{"response":{"docs":[{"id":"bcas_bcmss0837_644","title":"Little Rock Schools: Mitchell Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Mitchell Elementary School (Little Rock, Ark.)","School enrollment","Educational statistics","Educational planning","School management and organization"],"dcterms_title":["Little Rock Schools: Mitchell Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/644"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["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":["176 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\nT he Creative Dramatics Program at Mitchell encourages self expression through writing, speaking and per- forming creative dramatics, all of which enhance learning by personalizing the dramatic experiences. This, in turn, creates sensitivity toward all individuals and instills an appreciation for their uniqueness. At Mitchell we provide learning experiences that stimulate our students to communicate their intellectual, emotional, social and creative strengths. Students acquire an understanding of the five components of the Creative Dramatics Program: voice/diction, movement, costuming, makeup, and written script and/or adapted text. Self-confidence is promoted through the discipline of movement and dance, while a sense of community is reinforced through cooperative performing experiences. Both drama and dance are used as tools for expressing a culture's attitudes and beliefs. Students learn that drama mirrors life and they, like the characters, make choices which create significant change. The Mitchell Merry Makers,\" a drama club that meets during lunchtime, in addition to plays, puppetry and reader's theatre, provide diverse opportunities for student participation. An after school program includes ballet and creative dance. Mitchell's Creative Dramatics Program is interwoven into an excellent elementary core curriculum taught by a highly qualified staff. At Mitchell, students get a gentle push onto the stage of life. It's a setting for the future. Little Rock School District Mitchell Creative Dramatics Elementary School First Class Schools For World Class KidsMulti-Sensory Approaches Enhance Student Interest In Creative Dramatics SPECIAL ATTRACTIONS Creative dramatics is expressive and transforms concepts into personal meanings for children of all ages. An awareness of self and others evolves through these programs. Our multi-sensory approach to creative dramatics promotes student interest and participation. Students have an opportunity to engage in puppetry, movement and music, costuming, makeup, text adaptations, improvisations, creative scene work, oral reading and story telling, artwork in designing sets including backdrop painting, prop construction and shadow boxes. Special programs include an extended day program offering a homework center, ballet, tap and creative dance, play production, sewing, cooking, giri/boy scouts and student council. Saturday enrichment activities include collaboration with community service organizations.  Full-time Creative Dramatics Specialist Extended Day Program Care Program - Supervised activities until 5:30 P.M. Academic Support Program for reading and math Gifted and Talented Program Speech therapy Resource classes Full-time counseling program Low pupil-to-staff ratio Pre-K Program with imaginative play Special Activities Special activities include The Mitchell Merrymakers\", a drama club, and the Mitchell Children's Ballet (after school program). To further enhance the dramatics theme, students attend performances such as THE NUTCRACKER ballet and Arkansas Arts Center Children's Theatre Performances. *Mitchell Creative Dramatics Elementary School 2410 Battery Street, Little Rock, AR 72206 501/324-2415 TO SCHEDULE A SPEAKER FOR YOUR GROUP OR ORGANIZATION, CALL 324-2515 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 Parent Workshops - Special training sessions, family puppetry activities and computer check-out materials Comprehensive nursing * Additional Programs - Saturday enrichment activities Excellent Core Curriculum Mitchell Creative Dramatics Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. !T]aJb^ n 1^ Pc^-h 'Ty]!'/xJuctSL. 'PTA Qb Mil-d^-(/^- 3.i/c\u0026gt; Qi.tt\u0026amp; ^1 ttl(. liaJ- yc\\:x c\u0026gt;(^ C//^ c^/ -X 4z /-tv uu-h \u0026gt; /Ccc^^Great News for Mitchell Academy Parents and Students! Please come to a meeting for Mitchell Academy parents to hear the exciting plans for a new school for our students! We need for you to bring your ideas to a meeting on Tuesday, September 29, at 6:00 p.m. Please come to the Mitchell Academy cafeteria, 2410 South Battery, and share your thoughts.77 z-A MITCHELL SCHOOL ENROLLMENT GRADE BLACK WHITE OTHER TOTAL % BLACK LEVEL M F M F M F 4 yrs 7 6 3 4 20 65% K 17 12 3 3 35 83% 1 19 25 2 46 96% 2 24 17 3 2 46 89% 3 24 14 1 2 41 93% 4 28 16 1 1 46 96% 5 14 16 1 31 97% 6 24 13 1 38 97% SC* 7 2 9 100% TOTAL 164 121 12 15 312 91% PERCENT 53% 39% 4% 5% 1989-90 1990-91 1991-92 B 0 T % Blk B W 0 T % Blk B W 0 T % Blk 220 19 0 239 92% 183 24 0 207 88% 285 27 0 312 91%I. i' EXTRACURRICULAR ACTIVITIES - W-  -.r? \u0026lt;  T activity Drill Team H H MALE JL 7 B _ FEMALE 2 B L A HALE 1 . C K FEMALE 20 1_E____ O T HALE 1 I P B FEMALE W H MALE : T B__ XEiSAiE. BPOMBORII B L A MALE 1 . C K FEMALE OTHER HALE rBMA3bE. OrFICERB/LEADERBHIP VOemOVS. T E FEMALE BLACK FEMALE 0 T MALE IB R  female TOTAL 23 'Drama Club 40 45 94 _Flag-Hnnl tor.s- /Fire Marshalls ^~Peer Tutoring Video Club Boy .Smuts------ ' Cub Scouts Girl Scouts * Wehnlns TOTAL 12 15 20 16 9 18 12 12 1Q2 100 12 20 14 14 12,1^ E M B E R 8 H  T.JLfi. W H JI\u0026amp;IiS. 2 4 1 2 2 2 1 2 2 1 1 5 8 2 6 1 1 1 9 7 I 1 i 1 1 i 1 1 1 I I 1 4 3 7 This report should include membership information, regarding sponsors and officer positions. In add_ members of committees. Include information In addition, include student Duplicate as needed. Complete and return to Planning, Research, and Evaluation office. jl,. i\n14 I D A'  ' . x\u0026gt; c(/ f*\" t V i' rt* i ? SCHOOL: GRADES: PRINCIPAL SCHOOL PROFILE 1991-92 t ? ? J }t 'f Ii MITCHELL 4 YEAR OLD- 6 DONITA HUDSPETH - 7  Race/Gender WE ASSISTANT PRlNGIPAL(S) (y. '.  - Race/Gerider f' NA  A T  t I 1\nI -1 - V ''-  .T\" \"i't - ' TABLE OF CONTENTS 1. Personnel\n- Certified Staff - Support Staff - Staff Changes (After October 1) 2. Enrollment\n- School - Special Services - Class/Course 3 . Attendance Data\n- Certified Staff - Support Staff - Students 4. Extended Educational Programs 5. Honors/Awards (Schoolwide) ( 6. Committees/Parental Involvement 7. Extracurricular Activities (Including Student Monitors) 8. Student Achievement/Assessment Data t 9. Retention Data 10. Secondary Subject Area Courses Failed 11. Graduation Data (High School Only) 1 12. Staff Development Activities - Certified Staff - Support Staff 13. Quarterly Discipline Management Report 14. Map of School Plant J i iVi -ir JK' w- t A I i LITTLE ROCK SCHOOL DISTRICT A SCHOOL PROFILE 1991,-92 4 i i I SCHOOL: MITCHELL I GRADES: 4 YEAR OLD- 6 1 PRINCIPAL: DONITA HUDSPETH Race/Gender WF r\ni ASSISTANT PRINGIPAL(S) Race/Gehder NA : K a 'V T-S' 2.-. A\u0026lt; / '4 '80 X CERTIFIED PERSONNEL 4 POSITION WHITE male FEMALE BLACK MALE FEMALE other MALE female TOTAL Adwinlstratorfs) 1 1 Classroom Teachers I 7 1 16 Counselor(s) 1 1 Librarianfs) 1 1 Reading (Compensatory/ Remedial) 1 1 Mathematics (Compensatory/ Remedial) 1 1 Gifted (Elementary onlv) 1 1 Speech Therapist 1 1 Other Art 1 1 Music 1 1 - TOTAL P.E. Auxilllary Teacher Resource Teacher 12 13 28 1 1 1 2 2 2 Advanced Placement/Honors/Gifted/Enriched (Secondary Only) Of the secondary classroom teachers listed above, indicate the number teaching AP, Honors, Gifted, and/or Enriched classes. ACADEMIC AREA (English, History, etc) WHITE MALE FEMALE black MALE OTHER TOTAL male FEMALE ,i TOTAL The official date for staffing information is October 1, 1991. Complete and return to Planning, Research, and Evaluation office.e\u0026gt; '.'i POSITION W H MALE Attendance Clerk Cafeteria Workers Custodians Instructional Aides Media Clerk Nurse Reaistrar Secretary Security Officerfs) Social Workerfs) Superyjsion Aides Other total SUPPORT PERSONNEL T E FEMALE BLACK MALE FEMALE 15 OTHER MALE FEMALE TOTAL 11 .1 I- 21 3 3 1 1 2 3 5 1 7 1 1 1 1 3 1 1 1 i I i ! i The official date for staffing information is October 1, 1991. \u0026gt; I I i t 1 4 Complete and return to Planning, Research, and Evaluation office.I STAFF CHANGES (After October 1) I. Added/Deleted Certified Staff Positions During Current School Year POSITION Added Deleted BLACK WHITE OTHER Total M F M F M F 4 Year Old Teacher 1 1 1 Resource 1 1 1 TOTAL 2 Added/Deleted Support Staff Positions During Current School Year POSIT IO N Added Deleted BLACK M F InstriirM'nnal AiHo n 2 1 WHITE M F 1 OTHER M F Total 4 i Instructional Alde-4 Year Old 1 1 1 ( TOTAL 5 2 2 1 5 Duplicate if needed. )* STUDENTS RETAINED At the secondary level, include only those students retained at grade Do not include failures of individual courses. level WHITE RETAINED GRADE LEVEL MALE 1 FEMALE BLACK MALE 2 FEMALE other TOTAL HALE FEMALE MALE FEMALE 1 K 1 3 i i 2 3 2 1 2 i 2 TOTAL L 1 6 0 0 2 1 5 1 PERCENT .005 .005 .02% .019% .029 .014 0 0 Provide the most current information SECONDARY SUBJECT AREA COURSES FAILED WHITE SUBJECT AREA Grade Male Female BLACK Male Female OTHER Male Female Male TOTAL Female English 7/10 English 8/11 English 9/12. Math History/Social Studies__________ Science i Provide the most current information GRADUATION DATA FOR 1990-91 SCHOOL YEAR (HIGH SCHOOL ONLY) 1 TOTAL NUMBER OF STUDENTS GRADUATING: BM BF WM WF OM OF TOTAL TOTAL TOTAL I Duplicate as needed. Complete and return to Planning, Research, and Evaluation office.1  { CLASS ENROLLMENT (Elementairy Schools Only) 1991-92 SCHOOL MITCHELL PRINCIPAL DONTTA HnnSPF.TH I GRADE 4 YR. ROOM 35 TEACHER'S GENDER/RACE F W WHITE MALE 3 K 1 F W 2 K 2 F 1 1 3 F W 0 1 4 F B 0 CLASS ENROLLMENT FEMALE 4 3 0 2 0 BLACK MALE 7 9 8 8 11 OTHER 2 . 104 F B 1 2 12 2 106 F B 2 0 12 3 107 F B 1 1 13 3 103 F W 0 1 11 4 201 F B 0 0 15 4 204 F B 1 1 13 5 205 F B 0 0 7 5 6 6 SC TOTAL 202 206 203 108 F F F F B B W B 0 1 0 0 12 1 0 0 0 15 1 13 11 7 164 FEMALE 6 4 8 13 12 8 9 1 7 8 8 9 1 5 8 2 121 MALE FEMALE TOTAL 20 18 17 23 23 23 23 22 19 23 23 16 15 19 19 9 312 ( 1 I ? 1 S ! I i I I education, etc.). Do not include teachers of pull-out classes (art, music, physical List each class separately. The official date for enrollment data is October 1, 1991. Duplicate if needed. A A AI  Mt\nSCHOOL ENROIiIiMENT GRADE LEVEL WHITE MALE FEMALE BLACK MALE FEMALE OTHER MALE FEMALE TOTAL 4 Year 20 SC ^OTAL 12 15 17 19 24 28 14 24 164 12 25 17 14 16 16 13 121 35 46 46 41 46 31 38 312 PERCENT ENROLLMENT - SPECIAL SERVICES white BLACK OTHER SPECIAL ED. Self Contained FEMALE MALE FEMALE MALE FEMALE TOTAL Resource Room Speech/Vision or Hearing Imoaired, etc. Indirect Services *GIFTED/TALENTED REMEDIAL/ COMPENSATORY TOTAL PERCENT 1% Ik 57 96 27 42 14% la 20. 18 86 146 46% K 1 2 3 4 5 6 * 3 3 0 3 1 1 0 1 0  1 1 1 1 4 4 3 2 2 2 1 1 0 0 1 0 1 1 4 n 7 6 7 2 9 7 1 2 1 0 0 30% : 2 1 1 0 Q  a 0 0 0 0  0 a 0 0 0 0 0  3 Include ONLY those students who have been identified as Gifted by the G/T office and are receiving G/T instruction. The official date for enrollment data is October 1, 1991. Do not compute the percentages. Complete and return to Planning, Research, and Evaluation office.i\nI: BCHOQL eOMMIWBBa/PARBHTXL mVOLVEMBin\nA COMMITTEE Blraclal Conunlttee Parent Teacher Assoc Xl. Parent Workshops ^Please Specify Others) T.E___ 1 BKPLOYBBB BLACK t\u0026gt;LE FEMALE 1 1 OTHER WHITE FRREMTB ! PATRONS BLACK MALE 0 FEMALE 0 HftLE FEMALE 3 (FIG' MALE 1 IRES female 2 !^0T OTHER WHITE orFICERB BLACK MftltE. FEMALE VAI LA BLE 7 MALE ST) FEMALE FEMALE MALE FEHALB W B 1 1 2 3 5 I    / i- .- 7   0 T B B R 1 X I List membership of all school committees, Including committees composed .^Note: of parents/patrons, staff members, or a combination of parents and staff. iSHave available upon request documentation concerning physical Involvement. ^Examples of such documentation are the VIPS' Slgn-ln Roster, notices of various yschool functions. Items of publicity about parent participation, etc. It Is not necessary to provide monitors with a sign-in sheet of attendance at PTA neetings. . Duplicate as needed.  * ^Complet e and return to Planning, Research, and Evaluation office.  IOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To\nFrom: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Documentation Needed for Monitoring Visit During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed for our site visit. We will need the following information: - SEPS - curriculum guides - extended day schedule - counseling documentation - field trip documentation - learning style inventories - peer tutoring documentation - mentor/role model documentation - calender of neighborhood events - Boy \u0026amp; Girl Scout membership lists - student evaluations (forms \u0026amp; findings) We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsOFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM STREET, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 To: From: Incentive School Principals Desegregation Monitoring Team: Ann Brown, Melissa Guldin, Connie Hickman, Margie Powell, and Horace Smith Date: October 28, 1991 Subject: Additional Documentation Needed for Monitoring Visit During further review of the Incentive School Monitoring Guide, it became evident that additional data would be needed for our site visit. We will need the following information: - SEP'S - curriculum guides - extended day schedule - counsehng documentation - field trip documentation - learning style inventories - peer tutoring documentation - mentor/role model documentation - calender of neighborhood events - Boy \u0026amp; Girl Scout membership lists - student evaluations (forms \u0026amp; findings) We look forward to visiting your school. If you have any questions and/or concerns, please do not hesitate to call on your team leader, designated on the monitoring schedule, at 376-6200. cc: Dr. Ruth Steele James JenningsEXTENDED BPPCATIONM, PROGRAMS PROGRAM GRADE BM BP WM MF OM OF  1I \"43^ J ' 1 ( i f TOTAL Governor's School AEGIS Bovs^ State Girls' State Summer Laureate (2-3) 1 3 0 0 0 0 4 Odyssey of the Mind Math Olympiad (WILL BE UN L. kTER) Others (Please Specify) Extended Dav 1-6 106 90 Saturday Program 1-6 14 Art Center 2-3 209 2/ -30 5 UALR Summer Gifted 2-1^ ' 14 2 1 2 2 4 2 1 0 9 0 0 0 0 0 0 0 0 0 0 0 4 Summer Camp 1 0 0 0 0 0 7 TOTAL List any educational programs that are conducted outside the normal school day. Include the most current information. Complete and return to Planning, Research, and Evaluation office. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: MITCHELL ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed 20 17 36 31 23 20 28 26 20 19 36 29 23 21 28 28 Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed AS. in 10 lAQ. 86 14 .28 15 88 87 86 12 92 93 10 83 12 100 95 80 10 100 81 14 88 12 71 91 100 12 92 100 12 100 12 100 3 6 4 7 WHITE MALES No. Passed 2 4 3 1 1 3 1 1 Percent Passed 75 67 50 100 100 100 50 100 WHITE FEMALES No. Passed 1 0 1 3 1 0 1 3 Percent Passed 100 100 100 100 100 100 OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed Total of all students in the Other\" race category. These scores were not reported by gender.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 SCHOOL: MITCHELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 1988 READING 1989 1990 I 1991 1988 MATHEMATICS 1989 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 1988 SCIENCE 1989 1990 1991 1988 SOCIAL STUDIES 1989 1990 199 1 ALL STVDENTS No. Tested No. Passed 16 14 27 23 29 24 17 16 16 14 27 21 29 25 17 15 Pt Passed n r ACK MALES j:o. Passed perc_n b Passed BLACK FEMALE.S No. Passed Percent Passed WHITE MALES No. Passed e 88 4 100 9 82 1 cent Passed 100 85 8 73 13 93 2 100 83 12 71 12 100 0 94 5 83 11 100 0 88 4 100 9 82 1 100 78 7 64 13 93 1 50 86 14 82 11 92 0 88 5 83 10 91 0 16 12 75 3 75 8 73 1 100 27 18 67 6 55 11 79 1 50 29 16 55 9 53 7 58 0 17 14 4 52. 10 91 0 16 12 75 3 75 8 13 1 100 27 17 63 6 55. 9 64 2 100 29 15 52 12 3 25 0 17 12 Ji 4 5Z 8 25 0 16 9 .5.6 2 5Q. 6 55 1 105 27 16 -52. 5 55 10 71 1 55 29 14 58 10 59. 4 55 0 17 13 76 4 31-. 9 ii .52___[i 0 I WHITE FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent Passed OTHER MALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent passed OTHER FEMALES Uo. Passed I 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent Passed 1 1___L- i .. Total of all students in the \"Other\" race category. These scores were not reported by gender. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: MITCHELL ELEMENTARY READING 1900 1909 MATHEMATICS 1990 1991 1900 1909 1990 1991 ALL STUDENTS No. Tested Ho. Passed 20 17 36 31 23 20 28 26 20 19 36 29 23 21 28 28 Percent Passed 86 07 93 95 81 91 100 BLACK HALES No. Passed Percent Passed BLACK FEMALES Ho. Passed Percent Passed 60 10 100 14 15 18 16 12 92 io 83 12 100 14 12 80 10 100 88 12 71 100 12 92 100 12 100 ^5 3 6 ' 4 7 88 WHITE HALES No. Passed 1 1 3 4 1 1 2 3  Percent Passed 75 67 50 100 100 100 50 100 WHITE FEMALES No. Passed 3 3 1 - 1 0 1 0 1 Percent Passed Ill 100 100 100 100 100 OTHER HALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of all students in the \"Other\" race category. These scores were not reported by gender.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 IIOOL: MITCHELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 READING MATHEMATICS LANGUAGE ARTS SCIEIICE SOCIAL STUDIES . MAA MM MAA M?I MSA MM. IMA MM. _1MA H89 AMA I8M. IMA 15t 1114 -mx- LL_aTi:UEUXS Iio. Tested No, Passed 16 14 27 23 29 24 17 16 eront !ACK EALES No. Passed ercwnt Pessed LACK EEHALES No. Passed arcent Passed HITE HALES l.o.' Passed .ercent PasssA 88 4 100 9 82 1 100 85 8 73 13 93 2 100 83 12 71 12 100 0 94 5 83 11 100 0 16 14 88 4 100 9 82 1 100 27 21 78 7 64 13 93 1 50 29 25 86 14 82 11 92 0 17 15 88 5 83 10 91 0 1 16 12 75 3 75 8 73 1 100 27 18 67 6 55 11 79 1 50 29 16 55 9 S3 7 , 58 0 17 14 4 SO. 10 91 0 16 12 75 3 Ji 8 13 1 IJO 27 17 63 6 9 64 2 IQQ 29 15 52 12 21 3 25 0 17 12 JI. 4 R7 8 JJ 0 16 9 27 16 -52. 29 14 _1A 17 13 2_. 2 5 10 4 ill. 6 55 1 1I111 Ai 59. i2. 10 JL 1 ill- 4 JI 0 9 - \u0026amp;2 0 I  I I J HITE FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 /ercent Passed ITHER HALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 /ercent Pissed \u0026gt;THER FEMALES No. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 ecEsent TamM .u * Total of Mi students In the \"Other\" race category. Those scores were not reported by gender. '1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 510 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 1 WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N N X N I\nI i h 76 r_.99 50 26 QI 75 49 25 ___75X_ 0 1 0 OX 25X ._QX .1. i 2 0 25X_____ 25X SOX OX 2____BOX 1 1 0 25X 25X OX 2 2 0 0 SOX 5 OX OX OX 0 3 0 1 ax 757. 25X 1 I 1 1 25X 25X 25X 25X 1 3 0 0 25X 7SX OX OX I r .! j- I Number Tested Mean NatiL.NCE. WHITE MALE Percentile Summary 76 50 26 99 75 49 QI -.25______ Number Tested Mean Nat*l NCE ALL WHITE Percentile Summary 50 26 75 49 QI r. 85_______ Number Tested JJean NatLk RCE 4 __T1.2 4 63.0 4 61. ._1. 4 67 = 2 4 51.7 4 48.7 4 66.7 I\". TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N 0 i 1 OX 33X 33X 1 6 0 _____L____33X____________2____ 3 43.4 3 48.1 TOTAL READING N X 33X OX ^7. 0 i 0 2 OX 33X OX 67X 0 1 1 1 OX 33X 33X 33X 0 2 0 1 OX 67X OX 33X 1 1 0 1 33X 33X OX 33X 0 1 1 1 OX 33X 33X 33X 3 42.7 3 44.6 3 42.4 3 47.6 3 43.6 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N ______3 __ .43X___________8_____?/_____ 1 2 ! . 14X 29X -.1 4X_ 1 2 2 14X 29X e9X ____ 2 1 2 97. 14X 29X __ 2 3 1 1 29X 43X 1 4X 1 4X 0 5 0 2 OX 71X OX 29X 2 2 1 2 29X 29X 1 4X 237. 1 4 1 1 1 4X 57X 1 4X 14X 7 53.^3._ 7 56^6. 7 53.^2______ 7 . . 57.5 7 ...^7,7 7 48.2 7 56.8 -I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 511 t SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY j------------- Percentile Summary .. JIB 50 26 99. 75 49 N X N X N N X N X N X N QI Number Tested Mean. NatiL NCE BLACK MALE Percentile Sunaary 76 -,?9__ 50 26 75 49 01 Number Tested ___________________________Q____53:^___________5 2 3 .4 1 3X 20X 27X 2 3 ... 2 13X 20X 1 3X 5 0 33X 33X OX ___33X .7___47X____ 2 3 3 13X 20X 20X 2 5 1 7 13X 33X 7X 47X 3 1 5 6 2 OX 7X 33X 4 OX 7 1 3 4 47 X 7X 20X 27X 15 .51.^____ TOTAL READING N X 15 62.1________ 15 .._.-50.^7- TOTAL MATHEMATICS TOTAL LANGUAGE N X N 15 57.3 1 5 -..44,0 15 46.1 15 56.2 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N 2 i 1 ISX 54X 8X 0 B 3 .__..3-_.e3X OX ^3.7: 23X . .,2____15X _ ___1 2 1 8X 15X 54X 83X 1 6 5 8X 46X 38X )_____8X_ 2 3 2 6 15X 23X 15X 46X 1 8 1 3 8X 15X 54X 23X 1 5 5 2 8X IBY. IBK 15X 1 3 Mean Nat'l_ NCE_______51.6 _ 13 4?, 6 1 3 44.6 1 3 49.5 1 3 44.5 13 45.0 1 3 48.3 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumsary N X N X N X N X N X N X N X .76 - 99 50 26 75 49 8._,9X.__ 9 4 32X 14X a___29X_____ _01 -.25______ 1 0 6 36X 21 X ___6 7 7 Nusber Tested 7 _.e5X-. ... 1___.1.4X__________a. 21 X. ... 25X 25X 23X____ 8 .. 29X 8 8 4 29X 29X 14X 4 8 3 1 3 14X 29X 1 IX 46X 4 3 12 9 14X 1 1X 43X 32X 8 6 8 6 29X 21 X e9X 21 X 28  Mean Nat2_l.NCE_______S4..6____ 28 56^X 28 __47.9______ 28 53.7 28 44.2 _ 28 45.6 28 52.5 fI I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELLINCENTIVE SCHOOL-------------- 1 ALL STUDENTS TOTAL READING PercentlYSuary N X 1991 TOTAL MATHEMATICS N X MAT-6 Distribution TOTAL LANGUAGE N X *16481 M6BYSC 10/07/91 PAGE 512 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N 76 50 26 01 99 75 49 25 1 1 1 0 6 8 31X 29X' 17X 3'/. 1 0 1 1 8 6 29X 31X 23X 17X 8 *9 8 1 0 23X S6X 23X e9X 1 0 1 1 9 5 29X 31X 26X 14X 4 13 3 15 1 IX 37X 9X 43X N X N X Nunber Tested MNat * 1 NCE 35 55.6 35 56.4 35 48.9 35 54.4 35 44.9 6 5 13 1 1 17X 1 4X 37X 31X 9 1 0 9 7 26X 29X 26X 20X 35 46.1 35 53.4\ni h.i 'I I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 513 J .! I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary ____ 50 26 ____01 J 9. 75 49 25 Number Tested Mean.NatJJUCE ALL UHITE Percentile Summary N N X N X N X N N X N ]. ...  1 76 50 26 99 7B 49 01 -_25- Number Tested Mean Nat1 NCE BLACK FEMALE I ! -I Percentile Summary -lb 99 50 26 75 49 .......,Ql r as Number Tested Mean NatlL NCE 1 0 0 1 OX ox BOX 1 0 1 0 OX BOX ox 1 0 1 0 _ BOX OX BOX OX ____1......_50X 0 0 1 OX OX BOX 0 i 1 0 OX BOX BOX OX 1 0 0 1 SOX OX OX BOX 1 0 0 1 BOX OX OX BOX 2 5,9.3.. 2 71x9.._ 2 68,4 2 65.3 2 -49,7 2 56.9 2 64.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N X 1 0 0 _____! 2 59,3 BOX OX OX BOX. TOTAL READING N X _____j___BOX 0 1 OX BOX 0 OX 2 71 .9 TOTAL MATHEMATICS N X 1 0 1 0 2 BOX OX BOX OX 1 0 0 BOX OX OX ____1_,_. BOX 2 65.3 TOTAL LANGUAGE BASIC BATTERY N X N X .4___36X__________4_36X___________4____36X 3 1 __3 27X 9X S7X a 5 0 1 8X 4BX _QX 4 1 ___e 36X 9X 1 8X 3......27X.._, 4 1 3 36X 9X 27X 1 1 .-56-^,_.. 11 ___57.. 5_. 11 ._.s4..a 11 57.5_____ 0 1 1 0 OX BOX BOX OX 1 0 0 1 BOX OX OX BOX 1 0 0 1 BOX OX OX BOX 2 49.7 2 56.9 2 64.5 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 1 . _9X 2 4 4 18X 36X 36X 0 2 4 5 OX 1 8X 36X 45X 3 4 1 3 27 X 36X 9X 27 X 1 1 41 .2 1 1 38.8 1 1 53.9 I I L1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 514 I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary . .76- -.9.9- 50 26 01 75 49 2.5. Number Tested N X N X N N X N N X N g___.13X__________g____1.3X_____ 5 4 5. 1 6 31X 25X 31X 4 8 25X SOX ____2 5 4 .13X 31X 25X ___1 ...... 7 3 44X 1 9X g 13X ____5__31 X 5_. 31X 0 1 6 9 OX 6X 38X 56X 0 5 1 1 0 OX 31 X 6X 1 4 e 5 6X 25X 38X 31 X ____Htan NatM. NCE_________________ 1 6 ____4.TL4 1 6 44.5 . 1 6 44,9.. 1 6 33. 1 1 6 34.9 1 6 41.9 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N N N , X N X N X 76 - ^3 _ so 26 75 49 6 . - gax. 8 5 30X 19X h___22X 01.-.2E____ 6 13 22X 48X ___6 9 5 ____30X __ ___g_____.7X _ 22X 33X 19X ___1___26X 4 1 1 4 8 15X 41 X 15X 3 OX 1 3 1 0 13 4X 1 1X 37X 46X 0 7 5 15 OX 26X 1 9X 5 6X 4 8 7 8 15X 30X 26X 30X I,\n.r-..  1 Number Tested Mean NatU.NCE 27 - 48-5 27 51 .5 27 48.5 27 50.0 27 36.4 27 36.5 27 46.8 I i\nI J I J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution KJ6481 M6BYSC 10/07/91 PAGE 515 'i SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunmary N N N  N Z N Z N Z N 76 50 26 01 33 75 49 25 7 8 5 9 24Z 28Z 17Z 31Z 7 6 14 2 24Z 21Z 48Z 7% 7 a4Z 9 \"3YZ 6 7 21Z 24Z 5 1 i 4 9 17Z 38Z 14Z 31Z 1 4 1 1 1 3 3Z 14Z 38Z 45Z 1 7 5 1 6 3Z 24Z 17Z 55Z 5 8 7 3 1 7Z 28Z 24Z 31 Z Number Tested Mean Nat*l NCE 29 49.3 29 52.9 29 49.8 29 51 . 1 29 37.4 29 37.9 29 48.0 i -Ir 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 3 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS HAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE #16481 M6BYSC SOCIAL STUDIES I 0/07/91 PAGE 516 COMPLETE BATTERY Percentile Sumaary _76 50 26 75 49 N X N X N X N N X N A. N X ._Q1 0 2 1 .0. -.PX 67X 33X - OX ______3___lOJK 0 0 0 OX OX OX 2_ i 0 0 67X 33X OX OX 2 1 0 0 67X 33X OX OX 1 2 0 0 33X 67X OX OX 0 2 1 0 OX 6 7X 33X OX 1 2 0 0 33 X 67X OX OX Nuaber Tested Mean Natil. NCE, 3 52.8____ 3 ______67-.2- 3 ___67.._6_______ 3 62.6 3 62.9 3 51 . 1 3 61.2 WHITE KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaery N X N X N N X N N Z N 76 ,r .,?? so 26 75 49 __0____OX 01 - 25___ 0 0 ____t. OX OX 0 0 1 OX OX 1 OOX 0 6 1 10OX__________0_____OX _ox OX 1 OOX __p.........______ 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX 0 0 0 1 OX OX OX 1 OOX I------- Number Tested Mean Nat*1 NCE 1 1 ALL UHITE Percentile Sunaary 50 26 01 75 49 ,25 Number Tested 20.4 46.3 1 1 41.3 30.7 1 1 33.7 29.9 1 29.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N N X ___0______OX, 2 1 1 SOX 25X 25X :?___^75X._. 0 1 0 OX 25X OX 2 1 1 0 .... 50X 25X 25X OX 2 1 0 1 SOX 25X OX 25X 1 2 0 1 25X SOX OX 25X 0 2 1 1 OX SOX 25X 25X 1 2 0 1 25X SOX OX 25X 4 Mean Natll..NCE_______4A*_7,_ 4 62^0 4 ,._6U0,. 4 54,7______ 4 .-55.6 4 45.8 4 53.4 J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 517 SCHOOL: \u0026lt;1 GRADE: MITCHELL INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY . I l-\u0026lt;. i-i I .,3 '-I ,,.i Percent ile Sunnary . _78 50 26 01 .39_ 75 49 S5 Number Tested N % N X N N X N X N X N X 2 20X 2 3 3 1 0 ______ttsn N.tLl_NCE____47_.8- BLACK MALE Percentile Sunmery 76 50 26 99 75 49 91_r:_2S. Number Tested Mean Nat'1,NCE__ ALL BLACK Percentile Summary .__76. 50 26 75 49 ___01_ .- 2S. Number Tested - N.CE. 20X 30X 30X 4 3 3 _4QX 30X 30X . 6 _.60X____ 2 1 1 BOX 1 ox 1 ox 4 ....40X___ 2 B 20X 20X eox Z 3 3 2 BOX 30X 30X BOX 2 3 4 1 BOX 30X 4 OX 1 OX 4 2 2 2 40X 20X 20X 20X TOTAL READING N 0 2 3 J. OX 17X 25X 58X 12 31 .1 TOTAL READING N X 1 0 _____67. 1 0 ____63.2_____ TOTAL MATHEMATICS TOTAL LANGUAGE N 4 2 4 X N X 1 0 58,3...... BASIC BATTERY N X 1 0 ____53. 1 SCIENCE N 1 0 53.7 1 0 56.9 SOCIAL STUDIES COMPLETE BATTERY N N 'k 2. 4 6 _9X______ 18X 27X 19_.__ 45X 22 .38_7_ 33X 17X 33X ________17X 4 4 . e ___ 12 51 .8 TOTAL MATHEMATICS N X 8___36X___ 5 7 23X 32X . 2_____9X ... 22 59^ 33X 33X 2___17X .. 1 2 48.0 TOTAL LANGUAGE N X .. .Q____36X 6 5 27X 23X ____3___14X____ 22 54. 9 0 4 4 4 IB 40.7 OX 33X 33X . 33X BASIC BATTERY N X - 4........18X 27X 27X 27X 22 48.7____ 1 4 3 4 8X 33X 25X 33X 0 2 3 7 OX 1 7X 25X 58X Q 4 2 6 OX 33X 1 7X BOX 1 B 41.8 12 35.8 1 2 39.3 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 3 7 6 6 14X 3ex 27X 27X N 2 5 7 8 X N 22 4 6.9 22 44.0 9X 23X 32X 36X 4 6 4 8 1 8X 27X 1 8X 36X 22 47.3 i-: I ,f I I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 518 I L- SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL ' 3 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i'l Percentile SuaiBery N X N X N X N X N X N X N X  H I 76 50 26 01 99 75 49 25 0 1 0 0 ox 1 oox ox ox 0 1 0 0 ox 1 oox ox ox 0 1 0 0 OX 1 OOX OX OX 0 r 0 0 OX '1 OOX OX ox 0 0 1 0 OX OX 1 OOX OX 0 0 0 1 ox ox ox 1 oox 0 0 1 0 OX OX 1 OOX OX I i i-*f r\nNunber Tested Mean Nat'1 NCE 1 1 1 1 1 ALL OTHER Percentile Suaeary 51 . 1 51 . 1 61 .7 54.2 41 . 3 1 1 29.9 48.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N r p 76 50 26 01 99 75 49 25 0 OX 1 10 ox 0 0 OX OX I  I 0 ox 1 1 oox 0 0 OX OX OX 1 1oox 0 0 OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 oox ox 0 0 0 1 ox ox ox 1 oox 0 0 1 0 ox ox 1 oox ox Number Tested Mean Nat'1 NCE 1 1 1 1 1 51.1 51 . 1 61 .7 54.2 41.3 1 1 29.9 48.9 .1 I 53I I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri button J6481 M6BYSC I 0/07/91 PAGE 519 H SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I' I, I'\" I. PF' r' n\nt\u0026gt;v bl Percent lie Summary N N Z. N N Z. N N N i I _____ 50 26 75 49 01 25_. _2. 7 7 1 1 _7%. 26% 26% 41% n. 6 8  AtX_________10____37% 22% 30% 7% 8 6 3 30% 22% 11% ___6 8 6 7 22% 30% 22% 26Z. 4 9 7 7 15% 33% 26% 26%  1 8 1 0 7% 26% 30% 37% 5 8 5 9 19% 30% 19% 33% Number Tested Mean NatJ_l_NCE. 27 AO.* 0. 27 _59^,2,___ 27 _56.1 27 49.8 27 48.0 27 43.7 27 48.3 ! I 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution HJ64S1 M6BYSC 10/07/91 PAGE 520 '1 Sb k- 4e. 37 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 4 BLACK FEMALE Percent 11 Sunaary 50 26 75 49 01 _^.25 Nusber Tested TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X N X N X N X N ! - I I I _a_ 3 3 ^.2X 33 X 33X 1 IX Z 1 0 22X 1 IX OX _5___56X____ 2 S. Q 22X 22X 4___44X 2 3 OX_________0 22X 33X OX 2 4 2 1 22 X 44X 22 X 1 1X 2 4 2 1 22X 44X 22X 1 1X 3 4 2 0 33X 44X 22X OX 9 Mean NatJ.l^NCE________55.6 . BLACK MALE TOTAL READING Percentile Suaaary 50 26 75 49 as___ Number Tested _____Mean Nat * 1 NCE ALL BLACK Percent 11 Sunaary _ 76 _-.-a9___ 50 26 75 49 ____91_-^ 25. Nuaber Tested Mean Nat * 1 N1 N X 9 .6 6.1_._ 9 __69_.5 9 62.8..__, 9 53. 1___ 9 57.6 3 61.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N 1 5 0 14X 71X OX 4 2 1 _J____L4X ..57X 29X 14X 4 Z 0 ____0_____OX____ 57X 29X OX ____1__ ,14X 4 Z 0 1 57X 29X OX - 14X____ 2 4 0 ..... 1 29X 57X OX 14X 3 3 1 0 43X 43X 14X OX 4 0 1 57 X 29X OX 1 4X 7 57^3 7 68.5 7 67.2 7 64.0 7 58.9 7 65.6 7 64.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X N ._-3 ^A9Z_________10____63Z__________9____56Z . 8 3 SOX 19X 4 2 25X 13X ____2___13X_________^0, 16 .56.2 1 6 67.2 4 2 25X 13X 8 _ 50Z____ __________I_____6Z 1 6 .68.5___ 4 3 .... 25X 1 9X _ 4 8 2 2___I3Z 25X_____ SOX 13X 5 7 3 1 31 X 44X 1 9X 6X 7 6 2 1 44X 38X 1 3X 6X 1 6 63.3 . 1 6 ._ 55.6______ 1 6 61 . 1 1 6 62.3 'I i i:.i .y 10 'J 't I -I .:6 -I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE ttJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 521 COMPLETE BATTERY Percentile Sunnary 76 'so 26 01 99 75 49 25 Nuttber Tested Mean Nat'1 NCE N Z N N N Z N N Z N 3 8 3 2 19Z 'soz 19Z 13Z 1 0 4 2 0 63X 25Z 13Z OZ 9 4 2 1 56Z 25 Z 13Z 6Z 8 soz 4' 2SX 3 1 19Z 6Z 4 8 2 2 25Z SOZ 1 3Z 13Z 5 7 3 1 31Z 44Z 1 3% 1 h 2 1 44Z 38Z 1 3X 6Z 1 6 56.3 1 6 67.2 1 C 68.5 1 6 63.3 1 6 55.6 1 6 61 . 1 1 6 62.3 i| i   I ,1 BB.1 I h -r I J-  1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE *J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE see COMPLETE BATTERY Percontllo Suaaary 50 26 75 49 0 I 2 5___ Number Tested Mean Nat *..l .NCE UHITE MALE Percentile Sumaary 76 - 99___ 50 26 75 49 _01 .25.___ Nuabe Test ed Mean Nat*1 NCE ALL UHITE Percentile Suaaary -._.76-r_99 50 26 75 49 01 - 25 Number Tested Mean. NatJ.JL. NCE. N N X N X N X N X N X N X 0 0 1 0 1 _ _ox bx 1 oox - _ox ___ TOTAL READING N X 0 1 0 0 1 0 0 1 ___62.3 OX___ 1 box ox _______0______QX 1 55.3 TOTAL READING N X .0. 1 1 _GX SOX SOX ...,Q_____0X_ 2 .51^4____ ox 1 0 ox ox ox ___ TOTAL MATHEMATICS N X 0 1 0 ox _ 1 box ox 9_____OX 1 52.6 TOTAL MATHEMATICS N 0 2 0 0 2 ._..57..5. X _QX 1 oox ox __ox 0_ 1 0 0 1 OX 1 OOX OX OX 0 i 0 0 1 .. 57.5 TOTAL LANGUAGE N X _0 0 1 . 0 1 36.5 OX i 66x ox OX 0 0 1 0 1 48.9 BASIC BATTERY N ox ox 1 oox _ ox____ TOTAL LANGUAGE N X _0_____QX^_. 1 1 0 2 SOX 50X OX 0 1 0 0 1 50.0 ox 1 oox ox ox BASIC BATTERY N X _.Q____ OX 2 0 1 OOX OX 0____ OX 2 53,8 OX ox 1 OOX ox SCIENCE N X 0 0 0 1 1 29.9 OX OX ox 1 oox SCIENCE N X 0 0 1 1 OX OX SOX SOX 2 39.4 0 1 0 0 1 64.2 OX 1 OOX ox ox 0 1 0 0 1 57.5 SOCIAL STUDIES N X 0 0 1 0 1 44.1 OX 1 OOX OX OX COMPLETE BATTERY N X ox OX 1 oox ox 0 0 1 0 1 45.8 SOCIAL STUDIES N X 0/. OX 1 OOX ox COMPLETE BATTERY N 0 1 1 0 OX SOX 5 OX OX 0 1 1 0 OX SOX SOX OX 2 54.2 2 51.7 zt1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 523 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N N X N 76 -.99___ 50 26 01 75 49 25 ___0._ 1 6 4 OX 9X 55X 36X __1 1 7 2 ___9X.. 9X 64X 1dX ____1__......9X_________Q 3 5 2 27X 45X 18X 2 5 ox_ iex 45X 4___36X, 0 0 4 7 OX OX 36X 64X 0 3 7 1 OX 27X 64X 9X 0 2 5 4 OX 18X 4SX 36X Number Tested _ .Mean Nat.Cl. NCE._ 11 ____37.. 5____ 11 46..0.. 1 1 ..45.8____ 1 1 42.1 1 1 ________31 .8 1 1 46.2 1 1 40.9 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X 76 50 26 99 _ 75 49 1___ 6X_. -Ot - 85. . 5 2 31X 13X __8.....5PX 2 8 3 3 13X BOX 1 9X t9X.._ 1 8 6 1__ 6X BOX 3dX 6X 1 7 6 2 6X 44X 38X 13X_ 1 4 5 6 6X 25X 31X 38X 3 6 5 2 19X 38X 31X 1 3X 1 5 7 3 6X 31 X 44X 1 9X Number Tested Mean Nat'1 NCE 1 6 42.1 16 ._5k3 1 6 __A3.1 1 6 47.3 1 6 43.4 I 6 53.3 1 6 47.6 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N N X N N X N N X N . 76. -_.99_. 50 26 75 49 ____1_____JX____ QI - 25____ 6 8 22X 30X ..._3.___11X,._ 9 10 18.. .44X 33X 37X . . 1 1 1 1 5..._19X 7X 41X 41X 1 9 1 1 6 . 4X_..... 33X 41 X 22X 1____4X_ 4 9 13 15X 33X 48X 3 9 1 2 3 1 1X 33X 44X 1 1X 1 1 1 2 7 4X 26X 44X 26X Number Tested ____Mean.. Nat LI NCE 27 40.2___ 27 _____49^.1_______ 27 _____48.,1 .. 27 45.2 27 .... 3Q.1 27 50.4 27 44.91 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 524 I SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X .1 i 76 50 26 01 99 75 49 25 1 7 9 1 2 S4X 31X 41X 3 '1 i 1 0 5 J OX 16% 34X 1 7X _2 1 S 12 3 7X 41 X 41 X lOX 1 1 1 1 1 6 3X 38X 38X SIX 1 4 1 0 1 4 3X 1 4X 34X 46% 3 1 0 13 3 1 OX 34X 45X 1 OX 1 8 13 7 3X 28 X 45X 24X I f  I Number Tested Mean Nat*l NCE S3 41.0 S3 49.7 29 48 . S 29 45.8 36.7 29 50.7 3 45.3 1 .1 ..I-  I iI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 525 -I T J .1 'i SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary N X N N N X N X N N X ' I r 50 26 01 75 49 25 ____ ... 1 ._..1 IX. 4 1 3 44X 1 1 X 33X 5 i 3 0 .56X 1 IX 33X OX 3 2 4 0 33X 22X 44X OX 3 2 4 0 33X 22X 44X OX 3 1 1 4 33X 1 1 X 1 1 X 44X 4 1 2 2 4-.. 1 1X 22X ZZ'X 3 2 3 1 33 X 22X 33X 1 1 X Number Tested 9 Mean Nat2.1._NCE_______49.9 BLACK MALE TOTAL READING Percentile Sumaary 76 50 26 93 75 49 ___01 - 25 Nuaber Tested Mean Nat * 1 NCE ALL BLACK Percentile Suaaary ... 76 50 26 _01 - .99____ - 75 - 49 - 25_ Number Tested _ Mean Natll.NCE n N X 9 . . 66,- 5____ TOTAL MATHEMATICS N X 3 TOTAL LANGUAGE N 9 ___58.4____ BASIC BATTERY N X 9 47.4 9 57.3 9 57.3 SCIENCE SOCIAL  STUDIES COMPLETE BATTERY N N X N X _ 0 1 1 _4 6 40.6 OX 17X 17X 67X-- TOTAL READING N X 1 5 2 33X 13X 1___47X_ 15 .46 . I. 3 0 2 1 SOX ox 33X 17X 1 a 2 1 7X 33X 33X t____17X .. 2 1 0 3 33X 17X OZ _50X 2 2 0 2 33X 33X OX 33X 2 1  1 33X 17X 33X 17X 2 1 1 2 33X 17X 1 7X 33X 6 59.1 \u0026amp; 47.3 6 47.9 6 50.4 6 52.7 6 49.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X ____.0___53X____ 1 5 1 7X 33X _ 7X _4_...27X 4 6 1 e7X AfiX 5___33X 3 4 3 2 OX 27X 20X 5 3 1 6 33X BOX 7X 40X 6 2 4 3 4 OX 1 3X 27X 2 OX 5 3 4 3 33X 20X 27 X 20 X 15 ____63.5._. 1 5 ______55.2.,, 15 54.2____ 15 48.6 15 55.5 1 5 54.0 HB n1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 526 ! , I- 1 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary . 76 ^.95. 50 26 75 49 Qt ,.Z25 Number Tested Mean NatM. NCE__ ALL OTHER N % N X N y. N X N N X N Q_____OX___ 1 0 0 1 ___62.9 Percentile Sumnery J k I 76 50 26 99 75 49 01 -..25_ Numbe Tested Mean Nat1 NCE__ J-------------- .\nr~ '! 1 OOX OX _0_____OX 1 0 0 1 ._52,t TOTAL READING N X 1 0 OX . 1 OOX OX 1 OOX OX OX _ 0____OX 1 0 1 oox ox Q_.. _ O''- 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 ox 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 OX 1 OOX OX OX 1 1 1 1 1 .....59.9..... TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 58.1 54.8 63.5 59.3 BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X 0 1 0 ._.0X____ idox ox __0____ OX.......... 0_____OX _ 1 0 .__..o. 0____ox 1 OOX OX OX 0 1 0 0 OX 1 OOX ox ox 0 1 0 0 OX 1 OOX OX OX 0 1 0 0 ox 1 OOX ox OX 0 1 0 0 ox 1 OOX OX OX 1 1 1 1 .62:9 __52.1 59.9 58.1 1 1 1 54.8 63.5 59.3  j 01 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 527 SCHOOL: GRADE: MITCHELL INCENTIVE SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N....  X N X N N X N X N X N 76 50 26 01 99 75 49 25 1 6 2 7 6X 38X 13X 44X 8 2 5 1 5 OX 1'3X 31X 6X 4 \"5 6 1  31 X 38X 6X 5 31 X 4 2SX' ___5 4 4 3 25X 1 9X 1 6 31 X 25X 6X 3ex 6 3 4 3 1 9X esx 1 9X 5 4 4 3 31 X 25X 25X 1 9X Nuaber Tested Mean Nat * 1 NCE 1 6 47.2 16 62.8 1 6 55.5 1 6 54.5 1 6 49.0 1 6 56.0 1 6 54.3 I It# MIT CHELU. ELEIVIE3SrTA.R Y IlHEEOVEMEISIT EL-A-ISI T992-93 DISTRICT MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. will provide\n2) To that end, the Little Rock School District (1) a program of basic education for all students\nthat address the special needs of students (2\nprograms ------- ------- . . (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. program of studies, each student will and will learn and appreciate responsibility and .inities Through an crganizea experience academic succes productive citizenship. PHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT sound and comprehensive philosophy, based on the personal and jcaticnal needs of students, is essential to a viable and effective public school program. The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the present and future programs of the district are being developed. The school district instructional and supportive programs should: 2. Se designed, organizedanC implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. Emphasize and continually reinforce the values of our democratic society, worthy citizenship and ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. 4. Reinforce positive goal-oriented learning by and rewarding student systematically recognizing success at all levels of achievement. 5. 6. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers. A 1.DISTRICT GOALS 1 . To Increase educational achievenient for emphasis on closing disparities in achievement. 11 students with specific 2 . To establish climates of educational excellence in all schools through: a) providing equitable educational opportunites for all students in a desegregated learning environment b) c) d) enabling all students to develop a lifelong capacity and love for learning leading a student to be productive contributors in the school, the community and the workplace providing a disciplined, structured learning environment all students 3. for To enchance human relations skills for principals, central office adminstrators. teachers , and BUILDING GOALS: 1. The number of students demonstrating mastery of basic skills competencies will increase during the 1992-93 school year as measured by the AMPT and Stanford Achievement Test in each of and these curricular areas: math, and science. reading, language arts, social studies, o A safe and orderly climate will be established to ensure the safety and well-being of the students as well as the quality of their education. 3, 4. To secure Mitchell for the safety of students, staff*\nand parents. Parental involvement will increase during the 1992-93 school year.mission rrATEMENT MITCHELL ELEMENTARY SCHOOL We, at Mitchell Elenientary School, recognize the uniqueness of each student. We believe we must 'enable all students to develop all that makes them unique to the maxirnum of their abilities. we believe that Mitchell Elementary School should create an environment which encourages cur children to develop as thinking. caring individuals. We provide learning experiences that stimulate our students to coninunicate their intellectual, emotional, social and creative strengths in speaking writing, cind listening. We believe a. positive self-concept is of great importance'in the development of each student\ntherefore, we encourage each student to have worthwhile goals, self-discipline, concern for his fellowman and a dedication to our democratic.way of life. /GLthouoh we realize that our goals and objectives must be flexi ble so that our students will be prepared for a constantly changing society, we also realize that malting our philosophy compatible with that of the Little Rock School District is essential in order to assure continuity between Mitchell and other schools in the District  ** expecially when our students leave our school and transfer to other elementary schools in the District or go onward toward the secondary level of learning experiences. -It is our intention to do all in our power to assist our students in learning how to best serve themselves as well as their community. oMITCUELL ELEMENTARY SCHOOL OBJECTIVES The objectives of Mitchell Elementary have been formulated to give each child the opportunity to learn, grow, and function in his present and future environments. Develop positive self-concepts. Develop the student's capacity to discipline himself to work, study, and play constructively. 3. Develop the social skills necessary for adjusting and adapting to our ever changing world. A. Encourage mutual respect and concern for others. 5. Provide situatic.ns in which problem-solving skills are encouraged. 6. Increase efficiency in all areas of instruction. 7, Enhance an appreciation for the multi-cultural heritage in our world. 8. Provide opportunities for creative expression in speaking. writing, and listening. 1. 9. Encourage each child to recognize his responsi-  bilities as a citizen of the community and country. 10. Provide opportunities for exposure to enriching experiences in and 'around the community.ASSESSMENT/ANALYSIS of LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOAL An assessment of the 1991-92 school year at Mitchell Elementary can on ly be considered through an understanding of the changes that Our school occurred in our population from the previous two years. population increased fifty-one (51) per cent in 1991-92 over the population of the two preceding years. What that meant for us is that, effect, we were working with an entirely different group of students, that information even further we had more new students to in To illustrate Mitchell at some grade levels than 'we had returning. Additionally, students leaving Mitchell was not a What these numbers even more significant is that sixty three (63) per Mitchell last year entered reading below rade we factor -in these numbers. makes cent of those students enterin grade level. o While a lot cognizant of the need academic achievement. or progres occurred, we are extremely we We must address to move Mitchell toward high incorporated the effective schools have and , on the mastery in particular, will forcu correlates into our plan, of basic skills, a safe and orderly climate as well a involvement as we work with our students. parental Students in grade (85) per cent mastery three achieved eighty-fiv six pass rates did not meet the minimum state standards on any'^ea oV the teSt.-----STS' UXpH'CL.rhis performance to improve tlTT^yearu----duf atCAdhed plan conc'entrates largely on strategies for the mastery of basic skills in the following curricular areas: reading, math, language arts, social studies and science. While, we believe the large number of new students last year functioning below grade level hampered our performance, we are equally confident our combined efforts with a constant population and .our newly revised on the AMPT. tlrtKyear. in grade TTS' uxpyeL this year coupled curriculum will yield significant improvement. Each grade level at Mitchell scored considerably below the national ayera^ on the Stanford AchievemerTL ThiJ' maj diJuppiJTiitii'ij, Lu uur s'cRooi, particularly in light of* our steady gains during the three preceding years. Again we were working with a remarkably different Additonally, the change in test and format of the test administered added to our decline. students, and population. 1 d t\nL. Our school staff, parents feel confident our concerted efforts will move our students forward during the current year. sense of ownership and pride is critically important to a learning environment. This, of course, the influx of students from many different areas, must develop over time. school's With the achievement of this,.goal was difficult, but it was realized. Visitors to Mitchell often commented on the positive feeling tone observed and felt throughout the building. Monitoring visits'often reported climate as a strength. While we had nine (9) out of school suspensions, increase was only proportional to the increase in membership, many new students came with a history of behavior problems. the Additional 1y It is cleardid impact behavior positively, watch as the various factions unified group. This factor will greatly assist in understanding of cognitive to emphasize strategies for building a to see w rewarding to We continue Additionally, it was of students melded into  information as we begin and orderly climate in thi plan. a the delivery and the 92-93 positive, year. saf e, are strategies identified needs and accompanying the overall success of our students. to ensure that each student masters the basic skills in an All of our instrumental in It is our goal tudent environment that supports each student's strengths. We expect our school improvement plan together with the newly revised curriculum will ensure our success. fTARGET: OUTCOME\nIMPRO VEMENT ri^N To iirrensR etiiraticrHl addec'Einnt for all students yith special cglYisis at rcaling.________________________________ He nuiiisr of sbilnts at Mitchell Sdwl doimstrating mastery of basic skills axi ccmpetencies will increaso ciiring Ue 1992-93 school year as nEasured by the AMT and Stanford Achiewerngnt Test. actions RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMEITT EVALUATION DATA Students \\flll be assessed to detetnrirE strengths and weaknesses as \\11 as their instnicticnal lecels in reading utilizing the Principal dassroon Teachers Reading Specialist August 31- Septaiter 15 Rearliqg Specialist ass FtoFiles foUadrig resources: -Stanford lest Results -Reading PLacaient lasts -IjeadET made diagnostic tests of skills tested cn Arkansas Mininun Fferfcrmance Tests -i-Jriting sanples -leadTer observaticn Stud3Tt Bducaticnal plans will be cfe\\lopQd by eadi edassreon teader in cooperatiai with paroits, .qperifllists, as W^ as tte building principal and irdividual student. Qassrocm Teachers Specialists Principal Ihcents Students Ajgust 31- Septenter 25 Developing EEfecti\\e SEP'S Developed SEP's Student Itogpess TaadTers will de\\^il3p teadiing strategies to targpt deficit areas. Principal Staff AjgLBt 31- Cpgaing Iteading Dept. Curriculun Guides Curriculun Training Abacus Training AMT Staiford 8 Teacher Gbsen.aticn 1 I i1 TARGET: OUTCOME: ACTIONS IMPROVEhlENT riAN To increase edratinrol adTievaimt for all students yd th special enphasis on i oading.________________________________ The nnter of students at MitdEll Sdrol daimstrating mastery of Insic skills \u0026lt;and coipetcncies will irarease during ths 1992-9.3 school year as neasired ly tlie AMPT and Stanford Adiievoimt Test. RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA leadTerB viill review test results fcr students failiii\nPrinciFol Staff Sqjtenfcer 18 AMPT results Axidanic Soils Plans areas cn the Arkansas MLniiam DerfccmaToe Test and develop academic skills plans as needed. Teachers will road aloud to their stufeits cn a regular basis to madel reading for their students cni help them develop an appreciation for literature. l^oi ingA-ti t ing experienoe win be interrelated. All classroom teachers will inplanent the LEAR program in the classrocm schedule. Oassrocm Teadiers ^Ecdalists Classrocm Teachers Ffedia Specialist Reading Specialist Roncipal leadTets Argust 1992- (Igpdig Argust - Chgpiig Septaer 1- Cb^ipg Literature bocks Ifedia Specialist COrridiluii Training tteading Specialist (IPC) Library Student Process Principnl Gbservation Lessen Plan Ecdes Student Progress AMPE Scores Stanford Test Student ProgressTARGET: OUTCOME: ACTIONS IMPRO VEA/ENT PJAN To irare^vie edrmticml adiievarent for all, students yith special onpirifns aTreahi^G------------------------------------------------- Te ruiter of studcaits at Mitchell SdraL demonstrating mastery of bcsic skills ard conpetencies will increase during the 1992-93 sclrol ypsr as measured ty the A^PL and Stanford Afhiexonent lest. RESPONSIBILITY TIMELINE RESOURCES STAFE DEVELOPWEITT EVALUATION DATA Students in grades ore and two diall have reading twice a d^. (L. Art block ard agpin in content area.) All students shall read a tirinumn of 4 literacy selections fron tlie Ore Literature List.. Elect-lb-Read readathen as well as otlier reading prorotions will be held throu^xut Che year. The ptincipal will make instruction the majr focus and will observe teachers a nuninun of ei^ times allowing for more collaborative supervisicn. Students will week in confute c lah three times a week cn progcaiB desagped to assist stutots in the remediation of ddlls as well as increasing Inkier level thinkiiTg skills. ____________ Grade 1-2 leachers Principal Teachers Reading 5^TPria1ist ifedia fecial i st Staff Principal Mncipal CoTfuter S^ialist dassrocm leachers Septenisr- Q^pdng Septentea?- Chgaing October,1- Chgaing AigiBt 31- Chgping Aygust 31- digping Literature Lists/CUrriculur Ftrlia Center ELsct-Tc-Read Pronotiai materials Ourriculun IrairriiTg . Increased adiifi^'enrait Increased afdjsvnTBit Increased achievaient Greater partidpatlcn in reading for enje^nent Record of teadTer obeervatiais Eicreased adiiewmsnt lixxeaaed aehievement ..J r1 TARGET: OUTCOME: ACTIONS IMPROVEMENT PLAN To increaga edraticnal adiig.engnt\nfor all studenLs ynlh special nuim-is cn realiry. The rrmber of studaits at Mitdiell School doncnstratiqg mastery of basic .ski 11: 1992-93 school year as measured ly the AMPT and Stanford Adiievarent Test. atl canpetencies will inersase Airing tl^ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA PAL teader will wok with classrmn teachers to cocr- dinate effertd to ensure the optimal delivery of services to stvdents. Cross agp/peer tutcring tall operate thrai^rut the instructienal pcogran. Thstrueticnal aides will targpt stuAnts who are in greatest need in reading. Teaders will Identify the leaniirg styles of Uieir stuAnts and utilize this infocmaticn fee instructim. PAL Teadiers Principal CLassroon Teadiers Rdncipal Staff Reading Specialist Cbmsalor CLassroon Teachers Insttuctional aides Classnxm leaciTers Ajgust 31- Septaiier 15- Chepiog Septente 15 Septaiier 12- Qi^ing iffiists Reading Socialists Learnirig Stylet Inventcry Student Pepgpess Test Scores StuAnt Etx@:ess (. Tutoring Tips for Instructior^ aides Student Progress histructional aide Reoccds Intentccies cn file IrRentcries cn file1 TARCETI': OUTCOME: IMPRO VEMENT PLAN To incren:^ educational adiievnnent for all students ^-dth spxdal aiphasis ------------------------------------------------ Tie miter of stucfents at Mitchell School denmstratirig mastery of basic dcills and canpetencies will increase clilng the 1992-93 sdcol year as maasured by the MT and Stanford AiucM^irnt Test., ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Schxl-wide Ebstal Service \\dll be inpLanented to lnp33\\e larigLHgp arts skills as well as to unify the student body tluxr^ a sdtolwide ocnnirricaticri system. Studants will be. gi\\^ frequent oppcctmites fcr interacting with each other regprdirg literature selections. Selected students will provide infamatlm throj^ die school interccm about books/sslectims d-Ey would reconiEnd. Reading Specialist Ffedia SpecdsUst C. Quin J. Calhotn K. Cafe  Principal Oassroaii leachers Special j.Sts lYincipal K. cede Teachers Studaits October 15 ChgpuTg /ijgust 31- ChgDing Septeiter 14- Qlgaiiig U.S. Ibst Offic! Eeudepirig a sdiool-irzide Ebstal Service Media Center Increased ad-iifiVHisnt Increased achreraenC Increased interest in readiiTg Student Progcess t1 TARGET: lb incrensg Hie ruiter OUTCOME: .aetoal ACTIONS StuintS wUl be assessed to determine strengths and weaknesses in math utilizing the AMT, Stanford Tiest resiits together with teader cteervaticn end other assesenent criteria. bbrofulati'ves will be usad extensively to teadi nathanatics across all grade levels. JMrROVEMENT ELAN edLcatiaH-l adiievEment: foe all stiAnts wlQi spacial oitj-asis in imth. will ijwaase diring tie W-93 of , at ^33jmdTyJl^-AtET-2Dd.2taifci^^ RESPONSIBILITY Oassrocm Teachers Ihth Specialists Principal Teachers ifath Specialist TIMELINE resources STAFF DEVELOPMENT EVALUATION DATA AjgiBt 31- Septaiber 15 AugLBt 31- Chgaing  Class Profiles Using Ihth ^fenipulatives effectively (Phth tfept./IK) Principal Cboarvatixn Increased adiievenent Cooperative learning teedniques will be utilized Principal Staff August 31- Cklgping 'linical Supervisicn /WI scares Stanford sccces by staff in woridrg with sttrients. All staff menbers will receive item specificatlcn cepdfis of aU objectives tested cn AMPE so that teadEcs can ensure skills are targeted. Teaers will utili2E a variety of technixiues to encouragp hi^ier level tiTirldng Keills with all students. Principal Principal Oassroon Teadiers G/r Teacher Ffatli St^ecialist Septenfcer 1 August 31- Chgcdxig ^fath Dept. (IKC) Tridi KtUingpw^rth (ffath Specialist Carver) Student Progeess lest llesults Principal obeervaticn Student achievaiEnt1 TARGET: OUTCOME: IMPRO VEh'IENT To intreasd edicatiord adri.evfnent fcr aU students crith special grTiiasis in matli. He rurber of students at 4g(ixx3L^on^as.uiEaam3ilyJ13S-A::EI-a^^ ^ti t-fjyl 1 (inwsttating master of tasic ddlJs and corpetencies will ircreass during the 1992-93 ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Specifie'.AMT objectives will be T-plrgged in the ccmpiier lab to determine skill mastery periodically. Oppqrtmities will be available during extended day fee increased atteition to dpfirlt areas in math. Stiiknts will select and use appropriate approaches and tools for solving ptoblare, inrliiding mental coiputaticn trial and erra, paper and pencil, calculator and cenputer. Ihl Teader will wade with dassrocm teachers to coordirate effects to ensure tie optimal delivery of services to students. Conputer Specialist asErocm teachers dassrocm leachers .Math Specialist Teachers Ibl Teacher Edncdpal October 15- Chgaihg Octeber 1- Chgoing Septser.l5- ttigring AjgiBt 31- Chgaing Irtreased test scores Increased achievement Ffeth Specdaldst (HC) Increased student ahrifivement Student Progress Test sccres) 1 OUTCOME\nACTIONS IMPRO VEMENT PLAN To increase educational achievenEnt for all stvrlents yith special oipfijsis qn social stuiias._________________________ ^nuto of studaits at Mitdiell Sdiool demonstrating mastery of basic skills and oorfctencies will increase Airirg the 1992-93 sdeeJ. year as evidenced by the AMT and Stanford Test._________________ RESPONSIOILITY TIMELINE RESOURCES STAEE DEVELOPMEITT EVALUATION DATA Biphasis cn activities that will nave stulents to (kma'strate attitudes and lahits (pride in gsod worknandiip, dependahility), and other skills that will assist the students in beccmirig productive participents in aacdety will occur. Principal Staff Ctigoirig liipnved self-esteem Stufait Progress c Zetivities to assist student\nin vrrierstandiog the roles plagpd by varicus racial and etlTiic grocp's in developdng a pluralistic society. s Staff Ctigping Stxrient Pcogpess Discussirg to lead students to apply critical thinking skiljs and knowledgp firm history to the deci si m making process. Principal Staff Gocnailcr Chgping Increased self-esteem Student progress 3CK will be utili2Bd in the delivery cf am'al stiriles ccntent. Taachers Septarber 15- Cheoirig Incxeased test scares I 1 T.ARCET: OUTCOME: ACTIONS IMPROVEMENT PLPvN To increasg educaticnal achievjnsrl' ftjr all stidents special gniiasis (yi socJal stirlies. Mitdell Scliool darmstratirg nostcry of basic skills and caipetcncics will ircrca^s durijK- tip cW-irV-vl T.rso- QO n* U-, i-l KYJlTKr __1 r..__e* .. rj ' 1992-93 schoQ], yaar as evjfaTaad by tic AMP! and Stanfcri I^t. RESPONSIDILITY TIMELINE RESOURCES STAFF DEVELOPMENT evaluation data The contributitns of Africai Aiecicans and other cultures will becoie an Integral part of the cucriculun throu^ tte use of Gore Literature Ifcoks, suipLemental textbooks a^ resource peakers. Rxihlan-based learning strategies tdll lirit the school curriculun to work, jobs, and a chance at a better life. Field trips related to curricular learning experiaxEs will be schaiikd to eo^and aid extend sCudenl i krowled^. Oassroon Teadiers vns Oassroon Teachers Specialists G/T Teacher Oassrocm Teachers s' October 1992- Cfcgaing Septaifcer 1992- Ct^ing Septenfcer 1- CfcgDing VIES Resource Speakers IhpxivGd avoreness of various cultures IncEeased achievencnt Record of Field Trips (O ITARGET: OUTCOME r ACTIONS JMPRO VEA/RNT ELAN To increase educational adiievanenl\nfor all shidgits with special oni-.r^is in scifincG.____________________________ 'D'e n liter of students at Mitctell School cbra-igtrativie nestery of basic ddUs err J oenpetaxies will increax during die 1992-93 school year as eviderced by tie MT and Staifccd Test._____________________________________________ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Test results vdll be examined to determine areas of greatest need. Staff Septaiber 15 lest results Ibeds identified ferm test results Individual inventcries of 6th grade students cn scierce concepts tested cn AlPT vdll be ccnpleted. Sixth Gfcade liaacher Special enpiiasis vail be plao d Ftincipal on providing learning experiences thcau^xut the curricular areas to prorote reading fee pleasure, protilem solving skills, demonstraticn learning, investigative projects, leal-wcrld learning and hand^ labcratcry experiences. Staff Septenter 15 Ctiaairg Ifesource Guides Garpleted inventories Stufent Prqgpess e V Ihtegcaticn of science ccnoepts vdth mere lends-tn scierce experiaxes vdll occur, ffire scienoe equtpiEn: Principal Classrran Teadxrs G/T Specialist Ajgust 31- Chgaiqg Currioulun Chide 3 Resource Student Progress AMT'Scores Observation Lessen Plans vdll be used to assist teachers in the delivery of instruotiai. I1 TARGET: OUTCOME: ACTIONS IMPRO VEMENT PLAN Hb nrixx of strricnts at Mi tdrill Sdwl cfaimstratixe mastery of basic .-idlls and ccrririeixifis wiil iivrease duniig tic 1992-03 scl-col year as evidfaioad by the AMT and Stanfccd Test. RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Sdcol-wide science fair Super Science Vfeekly will be utilized at all grade levels. Science centers will be utilized in all classrocms. Science cucriculim will be enpiesized throu^ extended day ptegram. Principal I^xil 15. Inservice with Lola fbrrltt (Carver Science Specialist) Student Ihrticipaticn Ejdrihi ts of Studait Projects leaders Science leachers Staff Principal Septoiber 15- CbgaiiTg Septenber 15- ChgpdiTg Septenber 28- Ch^ihg Increased interest in Science Increased test scores Student Progress Student Progress AMT Scctes Staaferd Soares 1 1 TARGET: OUTCOME\nACTIONS IMPROVEMENT PLAN To establida a climate cf edvraticnal exoellgnce,______________________,-------------------------...........------ A safe and orderly clinnte will be estsUieted to ensure the safety aai well-beipfj of the students as \\11 as the (Tinllty of their edjcatico.... -----------------......................................... RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Ihe principal and staff will utilise a variety of positive recogniticn strategies to erhanoe and prnnote student self-worth: -Positive phene calls -Positive notes -Stixtnt of the Itedc -Aadaiiic and Cit-12aTship Harr Rcdl  Hi^i expectaticns caxEmiiTg attendanoa and beipg on tine will be connrricated to students and parents. At risk studaats will be included as nmitocs, fire marshals, aitBssadccs, aid othsr positive redes in the schcnl. Students will receive canseling (vhole gretp, anall group, and in- dividal) to assist in the developTHit of self-wccth as well as pirohlem solving ati coping skills. Staff Staff Principal Cctnaalcc Staff Ffenters Goinselnr Ajgist 31- Olgplng Oigsing Aagpst 31- Qlgpihg Qagaing Rositixe bdaaxlcr So ident/Parent Feedback Letters to Parents  Extent Handbook Pecocd of students in activities Inpxived bebavicr c1 IMPROVEMENT PLAN TARCCT: OUTCOME: To establi.di a clirete of educational excellence, ____________________,_____________________________________ A safe and orderly climate will be estahUshed to ensure, ths afety and well-h\nirig of the stiriants as well as Hie qaaLlty of UiaU edratim.-------------------------------------------------------------------------------------------------------------------------- ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA The nintcring prolan will be expanded to include mote active participants. SJcecial activities/leaming experioices will be develped and inplemented to mete sPidents aware of their own vrriqiE cultural teritagp and imce avare of the diversity and nultiple perspectives of otlier cultures throu^ curricular infusicn. PecogiizB each porsn's birthdity over the intercon as well as witli a card. ^Bcial activities each 9 weeks for students cn citizariup honcr roll. Students will be given the oppcctvnity to participate CoLTBelcc Principal Principal Staff Ocunsslca: Staff in extra-ojrricLilar activitifii\nOTgaing Chgping August-31- Chgaing KbvHiher 1- Chgcdng October 1- Chgcdng VIES Principal Staff Hjltiadtural Ffaterials RecEtd of Ffentccs Bulletin boards di^pl^ Ibsitive school climate Recctd cf resource persons Increased sebf-^odh Ihpxwed cliuHte IirpTOvcd clinate Ibsitive student participa ticn that will Include: -QTesrleading/ii-ill lean -Science Club -School NswBpEjper 1 -Just Say No -Drara Club ! -St?. I 'ilUiT .ij.Dprans1 IMPROVEMENT PLAN TARGET: OUTCOME: To estah1di a cUirete of edir-aticnal excellence.--------------------------------------------------------------------------------------------- A safe and orderly dirate will be estdii^ to ensure tbe safety and ueU-beirg of the students as well as the qiHUty rf their eAcation.