Program 1990-91 SCHOOL SUMMARY REPORT SCIENCE GRADE 6 Code: 60-01-052 District\nLITTLE ROCK S/D School: Watson Elementary School IB bjective Code GOAL AREAS AND OBJECTIVES STUDENTS DISPLAYING MASTERY TOTAL STUDENTS NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM % NUM OTHER % NUM LOW % MEDIUM NUM % NUM HIGH % SCIENCE 2.1 2,2 2.3 2.8 2.9 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.6 4.6 4.7 4.10 Identify 1iving/nonIiving Define heredity terms Identify ten body systems Classify vertebrate/invert. Identify food chain Identify rock types Define earth crust terms Identify weather terms Ident./use weather instr. Define universe terms Identify natural resources Recog. pollution sources Define water cycle terms Trace electron f low Ident. insula tor/conductor Ident. reflection/refract. NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) NUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUQENTS-NO./PERCENT PASSING SEX: Hales-Number/Percent Passing Fernales-Number/Percent Passing RACE: Hhi tes-Number/Percent Passing Blacks-Number/Percent Passing Others-Humber/Percent Passing RACE BY SEX: Black Males-Ho./Percent Passing Black Fernales-Ho./Pere. Passing White Kales-Ho./Percent Passing White Feaa les-No./Pere- Passing 65 54 54 59 33 23 48 44 43 43 47 57 46 30 33 56 88 73 73 80 45 3 1 65 59 58 58 64 77 62 4 1 45 76 3 3 2 3 1 1 2 1 1 1 1 3 2 1 2 2 100 100 67 100 33 33 67 33 33 33 33 100 67 33 67 67 9 6 6 8 4 5 5 6 8 6 6 8 8 6 6 8 82 55 55 73 36 45 45 55 73 55 55 73 73 55 55 73 26 2 1 23 25 13 9 23 2 1 19 19 20 24 20 9 13 23 87 70 77 83 43 30 77 70 63 63 67 80 67 30 43 77 27 24 23 23 15 8 18 16 15 17 20 22 16 14 12 23 90 80 77 77 50 27 60 53 50 57 67 73 53 47 40 77 78 74 4 0 647 656 58 28 30 2 1 36 1 16 20 1 1 10 3 3 0 0 647 653 14 1 1 3 0 647 655 31 30 1 0 647 657 78 80 77 89 73 6C 65 79 IOC 2 0 2 0 2 0 0 2 O C 67 9 82 24 80 30 30 0 0 647 656 23 77 O 100 ** 3 6 2 7 0 4 0 2 75 86 100 78 75 80 IOC 13 1 1 7 16 1 9 7 3 4 87 73 10C 73 100 82 64 100 12 1 1 12 1 1 O 4 7 8 4 80 73 80 73 100 64 73 100ARKANSAS Minimum Perlormance Testing Program SCHOOL SUMMARY REPORT SOCIAL STUDIES GRADE 6 1990-91 Code: 60-01-052 District: LITTLE ROCK S/D School: Watson Elementary School ONective me I STUDENTS DISPLAYING MASTERY de GOAL AREAS AND OBJECTIVES TOTAL STUDENTS NUM % NUMBER AND PERCENT BY SOCIOECONOMIC STATUS NUM OTHER % LOW NUM % MEDIUM NUM % HIGH NUM SOCIAL STUDIES 1.4 1.6 1.7 2.1 2.2 2.3 2.6 3.1 3.4 4.1 4.3 4.5 4.6 4.7 4.9 4.10 CULTURES Ident. similar/diff. group Idem. prejudice/discrim. Define culture terms GOVERNMENT Define righls/liberties Give reasons for laws Leadership Ident. government forms ECONOMICS/RELATED SUBJ. Understand econ. choices Effect of social changes REFERENCE SKILLS Use resource materials Use horizontal time line Use map scale Use compass directions Locate continents/oceans Compare time zones Define reference terms NUMBER OF ANSWER SHEETS NUMBER OF STUDENTS TESTED HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (P.L. 94-142/LEP) HUMBER OF STUDENTS NOT INCLUDED IN THE SUMMARY DATA (TRANSFER) PASSING SCALE SCORE GROUP AVERAGE SCALE SCORE ALL STUOENfS-NO./PERCENT PASSING SEX: Males-Number/Percent Passing Females-Number/Percent Passing RACE: Whi tes-Humber/Percent Passing 6lacks-Number/Percent Passing Others-Number/Percent Passing RACE BY SEX: Black Males-No./Percent Passing Black Females-No./Perc. Passing White Males-No./Percent Passing White Feaales-No./Perc. Passing 60 67 54 62 57 59 45 49 48 55 57 36 39 65 47 4 1 78 74 4 0 642 651 55 25 30 2 1 33 1 13 20 1 1 10 81 91 73 84 77 80 61 66 65 74 77 49 53 88 64 55 74 7 1 77 68 67 100 65 69 79 ICO 2 3 2 2 2 2 0 2 0 2 2 1 0 3 0 1 3 3 0 0 642 642 1 0 1 0 1 0 0 1 0 0 67 100 67 67 67 67 0 67 0 67 67 33 0 100 0 33 33 O 50 33 0 50 7 8 7 9 10 8 6 8 6 7 8 7 8 9 6 4 14 1 1 3 0 642 650 6 2 6 2 6 0 4 0 2 64 73 64 82 91 73 55 73 55 64 73 64 73 82 55 36 73 50 86 100 67 50 80 100 25 27 21 27 21 22 19 19 20 22 24 12 17 26 20 18 31 30 1 0 642 651 22 1 1 1 1 6 15 1 8 7 2 4 83 90 70 90 70 73 63 63 67 73 80 40 57 87 67 60 73 73 73 86 68 100 73 64 67 100 26 29 24 24 24 27 20 20 22 24 23 16 14 27 21 18 30 30 0 0 642 652 24 12 12 13 1 1 0 3 8 9 4 87 97 80 80 80 90 67 67 73 80 77 53 47 90 70 60 80 80 80 87 73 75 73 82 100n T y ly\nh t iL-I? M a .i.t i e p At tlic .eccondarv level, include only thof.e studentn level  Do not include roilure __i n d_i y id ya l^c OKU' retained at yraclc H H I T E 5.HAA\u0026gt;E_bt\ny E.L __1!ALE__ I o FFJiAbE U L 7 HAb_E_ n E T A I H E D. __TOTAIi PERCEHT 'll L2- -Ci- 5 C K FCHAbE c\u0026gt; / O T _J1 c n 1 11 K r t  V ri.l X f - P HAIJ\n_- T O T A L ~1 fehaleI Provide the most current information GUDJECT AREA Grade English 7/10 _.nglj.s.h 0/11 Eng 1ish 31X2 Ha til Ilistory/Social _StjJdis__________ Ocicnc o a o K \u0026lt;2 11. JL 3 / c\nxy SECOHDAHY GUDJEGT AREA COURSES FAILED WHITE Hjtl-^ Fcnale 1) L A C_K Ilil-Et Female 'fi' 0 T HER Hale Female Hale TOTAL Female Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL OHLY) TOTAL HUMBER OF STUDEHTS GRADUATIHG: BM BF WH WF OH OF TOTAL TOTAL TOTAL Duplicate as needed, Complete and return to Pliinning, Hese.'irch, and Evalu.ilion office.31/91 STAFF DEVELOPMENT SYSTEM Course Enrollments By School Page 97 Location Name: WATSON ELEMENTARY Course Title Employee ID Employee Name Program for Effective Teaching 429-11-7449 429-35-3416 PURIFOY, JOHNSON, JIMMY PHYLLIS A Classroom Management 429-15-4433 429-90-8270 429-98-6552 430-39-6462 431-06-5359 WORSHAM, FORREST, KAREN G MARY A CHAMBERS, REBECCA P DAWSON, MARGARET M MCCLELLAN, DALE A Cooperative/Team Learning 222-36-3699 431-98-5890 496-40-5501 HARPER, BRENDA HICKS, BARBARA A ROBINSON, JEANNETTE Learning Styles 429-21-8426 LAWSON, MARY A ft f-esteem/Elementary Stdts. 429-11-7449 429-21-8426 PURIFOY, JIMMY LAWSON, MARY A 429-90-8270*r FORREST, MARY A * ' 430-39-6462 431-06-5359 432-68-0053 432-78-0987 432-94-4308 432-98-0609 453-19-1414 496-40-5501 DAWSON, MARGARET M MCCLELLAN, DALE A BRATTON, DORIS M ADAMS, JANET L DITTO, KAREN S AUSTIN, CAROLE A CORRIGAN, LINDA K ROBINSON, JEANNETTE At-risk Students 429-11-7449 429-21-8426 429-35-3416 430-39-6462 431-06-5359 431-84-6420 432-13-0611 432-35-5923 432-68-0053 432-78-0987 432-94-4308 432-98-0609 PURIFOY, JIMMY LAWSON, MARY A JOHNSON, PHYLLIS A DAWSON, MARGARET M MCCLELLAN, DALE A NAIL, JEANETTE S WELLS, JANA E DAVID, NANCY A BRATTON, DORIS M ADAMS, JANET L DITTO, KAREN S AUSTIN, CAROLE ASTAFF DEVELOPMENT SYSTEM Course Enrollments By School Page 98 Location Name: WATSON ELEMENTARY Course Title Employee ID Employee Name At-risk Students 448-52-4838 453-19-1414 496-40-5501 ANDERSON, CORRIGAN, ROBINSON, JANICE E LINDA K JEANNETTE Elem. Classroom Discipline 429-11-7449 430-39-6462 431-84-6420 432-68-0053 432-94-4308 432-98-0609 448-52-4838 PURIFOY, JIMMY DAWSON, MARGARET M NAIL, JEANETTE S BRATTON, DORIS M DITTO, KAREN S AUSTIN, CAROLE A ANDERSON, JTkNICE E Stress Management 429-11-7449 429-21-8426 429-35-3416 429-90-8270 430-39-6462 431-84-6420 432-68-0053 432-78-0987 432-98-0609 496-40-5501 PURIFOY, JIMMY LAWSON, MARY A JOHNSON, PHYLLIS A FORREST, MARY A DAWSON, MARGARET M NAIL, JEANETTE S BRATTON, DORIS M ADAMS, JANET L 'AUSTIN, CAROLE A ROBINSON, JEANNETTE Thinking Skills 429-11-7449 429-21-8426 429-35-3416 432-94-4308 PURIFOY, JIMMY LAWSON, MARY A JOHNSON, PHYLLIS A DITTO, KAREN S Calculator Math for Gr. K-3 222-36-3699 432-68-0053 HARPER, BRENDA BRATTON, DORIS M Calculator Math for Gr. 4-7 429-90-8270 FORREST, MARY A Using Base Ten Blocks I,Gr.K-7 222-36-3699 HARPER, BRENDA Math Superstars, Grades 1-6 222-36-3699 HARPER, BRENDA Learning Lots with Lola, Gr. 31^1^1/91 Location Name: STAFF DEVELOPMENT SYSTEM Course Completions By School Page 51 WATSON ELEMENTARY Course Title Employee ID Employee Name Classroom Management 429-15-4433 429-98-6552 430-39-6462 WORSHAM, KAREN G CHAMBERS, REBECCA P DAWSON, MARGARET M Self-esteem/Elementary Stdts. 429-21-8426 430-39-6462 432-68-0053 432-78-0987 432-94-4308 432-98-0609 453-19-1414 LAWSON, DAWSON, MARY A MARGARET M BRATTON, DORIS M ADAMS, JANET L DITTO, KAREN S AUSTIN, CAROLE A CORRIGAN, LINDA K At-risk Students 429-11-7449 430-39-6462 432-94-4308 PURIFOY, JIMMY DAWSON, MARGARET M DITTO, KAREN S E Classroom Discipline 429-11-7449 PURIFOY, JIMMY Stress Management 429-11-7449 430-39-6462 431-84-6420 432-68-0053 432-98-0609 A PURIFOY, JIMMY DAWSON, MARGARET M NAIL, JEANETTE S BRATTON, DORIS M AUSTIN, CAROLE A Calculator Math for Gr. K-3 222-36-3'699 432-68-0053 HARPER, BRENDA BRATTON, DORIS M Calculator Math for Gr. 4-7 429-90-8270 FORREST, MARY A Using Base Ten B^locks I,Gr.K-7 222-36-3699 HARPER, BRENDA Math Superstars, Grades 1-6 222-36-3699 HARPER, BRENDA Arkansas History, Grade 5 \u0026amp; 8 448-52-4838 ANDERSON, JANICE EIf iUrji/si STAFF DEVELOPMENT SYSTEM Course Enrollments By School Page 99 Location Name: WATSON ELEMENTARY Course Title Employee ID Employee Name Learning Lots with Lola, Gr. 3 222-36-3699 432-98-0609 HARPER, AUSTIN, BRENDA CAROLE A ICE Grades 3-6 222-36-3699 HARPER, BRENDA Arkansas History, Grade 5 \u0026amp; 8 448-52-4838 ANDERSON, JANICE E Teaching Social Studies, K-3 222-36-3699 431-84-6420 HARPER, BRENDA NAIL, JEANETTE S Higher Level Thkng. Skills-SS 429-68-5584 431-84-6420 TATUM-JOINER, ANNA NAIL, JEANETTE S qH^a Bases w/Microsoft Works 429-68-6033 429-82-2077 PICKETT, CAROLYN A DAVIDSON, ANNIE W Terrific Software Tools, K-9 429-11-7449 ''PURIFOY, JIMMY It's Catching w/Print ShopK-12 429-11-7449 PURIFOY, JIMMY \\STAFF DEVELOPMENT - SUPPORT STAFF TOTAL NUMBER OF SUPPORT PERSONNEL Number Completing Prior to 1991-92 * Number Completing During 1991-92 TRAINING RELATED TO EQUITY DISCIPLINE MANAGEMENT PARENT/COMMUNITY RELATIONS ! OTHER STAFF DEVELOPMENT (SPECIFY) * To be completed at the end of the third, nine weeks. be for completed staff development activities. These data should Do not include staff development activities scheduled for 4th nine weeks (1991-1992). Do not send to Planning, Research, and Evaluation office. (7QUARTERLY DISCIPLINE MANAGEMENT REPORT Insert or have available a copy of the most recent report for current school year. This report should be available at the time of the monitoring visit. Do not send to Planning, Research, and Evaluation office.PART !. SCHOOL Watson Elementa: PRI^CI?AL Dr, Diana Glazej NOTE: DISCIPLINE MANAGEMENT QUARTERLY REPORT  Quarterly Reports are due in the Student' Hearing Office one (1) week following each nine-week Grading Period. REPORT PERIOD 5: REPORT PERIOD EXDINC August 26, 199.1 October 31, 199-1 DISCIPLINARY SAIICTIONS ISSUED - Please indicate the total ntcnber of Suspensions 'issued by your school. Grade K 1 2 3 4 5 ft______ ^Totals Ojt~of School (Code 02) XCotla-m). Expulsions (Cndo 04) SN 717 BF 72) Tot Blk IKM (3) !(4) WF (5) Tot Wht (^ Total OS Susp (7) BN (8) EF 7^ lot BLS (10) (H) WF Tot kht 03)7 Total L/T Susp (14) BM BF- (15)'h6) Tot Blk (W Wh 08) WF (I^ Tot -Wht  w Total Expulsiccs Grand Total* I 1 2 1 ! 1 2 1 4 0 in 0 0 0 0 0 0 0 0 0 * 0 0 0 0 0 0 0 0 4 NOTE: Grand Total eqi^ils the Sum of 7, 14 arad 21.fART JI. COMPLETE r PART in. Sent Homes Issued Sanctions on ICode 05') Handicapped Students Ploccd on Honebound Instruction NOTE\nBM 11 DF 2 Ttotal black 13 0 0 ^liese figures NOTE\nStudents Pi\n'SONNi:i, DATA - Ilc\nr Honcliing \u0026gt;1-10 are T 4 NF 1 TOTAL mute 5 GR/\\ND TOTAL 18 1 0 0 to be included in Part tn Sent Home I - Disciplinary Sanctions are not included in Part I wL I\" In'll' riTimmuiillnr, the vnrj oini mi\ni|'ii\nilnn\ni. fUx nixl Iriirr III,Il I Issued. II lynching Experience iLace/Sex UP 2 11-15 16-20 21-Ovcr c Total PMT IV. ENnoi.LMENT DATA - Please indicote race - SEX ENR0LI2tENr 9 1 CrcTb K 1 2 3 4 5 6 Totals (1) 23 BF (2) 22 25' 25 22 22 26 30 29 177 30 10 30 22 27 66 Total Black Rncc/Sox Total WjIio 2 3 1 1 3 1 1 9 3 3 your schools total liirollmcnt by Grade Level, Sex and Race. CratMl Total 5 3 1 1 12 22 Total Block (3) V/M WF (5) Total Nljitc . (6)\\ ,0H OF (0) TOTAL E?.?C' 45 50 52 32 56 52 57 344 5 8 14 0 1 12 5 8 13 7 13 63 9 6 8 7 8 12 58 21 11 16 20 15 25 . 121 0 0 0 0 0 1 1 0 0 1 0 1 0 3 Total Other (9) 1 0 0 1 0 1 1 4 buol I.-z'n: Sum of Colums 3^ 6 59 71 63 49 76 68 83 469e I 2.1 1 07 lot J\u0026gt;l /o/ I-' 1^^ Ji. I JA-no PA*'Sc\u0026gt;(^ /\u0026gt;6 F/i'^=r' ixa 1D\u0026lt;O 105 K.i'Vdnen 5+\u0026lt;*\u0026gt;ie-J ct.f ! . m 105 loq I . 13.3 VC Hl A /5F .t.l' ^1 tOork //3 fl Ji 5 ^oM- b Cofe.forlv^ 117 H? I3.M I 2.1 IXo n\u0026lt;l 'Ke*Vires\\ ^'T GriA-s Resl-reofv^ IIS f ll , x'\u0026lt;  K4 I*'/ /0(o 103 Z/2 Wo** 7\u0026lt;xn R R. 113 J lllo i:i3 eP-iZ- lo Ay H^ I*: 2 NKeHio. Center flOt^Pice % ll^ 'fstoAoeX/C 1 UM US %\n-i-fo I 2 7 I 17 T Ji' )2.y n8 1 Z5 MAP OF SCHOOL PLANT Insert a copy of the map of the school plant.8B  MONDAY. JANUARY 25,1993   Deputys magic lights way for pupils BY JERRY DEAN Oemocral'Gazette Staff Writer Lt. Jerry Agnew, a Pulaski (ounty deputy sheriff, worked magic during a recent visit to Southwest Lillie Rocks Walson Elementary School. Some magic happened on stage with sleight of hand that Agnew  an amateur magician since he was 8  had taught himself. And some of the magic occurred a.s 200 first- through third-graders watched Agnews winking Stanley the Stoplight robot go through gyrations worthy of a mechanized Michael Jackson. Stanley, who wa.s designed by Agnew, 'gels down lo The Police Are on the Sti eels. a rock .song Agnew wrote for (he shows. Agnew performed his magic, though, only if pupils echoed (he magic word.s he taught them: / believe in viy^elf and in my dreams. I am a positive I-can person. It was Stanleys  and Agnews  second visit to Watson, a school east of Chicot Road on Valley Drive. Valley Drive, just south of a area once known as Sin City, wa.s among 14 streets listed in 1991 by the DIGNITY anti-drug group as sites where drug.s were dealt freely. ARer a half hour show, it was evident to Or. Diana Glaze. Watsons principal since 196, that Agnews show worked another lype of magic in the minds and hearts of hi.s audience. Pupils, sealed on the floor, eagerly craned their necks for a belter view. Thanks lo Stanley, few in that crowd will see a traffic light without remembering Stanleys true colors:  Red, which, as Agnew said, means not only that cars must stop  but that children must slop lo consider the consequences before joining gangs or taking drugs.  Amber caution lights, Agnew said, not only slow cars but should warn children of the hazards of medications. Medicine is good for you, Agnew said, only if taken as prescribed.  Green lights, the deputy said, mean traffic may proceed. But they also can remind children of the health, nappiness and good luck that await children who heed Stanleys other warning lights. Agnew also emphasized the importance of graduation. Nearly 99 percent of Arkansas inmates, the deputy said, never See ROBOTS, Page 8B bJI.V * utf Arkansas Democral-O8zel(9fl.8rry TrussaN uses this robot and his six others (some of which he designed) to give motivational speeches to schools around the county.  C..,' ROBO-COP  Lt. Jerry Agnew, a Pulaski County deputy sheriff, shows one of his robots to the children al Little Rocks Watson Elementary School recently. Agnew Robots  Continued from Page 2B completed high school. He recounted how his own youthful self-esteem had suffered until the Rev. George Tri-bou, rector of Little Rock Catholic High School, told him he was good-looking and smart and should believe in himself. After that, Agnew said, I did just fine. And he showed pupils enlarged photos of the housing project where he was reared, contrasted to that of the attractive brick home hes since bought for his family. Agnew also told pupils his mo.st prized possession, bul for his family, was a library card that had opened for him a world of subjects like magic and electronics. Agnew, who said he reads five books a week, urged pupils.to do the same. Glaze welcomed the lessons Agnew and Stanley brought the pupils, with help from Deputies Bob Scranton and Wells Autrey. Glaze, a veteran educator at R-i\\ JI several schools, said shed known third-graders who already were gang members. Shes learned gang signs that help her stay aware of any gang activity that arises. Stanley told the predominantly black audience that traffic lights were invented in 1923 by Garrett Augustus Morgan (1875-1963), a black American. Morgan was 48 when he sold the patent rights to General Electric for what then was a tidy fortune of $40,000. At age 37, Agnew added, Morgan had patented a gas mask which, after 1912, saved lives during World War I chlorine gas attacks. Such lessons, Glaze said, help bolster self-esteem among many of Watsons 462 pupils. Agnew was named by then- Sheriff Tommy Robinson in 1981 to direct the Junior Deputies youth program. He took to the job so well that, in 1986, Agnew was named National Deputy Sheriff of the Year. He since has developed several motivational programs urging youths to avoid pitfalls of crime, dropping out of school and substance abuse. At least 25 robots, spinoffs of his, work statewide in education programs of other law enforcement agencies. And the robot idea has been used by police in Kentucky and California. All Agnews robots were donated or bought with grants, not county tax money. Agnews programs reaches 40,000 children a year. His reward? Agnew, who once aspired to be a millionaire, earns a modest salary. He concedes hes no threat to the Trumps or Waltons. But I have fun at it, Agnew said. And it gives me satisfaction. 1 A i Aikansas Democrat gazette TUESDAY, MARCH 22, 1994 Weekend vandals hit SWLR school - Vandals broke into LittleL Rocks Watson Elementaj'y.. School at 7000 Village Drive over the weekend and caused an un-' determined amount of waters damage. The vandals entered by breaking a classroom window on the buildings north side. They squirted a bottle of cleaning flu-, id on the rooms chalkboard,.\nstuffed paper towels down a sink drain and turned on the water! 1 The water overflowed the sink and damaged half of the rooms carpet It also ruined posters and teaching aids stored in a closet.  The water was still running when school personnel opened the room for classes Monday morning. The school is a few blocks' south of Base Line Road and east. of Chicot Road.\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\n\n\n "},{"id":"bcas_bcmss0837_669","title":"M to M (Majority to Minority) transfers","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":["1991/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","Educational statistics","Educational law and legislation","School enrollment"],"dcterms_title":["M to M (Majority to Minority) transfers"],"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/669"],"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":["61 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\nSUMMARY EVALUATIONS OF LITTLE ROCK SCHOOL BUILDINGS (cont'd) Site Gen'l Sup- Struc- Alarms/ Site p)ort ture S M Safety HPGC Office Principals Custo- dial Cafeteria/ Library Auditorium/ Gym Center Media Special Stor- Toilets/ Rooms age Sinks Overall Notes Junior High Schools Cloverdale Dunbar Forest Heights Henderson Mabelvale Jr. Mann Magnet Pulaski Hts. Jr. Southwest 6 4+ 8 8 7 7 5+ 5 8 6 7+ 6+ 5- 4 8 7+ 6 6 6 8 6- 6- 6+ 6 8 6+ 6 5 5 8 5+ 6 + 7 1 8 5- 6 10 8 9+ 8 6 7 8 8 6- 4 6- 4 6+ 6 8 6- Undergoing major renovations 3 4- 6- 5+ 5- 8- 6+ 8+ 4+ 5 CT) 6 + 5 4 4 7 1 2 6 6 4 6 6 4 4 4 + 6 4 4 4 6 1 7+ 5 6 4 6 3 3 3 8 Notes 7 - Very excellent plant, very poorly utilized. 8 - Overall estimate when renovations completed. Value Scale 10 - Excellent 8 - Very Good 6 - Average, acceptable 4 - Fair 2 - Poor 0 - No good or non-existent ______A An M-to-M (Majority -to -Minority) transfer occurs when a student transfers from a district and school where his/her race is in the majority to a district and school where his or her race is in the minority. Q Who is eligible? A Students who reside in Little Rock, North Little Rock, and Pulaski County Special School Districts are eligible to apply for an M-to-M transfer. Q When do I apply for an M-to-Ml A Students may apply for first semester M-to-M transfer through October 1st\nsecond semester students may apply through February 1st. Q How do I get an M-to-M transfer application? A An M-to-M application will be mailed to you if you request one from the Magnet Review Committee Office - (501) 758-0156. Upon completion, form must be returned to student's resident school district. Eligible Pre-Kindergarten through 6th Grade students from Pulaski County Special School District, and eligible 6th-12tli grade students from both North Little Kock and Pulaski County Special School Districts, may apply for a Majority-to-Minority (M-to-M) tran.sfer to the following Little Rock School District schools: Q Is transportation provided? A Transportation is provided for students who live more than two miles from their assigned school. Q Why do students make M-to-M transfers? Badgett* Bale* Baseline* Brady* Chicot* Cloverdale* David O. Dodd Fair Park* Forest Park Franklin Incentive* Fulbright Garland Incentive* Geyer Springs* Ish Incentive* Jefferson King Interdislrict* Mabelvale McDermott Meadowcliff Mitchell Incentive* Otter Creek Pulaski Heights Rightsell Incentive* Rockefeller Incentive* Romine Interdislrict* Stephens Incentive* Terry Wakefield Washington Magnet Watson* Western Hills Wilson* Woodruff* t* A The reasons are as varied as the students! However, listed below is a sample of responses received when we surveyed M-to-M transfer students and parents\nJUNIOR HIGH SCHOOLS - To attend a school closer to parents' workplace\nCloverdale Forest Heights Dunbar Magnet Henderson Magnet Mabelvale Pulaski Heights Southwest SENIOR HIGH SCHOOLS - To go to school where a relative or friend teaches/attends\n- To participate in the Talented and Gifted Program (TAG) in Pulaski County, or Quest Program in North Little Rock, or the Enhance the Chance (ETC) Program in Little Rock School District\nCentral McClellan Magnet Hall J. A. Fair Eligible Kindergarten through 6th Grade students from Little Rock School District may apply for a Majority-to-Minority (M-to-M) transfer to the following Pulaski County Special School District schools: - To continue enrollment at same school after moving to another district\n- To take advantage of programs not offered in the resident district\nArnold Drive Baker Bayou Meto Cato Crystal Hill Communications Magnet* Jacksonville JoeT. Robinson Lawson Murrell Taylor Oakbrooke Oak Grove* Pine Forest Pinewood Sherwood Sylvan Hills Tolleson Warren Dupree - (For high school students), to attend a school near afterschool job\nEligible 7th through 12th grade students from Little Rock School District may apply for an M-to-M transfer to the following North Little Rock or Pulaski County Special School District schools: Ridgeroad (7th-8lh graders) Lakewood (7Ui-8lh graders) Ncnh Little Rock High-East Campus (9th -10th graders) NcHlh Little Rock High-West Campus (11th -12tli graders) - To attend a school near after-school activities (scouting, piano/dance lessons, etc.) Pulaski County Special School District PURSUE THE POSSIBILITY OF MAKING AN M-TO-M TRANSFER Jacksonville Ncxthside (7-9) Robinson Junior (7-9) Robinson High (10-12) Sylvan Hills Junior (7-9) Jacksonville High (10-12) Sylvan Hills High (10-12) Northwood Junior (7-9) Oak Grove High (7-12) Nwth Pulaski High (10-12) * 4 YEAR OLD PROGRAM AVAILABLEOf Dec 17.91 12:38 No .003 P.01 OmCE OF DESEGREGATION .MONlTORLNO 291 EAST MARKWl, SUITE 510 herhage WaSt building LITTLE ROCK, ARKAN.5A.S 72201 TO\n' \u0026lt;irr James Jennings, .Associate Superiiiieiidcnt for Desegregniinn Monitoring anti Contmunity Sen'ice.s. iJttc Rock Schoo! Disblci 1, Tederai Monitor .\\HO-M Iransfers 15, 1991 nr!'.' requested M to-M transfer information from tlic flrcc school disl.ncts. Vne -^'Ajrcs wc recei.ed from die districts Jo not correlate, however, probably because M-to-M numbers nuct'jate frequenuy as students trensfer back and forth between districts. In order to be prepared for Wednesday's Iicarlng. vve need a unifo\nn\nchart which reMccr-j M-t'-- M intei'y-'-tlob tliat Is 3S current and acc'Jiate as possible, Piease complete the blank .spaces pertsining 1'9 your district on the tbail below, using 12-1-91 as the date of the iiiforrriarion Supplied, and return by fax (371-0100) no later than 9\n00 a.m. tomorrow, 12-17*51, 'ank you vc:y .'noch. ECK r- LRSD SENDING TO: LRSD NUSD PCSSD TOTAL t ~i 'lR5D Rh'CLlVJNG ndOM\ni! NLKS'G PCSSD : xx.xxx V'' xxxxx TOTAL 3 7^ \u0026gt; ij-' : t 'y V 7 NLRSn XXXXX xxxxx x.xxxx xxxxx XXXiKX xxxxx XXXXX xxxxx PCSSD XVVXV xxxxx X-XXiXX xxxxx yvi'y xxxxx xxxxx TOTAL aA, ! i A,-. x.xx\n':x  XXXX.X 11 fixHi xx'':\u0026lt;x xxxxx J xxxx.x A \u0026gt; t il\u0026gt;. 1OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services, Little Rock School District FROM\nBrown, Federal Monitor RE: M-to-M Transfers DATE: December 16, 1991 Our office recently requested M-to-M transfer information from the three school districts. The figures we received from the districts do not correlate, however, probably because M-to-M numbers fluctuate frequently as students transfer back and forth between districts. In order to be prepared for Wednesdays hearing, we need a uniform chart which reflects M-to- M interaction that is as current and accurate as possible. Please complete the blank spaces pertaining to your district on the chart below, using 12-1-91 as the date of the information supplied, and return by fax (371-0100) no later than 9:00 a.m. tomorrow, 12-17-91. Thank you very much. SENDING TO: RECEIVING FROM: LRSD NLRSD PCSSD TOTAL LRSD NLRSD PCSSD TOTAL LRSD XXXXX XXXXX NLRSD XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX PCSSD XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX TOTAL XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX XXXXX08/04/92 13:28 0301 324 2032 L R School Dlst ODM 002/002 Little Rock School District NEWS RELEASE August 4,1992 For more information: Dianne Woodruff, 324-2020 TRANSPORTATION INFORMATION FOR M-TO-M TRANS^R STUDENTS Transportation for Little Rock School District students involved in majority to minority transfers may be arranged for the 1992-1993 school year by contacting the LRSD Student Assignment Office at 324-2272, Transportation for all extracurricular activities outside of regular class times will be handled by the individual schools' activity sponsors. Transportation assignment information concerning M-to-M transfer students will be mailed to parents by August 21. Parents with questions about transportation arrangements may contact either Mike Whalen of the LRSD Transportation Department, telephone 570-4000, or their child's building principal. // II08/04/92 13:26 301 324 2032 L R School Dlst ODM 0002/002 Little Rock School District NEWS RELEASE / - August 4,1992 For more information\nDianne Woodruff, 324-2020 ZRANSPORTATTON information for M-to-M trans^r stitdents Transportanou for Little Rock School District students involved in majority to minority transfers may be arranged for the 1992-1993 school year by contacting the LRSD Student Assignment Office at 324-2272, Transportation for aU extracunicular activities outside of regular class times will be handled by the individual schools' activity   -   , sponsors. Transportation assignment information concerning M-to-M transfer students will be mailed, to parents by August 21. Parents with questions about transportation arrangements may contact either Mike Whalen of the LRSD Transportation Department, telephone 570-4000, or their child's building principaL Il II FTOffice 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\nOctober 29, 1993 To: Sue Pederson From: Connie Hickman Tanner Subject: M-to-M and private school recruitment data request As we discussed today, I anticipate receiving the following information, as of October 1, 1993, from you by Monday, November 15,1993: The total number of M-to-M students that transferred to LRSD from NLRSD and PCSSD organized by the receiving school and race of each student The number of new M-to-M students that transferred to LRSD this school year from NLRSD and PCSSD organized by the receiving school and race of each student The total number of M-to-M students that LRSD transferred to NLRSD and PCSSD organized by the sending school and race of each student The number of new M-to-M students that LRSD transferred this school year to NLRSD and PCSSD organized by the sending school and race of each student I would also like the number of private school students who transferred to the LRSD, resulting from the districts recruitment efforts during the 1992-93 school year, as of October 1,1993. Please organize this information by school including each students race by grade. I understand that you have not tracked this information in the past, and that you do not know if or how long it will take to retrieve this data. Please let me know when is a reasonable time that I can expect to receive your private school data, if it is available. If you have any questions, do not hesitate to call me at 376-6200.PCSSD November 1 5, 1993 PULASKI COUNTY SPECIAL SCHOOL DISTRICT 925 East Dixon Road/P.O. Sox 8601 Little Rock. Arkansas 72216-3601 (501) 490-2000 11=? n '-'SB*' Mr. Mark Milhotlen, Controller Little Rock School District 810 West Markham Little Rock, AR 72201 Ci :f Desegrsga:\nn i/ic uing NOV 1 6 1593 Dear Mark: \\Ne3re in receipt ot Dr. Williams' letter of October 20, 1993, regarding the pooling of funds paid to the school districts by the State of Arkansas on behalf of interdistrict school M-to-M students as called for in the Settlement Agreement. He states that the Littie Rock School District (LRSD) has serious concerns and that in the next few days. After repeated telephone calls to LRSD attorneys and staff regarding those concerns, we have to date received no specifics from anyone on this issue. We believe the relationship between the school districts in Pulaski County is critical t.o the successful implementation of t-h e-- --d--e--s-e-ag r-eGg-a--t-io--n- plans. The Settlement Agreernent was entered in good faith by the parties, and I believe its provisions should e implemented. We remain willing to review any legitimate concerns that LRSD may have regarding this issue, but to do nothing is not acceptable. Please let me know if 1 can provide additional information. Sincerely, Donald M. Stewart, Ed.D. Assistant Superintendent - Business Affairs bay cc\nBobby G. Lester Billy Bowles Chris Heller Sam Jones Bob Morgan noy 15 ' 12 zs p.l ri \u0026amp; il rschvsd Little Rock School District OFFICE OF THE SUPERINTENDENT NOV 1 5 1V93 Office of DesegregaSon Mcr:iici:na: October 20, 1993 deceived Pos^' brandjax transmittal memo 7^ TTi Mr. Bobby Lester Superintendent of Schools Pulaski County Special School 925 East Dixon Road P.O.-Bo.x 8601 Little Rock, AR 72216-8601 District Co. Oapt. PtxT Co. Phone t# I Pax fF c. 1^. b ' - i WSSCfl.-\n-.