------------------------------------------------------------------------------------------------ ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA Bctensive strategies wlU be inplaiEnted to erhstice student/student interacticn. 1 Teadiers CoLffisekr Ajgust 31- Chgptibg Improved studait/student relatienshipe Districtwide Hjnen Relaticns Survey J.TARGCT: OUTCOME: IMrRO VEMENT PLAN Tn dilutes of eAcatlnm,! exceUenpe in all sdcqls. lb secure MitcfElI foe tie safety of students, staff, and parents. actions RESPONSIBILITY TIMELINE RESOURCES STAFP DEVELOPMEITT EVALUATION DATA Safety aid security drills yrill be inpflaiEnted cn a regular basis: -fire Drill -Torailo Etill -BuUet EtiJl -Reverse lire Drill Safety aid security buildingwide plan will be updated and djared with all staff (lenhers. - Principal Staff Principal Staff Ajgust 31 digpiuig AugLJSt 31 Qigpirig Inprc^ed performanoe ojrir^ restive occucrences Irrptwed respond to vrptedicahle occurenoes All LRSD Staff not tasad at MLtchell Jdll J\u0026gt;ear ic^tifioaticn tadgps. (Miintenanoe, bus drivers, etc.) LRSD Ahrinistrative August 31 Qjgaing Inpxwed Security AU doors to the main building aid auxilliary buildiiig wiU be kept locked, except the main entrance. AU guests and visLtors will enter the buUding thrci#i the frait entrance. Mrcipal Qjstodians Instructienal Aides AugLBt 31 Ctig3iJTg Secured baildJjTg Rdncipal Staff August 31 Chgripg Secured buildirigTARGET: OUTCOME: JMPROVER/ENT PLAN Tn Psrnblirfi rlimates of educat:icn4 e2C--llenoe in ai\nsdrolg.  lb secure Mitdiell for the safety of students, staff, and parents. actions RESPONSIBILITY TIMELINE RESOURCES STAFI- DEVELOPMENT EVALUATION DATA AU visiters and volvnteers to the building will sigr in at liTB office and r^iear visitcr/guest badgps. Principal leaciiers Augjst 31 Secured biiiding AU dsors to classrocms with glass will be kept clear. Principal Tfiadiers Ajgust 31 Secured building I 1 TARGET: * OUTCOME: lb inoJBase parental ccmntilty actions terent Ibndbocks will be distributed to all parents. Rrrent Ni^ will be held to ergpxkr parental sn^xxt foe tie year. terent Seminars (1 per 9 vedcs) will be held to assist parents with ^dlls for building self-esteem AS ^11 as nntivaring theic chilciren. Learning letters fee parents cn a variety of educaticnally- related issues wUl go Ime edcly. Check Lb Out Day each nine wedrs fcr paiEnts to visit school. IMPRO VEMENT PLAN invoKgrgit at btitdisU. ELementary during 1992-93 school year^ RESPONSIBILITY TIMELINE resources STAPH DEVELOPMENT EVALUATION DATA Principal Principal Principal Oxreelcc ferent Ifendbock SepteniET 8 tfavaiber 1- Chgaing Navenber 1- Chgping P^C VIPS teccid of parental attendance Ibrent Feedtack Eferaital Attendance tene visits will be utilised by all staff maibers to er^der parental iiKrolrement, Staff Septenfcer 28 Chgping [fecord of hmc visits teoogaiticn of Itont of tte nonth. Tfiaers OairBsloc Septenber 30 Chadng tecord cf arardsT.ARGET: OUTCOME: actions IMPRO YEMENI' ELAN Th irY^ mtoiral caminltv irrolx^mL at.MitcfeU Elgnentary Ariiy, 1992-93 sdwljg^ RESPONSIBILITY TIMELINE RESOURCES STAFF DEVELOPMENT EVALUATION DATA * 1 Teachers will assess and utilize the talents and resojcoes of jBcents and schxl patrens ty foonal and infcunal to aid in developdng a rescurce directory. dasstoon Teadiers Principal P.TJL Ctmseloc Septenter \u0026amp;- Ch@3ihg Ccrrpilatien of school-wide resource directccy Priiripal's Ifesitive Hxne (hl Is. PcincitHl Tiaachets Ajgjst 31- . Ctgaiiig Reoocd of time calls PTA bfaifcerdTip Hl will a PEA Beard Etwcifal AjgLBt 31- CtT^:ing . Record of atterdanoe njiter of strategies will be anplDyed to encouragp attendance at parent neetingslODM Visits to LRSD Schools, Opening Days 1994 Mitchell Incentive School We were pleased to note that:  The interior of the building had been freshly painted in a blue and white color scheme that coordinated with the carpet installed during the spring of 1994.  The school's new creed was prominently displayed in the foyer.  New carpet had been installed in the second-floor hallway.  Students were well-behaved and friendly. We also noted some areas needing attention. ODM observed several of these same problems during our May 1994 visit to the school and documented them in a letter filed with the Court on June 2, 1994. The problem areas now include:  Exterior paint was peeling badly around the second floor windows.  Extensive roof leaks had caused great damage to the ceilings and carpet in both the reading and math labs. These leaks began over a year ago.  The library also had a serious problem with a roof leak that has left a gaping 4' x 3' hole in the ceiling.  Window screens were missing.  Exterior doors badly need repainting.  Florescent lights in the cafeteria were missing their covers.  Part of the campus fence was in such a poor state of repair that passersby had easy access to the school grounds.  Work that should have been completed before children returned to school was left unfinished. Painters still had work to complete during the first week of school, and the contractor had not begun work on the re-roofing.5 ^11 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 24*\u0026amp; Battery Streets Phone 324-2415 Little Rock, Arkansas 72206 May 12, 1994 Dr. Henry Williams LRSD Superintendent 810 W. Markham Little Rock, AR 72201 PEC r3ST\\ NT,!-'! 7 MAY 17 199A Dr. Williams, OflicQ of Desegrei: h. 'J We, the undersigned have drafted this letter in response to the article in the Arknasas Democrat-Gazette, dated May 7th, regarding principal assigments. In reading the article, we found that our current principal. Dr. Samuel Branch has been reassigned and we're writing to let you know of our displeasure with this news. Dr.Branch has come to this year, from an institution of higher learning, far removed from the atmosphere and operation of elementary school. We want to let you know that we feel he needs at least another year at Mitchell School, before being moved, for two reasons:!) it sends a message to the community that our school is an unstable environment for students of any race and this thinking impairs our ability to recruit and 2) we would like for him to have an opportunity to perform the duties of a principal to the best of his ability since we trust that he was assigned to Mitchell initially for his ability. He has spent this year learning the ins and outs of the fairly complex Little Rock School District system. We wish to let you know that we want to give him a chance to utilize his strengths as an administrator. us, year an Please consider giving him an opportunity to do just that. Sincerely, Mitchell Elementary Parents cc: Judge Weber-WrightOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 June 2, 1994 Fli-eo, eastern district The Honorable Susan Webber Wright U.S. District Court, Eastern District of Arkansas P.O. 3316 Little Rock, AR 72201 JUM - 2 139+ Bl/:. OEP CtERK Dear Judge Wright: During the process of monitoring the six incentive schools in the Little Rock School District (LRSD) this year, we recently concluded visits to Franklin, Garland, Mitchell, Rightsell, Stephens, and Rockefeller. We are presently preparing a comprehensive incentive school monitoring report that will include findings based upon ese on-site inspections. During our May visits to the incentive schools, we noted problems with the Franklin and Mitchell facilities that alarm us. Because our complete report will not be published until later this summer, I am filing this short, preliminary report to alert the Court and the parties to conditions at Franklin and Mitchell that need immediate correction before staff and students return to those buildings next school term. The comments are excerpted from the draft Facilities Section of our incentive school report and, therefore, include our positive observations as well as notations describing conditions needing prompt attention. The LRSD is presently petitioning the Court to close Stephens Incentive School, citing the declining condition\" and \"structural problems\" of that facility as among the reasons for seeking to close it. By immediately tending to needed repairs at Franklin and Mitchell, the LRSD will be able to prevent declining conditions that could lead to structural problems at those two buildings. Quick attention to facility needs should help the district avoid any appearance that it is failing to maintain incentive schools as a basis for eventually closing them due to deterioration. Sincerely yours, Ann S. Brown Enc. CC: All Parties and Counsel of Record ODM Observations of the Facilities at Franklin and Mitchell Incentive Schools When the monitors visited the incentive schools in the spring of 1993-94, we noted several problems with the facilities at both Franklin and Mitchell. Below is our description of the conditions we observed at those two schools, followed by a summary list of problems that require immediate attention. Franklin: The Franklin facility has deteriorated visibly since the last monitoring visit we made during the 1992-93 school year. The roof leaks that have plagued the school for years persist, leaving damaged ceilings throughout the building. Gaping holes mar the cafeteria ceiling, and the ceiling of the principals office collapsed a few weeks prior to our visit. Rainwater also floods under doors into one office and a classroom on the third level of the building. On the first level, both ceiling and floor tiles have deteriorated and are unattractive. Walls throughout the interior are grubby and unattractive. The Franklin custodians have spot- painted some walls, but the spots stand out conspicuously because the new paint does not match the old. The district made several improvements to the schools exterior during 1993-94. Workers removed some old, dangerous wooden equipment from the playground and replaced it with more modem equipment salvaged from Ish Incentive School, which closed at the end of the 1992-93 school year. Four-year-olds received an additional climbing structure in their play area and the assistant principal reported that the PTA and Student Council were working cooperatively on future projects for playground improvements. Mitchell: Our previous reports on the incentive schools have praised the Mitchell facility. Indeed the 1908 structure designed by Charles Thompson, Arkansas most noted architect, is beautifully designed and appears structurally sound. But several areas of the building have fallen into disrepair. During 1993. we noted a severe ceiling leak in the reading room. During the past year, the math classroom next door developed a similar problem. Teachers told us that district workers made several attempts to correct the problem, but the leaks have nevertheless persisted. The district installed new carpet in each classroom during the spring of 1994, but the unabated leaks ruined the ceilings and the new carpet in both these classrooms, leaving an objectionable musty smell. The new carpet in other parts of the building looks fresh and neat, but its slate blue color clashes with the earth-toned walls. When the district renovated Mitchell several years ago, the architects took care to select a color palette appropriate to the period of the schools construction. The new carpet ignores those earlier efforts, and gives the interior a rather hodgepodge appearance. The multi-story building includes a basement that houses the cafeteria, kitchen, and minimal classroom space. The stairs leading down to one section of the basement have become so tilted, due to settling of the building, that they present a danger to solid footing. Workers had replaced the broken floor tiles noted in our 1992-1993 report, but several of the brown and white floor tiles, used throughout the first floor of the building, were loose when we visited this time.The exterior of the building includes some commendable improvements and some obvious needs. The schools entry area is now pleasantly adorned by a large flower bed planted with blooming annuals. The four-year-old children have an additional play structure designed for their use, but it is inconveniently located and inaccessible from their classroom. The youngsters must leave their room and walk into the main building to find the only exit that leads to this fenced play area. The buildings exterior trim paint has begun to flake off in some areas, signaling the need for scraping and repainting. Summary Listing of Conditions Requiring Immediate Correction Franklin: 1. 2. 3. 4. 5. 6. 7. 8. Ceiling leaks Ceilings damaged by leaks Holes in the cafeteria ceiling Collapsed ceiling in the principals office Dirty walls Mismatched spot painting Flooding from rainwater on the third level Deteriorated ceiling and floor tiles on the first level Mitchell: 1. 2. 3. 4. 5. 6. Ceiling leaks Ceilings damaged by leaks Carpets damaged by leaks Tilted basement stairs Loose floor tiles Peeling exterior paintsw % 9f Little Rock School District OFFICE OF THE SUPERINTENDENT June 21, 1994 JUN 2 4 1994 a 3 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 East Markham Street, Suite 520 Heritage West Building Otiics cf Dssegreg\nion iw '3 Little Rock, AR 72201 Dear Ann: I have enclosed for your perusal and records a copy of a document that was forwarded to me by Mr. Eaton in response to your partial report on the physical condition of particularly Mitchell and Franklin. the incentive schools. The report provided by Mr. Eaton seems to suggest that the buildings are not being neglected and are on a regular maintenance schedule and obviously do receive special consideration when circumstances warrant special attention. It might be a good idea, Ann, for us to meet with Doug regarding the incentive schools so that you and your people are aware of what the capital plans call for with regard to the repairs of all District facilities. Should you require additional information on the incentive schools. please let me know, and 1*11 get it for you. In the meantime. please consider the possibility of scheduling a meeting with Doug to look at all of the facilities. Sincerely, H. P. Williams Superintendent of Schools HPW:nr Encl. 810 West Markham Street  Little Rock, .Arkansas 72201  (501) 834-2000 10/21/94 09:07 .501 324 2032 L R School Dlst ODM @002.-002 October 21,1994 Little Rock School District News Releasp For more information.- Dina Teague, 324-2020 The Dallas Opera presents the students at Mitchell Creative Dramatics puppet opera, tAonkey See, Monkey Do foi performance is a sneak preview of the Elementary School today at 1:00 pjn. The International Children's Festival at WUdwood Park this program which will be presented at the Based on a Mexican folktale, weekend. provide an entertaining introduction the work uses both English and Spanish to Commissioned by The Dallas to opera for elementary school students. created by Dallas composer Robert Xavier opera in 1986, Monkey See, Monkey Do was features music recorded and performed by Voices Rodriquez and librettist Mary Duren, and of Change. ### 810 West Markhaiu Street  Little Rock, Arkansas 72201  \u0026lt;501)324-2000FIELD TRIPS TAKEN AT MITCHELL ACADEMY OF EXCELLENCE 1995 - 96 SCHOOL YEAR AUGUST OLIVER\" at Murray's Dinner Playhouse - 6th Grade SEPTEMBER Goodson's Apple Orchard - Kindergarten Heifer Project International - 3rd Grade Aerospace Center/IMAX Theatre 4th Grade OCTOBER Weather Station - Sth Grade Arkansas State Fair - Kindergarten and 1st Grade Pumpkin Patch - Kindergarten and Pre - K Rightsell Elementary Communication Fair - Ms. Stubblefield's 4th Grade Wildwood Park for the Performing Arts, Children's Festival - Sth and 6th Grades Central Arkansas Library - 1st and 2nd Grades Memphis Botanical Garden and Pink Palace Museum - 6th Grades Aerospace Center/IMAX Theatre - Sth Grades Toltect Mound State Park - Sth Grades NOVEMBER Safari Park - 2nd Grade DECEMBER Caesar's Pizza - Pre- - KJANUARY Arkansas Arts Center Children's Theatre, Three Little Pigs/Billy Goat Gruff 1st and 2nd Grades FEBRUARY Arkansas Arts Center Children's Theatre, African Tales - All Grades Shorter College, Fargo Agricultural Museum Play - 5th Grade MARCH (Spring Break 81-22) Liberty Hill Taekwondo - 2nd Grade APRIL Museum of Science and Natural History/Arkansas Arts Center Art Exhibit Ms. Regnier's Class Little Rock Zoo - Kindergarten MAY Riverfest - Kindergarten and 1st GradesSPECIAL PROGRAMS AT MITCHELL ACADEMY OF EXCELLENCE SEPTEMBER Ashanti Tale in Movement with Music - Ms. Stubblefield's 4th Grade Taiwanese Dancers Assembly Yoruba Naming Ceremony - Mr. Calhoun's 4th Grade OCTOBER Pre K- 3rd Grades Dancing, Singing and Storytelling Assembly Mrs. Peaches, Storyteller Assembly Wildwood Performance with 5th and 6th Grades Halloween Assembly for Pre-K through 3rd Grades NOVEMBER American Education Week and Book Week Assembly Game Show - 4th Grades Traveling to the Planets - Ms. James' Sth Grade The Regions of the United States - Ms. Walker's Sth Grade DECEMBER Original Play by Extended Day Drama Class for Sth and 6th Grades Holiday Program JANUARY Martin Luther King Day Assembly FEBRUARY Parents' Appreciation Luncheon Creative Dramatics Sharing Time Pre-K through 3rd Grade African American Heritage Assembly Martin Luther King Speech Contest - Kindergarten Boy Scouts Blue and Gold BanquetMARCH Concert Pianist, Mr. Patton (Assembly) Girl Scouts Induction and Fashion Show Signs of Spring Creative Dramatics Sharing Time Pre K - 3rd Grade Chef Michelle de Preux, Capitol Hotel, (Assembly) Fireman, Mr. Benton, Fire Prevention (Assembly) APRIL Arkansas Arts Center Actor, Eileen Doss, Kindergarten Hats Off Program Pre K - 3rd Grades Hats on Parade - Kindergarten MAY Creative Dramatics Festival Mitchell Olympics \\ COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 1st Quarter School: Mitchell Academy of Excellence Specialist: Mary Trulock, Creative Dramatics AUGUST Made plans with teachers on presentations for the upcoming year in creative dramatics. Fourth through sixth graders will present their activities as \"Umojo time every other Friday. The younger grades will present from class to class. Met with Wildwood Center for the Performing Arts, our partners in education, to discuss possibilities of joining four other schools in their Children's Festival. Ms. Hansen, our Music Specialist and Mr. Milton, our Art Specialist will take part in the planning process. (As will our 4th through 6th grade teachers.) Began scheduling Field Trips for the entire school. Met with teachers on their planning times to provide curriculum based activities in creative dramatics. Released my schedule which will place me in every classroom each week for thirty minutes. SEPTEMBER Ms. Hansen and myself met with artists involved with the Children's Festival and decided upon Nigeria as a country which we would represent. I then scheduled three artists to come into the fourth through sixth grades. Faye Hansen, a story- teller worked with our fourth grades, Zinsi Agini, an African dancer worked with our fifth grades and Marsha Wallace, a visual artist, worked with our sixth grades. Other Creative Dramatic Activities: Pre K - Began teaching students a warm up and general ballet movements. Kindergarten - Kindergacen - Creative Movement/Apple Seeds, Trees, Foods. Acted our Mrs. Wishy Washy. Animal Movement. First Grade - Creative Movement/ Acted our The Barn Danee by learning Square Dance. Second Grade - Creative Movement/Mirroring.  Created our own restaurants and used play money and our own menus to order from. OCTOBER Third Grade - Acted out \"Imaginary Animals which students named, drew. invented habitats, foods the animals ate and original movement. October was another month that the Wildwood artists worked with our fourth through sixth grade students. The students went to Wildwood October 22nd and 22rd to perform and help with the craft table. The event was a huge success. Other Creative Dramatic Activities: Pre K - Continued teaching pre-ballet movements. Kindergarten - Creative Movement/Animal Movement. First Grade - Storytelling with Flannel Board/Rainbow Crow. Second Grade - Wrote Haikus and put movement to them. (Recitation and Movement) Third Grade - Acted out The Big Pumpkin and made up skits to reinforce safety at Halloween. Fourth Grade - Performed Anansi at performed at Rightsell Elementarv. \"Umojo\" time for Mitchell students and alsoSchool: COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 2nd Quarter Mary Trulock NOVEMBER Pre - K - Pre-Ballet Kindergarten and First Grades - Storytelling with Flannel Board/ The Girl That Loved Wild Horses and The Dream Catcher Story. Second Grade - The Five Senses in Creative Movement Third Grade - Introduction to Opera rt Fourth Grade - Fifth Grade - Sixth Grade - Game Show and Yoruba Naming Ceremony Hansel and Gretel\" Build Gingerbread House Umogo - \"Traveling to the Planets Tt Introduction to Opera - tt 'Aida\" Scenework and \"The Regions of the U.S. (Info. Plavs DECEMBER (On Maternity Leave) K, 1, 2, Teachers continued work in storytelling and extended day activities 3 - Continued work on Hansel and Gretel 4-6 Continued work on extended day activities Umojo - Sth and 6th graders performed original musical for holiday program! JANUARY Pre- K - Pre Ballet Review and walks, jumps Kindergarten - Began work forlFebruary Program Counting in Swahili and Jafta with First Grade - Acted out The Miller's Sons, a French folktale and the Bear and the Owl moving picture puppet\nSecond Grade - Painted Imaginary Boxes with four different kinds of music, then drew to the same music/A music interpretation activity. Third Grades - Began work on February Program reciting Shadow with movement and music. Fourth Grades - Recited excerpts from Maya Angelou's Wouldn't Take Nothing for Mv Journey Now. Fifth Grades - Worked on Conflict Resolution Scenes Sixth Grades - Began studying what it takes to attain their future professions... Went through college guide books to look into different courses, finally put together scenes from the future. Performed for Umojo.COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 3rd Quarter School:Mitchell Academy of Excell Mary Trulock FEBRUARY Pre- K - Ballet jumps and leaps, practiced warm up and presentation. Kindergarten - Continued work on program. Counting in Swahili with African clothing and Jafta,with African Clothing as well. (See January_ First Grades - Worked on The Ants and the Grasshoppers with movement and masks for the presentation. Second Grades - Worked on Movement and Science.... Diffemt Forms of Energy. Students were beams of light traveling and electrical currents! Another class worked on a Tribute to Louis Armstrong for presenting. They sang and did movement to\"What a Wonderful World\". Third Grades - After presenting Shadow, they began working on making their own puppets and doing skits about magnets, force and gravity. MARCH Fourth Grades - Presented two skits, one on Harriet Tubman and one on the Underground Railroad. Presented for Umojo. Fifth Grades - Continued Conflict Resolution Scenes. Sixth Grades - Performed their scenes from the future for Umojo. March - Planning for a short tt through 3rd March 13th. Signs of Spring Presentation\" for grades Pre-K Students will be presented puppet show, dances with the parachute, storytelling. Fifth Graders will be presenting scenes from Roll of Thunder Hear My Cry and Famous African Americans with a Spiritual Dance for Umojo. APRILVIDEOS AVAILABLE (Documentacion of Special Programs) Umojo Programs - 4th through 6th Grades Stubblefield - 4th Grade Tales from the Ashanti, September 95 and Excerpts from Maya Angelou, February 96 Calhoun - 4th Grade Scenes from Harriet Tubman and the Underground Railroad, February 96 Walker - 5th Grade History Presentation, March 96 James - 5th Grade Scenes from Roll of Thunder Hear My Cry, March 96 Glover - 6th Grade Class Scenes from the Future-Careers, March 96 Whole School Programs African American Heritage Assembly Program, February 96 Girl Scout Inductions, March 96 Concert Pianist, Mr. Patton, March 96 Martin Luther King Speech Contest I Have A Dream\" Kindergarten Performs and Whole School is invited, February 96 II, February 29, 1996 Dear Teachers and Parents, After looking at the attached document, please complete the survey below. Also, feel free to make notes and suggestions on your copy of Che document. We are in the third year of our Creative Dramatics' theme and would like your input on reviewing the program. We appreciate your time and efforts. Please return the survey by March 8, 1996. 1) Do you think our theme of Creative Dramatics is working to provide students with opportunities to work together, become better listeners. and effective speakers? Give examples. Yes, they are learning to speak in front of a group and work together. Yes, our students are learning to perform in many ways, speaking, listening, acting, memorization skills, etc. 2) Do you believe that students are becoming bettef speakers with the use of Creative Dramatics? Be specific. Yes, I believe they are learning to enunciate more clearly and think about what they are saying. Yes, they are learning to articulate and control their tone to project to an audience without a microphone. Yes, I noticed this during your recent salute to African Americans. 3) Are students provided with opportunities to be spontaneous, creative and critical thinkers? Yes. I have noticed in my daughter how she is more outspoken around family and Yes, in theclassroom we \"act out words\netc.-------------------- tt friends. small passages or even pantomime different 4) Are students Involved in making choices in dramatic situations? Yes. Yes, many times they create their own plays or dances.5) Fourth through sixth grade students only - When taking on the role of a character are students understanding values and beliefs from other cultures and/or other times in history? Yes, we discuss in depth the meanings of the different fables and folktales from around the world. 6) Kindergarten through third grades only - Are students understanding the importance of effective communication through memorizing I believe they need more practice in these things. and recitations? Finally, parents, are your students informing you about \"sharing times\" performances here at Mitchell? and Are you receiving the flyers from Mitchell Academy of Excellence? Please list the performances or which you have been invited to attend. If sharing timesIt PTfl Wildwood Park for the Performing Arts 20919 Denny Road Little Rock. AR 7221 I USA [5011 S21-PARK (72 7 51 FAX [501J 821-7230 -Ann C'.horard Founder/Artisttc Director October 26, 1995 Mitchell Elementary Mary Trulock 2410 Battery Little Rock, AR 72206 Dear Mary, On behalf of the staff and patrons of Wildwood Park for the Performing Arts, I would like to give you a round of applause for giving so much of your time and talent to the fifth annual Wildwood International Childrens Festival. This year was the best year we have ever had and it is all due to everyones participation and effort. The children had a grand time learning from the various areas as did the adults. We hope that you will join us again in the future. Again, thank you so much for the gift of your time and talents to help make our International Childrens Festival possible. Sincerely, Ann Chotard Founder/Artistic Director Wildwood Park for the Performing Ares is a non-profit ^01 -cl i charity regiicercd in /.lttl\\ Hoik. XrLinv.\n' \\\\ .lev I'oJ Park tor thi tninu ,\\rt\u0026gt; i \\h WiuW^Di?  I August 9, 1995 Ms. Mary Truelock 28410 Kanis Little Rock. AR 72208 Dear Mary, Thi.s is in reference to our phone conversation on August 4, 1995. We are so pleased to have your class participate during this year s Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. At this time I have not been able to gather enough information to schedule events in the African Village so I am unsure of your performance time. I should be able to provide you with this information after August 31, 1995. There will be a \"dressing\" area behind the dance stage in the Celebration Tent that is 30 ft wide and approximately 10 ft deep. Please let me know of any other requests by August 31, 1995 so that I can compile all the requests to determine if we can provide everythin\ng- Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anytiiiiig else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, Ann Spatz ' Artistic Administrator   I i.iTk : ! II 'IIIiJ Park for ihi rf.'pnnnu .Arts '*! i H tun R.kuI v-a. \\R raiI rAKK r\n  : I I ' . I'\n' August 9, 1995 Dear Music! Words! Opera! Participant, What an incredible week folks! To begin with I think you should all be commended for having given so much of your time. I am a firm believer in time being the most precious gift a person can give. Many of you requested a contact base. We are going to slart with this \"newsletter.\" As a reminder I need a copy of your Partnership Plans by August 15, 1995. (I have not received any yet.) I will then put them in your ne.\\t \"newsletter.\" Please be sure to state whether your Partnership Plan is your plan for this year or a dream plan. I am also taking suggestions for a title of our newsletter. The only suggestion so far has been \"Standing O Vations.\" In respect of your time I plan to keep ese letters to the point. If you need to call me (and feel free to do so!) my number is (501) 821-PARK(7275) ext 261. I certainly enjoyed meeting ail of you. Take care, i v V. \\nn Spatz-^ \\  / Artistic Administrator at Wildwood Park for the Performing Arts P.S. Concerning the International Children's Festival, I have enclosed a separate letter. V' r k I k \\ \\ 'A I Ju I I,irk hir \u0026lt; lu I, rlortniiiu ,1 11 1  \\rr\nI . August 10, 1995 Dear Music! Words! Opera! Participant, We are so pleased to have the participants from your school during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. We are trying to lay out the space and time requirements for the Childrens Festival. I have only heard from approximately 15% of you as to how you plan to participate, which is creating some difficulty in planning this Festival. Please let me know by August 31, 1995 so that 1 may ensure that there are adequate provisions made. For those of you who are sending a visual display, we are now setting up a \"gaUery\" in the park for that weekend. What you plan to bring will determine where you will be at Wildwood. Visual displays will be in the \"Gallery\n\" African related performances will be in the African Village\nNonAfrican performances will be in the Celebration Tent. Once 1 receive how you plan to participate, 1 will send you a letter confirming your performance time or your space provisions (for visual displays). I would like to emphasize that bringing these \"performances\" from your schools is a learning experience for all of us this year. I don't want you to feel pressured. Please bring whatever you are comfortable with. Performances can be five to thirty minutes. Remember that we are exploring this year to find out what works. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, 5 4- Ann Spatz' J ( J Artistic Administrator I  I [Ju o\u0026gt;d Park lor liu-i\\' rt.'rniin Arts . !' Pl. un\\ lU :\u0026lt; k. \\(\u0026lt; ?2-* \u0026lt;! nr 'A t'!i -u cn 1 ? 1996 1 i 0 Battery tie Rock, Elementary School St . AR \"2206 r Mary: e loc to ta rng 1 sr'.vard to our inie e this opportun,\nwith you and your recon irm the particulars Cl IJ   1: :a) and time I. 1996 I c: r :45 Total cost : $000.00 .-ncutc ved: 000.00 ance due: $000.00 performing artii ts wi 1 need access pro' mately one hour prior to the performance to the performan appreciate having fou or Live Also, load-in an students available to heir \u0026gt;- won Ir\niir iclosed i out, bef o a no -'I L the performance. (are) one (1) study guide. Please feel duplicate these materials as needed and distribute to participating teachers. to :b uld you have questions concerning any aspect of our vis lease direct your calls 1 at 501/321-7275. to either me or the Associate Dr t Cl .-.OC Gideons Market ng Director losures LV X. 75^- ieOi t^ir. ir ** '*N'*^*iw' **\u0026gt;^'\"** iBBiswrawww 7\u0026gt;W 9 \u0026lt;( .ri' ' - Lu\u0026lt; - t: \u0026lt;! wimwooo **  ^'T' \" iJ V.U^'.' 3 r-'-?. r f. I ,r=^ \u0026lt;- nw rS.  si at\ni.f'-\"' A-u tsps-  O  T ^CTober 22 ' -\u0026lt;5:. \\:r- ' =O- - Shuie)y:^iKg^ :i\n* I  W^^iS?a1?arfc for the Pei^rmhiig Rrad  Little. sf^.i' t N-luJ -i t- ----------1'  ?i5  On TheSradioi^i Qdunce^dOO Goown'^Baj^lkV yj. ira 9\u0026amp;l r^' M- \" fe^tmii Dance '^2*S fr^ . Kt.- 3^ b:?. ''^~ !4  ig\u0026lt;il- ^. fe^ri^  Jti i\n?  a ss 'S'  On The Puppel^^^ Chameieon The Dall^Op \u0026gt;- '^3?' The/!^rSm^ i. Aciiyi^^X^ yi \u0026gt;rf-'l a.* iaas 1. ki^ JLih :\nti ?Si: ternational Music .A^'.x^ \u0026lt;ii ' ' ^'1 ainera^ !} ? -fli  - rf i^ent hfe]f:j^lelo\u0026lt;Mras Rea \u0026amp; ' St\u0026amp;myrandB^toc Potters ^:'^''*'\n^^'Vt I T k*--'. . y-i ^l^^^^turdStory Telling ^Iri^SAround e Worid WfijSwas^ii' \u0026gt;' \n '^'v'S v4, -?r!^i'ir.i-'K   -ryg?*\nI\n:*\n^4^Mg3 rrjKjwH rr i-r r(4' nit t\n\u0026gt;1 ' i i* 'r-i ^irJU8f3f?ii V.r.i\nSSirLiA3Si: rj 3J ^^iCWi AduIts'^l^^^^Jjani^ ^1 gs-l^z y'=*4?M\u0026gt;.S ^K\u0026amp;ail^le e day of Sss^i|'1.' \u0026amp; 1^' V '15 'ii^ I t j eH^L*^ U ? '3-'' ^or^^^ 'jrJ i '.\"' b ' '^i iif t\nK *A ^-fesih '.^Xt^t-^Wyt^nn*! i! I -nr i'^  t 'ft ifirS tr^^r Ji B  Gy^p*  k\nINCENTIVE SCHOOL THEME COMMITTEE LITTLE ROCK SCHOOL DISTRICT ACADEMIC YEAR 1995-1996 4PR / 6 }9% Office of ^^segregsiio^i MITCHELL ELEMENTARY INCENTIVE SCHOOL 1. Principal Dr. Marjorie Bassa 2. Theme Specialist Mary Trulock 3. Primary Teacher Ms. Ross, Ms. Shorter, Ms. Govan, Ms. Allen, Ms. Blackwell 4. Intermediate Teacher Ms. Stubblefield, Ms. James, Ms. Glover 5. Parent S (V\\s. O^cG Caoo (joc.\\ I , Uorrcune- LoctcKtirA- 5^ 6. Non-certified jryVa.\\ vtrfis CJt Support Personnel Ms. Guinn 7. Certified Specialist(s) Mary Ann Hansen, Ken Milton, Chris Gonterman 8. Partner(s) in Education Wildwood Park for the Performing Arts MacDonalds on AsherAUGUST  'OLIVER' FIELD TRIPS TAKEN AT MITCHELL ACADEMY OF EXCELLENCE 1995 - 96 SCHOOL YEAR received A/ APQ 1 61996 at Murrays Dinner Playhouse - 6th Grade SEPTEMBER onice of Desegregation Monitoring Goodson's Apple Orchard - Kindergarten Heifer Project International - 3rd Grade Aerospace Center/IMAX Theatre 4th Grade OCTOBER Weather Station - 5th Grade Arkansas State Fair - Kindergarten and 1st Grade Pumpkin Patch - Kindergarten and Pre - K Rightsell Elementary Communication Fair - Ms. Stubblefield's 4th Grade Wildwood Park for the Performing Arts, Children's Festival - 5th and 6th Grades Central Arkansas Library - 1st and 2nd Grades Memphis Botanical Garden and Pink Palace Museum - 6th Grades Aerospace Center/IMAX Theatre - 5th Grades Toltect Mound State Park - 5th Grades NOVEMBER Safari Park - 2nd Grade DECEMBER Caesar's Pizza - Pre L KJANUARY Arkansas Arts Center Children's Theatre, Three Little Pigs/Bllly Goat Gruff 1st and 2nd Grades FEBRUARY Arkansas Arts Center Children's Theatre, African Tales - All Grades Shorter College, Fargo Agricultural Museum Play - 5th Grade MARCH (Spriftg Break 81-22) Liberty Hill Taekwondo - 2nd Grade APRIL Museum of Science and Natural History/Arkansas Arts Center Art Exhibit Ms. Regnier's Class Little Rock Zoo - Kindergarten MAY Riverfest - Kindergarten and 1st Grades \u0026lt;1SPECIAL PROGRAMS AT MITCHELL ACADEMY OF EXCELLENCE SEPTEMBER Ashanti Tale in Movement with Music - Ms. Stubblefield's 4th Grade Taiwanese Dancers Assembly Yoruba Naming Ceremony - Mr. Calhoun's 4th Grade OCTOBER Pre K- 3rd Grades Dancing, Singing and Storytelling Assejj^ly Mrs. Peaches, Storyteller Assembly Wildwood Performance with Sth and 6th Grades ' J Halloween Assembly for Pre-K through 3rd Grades NOVEMBER American Education Week and Book Week Assembly Won/for/ng Game Show - 4th Grades Traveling to the Planets - Ms. James' Sth Grade The Regions of the United States - Ms. Walker's Sth Grade DECEMBER Original Play by Extended Day Drama Class for Sth and 6th Grades Holiday Program JANUARY Martin Luther King Day Assembly FEBRUARY Parents' Appreciation Luncheon Creative Dramatics Sharing Time Pre-K through 3rd Grade African American Heritage Assembly Martin Luther King Speech Contest - Kindergarten Boy Scouts Blue and Gold BanquetMARCH Concert Pianist, Mr. Patton (Assembly) Girl Scouts Induction and Fashion Show Signs of Spring Creative Dramatics Sharing Time Pre K - 3rd Grade Chef Michelle de Preux, Capitol Hotel, (Assembly) Fireman, Mr. Benton, Fire Prevention (Assembly) APRIL Arkansas Arts Center Actor, Eileen Doss, Kindergarten Hats Off Program Pre K - 3rd Grades Hats on Parade - Kindergarten DRuaamia/o CowcBKn\" MAY Creative Dramatics Festival Mitchell Olympics \\ School: COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 1st Quarter h,!' \"A J t 6 W6 =\u0026gt; 01 o.,., Monitoring AUGUST Mitchell Academy of Excellence Specialist: Mary Trulock, Creative Dramatics Made plans with teachers on presentations for the upcoming year in creative dramatics. Fourth through sixth graders will present their activities as 'Umojo\" time every other Friday. The younger grades will present from class to class. Met with Wildwood Center for the Performing Arts, our partners in education, to discuss possibilities of joining four other schools in their Children's Festival. Ms. Hansen, our Music Specialist and Mr. Milton, our Art Specialist will take part in the planning process. (As will our 4th through 6th grade teachers.) Began scheduling Field Trips for the entire school. Met with teachers on their planning times to provide curriculum based activities in creative dramatics. Released my schedule which will place me in every classroom each week for thirty minutes. SEPTEMBER Ms. Hansen and myself met with artists involved with the Children's Festival and decided upon Nigeria as a country which we would represent. I then scheduled three artists to come into the fourth through sixth grades. Faye Hansen, a story- teller worked with our fourth grades, Zinsl Agini, an African dancer worked with our fifth grades and Marsha Wallace, a visual artist, worked with our sixth grades. Other Creative Dramatic Activities: Pre K - Began teaching students a warm up and general ballet movements. Kindergarten - Klndergaren - Creative Movement/Apple Seeds, Trees, Foods. Acted our Mrs. Wlshy Washy. Animal Movement. First Grade - Creative Movement/ Acted our The Barn Dance by learning Square Dance. Second Grade - Creative Movement/Mirroring. Created our own restaurants and used play money and our own menus to order from. OCTOBER Third Grade - Acted out Imaginary Animals\" which students named, drew. invented habitats, foods the animals ate and original movement. October was another month that the Wildwood artists worked with our fourth through sixth grade students. The students went to Wildwood October 22nd and 22rd to perform and help with the craft table. The event was a huge success. Other Creative Dramatic Activities\nPre K - Continued teaching pre-ballet movements. Kindergarten - Creative Movement/Animal Movement. First Grade - Storytelling with Flannel Board/Rainbow Crow. Second Grade - Wrote Halkus and put movement to them. (Recitation and Movement) Third Grade - Acted out The Big Pumpkin and made up skits to reinforce safety at Halloween. Fourth Grade - Performed Anansi at performed at Rightsell Elementary. \"Umojo time for Mitchell students and alsoCOMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 2nd Quarter School* Academy of Mary Trulock NOVEMBER Pre - K - Pre-Ballet and First Grades - Storytelling with Flannel Board/ The Girl That Kindergarten Loved Wild Horses and The Dream Catcher Story. Second Grade - The Five Senses in Creative Movement Third Grade - Introduction to Opera Hansel and Gretel Fourth Grade - Fifth Grade - Sixth Grade - Game Show and Yoruba Naming Ceremony Umogo - \"Traveling to the Planets n Introduction to Opera - \"Aida\" Scenework Build Gingerbread House and \"The Regions of the U.S.\" (Info. Plays) DECEMBER (On Maternity Leave) K, 1, 2, Teachers continued work in storytelling and extended day activities 3 - Continued work on Hansel and Gretel 4-6 Continued work on extended day activities Umojo - Sth and 6th graders performed original musical for holiday program! JANUARY Pre- K - Pre Ballet Review and walks, jumps Kindergarten - Began work forUFebruary Program Counting In Swahili and Jafta with First Grade - Acted out The Miller's Sons, a French folktale and the Bear and the Owl moving picture puppets. Second Grade - Painted Imaginary Boxes with four different kinds of music, then drew to the same music/A music interpretation activity. Third Grades - Began work on February Program reciting Shadow with movement and music. Fourth Grades - Recited excerpts from Maya Angelou's Wouldn't Take Nothing for My Journey Now. Fifth Grades - Worked on Conflict Resolution Scenes Sixth Grades - Began studying what it takes to attain their future professions... Went through college guide books to look into different courses, finally put together scenes from the future. Performed for Umojo.COMPLETED THEME IMPLEMENTATION ACTIVITIES ACADEMIC YEAR 1995-1996 3rd Quarter SchoolMitchell Academy of Excelleni^P^^^^^^^, Mary Trulock FEBRUARY Pre- K - Ballet jumps and leaps, practiced warm up and presentation. Kindergarten - Continued work on program. Counting In Swahili with African Clothing and Jafta,with African Clothing as well. (See January_ First Grades - Worked on The Ants and the Grasshoppers with movement and masks for the presentation. Second Grades - Worked on Movement and Science....Dlffernt Forms of Energy. Students were beams of light traveling and electrical currents! Another class worked on a Tribute to Louis Armstrong for presenting. They sang and did movement to\"What a Wonderful World\". Third Grades - After presenting Shadow, they began working on making their own puppets and doing skits about magnets, force and gravity. MARCH Fourth Grades - Presented two skits, one on llarrlet Tubman and one on the Underground Railroad. Presented for Umojo. Fifth Grades - Continued Conflict Resolution Scenes. Sixth Grades - Performed their scenes from the future for Umojo. March - Planning for a short \"Signs of Spring Presentation for grades Pre-K through 3rd March 13th. Students will be presented puppet show, dances with the parachute, storytelling. Fifth Graders will be presenting scenes from Roll of Thunder Hear My Cry and Famous African Americans with a Spiritual Dance for Umojo. APRILVIDEOS AVAILABLE (Documentation of Special Programs) Umojo Programs - 4th through 6th Grades Stubblefield - 4th Grade Tales from the Ashanti, September 95 and Excerpts from Maya Angelou, February 96 Calhoun - 4th Grade Scenes from Harriet Tubman and the Underground Railroad, February 96 Walker - 5th Grade History Presentation, March 96 James - Sth Grade Scenes from Roll of Thunder Hear My Cry, March 96 Glover - 6th Grade Class Scenes from the Future-Careers, March 96 Whole School Programs African American Heritage Assembly Program, February 96 Girl Scout Inductions, March 96 Concert Pianist, Mr. Patton, March 96 Martin Luther King Speech Contest I Have A Dream\" Kindergarten Performs and Whole School is invited, February 96 February 29, 1996 .d I . -  - Dear Teachers and Parents, il After looking at the attached document, please complete the survey below. Also, feel free to make notes and suggestions on your copy of the document. We are in the third year of our Creative Dramatics' theme and would like your input on reviewing the program. We appreciate your time and efforts. Please return the survey by March 8, 1996. 1) Do you think our theme of Creative Dramatics Is working to provide students with opportunities to work together, become better listeners. and effective speakers? Give examples. Yes, they are learning to speak in front of a group and work together. Yes, our students are learning to perform in many ways, speaking, listening, acting, memorization skills, etc. 2) Do you believe that students are becoming bettef speakers with the use of Creative Dramatics? Be specific. Yes, I believe they are learning to enunciate more clearly and think about what they are saying. Yes, they are learning to articulate and control their tone to project to an audience without a microphone. Yes, I noticed this during your recent salute to African Americans. 3) Are students provided with opportunities to be spontaneous, creative and critical thinkers? Yes. I have noticed in my daughter how she is more outspoken around family and Yes, in theclassroom we words, etc.------------ act out friends. small passages or even pantomime different Of Gst^.. 4) Are students involved in making choices in dramatic situations? Yes. Yes, many times they create their own plays or dances.5) Fourth through sixth grade students only - When taking on the role of a character are students understanding values and beliefs from other cultures and/or other times in history? Yes, we discuss in depth the meanings of the different fables and folktales from around the world. 6) Kindergarten through third grades only - Are students understanding the importance of effective communication through memorizing 'and recitations? I believe they need more practice in these things. //vtcx Finally, parents, are your students Informing you about \"sharing times\" performances here at Mitchell? and Academy of Excellence? Are you receiving the flyers from Mitchell which you have been Invited to attend. Please list the performances or \"sharing timestl (J' Wildwood Park for the Performing Arts 20919 Denny Road Little Rock. AR 72211 USA 1501] 821-PARK (7275) FAX [501] 821-7280 Ann Chotard Founder!Artistic Director October 26, 1995 received Mitchell Elementary Mary Trulock 2410 Battery Little Rock, AR 72206 1 61996 Office of Desegregation w Dear Mary, On behalf of the staff and patrons of Wildwood Park for the Performing Arts, I would like to give you a round of applause for giving so much of your time and talent to the fifth annual Wildwood International Childrens Festival. This year was the best year we have ever had and it is all due to everyones participation and effort. The children had a grand time learning from the various areas as did the adults. We hope that you will join us again in the future. Again, thank you so much for the gift of your time and talents to help make our International Childrens Festival possible. Sincerely, A Ann Chotard Founder/Artistic Director Wildwood Park for the Performing Arts is a non-profit 501 (c) 3 charity registered in IJctle Rock. Arkansas CS?WilJuooJ Park for the forming Arts I''- 1 l\\nnv Ro.tJ . :-il- Ko.k, AK 72211 rECBVED .\u0026lt;'11 ^2l.PARK (72 1AX .501 ^2l-72fie S) 1 6 1996 P I k Ottice oi Mo.u\noring\nAnn \u0026gt; /i.i.irj : tn. .r/A:tsfic /)irAr ''WiiiWbi) August 9, 1995 Ms. Mary Truelock 28410 Kanis Little Rock, AR 72208 Dear Mary, This is in reference to our phone conversation on August 4, 1995. We are so pleased to have your class participate during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. At this time 1 have not been able to gather enough information to schedule events in the African Village so I am unsure of your performance time. I should be able to provide you with this information after August 31, 1995. There will be a \"dressing\" area behind the dance stage in the Celebration Tent that is 30 ft wide and approximately 10 ft deep. Please let me know of any other requests by August 31, 1995 so that I can compile all the requests to determine if we can provide everything. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, X Ann Spatz Artistic Administrator Park for ,h.- '.rf niu'j .Arts is j n.-n I churtiv .{ inWildxMtoJ Park for ihv Pvrt.rming Arts  Pvitnv R.'.iJ i uk Roa. AR 72 RECEIVED : 'A 1 A\\ s M'ARK 17 11 \u0026gt;21 APR 1 6 1996 [ I Office of Desegregation Monitoring '/b't.jrJ vi'.Xrii'ri.. Dire, f. ,iui \u0026gt; nr .. WiiiMto3 August 9, 1995 Dear Music! Words! Opera! Participant, What an incredible week folks! To begin with I think you should all be commended for having given so much of your time. I am a firm believer in time being the most precious gift a person can give. Many of you requested a conuct base. We are going to start with this \"newsletter.\" As a reminder I need a copy of your Partnership Plans by August 15, 1995. (I have not received any yet.) I will then put them in your next \"newsletter.\" Please be sure to state whether your Partnership Plan is your plan for this year or a dream plan. I am also taking suggestions for a title of our newsletter. The only suggestion so far has been \"Standing O Vations.\" In respect of your time I plan to keep these letters to the point. If you need to call me (and feel free to do so!) my number is (501) 821-PARK(7275) ext. 261. I certainly enjoyed meeting all of you. Take care, ^nh Spatz-rj h Artistic Administrator at Wildwood Park for the Performing Arts P.S. Concerning the International Children's Festival, I have enclosed a separate letter. V'.ikiu nui I\\irk /or t/i. /\\r/ '-ntn':\n.Arts is a n in-/'roht '.'i ' I K:haTiiy I in ArLiirWildwood Park for the Performing Arts Denny Ro.ul l.utU Koa. AR 72211 I SA |\\'1J \u0026lt;1-PARK (72751 PAX 1IJ 821-7280 ' nn t hiitjT.l RECEIVEI^i I APR 1 6 1996 August 10, 1995 Office of Desegregation Monitoring Dear Music! Words! Opera! Participant, We are so pleased to have the participants from your school during this year's Wildwood International Children's Festival on October 21st (10am - 4pm) and 22nd (Noon - 5pm), 1995. We will open the gates to the park 30 minutes prior to our \"opening\" times in order for people to set up. We are trying to lay out the space and time requirements for the Children's Festival. I have only heard from approximately 15% of you as to how you plan to participate, which is creating some difficulty in planning this Festival. Please let me know by August 31, 1995 so that I may ensure that there are adequate provisions made. For those of you who are sending a visual display, we are now setting up a \"gallery\" in the park for that weekend. What you plan to bring will determine where you will be at Wildwood. Visual displays will be in the \"Gallery\n\" African related performances will be in the African Village\nNonAfrican performances will be in the Celebration Tent. Once I receive how you plan to participate, I will send you a letter confirming your performance time or your space provisions (for visual displays). I would like to emphasize that bringing these \"performances from your schools is a learning experience for all of us this year. I don't want you to feel pressured. Please bring whatever you are com.fortable with Performances can be five to thirty minutes. Remember that we are exploring this year to find out what works. Again, we are pleased to have your participation and gratefully acknowledge your gift of time and talent. If you have any questions or require anything else, please do not hesitate to call me at 821-7275 ext. 261. Sincerely, Ann Spatz' J Q Artistic Administrator A ihii ii.ij Park fitr the '.rf lining Arts is a \u0026gt;i -i pm/it .J ntPark ihv Arts I\\nns Ro.id Littk Roa. AR 72:i I i \".A I'Cll sa park (727^' F W p?li sa-7?K' \\nn ( hotafJ f III .:ir/.Aiti\u0026lt;tk' nitCii-'' WiuWi) March 12, 1996 APR 1 6 1996 Mitchell Elementary chool 2410 Battery St. Little Rock, AR 72206 Office of Desegregation Monitoring Dear Mary: vie are looking forward to our time with you and your student .s and  want to take this opportunity to reconfirm the particulars of our visit : Performance date(s) and time(s): May 2, 1996 12:45 P.M. 1:45 P.M. Total cost: $000.00 Amount received: 000.00 Balance due: $000.00 Our performing artists will need access to the performance space approximately one hour prior to the performance. Also, we vzould appreciate having four or five students available to help our cast load-in and out, before and after the performance. Enclosed is (are) one (1) study guide. Please\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_564","title":"Little Rock Schools: Rightsell Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Rightsell Elementary School (Little Rock, Ark.)","Educational statistics","School management and organization","Educational planning","Student activities"],"dcterms_title":["Little Rock Schools: Rightsell 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/564"],"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":["270 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\nRightsell Elementary... A Great Place to Learn!MAY 1 8 1995 yOtUNTEERS IN EDUCATION lice of Desegregation Moniioring\nCHI LO\u0026gt;RREENN nRST 'Sl YOU ARE CORDIALLY INVITED TO AHEND OUR APPRECIATION RECEPTION FOR OUR \"VOLUNTEERS IN EDUCATION DATE: WEDNESDAY. MAY 31. 1995 TIME: 3:00 P.M. - 5:00 P.M. PLACE: RIGHTSELL SCHOOL - _______ CONFERENCE ROOM rWf RECEPTION IS TO SAY \"THANK YOW TO OUR MENTORS AND VOLUNTEERS! i ! t Little Rock School District s tudents in kindergarten through the sixth grade benefit from Rightsell's career awareness and mass media r activities which are integrated into the prescribed Little Rock School District's core curriculum. Rightsell's theme provides learning opportunities that foster social growth and produce responsible and productive citizens. The program promotes the development of a positive self-concept, and good problem solving and decision making skills required for independent learners. Students are given opportunities to develop emotional and social skills essential for life-long learning. Since this program permeates all subjects, career awareness is promoted early as students learn to identify responsible and successful work behaviors and acquire knowledge of economic and free enterprise principles. They learn of the diverse occupations available and how to apply basic skills to career decisions. Rightsell also offers a host of extracurricular activities, special incentive programs and strong community involvement. Student activities include Student Council, lust Say No Club, Ambassador Program, Conflict Managers, Student Mentor Program, Math Olympiad, Book Fair, Career Mentors Club, industry site visits and a school newspaper. Awards for performance and behavior include Honor Roll, Citizenship/Attendance Awards, Good Citizens Tea and Student of the Week. PTA, Volunteers in Public Schools and Partners in Education are just three of the many community-based programs. Rightsell is a place where students plant the seeds for a successful life. (T\u0026gt; JO o o \u0026gt; JO tsJ o (O LZl O QC 3* Q   00 S CD r CD \u0026gt;0 o o 00 S CL a  \u0026gt; cza cz\u0026gt; fro 3- CTQ 3 2 3 o a   ^2 O n t r o (t 3 z p NJ O' o 00 \u0026gt;  c 0 o v\u0026gt; dQ rti o cu 3 n tu o' z o 3 o  First Class Schools For World Class KidsCareer Awareness And Mass Media Technology Promote Learning SPECIAL ATTRACTIONS Career Awareness and Mass Media Technology are infused throughout the curriculum at Rightsell. Special emphasis is placed on communication skills, technology and career clusters. The grade level career clusters are: _ Theme - Career Awareness/Mass Media Awareness Computer LabAVriting to Read Lab Kindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade: Sixth Grade: Community Helpers Occupations Around the World Human/Public Service Occupations Environmental, Science, and Agriculture Technology Career Occupation Exploration/Research Health Professionals/ Arkansas Employment Opportunities Communication and Media Technology/Employability Skills Education. Closed Circuit Network System/  Channel 36 Industry Site Visits Career/Mentoring Program  Counseling/Social Services  After School Phonics Program Gifted/Talented Program Before and After School Care Involvement of the business community provides students with practical experience, exposure and information.  4-Year-Old Program Fine Arts Instruction - Art, Music, Band '0 aid Ui Health Education - Comprehensive Nursing ZU I f Physical Education Program  Low Student-Teacher Ratio Extended Day Program Student Uniforms Faculty And Other Unique Assets The certified staff at Rightsell includes a counselor, gifted specialist, speech therapist, resource teacher, math specialist, theme specialist, social worker and permanent substitute teacher. In addition, there are two aides for every three classrooms. Rightsells before and after school CARE Program (7 a.m.-6 p.m.) includes a nutritious breakfast and snacks. Righteell Career Awareness/ Mass Media Technology Elementary School 911 West 19th Street Little Rock, AR 72206 501/324-2430 FOR ADDITIONAL INFORMATION, CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085 C) Si 4^ Rightsell Career Awareness/Mass Media Technology Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: RIGHTSELL ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALL STUDENTS No. Tested No. Passed 30 27 22 18 27 26 26 25 30 26 22 20 27 26 26 24 Percent Passed BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 90 11 100 82 63 13 93 96 12 100 13 93 96 15 100 10 91 87 91 96 92 12 92 75 12 14 88 13 93 100 93 13 93 10 91 55. 8 5 7 6 WHITE MALES No. Passed 1 0 3 0 0 1 0 3 Percent Passed 100 100 100 105 WHITE FEMALES No. Passed 0 0 5 0 0 0 0 5 Percent Passed 83 55 OTHER MALES No. Passed 0 0 0 0 0 0 0 0 Percent Passed OTHER FEMALE'S No. Passed 0 0 0 0 0 0 0 0 Percent Passed * Total of a.15 students in the tf These scores other II were not reported by gender. race category.LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 SCHOOL: RIGHTSELL ELEMENTARY INDIVIDUAL SCHOOL SUMMARY GRADE 6 1988 READING 1989 1990 I 1991 1988 MATHEMATICS 1989 1990 1991 1988 LANGUAGE ARTS 1989 1990 1991 1988 SCIENCE 1989 1990 1991 19BB SOCIAL STUDIES 1989 1990 1991 No. Tested No. Passed 35 30 33 28 31 24 15 14 35 33 33 32 31 28 15 14 35 27 33 24 31 21 15 12 35 29 33 20 31 17 15 12 35 29 33 22 31 14 15 12 Percent Passed BLACK MALES Ho. Passed P e r c K n t Passed BLACK FSNALES Ho. Passed Percent Passed WHITE MALES No. Passed Percent Passed WHITE FEMALES Ho. Passed Percent Passed 86 6 75 13 87 4 100 7 88 85 8 80 13 81 3 100 4 100 77 12 80 10 71 2 100 0 93 7 100 7 88 0 0 94 7 88 14 93 4 100 8 ' 100 97 9 90 16 100 3 100 4 100 90 14 93 12 86 2 100 0 93 7 100 7 88 0 0 77 4 50 13 87 4 100 6- 75 73 6 60 12 75 2 67 4  100 68 10 67 9 64 2 100 0 80 7 100 5 63 0 0 83 7 88 11 73 4 100 7 88 61 6 60 8 50 3 100 3 75 55 80 83 67 45 80 10 67 5 36 2 100 0 7 6 5 7 6 100 5 63 0 0 75 50 47 86 11 12 11 5 6 80 69 36 75 4 3 2 0 100 7 88 100 3 75 100 0 0 0 0 I i li i! OTHER MALES Ho. Passed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent passed OTHER FEMALES No. Passed 0 0 0 1. 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Percent_Passei i 11  Total of all students in the \"Other\" race category. scores were not reported by gender.I 7 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RICHfSCLL INCENTIVE SCHOOL 1 WHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL studies 10/07/91 PAGE 587 COMPLETE BATTERY Percentile Sumnary N X N X N X N N X N N 50 26 01 99 75 49 25 0 1 0 0 OX 1 OOX OX OX 0 00 1 OX OX OX 1 OOX 0 o' 10 OX \"ox 1 OOX ox 0 01 0 OX OX 1 OOX OX 0 00 1 OX OX OX 1 OOX 0 01 0 ox ox 1 OOX ox 0 01 0 ox OX 1 OOX OX Number Tested Mean Nat * 1 NCE ALL WHITE Percentile Suanary 76 5 0 26 oi 99 75 49 25 Number Tested Mean Nat * 1 NCE BLACK FEMALE Percentile Suanary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE 1 1 1 !.\"1 S3.7 35.8 47.9 1 1 1 47.4 31 .5 39.6 1 44.7 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i N N X N X N' 'X' N X N 7, N 0 10 0 1 53.7 ox 1 OOX ox ox _0 0  0 1 _ OX ox ox 1 OOX 0 01 0 ox OX 1 OOX ox 0 01 0 OX OX 1 OOX ox 0 00 1 ox OX ox 1 OOX 0 01 0 ox OX 1 oox ox 0 01 0 OX OX 1 OOX OX 1 1 35.8 47.9 1 1 47.4 31.5 1 1 39.6 44.7 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL studies COMPLETE BATTERY N X N X N X N N X N N X 6 52 6 32X 26X IIX 32X 10 33 3 53X 1 6X 16X 1 6X 5 71 6 26X 37 X 5X 32X 6 s' 35 S6X 1 ex 26X 2 54 3 1 IX 26 X 21 X 4ex 1 2 5 1 1 5X 1 IX 26X S8X 554 5 26X 26X SIX S6X 1 9 49.9 19 59.5 1 9 49.9 1 9 52.3 1 9 41 .5 1 9 35.1 I I I I i 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE see I SCHOOL: ! GRADE: RIGHTSELL INCENTIVE SCHOOL I 1 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY .-' 11 J ' i Percentile Sunsary N X N X N X N X N 7. N X N lu 1 1I ......76 50 26 ___01 .33. 75 49 25 26 4 _8X 15X 46X 31X 2 15X 1 21 54X 23X 8X 1 71 4 SX 54X 8X 31 X 0553 OX 38X 38X 23X 2 515 15X 38X 8X 38X 10 6 6 8X OX 4 6X 4\u0026amp;X 0 55 3 OX 38X 38X 23X i: Number Tested Jln_N*tLl..NCE_ 13 .42..4--, 13 13 -48.3____ 1 3 46,8 1 3 46.6 13 40 . I X3 i ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I-Percentile Sumaary 76 - 33 50 26 75 49 or - 25 Number Tested ______Mean_Mat.' 1 NCE __ N X N X N X N X N X N X N X J 78 JUL 22X 22X 25X ^3L 12 38X 1 0 6 -A 31X 1 37. xzx. 14 2 10 ^9% 44X hT. _6___ 1?X 10 8 31% 25X ___ 8  25X . 4 1 05 13_ 13X 31 X 16X 41X 2 2 1 1 17 6X 6X 34X 53X 5 1 098 16X 31 X 28X 25X -1 32 46.9 32 57.4 32 49.2 32 50.1 32 43.6 32 37.1 i --I I i J 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M68YSC 10/07/91 PAGE 589 I .r'- SCHOOL: GRADE: RICHTSELL INCENTIVE SCHOOL 1 H I t ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suanary N X N X N N X N X N X N 16. 50 26 75 49 01 - 2S____ J. 8 8 1 0 24X 24X 30X 12. 1 0 6 5 18X L5X 6 1 4 3 J8Z 42X 9X _ 6 iex. _J.O____30Z _ 1 0 9 8 30X e7X 24X 4 1 0 5 14 12X 30X 15X 42X 2 2 12 17 6X 36X 52X 5 1 0 1 0 8 15X 30X 30X 24X I' r I,: Number Tested Mean_Natl.-NCE 33 _47 J______ 33 ____56^8. 33 ________49..2.. 33 .... 50,P___ 33 ^_43.______ 33 37.2 33 48.3 r pl I i-i I I l.i 1 ri i1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 590 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N  X N X N X N X N X N X N I H 76 50 26 01 99 75 49 25 2 3 4 1 20X 30X 40X 1 OX 5 3 1 1 SOX 30X 1 OX 1 OX 6 3 1 0 60X 3 OX 1 OX OX 4 \"3 21 4 OX 3 OX 20X 1 OX 10 6 3 lOX OX 60X 30X 14 23 1 OX 40X 20X 30X 4 3 21 40X 30X 20X 1 OX Number Tested Mean Nat*1 NCE BLACK MALE Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL BLACK Percentile Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'I NCE 1 0 52.7 1 0 70.0 1 0 69.3 1 0 63.3 1 0 40.8 1 0 48.2 1 0 59.8 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY i- N X N X N X \"N X N X N N X 2 \"6 1 03 1 OX 29X 46X 14X 13 6 EX 4 19X S s 1 OX 1 OX 9 \"6 42 43X____ 29X 19X 1 OX 5 12 22 24X 57X 1 OX 1 OX 3 594 14X 24X 43X 19X 5 5 5 6 24X 24X 24X 29X 6 85 2 29X 38X 24X 1 OX I\"! 21 48.4 21 68.7 21 59.5 21 57.5 21 48.6 21 49.2 21 56.5 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X M X N X' N N X N X 49 1 4 4 13X 29X 45X 13X 18 733 58X 23X 1 OX 1 OX 15 9' 52 ^X___ 29X 16X 6X 9 29X 15 48X 4 3 13X 1 OX 45 - 1 57 13X i6X 48X 23X 6 1 9 29X 7 9 23X 29X 1 0 1 173 32X 35X 23X 1 OX .1 31 49.8 31 69.1 31 62.7 31 59.4 31 46 . 1 31 48.9  t\nl 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 591 I -I \"I SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 2 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary 50 26 01 75 49 25 Number Tested Mean NatM _NC. ALL OTHER Percentile Sumnery 76 50 26 01 99 75' 49 N X N X N N X N X N X N n 0 1 0 ___0 _.QX_ 1 OOX OX _ ox 1 0 0 0 10 QX OX ox _ ox 0 1 0 0 OX 1 OOX OX OX 1 0 0 0 1 oox ox OX ox 0 0 1 0 ox ox 1 OOX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX b. 1 1 1 54.8 TOTAL READING N X 1 1 ______99,,.Q .._.57.0 . 68.5.__. 45,2 1 1 43.0 64.9 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N N X 0 1 0 ox 1 box ox 25__________________Q_____QX______ 1 b 0 1 OOX OX OX __0______OX__ 0 i 0 0 ox 1 box ox ox 1 0 0 1 oox bx ox _0_____OX . 0 0 1 0 OX OX 1 OOX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX f , Number Tested Mean Nat'1 NCE 1 1 54.8 33.0 1 1 1 57.0 68.5 45.2 1 1 43.0 64.9 I . 1., : I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE HJ6481 nesYsc 10/07/91 PAGE 592 Percentile Sunnary N N X N X N X N X SOCIAL STUDIES COMPLETE BATTERY N X N ____76 50 26 01 9.9 7S 49 25 1 Q 14 ...4 31 X 44X 13X L? 7 3 3 5SX________15.__47X 22X 9X 9X 1 0 5 2 31 X 1 6X 10 _ 31X 15 4 47X 13X 3____?X , .4 5 1 6 7 13X 16X SOX 22X 3 e 3 1 9X 28X 2SX 28X 1 1 1 1 7 3 34X 34 X 22X 9X Nunber Tested 32 _____Mean Nat_Ll.,NCE_______ 32 _____70 .a. 32 .... 62.5 32 _____59.6 _____ 32 ..46.1 32 48.7 32 57.8 \u0026lt;! I::'f i 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 593 TO SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC' BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ' i Psrontile Sussary N 76 50 26 01 99 75 49 25 1 2 3 5 X N X N \" X N X N X N Number Tested Mean Nat * 1 NCE BLACK MALE Percent 11 Sunsary 1 1 39.3 76 50 26 01 99 75 49 25 Nunbe Tested Mean Nat*1 NCE ALL BLACK Percent lie Summary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE 9X 18X 27X 45X 2 5 2 2 18X 45X 18X 18X 2 5 3 1 iex 45 X 27X 9X 1 3' 4 3 9X 27X 36X 27X _ 0 2 4 5 OX iex 36X 45X 2 2 2 5 18X 1 \u0026amp;7. 1 8X 45X 1 2 4 4 9X 18X 3(\u0026gt;7. 36X I- 1 1 47.5 1 1 47.9 1 1 43.3 1 1 33.5 1 1 38.6 1 1 40.9 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N X 0 '2 4 8 14 32.9 _ OX 14X 29X 57X 3 B1X  5 36X 1 5 I'K 36X 2 4 3 5 14X 29X eix 36X 0 S 3 6 OX 36X SIX 43X 1 3 4 6 7X 21X 29X 43 X 0 4 5 5 OX 2 9X 36X 36X 0 4 4 2 OX 29X 29X 43X 14 50.0 14 47.5 14 40.6 1 4 39.8 1 4 40.8 1 4 39.7 \"I TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N N X N 1 4 7 13 4X 1 6X 28X 52X 5 1 0 3 7 20X 40X 12X 28X 4 9 e 2 6X 36X 24X 24X 1 8 7 9 _ 4X 32X 227. 36X 1 5 8 1 1 4X 20X 32X 44X 2 6 7 1 0 8X 24X 2Q7. 40X 1 6 8 1 0 4X 24X 32X 40X 25 35.7 25 46.9 25 47.7 25 41 .8 25 37.0 25 39.9 25 40.2 73 74 7aI I I 'i I H ( 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 DI st rlbut ion TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 594 COMPLETE BATTERY ) .'I  i J Percentile Sunnary N N X N X N N X N X N X I 50 26 01 Si 75 49 gg. _l. 4 7 13 _.4X_ 16X 28X 5SX _5. 1 0 3 7 40X 12X 28X 4. 9 6 6 ,W e4x a4x 1 8 7 9 4X 32X 28X 36X _1 5 8 1 1 4X 20X 3ex 44X 1 1 0 8X 24X esx 4 OX 1 6 8 1 0 4X 24X 3X 40X Nunber Tested . _ Mean Nat/ L MCE 25 25 .48\u0026gt;1_____ 25 ....,4.7.7. 25 41.8____ 25 . -37.0 25 39.9 25 40.2 It LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri button #J6481 M6BYSC 10/07/91 PAGE 595 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sueeary N X N X N X N X N X N N X _____76 - 93 50 26 75 49 01-25 _L 2 5 5 ____ 15X 38X -.38X J3 3 5 2 23% 38X 15X 1___ex. 7 4 ,1 54X 31 X . 8X ,1____ 8X.___ 4 5 3 31X 387. 3 2 3 5 23X 15X 23 X 38X 3 1 5 4 23X 87. 387. 31X 1 6 3 3 8X 46X 23X 23X Number Tested Mean.NatJ 1_.I1CE 13 13 JO ^3_______________51,.1 13 _____49.8 13 ..........45.7,., 1 3 _______42.9 13 45.9 1 3 45.5 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile SuBnary N X N X N X N X N X N N ____76 50 26 33 75' 49 _.O1 r_25_ 1 3 4 6X 18X 24 X _ 3 _ 6' 5 18X 35% ^3'A 7 6 12X 41% 35X 3____53X ____3____ISX__________2........12X 2 5 5 12X 29X 29X 5_,. 29X 2 4 6 5 12X 24X 3SX 29X 1 6 6 4 6X 35X 35X 84X 2 4 6 5 12X 24X 35 X 29X Number Tested Mean Nat/1 NCE _ 1 7 40,3 17 54*6 1 7 4.8:3 17 46.2 1 7 43.3 1 7 44.9 1 7 45.5 ALL BLACK TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunaary N X N X N X N X N N X N X ...76 j::, 33. 50 26 75 49 ____2______7X____ 5 9 17X 30X ____6____20X___________3 .. 91. 25. ... 14____47X_, 9 1 0 30X 33X 5____1.7X 1 4 1 0 3 lOX 47X 33X 10% 3 ....lOX .. 9 1 0 30X 33X 5_.....17X 8 27X 6 9 1 Q 20X 30X 33X 4 7 1 1 8 13X 23X 37X 27X 3 1 0 9 8 1 OX 33X 30X 27X Number Tested ____Mean- NatJ l__NCE 30 30 .53^ 30 30 46.0____ 30 ,__43.2_____ 30 45.3 30 45.5 i \u0026lt; i I J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di st ri but ion J6481 M6BYSC 10/07/91 PAGE 596 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 4 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suminary N X N X N X N\" N X N N X i - 76 5 0 26 01 99 75 49 25 2 5 9 1 4 7X 17X 30X 47X 6 9 1 0 5 20X 30X 33X 17X 3 1 4 1 0 3 10% 47X 33X 1 OX 3 1 OX 9 ZOX 1 0 8 33X 27X 5 6 9 1 0 17X 20X 30X 33X 4 7 1 1 8 13% 23X 37X 27X 3 1 0 9 8 1 OX 33X 30X 27X I Nunber Tested Mean Nat * 1 NCE 30 40.6 30 53.1 30 49.0 30 46.0 30 43.2 30 45.3 30 45.5 I ! ! I I I ! i I I..' 1 \u0026gt;1i 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: RICHTSELL INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J648t M6BYSC SOCIAL STUDIES 10/07/91 PAGE 597 COMPLETE BATTERY Percentile Sunaary ___^9 50 26 01 75 49 25 Number Tested ________Mean Nat-U,_MCE. I BLACK MALE N X N X N X N N X N X N X r J Percentile Summary 76 50 S6  99____  75  49 _ QI I r Number Tested Mean Nat * 1 NCE I ALL BLACK Percent i1 Sunaary ____7L^99 50 26 01 75 49 25 Number Tested _____np._Kat.*l NCE 4 3 5 _01 33X 25X 42X A 5 2 2 42X 17X 17X 4 5 1 33X 42X 8X 1 6 2 8X 5 OX 17X 25X 0 6 8 4 OX OX 67X 33X 0 6 2 4 OX BOX I7X 33X 0 6 2 4 r/. 50X 17X 33X 12 4 ft. 2__ TOTAL READING N X 12 .54.S, 12 52.2 12 48.2 12 38. Q_ 1 2 45 . b 1 2 46.0 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N N 0 2 3 4 OX 22X 33X 441 1 1 5 11X 2 1 IX 56X 22X 2 3 2 22X 33X 22X 1 i 4 3 1 IX i ix 44X 33X Q 3 1 5 OX 33X 1 1 X 56X 1 1 4 3 1 1X 1 IX 44X 33X 1 1 4 3 1 IX 1 tx 44X 33X 3 39.9 9 45.9 3 50.9 9 44.7 9 31.1 9 42.7 9 43 . Q TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N N X ____ft_ 6 6 ____? _, .. 01 29X 29X 43X -4___1.9X_________4 6 1 4 29X 33X J9X 6 8 19% 29X 38X 3 . .14X 2 7 e 6 1 OX 33X 29X 29X 0 3 3 3 OX 14X 43X 43X 1 7 6 7 5X 33X 29X 33X 1 1 7 5X 33X 29X 33X 21 21 SO. 8 21 1L4 21 .__46.7_________ 21 .._-37.9 . 21 44.3 21 44.1 I I- I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 598 SCHOOL: GRADE: RIGHTSELL INCENTIVE SCHOOL 5 ALL STUDENTS -1 1----- Percentile Sunnary TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N X N X N X N N N .1 i ^T I .1 t- I L 4 50 26 LL 75 49 M. 1. e 6 3% Z3X 43X 1 4 xai 29X 33X 19X 6 8 1 29X 38X 14X _ 8.......IPX 7 33X 29X 29X 0 3 9 9 OX 14X 43X 43X 1 1 h 7 5X 33X 29X 33X 1 7 6 7 5X 33X 29X 33X H'i 1 Number Tested Wean_ MatMJlCE. 21 21 5_o.a_. 21 21 ____46.7. 21 -.37,9 . 21 44.3 21 44.7 i:j I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 599 SCHOOL:  RICHTSELL INCENTIVE SCHOOL GRADE: 6 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY r Percentile Suomary \"N  X N X N X N X N N X N 76 50 26 01 99 75 49 25 0 2 5 1 OX ~25X 63X 13X 4 3' 0 1 50X 38X OX 1 3X 2 2 3 1 25X 38X 13X 1 13X 4 \"sox' 2 1 25X 13X 1 1 3 3 13X i3X 38X 38X 0 3 2 3 OX 38X 2SX 38X 1 S 4 1 13X 25X sox 13X Number Tested Mean Nat 1 NCE BLACK MALE Percentile Sumaary lb 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL BLACK Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'l NCE 8 41.4 8 59.7 8 53.6 8 51 . 0 8 38.6 8 41 .2 8 47.5 TOTAL  READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N N X N N N X 2 29X 1 i4X 3 1 43X 14X 4 2 1 0 57X 29X 14X OX 4 i 2 0 57X 14X 29X OX 3 3 0 1 43X 43X OX 1 4X 2 2 2 1 29X 29X 14X 3 2 1 1 43X 29X 14X 1 4X 3 3 0 1 43X 43X OX 14X 7 55.4 7 72.6 7 62.3 7 62.9 7 55.6 7 57.7 7 61.4 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N 2 3 8 2 13X z6x 53X 13X N X N X N X N N X N 15 47.9 8 5 1 1 53X 33X 7X 7X 6 3 5 1 40X BOX 33X 7X 4 7 2 2 27X 47X 13X 13X 3 3 5 4 20X 20X 33X 27X 3 5 3 4 20X 33X 2 OX 27X 4 5 4 2 27X 33X 27X 1 3X I 15 65  7 15 57.6 15 56.6 15 46.5 15 48.9 1 5 54.0 i 4 I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution ftJ6481 M6BYSC 10/07/91 PAGE 600 SCHOOL: GRADE: RICHTSELL INCENTIVE SCHOOL 6 ALL STUDENTS ( TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY ( [- 1 Percentile Summary - 76 ^_95L 50 26 75 49 01 - 2S Number Tested Mean NatM. NCE N X N Z N N Z N N N 2 UZ 3 8 2 20X 53Z 1 3Z 8 5 1 1 53X 33Z 7Z 6 40Z 3 5 1 20Z 33Z 7Z 4 7 2 2 27Z 47Z 1 3Z 13Z 3 3 5 4 20Z 20Z 33Z 27Z 3 5 3 4 20Z 33Z 2 0Z 27Z 4 5 4 2 27X 33Z 27Z 13Z 1 5 AT. 9______ 15 ___65..7 1 5 ..57.6_ 15 . 56,6____ 1 5 4 6.5 15 48.9 1 5 54.0 |.V I J \u0026gt;RIGHTSELL SCHOOL ENROLLMENT GRADE BLACK WHITE OTHER TOTAL % BLACK LEVEL M F M F M F 4 yrs 4 7 2 3 16 69% K 16 14 0 1 31 31^ 1 21 21 0 0 48 100% 2 17 19 0 0 36 100% 3 27 15 0 0 1 43 98% 4 23 14 0 0 37 100% 5 21 22 0 0 43 100% 6 19 16 0 0 35 100% TOTAL 154 128 2 4 1 289 98% PERCENT 53% 44% 1% 1% B 194 1989-90 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk B W 0 T % Blk 16 1 211 92% 191 1 1 193 99% 282 6 1 289 98%w eeKs DISCIPI.INE MANAGEMENT QUARTERLY REPORT School RKHISEIL ELEMENTARY Beginning Periixi. 10-19-95 Principal S_i\u0026gt;qei\u0026lt; A BmJipg Period PART I. Plejse indicate number of suspensions by race and category. A. Out of School .Su.\npcn$ions - Category 1 Violations CraJus tl9.k F TCal g:*a SMiiU T\u0026lt;lal SpOinah M F F Tulsi Span Asia''FBu Nf F TuUl Aai*/ Fa: M F T\u0026lt;UI |r.J/ E:k M F Ovhtf K 1 2 .3 4 5 ll I r li I j r. T 1 .1 i 1 It ThIhIi cobioifl 1 1 1 1 B. Long-Term Suspension - Category II Violations Oridif eitck M h Tflitt eiftck W'htic M F Tola! \\VhiiB SpAniiih M F Total Span Alil/PiC M F Tout All*/ Pac L-id.-Edic M F Totil IniJ/ EA OlF.f M F Ttxjl OJi^r roiti* coiurrin\nS3* C. Expulsions  Category III Violations Or'K X\u0026lt; P Toat 0l*k Tout Sp9A\u0026gt;Rh Toil M F M F K( P Total Aia/ Fas Ind'Eik M F ToUl ind/ Eit Oiher M To:*! Ov.\u0026lt;r T\u0026lt;au II B I * r.d4i\u0026gt; coli'inn .-J NOlk\nQuarterly kepi)rl.s are due in the Hearing Office one (I) week following the end of each Grading Period. si'p RLVLP.sr' rok rAitis n, hi anp iv./?,^K+seH PART H. Please complete. *NOTE\nThese figures Are to be included in Psrl I. **NOTB\nSludcnis on Sent Homes are not included ir^ Part I. Kt T'.-isi B'.cL Kt Trrttl Whiti SfOm^h M T-'bl Span Aii.'Pj\nM F Pa raa.-L', F Ttittl Ifld/ E5k Oin.*r T.ul LKkde jb **l\u0026gt;rc-|-jKy f(rra*ik HnrrtS'Mfwt Sp\u0026lt;.i Ed \u0026gt;X) I a fnUU PART III. Personal Data - Please indicate race, sex and experience of staff members rcconirncnding the various suspension.^. TutL'hmf EYp\u0026lt;ri\u0026lt;\nR{4 Bl(k ToisI Bluk Tyltl WhMt FpJnish Tiy.i pin Tola! Asia/ Pad In-J'Etk Tcul Ind/ E\u0026gt;k O'.hif Tq-jI 0-} 4-10 U-\u0026gt;5 16-20 I- ik n-it 26-30 30-O .1 iL. TcUIm A\u0026lt;ii/PC T H\n M 2 2 P 2 4 M F M F M F M F M 2 4 PART IV, Enrollment Data - Please indicate your ichools enrollment by Grade Level. Se and Race. ^.=x_= 1 Cn3 t I GIi\u0026lt;k hi F Trriti nit.k White M r Totti While Spanish ht r Tdltl Spin AsiiPic Kt F Tolit Aii*/ Psd /Kgs Ind'UV K\u0026lt; F Tolil Ind' Ek 0\u0026lt;r T.'di Kt F OUi\u0026lt;r i.iiii K 1 3 4 5 6 TrXtll fcr tA 17 3,1 0 0 0 1 0 1 32 iO 11 20 12 21 10 98 20 30 0 0 0 ,30 j| 09 20 0 0 0 20 13 33 0 1 1 1 1 2 36 13 1 39 0 1 0 0 0 1 23 40 09 99 19 u 0 0 0 1 1 20 19? 1 I 2 2 4 JQ3 8 V-U AYtOIl I'LSCMCMt .CBb3rd a/\nne Ms DISCIPLINE MANAGEMENT QUARTERLY REPORT School. RIGHISELL ELEMENTARY Beginning Period Ql-03-$i6 Principal SkortOf/ Ending Period 03-13-96 4 PART I, Please indicate number of suspensions by race and category A. Out of .SchfH^l Suspen.^iqus  Category I Violations GroJv* OU'.k M F Talal black M F rcial Whii 5pknat M P TuUl Span A:lie/Fatf Ft P TvUI Asia/ Pac InJ/.-\u0026gt;k K\u0026lt; P TvUl Elk  Xh\u0026lt;f \u0026gt;\u0026gt;1 F K 1 1 .1 2 3 4 i 1 1 TiHal T, 1 1 1 1 1 li r!* i. I 4 TiLil.\u0026lt; fCT 1 3 1 1 4 B. Long-Term Suspension - Category 11 Violaiions Grsdei Biack KI r iQllI (JLAvk M Tclat ' WUw F Spanbh M F Tcial Span AA(/p4e KI F Tout Fac 14k M F Total hJ/ Ed CAher KI r T.Xil T?ui Tniaii cotumn ,,_J C. Expulsions - Calcgnry III Violaiions Cradci Black M F Total OlUk UlsUc M P Trial While Spanish M F Tjlal Span AaU/Ptc M P Tobi Alia/ Pas Ind/Fjk M F Ti\ntal Ind/ Elk Oihtr KI F Toul O-hir TuUb 1 I Lb J .(itUlrtl NOIL. Quarterly licporls arc due in the Ikarinj\nOflicc one (I) week following (he end of c.kH Gr.Khi Pcri()d. :ng 'e sr-i- id-vrpsn fok parts u hi and iv3rd A/i'we . Pz\\RT II. Please complete. *NOTE: These figures aie to be included n Pdit I. \"NOTE: Students on Sent Homes are not mchidcd in Part I. Blnvk M- Tx'lsl BlieL M Tclal WhUu |\u0026gt;Rni}h M Ttl Span F Aiti/ Pac M F T.ta bJ' E\u0026gt;k Oth.-r M P T..JI lltp.f Ti- Kuncrxtb H*Tkk4M Ifx'UVvOXt *Stn-:V\nna 5|.bI Tolkb PART IB. Personal Data - Please indicate race, sex and experience of staff members recommending the various suspensions. Tiichiftj E*ptrit\u0026lt;va Black Te\nal Elauk ^T\" Tout While Spiiiifch Tj\u0026gt;u1 Span Ajii/Pac Tell! Ai/ Pae lAj/e^k kf Tuul ird/ Oiher Tuial Dirtcr T--U4 F F M F F M f 3 OJ 4.t0 16-10 2 t 21 2S 26-30 30-Osf Touli 2 PART IV. d Enrollment Data - Please indicate your school's enrollment by Grade Level, Sex and Race. Grille Black F Tex a! Blat:k M F TM-1 Wh:t4j Spanish M F Tcial Span Afla/Pac M f T\u0026amp;ial Ai*^ Pae Ind Eik M F TquI Ind/ E\u0026lt;k Other F T.'tftl OJtvr P.f K 1 2 3 4 5 6 izubntn 14 11 11 21 12 21 10 too 17 31 0 0 0 1 0 1 32 20 10 13 15 18 9 102 31 21 34 27 .39 19 202 0 n 0 0 I 0 1 0 0 0 0 0 31 0 0 0 0 0 21 1 I 1 1 2 37 0 0 0 1 0 1 0 2 0 0 0 2 0 0 27 0 O' 40 I I 20 2 4 206 C'TAVio* j,\u0026gt;isrMCMt ckaODM Visits to LRSD Schools, Opening Days 1994 Rightsell Incentive School We were pleased to note that:  The school had a very orderly environment.  The new school creed was prominently displayed on a bulletin board near the main entrance.  All areas of the school were clean and free of litter. We also noted some areas needing attention:  Plaster and paint have continued to fail on the same section of basement wall that has been mentioned in every ODM report on the incentive schools. As has been noted before, the problem is caused by moisture from an improperly placed downspout.  The library ceiling suffers from several serious leaks.OCT 31 '94- 10:24AM BARNES QUINN ELAKE P.l MEMORANDUM DATE: TO: FROM\nRE\nOCTOBER 24,1994 ROCKEFELLER PARENTS ANT) STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know, stability is probably the one area thai has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for the direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate that there was not a mass exodus to leave the district this year. 1 hat says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school, Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr, Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams and hope the Little Kock School Board will do the same. Date Name Post-It* Fax Note 7671 Date i To, From Co/DLbI Rhone # Fax* Co. Phone # Fax#C.C: CP Dr. Henry Williams, Superintendent Little Rock School District May 25, 1995 JUN 1 2 1995 Dear Dr. Williams, Office oi Desegregation Monitoring We, the parents of Rightsell Incentive Elementary Pre-Kindergarten class of 1994-95, would like to congratulate you on having such an outstanding team of educators as Ms. Clarice Woodley and her aide, Ms. Tonya Hawkins, working to achieve the goals of the LRSD. With the excellent leadership and support of our principal, Ms. Sharon Brooks, our children have had a very successful year and are well-prepared to meet the challenges of Kindergarten. are strong believers in the Pre-Kindergarten programs in the district and urge you to continue to fund them fully and give them your support. We believe that Pre-Kindergarten gives our children a head-start on success in school and can help prevent costly remediation in later grades. Our children have received the very best of care from their dedicated teachers who have given generously their expertise, their time and energy and perhaps most importantly, their love and concern. We salute them for their high ideals and their unfailing professionalism. Tlie Rightsell Pre-Kindergarten Class of 1994-95 PARENT: ini:^ C. lA/i CHILD:  Letter of Support to Rightsell Pre-Kindergarten Teachers Pareijits f Child--' T c 1:'' C-t 1 3 c\\c V htoclcKrcX } I / , .. QY171/). \u0026gt; i) ' tr C'A- ~\nr~1995 - 1996 RIGHTSELL INCENTIVE ELEMENTARY Pmincital: Shoron A. Brooks Phone: 324-2430 Addmess: 911 W. 19ih St., 72206 Counselor: Margaret Williams Phone: 324-2430 Parent Contact: Mr. \u0026amp; Mrs. Baker Phone\nSchool Colors: Blue \u0026amp; White Mascot: Roadrunner Enrollment: 250 Grades: 4 yr. old- Grade 6 Av. Class Size: 20 School Sequence: 7-9: Dunbar, Henderson\n10-12: Hall, . Central. McClellan OUTSTANDING FEATURES/ PROGRAMS . Educational Only 4-year-old Program Gifted/Talented Enhanced Funding for Each Quid Computer Labs Readin g/Math Labs SdeoccLabs Self-esteem Music Instroction Library Research Program Health Education Program Physical Education Program Write to Read Lab Pilot Program far Jostens Software Individual Student Education Plans Media REACH Program Saturday Program Renaissance Readers After School Phonic Samrfay Enrichmeat Activities Rites of Passage Program Visiting Author Readers Theatre Future Teachers of America School Newspapa SPECIAL INCENTIVES  Awards for pcrformacce or behavior Educational Field Trips Honor Roll - Qtizeaship/Attendance Awards Awards Assemblies Homework Hotline Good Citizens Tea Student of the Week . Quarter^ Positive Behavior Recognition Young Authon Principals Hotwr Roll Citizenship Honor Roll Volunteers in Public Schools (VIPS) Room Mothers and Fathers Girl and Boy Scout Troops Field Trips to Art Museums Volunteers and Menton Resource Speakers School Newspaper Parent Workshops Parent Center Retired Teachers Industry Site Visits EXTRACURRICULAR OFFER. INGS - Clubs Student Council Just Say No Ambassador Program Educational Field Trips Flag Moniton Conflict Monitors Peer Helpers Student Mentor Program Math Olympiad Red Ribbon Week Book Fair RIF Program for 4ih grade. (Reading is Fundamental) Career Mentors Program Project DARE DEAR\nDrop Everything and Read Extended Day Tutoring FACULTY INFORMAHON Certified Staff Computer Lab Attendant Counselor Gifted Specialist Speech Therapist Resource Teachers School .Nurse Reading Specialist Two Aides for Every Three (Tlassrooms Permanent Substitute Staff Has Received Grants from Rockefeller Foundation Faculty Handbook Theme Specialist COMMUNITY INVOLVEMENT- Commuaily sponsorship Panncr-in-Educauon Parent Teacher Aisociatton (PT A) UNIQUE ASSETS CARE Program Art Materials Musical Instruments and Sound System Quarterly Newslettcr/BuUetias Before School Breakfast Program Extended Day Programs Student Uniforms * Great Expectations Progra'0 ? : 0 4 P I G H T S E L. ! .SCHOOL THU F- M yc h:)i) I S 2 4 O!: P . 03 ifioWseH J PAR I !1. ilccic compicic. Hi NOrt' These f.g'jres are io be inclLderJ in Part I. NOT ti S'bdf.ili or. Sept Home' are no: ircludsO in Part I. T az J.I r*.- !rd-\u0026gt;k T....I h\n- T.'ejI i I ! L. PART Hi. t I I Jl ,-L -------1 ! Ferscnal Data  PJease irGiesre race, sex and cx|\u0026gt;erence of scafr nemberi '^^tiecrit\\edd:ng I'ie various suspec ior.. Ti'.i S-\u0026lt;k I- .bl. To'ji Sra't.sh f mI? foal $rn i^jiaTsc I TrUt IrtJ Cjk fkia' .t Ten\ni lm/ f O'Zsr Twu: OJ\u0026lt;r S F i ^.tu A.\u0026lt;P*, M F M F . j P F t I q f I J I T ! t I I f I I i I + t a + 4 I I T i 1 T 7 F I M F I I 4 (-J j. li b 20 .'iT? 1.?. PART W ErioKmcnt Data - Please indicate your .school's cnrOilment by Grade Level. Sex and Race, \u0026lt; 19 \u0026gt;. )u Ti\u0026gt;u!i I 2 I i I 1 I ! i _ I f. T8[ Gi*k b- T?'l i S?n\u0026gt;h Ti! tolil ft-' fnd.Esk ToJ*i hd/ fi4 cxr.*\u0026lt; T.vt, I T, Xf.er i ^-4 11 i* .f H r\n101 20[ 30 ssj in ' 30 Trills LI ?0 i- 13 13 2.1 10 luf-in I 53 20 3.3 25 C 2C 35 25 6 39 09 19 20 f T.WUOft'rwcWCMT CH r-' 20 i Ct^c R'-ii. T iJ T 1 3 5 6 : \\i 0 0 0 0 0 1 F 0 0 1 0 0 0 r w F } xr * F M 0 0 0 1 0 I 0 197 1 2 T I t I I 1 0 0 1 i 1 2 1 2 6 60 10 3 *04 T HI ..I F-N R T H T S E I. L . SCHOOL 2 4 O 5 P . 0 4 3rd NI rie Wee hs niSClfUXP MANAGEMENT QVARTEKLY REPORT Scn\u0026lt;oi___ F\u0026gt; ELifn^NTAR': feginntr.j Period,_01-05-96 Pnn\u0026lt; .psi 3b Bnchng PenocI______ 03-13-96 irt'iL\n-ttfliolis PART 1. please indicace number suspensiuns by race and category. A C(!i of School Suspens'ons - Catcgcry i Violations T 7   ij Cnd.-s 'r^ C:rk I T.bJ n'Kc 'AT.\nl0 T V 'I li :54ii ..5 . . r \u0026gt; 4 1. Tp'il 'A'hii? fpinix'v T Ul I Xg.'Pic Sm\nt7 TcLiJ Fk Te'.il IrJ' Eik OuSif Xi TtHlJ li i! I -r I r 4- U-U- ----------_r._. 4- \u0026gt; 3 M { F M M r F F K 1 I I I T ' I ) i I i .f ti.r.in ! 1 il 3 I i I B Lviig-Tcfni SupCili.on - Caicgary !I VioSauons u } r } i r 4 I I' GnJ'i G li I- T' H -iJ UltH 4.-.- .i- Tv,., '.3 i- - I f ToiM Viiils K.J.. f A\u0026lt; Pec  M. -i- Ti'Ui I 1?4 Ejk Alli' Tcut hJ/ C*k [7 7~ 0-1.6 f Tj.| T t T I T\nu:i r i f A'ij-'irt T'-.lfl I \\'''hiie F I St.5'':Mn i Tc'ai T I T a Sf'f* (  M F r J I I I T 1 . .'xpubicns  C.ik\nory IH Vujlaliuns j T ( T^-'ai Blick Irfti T.viJ TUi Alii/ F.c ipd.'Eik * To'ai hil/ OuVf To.^' ii I i* r 4 :1 T-v*!\nKiili.mn j T I izcizbf -ij G r*-.fc M M F M F T X I 1 H I NQIU\nPeUnd. QuafLcrly Ucporls are due in Ihc Hearing Ofhec me (I) week foliowjng ibc end el vACb Grading sr Rl-Vi FOR PARTS H. UI AND IV.THU R I GHTS Ei_L. . C: H U Cl L 3 rd 1' we ( \\KT ! toirip'i 'c. ' R K'i se 1! c hoo I D.\u0026lt;* \u0026gt; ToUM These fjgi're^ ro he incluCeJ Fa:^ 1 NOTE: SiudtnU on Ser Ho.rcs ^re .-.ot mcladeo tn FMrt 1 \"I T.\u0026lt;-l AP.te '41 I *ru'Ps: .,--- T-'-al ex,/' 1 T..S4I Xf Ft\n--------- ___ I I i T I i part ih. Personal Daia ' FJeose indicate ute, sey and experience of sufY fcccr.'n-cr.dng tbe varicu\nsuspensions. . BKrats: 0.4 wlO i\u0026lt;.?c 21-2^ 6 trk F* \u0026amp; t.k Ti?s{ Spin V.vP: i_Li To,.I A5'' Pjz U. K-HTTiJA.. iij Lit\n! Teut\n7T7 Inj/ E.l 1- zL kJ PART IV. Eur.lnie?\nE Dtfla  Please tndtcaEe your schovls enroHmcni by Grade Level, Sex and Race. f!j\nk i TiM.I 'A'Ftls *~P VSTi-lu i Tc:l ( A\u0026gt;m P.i !-k1. Et) P#' Ta,11 liU. Fsk Oih\u0026lt;r 7.m1 O-Jwf T.va!* P.'f Of.J-\n17\n31 It yC 11 10 0 21 21 13 37 \u0026gt;\u0026lt; ] - .1? r..\nr-'- 21 10 |100 15 27 LS 39 19 102 202 0 I O' 4- 27 40 20 208 K A P . 05 *NCT ti Effci/r.'* I I K 2 M.i-gjl i T.-.l F 1 { H ? , F I 4 P {  { I y e I T I 1 i 1 I I 3 i 1 I I 1 1 Vk'hltf *' r i y I T + T I i I T I F\n31 21 9 0 i 0 0 0 0 1 0 1 0 1 c 0 0 0 0 I 1 0 I I M I ^r* f i 1 I t j M e t 4 I I I M i I u r I I I I  F I n ' T I J 5 f I i I t I M 1 0 C 1 0 0 0 2 F c 0 1 0 1 1 0 0 2 0 I 3 I I 1 I I 8 2 J l-O I tASl.wfO.iaCMC'rfTtB* F\u0026gt;- JVED :\u0026lt;J C ' CJ4A C*V^ / c/ '^1 f \"^0/\nOffice of Desegregauon .viuijuvuug Little Rock School District Rightsell Elementary PTA Career Awareness/ Mass Media Technology School ocr 4 \u0026lt;w \"^TT West'19tFvSt-reet Phone 324-2430 '\"-v ?: 1996 Of Desegregation f^onitoriny Little Rock, AR'^72206- Dear Please join the Rightsell P.T.A. in celebrating the 90th Birthday of its existence, making it the oldest Elementary School in the Little Rock School District. The P.T.A. would like to erect a marquee with the School's name and to display school events. This project will cost approximately $4500.00 plus shipping and handling, which will total approximately $5,050.00. We need your financial support. You may be asking yourself. Why so much? Well, this sign has a 20 year warranty based on experience - not speculation. This warranty also covers vandalism of sign and will be replaced free of charge if such happens. Also group participation goes up. Community communication increases, school image enhanced and public recognition of student and faculty accomplishments. This is only a few reasons why WE need this sign. Please make your checks payable to: Rightsell 's P.T.A. Birthday Celebration. Send to Rightsell Incentive School, 911 West 19th St. Little Rock, Ar. 72206 The 90th Birthday Celebration will be December 5, 1996, therefore, we would appreciate it very much if you would try to send your donations by October 25, which is our deadline for ordering and having the sign in place by December 5th. Be a part of a Positive image for our Public Schools, contribute today. Sincerely, resident Please pres I P.S. Enclosed is a copy of the sign that WILL be in the front of our school with your support. ORIGINAL J.M. STEWART CORE DESIGN DO NOT DLTLJCATE 1 -S\u0026lt;)O-23T-3\u0026lt;\u0026gt;2S Dii: DJ75:6 SxS'is 20 YEAR WARRANTY VANDAL RESISTANT THANK YOU PTA  WE LOVE IT! i' o. MASCOT STD. . Riiilitsell ElemeDtar^ Scbool -5.iE fe '5-^ ' 4* \\ *''^ h? J* e \u0026lt; I I 8 i  5 I K  20 YEAR WARRANTY! VANDAL RESISTANT 28TEARS EXPERIENCE  I11/21/96 11:15 QoOI 324 2023 I.RSI) COMMCMCATI ODII @002 003 Little Rock School District Press Release November 21,1996 More Information: Zeomee Herts, 324-2020 Little Rocks Oldest Elementary School to Celebrate 90th Year Rightsell Elementarj School will celebrate its 90th year with homecoming activities December 2-6, 1996. Everyone who has been a part of the Rightsell legacy is invited to attend activities. This includes parents, students, faculty, former students, former faculty and any of the schools many dedicated volunteers from throughout the years. Some of the activities that have been scheduled are:  Monday, Dec. 2 Kickoff celebration assembly  Tuesday, Dec. 3, 5\n00 - 8:00 p.ni......Family nightZSpaghetti Dinner  Wednesday, Dec. 4.  Thursday, Dec. 5....  Friday, Dec. 6........ Dress up (from previous decades) day ...............Rightsell History Quiz Bowl ..................Birthday Assembly/Parties Students will also participate in an essay contest, using the topic School Days at Rightsell. There will be an art contest with students illustrating What Rightsell Means to Me. Classes will compete in a door decorating contest in honor of the school. Another highlight of the week will be a time capsule which will be buried Monday, December 9, for ten years. Students and alumni other material for the capsule. are encouraged to bring pictures and (more) 810 West .Markham Street  Little Rock, Arkansas 72201  (501)324-2000(1 11:16 Q.jOl .324 2023 l.RSl) COMMIMCATI  OD'I Press Release - Rightseil Birthday (11/21/96) Page 2 Rightsell, located at 911 ^Vest 19th Street, was opened in 1906 and is the oldest elementary school in Little Rock. The school is named for J.R. Rightsell, who served many years as superintendent of the Little Rock School District. He first was listed among the employees of the LRSD in the Assignments for Fall Session, 1870, assigned to Peabody School. He later became principal of Peabody and Sherman High Schools, and in 1871 became Little Rock s second Superintendent of Schools. He served as superintendent from 1871 to 1880, later returning to that position and ser\\'ing from 1885 to 1905. Today Rightsell is one of five Little Rock School District Incenti\\e Schools. The school theme is Career Awareness and Mass Media Awareness. The mission at Riuhtsell is to provide educational experiences that will help each child reach his or her potential.h (\nr / SAS DriARTMCNT C-i' LDUCAiicr\nZiNi.xzM SCHOOL lI'ii'ROVLHrS'T i-'CAS' VERIFICATION FORM 1091-1992 School Building: (Name, Address, Zip) Pulaski County 60-01-039 LEA Number Tel ephone: 324-2430 % School District: (Name, Address, Zip) Little Rock School District 810 West khem M October 1, 1991 DATE Little Rock. AR 72201 Tel ephone: (501 ) 324-2000 Please submit one copy of the Annual School Improvement Plan fcr by October 15, 1991 .* each school in the di stri. (Mrs.) Bobbie K. Goodwin Pr 'i nc 'Pel Dr. Ruth Steele Superi ntendent Signature of Superintendent School Building Task Force Plesse send to\nMrs. Frenzella Dodson, Parent Mrs. Bobbie Goodwin, Principal Mrs. Richmond Jones, Parent Ms. Ada Keown____________________ Mrs. Nell Page Mrs. Sue Walker__________________ Mr. George West Mrs. Margaret Wi11iams Associate Director Instructional Services Arkansas Department of Educ. /I Capitol Mali Little Rock, Arkansas 72201 Si.v-Y I' HLiii F Il't F(,i''-'\n .1! /MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District i to provide an educational program p-2 To that end, the Little that enables each child to achieve his/her highest potential. (1) a program of basic education for all students\nRock School District will provide: , . .  (2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. Through organized program of studies, each student will experience academic success and will an learn an appreciate responsibility and productivfe citizenship.DISTRICT GOAI^ 1. To increase I RIGHTSELL ELEMENTARY SQIOOL 91i West 19th Street Little Rock. Arkansas educational achievement lor all tudents with specific empliasis cn closing disparities in achievement. 2. To establish climate, of educational excellence in all schools through\na) providing equitable educational oppOrtunitie for all students in a b) c) d) desegregated learning environment enabling all students to develop a learning lifelong capacity and love for leading all students to be productive contributors in the community and the workplace the school, providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.p-4 RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 SCHOOL GOALS FOR 1991-92 1 . By the end of 1991-92 school year, there will be an increase in students who will master skills and potencies on ESPF, AMPT, AND Stanford. 9 To continue establishing climates of educational excellence by providing educational opportunities for all students, enabling students to develop a life-long capacity and love for learning, leading student-, to be productive contributors in school, community and workplace, and providing a disciplined, structured learning environment for students. 3. To cnliance Human Relation Skills for Rightsell Staff.p- \u0026gt; PHILOSOPHY OF RIGHTSELL ELEMENTARY SCHOOL The philosophy of Rightsell Elementary School is to provide educational experience that will help each child reach his/her highest potential. This philosophy is in compliance with the Little Roch. School District's philosophy which boasts an overall program that promotes Intellectual growth, ial interaction, development of self-worth, acceptance of responsibility for learning, and ap- pr' elation for others. The school helps children acq.-ire skills of behavior which a majority oi so iety deems worthwhile.p-0 \u0026lt; assessment/a:A! ysi s or hk: I SCHOOL ACCOM?. 1 ENTS A.ND I NEEDS IN RELATION TO ESTABLISHED DISTRICT COALS An analysis vas made of the data received 1990-91 school concern year. The data revealed the follov O otr school ng: for the Our Minimum Performance Test results were very positive. Grade 3 Reading 96^ Math 92X Grade 6 Reading 93% (+16) Mathematics 93% (+3) Language Arts 80% (+12) Science 80% (+12) Social Studies 80% (+35) Ninety (9010 percent of our kindergarten students successfully completed the Early Prevention of School Failure Program. cf our students scored at or above the norm on KAT-6. Seventy (70%) percent With the e?:cep- ticn of Grade 4, all grades Total Basic Battery increased between 1.1 and 1.9. Attendance for 1991-91 was 96%. The Disciplinary Management Quarterly Report reflects the following: Out-of-School Suspensions - 3 Sent Homes 0 This infcmaticn was shared with the staff. After review o tudent records and student performance a needs assessment was made to determine areas cf strength and areas of concern, student, with parental input. A student educational plan was made for each The District's Mission Statement and our school philosophy were also reviewed. for kindergarten and grades 1 through 6. Specific objectives were established We feel that we have a very positive environment for living and learning. Our P.T.A. is active. Parents volunteer when possible. A committee composed of representatives from each grade level, the counselor, parents and principal reviewed the areas of strength, concern. District s Mission Statement, District Goals and School Philosophy's Statement. As a result, the following school goals and educational priorities are submitted for cur school for 1991-92.V J Bill Id inn Goal T p-7  There will be an increase in students who will master skills and competencies on EPSP, AMPT and Stanford , ACTION 1, Identify student are high risk. that 2. Make individual Student Education Plan (SEP) to address areas of concern. 3. To enhance the self es- t eera of all students through the use of a. Multicultural materials . b. Materials of interest to both boys and girls 4. To actively involve students in communication skills through a. Use of basal reading program b. reading/writing con- C'. nect'on, daily journal, writing, illustra- jting of scripts and plays. Reading aloud to chil- ^dren and engaging stu- dents in oral reading. RESPONSIBILITY 1. All staff and parents 2. Teachers Principal 3, All staff Parents 4. Principal, Teachers Volunteers Parents TIMELINE 1. 3 weeks of enrollment 2. Oct. 1, 1991 3. Ongoing 4, Ongoing RESOURCES 1. Behavior doc Attendance Rec.. , All test data in PRC, STAFF DEVELOPMENT 1. Inservices on identifying at risk students. Teacher test - ing and observation. 2. Student records 3. Counseling Program New Futures Multi Cultural guides Library Gifted PAL Resource Recognition Achievement Awards 4. Daily class work, VIPS, Jr. League DEAR Program, IRC, Basal Program EVALI'AT f ' TA 1. Improved ht-havior and acade.iic performance on Stanford scores 9i-92. report car.ls, s t u - dent perinraanc\n, classroeii. monuor- ing report. 2. Inservice to complete SEPs 3. Inservice on developing self esteem in 'at risk stu- dents 4, Pre-School A other workshops 2. Same 3. ame A. Improved reading., wr i t ing, speaki ng skills, Srandford Language .Arts/ Reading Scores Report Gardsp-8 i Biillding Goal I : 0: There will be an Increase In students who xvtll master skills and competenr 1 ps on F.PSP, AMPT and Stanford___ ACTION____________ 5. To involve all students in the computer lab. library media and visiting artist program to foster student achievement 6. To utilize extended day program to include: a. reinforcement of skills in classroom b. enrichment activitie RESPONSIBILITY 5. Computer attendant, teachers, math, \u0026amp; PAL specialists 6, All staff TIMELINE 5. Ongoing 6. Sept. '91 May '92 RESOURCES 5. IBM Writing to Read Program, PAI. Computer Library Pro. Visiting Artist STAFF DEVELOPMENT EVALUATl'T, I'ATi 5. Improved behavior and academic performance  in Stanford stun?-. 91-'J..' report curd\n-\n.  ru- dent -pert, rtiam t-, classroom monitoring repo!I. 6, Homework Center PAL Program Computer Program Resource VIPS Intermural Activities 6. Pre School Workshop 6. MPT, Report Car\u0026gt;i\n., Classroom Mon it or- ing Repc.rtr r  Building Goal / p-9 To increase success for all students in social development, behavior, math readiness, visual, verbal communi- cation. fine/gross motor, and auditory skills. ACTION KINDERGARTEN GOALS: Learn to interact effectively with others. Role playing activity cen- ters in classroom. Outdoor play Accept responsibility for one's behavior a. Discussion of school rules frequently b. Behavior modification 1. velcp Math Concepts Teacher made games and materials Small and large group instruction Current math series Commercial materials Develop visual skills Writing to Read Early Prevention School failure Develop verbal communication through: Group discussions Telling stories Nursery Rhymes Fingerplays Role Playing WTR Music Writing \u0026amp; IIlus. Book PPVT-vocabulary RESPONSIBILITY Teachers Instructional Aides Parents Counselor All staff Principal Teachers Parents Teachers WTR Attendant Parents Teachers Parents Jr. League readers TIMELINE On-going On-going On-going On-going On-going RESOURCES Recess Classroom Activity Centers School Rules Games Math books WTR Lab EPSF Materials Books Units Games Centers STAFF DEVELOPMENT EVALUAT T ' Teacher ob* . rvat i ci Report card developm !! . Ibservat ions soc. ia 1 lath Skill.. Ciiccllist Report C..rd EPSF Skill.-\nChe. bl is Teaciier 01 er'.'\ni t iuii EPS! Post tp.sr UTR journals Observat ion ERSE kill\n., checHisT:rGc: EuilOing, Coal / p-10 '1, To increase success for all students in social development, behavior, math readiness, visual, verbal communis.i- tion, fine/gross motor, and auditory skills. ACTION Develop use of fine and gross motor coordination Manipulatives Teacher made\nactivities, records, songs Physical Education activities A r t c 1 a s s Develop auditory skills Teacher made materials Listening center activities Jusic Library (REACH) Program Read aloud daily (DEAR) UTR itilize multicultural Curriculum Guides. RESPONSIBILITY Teachers Parents Teachers Teachers Principal TIMELINE On-going Qn-golng On-going RESOURCES Manipulatives P. E. Music zlctivi- ties Art Activities Listening centers T.M. Materials Music Library Multicultural Guides STAFF DEVELOPMENT EVALUATI O\nTeacher obsvrvation EPSF skill check 1 i' Report cards Same as abi Plan book I Ip-ii Terget: Building, Goal orr.e: We expect to see considerable growth in the areas of science and social studies by incorporating these areas with reading and language arts instruction. zlCTION - PRIMARY 1 . In reading we will focus on the following areas of development : Vowels, con- sonants, following directions, and the higher level skills of predicting, inference the students will show considerable growth. . We will Improve our math skills by focusing on basic concepts, problem solving, and accuracy in computation, the students will show considerable growth. . In the area of language arts, we will work toward better oral, written, and listening skills. . In the areas of science and social studies, we will utilize the curricu- lum guides. The students will show considerable growth. . In each area we will utilize instructional methods,, learning styles, cooperative learning and whole group instruction. RESPONSIBILITY Teacher Teacher Teacher Teacher TIMELINE On-going 91-92 Qn-going 91-92 Ongoing 91-92 On-going 91-92 RESOURCES Reading Lab Math lab. Computer lab Principal Librarian Reading Specialist Principal IRC Reading Department IRC, Science and Social Studies Depts. STAFF DEVELOPMENT Enhancing Reading through Literature IRC Inservice Workshops EVALUATIw'. iATA Instructional g,rouping each report ir.r. perio^l Magazine tests Standord Principal and Iea. h. observaci.ias llomev/ork Observat ions Student Ai-Lie'/cr.r-nt Test ing, Jr. League Readers Teacher and Principal ObservationsI cfc^t: Building. Goal 1 IJ iccT.c-: To increase educational achievement Cor all students in the areas high level of math mastery. ACTION imary 2 Goals I. Reading of students will be improved by placing emphasis on work recog- nitioi\nskills and reading comprehension through literature and basic skills. 2. Language Arts Skills will be improved by emphasizing writing and grammar 3. Math Skills will be maintained by placing emphasis on basic skills and providing enrichment ' p-12 of reading and language arts and maint\u0026lt;iin RESPONSIBILITY 1. Teachers Reading Specialists Librarian Computer Lab Principal 2, Teachers Reading Specialist Librarian Computer Lab Principal 3. Teachers Math Specialist Computer Lab Principal TIMELINE 1. On-going 1991-92 2. On-going 1991-92 3. On-going . 1991-92 ' RESOURCES 1. IRC Computer Library Basals Supplemen- tary materia 1 s Multi-Cultural Guides 2. IRC Computer Library Multi-Cultural Guides Media Literature Jr. League Volunteers 3. IRC Computer Textbooks Manipula- tives STAFF DEVELOPMENT 1. Writing Across the Curriculum 2. LRSD Workshops 3, Hands-on Math workshop IRC Mini-Courses EVALUATIr'.  1. Maga/in. T  It :: s Stanf ord Teacher  ode te/t: Principal Obser\"\n!- t ion Teacl\ner ohser'..i- tion Homewori, SEP Data 2. Stanford Teachei i\n, ide Teai b -r tion r c- s r \u0026lt;.hser''i- Journal writ inn Homework Story Writ in,' SEP Paia 3. Stanford Teacher-made r i- terials Homework Texts Math Skills list SEP Data .:k-p-13 Bi.ii 1 din\nC'.'.il 1 To increase educational achievement for all students in the areas of science and social studi ACTION Irirr.arv 2 Goals Science anJ Social Studies skills will be improved by using our textbooks and utilizing the multicultural guides. RESPONSIBILITY Teachers Principal TIMELINE On-going 1991-92 RESOURCES IRC Textbooks Manipulatives Multl-Cultural Guldes Current events STAFF DEVELOPMENT Hands-on Science Workshops IRC Mini-courses EVALUAT! Stanford Teacher-m:!dc mat . r- ials Tests Teacher ol SEP Data rvat iuiip-l-'l Bu i 1 J i ni'. Goal //I To increase arlsT educational achievement for all students in the areas of basic skills: reading, math, and language TICN Primary 111. I . We will strive to attain mastery in the following .ireas of reading\n1 . Il ntif' suffixes 2. Identify antonymn 3. Improve ilecoding skills 2. In order to attain mastery in the following areas of math we will focus on maintaining our high level of achievement. 3. We will strive to attain master'. in the following areas of Uinguage arts: 1 . The students will in- crease skills. glossary RESPONSIBILITY 1. Teacher Reading Specialist Computer lab Librarian Principal 2. Teacher Math specialist Computer lab Principal 3. Teacher Reading specialist Librarian Computer lab Principal TIMELINE 1. On-going 1991-92 2. On-going 1991-92 3. Ongoing . 1991-92 RESOURCES 1. Textbooks Computer lab IRC Media Supplementary materials Multi-cultural guides 1. Textbooks Computer lab IRC Media Supplementary materials Multi-cultural guides 3. IRC Computer Library Multi-cul- tural guides Literature Jr. League Volunteers STAFF development 1. MPT workshops LRSD workshops IRC Mini Courses 1. MPT workshops LRSD workshops IRC Mini courses 3. LRSD Workshops EVALU/'T!','\n: TA 1. Teacher and. Principal ('bser. :. t i .. Skill rc I MPT Stanford scores SEP 1. Teacher ci pa 1 Skill I ind prin- iserv.at i t i .s MPT \u0026amp; Stanford scores SEP 3, Stanford scores I\"' Teacher-made rc=t Teacher observa Journal Writing Homework Story Writing 1. -nP-I 5 c *\nBti i  illnn Coal fl To increase educational achievement for all students in the area of Science and Social Studies. TICN Primary III. 1. Scien\nc and Social Stu- dios skill will be im- proved by using our text- bo^' along with the multicultural guides. l.a. The tud.ents v/ill be able to interpret maps. RESPONSIBILITY 1. Teacher Principal TIMELINE 1. On-going 1991-92 RESOURCES 1. IRC Textbooks Multicul- turial guides Current events Manlpula- tlves STAFF DEVELOPMENT 1. IRC Mini Courses Hands On Science Workshops I EyALUATf--. : 1. Hat-6 ! '\"1 score:-. Teacher na !o teria! Teacher t ion SEP , and ti'-,rs Oh a.-r i-i- 'i L1 ct ing Coal 1 To increase educational achievement for all students in the area of word recognition and research shills. A'lTICN IntermC'Liate IV. ampL.as i/e consonant/vowel sounds tl.rough English, Spell in.\n, and Reading Re- source Skll Is Schedule pupils who are reading one or more years below grade level into the I - Writing to Read Pro- cram at a time when it will se t emb.irass them (if possible). Emphasize ba.sic computation skills through skill games and drill. RESPONSIBILITY Teacher PAL Teacher Gifted Teacher Media Specialist Computer Lab Resource Teacher - each on a scheduled basis. (Same as above) Teacher PAL Teacher Gifted Teacher Computer Lab Resource Teacher Principal TIMELINE On-golng 1991-92 On-going 1991-92 On-going 1991-92 RESOURCES Basic and Supplementary Texts, Charts, Audiovisuals (Same as above) Basic tests Charts Audiovisuals and math resource sheets STAFF DEVELOPMENT Demonstration by Reading Specialist Resource Teacher Media Specialist Gifted Teacher- Demonstrations - IRC, Math Lab, Cl  ted Computer Lab and Resource Teacher.s E7ALUATI \nClassi'ooni T'- I),.la and Standf. rd S ores SEPs Test data Magazine t\no . Teacher made te Observat ions Stanford iicit SEPsId! i UI inp, Coal 1 To increase individual growth in reading, math, social ACT I ON intermediate V. 1. Individual growth will be increased by emphasiz- ini' priority skills as recognized by the LRSD. 2. Students will show indi- Videal tains in math as evidenced by Stanford 3. 'nd ic i'h.al growth in :' oc i a I S' I ii'-e \ntodies and as evidenced through Stanford p-17 tudies and science as evidenced by achievement L :i f\n. RESPONSIBILITY 1. Teachers Reading lab Computer lab Principal 2. Teacher Math lab Computer lab 3. Classroom teacher TIMELINE 1. 1991-92 2. 1991-92 3. 1991-92 RESOURCES 1. Reading texts Workbooks Library Supplemental materials Reading lab Jr. League Readers Multi ethnic, guides 2. Math text Math lab LRSD 9 weeks test Suppl emental Materials 3. Library Field trips Multi-ethnic guides IRC STAFF DEVELOPMENT 1. Activities, Curriculum Inservice 2. Mini-courses offered by IRC 3. LRSD in-service EVALUzM IG 1. StanfIO Magaz iuu scorcf t eSt s Teacher made tests SEPs 2. Stanford Teaclier and Principal obser- vat ions (SEPs aua t s t ) 3'. Stanford Student per for:,i.i nee Tenche-r-made 11, t s SEPsbiii Rilnv, Coal 1 .J leer To increase Language Arts, reading, math, science and social studies scores as evidenced through .AMPT and ritan- lord scores. ACTION ^.ntermediate VI. I. Total reading scores will increase as evidenced by Stanford scores. 1. liatli .iccres will increase as evidenced through Stanford and AMPT. 3. Science and social stu- dies scores will inas evidenced through Stanford and .AMPT scores. 4 . Language Arts scores will increase as evidenced through Stanford and ZiMPT scores. RESPONSIBILITY 1. Teacher Reading lab Computer lab 2. Teacher Computer lab Math lab 3. Teacher Principal A. Teacher Principal TIMELINE 1. 1991-92 2. 1991-92 3. 1991-92 A. 1991-92  RESOURCES 1. Reading texts, workbooks Library Reading lab Multiethnic guides 2. Related staff 3. Multi-ethnic guides Textbooks Library Supplementary materials A. Multiethnic guides Textbooks Creative writing Journals School Newspaper Computer lessons . STAFF DEVELOPMENT 1. District inservice Mini courses 2. District In-service Math Department Mini-courses 3. District in-service District In-service English Department Mini courses EVALUATn\n'ATA 1. Stanford AMPT Teacher L Prirri- pal obsi' -rvat ions Magazine t.-sts O' SEPs 2. Stanford AMPT LRSD 9-wfeks test' Teacher i.,ade test\n3. Stanford AMPT Teacher made tc A. Stanford /AMPT Teacher made test Published newspaper every qinir ter.i BuiIdlng Goal 1 (RIGHTSELL) To increase social studies scores as evidenced through AMPT and Stanford Scores. Intermediate VI ACTION Students vjill be able to define culture and recognize the characteristics of all cultures. 3 . Students will recognize the characteristics of good leaders. Students economic will recognize and social chances in a society. 4, Students will be able to distinguish the cardinal ani .d intermediate direc- t ions. 5. Students will be able to compare zones. and contrast time 6. Students will be able to define the different reference terms. RESPONSIBILITY Teacher Principal TIMELINE 1991-92 1st Quarter' 2nd Quarter 2nd Quarter 1st Quarter 3rd Quarter 4th Quarter RESOURCES Textbook Multi-ethnic guides library filmstrips supplementary material STAFF DEVELOPMENT District in-service Mini-courses EVALUATICN PATA_ Stanford AMPT teacher-male testsFa rget: Bail fling Gnal 1 X2. (RIGHTSELL) J J r.e: Tn increase science scores as evidenced through AMPT and Stanford scores. ACTION !. Students will have a knowledge of heridity and how it is used. 2. Students v.'ill be able to identify the body systems of each. iind the function 3. Students will have the knowledge of natural resource, how they are caused and how pollution affc'vts them. c nd en f s will identify i basic food chain and how food is consumed. 5. tuJents will identify the insulator and conduc- tor and tell how each is used in the election flow. 6. Students will identify different types of weather types and the instruments used to measure each. 7. The students will recognize the three rock types, how each is form- ed. and be able to identi fy each. RESPONSIBILITY Teacher Principal TIMELINE 1991-92 1st Quarter 3rd Quarter 2nd Quarter 2nd Quarter 2nd Quarter 3rd Quarter 3rd Quarter RESOURCES Multl ethnic guides Texts Filmstrips Experiments Field trips Guest speakers STAFF DEVELOPMENT District In-service Science Department mini-courses EVALUATlOfi L Stanford AMPT Teacher-\nTA dt\nEC\n.'Target:___ Building Goal 1 (RIGHTSELL) P. 18 jtCOTG\nTo increase 1anguage arts scores as evidenced through AMPT and Stanford scores^ ACTIO ?! . . Students will be able to know the difference between main verbs and help- ing verbs. . Students will be able to label the parts of speech in a sentence. 1. Students will be able to L Cl\" rbine sentences and fine the difference between a fragment and run-on. -I , The students will be able to use subject verb agree- r.tnt in writing sentences. RESPONSIBILITY Teacher Principal Compuber lab specialist TIMELINE 1991-92 1st Quarter 4tli Quarter 3rd Quarter 3rd Quarter RESOURCES Multi ethnic guides Textbooks Library Supplementary materials Journals Creative writing School newspaper STAFF DEVELOPMENT District In-service English Department mini courses EVALUATL'iQ DATA Stanford AMPT Tcaclicf-n.adc-i ent Published news- paper f.icli cp: I'ffl p-19 sift - Bull ding Coal 2 To '.evelop program at Rightsell which will promote excellence and educational opportunities for all . TICN RESPONSIBILITY TIMELINE RESOURCES s tudc nts. utilize current research modified to our educational building al. Principal and faculty Professional Growth Committee On-going Profe ional journals and conferences STAFF DEVELOPMENT Sharing at staff meetings EVALUATI'd\n! a- Evidence of innie- mentation i1 search utted reTo develop a program which .akes learning relevant by: .Planning and implementation of monthly assemblies Teachers, Students Principal, Assem- blie.s \u0026amp; Special Extended day activity Monthly Record of tion par i 1 c I r.i- M-C Guides Monthly P r o r a r.t s Event Conmiittee. .Coord inate ext racurricu- Teachers On-going M-C Guides 1 a r our activities with the r icu 1 urn. Produc in\nscht'oi newspaper Principal, Teacliers Students Four issues of Newspaper Computer Producin.: us 1 d video, i.i projects radio and other V. equip-ent To promote and publicize Richtsell by: .At ten ing Conferences Present i ng ces at conferen- Cettin pidilicity in lo- cal paper and on T.V. Incentive School Workshops None P u b 1 i s h i-' d . I?s p a il ( j Principal, Teacher Students, Media \u0026amp; G/T Specialists Principal, Teacher Students Principal, Teachers Students Teacher, Students^ Ms. Keown, Sch. Comm. Relations and Publicity Comm. On-going On-going On-going On-going Media \u0026amp; G/T Specialist equipment None None None None Completed P'redui is Documentation Docunicntat ion Documentation DisplaysBuilding Goal 2 To integrate multi-cultural progrmas, Art, Music, Library Media and P. ACTION Planning as a team to nt-it core curriiailum objectives T RESPONSIBILITY Principal Total staff E. into the core curriculum. To provide read aloud progra Renais through Roading\nance To have C C 1- 11 . -isiting author light sell If provide field trips r e r ..oru class related to eurrieu.1 urn To attend artistic per-\n er man Ci.\nand/or exhibits TIMELINE On-going RESOURCES M-C guides Achievement and MPT scores STAFF DEVELOPMENT Staff meetings EVALUAT I : Mastery i oh i et- tives tauulit tn core curric'ulum Principal, Jr. League, Friends of Library, Teachers, Students Principal, Central Library, Reading Renaissance All staff, VIPS Principal Teachers VIPS Oct.-June, 2'2 hrs. per week of reading a-. loud by 2-train- ed readers from Jr. League Spring On-going On-going Jr. T.eague VIPS Arkansas Arts Center and other facilities None None None Visit\n.\n,.liei!ul( ! V i s i t a t ill r. ment ed Field trip Annual. Pitpert Comp!etc! .'-.C I i'  i t  hl i 1 d {nu Glial 2 1.e:idership and incentive programs to produce contributors in the school, ACTIO- Announcers and Fire Mar- sl.alls will be models of ccod c i t enship- t y,' Club will be es- ished. .\\n Ajnbas idor Club to greet guests and new students will be established. Ri'J.t sell' s will bv act Student Council e, p- the community, and the workpiaci?. de r Iri ?ram will pro- ..'odels for select- Lud.entn. Conflict Managers will be trained and acrivated. Honors Tea and Awards will be given for: Citizenship Attendance, Scholarship, .'.ost Improved Student, and Positive Classroom Behavior. RESPONSIBILITY Student Council Coordinator and Clerk, Counselor, Principal and Staff Counselor Counselor Student Council Sponsors \u0026amp; Members, Staff, Students, Counselor, Principal Counselor, Community volunteers, college students and adults Teaching staff Counselor Principal Principal Counselor Teachers Aides All staff TIMELINE September June October June October June September Juno On-going Witliln the . first semester Each 9-weeks RESOURCES Staff Counsel or Counselor S.C. Sponsorc Special Career Kits and other materials Counselor STAFF development Mentor workshop for volunteers Conflict Managers Workshop EVALUAT r--\nReport card\n- Improved . it izc-n Record of h.i-.liiL-r-, and ac tiviI i es List of sill!ent presentat J '. cs III' reRecord of r..\nI'Ors act i V it ic s Awards Positive foedh.t.l from parents Oh\niorvat ion : (' ':i-  p : filets on the pl a - ground will be h.audl- ed by students. Improved citizenshipir .-'C liii i 1.1.1 111 Co.il 2 T 1 develop a program for school discipline which is 1 lie Lircd by fewer student referrals. p-J rcflecL.i.ve of consistent and easily understood school r 1 ACTION 1 develop building rules to read s and i d. signed by par- udents. 'I.  p remote iiude i n t a positive at- . cichers about di iplinc To correspond '..'ith parents .in a po tive m.anner. kind alt.- .. I sc . rr.ativc solutions d i'.ie problems To improve school climate ti'.rougii boards, banners, re war cis y-enshin cif the week v/ill be recognized. tit icr.sh. i'p irds RESPONSIBILITY Staff Staff All Staff All staff Discipline team All staff members, parents, community, Resources, PTA P.E. Teacher TIMELINE September On-going On-going August End of year Weekly RESOURCES staff development Pre-school incentive workshop Cuest speakers Interpersonal skills In School incentives Conflict Managers Behavior Strategies Workshop for Instr. Aides Signal uro.\nObservati on Parent-tea.iier ference fori..s Sfhool. record'. Parent-Teacier Pupil surve'.' A\\ ardn - - irc.-r riiiildiiii'. 2 r \\ et fort be macle to increase .sl udeiit: .'iltcndancG and reduce .stiident tardies. Students are r.-'quested to an a note siened by '.iroiil v!\nen they return to -ch.cfl after being absent .!r patc-nt ray call stating rea n for the ciiild's end letter hone after 3rd inexcused absence. arent-T.  '.eld oitir er Conference ith une used lerti Ii'.'.ates v.'i 11 be issued er pirfeet attendancez ctu.ilitv will be rev.'arded  t t'ne end cf the year. RESPONSIBILITY Parent Principal, Teacher Counselor, Secretary, Aides, Volunteers and Social Worker Principal Teacher Parent Counselor Teacher Counselor Principal Teacher Counselor Principal TIMELINE Day following any absence Day following third absence Following the 5th unexcused absence End of the year Annually RESOURCES STAFF DEVEIOPMENT EVALUAT! L : Total numla ' \u0026gt; cu.sed ab-enr* s Documentation of letter Parent/Teac la r Confert-nc c 1 (,r::. Number of Perfect Attendance .'n.-ard\n. Certi f icatesT c c t\nSchool Cliinale / Through increased awareness the building will be safe and secure for all students in attendance. ACTION____________ . . Request official ID tags for all staff. . Maintain established procedure for \"drop in\" visitors, parents, tutes, etc. substi- 3. Provide security for evening/night meetings. 4. F.stabl sh procedure for iergency playground safe- ty in the event of a .! r ive ) weapons attack 5. Establish procedure for entering building when emergency dictates. 6. Maintain procedure for lire, tornado, or earthquake drills. 7. Request alternate emergency communication sys- tea, (walkie-talkie) which will include Crises team. Playground aides, and classes in portable buildings. RESPONSIBILITY 1. staff 2. Staff 3. L.R.S.D. 4. Staff - parents 5. Staff 6. Staff 7. Staff TIMELINE 1. September, 1991 2. September, 1991 and throughout' 3. Ongoing 4. September 5. September, 1991. 6. September, 1991 7. September, 1991 RESOURCES 1, L.R.S.D. 2. Crises Plan 3. L.R.S.D. Security Rightsell Custodians 4. Staff 5. Staff STAFF DEVELOPMENT 1. Encoursge staff members to wear badges daily. EVALUAT II' DATA 1. Quarterly floor level survey of badges worn. 2. Staff remind parent2. An eff to stop by the office, sign in and receive visitor's pass. 4. Meeting on the Crises Plan Practice procedure 5. Practice with staff and a. students: Before school b. Recess c. Lunch 6. School Emer- 6. Practice procedures gency Plan A handbook 7. L.R.S.D. Administca- tion r. 1 iv edu- cational criv iron- ment, sign in sheet in offic\u0026lt;. 3. Effective condur- tion of meet i ng.s. Increased, attendance . 4. Two-minuie playground evacuation. Note: It usual 1y takes longer to stop plav than 1 start it. 5. Implementation Same as //A throughout the year 6. Sixty' second built ing evacuation drill. 7. Orient staff in use of walkie-talkies. 7. Ability to effectively communi c.itf coordinate during drills.Scliool ClJin.ite .CC7C-:__Through Increased awareness the building will be safe and secure for all students in attendance. ACTION \u0026lt; Implement a school emer- goncy code. \"Code Blue. The code is RESPONSIBILITY 8. Staff TIMELIME 8, September., 1991 RESOURCES 8. Staff School Emergency Plan STAFF DEVELOPMENT 8. Code was decided by staff members. EVALUATION DATA 8. Periodic Code Blue\" alerts to cnsure tinderst and- ing by : tuff/stu- dent w i L11 a t a r - got implcjTientat ior time ot tions. sixty scc-1' 0: Btiildinq Coal 3 To improve Human Relations of staff and school coinmiinlcntion ihirin.r the 1991-92 sclicxn year. ACTION L. Promote opportunities for parents, central office staff to see our children perform through class- r'.'om and/or school pre- ntacions (assemblies). 1. Human Relations workshop (confliet-resolutions workshops) Provide opportunities 'which facilitate a sense  I tb.e coopcra.tion between schi \u0026lt;1, the family ..nd the e.'mmunity through \"H.-.m Care wor\n|Program\", \"Day , \"Talent Time\", I mil'.' Xicht\", Banquet\" Field D.i'.'\" ?. Pro','ide (.atron involvement through classroom lecturer on citizenship, careers, etc. 4. Teacher contact with each parent at the beginning J. RESPONSIBILITY 1. Principal and Staff Parents Children VIPS 1. Principal and Staff Parents Page M. Williams Falls Keown Field Day Committee 3. Principal and Staff Parents, Patrons Pupils, COA VIPS li. Teaching Staff of school via cards, tele- phone, V i s i t s confercnce, home Promote promptness and regularity of attendance as aids to achieve through positive rewards, praise, and parental notification of excessive xcusi'f* tardies or ab- TIMELINE 1. On-going - 2. On-going November 1991 May 1992 3. On-going 4. On-going September 1991 RESOURCES 1. Mass Media Activities Local Media 2. Grade Level Workshops Newsletters shared Local Media 4. Successful Conferencing with parents STAFF DEVELOPMENT 2. District Inservice on 'Human Rela- tions\" EVALillTIf\".' 1 . Record of ['.art i - cipat 1 on Attendanci: 2. Record of I'arci- cipat ion 3. Documentation cf volunteer time. A. Conf erence I'orn:S1 SagMaoO HansssaSSw S(iSi@S I I j i a. ipigSMg a. (gma'safflB ^uaaa^aa /?!/ n co 5m n co I! i Lfe^s\u0026lt;sii 911 Yt^'esl 19th Street Little Rock, Arkansas 72206 August 26, 1991 Welcome? Every time you enter, your teachers \u0026amp; staff are here to help you learn \u0026amp; grow \u0026amp; succeed! The doors of this school are always open to you! You can help  by fulfilling the rules \u0026amp; responsibilities in this Handbook! Welcome! Parents Students? 7E'LL HAVE GREAT YEAR! _v,jjjr~r7\u0026lt;tf?jTi^'r\u0026gt;flr.ytaj.xjiWX*a\u0026gt;sMayf:gTa*mr\u0026lt;wiraH5wJT--74J0.-33^'cwBT.UJ\"- / ^innccocrreellyy Ml) Mrs. nB\u0026gt;o^buub.Ti.e\u0026lt; 1I1I. Goodv/in Principal Rif'.ht.sel 1 P I ementary School bH I LITTLE ROCK SCHOOL DISTRICT Rightsell Elementary School 911 West 19 Street Phone 324-2430 Little Rock, Arkansas 72206 August 26, 1991 Dear Parents and Students, 11 'J Welcome to Rightsell (\"The Right Place To Be\"). to an exciting and successful school year. We are looking forward We have prepared this hand- book so that we may bring about a better understanding between the school and parents/students. We ask for your cooperation so that we may provide your child with a rewarding and enriching experience. Please take time to read this handbook thoroughly. On behalf of the faculty and staff I would like to extend an invitation for you to visit our school, attend your child's programs, and become an active member in the PTA and volunteer program. you and your child with us at Rightsell Elementary School! Sincerely, (Mrs.) Bobble H. Goodwin Principal We are happy to haver. T ALL VISITORS 1 ARE REQUIRED TO REGISTER AT THE PRINCIPAL'S OFFICE BEFORE GOING TO ANY CLASSROOM. THANKS FOR YOUR COOPERATION. Mrs. B.H. Goodwin, PrincipalRIGHTSELL ELEMENTARY SCHOOL FACULTY/STAFF (1991-92) BOBBIE GOODWIN, PRINCIPAL Minnie Vault, Secretary PRE-KINDERGARTEN 1. Clarice Woodley Room 207 KINDERGARTEN 1. 2. Brenda Croft Frenzells Dodson Room 104 Room 103 PRIMARY I 1. Stephanie Bentevengo 2. Rosalyn Zeigler Room 102 Room 101 PRIMARY II 1. 2. Sharon Bryant Barbara Fincher Room 204 Room 202 PRIMARY III 1. 2. Ann Sanders Jo Ann Wilson Room 201 Room 203 INTERMEDIATE IV 1. 2. Eva Fairchild Sue Walker Room 206 Room 205 INTERMEDIATE V 1. Nancy Dailey Room B-9 INTERMEDIATE VI 1. LaDonna Falls Trailer 1 SPECIALISTS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Joy Baker - Music Alene Goetz - Media Specialist Ada Keown - Reading Nancy Mitchell - Resource Marjorie Moore - Art Evelyn Nash - Auxiliary Nell Page - Math Amos Rochelle - Physical Education Gall Shelton - Speech Therapist George West - Gifted/Talented Margaret Williams - Counselor 'J Room B-5 Library B-1 Room 200 Room B-6 Room B-2A Room B-4 Room B-8 Room B-3 Room B-2BFACULTY/STAFF (continued) Page 2 12. 