-.. \u0026lt;wiw,abi Dear Mr. Lester: This communication is a response to your letter received October 11, 1993, in which you requested that the Little Rock School District pay the Pulaski County Soecial School District S167,113 for the 1992-93 school year. Your request was based on the pooling provision in e Desegregation Settlement Agreement. ' Recently, I met with several members of our staff and two of our attorneys, Chris Heller and Jerry Malone, to review this matter. The Desegregation Settlement A^eement was negotiated in good faith, and we would like to continue along those lines. However, you must remember there are numerous components of this provision. For the parties to deal with a specific component in isolation appears to minimize the intent and spirit of the pooling provision. We have some serious concerns regarding the financial and educational impact of this request on our students. Therefore, I have directed our attorneys to consult with you and your attorneys regarding all of the components of the pooling provision in lieu of merely focusing on one area of the agreemenT, I agree with you that it is best when the parties can reach accord without outside mvolvement. Our attorneys will make contact within the next few days to discuss our concerns. Sincerely, I Henry P/Williams Superintendent HP^/lks 810 West Mailkhain Street  Little Rock, Arkansas 72201  (301) 3^000 DEC 08 '93 16:07 1993-94 M-TO-M TRANSFERS LRSD TO PCSSD (Black Students) receiveo DEC Q 1993 P.l Receiving School Total Number Baker 65 Cato 4 Flit *Assigned 1993-94 25 1 College Station Crystal Hill 12 2 341 88 Dupree Fuller 1 1 3 0 Jacksonville 2 0 Lawson 25 15 Oak Grove 16 11 Oakbrooke 7 1 Pine Forest 3 0 Pinewood 4 1 Robinson 59 19 Sherwood 4 4 Sylvan Hills Taylor Tolleson 21 18 4 2 6 5 Total Elementary 577 88 Fuller Jr. High Jacksonville Northside 6 S Jacksonville Southside Jacksonville High North Pulaski Northwood Oak Grove High Robinson Jr. High Robinson High Scott Alternative Sylvan Hills Jr. High Sylvan Hills High Total Secondary GRAND TOTAL *Included in total number NOTE: 4 5 9 12 6 47 71 59 1 59 44 323 900 9 o   1 03 c 2 s *0 c 2 I  a 9 fe Q 5 1 2 2 c 5 2 9 4 32 28 20 c o u \u0026amp; o O 0 32 19 151 344 We do not have M-to-M transfers between NLRSD and PCSSD.1993-94 DESEGREGATION TRANSFER APPLICATIONS Senior High: Total applications received 12th grade 11th grade 10th grade SUMMARY 3 30 214 247 12th grade: TO W FROM W 11th grade: 10 14 10 25 30 Central Hall - Fair - McClellan Central Hall Fair McClellan 10 25 1- 12 11 30 B T B T 1 1 1 2 3 3 3 1 1 1 2 1 2 1 3 2 1 3 3 2 4 3 3 1 5 3 4 4 8 3 5 10th grade: 44 17 61 Central 46 30 76 51 24 75 Hall 13 22 47 20 67 Fair 17 23 10 11 McClellan 80 13 93 152 62 214 152 62 214 9 6 1 Racial % Impact if all applications are granted/lOth grade Before After Central Hall Fair McClellan 587 260 295 425 64.4% 59.6% 67.5% 80.0% 572 313 339 343 66.9% 62.9% 67.5% 78.7%10th grade Deseg Transfer Applications: to Central T W B from Hall 12 19 from Fair 11 14 from McClel 26 28 44 17 61 7 3 2 to Hall from Central 19 21 39 from Fair 5 2 6 from McClel 27 28 51 24 75 1 to Fair from Central 18 26 9 from Hall 3 1 2 from McClel 27 10 37 47 20 67 to McClellan from Central 9 9 from Hall from Fair 1 1 2 10 1 11McClellan High School/1993-94 Assignments 10th grade 3-9-93 5-21-93 T i,21 339 B 336 2^1 88 69 NB 91 72 19 13 - Desegregation Transfers 4 - moved out of LRSD 17 11th grade 3-9-93 5-21-93 341 327 14 254 243 11 sr- - 84 \" 3 3 - Desegregation Transfer 12th grade 3-9-93 5-21-93 236 234 2 163 162 1 13 12 17 :nO3L : 1933/03/02 3-:00L ft. te \". ltd T C u d X xcL^ale ft' ite\n'\u0026lt;ax e ,aie other Count aCk white Percent othei rercent Percent Min Eiack Max 1 Slack He?. CapaJ-ty H fl -I t ves-a \"1 i 12 1 1.1 Tt 5 i s? 10 5 204 0 177 5 331  3 89 ------G- 0 107 ----1 3 196 0 -fr 0 5 e- 0 6 i ij TO'Eai Tsttv Tjtrt- IrgTT -31 686 24- 4T : to in ''2 19 20 21 ? 23 t ? W tf ' r * .21 t-l r?* 28 I : :3O 31 32 33: i I 1 39- ! i_ 39 39 \"to 2 - JJ\n,SSi*  trrrr- i- u 41 I 42 ' 48 -----O 8 583 7 06 -te3 gg.-Sl 62.5% 65.4% 60.2% ~t o .5 ei.ct 16.71 37.5% 33.6% 3 o . 8 % 38.3% 3e^^ 1 W 0% 0% S-rS^ 59.st  .0% .Ot 45.0% 67,5% 45.01 57.57, 0 661 rcr  7\u0026lt;, T] toi tli n-r^ .\\*\n\\ -*s-,\u0026gt; T.. -.v\u0026lt;..xr\u0026lt;*%rfWW \u0026lt;,lB\u0026lt; .3fl\u0026lt; i\u0026gt;-.SSl,MX.-7t J0A- - -\u0026gt; 7x-^ gjss\u0026gt;gt-^'in..-aiaaag^-.s^i^i^^gSSgsiT\ni\ngfe\nj^ 21 21 22 23 22. 29 29 27 2 SO 03 8 OTTT CLN I HAL Hl-3pr'cCH0UI7 Cldss Black Slack TcTinaTtr^TT Total White 1 J White vr C HOOl Total Other ytfflaie Whiteha'l e LHOQL Other Jotal Total \"Femalt' ' Other IcuhT Black Pe'f'Sijht 1993/05/21 White Other pc?tfrhT pgreeriT Min % 31 ask Max % BlACk PAGE I, 10 \u0026amp; M A \u0026lt;\u0026gt;\u0026gt; P I  4 2 \u0026gt; I il \u0026gt;ao 7?--J\" c I e r* l Sso \u0026gt;i 5Tl [ r : i34  - i I: |3 \u0026lt;4 ISO i 53 . 10 1 1 3- 187 193 192 225 ~T^/' T- ------5- 379 618 1 n Max X'iipacltv Total 529 1 1A6 ? 90 1 16 TOT 105 160 T25 1 r 195 256 22b 0 tr 10 F 0 Cr 1 1 TT 0 -v 10 17 Tar 5 r 586 691 * 335------ 80.0% * sr. n 66.9% 60.5% 3'8.'3%------ 20.0% 62.9% 33.6% 37.0% 38.8% .0% ---0% 1.7% 2.5% 3: 1% 59.5% ------ror 65,0% 65.0% '63. U% 75.0% ------rtrtr 67.5% 67.5% B7.b% 50 ------0~ 667 66? 666  311 370 581 18 07 k3 1872 61.2% 36.6% 2.6% c  ! 18 ' '4\n. -' - C .6Xk \u0026gt;e 20 I 21 I 22 2S ze IT \u0026gt;0 91 c 7| sa 9 C 41 42 41 ' 4\u0026gt;^ 1 IL' esl se- 671 80i  I s\nJ 41 e-si 8 4^ *l 681rsf z..\nil 49 SP \ni0 Tot^i aC 5 82 .05 a. y te White  ife Tot Gt?. Kl.iLe Mc.i = rxer iOtc.1 rer.-.ale Other Count Ferceiit 5 1 .11 72. -154 104 79 213 156 1 48 61 5 47 63 12 3 95 107 113 0 0 - 344 0  0 4  ' 24 ^' 0 7_ 6 8 TJ 14 256 326 283 78.6% 60.2% 65.3% 55.1% 33T TT TO- TT 557 wliite J / 0 J / 01' Other Percent Percent ^3V 21.4% 37.1% 32.8% 42.0% 3T .1^ \"'i- ?5.'- Min Elack Ma\n-: % Slac.k Ka\n-. Capacity 70% 40.0% 75.0% .0% 2,1% 1.8% 2.8%\nv  .0% 4S.0% 45.0% 45.0% .0% 51. 51.0^ 51 .S'i ~7Tr 0. 400 400 400 I ? ! ? h r\n10 12 \u0026gt;3 \nBi J\u0026gt;- Ss i . iS. 21 22 23 , u. u ** it aKhS^ XL ze M \\ at 3B 30 40 42 43 i* 01 Lr.20 SCIIOQLl 002 KAuL UXOH OClIOut:- NEXT YEZ'\nhool counts iCriOC'L 1993/05/21 PAGE I 2 Bladkp BiacR' \u0026lt; Jotaj Whjte White eeniatf Total Other'/O^her . Total Total . P\"g Hld lg O tb* C T Cuurrt Black pyruerit White Other Per i.en t Per cert' Min % -e^hJrck- Max % ClBck- Max Capj-crtv NB ! S:- B i' B i- .- I?\u0026gt; - I -i -i K gh 0 0 0 9 -t-c V* Q e 0 e to at  90 at 82 33 36  3S I' !} 40 !*' 42 4S S 47 4 40  ^50 161 11 3Q7/ .\nS3 107 202  ^\"8 2147. Tea'. r**- tris- 61 47: -e\u0026lt;r 109 109 119 ' ii 'S-' 1 -e 3 '^5 ?  -tr 1 . 5 '\u0026lt; 5 15 +5- 316 328 .0% * 00.0% . 63.9% \u0026lt; B5.2% '' 'Sg-et 93.3% 20.0% 34.5% 33-2%. 4 1 5% 6.7% .0%- 1.6% 1.5% 2.-^^ 40.0% ------ rev 45.0% 45.0% 75.0% ------ re%- 67.5% 67.0% '97 .'5%- 2Q -----  AGO 400 400\"\"-- I I Total 300 293 593 166 19/. 350 9 9 19 951 61.3% 36.8% 1,9% Jii StI.'SaS j .\u0026gt;!- .e\"\"\" ^iStfs-eS^iShW\nMrt. g 'S :aw. t*..- Si jp' 12 jz4- 128 2B 80 81 97  3 40 42 44 I 461 46!^ ii\"\"!! hii I4' la * 85 66 88 98 60 t 09 04 05 ee f  r t^.\nj. r! r e 2 s 1 r . c IO tai w: ack M White  eiiiale White Male Sthei \u0026gt;tal Total xemale Other Count B13 c h Percent White Other Percent Percent Min % Black Max -t Black Ka?. Capacity  e 12 19 s T la ao a\n? is.. I s s i\u0026gt;- \u0026lt;1- -5\"/\n. o a 20 \u0026gt;0 3? 82 93 134 \"'1 I oli ? r  cl i: \u0026lt; Ci t. 140\ni t o !*'- \u0026lt;2 43 146  Ci.7 !*^{ Toj  Cisoi sr 10 11 (T 5 86 ~Ty 10 113 100 SI 15 199 201 153 7 4S  0 2 47 53 40 S' -1 95 IOS 92 ff 0 0 TT Q 1 1 3 ly 0 i. 5 if 22 295 312 * 266 .OT 68.2% 67.5% 64 . 63.5% :is^- 31.8% 32.2% 34.6% 34.6% TiT? 40.0% TKITJV .0% .0% .0% .3% 45.0%. 67.5% 1.0% 1.9% 45.0% 45.0% 67.5% 67.5% 0 306 305 305 tel 276 534 160 142 5 9 .. 895 65.3% 33.7% 1.0% 12 13 te ,. X . .S. VX * J, . s _ ~z s 1 17 la 2S. 21 22 23 1 i I W w 20 27 Uj s^ \"'t k ''ts**!*^*.-.- xtiel z\u0026gt; BO st iSfesE^S: \"St 94 88 at 87 98 9B 40 41 ie 43l 46| 46\n47 49 40 SC 51 52 Cf ! I .SSI 3e sal i\u0026lt;p 60 \"eil \"-1 63: 64 I 6f\n4- i'- e r I  j: no eb' i. %3 01 LRSD bCHUULfOOS FAIR HibH ScHUOC Class BTaok Black Total White Ma Ie [ eifia is Si acl'v I e NEXT YEAR SCHOOL COUNTS SY SCHOOL 1993/05/21 PAGE 7 Whi te Total Other rema'le ' Wh te Ha le Other- Total Total Perna Ie other CdtniT BT ack Percent White - Other , Min % Percent percent B1 ack Max %%: \"Max Bl acRT capacity -SP- 10 11 Total 1B t3 1 st  i  SB Z1 20 !* fw I \u0026gt; s C, 3 ,*\u0026lt;0 4S 45 !\" 0 ------6 106 97 82 \" 0 nr 112 103 TT 0 ns\" 218 200 THT Q -------5\" 60 55'- 0 ~3 52-.\nso ' 0 8\" 112 105 89- 0 IT 0 0 O o 1 T 0 CT 0 3 S 0 25------ 330 * .0% * 66.7% 66.1% 308 * ? Si*.91 291 310 601 170 1/*/* 3Ut 4 e TTBT 923 gz^'\noT 65.1% \u0026amp; 45?* *5 *i**. 'Li\"\" 4..-1- ?r a. jwr fras\nt t- .0% 33:3T- 33.9% 35.1% 35. TV 3Z*.O1 \u0026lt;v-* *** .0% Tor .0% 1.01- TTST .9% 50.0% Tor TTSTOT *t.V 'e ** 75.0% Tor 67.5% 20 ------0- 306 67.5%.' 305 67:5r 3TIT SP *2 f I .3S. !=' :2  ! I I*  = -. t 1- t I* J 40 I -rtei Hi# i \u0026gt;l\u0026gt; J 49! 90-^ I fti 1 ! ! 60 St 2 6S  cs^ -i^r r 01 LRSD SCHOOL\n01 HC CLCLLAH HIGit i K NEXT YEAR SCHOOL COUNTS SY SCHOOL T 1993/05/21 PAGE 1 1 \u0026lt; -'if - fil aik -.,. el ack- ' Totq.^,\nwh2 te ^yhi te Total Other . Other Hat'C 0 rs-io - i ciii\u0026lt;il e E i t\" 'ha tv' epifl.jle Other Total .Total , trooiTt Black.:- PyT'vg'rrt~~ White Pei'TTgTT'L Pai'ueiit Other , , Hin $ Hax % Max^ el J01'. elai-k 'Capac Tty \u0026lt; I 6  0 -r 126 0 tr n 0 * 139 ' 2i3 -257,^\" 35\n0 *5- 0 0 -Q- 0 -0- 0 .0% * t\u0026lt;0  ^1*0 ..SBs oc S.^2. UX\u0026lt;.Ss. V *-**- 69\" \"-------------- ?9-3t .0% go.\u0026amp;% \u0026lt; 75.0% ------rev AO.0% ------rev .0% vOV S-BVt*. 22O0..4i\u0026lt;1V4^- .^- ^-99%% --..--2255..O01%k 67*^%^ 20 e- In'*  I..: TT W TT T 99.5% 39.9% \" -t-rW 69'. Ot\ncy.S^. e- 10 Total 3A0 351 691 115 109 223 6 10 92A 7A.8% 2A. 1% 1.1% 12 !\u0026lt; '\"i S3t^ 20 \u0026lt; 1 \u0026lt; 31 32 23 20 SO c c 94 3S 33 i. n 33 so 2*' 42 h-^ c. 4S 4? rt 3 4 so SI \u0026lt; u e r 2 r c e  i6\u0026gt;st.. n *.4 S'usaii.-^aefr.P^'z- 1 10 12 1 01 LRSD SCHOOL: 01g WC CLLLLAN HIGH 5CHQQL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1993/05/21 PAGE 1 1 \u0026lt; n w 6 a Class Black ---------------MOlg\" fi 1 ack r v 111 d Tt-  Total White White Total Other White Other Total Total eptmt' Black Percent\" White Other 'PuruyiTt 'Peruent' Min t el dck Max % 8 lack Max Capac ! ty \u0026lt; \u0026lt; K 10 11 TT 0 ro- 139 10A '\"'82' Q -----IT 128 139 0 r 267 2^*3 0 0 0 s- 0 -e- Total 30 351 691 ---- -- Ss Ca e ' 9 a 27 29 a 90 'U' 3\u0026amp;\n' iiO -rr 115 c 91 32 89 i. 9S 30 t I f 3B 30 *' 42 49 40 c t SO SI AO -32- 108  80 6tr ^1  ----- 0 e f 3 i'-u-y-v 6 0 3 if 10 iK K. 0 24 339 32? '234\" .0% * ?9.-2t------ 78.8% * 'lk,3% 89.2% '*' .0% 20.81 20.At 24.5t 29.8t .0% -rOV .9% 1.2t tryt 40. Ot -------rW 45. Ot 43. Gt 45.01 75.0% ------rOV- 67.5% 67.5t\" 87 rV^'- 20 -----------e 3@A -.'393  ------390 iu.'\u0026lt; i . !13 14 \u0026lt; 92A -7tK.e% 2U. 1% 1 . 1% 41 1_ -z3 F \u0026lt; ji. ixss-i 20 121 22 28 24 2B t . '^t-. -3^/ i.1 f 20 80 t \u0026lt; SB ai   C SB I 40' ei 62 i 03 ' t f:kool NLZT 0- 1993/03/09 Blsck Kale Black Bemale Total White Elack Kale White Total Other Other Total Total 4 r 2 C ii I' 'f  9 ftIg g 1i I  Female White Male Female Other Count Black Percent White Other Min Max Max Percent Percent Elack Black Capacity K SF ,10. 11 V 15 164. S4 0 s\n111 147 79 0 5M. 254 02 42 33 03 Ji 41 32 05 83 70 0 0 JL 0 0 J. 1 2 0 0 _2. 4 3 0 25 A22. 3-41 236 .0% 80.0% 7.8, IX li.5^^ 69.1% * .0% 20.0% 2p.....6,a. 24.3% 29.7% .0% 40.0% .0% .5% 1.2% 1.3% .0% 75.0% .0% 45.0^ 67.5% 45.0% 45.0% 67.5% 67.5% 20 0 393 393 Total 370 403 77,3 123 lie 247 3 6 9 1029 15.li 24.0% ,9% 10 11 12 19 12 10 24 I  'i I 20 20 27 29 SO I 32 1 t9 3S M 35 se ^^1X4 i 4O' t  I?\n* ! li-e.! J\nie ! 6t ! 56 { 56: i 60^ I 61 1 ! TEL: 8:43 No .001 P.Ol 1 Nov 22,93  1 UTTLS KOCK SCHOOL DISWCT OmCB OF DBSBOHBOATIOH Ml ManMa UtU Mack, AX 73M\u0026gt; FAX (501) 324-2281 DATX TO g- TA n p  Y? r*OM S u p.rA e \u0026lt;\\ SENDER'S PHONE # 324-2271 SUBJECT Special Instructions Nwakw PaM (imAwU \u0026gt;*\u0026lt;- rax PtwBC Mwater LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 November 18, 1993 TO: Ann Brown, Melissa Guldin, Bob Morgan, Margie Powell, Horace Smith, and Connie Hickman Tanner Office of Desegregation Monitoring FROM: Russell Mayo, Associate Superintendent for //Vt Desegregation C. SUBJECT: Request for Information for Monitoring the Elementary Interdistrict .Schools Per your request of October 27, 1993, the following information is provided: 1) The number of M-to-M transfers to each interdislrict school by school year, race, gender, and sending school. TO BAKER INTERDISTRICT SCHOOL 1989-90 Information Not Available 1990-91 Information Not Available 1991-92 A total of 59 students were as sending schools not available. igned to Baker. Gender and 1992-93 Sending School Number Male Ferna1e Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin 4 1 1 6 3 5 5 5 3 3 1 2 1 1 1 5 1 4 2 4 4Fulbright Geyer Springs Jefferson Meadowcliff Otter Creek Rightsell Romine Terry Washington Wilson 4 1 1 3 2 2 3 2 3 14 2 1 1 1 1 2 1 1 7 II TOTAL 1993-94 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin Fulbright Geyer Springe Jefferson McDermott Meadowcliff Mitchell Otter Creek Romine Terry Wakefield Washington Wilson TOTAL 2 2 1 3 1 2 7 65 32 33 Number Male Female 3 3 2 2 5 3 9 4 3 1 1 2 1 1 7 2 2 8 13 79 TO CRYSTAL HILL INTERDlSTRICT SCHOOL 1992-93 Sendincr School Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Number 1 13 10 11 16 9 16 8 2 2 1 3 1 2 8 3 1 1 1 1 2 1 1 7 37 Male 1 6 8 5 8 10 3 1 1 1 4 2 4 1 1 1 3 1 1 5 1 2 1 6 42 Female 7 2 6 8 4 6 5TEL: Nov 22,93 8:45 No .002 P.Ol 3 Number Male Female Forest Park Franklin Fulbright Garland Geyer Springs ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff 3 18 16 10 5 3 3 9 12 8 11 .3 8 6 18 2 9 5 17 18 4 28 5 2 12 8 7 2 7 6 4 7 2 5 3 8 ] 3 2 9 6 2 15 4 1 6 8 3 5 3 1 2 6 4 4 1 3 3 10 1 6 3 8 12 2 13 1 TOTAL 305 161 144 1993-94 Number Male Female Badgett' Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller' 1 12 12 14 16 11 22 7 4 20 16 7 5 9 6 11 16 12 17 1 3 5 7 1 3 10 7 9 \u0026amp; 13 4 3 12 9 5 1 3 2 8 10 8 10 1 2 1 3 9 2 7 7 5 9 3 1 8 7 2 4 6 4 3 6 4 7 1 4 4TEL: Nov 22.93 8:45 No.002 P.02 Number Male Female Romine Stephens Terry Wakefield Washington Watson Western Kills Wilson Woodruf 17 3 8 7 6 21 9 28 6 7 1 2 1 6 6 5 16 4 10 2 6 6 15 4 12 2 TOTAL 339 179 150 2) Ths number of students from outside Pulaski County enrolled at each interdistrict school. TO KING 1993-94 Sending District Number Race Male Ferna1e Benton Bryant Conway England Lonoke 1 1 1 1 2 W W W w w 1 1 1 1 1 1 TOTAL 6 5 1 TO ROMINE 1991-92 None 1992-93 None 1993-94 None TO WASHINGTON 1991-92 None 1992-93 None 1993-94 None3} 'Hie number of intradi ftbrict trancfexs to each intcrdictrict school. TO KING 1993-94 Sending School- Number Male Black Female Ma] e Nonblack Female Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Jefferson McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Washington Watson Wilson 5 5 1 5 7 1 2 11 3 1 5 10 4 2 12 15 5 4 2 1 2 11 3 1 TOTAL 127 TO ROMINE 1991-92 Sending School Number 2 1 1 1 1 2 1 3. 1 1 2 1 1 6 4 7 7 6 3 1 3 6 1 1 53 Black Male 2 2 1 2 2 3 2 1 4 7 1 1 2 1 4 1 33 Female 2 4 1 3 1 1 3 1 1 22 Nonblack Male 3 1 1 1 1 1 1 2 1 1 19 FeiTial e Badgett Bale Baseline Brady Chi cot Cloverdale Dodd Fair Park 2 11 5 16 3 3 15 5 1 5 2 8 1 1 6 2 1 5 2 Q 2 2 5 3 1 1 2 2I 1 11 Number Black Male Female Male Nonblack Female Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightaell Rockefeller Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff 2 7 20 2 1 2 8 5 11 4 1 1 3 2 1 1 6 1 3 5 10 29 1 1 4 9 1 3 8 2 1 2 TOTAL 186 1992-93 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs King Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Rightsell Rockefeller Stephens Terry 2 17 4 11 2 3 20 6 2 8 21 2 1 12 3 13 5 1 3 1 1 1 6 1 1 4 2 5 2 1 1 1 1 1 4 3 3 2 2 1 1 1 2 1 2 3 1 3 7 3 3 10 1 3 3 3 8 76 75 21 .1 1 1 4 14 1 4 1 7 1 5 3 4 4 4 1 1 1 6 2 1 4  11 2 5 3 1 3 8 2 4 1 5 1 1 1 1 3 3 3 1 1 6 1 3 2 1 1 4 2 1 1 1 2 1 1 2 37 TEL: Nov 22,93 8:49 No .003 P.Ol Wakefield Washington Watson Western Hills Wilson Woodruff Number 1 2 11 8 26 2 Male 1 2 4 1 4 1 Black Female Male Nonblack Female TOTAL 195 65 1993-94 Badgett Hale Baseline Brady- Chicot Cloverdale Dodd Fair Park Franklin Fulbright Garland Geyer Springs Mabelvale McDermott Meadowcliff Otter Creek Pulaski Heights Terry- Wakefield Washington Watson Western Hills Wilson Woodruff 1 14 2 13 1 1 21 2 7 22 2 1 4 7 4 2 3 2 1 1 6 6 24 2 1 1 1 7 4 1 4 10 1 2 2 1 1 1 1 1 1 2 1 TOTAL 149 43 TO WASHINGTON 1991-92 Badgett Bale Baseline Brady Chicot Cloverdale Dodd Fair Park 4 9 9 26 14 16 5 13 3 3 6 2 1 3 7 2 5 1 3 10 2 I sa 32 30 3 1 2 1 4 1 3 7 2 1 2 1 5 1 4 1 41 2 1 2 3 4 3 1 3 3 6 2 2 2 1 1 2 11 33 1 5 3 11 6 2 2 7 1 1 7 3 1 3 2 1 32 2 2 1 3 9 4Number Male Black Ferna1e Male Nonblack Female. Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Watson Western Hills WjIson Woodruff 14 9 38 8 10 30 13 9 29 10 6 9 8 14 20 6 4 16 13 7 G 23 2 4 3 6 3 3 10 5 1 2 2 3 2 4 7 6 1 3 4 1 1 3 1 5 5 10 5 2 9 8 1 3 2 3 4 2 6 12 4 3 1 1 4 3 2 3 1 12 2 8 3 13 1 2 2 1 2 1 10 5 1 1 8 2 10 3 3 4 11 5 1 3 2 3 1 1 10 1 TOTAL 400 93 111 111 85 1992-93 Badgett Bale Baseline Brady- Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell 5 11 7 28 10 17 6 3 13 5 30 8 8 32 9 9 29 9 5 9 7 13 4 1 1 6 3 3 2 4 4 2 3 3 14 4 1 2 3 3 2 2 6 1 2 1 2 2 3 3 1 4 1 9 5 1 12 h 1 3 1 2 4 6 5 3 14 3 4 3 2 G 2 7 3 3 2 14 1 4 4 12 2 2 1 1 5 3 2 3 1 2 3 1 3Rockefeller Romine Stephens Terry Wakefield Watson Western Hills Wilson Woodruff Number 21 6 1 IG 10 6 3 29 1 Male 9 Black Female 10 Male 2 4 Nonblack Female 2 TOTAL 373 1993-94 Badgett Bale Baseine Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDexmaott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Watson Western Hills Wilson Woodruff 2 10 7 24 13 15 4 18 13 3 22 7 3 27 6 9 18 7 4 11 7 12 19 5 1 15 7 8 2 33 ] NOTE: TOTAL 333 Information concerning 2 2 1 3 1 1 1 5 1 1 9 5 1 4 2 12 1 13 1 90 90 109 84 1 1 1 6 3 2 2 5 2 2 3 2 12 3 1 1 3 2 2 4 6 8 1 2 1 2 1 3 2 1 4 1 1 4 1 11 3 1 2 1 2 5 1 6 2 9 5 4 2 6 3 1 3 7 4 e 9 1 8 5 2 2 2 2 1 5 9 2 1 2 1 4 2 80 78 interdistrict and 3 9 1 3 2 1 2 1 8 3 1 13 95 4 6 2 1 1 1 3 1 2 2 18 1 80 intradietriCt transfers is based on the students' current address. We do not have address files reflecting the students' address at the time they were assigned./iu-ao/aa 15:1? QSUl 3:4 :\nU31 L R School Dlst --- ODM 002/004 RECEn/EO OCT 2 6 1993 Qffic it Monitoring LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH Ain\u0026gt;.,EVALUATION DEPARTMENT Date\nOctober 26, 1993 To: From\nConnie Tanner, Associate Monitor Office of Desegregation Monitoring Sterling IngraJ^^irector Planning, Research and Evaluation Re: Interdistrict Transfers - 1992-93 School Year Attached you will find information for the 1992-93 school year student transfers to Crystal Hill Magnet School, Baker Interdistrict School and Romine Interdistrict School., Please feel free to contact me if you have any questions or require further information. bjgiU-' io - MJ io\ni I j\n4 2UJ\nL K scnooi uist oca 1^003. 004 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS ' 72201 1 9 9 2 - 9 3 tjaSD aTTOBNTS ASSIGNED TO CRYSTAL HTLI. SENDING SCHOOLi NUMBER OF STUDENTS Badgeti: Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff TOTAL 1 13 10 11 16 9 16 8 3 18 16 10 5 3 3 9 12 8 11 3 8 6 18 2 9 5 17 18 4 28 5 30S..iu- -u, X J . xo UJUl jx-i U K 3CI1OOX vise --- uux lg|UU4/(J(J4 I LRSD 8TUDBST8 ASSIgWBD TP BAKER I i SENDDTG SCHOOL: NUMBER OF STUDENTS Badgett Bale Baseline Brady Chicot Cloverdale Dodd Franklin Fulbright Geyer Springs Jefferson Meadowcliff Otter Creek Rightsell RoBiine Terry Washington Wilson TOTAL ,4 1 1 3 's 5 4 il 1 3 2 2 3 2 3 14 i 5 i INTRA-DISTRICT TRANSFERS TO ROMIMB SENDING SCHOOL: NUMBER OF STUDENTS BLACK NON-BLACK Bale Baseline Brady Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garlamd Ish Jefferson McDermott Meadowcliff Mitchell Rightsell Stephens Terry Wakefield Washington Watson Western Hills Wilson Woodruff TOTAL 10 5 15 2 23 5 3 '3 22 2 3 14 8 1 i 3 i 2 I ,3 9 31 i i 175 2 4 IS 2 11 5 3 3 21 2 3 11 3 1 1 3 1 1 4 2 3 6 8 1 8 1 0 0 12 0 0 0 1 0 3 5 0 0 0 0 3 0 0 0 3 23 0 ! I I I f I 1X$ 59INTER- and INTRADISTRICT TRANSFERS to the ELEMENTARY INTERDISTRICT SCHOOLS Prepared by the Office of Desegregation Monitoring February 1994 Receiving Schools Sending District LRSD NLRSD PCSSD 196990 199991 1991-92 1992-93 199394 196990 199991 1991-92 1992-93 199394 198990 199991 1991-92 1992-93 199394 Baker Crystal Hill King Romine Washington B W B VI B 59 VI 0 B W B VI B B W B W 6 W B W B W B VI B VI B VI B VI N/A N/A 165 261 N/A N/A 60 11  Informalion not available NIA N/A 155 210 N/A N/A 34 203 NIA N/A N/A 151 204 N/A 35 196 65 0 79 0 0 0 0 0 0 0 0 0 0 0 0 0 4 0 8 0 6 0 5 2 305 N/A 133 180 0 N/A 62 193 N/A - Not Applicable 339 86 84 158 0 41 65 175 N/A N/A 0 N/A N/A N/A 0 N/A N/A N/A 0 0 N/A NIA 0 73 N/A NIA 0 0 N/A NIA 0 65 0 0 0 0 N/A NIA NIA NIA N/A N/A 0 0 0 0 N/A N/A 0 0 N/A NIA N/A N/A N/A N/A N/A N/A 0 152 0 0 0 0 0 0 4 0 10 0 2 64 0 37 N/A N/A 0 61 0 74 0 65 0 65 Note: Although Washington Magnet is not among the six elementary interdistrict schools named in the desegregation plan, it nonetheless functions as an Interdistrict school under the terms of the settlement agreements and court orders. The chart above is based on the number of students each district sent (not received) to interdistrict schools and is extracted from the most recent information available: LRSD\nMemos dated November 18. 1993 and December 6, 1993 from Russell Mayo, Associate Superintendent for Desegregation. NLRSD\nNovember 26, 1991 memo and June 4,1993 M-to-M transfer listing from Mable Bynum, Assistant Superintendent for Desegregation\ndistrict reports dated October 1, 1992 and October 1, 1993. PCSSD: Memos dated December 11, 1990, December 3,1991, January 12,1993, and December 14, 1993 from Eddie Collins, Assistant Superintendent for Pupil Personnel Services.M-to-M TRANSFERS TO WASHINGTON Washington became an interdistrict magnet school beginning with the 1990-91 school year. Below is Washingtons five year enrollment, based on October 1 enrollment figures. BLACK WHITE OTHER TOTAL % BLACK 1988-89 0 0 0 0 0 1989-90 1990-91 1991-92 1992-93 510 438 480 483 519 98 313 356 332 11 762 841 822 57 57 59 8 1 5 7 As reported by NLRSD and PCSSD, below is the number of students sent to Washington by NLRSD and PCSSD on M-to-M transfers. NLRSD PCSSD TOTAL 1990-91 1991-92 1992-93 73 65 64 61 74 65 134 139 129 As reported by LRSD, below is the number of students Washington received from NLRSD and PCSSD on M-to-M transfers. NLRSD PCSSD TOTAL 1990-91 1991-92 1992-93 57 65 55 43 74 58 100 139 113 Prepared by Office of Desegregation Monitoring June 8, 1993.XESJt TRANS DEPT TEL :570-4009 Nov 2501 17 26 No.019 P.02 *w'  aS 'fi Little Rock School District Transportation Department April 19, 1994 Ms. Melissa R. Guldin Office of Desegregation Monitoring United States District Court Eastern Division of Arkansas 201 E. Markham, Suite 510 LR, AR 72201 Dear Ms. Guldin, With regard, Mr. Montgomery has asked me to respond to your request for information. Whenever there is a new student or an address change for an M-to-M student, a request from the LRSD Student Assignment office is sent to this department by means of phone, mail, and fax. It takes approximately 3 days before a stop goes into effect from the time this information is received in our office. Bub routes are given to the M-to-M Drivers to pass out to the students whenever there is a change in a particular route. This action is because some M-to-M Schools do not feel that it is their students. responsibility to get this information to the This office has always made every effort possible to get current route information to parents/students and will continue to do so. Please feel free to contact this office for any further information or assistance. Sincerely, Jayne Agnes Safety Supervisor 810 West MarkJiani Street  Little Rock, .IrkanSHs 72201  (5oi)aa4-2ooo1 I  VTC . . ,.i SAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION DI 'T LITTLE ROCK SCHOOL DISTRICT Sy: 'jj. :. PLAINTIFF V. LR-C-82866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE F APPEAL Notice is hereby given that the Little Rock School District, the Pulaski County Special School District and the Joshua Intervenors appeal to the United States Court of Appeals for the Eighth Circuit from the order of the district court entered in this action on January 13, 1995 to the extent that order did not provide the full financial and other relief requested by these parties. Respectfully submitted. PULASKI COUNTY SPECIAL SCHOOL DISTRICT LITTLE ROCK SCHOOL DISTRICT WRIGHT, LINDSEY \u0026amp; JENNINGS M. Samuel Jones 2000 Worthen Bank Bldg. 200 West Capitol Little Rock, 72201 (501) 371-0808 FRIDAY, ELDREDGE \u0026amp; CLARK Christopher Heller 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 (501) 376-2011 JOSHUA INTERVENORS JOHN W. WALKER, P.A. John W. Walker 1723 Broadway Little Rock, AR 72206 By: Christopher Hellef^ Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Appeal has been served on the following people by depositing copy of same in the United States mail on this 16th day of February, 1995: Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg,, Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, AR 72201-2610 2 if- received ri DiS- I 'I'RIC' Oilice APR 2 2 1994 01 Deseyregation Monitoring LITTLE ROCK SCHOOL DISTRICT IN THE UNITED STATES DISTRICT COURT APR f 5 JQ04 EASTERN DISTRICT OF ARKANSAS '' WESTERN DIVISION IV. Gy\nl''rcCOniVWCi\u0026lt;, plXent CLEFiK V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL DEFENDANTS KATHERINE KNIGHT, ET AL INTERVENORS NOTICE OF APPEAL Plaintiff Little Rock School District hereby gives notice of its appeal to the United States Court of Appeals for the Eighth Circuit from the March 16, 1994 Order which requires the Little Rock School District pay the Pulaski County Special School District the sum of $167,113 within sixty days of the date of the entry of the Order. Respectfully submitted. LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 cEristopher Helle^^ Bar No. 81083CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Appeal has been served on the following by depositing copy of same in the United States mail on this 15th day of April, 1994: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Helle: 2 REC .1 FEB 2 7 1995 IN THE UNITED STATES DISTRICT COURT . EASTERN DISTRICT OF ARKANSAS EAoTERN district ARKANSAS Office of Desegregation Monitoring WESTERN DIVISION JAMES VV. McCORMACX By:  CLEFiX LITTLE ROCK SCHOOL DISTRICT PLAINTCEPPclerk V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS RESPONSE AND BRIEF IN SUPPORT OF JOSHUA, LRSD AND PCSSD'S RESPONSE TO MOTION FOR STAY PENDING APPEAL AND CROSS-MOTION FOR COMPLIANCE Statement of Facts The responding parties do not dispute the statement of facts set forth by the State and ADE. Argument A casual reader of the State's motion for stay would likely form the impression that a stay is sought to suspend collection of a \"mere money judgment\" that has arisen in a routine contract dispute. However, the \"status quo II which the State seeks to FEB 2 4 iAC preserve is a far different thing than that which might be generated between a lender and a borrower who have a dispute concerning the repayment of a note. The unique context of the present dispute arises in the setting of the State, as an adjudicated violator of the Constitution, now having been found guilty of violating a settlement agreement which it promised to uphold as well as state law that it is charged with administering. Indeed, a core portion of the 11 status quo tl which the State seeks to preserve includes judicial findings that the State: \"...is deliberately discriminating against the Districts with respect to the provision of loss funding for a decline in enrollment related to the loss of M-to-M students, H and that the Arkansas Department of Education \"ha determined to discriminate against the three Pulaski County Districts with respect to M-to-M students. II Further, that the State, through the Arkansas Public School Computer Network (APSCN), in pursuing a state-wide computer network system, offered these three Districts implementation options that were \"meaningless, worthless choices. designed for rejection on the part of the three Districts, . tl and that this activity was in violation of the Settlement Agreement. Moreover, the order for which the state now seeks a stay is replete with mandates and injunctive admonitions to recalculate and restore funds due the three Districts dating back to the 1992-93 school year. The State knows as well as any other party to this case the precarious financial condition of these Districts and the recent history of all three in pursuing oftentimes radical and controversial budget cuts necessary for them to remain financially solvent. It thus becomes particularly pernicious for the State to seek a delay in compliance with the 2order of this Court, particularly when its conduct has been so egregious, Recouproent It is ludicrous for the State to compare its ability to recoup monies that should be paid to these three Districts to the situation of the government's inability to recoup payments made to welfare recipients. (See State's brief at page 5). First, in contrast to welfare recipients, the State absolutely controls the flow of millions of dollars a year to these three school Districts and will remain in that position long after the resolution of any appeal in this case. The State is absolutely protected in its ability to recoup any funds it is ordered to pay now. Second, there are only three school districts for which calculations must be paid and to which money must be paid. The burden of paying the Districts and, if necessary, recouping the payments is extremely small compared to the burden of paying hundreds or thousands of welfare recipients. Further, in the unique circumstances of this case. it is appropriate for the District Court to assess the prospects for the likelihood of success of the State's appeal and to take that into account in determining whether to order a stay or whether to order the State to make immediate payment to the Districts.' 'On appeal, the State has the burden of proving both that the District Court abused its discretion in its interpretation of the settlement agreement or was II clearly erroneous fl at its factual findings, including those of deliberate in arriving discrimination against the three districts. These parties submit 3These parties submit that not only should the Court deny the State's stay request out of hand, but that the Court should exercise its equitable and legal authority to order the State to make the calculations it was ordered to make in the Order of January 13, 1995 and to remit the appropriate sums to these three Districts by March 15, 1995. ! Respectfully submitted: Christopher Heller FRIDAY, ELDREDGE \u0026amp; CLARK 400 W. Capitol, Suite 2000 Little Rock, AR 72201 i Attorneys for Little Rock School District John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72201 s S Attorneys for Mrs. Lorene Joshua, et al. and Katherine Knight, et al. WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 S I ( By. 6 M. Saim Attorfr ji^l eys Special S ones III /(76060) or Pulaski County ool District that the State's prospects for success on appeal are relatively dismal. .atVLMiN JWl' 4On February CERTIFICATE OF SERVICE 1994, a copy of the foregoing was mailed to the following. Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 410 W. Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ms. Ann Brown ODM Heritage West Bldg., Ste. 510 201 East Markham Street Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 M. Sa: el ones, 113 / i k 5! i 09/07/95 12:52 WRIGHT, LINDSEY, 8, JENNINGS NO. 282 P002/010 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS PCSSD RESPONSE TO LRSD PRETRIAL INFORMATION CONCERNING POOLING OF M-TQ-M FUNDS The PCSSD Offers the following response to the pooling submission submitted by ths LRSD. As explained below, many of the contentions made by the LRSD are simply flat wrong. First, LRSD contends that the pooling provisions create a pool of money \"for the education of all interdistrict school students.\" This leaves the impression that the pooled money is sufficient, on a per student basis, to fund the education of aii the intardistrict school students. However, let us remember that at any particular intardistrict school, the M-to-M students cannot comprise more than 49.99% of the student body. To exceed that number would disqualify the school for M-to-M transfer. Accordingly, at most, the pooled money might provide something slightly more than one-half of the money necessary to educate all the interdistrict school students since the host district will have to fund the shortfall out of its own general revenues.09x07/95 12:53 WRIGHT, LINDSEY, \u0026amp; JENNINGS NO.232 P003/010 Second, the LRSD contends that these provisions \"were intended to require the same expenditure per student for each interdistrict school student. Expenditure per student does not equate to equalizing instructional budgets. Instructional budgets, whatever they may be determined to be by this Court, are necessarily something less than expenditures per student, the latter of which encompasses and allocates a broad array of non-instruotional coats including central administration, transportation, construction and maintenance and debt service. Indeed, after making this assertion, LRSD recognizes, in the next paragraph on page 2 of its submission, that expenditure per student is something different than instructional budgets. Third, the LRSD contends \"if not for the agreement to equalize budgets, the amount spent by PCSSD to educate LRSD M-to- M transfer students would be significantly lower than the amount spent by LRSD to educate PCSSD transfer students.