13. Valerie Willis Lillian Whlttenburg Sue Sheppard Library B-1 Nurse Nurse Health Room Health Room INSTRUCTIONAL AIDES 1. 2. 3. 4. 5. 6. 7. Maggie Brown Tonya Hawkins Pearl Lewis Dladra Lindsey Annette Merrill, Computer Lab Pamela Tims Kathy White CAFETERIA 1. 2. 3. Willie Baker Juanita Breedlove Mentha Gilliam, Manager lU STOP I ANS 1. 2. 3. Carolyn Lee John Mickles, Head Custodian Lloyd Williams i JSCHOOL CALENDAR FOR 1991-92 SCHOOL YEAR LITTLE ROCK SCHOOL DISTRICT ULY 4 Independence Day, Legal Holiday DGUST 19 26 Teachers Report to Work. First Day School BPTEMBER 2 23 30 Labor Day, Legal Holiday Staff Development Day, Students Out Parent Conference Day - No School STOBER 21 31 Staff Development Day, Students Out End First Quarter Member 1 7-8 28 -29 Teacher Record Day, Students Out AEA (In-Service Day, Students Out Thanksgiving Holidays cember 23 Christmas Holidays begin at end of school day (December 24 - January 5) Ruary 6 2 20 School Reopens End First Semester King, Legal Holiday, Students Out Teacher Record Day, Students Out ICH 2 26 Parent Conference Day, Students Out End of Third Quarter ttL Spring Vacation I 25 IE Memorial Day, Legal Holiday 5 Students Last Day of School i h RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 DAILY SCHEDULE 1991-92 7:45 Teachers arrive in classrooms 7:50 Students enter classrooms. Each teacher is asked to stand at his/her door to receive children, lunch count, etc. Homeroom period, attendance. 8:00 Tardy bell/Instructional day begins 9:30 - 9:45 Kindergarten and Primary I recess 9:45 - 10:00* Recess for Primary II and III classes 11:00 - 11:45* Lunch for Kindergarten and Primary I classes 11:30 - 12:15* Lunch for Primary II and III classes 12:00 - 1:00* Lunch for Intermediate IV, V, and VI classes 2:35* Dismissal of students. Teachers are asked to supervisie students to the nearest exit. Extended day begins at 2:35. *Asterisk indicates when bell will ring.IHl PTA Our Membership Drive Kick-off will begin during registration. plan to become an active member. Please ment as active partners in education. We value your support and involverepresented by a parent. Our goal is to have each student September 24, 1991. The first P.T.A. Open House is scheduled for Please plan to attend. PTA dues are $2.00 per person. If you have not paid your dues for the 1991-92 school year, you still have the opportunity to send your dues to your child's teacher today. The following are our 1991-92 PTA Officers: RIGHTSELL ELEMENTARY SCHOOL 1991-92 PTA Officers President Mr. Robert Cook 1st Vice President 2nd Vice President Ms. Jacquelyn Finley Ms. Donna Fudail *4 3rd Vice President Recording Secretary Treasurer Mrs. Margaret Williams Ms. Shirley A. Norman Mrs. Mattle Blackman fl 4 jT PHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT A sound and comprehensive philosophy, based on the personal andeducational needs of students, effective public school program. is essential to a viable and The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the ed present and future programs of the district are being develop- The school district instructional and supportive programs should: 1. Be designed, organized, and implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. 2. Emphasize and continually reinforce the values of our democratic society, worthy citizenship and ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. , , 4 . Reinforce positive goal-oriented learning by systematically recognizing and rewarding student success at all levels of achievement. 5. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. 6. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers^T PHILOSOPHY OF RIGHTSELL ELEMENTARY SCHOOL The philosophy of Rightsell Elementary School is to provide educational experiences that will help each child reach his/her highest potential. This philosophy is in compliance with the Little Rock School District s philosophy which boasts an overall program that promotes intellectual, growth, social Interaction, development of self-worth, acceptance of responsibility for learning, and appreciation for others. children acquire skills of behavior which a majority of society deems worth The school helps while. CURRICULUM Rightsell Elementary Schools ultimate objective is to ensure that each lYXKritSeXX LXCmcULai. y ----------------------- ~ J 1 student obtains a minimum of 85% mastery of the basic skills curriculum. The areas of mastery are mathematics, social studies, science. manifested in reading, writing, grammar, spelling, fine arts, and physical education. Id LI tcUlcl LiUo I ovuxaj. ft* w**.* Within each subject area and at each grade level, skills are Identrfie \u0026lt; three instructional levels: ziovolnnmental and extention. The basic basic, developmental and extention. They are also the Bkllls are those skills which all students must master. Bkills on which the Arkansas Minimum Performance Test is based. A comprehensive guide exceeds minimum levels of expectation. developmental skills are skills beyond the basic level that are introduced nd taught, but not necessarily mastered by all learners. Development grade level become basic skills at a later grade or in a more The skills are reinforced by utilizing Reading through Ikills at one Idvanced course. 7..^ --------------------------------- - literature, field trips. Writing Across the Curriculum, Math Ol^piads, lomputer Lab, Odyssey of the Mind, Resource people, and Extended Day frogram. ORGANIZATION lightsell Elementary School has one pre-kindergarten, dasses, two (2) first grade, two (2) second grade classes. two (2) kindergarten two (2) third, two 2) fourth, two (2) fifth, and one (1) sixth. enhance learning opportunities with the These Include an Ripport personnel is provided to providing for the special needs of all students, music specialist, auxilary computer lab attendant, a speech therapist, \"  a reading specialist. loal of rrt specialist, a Tccial education specialist teacher, I'ysical education specialist, a math specialist, ---- instructional aides. a a part-time a ibrarian, a library clerk, a part-time nurse, rid a secretary.T LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK'SCHOOL DISTRICT iKo Of the tutu program that enables each chil nrovide- (1) a program of Vlend. 2 progr^ basic education for all students, v j p y mental)\nand (3) enrichment needs of students (emotional, physical . and ment . organized pro- (1) a program of  learn and appreciate re Distrlet Goals 1. educational achievement for all students v/ith To increase _________ specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence' in all schools through: a) b) c) d) providing equitable educational opportunities for all students in a desegregated learning environment enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the community and the workplace providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.---9TI Vest jyth itreet Little Rock, Arkansas 72206 SCHOOL GOALS FOR 1991-92 1. By the end of 1991-92 school year, there will be an increase in students who will master skills and competencies on ESPF, AMPT, AND Stanford. 2. of educational excellence by providing educational opportunities for To continue establishing climates of educational excellence by providing eaucationax opporuunxux.o ... 11 students, enabling students to develop a life-long capacity and love for learning, leading students be productive contributors in school, community and workplace, and providing a disciplined, struc a to tured learning environment for students. 3. To enhance Human Relation Skills for Rightsell Staff.INCENTIVE SCHOOL PROGRAMS I COMPUTER LITERACY AND COMPUTER PROGRAMMING INSTRUCTION I I sS? The opportunity for experience with the tools of the future. Children learn computer-based instruction in elementary school reading, mathematics, so- 0 cial studies, science, and art. I EXTENDED DAY, WEEK, AND YEAR LEARNING ORRORTUNSTIES I Enhancing the traditional learning environment by offering free classc,s after a school and providing learning experiences on Saturday. EOREIGN language INSTRUCTION Ei \u0026lt; paring children for the future by providing students with foreign language skills necessary for global interaction. A PERMANENT SUBSTITUTE TEACHER ASSIGNED TO EACH SCHOOL A permanent part of the team. The substitute adds stability and uniformity to the classroom. ADDITIONAL INSTRUCTIONAL AIDES Additional aides provide help in the classroom and increase the amount of interaction between students and trained adults. emphasis ON HIGHER LEVEL THINKING SKILLS Increased emphasis on thinking skills including decision making, problem ''C'h'ii'ig, and creative thinking skills. STUDENT EDUCATION PLANS FOR EACH STUDENT Tailoring the learning plan to fit each individual student's style, interests, and needs. SATURDAY ENRICHMENT OPPORTUNITIES Additional learning opportunities at new times. I^OUR YEAR OLD PROGRAMS .'dinners. An early start for an important job - beginnings for bright begi ''ariuiu t(' If'arn. \u0026gt;. 5 I riGENERAL INFORMATION SCHOOL HOURS The instructional day begins at 8:00 a.m. Students should not plan to arrive at school before 7:45 a.m. Students are not to be in the building before 7:50 a.m. classrooms. In bad weather, students go to the cafeteria until dismissed to NOTE: If your children walk or if you bring them to school, please arrange to let them leave home or bring them so that they will not arrive earlier than 7:45 No provisions are made for playground activities prior to the opening of school. VJe are sure that you are concerned about their safety as we are, and a.m. feel that unsupervised play can be dangerous. appreciated. Your cooperation is needed and CARE The Care Program is a non-profit, self-supporting program of child care provided for elementaryage students and parents of the Little Rock School District. The program operates before and after school and all day on most school holidays. The Care Program provides a structured program of creative activities and re- Varied group and independent activities creation in a nurturing environment. Students in grades are planned according to the student's age and interest. first through sixth are encouraged to participate in our Extended Day Program. A CARE Program is located in the LRSD elementary schools where there are a mini- Our program operates mum of 15 participants between the ages of 5-12 years. from 7:00 a.m. until school opens and from the close of school until 6:00 p.m. During most school holidays CARE is open from 7:00 a.m. on regular school days. to 5:30 p.m. at specified schools when LRSD schools are closed due to severe When school is closed for any reason before the normal dismissal Weather. time, CARE begins operation at the earlier time. 1' The CARE Program is supervised by a certified elementary teacher-supervisor. A ratio of one adult instructor to every 18 children is maintained at each i site. Care provides a nutritious breakfast and snack prepared by the Little Rock School District Food Service Department. The registration fee is $6.00, and the daily rate is $3.00 to be paid in ad t'ance on a monthly basis. A $6.00 daily fee is charged for school holidays The cost to attend on a drop-in basis (less than 10 days and bad weather days. per month) is $3.25 to be paid at the end of each day. able at our school for the CARE Program. Applications are avail- breakfast program The cost is 50 cents Breakfast will be served from 7:25 a.m. until 8:50 a.m. The breakfast program will begin September and 30 cents for reduced. 1991. 16.f Attendance When vour child is absent or tardy, he/she misses an important part of instruction. Students are expected to be in school except in cases of emergency or for reasons as explained below: 1. - The school may require a doctor's Personal illness . - . . statement or other supportive data varifying the reason fQi\nrhe absence to be presented to the attendance office the day \u0026lt; le student returns to schoo? on 2. Illness in the family - All school work should be kept current. 3. The absence arising from this Quarantine in the home - ---- - j-.j limited to the length of quarantine as fixed condition is by the proper health official. 4 . Death of a relative - The absence arising from this condition is limited to three days, unless reasonable cause may be shown by parent on a longer absence. 5. of a religious holiday - Any student of any Observance c_ _---------------- _ religion shall be excused if his absence was for the purpose of observing a religious holiday consistent with his creed or belief. religion 6. ANY OTHER REASON MUST BE EXCUSED BY THE SCHOOL PRIOR TO THE ABSENCE. Absences A written excuse is required for each absence and should be Presented to the childs homeroom teacher. It is It is the responsibility of the school to make a reasonable effort, such as calling by telephone, to notify the parent when the student is absent from school if the parent has not contacted the school. J^diness Students are to be in Promptness to class is very important. their seats and ready to work when the tardy bell rings. If your kJ kJ X 4 kJ J kJ k* J W kJ Child does not bring a note with your signature stating the reason for tardiness, the teacher will confer with student after school^ After the third tardy, the teacher will Concerning the tardiness. then counsel the student and notify the parent.Reduced-Price Meals Extra Milk Elementary Student Reduced-Price Meals a -y. 9 RIGHTSELL ELEMENTARY SCHOOL LUNCH PRICE LIST - 1991-92 Elementary Student . 1.00 BREAKFAST PRICE LIST - 1991 - 1992 .40 25 50 .30 LUNCH PROGRAM All students may participate in the hot lunch program, the school kitchen. Meals are prepared in Applications for free or reduced lunch must be made through the school office. Eligibility will be determined according to federal guidelines. Students who wish to pay for their lunches may purchase them daily or weekly. Weekly lunch tickets may be purchased on Monday. Daily rates: PLEASE NOTE: Full price lunch Reduced Price Lunch Milk c $1.00 .40 .25 Candy, gum, etc. may not be brought to school to exchange or to sell to other students. lost and found Please be sure your childs belongings are last names. Proper identification can assure the return of lost items. items should be brought to the office where \"'found is maintained. Lost items are periodically turned over to charitiable organizations if not clearly identified with first and names. II lost\" and It \"Found It claimed. SCHOOL VISITATION The staff oJ f Rightsell School welcomes and appreciates visitors. VISITORS MUST check into the office BEFORE GOING INTO CLASSROOMS.School Safety only: Instruct your child to cross the streets at intersections Walk (not run) across the street (especially when slippery). Where there are no sidewalks, ask your child to walk along the left side of the street facing traffic. street in the middle of a block or travel down He/she should never cross the the middle of the street, the school. Plan with your child the safest and shortest route to i c Bicycles travel on the right side of the street in line with traffic. Class Assignments Students are assigned to classes by the principal, are notified of the student's assignment at registration. Parents Assignnients are subject to change to balance classes or to place students according to their instructional level, notified immediately of any changes. The parent (s) will be Conferences We encourage regular parent/teacher conferences because we feel it is important and necessary to COMMUNICATE. 'desire a If you should conference with your child's teacher to discuss his/her Progress, please contact the teacher. t)y note or by telephone. Conferences may be scheduled Parents are required to attend regularly Scheduled and specially called teacher/parent conferences. Parent/ I teacher conferneces will focus on the skills being taught through-out the curriculum and the individual student's progress. Egrent/teacher conference dates will be announced later. Special ^udent Appearance and Dress Code Experience indicates that there is a real and reasonable con- ^ection between proper dress and grooming and the successful operation of the educational system. Students will be expected to maintain their personal and clothing in a modest, clean, and orderly \"anner that will reflect pride in self and school. This policy is 'Assigned to assist students in setting a standard for their personal appearance which directly affects one's attitude and behavior and indirect-iy affects the learning process. ^$.t and Found Please be sure your child's belongings are clearly identified with first last names. Proper identification can assure the return of lost items. Pound\" items should be brought to the office . SCHOOL ACTIVITIES Assemblies Assembly Programs will be scheduled for each grade level. We will have programs based upon interest from the classroom teachers and the special teachers. We will have Martin Luther King Assembly and a Black History Celebration. We would like to schedule some of the programs for PTA Meetings. Each grade level should selerj-. a time. SCHOOL PARTIES Little Rock School District Policy allows for two (2) parties during the school year. These parties are held for the celebration of Christmas and Valentine's Day, and they will be held at school. Dates will be announced later. Each party will be held the last hour of the school day. your child is not allowed to participate. TO BE IN CHARGE OF ACTIVITIES. Please let us know if ROOM MOTHERS ARE ASKED Messages and Telephone It is important that your children are informed of after ! school activities and transportation before they leave home. In case of an emergency the office will deliver messages to students. Students will only use the office phone for personal calls in cases of emergencies and with staff permission. Pets and Toys Pets and toys may be brought to school only when permission is given by the teacher in advance. Illness at School/Medication The parent (s) will be notified if a child becomes ill or has an accident while at school. current emergency numbers. The office must always have Medication must be in its original, labeled bottle or preScription container. All medication must be accompained with a Permission slip which includes name, medication, time to be taken, reason and dosage. the nurse or office personnel! All medication is dispensed through E^rly Dismissal Students who are to be dismissed prior to the close of the School day must be picked up by the parent or their designee. The designee must have a signed permission slip from the parent. ALL PERSONS who check-out students must come to the office to DO NOT GO TO CLASSROOM TO PICK UP STUDENTS!! sign-out his/her child. Student Discipline School is the place where children come to live and learn. Learning can best take place in an orderly environment where children practice self-control, show respect for adults and other children, honor property rights, and display honesty and integrity. We are soliciting your cooperation in maintaining the best learning environment possible at Washington School. Training that develops self-control, character, orderliness, and efficiency is one of the lost important lessons learned. A student who develops the habit of self-restraint will become a better functioning adult. ALL children are expected to abide by the school rules. 1 School rules apply on the school grounds, going to and from school, and at any event where the school is represented. ^ghtsell management system includes school-wide rules and consequences. 5ie rules are sent home on the first day of school. ^porting Guidelines and Interim Reports The main purpose Report cards arc issued every nine weeks. cr report cards is to Indicate to the parent(s) the childs Achievement. Letter grades are assigned for every subject on ^he report card. GRADING SCALE A B C D F 93-100 83-92 70-82 60-69 59 and below u Interim reports are sent home during the fifth week of each 'Ine weeks for children working below their capacity and/or any fbher time a students average drops below 70%. A parent con- ffence is required after every unfavorable interim report and Aen a \"D\" or \"F\" is recorded on the report card. It ^^S^ework Policy be The Little Rock School District maintains that homework can important activity to help students learn. Homework must be in'ffluded as an integral part of the instructional program and |jy ijhich students are provided extended times to master j^^f^ning concepts and objectives. Homework must be a positive P^rience and provide students the opportunity to: fling concepts and objectives. - reinforce skills development\n- manage learning time away from the school setting\n1 communicate to parents learning activities provided during the school day\nand - involve other adults in helping them to learn. In the Little Rock School District, all homework assignments will be:  directly related to the curriculum and the current learning objectives\n. explained throughly in terms of content, process and expectations\n. Reasonable and will not preclude pupils from assuming other homework and community responsibilities\n designed to encourage and support efforts to develop the skills to learn independently. The following guidelines should be followed in giving homework assignments at the Primary Level: Kindergarten - Generally, students are not given assignments at the kindergarten level. Primary I Students may be assigned homework for a minimum of 30 minutes a night. Primary II Students may be assigned homework for a minimum of 30 minutes a night. Primary III Students may be assigned homework for a minimum of 45 minutes a night. Homework assignments for Intermediate Level students should not be any longer than one hour. An after school Homework Center is available at Washington School. Vandalism and Property Damage Students who destroy or vandalize school property will be required to pay losses or damages. If students willfully destroy school property, suspension may be necessary. If a student should damage something by accident, it should be reported to a teacher or the office immediately. Textbooks All basic textbooks are loaned to students for their use during the school year. Workbooks are provided for students.1 other supplies are paid for by the student or parent. are to be kept clean and handled carefully. Textbooks Please be sure the student's name, grade, and school are written in the book in case the book is misplaced, pay for lost or damaged books. Students will be required to School Insurance Q School insurance is available to all students. A packet will be available for each student at registration and on the first day of school. Purchase of this program is optional. However, it is a good program and we urge you to consider it. Buses Please refer to the bus schedule to note pick-up points and the time schedule. NOTE: Please have your child at the bus stop a little earlier than the designated time in early. the event the bus should arrive to school, every day. reasons. Should your child miss ths bus, please try to get him/her It is very important that your child attend school Proper behavior is expected at all times for safety Discuss the bus rules with your child. School bus' niGHTSELL INCENTIVE SCHOOL Dear Parents): It Is with pleasure that we welcome your child/children to our school this year. We are all looking forward to an exciting and productive school year. In order to provide every student at Rightsell the excellent educational climate they deserve, we have developed the following Building Discipline Plan. To be effective, this Plan will be enforced at all times, and all staff membem at our school are authorized to enforce the Plan. A A A I A J A Classroom teachers will have incentive plans to encour'a.ge cooperation and respect. Students who behave appropriately will be positively rew'arded with: 1. Positive reports to parents fror'n principal 3. Praise and recognition in class from teachers 4. Special privileges (such as Student-of-Week, Good Citizens Tea) 5. Citizenship awards- 6. Movies and videos T J A ------------------------------------------anjaa School rules and consequences are listed below for' each area of our school and the school day\nRules 1. Respect the rights and property of students \u0026amp; adults: 2. 3, A. Language - no cursing, teasing, name calling, arguing or threatening(spoken or written) B. Keep hands and feet to yourself C. Use own materials \u0026amp; have them ready D. Don't destroy or defa.ce school property, the property of others, or your own E. No fighting** No talking or playing in the halls ^alk quietly at all times in the halls Oh the Stair'S. No sliding on the hand rails Consequences 1. Verbal warning 2. Name on board 3. Check by name = time out(K-2) no recess play (3-6) 4.2nd check by name = call to parent 5.3rd check by name = behavior document and detention hall 6. Continuing disruption = send to principal Don't bring candy, gum, toys, or exlm J thoney to school  Do not bring weapons of any kind to school** Detention Hall Students assigned to D-Hall for 3rd time must come with parent for meeting with the principal to re-enter school ** Severe Behavior Consequences for' fighting will be decided on an individual basis but will be in Sgcordance with the Little Rock School Dish ict Student Rights c\u0026lt; Responsibilities tjaiKibook, bringing weapons on campus will result in expulsion.RIGHTSELL INCENTIVE SCHOOL Page 2 Rules Consequences I. Follow directions of all lunchroom adults 2. No talking in lunchroom o. Stay in seats until dismissed by lunchroom aides 4. Rernov tray and b'ash 1. Verbal warning 2. S it at separate table 3. Miss recess 4. Add check by name on board in classroom 5. Behavior document Rules Consequences 1. Play in assigned areas only 2. Follow diredions of supervision aides 3. Line up quietly when bell rings and enter- building with your teacher 4. Throw nothing (except authorfeed equiprnent) 5. Play games that are not dangerous 1. Verbal warning 2. Timeout 3. Add check by name in in class 4. Behavior document 5. Send to principal upervision aides must approve) S, No fighting** I Rules 1. Enter and sit down quietl 2. Showapproval by clapping 3. No d isrespect or rude ness a llowed Consequences 1. Verbal warning 2. Time out in hallway o. Behavior document FA'tleWajncj\u0026amp;i Regular attendance at school is essential for your\" child/children to master basic skills and to have opportunities for*special enrichment activities. School policies are: irfe:gsi Promptness to class is verj/ important. Students are to be in their seats and ready, tp_ Work when the (2nd) tardy bell rings. If your child does not bring a note with your Signature stating the r ason for the tardiness, the teacher will confer with the student i after school concerning tardine\n5 After the third terdv, the teacher will counsel with the  student and notify the parent. After the fifth tardy in an^/ nine-week period, the student Will not be readmitted to class until a conference is held with the student, parent, and , Principal. I 1 a Written excuse is required for each absence and should be given to the classroorn '-aCher. The office staff will call every day a student is absent.  i^ent after the third consecutive absence if the parent cannot be reached by phone. it. A certified letter will beRIGHTSELL INCENTIVE SCHOOL r?\nWIgglHi a Eoaso Page 3 Bi Ptease review the above policies :arefijHy. It is in your child's best interest that v.'e work together' regarding his or her education. Therefore, you will be informed about your child's progress in school conduct as well as in academic .achievement. .'Vill discuss this Plan with your child, and we will .appreciate it if you would review the Plan with your child/children before signing and returning this page. Thank you for vour 1 hank you for your s^p\u0026gt;M fv^. Bobbie Goodwin. Prineioal s. Bobbie Goodwin, Principal Parent's signature Child's signature Teacher's signature IBOOKSTORE SUPPLIES 1991-1992 1101 A Writing Tablet $1.00 1102 B Writing Tablet 1.00 1103 C Writing Tablet 1.00 1104 D Writing Tablet 1.00 1105 J Writing Tablet 1.00 1108 C Theme Book 1.00 1109 J Spelling Tablet 1.00 1110 D Spelling Tablet 1.00 Composition Book 1.00 Duo-Tang Folders W/pockets/ prongs .50 Novelty Pencils .15 each Regular Pencil (Yellow) .10 each Red checking Pencil .20 each Cap Erasers .05 Crayons #16 .50 Crayons #8 .35 Elmer's Glue .50 Ruler 12\" .25 SCHOOL SUPPLIES AND BOOKSTORE: The school bookstore sells most of the supplies that your child need. You may secure a supply list frcm your child's teacher, these supplies may be purchased at our school bookstore. For your convenience Each teacher will Supervise bookstore purchases for his/her class at the beginning of the school The School Bookstore will be open each morning at 7:40 responsible for purchasing their supplies. a.m. Studentsa BH sasBSiiiaoiia natssaaS'^ g@2i@afl I I ! en a 191 RIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 August 12, 1991 TO: Rightsell Elementary Staff FROM: Mrs. Bobbie H. Goodwin, Principal ( Welcome to the 1991-92 school year. I hope your summer was pleasant and an enjoyable one, and that you are enthused and looking forward, as I am, to a challenging, exciting and rewarding new school year. Our first priority is quality instruction, high expectations for students' work, for their behavior and of course for teacher performance. The challenge is to somehow combine positive expectations with realistic feedback. This is not an easy task, but one that can be accomplished. Your ideas, suggestions and cooperation are solicited, needed and appreciated as we cooperatively plan and implement our goals for this year. I look forward to working with you and believe that together we can and will provide many successful experiences and the best education possible for our boys and girls. t i I I I i 1 RIGHTSELL ELEMENTARY SCHOOL FACULTY/STAFF (1991-92) BOBBIE GOODWIN, PRINCIPAL Minnie Vault, Secretary PRE-KINDERGARTEN 1. Clarice Woodley Room 207 KINDERGARTEN 1. 2. Brenda Croft Frenzells Dodson Room 104 Room 103 PRIMARY I 1. Stephanie Bentevengo 2. Rosalyn Zeigler Room 102 Room 101 PRIMARY II 1. 2. Sharon Bryant Barbara Fincher Room 204 Room 202 PRIMARY III 1. 2. Ann Sanders Jo Ann Wilson Room 201 Room 203 INTERMEDIATE IV 1. 2. Eva Fairchild Sue Walker Room 206 Room 205 INTERMEDIATE V 1. Nancy Dailey Room B-9 INTERMEDIATE VI 1. LaDonna Falls Trailer 1 SPECIALISTS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Joy Baker - Music Alene Goetz - Media Specialist Ada Keown - Reading Nancy Mitchell - Resource Marjorie Moore - Art Evelyn Nash - Auxiliary Nell Page - Math Amos Rochelle - Physical Education Gall Shelton - Speech Therapist George West - Gifted/Talented Margaret Williams - Counselor Room B-5 Library B-1 Room 200 Room B-6 Room B-2A Room B-4 Room B-8 Room B-3 Room B-2B !FACULTY/STAFF (continued) Page 2 12. 13. Valerie Willis Lillian Whittenburg Sue Sheppard Library B-1 Nurse Nurse Health Room Health Room INSTRUCTIONAL AIDES 1. 2. 3. 4. 5. 6. 7. Maggie Brown Tonya Hawkins Pearl Lewis Diadra Lindsey Annette Merrill, Computer Lab Pamela Tims Kathy White CAFETERIA 1. 2. 3. Willie Baker Juanita Breedlove Mentha Gilliam, Manager CUSTODIANS 1. 2. Carolyn Lee John Mickles, Head Custodian 3. Lloyd Williams I IRIGHTSELL ELEMENTARY SCHOOL 911 West 19th Street Little Rock, Arkansas 72206 DAILY SCHEDULE 1991-92 7:45 Teachers arrive in classrooms 7:50 Students enter classrooms. Each teacher is asked to stand at his/her door to receive children, lunch count, etc. Homeroom period, attendance. 8:00 Tardy bell/Instructional day begins 9:30 - 9:45 Kindergarten and Primary I recess 9:45 - 10:00* Recess for Primary II and III classes 11:00 - 11:45* Lunch for Kindergarten and Primary I classes 11:30 - 12:15* Lunch for Primary II and III classes 12:00 - 1:00* Lunch for Intermediate IV, V, and VI classes 2:35* Dismissal of students. Teachers are asked to supervisie students to the nearest exit. Extended day begins at 2:35. *Asterisk indicates when bell will ring.JULY 4 AUGUST 19 26 SEPTEMBER 2 23 30 OCTOBER 21 31 NOVEMBER 1 7-8 28 -29 DECEMBER 23 JANUARY SCHOOL CALENDAR FOR 1991-92 SCHOOL YEAR LITTLE ROCK SCHOOL DISTRICT Independence Day, Legal Holiday Teachers Report to Work First Day School Labor Day, Legal Holiday Staff Development Day, Students Out Parent Conference Day - No School Staff Development Day, Students Out End First Quarter Teacher Record Day, Students Out AEA (In-Service Day, Students Out Thanksgiving Holidays Christmas Holidays begin at end of school day (December 24 - January 5) 6 2 20 24 School Reopens End First Semester King, Legal Holiday, Students Out Teacher Record Day, Students Out MARCH APRIL 2 26 ^3 Parent Conference Day, Students Out End of Third Quarter Spring Vacation MAY 25 Memorial Day, Legal Holiday JUNE 5 Students Last Day of SchoolPHILOSOPHY OF THE LITTLE ROCK SCHOOL DISTRICT A sound and comprehensive philosophy, based on the personal and'educational needs of students, is essential to a viable and effective public school program. The Little Rock School District statement of philosophy is hereby presented to promote a better understanding of and appreciation for the principles on which the ed present and future progr^ ns of the district are being develop- The school district instructional and supportive programs should: 1. Be designed, organized, and implemented to provide all students with success-oriented, comprehensive, and sequential educational opportunities. 2. Emphasi2e and continually reinforce the values of our democratic society, worthy citizenship ahd ethical behavior. 3. Provide each student with the opportunity for maximum intellectual and inter-personal development. 4 . Reinforce positive goal-oriented learning by systematically recognizing and rewarding student success at all levels of achievement. 5. Place emphasis on an intra-competitive system of education wherein each student competes with his own potential to enhance internal motivation and positive self-image. 6. Present a diversified curriculum, under the board career education concept, to provide students with a maximum range of options in choosing careers,.PHILOSOPHY OF RIGHTSELL ELEMENTARY SCHOOL The philosophy of Rightsell Elementary School is to provide educational experiences that will help each child reach his/her highest potential. This philosophy is in compliance with the Little Rock School District s philosophy which boasts an overall program that promotes intellectual growth, social interaction, development of self-worth, acceptance of litv fnr leamins. and appreciation for others. The school helps responsibility for learning, skills of behavior which a majority of society deems worthchildren acquire while. CURRICULUM Rightsell Elementary School's ultimate objective is to ensure that each student obtains a minimum of 85% mastery of the basic skills curriculum. The areas of mastery are manifested in reading, writing, grammar, spelling, mathematics, social studies, science, fine arts, and physical education. Within each subject area and at each grade level, skills are identified at mathematics, social studies three instructional levels: basic, developmental and extention. The basic skills are those skills which all students must master, skills on which the Arkansas Minimum Performance Test is based. They are also the A comprehensive guide exceeds minimum levels of expectation. Developmental skills are skills beyond the basic level that are introduced ana (-a.iaht-. blit not necessatllv mastered by all learners. Developmental and taught, but necessarily grade level become basic skills at a later grade or in a more The skills are reinforced by utilizing Reading through skills at one advanced course. Writing Across the Curriculum, Math Olympiads, Literature, field trips, Wlxuxhb ......  ----------------- --------- - * , Odyssey of the Mind, Resource people, end Extended Day Computer Lab Program. ORGANIZATION Rightsell Elementary School has one pre-kindergarten, two (2) kindergarten classes, two (2) first grade, two (2) second grade classes, two (2) third, two (2) fourth, two (2) fifth, and one (1) sixth. Support personnel is provided to enhance learning opportunities with the goal of providing for the special needs of all students. These include an art specialist. a a music specialist, auxilary computer lab attendant, . speech therapist, a part-time a special education specialist teacher, . math specialist, a reading specialist, a physical education specialist, a . library clerk, a part-time nurse, instructional aides. librarian, a and a secretary.little rock school district EPS CODE: ADA MISSION STATEMENT of the little rock school district . The program that enables each to ach e e ( program of ?hat end. the LHtle Rock School D strict address the special education for all stuoencs, a mentall: and (3) enrichment of students (emotional, physic . and . TUrouah an organized pro basic flBSdS _________ opportunities such as art, music and athletics. Through an organized pro- ............ academic success and will citizenship. District Goals 1. educational achievement for all students with To increase -  - -- , specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) educational opportunities for all providing equitable ---------- . _ students in a desegregated learning environment b) enabling all students to develop a lifelong capacity and c) love for learning leading all students to be productive school, the community and the workplace contributors in the d) providing a disciplined, structured learning environment for all students 3. To enhance human relations skills for principals, teachers, and central office administrators.911 West 19th Street Little Rock, Arkansas 72206 SCHOOL GOALS FOR 1991-92 1. By the end of 1991-92 school year, there will be an petencies on ESPF, AMPT, AND Stanford. Increase In students who will master skills and com- 2. To educational excellence by providing educational opportunities for rnntlnue establishing climates of educational excellence by provioing eaucaiwu.x to tured learning environment for students. 3. To enhance Human Relation Skills for Rightsell Staff. 3PROMOTION/RETENTION GUIDELINES Little Rock School District Regulations for student promotion will be used in determining promotion and retention of students. STUDENT PROMOTION The sequential nature of the Little Rock School District's educational program, K-12, necessitates the identification of specific criteria for student promotions from one level or grade to another. These criteria shall ensure that students acquire specific competencies as they progress through the instructional program. The Board authorizes the Administration to develop and enforce promotion regulations that will reflect this commitment to maintaining high educational standards. I. Purpose The purpose of the following regulations is to provide guidelines for teachers and administrators to use in promoting a student from one instructional level or grade to the next. II. Regulations A. Promotion in Elementary School 1. Students being promoted from one elementary grade to the next should have completed the adopted reading curriculum materials for current grade placement, demonstrating at least -80 per cent skills mastery. 2. If a student has not achieved 80 percent skills mastery of current-grade-placement materials, he may be promoted based on an evaluation (by the teacher and principal) of the following. 3. a. b. c. d. e. f. 8. Criterion reference tests Placement inventories Standarized tests Teacher, principal anecdotal information. Student characteristics (physical, and social) Scheduled parent consultation Attendance record Accelerated Promotion emotional, The decision to promote a child: - to the fourth-grade in fewer than three years, - to the junior high school school infewer than six years or will be made in consultation with the parent, teacher, principal(s) , elementary supervisor, and the Associate Superintendent for Curriculum and Instruction.r I ELEMENTARY PROGRAM SCHEDULE (TIME ALLOTMENTS) .'gradTlevel  fmphasis 11-6 f I 1-6 1-6 1 13-6 i 1 I CURRICULUM   AREAS Language Arts Reading Mathematics Science COMPONENTS Spelling Handwriting Oral/Written Coim.-nication (social studies, science, music, art) [1-3] Listening Skills (social studies, music) [1-3]* Exercises in foreign language** Higher-Order Thinking Skills (social studies\nscience) [1-3]* Information Skills Vocabulary Development Comprehension Literature Content Reading Skills in science, social studies, fine arts [1-3]* Physical Activities (enactment of plays, etc.) [1-3? Computation Problem Solving Higher-Order Thinking Skills Measurement Numeration Whole Numbers Rational Numbers Geometry Probablity/Statistics Practice Arts Activities [1-3]** Physical Activities, Games, etc.* General Science Health/Safety Conservation/Nature Study Effects of Alcohol, Drugs, and Tabacco Fire Prevention t.U TIME ALLOTMENT Meekly Primary I. II Primary III Intermediate Primary Intermediate Primary . Intermediate Intermediate 750 min. 625 min. 400 min.' 525 min. 400 min. 225 min. 300 min. 170 min.4-5 Social Studie? Geography o Arkansas and U.S. History Economic Education Family and Community Relationships Citizenship Intermediate 170 min. i I I I 1-6 4-6 3-6 I Fine Arts/ Practical Arts** Physical Education Information Skills** 1 I Music Instruction and Listening Art Appreciation and Instruction Activities in Practical Arts** Exercises Games/Dance Movement Activities Art and Music Activities Dictionary Skills Maps, Charts, Graphs Tables of Content Knowledge of Computers Use of Media Equipment/ Materials Reference Skills Intermediate and Primary Intermediate Primary III and Interm. 60 min. 60 min. 30 min. SCHOOL LUNCH PROGRAM A well-balanced menu is provided for everyone, lunches are $1.45 W/milk, $1.25 without. Adult DAILY HOMEROOM PROCEDURES Class preparation is from--7:45 - 8:00 a.m. Daily Attendance... should be taken and ready for pick-up by 8:55 a.m. ATTENDANCE/TARDINESS/EARLY DISMISSAL Staff Regular attendance is essential for program continuity. Absences must be reported to the Principal and to SOS when a substitute is 'NOTE: required. Employees who DO NOT require a substitute are not to call SOS but are required to call the principal, port absences prior to 6*30 a.m. Teachers should reTeache\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_666","title":"Little Rock Schools: Rockefeller Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2002"],"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","Rockefeller Elementary School (Little Rock, Ark.)","Educational statistics","School management and organization","School enrollment","Educational planning"],"dcterms_title":["Little Rock Schools: Rockefeller 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/666"],"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":["238 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\nLittle Rock School District nique features at Rockefeller Computer Science Elementary School offer students outstanding learning advantages. The Computer Science theme enhances subject areas with software that increases student achievement. Students receive instruction in reading and math in the lab twice weekly. The \"Writing to Read\" computer lab enhances kindergarten and first grade instruction. Math and reading specialists help identified students in lab settings and in the regular classroom. A well-equipped science lab provides exciting, hands-on instruction. Children present experiments to parents and visitors at an annual science fair. Art, music and physical education instruction is provided by full-time, certified teachers. Student artwork is displayed throughout the school and is often entered into competition. Students are invited to perform and display musical talents at community functions. Extended day activities include computer, scouts, Spanish and cooking clubs. Extracurricular activities include tennis, swimming, aerobics, art, choir, string instruments and dance. Homework, tutoring and enrichment sessions are provided three days a week. Media services with a full-time certified media specialist offer Reading Extension Activities for Children (REACH) and extended library activities for mastery of reading skills. Special education teachers are provided for resource, speech and gifted students. A full-time guidance counselor and social worker are a vital part of the staff. Comprehensive school nursing provides a fitness and wellness program. An onsite Parent Center offers information and books to help with parenting skills. Rockefeller Computer Science Elementary School is an exciting, futuristic educational experience with the computer theme interwoven across the curriculum where a caring attitude permeates every classroom. First Class Schools For World Class Kids Rockefeller Computer Science Elementary School Computer Science Theme Enhances All Subject Areas At This School Of Choice At Rockefeller Computer Science Elementary School, students receive a solid academic background in the basics: language arts (English, reading, and spelling), social studies/ history, math and science. Computer Science instruction is incorporated in the regular elementary school program to enhance learning in various subject areas. Students receive instruction on computers in their classrooms and in a networked lab environment. Students who have a special talent or interest in computers will find a pleasant school environment and an exceptional opportunity for hands-on computer experiences at Rockefeller. Small class size and staffing ratio are an added incentive at Rockefeller. Class size is limited to 20 students. There are 23 certified classroom teachers, 13 certified specialists, comprehensive nursing and a social worker. SPECIAL ATTRACTIONS Computer Science Theme developed by the staff and directed by a computer  specialist  Double funding Full computer lab with 25 computer stations plus computer lab stations in every classroom Gifted instruction by a certified gifted  teacher Low teacher-to-pupil ratio Continuous computer tracking of student  progress in all subject areas  Science Laboratory Full-sized gymnasium Numerous educational field trips (theme  and non-theme related) Rockefeller's Early Childhood Magnet Education Program Rockefeller is the only school in the Little Rock School District with an early childhood magnet program for children beginning at the age of six weeks. Five certified teachers and eighteen instructional aides are on staff. A brochure on the Rockefeller Early Childhood Magnet School program is available for additional information. Please call or visit the LRSD Student Assignment Office. Rockefeller Computer Science Elementary School* 700 East 17th Little Rock, AR 72206 501/324-2385 FOR ADDITIONAL INFORMATION CALL OR VISIT THE LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN, LITTLE ROCK, AR 501/324-2272 OR CALL OUR INCENTIVE SCHOOL HOTLINE, 501/688-3085  Comprehensive nursing Extended day, week and year activities \"Writing to Read Computer Program  for Kindergarten and I st Grade  Special Education services with certified Resource teacher and Speech Therapist Strong Parent Teacher Association Rockefeller Computer Science Elementary School is a part of the LRSD Incentive School Program. Incentive schools receive extra financial resources which allow for big results in basic skills education and enrichment. I 1 1 Little Rock School District fV\\ Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child- (- 00 r*  H m zo o rn o nf I s hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual child's interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected fortheir ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isn't just pre-school daycare  it's much, much more!  tn 0) to KJ O !u n 3 I o o  tn 2 n Rockefeller Early Childhood Magnet School nJ For Children Ages 6 Weeks through 4 Years o O73 n a 3 c o 0 tfS Z i o P O iil JO O' o 00 \u0026amp;l (TO cu  n O) o3' z o3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. It's just one way the Little Rock School District is assuring that today's kids will have a good start in tomorrow's world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every child's basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the program's ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the District's so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your child's name will be put on a y waiting list and you will be contacted as soon as an % opening occurs. SPECIAL ATTRACTIONS 9 The only Early Childhood Magnet program in the District accepting children as young as six weeks of age.  Accessible location for working parents.  Exceptional student-to-staff ratio.  Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds.  Well-developed philosophy and appropriate age-related goals.  Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books.  Diverse teachers and students, and a varied curriculum provides many learning experiences.  Each child receives individual attention.  A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a \"learning experience\" at Rockefeller Early Ckildkood Magnet Sckool, 700 E. 17tk, Little Rock 72206. For Information, Call 324-2272 Little Rock School District fV\\ Positive learning opportunities during the early years of life are critical if we are to help each child realize his or her full potential. The Rockefeller Early Child-r co r  H \u0026lt; n oXI co m r\u0026gt; tn XJ S2 O 3- hood Magnet School program was developed to provide a good educational start for children whose parents work or attend school. Child-centered in its approach, the program strives to match curriculum to the individual childs interests and styles of learning. Since children need the opportunity to learn about themselves and other cultures to live successfully in the world, the Early Childhood Program is multi-cultural and enrichment-oriented in focus and sensitive to the children's cultural and ethnic heritages. The developmental program revolves around an active learning philosophy with a full spectrum of activities designed to stimulate children at different levels of development. Children are given the freedom to use materials in their own way, and move about and interact verbally and physically. Staff members are selected for their ability to express love and warmth as well as their formal training in child development. Ongoing training is an integral part of the program. The Rockefeller Early Childhood Magnet School isnt just pre-school daycare  its much, much more! CD tn CD tn 0) n 3 X o o  tHn 2 n Rockefeller Early Childhood Magnet School n For Children Ages 6 Weeks through 4 Years fC 73 O 3 P  Ifi cQfo) 73 o Oc ol/l 0\u0026amp;0 o 3 0n)' 3o z o3 O First Class Schools For World Class Kids Four Good Reasons To Enroll At ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL Teaching - Caring - Loving - Safety when a child is given the foundation for learning early in life, the chances for academic achievement are much greater. The Rockefeller Early Childhood Education Program for children age six weeks through four years provides such an avenue for pre-school children of all economic and ethnic backgrounds. Its just one way the Little Rock School District is assuring that todays kids will have a good start in tomorrows world. The principal and staff are dedicated to this unique program and its continued success. A safe and loving environment in which every childs basic needs are met contributes to the success of the program. In addition, an innovative curriculum assures that each child will be able to reach his/her full potential. This program found its roots in 1969 with the Kramer Research Project, developed by Dr. Bettye Caldwell of UALR, internationally known early childhood specialist. This creative program was developed to determine the effect of a high-quality education coupled with an extended day childcare program on children who were from six months of age through the sixth grade in school. Cooperative support was gained from UALR, the Little Rock School District and the federal government. Qualified Teaching Staff Our certified staff includes the principal\na vice principal\ncertified classroom teachers\nmedia, music, art, and physical education specialists\na counselor, speech therapist and a registered nurse. This means your child is being taught and cared for by people who have all the necessary experience and knowledge to receive appropriate licensing in their teaching field. Aides and Service Staff Provide Extra Measure of Attention and Security Your child is in good hands with more opportunity for individual attention because of the programs ratio of adults to students. Rockefeller has one of the best student-to-staff ratios in the district, as do all seven of the Districts so-called \"incentive\" schools. There are 18 early childhood instructional aides. Nutritional Food At Breakfast, Lunch \u0026amp; Snack Time Children arriving prior to 7:20 a.m. may have breakfast. Lunch and an afternoon snack are served daily to all children. Facts About Schedules \u0026amp; Fees Rockefeller Early Childhood Program operates 12 months of the year, Monday through Friday, from 7 a.m. until 5:30 p.m., with the exception of holidays. There is no charge for the four-year-old program during regular school hours (7:55 a.m. - 2:35 p.m.). The LRSD CARE program is available for a fee to provide childcare services before and after the school day. A sliding-scale tuition schedule is available for Rockefeller Early Childhood Magnet participants age six weeks through three years of age. For four-year-olds, a CARE program is available after school to 6 p.m., also. It operates on most school holidays. Reserve Your Space Now Enrolling your child is simple, lust contact the LRSD Student Assignment Office, 501 Sherman, or call 324-2272. Because assignments are subject to desegregation requirements and due to the popularity of this program, there may not be an opening at first inquiry. If not, your childs name will be put on a^ waiting list and you will be contacted as soon as an opening occurs. SPECIAL ATTRACTIONS 9 The only Early Childhood Magnet program in the District accepting children as young as six weeks of age.  Accessible location for working parents.  Exceptional student-to-staff ratio.  Classes for all pre-school ages, with one class for infants, one for toddlers, one for three-year-olds, and three classes for four-year-olds.  Well-developed philosophy and appropriate age-related goals. * Clean, safe facility with a host of play and learning materials such as blocks, toys, games, puzzles, art supplies and books.  Diverse teachers and students, and a varied curriculum provides many learning experiences.  Each child receives individual attention. * A learning atmosphere that encourages children to have fun and interact. Send your PRE-SCHOOLER on a learning experience\" at Rockefeller Early Ckildfwod Magnet Sckool, 700 E. 17Wi, Little Rock 72206. For Information, Call 324-2272 ss. T- LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 3 SCHOOL: ROCKEFELLER ELEMENTARY READING 1988 1989 1990 1991 1988 MATHEMATICS 1989 1990 1991 ALT, STUDENTS No. Tested No. Passed 25 24 35 28 30 24 29 25 25 24 35 28 30 29 29 28 Percent Passed 96 80 80 86 96 80 97 97 BLACK MALES No. Passed Percent Passed BLACK FEMALES No. Passed Percent Passed 14 93 10 100 10 71 12 80 10 71 11 85 10 83 12 86 15 100 90 10 71 12 80 13 93 13 100 11 92 14 100 9 WHITE MALES No. Passed 1 1 0 4 0 4 0 0 Percent Passed 100 100 100 100 WHITE FEMALES . No. Passed 2 2 2 2 2 0 0 2 Percent Passed 100 100 100 100 100 100 OTHER MALES No. Passed 0 0 0 0 0 0 Percent Passed OTHER FEMALES No. Passed 0 0 0 0 * 1 0 0 1 Percent Passed 100 100 * Total of all students in the 11 Other\" race category. These scores were not reported by gender.SCHOOL: ROCKEFELLER ELEMENTARY _19.88_l READING 1989 1990 1991 1988 ALL STVDE!}TS No. Tested No. Passed 37 30 36 33 23 22 22 21 37 35 Percent Passed BLACK KALES Iio. Passed Percent Passed Pl-ACK FEMALES No. Passed Percent Passed WHITE KALES l.o. Passed Percent Passed WHITE FEMALES No. Passed Percent Passed OTHER MALES No. Passed Percent Passed OTHER FEMALES No. Passed Percent Passed 81 11 73 8 73 9 100 2 100 0 0 92 8 80 18 95 5 100 2 100 0 0 96 9 90 10 100 1 100 2 100 0 0 95 7 88 13 100 0 1 100 0 0 .. 95 14 93 10 91 9 100 2 100 0 0 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS 1990-91 INDIVIDUAL SCHOOL SUMMARY GRADE 6 KATiiEHATICS 1989 36 35 97 9 90 19 100 5 100 2 100 0 0 1990 23 22 96 10 100 9 90 1 100 2 100 0 0 1991 22 21 95 8 100 12 92 0 1 100 0 0 1988 37 26 70 8 53 7 64 9 100 2 100 0 0 LANGUAGE ARTS 1909 36 27 75 7 70 14 74 4 80 2 100 0 0 1990 23 22 96 10 100 9 90 1 100 2 100 0 0 1991 22 16 73 6 75 9 69 0 1 100 0 0 1988 37 25 68 9 60 5 45 9 100 2 100 0 0 SCIENCE 1989 36 24 67 6 60 12 63 4 80 2 100 0 0 1990 23 20 87 9 90 8 80 1 100 2 100 0 0 199 1 22 15 68 6 75 8 62 0 1 100 0 0 198B 37 25 68 9 60 5 45 9 100 2 100 SOCIAL STUDIES 1989 36 25 69 6 60 13 68 4 80 2 100 1990 23 21 91 9 9 90  I I 100 I 2 100 0 0 0 0 0 0 Total of a,U. students in the \"Other\" race category. These scores were not reported by gender. 22 15 68 6 75 8 I i I 62 I 0 1 100 0 0 u 1 I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution 4J6^81 M6BYSC 10/07/91 PAGE 528 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 1 * I I WHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnary N X N X N N X N N X N X 't 50 26 Pl 75 49 25 6 75X 0 1 1 OX 13X 13X 7 1 0 0 88X 13X fiA OX ..7 0^ 1 0 86X OX 13X OX 6 1 1 0 75X 13X 1 3X OX 2 5 1 0 25X 63X 13X OX 4 2 1 1 SOX 25X 1 3X 1 3X 6 1 1 0 75X 1 3X 1 3X OX J .r- I Number Tested Mean NatJJ NCE_______ 8 8 ..-_.75_,5___ 8 74,4 8 73.4 8 60,2 8 61 . 6 8 74.9 UHITE MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N X N X N X N X N X N N X I 76 50 26 99 75 49 ____1____8X f 01 5____ 1 6 .5 8X 46X _.38X.. 7 3 3 SOX 21X 21X _____TZ 3 i 4 6 21 X 7X 29X 43X 2 3 5 3 15X 23X 38X 23X 1 1 1 1 1 79X 7X 77. 7X 6 3 4 1 43X 21X 29X 7X 3 3 4 3 23X 23X 31 X 23X Number Tested ___Mean Nat'l NCE.... 13 40,0____ 1 4 65.3 1 4 43.8 13 46.1 1 4 73.0 1 4 63.9 1 3 48.2 ALL UHITE I 1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sunnary N X N X N X N X N X N X N 7. ..... *! 16^-. 99 50 28 75 49 I Qt - 25____ 7 1 7 b _33X___ 5X 33X 29X ___S4X____ 4 3 1 1 8X 1 4X _5X ___1.0. .45X 1 5 5X 23X - 27X B 4 6 3 38X___ 1 9X 29X 14X 13 6 2 1 59X 27 X 9X 5X 1 0 5 5 2 45X 23X 23X 9X 9 4 5 3 43X 1 B7, 24X 1 4X Numbe Test ed 21 1 Mean Nat/.L NCE________5A.O. . 22 ____69.0_____ 22 ______54.9..... 21 ____56.1_ _ 22 68.3 22 63.1 21 57.9 Ii 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT~6 Distribution J6481 M6BYSC 10/07/91 PAGE 529 I I SCHOOL\nGRADE: ROCKEFELLER INCENTIVE SCHOOL 1 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Suaaary .7$ _____ 50 26 75 49 N X N Z. N X N Z N Z. N Z N Z. .Q____QX._... J----------- QI -_,5__ 3 5 9 18X 29X 53X ...5___29Z 5 5 2 29Z 29Z 12Z 1 7 5 4 _6Z .. 41X 29Z 24X 0____OZ 5 8 4 29X 47Z 24Z 3 4 2 8 18Z 24Z 12Z 47X 3 3 3 8 18Z 18X 18Z 47Z 0 5 6 6 OZ 29X 35Z 35X Nuabe Tested 17 __ Mean Natl L NCE_______31.J_ 1 7 53.1. 17 ,45,0______ 1 7 __44.2 1 7 43.6 1 7 40.7 1 7 42.3 BLACK MALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Summary N Z N Z N Z N Z N X N Z N Z I I  T- I I L 76 50 26 99 75 49 01. r.es____ Number Tested Mean Nat/1 NCE ALL BLACK Percentile Summary _,76  .99, 50 26 75 49 01-2$ Number Tested . Mean Nat_CLJiC. 1 1 5 i'A 31X _____3____50X 1 6 36.2 TOTAL READING N X J.____3Z__.. 4 1 0 12X 30X .. t 8 55Z..... 33 37^.7._. 7 5 1 44X 31Z 3____19Z - 1 b 56.3 TOTAL MATHEMATICS N X 1 6 6 .3 6X 38X 38X 19Z 1 5 7 6Z 31 Z 44X 3__ 1?Z , 5 7 2 2 31X 44Z 13X 13Z 7 3 2 4 44X 1 9Z 13X 25Z 1 5 7 3 6X 31Z 44Z 1 9Z 1 6 .43.6 1 6 43.5 1 6 59.3 1 6 55.7 1 6 44.8 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N X N Z N ____12___36Z________2 , . .6Z__________1 1 Q 6 .5 30X 18Z 15Z 13 11 39X 33Z 7 . 21 X___ 1 0 15 7 3Z_____ 30X 45Z 21X S .,._24X 1 1 4 1 0 33X 12X 30X 10 6 5 12 30Z 18X 15Z 36X 1 1 0 1 3 9 3Z 30X 39Z 27X 33 .54^ 9_, 33 33 _____43.9 33 .... 51 . 33 47.9 33 43.5 fI 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution nj\u0026amp;481 M6BYSC 1 0/07/91 PAGE 530 ' '0 SCHOOL:' ROCKEFELLER INCENTIVE SCHOOL' GRADE: 1 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TDTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Suamary 76 5 o 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE OTHER MALE Percentile Suaaary 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE ALL OTHER Percent 11 Suaaary N X N 'X N X N X N X N N X I n .. I 76 50 26 01 99 75 49 25 Nuaber Tested Mean Nat'l NCE 0 1 0 0 1 62.3 OX 1 OOX ox ox 0 1 0 0 1 57.0 TOTAL  READING N X 0 i 0 0 1 62.3 OX 1 OOX OX OX TOTAL READING N 0 2 0 0 2 62.3 X ox 1 OOX ox OX ox 1 OOX ox ox  0 1 0 0 OX 1 OOX OX ox 0 1 0 0 OX lOOX OX OX 0 ox 1 lOOX 0 0 OX OX 1 0 0 0 1 OOX OX OX OX 0 ox 1' 100X 0 0 OX OX f/r ?1 52.1 1 58.7 1 1 50.0 64.9 1 60.4 TOTAL  MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N \"'1 0 1 0 0 1 62.9 OX To OX OX ___ 1 0 0 0 1 73.7 TOTAL MATHEMATICS N 0 2 0 0 2 60.0 X ___ 1 OCX ox ox 1 OOX OX OX OX 1 ... 0 0 1 OOX ox OX ox 0 1 0 0 OX 1 OOX OX OX 1 0 0 0 1 OOX OX OX ox 1 0 0 0 1 OOX OX OX OX I 1 1 1 64.9 50.0 1 1 t i 89.6 68.5 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I N L 1 1 0 0 X N X N X N X N X 2 62.9 50X SOX OX OX 1 T 0 0 50X sox ox ox 0 OX 2' ioox 0 0 ox ox _2 0  0 0 lOOX ox ox ox 1 1 0 0 50X 50X OX OX 2 61 .8 2 50.0 2 77.3 2 64.5 /y1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #16481 M6BYSC 10/07/91 PAGE 531 ) I i SCHOOL: GRADE: ROCKEFELLER^INCENTIVEsCHOOL 1 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percntll Sunaary 76 -r. 31 50 26 75 49 - 25___ Nuaber Tasted Mean NatM. NCE N X N X N X N X N X N X N ___9 7 17 -_24 56 ,43.7_. -14X. .. 13X 30X _43X_ 16 9 46X 2dX 1 6-A 6 1 1X 57 .60.5 13 15 1 6 1 3 57 t 23X 26X 28 X 23X 10 15 21 1 0 56 49.2 _18X 27X 3QK 1 8X 21 19 e 11 37X 33 X 11 X 1 9X 22 1 1 1 0 14 39X 1 9X 1 8X 25X 1 1 15 1 8 1 2 20X 27X 32X 21 X 57 57 . Q 57 54.8 56 49.8 ! I I\": iI 1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE S32 nil I SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Susnary 76 _-_59- N X N X N X N X N X N X N 74--------- BO 26 01 7B 49 25 0 0 _ 0 __ OOX OX OX _px 1 0 1 BOX____ OX BOX .__p____px 0 0 0 ....100X,. OX OX OX 0 0 0 Qpx , OX OX OX 2 0 0 0 lOOX OX OX OX 0 1 1 0 OX BOX BOX OX 2 0 0 0 1 OOX OX OX OX -l -I Lt k k p' e Number Tested nean.NaV_r NE. UHITE MALE Percentile Sumaary __le 9 3____ 50 26 75 49 Number Tested . Mean Nat'1 NCE ALL UHITE Percentile Sueeary __76 50 26 99 75 49 0t_:^-25_____ Number Tested Mean. Hat/ 1 NCE. 2 _.77.4__ TOTAL READING N X 2 .._.66.8_- 2 ____7J_,2.._.. TOTAL MATHEMATICS TOTAL LANGUAGE N X N X 2 75.5_,. BASIC BATTERY N X 2 91,8 2 46.5 2 75.8 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 1 1 0 BOX BOX OX P 1 1 ____9X 2 63,3 TOTAL READING N X .3___7SK____ 1 0 - 0. . 4 OX BOX BOX J 0 T BOX OX BOX  J ____5_____OX . 0____OX. 1 0 BOX BOX OX - .0 , OX____ 1 1 0 0 BOX BOX OX OX 0 1 0 1 OX BOX OX BOX 1 1 0 0 BOX BOX OX OX 2 53, B 2 56,8__ S 61 8 2 63.0 2 39.8 2 60.3 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N 25X OX .0X,_.. 1. 1 2 4 60.3 .2SX__.._ 2BX BOX ___3_. 0 1 __75X.-__. OX 25X P_____PX . 4 __ - 3 1 0 ____P .75X____ 25X OX Q5J 4 . .68.3____ 3___ 1 0 0 .. 75X____ 25X OX OX 4 11^4___ 0 2 1 1 OX BOX esx 2BX 3 1 0 0 75X 25X OX OX 4 43.1 4 68.1 J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Di St ri button #J6481 M6BYSC 10/07/91 PAGE 533 SCHOOL: GRADE: ROCKEFELLER'INCENTIVE SCHOOL 2 BLACK FEMALE TOTAL READING TOTAL  MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I' Percentile Sunaary N Z N N X N X N X N X N X :: .11 4 I- I 4b !- 5 76 '50 26 01 99 75 49 25 0 7  4 OX 54X 15X 31 X 3 8 2 0 23X \"62X 1 5X OX  15X '7' S4X 3 3 1 23X 8X 4 5 1 23X 31X 38X 8X 0 4 4 5 OX 31X 31 X 38X 0 4 3 6 OX 31X 23X 46X 2 5 5 1 15X 38X 38X 8X Number Tested Mean Nat^l NCE BLACK MALE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE ALL BLACK Percentile Summary 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE k:'/l_____ 13 45.5 13 59.2 13 53.2 13 51 .6 13 43.3 13 36.7 1 3 49.4 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X \"n X N X N X N X N 0 1 2 6 OX 1 IX 22 X 67X 1 3 5 0 1 IX 33X 56X OX 0 '3 3 3 OX 33X 33X 33X 0 2 1 6 OX 22X 1 1X 67X 1 2 4 2 1 1X 22X 44X 22X 1 0 2 6 1 1X OX 22X 67X 0 2 1 6 OX 22X 11X 67X 9 32.3 9 49.6 9 44.7 9 38.7 9 45.3 9 38.3 9 38.3 I  TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N % M X N X N X N X N X 0 8 4 1 0 OX 36X 18X 45Z 4 1 1 7 0 3ex OX 2 Y6 6 4 9X 45X 27X 18X 3 6 6 7 14X 27X ziy. 1 6\" a 7 5X 27X 36X 32X 1 4 5 12 5X 18X 23X 55X 2 7 6 7 37. 327. 77. 32X 22 40.1 22 55.3 22 49.7 22 46.4 22 44.1 22 37.4 22 44.9 j- 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 OTHER FEMALE Percent 11 Suoaary 1 991 WAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 534 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X W % N X N X N X N d i,. I ... -.76 50 26 JI 75 49 01 ,-.es__ Number Tested Mean NatM_HCE ALL OTHER Percentile Sunaery 76 - 99 50 26 75 49 ,_25- Nunbe Tested Mean Nat'1 NCE .0 1 0 0 1 __5X_______ 1 OOX ox ox 62.u3____ TOTAL READING N X 0 1 0 0 1 ___0'4 1 OOX ox OX 1 0 0 0 1 67., TOTAL MATHEMATICS N X 0 i 0 0 1 62.3 ox 1 OOX ox ___ox, p i 0 0 1 52.1 ox 1 OOX OX ___ox 1 OOX ox ox OX TOTAL LANGUAGE N X 0 0 ____p _ 1 OOX  OX ox ox 1 67.7 0 i 0 0 1 62.9 _ OX 1 OOX OX OX 0 0 1 0 1 BASIC BATTERY N X 0 1 0 0 1 62.9 _0X ox 1 OOX ox 0 1 0 0 1 _49.5__ SCIENCE N X 57.5 OX 1 OOX OX OX 0 1 0 0 1 62.3 SOCIAL STUDIES N X ox 1 OOX ox ox l-l COMPLETE BATTERY N X OX 1 OOX OX OX 0 0 1 0 1 49.5 OX ox 1 OOX OX 0 1 0 0 1 57.5 ox 1 OOX ox ox 0 1 0 0 1 62.3 ox 1 OOX ox ox I . 12 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 2 ALL STUDENTS TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE *J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 535 COMPLETE BATTERY Prc*nt1! Suaaary 15. 50 26 la. 75 49 _____Q1^_25 Number Tested ttrL-M4ril_NCE. N N X N X N X N X N X N i i I 11 I I _3 10 4 1 0 .ux. 37 X 15X 37X 13 9 0 48X 33X OX 6 10 7 4 22X 37X 2\u0026amp;X 15X 6 __ 22X 8 6 7 30X 22X 26X 4 7 9 7 15X 26X 33X 26X 1 7 e 13 4X 26X 22X 48X 9 6 7 19X 33X eax 27 -45,._4 27 27 52.5 ... 27 .50,2_____ 27 _____49.3___. 27 39.0 27 48.9 ii'i I  ! I  I 1 j -1 to LI 1 LITTLE ROCK SCHOOL DISTRICT I 991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PAGE 536 : I SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL... 3 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentlls Summary N X N Z N Z N Z N Z N Z N .1 1 ! 76 50 26 01 99 75 49 25 0 0 2 0 _0X OX 1 OOZ ax 0 6 1 1 OZ 50Z SOX 0 2 0 0 OX 1 OOX ox OX _0 ' 0 2 0  OX 1 OOZ OX 0 1 0 1 OZ SOX OZ SOX 0 0 2 0 OZ OZ 1 OOZ OZ 0 0 2 0 OX OX 1 OOX OX Number Tested Mean Nat'1 NCE UHITE MALE Percentllm Summary 76 50 26 01 99 75 49 25 Numbs Tested Mean Nat'1 NCE ALL UHITE Percent lie Summary 76 5 0 26 01 99 75 49 25 Number Tested Nat *J_NCE 2 40.1 2 35.3 2 54.0 2 41 . 6 2 43.9 2 39.2 2 41.1 TOTAL READING TOTAL MATHEMATICS TOTAL  LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N Z N X\" N Z N Z N Z 1 0 0 1 50X OX OX SOX 1 0 0 1 SOX ox ox 50Z 1 0 0 1 SOX OX OZ sox 1 0 0 1 SOX OZ OZ SOX 1 0 1 0 SOX OZ SOX OZ 1 0 1 0 50Z OZ 50Z OZ 1 0 0 1 SOX OZ OX SOX 2 50.0 2 47.8 2 43.6 2 47.8 2 58.1 2 52.1 2 49.3 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N Z N Z N X N Z N X N Z N J 0 2 1 4 45.1 25 Z OX SOX 25X 1 0 1 2 25X OX 25X SOX 1 2 0 t 25X 50X OX 25X 1 6 2 1 25Z ' OX 50Z 25Z 1 1 1 1 25Z \u0026amp;5X 25X 25X 1 0 3 0 25Z ox 75Z OX 1 0 2 1 25X OX SOX 25 X 4 41 .5 4 48.8 4 44.7 4 51.0 4 45.6 4 45.2 ( .'.I I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 537 7 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 3 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percentile Sumaary N Z N Z N X N X N X N X N X 7 6 -.9 9_______ 50 26 75 49 :i ... 01. _7_ e5 1 6 5 7 8X_ OX 38X 54X 4 3 3 3 _3tX 23X 23X 23X 4___31 X_. 5 3 1 38X 23X 8X L 3 6 3 _8X e3Z 46X 23X 1 2 4 6 8X 15X 31X 46X 0 4 4 5 OX 31 X 31X 38X 1 3 5 4 8X 23X 38X 31 X J r L. Number Tested _____Mean Nat:.l_J\u0026lt;CE BLACK MALE Percentile Sunnary 76 50 26 99 75 49 01 -.25, Number Tested Mean Natll NCE ALL BLACK Percentile Suanary 50 26 01 75 49 25 Number Tested Mean. NatAl NCE, 13 38.5 13 51.6 1 3 ____55,6 13 45.9 1 3 39.4 13 42.0 1 3 44.0 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N 0 2 \u0026amp; OX 15X 15X ?___637. _ 1 3 32.6 TOTAL READING N X 1 2 6 4 8X 15X 46X 3 LX 0 3 8 2 OX 23X 62X 15X 0 2 5 6 OX 15X 38X 46X 0 2 3 8 OX 15X 23X 62X 1 0 2 1 0 8% OX 1 SX 77X 0 2 2 9 OX 15X 15X 69X 13 43.3 1 3 44.6 1 3 37.7 1 3 32.1 1 3 31 .5 1 3 34.9 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N N X .1...._4X__________5.___19X 2 7 1 6 8X 27X 62X 5 9 7 1 9X 35X 27X _,4 8 1 1 3 .15X 31 X 42X 1 2X 1 5 1 1 3 ___4X . 1 9X 42X 35X 4 7 1 4 4X 15X ^77. 54Z 1 4 6 1 5 4X 1 57 23X 58X 1 5 7 1 3 4X 1 37, 27X 50X 26 35,6 . 26 ___4.7_,5 6 ,..5.0.J 26 ___41 ,8 26 35,8 26 36.8 26 39.5 .I i -I 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 3 ALL STUDENTS TOTAL READING 1991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE HJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 538 COMPLETE BATTERY i -I Percentile Suamary J 6 50 26 75 49 25. Number Tested Mean HatAl JiCE N N N X N X N N X N 1.1 e ___ 2 9 7X 30X 17 57X 30 ,36.8 ______g.ox 5 1 0 9 17X 33X 30X 5 17X 1 0 1 1 4 33X 37X 13X 5 1 3 1 0 ____VA. 17X 43X 33X 2__l'A 5 8 15 I7X 27X BOX 2 4 9 15 7X I 3X 3 OX BOX  5 9 1 4 7X 17X 30X 47X J------- ' I .p- 30 - -46.7_____ 30 ___49^.9. 30 42.2 30 37.8___ 30 37.9 30 40.2 L1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PACE 539 'I ' i -s' SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 1 le Suiaiary 76 50 Zb 01 99 75 49 25 Number Tested Mean Nat * 1 NCE UHITE MALE Percentile Sunnary 76 50 26 01 99 75 49 25 Number Tested Mean Nat'1 NCE ALL UHITE Percentile Suaaary 76 50 26 01 99 75 49 25 Number Tested Mean Nat * 1 NCE N 2 1 1 0 4 58.2 Z N Z N N X N X N Z N SOX 25X 25X OX 2 f 1 0 SOX 25X 25X OX 3 O' 1 0 75X OX 25X OX 2 ... 1 0 SOX '25Z 25X OX 2 1 1 0 SOX 25X 25X OX 2 1 0 1 SOX 25Z 25Z 3 0 1 0 75X OX 25X OX 4 68.9 4 71.9 4 66.6 4 66.7 4 64. 1 4 66.S TOTAL READING TOTAL  MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I N 1 2 2 0 5 54.5 Z N X N X 'n  X N X N X N X I-' 20X 40X 40X OX 2 4 OX 3 60X 0 0 OX OX 2 O' 1 2 4 OX OX 20X 40X 2 40X 0 * OX 3 0 SOX OX 3 2 0 0 SOX 40X OX OX 1 1 1 2 20Z 2 OX 20X 4 OX 2 0 3 0 40X OX sox ox I 5 64.4 5 49.7 5 57.4 5 62.8 5 47.0 5 57.1 TOTAL READING TOTAL........... MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N Z N N X N X N Z N 3 3 3 0 33X 33X 33X OX 4 4 1 0 44X 44X 1 IX OX 5 0 2 2 56X OX 22X 22X 4 T 4 0 44X 1 I X 44X OX 5 3 1 0 56X 33X 11X OX 3 2 1 3 33X 22Z 1 IX 33Z 5 0 4 0 S6X OX 44X OX 9 56.1 9 66.4 9 59.6 9 61 .5 9 64.5 9 54.6 9 61.3 J 1 I I1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 BLACK FEMALE TOTAL READING 1 5 91 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE J6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 540 COMPLETE BATTERY Percentile Sunnary N % N X N X N X N X N X N 50 26 _______________I____1.0X .. 75 49 Q1_j:-25___ Number Tested Mean NatM.NCE BLACK MALE Percentile Sunnary 76 ___ SQ 26 75 49 _0V Number Tested Mean Nat'1.NCE ALL BLACK Percentile Sunnary 76 so 26 93. 75 49 QI -.25______ Number Tested Mean NatM_JlCE. 2 4 3 20X 40X 30X 2 SOX 3 3 2 30X 3 OX 20X 1 5 3 1 1 OX SOX 30X 1 OX 1 4 3 2 1 OX 46x 3 OX 20X 0 5 4 1 OX SOX 40X 1 OX 1 1 4 4 1 OX 1 OX 4 OX 4 OX 1 4 2 3 1 OX 4 ox 2 OX 30X 1 0 .4.4^7____ TOTAL READING N X 1 0 53.5 1 0 .._52,.2_. 1 0 __49_.l 1 0 46.6 1 0 41 . 6 1 0 47,8 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X M X N X N X N N Z 1 2 6 6X 13X 38X 3 6 4 _7_^_,44Z 1 6 39.3 TOTAL READING N X .2____8X. 4 1 0 1 0 15X 38X 38X 26 11..4___ 19X 38X 25X 2 4 3 3___19X_ 1 6 51 . 6 TOTAL MATHEMATICS N X 5_-t9X 9 7 35X 27X 5____i9X. 26 __52. J. 13X 25X 19X 2 4  7 ... 44X_. 1 6 41 .7 TOTAL LANGUAGE N X 13X ESX 13X __8_ .. 50X 1 6 42.8 BASIC BATTERY N X 3 6 8 26 3 2 6 5 1 37. 13X 38X 31 X 2 2 5 7 13X 1 3X 31X 44X 2 3 5 6 13X 1 9X 31 X 38X 1 6 42.0 1 6 41 . 3 1 6 42.5 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N 12 X 35X 23X 31X 3____12X_ 8 5 1 0 31X 19X 38X 3 7 1 0 6 12X 27X 38X 23X 3 3 3 I 1 1 EX 12X 3SX 42X 3 7 1 3 12X 17, 17 337. 26 45.3-. 26 ___43.8 ze ._.41 ,4 26 44.5 I U.l  ~ J1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 541 SCHOOL : GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 OTHER FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent iI SuBsary N X N X N X N X N X N N 76 JI,??, 1 :| -[ -r .1 .1 50  S6  01 ' 75 49 S5 0 0 0 lOfiX ox ox _ fix 0 1 0 0 __ox 1 oox ox _ ox .1 0 0 0 1 OOX OX OX ox 1 0 0 0 100X OX OX OX 0 1 0 0 OX 1 OOX OX OX 0 0 1 0 ox ox 1 oox ox 1 0 0 0 1 OOX OX OX OX NuBber Tested 1 1 Mean NatM.NCE_______67a _ 63.___ ............... 1 1 1 ALL OTHER TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE Percent i1 Summary N X N X N X 7 0,9___ BASIC BATTERY N X 60.4 1 1 48.4 65.6 SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X 76 50 26 99 75 49 or-_25_______ Number Tested Mean Nat'INCE 1 b 0 1 oox ox ox 0 i 0 ox 1 oox ox 1 0 0 1 OOX OX OX _Q___fix ____fi_____ox , 0.. ._0J\u0026lt; 1 0 0 0 1 oox ox ox ox 0 1 0 0 OX 1 OOX ox ox 0 0 1 0 OX ox 1 OOX OX 1 0 0 0 1 oox ox ox ox 1 1 67,0 63.5 1 1 79.6 70.9 1 1 60.4 48.4 1 65.6 i\ni Jj1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE 542 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 4 ALL STUDENTS i I i .! TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY I I Percent lie Sunaary 76 5 0 26 01 99 75 49 25 Number Tested Mean Nat'l NCE N X N X N X N X N X N X N I___ 6 7 13 1 0 17X 1 9X 36X 28X 9 14 8 5 25X 39X 22X 14X 9 9 8 1 0 25X 25X 22X 28X 8 9 9 1 0 22X 25X 25X 2SX 8 1 1 1 1 6 22X 31X 31X 17X 6 5 1 1 14 1 7X 1 4X 31 X 39X 3 1 1 1 9 25X 1 9X 31X 25X 36 45,8 36 56.1 36 5 0.1 36 50.0 36 49.4 36 44.9 36 49.3 i I i I i a n I1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J6481 M6BYSC 10/07/91 PAGE S43  I J r 'f -I L SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 UHITE FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Prcntile Sunsary ___7$ 50 26 J91 75 49 P! .r .25_ Nuaber Tested ____ Mean NatLl.NCE UHITE MALE Percentile Sumaary 76 50 26 99 75 49 _01 .-25___ Nuaber Tested N X N X N X N X N X N X N ._3___7SX____ 0 0 1 OX OX 25X 2 0 1 1 SOX OX 25X 25X 1 2 1 0 25X SOX S5X OX 2 i 0 t SOX 25X OX esx 1 3 0 0 25X 75X OX 0% 2 1 0 1 SOX 25X OX 25X 2 1 0 1 SOX 25X OX 25X 4 .57,2 . TOTAL READING N X 4 ,-54.5_____ 4 ____59,4 4 57.5 4 ____63.3 4 59.3 4 58.8 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N N X N X 0 2 0 OX 1 OOX ox 1 0____ pX a Mean Nat ',1 NCE_______5? . 3 ALL UHITE TOTAL READING Percentile Sunnary ...^76 50 26 75 49 Pl 25___ Number Tested _____Mean. NatJJL-MCE N X J___5QX- 2 0 .L 6 0 1 SOX OX SOX P_____px_.. 2 58.9 TOTAL MATHEMATICS N X 33X OX 17X .3 Q 2 1 6 ___55..9 0 1 1 OX SOX SOX ax 1 0 t P SOX OX SOX OX 2 0 Q 0 1 OOX OX OX OX 1 0 1 0 SOX OX SOX OX 1 1 0 0 SOX SOX OX OX 2 50.6 . 2 57.6 2 71 .8 2 63.8 2 61.4 TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N N X N X N N i-OX____ OX 33X 17X k 3 2 0 - 17X SOX 33X OX 6 5 6,.4___ 3 1 1 1 50X 3 t 7X 1 7X 17X 3 0 0 SOX BOX OX OX 3 1 1 1 BOX 17X 1 7X 17X 3 2 0 1 BOX 33X OX 17X 6 ____57,5_____ 6 .... P6. 1_____ 6 60.8 6 59.7 i )1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution M6BYSC 10/07/91 PAGE 544 I . SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 BLACK FEMALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent 11 Suaaary N X N X N X N X N X N X N X J 76^99. 50 26 75 49 2 5 01 --25___ 15X 38X .__s__e3x__ 5 3 ___4___31 X 38X 23X __5_..38X __2___15X  5 1 15X 38X 8X . 4 31X__ 1 5 dX 3dX 3_ 23X 3 2 5 3 23X 15X 38X 23X 2 3 4 4 1 5X 23X 31X 31X 3 2 5 3 23X 15X 38X 23X / i f Nuaber Tested Mean Natil NCE, BLACK MALE Percentile Suaaary 76 t_?9,____ 50 26 75 49 01 -_e5____ Nuaber Tested Mean Nat*,l_NCE___ ALL BLACK Percentile Suaaary _____26,.-.33 50 26 $1 75 49 25__ Nuabe Tested ntan_NatZl_NCE. 13 _ TOTAL READING N X 13 ____53.2____ 1 3 ____55\u0026lt;5. 13 49,9_ . 1 3 .... 48.2 13 47.1 1 3 49.2 TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N N X N X N X N  i ___0 5 3  5 OX 38X 23X 38X- 1 8 2 - 8X 62X 15X ___2____tsx____ 2 3 5 ____3 .. 15X 23X 36X 83X____ 1 5 4 3 8X 38X 31X 23X 2 2 , 3 15X 15X 46X 23X 0 7 4 2 OX 54X 31 X 15X 0 6 4 3 OX 46X 31 X 23X I 13 42,6 1 3 51:6 1 3 45.2 13 46.3_____ 1 3 46.5 13 47.2 1 3 46 . 1 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY N X N X N X N X N X N X N X _____2 7 8 ______9 ___8X. 27X 31 X -35X 4 13 5 15X____ SOX 19X ,,..4____15X_ ____^7._._.27X______ 5 1 0 ...4. 1 9X 38X 15X -5 19X_ 6 9 6 _ 23X 35X 23X . 5__ 19X 4 1 1 6 15X 42X 23X 2 1 0 8 6 8X 38X 31X 23X 3 8 9 6 12X 31 X 35X 23X 26 26 52^ 26 26 48. t__ . 26 _47,3__ 26 ____47.2 26 47.6 i n 'yI 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution J648I M6BYSC 1 0/07/9 I PAGE 545 i\nSCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 5 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTER/ SCIENCE SOCIAL STUDIES COMPLETE BATTERY Li L I.., a . t..! Percentile Sumeery 76 5 0 26 01 99 75 49 25 Nunber Tested Mean Nat * 1 NCE N X N M X N X N N X N 5 9 8 1 0 16X 28X 25X 31 X 7 13 7 5 eex 41X eex 1 sx 8 e ie 4 S5X esx 38X 13X 8 7 1 0 7 esx eex 31X eex 8 7 1 1 6 25X eex 34X 1 9X 5 1 1 9 7 1 6X 34X eex eex 6 1 0 9 7 1 9X 31 X esx eex 32 45.e 32 53.0 32 51 .5 32 49.9 32 50.8 32 49.7 32 49.9 I i.i i J1k r. f I\" I,.: 1 LITTLE ROCK SCHOOL DISTRICT SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 6 UHITE FEMALE TOTAL READING 1 991 TOTAL MATHEMATICS MAT-6 Distribution TOTAL LANGUAGE BASIC BATTERY SCIENCE WJ6481 M6BYSC SOCIAL STUDIES 10/07/91 PAGE 546 COMPLETE BATTERY Percentil Sunaary ...76. 50 26 Jia. 75 49 - P L r. .e5 Number Tested Mean NatJA_NCJ ALL UHITE Percentile Sunaary 50 26 75 49 01 25____ Number Tested Mean Nat'I NCE BLACK FEMALE Percentile Suaaary 50 26 -.S3____ 75 49 .....-.9L.- S5____ Nuaber Tested Mean _NaiM_NCE. N Z N Z N Z N Z N N Z N 0 0 0 1 OZ OZ __0Z_ TOTAL READING N Z 1 0 0 1 OOZ OZ OZ  0 0 p 1 ____70.1_ 0_____0Z __ 1 _77,0_____ TOTAL READING N Z 1 _ 3 6 3 _ 1 3 -44 10 0Z OZ OZ OZ 0 i 0 0 1 . OZ 1 OOZ OZ OZ - 1 ._J poz Q 0 0 1 ____6_1 .1____ TOTAL MATHEMATICS TOTAL LANGUAGE N Z N Z ____70. 1 0 0 100Z OZ OZ 0 i 0 OZ 1 OOZ OZ St_____0Z_,. ___ 1 70 lI 1 61 . 7 TOTAL MATHEMATICS TOTAL LANGUAGE N Z N Z OZ OZ OZ 1 0 0 0 1 73.7 BASIC BATTERY N Z 1 0 0 1 OOZ OZ OZ P _ , OX 1 70.3 BASIC BATTERY N Z 8Z___ 23Z 46Z 23Z 1___ex_________31X, 6 4 2 46Z 31Z 15Z 3 4 ___S _ 23Z 31Z 15Z 1._ 7 2 3 8Z_.. 54Z 15Z 23Z 13 -___52.4_____ 13 ______51.4 13 ___48,8 1 ooz OZ OZ OZ 1 0 0 0 1 81 . 1 SCIENCE N Z 1 0 0 0 1 73.7 1 OOZ OZ OZ OZ 1 0 0 0 1 73.7 SOCIAL STUDIES N Z 1 OOZ OZ OZ OZ COMPLETE BATTERY N Z 1 OOZ OZ OZ OZ 1 0 0 0 1 81 . 1 SCIENCE N 3 5 4 1 1 3 53.2 Z 23Z 38Z 31Z 8Z 1 OOZ OZ OZ OZ 1 0 0 0 1 73.7 SOCIAL STUDIES N 3 2 8 0 1 3 51 . 1 Z 23Z 15Z 62Z OZ 1 OOZ OZ OZ OZ COMPLETE BATTERY N 2 5 3 3 15Z 38Z 23 Z 23Z 1 3 50.0 I i !I 1 LITTLE ROCK SCHOOL DISTRICT 1991 MAT-6 Distribution *J6481 M6BYSC 10/07/91 PACE 547 SCHOOL: GRADE: ROCKEFELLER INCENTIVE SCHOOL 6 BLACK KALE TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY Percent lie Sunnary 76 .-.Si 50 26 75 49 __ 0.1 ____ Number Tested N X N X N X N X N N X N X _____QX 2 4 2 8 Kean Nt21_NCE_______42.8 ALL BLACK Percentile Summary 76 50 26 75 49 .01 ._.e5. Number Tested Mean Nat * 1 NCE 1 25X SOX 25X 5 2 0 A-3% 63X 25X 1 3 4 0 13X 38X SOX OX ,0____OX 4 4 0 SOX SOX OX 2 4 2 0 25X SOX 25X OX 0 3 4 1 OX 38X SOX 13X 0 4 4 0 OX SOX SOX OX 1 8 57,. 1. 8 53x7____ 8 50.2 .... 8 __55,8..._. 8 46.9 8 50.6 TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL STUDIES COMPLETE BATTERY  ! J N X N X N X N X N X N Z N Z 1 5 to 5 21 43,7 5X 24X 48X 24X____ 2 11 6 1 OX 52X 29X 5___24X 6 8 29X 38X ____2____tOX_, 2___lOX 21 54.2 21 52.3 1 1 i 6 5X 52X 29X 5 9 6 3___14X__.. 21 49.4 24X 43X 29X 1_____SX 21 54.2 3 5 12 1 1 4X 24X 57X 5Z 2 9 7 3 1 OX 43X 33X 1 4X 21 49.5 21 50.2 I1 LITTLE ROCK SCHOOL DISTRICT 1 991 MAT-6 Distribution #J6481 M6BYSC 10/07/91 PAGE 548 SCHOOL: GRADE: ROCKEFELLER INCENT IVE'SCHOOL 6 ALL STUDENTS TOTAL READING TOTAL MATHEMATICS TOTAL LANGUAGE BASIC BATTERY SCIENCE SOCIAL ' STUDIES COMPLETE BATTERY Percentil Sunnary N ' X N\" -X- N X  N N X N 76 50 26 01 99 75 49 25 2 5 1 0 5 9X 23X 45X a3x 3 1 1 6 2 14X BOX* 37, 5 7 . 8 2 23X 32X 9X 2 11 6 3 9X 50X 27X 14X 6 9 6 1 41 X 27X 5X 4 5 12 1 18X 23X 55X 5X 3 9 7 3 14X 41 X 32 X 1 4X Nuaber Tested Mean Nat' 1_ JMCE 22 45.2 22 54.9 22 52. T 22 50.3 . 22 55.1 22 51 . 0 22 51 .3 i- i Sv ' 1 ( I IJ s f r I \u0026gt; Jo ,e Rockefeller School Steering Committee February 15, 1990 OBSTACLES lack of information lack of communication lack of support and respect lack of understanding fear / distrust / anxiety uncertainty money decision makers and their decisions little or no input into decisions, especially curriculum mixed messages / conflicting information low morale not sure of permission to act little consistency\u0026lt;3\u0026gt; OFFICE OF THE METROPOLITAN SUPERVISOR 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 March 5, 1990 To: James Jennings, Assoc. Superintendent for Desegregation From: ij^^^^Ann Brown, Associate Metropolitan Supervisor Subject: Composition of Rockefeller School Principal Interview Committee As you are selecting individuals to serve on the committee which will interview candidates for the principal ship of Rockefeller School, we wish to reiterate the Desegregation Plan's provision for including certain committee. individuals on that It is our intention that parents, teachers, administrators and representatives from local universities and colleges be included on the committee which interviews principal candidates for Rockefeller. To be specific, at least one member of the interviev/ committee must be a representative from either UALR, Philander Smith College, Arkansas Baptist College, or Shorter College. Attached is a list of individuals who have been designated as representatives from these insti tutions to work wi th the Rockefeller staff in developing the school's programs, as specified in the Desegregation Plan. At least one member of the interview committee must be a Rockefeller parent, list of parents who have volunteered to serve as an interviewer is attached. A And finally, at least one member of the committee should be a member of the present Rockefeller teaching staff. Members of one of the parent-teacher committees at Rockefeller has generated the attached list of questions which they believe are important for any potential Rockefeller principal to address. Please distribute these questions to members of the interview conmittee for inclusion in the interview discussion. I understand that principal interviews have been scheduled to begin March 6, 1292, Since you were unavailable by phone today, I have talked with Estelle 1990. Mathis about interview questions and also the specific requirements for interviewing Rockefeller principal applicants. I have shared with her some names of potential interviewers. Please be sure that representatives of Rockefeller's parents, teachers and college/university liaisons are added to the interview committee immediately. Thank you.Suggestions for Parent Members of Rockefeller Principal Interview Team Brenda Donald, 371-4510 (work), 227-7628 (home) Dorothy Daniels, 374-5645 Jim or Handa Milton, 227-6453 or 378-5469 Kimberly Mathis, 374-8103 Bill Rahn, 776-8015 (work) Jeanie Leffingwell, 376-1366 (work), 771-4567 (home) Joann Buckley, 565-6166 Yolanda Hherry, 372-5790 College/Unlversity Liaisons to Rockefeller School Dorothea Davis, Philander Smith College, 375-9845 (home, 225-3846) Susanne Gamble, Arkansas Baptist College, 372-2327 (home, 664-7862) Shirley Freeman, UALR, 569-3124 Shorter College: to be appointed by Dr. Katherine MitchellSuggestions for Interview Questions for Rockefeller School Principal Submitted by the Rockefeller Staffing Committee, March 5, 1990 1. 2. What experience have you had in an open space school? What do you see as the strengths, weaknesses and potentials of Rockefeller's space arrangement? What special strengths and resources does Rockefeller have and how will you capitalize upon and develop these strengths? 3. Describe your experience in providing forthe care and education of infants, toddlers and other pre-K children. 4. What is your professional assessment of the relationship between early childhood education and a child's success as a learner? 5. What are some of the components and characteristics of a quality early childhood education program? 6. How do you feel about having infants as young as six weeks of age enrolled at Rockefeller? 7. Describe what you expect to see and hear in a successfully functioning early childhood classroom during work time. 8. What strategies will you use to unify the early childhood education (infant through K) program with the remainder of Rockefeller school? In other words, howwill you insure that there is a smooth educational continuumat Rockefeller, infant through grade six? 9. How will you get parents involved and help them stay involved? 10. How will you work with the PTA and, specifically, how will you work to expand and strengthen it? 11. 12. What ideas do you have for accelerating the desegregation of Rockefeller? Why do you want to be Rockefeller's principal and why are you the best person for the job? 13. What factors will you considerwhen making staffing decisions for Rockefeller? 14. Since some staff will likely be new and others will be returning, how will you work to build staff cohesiveness and develop a real team at Rockefeller? 15. How will you support the multiethnic curriculum and insure that all staff members fully understand and implement it? 16. Describe your management style and philosophy, especially regarding the degree of autonomy you feel is appropriate for the classroom teacher. 17. What are your ideas about how teachers' lesson plans will be developed for the diverse requirements of the school's curriculum?18. What should the role of staff be in decisions regarding developing and \"fine tuning the special curriculum and programs which will be offered at 19. Rockefeller? What type of school-wide discipline program do you envision? 20. Describe your daily, weekly and yearly curriculum monitoring procedures. 21. How will you assure that there is a fair distribution of support personnel throughout the school\nfor instance, instructional aides? 22. How much time will you spend in classrooms? you gather from classroom observations? 23. How will you use the information What are your priorities when planning your annual budget? 24. How will you assure that basic suppl ies (pencil s, paper) as well as special ized materials and equipment will be available to teachers? 25. What ideas do you have for specialized approaches or programs that will help each Rockefeller student experience success as a learner and grow toward equilibrium as a whole being? 26. What are your goals for Rockefeller as an incentive-magnet school?March 7, 1990 9 o { I r Dr. Ruth Steele, Superintendent Little Rock School District 810 West Markhaa Little Rock, Arkansas 72201 Osar Dr. Steslei This letter i B written to intora continuity year. To already established you of the urgent need to naintain the conpri Bed accoaplish this, it at Rockefeller School during the 19B9-90 school is iaperatlve that the adainistrative teaa first of Anne Mangan and Lillie Carter be rehired to lead this school in the year of its new and Education This Deaonstration Magnet unique status as a Cooperative Early Childhood and an open space eleaentary incentive school. leadership teaa has deaonstrated exceptional ability and dedication in this diverse and deaanding educational setting. Choosing the and sections keeping of best principal and assistant principal can be the key to acquiring an excellent staff at Rockefeller, thus attracting patrons froa all Pulaski County and enhancing the desegregation process. Me believe that the best people for these positions are Anne Mangan and Lillie Carter Please assist us to ensure that Rockefeller School now and in the future will be n all that it can be*. adainistrative teaa for Rockefeller. Rehire Anne Mangan and Lillie Carter to be the winning cc I X SSiinncceerreellyy,, , Ur / 7 Little Rock School Di-sLtr.'iicct^oard of Dirotors /jc/r , Mr. Jaaes Jennings Associate Superintendent ) Mr. Eugene Reville Metropolitan Superv  March 7, 1990 Dear Parent: Rockefeller School is growing! f' And we want you to be part of the exciting changes in store for the Rockefeller community of students, staff, and parents. The new Desegregation Plan enables Rockefeller to become a cooperative early childhood education demonstration magnet school next year. That means our school will become a model of creative and exciting ways to provide the very best care and education for children from infancy through grade six. Educators and college students from all over the county and the state will be able to visit Rockefeller to learn about early childhood education at its very best. And your child will be a student at this wonderful school! As a parent, your ideas about how our school will grow into an early childhood magnet are very important. Parents, teachers and other school staff, college representatives, and administrators will all work together to make suggestions and decisions about what our \"new\" school will become, based on the framework of the Desegregation Plan. A number of planning areas will be addressed through parent-staff committees. each of which will concentrate on certain aspects of the school. Attached is a list of these committees and a brief description of each one's area of concentration. Will you become our planning partner and join us as a conmittee member? Please say \"yes!\" by filling out the enclosed Committee Volunteer Form and returning it to your child's teacher by this Friday, March 9, 1990. Then join your fellow parents, school staff, and the Metropolitan Supervisor, Mr. Eugene Reville, for one hour at Rockefeller on Thursday evening, March 15, at 5:00 p.m. for an orientation and the first meeting of each committee. Thank you very much. Sincerely, The Staff of Rockefeller School P.S. Remember these two important dates: Friday, March 9, 1990: return Volunteer Form to your child's teacher Thursday, March 15, 1990: orientation and committee meetings at Rockefeller ROCKEFELLER PLANNING COWITTEES VOLUNTEER FORM Name Address ZIP Phone (day) (evening) Please join us in planning for the Rockefeller Cooperative Early Childhood Education Demonstration Magnet School. Below is a list of committees and the types of topics that will probably be considered by each one. If you can think of other planning areas you believe should be addressed, please write your idea in the space marked \"Other suggestions. Then indicate your preferences for the committee you would like to join by placing a \"1\" by your first choice, a 2 by your second choice and a \"3\" by your third choice. one conmittee but be careful not to over-comnit your time!) (You may serve on more than ___^Staffing: selection staff distribution\ncontract lengths\nresponsibilities\ncompensation\ncareer ladders\ninterfacing with colleges. process\ndi stribution\n___Early childhood curriculum: emphasis on developmentally appropriate curriculum for infants through kindergarten\nhow to link early childhood and elementary curriculum\nspecial programs and events. ___Elementary curriculum: emphasis on grades one through six\nhow to build elementary curriculum upon that of early childhood\nspecial programs and events. ___Staff development: training programs and topics\ntrainers and trainees\nstaff development calendar. ___Scheduling and calendar: organization of the school day, week, and year. ___Policies and procedures: includes those of the early childhood program: infant enrollment ages\nvacation days, private pay and lunch rates for infants and toddlers\nschool wide policies and procedures for staff, students and parents. Alternative education: al ternative incentive and discipline programs. classrooms and teaching methods\n___Public relations and recruitment: community outreach\ncommunication and information dissemination\nstrategies for student recruitment\nenhancing school racial balance. ___Parent and conaunity involvement: types of involvement\nhow to promote, support, and sustain involvement\ntraining for parents. ___^Student support systems: college scholarships\nmentoring\nservice learning (students as volunteers\n) peer and cross-age interaction. ___mother suggestions for committee topics: Please return this form to your child's teacher by Friday, March 9. Thank you!Little kock Public Schools TO: FROM: Pat Price, Incentive Schools Coordinator Rockefeller School Early Childhood Teachers DATE: September 5, 1990 RE: Early Childhood Education. Proposal for Extended Day We are submitting the attached proposal for extended day of four and five year old children at Rockefeller School for your consideration. West Markham and Izard Streets  Uttle Rock. Arkansas 72201 -(501)374-3361 We, the certified teachers of the Rockefeller Early Childhood Education Cooperative Demonstration Magnet Program have great concern about the program that is being proposed at this time. It appears that 4 and 5 year old children are being excluded from extended day activities. This was one of the incentives that many parents considered when making a decision to enroll a child at Rockefeller. The 4 and 5 year old students are enrolled in the CARE Program. cafeteria When extended day begins on September 17th, the will no longer be available for CARE. This proposal is offered as a solution. It will provide a space and consistent staff for the 4 and 5 year old students. So that the needs of the children can be truly met. we feel that plan should be implemented to developmentally appropriate educare for these provide children. a Experienced staff should be available to provide this care and to train the CARE staff in early childhood education. There kindergarten are three classes four year old classes at Rockefeller and and total three of 120 children. At this point there are approximately 50 four a and five year old children attending CARE. Therefore, space for after school care is limited. The early childhood teachers Program would like s taf f in to work cooperatively with the CARE sharing materials , equipmen t, classroom space and expertise. As suggested in the Early Childhood Education portion of the Tri-District Desegregation plan on page #5 8 \"Consideration must be given to extended daycare options in connection with early childhood education programs, as well as the regular elementary grades. as service and a attraction for working parents\". We believe that it would also be desirable to follow the suggestion as stated on page 10 #5 in the desegregation plan It An early childhood education team leader or grade level chair will be appointed in each school. The team leader will be an early childhood ?f. # education teacher, with several years experience and demonstrated proficiency.... tf The five early childhood I \u0026amp; I education teachers at Rockefeller would be more than willing to serve in this capacity rotating one day per week per V r: i' teacher. We still support the recommendation made by the Metropolitan Supervisor's Of f ice Parent-Teacher Planning Committee for the Rockefeller Early Childhood Education r 8 a Cooperative Demonstration Magnet Program that was submitted if I Sfi I on March 28, 1990, that states II Early childhood children should not be required to remain in school until 5:00 p.m. if child care is not necessary. However, for many working parents extended day care is needed and should be provided by competent, experienced, and consistent staff. Rockefeller's Early Childhood Education Program has become extremely popular. This is clearly demonstrated by the number of children trying to attend and the overall 59% black and 41% white racial balance in the 4 year old and kindergarten classes. In addition to these important facts. the Early Childhood Education portion of the Tri-District Desegregation plan s tates on pages 14 and 15, As a demonstration center. Rockefeller will be used for training college students as well as for inservice. observation and training for the county's teachers, administrators, aides , HIPPY, and day care program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children.\" We think it is imperative that Rockefeller has quality educare from opening to closing and our proposal is innovative method to meet the needs of our families. an We believe that it is very important for the administration to give strong consideration to providing a program such as we have described for 4 and 5 year old children at Rockefeller.1, John w. walker, p.a. Attorney At Law 1723 Broadway Little Rix'k, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 received OCT 2 3 1991 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON, JR. AUSTIN PORTER. JR.  Also a(bnitl(*d to Practice in (ieorgia \u0026amp; the District of Cohinihia October 21, 1991 Office of Desegrssafion Monitoring Mr. James Jennings Superintendent of Desegregation Little Rock School District 810 W. Markham Little Rock, AR 72201 Dear Mr. Jennings: Would you provide me a breakdown of the enrollment in the gifted classes for this year and last year at Rockefeller school by race and income status. teachers by race. Would you also give me a breakdown of the Would you also advise me why there are gifted classes being conducted at Rockefeller between 8:00 a.m. and 3:00 p.m. in an Incentive school. Our agreement clearly states that there are not to be such discriminatory programs conducted during the regular school day. Wright at the hearing and the Court of Appeals, fact, I wish to know right away. At least, that is what we told Judge If that is not the Very truly yours. Id. John W. Walker ' k., JWW:Ip cc: Chris Heller, Esq. Ms. Ann Mangum, Rockefeller Principal Mr. Bennie Smith, Chairman - Biracial Committee Ms. Ann Brown, Monitor Ms. Arma Hart, LRSD Desegregation FacilitatorLittle Rock School District January 27, 1992 Ooics Ct '1 19^2 Qi -1 TO . Ann Srown, Office of Desegregation Monitoring FROM\nSUBJECT: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Rockefeller Early Childhood Enrollment 1989/90 and 1990/91 In response to your request, please find listed below the enroll- ment figures for the Early Childhood Education Program at Rockefeller and 1990/91: School (Infant, through Three Yea: Old) for 1989/90 1989/90\nWhite Black Other Total %Black Infant/Toddler 2 Year Old 6 10 Year Old 7 13 14 36% 7 7% 3 6% Total 28 34 8 2% o 1 3 2 6 0 0 0 0 1990/91: Infant/Toddler 2 Year Old 3 Year Old 4 6 6 4 10 S 0 0 0 g 16 14 50% 63% 57% Total 16 22 0 33 58% 810 West Narkham Street Little Rock, Arkansas 72201  (501)374-3361/ - ROCKEFELLER SCHOOL ENROLLMENT GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 10 12 7 8 37 59% 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 15 15 13 1 60 52% 18 21 16 18 18 11 18 147 33% % Blk B 9 12 53 60% 11 12 69 67% 5 7 2 45 69% 2 7 1 45 78% 4 2 46 87% 3 5 1 44 80% 4 5 41 78% 60 71 2 3 440 69% 14% 16% 1% 33 6 39 2 2 250 86% 195 34 82% 22 284 86% 217 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 71 16 87 5 5 271 72% 282 116 5 403 70% 38 309 58% 70% 22 15 37 59% 304 131 5 440 69%Lnclusnre 'l ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IHPROVEHENT PLAN VERIFICATION FORM 1991-1992 School Building: (Name, Address, Zip) Pulaski County Rockefeller Incentive School 700 East 17th Little Rock, AR72206 60-01-050\nLEA Number Telephone: 324-2385 School District: (Name, Address, Zip) Little Rock School District 810 West Markham Little Rock, AR 72201 Telephone: (501) 324-2000 October 1, 1991 DATE Please submit one copy of the Annual School Improvement Plan for each school in the district by October 15, 1991.* Anne Mangan Principal Dr. Ruth Steele Superintendent Signaattuurree ooff -..PPrriinncciipal(j . Signature of Superintendent Scjhoo! Building Task Force Please send to: Rockefeller Staff Roy Albert Associate Director ! Instructional Services Arkansas Department of Educ. Terrie Wilson 4 Capitol Mall i Little Rock, Arkansas 72201 Brenda Donald Charlotte Lee Six-Year Plan Report Form, Revised 8/89 J District Goals 1. To increase educational achievement for all students v\ni th specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through: a) providing equitable educational opportunities for all students in a desegregated learning environment 3. b) c) enabling all students to develop a lifelong capacity and love for learning leading all students to be productive contributors in the school, the communi tj' and the workplace d) . providing a disciplined, structured learning environment for all students To enhance human relations skills for principals, teachers, and central office administrators.LITTLE ROCK SCHOOL DISTRICT EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational To program that enables each child to achieve his/her highest potential. that end, the Little Rock School District will provide: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and,athletics. Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. I i Adopted 1-26-84ROCKEFELLER INCENTIVE SCHOOL ANNUAL REPORT ON INSTRUCTIONAL PROGRAM PART ONE ASSESSMENT/ANALYSIS OF LOCAL SCHOOL ACCOMPLISHMENTS AND NEEDS IN RELATION TO ESTABLISHED DISTRICT GOALS I. EDUCATIONAL ACHIEVEMENT developed to assist in improving academic Completion of all strategies- was evident by the end of year. Lesson plans reflected whole instruction homework assignments on a regular basis, frequent field trips, use of math manipulatives, and laser math instruction and 6th grade students. One on one instruction was provided by the teacher, instructional aides, and other Cooperative Students and teachers took a Fifteen strategies were excellence. the school group techniques, use for Sth One on one instructional aides, specialists. learning was evident on many occasions. Teachers used this valuable information to learning styles inventory. plan instruction in a manner that would best meet the needs of the student and enhance teaching and learning. Student Education Plans (SEP) were developed, throughout the year\nimplemented. regularly up-dated. All intermediate classes and monitored received instruction in keyboarding and were able to demonstrate an understanding of the computer concepts. There were computers available in every classroom and teachers used the available software variety of Learning reading in educational math (PAL programs. Gif ted, to provide students with a Program for Accelerated (PAL Reading), Math), Special Program for Education Accelerated Learning services of resou rce for and speech, and also classroom setting the as guidance well as lessons were conducted in the regular individually and in small group during the extended day. and equipment for Staff members employed all available media services enriched educational instruction. The media program (REACH) was most effectively implemented and individually met the needs of all students on the correct level of abilities. Stimulating and creative lessons we re obse rved wi th a high level of visible among students. Rockefeller Incentive School interest students (DEAR) the first fifteen minutes observed \"Drop Everything and Read\" daily This quiet reading time for students and staff helped to get everyone focused on the seriousness of instruction for the day. Our school participated in the Convention, and Quiz Bowl. This quiet reading time for the day. The ten strategies the Inventions designed for the Science Fair, extended day program successfu1ly and opportunity to benefit thoroughly implemented. Eve ry child had were the f rom a homework/study period each afternoon. Foreign p rovided language instruction (Spanish) was offered with new for an effective approach appropriate for materials elementary children. The extension of Art, Music and P.E. during extended daywas lab was quite popular. materials developed which increased the use New science were of Other activi ties research skills, included: family 1iving Library Science skills, book activities, computer programming. story ordered and a science \"Hands on\" providing experiments. lessons on telling. making/book newspaper. binding ae robics, and conflict manager training. Saturday (Extended Week) activities included: Governors Mansion Dinosaurs Alive Exhibit Designing Jack-O-Lanterns _ w/Mixed Media and visit to the the Delta Art Exhibit Art Activities AR Art Center to see Thanksgiving Feast Arkansas Territorial Restoration Making Christmas Decorations Christmas Cookie Baking Computer Day - Study of Korea 3 times Stenciling Research on Famous Black Americans Valentine Art Decorations for PTA Meeting honoring Making Famous Black Americans Birds/Spring Kite Making/Flying St. Patricks Day/ Study of Ireland Geese Osbie/ Harlem Globe Trotters Test Taking Skills Jr. Jog at War Memorial Earth Day at the Zoo_ Mothers Day Activities Territorial Restoration The following student achievement things as we re the considered strengths contributing (successes) and factors for weaknesses (concerns) were assessed: 1. 2. 3. 4. 5. MAT-6 Scores Arkansas Minimum Performance Test Scores Student grade reports , Percentage of students at, above or below grade level Impact of long-term non i-certified substitutes in 3rd and 6 th 6. 7. 8. grade classrooms Student attendance Discipline Students new records to the district with no previous scores for comparisonGOAL  1 ACADEMIC ACHIEVEMENT ASSESSMENT OF ARKANSAS MINIMUM PERFORMANCE TESTING - 1990-1991 3RD GRADE READING (Passing Scale Score 343) (Group Average Scale Score 357) Total Number of Students Tested Total Number of Students Passed 29 25 86% RACE: Blacks Whi tes Number/Percentage Passing 22 3 85% 100% RACE BY SEX: Black Male Black Female White Male White Female Number/Percentage Passing 10 12 1 2 83% 86% 100% 100% MATHEMATICS (Passing Scale Score 341) (Group Average Scale Score 363) Total Number of Students Tested Total Number of Students Passed 29 28 ,97% RACE: Blacks Whi tes Number/Percentage Passing 25 3 96% 100% RACE BY SEX: Black Males Black Females White Males White Females Number/Percentage Passing 11 14 1 2 92% 100% 100% 100% V ASSESSMENT OF ACHIEVEMENT Reading Math 1989-1990 79% 97% 1990-1991 86% 96% Summary of results of 1990-1991 testing for 3rd grade: Four black students failed reading. - One of these BM failed by only 1 point. 2 BM and 2BF One black male failed math, substitute for two months. One class did have a / I !GOAL  1 - ACADEMIC ACHIEVEMENT ASSESSMENT OF ARKANSAS MINIMUM PERFORMANCE TESTING - 1990-1991 6TH GRADE READING (Passing Scale Score 645) (Group Average Scale Score 657) Total Number of Students Tested Total Number of Students Passed 22 21 95% RACE: Black Whi te Number/Percentags Passing 20 1 95% 100% RACE BY SEX: Black Males Black Females Whits' Females Number/Percentage Passing 7 13 1 88% 100% 100% MATHEMATICS (Passing Scale Score 644) (Group Average Scale Score 660) Total Number of Students Tested 22 Total Number of Students Passed 21 95% RACE: Blacks Whites Number/Percentage Passing 20 1 95% 1OO% RACE BY SEX: Black Males Black Females White Females Number/Percentage Passing 8 12 1 100% 92% 100% LANGUAGE ARTS (Passing Scale Score (Group Average Score 637) 644) Total Number of Students Tested Total Number of Students Passed 22 16 73% RACE: Black White Passing Number/Percentage Passing 15 1 71% 100% RACE BY SEX: Black Males Black Females White Females Number/Percentage Passing 6 9 1 75% 69% 100% I1 1 i! 3 CONTINUATION OF ARKANSAS minimum performance test 6TH grade SCIENCE 647) (Passing Scale Score (Group Average Scale Score Total Number Total Number of Students Tested of Students Passed 22 15 651) 68% RACE: Black White race by SEX: Black Males Black Females White Females Number/Percentage Passing SOCIAL STUDIES Total Number Total Number RACE: Blacks Whites 14 1 67% 100% Number/Percentage Passing 6 8 1 75% 62% 1OO% (Passing (Group Average Scale Score 642^) Scale Score 647) of Students Tested of Students Passed RACE BY SEX: Black Males Black Females White Females 22 15 68% Number/Percentage Passing 14 1 67% 100% Number/Percentage Passing 6 8 1 75% 62% 100% ASSESSMENT OF ACHIEVEMENT Reading Math Language Science Arts Social Studies 1989-1990 95% 95% 95% 85% 90% 1990-1991 94% 96% 73% 68% 68% Summary of results of 1990 1991 One black male failed roading. testing for 6th grade: One I Four black female  black females and two Five Five failed males failed language arts.- black females and two black males and two black males failed science black males ------- failed social studios. 6th grade class had a certified. She was the teacher from school year. One She was _ All students except one long term substitute teacher who was non- Thanksgiving until the end of the this one class. who failed any portion of the in that Class. the \"\" \"\"niS failed -failed science and social females Arts also failed Science. In the other same four students the same 6th grade class, studies. black male failed scienceASSESSMENT OF MAT-6 TESTING - 1990-1991 1ST GRADE 56 Total Number of Students Tested on grade level Total Complete Battery was 1.7 The NCE was 50.7 with National percentile of 51 5. The average battery score for 1st grade BM BF WM WF OM  OF 1.9 1.5 2.6 2.6 2.4 2.0 The greatest strength is in The greatest weakness appears to be in the area black students, black females. in .1 Math and Science. of reading (1.6) and language (1.1) for and in social studies for language for white males. 2N0 GRADE The total number of students tested compare for 23 of those students. was 27 but only had scores to Total Complete Battery was on grade level 2.7. Tntsl Basis Battery was 2.8. ^h^terlge growth as measured by total basic battery scores: BF BM OF WF WM .9 .7 1.3 1.3 1.5 The only area not on grade level was reading 2.2. 3RD GRADE Total Number of students tested for 25 of those students. 30 but only had scores for comparison Total Complete Battery was not provided. The average growth as measu red by total basic battery, scores: BF BM WF WM 1.0 .8 .8 .8 Greatest weaknesses were found in reading and social studies for black males and language for the one white male.1 4TH grade The total number of students tested was 36 but only had scores for comparison Tor 30 of those students. _ . . . Total Complete Battery was 4.4 with word recognition skills being reported is the greatest weakness. Basis Battery was 4.6. Total Basis Battery The average growth as measured by total basis battery scores: 1 3 } I BE BM OE WE 1.1 .8 2.1 1.9 Weaknesses were found in reading (3.8) especially with black females. wS  ' skills scored 4.5 hich reveals another weak area. STH GRADE The total number comparison for of students tested was '33 but only had scores for 30 of those students. The average growth as measured by total basis battery scores: BE BM WE WM 1.1 1.1 2.1 1.6 The greatest weakness was found in average of only four months growth, than 7 months growth. 6TH GRADE reading for black females with an All other areas scored greater The total number of students tested comparison for 21 of those students. The average growth as BE BM WE 1.3 1-0 3.2 was 22 but only had scores for measured by total basis battery scores. in reading with black males. The greatest weakness found was  -- than 7 months growth. other areas averaged greater All JSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 of 10% of the national lie Gwdl il: 85% of students will achieve scores^within arrange based on the state required standardized test. Building Goal #1: norms These test scores establish a base for future reference and guidelines for measurement of closing the disparity in achievement. Related District Goal #1: To increase educational achievement for all students with specific emphasis of closing disparities in achievement. Strategies/Activities Person Respons ible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 1) Semi-departmentalize instruction for grades 3-6 in science and social studies Teachers August 1991- June 1992 Dennis Glasgow l.How to effectively implement departmentalized instruction 2..Peer (colleague) coaching Observation of instruction 2) Follow LRSD Homework Policy Teachers Aides August 1991- June 1992 Documentat ion in teacher plan book 3) Laser Math provided for 5th \u0026amp; 6th grade students using whole group instruction. PAL Math Specialist Classroom Teach August 1991- June 1992 Lesson Plans Classroom Obsersvation 4) Student Education Plan developed for each student. 5) Regular use of computer in the classroom to enhance the curriculum. Teachers Parents Teachers Computer Specialist Completion Sept. 1991 August 1991- June 1992 Copies on file in the office. SEP'S checked for mastery Observation of computer use in the classroom.SCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller 85% of students will achieve scores Building Goal #1: --- -- - , based on the state required standardized test. norms future reference and guidelines DATE: September 1991 within a range of 10% of the national These test scores establish a base for for measurement of closing the disparity in achievement. Related District Goal #1: To increase_educational- achievement for all student, of closing disparities in achievement. To increase with specific emphasis Completion Strategies/Activities 6) Computer enhanced reinforcement of reading and math skills in the computer lab. 7) Whole group instruction of test taking skills. Parent workshops Assembly/Pep Rally before test week 8) Special Education services provided in the regular classroom and extended day. Computer lab reinforcement provided. 9) Pal reading \u0026amp; math services are provided to identified students in the regular classroom and extended day. An additional session per week in the computer lab is provided for these students Person Respons ible Date Time Line e Related Staff Development Activities Method of Evaluation Teacher Lab Attendant August 1991- June 1992 Computer lab printouts on student progress Teacher Counselor Special Education Teacher Lab Attendant PAL Specialists Teachers Lab Attendant Sept, 1991- Feb. 1992 August 1991- June 1992 August 1991- June 1992 Improved scores on MPT and Stanford Achievement Tests Observation Computer lab printouts Basic skills test results Improved student achievement Inventory Pre and Post testingSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller 85% of students will achieve scores Building Goal #1: - -- ---_ . , + based on the state required standardized test. norms future reference DATE\nwithin a range September 1991 of 10% of the national These test scores establish a base for and guidelines for measurement of closing the disparity in achievement. To increase Related District Goal #1: emphasis of closing disparities in educational achievement for all students with specific achievement. Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 10. Gifted instruction will be provided in a whole group setting as well as in small groups Gifted Specialist August 1991- June 1992 ObservationSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller BUILDING GOAL #1A: To have an increase 6th grade with special focus on the areas of language arts, weaknesses in the 199091 school year. To increase DATE: September 1991 Minimum Performance Test in the of students passing the Arkansas ---- and social studies that revealed science Related District Goal #1: emphasis of closing disparities in achievement. educational achievement for all students with specific Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation LANGDAGE ARTS Teach isolated skills through Teacher use of textbooks, practice masters, reinforcement masters, and teacher-made activities to address weak- nesses tests. revealed in previous Use district prepared AMPT test readiness materials. Teacher August 1991- June 1992 AMPT Test Results Second Semester AMPT Test Results Write an Academic Skills Development Plan for student failing any part of the AMPT. Teacher Parents Developed in Sept. 1991 Followed throughout the year. AMPT Test Results Develop games involving practice questions that could be on the AMPT and Teacher Gifted Specialist Sept. 1991- June 1992 AMPT Test Results use the buzzer system. Use computer software to reinforce skills. Teacher Auxiliary Teacher August 1991- June 1992 AMPT Test ResultsSCHOOL DISTRICT: SCHOOL: BDILDING GOAL #1A: ARKANSAS DEPARTMENT OF EDDCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: To have an increase of students passing the Arkansas 6th grade with special focus on weaknesses in the 199091 school year. September 1991 Minimum Performance Test in the the areas of language arts, science and social studies that revealed Related District Goal #1: To increase educational achievement for all students with specific emphasis of closing disparities in achievement. To increase Strategies/Activities SCIENCE AND SOCIAL STUDIES Use Hands on Approach Teach new skills Target and review skills revealed as weak areas in AMPT. Video tape science experiments and activities to help with discovery method of science. Use computer programs to reinforce skills. Make 3rd, 4th, \u0026amp; 5th grade teachers aware of concepts tested. Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Teacher Teacher Teacher Auxiliary Teacher Teacher August 1991- June 1992 Nov. 1991- June 1992 August 1991- June 1992 October 1991 Science Coordinator to give inservice AMPT Test Results AMPT Test Results Improved scores on teacher/made tests. AMPT Test Results Future AMPT test resultsSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDDCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 THa Rockefeller staff will establish educational excellence by: a) providing ine KocKeieuer wxx ___= nT environment. BUILDING GOAL #2: , equitable educational opportunities for . b) encouraging all students to develop a students to be productive contributors in a ( all students in a desegrated learning environment. X XXI W ---------------------------------------------------------- . J 11 lifelong capacity and love for learning, c) leading ail UQeniS LU uc ----- , c + nHen+e disciplined, structured learning environment for all students. the school, the community and workplace, d) providing RELATED DISTRICT GOAL #2: a) providing equitable 2: To establish climates of educational excellence by: educational opportunities for all students_in a des?-\" desegrated learning environment, -------- c) leading all students to be productive d) providing a disciplined, structured learning environment for all students. _________ Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation a) 1. Whole Group Instruction 2. Cooperative Learning 3. Homework Policy 4. Serai-departmentalization 5. Keyboarding lessons provided for grades 4,5,6 6. Extended Day Teachers Principal August 1991- June 1992 Departmentalized Training Plan book\nObservation a. Homework session Monday - Thursday b. Special skills on c. Tuesday Clubs on Wednesday D. Leisure Activities on Thursday Instructional AidesSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 RnTTDTNr COAL 2- The Rockefeller staff will establish educational excellence by: a) providing :Si?!e^^c:^ionS%:portuniti.s for an students in a dese.rated^learin.^^ ^(uSSr^rS pd:cn:eortr?:::or:\u0026gt;n'ih:\\cLo/ th/co^unity and workplace, d, providing disciplined, structured learning environment for all students. BUILDING GOAL 2: a To establish climates of educational excellence by: DVT ATTrn TiTciTRTr'T GOAL #2: To establish climates oi ecucamonai eAi.-cj.xcx ' . L SoSotive contributors in the school, the cornwunity and workplace ) providing equitable lifelong capacity and love for learning, Ipariinff all students to be productive ------------- . , d) providing a disciplined, structured learning environment for all students. Completion Strategies/Activities b) 1. Field Trips 2. Drop Everything and Read 3. REACH (Reading Extended Activities for Children) 4. RIF (Reading is Fundamental) 5. Compton' e Multimedia Encyclopedia c) 1. Establish a functional Student Council 2. Conflict Management Program 3. Community Speakers 4. Community performances by students d) 1. Establish a school wide discipline plan Person Responsible Date Time Line, e Related Staff Development Activities Method of Evaluation Teachers Librarian Computer Lab Attendant Sponsor Counselor Resource/VIPS Speakers/ Teachers Staff August 1991- June 1992 Documentation of number of field trips taken Observation Fall 1991- June 1992 August 1991- June 1991 Visit from Jr. High or Sr. High student government leaders to 6th grade before election of school officers. Keith Runion \"Establishing a Democratic Classroom\" Observation Documentation of behavior problems Teacher RecordsSCHOOL DISTRICT: SCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller BUILDING GOAL #3: The s relationships with administrators, parents. DATE\nSeptember 1991 taff at Rockefeller will cooperatively foster healthy working students, and one another. RELATED DISTRICT GOAL #3: To enhance human relations skills for principals, teachers. and central office administrators. Strategies/Activities Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 1) Work cooperatively with PTA to promote increased participation with parents. PTA Executive Board Sept. 1991- June 1992 Parent Night 2) Provide meaningful parent workshops. a) STEP (Systematic Training for Effective Parenting) b) Early Childhood STEP c) Successful Parenting d) Gifted Identification Counselor e Information ) Parent Workshops offered by LRSD Counselor Librarian Gifted/Talented Specialist Incentive School Coordinator VIPS Sept. 5, 199 1 Fall 1991 Spring 1992 Spring 1992 Sept. 1991- May 1992 3) Postcards sent to each family and student to welcome them to Rockefeller Teachers August 1991 4) Recognize staff member of the day, staff and student birthdays, good citizenship and academic achievement. Principal Counselor August 1991- June 1992 Partners in ^^^^^ion Participation in meetings Documentation of participation Documentation of participation Completion of task Observation Display of names of students on front bulletinSCHOOL DISTRICT\nSCHOOL\nARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE\nSeptember 1991 BUILDING GOAL #3\nThe staff at Rockefeller will cooperatively foster healthy working relationships with administrators, parents, students, and one another. RELATED DISTRICT GOAL ttS\nTo enhance human relations skills for principals, teachers, and central office administrators. Strategies/Activities 5) Honor Roll reception for at students and parents the end of each 9 weeks. Special activity provided for students with perfect citizenship at the end of each 9 weeks. Special assembly for all students at end of the year 6) The staff is encouraged to make home visits as needed. 7) Focus on the use of support programs to provide compensatory and enrichment activities. a) Extended Day b) Peer Tutoring c) Parent Programs 1. Make and Take 2. Parenting Classes Person Responsible Staff/PTA/ Partners in Education Staff Staff Staff Incentive School Coordinator Counselor Completion Time Lines Week following each nine week grading period August 1991- June 1992 August 1991- June 1992 Related Staff Development Activities Method of Evaluation Parent participation increased Nurse/Counselor will review proper procedures. Peer Colleague coaching -LRSD training course Home visit log will be maintained in teacher records Observation Teacher plan book Parent participationSCHOOL DISTRICT\nSCHOOL: ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 BUILDING GOAL #3: The staff at Rockefeller will cooperatively foster healthy working relationships with administrators, parents, students, and one another. RELATED DISTRICT GOAL #3: To enhance human relations skills for principals, teachers, and central office administrators. Strategies/Activities 8) d) Community Participation 1. Partner in Education a. Classes will 2. provide material for our partner's bulletin board on a rotating basis. VIPS (Volunteers In Public Schools) 3. Mentor, e* 9) Develop a Safety Plan that will provide security of staff and students 1. Inservice for staff 2. Fire drill practice once a month. 3. Tornado, earthquake drills each semester 4. Emergency box 5. All entrances locked from outside except main entrance. 6. All visitors must check in the office. 