\" Says who? This existential leap of reasoning cannot be supported by any facts. The only significance to the $3600 and $2900 is the fact that when the M-to-M agreement was drafted in 1986, these were the sums each District spent on average in its regular schools. I The Court will recall the charts (attached as Exhibits 10 and 11) prepared by the ODM several months ago which were prompted by an analysis of double funding at the incentive schools. The Court will recall that the highest funded incentive school spent almost $9,000 per student while the lowest funded area school spent just over $2,000 per student. Thus, since the advent of double funding for the incentive schools, LRSD*8 overall average expenditure per student has been consistently skewed and overstated because the incentive school expenditures 2 B09/07/95 12:53 WRIGHT, LINDSEY, 8. JENNINGS NO. 282 P004/010 There were no interdistrict schools then, there were no interdistrict school programs than, and there were no instructional budgets for interdistrict schools. Since the PCSSD has programs and themes at its interdistrict schools that it does not have in its regular schools, it follows that the instructional programs cost more at those schools than at its regular schools. In what may amount to simply transcription errors, the LRSD has suggested a formula at page 3 which is mathematically impossible to implement. In subparagraph (c), the LRSD first proposes that the pooled funds should be divided by the total number of M-to-M transfer students attending interdistrict schools to calculate an amount per student. However, they then suggest that the amount per student as determined be multiplied by the number of students attending the school. Because the number of students attending the interdistrict schools is massively in excess of the number of M-to-M students attending those schools, this formula would outstrip the pool by several multiples. At page 4 of its submission, the LRSD quotes from a Don Stewart to Bobby Lester memo that: It has been observed that equalizing the instructional budgets of all Interdistrict Schools, as called for in the agreement, would not be practical and in fact might cause both districts to make major changes in the instructional programs of these schools solely for the purposes of this agreement rather than for instructional or desegregation reasons. are included to calculate its district-wide average. 309/07/95 12:54 URISHT, LINDSEY. 8. JENNINGS NO. 282 8005/010 Perhaps unbeknownst to the present LRSD administration, the \"observer\" referred to in the Stewart memo is Chip Jonas, the former manager of support services for the Little Rock School District. It was he, not someone from the PCSSD, who \"observed\" that equalizing instructional budgets would not be practical and might cause major changes in the instructional programs solely to comply with the agreement rather than for instructional or desegregation reasons. As the PCSSD observed in its own submission, it agreed to this at the suggestion of the LRSD. Also at page 4, the LRSD sets forth its belief: \"[T]hat it has expended and continues to expand (sic) more money per student to educate PCSSD students in its interdistrict schools than PCSSD spends per student to educate LRSD students and (sic) PCSSD interdistrict schools.\" Nowhere in its submissions to date has the LRSD made any demonstration in support of its \"belief\". In fact, the PCSSD intends to offer proof at the hearing that it is the PCSSD which has the higher instructional budgets in its interdistrict schools. (See Exhibit 9 attached.) As to LRSD's belated counter-claim for $500,000, suffice it to say that LRSD articulates no cognizable legal reason why the PCSSD should ever have to pay the LRSD $.500,000 regardless of which settlement provisions have or may not have been met. ^Because Mr. Jones was, at the time, the Chief Financial Officer of the LRSD, his request, which was acceded to by the PCSSD, constitutes a novation or reformation of the original contract which is binding on the LRSD. 4I 09/07/95 12:55 WRIGHT, LINDSEY, a JENNINGS NO.282 P006/010 Indeed, on the page preceding the counterclaim, the LRSD graciously stated\nLRSD does not believe their (sic) should be any redistribution of the state funds paid to LRSD and PCSSD for M-to-M transfer students who attend the interdistrict schools. The process of desegregation and continued cooperation among the parties would not be advanced by an effort by LRSD to recover the amount of any under-funding of its M-to-M transfer students... Enforcement of the pooling provision as originally proposed by the PCSSD will enhance the desegregation process because it will continue the incentive for both parties to encourage County students to transfer to the LRSD interdistrict schools since that process will both increase the size of the pool and narrow or eliminate the distribution presently owed the PCSSD. To sustain the position of the LRSD would be to discourage further interdistrict movement to the detriment of the ultimate desegregation goals. The position urged by the PCSSD is in fact a reflection of the original incentives built into the M-to-M stipulation. The more students the PCSSD can recruit the greater will be its share of the redistributed pool. This will by itself advance the desegregation goals of all of the parties. 509/07/95 12:56 WRIGHT, LINDSEY, 8. JENNINGS NO. 282 P007/010 The PCSSD motion should be granted. Respectfully submitted\nWRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 t / By. 'A- M. Samusfl iones III (76060) Attorneys fior Pulaski county speciil SmooI District CERTIFICATE OF SERVICE On September 25, 1994, a copy of the foregoing was hand delivered to the following. Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 410 W, Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Mr, Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ms. Ann Brown ODM Heritage West Bldg 201 East Markham Street Little Rock, Arkansas Ste. 510 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201  I M. SaauellJonas, II I 6[PC55D WIEHDISIHICI SGIKXMS CUNTT^ EtaiENTARY SCHOOL PAGE 1 IWSraUCnOMALBaPPBESIgt-SS TOTAL Otlieft WSt. EXPEWSE -------------aBO ________6S4.67 $53.357-68 n O TI G \\  o CL CRYSTAL ^8LL aaAStTAHY SOIOOL IHSTHUCTOWAL EXPENSES 1984-95 total OIWBTWSr.EXPBISE OTTLD^^EMkPeiAIMl xar 789j00 \u0026lt;81.4 .11 siofiLsr rM\u0026gt; OOI nit d' z BAKBIBJEMBKTAnV^XOOL STRUCTICHALEMPOtSES199-96 TOTAL OTHER 4WST. EXFOCE aTtLBCT.EXP.PgTAia* TMnEE SCHCKA. AVBWOE USS aoeic? m .828.86 $237^12 siiasi SOURCE: DtSTTWCTCOMPUTBR PRHTDUT majuoes EXPCMsra prom opol b oeseg. fdsl a \"Z. I od LHSO INTEROISTBICT SCHOOLS WASHM8TOH ELatENTARY WSTWUCnOWALEXPgiSES 1984-95 TOTAL OniCT8ST.EXFEWSE OTH.IMST.EXP.FB1ACU \"\" ADM 67287 $41.95811 $6236 UJ cn o z. 2j\u0026gt; 4 -1 q: 3 u. l. kmb b^uoitary school MSTRUCTKMALEXFSiSeS 199\u0026lt;-9S TOTAL CnrHEHIHST.EXPOCE OTH. WST. EXP. FBI ADU ~~~ ADM 53848 $40,808^ $78^ o \u0026lt;)\u0026gt;' ins rj '^n n nOUHE ELEUanARV SCHOOL WSTRMCT1OWAL EXPENSES 1994- TOTAL OOHER WST. EXTBtSE OTH. WST. EXP-PER ADM THREE SCHOOL AVawGE MM 344.08 $70.74818 820861 W894 SOURCE: LRSD HNML BUDGET/JULY . 1996 3 \\ Q) O09/07z'95 12:57 WRIGHT. LINDSEY, 8. JENNINGS NO. 282 P009/010 Per Pupil Expenditure by School 10e2-1M3 Actual School Number School Name Actual 91-92 Expenditure Budget 92-93 Actual 92-93 Enrollment Black % Per Pupil Expenditure Oct 1 1992 Oct 1 1892 92-93 Actual 51 47 46 24 33 48 50 31 52 18 20 38 29 37 22 42 30 45 28 32 40 17 44 19 23 25 36 39 34 26 49 41 Wakefield Terry Mablevale Rorest Park Meadowcllff Fullbright Otter Creek Cloverdale Watson Bracy .McDermott Pulaski Heigtita Western Hills Geyer Springs Baseline Washington Jefferson Woodruff Chicot Dodd Romine Bale Wilson Badgett Fair Park Franklin Rockefeller Rightsell Mitchell Garland ISh Steohens 51,080,201.87 51.201,389.07 51,206,535,14 $981,517,03 $1,076,268.43 $1,330,115.51 $851,542.87 $934,944.01 $1,131,45156 $1,041,098.68 $1,317,443.02 $839,547.56 $877,344.34 $707,928.80 $885,849,79 52,162.216.22 51,304.570.79 $649,511.89 $1,486,051.76 $849,570.99 51,103,629.12 $1,013,230.42 $1,111,388.63 $697,035.45 $883,765,97 $1,575,718,57 $1,637,994,32 51,162,902,06 $1,208,845,13 $1,289,211,46 $1,011,279,63 $1,163,545.97 $1,019,654.16 51,160,444.45 $1,147,518.12 $869,050.69 $1,002,625.92 $1,324,804.26 $802,665.92 $923,339.39 $1,112,392.78 $990,898.05 51,222.557.18 5903.190.50 $821,912.41 $719,345.29 $808,448.38 $2,223,513.84 $1,274,108.31 $639,833.62 $1,455,057.31 5809.999.35 51,231.023.03 $1,029,374,87 $1,131,098.45 $641,908.51 $872,728.18 $1,801,195.82 $1,707,964.33 $1,284,635.19 $1,280,639,42 $1,317,330.72 $1,160,352,63 51,274.741.49 $1,041,513.36 $1,175,147.95 $1,127,149.24 $1,009,041.26 $1,051,067.36 $1,317,057.53 $879,354.11 $919,636.35 $1,136,159.29 $1,009,510.96 $1,291,407.38 $969,181.35 $870,983.22 $755,880.79 $915,687.59 $2,242,77297 $1,340,589.71 $669,017.57 $1,532,460.98 $872,46296 $1.1^7,564.73 $1,040,097.06 $1,196,557.69 $724,769.38 $873,357.37 $1,733,066.35 $1,758,362,40 $1,238,081.45 $1,319,496.71 $1,384,930.53 $1,021,284.19 $1,255,977.41 500 541 500 444 440 530 3S3 366 451 398 509 379 335 282 339 822 483 234 535 304 361 321 355 202 243 411 361 249 264 256 187 209 69 44 56 45 66 42 41 80 74 69 54 52 62 63 77 59 42 63 65 60 77 77 75 76 79 86 69 96 88 91 97 97 $2,083.03 $2,172.18 $2,254.30 52,272.62 $2,388.79 $2,485.01 $2,491.09 $2,512.67 $2,519.20 $2,536.46 $2,537 15 $2,557.21 $2.599 95 $2,679.72 $2,701.14 $2,728.43 $2,775.55 $2,859.05 $2,364.41 $2,369.94 $3,178.85 $3,240.18 $3,370.59 $3,537.97 $3,594.06 $4,216.71 $4,870.81 $4,972.21 $4,998.09 $5,409.88 $5,461.41 $6,009.46 Note: FTE Ie from the 1993-1994 budget and does not reflect ohangee due to enrollment losses rto\u0026lt;i 0/ th* Cflte# of DMflrotKin Motwomfl Smm uoan infbfmilion SuppM bK i\"Sctwoi Nmnber Scttool Name Actual 91-92 Expetxfitwe Budget 92-93 Per Pupil Expendifure by School 1993-1994 Budget Actual 92-93 Enrollment Black % Per Ptgyil Budget 93-94 Expenditure Oct 1 1992 Oct 1 1992 FTE 92 93 Actual EnroVment BJack % Per p^pji Oct 11993 Oct 1 1993 O tn \\ o \\ to Ln 47 24 46 33 51 20 38 50 48 29 30 52 37 18 31 45 35 22 32 28 42 44 23 17 19 40 25 36 34 39 20 41 49 Terry Fores* Park MaMevate MearkarcW WakeiieU McOermoB Pifaski Hek^rts OUet Creek Fidbo^ Western Hs -Jefferson Watson Geyer Sfeings Brwly Clowericble WooAvifl M.L. King Basefrre Dodd Chicot Washargton Wfeon Fair Park Bate Badgett Rcarahe Fivildki Rockefeter Mlthel Rigirtsell Garland Stephens hh $1,201.38907 $981,517.03 $1206,53514 $1.076269 43 $1.080201 67 $1,317.44302 $839.547 56 $851.54207 $1,330,115.51 $877.344 34 $1204.570 79 $1,131.45256 $707.92800 $1,041,090 68 $934.94401 $649,51189 $1,160.444 45 $869.05069 $1,147.510 12 $1,002,62592 $1,019,65416 $1,222,557 10 $903,19050 $00266592 $1,324,804 26 $821.91241 $1,274.108 81 $1.11239278 $719.345 29 $990,890 05 $923,33989 $639.83362 93-94 Budgeied $885.849 79 $849.570 99 $1,406,061.76 $2,162.21622 $1.111J88 63 $083,76597 $1,013.230 42 $697.035 45 $1,103.62912 $1,575,718.57 $1,637.994 32 $1,208,845 13 $1.16290206 $1,289.21146 $1,163.545 97 $1,011.27963 $008.448 36 $809.99985 $1,455.05731 $2223.513 84 $1,131,098 45 $872,728.18 $1,029.374 87 $641.90851 $1,231,028.03 $1,801,195.82 $1,707.964 33 $1,280.639 42 $1204.635 19 $1,317.830 72 $1,274,741 49 $1,160.35263 $1,175,147.95 $1,009.04126 $1,127.14924 $1,051.067 36 $1,041.51336 $1,291,407.88 $969,18135 $879,354 11 $1317,057,53 $870,983.22 $1,340,989.71 $1,136.159 29 $755.600 79 $1,009.51096 $919.63635 $669,017.57 $25,501.31 $915.687 59 $872.46296 $1.53246058 $2.24277297 $1,196.557 69 $873.35737 $1,040,097 06 $724,769 38 $1,147,564.73 $1,733.06685 $1,758,362 40 $1319,49671 $1,238,081.45 $1,384.93053 $1356.97741 $1.021384 19 541 444 500 440 500 509 379 353 S30 336 483 451 282 398 366 234 339 304 535 822 356 243 321 202 361 411 361 204 249 256 209 187 7^***\"\" \u0026lt;fcwno \u0026lt;fc 1o nrefcwm lossas 44 45 56 66 69 54 52 41 42 62 42 74 63 69 00 63 77 60 65 59 75 79 77 76 77 86 69 08 96 91 97 97 $2.17210 $1,2O1\n97891 iZ2r2e2 $1,034.064 02 $225430 $1,149,041.07 $2.388 79 $1,044.33695 $208303 $1,101,790.19 $253715 $1.31425617 $2,557 21 $2491 09 $240501 $2,599.95 $1,049.04032 $911.09287 $1.39296559 $894.63277 $2,775.55 $1,360.88752 $251920 $1,195,073.02 $^679.72 3781,275 30 $2.53646 $1,090.13640 $251267 $2059 05 $1,091,282.28 $687.64224 O $1,658,064.16 $2701.14 $1,031,401.06 $2.06994 $880.21587 $2.864 41 $1,617.84551 $272843 52.389.30033 $3.37059 $1200.69651 $3.594 06 $918.16206 $3,240.18 $1,158,843.33 $3,587.97 $737.55185 $3,178.85 $1,329.91136 $421671 $1,636,195.14 $4,870 81 $1,877.36519 $4.99809 $1,370,625.10 $4.97221 $1278.75459 $5,409.88 $1,444.866 58 $6,009.46 $1,318.56268 $5,461 41 $70.411J25 45 37 46 33 41 42 40 30 47 34 45 43 34 43 42 27 4 41 35 64 90 40 32 43 28 45 62 72 50 44 50 46 561 458 488 434 447 509 390 341 520 332 504 442 288 397 306 236 553 343 292 509 721 354 263 303 189 334 345 340 230 109 205 145 43 44 64 71 75 51 48 41 45 66 42 00 72 66 79 62 65 es 70 63 74 76 74 70 74 87 71 93 97 08 97 $2.14256 $2257 78  $2354.59 $2406.31 $2464 86 $258204 $2635.70 $2,671,83 $2678.78 $2.69460 $2700.17 $2703 79 $272318 $2745.34 $282716 $2913.74 $2999 75 $3,007.00 $3.014 44 $3,178.48 $3,286.13 $3.39100 $3,491.11 $3.82457 $3.90239 $3,981.77 $4.74259 $5,521 66 $5.9^24 $6.76590 $7.04013 $9.09354 UKMdhlf IO U, CO s tn I r z o tn m po 01 z -Z. tn co Z p IvJ CO w \"0 Q O \\ O O 09/07x95 12:51 WRIGHT, LINDSEY, i JENNINGS dM -ft. NO. 232 P001/010 WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3689 (501) 371-0808 Facsimile Cover Sheet PLEASE DELIVER IMMEDIATELY TO: Ann Brown Data: September 7, 1995 12:37 pm Fax No.: 371-0100 FROM: M. Samuel Jones, III Our Fax No.: (501) 376-9442 TOTAL PAGES INCLUDING THIS PAGE: 10 REMARKS: Confirmation:  by Regular Mail Q by Expedited Mail  None DOCUMENT TRANSMITTED: Response regarding pooling Ref. No. 5406-14007 If all pages not received, please contact: Joanne at 371-0808, Ext. 293. Intended only for the use of the addressseis). It contains Information which Is confidential - ttof'^V-cHent pnvilage or otherwise not subject to disclosure. If you are not the Intended recipient  ** ' ssponsible for deliverino the message to the intended recipient, any use of this distribution or copying of this communication, Is strictly prohibited. If you have In Pf8e notify us Immediately by telephone and return the original message to us at the above address via the U.S. Postal Service, Thank You.r Memo To: From: Subject: Date: Mr. Larry Robertson Gene Jones Secondary Schools with Magnet Programs Report January 8, 1996 As a result of our conversation last Thursday, I am limiting my request for student discipline information to the current M-to-M magnet students at Central, Dunbar, Henderson, and McClellan. The names and ID numbers are listed below. Central 914776 McElderry, Jac 918071 Feldman, Jonat 934872 Batton, John 896275 Chidambaram,V 966053 Diblasi, Monica 966047 Boehm, Ellen 914786 Sanders, Janet 933787 Belotti, Leah 933813 Hollman, Virgin 933809 Penn, Michael 933788 Rawn, Jeremy 903566 Santini, James 913726 McElderry, Jos 957775 Holcomb, Jared 923081 Littlepage, Jon 918857 Young, Seth 918087 Rawn, Jason 914775 McElderry, Rob 918695 Parker, Wesley Dunbar 974390 Berry, Kath 974388 Berry, Kimberl 972777 Ryan, Eimear 972591 Carter, Sarah 969948 Proctor, Rebec 917606 Vinsant, Stevi 972953 Mathews, Hilla 933852 Johnson, Rober 928213 Morris, Ryan 932013 Anderson, DaviMr. Larry Robertson Page 2 January 8, 1996 Dunbar, contd 973678 Bassett, Matth 908271 Elfstrom, Caro 925340 Bowman, Lindsa 914798 Dowell, Jenife 900252 Grady, Natasha 968852 Heavener, Crist 973711 Pitchford, Meli 926423 Barlow, Clare 908226 Thomasson, Mel 959893 Brown, Jason 958889 Ebbs, Daniel 923067 Dorfman, Micha 908089 Webb, Justin 936999 Fraser, Daniel 895218 Wheat, Christo 894431 Perritt, Samuel 918823 Young, miranda 958445 Page, Lorita 929962 Burchfield, Eli 957783 Tricot, Karen 950448 Barlow, Kimber 967591 Grossman, Eliz 896280 Daniel, Jess 969532 McNeill, Russell 912915 Owers, Roderic Henderson 958254 Froehlich, Kell 972587 Blom, Erna 972589 Graham, Zacha 960400 Qualls, Kevin 973128 Vaughn, Jason 910212 Johnson, Jennif 957788 Droptiny, Aman 896105 Moore, Samuel 923134 Wofford, John 935323 Bell, Galen 936643 Ward, Harley 956343 Burrell, Joshua McClellan 973003 Waller, WendiMr. Larry Robertson Page 3 January 8, 1996 McClellan, contd. 160742 Perritt, Benjam 899622 Dyson, Misti 904292 Thomas, Kristy 966033 Baldy, Brandon 904246 Taylor, Susan Thank you for the help and cooperation you have extended to me.f FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRfOAV (1 922-1 984) ROBERT V. LIGHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRV. P.A. FREDERICK S. URSERY, P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS. JR.. P.A. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET. JR., P.A. JAMES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT, P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER, P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR, P.A. JOSEPH B, HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN UI. P.A. THOMAS N. ROSE. P.A. MICHAEL S. MOORE. P.A. DIANE S . MACKEY. P.A. WALTER M EBEL III, P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201*3493 TELEPHONE 501*376*2011 FAX NO. 501*376*2147 January 26, 1996 RECBWO 2 9 1996 CLYDE TAB* TURNER, P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE, P.A. M. GAYLE CORLEY, P.A. ROBERT B. BEACH, JR., P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H.CHARLES08CHWEN0.JR..P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER, P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE. P.A. PRICE C. GARDNER. P.A. J. MICHAEL PICKENS. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE, P.A. ANDREW T. TURNER DAVID M. GRAF CARLA G . SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN BETTY J. OEMORY BARBARA J. RAND JAMES W. SMITH CLIFFORD W. PLUNKETT WILL BOND DANIEL L. HERRINGTON Office of Desegregation Monitoring COUNCCl WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. B.S. CLARK WILLIAM L. TERRY, P.A. WILLIAM L. PATTON. JR.. P.A.  RlTIB't DIRECT NO. Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 (501) 370-3323 Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the Little Rock School District's Proposed Findings and Fact and Conclusions of Law Regarding the Pooling Agreement with regard to the above-captioned matter. Please file same and return a file marked copy to us. counsel of record. By copy of this letter we are serving all Sincerely, J^n C. Fendley, Jr. JCFjr/cf Enclosures cc: Mr. Mr. Mr. Mr. Ms. John Walker (w/encl.) Sam Jones (w/encl.) Steve Jones (w/encl.) Richard Roachell )(w/encl.) Ann Brown (w/encl.) Mr. Timothy G. Gauger (w/encl.)Hon. Susan Webber Wright (w/encl.)IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. LR-O82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL .Mw 2 9 1995 INTERVENORS KATHERINE KNIGHT, ET AL Office of desegregation ^^onitoring INTERVENORS LRSD'S PROPOSED FINDINGS AND FACT . AND CONCLUSIONS OF LAW REGARDING THE POOLING AGREEMENT INTRODUCTION This action concerns implementation of the September 1989 Settlement Agreement (\"Settlement Agreement\") in the above-styled case. The Pulaski County Special School District (\"PCSSD\") moved for an order requiring the Little Rock School District (\"LRSD\") to pay PCSSD $167,113.00 in majority-to-minority (\"M-to-M\") payments received by LRSD from the State of Arkansas based on Section II, Paragraph O of the Settlement Agreement (the \"Pooling Agreement\"). LRSD responded to PCSSD's motion alleging that LRSD was released from its pooling obligations by PCSSD's anticipatory breach. Based on the party's pleadings, this Court ruled that. even assuming PCSSD was in breach, the clauses of the Pooling Agreement at issue were unrelated and ordered LRSD to pay PCSSD $167,113.00. LRSD appealed. On appeal, the Eighth Circuit vacated this Court's order and directed it to \"take evidence regarding the purposes of the clausesat issue.\" See Little Rock School District v. Pulaski County Special School District, 60 F.3d 435, 436 (Sth Cir. 1995). The Eighth Circuit specifically identified the following issues to be addressed on remand: (1) Was equalization\nthe Pooling Agreement means to facilitate a (2) What was meant by the term \"equalize\"\n(3) Whether the schools are equalized\nand, \"instructional budgets\" of interdistrict (4) Why is there no central account into which pooled moneys are deposited? Id., at 436-37. Following hearings during which both parties presented evidence. this Court makes the following findings of fact and conclusions of law as required by Fed. R. Civ. P. 52. Any other statement in this opinion which may be deemed a finding of fact is also adopted as such. FINDINGS OF FACT A. Background. 1. The Pooling Agreement resolved two disputes between LRSD and PCSSD. The first dispute concerned $2 million to be paid by the State of Arkansas as a part of the Settlement Agreement. The original version of the Settlement Agreement contained formulas by which the State would make payments to LRSD and PCSSD. The final version of the Settlement Agreement converted those formulas to a fixed stream of payments. This conversion resulted in $2 million in State settlement funds to which both LRSD and PCSSD claimed entitlement. 23 . The second dispute related to M-to-M payments from the State. The M-to-M Stipulation provides, \"The state shall pay the costs for full-time equivalent students who have been transferred to the host district. tl [Docket No. 706]. PCSSD argued that this provision required the State to pay the host district the home district's average per student cost. This would have increased the amount of M-to-M payments to PCSSD because LRSD's average per student cost was greater than PCSSD's. 4. PCSSD's argument was inconsistent with the State's interpretation of the M-to-M Stipulation and its practice of paying the host district its average per student cost. [Transcript, v. I*, p. 114-15\nTranscript, v. II, p. 125]. Dr. Donald Stewart, PCSSD's Chief Financial Officer, testified: I supported Mr. Sam Jones' . . argument that we really should be receiving [LRSD's] average cost for educating a student because  based on the theory  well, I'm not sure based on what. would have given us more money. It was a good argument because it [Transcript, v. I, p. 115].^ 5. The Pooling Agreement provides: 1) In any application for aid pursuant to Section 6 of *The transcript of the September 9, 1995, hearing is cited as volume I, and the transcript of the December 14, 1995, hearing is cited as volume II. ^Dr. Stewart later offered as a basis for PCSSD's argument that LRSD students are more expensive to educate. However, Dr. Stewart admitted that he was not aware of any evidence that LRSD M-to-M transfer students would be more expensive to educate than PCSSD students. [Transcript, v. II, p. 123]. Dr. Stewart further admitted that even assuming PCSSD was spending a little more on LRSD M-to-M transfer students, PCSSD was not spending as much per student as LRSD. [Transcript, v. II, p. 124]. 3Act 24 of the 1989 Regular Session of the Arkansas General Assembly, the receiving district for M to M students may include in such application any M to M students it hosts who are eligible for participation pursuant to section 6(A) of said Act. 2) The State shall continue to make payments under the August 26, 1986 M to M stipulation so that the host district receives its average cost of educating a student for each M to M transfer student enrolled in the host district. 3) When at least one Interdistrict School is operating in LRSD and PCSSD, all M to M payments generated by Interdistrict School students paid by the State to LRSD and PCSSD (including payment to each district as sending district and receiving district), except transportation payments, will be pooled for the education of all Interdistrict School students. The instructional budgets of the Interdistrict Schools will be equalized. This provision does not change each district's obligation to construct and maintain the Interdistrict Schools within its boundaries. The State payments for M to M students not enrolled in Interdistrict Schools will continue in accordance with paragraph (2) above. 4) Beginning the first year an Interdistrict School is operating in LRSD and PCSSD, PCSSD will contribute $200,000 per year for five years to the pool of funds to be used by both districts Schools. to operate Interdistrict [Settlement Agreement  2, 5 0]. 6. Both LRSD (Romine and Washington) and PCSSD (Baker) had interdistrict schools operating in the 1991-92 school year. [Transcript, v. I, p. 97]. B. Was the Pooling Agreement a means to facilitate equalization? 7. Although PCSSD originally contended that the sentences in paragraph three of the Pooling Agreement concerning pooling and equalization were unrelated and \"simply happen to appear in the same section of the Settlement Agreement,\" [Docket No. 2101], PCSSD's own witnesses testified at trial that the provisions are 4related. Dr. Stewart testified: Q: resolve And section \"O\" is all part of one agreement made to settlement? those issues that arose after the March A. That is correct. Q. And the component related to each other? parts of section \"O\" are all A. Yes. [Transcript, v. II, p. 11]. PCSSD Superintendent Bobby Lester's testimony was identical to that of Dr. Stewart. [Lester Depo., p. The fact that pooling and equalization are described in consecutive sentences in the same paragraph of the Pooling 6] . 8. Agreement also indicates that the provisions are related. This conclusion is further supported by the fact that the final sentence in that paragraph begins, \"This provision . . II referring to the entire paragraph. [Settlement Agreement  II, 5 0(3)]. 9. How the provisions are related was explained by Dr. Ruth Steele who was LRSD Superintendent from July of 1989 through June 30, 1992, [Steele Depo., p. 4], and who was involved in negotiating the Pooling Agreement. [S^ Steele Depo., p. 6-7]. Dr. Steele testified that the funds in the pool were to II be used for the education of students attending the interdistrict schools\" and that \"the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure . . II [Steele Depo., p. 7]. 10. PCSSD came forward with no evidence which contradicted the testimony of Dr. Steele. Even assuming such evidence exists. 5this Court finds Dr. Steele's testimony to be credible and gives it substantial weight. Accordingly, this Court finds that the Pooling Agreement was a means to facilitate equalization. B. What is meant by the term \"equalize\"? 11. Both LRSD and PCSSD agree (and this Court finds) that the term \"equalize\" means an equal per pupil expenditure. 12. The only contemporaneous explanation of the meaning of the Pooling Agreement was made by Chris Heller, Attorney for LRSD, during hearings before Special Master Aubrey McCutcheon on September 26 and 27, 1989. [Transcript, v. I, p. 124\nTranscript V. II, p. 14]. In explaining the Pooling Agreement to the Special Master, Heller stated: Another issue that has been resolved is that once interdistrict schools are operating in both Little Rock and Pulaski County, the state funding generated by those interdistrict[] students'* would be pooled and the operation budgets for those two schools or whatever number of schools would be interdistrict students, equalized so whether attending school that in Pulaski County or Little Rock, would have the same amount spent for their education. [Transcript, v. II, p. 13 (emphasis supplied)]. 13. Dr. Stewart agreed that the Pooling Agreement, as explained by Heller, required an equal per pupil expenditure: Q. Now, if we assume that equalizing instructional At these hearings, the parties were seeking approval of the Settlement Agreement, and the Special Master was attempting to determine whether there was, in fact, an agreement among the parties. [Transcript, v. II, p. 12]. lRSD and PCSSD agree that only M-to-M payments are to be pooled and not all state funding generated by interdistrict school students. [Transcript, v. II, p. 43-44]. 6budgets means that the same amount is going to be spent for the education of students, whether they go to school in the Pulaski County School District or the Little Rock School District, doesn't that mean you would have to build your budget based on an agreed upon equal per student expenditure? A. Under that assumption, yes. * * * Q. In order to have the same amount spent for their education, don't you have to develop a budget based on an equal per pupil expenditure? A. Technically, yes. [Transcript, V. II/ P- 43-44]. Dr. Stewart admitted that the \"assumption\" made in the above question was exactly what Heller reported to the Special Master was the intent of the Pooling Agreement. [Transcript, V. 11/ P- 43-44]. Dr. Stewart also admitted that a budget can be prepared based on a predetermined per pupil amount. [Transcript, V. II, P- 39] . An interdistrict school's budget could then be calculated by multiplying the number of students by the established per pupil budget. [Transcript, v. II, p. 44-45]. 14. The parties agree that the funds from the pool should be distributed on a per student basis but disagree as to which students should be counted for the purpose of distribution. r See Transcript, v. II, p. 41-42]. PCSSD contends that only M-to-M transfer students attending interdistrict schools should be considered. LRSD argues that all interdistrict school students should be considered. The Pooling Agreement is unambiguous in this regard. It provides. \"[A]11 M-to-M payments generated by Interdistrict School students . will be pooled for the 7education of all Interdistrict School students.\" [Settlement Agreement  II, 1 0(3) (emphasis supplied)]. Thus, the plain language of the Pooling Agreement states that the relevant student population for distribution of the pool is \"all Interdistrict School Students. 15. Even assuming the Pooling Agreement to be ambiguous in this regard, the evidence presented a trial further supports the conclusion that the parties intended the pool to be distributed based on the total number of interdistrict school students. 16. In addition to resolving the disputes noted above, the Pooling Agreement served two additional purposes. First, both districts were concerned that the M-to-M Stipulation would work to the advantage of the other and viewed pooling as a hedge against this possibility. [Transcript, v. I, p. 10, 11 and 2 0\nLester Depo., p. 7]. Second, LRSD was concerned that LRSD students n attending PCSSD interdistrict schools would not have resources spent for their education equivalent to what would be spent on the students if they remained in LRSD. At the time of the agreement. LRSD was spending on average $800.00 to $900.00 more per student than PCSSD. [Transcript, v. I, p. 10]. 17. Dr. Steele testified: [M]y concern was always that you make sure that the students who move from our district to Pulaski County are not shortchanged in terms of any per pupil expenditure that [would be] spent for them\nand that the pattern of ^John Walker, attorney for the Joshua Intervenors, shared LRSD'S concern because it would be his clients transferring from LRSD to PCSSD. [Transcript, v. I, p. 25-26]. 