7. Ground checked daily for hazardous objects Person Respons ible Completion Time Lines Related Staff Development Activities MeLhod of Evaluation Teacher c Resource Personnel Principal Staff Bill Barnhouse Bobby Jones Building engineer August 1991- June 1992 Sept. 18,1991 Meeting with Partner in Education for yearly planning Safety in the school-procedures to follow. VIPS Evaluation Form Fire Drill, Tornado Drill, Earthquake Drills, Reverse drill reports Emergency Box in office area accessible for quick use. Visitor ign-in sheet in officeSCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller The staff will provide a children and parents. RELATED DISTRICT GOAL # Strategies/Activities 1. Provide developmentally appropriate educational programs for children from age six weeks through Kindergarten. 2. The Early Childhood Staff will attend staff development programs that are specifically designed to strengthen the early childhood program. DATE\nSeptember 1991 high quality early childhood education program for Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Teachers Principal Specialists Instructional Aides August 1991- June 1992 Michele French will present the revised Early Childhood Handbook. Dr. Tish Henslee will present a video covering stages of development beginning with infancy. Implementation of the objectives and guidelines followed that are provided in the Early Childhood Handbook and the developmentally appropriate practices listed in the NAEYC guide Principals Early Childhood Incentive School Coordinator August 1991- June 1992 Workshop Facilitators: Dr. Tish Henslee Michele French Educational Videos Completed staff development activities and evaluation sheets. Early Childhood Team LeaderSCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 The s children and parents. RELATED DISTRICT GOAL # Strategies/Activitie ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 taff will provide a high quality early childhood education program for Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation 3. The school will be available for observations/ demonstrations and will cooperate with local colleges and universities with teacher training programs. 4. Refurbish rooms and educational equipment. A. Refinish wooden equipment presently being used. B. Paint interior walls. 5. Provide one workshop for early childhood parents each semester. Principals Teachers Instructional Aides Tish Henslee, UALR Principals Teachers Plant Services Beginning during the summer and completed by the opening of school. Principals Early Childhood Teachers PTA Committee August 1991- June 1992 Classes from the University of Arkansas at Little Rock regarding Supervision of Teachers. Consultation with university personnel and follow-up with Plant Services. The number of student groups that visit for observation and training. Physical appearance of refurbished rooms and equipment in place. Evaluation sheets from parents who attend the workshops.SCHOOL DISTRICT: SCHOOL: BUILDING GOAL # 4 ARKANSAS DEPARTMENT OF EDUCATION ANNUAL SCHOOL IMPROVEMENT PLAN Little Rock Rockefeller DATE: September 1991 The staff will provide a high quality early childhood education program for children and parents. RELATED DISTRICT GOAL 4* Strategies/Activities 6. Improvement of Early Childhood playground. A. Study of age appropriate equipment and playground design. B. Plant trees for shade. C. Update or improve presently used equipment. 7. Early Childhood certified staff will meet one or two times per month. Person Responsible Completion Date Time Lines Related Staff Development Activities Method of Evaluation Principals Early Childhood Teachers P. E. Teacher Tish Henslee Expert in designing playgrounds. Designated team leader. August 1991- June 1992 August 1991- June 1992 Progressive improvement on the playground and track area. Minutes from the meeting will be submitted to the principal.rm WT |S\\, II T' 'i i.i' 'iJT^a.'r.'A'  I .'0 aj I S-Ta- H Kt t'^r M.'. . i.-,  ' \" -''-\u0026gt;71\n'/'yr-v-.A J I tw3 7 J ii H t'1 u x \u0026lt;' I I I '? i '1 M W',''. i I 1 .l I' ' K /Wl i' \u0026gt; X----- tf t te t *1/. I??.iri7'' O. I w? T t 7 'H \u0026gt; ,\u0026lt;1 I ^b tOCKEFELLEMM ' ''\"J ,1 1 7 {, I \n i \u0026gt; ' \u0026lt; .\n'ii\ni ,y t# .J i'-' n' 4 7' I I.W'' /' f,' T \"J? kS .K4CENTIVEMI / I JI t J' .7, W\nJ A aSCHOOL Xd W'i w c .1. '7i\n''ij'S' =7 i'.' s jWv! wx\u0026lt;: 1991-92 I UUm v  I Kia* jKHHlM 11 a 111  K  SB \"   mxxjwxxxxxzxxx^iw xxxmttrxmx/m X: J C.!, /  I' I I *A 7^ :n:\u0026lt;-,Vri'^-\n^iy''' wZ 0%' s \u0026lt; I .K f.' \u0026gt; '! V i I I*\nMl S- fl Il 'V, ,1 I 1, \u0026gt;. ' I A V. S I ,1' I 'r si' '2\nu I A i' i' I Sit.'.'' 3^ V! ^K'l '.V '.VROCKEFELLER INCENTIVE SCHOOL L I T.T L E T O O EAST_J yTH .RQCKj___A R KA N_S A RHON E 3 24- 3 8 5 --72? O  19 91 19 9 2 S C H O_O_L E AR RR_INCIRAL_  _ VICE PF^INCIPAL - ANNE MANGAN ___LI L^L I E _ C A B_T.E R S EC R ETARX___ boc5K K E E P E R N LJ R S E  MELODY_ BARNES\nSU 2 _.H o LM E S C I ND .WAR RE N EDUCATIONAL RROGRAMS CHI L DHOOD THROUGH S I XTH GRADE 21 CERTIFIED TEACHERS 12 CERTIFIED SPECIALISTS Myrtle Barr - Infants/Toddlers Margaret Wilkins - Years Old Becha Evans Karen Ware Art Music Kelly Ellis - 4 Years Old Coreen Frasier P. E. Beth Foti - Lucia Jones Gina Bruce 4 years Old - 4 Years Old Ki ndergarten Lynn Miller - Kindergarten Missy Russel 1 Sarah Clark - - Kindergarten 1st Grade Martha Lowe Gail Shelton Katie Pace - Doris Sarver Ann Watson - Counselor - Speech Resource - Media PAL Math Mari 1ou McMahan 1st Grade Michelle Middlebrooks 1st Grade Pri ss Bell 2nd Grade Pat Peten-Holder Valencia Butts - - 2nd Grade 3rd Grade Linda Hays - PAL Reading Faye Reynolds - Gifted Mary Kay Roe - Computer/ Auxiliary Teacher Cindy Warren - Nurse Dana Keller - Francile Moore Ann Pollard - Teresa Taylor Melvia Mathis 3rd Grade - 4th Grade 4th Grade - Sth Grade - Sth Grade 18 EARLY CHILDHOOD INSTRUCTIONAL AIDES 10 ELEMENTARY INSTRUCTIONAL AIDES Judy Meier - 6th Grade Delois Sykes 6th Grade 1 COMPUTER LAB ATTENDANT 5 CUSTODIANS 1 LIBRARY CLERK 4 CAFETERIA STAFF 1 INSTRUCTIONAL AIDE FOR HANDICAPPED STUDENTS ENROLLMENT\nEARLY CHILDHOOD (6 WEEKS-4 YEARS) 105 ELEMENTARY (KINDERGARTEN-6TH GRADE) 339 TOTAL 445EDUCATIONAL PROGRAM COMPUTER SCIENCE Full computer lab with 25 stations Computer in every classroom Writing to Read lab for Kindergarten and 1st Grade Students Computer Specialist serving as auxiliary teacher Full time computer lab attendant Every class scheduled in the lab two times a week PAL students scheduled one additional time each week PROGRAM FOR ACCELERATED LEARNING Reading Lab - Reading Specialist Math Lab - Math Specialist Identified students are served by PAL specialists individually in the classroom and/or in small groups . Sth and 6th grade students receive Math Laser lessons. ART Art instruction is provided for all elementary students. Students are scheduled by classes for one hour of instruction each week. Art work completed by students is displayed throughout the school. Students are encouraged to enter local year. art competition each PHYSICAL EDUCATION Activitie that encourage students to become physically fit are provided to all students. Students are scheduled by classes for one hour of instruction each week. Students participate in a year long fitness program. MUSIC Students are exposed to all aspects of music and taught music appreci ati on. Students are scheduled by classes for one hour of instruction each week. SPECIAL EDUCATION Services are provided to students needing Students speech instruction. are served accordi ng to resource and/or i ndividual needs as determined by evaluation. Individual Education Plans are developed according to needs with the amount of time to be served established. COUNSELOR The counselor is available for individual, large group sessions. smal1 group, and The counselor conducts Conf 1i ct Management c1 asses and supervises an effective guidance program. Peer counseling is under the direction of the counselor.GIFTED The gifted teacher provides instruction to identified gifted students. Gifted instruction is also provided in the whole group setting where the g i fted speci ali st provi des enforcement of thinking skills. regu1 ar 1nstructi on and enrichment, h i gher re- order MEDIA SERVICES Reading Extension Activities for Children: The Media Specialist brings students to the library for extended activities to reinforce reading skills. The library is staffed by the librarian and a library clerk. Students may use the library on a free flow basis. Parents are encouraged to use the library and books for their children and books to assist in parenting skills are avai1able. DROP EVERYTHING AND READ (DEAR) All students read (school-wide) the first fifteen minutes of each morning. Students are required to have a library book at their desks to read during D.E.A.R. and any other time when work might be finished. DRUG AWARENESS RESISTANCE EDUCATION (DARE) A Little Rock Police officer is scheduled to be in the school to provide temptati ons. instruction to students on how to resist drug The officer spends all day, one day a week for several weeks in the school and interacts with all students. FAMILY LIFE EDUCATION Students are provided an educational program which helps develop self-esteem, good decision making skills, communication skills and reproductive health skills. PARTNER IN EDUCATION The Arkansas Gazette our partnership with the Gazette. partner. We work a full wi th penci 1s, certi f i cates, cake, They have provided Rockefeller cooki es, helium filled balloons, bumper stickers and shirts as rewards/incentives for honor student receptions. They have honored teachers on Teacher Appreciation Day by serving lunch and sent refreshments on other special occasions. EARLY CHILDHOOD EDUCATION Rockefeller School is the only school in the Little Rock School District that has education beginning at the early age of weeks. There are certified teachers chi 1dhood c1 ass. each early There are 18 instructional aides for the 1 s i n 6 i n five classes resulting in a very low teacher/pupi1 ratio. Child care is provided from 7:00 a.m. until 5:30 p.m. Parents may apply for federal assistance. To qualify, parents must be working, attending school and give proof of financial need.roc:keeel_i_er EXTENDED INCENTIVE SCHOO l_ DA SCH E DU L E MON DA HOMEWORK CENTER ONLY 2:35-3:15 P.M. TU E S DA HOMEWORK CENTER 3:05-3:45 P.M. SPECIAL SKILLS ACTIVITIES 3:45-4:30 P.M. DANCE 2nd, 3rd, 4th Grades DRAMA/PLAYS - 1st, 2nd, 3rd Grades ARTS/CRAFTS - 2nd, 4th, Sth, Sth Grades DANCE MOVEMENT 1st Grade INSTRUMENTS/RHYTHM - 1st Grade SQUARE DANCE GYMNASTICS - - 3rd, 4th Grades 4th, Sth, Sth Grades ART - CHOIR BAND 4th, Sth, Sth Grades - Sth, Sth Grades Sth Grade W E DN E S DAV HOMEWORK CENTER 3:05-3:45 P.M. CLUBS 3:45-4:30 P.M. SCIENCE 5th, 6th Grades ARTS/CRAFTS - 1st Grade BROWNIE SCOUTS CUB SCOUTS COOKING - 1st, 2nd, 3rd Grades BOOK MAKING - 1st, 2nd, 3rd Grades 1st, 2nd Grades 3rd, 4th Grades DRAMA/PLAYS - 4th, 5th Grades JUST SAY NO CONFLICT MANAGEMENT 4th, 5th, 6th Grades COMPUTER STUDENT COUNCIL Sth, 6th Grades 4th, Sth Grades 6th Grade TH U RS DA HOMEWORK CENTER 3:05-3:45 P.M. LEISURE ACTIVITIES DANCE 2nd, 3rd, 4th Grades SPORTS RELATED ACTIVITIES AEROBICS - GYMNASTICS BOARD GAMES 1 St,2nd,3rd,4th,Sth,6th Grades 1st, 2nd, 3rd Grades - 4th, Sth, Sth Grades - 1 st,2nd,3rd,4th,Sth,Sth Grades ERI DA  NO EXTENDED DAY ACTIVITIES. STUDENTS GO HOME AT 2:35.IMPORTANT DATE S TO.REMEMBER 19911992 AUGUST 26, 1991 FIRST DAY FOR STUDENTS SEPTEMBER 2, 1991 LABOR DAY (SCHOOL CLOSED) SEPTEMBER 23, 1991 STAFF DEVELOPMENT (STUDENTS DO NOT ATTEND) SEPTEMBER 30, 1991 PARENT CONFERENCES(STUDENTS DO NOT ATTEND) OCTOBER 21, 1 991 STAFF DEVELOPMENT (STUDENTS DO NOT ATTEND) OCTOBER 31, 1 991 END OF THE FIRST NINE WEEKS NOVEMBER 1, 1991 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) NOVEMBER 7-8, 1991 AEA INSERVICE DAYS (STUDENTS DO NOT ATTEND) NOVEMBER 28-29, 1991 THANKSGIVING HOLIDAY (SCHOOL CLOSED) DEC.23,1991-JAN.5,1992 CHRISTMAS VACATION (SCHOOL CLOSED) JANUARY 6, 1992 CLASSES RESUME JANUARY 20, 1992 KING HOLIDAY (SCHOOL CLOSED) JANUARY 23, 1992 END OF SECOND NINE WEEKS JANUARY 24, 1 992 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) MARCH 2, 1992 PARENT CONFERENCES (STUDENTS DO NOT ATTEND) MARCH 26, 1992 END OF THIRD NINE WEEKS MARCH 27, 1992 TEACHER RECORD DAY (STUDENTS DO NOT ATTEND) MAR.30-APR. , 1 992 SPRING BREAK (SCHOOL CLOSED) MAY 25, 1992 MEMORIAL DAY (SCHOOL CLOSED) JUNE 5, 1992 LAST DAY FOR STUDENTSsack FARKUXr lot VI** / I I : S'cx/\u0026lt;it 2 YEAKS 1 INFANTS it r?.r? 44 4P'F f\u0026gt; fW J \\ !a\nCF j\nI\u0026amp; 1 14 12 ivA' A . L-i* 1: r V I I i it 4 i: liii!\" I J\nisf : I 4 I U) ii': ?l fi? I I .\u0026lt; f \u0026lt;1 fiD I 1 I r J I  1 I I I 1 . 1 I '\nI -V- 111 'Jit z|Tb 9^) d\u0026lt;\u0026gt;f I gYn ' 15 J j I -4^ ! D 1 I I : i'A IO I i I gatw\nspecial j i.ACTIVITY I j Room I ^TH\n7 I H \u0026lt;o4 5 8 S-4 : \u0026lt; z I NVcdiq CenFer ^/inzev'' I I 3 -'I' \u0026gt;'.y Gr.f+ed ' '4  Z-i^J \"Zzlc/ I I } :....  cake 6rFices . IvvpuiYJ', [ /I Iq\n.\\/d^^ 1 I i ^1 0^LC.e\nc Ccur^e-uc Lz)\\Aje HOfTW CrFFloG Sioprc-t --\n^1 Sn^ci 'O a. '^j3l!CS 014 I YE/ms t \\ v't ::\u0026gt; YEAt^S I '' EARLY CH ILPlloop Play AREA V 4 I I i I I 'iz U' YGARS: X' \u0026lt;\u0026gt;\u0026lt;r : K HJoeKGA R.TEN i ' 4C( '  ' I r I I X i A I fLpOrn E\u0026gt; MAYH )T 1 11 ezuii t I I I I PLAY gpwnp paI'.wFA.^ Rce\u0026gt;^*A A UO u rJ \u0026lt;?  b\"' 1- iiCAi 111 r\u0026lt;vm/ UL'FijQ BIHii .. stage/ Music , \\/V\u0026lt;str..e._..! I I I \\ 1 I SGH'/iCC UKtuC. Ciapk  cafeteria l^_ / Z i I*'\" co^r  KOciA ori-iLL^6 1- . I U*V\u0026lt;r a: 1CCP I I' iVii I. I'KJI I \u0026lt;\u0026lt;T/ y? y WINTHROP ROCKEFELLER ci ... . Y M FrOiS I ex ICxI'Cr ELEMEMTARM SCHOOL urrTXJi KOCH  1 I_____ I Br*On oOMmN, AHOHiraorI LITTLE ROCK SCHOOL DISTRICT Rockefeller Incentive School 700 East 17th Phone 324*2385 Little Rock, Arkansas 72206 December 3, 1993 Dear Parents: We have good news that we want to share with you. We now have a full time social worker staff at Rockefeller. on We wish to welcome Ms. Evelyn Allen, who has already made a special place for herself on our staff. She is available to any children or families who need assistance and hope you will make yourself known to her when I visit the school. you students who have She will assist us with any poor attendance problems } families who have difficulty getting children to school on time, and working with students and families with special needs. requests. concerns, and/or We are very fortunate to have someone who has already demonstrated a genuine interest in our students. Let her know if you have need for any of the many services that she can provide. Sincerely f Anne Mangan, Principal OCT 31 '94 10:24AM BARNES QUINN ELAKE P.l MEMORANDUM DATE: TO: FROM: RE\nOCTOBER 24,1994 ROCKEFELLER PARENTS AND STAFF MELANIE GIBSON AND THE PTA EXECUTIVE BOARD SUPPORTING DR. WILLIAMS Thursday night, October 27,1994, the Little Rock School Board will vote on extending Dr. Henry Williams' contract. As you all know,' stability is probably the one area that has been lacking in the district for a number of years. Dr. Williams wants to be here and wants to stay here to provide the stability so badly needed. As a parent with many concerns for the direction of the district, I can truly say that Dr. Williams' door has always been open and his ear always bent to listen. The new statistics just released on enrollment indicate at there was not a mass exodus to leave the district this year. That says to me that people feel comfortable with staying in the district and that problems are being addressed. Let us not forget that parents must also be satisfied with the progress their children are making in school. Learning and providing an environment conducive to learning are top priorities. Will you join the Rockefeller PTA Board by signing this memorandum and return it to the school tomorrow. This is one way we can show the school board our unified support for Dr. Williams. I will present our stack of signed memos to the Board. Thank you. The parents and staff at Rockefeller Incentive School support Dr. Williams ' and hope the Little Rock School Board will do the same. Date Name PosWH Fax Note 7671 Date i To, Co7l From Co. Phone* Fax  3H-Q1OO Plione# Fax*Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (SOI) 371-0100 Date: December 2, 1994 To: Russ Mayo From: Brown Subject Filling Spaces in the Rockefeller Infants and Twos Program Through visits to Rockefeller Incentive School, 1 have become aware that Rockefellers Infant and Two-year-old Program has a number of openings for new children. School employees say that these openings have been available for quite a while, and that some of the waiting parents and staff are becoming very frustrated with the delays. 1 understand that a few of the waiting children are siblings of youngsters already enrolled at Rockefeller. The desegregation plan is clear that sibling preference is honored at Rockefeller. The plan also calls for evaluation of the schools early childhood education policies in terms of their impact on desegregation and educational goals. If the districts current placement policies and practices are causing delays in enrolling new early childhood students, its time to re-evaluate and change them so that classes are always at capacity. The success of Rockefeller is due to many factors, among them its fine early childhood education program. I know you share my desire for Rockefeller to continue to fulfill its desegregation role as a model for improving academic achievement and attracting a racially diverse student body. Please help me assess the assignment situation at Rockefeller by letting me know the following: 1. The capacity and number of current vacancies in the Infant and Two-year-old Program. 2. The length of time the vacancies have been open. 3. The timeline for filling the vacancies. 4. Why the Infant and Two-year-old Program has been running at less than capacity. 5. The current placement policies and practices. 6. How and when you will modify the policies and practices to expedite student placement. 7. The date as each of the current vacancies become filled. cc: Anne Mangan Pat PriceMEMORANDUM DATE: August 2, 1993 FROM: Linda TO: Staff SUBJECT: Rockefeller End-of-Sununer Enrichment Program Lillie Carter of Rockefeller Elementary is inviting the ODM staff to the end-of-summer enrichment program that will be held tomorrow, August 3, 1993 at 6:30 p.m. at the Rockefeller Incentive School. Refreshments will be served.I / '(!  : .-J- Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas 'd' Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 371-0100 Date: September 28, 1993 4 To: From: Subject: Sterling Engram, Director of Planning, Research and Development Melissa Guldin and Connie Hickman Tanner Recruitment and Enrollment for the Rockefeller Child Care Program We understand that 1993-94 enrollment in the infant and toddler program at Rockefeller School has fallen far below the schools capacity. Apparently, enrollment in the classes for infants and two-year-olds is at only 50% of capacity. Since these early childhood classes are unique to Rockefeller, and are designed to help desegregate the school, we are very interested in the programs success. An ODM representative will contact you today so that we may set up a meeting to discuss our concerns. At that meeting we will be looking for answers to a variety of questions regarding the Rockefeller early childhood program, its enrollment, and recruitment to the school. A preliminary list of questions follows. What is the current enrollment in the classes for infants, toddlers, and three- year-olds? (Please provide data that lists enrollment by class, race, and gender.) What is the capacity for each age level? What caused the drop in enrollment between 1992-93 and 1993-94? What process does the Student Assignment Office (SAO) follow in enrolling children in the classes serving infant to three-year-olds? How does SAO decide who is eligible to enroll, and when does enrollment begin? When did you inform parents of children new to the program that their children had been accepted (specific dates)?Who at SAO is primarily responsible for promoting the early childhood program and assigning early childhood students to the school? What is the current weekly charge for paying clients? How many childrens fees are paid by Title XX or other voucher programs? Does the SAO reserve spots for children funded through vouchers? If so, how many spaces are reserved, and what is your procedure? What is the recruitment plan for the Rockefeller Early Childhood Magnet? Who is responsible for implementing the recruitment plan? To whom is recruitment being targeted? What marketing tools are you using to promote the program? On what dates have you conducted recruitment activities? What types of activities have been conducted thus far? What specific plans does the district have to increase enrollment in any underenrolled early childhood classes at Rockefeller?Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: November 1, 1993 To: From: Subject: Anne Mangan and Pat Price Connie Hickman Tanner, ODM Associate Monitor Rockefeller Magnet Program Enrollment and Recruitment This memo is to confirm our meeting on Monday, November 15,1993 at 11:00 a.m. ODM is very interested in your magnet programs success, since it was designed to help desegregate Rockefeller. At this time I win be looking for answers to a variety of questions regarding your recruitment efforts and results. I will also need to review certain documentation. Please bring copies of the following information to our meeting on the 15th. If you have any questions, please do not hesitate to contact me at 376-6200. Enrollment Data:  October 1 magnet program enrollment by age level, including race and gender, for the 1989-90 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1990-91 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1991-92 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1992-93 school year  October 1 magnet program enrollment by age level, including race and gender, for the 1993-94 school year  The number of new children by age level, including race and gender, enrolled in the magnet program as of October 1, 1993  The number of children by age level, including race and gender, who withdrew from the magnet program between the 1992-93 school year and the 1993-94 school yearRecruitment Data:  The number of children recruited to Rockfellers magnet program by age level, including race, gender, and where they were recruited, during the 1992-93 school year  Documentation of all recruitment strategies and activities during the 1992-93 school year and those planned for the 1993-94 school year Examples: A. If a strategy involves developing a brochure: name the person(s) responsible for its development and distribution\nprovide a copy of the brochure, if it has been completed\nidentify the audience targeted to receive the brochure (daycare 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.rc: JiOk. -1 Little Rock School District MEMORANDUM 1 5 fqoi December 6,1994 Office Gf Desi  \u0026gt; TO: Ann Brown, Federal Monitor From: Thru: Audrey Lee, Coordinator of SA information Dr. Russell Mayo, Associate superintendent Subject: Filling spaces in the Rockefeller infants and Two year program 1. The capacity and number of vacancies in the infant and Two-year old program are as follows: Infant capacity Two-year old 10 17 Current vacancies Current vacancies 1 6 2. The length of time the vacancies have been open are as follows: The infant vacancy occurred in November 1994. The Two-year old vacancies occurred in September 1994 with seven vacancies, in October we enrolled (3) two-year olds and dropped (3). in November (2) seats were filled , in December (2) seats were filled and (11) two-year olds are currently enrolled. 3. The timeline for filling vacancies is as follows: Since the program is functioning on a 12 month cycle we are continuously offering seats from the waiting list on a monthly basis. Our goal is to keep the enrollment at capacity at all times. 4. Why Infant and Two-year-old programs have been running at less than capacity is as follows: The Infant and Two-year old Caucasian capacity is maximized . The remaining seats have been consistently offered to African American families from the waiting list. The cost has been the primary reason for these families declining the seats. The Department of Human Services offers assistance, but it is my understanding that the list has a two-year waiting period. 1 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-20005. The current placement policies and practices are as follows\nFirst preference, is given to students who live in the attendance zone and have sibling attending the school. second, is given to students who live in the attendance zone. Third, is given to students who do not live in attendance zone but have sibling attending the school. Fourth, is staff preference. Fifth, is desegregation transfer. 6. How and when we will modify the policies and practices to expedite student placement is as follows: Starting the month of December we have began to telephone parents and offer seats where vacancies exist. After the parent is called, a follow-up letter is sent to confirm the parent's response. 7. The date as each of the current vacancies are filled. Since we have started the telephone procedure we have filled the (i) infant seat and (5) two-year-old seats. These seats were filled 12/5- 12/8/94. 2EXTENDED DAY Student Name: Andrew Brown RECEIVrn Grade: 2nd Teacher: BURROUGHS JAN 51995 Dear Parents: CMioo ot Uviiuuftuasiu: Moihtuiiiij Extended day for second semester begins on Tuesday, January' 10, 1995. We are going to try' a different procedure for extended day activities. We want to focus heavily on reading and math instruction and work toward academic improvement of all students. Homework center will be in the classroom on Tuesdays, Wednesdays, and Thursdays between 2:35 - 3:05 p.m. On Tuesdays and Thursday's, the children will remain in their classroom for reading and math remediation and enrichment with equal time spent on each subject. Instruction will be determined by student needs as developed in the individual Student Education Plans. The Tuesday session will be from 3:05-4:30 p.m. and the Thursday session will be from 3:05-3:50 p.m. Wednesdays will be devoted to activities only. There will be two 45 minute sessions and students will be assigned activities according to their requests on a survey conducted earlier in the year. Wednesday activities will be from 3:05-4:30 p.m. Your child chose the following activities for the 1994-95 school year: FIRST SFjVIESTER: TUESDAY: GAMES WEDNESDAY:COMPUTER SECOND SEMESTER: 1st ACTIVITY\nSP ANISH 2nd ACTIVITY: SCIENCE I hope you will be pleased with the new program format and the assigned activities. We strongly encourage you to have your child attend extended day, especially on the academic enrichment/remediation days (Tuesdays and Thursdays). We know that this will help to boost achievement and raise individual test scores. We hope you will be cooperative as we implement the new schedule.SUMMER ENRICHMENT PROGRAM SURVEY SURVEY FOR STUDENTS/PARENTS WHO DID NOT ATTEND THE SUMMER ENRICHMENT PROGRAM Please complete this survey to help us plan and facilitate this progrsun next year. A**************************************************************** STUDENT NAME\nGRADE STUDENT WAS IN DURING 1993-94 SCHOOL YEAR 1. Why did you not participate in the summer enrichment program? 2. What would most likely encourage you to attend the summer enrichment program? 3. What activities/programs would you like to see offered? COMMENTS: RECEIVF^ * Student's Name is optional. JAN 1 7 1995 Office of Desegregation MonitoringOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 31, 1995 To: From: Brown Russ Mayo Subject: Filling spaces in the Rockefeller Infants and Two-year-old Program On December 2, 1994, 1 sent you a memo asking a number of questions about the Rockefeller program for infants and two-year-olds, including the number of openings. Audrey Lee responded on your behalf and indicated that, at the time. Rockefeller had one vacancy for infants and six openings for two-year-olds. 1 had asked to be notified of the date as each of these vacancies was filled. In the same memo, Audrey indicated that the one opening in the infants had been filled along with five of the seats for two-year-olds. Since that time 1 have received no update as to the dispensation of any remaining empty seats. Please let me know immediately the number of any openings in the infant, two- and three-year-old program at Rockefeller. Id al\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_632","title":"Little Rock Schools: Washington Magnet Elementary","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2002"],"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","Washington Magnet Elementary School (Little Rock, Ark.)","School management and organization","Educational statistics","Educational law and legislation"],"dcterms_title":["Little Rock Schools: Washington Magnet Elementary"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/632"],"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":["108 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\nBooker T. Washington Famous Educator Bom a slave, Washington was educated at Hampton Institute in Hampton, Virginia. In 1881, he founded Tuskegee Institute in Alabama. Tuskegee gave blacks a vocational education\nit taught trades and scientific methods of farming. Washington was honored by Harvard University and Dartmouth College as an outstanding leader in education. CERTIFIED STAFF 1 Principal 1 Assistant Principal 2 Curriculum Specialists 2 Counselors 1 Resource Teacher 1 Full-time Nurse 2 Media Specialists 1 Young Astronaut Specialist 2 Music Specialists 1 Math Specialist 1 Science Specialist 2 Reading PAL Specialists 2 Math PAL Specialists 2 Art Specialists 1 Computer Lab Specialist 2 Physical Education Specialists 1 Speech Therapist 1 Learning Lab Teacher and Regular Classroom Teachers Booker T. Washington Magnet School \"Exploration, Invention, and Discovery - The Fun Way to Learn\" SPECIAL ACTIVITIES Choir Young Astronaut Program Citizens of the Month Gifted and Talented Program School Spirit Day Art Exhibits/Contests Book Fair Math Fair CARE Red Ribbon Week Young Astronaut Day Computer Exposure (K-6) Young Inventors Competition Read-a-thon Math-a-thon P.T.A. V.I.P.S. Cheerleaders \"Just Say No\" Club Holiday Parties Odyssey of the Mind Math Olympiad Writing Across The Curriculum H5 W. 27th Street Little Rock, AR 72206 324-2470 Karen J. Buchanan, Principal PHILOSOPHY The philosophy of Washington Basic Skills/ Math-Science Magnet School is to provide educational experiences that meet the needs of all children. To accomplish this end, teaching styles will be matched to learning styles to create an atmosphere where student growth will be assured. A comprehensive educational program will promote intellectual growth, social interaction, development of self worth, acceptance of responsibility for learning, and appreciation for cultural diversity. - to develop values, aspirations, and attitudes that promote the individuals personal involvement with the environment and society: and - to understand the interrelationship of mathematics and science with other subject areas. GOALS CURRICULUM OVERVIEW The goals of Washington Basic Skllls/Math- Science Magnet School are: - to develop the highest possible competence in academic skills and concepts\n- to nurture the student's mental processes: - to foster self-discipline: Washington Magnet School's overall objective is to ensure that each student obtains a minimum of 85% mastery of the basic skills curriculum. The curriculum includes language arts, mathematics, reading, social studies, science, fine arts, and physical education, with additional emphasis on a hands-on approach to math and science education. - to develop task commitment and self-moti - vatlon\n- to help students understand how science works, how it can be useful in daily living, and how science and technology affect society\n- to help students acquire confidence in using mathematics meaningfully\nInstructional activities are presented through child-centered classrooms, large group instruction, effective classroom management, standard basal textbooks, curriculum units and resource materials. A computer lab, math lab, science lab, \"Young Astronauts Program,\" field trips, guest speakers, and specific math/ science projects enhance mathematics and science core curricula. - to give attention to and value science and mathematics as endeavors of human beings from all racial, ethnic, and cultural groups: Sixth grade students are assessed for prealgebra aptitude and grade level math skills. Placement in pre-algebra is based on high assessment in both categories, parental consent, and student motivation. STUDENT APPEARANCE AND DRESS CODE Experience indicates that there is a real connection between proper dress and grooming and the successful operation of the educational system. A reasonable dress code policy will be formulated by parents, teachers, and the school administration. This policy wUl assist the student In setting a standard for his/her personal appearance which directly affects attitude and behavior and indirectly affects the learning process. The policy vzill be disseminated to parents early in the summer so that \"back to school\" clothing can be selected. PARENT'S CONTRACT Every parent will be required to sign a contract at the beginning of each school year. A sample contract is found below. My child (complete name) is presently enrolled in the ----------- grade at Washington Magnet School. As a parent I agree to provide positive support for the philosophy, program and goals of the Washington Magnet School and will: - attend regularly-scheduled and specially- called teacher/parent conferences\n- cooperate with the school when disciplinary actions are necessary\n- support school rules and policies: - ensure the student's compliance with the dress code policy\n- provide a proper study environment and require completion of homework as assigned: - ensure prompt and regular school attendance\nand - be an active member of the parent/teacher organization. I agree with the fundamental principles as stated above and will assist the staff with my support. I am aware that my child's continued enrollment in Washington Magnet School is contingent upon my honoring this contract. Date Parent/Guardian's Name Student's Signature Parent/Guardian's Signature Address (home) phone # (work)OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY MAGNET SCHOOL ENROLLMENT September 28, 1990 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Miller P-K 20 9 11 0 55% Cenire P-K 21 9 12 0 57% Robinson K 20 8 12 0 60% Sellers K 18 7 11 0 61% Thomas K 18 10 8 0 44% Boyce K 18 8 9 1 50% Steinkamp K 17 6 9 2 53% Moran 1 21 6 15 0 71% Perez 1 23 6 16 1 70% Keith 1 19 6 13 0 68% Ford 1 21 5 15 1 71% Brown 1 17 4 13 0 76% Comer 1 22 7 15 0 68% Boyd 1 20 5 15 0 75% Thompson 1 21 6 15 0 71% Jackson 2 23 7 16 0 70% Chandler 2 23 11 12 0 52% Jenning 2 23 10 13 0 57% Williams 2 22 7 14 1 64% Shackleford 2 22 9 12 1 55%WASHINGTON ELEMENTARY ENROLLMENT- page 2 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Scrubbs 3 23 11 12 0 52% Schoessel 3 23 12 11 0 48% Rhea 3 23 11 12 0 52% Wood 3 22 11 11 0 50% Clark 3 24 12 12 0 50% Kelly 4 24 8 16 0 67% Johnson 4 23 9 14 0 61% Morris 4 24 10 13 1 54% Callaway 4 23 9 14 0 61% Morgan 5 23 7 16 0 70% Moore 5 24 12 12 0 50% Taber 5 24 12 12 0 50% Guin 5 24 13 11 0 46% Raper 6 25 12 13 0 52% McCleein 6 28 14 12 2 43% Hunsoker 6 28 16 11 1 39% Resource 9 2 7 0 78% TOTAL: 803 327 465 11,.V'' -s 'ff ^1 I .V ao 11 7*^ - / Wn*^  91 \u0026gt;^.Ai\u0026gt;.\u0026lt;^ '3- ^\"Ui Q - :iS .U K\\\\y\\.cvf\\ - ki I. -P. XvtctR \" -At51A- ' *^y\\(ru/'v\\   I - 15 - S - 5-1 0- .13--^ ' n  O- -is -53.- IW a  0 . -IS'-'^' -o  IS G \" ^1 j9x-.u - as r SiA.\" Ui ?AuuaW^ - 0 - - o- ^@-\u0026lt;  \u0026gt; % As^\\\u0026lt;^ I' _ Q?Sl -/s^- o - J^- 11- S 3 -Rvj5Jix,-0-.iq, - 3- - t) 'iQ . pf\\(rv^^\u0026lt;A^ (\"13 (^zMoj^aXvv^-C H 4 - 9  VkkAsJ) 1 IS _-. rTi IA * nA O - /b-o- w- Ai- a^ Lfi j*R.Q\u0026lt;/^isb^- O - .(5    ^\u0026gt;p ^^5 I \u0026lt; Y\\\\^ C5U3LVv\u0026gt;. IK .\\4 - 3^'^ ^1 I I n 4 OFFICE OF METROPOLITAN SUPERVISOR 201 EAST MARKHAM SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY MAGNET SCHOOL ENROLLMENT September 28, 1990 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Miller P-K 20 9 11 0 55% Cenire P-K 21 9 12 0 57% Robinson K 20 8 12 0 60% Sellers K 18 7 11 0 61% Thomas K 18 10 8 0 44% Boyce K 18 8 9 1 50% Steinkamp K 17 6 9 2 53% Moran 1 21 6 15 0 71% Perez 1 23 6 16 1 70% Keith 1 19 6 13 0 68% Ford 1 21 5 15 1 71% Brown 1 17 4 13 0 76% Comer 1 22 7 15 0 68% Boyd 1 20 5 15 0 75% Thompson 1 21 6 15 0 71% Jackson 2 23 7 16 0 70% Chandler 2 23 11 12 0 52% Jenning 2 23 10 13 0 57% Williams 2 22 7 14 1 64% Shackleford 2 22 9 12 1 55%WASHINGTON ELEMENTARY ENROLLMENT- page 2 TEACHER GRADE TOTAL WHITE BLACK OTHER % BLACK Scrubbs 3 23 11 12 0 52% Schoessel 3 23 12 11 0 48% Rhea 3 23 11 12 0 52% Wood 3 22 11 11 0 50% Clark 3 24 12 12 0 50% Kelly 4 24 8 16 0 67% Johnson 4 23 9 14 0 61% Morris 4 24 10 13 1 54% Callaway 4 23 9 14 0 61% Morgan 5 23 7 16 0 70% Moore 5 24 12 12 0 50% Taber 5 24 12 12 0 50% Guin 5 24 13 11 0 46% Raper 6 25 12 13 0 52% McCleein 6 28 14 12 2 43% Hunsoker 6 28 16 11 1 39% Resource 9 2 7 0 78% TOTAL:: 803 327 465 11 58%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 1992-93 510 438 480 483 313 356 332 11 519 762 841 822 98 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. NLRSO PCSSD TOTAL 1990-91 73 61 134 1991-92 65 74 139 1992-93 64 65 129 As reported by LRSD, below is the number of students Washington received from NLRSD and PCSSD on M-to-M transfers. NLRSO PCSSD TOTAL 1990-91 57 43 100 1991-92 65 74 139 1992-93 55 58 113 Prepared by Office of Desegregation Monitoring June 8, 1993.IN THE UNITED STATES DISTRICT COURT ___ EASTER'-!' FILED U.S. ri EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION COURT ARKANSAS FEB 1^1591 LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 CAR By: / PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS STIPULATION AND CONSENT ORDER CONCERNING ADJUSTMENTS TO SETTLEMENT PLANS The undersigned parties agree and stipulate as follows: 1. This stipulation is necessary to resolve student assignment questions in the Little Rock School District (LRSD) so that LRSD can proceed to notify its patrons in a timely manner about student assignment options and procedures. 2. The parties have been proceeding during the 1990-91 school year under the terms of desegregation plans different from the plans approved by the Court of Appeals on December 12, 1990. The Court of Appeals recognized that a transition to the settlement plans would be necessary: \"It may be necessary. in order to make smooth transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. The parties should be able to agree as to whether any such adjustments are necessary, and, if so, what they should bbee.. Absent such agreement, tthhee DDiissttrriicctt CCoouurrtt is authorized to take such action as may be just.\" a LRSD V. PCSSD. Slip Op. p. 58 (December 12, 1990). 1  3. The Court of Appeals also noted that the parties \"are free, by agreement, to modify the settlement plans by incorporating in them one or more provisions of the Tri-District Plan, subject. of course, to the approval of the District Court. fl Id. at 56. 4. The changes to the settlement plans set forth in this document are drawn from the Tri-District Plan, were implemented during the 1990-91 school year, and are necessary adjustments to the settlement plans to produce an appropriate fit between their future application and existing circumstances. 5. Washington School was a racially identifiable black school during the 1989-90 school year. Washington opened for the 1990-91 school year as a racially balanced (57% black) magnet school. Washington should continue to operate as a magnet school. 6. The settlement plans would establish Dunbar Junior High School as a computer science/music magnet. Dunbar is presently operating as an international studies/gifted and talented magnet school. The racial balance at Dunbar has improved from 79% black during the 1989-90 school year to 64% black for the 1990-91 school year. Dunbar should continue to operate as an international studies/gifted and talented magnet school. 7. An Early Childhood magnet component was added to Rockefeller Elementary School for the 1990-91 school year. The racial balance at Rockefeller has improved from 86% black during the 1989-90 school year to 72% black for the 1990-91 school year. The Early Childhood magnet program at Rockefeller should be continued under the settlement plans. 28. McClellan High School has become a community school under the terms of the Tri-District Plan. The designation of McClellan as a community school has increased community involvement in the school, including the establishment of a Community Advisory Board. McClellan should retain its status as a community school. 9. The settlement plans should be adjusted to continue the programs described above for the 1991-92 school year. The parties anticipate that these adjustments will be a part of the final modified settlement agreement to be submitted to the Court in March. JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street BY: Ji in Walker Little Rock AR 72201 BT: ChrisjttoopDhheerr HHeellllar 1 * WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: BY: Sam Jom Ste' 'Jones MITCHELL 1014 Wes Little Rock, \u0026amp; RQACHELI .JThird P.A. BY:G\n72201  / Richard Roachell IS SO ORDERED this day of February, 1991. Susan Webber Wright'' y United States District Judge 3 MEETING ON NOVEMBER 19, 1991 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS RECEIVED JJN 6 !S92 TO: FROM: December 19, 1991 Board of Directors Office of Desegregation Mcniioi'ing Ruth S. Steele, Superintendent of School THROUGH: 2 Tony Wood, Deputy Superintendent Ivey, Manager of Support Services SUBJECT: NEW PARTNERSHIP: Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant I recommend that the partnership between Booker T. Washington Math/Science Magnet School and The Olive Garden Restaurant be approved as follows: Booker T. Washington Math/Science Magnet and The Olive Garden Restuarant have united as Partners in Education for the 1991- 92 school year. The students at Washington Math/Science Magnet School will provide art displays for all the major holidays. They will also send homemade birthday cards to the employees of The Olive Garden. The Olive Garden will sponsor field trips to demonstrate to the students how pasta is made. They will also provide resource speakers for various subject areas and events. In addition, The Olive Garden will participate in the cafeteria behavior incentive program in cooperation with the LRSD Food Service Department and in accordance with federal. state. and District guidelines governing school lunch programs. The school has been very pleased with the positive improvements in students' behavior while in the cafeteria and the students are eager to demonstrate appropriate table manners and noise level because they are eager to receive the Olive Garden's incentives. ! 7 D ' (V Bernd DA?E speciaisy^ RE : Budget Reductions I am writing in Citice of Deseg: ja'icn twcn: uhi.h , /egard to the proposed budget reduction which would elminiate 21 '  media clerk positions. Our media center clerks do much more than certified school librarians with ordering books and equipment\". This year at Washi \"assist the School, our staff completed I and maintaining at Washington Magnet teachers for materials to over 10,148 request from found in our curriculum guides. meet and extend the objectives The clerks at Booker T oouner i. xi,y uuii magnet Bcnool oversee students with research topics including young astronauts studies, the P.E. Free Flow and assist science fair projects, Washington Magnet School Department's black history biography reference questions. . _ unit, and daily X X x Their daily assistance enables objectiJerfounrjn'\"*^! 2-.^:instruction covering curriculum. hands-on me to in the Language Arts and Social Studies The Washington Magnet Media Center program I know you also find this our students because you decided effective. is quite program benefical to positions in the initial cuts. not to elminate these - -------- It is also you know by making these cuts you same\". It is ironic that as the Pulaski County School Di  ' ' reassuring that same. \"can't promise that wfl ar-l -istrict is reinstating their library their .iZtakeL  clerks, Perhaps we should learn f The LRSD must also be held accountable for potential changes scores. of the daily services of the Media Specialists are able to teach tested on both the MPT and Stanford 8 tests. Last year our r gra e scores in Study Skills Table of Contents 86%, in future test library clerks, accountable for Because and Stanford 8 tests, students had the following on the MPT: -  skills 88% . Dictionary 93%, Contents 92 This year the graphs 92%. scores were: Dictionary 86 graphs , Table of Our 6th grade students also showed skills section. Last year the scores were: proficiency on the study resource materials 96%\na., This year our scores were: and charts, glossary 89 %\n88%\nand charts, tables and graphs 88%. glossary 92%\ntables and graphs 88%. resource materials With more clerical responsibilties placed on the Media Specialists, less teaching will take place and students will be less prepared for the higher level thinking on the tests and in their daily work. skills foundI understand that cuts must be made. I feel, however, that these cuts should be made in areas not directly affecting the students. Media Center clerks work on a daily basis with children encouraging them to read, research, and use their minds. One should also be aware of the message these cuts will be sending to our students which is reading and reference skills are not important. These are learning skills our students will use their entire life. Please think about the impact on our students before you make this drastic cut. cc: LRSD Board Members Ann Brown, Office of Metropolitan Supervisorbook er T. 115 West Washington Math/Science Magnet\n7th Little hook, Street Ark ansae 7\nJudge busan Webber Wright United States District Court 'i\u0026lt;ca Post U++ i Box J J 16 Little Rock, September 21, Arkansas 1793 SEP 2 1 1S93 Olfico oi 1 Dear Judge Webber Wright: the We are first , deeply concerned by the Magnet school. third , and fifth grade  overlo 1evels , Wa s a surp1 us of Based on state m i mum c1 a two students, our students, and our fifth grade has third g t~ a. c has a As an interdistrict magnet cents gton igned hla-n r first surplus gr: of to ence has seven surplus of two students. school , it we were to recruit throughout the school wss our understanding that when our cl asses are at ma mum received two new students: capac ity'\n' year . In one How can this continue 1 ast grade. feel the in the third grade and one hr iday we in the fifth Both grades were already over the state class size limit. administration desegregation 3urely, pl an without may be it was never the considering foil owing intent of the the the intent 1etter of ot We the the court to permit plan. discourage new students at Washington Math/Science Magnet cl ass size to penalize Magnet school . incentive school students assigned to Washington school or to Math/Sc ience It has been Magnet school our understanding that the Washington school program, wh i ch IS compr i sed of to Math/Science our school children, would not reach the maximum class size limits. incentive is so 1arge, we have a 1arge Since (22-44 students per grade level). number of high risk students spec ial program) programs \u0026lt; i.e . , science It 1 abs , 1 s \u0026gt; our math understanding that our ch i1dren and to were mandated by the court to help 1 aps , meet the young needs astronaut of these not be overcrowded. increase academic achievement. Lab situations should school Recently, district we noticed in the newspaper that each Pulaski was asked to better educate its teachers about County demands and requirements of the courtordered desegregation plan. are concerned that we will be out of the We p 1 an compl iance with the desegregation if our class sizes are at the maximum or above the state 1imits. We fear that we are not meeting the needs of populat ion. It is our incentive school must ' have twenty our understanding that classes for these students or 1 ess cannot be in the best per c 1 as s or el se a ful1-t ime interests of aide. these at-risk students to It havetwenty-eignt by- I aw , r twentynine students in cl ass , even i + It IS all owed + rom The two possibi 1 ity grape ot 1evel3 torming sp 1 It cI asses has been comb med students. with a maximum class size will ment i oned . comprised burely, or tn 13 not best meet the studen needs Of our We have heard that some area enough then students. ten student-\nconsolidated and i 3 It true that Coul dn ' t the Math/Science Magnet This elementary schools some area school some o-r these do cl asses not have surplus teacher(s) school? by large class size. IS a timely- concern. be smal1 er nave 1 ess be reassigned to Wasn1ngtcn Each day students-' October . possible. i st dead line. . Thank you. Decisions must be made be-tore the F'l ease respond to tnis 1ives are concern state 1 as impacted imposed soon as Sincerely, Mary Lcrtp Kahler, Curriculum 3 iahler , Specialist Hl isa Ford, First brade Level Chairperson Eric Coleman, Third Grade Level Chairperson Tommy Wal ker, Fi-fth brade Level Chairperson 3 usan Schoessel, Fourth Gra Grade Teacher Nettie Epps, Primary Science Specialist ntermediate Science Specialist R. e Barnes, Primary Math Specialist ' II xiiior y I Paula Smith, , ^ntermediate Math Specialist Nava Gazitt, Young Astronaut Specialist Ginny ^lotti, Media SpecialistEstelle Matthis, Interim Superintendent Ann Brown, 0+tice o+ Desegregation Joshua Interveners c/o -John Wal ker Frank Martin , Larry Robinson, Karen Buchanan , Little Rock Classroom Teachers Association Assistant Superintendent Principalbooker 7 Wasmngton Matn/bcience Hagnet 115 West 27th Street Little Rock, Arkansas School (if\nDr. Henry Williams Superintendent of Schools SEP 9 8 Little Rock School District 810 West Markham Street Little Fock, Arkansas Office -Of DessgrogaiivT 3 Dear Dr. Williams, :0'z  We are pleased to have the discuss our building concerns. opportunity to meet with you and month involved is our district scheduled As you know, Therefore, in the presentation of faculty meeting. the first Monday of e h we suggest a meeting the meeting on Uctober 4, Many of us are time of 4:00 p.m. 199S . However, 1st is the state deadline for reporting student attendance. meeting before that date can better facilitate willing to meet at an earlier date. October If ci solution , we are most Please consider our 1etter of interest and We want hept ember z.'l , insight inviting those individuals who received copies 1993 . of into these Each of these people has particular i ssues you to understand that this group of teachers a building level concern. We appreciate your concern for the needs of forward to our meeting. reoresents our students and I ook hincerel y ,y k.aarbler, Curriculum Specialist Alisa Ford, Cd First brade Level Chairperson Eric uoleman, Third brade Level Chairperson Tommy Walker, Fifth Grade Level Chairperson busan bchotssel, Fourth Grade Teacher ' Nettie f / s, Primary Science Soecialist 11 Path r 1 ti e Ul,C dsr , int mediate bcience SpeclaI 15 Rose Barnes, Primary Math Specialist Paula Smith, Intermediate Math Specialist Nava bacitt. g istronaut Specialist S i n n V Media bpecialist Estelle Mathis, Deputy Superintendent Judge Susan Webber Wright, Eight District Court Ann Brown, dt+ice a-f Desegregation Joshua Intervenors c/o -John Walker Prank Martin, Little Rock Classroom Teachers Association Larry Robinson, Karen Buchanan , Assistant Superintendent Principal ILLLLHSi \\ \u0026gt;\u0026lt;\u0026lt; 5\u0026lt; LITTLE ROCK SCHOOL J DISTRICT RECEIVES? NOV 0 2 1993   Office of Desegregation Monuig Booker T. Washington Magnet School 115 West 27 Street Phone 324-2470  Little Rock, Arkansas 72206 October 28, 1993 Dear Little Rock School District Patron: A worthwhile and rewarding program at Booker T. Washington Magnet School, 115 West 27th Street, needs your assistance. The program, STOP (Students That Officially Patrol) Club, is an endeavor that seet^s to teach elementary school students about respect, leaderslrip, scholarship, cooperation and manners. The goal of the program, which has been implemented in the Little Rock School District, is in its fifth year, to help motivate, educate, and improve the self-esteem of students in grades 1-6. We would like for you to serve as an interviewer of prospective STOP Club members. This marks the second year that interviews will be held for students who have expressed a desire to become a member of the STOP Club. The interviews have been scheduled to be held from 11:15 a.m. to 12:30 p.m., on Wednesday, November 24,1993, at Washington Magnet School. We ask that you please arrive at 11:00 a.m. for a brief orientation session. Enclosed you will find information concerning the program, its goals, and past activities. If you can assist in the interviewing process, please contact Mrs. Janet Miles Tippings, the school's secretary, at 324-2470, by noon on November 19, 1993. (Friday) We thank you in advance for leading your valuable time and expertise to this program. We look forward to seeing and hearing from you... P.S. Please Join In With Us To Help Save The Children Fro^ Destruction... Respectfully, Portia Lan^right,,.CCoouunnsseelor Cleveland R Ellis,Director of STOP/Aux. Teacher Staijton oSutLrcaxuusoso ^v /Alosos ' f rPLrXiniiccxippaal /Kar^h J. Buchanan, Principal Enclosure. OVERVIEW The STOP Club (Students That Officially Patrol) is a program that teaches students in the elementary schools about RESPECT and LEADERSHIP! Eighty-five percent of the student body can interview for membership in the club...grades 1-6. v A student will retain Club membership as long as he/she maintains the standards of the club. The goals and objectives of the STOP club are\n1. To enhance students awareness about Respect and Leadership\n2. To increase the self-esteem of the students\n3. To motivate the students to strive to pursue a quality education\n4. To emphasize the importance of a respectful society\n5. To increase parental input in the educational development of their children\n6. To introduce students to positive rolemodels such as: (judges^wyers.doctors,entrepreneurs, contractors, housewives, carpenters, painters, business managers, technicians, chefs, etc.) 7. To guide students in the establishment of a sound value system\n8. To generage a desire to attain excellence in student conduct and achievement\n9. To take pride in themselves and demonstrate self-discipline. All club participants will receive a \"Student That Officially Patrol\" T-shirt. The club members may wear the shirt during the 30 day trial period provided he/she adheres to club rules and regulations. After the 30 day orientation, the students who \"pass the test\" will become officially club members. 10. To help students solve problems among themselves. This includes the ability to report problems to the Principal independently. They are instructed on procedures for maturely handling problems without teacher or playground supervisor's directions. i'M Little Rock School District CSIVEDs November 24, 1993 NOV 2 9 1993 Cfrics or D Air:. . '3 Mrs. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building LittleRock, AR 72201 Dear Mrs. Brown: Thank 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 mformation 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: Estelle 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. Lany S. Robertson Little Rock School District 810 West Markham Street Little Rock, AR 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 fi-om 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, I 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, I 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 MatthisFIVE YEAR ENROLLMENT COMPARISON Using October 1 Enrollment Washington Elementary School Washington Elem Black White Other Total % Black 1989-90 510 519 98 1990-91 438 313 11 762 57 1991-92 480 356 841 57 1992-93 483 332 822 59 1993-94 451 260 10 721 63 8 1 5 7 Prepared by ODM based on information supplied by LRSDTEL: Dec 08,93 9:26 No .001 P.03 2) The number of intradistrict tran-sfers to Wash.ington. 1989-90 Sending School Number Male Black Female Male Nonblack Female. Badgect Bale Baseline Brady Chicot Cloverdale Dodd Fair Park Foresc Park Franklin Fulbright Garland Geyer Springs Jefferson Kj ng MabeIvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wake-field Watson Western Hills Wilson Woodruff 3 4 4 9 9 10 2 9 7 14 16 12 5 14 27 2 10 7 10 7 4 14 23 4 3 8 13 10 3 7 2 2 1 3 6 5 5 3 4 7 6 6 1 9 13 2 4 3 4 1 3 8 10 1 3 1 2 4 5 1 3 2 7 10 6 4 5 14 1 1 1 1 2 TOT2\\L 272 1990-91 Sending School Number 6 8 4 1 3 2 6 4 3 6 1 6 13 4 3 1 5 5 2 4 1 2 1 1 130 131 S 6 Male Black Female Male Nonblack Female Badgett Bale Baseline Brady Chicot Cloverdale Dodd 4 31 5 25 16 20 4 3 1 2 5 2 4 3 1 3 5 3 1 5 2 11 8 8 1 2 1 8 3 3TEL: Dec 08.93 9:27 No.001 P.04 Fair park Forest Park Franklin Fulbright Garland Geyer Springs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield wat.gon Western Hills Wilson Woodruff 14 11 11 35 12 12 21 15 14 29 3 6 7 8 12 22 5 5 22 13 11 7 25 3 2 4 5 7 4 2 7 6 1 2 2 z 2 3 7 6 1 1 3 4 2 1 4 2 1 3 5 9 8 3 6 9 5 2 1 11 1 7 TOTAL 413 98 NOTE: 5 2 8 6 1 4 2 3 3 1 5 13 4 4 1 1 4 3 3 1 7 11 1 6 12 3 112 2 2 2 3 1] 3 4 2 10 119 1 5 1 1 8 84 Information concerning intradistrict transfers is based on We do not have address filci the students' current address. reflecting the students' address at the time of as.gignment.RECB5Vn FEB 7 1QQA Office of Desegregalicn LITTLE ROCK SCHOOL DISTRICT Booker T. Washington Magnet School 115 West 27 Street  Phone 324-2470  Little Rock, Arkansas 72206 January 29, 1994 Dear community member, I want to take this opportunity to invite you to a very special event. I would like you to join me on Tuesday, February 15, 1994, -for a celebration of excellence. We at Booker T. Washington Basic Skills and Math Science Magnet School are extremely proud of our school and our educational programs. You are an influential member of the greater Little Rock community\nsomeone who is interested and concerned about the needs of our children. Our Washington family believes that we offer wonderful educational opportunities and resources for our students. We would 1 ike you to come to our (\u0026gt; Check Us Out program. Our students, support staff, faculty, and parents welcome you to visit our school between 9:00 a.m. and the beginning of each hour we will provide an 2:00 p.m. At introduction  and overview of our programs. Then, we will tour the building visiting classrooms and labs to see how our programs are implemented, for questions and answers, every hour. Finally, we will gather together This format will be repeated Please come II check us out  I I welcome you to extend this invitation to other people concerned with local educational opportunities. If you are unable to visit on February 15, don't hesitate to come at some other time or call (324-2470) to schedule a visit. February 15th. I look forward to seeing you on Sincerely,Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor Date: February 2, 1994 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 To: Interdistrict School Principals From: ODM Monitoring Team Subject: Request for documentation On October 26, 1993 we requested that copies of certain documents be available at our scheduled monitoring visit. To date, the following list of items have not been provided. In order to complete our report we ask you send these documents to us no later than Tuesday, February 8, 1994 by 5:00 p.m. Failure to provide copies of these documents by that time will result in a notation in the final report that your school failed to provide monitors with requested documentation. This report will be filed with the federal district court. Crystal Hill  1993-94 PTA total membership by race and gender  Total number of conferences each teacher held with parents (by race and gender) during the first semester for the 1993-94 school year. Romine  1993-94 PTA total membership by race and gender Washington  Documentation of 1993-94 school committees that includes parent or community representatives by committee name, a brief description of the committees mission, a membership roster (including race, gender^nd position) agenda, and minutes  1993-94 PTA total membership by race and gender  1993-94 school/community partnership agreements  1993-94 volunteer program documentation including the number of volunteers by race and gender and the total number of hours served by month  1993-94 classroom enrollment  Discipline Report (first nine weeks) and the definition for SIPSJOHN W. WALKER, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 RECEIVED M4R 1 ' 1994 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. Office of Dosegregation Ktoretcnng March 8, 1994 Mr. Jerry Malone Little Rock School District 810 West Markham Little Rock, AR 72201 Mr. Chris Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bank Bldg. Little Rock, AR 72201 Re\nLRSD V PCSSD Dear Mr. Malone and Mr. Heller: I learned from a meeting this afternoon that the District filed a motion approximately two months ago requesting approval from the court to designate Washington Magnet as an interdistrict school to interdistrict school. satisfy its obligations under the plan for a new My office has no record of receiving a copy of this motion. Would you please provide a copy by return fax. Thank you for your assistance and cooperation. Sincerely, John W. Walker * JWW:j s cc: Honorable Susan Weber Wright Ms. Ann Brown All Counsel of RecordFRIDAY, ELDREDGE fc CLARK HERSCHEL H. ERIOAY, P.A. ROBERT V. LICHT, P.A. WILLIAM H. SUTTON, P.A. JAMES W. MOORE BYRON M. EISEMAN, JR.. P.A. JOE 0. SELL, P.A. JOHN C. ECHOLS. P.A. JAMES A. BUTTRY, P.A. FREDERICK S. URSERY. P.A. H.T. LARZELERE. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR., P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL 8. BENHAM ill, 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 HI. 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 8. HURST. JR.. P.A. ELIZABETH J. ROBBEN. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN HI. P.A. THOMAS N. ROSE, P.A. MICHAEL 5. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A. A PARTNERSHIP OF INDIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL SUILOINO 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 5O1-379-2O11 FAX NO. 501-376-2147 March 9, 1994 KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. CLYDE TAB* TURNER, P.A. CALVIN J. HALL. P.A. SCOTT J. LANCASTER. P.A. JERRY L. MALONE. P.A. M. GAVLE CORLEY. P.A. ROBERT B. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER, JR., P.A. H. CHARLES GSCHWENO, JR.. P A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. JOHN CLAYTON RANDOLPH. P.A. GUY ALTON WADE PRICE C. GARDNER J. MICHAEL PICKENS TONIA P. JONES DAVID 0. WILSON JEFFREY H. MOORE ANDREW T. TURNER JOHN RAY WHITE DAVID M. GRAF CARLA G. SPAINHOUR JOHN C. FENOLEY. JR. ALLISON GRAVES 8AZZEL R. CHRISTOPHER LAWSON GREGORY 0. TAYLOR TONY L. WILCOX FRAN C. HICKMAN COUNSEL WILLIAM J. SMITH WILLIAM A. ELDREDGE, JR.. P.A. B .3. CLARK WILLIAM L. TERRY WILLIAM L. PATTON, JR.. P.A. WRITER'S DIRECT NO. Mr. John Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Re: LRSD V. PCSSD Dear John: Several weeks ago, RECEIVED MAR 1 1 1994 Office of Desegregation fkniioring (501) 370-1506 I circulated to counsel a proposal to recognize Washington as a second interdistrict schol within LRSD. You responded that you opposed the proposal. Although we intend to pursue the issue, no motion has yet been filed. has changed, please let me know, advised of any developments. If your position Otherwise, we will keep you Yours very truly. Christopher Heller CJH/k cc: All Counsel Ms. Mr. Ann Brown Jerry Malone .v/ p/oa Ci'iiGS 01 2 2 1994 it Desegregates'' r- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS72? WESTERN DIVISION ' 2 G 1594 LITTLE ROCK SCHOOL DISTRICT JAMES W. By:_____ ft' 'PLKINTIFF SRK V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION FOR MODIFICATION OF DESEGREGATION PLAN For its motion, plaintiff. Little Rock School District (LRSD) states: 1. The LRSD and Interdistrict Desegregation Plans require the establishment within LRSD of three interdistrict schools Romine, King and Stephens. The plans require that two of those schools. King and Stephens, be located in the downtown Little Rock area. Romine and King schools have been established as interdistrict schools. 2. Since the parties agreed that LRSD would establish the King and Stephens Interdistrict Schools in the downtown Little Rock area. there have been significant changes in factual conditions which warrant modification of that agreement. First, Washington Elementary School, which the parties agreed would be an incentive school, presently operates as an interdistrict school in the downtown Little Rock area. Second, there has been a significant movement of population out of the area in which the parties planned 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 May 5, 1994 To Whom It May Concern: If youre considering Stan Strauss for a position in your organization, youre looking at a strong candidate. While Stans resume will acquaint you with his solid background and experience, it will not tell you about the many professional and personal qualities that make Stan such a successful educational leader. Ive worked with Stan for many years (both in my position as a Little Rock School District supervisor and in Court-appointed roles in desegregation oversight) and want you to know why I have consistently been impressed with his abilities and performance. Stan is a man of ideas and action who insists on results. Although hes energetic and rolls up his sleeves to put in as many hours as it takes to get the job done, Stan doesnt mistake effort for outcome. Hes satisfied with nothing less than solid performance-in himself, his staff, and his students. Hes not just a hard worker, hes a smart worker, making excellent, creative use of resources, always looking for \"how we can,\" never \"why we cant.\" Hes a team-builder with vision and courage and a team-sustainer with grit and tenacity, understanding that the best leaders work through and with others to build shared success. Stan has many fine qualities, but I most cherish that aspect of him which I believe is critical to effective education: never-wavering devotion to children. Stan loves kids and it shows. He combines nurturing warmth with strong guidance and encouragement in proportions that are just right for youngsters. No wonder standardized test scores have improved noticeably at both of the schools hes led! Stan wants results and he knows how to get them. If youre looking for a status quo, get-by kind of a man, you wont be interested in Stan. But if you want a champion for children and their success, if you need a leader who knows how to make a difference, then dont let Stan Strauss get away. Sincerely yours, Ann S. Brown receded RLE ly I APR 2 2 W54 U.G, Dli :ICT CgU, Oiiics Ct Desegregation Monitorinfl EASTcRU D\nG7r,iGTA-'? IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAftq 2 G WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT JAMES W. McCC' Ey\n___________ ClER r\\ I\u0026gt;ISINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS BRIEF IN SUPPORT OF MOTION FOR MODIFICATION OF DESEGREGATION PLAN Introduction This brief traces some of the history of the development of the present LRSD and Interdistrict desegregation plans in support of the argument that the parties intended, and now have in place. three interdistrict schools within the Little Rock School District. Some of the documents which were submitted by the parties to Special Master Aubrey McCutcheon do not appear on the docket. For the convenience of the Court and the parties. documents are referred to throughout this brief by their location in the Joint Designated Record which was used for the 1989 and 1990 appeals and subsequently by the district court. Those documents not contained in the Joint Designated Record are referenced by date and docket number.statement of the Case A. Desegregation Plans Aubrey McCutcheon filed his \"Interim Report and Recommendations of the Special Master\" on Febxruary 16, 1988. J.D.R. 714. Special Master McCutcheon approved and recommended for immediate adoption certain \"Proposed Stipulations For Little Rock School District Desegregation Plan\" which had been agreed upon by the parties to this case. The Stipulations contained an interim plan as well as a planning process which was to result in a final plan to be submitted to the Special Master by September 30, 1988. The Little Rock School District submitted its proposed desegregation plan on October 3, 1988. 5 J.D.R. 1040. The October 4 3, 1988 Proposed LRSD Desegregation Plan contained the following language about Washington school\n\"The new Washington will function as an interdistrict magnet school. A tri-district survey will be conducted in October 1988 to determine a theme. The Washington students who were temporarily reassigned for the 1988-89 school years will be assigned to the new Washington school. Washington's location is expected to be a major asset to its ability to attract white students. In particular, it is easily accessible to downtown office workers from both North Little Rock, Pulaski County and Southwest Little Rock. Also, Washington's proximity to 1-30 is expected to attract students who live outside of 2Pulaski County. The Little Rock School District is interested in opening the magnet and M-M programs to students who live outside of Pulaski County.\" 5 J.D.R. 1045-46. The October 1988 plan also recommended Stephens as an interdistrict magnet: \"The recommendations in this section are based on current demographics and geography which identify a need for new construction. It is proposed that the District relocate Stephens Elementary due west of and adjoining the Capitol Hill Complex. The new Stephens will house pre-kindergarten through sixth grades. The new Stephens will be similar to the new Washington in that it will have a capacity of six hundred students and serve as an interdistrict magnet. The magnet theme will be based on the results of the tri-district survey. In addition to being located on the 1-630 corridor, the new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel.\" 5 J.D.R. 1047-48 (emphasis supplied). The third interdistrict magnet school proposed in the October 1988 plan was King: \"The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area bounded by 1-630, Chester Street, Seventh Street and Center Street. In addition to being an interdistrict 3magnet, the big attraction for this school will be its early childhood program and child care facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock.\" 5 J.D.R. 1048. Working with the parties and the Special Master, LRSD prepared a long term desegregation plan. The plan was submitted in two parts on January 31, 1989. Volume I does not address student assignment issues. Volxime II, which was modified slightly and resubmitted on March 23, 1989, describes \"student assignments\" and \"facilities\". An interdistrict desegregation plan was submitted to the Special Master on February 15, 1989. The March 1989 LRSD plan lists Washington among the incentive schools (10 J.D.R. 2288) and provides the following description of Washington school (10 J.D.R. 2231-33): \"Washington school is closed for the 1988-89 school year. A new Washington school is being built at the samp site with a projected capacity of 1,050 students. The students who were originally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year.\" The March 1989 LRSD plan contains the following language about Stephens and King schools: 4\"It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 600 students. It serves as an Interdistrict school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center persoimel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its Early Childhood Program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. 10 J.D.R. 3232. According to the March 1989 plan, the non-magnet enrollment in LRSD for the 1988-89 school year was 8,327 black students and 3,835 non-black students for a total of 12,162 students. The projected enrollment for the 1989-90 school year was 8,500 black students and 3,850 non-black students for a total of 12,350 students. 10 J.D.R. 2229. The March 1989 plan listed 22 elementary schools with a total capacity of 9,501 seats and a projected enrollment of 8,187 students. 10 J.D.R. 2227-28. The eight incentive schools. 5including 1050 seats at Washington, would have a total capacity of 3800 seats. 10 J.D.R. 2228. Romine was to be established as an interdistrict school for the 1989-90 school year with a capacity of 490 seats, up to 49% of which would be allocated to PCSSD and at least 51% of which would be allocated to LRSD. 10 J.D.R. 2229. The February 1989 Interdistrict Desegregation Plan lists Washington as an incentive school (8 J.D.R. 1722), proposes the conversion of Romine into an interdistrict school (8 J.D.R. 1731- 32), and reguires LRSD to construct two new interdistrict schools. King and Stephens. Stephens is described as follows in the February 1989 Interdistrict Plan\n\"LRSD will build new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and operated by the LRSD and draw its black student body largely from the students then attending the old Stephens school and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an a early childhood program. The old Stephens school building will then be closed.\" 8 J.D.R. 1732. The February 1989 Interdistrict Plan contains the following language about King school: 6 )MkoADna|*n.Bri\"LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1992-93 school year or as soon as reasonably practicable. These parties propose that this facility be located in the general area bounded by Interdistrict 630 between 1-30 and University Avenue. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock.\" 8 J.D.R. 1734. The 1989 LRSD and Interdistrict Plans were among the plans the Special Master recommended for rejection on May 10, 1989 (Docket #1182). The district court accepted the Special Master's recommendation and rejected the 1989 desegregation plans on June 27, 1989 (Docket #1200). All three school districts and the Joshua Intervenors appealed from the June 27, 1989 order. Following the June 27, 1989 order of the district court. metropolitan supervisor Eugene Reville relocated to Little Rock and commenced the task of preparing new desegregation recommendations for the three districts. On January 2, 1990 Mr. Reville filed his proposal, the \"Tri-District Plan\", with the district court. Docket #1291. Under the Tri-District Plan, Washington became an interdistrict magnet school for basic skills/math/science which was described as follows: \"This school will open in 1990-91 for students who learn well in a highly-structured setting\nwho are motivated by 7academic, physical, and social competition\nand who are Interested in math and science.\" 16 J.D.R. 4329. The Tri-District Plan contains the following language regarding assignments to Washington: \"Assignment to Washington will be open to students from the Pulaski County Special School District or the North Little Rock School District based on majority-to- minority provisions and on the provisions of Act 609 of 1989 (the \"School Choice\" law). Preference will be given to black students in the Little Rock School District who live in the attendance zone for Washington School and to white students in the Pulaski County Special School District. Next preference will be given to students who attend schools that are less than fifty-six percent black.\" 16 J.D.R. 4250. The Tri-District Plan does not require the construction of a new Stephens or King Interdistrict School. On March 5, 1990 (Docket #1328) the district court entered an order approving the Tri-District Plan as submitted on January 2, 1990 with only minor exceptions. Washington Elementary School was closed and rebuilt on the same site during the 1988-89 school year. The new Washington school opened for the 1989-90 school year as racially a identifiable elementary school with 519 students, ninety-eight percent of whom were black. During the pendency of the appeals of the district court's order rejecting the settlement plans and 8 ladQ'\\bMg-n.Briapproving the Tri-District Plan, the Tri-District Plan was implemented for the 1990-91 school year. Washington operated during the 1990-91 school year as a racially balanced interdistrict magnet school. Fifty-seven percent of Washington's 762 students were black. One hundred thirty-two white students from outside LRSD attended Washington Interdistrict Magnet School during the 1990-91 school year. The desegregation plans presented to the Eighth Circuit Court of Appeals in the joint appeal of the three school districts and the Joshua Intervenors required only three interdistrict schools within the Little Rock School District - King, Romine and Stephens. On December 12, 1990, the Court of Appeals approved those desegregation plans but recognized that a transition from the Tri- District Plan to the settlement plans would be necessary: \"It may be necessary. in order to make smooth a transition, for the details of the settlement plans to be adjusted to produce an appropriate fit between their future application and existing circumstances. The parties should be able to agree as to whether any such adjustments are necessary, and, if so, what they should be. Absent such agreement, the district court is authorized to take such action as may be just.\" LRSD V. PCSSD. 921 F.2d 1371, 1394 (Sth Cir. 1990). Since certain existing schools, including Washington, were assigned different purposes under the Tri-District Plan than under the settlement plans, it became necessary for the parties to immediately resolve k\u0026gt;thy\\Dwt.pl.Bri 9those differences. The parties reached the following agreement concerning Washington School: \"Washington School was a racially identifiable black school during the 1989-90 school year. Washington opened for the 1990-91 school year as a racially balanced (57% black) magnet school. Washington should continue to operate as a magnet school.\" This agreement is recorded in a stipulation and consent order signed by all the parties and entered by the district court on February 13, 1991 (Docket #1434). On May 1, 1991, the parties jointly proposed certain revisions to their 1989 desegregation plans. Washington was removed from the list of incentive schools in the May 1, 1991 LRSD plan. 22 J.D.R. 5723, 5726, 5729. Although Washington is not listed as an interdistrict school in the May 1, 1991 interdistrict plan (see 22 J.D.R. 5864-70), the May 1991 LRSD plan describes the goals of the Washington Elementary School Basic Skills/Math - Science Magnet and explains how students will be assigned there: \"All students will be assigned to Washington Schools (sic) by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white.\" 22 J.D.R. 5698. 10This coxirt's final ruling on the May 1, 1991 desegregation plans was filed on May 1, 1992, approving \"the revised plans as attached to\" the May 1, 1992 order. Those are the plans under which the districts presently operate. The LRSD plan contains the following language concerning assignments to Washington Elementary School Basic Skills/Math - Science Magnet\n\"All students will be assigned to Washington Schools (sic) by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-to-M transfers. The target racial balance at Washington will be consistent with the Interdistrict Plan, seeking to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black/white.\" LRSD Desegregation Plan, April 29, 1992, p. 144. The difference between the racial composition proposed by the parties in the May 1, 1991 plan (60% black and 40% white) and the racial balance contained in the plan as approved by the district court dated April 29, 1992 (between 60% and 40% of either race with the ideal goal to be 50% black/white) is significant. The racial balance prescribed for Washington by this Court is the racial balance for interdistrict schools found in the Interdistrict Desegregation Plan and described in this Court's May 1, 1992 Order: \"Provisions of the interdistrict plan target the ideal racial balance for the various types of LRSD schools: Interdistrict schools at 50 percent black/white with a variance of 60 to 40 percent of either race ... H kBllqr\\DMeg*^Bri 11May 1, 1992 Order (Docket #1587), pp. 27-28. This Court would not have assigned to Washington the racial balance requirements of interdistrict schools if Washington were not, in fact, operating as an interdistrict school. The decision that Washington should be governed by the racial balance requirements for interdistrict schools set forth in the Interdistrict Plan reflects this Court's recognition of Washington as an interdistrist school. The 1989 desegregation plans approved by the Eighth Circuit Court of Appeals require the operation of three Interdistrict schools within LRSD - Romine, King and Stephens. 10 J.D.R. 2229- 32\nJ.D.R. 1721, 1731-34. LRSD presently operates three interdistrict schools - Romine, King and Washington. The LRSD and Interdistrict Desegregation Plans should be amended to reflect the fact that LRSD presently operates the number of interdistrict schools contemplated by the plans agreed upon by the parties in 1989 and approved by the Eighth Circuit Court of Appeals in 1990. In its order with respect to the modifications proposed by the parties in the May 1991 plans, the Eighth Circuit Court of Appeals said: \"It may be helpful for us to state those elements of the 1989 plan that we consider crucial, and with respect no retreat should be approved. They are as follows: (3) operation of the agreed number of interdistrict schools according to the agreed timetable ... II Appeal of Little Rock School District. 949 F.2d 253, 256 (8th Cir. 1991). In accordance with the 1989 plans approved by the Court of 12 8Appeals in December 1990 and the order quoted above, LRSD presently operates three interdistrict schools. B. Demographics According to the LRSD and Interdistrict Desegregation Plans as those plans were approved by the Court of Appeals in 1990, LRSD was to establish three interdistrict schools, two of which would be located in central Little Rock in the general area along 1-630 between University Avenue and 1-30. One school was to be established \"near the 1-630 corridor between 1-30 and University Avenue.\" 10 J.D.R. 3232. The other was supposed to be \"located in the general area along 1-630 between 1-30 and University Avenue.\" 10 J.D.R. 3232. Since those plans were written, both King and Washington schools have been established as interdistrict schools within the area described in the plans. Also since those plans were written, 1990 census information has revealed a dramatic shift of population away from the area in which the interdistrict schools were to be located. This decline in population in the area targeted for the location of interdistrict schools is illustrated by undisputed evidence which was presented to the district court concerning the issue of revised election zones for the LRSD board. When the initial LRSD board member election zones were approved by Judge Woods on December 18, 1986 (Docket # 719), zones one and two had total populations of 25,399 and 25,295 respectively. Zones one and two cover most of central and east Little Rock, which is the 13 ladQADMegPl.Briprimary area in which LRSD interdistrict schools were to be located. According to the 1990 census information, the population of zone one is 20,901, which is 4,498 people lower than the previous census. The 1990 population of zone two was 20,415, which is 4,880 people lower than the previous census. The 1990 census shows an eighteen percent decline of the number of people in zone one and a nineteen percent decline of the number of people in zone two. The movement of population away from east and central Little Rock is further shown in the testimony of Jim McKenzie about the election zone issue. Mr. McKenzie is the executive director of Metroplan, governmental planning and research organization composed of local government entities in the Central Arkansas area. Mr. McKenzie testified that his organization tracks demographic changes in Little Rock and that there was a material demographic change from the 1980 census to the 1990 census. April 13, 1993, Tr. 62-63. Although the population in eastern Little Rock a declined each year since 1980 (Tr. 67) , most of the movement out of that area occurred between 1985 and 1990. Tr. 62-63. Mr. McKenzie testified that the \"center city\" will continue to lose population. Tr. 100-01. Mr. McKenzie prepared four proposals to adjust the LRSD election zones so that they would contain relatively equal populations. He testified that his proposal number four \"looks more to the future in terms of growth and shifts in population than the other proposals.\" See Memorandum Opinion and Order, June 21, k*d9\\OM\u0026lt;-n.Bri 141993 (Docket /1853), p. 5. According to Mr. McKenzie's description of proposal number four, \"the areas of the City of Little Rock that are projected for growth have a negative variance from the mean while the areas that are projected to lose population have a positive variance\". Id. In proposal number four, which was presented to the court in PCBE Exhibit 1, the only two zones which show a positive variance from the mean, indicating a projected loss of population, are zones one and two. See Tr. 101-02. The movement of population away from the area targeted for the establishment of interdistrict schools within LRSD is also shown in information provided to the parties by the Office of Desegregation Monitoring. A document titled \"Incentive School Attendance Zones and Schools Attended\" shows a total population of the incentive school attendance zones (Franklin, Garland, Mitchell, Rightsell, Rockefeller and Stephens) of 1,946 for the 1993-94 school year. The incentive school attendance zones generally correspond with the area targeted for the location of interdistrict schools. In fact, the interdistrict schools were expected to draw their black student population from among \"those students who otherwise would or could have been assigned to an Incentive School\". J.D.R. 1722. The present number of students in the incentive school zones (1,946) is dramatically lower than the capacity established for the incentive schools in the 1989 desegregation plans of 3800 students. 10 J.D.R. 2228. The parties projected in the 1989 LRSD 8 Desegregation Plan that if 3600 LRSD black students attended 15incentive and interdistrict schools, the racial composition of the area schools would be 56% black. 10 J.D.R. 2231. According to the 1989 Interdistrict Desegregation Plan, the incentive schools alone should be \"sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (elementary academies) [now area schools] of 55% black and 45% white with a variance of 5%.\" 8 J.D.R. 1721. That means that in 1989 the parties expected that more than 3600 black students would attend the incentive schools from the incentive school zones, but today only 1,946 students reside in the incentive school zones. The Office of Desegregation Monitoring prepared and distributed to the parties in February 1994 a study of \"Enrollment In Downtown Elementary Schools\". That study defines downtown elementary schools as those located \"east of University, west of Adams Field, north of Fourche Creek, and south of Markham.\" This is generally the area targeted for the location of LRSD interdistrict schools. This study shows that the incentive schools have a capacity of 2,305 students but that the October 1, 1993 enrollment was only 1,454 students. There are 1,429 available seats in downtown elementary schools. Those schools operate at only seventy-six percent of capacity. The February 1994 ODM study also shows that the two existing downtown interdistrict schools. King and Washington, are operating at 80% and 77% of capacity, respectively. There are 139 available seats at King and 218 available seats at Washington. King 16Interdistrict School has attracted 200 white students from outside the downtown area and Washington Interdistrict Magnet School has attracted 249 white students from outside the downtown area. Finally, both the Pulaski County Special School District, which was to be the primary source of white students for the interdistrict schools (8 J.D.R. 1721), and the Little Rock School District have experienced an unexpected overall decline in student population. The number of students attending PCSSD declined from 21,633 for the 1992-93 school year to 20,426 for the 1993-94 school year according to the October 1 enrollment count, a loss of 1,207 students. The number of students attending LRSD declined from 26,212 for the 1992-93 school year to 25,594 for the 1993-94 school year, a loss of 618 students. Both districts expect to lose more students for the 1994-95 school year. C. Plan Modification Process The PCSSD plan contains a desegregation plan amendment process (pp. 104-05) which this Court has found should be implied in the LRSD and NLRSD plans (Memorandum and Order, June 21, 1991, p. 17, Docket #1479). This Court has described the plan modification process as follows: \"Proposed amendments may arise in multiple ways. including by agreement or consultation with the other parties. Any proposal is first submitted to the PCSSD Office of Desegregation (Office) for initial review and analysis. The Office will make a recommendation to the kMfay\\DBHgn.Bti 17superintendent who will in turn make the final recommendation to the Board. If the Board approves, the matter will be submitted to the Court, and formally submitted to the other parties to the litigation. If the Court approves, the plan shall be amended. Note that bv the Plans own terms, agreement of all parties is not required for amendment.\" X^. (emphasis in original). LRSD has followed the desegregation plan amendment process with respect to its proposal to recognize Washington as an interdistrict school in place of Stephens. The proposal was first reviewed by the LRSD Desegregation Office as well as other administrators and the superintendent. Following that review. LRSD informally submitted the proposal to the other parties on November 12, 1993. LRSD proposed: \"That we seek to amend the desegregation plan to acknowledge the fact that both Washington and King have been established as interdistrict schools and that the establishment of two such schools within LRSD satisfies the Eighth Circuit's requirement that LRSD operate 'the agreed number of interdistrict schools'. PCSSD would be expected to 'engage in early, rigorous and sustained recruitment efforts' to recruit students to Washington, but would be relieved of the expectation that the white student population of Washington would come primarily from PCSSD. White LRSD students presently attending Washington would be allowed to remain and LRSD would kM^\\Dna(-n.Bri 18continue to recruit white students for Washington in the future.* Letter to Counsel, November 12, 1993. LRSD further proposed: \"That we delay the construction of a school at the present Stephens site so that LRSD may complete its demographic study to determine how best to meet the requirements of its student population and the desegregation plans. If LRSD determines to build a new school at the Stephens School Site, the new school will be an incentive school and the parties will support LRSD's motion to construct an incentive school at Stephens or in the Stephens area.\" Id. LRSD was notified by counsel for PCSSD, NLRSD and the Knight Inteirvenors that those parties would agree to the Stephens/Washington proposal. LRSD was notified by counsel for the Joshua Intervenors that Joshua would likely agree to some delay in the construction of a school at the present Stephens site, but would not agree that Washington should supplant Stephens as an interdistrict school within LRSD. On November 17, 1993, LRSD counsel provided a written report to the superintendent and the board concerning the status of the Stephens/Washington issue and the response of the parties to LRSD proposal. The LRSD board voted on November 18, 1993, in accordance with the superintendent's recommendation, to submit the matter to the Court with formal notification to the other parties. laUQrMlMet'Pl'Bri 19D. Financial Constraints LRSD operates under financial constraints which are well known to the Court and the parties. LRSD filed on April 15, 1994 its \"LRSD 1994-95 Budget Status Report\", which shows a projected budget deficit for the 1994-95 school year of more than seven million dollars. LRSD is working to balance its budget, but continues to operate with severe financial limitations. The Office of Desegregation Monitoring provided the parties in February 1994 a document titled \"LRSD Per Pupil Expenditure By Elementary School 1993-1994 Budget\". This report shows the impact of low enrollment on per pupil expenditures in the area targeted for the location of interdistrict schools. The average per pupil expenditure in \"western\" Little Rock elmentary schools is $2,526.35. The average per pupil expenditure in \"southwestern\" Little Rock schools is $2,638.91. The average per pupil expenditure for incentive schools is $5,890.36. No school in LRSD, however, has a higher per pupil expenditure than Stephens school. The amount budgeted for each student at Stephens for the 1993-94 school year is $8,781.19. This is nearly $3,000.00 per pupil more than the average amount ($5,890.36) budgeted per pupil at the incentive schools. This illustrates the financial impact of declining population and enrollment in the Stephens area. Argument A. The Law of Modification of Consent Decrees Rule 60(b) of the Federal Rules of Civil Procedure provides in relevant part: blby\\Dnat-n.Bri 20\"On motion and upon such terms as are just, the court may relieve a party or a party's legal representative from a final judgment, order, or proceeding for the following reasons: ... (5) the judgment has been satisfied. released, or discharged, or a prior judgment upon which it is based has been reversed or otherwise vacated, or it is no longer equitable that the judgment should have prospective application\nor (6) any other reason justifying relief from the operation of the judgment.\" The United States Supreme Court has addressed the application of Rule 60(b) to institutional reform litigation such as a school desegregation case. In Rufo V. Inmates of Suffolk County Jail. 502 U.S. 116 L.Ed. 2d 867 (1992), the Supreme Court held that Rule 60(b) is applicable to cases in which a consent decree has been entered. Id. at 116 L.Ed.2d 883. In a school desegregation case. the Supreme Court rejected the rigid standard for modification of a consent decree set forth in United States V. Swift \u0026amp; Co.. 286 U.S. 106, 119 (1932) (\"nothing less than a clear showing of grievous wrong evoked by new and unforeseen conditions should lead us to change what was decreed after years of litigation with the consent of all concerned\") in favor of a more flexible standard. Board of Education of Oklahoma City v. Dowell. 498 U.S. , 112 L.Ed. 2d 715 (1991). As the Court said in Rufo, Rule 60(b), \"in providing that, on such terms as are just, a party may be relieved from a final judgment or decree where it is no longer equitable kathy\\Dne|-Pl.Bri 21that the judgment have prospective application, permits a less stringent, more flexible standard.\" Buis, 116 L.Ed. 2d at 884. \"The upsurge in institutional reform litigation since Brown v. Board of Education has made the ability of a district court to modify a decree in response to changed circumstances all the more important\". Rufo, 116 L.Ed. 2d at 884. The Rufo Court observed that \"[t]he experience of the District and Circuit Courts in implementing and modifying such decrees has demonstrated that a flexible approach is often essential to achieving the goals of reform litigation\". Id. The Rufo Court also approved the observation of several Courts of Appeal \"that the public interest is a particularly significant reason for applying a flexible modification standard in institutional reform litigation because such decrees \"reach beyond the parties involved directly in the suit and impact on the public's right to the sound and efficient operation of its institutions\". Id. at 885, quoting Heath v. DeCourcv. 888 F. 2d 1105, 1109 (6th Cir. 1989). A party seeking modification of a consent decree bears the burden of establishing that a significant change in circumstances warrants revision of the decree. Id. at 886. The party seeking modification may meet its initial burden by showing either a significant change in factual conditions or in law. If the moving party meets this burden, the court must consider whether the proposed modification is suitably tailored to the changed circumstance. 22The Supreme Court in Rufo provided several examples of situations where modification of a consent decree may be warranted: 1. \"When changed factual conditions make compliance with the decree substantially more onerous.\" Id. at 886. 2. \"When a decree proves to be unworkable because of unforeseen obstacles\", citing particularly relevant case, Philadelphia a Welfare Rights Organization v. Shapp. 602 F.2d at 1120-1121 (modification allowed where State could not find sufficient clients to meet decree targets). Id. at 886. 3. \"When enforcement of the decree without modification would be detrimental to the public interest.\" Id. at 886-87. Once a moving party has met its burden of establishing either a change in fact or in law warranting modification of a consent decree, the district court should apply the following test to determine whether the proposed modification is suitably tailored to the changed circumstance: (1) \"A modification must not create or perpetuate a constitutional violation ... tl  hBilQr\\DMe(*Pl.Bri 23(2) \"A proposed modification should not strive to rewrite a consent decree so that it conforms to the constitutional floor ... (3) \"A court should not allow a change greater than that necessary 'to resolve the problems created by the change in circximstances' . Id. at 890-91. within these boundaries, the Court should defer to LRSD: Within these constraints, the public interest and \"\nand n \"[c]onsiderations based on the allocation of powers within our federal system\" Dowell, 498 US, at ___, 112 L Ed 2d 715, 111 S Ct 630, require that the district court defer to local government administrators, who have the \"primary responsibility for elucidating, assessing, and solving\" the problems of institutional reform, to resolve the intricacies of implementing a decree modification. Brown v. Board of Education, 349 US, at 299, 99 L Ed 2d 1083, 75 S Ct 2749. Id. at 891. Finally, although \"[f]inancial constraints may not be used to justify the creation or perpetuation of constitutional violations\", \"they are legitimate concern of government a defendants in institutional reform litigation and therefore are appropriately considered in tailoring consent decree a modification.\" Id. at 891-92. 24The Eighth Circuit Court of Appeals has described in this case 'the standard to be used by the District Court for reviewing proposed modifications to the plan ... to which all the parties have not agreed\". Appeal of Little Rock School District. 949 F.2d 253, 258 (Sth Cir. 1991). The Eighth Circuit, in a decision which came after Dowell but before gufo, adopted the following standard set forth in Heath v. DeCourcv. 88 F.2d 1105 (6th Cir. 1989)\n\"To modify [a] consent decree [], the court need only identify a defect or deficiency in its original decree which impedes achieving its goal. either because experience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree. modification will be upheld if it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement between the parties.\" Id. at 1110. The standard adopted by the Eighth Circuit in Appeal of Little Rock School District is in harmony with the later decision of the Supreme Court in Rufo. See Lorain NAACP v. Lorain Bd. of Educ. . 979 F.2d 1141, 1149 (6th Cir. 1992) (treating the Rufo and Heath standards as harmonious and holding that school descregation consent decrees \"are subject to the same standards as annunciated in Rufo and Heath.\") The Eighth Circuit advised the district court to \"proceed with that discretion and flexibility that characterizes courts of equity\" and noted that district court decisions with respect to 25 Aplan modifications will be reviewed on an abuse-of-discretion basis with \"a healthy measure of deference to the reasoned choices made by the District Court.\" Appeal of Little Rock School District. 949 F.2d 253, 257 (Sth Cir. 1991). The Eighth Circuit's deferential standard of review concerning contested proposed modifications of consent decrees is also described in McDonald v. Armentrout. F.2d 388 (8th Cir. 1990)\n908 \"The district court retains authority over the consent decree, including the power to modify the decree in light of changed circumstances, and is subject to only a limited check by the reviewing court. We will reverse a district court's modification of a consent decree only upon a showing of an abuse of discretion. Moreover, the Supreme Court has indicated that a district court's resolution of a motion to modify is due greater deference when the changed circumstances justifying modification are of fact rather than law.\" 908 F.2d at 390 (citations omitted). B. Changed Circumstances There have been two important changes in the factual circumstances of this case since the agreement of the parties in 1989, approved by the Court of Appeals in 1990, that three interdistrict schools would be established within LRSD. First, by operation of the Tri-District Plan, Washington was established and continues to serve as an interdistrict magnet school. With the 26 bi^ntwt FLBriopening of King for the 1993-94 school year, LRSD has established three interdistrict schools. Washington and King are located within the area targeted for location of Stephens and King interdistrict schools in the 1989 LRSD and Interdistrict Plans. Second, the 1990 census and the 1993-94 enrollment numbers show that the area targeted for location of interdistrict schools within LRSD is an area of rapidly declining population. that many elementary school seats are presently available within that area. and that LRSD and PCSSD are beginning to experience an overall decline in student population. These changes warrant modification of the LRSD and Interdistrict Plans to recognize Washington as an interdistrict school in place of Stephens. C. Washington Interdistrict Magnet School The parties have been consistent in their agreement that three interdistrict schools should be established within the Little Rock School District. According to the October 3, 1988 proposed LRSD Desegregation Plan, those three schools would be Stephens, King and Washington. 5 J.D.R. 1045-48. The parties' 1988 agreement to recommend construction of new Stephens and King Interdistrict Schools was \"based on [then] current demographics and geography which identif[ied] a need for new construction.\" 5 J.D.R. 1047. Between the time the parties submitted the October 3, 1988 proposed LRSD Desegregation Plan and the time they agreed upon peirmanent desegregation plans in March of 1989, Romine was substituted for Washington as the third LRSD interdistrict school. There are two reasons for this. First, there was a perceived need laifaBr\\Deae(\u0026gt;P).Bri 27for at least 3,600 incentive school seats which could not be realized without designating Washington as an incentive school. 10 J.D.R. 2228, 2231. Second, when the attendance zones for \"elementary academies\" were drawn in accordance with the 1989 Interdistrict Plan (8 J.D.R. 1721), the target population of \"55% black and 45% white with a variance of 5%\" could not be achieved in the Romine area. The parties therefore substituted Romine for Washington as an interdistrict school and designated Washington as an incentive school. The circumstances changed on March 5, 1990 when the district court entered an order approving the Tri-District Plan. Under that plan, with the parties subsequent acquiescence (Docket /1434), Washington was established at the beginning of the 1990-91 school year as an interdistrict school and continues to operate interdistrict school. as an Because LRSD now has in place the number of interdistrict schools the parties agreed upon in the 1989 Desegregation Settlement, the number of interdistrict schools approved by the Eighth Circuit Court of Appeals on December 12, 1990 and the number of interdistrict schools considered \" crucial\" by the Eighth Circuit on November 14, 1991, \"it is no longer equitable\" to require the construction of a new Stephens Interdistrict School. Fed. R. Civ. P. 60(b)\nRufo, 116 L.Ed.2d at 884. D. Demographics 28The significant outflow of population from the area targeted for LRSD interdistrict schools and the great number of elementary seats available in that area, and particularly at King and Washington Interdistrict Schools, constitute significant changes in circumstances which warrant revision of the LRSD and Interdistrict Desegregation Plans. This demographic change, combined with the change which resulted in the establishment of Washington as an interdistrict school, clearly meets the Rufo and Eighth Circuit standards for modification of a consent decree. Modification of a consent decree is \"appropriate when a decree proves to be unworkable because of unforeseen obstacles.\" Rufo. 116 L.Ed.2d at 886. The decline in population of the area targeted for the location of LRSD incentive schools and its impact upon enrollment in schools in central and east Little Rock was not foreseen by the parties. In 1988, the parties believed that \"current demographics\" showed \"a need for new construction\". J.D.R. 1047-48. In 1994, the two newest elementary schools in the LRSD system are King and Washington Interdistrict Schools. Those schools have a total of 357 seats available in them. There are 1,429 available seats in downtown Little Rock, which is the general area in which the desegregation plans presently require the 5 Stephens school to be located. The 1990 census and recent LRSD and PCSSD enrollment data show that there is no longer a need for new construction which would justify the building of new a interdistrict school. 29In a case cited with approval in the Third Circuit Court of Appeals allowed modification of consent decree in a circumstances similar to those in this case even under the stricter pre-Rufo standard. Philadelphia Welfare Rights Organization v. Shape, 602 F.2d 1114 (3rd Cir. 1979). In Shapp. a consent decree required the State of Pennsylvania to perfonn a certain number of medical screenings per year for welfare recipients. Id. at 1118. Due to declining welfare roles, however, the total population eligible for screening \"was significantly lower than had been expected at the time of the consent decree\". Id. The court noted that \"[a]ny injunction imposing mandatory affirmative duties for the future involves elements of prediction ... [which] will always be speculative to some degree\" and that \"[t]his is particularly the case when the defendants' ability to achieve compliance depends upon the receptivity of class members or other third parties not formally before the court.\" Id. at 1120. The declining population and enrollment in this case present changed circumstances equivalent to declining welfare rolls in Shapp. As in Shapp. the requested modification of the decree can be granted \"while preserving its essential features\". including those the Eighth Circuit Court of Appeals described as \"crucial\". Id. at 1120. Applying much stricter pre-Rufo standard for modification of consent decrees, the Third Circuit affirmed a modification which \"eliminated the numerical requirements\" for screenings. Id. at 1119. 30\"[T]he public interest is a particularly significant reason for applying a flexible modification standard in institutional reform litigation because such decrees \"reach beyond the parties involved directly in the suit and impact on the public's right to sound an efficient operation of its institutions.\" Elifs, 116 L.Ed.2d at 885, quoting Heath v. DeCourcv. 888 F.2d 1105, 1109 (6th Cir. 1989). Modification of a consent decree may be warranted \"when enforcement of the decree without modification would be detrimental to the public interest\". Eufe, 116 L.Ed.2d at 886-87. In this case, the public interest in sound and efficient operation of the Little Rock School District weighs against a requirement to construct a new school in an area of declining population and relatively low enrollment in its existing schools. Finally, the rule adopted by the Eighth Circuit Court of Appeals in this case for reviewing contested proposed modifications of the desegregation plans is not inconsistent with the Supreme Court's later decision in Rufo. Lorain NAACP v. Lorain Bd. of Edu^, 979 F.2d 1141, 1149 (6th Cir. 1992). In order to modify a consent decree, the Eighth Circuit said, the district court \"need only identify a defect or deficiency in its original decree which impedes achieving its goal, either because experience has proven it less effective [or] disadvantageous, or because circumstances and conditions have changed which warrant fine-tuning the decree.\" Appeal of Little Rock School District. 949 F.2d 253, 258 (8th Cir. 1991), quoting Heath v. DeCourcv. 88 F.2d 1105, 1110 (6th Cir. 1989) . In this case. the post-settlement establishment and ku^\\DaaH-Pl.Bri 31retention of Washington school as an interdistrict school and the decline in population and enrollment in the area targeted for location of LRSD interdistrict schools constitute changed circumstances which warrant fine tuning the settlement plans to recognize Washington in place of Stephens as an interdistrict school. This proposed modification should be approved because \"it furthers the original purpose of the decree in a more efficient way, without upsetting the basic agreement between the parties\". Id. E. Financial Constraints The financial constraints under which LRSD continues to operate provide further support for the consent decree modification requested by LRSD: \"Financial constraints may not be used to justify the creation or perpetuation of constitutional violations, but they a legitimate concern of government defendants institutional reform litigation and therefore are appropriately considered in tailoring a consent decree modification.\" are in Rufo V. Inmates of Suffolk County Jail. 502 U.S. 116 L.Ed.2d 867, 891-92 (1992). LRSD presently projects a budget deficit for next year in excess of $7,000,000.00. The cost of constructing a new interdistrict school and the high per pupil expenditure required to operate a school in an area of declining population and enrollment are a legitimate concern to LRSD which should be considered by the Court as a factor supporting the requested consent decree modification. Id. kMhy\\DBaet-n.Bri 32CERTIFICATE OF SERVICE I certify that a copy of the foregoing Motion For Modification of Desegregation Plan has been served on the following people by depositing copy of same in the United States mail on this 20th 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 Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept, of Education 4 State Capitol Mall Little Rock, AR 72201-1071 Christopher Hell 3gQPglM^iQn The modification of the LRSD and Interdistrict Plans proposed by LRSD does not diminish the basic elements of those plans. The parties agreed in 1989 to establish 600 seat Stephens a Interdistrict School \"near the 1-630 corridor between 1-30 and University Avenue\". 10 J.D.R. 2232. There has been established instead a 939 seat Washington Interdistrict School near the 1-630 corridor between 1-30 and University Avenue. The other two LRSD Interdistrict Schools required by the 1989 LRSD and Interdistrict Plans, Romine and King, are now in operation. The modification can be made without reducing those elements the plan considered crucial by the Eighth Circuit Court of Appeals. The significant changes and circumstances since the settlement plans were written are clearly sufficient to warrant the requested modification of the plans under the standards described by the Supreme Court in Rufo and by the Eighth Circuit in this case. 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 Bv\nr________...______ Christopher Helle^^ Bar No. 81083 33I I I C [ It / 6^,-c.k^ 6^, / ai, l/\\H'-ti i_ (/-CCy' / S' / i f 'RECEIVED yl/C4^^ rf Mji_ 3: (y-c.k^ NOV 1 6 1994 Office of Desegregai i 4 I ioi). z - ?y\\A ^L.  t.Cr / 'i 1 1^-. 'tLC' ' i~ C-IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION 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 KNIGHT, ET AL ORDER FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS FOQ 1995 JAMES W. McCORMACK, CLERK By: .V OEP CLERK PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS On May 20, 1994, the Little Rock School District (\"LRSD\") filed a motion to close Stephens Incentive School [doc.#2191]. In its motion, the LRSD states that it has constructed the number of interdistrict schools required by the desegregation plans, and that, assuming the Court grants its April 20, 1994 motion to designate Washington as the required second new LRSD interdistrict school in place of a new Stephens interdistrict school [doc.#2160], the district will have operating within its boundaries the required number of interdistrict schools. The LRSD goes on to state that Stephens school is in an area of declining enrollment and population (and, in fact, has experienced declining enrollment)\nthat there are a large number of empty school seats in the Stephens general area (including empty seats at the King and Washington interdistrict schools)\nand that the facility itself is in a state of decline, the renovation of which cannot be justified. The Court held a hearing on June 7, 1994, to address the issues raised in the LRSD's motion to close Stephens. During the hearing, 2 1 the LRSD provided the Court with a \"Stipulation and Settlement Agreement Regarding Stephens and Garland Schools\" (\"stipulation\") in which it proposes building a new Stephens school within the same general area in which the Stephens and Garland schools are now locatedJ In the stipulation, the LRSD states that the new Stephens will be a magnet school with a student body made up primarily of black students and white students from the LRSD and also some majority-to-minority transfer students from the Pulaski County Special School District (\"PCSSD\"). The LRSD further states that Garland Incentive School will be closed upon the opening of the new Stephens school, and that the Garland students will thereupon be assigned to Stephens. Although all parties to this lawsuit approved the stipulation. the Court announced to the parties its conclusion that the stipulation was deficient in several respects (which will be discussed infra), and that certain inforaation would be required before the Court could give its final approval for the construction of a new Stephens school. Among other things, the Court stated that it required detailed plans for student recruitment and a long- range facilities plan which tcikes into account the declining and shifting populations in Little Rock and which justifies construction of a 700-seat school which the parties have proposed for the Stephens site. The Court did, however, state that Stephens could be closed and its students reassigned.  The stipulation, which was filed on June 8, was approved by aU parties to this lawsuit. 2In a status report regarding Stephens that was filed August 24, 1994, the LRSD stated that it had begun a long-range facility study and that it intended to begin demolition of Stephens in the immediate future. The district also stated that it would not begin construction of a new Stephens school building until the parties had addressed issues raised by the Court at the June 7 hearing, such as the size of the school and how it would be populated and desegregated. However, it has now been some five months since the LRSD's status report and the information requested by the Court in June 1994 has yet to be submitted.^ Because the target date for the opening of the new Stephens school draws ever closer, the Court now reiterates what was stated at the June 7 hearing and what is required of the LRSD before this Court will approve construction of a new Stephens school as set forth in the stipulation. As indicated at the Jiine 7 hearing, the LRSD's motions to designate Washington as the new interdistrict school required by the desegregation plan and to close the Stephens Incentive School [doc.#'s 2160 and 2191] should both be and hereby are granted. In approving the LRSD's motion to close Stephens, the Court reiterates that the LRSD is obligated to recruit white students to desegregate the remaining incentive schools. The Court will continue to closely watch all proposed school closings and school capacity 2 The original target date for completion of the facilities study, as noted in the July 29, 1994 LRSD management tool, was November 23, 1994. The target date remained the same in the August and September management tools, but changed to January 30, 1995 in the management tool dated October 31, 1994. The November 30,1994 management tool changed the target date again to August 15, 1995. 3alterations to determine the effect on desegregation and whether there is a pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. With respect to the construction of a new Stephens school, the LRSD cites as justification for closing Stephens the fact that the school has experienced declining enrollment and is located in an area of decreasing population and student enrollment. In this regard, the LRSD states that there are many empty school seats in the Stephens general area, including over 350 vacant seats at the King and Washington interdistrict schools. Nevertheless, the LRSD proposes building a new 700-seat school on the current Stephens site, notwithstanding the fact that during the 1993-94 school year. a total of only 350 students attended Stephens and Garland combined (only 218 of which lived within the schools' attendance zones) and notwithstanding the fact that the LRSD itself indicates that such data counsels against constructing a new Stephens school in the area now under consideration. Indeed, the LRSD states in its brief accompanying its motion for modification of the desegregation plan that \"[tlhe 1990 census and recent LRSD and PCSSD enrollment data show that there is no longer a need for new construction which would justify the building of a new interdistrict school, and that [t]he cost of constructing a new interdistrict school and the high per pupil expenditure required to operate a school in an area of 3 205 children attended Garland (136 from the attendance zone), and 145 attended Stephens (82 from the attendance zone). 4declining population and enrollment are a legitimate concern to LRSD which should be considered by the Court as a factor supporting the requested consent decree modification.\" (Brief in Support, at pg. 29 and 32.) Because of the apparent contradictions contained within the LRSD's proposals, the Court stated that the LRSD must justify the construction of a new school at the existing Stephens site as a prerequisite to the Court approving the stipulation. Specifically, the Court stated that it requires detailed information regarding the size of the new Stephens school to be constructed and the basis for the school's capacity\ndetailed information regarding the plan for recruiting white students\ndetailed information regarding student assignment zones\nand detailed information regarding the impact of the new Stephens school on the racial balance of all the schools. In addition, the Court stated that it requires a new long-range facilities plan that will guide the district's use of its facilities for several years to come. At the hearing, the Court expressed concern over the controversy that had developed when the district prepared to close Baseline Elementary School as the 1993- 94 school year was ending. Many parents at the hearing told the Court they were unaware or surprised at the district's plans to close Baseline, and that they believed the district was not proceeding in good faith to involve the parents and community in making the decisions that directly affected them, their children. and their neighborhood. 5The desegregation plans repeatedly stress the importance of involving parents and other citizens in the schools, calling for the districts to \"solicit and sustain community involvement\" (Interdistrict Plan, pg. 66). The Court of Appeals has recognized the importance of this aspect of the desegregation plans, identifying appropriate parent involvement as an element of the plans which is \"crucial. and with respect to which no retreat should be approved.\" Appeal of Little Rock School District. 949 F.2d 253, 256 (Sth Cir. 1991). This Court has continued to emphasize the role which meaningful parent involvement plays in keeping the community happy with its schools. The Court has stressed that the public is better satisfied when the parties keep citizens adequately informed and involved, and when the districts do a good job of helping their constituents anticipate and prepare for the changes that affect their schools. The Court has noted the link between information. involvement, and stability: \"Anticipating changes and having a process to go through when changes are taking place are very important to stability.\" (June 28, 1994 Hearing Transcript, pg. 55.) Furthermore, the desegregation plan and orders of this Court recognize that \"desegregation will succeed only so far as the community supports and participates in it.\" (December 30, 1992 Order, pg. 17.) Any facilities study which the district conducts must yield a facilities plan which incorporates a coherent and well-reasoned decision-making process that will guide the district in changing the use (including closure) of any school or building. That process must specifically involve the community with the aim of 6preventing situations of trepidation similar to that which surrounded the potential closing of Baseline. The 1988 facilities study, which was produced for the LRSD by Stanton Leggett and Associates and was referred to at the hearing. was quite comprehensive, but it is no longer current. As the LRSD develops its facilities plan, the district may wish to include the same type of information which that study covered, incorporating current data. However, rather than details concerning the condition of physical plants and equipment, the Court is more interested in the district developing criteria for detezrmining how its buildings will be used, modified, expanded, or closed based on information that specifically takes into consideration the district's desegregation obligations, including community involvement. and the effect that building use has on students and achieving the desegregation goals. Components of the facilities plan, as well as minimum planning factors and considerations the LRSD must use, are set forth below. These items are broad general categories to be utilized with respect to determining whether and how the function of a school or other district building might be altered.* The detailed planning of the items should be executed by the LRSD, although the Coxirt notes that its Office of Desegregation Monitoring remains available to provide assistance. Although the LRSD is free to conduct a study that is as comprehensive and detailed as it wishes, the facilities plan should be based at a minimum on those factors Of course, closing schools is a modification of the desegregation plan and the requisite process must be followed. 