8funding for the interdistrict schools would be similar to that of the magnet schools, not necessarily in terms of the exact amount [spent per pupil], but that there would be an amount identified that would be spent for the students who attended those schools. [Steele Depo., p. 11]. Dr. Steele explained that the Pooling Agreement contemplated that II [tjhere would be a per pupil amount established\" to equalize funding for the education of \"the total student population in the interdistrict school.\" [Steele Depo., p. 9 (emphasis supplied)\nsee also Steele Depo, p. 15-16 and 23]. 18. Similarly, Earl Jones, who was LRSD Manager of Support Services from July of 1989 through June of 1991 and who was also present during the negotiation of the Pooling Agreement, [Transcript, v. II, p. 156 and 158], testified that the Pooling Agreement contemplated that LRSD and PCSSD would agree to a per pupil budget for all interdistrict school students. [Transcript, V. II, p. 159]. Jones explained that the requirement that the budgets of the interdistrict schools be equalized was important to LRSD because LRSD was concerned that students would not \"enjoy the same type education\" in PCSSD interdistrict schools and that equalization was a means \"to help guarantee that that [would] happen. II [Transcript, V. II/ P- 178] . Jones noted that the ^Similarly, Dr. Steele testified that the funds in the pool were to \"be used for the education of students attending the interdistrict schools\" and that \"the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure . . II Depo., p. 7]. [Steele Dr. Steele stated that the Pooling Agreement was \"based on the magnet school model. II Steele Depo., p. 8-9]. [Steele Depo., p. 7\nsee also Finally, Dr. Steele testified that PCSSD's interpretation of the Pooling Agreement was inconsistent with the intent of the parties. [Steele Depo., p. 15 and 16.] 9process by which the per pupil budget for the original magnet schools was established \"could easily be used II to implement the Pooling Agreement. [Transcript, v. II, p. 159]. 19. PCSSD presented no evidence that the intent of the Pooling Agreement was to distribute the pool based on the number of M-to-M students in interdistrict schools. To the contrary, in a memo to Lester dated September 2, 1992, Dr. Stewart stated: I would suggest that the proper procedure [to implement the Pooling Agreement] would be to pool all funds. including PCSSD's $200,000.00 as called for in the agreement and then to divide these funds equally based on the number of students actually enrolled (three-quarter averaqe daily membership) in all Interdistrict Schools. [Exhibit 343 (emphasis supplied)\nTranscript, v. I, p. 29]. With regard to Dr. Stewart's memo, Lester testified: Q. So if you're going to implement what Dr. Stewart said in [his September 2, 1992] memo, then we would take the total pool of M to M funds. plus the county's $200,000 and divide by the total number of interdistrict school students, third quarter enrollment, right? A. Right. [Lester Depo., p. 24 (emphasis supplied)]. Dr. Stewart agreed that his methodology fails to take into account two requirements of the Pooling Agreement: (1) that instructional budgets be equalized. and (2) that the funds be pooled for the benefit of all interdistrict school students. [Transcript, v. II, p. 42-43]. On the contrary. Dr. Stewart acknowledged that the interpretation of the Pooling Agreement urged by LRSD is entirely consistent with the language of the agreement. [Transcript, v. II, p. 44-45]. 20. On the bottom half of Exhibit 382, Dr. Stewart demonstrated the results if the pool was divided based on the total 10number of interdistrict school students. Dr. Stewart conceded that the methodology applied on the bottom half of Exhibit 382 was the only methodology which complied with the Pooling Agreement: Q. The point is, Doctor Stewart, that the only way we have talked about in court today or last time to implement the language in Section \"O\" is the way that is set forth on the bottom half of Court's exhibit 382? A. I would agree with that. [Transcript, v. II, p. 140]. 21. PCSSD argues that dividing the pool based only on the number of M-to-M students would create an incentive for the districts to recruit M-to-M transfers from the other district so they could receive a greater proportion of the pool. There are two flaws in PCSSD's argument. First, it fails to take into account the concomitant obligation of the districts to recruit their own students to become M-to-M transfers. g-q-, LRSD r See. Desegregation Plan, p. 144 (\"The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers.\")\nsee also Transcript, v. II, p. 143]. 22. Although dividing the pool based on the number of M-to-M Jones agreed that the methodology employed on the bottom half of Exhibit 382 correctly distributes funds from the pool. [Transcript V. II, p. 141]. Although PCSSD has more M-to-M transfers in its interdistrict schools, PCSSD came forward with no evidence that LRSD has not aggressively recruited PCSSD students to attend LRSD interdistrict schools. [S^ Transcript, v. II, p. 145 and 149]. PCSSD had a greater incentive than LRSD to send M-to-M transfer students under the M-to-M stipulation before the Pooling Agreement because it had a higher table rate, p. 40]. [Transcript, v. II, 11students would create an financial incentive for the districts to recruit students from the other district, it would create a financial disincentive for the districts to recruit their own students. 10 [Transcript, v, II, p. 67]. Dr. Stewart testified: Q. Under your original proposal for distributing funds from the pool [based on the number of M-to-M students in interdistrict schools], isn't there financial disincentive for Pulaski County to send students to Little Rock interdistrict schools? A. Well, yeah, I think we testified to that. I think we submitted evidence at the earlier hearing to that effect. [Transcript, v. II, p. 67]. Therefore, there is no net benefit to recruitment by dividing the pool based on only M-to-M students. [See Transcript, v. II, p. 172]. 23. Second, PCSSD's argument fails to recognize that the districts have limited control over parents' decisions to send children to an interdistrict school as an M-to-M transfer. r See Transcript, v. II, p. 172]. The record in this case is replete a with evidence of \"white flight.\" As sad as it may be, there are still white parents who refuse to send their children to schools where white students are not a substantial majority. It would be unfair to interpret the Pooling Agreement in such a manner as to penalize LRSD because lingering racial prejudice makes it more difficult for it to recruit white PCSSD students than it is for 'Dr. Stewart testified that the M-to-M stipulation was designed to be an incentive to the sending district to recruit its own students to become M-to-M transfers. [Transcript, v. I, p. 116] . Thus, to the extent PCSSD's interpretation creates a disincentive, it is inconsistent with the intent of the M to M stipulation. 12PCSSD to recruit African-American LRSD students seeking an integrated education. 24. PCSSD also argues that LRSD agreed that funds in the pool should be divided based on M-to-M students rather than all interdistrict school students. Dr. Stewart testified that an LRSD employee told him that LRSD was going to send PCSSD a check based on calculations prepared by Stewart which divided the fund based on M-to-M students. [Transcript, V. I, p. 32]. However, subsequent correspondence between LRSD and PCSSD demonstrates that an agreement was never reached. Following the June, 1993 meeting during which Dr. Stewart claims he was told that LRSD would send PCSSD check. Dr. Stewart wrote LRSD and stated. \"[I]f an a acceptable solution is not reached soon, we will have no choice but to involve the Office of Desegregation Monitoring and the Court. [Exhibit 350] Thus, Stewart acknowledged that no agreement had been reached. LRSD's formal response'* to PCSSD's demand was contained in LRSD Superintendent Dr. Henry Williams' October 20, 1993, letter to PCSSD. [Exhibit 380]. In that letter. Dr. Williams refused to pay PCSSD because PCSSD had failed to take into account all of the provisions of the Pooling Agreement. [Exhibit 380] . Accordingly, this Court finds that LRSD never agreed that the pool should be divided based on the number of M-to-M students. 25. Therefore, this Court finds that the funds in the pool '*Dr. Stewart initially testified that PCSSD never received and response from LRSD. [Transcript, v. I, p. 87]. stipulated that Dr. Stewart's testimony was erroneous. [Transcript, v. II, p. 51]. PCSSD later 13should be divided based on the total number of students in interdistrict schools. To determine the total number of students in interdistrict schools, this Court must decide when LRSD's Washington Elementary became an interdistrict school. 26. Under the Tri-District Plan, Washington Elementary was an interdistrict magnet school. [Docket No. 1291]. By stipulation dated February 12, 1991, it was agreed that Washington would continue to operate in this capacity. [Docket No. 1434]. The LRSD Desegregation Plan adopted April 29, 1992, provided that Washington would continue to be operated consistent with the \"Interdistrict H Plan. [LRSD Desegregation Plan, p. 144]. Accordingly, this Court assigned Washington the racial balance requirements of an interdistrict school in its May 1, 1992 Order approving the LRSD Desegregation Plan. [Docket No. 1587]. In recognition of the fact that Washington was operating as an interdistrict school. this Court released LRSD from it obligation to build Stephens Interdistrict School. [Docket No. 2351]. Hence, Washington has been an interdistrict school since at least the 1991-92 school year. and Washington's students should be considered in distributing the pool. 27. Therefore, this Court finds the funds in the pool should be distributed based on the total number of interdistrict school students. In determining each district's distribution from the pool, the total pool should be divided by the total number of interdistrict school students to determine a per student amount. This per student amount should then be multiplied by each 14district's total number of interdistrict school students such that each district receives funds from the pool equivalent to its proportion of the total number of interdistrict school students. D. Whether the \"instructional budgets\" of interdistrict schools are equalized? 28, To determine whether the II instructional budgets\" of the interdistrict schools have been equalized, this Court must first decide what constitutes an \"instructional budget. II \"Instructional budget\" is not a term of art in school finance, and it is not expressly defined in the Settlement Agreement. 29. With regard to the meaning of the phrase II instructional budget. II Dr. Stewart testified. II I don't know where the language came from[\n] I don't know what it meant then, and I don't know what it means now. II [Transcript, v. II, p. 17\nsee also Transcript, v. P- 15-16] Dr. Stewart acknowledged that \"[r]easonable 11/ people should be able to reach a reasonable decision about what it means. II [Transcript, v.II, p. 46]. Dr. Stewart agreed that once It instructional budget\" is defined, there was no reason a per pupil amount could not be established for interdistrict school students: Q. Now, however[] we agreed to define \"instructional budget\", there is no reason we couldn't determine per student amount to agree and be spent for instructional budgets at each interdistrict school, is there? A. No. a [Transcript, v. II, p. 50-51]. '^Similarly, Lester testified he had no recollection of why the clause regarding equalizing instructional budgets was in the Pooling Agreement. [Lester Depo., p. 23]. 1530. There appears to be no dispute that the \"instructional budget\" does not include transportation costs and capital costs. [S^ Steele Depo., p. 12 and 13]. The language of the Pooling Agreement suggests that the phrase \"instructional budget\" was intended to exclude these costs. Transportation money received by the districts is specifically excluded from the pool. [Settlement Agreement,  II, 0(3)]. Because transportation funds are not part of the pool, it follows that transportation costs should not be included in the \"instructional budget.\" Similarly, the Pooling Agreement provides that it \"does not change each district's obligation to construct and maintain the Interdistrict Schools in its boundaries. [Settlement Agreement,  II, 5 O (3)]. Because H the Pooling Agreement has no impact on the districts' obligations to make capital expenditures, it follows that those costs should not be included in the II instructional budget.\" 31. PCSSD argues that personnel should not be included as part of the \"instructional budget\" because the per pupil cost of personnel varies from school to school.* [Transcript, v. I, p. 57- 58\nsee Lester Depo., P- 15]. In negotiating the Pooling Agreement, LRSD recognized that it would not guarantee that 'Dr. Stewart also identified as a problem any cost which will be incurred by a school regardless of the number of students in a building, [Transcript, v. I, p. 73]\nthe cost of ancillary programs such as music and physical education\nand the cost of specialty programs. [Transcript, v. I, p. 75-76]. As with personnel costs. there is no way to account for the variation in fixed cost among schools. With regard to ancillary and specialty programs. equalization was intended to insure (at least to some degree) that these type programs in PCSSD interdistrict school were equivalent to the programs available in LRSD interdistrict schools. 16exactly the same amount of money would be spent for the education of every interdistrict school student. Even so, LRSD viewed equalization as means \"to help guarantee that that [would] a happen. If [Transcript, v. II, p. 178]. The parties may disagree as to the extent that equalization will achieve LRSD's objective, but that is no basis for this Court to deny LRSD the benefit of its agreement. 32. Although PCSSD argues that personnel should not be included in the \"instructional budget,\" Lester testified that \"teachers II are an instructional cost. [Lester Depo, p. 12]. Lester further testified that PCSSD's largest instructional expense was personnel. [Lester Depo., p. 19]. Likewise, LRSD's largest instructional expense is personnel. If the parties had intended to exclude the largest instructional expense from the \"instructional budget,\" they would have said so. Therefore, this Court finds that \"instructional budget\" includes all costs incurred at interdistrict schools except transportation costs and capital costs. [S^ Steele Depo., p. 12]. 33. Having defined \"instructional budget\" to include all costs except transportation and capital costs, this Court must now determine whether the II instructional budgets II of the interdistrict schools have been equalized. The answer to this question is no. **PCSSD also argues that the amount of money spent has little relationship to the quality of education provided. [Transcript, v. II, p. 93]. Although to some extent this may be true, this Court and the Eighth Circuit have recognized in the context of the incentive schools that the amount of money spent has a direct relationship to the type of educational services being provided. 1734. LRSD contends that the Pooling Agreement contemplated that a per pupil amount would be established for the \"instructional budget\" at all interdistrict schools by a process analogous to the magnet school model. [Steele Depo., p. 7-8, 8-9 and 11\nTranscript V. II, p. 159]. PCSSD has not proposed a methodology to implement the requirement of the Pooling Agreement that instructional budgets be equalized. [Transcript, v. II, p. 42]. Lester testified that at the time the Pooling Agreement was reached the magnet school model was the only model for the districts to pool funds to operate the interdistrict schools. [Lester Depo., p. 26]. Therefore, this Court finds that the Pooling Agreement contemplated that a per pupil amount would be established for the \"instructional budget\" at all interdistrict schools by a process analogous to the magnet school model. This Court directs the parties to agree on a per pupil instructional budget for all interdistrict schools for the 1996-97 school year so that instructional budgets of the interdistrict schools will be equalized beginning that school year. 35. Although the instructional budgets of the interdistrict schools have not been \"equalized. II PCSSD remains obligated to LRSD for its proportion of the pool. LRSD's overall average per pupil expenditures now exceed and always have exceeded that of PCSSD, [S^ Exhibit 345\nTranscript, v. I, p. 43\nand, Lester Depo., p. 13], and LRSD on average spends more per pupil than PCSSD in its interdistrict schools. [Transcript, v. II, p. 119\nSee Exhibit 381] . Because LRSD has spent more than PCSSD in its interdistrict schools. this Court finds that LRSD should not be barred from 18recovering under the Pooling Agreement based on the failure to \"equalize. II E. Why is there no central account into which pooled moneys are deposited? 36. No central account was ever established, apparently, because no agreement was ever reached with regard to equalizing instructional budgets. Even so, this Court finds that a central pooling account is not essential to the functioning of the Pooling Agreement. The worksheets presented by Dr. Stewart at trial demonstrate that the Pooling Agreement can easily be administered by payments between the districts. This Court leaves it to the parties to determine the most efficient means of implementing this aspect of the agreement. 37. The overall cost of the Pooling Agreement is equally divided among LRSD and PCSSD. For example, although for the 1994- 95 school year PCSSD owes LRSD $520,512.00 [Exhibit 382], LRSD lost approximately $1.6 million in state aid it otherwise would have received. whereas PCSSD lost only approximately $600,000.00. 15 Thus, the payment of $520,512.00 to LRSD works to equalize to costs between the districts. [Transcript, v. II, p. 141-42]. CONCLUSIONS OF LAW 1. The present case concerns interpretation of a judicially approved settlement agreement which has been incorporated into a consent decree. For the purpose of interpretation. \"consent ^The exact amount may be calculated by multiplying the loss in ADM by the SBER. [Transcript, v. II, p. 141]. 19decrees are to be construed as contracts. 11 United States v. City of Fort Smith. 760 F.2d 231, 233-34 (Sth Cir. 1985). \"Therefore, fundamental principles of contract interpretation under relevant state law apply when a court is presented with the task of interpreting the provisions of a consent decree.\" United States v. City of Northlake. 942 F.2d 1164, 1167 (7th Cir. 1991). However, II [t]he interpretation of a consent decree should be a practical enterprise. influenced. perhaps, by technical rules of construction, but not controlled by them. II Little Rock School District V. Pulaski County Special School District, 60 F.3d 435, 436 (Sth Cir. 1995) . 2. Where a consent decree is free from ambiguity. its construction is a matter of law for the Court. See Floyd v. Otter Creek Homeowners's Ass'n. 742 S.W.2d 120, 123 (Ark. App. 1988)\nsee also San Francisco NAACP v. State Dept, of Educ.. 869 F.2d 412, 413 (9th Cir. 1990)(\"The scope of a consent decree must be discerned within its four corners, and not by reference to what might satisfy the purpose of one of the parties . . .\") quoting. United States v. Armour \u0026amp; Co.. 402 U.S. 673, 682 (1971). This Court finds the Pooling Agreement is unambiguous with regard to the relevant population for dividing the pooled funds. The Pooling Agreement clearly states that the funds are to be pooled \"for the education of all Interdistrict School students.\" [Settlement Agreement  2, 5 0(3)]. Therefore, the relevant population for dividing the pool is the total number of students attending interdistrict schools. PCSSD argues that a LRSD employee agreed that the pool 20 3.should be divided based on the number of M-to-M students. Even assuming this to be true, this argument fails for two reasons. First, it is well-settled under Arkansas law that only a school district's board of directors has authority to enter into contracts on behalf of the school district. See Responsive Environments Corp. V. Pulaski County Special School District. 366 F.Supp. 241, 245 (E.D.Ark. 1973)\nsee also Hart v. Bridges, 786 S.W.2d 589 (Ark. App. 1990). The LRSD Board of Directors never voted to modify the Pooling Agreement as suggested by PCSSD. Second, modification an agreement requires consideration other than the consideration involved in the existing agreement. Sorrells v. Bailey Cattle Co.. 595 S.W.2d 950, 956 (Ark. App. 1980). There is no consideration which would support modifying the Pooling Agreement to benefit only M-to-M students. Therefore, this Court rejects PCSSD's argument that LRSD agreed to any modification the Pooling Agreement. 4. Where the plain language of consent decree IS ambiguous. extrinsic or parol evidence must be considered to determine the intent of the parties at the time they entered into the agreement. Dodson V. Dodson, 825 S,W.2d 608, 610-11 (Ark. App. 1992)\nsee also Northlake. 942 F.2d at 1167\nSan Francisco NAACP. 869 F.2d at 413. This Court finds the Pooling Agreement to be ambiguous with regard to two issues. 5. First, was the Pooling Agreement a means to facilitate equalization? For the reasons set forth above, this Court finds that it was. 6. Second, what is an \"instructional budget\"? For the 21 areasons set forth above, this Court finds that \"instructional budget\" was intended to include all costs incurred at interdistrict schools except transportation costs and capital costs. 7. Because of the ambiguity related to the above issues, it has been suggested that there was never any \"meeting of the minds,\" and therefore, never a binding agreement. This is not so. A \"meeting of the minds\" requires merely \"objective indicators of agreement. II Crain Industries, Inc, V. Cass, 810 S.W.2d 910, 916 (Ark. 1991). The Arkansas Court of Appeals has explained: Although it is essential to the finality and completeness of assent that all terms should be definitely agreed upon. [citation omitted] , it does not follow that the parties must share identical subjective opinions as to the meaning of those terms before a valid contract can be formed. Dziqa v. Muradian Business Brokers. 773 S.W.2d 106, 107 (Ark. App. 1989) . Therefore, a II meeting of the minds II requires only that the parties assent to the terms of the agreement and evidence an intent to be bound by those terms. 8. Heller described the terms of the Pooling Agreement to the Special Master, and counsel for both parties indicated their intent to be bound by those terms. [Transcript, v. I, p. 122-125]. Accordingly, this Court finds that there was a \"meeting of the minds II sufficient to create a binding agreement. WHEREFORE, IT IS HEREBY ORDERED AND ADJUDGED: 1. That the pool be distributed consistent with this Order for the 1991-92 school year to the present\nand. 2. That the parties to agree on a per pupil instructional budget for the all interdistrict schools for the 1996-97 school 22year so that instructional budgets of the interdistrict schools will be equalized beginning that school year. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT Christopher Heller John C. Pendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 (501) 376-2011 By:. L.:( 0 Christophe (^r No. 8: J. leTf^ Heller / I 1083 23CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the followir^ by depositing copy of same in the United States mail on this of January, 1996: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell #15 Hickory Creek Drive Little Rock, AR 72212 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 istopher her Heller] 24FRIDAY, ELDREDGE \u0026amp; CLARK HERSCHEL H. FRIDAY (I922-Ie4) ROBERT V. LIOHT. P.A. WILLIAM H. SUTTON. P.A. JAMES W. MOORE BYRON M. EISEMAN. JR.. P.A JOE 0. BELL. P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY, P A H.T. LARZELERE. P.A. OSCAR e. OAVIS. JR.. P.A. JAMES C. CLARK, JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III, P.A. LARRY W. BURKS. P.A. A. WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. MEREDITH P. CATLETT. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III. P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON II, P.A. BARRY E. COPLIN. P.A. RICHARD 0. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. THOMAS N. ROSE, P.A. MICHAEL S. MOORE, P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A. KEVIN A. CRASS. P.A. WILLIAM A, WADDELL. JR., P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 601-376*2147 January 26, 1996 JSN 2 9 1996 CLYDE 'TAI* TURNER. P.A. CALVIN J. HALL, P.A. SCOTT 3. LANCASTER, P.A. JERRY L. MALONE, P.A. M. OAYLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. H. CHARLES OSCHWENO, JR., P.A. HARRY A. LIOHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER, P.A. J. MICHAEL PICKENS, P.A. TONIA P. JONES, P.A. DAVID 0. WILSON. P.A. JEFFREY H. MOORE. P.A. ANDREW T. TURNER DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENDLEY. JR. ALLISON GRAVES JONANN C. ROOSEVELT R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C . HICKMAN SETTY J. OEMORY BARBARA J. RAND JAMES W . SMITH CLIFFORD W. PLUNKETT WILL BONO DANIEL L. HERRINGTON Office of Desegregation Monitonng cauMiu WILLIAM J. SMITH WILLIAM A. ELDREDGE. JR., P B.S. CLARK WILLIAM L. TERRY. P.A. WILLIAM L. PATTON. JR.. P.A. TRITCR'S birsct mo. Hon. James W. McCormack Clerk of Court United States District Court Eastern District of Arkansas 600 W. Capitol, Suite 402 Little Rock, AR 72201-3325 (601) 370*3323 Re: Little Rock School District, et al vs. Pulaski County Special School District, et al USDC No. LR-C-82-866 Dear Mr. McCormack Enclosed herewith please find an original and three copies of the Little Rock School District's Notice of Filing of Depositions of Dr. Ruth Steele and Bobby Lester with regard to the above- captioned matter. to us. record. Please file same and return a file marked copy By copy of this letter we are serving all counsel of Sincerely, Ji in C./ Fendley, Jr I U 3 u -iCT JCFjr/cf Enclosures cc: Mr. Mr. Mr. Mr. John Walker (w/encl.) Sam Jones (w/encl.) Steve Jones (w/encl.) Richard Roachell )(w/encl.) Ann Brown (w/encl.) Mr. Timothy G. Gauger (w/encl.)I IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. PLAINTIFFS V, NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MRS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE W. KNIGHT, ET AL. INTERVENORS NOTICE OF FILING OF DEPOSITIONS OF DR. RUTH STEELE AND BOBBY LESTER Little Rock School District, for its Notice of Filing, states: 1. The following documents are being filed and made a part of the record in the above-styled case: (a) Deposition of Dr. Ruth Steele, taken December 8, 1995\n(b) Deposition of Bobby Lester, taken December 8, 1995 Respectfully submitted. Christopher Heller John C. Fendley, Jr. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, Arkansas 501/376-2011 72201-3493 Attorneys for LRSD By: / \u0026lt;\nf:\\hcxDB\\laodlayMnd\\lnd-puljial CERTIFICATE OF SERVICE I certify that a copy of the foregoing pleadini served on the following counsel on this day of has been 54 Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 f:\\hoin6\\fcndiey'J/d'Jnd-pul jw IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, et. al. PIAIUTIEFS V. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT DEFEZCANTS LORENE JOSHUA, et.al. INTERVENORS KATHERINE W. KNIGHT, et.al. INTERVENORS APPEARANCES DEPOSITION OF DR. RUTH STEELE TAKEN IN LITTLE ROCK, ARKANSAS FRIDAY, DECEMBER 8, 1995 AT INSTANCE OF DEFENDANTS  ON BEHALF OF THE PLAINTIFF: CHRIS HELLER, ESQ. CLAY FENDLEY, ESQ. Friday, Eldredge and Clark 400 West Capitol AV Little Rock, AR 72201 ON BEHALF OF THE DEFENDANT: M. SAMUEL JONES, ESQ. Wright, Lindsey and Jennings 200 West Capitol AV Little Rock, AR 72201 COPY I irieieieificie'itieir GIBSON^RANTON REPORTING SERVICE2 APPEARANCES STIPULATIONS WITNESS SWORN EXAMINATION BY MR. JONES CONTENTS PAGE 1 3 4 4 COURT REPORTER'S CERTIFICATE 27 GIBSON-BRANTON REPORTING SERVICE fc\nn.'3 STIPULATIONS The deposition of DR. RUTH STEELE, produced, sworn and examined in the offices of Wright, Lindsey and Jennings, 200 West Capitol Avenue, Little Rock, Arkansas, commencing at 10:10 a.m. on Friday, December 8, 1995 in the captioned cause at the instance of the counsel for the Defendants, said deposition being taken according to the terms and provisions of the Federal Rules of Civil Procedure. It is stipulated and agreed that all forms and formalities in the taking, transcribing, forwarding and filing of said deposition are hereby waived by the parties. the right being expressly reserved to object to the testimony of the witness at the time of trial as to responsiveness. competency, relevancy and materiality, other than those with respect to the form of the questions as propounded to the witness. GIBSON-BRANTON REPORTING SERVICE4 1 2 THEREUPON, DR. RUTH STEELE 3 having been called to testify, was duly sworn and testified 4 as follows: 5 EXAMINATION 6 BY MR. JONES: 7 Q Who are you? 8 A Ruth Steele. 9 Ruth, help me. Q Can you give me the dates in which you 10 became the Little Rock superintendent, and the date that you 11 left? 12 A In July of 1989 and to June 30, 1992. 13 Q And I trust Chris has told you why you're here? 14 A Yes . 15 Q Okay. Before I get into the obvious questions, have you 16 had occasion to review anything in writing to help you get 17 ready for the deposition today? 18 A A little bit of the settlement agreement, and some 19 factual information that showed some budget figures, and 20 things of that nature. 21 Q Can you be more specific on the latter? 22 A I think it was a work-up sheet that was produced by 23 someone at the Pulaski County School District, showing a 24 scenario of M to M payments, and that sort of thing. 25 Q Before you reviewed that recently, had you ever seen it GIBSON-BRANTON REPORTING SERVICE r5011 22M91 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 5 or something like it? A Q No, I had not seen anything like that. Okay. reviewed? A Q A Q A No. Anything else that you can recall that you Any -- did you review anybody's testimony? No. Did Chris or anyone else summarize that for you? He talked a little bit about the not about anybody's testimony. Q A no, I don't think Or anybody's position, or anything like that? We just reviewed some general types of ideas, thoughts. comments from that Don had made, that Chip had made just to kind of help me to recollect some of the things that were occurring around the time frame that we're talking about. Q What I want to ask you to do -- understanding that we're going to get down to late September of 1989 -- can you capsule for me your recollection of what was still an issue regarding the financial settlement with the state as we entered those hearings before Mr. McCutcheon in late September of '89? A One of the issues had to do with the methods of funding for the interdistrict schools, and the problems about the actual payments, and how those would be handled. There had been a lot of prior issues over the release of GIBSON-BRANTON REPORTING SERVICE1 6 funds -- whether or not there was actually an agreement that 2 could be acted upon, based on the problems with the -- that 3 we had with the legislature first approving it, and then the 4 appropriations bill being struck, and then Nap Murphy losing 5 his key, and then the third and final decision from the 6 legislature about the capping the amount of money, and not 7 really agreeing in substance to anything other than a cap, in 8 terms of the money, except for those things which had already 9 been agreed to, like the M to M money, and transportation. 10 and that kind of thing. 11 And as the hearings began, do you have a recollection of 12 any issues that were still out there between the parties -- 13 particularly the county and Little Rock? 14 15 16 17 18 19 20 21 22 23 The discussions about the interdistrict schools. was one of the things discussed. with the That And then the discussion with McCutcheon over whether or not there was an executable agreement, it seems to me were those were primarily the things that I remember being an issue then. Do you remember anything occurring during the course of those hearings that prompted the parties to engage in further negotiations? I remember there was a there was a room that we several of us were coming in and out. There was an issue Q A Q A 24 over the funding of the interdistrict schools and the poolinc 25 of the how that would work. And there were some GIBSON-8RANTON REPORTING SERVICE7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 discussions between Chris and you, and others that you were engaged in some discussion around, around that. And the -- primarily that's what I recall was going on at that particular time. Q Do you recall any specifics at all about pooling -- where the term came from, what it meant -- anything like that? A be What I understood that it meant was that the money would that would be forthcoming from the state in terms of the sending and receiving districts, and the amount that would be contributed, that would be pooled\nand that that would be used -- that pooled money would be used for the education of students attending the interdistrict schools. And that's what and that the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure that would be identified for them as they attended those schools, in the event that two were eventually established -- one in Little Rock and one in Pulaski County. Q Do you have any recollection of why pooling came into existence? A It's -- my recollection is that it came into existence because we were attempting to establish, based on the magnet school model, that there would be an equitable, same amount of money that would be spent in the interests of furthering GIBS0N-8RANT0N REPORTING SERVICE1 8 desegregation to those types of schools. 2 That's what I recall. 3 Q I take it, then, that you do not have any recollection 4 that would involve settling an issue, like who got what part 5 of the funds the state was willing to provide? 6 A Well, the sending district was to receive --or was to 7 contribute half its table rate. And the host district was to 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 receive the full cost of educating the child, is what I remember about the distribution of the money\nand that the $200,000 per year that Pulaski County was going to get for a five-year period would be contributed toward that pool. Do you have any recollection of why the county was going to contribute $200,000 a year? The only thing that I remember is that there were some difference in the amount of money per pupil that the county expended in educating its students, as compared with what Little Rock was spending to educate students\nand that that amount of money was perhaps going to be used for that purpose -- to equalize all of that, as a part of that. Let me just try kind of a general question. Is there anything else that you can recall being either debated or resolved in that room outside of the court room during the course of those hearings? There were, as I recall from the discussions, there were -- there was agreement as to the fact that the interdistrict GIBSON-BRANTON REPORTING SERUICE 8 9 Q A Q A -501^'224^4099 10 11 12 13 14 15 16 17 schools would be funded along the same general types of procedures as the magnet schools. amount established. There would be a per pupil There would be equalized funding, which would come from the pool that was generated through funds from Little Rock and from Pulaski County. And that the application of that would be for all of the students that were attending the interdistrict schools, not simply those sent or received\nbut that that would apply to the total student population in the interdistrict school.\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_910","title":"'North Little Rock School District Status Report Regarding North Little Rock Plan Implementation in 1990-91''","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":["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","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","School administrators","School integration","School management and organization","Meetings","Educational statistics"],"dcterms_title":["'North Little Rock School District Status Report Regarding North Little Rock Plan Implementation in 1990-91''"],"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/910"],"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  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nJACK, LYON \u0026amp; JONES, P.A. ATTORNEYS AT LAW 3400TCBYTOWER 425 WEST CAPITOL AVENUE LITTLE ROCK, ARKANSAS 72201-3472 (501) 375-1122 TELECOPIER (501) 375-1027 April 23, 1991 Christopher J. Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Ann Brown OFFICE OF DESEGREGATION MONITORING -Offlco 111 MuolcC lt'ClSoO uth NulMlo,-37203 (S15)~M8\u0026amp;\u0026lt; Telocople,(:S 15)~ - Little Rock, Arkansas 72201 201 East Markham, Suite 510 Heritage West Building M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue 2200 Worthen Bank Building Little Rock, AR 72201 John W. Walker, Esquire JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Little Rock, Arkansas 72201 Richard W. Roachell, Esq. MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, AR 72201 Sharon Streett ARKANSAS DEPARTMENT OF EDUC. Education Building Four Capitol Mall Little Rock, Arkansas 72201 RE: NLRSD March 1991 Status Report Dear Mses. Streett, Brown and Counsel: Please find enclosed the North Little Rock School District's March 1991 Status Report. If you have any questions, please do not hesitate to contact me. SWJ/kam Enclosure V~ry_.......trul ours, // - - ~-Stephen W. Jones IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED i\n.,$lF.~NJ~/ffJ\\.if~l\\~f 1sA~ APR 2 3 1991 ,v. ...../- \\- 1i:,'I 'I. ..  I NTS1'QLERY-. MG'E ' By: 1 L O A .Nl,...., DEP.Clc:RX LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS LORENE JOSHUA, et al. KATHERINE KNIGHT, et al. NORTH LITTLE ROCK SCHOOL DISTRICT STATUS REPORT REGARDING NORTH LITTLE ROCK PLAN IMPLEMENTATION -IN 19 9 0-91 Attached hereto are reports from \"Lhe North Little Rock administrators responsible for implementing the North Little Rock School District's desegregation plan as approved by this Court and the Court of Appeals. The purpose of the report is to make the Court and parties familiar with the actions taken to March, 1991 relevant to implementing the North Little Rock Plan. The report is not intended to describe every feature of the Plan, but rather to describe the actions that have occurred in 1990-91. Previous status reports have discussed numerous actions taken in earlier years and will not be restated here. As new actions occur affecting other aspects of the Plan they will be described  in - subsequent reports. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, Arkansas 72201 ( 50 375-1122 ~(,j/~ STEtjfNw. JONEV I.D.# 78083 CERTIFICATE OF SERVICE I hereby certify that I have this 23rd day of April, 1991 sent one copy of the foregoing North Little Rock School District Status Report, postage prepaid via United States Postal Service to ~he following: Christopher J. Heller, Esq. FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock\nArkansas 72201 M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol Avenue 2200 Worthen Bank Building Little Rock, AR 72201 John W. Walker, Esquire JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 2 Ann Brown OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building _Little Rock, Arkansas 72201 Richard W. Roachell, Esq. MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, AR 72201 Sharon Street ARKANSAS DEPARTMENT OF EDUC. Education Building Four Capitol Mall Litt . Rock, Arkansas 72201 MARCH 1991 STATUS REPORT NORTH LITILE ROCK SCHOOL DISTRICT CONTENTS Section I Equity Section II Student Affairs Section III Personnel Section IV Instruction Section V Public Relations Section VI Monitoring SECTION I EQUITY TlHDEN OR.TH lfITlE R.OCKP UBlKC OCHOOl ADMINISTRATIVE OFFICES 2700 POPLAR STREET March 19, 1991 MEMO TO: Mr. James R. Smith, Superintendent of Schools FROM: Mable W. Bynum, Assistant Superintendent for Desegregation SUBJECT: Progress Report of Deseqre~ation Plan Activities to the Federal Court EDUCATION AND EQUITY ISSUES Elimination of One-Race Classes. Teachers and guidance counselors make special efforts to recruit and register black students into college-prep and honors courses. All 1990-91 secondary classes were scheduled by the District's Computer Services Department using recently purchased software designed to racially balance classes, and Elementary Principals made special efforts to assign students to classes where interactions between races would occur. As a result, only a limited number of one-race classes exist. Principals have completed an assessment of classes to identify such sections and taken steps to eliminate them. District and school administrators, as well as guidance counselors have been advised of areas of concerns and strategies are being developed to increase the number of black students in upper-level courses to ensure fewer possibilities for one-race classes. Districtwide at the secondary school level there are seven regular education classes of one-race, out of 1,326 regular classes. Five of the classes are second year elective courses: Auto Mechanics II, Drafting, Painting, Sculpture and Creative Writing II, III and IV (all white). One class is a beginning level elective Journalism course (all white). Another class is an Honors Chemistry section (all white.) This section is offered opposite Athletics and all of the black students electing to participate in Honors Chemistry are athletes, therefore, are assigned to the P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 so1n71-8000 only other Honors Chemistry section. At the elementary level there is one Kindergarten class of one-race (all black), out of 48 classes. 'Kindergarten students are exempt from the court approved student assignment plan. Out of a total of 258 sections of special education classes there are 40 one race special education classes where students are assigned in accordance with individual educational plans. These classes vary in size from two to eight. Individualized speech therapy classes are not included. Assist school biracial and human relations teams to assess racial climate. All vacancies on school human relations teams have been filled. A committee is being established to develop an instrument for assessing the racial climate. The committee is composed of the Assistant Superintendent for Desegregation, Director of Computer Services, Coordinator of Informational Services, one building administrator, one elementary teacher, two parents and one secondary student. Four of these individuals will be black and four white. Conduct staff development activities consistent with desegregation plan to include prejudice reduction and discipline. Pre-school staff development programs included these activities consistent with the desegregation plan: 1. Cross-Cultural Interaction 2. Teaching \"At Risk Students\" 3. Monitoring The Desegregation Plan 4. Multicultural Information and Book Fair 5. Teaching in a Desegregated Setting. (See attachments I-A, I-B, and I-C.) All District personnel who interact with students and their parents were required to attend various sessions designed to improve cross-cultural interaction. Noncertified employees (clerical, cafeteria, custodial, lunchroom aides and substitute teachers) participated in one-half day sessions. Transportation Department employees (bus drivers and crossing guards) participated in safety training sessions in addition to those designed to address prejudice reduction. October 22 and November 5 were designated as days for desegregreation training for all instructional staff. Activities were specificaly planned to address the matter of teaching in the desegregated school sP~ting. Topics addr~ssed included: (See attach!rents 1-Dl \u0026amp; I-D2) 1.  4 Mat System (Learning Styles) ' 2. Working With Parents Effectively 3. Flexible Grouping for Reading (to include the entire class) 4. Monitoring Special Education Student Assignments 5. TESA (an overview) for Secondary Staff 6. Cooperative Learning Overview. 7. Community Awareness Assign Activity Directors in all secondary schools. The following individuals are 1990-91 secondary school Activity Directors: North Little Rock High School-West Campus North Little Rock High School-East Campus Lakewood Middle School Ridgeroad Middle School Rose City Middle School - Anita Cameron - Jeff Huddleston - Rickey Jones - Brian Breeding - Sherry Ratliff Activity Directors have been given release time to fulfill responsibilities. Activity Directors attended a workshop conducted by Mr. Horace Smith of the Arkansas Department of Education Equity Center on September 5. Activity Directors scheduled building staff meetings for Horace Smith to discuss teachers' roles in developing a quality activity program that includes all students. Monitor student participation in extracurricular activities. Secondary Activity Directors and Assistant Superintendents for Student Affairs and Desegregation have developed a reporting form for club sponsors to periodically report participation. (See attachment I-E.) Monitor the extra-curricular selection process. Regular Reports are required from sponsors. All clubs and activities must develop bylaws to be filed with school Activity Directors who must approve all regulations relating to membership. Ensure that all selection committees are biracial. All sponsors must secure Activity Directors' approval of selection committees prior to selection of membership. Publicize the extracurricular selection process. Activity Directors will prepare information to be included in building announcements, school newspapers and newsletters to parents regarding selection of students for extracurricular activities. Design activities to increase minority student participation in Extracurricular Activities. Activity Directors are working with administrators, sponsors and students to increase minority student participation. Activities already implemented include an activity period during the school day, an \"Activity Fair\" at the West Campus, an incentive card program designed to increase participation and reward those who are active, and an advisor/advisee program at the middle school level. Monitor activities to ensure that activities such as pageants and homecoming courts are not separated by race. A committee composed of District and building administrators, Activity Directors, parents, club sponsors and students planned homecoming activities. Activity Directors and Principals monitored homecoming court elections to avoid the separation of races. Election results were six Freshman Maids (4 white, 2 black), Six Sophomore Maids (3 white, 3 black), Six Junior Maids (4 white, 2 black), and eight Senior Maids (5 white, 3 black). One white Senior was crowned Queen, one black Senior was crowned Maid of Honor. Prepare school activity reports to be presented to the Superintendent, School Board and Biracial Committee. Activity Directors are collecting data on a continuous basis to prepare an annual report for presentation during May, 1991. Conduct in-district summer camps for cheerleaders, drill teams and pep club members. Clinics were conducted the week of August 6 for all spirit group members grades 7-11. The clinics were planned and conducted by varsity team members who attended out-ofdistrict clinics. (See attachment I-F.) MONITORING Form a District Biracial Committee. Individuals have been appointed to fill two vacancies existing on the twenty-two member committee. Parent/ patron member was selected by School Board Member and the educator was chosen by professional peers. The committee has met every month except July, to revi~w and discuss information supplied by District administrators. (See attachments I-01 thru I-011) Form'biracial committees to assist with monitoring and evaluation of school programs. School monitoring teams have been re-established for 1990-91 due to staff reassignments and parent changes as the result of student transfers, promotions or reassignment. (See attachment I-G.) Provide training for biracial monitoring teams. Mr. Bradley Scott, Coordinator of Region VI Desegregation Assistance Center, San Antonio, Texas, conducted training sessions for school monitoring teams on September 26 and 27. The sessions were three hours in length and one of the five sessions was scheduled for night in order to accommodate parents unable to attend morning or afternoon sessions. (See attachment I-H.) Assist school biracial teams with site-based monitoring. District Administrators continue to collaborate with Little Rock and Pulaski County School District Administrators on the development of an instrument for monitoring teams to use. The Assistant Superintendent for Desegregation continues to meet with school monitoring teams to expand training in the monitoring process. The Assistant Superintendent for Desegregation developed a tenative schedule for monitoring team visits. (See attachment I-I) Selected Central Office Administrators will be assigned as school team advisors, available to assist teams on visit days. The administrators attended the team training sessions conducted by Mr. Bradley Scott. Collect and share critical information with School Board and Districtwide Biracial Committee. Results of secondary schools extracurricular activities reports were communicated to School Board and Biracial Committee. (See attachments I-J and I-K.) Analysis of staff reflecting minority recruitment, employment, retention and assignment was supplied to School Board and Biracial Committee. (See attachment I-L.) Mr. Bradley Scott, Coordinator of Region IV Desegregation Assistance Center conducted an informal workshop for School Board Members regarding their responsibilities for readership in a desegregated school setting. (See attachment I-M.) District Administrative Desegregation Team will assist with monitoring process. The administrative team has met monthly to review data, identify areas of concern, and develop plans to address all concerns. The team has been expanded to include the Director of Personnel. (See attachments I-Nl through I-Nll.) SECTION I Attachments I-A through I-011  OBJECTIVES l. To expand multicultural awareness 2. 3. 4. 5. To provide an opportunity for staff to better understand the importance of good human relations skills in a desegregated school seeting. To help staff better understand the needs of all students enrolled in a desegregated school setting. To increase staff's awareness of the District's Desegregation Plan and the monitoring process. To increase awareness of multicultural teaching materials. O\u0026lt;OUPA C.!OUP B C.PUP C c\nOUP 0 NORTLHI TTLER OCKS CHOODLI STRICTS TAFFo tlloPMENTEACHINIGN A DESEGREGASTEETDT ING Auyust 22, 1990 8 a.in. - 4 p.m. North Little Rock High School - East Campus Stuff is divided into four groups All groups will rotate to each session GROUAP = LASTN AMEAS - D GROUBP LASTN AMEES - J GROUCP LASTN AMEKS - R GROUDP = LASTN AMESS - Z rOPICS: 14 AN OVERVIEW AUDITORIUM 8:00 9:00 Aud Aud Aud Aud Presenters: James Smith, Superintendent of Schools Hable Bynum, Asst. Supt. for Deseg Bradley Scott, Coordinator !ORA 15 CROSSC ULTURAINLT ERACTION CAFETERIA Pre~id1ny: Gloria Snti th Presenter: Brudley Scott 16 TEACHIN\"GA TR ISK\" STUDENTMSI NI-AUDITORIUM Presiding: Esther Crawford Elementary Presenter: SJnford Tollette Pres 1d1ng: Dana Chadwick Secondary Presenter: Carol Carlon 17 MONITORITNHGE D ESEGREGATPILOANN ROOM11 8 Presiding: Jim Morris Presenter: Mable Bynum IB MULTICULTUIRNAFLO /FAIR Presiding: Jo Stewart Presenter: Nova Staggs AUDITORIUM t.00 9 25 10:JS 10:45 11 :55 l:lO 2:40 9:25 10 JS 10:45 11: 55 I: JO Z:40 2:~ lruk C1fe Break Aud Lunch lhnl Bruk C1fe Bruk Aud Break C1fe Lunch 118 Bruk C1fe Bruk Mini Bruk 118 Lunch Aud Bruk C1fe Bruk 118 Break M1n1 Lunch (1ft Bruk C f e 2:50 4:00 118 Nini C1f Aud ):\u0026gt; r+ r+ PJ n :::,- 3 (1) :::, r+ ...... I ):\u0026gt; Please ma.is eva.ion fonn and leave with the presenter of session CROSSC ULTURAINLT ERACTION Low I. Were the obJectives of the presentation clearly stated? 1 2 3 2. Were the objectives met? 2 3 3. Did you learn something which you can effectively use7 2 3 4. Did you learn something that you can share with others? 2 3 5. COlll!lentso r Suggestions: TEACHIN\"GA T RISK\" STUDENTS Low I. Were the objectives of the presentation clearly stated? 1 2 3 2. Were the objectives met? 2 3 3. Did you learn something which you can effectively use? 2 3 4. Did you learn something that you can share with others? 2 3 5. C01T111eonrt s Suggestions: MONITORTINHGED ESEGREGATPIOLN4N I. Were the objectives of the presentation clearly Low stated? 1 2 3 2. Were the objectives met 7 2 3 3. Did you learn something which you can effectively use? 2 3 4. Did you learn something that you can share with others? 2 3 5. C01T111eonrt s Suggestions: MULTICULTUIRNAFLO [F41R 1. Were the objectives of the presentation clearly Low stated? 1 2 3 2. Were the objectives 111et? 1 2 3 3. Did you learn something which you can effectively use? 2 3 4. Did you learn something that you can share with others? 2 3 5. C011111enotrs Suggestions: 18. 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 - Higi 5 5 5 5 High 5 5 5 5 High 5 5 5 5 High 5 5 5 5 Date: TIIE NORTII L_ITTLE - l'UDLIC .OOLS STAFF OEVELOl'HENT 1990-1 Soc. Sec. Number N.-.me SESSION l: SESSION 2: SESSION ) : SESSION 4: SESSION 5: Signature OBJECTIVES 1. To expand multicultural awareness 2. To provide an opportunity for staff to better understand the importance of good human relations skills in a desegregated school seeting. 3. To help staff better understand the needs of all students enrolled in a desegregated school setting. 4. To increase staff's.awareness of the District's Desegregation Plan and the monitoring process. 5. To increase awareness of multicultural teaching materials.  NORTIL-1I TTLE ROCKS CHOOLD ISTRICT STAFF DEVELOENT rt rt cu n ::r El (1)\nj rt WORKINGIN A DESEGREGATESDC HOOLS ETTit-K\nAugust 21, 1990 8 a.m. - 11:15 a.m. H I to North Little Roe~ High School - East Campus 8 a.m. Presiding: Opening Remarks: Greetings: General Information: An Overvie,, Auditorium Mable Bynum Asst. Superintendent for Desegregation Janes Smith Superintendent of Schools Reverend J.W. Johnson President of Board of Education Mable Bynum BREAK 8:40 a.m. Cross Cultural Interaction Auditorium Presenter: BREAK Bradley Scott Coordinator of Region VI Federal Desegregation Assistance Center San Antonio, Texas 10:00 a.m. Interacting with \"At RisJ..\" Students Auditorium Presenter: Bradley Scott EVALUATIOFNO RN ~le4se mark t111s ev4luation fonn and leave witn the presenter CROSSC ULTURAILN TERACTION I. Were the OOJeCtlVes of the presentation clearly stated? Were the OOJectives met? ). Did you learn something which you can effectively use? 4. 01d you learn something that you can share with others? C011111enotsr Suggestions: of session ,s. Low l 2 3 4 2 3 4 2 3 4 2 3 4 High 5 5 5 5 Date: Soc. Sec. Nwn.b~r SESSION 1: SESSION 2: SESSION 3: SESSION : SESSION 5: TIIE NORTII LITTLE ROCK l'U0LIC SCHOOLS STAFF OEVELOl'MENT 1990-1991 OBJECTIVES 1. To expand multicultural awareness 2. To provide an opportunity for staff to better understand the importance of good human relations skills in a desegregated school seeting. 3. To help staff better understand the needs of all students enrolled in a desegregated school setting. 4. To increase staff's.awareness of the District's Desegregation Plan and the monitoring process. 5. To increase awareness of multicultural teaching materials. NORIBL ITTLE ROCKS CHOOLD ISTRICTS TAFFD E\\IELOPMENr ~RKI!'K\nI N A DESEX\nRffiATSECDH OOSLE TTIOO August 21 , 1990 12:45 p.m. - 4:00 p.m. Noroth Little Rock High School East Campus 12:45 p.m. Presiding: Opening Remarks: Greetings: General Information: An Overview Auditorium Mable Bynum Asst. Superintendent for Desegregation James Smith Superintendent of Schools Reverend J.W. Johnson President of Board of Edu~tion Mabl.e Bynum BREAK 1:25 p.m. Cross Cultural Interaction Auditorium Presenter: BREAK Bradley Scott Coordinator of Region VI Federal Desegregation Assistance Center San Antonio, Texas 2:50 p.m. Interacting with \"At Risk\" Students Auditorium Presenter: Bradley Scott \u0026gt; rt rt Ill n 1 lb ::, rt H I (\") EVALUATIOFONR M Ple1se Mrk this tvluation fo,,. ind le1ve with tht prtstnttr of CROSSC ULTURAINLT ERACTION I. Wtre the ObJectives of tht prtstnttion clerly Low Stiled? l 2. Wtrt the objectives inet? l. Otd you lurn SOlltthing which you cn effectively use? 4. Did you learn soinething tht you cn shre with others? s. C~nts or Suggestions: session ,e. 2 l 4 2 3 4 2 l 4 2 3 4 High 5 5 5 5 Date: TIit NORTII LITTLE -K rUDLI.OOLS STAFF OEVELOrHENT 1990-1991 Soc. Sec. Nwnbl!r N\u0026amp;111e SESSION 1: l..,'._\n.,,.]:!C, .. :-! r'-1 r:t.!:,cc\nm~c,Ari::r- \"i':-ll}'j,:t~ ,~i: \\ :1 l\"! !'~\\-TF :l, SESSION 2: SESSION): SESSION 4: SESSION 5: NORTH LITTLE ROCK PUBLIC SCHOOLS TEACHING IN A DESEGREGATED SETTING Staff Development, October 22, 1990 Attachment I-0 I Kindergarten, Elementary Media Specialists/Clerks and Instructional Aides 8:00 - 11: 00 - 12:15 - 1:30 - 1:45 - 11: 00 12:15 1:30 1:45 3: 30 4 Mat System (Learning Styles) Cafeteria Lunch Working with Parents Effectively Auditorium Break Make and Take Annex (Aides will report to Room 504 from 1:45-3:30) Grades One, Two, and Three Teachers 8:00 - 11: 00 4 Mat System (Learning Style) Cafeteria 11:00 - 12: 15 Lunch 12:15 - 1:30 Working with Parents Effectively Auditorium 1: 30 - 1:45 Break 1:45 - 3: 30 Flexible Grouping for Reading Mini-Auditorium ~des Four, Five, Six Teachers, Elementary Special Education/Gifted Teachers and Elementary Counselors I 8:00 - 9:15 9:15 - 9:30 9:30 - 11:15 11:15 - 12:30 12:30 - 3:30 Secondary Staff 8:00 - 9:15 9:15 - 9:30 9:30 - 11:15 11:15 - 12:30 12:30 - 3:30 9: 30 - 11: 15 tJ:ondary Staff 8:00 - 11: 00 - ~:15 - w-:3o 1:45 11: 00 12:15 1:30 1:45 3:30 Working with Parents Effectively Auditorium Break Flexible Grouping for Reading Mini-Auditorium (Special education teachers and counselors will report to Room 501 and Gifted teachers will report to Room 502 from 9:30 - 11:15) Lunch 4 Mat System (Learning Style) Cafeteria A-K (Alphabetical by last name) Working with Parents Effectively Auditorium Break TESA Overview Room 118 (Band Room) Lunch 4 Mat System (Learning Styles) Cafeteria Cooperative Learning Overview Room 106 L-Z (Alphabetical by last name) 4 Mat System (Learning Styles) Cafeteria Lunch Working with Parents Effectively Auditorium Break TESA Overview Room 118 (Band Room) NORTH LITTLE ROCK PUBLIC SCHOOLS November 1, 1990 MEMO TO: All Principals FROM: Gene Jones, Assistant Superintendent for Instruction SUBJECT: Desegregation Training - November 5, 1990 Monday, November 5, has been designated a desegregation training day. The attachments to this memorandum indicate the day's assignments for each instructional staff member on your campus. All employees will participate in a community tour for one-half day and one workshop for one-half day. Those in the morning workshops will participate in the afternoon tour and vice versa. The three hour tour will begin at NLRHS West campus and will include those sections of town often overlooked by staff members. Tour stops will provide inform~tion about the students who are our charge. a.The workshop assignments are consistent with the preferences ~xpressed by teachers on the survey taken October 22. Participants will receive notice from the coordinators of their respective workshops but this notice can be used for determining each person's assignment for the day. Pleilse see that each has access to the attached information. r NORTH LITTLE ROCK SCHOOL DISTRICT Desegregation Training November 5, 1990 Workshop TESA - Elementary TESA - Secondary a.m. ~ESA - Secondary p.m. Cooperative Learning - Elem Cooperative Learning - Sec. Math Manipulatives 1-3 Math Manipulatives 4-6 Crisis Intervention a.m. Crisis Intervention p.m. Classroom Management 4-Mat a.m. 4-MAT p.m. School Based Teams Gifted Teachers Chapter 1 Aides Community Tour a.m. Community Tour p.m. Kindergarten Teachers Media Specialists \u0026amp; Aides Compensatory Ed. Aides Cultural At~reness Place Board Room East Library East Library Indian Hills Elem. Indian Hills Elem. Annex Annex East Mini-Audit. East Mini-Audit. Rose City Middle Lakewood Middle Lakewood Middle West Activity Ctr. Annex, Mini Audit. Annex, Library West-22nd St. Parking Lot West-22nd St. Parking Lot Board Room Annex Annex, Mini Audit. East Band Room Time 8:30 - 8:30 - 12:30 - 8:15 - 12:45 - 8: 30 - 12:30 - 8:00 - 12:30 - 8:30 - 8:30 - 12:30 - 8: 30 - 8: 30 - 8:30 - 8: 30 - 12:30 - 12:30 - 12:30 - 12:30 - 12:30 - 11: 30 11:30 3:30 11: 15 3: 4 5 11: 30 3:30 11:30 4:00 11: 30 11: 30 3:30 11:30 11: 30 11:30 11: 30 3:30 3: 30 3:30 3: 30 3:30 Group One COMMUNITY TOUR ITINERARY Objectives of the Community Tour 1. To orient neighborhoods District personnel within the to the communities and North Little Rock School 2. To acquaint personnel with the diversity of cultural and socioeconomic groups within the school district 3. To increase sensitivity to the needs of our diverse population 4. To increase awareness of the role of the district's Transportation Department Belwood (Belwood Elementary) North Heights (North Heights Elementary) Ridgeroad (Pikeview Elementary and Ridgeroad Middle School) Indian Hills (Indian Hills Elementary) Overbrook (Crestwood Elementary) Lakewood Village/McCain Mall Meadow Park (Meadow Park Elementary) Glenview (Glenview Elementary) Stop at New llope Baptist Church Tie Plant Rose City (Rose City Middle School, Lynch Drive Elementary, Rose City Elementary) Dixie Hemlock Courts (Redwood Elementary) East Washington Avenue Shorter Gardens/Sherman Park (Seventh Street Elementary) Downtown North Little Rock/West 4th Street Baring Cross (Baring Cross School) Vestal Park (Boone Park Elementary) Rest stop at Boone Park Elementary Windamere Silver City Courts Argenta Elementary Eastgate Terrace (Pine Elementary) NORTH LITTLE ROCK PUBLIC SCHOOLS STAFF DEVELOPMENT - FEBRUARY 25, 1991 12:30 - 3:30 PM. SMALL GROUPS  1.EA.QEB LOCATION TESA (ELEMENTARY) TESA (SECONDARY 1) TESA (SECONDARY -2) COOPERATIVE LEARNING MATH MANIPULATIVES CRISIS INTERVENTION t.EOIA SPECIALISTS SECONDARY COUNSELORS SCHOOL BASED TEAMS CHAPTER I AIDES SECTION 50-4 HANDICAPPED DUE PROCESS CRITICAL THINKING 1 CRITICAL THINKING 2 CRITICAL THINKING 3 CRITICAL THINKING  CRITICAL THINKING 5 CRITICAL THINKING 6 CRITICAL THINKING 7 ESTHER CRAWFORD RELLIA DILLINGER GLORIA SMITH LETITIA MARTIN. NOVA STAGGS JESS WALKER NANCY MOORE JO STEWART DANA CHADWICK, MARGIE POWELL SHARON WILLIAMS JIM OYER JANN PHARO STEVE PHAUP SUSIE NELSON BOARD ROOM ANNEX ANNEX WEST CAMPUS, ACTIVITY CENTER LIBRARY, CENTRAL JUNIOR HIGH BUILDING EAST CAMPUS, MINI AUDITORIUM LAMAN LIBRARY, LECTURE HALL RIOGEROAO MIDDLE SCHOOL. t.EOIA CENTER ROSE CITY MIDDLE SCHOOL CAFETERIA LAKEWOOD MIDDLE SCHOOL. ROOM 103 ANNEX. AUDITORIUM ANNEX. SPECIAL SERVICES CONFERENCE ROOM SUSAN FENDLEY. WEST CAMPUS, ROOM 111 KIM CALDER, SANORA HENSON CHRISTINE MCRAE. ANN KINCL MAURI DOUGLAS. BETH COUSINS KAREN CHAPPELL, TAMMY FRELIGH CRICKET HICKS, GARY WILSON MARY C. EAST, MANDY WARE SUZV SHAUNFIELO. LINDA BENNETT WEST CAMPUS, ROOM 112 WEST CAMPUS. ROOM 113 WEST CAMPUS, ROOM 11  WEST CAMPUS, ROOM 115 WEST CAMPUS, ROOM 116 WEST CAMPUS, ROOM 117 NORTH LITTLE ROCK SCHOOL DISTRICT STAFF DEVELOPMENT FOR DESEGREGATION FEBRUARY 25, 1991 NORTH LITTLE ROCK HIGH SCHOOL-WEST CAMPUS JAMES R. SMITH, SUPERINTENDENT BOARD OF EDUCATION LYNN HAMIL TON, PRESIDENT MABLE MITCHELL PAT BLACKSTONE PRENTICE DUPINS DIXIE HARRISON EMILY DENTON J.W. JOHNSON :\u0026gt; rt rt Ill n ::r E3 (I) ::, rt H t::I I N DISCIPLINE IN A DESEGREGATED SETTING NORTH LITTLE ROCK HIGH SCHOOL WEST CAMPUS AUDITORIUM 8:00-8:15 8:15 - 9:45 9:45 - 10:00 10:00-11:15 11:15 - 12:30 12:30 - 3:30 INTRODUCTION AND ORGANIZATION MABLE BYNUM, ASSIST ANT SUPERINTENDENT FOR DESEGREGATION GENE JONES, ASSIST ANT SUPERINTENDENT FOR INSTRUCTION \"REVISITING OUR VALUES: POSITIVE DISCIPLINE FOR EFFECTIVE SCHOOLS\" DR. JOAHN BROWN-NASH, SENIOR VICE PRESIDENT, JOSTEN'$ LEARNING CORPORATION COMMENTS - MR. JAMES R. SMITH, SUPERINTENDENT OF SCHOOLS BREAK \"SUCCESSFUL DISCIPLINE IN A DESEGREGATED SETTING\" (SMALL GROUPS FACILITATED BY NORTH LITTLE ROCK SCHOOL DISTRICT STAFF, SEE OPPOSITE PAGE FOR ALPHABETIC ROOM ASSIGNMENTS) LUNCH, ON YOUR OWN CONTINUATION OF TRAINING BEGUN IN PREVIOUS DESEGREGATION WORKSHOP AS COMMUNICATED IN MEMO TO STAFF (SEE BACK PAGE FOR LOCATIONS) SMALL GROUP ROOM ASSIGNMENTS SECONDARY STAFF ~ flXJd LOCATION ALEXANDER, R.  BRADSHAW, G. 16 BASEMENT LEVEL-MAIN BUILDING BRANCH, B.  CASTEEL M. 101 1ST FLOOR-MAIN BUILDING CHRISTIAN, R.  DAVIS, M. 111 1 ST FLOOR-MAIN BUILDING DAWSON,C.-GARRETT,G. 112 1 ST FLOOR-MAIN BUILDING GARRISON, J.  HAVER, G. 113 1 ST FLOOR-MAIN BUILDING HAYNES, G.  JORDAN, M. 114 1ST FLOOR-MAIN BUILDING JOYNER, V.  LYMAN, J. 115 1 ST FLOOR-MAIN BUILDING MANZ, A. MOORE, M. 117 1ST FLOOR-MAIN BUILDING MORLEDGE, K. -QUATTLEBAUM, J. 118 1 ST FLOOR-MAIN BUILDING RAMEY, K.  SICKS, L. MEDIA CENTER BASEMENT LEVEL-MAIN BUILDING SLATTON. T.- THOMPSON,M. 220 2ND FLOOR-MAIN BUILDING TILLER, L.  WETHERINGTON, E. 201 2ND FLOOR-MAIN BUILDING WHALEN, Y.  YOUNG, I. 203 2ND FLOOR-MAIN BUILDING ELEMENTARY STAFF ~ flXJd LQCATl()N ACKLIN, A. BOLT, J. 204 2ND FLOOR-MAIN BUILDING BONA, R.  CLARK, L. 212 2ND FLOOR-MAIN BUILDING CLARK, S.  DEVORE, R. 213 2ND FLOOR-MAIN BUILDING OIFFY, 0.  EVANS, 0. 214 2ND FLOOR-MAIN BUILDING EVANS, M.  GRIFFIN, B. 215 2ND FLOOR-MAIN BUILDING GRIFFITH, S.  HOGAN, K. 217 2ND FLOOR-MAIN BUILDING HOKE, C.  JENKINS, M. 218 2ND FLOOR-MAIN BUILDING JERROD, E.  LATTING, L. 400 TOP LEVEL-SCIENCE BUILDING LAWHON,J.-MAYERHOFF,C. 406 TOP LEVEL-SCIENCE BUILDING MCCLINTON, J.  NELSON, N. 407 TOP LEVEL-SCIENCE BUILDING NEUMEIER, S.  POWELL, H. 409 TOP LEVEL-SCIENCE BUILDING POWELL, M.  SERIO, S. 410 TOP LEVEL-SCIENCE BUILDING SETZLER, N.  STOLL, S. 411 TOP LEVEL-SCIENCE BUILDING STORY, A. WEGHORST, M. 414 LOWER LEVEL-SCIENCE BUILDING WELCH, B.  ZIEGLER, J. 417 LOWER LEVEL-SCIENCE BUILDING TO: NORTHLI TTLER OCKS CHOODLI STRICT EXTRACURRICUALCATRIV ITYR EPORT SCHOOL: Attachment I-E All Club and Activity Sponsors ---------------- 9M DATE: =--A~c=T=v-=I I=rv~RD=~-I= E=c=ro=-=R,------ ----------------- SUBJECT: Club/Activity Information ~ease provide information relevant Return by 1. Name of Club or activity: to the club or activity you sponsor. -------------------------- 2. Meeting Time and Place ____________ (Advise Activity Director of Change) 3. Name(s) of sponsors ----------------------------- 4. Is this club/activity governed by charter(s) from parent organizations: If yes, please attach copy of charter(s). ___ Yes_ __ No 5. Does club/activity have written by-laws or regulations? --- Yes-- - No If yes, please attach a copy including tryout procedures. 6. Does this club/activity use a selection committee (judges)? ___ Yes_ __ No If yes, please provide the following information: A. Number of Judges ___ ~-- Bl ack (Male __ Female White (Male __ Female 7. Does this club/activity have specific recruitment activities? .,--__ Yes ___ No If yes, please list activities and attach copies of any information sheets. 8. Number of current members: Black ___ White - Current Officers: Black ___ White __ _ 10. Have club/activity members been selected for 1990/91? ___ Yes_ __ No If yes, please provide the following information: A. Number seeking membership: Black White Grade Male Female Male Female B. Number selected for membership: Black White Grade Male Female Male Female Officers: Black White Grade Male Female Male Female SPONSORRE SPONSIBILITIES The success of the extra-curricular activity program at North Little Rock High School will depend qreatly on the attitude and dedication of the sponsors. Great care was given to the selection of sponsors for the various organizations. We hope that you will make a concentrated effort to assist us in establishing an activity proyra111th at enhances the curriculu111 and provides positive experiences for our students. We hope that the involvement of students in extra-curricular activities will serve as a catalyst in our efforts to make NLRHSa place where students and teachers work cooperatively to achieve a cooonong oal----TO MAKNEO RTHLI TTLER OCK HIGHS CHOOTLH EB ESTH IGHS CHOOILN ARKANSAS!!! Your responsibilities as a sponsor include: (l} keep records of m~nbership--by race, by qender, by qrade. (2) complete ACTIVITYR EQUESrT-O RMpr ior to scheduling. (COMPLETEFDO RMS HOULD BE RETURNETDO THEA CTIVITYO FFICEF ORA PPROVAL.) (3) complete FUNDR AISINGF ORMp rior to scheduling fund raisers. (COMPLETEFDO RM SHOULBDE RETURNETDO THEA CTIVITYO FFICEF ORA PPROVAL.) (4) provide a copy of constitution/bylaws of your organization. (ALL ORGANIZATIONS A MUSTH AVET HIS INFORMATIONF ILE IN THEA CTIVITYO FFICE. ASSISTANCWE ILLB E  PROVIDEDI,F NEEDED.) (5) notify the Activity Office of any awards/recognition received by the organization and/or it's members. (6) develop ways to encourage participation by representatives from ALL segments of the school population. ( 7} develop selection processes that do NOT dissuade student involvement. (8) develop ways for your organization to promote NORTHLI TTLER OCKH IGHS CHOOL throuqh conununtiy involvement (9) attend all meetings and activities sponsored by your organization iiIID~ ~@m 1rIJJ=,\nI l?]l1~ m@~~ ADMINlS .ATIVl ..)FF ICES June 19, 1990 MEMO TO: Secondary Principals Spirit Group Sponsors Spirit Group Members and JtJ/arents of Spirit Group Members Attachment I-F :  ~IT~ ~~IMJ@@l1~\n, :.if-'LARS TREET FROM:~obby Acklin, Assistant Superintendent for Student Affairs SUBJECT: Summer Camp The District will only endorse out-of-district summer camp attendance by varsity (12th grade) and junior varsity (11th grade) squads. There are two major reasons why the District is not endorsing summer camps for 7-8 and q-10 squads. First, the District intends to ensure equal access to a1 1 school programs and activities for every student. Second, the Tri-Di,,crict Desegregation Plan approved by the Federal Court specifically requires the District to eliminate factors that negatively impact student participation. In an effort to comply with court requirements, the District established a committee of parents, teachers, administrators and students to address all concerns and make recommendations for spirit groups. The committee's recommendations were accepted by the administration and approved for use by 1990-91 squads. Every student interested in trying out for spirit groups received a copy of those regulations and parents/guardians were required to grant permission to tryout\nas well as express intent to abide by the regulations. Page six of the information packet specifically addressed summer camps and this information is being forwarded to you for review. The District is making efforts to absorb some of the cost of spirit group participation by providing uniforms and some transportation. To eliminate even more of the cost, the District is providing in-district clinics planned and conducted by the high school varsity and junior varsity squads following completion of their out-of-district clinics. These clinics are scheduled for the week of August 6. Detailed clinic information will be forwarded later. AR 72115/0687 SV 1758-1760 ., .I. CAMPS AND CUM~~TlTIONS: lh~ tallowing r~guldtions shdll be tollowed regarding Cdmps dnd competitions: A. Elt=-vPnth ~ ~h qr \\d, ~\"l~~~ a'lt,-\nDd ~'\u0026gt;---.\n.r r~u on the .approv .,.1 or the co,,ch ,,nd the princip~._1. It t1-,1: squad e 1 ec ts Lo c1 l lend d L:dn,p, .Lt wi 11 not bt\u0026gt; mand\" tory bLt t highly encour~ged tor dll members. 8. All expense,s to dttend a summer Cdmp and/or compet1t.Lon will be the responsibility of the members themselves. Fund ra1.sing pr OJ ec ts or dona ti  n'=\u0026gt; 11,ay be, an option to at tse t the cost. C. -~ v . .,,~} ty ~ anti .Jc. V~y ~ sq~s w..u.,. spcr -or ..i!.~ r cl 1n 1c av,~1 ldhle to students in grades 7 throuqh 10. _,_ ------------.,.,,. __.. ---- D. Each squad may participdte in the following competitions as outlined below: 1. Varsity (1~) and Jr. Varisty (11) squads may participate in a competitition which is a regular part of their SL1mmer camp. lf, as a result of this competition, a squad qualifies for an ddditional level of competition that is sanctioned by the Ar~ansas Activities Association, the squad may do so at their own e::pense upon approval from the principal. ln add.Ltion to the above summer c0mpetitions, the squad~ mdy pdrt1cipate in the following number of competitions once the season begins. a) Varsity squad--2 bl Jr. Varsity, Sophomores, Freshman--1 4. The above commpetitions must not interfere with a game scht\u0026gt;duled\nfollow guid~lines Ec\u0026gt;stablished by the Ark. Activities Association\nand be approved by the coach and the r,rincipal. These competitions and their possible advancements must take place within a oO-mile radius of the North Little Rock School District. E. Personal expenses incurred by the coach for either a camp or competition shall be the responsibility of the North Little Rock School District. 6. EDUCATORS l. Cynthia Hampton t3 2. Tom Hudson W 1. Glenn Branche 2. Doug Hall W 1. Susan Fendley W 2. Larry Griffo f\ni 1. 2. Carolyn Hays v,/ C. W. Dawson B 1. Curtis Scott/} 2. Sherry Ratliff r./ 1. 2. Carolyn Allen W Darlene Kelley d 1. Annette Rogers W 2. Opal Goldsby 8 1. 2. Eva Allen B Susie Faith W Attachment I-G MONITORINGTE AMS NORTHL ITTLE ROCKH IGH SCHOOL-WESCTA MPUS STUDENTS PARENTS/ADDRESSES 1. Jenny Watson 8  l. Pattie Abbott, 4413 Dawson Dr., NLR 72116 W 2. Brian Nichoalds W 2. Phyllis Stokes, 5704 Sorenson, Apt. C, NLR~2118- 3. 4. Bill Lowe, 6605 Allwood, NLR 72118 )IV\" Donna Ballard, 36 Heritage Circle, NLR 72116 B NORTHL ITTLE ROCKH IGH SCHOOL-EASCT AMPUS 1. J. T. ZakrezewskiW'l. Pat Brewer, 5225 S. Woodland, NLR 72117 8 Billy Watson, 416 West 25th, NLR 72114 ~ Lee Tedford, 5213 Nelson, NLR 72118 w' 2. Linda Ellis 6 2. 3. 4. Mrs. Robert Davidson, 10 Oak Tree Circle, NLRw 72116 LAKEWOOMDI DDLES CHOOL 1. Erika Ross 8 1. Kathy Barry, 3409 North Hills Blvd, NLR 72116W 2. Deidre Allen 6 2. James Brooks, 1721 N. Magnolia, NLR 72114 /J 3. Kevin Ballany W 4. Nathan Powell W 3. Dwain Ellison, 2017 Cedar Creek, NLR 72116 W 1. 2. 1. 2. 4. Lillian Ross, 102 Fork River, NLR 72116 8 RIDGEROAMD IDDLES CHOOL Tiffany Robinson 8 1. Brittney Gref W 2. 3. 4. Michael Alexander, 21 Valerie Court, NLR 72118 \\'\\' James Berry, 1611 Poplar, NLR 72114 f, Kathryn Dillard, 814 West 23rd, NLR 72114 8 W Cathy Gaskins, 6601 Rolling Hills, NLR 72118 ROSE CITY MIDDLE SCHOOL Christopher Hic~nl. Cortney Squires W 2. 3. 4. Estella Brown, 5123 Po.erline Dr., NLR 72117 /3 Patsy Caldwell, 302 Kay St., NLR 72117 W Deotis Hickman, 5013 N. Wocdland Dr., NLR 72117~ Chuck Johnson, 4511 Haywood St., NLR 72117 W AMBOYE LEMENTARY 1. Christine Brown, 2206 Coors, NLR 72118 ~ 2. Becky Foster, 805 Valerie, NLR 72118 w' 3. Mary Johnson, 1912 Arrowhead, NLR 72118 W 4. Eugene Tyree, 1808 Arrowhead, NLR 72118 B ARGENTAE LEMENTARY 1. Nina Dallas, 220 West 22nd., NLR 72114 HIS~ 2. Alice Jefferson, 1505 Poplar, Apt. B, NLR 72114 b 3. Ivory Reis, 5521 Kari Hill Place, NLR 72118 W 4. Larry Rich, 2022 Romine, Little Rock, AR 72205 ~ BELWOOEDL EMENTARY 1. 2. 3. 4. Jim Caton, 3523 Frank, NLR 72118 Kim Johnston, 2500 Willshire, NLR 72118 Mrs. Jerry Bishop, 2209 N. B~rkley, NLR (\n!oria LeJ, 2208 Wut 3Sth, Nl.ll. 72116 BOONE PARK ELEMENTARY w VI 721188 s - 1. Autreana Battles \u0026amp; 2. Deborah Whitehurst W 1. Evelyn Hicks, 1505 Nona, NLR 72114 8 2. Mildred Thomason, 1312 Frank, NLR 72114 W 3. Lou Thomas, 1810 West Short 17th, NLR 72115 W 4. Jacqueline Dotson, 2600 John Ashley Dr., , ~ Apt. Fl05, NLR 72116 EDUCATORS STUDENTS - 1. Karen Chappell 2. Maria Bryant ~ - 1. Shanon Neumeier w 2. Sheryll Smith 6 1. Valencia Powers 6 2. Jan Robertson W 1. Annie Morgan 8 2. Michael Wilkerson W - 1. Norma Nelson S 2. Paula Mace W 1. Brenda Martin W 2. Erma Jerrod e 1. Liz Jorgenson W 2. Deedra Bynum t\\ 1. Shirley Kelly \u0026amp; 2. Margaret Hardcastley/ 1. Janie McClinton vJ 2. Esther Watson ~ CRESTWOOEDL EMENTARY PARENTS/ADDRESSES 1. Angeline Rollins, 65 Eastgate, NLR 72114 8 2. Jim Brown, 3505 Dunkeld, NLR 72116 W 3. Teresa Burns, 1700 N. Olive, NLR 72114 8 _ 4. Phil Shupe, 28 Sugar Creek, NLR 72116 W 5. Jane Bell, 4917 Hampton, NLR 72116 W 6. Curtis Sykes, 704 East 15th, NLR 72114 8 GLENVIEWEL EMENTARY 1. Christine Hickman, 5013 N. Woodland, NLR 72117k 2. Lewis Pruitt, 5104 N. Woodland, NLR 72117 d 3. Pat Hunter, 349 Goshen, NLR 72116 w 4. Carol Morris, 143 Plainview Cr., NLR 72116 W INDIAN HILLS ELEMENTARY 1. James Rhoades, 1909 Osage Dr., NLR 72116 W' 2. Christy Furcron, 2200 Ozark, NLR 72116 W 3. Laverne Price, S. G. Bldg. 78, #7, NLR 72114 ~ 4. James Hall, 5712 Cadron Creek, NLR 72116 fi LAKEWOOEDL EMENTARY 1. Andrietta Bonner, 1225 Geyer St., Apt. 611,6 2. Sheila Fortner, 4504 Little Rock, 72202 W Randolph, NLR 72116 3. 4. (~Gf'/Le,~~ will he. ,\u0026lt;J~d) LYNCHD RIVE ELEMENTARY 1. Lynn Floyd, 405 Healy, NLR 72117 w 2. Mary Jenkins, 1116 Healy, NLR 72117 3 3. Myrtle Borders, 6505 Farmstead, NLR 72117 W 4. Deborah McJunkins, 917 Greenlea, NLR 72117 8 MEADOPWA RKE LEMENTARY 1. Kathy Arman, 412 Meadow Park, NLR 72117 W' 2. Joyce Brewer, 319 Emily, NLR 72117 8 3. Kathleen Martin, 5016 Alpha, NLR 72117 ,- 4. James Smith, 704 Ellen, NLR 72117 NORTHH EIGHTSE LEMENTARY 1. Rosemary Frame, 1411 W. 49th, NLR 72118 W 2. Steve Arnold, 2619 East Second, NLR 72114 6 3. Judy Pettus, 5605 Crescent Dr., NLR 72118 I!.\\ 4. Barbara Carpenter, 509 Libby Lane, NLR 72118W PARK HILL ELEMENTARY 1. 2. 3. 4. Deborah Rhodes, 1921 Crutcher, NLR 72118 6 Arlene Stephenson, 2736 John Ashley Dr., NLR 8 72114 canger Wortham, 324 Belmont, NLR 7 2116 '!Ii 1::lizabeth Ward, 38H Olive, NLR 72116 W PIKE VIEW ELEMENTARY 1. Krista Geran, 6600 Greenbank, NLR 72116 \"!f1 2. Pat Wonn, 6113 Greenbank, NLR 72116 vv 3. Barbara Evans, 6613 Rustic Lane, NLR 72116 e 4. Ira Evans, 6613 Rustic Lane, NLR 72116 e EDUCATORS STUDENTS 1. 2. Bettianne Matthews W Loletha Wilkins 0 1. 2. Arthur Robinson Anne Shadle 1. Rosie Coleman 8 2. Karla Johnson W 1. Ruth Chandler f\u0026gt; 2. Jane Ploszay W 1. JoEllen McPherson W 2. Geneva Jordan f\u0026gt; PINE ELEMENTARY PARENTS/ADDRESSES 1. Ruby Campbell, 1513 W. 12th, NLR 72114 8 2. Peggy Mandrick, 4100 Bunker Hill, NLR 72116 W 3. Letitia Martin, 7907 Pinto Trail, NLR 72116 W 4. Faye Cooksey, 13 Eastgate, NLR 72114 A REDWOOEDL EMENTARY 1. 2. 3. 4. Quinzella Stacey, 101 Hemlock Ct. Apts., NLRD\" ... 72114 Jan Parker, 2906 E. 4th, NLR 72114 W Robbie Fowler, 105 Hemlock Ct. Apts. ! NLR 721 l~ Tina Lofton, 306 North Palm, NLR 72114 W ROSE CITY ELEMENTARY 1. Lawrence Nelson, 716 Blossom, NLR 72117 /j 2. Lillie Green, 20C S. Clover, NLR 72114 Si 3. Kathy Harris, 709 Blossom, NLR 72117 W 4. Angela Cavalier, 535 Water St., NLR 72117 W SEVENTHS TREETE LEMENTARY 1. Joseph Jordan, 814 Cedar, NLR 22114 8 2. Helen Stegall, 600 Silverwood Trail, NLR 72llb, 3. Nathaniel Brown, 8912 Landers Rd., NLR 22117 d 4. Susan Robinson, 904 Valerie Dr., NLR 22118 W BARING CROSS 1. Dorothy Williams, 2616 Lansbrook Dr.!NLR 7211, 2. Michelle Poole, 617 Chandler, NLR 72115 W 3. Pat Judd, 4908 Page Hill, NLR 72115 W 4. Pat Crosslin, 4415 Lynn Lane, NLR 72118 8 Attachment I-H NORTH LITTLE ROCK SCIOOL DISTRICT MONITORINGT EAMT RAINING SESSIONS BOARDR OOMO F TIIE ADMINISTRATIONB UILDING WEDNESDAYS,E PTEMBER2 6, 1990 8:30-11:30 a.m. Amboy Elementary Argenta Elementary Belwood Elementary Boone Park Elementary Crestwood Elementary Glenview Elementary 1:00-4:00 p.m. Indian Hills Elementary Lakewood Elementary Lynch Drive Elementary Meadow Park Elementary North Heights Elementary Park Hill Elementary 5:30 p.m. School Board Desegregation Workshop THURSDAY,S EPTEMBER2 7, 1990 8:30-11:30 a.m. Pike View Element,1ry Pinc Elementary Redwood Elementary Rose City Elementary Seventh Street Elementary Baring Cross Center 1:00-4:00 p.m. Lakewood Middle School Ridgeroad Middle School Rose City Middle School North Little Rock High School-East North Little Rock lligh School-West 5:30-8:30 p.m. Any team member unable to attend an earlier session. FRIDAY, SEPTEMBER2 8, 1990 8:30-11:30 a.m. Human Relations Training for Central Office Clerical Staff Attachment I-I SUC\",GESTED SCI 1oor, MON f'l'OlnNG TEAM TIMELfNES ny Septcmb:r 12, 1990 Oy October 1, 1990 ny November 10, 1990 By November 20, 1990 fly 11\u0026lt;:cC?mrl x, 2 0, I 990 ny Jc1nuary 4, 1991 January 7, 1991 Jc1nuary 8, 1991 January 22, 1991 Pr.incipLlls identify team mcmr\n('rs T0c1m training completC?d Principc1ls complotc School rrofi lP\n:inrl forwilrd to L\u0026lt;\"'am Ct1il i nn,,n Initial buildinq meeting to orqaniw and pli:in site visits. (ScllerlulP. with the Desc-:i Office \u0026lt;111d,J n ildviscr \\/ill attend) Consider ilftc\u0026gt;r school m:'0.tinqs. Inform Pr\n1H'i!\u0026gt;:1l of visit \u0026lt;late. M,ll\u0026lt;c\u0026gt; si t-p visits ,111d meet to mc1kc2 combined r0rort (i11rormation rc\u0026gt;c0ived from i-111 team members) CompletC?d rerorts are due in the Descg Office Reports to the Superintendent Rrports to the DistricL11icle Biracial '!'cam Reports to th2 Metror,ol i Urn Supcrvisor 's Office and the E(Jui ty Assistance C2nter of the Arlwnsc1s l::\u0026gt;cp,:.irtmcnt of Edurntion, as well as the NLRSD Board of Education Attachment I-J ADMINISTRATIVEO FFICES 2700 POPLARS TREET May 16, 2990 MEMO TO: James R. Smith, Superinter.dent of Schools FROM: ~ Mable W. Bynum, Assistant Superintendent for Desegregation SUBJECT: Secondary School Extracurricular Activities Report Attached you will find the 1989-90 Secondary School Extracurricular Activities R~ports. These reports were prepared by recently designated Extracurricular Activity Directors. In the future, the directors will coordinate and schedule activities, compile data required for reporting, and work with activity sponsors to develop and implement strategies to recruit students. Most extracurricular activities are sanction~d by the Arkansas Activities Association, which establishes guidelines for participation. Some are regulated by national charters and a few are local organizations operating under guidelines developed and approved locally. aw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501 /758-1760 N-1 ~ORTHL lTiL ROCKS CHOOLD ISTRICT t.XTRAC\\.'Rf.iC\\.'LAACRT IVlTlES RE!'ORT ~chool ___ N_O_R_T_H____E__ A_S__T TOTAL : 707\u0026gt;.L A..'-IZATlON ~e:!IERSHIP ~'.~BERSHIP OH I CERS .. en VITY Black l.'h 1 te s:ack l.h1te Black l.'hi te Band 14 67 17 Rl l 4 Basketball-Boys 32 4 89 l l --- ----- Basketball-Girls 8 6 57 41 1 1 CCECA 47 76 64 \"\\/\n6 1 COE s 26 15 84 2 6 Caring Committee l 11 8 gz -- --- Cheerleaders 2 12 14 86 0 7 Choir 9 29 24 76 --- --- Close-Up l 6 14 86 0 4 DECA 1 L.1 7 93 l 6 Drill Team s 22 22 78 0 6 ~ 3 42 7 93 I r FHA 15 0 100 0 6 () Football 32 36 47 53 --- --- - French Club s 31 14 86 () 4 German Club 2 41 c\nQc\n0 3 Golf 0 6 0 100 --- --- Honor Society l so 2 QR n 1 Interact 6 24 20 RO n c\nJust Sav No 1 4 ?n RO --- --- IKey Club 3 60 5 95 n 4 Life Preservers 3 27 10 90 0 I, Mu Alpha Theta 2 74 3 97 0 s N-2 ... OF'f'l CERS Bl.ck l.'h 1 t e 20 80 ---- ---- 'iO 'iO 86 14 25 75 --- --- 0 100 ---- --- 0 100 14 A/\n() lnfl 1\" 86 I 00 () ---- --- () I 00 0 1 nn ---- --- n tnn 0  1nn --- --- 0 1nn 0 1nn 0 1 nn == :r. C -. I ?lease check if yes I I I I I X \\ X X X X V X X X X X X X r I X = National o-: Local Bylaws_. Charter ~ORTHL IT,~~ ROCKS CHOOLD ISTRICT EXTRAC~Rr.lC~LAACRT IVITIESR EPO~T -~chool Northeast (continued) TOTAL ~ :-OTAL CA.'\nlZATION ~ntBERSHlP '.'.!:~BERSH IP OFF! CERS ,:.CT I VITY Slack 1.'h l t e e lack l.'hl te Black l.'h 1 t  Paper Wings 1 16 6 94 0 5 SADD 0 20 /) 1 /)/) \" 4 SAFE 0 1A /) 1 (1(\\ 0 6 Science Club 0 20 0 1 /)/) (\\ 4 Senior Cabinet 9 36 ?O RI) 0 1 Spanish Club 9 73 11 89 1 6 Student Council 9 41 18 R? (\\ ,. Tennis 0 19 0 100 --- --- Track-Bovs 26 14 65 1'i --- --- Track-Cross Ctrv 1 6 43 57 --- ---- Track-Girls 10 2 83 1 7 --- --- ::: OHICC:i'lS BlHk ',\nh 1 t  0 1 /)() /) I(\\() (\\ 1 (\\(1 0 1 /)/) /) 101) 20 80 0 1 /) /) --- --- --- --- ---- ----- --- --- I I I X c:: '\u0026lt; C Jl Please -: check if yes X X V X National or Local By laws, Charters N-3 NORTHL ITTLE ROCKS CHOOLD ISTRICT c:: '\u0026lt; ' ,- EXTRACURRICUALACRTI VITIESR EPORT i:., - (J) {: (J) '\u0026lt; ::i Ole Main ,- ::J School c.. l: ..., V: ~ -:tZATION ~ C: TOTAL ~ TOTAL % !'iEMBERSHIP ~!E:-IBERSHIP OFFICERS OFFICERS Please check ACTIVITY Black l.'h ite 8 lack White Black White Black White if yes Art Club 12 48 20 80 l 7 12 88 Band 26 36 62 58 1 2 33 66 Baseball 7 13 35 65 0 0 0 0 Basketball-Boys 19 0 100 -- 0 0 0 0 Basketball-Girls 9 3 75 25 0 0 0 0 Catettes 6 14 )0 70 0 s 0 100 lrri:-r.i. 21 14 62 38 ') l,. 11 (-,7 X :\u0026lt; Cheerleaders 4 9 31 69 -- 2 - 100 Choir 21 24 47 53 0 0 0 0 COE 3 4 43 57 3 3 so so .. X Deca 3 18 14 86 1 3 25 75 11:very 80 20 80 20 3 l 75 25 Electronics VICA 2 11 15 85 0 0 0 0 X FBLA 15 11 58 42 3 s 37.S 62.5 X .. FHA 11 12 47 60 3 5 37. 5 62.5 X !Football 27 25 52 48 0 0 0 0 !Foreign Language 15 27 36 64 0 5 0 100 ~olf 1 4 20 80 0 0 0 0 Graphic Arts VICP 5 5 so so 2 4 33 67 .. X l/o L. 17. Mu Alpha Theta 7 17 29 70/0r 0 2/0rie :-t,O \u0026lt;\nO/OriPnt- X X ~at'l Honor Socie lty 4 20 17 83 1 2 67 33 ., X Senior Cabinet 12 21 36 64 1 1 50 so { X Student Council 10 30 25 75 2 ? c\nn c\nn ~ . X = National or\u0026lt; Local Bylaws/ Charters -N-4  NORTHL ITTLE ROCKS CHOOLD ISTRICT c:c, '\u0026lt; ci\" ,..... EXTRACURRICULAACRT IVITIES REPORT Cl - \"' C 0:, \"' '\u0026lt;,- 0 ::, \u0026gt; l OJ e 2.19Q 2 Cl '1J i C a C ...., \"' ... ,..... (\".) TOTAL % TOTAL % !IZATION MEMBERSHIP ~IE~BERSHIP OFFICERS OFFICERS Please check llTY Black White Black \\Jhite Black White Black \\Jh i te if yes nnis 0 4 0 100 0 0 0 0 .:ick-Boys 22 6 79 21 0 0 0 0 ack-Girls 22 4 73 21 0 0 0 0 CA(Auto/Machi1 e) l 9 10 90 1 4 20 80 X X :A (Drafting) 0 6 0 100 0 4 0 100 X X Lleyball 16 2 89 11 2 0 100 0 y Club l 21 4 95 l J 25 75 X X \\ . X = National or Local bylaws/ Charter - N-5 NORTHL ITTLE ROCKS CHOOLD ISTRICT ::::: '\u0026lt; . , - .... EXTRACURRICULAACRT IVITIES REPORT ::., ::., - (/) ~ :r. :::, ~ 0 . Central Jr. Hi~h ~ ::\u0026gt; School ~ ..,, './'. ,... ~ TOTAL 7. ,OTAL .._, % GA.I~ Z AT I ON :-IEMBERSH!P ~IE~BERSH!P OFFICERS OFFICERS Please check ~CTIVlTY Black Wh 1 te Black l,lhite Black \\,lhite Black l,lh1te if yes Student Council 7 14 33 67 2 3 40 60 X X Art Club 4 13 24 76 0 3 : 0 100 X X Band 64 111 37 63 l 3 25 75 X X Cheerleaders 12 63 16 84 X :\u0026lt; Science Club 16 53 23 77 0 3 0 100 X X Volleyball 67 40 63 37 Girls' Basketbal so 57 47 53 Girls' Track 52 29 64 36 Football 98 109 47 53 Boys' B_asketball 55 77 42 58 Boys' Track 50 52 49 51 ~ I - . .\n. (- X = National or Local Bylaws/ Charters - N-6 ~ORTH LITTLE ROCK SCHOOL DISTRICT EXTRACURICULARA CTIVITIES REPORT  -:.: :n .... ::., 0 ~L: LAKEWOODJU NIOR HIGH SCHOOL t: :l (/l !e I ORGANIZATION ACTIVITY I I I BAND BOYS' BASKETBALL GIRLS' BASKETBALL I FOOTBALL : BOYS' TRACK GIRLS' TRACK CHOIR I FHA 1 NAT JR HONOR SOC ~PAPER STAFF CHEERLEADERS I PEP CLUB PRE-VOCATIONAL CLUB STUDENT COUNCIL I GIRLS' VOLLEYBALL I I FCA (BOYS') FCA (GIRLS') SERENDIPITY LIBRARY MEDIA ASSOC I I A I TOTAL I % TOTAL I I CHECK I !-iE!-fBERSHIPHl EHBERSHIP OFFICERS i % OFFICERS ! IF YESi I I I I I I I ! I iBLACKiWHITElBLACKIWHITEIBLACKIWHITEIBLACKi~HITEi I 44 I 80 I 35 I 65 0 I I ! I I i 9 I 15 i 31. 5 I 62. 5 I 0 I I' : I I 4 I 14 22 l 78 i 0 I 15 I 52 'I 2 2. 4 j 7 7. 6 I 0 I I I I I 4 ! 11 I 27. 71 7 3. 3 I 0 I I I II I I 4 I 10 I 29 I 71 I 0 I I I I 39 I 26 I 60 I 40 I 0 I I I I I I I 9 l 6 I 60 I 40 I 4 I I 0 'I 36 0 I 100 0 I' I l I I 1 11 8 92 u 0 10 I 0 100 0 11 42 21 79 1 17 3 ' 85 15 3 I 6 18 25 75 0 7 7 50 50 0 I 10 25 29 71 1 2 4 33 67 0 13 73 15 85 1 1 17 6 94 0 I 2 I 28 7 93 1 I I I I 0 I 0 ! 0 ! 0 0 0 0 0 0 0 0 0 0 0 1 80 4 0 2 0 2 0 14 7 1 75 4 0 0 0 3 25 0 0 8 11 0 0 3 25 '' l '' II 0 ! ! ! ' I ' I I I I 0 I I : I 0 ! I I I 0 I I I i I 0 I ' I I 0 'I i 0 i : ' ' 20 X X I J 100 X X I ! I i 100 I ! 100 i 93 ! I I 25 X X 100 X X 0 i5 X X I 0 X X 89 0 I X X 75 X X X = National or N-7 Local Bylaws/ NOiTNL lTtLt loel SCHOODLl STilCT. ca '\u0026lt; ' ::: ,... t:XTiACURllCUW.ACTlVlTiUtSP OIT Ill Ill CA C. 1989-1990 Ul. ca '\u0026lt; 0 ~-1 ,... Ridgeroad Junior ::l ~ School Ill C \"l CA .... TOTAL % ~ TOTAL % Please check ~ URCA.'.\nI Z.A TlON 11E~I8ERSHtP ~IE~IIERSHIP OHICERS OFYICERS !TY bl.1ck White 81.ck Whit~ Bl.cl\u0026lt; White 81.Ac k White if yes Young Astronauts 2 12 14 86 f'I 3 /) 100 Band 42 73 34 63 2 2 so 50 Boys' Con. Choir 3 2 60 40 2 l 66 33 Girls' C. Choir 8 24 22 78 2 4 33 66 FBLA 2 5 28 71 2 4 33 66 X No FHA 18 13 -58 42 4 3 57 43 X X Honor Society 10 35 22 88 0 5 0 100 X X P~o club 5 16 24 76 l l 50 50 X X Student Council 18 21 48 52 3 1 so 50 X X Ch~erleaders 4 6 40 60 0 0 0 0 Boys' Football 19 24 44 . 56 0 0 0 0 ~ Basketball 14 11 56 44 0 0 0 0 Girls' Basketbal 11 7 61 39 0 0 0 0 Boys' Track 7 4 63 37 0 0 /) 0 Girls' Track 13 4 76 24 0 0 0 0 Voll~yball 14 9 61 39 0 0 0 0 ' ~ , - - X = National or,- - Local Bylaws/ Charters -N-8 ~-ION t r P 11 b td - (' 0 YlC. e.Jt.t zd- Va.1t.~i.ta . k. e..t b a.U. 8 8 /J \".th n PP g C bt\u0026gt;.thnPP r. x Utl e.a.d e.Jt-6 A tball :tlc.ie..tL/ Clu.b n c. e. c.tu.b e.n.t Cou.nc..i e.L/ba.t.t 8 e.l!bal.t 9 NORTHL ITTLE ROCKS CHOOLD ISTRICT EXTRACURRICUALACRTI VITIESR EPORT 1989-1990 TOTAL :t TOTAL MrnBERSHlP ~IE:-IBERSHIP OFFICERS Black llh 1 ce Bl~ck llhite Black l.'hite 4 14 23 77 I 2 20 11 6 5 3 5 7 1 7 I 2 3 7 63 N1A NIA 8 3 73 2 7 NIA NIA I 2 I 9 2 Ii NIA !JIA C, 3  6 3 n NIA IJ I J. l.. ., .. I 1- I 0 6' 63 3 7 3 4 5 3 63 3 7 3 2 2 5 1 8 58 -+ 2 NIA NIA 1 0 I 5 40 60 NIA NIA 20 24 4 5 5 5 3 2 45 50 4 7 53 NIA NIA I 2 20 3 7 63 2 6 5 4 56 44 4 0 P I 7 I Z 59 4 I z 2 4 4 50 50 NIA NIA 5 2 71 29 NIA NIA % OFFICERS Bl.ck llh 1 c e 3-+ 66 :,r, ~4 NIA .'JI A NIA ,'JI A \\1 I A \\1 I A IJ I A /J I ~ , .. -\u0026lt; 43 5 7 60 40 NIA NIA A NIA ,\nJ 40 .I: I A NIA 25 75 IO 0 0 c,o C, 0 NIA NIA NIA /,JI A C, '\u0026lt;.. .. Q.\u0026gt; CJ ti) ~ ti) C, '\u0026lt;. ... ,., (.)\n:J ~ \",: (/) ~ I? Please check if yes X :\u0026lt; - X :\u0026lt; X A X Y. X X X X = National or Local Bylaws/ Charters N-9 REOKGANIZEDSC HOOLS 1990/91 As of June 1, 1~90 11 - 12 NORTHL ITTLE ROCKS-CHOOLD ISTRICT EXTRACURRICULAACRT IVITIES REPORT 1990/91 School __________ _ TOTAL :Z TOTAL OR A~IZATION MEMBERSHIP \u0026gt;tE:-IBERSHIP OFFICERS ACTIVITY Black White Black White Black White ~xecutive Council Senior Cabinet 3 5 38 62 Representatives SPninr r..,,hinPt 8 16 33.S 66.5 Executive Council Student Council 4 6 40 (,0 Representatives Student Council 14 34 27 67 Mu Alpha Theta 6 67 8 92 Nut'l Honor Socie y 8 60 12 88 Cheerleaders: Varsity 4 12 25 75 l 2 Jr.Varsity 5 9 33 6(1 -- Drill Team: Varsity 10 19 34 66 2 4 Jr. Varsity 8 22 27 73 Band Flagline l 7 12 88 Swing Flags 0 4 0 100 Drum Majors l 1 so so % OFFICERS Black White 33 66 33 66 Attachment I-K 2 1 1 :x: Ill (/J '\u0026lt; \" t--' Ill t: (/J Cl '\u0026lt; t--' Ill t: (/J 0\n:I 'rj t\"--\"' \" Cl) Please check if yes Orient ~It 6% His par 1C) 0 Orient al = 6% - REORGANIZEDSC HOOLS 1990/91 As of June l, 1990 NORTHL ITTLER OCKS CHOOLD ISTRICT . 0:, '\u0026lt; :I: I-\" EXTRACURRICUALCATRI VITIESR EPORT Ill Ill (I) f\n- (I) 1990/91 0:, '\u0026lt; 0 I-\" p chool Middle School Ill t: '\u0026gt;1 (I) .... I-\" TOTAL 4 TOTAL \"' % R ZATION MEMBERSHIP }IE~BERSHIP OFFICERS OFFICERS Please check CTIVITY Black l.'hice Black l.'h1Ce Black 1.'hice Black l.'h1Ce if yes s~venth Cheerleru ers: Lakewood 4 16 20% 80% Ridgeroad 8 12 40% 60% Rose City 12 8 60% 40% Eighth Cheerleade trs: Lakewood 2 8 20% 80% Ridgeroad J 7 30% 70% Rose City 6 4 60% 40% ' I ' I I I e. I - . REORGANIZESDC HOOLS 1990/1991 NORTHL ITTLER OCKS CHOOLD ISTRICT EXTRACURRICUALCATRI VITIESR EPORT school ___ H_i_g_h_S_c_h_o_o_l_9_-_10 TOTAL 7. TOTAL PR A~IZATION MEMBERSHIP ~IE:1BERSH1P OFFICERS f',CTIVITY lllack White Black White Black White 1( Cheerleaders 3 10 23 77 9 2 20 9 91 Drill Team 10 11 15 42 58 9 26 26 50 50 Student Counci Ex Council 1( 5 4 56 44 ':) 3 3 50 50 ll Representa ti, C\nj 5 10 33 66 9 5 10 33 56 ~ Total 18 27 40 60 Band FlaglinelO 0 6 0 100 9 8 4 67 33 Drum MajorslO 0 l 0 100 9 () 1 () I () () As of June 1_, 1990 % OFFICERS Black White :i:: Ill (/l tJ:l '\u0026lt;.. ... Ill t: (/l Please check if yes Attachment I-L J 'lJ H[J1Q~T (0JfJ\u0026lt;[ 'Jn1[ LTI[ .J 'lJ LJGlP:' .\u0026lt;0(:Jlf[(- U- itj'\u0026gt;J1rL~J ~[ )'_JH[(JXOlLS AOMINISTlv\\TIV( Qrl ICI\"~ 2700 1'01'1 An S rH[ET August 27, 1990 MEMO TO: Mr. Jumes I{. Sm.ith, SuperintenJent FROM: Mable W. Bynum, Assistant Superintendent [or Desegregut.ion SUBJECT: Status Report on Certified Minority Personnel Elementary Secondary Central O[fice District Total Elementary Sl!cunda ry Ccntr,11 Offic'-' District Total 1989/90 Number of Employees_ 54 56 ' 114 1990/91 Number o[ Employees 52 5 121 TOTAL GAIN 7 PO ncw,-\nri7,t-J01lli:1!1::, ,,:,: Number Lost 3 (1 returned to school, 0 3 I contracted with LRSD, deceased) (1 transferred to CentrnJ Office) New Employees 9 ( I tr..1nsfcrred from Secondary Administration) Attachment 1-M THE NORl')Hl lLfTT.1L1REO C)K PlIBlLliC ClH[OOlL ADMINISTRATIVE OFFICES 2700 POPLAR STREET September 27, 1990 The following members of the District's Board of Education participated in a Desegregation Workshop on September 26, 1990 facilitated by Mr. Bradley Scott, Coordinator of Region VI Federal Desegregation Assistance Center, San Antonio, Texas: Mr. Lynn Hamilton, President Mrs. Mable Mitchell, Vice President Mrs. Dixie Harrison, Secretary Mrs. Pat Blackstone, Member Mrs. Emily Denton, Member Two members unable to attend have participated in previous sessions conducted by Mr. Scott: Mr. Prentice Dupins, Member Rev. J. W. Johnson, Member  n ..,.., , 1 r ,()rn7 501 /771-8000 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Attachment I-Nl Minutes of District Desegregation Meeting on May 14, 1990 The North Little Rock District Desegregation Team met on May 14, 1990, at 2:30 p.m., in the Board Room of the Administration Building. Mrs. Bynum opened the meeting by stating that we would review the updated status reports from each department that were compiled for the Attorney to present to the Court. (See copies attached.) She stated that adjustments needed to be made in our Biracial Committee: (1) we need to appoint one white parent committee member to represent Zone 3, as replacement for Nina Dallas\nand (2) we need to appoint one black educator to replace Dorothy Williams, who has been appointed to an administrative position for next school year. Mrs. Bynum presented the report for the Desegregation Office. The Districtwide Biracial Committee has been formed and has met three times. Mr. Bradley Scott, Coordir.tor Region VI Desegregation Assistance Center, San Antonio, Texas, was a guest at the meeting on May 8. He spoke to ~he group explaining their role and function in the desegregation process and gave positive reinforcement of purpose. He has also presented two days of workshop activities to two-member teacher teams from each school and all administrators. These were in the form of \"trainer of trainers\" sessions that can be utilized in staff development in the schools. Further workshops will be scheduled for the 90-91 school year. Members have been named to serve on tri-district committees in multicultural programs, alternative education programs, downtown early childhood education centers, business/communication magnet programs and achievement disparity. Mrs. Bynum stated that the Desegregation Office continues to provide information and explanation to the Metropolitan Supervisor's staff as requested. We also continue to cooperate with Little Rock, Pulaski County and the State Department of Education in all efforts to implement the Tri-District Desegregation Plan. She next presented the Personnel Report. The Personnel Office continues its recruitment of minority educators. Since semester, we have appointed one black principal at the elementary level, thus increasing the number of black principals to nine. We have also added three administrative assistants at the elementary level, two of whom are black. Secondary staff members have been reassigned for 1990-91 school year to facilitate the court approved secondary reorganization and an equitable distribution of minority personnel has been completed. Bobby Acklin presented the Student Affairs Report. He stated that he was pleased with the discipline report for April. The statistics show a considerable drop from March. He also stated that he was pleased with the student assignment process. Student assignments look good for 1990-91, with only Park Hill Elementary being out of line at this time. He said that he would continue to work on this and felt sure he could bring all schools into compliance status by the beginning of the school year. Secondary schools' boundaries have been changed and all are in compliance at this time. Dr. John Moore presented the Instructional Reports. Expansion of existing eight-station computer laboratories to the proposed twenty-eight station laboratories will be delayed during the 1990-91 school year due to the lack of funds. Chapter I funds will continue to be used to establish eight station computer laboratories in elemtntary schools which have the greatest identified need. A Principle of Alphabet Literacy Systems (PALS) will be installed at the high school campus during the 1990-91 school year. Staff development efforts continue and plans are being developed for 1990-91. We continue to cooperate with ~ittle Rock and Pulaski County School Districts in establishing a tri-district program for staff development. Summer School Programs have been planned for elementary and secondary students. Summer school programs will be housed at Boone Park, Rose City Junior High and at Northeast High School campus. Dr. Moore reported a significant drop in special education enrollment as compared to 1988. Staff reduction in this area is inevitable because of substantial loss of funding~ He stated we continue efforts to recruit minority students for gifted/ talented enrollment. Dr. Moore stated that JTPA funding is being solicited for txpansion to full time of our HIPPY Program. He said that it does not look favorable at this time. We will continue the program and plan to add at least one school next year. He reported that the multicultural education curriculum should be ninety percent complete by this time next year. Scharmel Bolling reported that she had identified public relations functions that could be performed by trained volunteers. She also reported that she was developing a program for secretarial training in communications to be presented in August, and a communication training program for Communication Coordinators that will be appointed in each school. Greg Daniels reported that he has investigated software for staff development records to be kept by the District. We discussed department responsibility of this project and agreed it belongec to the Instruction Department. Mr. Daniels said he planned to get the program in place during June, before the Computer Services Department got involved in their heavy summer work load. Charl~s Brown requested that he be involved in any preliminary plans, in order to establish a budget for this project. We set our next meeting for June 11, at 1:30 p.m. We will review the school based desegregation reports at that time and talk about format for reporting. Meeting adjourned at 3:30 p.m. NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Attachment I-N2 Minutes of District Desegregation Meeting on June 11, 1990 The North Little Rock District Desegregation team met on June 11, 1990, at 1:30 p.m., in the Board Room of the Administrative Building. The following team members attended the meeting: Mr. James Smith, Mrs. Mable Bynum, Mr. Bobby Acklin, Dr. John Moore and Mr. Greg Daniels. Mrs. Bynum opened the meeting by furnishing copies of the minutes from the last Biracial Committee meeting of June 5, 1990. We discussed some of the issues that came up at that meeting. We agreed that we need to furnish this committee with the elementary staff racial composition at the August meeting. We also discussed what we could offer in the way of leadership training to our students. The next item considered was the quarterly reports from the School Based Desegregation Teams. Mrs. Bynum pointed out that several of these reports mentioned the need for motivational speakers and inservice. We discussed some of the things we could do during the staff development week of the 1990-91 school year. We also discussed discipline, another concern, identified in many of the reports. Mrs. Bynum brought up a discussion of one race classes. She reminded us that we must identify any one race classes at the beginning of the new school year and give a written explanation if any classes are identified. Mrs. Bynum asked for a review of extra-curricular activities. Dr. Moore stated that we have data on Chapter I students verifying that we have too many extra curricular activities in progress, and significant interruptions were occurring in the instructional program. He pointed out that of students qualifying for 175 days of instruction, they had actually received 143 days of instruction. We agreed we need to take a look at this and perhaps look at trade offs to deal with the situation. Mrs. Bynum questioned Mr. Daniels concerning progress in developing a program to track staff development. Mr. Daniels assured us this is an on-going program that will be implemented by the coming school year. He said that we would not only record attendance to the different staff development programs, but our instrument would serve as an evaluation document. Mrs. Bynum pointed out that some of the school based teams were also requesting more computer lab inservice. Dr. Moor~ stated that Letitia Martin was working on this, and we would continue to offer this inservice repeatedly. Mr. Acklin presented his discipline report for May. (See copy attached.) He pointed out that we had a big jump at Redwood Elementary due to difficulties we had to work through. We discussed what could be done in the way of on-campus suspensions at the elementary level. Dr. Moore discouraged use of this measure at the elementary level. Mr. Acklin stated that statistics were up again at Central over last month. Mr. Smith stated that this problem should improve after our restructure process. We agreed it would be interesting to make comparisons next year. Mr. Acklin stated that we had had no complaints from principals on the new discipline report forms. Mr. Daniels responded that he was having some problems with his copies not being clear. He stated that if Computer Services could receive the second copy instead of the third copy, it would be beneficial to his department. Mrs. Bynum questioned the implementation of a grant procurement office. Mr. Smith stated that a decision had not been made at this time. This could be a tri-district effort to enable the three districts to increase their grant monies. Mrs. Bynum announced that the Tri-District Achievement Disparity Committee meeting was being hosted by our District for tonight's meeting at 6:30 p.m. They have requested that we furnish data of results on MAT 6 and Arkansas Minimum Performance testing. (See copies attached.) Dr. Moore stated that our test data reflects good growth in math, science and language arts. He also stated that the issue of achievement disparity is constant and is a real problem. Principals use this data to write plans for achievement disparity. Dr. Moore stated that we have a 15% difference in scores of minority students, and we are constantly looking for ways to improve these differences. The next item discussed was drop-outs for 1989-90. (See copies attached.) We compared it with the report from 1988-89. We pursued a lengthy discussion concerning these statistics and possibilities of resolving some of our problems. Mrs. Bynum said she has been asked if we were pursuing the issue of pulling drivers' license when students drop out of school. Mr. Acklin responded that this would be addressed in the student handbook for next school year. (See copy of law attached.) Mrs. Bynum asked when she was questioned on staffing alternative school, to whom should she refer them? Mr. Smith responded they should be referred to the Metropolitan Cooperative Services. Mr. Smith stated that he would ask the Board's permission for the Pine Elementary School building to be used as an alternative school. Mr. Smith reminded members of the team that we would be in court on June 21 for a desegregation hearing, and encouraged members to try to attend this hearing. We discussed summer school enrollment, and agreed that the programs are off to a smooth start. Mrs. Bynum reported that she had met with the other districts' desegregation officers and the Metropolitan Supervisor's staff. She had requested a copy of their timelines that were posted in their office, but they have not sent us a copy at this time. We have furnished them with a copy of the timelines we have identified for our District, as per their request. We set our next meeting for July 9, 1990, at 1:30 p.m. Meeting was adjourned at 3:00 p.m. aw Attachment I-N3 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of District Desegregation Meeting on July 2, 1990, at 1:30 p.m. The following individuals were present: James R. Smith, Mable W. Bynum, Charles Brown, Gene Jones, Esther Crawford, and Jim Dyer. The meeting was called by Mr. Smith in response to the Eighth Circuit Court of Appeals Order of today (7-2-90) impacting the District's Desegregation Plan. Mr. Smith gave those in attendance a copy of the court order and asked that we discuss immediate implications for the District. The group agreed that the most pressing need for the 1990-91 school year was the follow through on addressing achievement disparity in the District. Charles Brown referred to information prepared by John Moore, former Assistant Superintendent for Instruction, relating to the purchase of equipment to establish 28 station basic skills computer laboratories in elementary schools identified in the negotiated settlement as well as in the Tri-District Plan prepared by the late Eugene Reville. It was agreed that the 1989-90 settlement funds would allow the District to begin immediate expansion for 28 station computer labs at the following schools: Amboy, Boone Park, Glenview, North Heights, Redwood and Rose City. Six other schools: Indian Hills, Lynch Drive, Meadow Park, Pike View, Seventh Street and Central (combined Argenta and Pine Schools) will have eight station Chapter I labs installed this year. It was Charles Brown's opinion that three or four of these could also be included in th~ 28 station expansion. This would ledve four elementary schools without computer labs and those will be added prior to the 1992-93 completion date outlined in the Tri-District Desegregation Plan. Mr. Dyer presented information related to the Chapter I program expansion. Mrs. Crawford addressed the concern of staffing of labs in view of Chapter I guidelines not allowing program aides to work during time wh~n non-Chapter I students are assigned to the lab. It was decided to leave all lab aides in current assignments until mure information is available. Mr. Dyer informed the group o: the addition of one staff position in the Chapter I program. Tht new employee will be a subject area specialist with major responsibility to assist computer lab aides and teachers. In the matter of early childhood education, Mrs. Crawford said that plans were being made to expand the HIPPY program to the Seventh Street Elementary School area for the 1990-91 school year. Plans are still incomplete as to the number of additional HIPPY aides to be added or the actual number of families to be served this year\nhowever, Mrs. Barbara Gilkey will be working on these plans. Plans are on-going for training all kindergarten teachers in the Early Prevention of School Failure Program. In the matter of secondary programming, it was noted that a computer assisted component in the remedial reading program would be in place at the 11-12th grade for the 1990-91 school year. All secondary students will be scheduled by computers to assist with the elimination of one-race classes, In addition secondary administrators will monitor the scheduling process very carefully. All basic level classes will be eliminated for 7-8th grades for the 1990-91 school year. Funds from the settlement agreement monies will be allocated for pre-college testing fees for economically disadvantaged youth. In the matter of extra-curricular activities, Mrs. Bynum informed the group of correspondence directed to members secondary spirit groups regarding out-of-district camps. attached letter). She also mentioned that Mr. Aclin had decision regarding transportation for students attending camps. (See attached letter.) of (See made a those Attachment I-N4 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of District Desegregation Meeting on July 16, 1990 The District Desegregation Team met on July 16, 1990, at 1:30 p.m. in the Board Room of the Administration Building. The following individuals were in attendance: James Smith, Mable Byr.um, Gene Jones, Bobby Acklin, Scharmel Bolling and Greg Daniels. The meeting was called for reaction to the request from Arma Hart and Ann Brown, Associate Metropolitan Supervisors, regarding preparation for desegregation monitoring. (See copy of request attached, item 1.) Our lawyer has directed that we furnish a report of programs, facilities, operations, and activities which we have already implemented or will implement for the 1990-91 school year, as directed by the Tri-District Desegregation Plan. Mrs. Bynum opened the meeting by stating the matters to be addressed and furnished copies of the District Desegregation Plan Timetable as identified by our District personnel (item 2 attached), and the timeline identified by Ann Brown, Associate Metropolitan Supervisor (item 3 attached). Scharmel Bolling brought up the recent papers' notification of Parent Committees scheduled for next week. We discussed these meetings and agreed that even though we had not been formally notified individually of these meetings, some of our administrators could represent the District at these meetings. Mrs. Bolling questioned Mr. Smith about the purchase of software or development of public relations curriculum. She said that the cost would be approximately $700. She stated that our software was at least four years older than that used by the other two districts. She felt it was necessary to carry out the plans directed by the desegregation plan. Mr. Smith agreed and instructed her to make the necessary purchase. Mrs. Bynum suggested that we make a through study together of the timetables and see that we were on target in all areas. After a through study, we agreed that we were meeting all of the goals that had bet set in each area. In discussing the staff development resource inventories or banks, we looked at ways to accurately record this data and discussed actions we could take to assure accuracy of this data. We discussed the use of scan sheets to speed up the process. It was sugsested that an annual printout should be placed in the individual's personnel file. It was agreed that this data input would be the responsibility of the Assistant Superintendent for Instruction, and copies of credit of participation would be furnished to the individual and to the Personnel Office, to be placed in the individual's personnel file. In a discussion concerning one-race classes, Mr. Daniels said that computer data would help us in identifying these classes prior to the beginning of school. This would help us to monitor this situation and eliminate one-race classes. We discussed the hiring of bus aides. Mr. Acklin stated that these persons would be employed as the need arises. Mr. Acklin stated that plans would be implemented to furnish transportation for extra curricular activities. He stressed the importance of increasing our transportation services and assured his dedication to implementing these services. Mrs. Bynum requested that each administrator take the timetables and respond in writing to Mr. Smith on all issues that were pertinent to their particular responsibilities. She reminded them of the deadline for submitting this information to the Metropolitan Supervisor's Office was July 27, 1990, and asked for their response by July 19, 1990. This would give us time to get our response to the lawyer's office and meet the deadline. Mrs. Bynum stated that the Personnel Office would also need to submit an updated report. Scharmel Bolling asked if w2 would ask for reconsideration from Judge Wright concerning the refusal to approve the reorganization cf Pine and Argenta Elementary Schools. It was agreed that we would proceed with plans to open the school year without implementing this change until we receive further direction from . the Courts. We pursued a short discussion of furnishing transportation to and from drill team clinics for students, and agreed that we would have to develop more explicit plans for this project. Meeting was adjourned at 3:15 p.m. --- --- - - . -- Attachment I-NS NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS Minutes of the Desegregation Team Meeting. The North Little Rock School District Desegregation Team met on September 10, 1990 at 1:30 p.m. in the Board Room of the Administration Building. Members of the team present were Mable Bynum, Chairman, James Smith, Superinttndent of Schools, Gene Jones, Assistant Superintendent for Instructi6n, Donald Watkins, Assista11t Superintendent for Business Services, Jim Morris, Director of Personnel, and Scharmel Bolling, Coordinator for Information Services. Mrs. Bynum opened the meeting by stating that Jim Morris, Director uf Personnel, will join the Desegregation Team because he is directly responsible for personnel. She also noted for the newest members that initially the Desegregation Team was formed to monitor the Desegregation Plun as set out in prior court dates. Those who report directly to Mr. Smith were appointed to the committee. Scharmel Bolling was added because of her responsibility for reporting information. Greg Daniels, with Computer Services, was added because the Desegregation Team will be working closely with that Department for figures, etc. We then discussed the requirement of a 504 Coordinator (Act 504). Gene Jones nominated Dr. Steve Phaup and Mr. Smith stated that he would prepare a statement covering this appointment to the Board. Next, Scharmel Bolling questioned the need for a Media Coalition as outlined in the Desegregation Plan. Mr. Smith advised that we need to justify what we are already doing with two of them reporting to media personnel. We next discussed the monitoring process. It was noted that all three districts have plans and the state has monitoring plans, also. The Tri-District Plan recommends three district monitoring plans for submission plus others from Section V. There are two desegregation plans. The District Plan of December 1, 1989 was submitted to the Metropolitan Supervisor, Mr. Euge11e Reville, who wrote the Tri-District Plan which was approved on March 5, 1990. He approved or recommended much of what we had offered. Steve Jones, Attorney for the District, advised the District to be cautious of specifically setting out what we monitor from the Plan. Section II of the District's December 1 Plan, Staff Recruitment, is not in the Tri-District Plan, but, it is in our Plan that we submitted\ntherefore, will be monitored. We need to be sure that our information to the courts stands. Mrs. Bynum stated that we need to be carefully monitoring and making sure we get all things done. She advised the importance of monitoring on a daily basis. We need to compare the two plans. She provided a list of all items in the Tri-District Plan, even those from unapproved sections. She requested team members to make a separate list of things that are not on the Tri-District Plan list, but, are in the December 1 plan. Those lists are to be forwarded to the Desegregation Office. The next item discussed was reporting to the courts. Mrs. Bynum requested a check list for quarterly reports required by the settleme11t .. It was noted that Pulaski County Special School District reports annually, but adds information each quarter. The next quarterly report is now due and goes to Ann Brown and Arma Hart after review by Steve Jones. Mr. Smith suggested taking the last quarterly report and adding to it by using the memos of July 27 and 30, 1990 to Arma Hart and Ann Brown as a guide. Mrs. Bynum stated that each time we meet we need to review the monitoring check list tu determine progress. School teams will report twice each year. Those reports should be reviewed by the District Team which meets monthly, the second Monday. Biannual reports go to the State Department. Mrs. Bynum noted that the State Department accepts reports twice a year and questioned the need to do them quarterly in as much as Arma Hart has indicated that her office will accept the State's form and report. Mr. Smith stated he would be talking to Steve Jones about the monitoring process and would get a note to team members regarding what needs to be added to have a complete monitoring report. It was advised that Extra-Curricular Activities reports come out of the Office of Student Affairs. Gary Goss is currently not over student participation. Mr. Smith and Mrs. Bynum will get together to look at Extra-Curricular Activities and the need for a coordinator to be assigned. Barbara Gilkey is being retained as a half-time social worker. Mrs. Bynum is handling Biracial and Human Relations Teams to assess racial climate under Section II of the Tri-District Plan. Security, Section IV, needs to be listed and assigned to a division. The training sessions with Bradley Scott on how to use the Monitoring Instrwnent during school site visits are planned for September 26 and 27, 1990. NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Attachment I-N6 Minutes of the District Desegregation Team Meeting on 10/8/90 The North Little Rock District Desegregation team met on October 8, 1990, at 1:30 p.m., in the Board Room uf the Administrative Building. The following team members attended the meeting: Mr. James Smith, Mrs. Mable Bynum, Mr. Bobby Acklin, Mr. Jim Morris, Mr. Gene Jones, Mr. Donald Watkins and Ms. Scharmel Bolling. Mrs. Bynum opened the meeting and asked for a discussion of student discipline. Mr. Acklin reported that he did not have an accurate statistical data at this time due to our change over this year in the reporting system, but these would be available soon. He reported fewPr reports of discipline incidents at the secondary level thus far, and more than usual at the elemer1tary level, since the implementation of the elementary alternative program. He said that we have averaged about five students in this progran1, with eleven students being the largest number of students suspended into the progrom at one time. He said that he had very good reports from this operation of the of the elementary alternative program. Mr. Smith stated that most of discipline problems brought tu his attention had occurred at bus stops and that staff had been quick to address those problems. Mr. Acklin reported that our transportation system was working good this year. lie stated that we had bPcn c1.ble to hire adequate bus drivers to fill our need, but we are still in need of substitute drivPrs. Mr. Acklin said that he had 11othing to report on extra curricular activities, but we are providing transportation for all these activities. Mrs. Bynum noted that Mr. Horace Smith has visited with all secondary staffs except the West Campus where he is scheduled October 10, to address the teacher's role in ensuring a quality extra-curricular_ program. Gary Goss, Athletics Director, has been assigned as coordinator for spirit groups. (See attachment.) , . Mr. Jones reported on progress of the Instructional Department. He stated that we had been able to implement the special compensatory education programs. We have hired 17 Parent/Homework Center Aides for the elementary schools and provided training sessions for the personnel. He reported that we now have five computer labs working on an extended day basis in compliance with the compensatory education program. Our program at the secondary schools are moving ahead. We have designated two teachers as Ninth Grade Turning Point Coordinators, and the PALS Lab at North Litle Rock High School - West Campus is progressing. (See attachment.)~. Mr. Jim Morris reported that we have filled all personnel vacancies that occurred from the transfers of teachers into new programs since school began. He stated that in every case we had tried to fill our vacancies with minority educators, but with no positive results in obtaining minority applicants. We have requested assistance of Little Rock and Pulaski County Special School Districts in this search. Both districts have also asked us for help in filling some of their vacancies, so they are having the same problems. Mrs. Bynum expressed pleasure in the fact that our present personnel had turned down vacancies we have posted in accordance with Policy CBDA. She said that our present secondary staff were showing satisfaction in their new locations and do not wish to move to other schools, which shows how quickly the teachers have adjusted to their reassignments under the restructuring plans. Mrs. Bynum reported that she was working with individual teams to prepare for the monitoring process in the schools. She explained that we must prepare our updated quarterly reports to the Court. We agreed on the format and target date for completion was set for October 19, 1990. Mrs. Bynum stressed that pertinent information pertaining to our reports should be attached. Mr. Jones stated he was pleased with the orderliness apparent in our schools this year and expressed appreciation for the fine job our building administrators are doing. He expressed concerns with the project of documenting staff development data for our teachers. We briefly discussed this and agreed we would proceed with our plans to record all district required staff development, and we later might make changes in our procedure. Mrs. Bynum concluded with reporting attendance of she and Mr. Jones to the National Conference on Effective Schools and Multi-Cultural Education in Orlando, Florida, on August 4 through 7, 1990. She will also attend the Southwest Educational Development Laboratory's - Training-the-Trainer School Improvement Partnership Process Series on October 9 and 10, 1990, in Hot Springs. (See copies attached.) We adjourned our meeting at 3:00 p.m. aw -- -- -------- Attachment I-N7 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the District Desegregation Team Meeting on 11/12/90 The North Little Rock School District Desegregation team met on Monday, November 12, 1990, at 1:30 p.m., in the Board Room of the Administrative Building. The following team members attended the meeting: Mr. James Smith, Mrs. Mable Bynum, Mr. Bobby Acklin, Mr. Jim Morris, Mr. Donald Watkins and Ms. Scharmel Bolling. Mrs. Bynum opened the meeting by furnishing copies of the agenda. (See copy attached.) The first item discussed was the District's Court Update that has to be submitted quarterly. Mrs. Bynum reported that all division reports were completed and submitted to the attorney for his approval on October 25, 1990. We have not received a response on the report from the attorney at this time. It was agreed that Mrs. Bynum would call the attorney and check on the matter. Mr. Acklin distributed copies of disciplinary reports for the months of September and October. (See copies attached.) After a through perusal by the team members, we pursued a lengthy discussion of the report. Mr. Acklin commented that we had not seen expulsions for drug related incidents so far, but they would probably occur later in the school year, because the discipline policy allows for suspension instead of expulsion for initial possession and/or use of drugs infractions. He stated that gang activities have been the greatest concern thus far. We discussed the racial composition of disciplinary actions. Mr. Acklin stated that in his analysis of the report, he was unable to mark a pattern at this point. We agreed that we needed to identify the teachers making the most referrals for disciplinary action. The next item discussed was our community bus tour provided to all staff members on November 5, during the Desegregation Staff Development day. Mrs. Bynum expressed her pleasure with the outcome of the two Desegregation Staff Development days completed on October 22 and November 5. She stated that the District had been able to provide very good programs on these two days and that our staff had been receptive to the District's efforts in providing this training. Mr. Smith brought up a discussion of problems at Boone Park. He suggested that the District needed to consider changing the bussing plans for that area next school year. Mr. Acklin agreed that we need to take a look at these problems as we make changes for the 1991-92 school year. Mrs. Bynum expressed concern with the number of expulsions and loss of students. Team members agreed it was a problem where we needed to come up with a solution that would help alleviate these problems. Mr. Smith reported that students were very receptive to the District's compensatory education programs. Students have been enthusiastic and have been very agreeable to staying after school to participate in these programs. Mr. Acklin brought up a discussion of the HIPPY program. He thought that the efforts expended in this program would benefit the District in the future by alleviating some of the disciplinary problems that we now encounter. Mr. Smith commented that so far we are only able to scratch the surface of these problems. The next item discussed was the Turning-Point program being offered at NLRHS - East Campus. This program is a compensatory education program for ninth grade students that have failed the MPT at least once during the eighth grade. The District has 20 students enrolled in the program at the present time. Mrs. Bynum stated that as we monitor the results of this program, we should be able to accrue valuable statistical data for future use. Mr. Acklin reported that the District was continuing to furnish transportation for many school functions, such as: open house activities, carnivals, athletic events,etc. Mr. Acklin stated that we had not had many problems in providing transportation. Mrs. Bynum reported on the progress of the School Based Desegregation teams. Preparations are being made in the individual schools and at the administrative level for the monitoring process. The process is scheduled to be completed prior to the Christmas Holidays. We set our next meeting for December 10, 1990, at 1:30 p.m. Meeting adjourned at 3:00 p.m. aw Attachment I - NB NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the District Desegregation Team Meeting on 12/10/90 The North Little Rock School District Desegregation team met on Monday, December 10, 1990, at 1:30 p.m., in the Board Room of the Administrative Building. The following team members attended the meeting: Mr. James Smith, Mrs. Mable Bynum, Mr. Bobby Acklin, Mr. Gene Jones, Mr. Jim Morris, Mr. Greg Daniels and Ms. Scharmel Bolling. Mrs. Bynum opened the meeting and furnished copies of the agenda. (See copy attached.) The first item discussed was the quarterly District Court Update. Mrs. Bynum reported that corrections had been made, as recommended by the lawyer, and returned to the lawyer for submittal to the Court. Mrs. Bynum reported that the Biracial Committee had voiced concerns about M-to-M transfers and the Board's proposal to eliminate corporal punishment. After a lengthy discussion on these matters, at their meeting on December 4, it was agreed that Mr. Charles Hunter, Chairperson, would ask to address the Board of Education about their concern with the proposal to eliminate corporal punishment. We had a short discussion concerning M-to-M transfers. Mrs. Bynum said that the school desegregation team at Argenta had complained to her again this morning about getting three M-to-M transfer students. Mr. Aclin responded that the reason for that was that the students had attended Argenta last year and had asked to return to the same school. The M-to-M transfer policy allows this assignment. Mr. Smith asked if we were taking M-to-M students at the high school level, and Mr. Acklin assured him we were not, that the number of student enrollment at the high school level was such that we could refuse M-to-M transfers. Mr. Acklin asked if he should go talk to the Principal at Argenta, Mrs. Beverly Kelso, and explain the M-to-M transfer policy, so that she could advise her staff of the procedure. Mrs. Bynum said that it would be a good idea to consult with Mrs. Kelso. Mrs. Bynum reported that Argenta was in the process of monitoring today, and she asked Mr. Daniels about data to answer a question on the monitoring form concerning student achievement/assessment. She asked what kind of comparisons we could pull up from the computer. Mr. Daniels responded that we had been scanning our own MAT-6 and MPT scores in the Coordinator for Instructional Services' Office. Mrs. Bynum said she would check with Mr. Dyer to find out what data would be available to us. Mrs. Bynum also asked Mr. Daniels if we could get a grade distribution by teacher and race. Mr. Daniels said he could furnish this breakdown without a problem. Mr. Acklin furnished copies of the Disciplinary Report. (See copy attached.) We pursued a lengthy discussion of the report. Mr. Smith questioned if the statistics from this year for 9-10 students were reduced from last year, since the restructuring of the secondary schools. Mr. Acklin said that he had not made an actual comparison, since we had changed our method of reporting this year. Mr. Smith said that he had seen a definite reduction in the number of seventh grade students' disciplinary actions since last year. Mr. Daniels said that he could furnish data of a more definite break down of corporal punishment by schools. We discussed Seventh Street's procedure of in-house suspensions instead of suspension to the Elementary Alternative School. Mr. Acklin said he felt a need to follow through from referral on down to suspension - consultation with the teacher that makes the referral. After discussion of this, it was agreed that it would be an impossible task to follow up with every referral. Mr. Daniels said that we have a problem in the secondary schools with getting the disciplinarian action input of data. Mrs. Bynum asked if we needed to bring the secretarial personnel responsible for the input in for further training. Mr. Daniels agreed that he would set training sessions for the secretarial personnel involved. Mrs. Bynum stated that Ann Brown and Arma Hart, Associate Metropolitan Supervisors, were scheduled to meet with us on Tuesday, December 11, to go through the monitoring check list with us. She asked Mr. Jones to try to meet with the group and he agreed he would. We set our next meeting for January 14, 1991, at 1:30 p.m. Meeting was adjourned at 2:45 p.m. aw Attachment I - N9 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the District Desegregation Team Meeting on 1/14/91 The North Little Rock School District Desegregation Team met on Monday, January 14, 1991, at 1:30 p.m., in the Board Room of the Administration Building. The following team members attended the meeting: Mr. James Smith, Mrs. Mable Bynum, Mr. Bobby Acklin, Mr. Gene Jones, Mr. Donald Watkins, Mr. Jim Morris, Mr. Greg Daniels and Ms. Scharrnel Bolling. Mrs. Bynum opened the meeting and furnished copies of the agenda. (See copy attached.) The first item discussed was the Committee's functions. Mrs. Bynum stressed the importance of each member and that each Administrator was charged with the responsibility to help in the monitoring of the desegregation plan, especially in the particular areas related to their positions. Mrs. Bynum referred them to the Plan Monitoring. (See copy attached.) Mrs. Bynum brought up a discussion of when and where we started phasing out basic classes. Mr. Smith responded that it was a part of Mr. Reville's plan, and that it was our intention to follow through with the phase out, because the other two districts have already phased out their basic classes. We have made great strides in this area by eliminating basic classes at all levels except in grades 9, 10, 11 and 12. Mrs. Bynum reported that she and Mr. Morris had been meeting with the attorneys for several days to determine adjustments to be made in the Desegregation Plan. Mr. Smith was optimistic that this would not be a long drawn out process. Each districts' attorneys will revise their district's plan and then meet with all three plans for review. Mrs. Bynum furnished each member with a copy of our present Monitoring/Implementation Plan form. (See copy attached.) She said that these forms should be completed by all departments on at least a quarterly basis\nalthough, we could not do this until the attorney completes our new plan. The next item was division update reports as follows: Desegregation - Mrs. Bynum reported that all of the District's school will have completed their monitoring process on January 16, 1991. We discussed the procedure of review of the final reports. It was agreed that the reports would first be reviewed by the Principal, then reports would be reviewed by the District Desegregation Team and passed on to the Biracial Committee, before being presented to the Board of Education for review. Personnel - Mr. Morris reported that we will probably contract for some of the vacancies that have occurred, but some would be filled with assigned substitute teachers. He said that we will be starting our recruitment process of colleges and universities in early February. He reported that we were preparing necessary forms to complete the Personnel Survey for 1991-92 school year. This process is to be completed the week beginning March 1, 1991. Mrs. Bynum said that all the District's schools had reported concerns of shortage of minority staffing in their final reports of the schools' monitoring process. We discussed procedures to recruit more minority applicants. Student Affairs - Mr. Acklin furnished copies of the discipline actions in the District during the month of December. (See copy attached.) The team members pursued a lengthy discussion after a thorough perusal of the report. Mrs. Bynum expressed concern with 15 off-campus suspensions at the East Campus. Mr. Daniels explained that we did not have a code for alternative schools and thus these were showing up as off-campus suspensions, which would not necessarily be the case. Mr. Daniels said that this could be corrected and he could provide a more in-depth report to team members. Mrs. Bynum questioned Mr. Daniels about the data input from the schools. Mr. Daniels responded that there had been an improvement in the process and it was working more efficiently. Instruction - Mr. Jones reported that he would like to recommend approval of some new projects and curriculum that he was working on. 1. A new course at the secondary level - \"Principals of Technology\". The course is an applied science course covering fourteen units of applied physics. The two-year curriculum shows students how technical concepts can be analyzed and applied to equipment and devices in mechanical, fluid, electrical, and thermal energy systems. The Vocational and Technical Education Division of the Arkansas State Department of Education provides both start-up funding and add-on funding for student enrollment. Equipment acquired with this program could be utilized by other physical science classes. An application for start-up funds will be filed with the Arkansas Department of Education by their March 1 deadline for new programs. We propose to implement the course in 1991-92 at the North Little Rock High School-East Campus, where sophomores would be eligible for enrollment. 2. Mr. Jones reported that Stanford University was offering an Accelerated Schools Project,. and we would apply as a pilot school for this project. The Accelerated Schools Project seeks to transform conventional elementary schools into schools that accelerate the learning of all students, even those who are at-risk for school failure. The pilot schools have shown exciting results. Achievement scores are up, student and staff attendance rates are up, parent involvement is up, and student and staff morale is soaring! 3. Reading Recovery - An early intervention program for first grade students who are at-risk of failure. The purpose of the program is to give intensive help to students in reading and and writing before they get far behind and before they get more confused about what is going on in instruction. Reading Recovery does not take the place of classroom work. It supports the classroom program. In cooperation with the classroom teacher, the reading recovery teacher provides thirty minutes of one-onone instruction to each identified student on a daily basis. 4. (MAST) Math and Science Together: Funded by a grant from the National Science Foundation, Arkansas' Project MAST: Math and Science Together is a joint effort of Arkansas Partners in Education, of the Governor's Office, and the University of Arkansas at Little Rock. Its purpose is to implement a model education program in Arkansas over a period of four and one-half years in the area of elementary math and science. The project will include the following components: 1) expansion of a successful existing out-of-school program in mathematics for students in grades 2-6 (Gifted Math Program), having components of curriculum individualization, enrichment and problem solving, and use of microcomputers, to an in-school program serving a wider range of ability levels\n2) integration of science instruction for students in grades 2-6 into expanded mathematics model\n3) development of curricula and support materials for this integrated math/science model program\n4) provision for teacher training for 90 teachers in elementary math and science education\n5) dissemination of this model program to 16 sites throughout the state through the Restructured Schools Program\nand 6) incorporation of computer technology and the use of calculators into the model program and teacher training. Mrs. Bynum complimented Mr. Jones on his ongoing efforts of study of implementation of new and advanced programs and curriculum. Ms. Bolling stated we would need to get media coverage on these new programs. We set our next meeting for February 11, 1991, at 1:30 p.m. Meeting was adjourned at 2:55 p.m. aw Attachment I - NlO NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the District Desegregation Team Meeting on 2/11/91 The North Little Rock School District Desegregation Team met on Monday, February 11, 1991, at 1:30 p.m., in the Board Room of the Administrative Building. The following team members attended the meeting: Mrs. Mable Bynum, Mr. Gene Jones, Mr. Bobby Acklin, Mr. Donald Watkins, Mr. Jim Morris and Mr. Greg Daniels. Mrs. Bynum opened the meeting and furnished copies of the agenda. (See copy attached.) Committee appointments was the first item discussed. Forms were furnished to members. (See copy attached.) Mrs. Bynum explained that as committees were appointed these forms should be turned in to the Desegregation Office for equity monitoring. Mr. Morris questioned the team members' responsibility of committee appointments in the schools. Mrs. Bynum responded that this was the responsibility of building and District Administrators to establish committees which reflect diverse representation and the forms reviewed by her office staff. Mr. Acklin reported on racial composition of schools and disciplinary actions during the month of January. (See copies of both reports attached.) He stated that we were in compliance, since we started off the school year in compliance, but several of the schools - Boone Park, Argenta, Indian Hills, Rose City Middle School and Lakewood Middle School- have to be closely scrutinized. Our District has 494 students at the six original magnet schools and 106 M-to-M students in Little Rock. The District has 170 M-to-M students from Little Rock. Mr. Daniels said there was a difference in accounting in Computer Services records and suggested that we need to work out a better system for school notification to the Computer Services Department. Mr. Acklin said that his office could keep a running log of these students. Mr. Acklin informed the members that under Act 609 - School Choice Act, which had February 1 deadline, we had 24 students from Pulaski County Special School District to apply for transfer to our District for the 1991-92 school year. We discussed that the funding for these students would follow to our District. Mr. Daniels suggested that there should be a withdrawal form from magnet schools, the same as is done for M-to-M transfers. Mr. Acklin said that he was working on this with Little Rock administrators. Mrs. Bynum questioned Mr. Acklin on how far long we were with Middle School groupings for the 1991-92 school year. Mr. Acklin responded that he was working on this and thought that some rezoning might have to be done for Rose City Middle School. Mr. Daniels said that by his computer projections, it looked about SOSO, but all three Middle Schools would be very close. Mr. Acklin said he was not ready to make any elementary school projections, because we still hoped to combine Pine and Argenta. We discussed the need for transportation pool stops for elementary students, and Mr. Acklin stated he was skeptical that this would work. After a thorough review of the disciplinary reports, we pursued a long discussion of disciplinary actions. Mrs. Bynum expressed concern with so many suspensions. Mr. Jones said that he had heard grievances expressed with the SAC programs, and had considered consolidating SAC into one facility. Mr. Acklin responded that that could create problems with transportation. Mrs. Bynum requested that Mr. Jones include Mr. Acklin on the Disciplinary Committee. Mr. Jones agreed. Mrs. Bynum reported that Mr. Daniels had completed a breakdown of third nine weeks grade distribution for secondary teachers. The report has been furnished to each principal for their building. Mrs. Bynum expressed concern with the percentages of students making D's and F's and especially the percentages of black students. Mr. Jones was of the opinion that grades should not necessarily be the factor of whether a student is retained. Mr. Jones requested Mr. Daniels to prepare a breakdown of first semester grade distributions to more closely analyze. Special program enrollment was the next item discussed. Mr. Jones reported that of the District's 9,044 students, 1,028 were enrolled in Special Education programs, with a racial balance improvement of 11.31 percent over the last school year. The Districts' Gifted/Talented enrollment is 644 students with 456 white students (71 percent) and 182 black students (28 percent). Six other students are enrolled from other ethnic groups. Mr. Jones reported on the progress made in the Minority Role Model Program. Paul Scott, (Parent Coordinator), Anita Cameron, (Secondary Teacher),Jerry Bradley, (North Little Rock Boys' Club) and Charles Jones, (Secondary Administrator) have been working with Mrs. Bynum on the program, which will be called Project STORM. Thirty-five 11th-12th grade students have been identified to serve as Minority Role Models. A meeting of this full committee is scheduled for Tuesday, February 12, 1991. The next item discussed was activities planned for Staff Development for Desegregation scheduled for February 25. (See memo attached.) JoAhn Brown-Nash will share her educational experiences with the entire instructional staff during the morning session. Mr. Smith will address the Board's intent in corporal punishment. (See Smith memo attached.) Mr. Jones reported that 21 small groups of instructional staff will work with 28 facilitators in the following sessions: Cooperative Training, TESA, School Based Teams, Math Manipulatives, Crisis Intervention, Media personnel at Laman Library (selecting materials with minority students in mind), Critical Thinking, Compensatory Aide Instruction, Chapter I Instructional Assistants' Instruction, Secondary Counselor Intervention Strategies and Section 504 - Handicapped Provisions. Mr. Jones reported that summer school plans would be presented to the Board on February 19, 1991. He said that expansions were planned. He said that the elementary summer school would include kindergarten students at the Pike View campus, and grades one-three at the North Heights campus. He explained that by changing to different buildings, we were trying to avoid associating certain schools as a remedial campus. Mr. Jones said the Gifted/Talented Quest program would be held at North Little Rock High School-East Campus. He informed the members a transition program funded by a grant for \"At-Risk\" students the sixth grade going into the seventh grade was also planned. This grant would provide a two week program for 20 students, and would be geared to self esteem training. He said that we would offer an orientation to sixth graders where they would attend summer sessions in the middle school they would attend next year. Mr. Jones reported that Amboy Elementary would participate in the Accelerated Schools Project as a pilot school. Mrs. Ford, Principal, and her staff have committed themselves to this project for the 1991-92 school year. Mrs. Bynum addressed the scheduling plans at the high school level. Our \" Choices\" Program is being held at the West Campus on February 11 and the East Campus on February 12. The guidance department and departmental chairpersons will be available to explain to parents and students instructional offerings for the 1991-92 school year. Middle School counselors will offer the same type of programs at a later date for parents and students at the Middle School level. Mrs. Bynum reminded Mr. Acklin that full reports are soon due from Activity Directors. Mr. Acklin responded that the cheerleader tryouts would have to be scheduled by the Activity Directors. Mrs. Bynum mentioned that Committees of the Reorganization Task Force would probably be reviewing the spirit group selection process prior to tryouts. Mr. Morris reported on recruitment efforts. He stated we had already begun with our first career fair at Philander-Smith on February 6, and are registered to attend others at colleges and universities all over the state. He reported that we were ready to do the personnel survey on March 1. Mrs. Bynum asked if it would be agreeable that we change our meeting to the first Monday of the month. Mr. Acklin said it would not be possible for him to get a disciplinary report that early in the month. We agreed to keep the meetings on the second Monday of each month. Our next meeting was set for March 11. Meeting adjourned at 3:45 p.m Attachment I - Nll NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of the District Desegregation Team Meeting on March 11, 1991. The North Little Rock School District Desegregation Team met on Monday, March 11, 1991, at 1:30 p.m., in the Board Room of the Administration Building. The following team members attended the meeting: Mr. James Smith, Mrs. Mable Bynum, Mr. Gene Jones, Mr. Bobby Acklin, Mr. Donald Watkins, Mr. Jim Morris, Mr. Greg Daniels, Mrs. Mable Mitchell, and Ms. Scharmel Bolling. Mrs. Bynum opened the meeting and furnished copies of the agenda. copy attached.) (See Tne first matter discussed was the comparison of disciplinary referrals for first semester 1989/90 and 1990/91. The total number of disciplinary referrals reflected an increase of 4.4% and disciplinary actions reflected a 17% overall increase in suspensions. Current year expulsions reflected a 44% decrease. Fewer expulsions and the establishment of an elementary suspension program at the Boys Club were cited as factors contributing to increased suspensions. Mr. Smith noted that far fewer referrals related to misbehavior on buses even though approximately twenty buses had been added by the Transportation Department. Mr. Smith questioned what percentage of the total referrals reflected individual students with several referrals. Mr. Daniels explained that the Computer Services Department could generate information to address this concern in an easy-to-read format. Mrs. Bynum requested that such a format be used for all monthly reports in the future. Mrs. Bynum expressed concern about the accuracy of coding disciplinary referrals. She requested Mr. Acklin to address this concern with Principals at the next Administrator's meeting. Ms. Bolling expressed concern with the number of students referred for possession of dangerous objects. She requested clarification of the District's Policy, noting a difference between the number of students referred for this infraction and the number actually expelled. Mr. Acklin explained that each incident is examined on an individual basis as he personally reviews every reported incident of possession of a dangerous object. Depending on the circumstances, some of the students are suspended rather than expelled. Mrs. Mitchell expressed appreciation for the use of discretion in recommending expulsions. Mr. Acklin also mentioned that all expelled students are referred to the Juvenile Courts School in order for student to continue earning academic credits. Unfortunately, some students elect not to attend. These students are not given the option of attending the Alternative School. It was noted that the West Campus has not recommended any students for expulsion. Mrs. Mitchell inquired as to why there have been more expulsions on the East Campus. Mr. Smith noted that the age of the students more than the size of enrollment was a major factor in the number of expulsions. Mrs. Bynum mentioned that often situations arising in the community result in campus misbehavior. Mr. Jones requested statistics from the West Campus regarding the incidences of older students electing to withdraw from school to avoid expulsion. Mr. Smith noted that next year all students must remain in school until age eighteen or graduation, therefore, an Alternative School Program will be significant in the District. Mr. Morris mentioned that District administrators had anticipated some increase in disciplinary problems due to the secondary school reorganization, which necessitated changes in assignments for many students and staff members. Mrs. Bynum added that we had been concerned about the large number of suspensions on the seventh grade campus last year, however, the number of current year suspensions for seventh and eighth grade students show a marked decline. We will continue to monitor disciplinary referrals for these groups of students, also. Mrs. Mitchell expressed appreciation for the East Campus staff, and confidence that they were working to ensure a safe educational environment for all students. She was concerned, however, about counselors needing more time to work directly with students experiencing difficulties. Mr. Jones questioned the need for a disciplinary referral category for the Bi-District Alternative School. Mr. Acklin advised the group of the school not being a suspension program, instead one designed for students with unique needs such as inability to cope with school, poor school attendance, or habitual tardiness. He stressed the importance of making this factor known in order to benefit students enrolled in this program. The next matter discussed was how to best provide information that monitors need to compare academic achievement of black students with that of white students. The lack of this information was cited by most first semester school teams. A procedure is needed to encompass disaggregated achievement test data, grades and graduation information. Mr. Jones will assemble a committee to address this concern and provide this team a report on findings and plans next month. Several members discussed the need to follow-up on the performance of students removed from basic classes. The team also discussed reviewing the performance of students assigned to teachers who have completed specific inservice programs such as TESA and Cooperative Learning. Elementary grade distribution sheets must be prepared by hand due to the absence of on-site computer terminals. This process requires more time. There is a need for standardization in relation to the secondary schools. Mr. Daniels stated that he was eager to bring elementary schools into the computer network. Mrs. Bynum acknowledged the District's financial situation, but stressed the fact that data collection is such a critical part of monitoring, therefore, constant accumulation of data will prove to be very cumbersom without adequate computer terminals. We next reviewed and discussed first semester School Monitoring Reports. Mr. Morris expressed the need for principals to correctly code building expenditures in order to document purchases of materials and supplies for each department. Other areas of concern discussed were those related to student discipline, one-race classes, parental involvement, and seating patterns for students, with the team making note to stress the importance of school personnel encouraging interaction between various ethnic groups. The team stressed the importance of Principals sharing the Monitoring Reports with their staffs so they can see the critical concerns, as well as how other schools are handling certain matters as reflected in the numerous positive comments offered by the teams. Mrs. Bynum shared reports prepared by Principals as responses to monitoring teams concerns. The final matter discussed was the Success Through Outstanding Role Models Program (S.T.O.R.M.). There are approximately fifteen North Little Rock High School-West Campus students who completed training February 25, and returned required paperwork. The three pilot elementary schools, Argenta, Pine and Redwood, have identified approximately twenty students for participation. An equal number of participants will be chosen from each school. Mentors will work with the mentees during school time, after school, and much telephone contact will be involved. Each child's needs will be unique and each mentor will convey to his mentee a message of being on his side. Plans call for mentors and mentees to have been paired prior to the March 17 meeting of the Bi-racial Committee. There has been long term interest from this committee for the development of such a program and some members have indicated an interest in meeting some of the mentors. Mrs. Bynum mentioned a plan to add tenth grade students prior to the end of the school year. These students could become replacement mentors for graduating participants. Ms. Bolling noted that Classmates for each school might be interested in helping with the STORM program by providing things for them to do or incentives for accomplishments of goals. Mrs. Mitchel expressed pleasure with the initiation of the program and advised the team that she would like to see a program started for female students at some future time. The meeting adjourned at 3:30 p.m. Attachment I-01 NORTH LITT~E ROCK SCHOOL DISTRICT North Little Rock, Arkansas Minutes of Districtwide Biracial Team Meeting on May 8, l990 The North Little Rock Districtwide Biracial Committee met on May 8, 1990, at 5:30 p.m., in the Board Room of the Administration Building. The following committee members attended the meeting: Rev. Roger Silvey, Belinda White, Artha Minton, Lori Thomas, Felix Thibault, Gayle Wing, Sheryll Lipscomb, Themas Baskins, Robert Johnson, Charles Hunter, Valencia Power, Susan Shaunfield, Amanda Ware, Sue Bennett, Opal Goldsby and Anita Cameron. Several members of the administrative staff were also present. The media was repreadministrative staff were also present. The media was represented by a reporter from the Arkansas Democrat. Mrs. Bynum opened the meeting and introduced our guest speaker, Mr. Bradley Scott, Coordinator Region VI Desegregation Assistance Center, San Antonio, Texas. Mr. Scott cover~ a five state area and has conducted numerous workshops around :he United States in his efforts to effectively implement desegresation. Mrs. Bynum explained that Mr. Scott was presenting two days of workshops to three member teams from each of our schools in \"trainer of trainers\" sessions. Mr. Scott opened his address by stressing that the role and function of the biracial team was crucial in the implementation of our desegregation plan. He said that he would list our responsibilities in three categories as follows. (1) Vision - Taking a constructive look at education, scrutinizing policies to make sure we are meeting the needs of all students, never overlooking the perspective of parents and community and building a strong articulated vision of what education is going to be in our District in the future, in order to create holding power for students. (2) Data collection - This includes issues of student treatment, fair discipline, student access to programs, student perception, instilling a sense of belonging in students, curricular offerings and extra curricular activities. He stressed that as educators we were responsible to act as role models for students. (3) Feed back - Mr. Scott stated that the team was responsible for input in resolution of problems. Mr. Scott declared the goals of desegregation as: (1) ending racial isolation and segregation, (2) increasing racial uncerstanding and racial cross cultural competencies, (3) improving academic achievement and improving facilities, and (4) equipp~na all students with skills and knowledge in order that they can - achieve a good quality of life. He stated it would be very costly to implement, but further stressed that for every dollar spent up front for improvements of educational programs, it could cost the public ten dollars on the back side without the improvements. He pointed out that in the long run it was the best investment. Mr. Scott next explained the differences in equality and equity as applied in education. Equality - all students same access to all programs. Equity - comparabilities of student outcome, intervention, respond and address weakness of students' performance. Thomas Baskins questioned what to look at to evaluate implementation. Mr. Scott responded that District administrators would always be available to assist and answer any questions to help team members clarify an issue. He also stated that members were not to discount their own basic instincts and obvious interpretations. He pointed out that as members visited the different school settings that they would be able to feel that \"this school is good,\" or \"this school is bad.\" Felix Thibault questioned the timeframe. Mr. Scott responded that it would be an ongoing dynamic process, that we would never reach perfection. He stated we should strive to reduce isolation, help people to interact and insure quality educational programs. On the issue of achievement disparity, we need to not only close the gap between minority and majority, but strive to move everyone forward. Anita Cameron responded that we could not expect to move from equality to equity overnight. It will take constant and diligent work on all to bring about the change. Charles Hunter asked if members should go to schools to assess and to work with school teams. Mr. Scott responded that it was a legitimate function of the members to go to the different schools. He also encouraged team members to talk with each other. Mr. Scott concluded his presentation and turned the meeting over to Mrs. Bynum. Mrs. Bynum stated that due to confli\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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