4 7listed below: A. A facilities needs assessment based on trends in student population and staffing, on demographic and geographic considerations, and on student assignment zones. B. An analysis of facility resources, including capacities. location, campus size, and any special features or limitations. C. A proposed facilities use plan for all district buildings for the next five to ten years that takes into account the factors above and: 1. 2. district goals and objectives desegregation requirements obligations) (including interdistrict 4. 5. 6. 7. 8. 9. decision criteria for facilities actions (criteria the district will use to guide decisions that affect its facilities) identification and analysis of options proposed facilities changes impact of programmatic changes, such as middle schools reassignment of students and the impact on enrollment and racial balance at receiving schools the burden of busing on students impact on financial stability 3. The facilities study should also include an examination of the buildings currently used for administrative space. The Court notes that the district presently expends a considerable sum in renting the Parkin building and a nearby parking lot while several former schools sit empty. At any time the LRSD comes before the Court proposing to change the use of a school or other building, the Court will make its decision on whether to approve the proposal in relation to the district's facilities plan for all of its buildings (based on the elements named above), the extent to which the district has followed the requisite plan modification process, and the manner in 8which the district has involved the community in its decisions. The Court again stresses that parental involvement is a key requirement of the desegregation plan. As  stated in a recent order, the swiftest and surest way out of the federal court is to abide by the terms and spirit of the settlement agreement, and this includes community involvement in the planning and decision-making process with respect to school closings. Only with a cooperative relationship between the district and the community can success in implementing the settlement agreement be achieved. In sum, the Court grants the LRSD's motions to designate Washington as the second interdistrict school which the desegregation plan obligated the district to build and also to close Stephens Incentive School [doc.#'s 2160, 2191]. The Court withholds approval of the construction of a new Stephens school as proposed in the stipulation pending receipt of information and data that demonstrates such constniction is justified. IT IS SO ORDERED this day of February 1995. UNlffio STATES IHSTraCT JUDGE rWIS DOCUMENT ENTERED O-N-- -D--O---C--K--ET SHEET IN COMPtlANi ON___  RULE 58 BY 9 * Hearing held, transcript not yet received DATE OF HEARING Sept. 10, 1996 August 29, 1996 August 19, 1996 June 6, 1996 May 31, 1996 May 30, 1996 May 15, 1996 May 14, 1996 May 13, 1996 Mar. 26, 1996 Dec. 14, 1995 Dec. 15, 1995 Dec. 8, 1995 Oct. 28, 1995 Sept. 8, 1995 Sept. 1, 1995 August 31, 1995 August 30, 1995 LISTING OF COURT HEARINGS, DIRECTIVES, AND TRANSCRIPT SUMMARIES SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF- PERSON) TRO-paying teachers during strike PCSSD strike Joshuas fees LRSD 96-97 budget State funding formula- conf for setting deadlines Expert Witness Gary Orfield Expert Witness David Armor Expert Witnesses Herbert Walberg and David Armor Expert Witness Herbert Walberg LRSD Budget M-to-M Pooling M-to-M Pooling (continued) LRSD, ServiceMaster LRSD, ServiceMaster LRSD, PCSSD, ADE pooling LRSD release of court supervision NLRSD release of court supervision PCSSD release of court supervision Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes YesDATE OF HEARING August 28, 1995 August 25, 1995 August 11, 1995 lUgust 2, 1995 August 1, 1995 July 14, 1995 July 7, 1995 July 6, 1995 June 23, 1995 April 10, 1995 March 24, 1995 March 9, 1995 Sept. 21, 1994 Sept. 16, 1994 Sept. 15, 1994 Sept. 14, 1994 August 12, 1994 July 29, 1994 July 28, 1994 June 29, 1994 June 28, 1994 June 7, 1994 April 22, 1994 Feb 25, 1994 SUBJECT Continuation on contempt motion by Joshua Emergency contempt of court by Joshua LRSD 1995-96 budget LRSD 1995-96 budget NLRSD \u0026amp; PCSSD 1995-96 budget Telephone conference (M-to-M pooling) LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget On-the-record conference (plan modifications) ADE reitLstatement ADE reinstatement ADE reinstatement ADE reinstatement LRSD 1994-95 budget LRSD 1994-95 budget PCSSD 1994-95 budget LRSD 1994-95 budget LRSD 1994-95 budget Closing Stephens LRSD 1994-95 budget LRSD 1994-95 planning \u0026amp; budgeting process HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Ye.s Yes Yes ON DISC No Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes DIRECTIVES PULLED Yes Yes Yes Yes Yes SUMMARY COMPLETE BY (NAME OF PERSON) Bob \u0026amp; Polly Polly Margie Margie MelissaDATE OF HEARING SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON) Jan 27, 1994 Jan 26, 1994 Jan 25, 1994 Nov 18, 1993 Nov 17, 1993 Aug 17, 1993 Aug 12, 1993 July 8, 1993 July 7, 1993 June 24, 1993 June 9, 1993 June 8, 1993 April 19, 1993 April 14, 1993 April 13, 1993 March 19, 1993 Feb 1, 1993 Aug 3, 1992 July 2, 1992 July 1, 1992 June 30, 1992 May 29, 1992 (p.m.) 1992-93 Incentive Schs Monitoring Rpt (a.m.) 1992-93 Incentive Schs Monitoring Rpt 1992-93 Incentive SchixiLs Monitoring Report PCSSD Racial Balance Monitoring Report Stephens Schtx)! ADE reinstatement PCSSD 1993-93 budget LRSD 1993-94 budget and budget process LRSD 1993-94 budget PCSSD 1993-94 budget Stephens Interdistrict Schcxrl King Interdistrict School en King Interdistrict School LRSD budget cuts Rezoning (not deseg related) (continuation) Rezoning (not deseg related) LRSD budget cuts LRSD budget process LRSD budget PCSSD budget cuts Incentive Schools Incentive Schools Delay of interdistrict schools and modification of the magnet program at McClellan Yes Yes Ye.s Ye.s Yes Yes Yes Yes Ye.s Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Scatmed Yes Yes Scanned Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes . Yes N/A N/A Yes Yes Yes Yes Yes Yes Yes Yes N/A N/A Yes Yes Horace Horace Horace \u0026amp; Polly Melissa Margie Horace Melissa Connie/Bill Bob Bob Margie Melissa Horace Melissa N/A N/A Margie ConnieDATE OF HEARING March 9, 1992 Feb 7, 1992 Feb 6, 1992 Jan 28, 1992 Jan 27, 1992 Jan 23, 1992 Jan 22, 1992 Jan 21, 1992 Dec 19, 1991 Dec 18, 1991 Aug 7, 1991 March 20, 1991 Jan 25, 1991 SUBJECT King Jnterdistrict School site Continuation (completing modification hearings) Continuation Continuation Continuation Continuation Continuation Proposed modifications-1989 settlement plans PCSSD \u0026amp; LRSD budgets PCSSD \u0026amp; LRSD budgets Partial stay Construction Aerospace Magnet School HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes ON DISC No No No No Yes No No Yes Yes Scanned Yes Scanned No DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON)* Hearing held, transcript not yet received DATE OF HEARING Sept. 10, 1996 August 29, 1996 August 19, 1996 June 6, 1996 May 31, 1996 May 30, 1996 May 15, 1996 May 14, 1996 May 13, 1996 Mar. 26, 1996 Dec. 14, 1995 Dec. 15, 1995 Dec. 8, 1995 Oct. 28, 1995 Sept. 8, 1995 Sept. 1, 1995 August 31, 1995 August 30, 1995 LISTING OF COURT HEARINGS, DIRECTIVES, AND TRANSCRIPT SUMMARIES SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON) 7/31/94 TRO-paying teachers during strike PCSSD strike Joshuas fees LRSD 96-97 budget State funding formula- conf for setting deadlines Expert Witness Gary Orfield Expert Witness David Armor Expert Witnesses Herbert Walberg and David Armor Expert Witness Herbert Walberg LRSD Budget M-to-M Pooling M-to-M Pooling (continued) LRSD, ServiceMaster LRSD, ServiceMaster LRSD, PCSSD, ADE pooling LRSD release of court supervision NLRSD release of court supervision PCSSD release of court supervision Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes YesDATE OF HEARING August 28, 1995 August 25, 1995 August 11, 1995 ,ugust 2, 1995 August 1, 1995 July 14, 1995 July 7, 1995 July 6, 1995 June 23, 1995 April 10, 1995 March 24, 1995 March 9, 1995 Sept. 21, 1994 Sept. 16, 1994 Sept. 15, 1994 Sept. 14, 1994 August 12, 1994 July 29, 1994 July 28, 1994 June 29, 1994 June 28, 1994 June 7, 1994 April 22, 1994 Feb 25, 1994 SUBJECT Continuation on contempt motion by Joshua Emergency contempt of court by Joshua LRSD 1995-96 budget LRSD 1995-96 budget NLRSD \u0026amp; PCSSD 1995-96 budget Telephone conference (M-to-M pooling) LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget LRSD 1995-96 budget On-the-record conference (plan modifications) ADE reinstatement ADE reinstatement ADE reinstatement ADE reinstatement LRSD 1994-95 budget LRSD 1994-95 budget PCSSD 1994-95 budget LRSD 1994-95 budget LRSD 1994-95 budget Closing Stephens LRSD 1994-95 budget LRSD 1994-95 planning \u0026amp; budgeting process HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes ON DISC No Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes DIRECTIVES PULLED Yes Yes Yes Yes Yes SUMMARY COMPLETE BY (NAME OF PERSON) Bob \u0026amp; Polly Polly Margie Margie MelissaDATE OF HEARING SUBJECT HARD COPY ON DISC DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON) Jan 27, 1994 Jan 26, 1994 Jan 25, 1994 Nov 18, 1993 Nov 17, 1993 Aug 17, 1993 Aug 12, 1993 July 8, 1993 July 7, 1993 June 24, 1993 June 9, 1993 June 8, 1993 April 19, 1993 April 14, 1993 April 13, 1993 March 19, 1993 Feb 1, 1993 Aug 3, 1992 July 2, 1992 July 1, 1992 June 30, 1992 May 29, 1992 (p.m.) 1992-93 Incentive Schs Monitoring Rpt (a.m.) 1992-93 Incentive Schs Monitoring Rpt 1992-93 Incentive Schools Monitoring Report PCSSD Racial Balance Monitoring Report Stephens School ADE reinstatement PCSSD 1993-93 budget LRSD 1993-94 budget and budget process LRSD 1993-94 budget PCSSD 1993-94 budget Stephens Interdistrict School King Interdistrict School King Interdistrict School LRSD budget cuts Rezoning (not deseg related) (continuation) Rezoning (not deseg related) LRSD budget cuts LRSD budget process LRSD budget PCSSD budget cuts Incentive Schools Incentive Schools Delay of interdistrict schools and modification of the magnet program at McClellan Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Scanned Yes Yes Scanned Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes N/A N/A Yes Yes Yes Yes Yes Yes Yes Yes N/A N/A Yes Yes Horace Horace Horace \u0026amp; Polly Melissa Margie Horace Melissa Connie/Bill Bob Bob Margie Melissa Horace Melissa N/A N/A Margie ConnieDATE OF HEARING March 9, 1992 Feb 7, 1992 Feb 6, 1992 Jan 28, 1992 Jan 27, 1992 Jan 23, 1992 Jan 22, 1992 Jan 21, 1992 Dec 19, 1991 Dec 18, 1991 Aug 7, 1991 March 20, 1991 Jan 25, 1991 SUBJECT King Interdistrict School site Continuation (completing modification hearings) Continuation Continuation Continuation Continuation Continuation Proposed modifications-1989 settlement plans PCSSD \u0026amp; LRSD budgets PCSSD \u0026amp; LRSD budgets Partial stay Construction Aerospace Magnet School HARD COPY Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes ON DISC No No No No Yes No No Yes Yes Scarmed Yes Scanned No DIRECTIVES PULLED SUMMARY COMPLETE BY (NAME OF PERSON)suop^npojj lapAus mox an3sa\u0026gt;{ ueaaQ jeaio aqjL o V. o )1J Cii Omh Rtto Booker T. Washington Math/Science Magnet School is \u0026lt;0 BECEIV50 MAY 8 1995 OHice of Desegregation Monitoring / You are cordially invited to drop in May 8-11 to observe our fifth grade students as they participate in an exciting interactive technology unit, The Great Ocean Rescue. Please visit during any of the following time blocks: 8:00 a.m. -10:00 a.m. 11:00 a.m. -12:30 p.m. 1:15 p.m. - 2:30 p.m. Booker T. Washington Math/Science Magnet School 115 West 27th Street iUnit Rationale MAY 8 1995 The Great Ocean Rescue Office of Desegreg\n,^.  j, ,, , j v m . i v.. The following vision statement was developed by the Technology Planning Committee of the Little Rock School District: The Cittle TCock School District, in keeping with its mission and goals, will provide a quality, integrated educational program through the use of technology which promotes optimum achievement academically, socially, and emotionally. Cittle ^ock School District will provide an environment which promotes interactive learning, thus empowering students to meet the challenges of the advancing technology of the Zlst century. Cittle T^ock School District will provide opportunities through technology which empower students, staff, and community to achieve excellence, to think critically and creatively to solve problems in an ever-changing society and to access, utilize, and communicate information globally. This unit of study has been designed as a tool for fifth grade teachers to use as they begin to meet the challenge of the aforementioned vision statement. The Great Ocean Rescue laserdisc and software program, published by Tom Snyder Productions, has been used as a framework for this unit. The reference books supplied with the game will be used as functional print sources. The Island of the Blue Dolphins will serve as a literature link. Nystrom Study Prints and AIMS materials will be utilized. Our Great Ocean Rescue unit reaches across the curriculum and integrates traditional pencil and paper tasks with cooperative learning teams, computer usage, hands-on activities, and community resources. Students that receive special services (Reading or Math PAL, Resource Room instruction) will receive direct service delivery in the regular classroom so that they may be totally immersed in the unit activities. Fifth grade classrooms will visit the Intermediate Science Lab on a daily basis. Students will visit other specialists classrooms and will complete integrated lessons which support this units theme. The units design has been carefully scheduled so that four classrooms of students may participate and compete against one another as they play The Great Ocean Rescue laserdisc game. It is our intent that this unit be used in the future by classroom teachers without extra specialist support. Individual teachers will find scheduling much less restrictive and will enjoy having the use of a laserdisc player and computer in their classroom for a week long loan period.R MAY 3 The Great Ocean Rescue Office oi C, Unit Rationale The following vision statement was developed by the Technology Planning Committee of the Little Rock School District: 'The CiTtle ^ock School District, in keeping with its mission and goals, will provide a quality, integrated educational program through the use of technology which promotes optimum achievement academically, socially, and emotionally. fit tie JLock School District will provide an environment which promotes interactive learning, thus empowering students to meet the challenges of the advancing technology of the 2.1st century. Ci trie C^^ock School District will provide opportunities through technology which empower students, staff, and community to achieve excellence, to think critically and creatively to solve problems in an ever-changing society and to access, utilize, and communicate information globally. This unit of study has been designed as a tool for Hfth grade teachers to use as they begin to meet the challenge of the aforementioned vision statement. The Great Ocean Rescue laserdisc and software program, published by Tom Snyder Productions, has been used as a framework for this unit. The reference books supplied with the game will be used as functional print sources. The Island of the Blue Dolphins will serve as a literature link. Nystrom Study Prints and AIMS materials will be utilized. Our Great Ocean Rescue unit reaches across the curriculum and integrates traditional pencil and paper tasks with cooperative learning teams, computer usage, hands-on activities, and community resources. Students that receive special services (Reading or Math PAL, Resource Room instruction) will receive direct service delivery in the regular classroom so that they may be totally immersed in the unit activities. Fifth grade classrooms will visit the Intermediate Science Lab on a daily basis. Students will visit other specialists classrooms and will complete integrated lessons which support this units theme. The units design has been carefully scheduled so that four classrooms of students may participate and compete against one another as they play The Great Ocean Rescue laserdisc game. It is our intent that this unit be used in the future by classroom teachers without extra specialist support. Individual teachers will find scheduling much less restrictive and wUl enjoy having the use of a laserdisc player and computer in their classroom for a week long loan period.RECSW I i i HiY 8 ms Office of Dessgregaucn Monnonns I I t I ' 15 You are cordially invited to drop in May 8-11 to observe our fifth grade students as they participate in an exciting interactive technology unit, The Great Ocean Rescue. 1 i Please visit during any of the following time blocks: 8:00 a.m. -10:00 a.m. 11:00 a.m. -12:30 p.m. 1:15 p.m. - 2:30 p.m. Booker T. Washington Math/Science Magnet School 115 West 27th StreetSeptember 30, 1995 ocr j 1995 Office of Desegregation Monitor Ann Brown 201 East Markham Suite 510 Heritage West Bldg Little Rock, AR 72201 Qi Vear Ann Brown\nI have chosen to write this letter directly to you since I have spoken at length with you in the past about certain aspects of the Little Rock School District. My child was involved in an incident at Washington Magnet Elementary on August 28th of this year that I feel should be brought to your attention. The facts of what happened are as follows: (to the best I can ascertain) My first-grader and her friend Lyndsey (also a first grader) went to the restroom before school. Apparently they were in the same stall of the restroom and also sitting or laying on the floor (perhaps crawling under the stalls?)when two older children came into the restroom. These children reported to Ms. Buchanan that \"something strange\" was going on in the restroom. Meanwhile my child and her friend had left the bathroom and gone to class. Ms. Buchanan sent the older children from room to room with an aide until they pointed out the two children they had seen in the restroom. My child and her friend were then escorted to the principal's office where Ms. Buchanan and apparently the counselor Ms. Kuhns questioned them both together and separately to determine what had occurred. Although Ms. Buchanan has maintained that the line of questioning was of a general nature such as \"Has anything happened to either of you?\" and \"Are you alright?\". My child reported the questions as \"Did you lay on top of your friend\" and \"Did you have her dress up?\" I was contacted after the questioning was over and told that I needed to speak with my child about the \"privacy issue\". I later called the other child's parents and was told that they had no knowledge of the incident. When I questioned Ms. Buchanan about this she said that the parents did not speak English (although I did speak with the father on the phone) and that she had thought they were coming in with an interpreter the afternoon of the incident for a conference, so she was planning to talk to them then. However, she later realized that the parents who came in were another child's parents and by that time she had decided that \"nothing had really occurred\" so she decided not to call the other parents.My concerns about this incident are: 1) 2) 3) 4) 5) Since this type of behavior (sharing stalls \u0026amp; playing in the restroom) is typical of six-year olds the fact that they were questioned at all seems ridiculous. Sin\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_636","title":"Miscellaneous","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Educational statistics","School boards"],"dcterms_title":["Miscellaneous"],"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/636"],"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":["75 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\nCorrespondence, brochure, and news clippings\nAmerica's Culture Begins WITH Education I America's Culture Begins WITH Education The Music Educators National Conference believes that every child should have a quality education in music. Knowledge and skills in music and the other arts are vital for their aesthetic, historical, and cultural value. Without the arts in the curriculum of America's public schools, children are denied an education that provides a firm foundation for living and making a living. To reinforce this view, we asked prominent American citizens, who are the chief executive officers of major companies, to share their personal and corporate commitment to the arts in education. Their statements support MENC's belief that the study of the arts makes a special contribution to the development of children's creativity, self-discipline, critical thinking, and self-esteem. The study of music and the other arts gives students a sense of their cultural heritage and helps them develop their human potential to the fullest extent possible. Indeed, America's Culture Begins with Education. i I John J. Mahlmann Executive Director 1 I O z UI m z o 20N3W Music Educators National Conference 1 I  w I w 'Ml f I Ui 1 d! -'Sfi \u0026gt;11 \u0026lt;9 T \u0026lt;Si '\\ * J  *% F  I \" f  ' 4Xi h' \u0026lt; America's Culture Begins WITH Education * T 1 Fl IJ i a f\nw^WS 4 uM Si\u0026gt;. y Robert E. Allen Chairman and Chief Executive Officer AT\u0026amp;T Corporation Yle live in an age increasingly ruled by science and technology, a fact that only underscores the need for more emphasis on the arts. As we find science encroaching on every field of study, we need to ensure that our humanity does not become a historical footnote. That can best be assured with a solid understanding and appreciation of the arts. A grounding in the arts will help our children to see\nto bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser. I 1 i 1 ! I i JohnH. Bryan Chairman of the Board and Chief Executive Officer Sara Lee Corporation I I J The arts have value not only because they enrich our lives as individuals, but also because they enrich society as a whole in several ways. For example, creativity is so crucial to the success of democratic capitalism. The arts are also important to society because they are such a civilizing force ... as essential over time as adequate housing, a cleaner environment, and other compelling causes. And the arts are an important component of education. If we expect America to remain a civilized country into the next generation and the next century, education should include a strong grounding in one's tradition and culture. The arts are an important part of this acculturation process. They help explain who we are and how we got here. They reach us and teach us in ways that can enlighten and inspire, often for a lifetime. Some people may see art simply as elitist entertainment, not relevant to the problems of the day. But art can be very important in giving a sense of direction and purpose to the youth of our society. 1 Willard C. Butcher Chairman of the Board The Chase Manhattan Corporation I firmly believe that there is place for the arts  music, dance, drawing, painting, writing  in the school curriculum. In the elementary grades, the arts are a valuable component in broadening a childs mind and talents. In secondary school, the arts provide a sense of history, connecting the past to the present. When a student reaches college, a liberal arts education teaches not just clear but creative, innovative thinking. That's the kind of individual Tm interested in recruiting for Chase: one who can think conceptually, write well and  perhaps most importantly  bring a creative outlook to the conference room table. Beyond that, however, an appreciation of music and the arts can provide countless hours of enjoyment for a full and rewarding life. Kenneth T. Derr Chief Executive Officer Chevron U.S.A. Long before talk about the right and left sides of the brain became popular, businesses like ours knew that the need for thinkers extended far beyond the concert hall and the art gallery. Every part of a vital society depends on creative thought. The world in which we live and work, and in which we create our future, should be a world in which new ideas are valued, and where restless creative minds seek better ways of doing things. The energy that keeps a child's foot tapping, that paints purple leaves on a pink tree, that ranges freely in an open world of the imagination, will bring to our society a vitality that will energize any corner in which it finds itself. A large corporation such as ours can thrive best in a society in which young people are vital and quick and creative. We need such young people not only as employees but also as neighbors and customers, today and in future days. J 1 ! 1 David T. Kearns Chairman and Chief Executive Officer Xerox Corporation VIhy arts in education? Why education at all? The purpose of education is not simply to inform but to enrich and enlighten, to provide insights into life as it has been led and as it may be led. No element of the curriculum is better suited to that task than arts education. Whether we think about music, the performing arts, the plastic arts, whether we think about appreciation or performance, the arts take us beyond pragmatic concerns of the moment and give us a glimpse of human possibility- Ars longa, vita brevis: art is long, life is short. This timeless quote  attributed to Hippocrates, used by Chaucer, Browning, and Longfellow  reminds us pf the true importance of art and the reason for arts education. Art alone endures\nit is the highest form of human expression\nand it is accessible to everyone. Even though most of us cannot perform as Beethoven, Leonardo, Sophocles, or Picasso did, we can appreciate and participate in their accomplishments. There is, of course, a practical reason for arts education  indeed, for liberal education: as I said in Winning the Brain Race, a book I coauthored with Denis P. Doyle, \"a liberal education not only imparts the great lessons of history, citizenship, and science, it teaches people to think, to solve problems, to take risks ... to think independently, to step back from problems and the croivd, to be an entrepreneur and innovator. The virtues of a liberal education are the virtues of free enterprise in general and the high tech, knowledgebased society in particular: flexibility, adaptability, inventiveness, even playfulness. William E. LaMothe Chairman of the Board Chief Executive Officer Kellogg Company I believe that a liberal arts education prepares young people for adult life far better than a more narrowly focused education. The perspectives on music, art, history, languages, and the other disciplines help adults understand more about life, get more enjoyment out of life, and contribute more to their families, churches, and communities. An education enriched with participation in lively arts encourages students to reach for the best within themselves. The self-esteem they develop from this experience builds the confidence to reach for the best in our society. Business also benefits from education in the arts. Successful companies in our emerging global economy need more than technicians. They require men and women who thrive in an environment of multiple cultures and who understand the variety of needs among both employees and customers. Appreciation of music and related arts bridges the gaps among societies and offers young people valuable lessons in cooperation and sensitivity to others. One of the most wasteful decisions any school could make would be to discard arts education as a \"frill. The investment in a fine arts curriculum is repaid many times over by the quality of life it fosters in the community and by the growth it encourages in our most valuable asset: our children. Edward H. Rensi Chief Operations Officer President and Chief Operating OfficerU.S.A. McDonald's Corporation Helping our children become the most informed, well-rounded people they can be is the greatest gift we can offer them. It will allow them to embrace the world and to reach their full potential in both their personal and professional lives. It is our job, as parents, educators, and friends, to see that our young people have the opportunity to attain the thorough education that will prepare them for the future. Much of that education takes place in the classroom. We must encourage our youngsters in such pursuits as music education. In addition to learning the valuable lesson that it takes hard work to achieve success, no matter what the arena, music education can provide students with a strong sense of determination, improved communication skills, and a host of other qualities essential for successful living. 3 John Sculley Chairman and Chief Executive Officer Apple Computer, Inc. The creative arts provide us with a unique and vital perspective about our world. As performers or supporters of music, dance, art, or theater, with each experience we have the possibility of being inspired and seeing the world through a different lens. Those experiences are critical to our personal growth because they can play a major role in spurring our own creativity. As a chief executive of a technology company that thrives on creativity, 1 want to work with people whose imaginations have been unleashed and who tackle problems as challenges rather than see them as obstacles. An education enriched by the creative arts should be considered essential for everyone. I II I awu. \"T W*5 I I II I A- -' , I-  t -\u0026lt;^1 V \u0026gt;a V, I Photography Credits Kathleen Menke, Crystal Images Vivienne della Grotta Mark Madsen National Art Education Association Linda Rutledge B. Youngo z lU m z MUSIC EDUCATORS 23N3n NATIONAL CONFERENCE 1902 Association Drive Reston, VA 22091 Copyright  1990 MENC ISBN 0-940796-82-1The Music Educators National Conference is the only national association that addresses all aspects of music education  band, chorus, orchestra, general music, teacher education, and research. Nearly 60,000 members represent all levels of teaching from pre-kindergar- ten to the doctorate. Since 1907, MENC has worked to ensure that every student has access to a well-balanced, comprehensive, and high- cjuality program of music instruction. MUSIC m Q Z III z . O EDUCATORS 23N3W NATIONAL CONFERENCE-*  * sr, i Little Rock School District July 26. 1990 Mrs. Arma Hart and Mrs. Ann Brown Associate Metropolitan Supervisors 201 East Markham Street Suite 510 Little Rock, AR 72201 jXi^- Dear Mrs. Hart and Mrs. Brown: 2!1 .sjsSJS* In response to your memorandum of July 12, 1990, we are preparing to move ahead with implementing the Tri-District Plan in accordance with the July 2, 1990, order of the Eighth Circuit panel. Paragraph 1 of the Order states: \"The Tri-District Plan provides for the use of presently operating school facilities in a manner different in some respects from the uses proposed by the parties under the settlement plans. To the extent of any such differences, the presently operating school facilities involved shall be used for the 1990-91 school year in accordance with the Tri-District Plan.\" In concurrence with this paragraph of the Order, the following schools will be opened in 1990-91. 1. 2. 3. 4. Dunbar International Studies Magnet School Washington Interdistrict Magnet School Central High School International Studies Program Incentive Schools: Rockefeller (with Early Childhood Magnet), Stephens, Garland, Rightsell, Mitchell, and Ish. In addition, building expansion projects for Woodruff, Western Hills, and Cloverdale will continue. We are also renovating space for housing the Safety and Security Office and have tentative plans for modification of the Incentive Schools. , Paragraph 2 of the Order addresses both facilities and programs. It states, \"New facilities required under the Tri-District Plan but not under the settlement plans shall not be constructed absent agreement of all parties. New programs required under the Tri-District Plan but not under the settlement plans may, if planning can be completed in time, be operated for the 1990-91 school year.\" In concurrence with Paragraph 2, facilities planning for the Aerospace Magnet, Business Communications Magnet, Downtown Early Childhood Center, MacArthur Park Magnet, and Science (Zoo) Magnet, while continuing. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Mrs. Arma Hart and Mrs. Ann Brovzn  July 26, 1990 Page Two cannot be finalized until we receive final orders from the Eighth Circuit Court. With regard to programs, those initiated in 1989-90 and continuing in 1990-91 include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Before and after school care in incentive schools Early Childhood Education (Garland, Franklin, Badgett, Ish, Stephens, Rockefeller, Washington) Staff development (Director and Trainers) Homework centers in incentive schools. HIPPY Library media program (REACH) Multicultural curriculum enhancement and staff development materials (art, English, foreign language, mathematics, reading, science, special education) Program for Accelerated Learning (reading and mathematics) Summer school tuition program Expanded plant services assistance (construction managers, custodial assistance, additional craftsmen) Expanded special education services (including Learning Center) Development of multicultural curriculum guides Minority teacher recruitment program Parent involvement (expansion of VIPS services) Secondary alternative school program Parkview Science programs Additional programs to be implemented in 1990-91 include: 1. 2. 3. 4. 5 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Academic progress incentive grants for area schools Human relations training for all employees Expanded communications and public relations programs Safety and Security Office Curriculum audit Expansion of the Student Assignment Office/Recruitment Program Two-run transportation system Incentive School program Extracurricular activities program Area school improvements (collaboration with area schools committee) Positive student discipline (including hearing officer) Badgett aviation theme (planning only) Senior high alternative school program Precollege testing Junior high restructuring McClellan Community School program Expanded elementary counseling/social work program Implementation of multicultural curriculum (grades 7-12) Planning for the implementation of programs and services in special education, gifted and talented education, and parent involvement as described in the addenda to the Tri-District Plan will also continue.Elementary: School 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 LRSD GUIDANCE COUNSELOR ASSIGNMENTS (Data provided by LRSD) 1991-92 1992-93 Enrollment 220 360 337 634 420 601 531 392 303 320 402 507 506 279 254 339 200 484 505 511 427 312 356 342 289 403 357 245 B W 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 2 2 1 2 1 1 1 1 1 1 1 Allotment (Days) Enrollment B W Allotment (Days) 5 full 5 full 5 full 5 full/5 full 5 full 5 full/5 full 5 full/2 full/1 alternating 5 full 5 full 5 full 5 full 5 full/5 full 5 full/ 2 full/1 alternating 5 full 5 full 5 full 5 full 5 full/2 full/ If/a) 5 full/3 full 5 full/ 2 full/1 alternating 5 full 5 full 5 full 5 full 5 full 5 full 5 full 5 full 202 321 339 621 398 598 535 366 304 243 444 411 530 256 282 336 187 483 500 509 440 264 353 379 249 361 361 209 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 2 1 1 1 1 2 1 2 1 1 1 1 1 1 2full/3{'/2) 3 full/ 2(/2) 3 fUll/2(Va) 5 full/Sf/a) 1 full/4(72) 1 full/4\u0026lt;V2) 5full/5C/2) 5 full/2(/2) 3full/2C/2) 3full/2(/2) 1 full/4(/2) 5 full 5 full 5full/3(/2) 5 full 5 full 5 full *5 full 5 full/2(/2) 5full/2C/2) 5full/2(/2) 5 full 5 full 5 full 5 full 5 full 5 full 5 full 5 fullLRSD Guidance Counselor Assignments (continued) 1991-92 1992-93 School Enrollment B W Allotment (Days) Enrollment B W Allotment (Days) Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff 512 479 841 467 323 495 394 225 1 2 1 1 2 1 2 1 1 5 full 5 full/2 full/1(72) 5 full/5 full 5 full/5 full 5 full 5 full/2 full 5 full 5 full 541 500 822 451 335 502 355 234 1 1 1 2 1 1 1 1 1 1 5 full/3(Vz) 5 full 5 full 5 full 5 full 5 full 5full/4{/2) 5 full 1 full/4\u0026lt;V2) * Vacant from Februaryl, 1993 through March 19, 1993. Secondary: School 1991-92 1992-93 Enrollment B W Enrollment B W Cloverdale Jr. High Dunbar Jr. High Forest Heights Jr. High Henderson Jr. High Mabelvale Jr. High Mann Magnet Jr. High Pulaski Heights Jr. High Southwest Jr. High Central High Fair High Hall High McClellan High Parkview Magnet High 745 691 765 859 665 872 761 704 1,721 882 1,082 980 844 1 1 1 2 1 1 1 1 2 2 2 1 1 2 2 2 1 1 2 2 2 4 1 2 3 2 775 705 787 914 667 849 774 695 1,950 886 976 966 854 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 2 1 2 1 4 2 1 2LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 1\n1 October 18, 1991 J* OCT 2 3 1991 OHice of Dese^reg: latii ion MonitcfinQ TO: James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services FROM: Content Area Curriculum Supervisors SUBJECT: Multicultural Education Curriculum Guides The process for revising the multicultural curriculum guides is currently being implemented. Revisions will occur in all content areas, grade levels K-9, and in the College Prep Recommendations as outlined by the Arkansas State Department of Education. These areas are the minimum core courses in English, Natural Sciences, Mathematics, Social Studies, and Foreign Language. In addition. revisions of multicultural guides will be made for courses beyond the minimum core. These Enhanced Preparation areas are Natural Science, Mathematics, Speech, and Fine Arts. All revised multicultural curriculum guides will be implemented beginning with the 1992-93 school term.* 1 Z I \u0026lt; - -  Little Rock School District March 28, 1991 \\^S\\ Oftce o\\ Ms. Ann Brown and Ms . Arma Hart Office of Desegregation Monitoring 201 East Markham Street Little Rock, AR 72201 Dear Ann and Arma: I have enclosed for your review a report which I am presenting to the Board on Thursday, March earlier recommendation regarding' the The report grew out implementation of a of an 2.0 grade point average as a requirement Since the recommendation was tabled, I have continued to think about how we for graduation. can best improve student learning so that the achievement of 2.0 is the norm rather than the exception. I believe a the approach contained in District blueprint for this report will provide the Board and improving our school system and consequently enhancing learning for students. 28 . a I invite your comments and suggestions. Cordially, Ruth S. Steele Superintendent of Schools pk 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 NO MORE EXCUSES\nA PLAN TO INCREASE LEARNING FOR ALL STUDENTS IN THE LITTLE ROCK SCHOOL DISTRICT The purpose of this report is twofold: first, to identify and discuss problems and issues which the Little Rock School District must address if we are to substantially improve the level of learning in our schools\nand second, to outline a plan to empower all our students to be successful learners. BACKGROUND What students are learning in our schools is the most important issue School Board members, administrators, and teachers must consider as decisions are made about education in our community. The elimination of academic achievement disparities between black and white students, the enrollment in upper level courses, appropriate remediation for the students who are not learning, the use of school libraries, homework assignments, minimum grade point requirements for graduation, the number and quality of reading assignments, multi-cultural education, \"tracking. H higher order thinking skills, and many other issues are all related to this central question: How can we get students to learn what we think they should know and how can we be sure they are learning as much and as well as they can? Last fall the administration was asked to consider a proposal to require a 2.0 grade point average as a requirement for graduation and to submit a report to the School Board for its consideration by December. The administration submitted its report December 3 and recommended that the 2.0 requirement be phased in starting with certain minimum requirements for the 1991-92 school year and implemented fully by 1994-95. The recommendation was presented to the Board at the December meeting and tabled for further consideration at a later meeting. In January, 1991, the Little Rock School District received the Curriculum Audit conducted in September 1990 by a team of administrators and professors from the National Academy of School Executives. This audit was authorized by the Board when it adopted the budget in August 1990. The audit found that the District's curriculum is disjointed, uncoordinated, and inappropriately sequenced. It found that district-wide curriculum objectives do not exist, grading practices are inconsistent, promotion criteria are unclear, assessment is not related to the curriculum, and curriculum guides lack internal consistency. In short, even though the Little Rock School District is performing \"reasonably well\" according to the Curriculum Audit, much work needs to be done to improve curriculum design, content, delivery, sequence, and assessment of student learning.Following the December Board meeting, three public hearings were held to give District patrons an opportunity to express their views regarding the proposed 2.0 requirement. were evident during these hearings. Two opinions The first was that people were generally in favor of the schools setting higher learning expectations for students. The second opinion was that schools are responsible for seeing to it that students receive every possible opportunity to develop their intellectual abilities to the fullest extent and that this responsibility is not being met in all cases. Concern was also expressed for the student with identified learning deficits who might not ever be able to achieve the requirement of a 2.0 g.p.a. Since the public hearings, a survey was sent to teachers and principals requesting their opinions concerning the 2.0 g.p.a. requirement. The results showed support for the 2.0 but most thought it should be phased in. The District's Biracial Advisory Committee took the position that the effectiveness of the current remedial and compensatory programs should be assessed before the Board decides to implement the 2.0 g.p.a. requirement. PROBLEMS AND ISSUES The problem of low student achievement in the Little Rock School District is not unique in our community. In a report entitled Accelerating Academic Achievement\nA Summary of Findings from 20 Years of NAEP [National Assessment of Educational Progress, September 1990] the following points are made: 1. \"Most of the data in this report show that our present education performance is low and not improving. II 2 . \"Research shows that student academic performance is likely to be greater when pupils work hard, when parents are actively involved in their children's education, and when teachers and school administrators incorporate research tested improvements in the classroom. Yet, this report ....shows that these things are not typically happening.\" 3. \"Time devoted to some subject areas is limited...\" 4 . \"Homework is often minimal or non-existent. II 25. \"Most classroom work is dominated by passive learning activities that feature teacher and textbook-presented information despite research findings indicating that these techniques are not the most effective.\" 6. \"Although parents are our children's first and most effective teachers, large proportions of students are not reading outside of school, are spending excessive hours watching television, and are spending little time on homework. II 7 . \"Students can read at a surface level, getting the gist of material, but they do not read analytically or perform well on challenging reading assignments.\" 8. II Small proportions of students write well enough to accomplish the purposes of different writing tasks\nmost do not communicate effectively.\" 9. \"Students' grasp of the four basic arithmetic operations and beginning problem solving is far from universal in elementary and junior high school... II 10. II Only small proportions of students appear to develop specialized knowledge needed to address science-based problems and the pattern of falling behind begins in elementary school. II 11. \"Students are familiar with events that have shaped American history, but they do not appear to understand the significance and connection of these events. II 12. \"In recent assessments, more students appear to be gaining basic skills, yet fewer are demonstrating a grasp of higher-level application of these skills.\" 13 . II Despite progress in narrowing the gaps, the differences in performance between white students and their minority counterparts remain unacceptably large. II 14. \"Large proportions of students....are not enrolled in challenging mathematics and science coursework.\" 315. II Across the last 20 years, little seems to have changed in the way students are taught. Despite much research suggesting better alternatives, classrooms still appear to be dominated by textbooks, teacher lectures, and short answer activity sheets. It Other findings from the NAEP report are also highly disturbing: 31 percent of the 12th graders in 1988 read five or fewer pages per day from all textbooks in both homework and school. 52 percent of the 12th graders in 1988 said they never or rarely borrow books from the school or public library. 97 percent of the 4th graders reported that they completed workbooks or skill sheet assignments on what they read\nonly 45 percent said they talked in pairs or groups about their reading. More than 30 percent of the eighth and twelfth graders reported never talking to someone at home about things they read. Nearly three-fourths of the eighth graders had teachers who reported spending an hour or less on writing instruction and assistance each week - or less than 15 minutes per day. At grade 12, half the students assessed in 1988 reported that they had written two or fewer papers as part of an. school assignment in the six weeks before the assessment. Only 14 percent of the Sth graders and 9 percent of the seniors reported weekly writing assignments of three or more pages. At grade 3, 49 percent of the teachers reported spending one to two hours a week teaching science. In 1986, one quarter of the eleventh graders assessed were not enrolled in a math course and another one quarter were taking lower level math courses such as General Mathematics, Pre-algebra, or Algebra I. 4Slightly more than half said they were not taking any type of science course. More than two-thirds of the high school seniors typically do an hour or less of homework each day. Only 29 percent had two or more hours of homework each day. These findings are by no means all that the NAEP Report presented. Many others are equally distressing. The inescapable conclusion is that students, for the most part, do not learn nearly what they are able to learn. for several reasons: This appears to be the case (1) they are taught in ways that have been proven ineffective over and over by well-documented research\n(2) the curriculum is content-deficient, and (3) expectations from both parents and educators are set at an unacceptably low level. While these findings are based on nationwide research, they are not atypical of what we find locally and should give us cause for grave concern. In fact, the grade distribution, test scores. level of expectations, a large amount of \"seatwork\" in our classrooms, and the limited use of libraries are among the indicators in our own District that support these findings. As we examine our schools in relation to the NAEP report and decide whether to impose a minimum requirement for graduation, we must reflect upon events that have greatly affected our ability to deliver quality education to our students. 1983, we have been in court almost continuously. Since January, During that period, no less than four desegregation plans have been written. Weeks were spent in 1988 and 1989 negotiating a settlement with the State to bring an end to the desegregation litigation. The District has experienced significant changes in its geographic boundaries. Board governance, and administration. As was pointed out in the Curriculum Audit, the District has had five different superintendents since 1982. The issues we have dealt with and the rapidity of the changes which have occurred in the District have contributed in varying degrees to weakening many of our internal processes and organizational procedures. We have seen job roles become less clearly defined, lines of authority eroded, and employees not held accountable for their work. The result  as was vividly and painfully described in the Curriculum Audit  is a district in which \"Learning is not likely to get any better, and it could continue to get worse unless administrative direction, expertise, and intervention are provided in the educational programs of the Little Rock School District. tl (P-14) In my opinion, two things are necessary before we can fulfill the responsibilities we have as a school district toward 5our patrons and students. First, Board policies must be reviewed, revised, and in some cases improved. Coherent, consistent regulations, directives, and procedures must be developed where needed to support the enactment of these policies. Then all employees must be held accountable for carrying out Board policies and adhering to regulations, directives, and procedures developed to support them. Second, as the Audit pointed out, the curriculum must be reviewed, revised as necessary, developed in an appropriate scope and sequence, and capable of supporting carefully written educational objectives. In my opinion, we cannot afford to take three to five years to complete this redesign of our curriculum. It must be started now. Core areas of the curriculum (reading. language arts, math, science, social studies and fine arts) must be appropriately scoped and sequenced in time for use during the 1992-93 school year. This will require enormous work by a cadre of teachers and administrators, and it may very well require the expertise of curriculum designers who can work with our staff in putting our entire curriculum together in the proper scope. sequence, and format, K-12. It most certainly will require reorganization of the central office administration and an allocation of sufficient resources in order to accomplish this major goal. Not until these things are done can we move forward as a district to address in a meaningful way the evaluation of effective teaching and building management, assessment of student learning, overall school success, and the effectiveness of central office leadership. In my opinion, it would be unfair to place the full burden of improvement in student learning on the students and the parents. It is our responsibility to take appropriate and immediate action to remove all barriers to improved performance and at the same time raise expectations for student achievement. RECOMMENDED PLAN OF ACTION TO ACCOMPLISH THE GOALS OF INCREASED LEARNING FOR ALL STUDENTS I am recommending the following: 1. A review and adoption of revised Board policies in Curriculum and Instruction by the Little Rock School Board at a work session to be held before the end of the current school year, preferably during the month of April. All other Board policies will be reviewed. revised as necessary, and adopted by September, 1991. 2 . A decision by the Board at this work session as to the educational outcomes we want our students to have when they leave our schools. 6 3 . A decision at the work session regarding the priority the Board wishes to assign to the thirteen recommendations of the Curriculum Audit. 4 . An acknowledgement by the Board that the proper way for the schools to address disparities in academic achievement is first to have a written curriculum that is comprehensive, relevant, challenging, and properly scoped and sequenced in grades K-12 and then to teach the curriculum effectively to all students, setting forth clear expectations and using strategies that have been proven successful for student learning. 5. Authorization by the Board to design and develop a curriculum specifically for Little Rock School District students which incorporates the characteristics in recommendation number four. 6. Authorization by the Board to develop a comprehensive grade level assessment program to determine the extent to which our students are mastering the curriculum. 7. A revision of the District's grading policies to make them more consistent from school to school and from classroom to classroom. It should be clear that grades are to be assigned on the basis of mastery of specific curriculum content. 8. Periodic reports to the Board, preferably each semester, showing the distribution of student grades at the secondary level. These reports will indicate courses in which students have the greatest difficulty and will track the progress of individual students on a random basis from grade to grade. 9. An ongoing review of the District's remedial and compensatory programs by the Biracial Advisory Committee with recommendations for changes presented to the Board yearly for the next three years. 10. The implementation of an Instructional Management System by the 1992-93 school year that will enable us to track the progress of individual students and provide corrective prescriptions to improve learning. 11. The immediate reorganization of the central office administration to provide concentrated effort in curriculum development and appropriate supervision of schools. To that end, the Associate Superintendent will devote her time primarily to curriculum design and development and staff development. The job roles of the curriculum supervisors will be redefined to include 7more programmatic responsibility for the delivery of the curriculum. A third administrator will be assigned to provide supervision to the schools as an assistant superintendent. The assistant superintendents will report to the Deputy Superintendent. 12. 13. 14 . 15. 16. The development and implementation of a leadership academy and training program for current and prospective principals, assistant principals, and central office administrators. The development and implementation of a teacher mentoring program as a key component of the District's staff development. The revision of the District's overall staff development program to provide greater concentration in the delivery of key components to our personnel. Special emphasis will be given to effective teaching strategies and use of current technologies for teaching and learning. Development of school-based parent training programs in every school emphasizing parent workshops and other sessions held at schools and other locations which emphasize the following: Discipline strategies and order in the home Time management for children and parents Planning and monitoring home study Building self-esteem for parents and children Communication within the home and with the school Substance abuse prevention Nutrition and health Development of an Early Childhood Education curriculum that includes components from successful programs in our District (e.g. HIPPY) and other districts. Assuming that the administration is directed to implement these recommendations and following documentation through systematic and comprehensive assessment that significant progress is being made, the Little Rock School Board should reconsider the timeframe for implementation of a 2.0 g.p.a. requirement for graduation after the end of the 1992-93 school year. The decision as to whether the requirement should be implemented and when, should be based upon the Board's analysis of how effectively the above recommendations are being followed. 8TIMELINES Proposed timelines for reconsideration of the 2.0 requirement is outlined for your consideration and approval: 1. Reports to the Board and community documenting progress made in achieving each of the sixteen recommendations in the \"Plan to Increase Learning for All Students. * * *  August 1991 January 1992 April 1992 July 1992 * November 1992 February 1993 May 1993 August 1993 and ongoing Reports to the Board and community regarding grade distribution and test scores for the Little Rock students.  * * * A July 1991 February 1992 July 1992 February 1993 July 1993 and ongoing Reports to the Board from the Biracial Advisory Committee concerning the District's remedial and compensatory programs. Should the Committee wish to make recommendations for changes, they will be included in these reports. August 1991 * June 1992 * * * 2. 3. * * * January 1993 June 1993 and ongoing twice yearly. 4 . Reconsideration of the recommendation to implement a 2.0 g.p.a. requirement for graduation from the Little Rock School District. * August 1993 MONITORING AND EVALUATION Through the use of the reports outlined above, the Little Rock School District Board of Directors will have access to the data it needs to decide whether to implement a 2.0 g.p.a. as a graduation requirement. It is recommended that this year's seventh graders be used as the base population from which to track an increase in students' ability to achieve a 2.0. If by the end of the 1992-93 seventh graders have demonstrated a 10 percent increase each year in the number of students achieving a 9C average, then it may be reasonable to assume that the 2.0 g.p.a. could be fairly required of the 1995-96 graduating class. This would extend by only one year the original time frame as described in the December report. Reports tracking the District's progress in achieving the recommendations in the report and student progress in achieving a 2.0 will be supplied to the parties in the desegregation case and the Office of Desegregation Monitoring with the view that what is learned in this process will be helpful both to educators and the community at large. Ruth S. Steele, Superintendent March 28, 1991 10LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHTkM STREET LITTLE ROCK, AR 72201 June 27, 1991 TO: Board of Directors Ott'C 0^ OesM^ FROM:\nhip Jones, Manager of Support Services THROUGH: Ruth S. Steele, Superintendent (5^ SUBJECT: Pankey School Over a year ago, the residents of Pankey approached the Board. The residents did not want the District to sell the Pankey site because Ms. Josephine Pankey had donated the site to the Pulaski County Special School District many years ago. donated the site to a public entity. Because a Pankey resident the residents felt that a public entity should not sell the property without regard to its donated purposes. the Pankey residents. At the Board's direction, we began to work with On September 10, 1990, the District offered to the Pankey community three general principles for a possible long-term relationship between the District and the Pankey community: 1. 3. The District agrees to allow the Pankey residents six months (to March 15, 1991) to organize, develop plans, and present the District with a formal plan for the construction and operation of a community center at the site of the former Pankey School. 2. The residents of Pankey agree to incorporate so that the residents will have legal status to negotiate and make binding agreements with the District. The District will proceed with the demolition of the Pankey School building so that the site will no longer be a hazard to the community. On September 19, 1990, we updated the Board on the status of our work with the residents. In the memo we stated II If the community the District will can be an economically independent partner, consider providing alternative learning programs, homework centers. etc. 1991. for the community. The II We met with residents again in April, residents proposed that the District renovate the building at an estimated cost of $400,000.( PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 TO: Bobby G. Lester, Superintendent RECEIVED FROM: Eddi^^ollins, Pupil Personnel Services Assistant Superintendent JUL I 0 SUBJECT: Student Transfer and Magnet School Summary 0* Desegregation Monitoring for the 1991-92 School Year DATE: July 9. 1991 Attached is a copy of the magnet and majority-to-minority student assignments for the 1991-92 school year. As of June 18, 1991, there were 141 elementary students assigned to the regular magnet school program and 13 students assigned to the M-to-M magnet schools (Rockefeller and Washington). Of the total number of elementary students assigned to the regular magnet schools, 29 were black and 112 were white. Black students from PCSSD are not allowed to transfer to the M-to-M magnet schools. There have been 11 elementary students assigned to PCSSD from LRSD and 9 students assigned to LRSD from PCSSD under the regular majority-to-minority transfer provision. At the secondary level, 222 students have been assigned to the regular magnet schools for the coming year. and 113 were white. Of these, 109 were black Seven students have been assigned to the M-to-M magnet schools (Central and Dunbar). Twenty-eight secondary students have been assigned to PCSSD from LRSD and 26 students have been assigned to LRSD from PCSSD under the regular M-to-M provision. A total of 363 students has been assigned to the regular magnet schools and 20 students assigned to the M-to-M magnet schools. Of the 363 students assigned to regular magnets, 138 were black. There has been a total of 39 students assigned to PCSSD and 35 students assigned to LRSD under the M-to-M provision. At the close of the 1990-91 school year, we had approximately 876 students enrolled in the magnet school program. We have received 13 applications for the intra-district integrative transfer for the 1991-92 school year (10 white and 3 black), will be taken on these requests after the Sth day of school. Act ion Pulaski County Special School District adjusted projected enrollment for the 1991-92 school year is 21,023 students (5,610 black-27%, and 15,413 white (73%). ELEMENTARY SCHOOLS Adkins Arnold Drive Baker Bates Bayou Msto Cato College Station Elem. Harris_______________ Jacksonville Elem. Landmark Lawson Grove Elem. pakbrooke Pine Forest Pinewood Robinson Elem. Scott Sherwood Sylvan Hills Elem, Taylor Tolleson TOTAL ELEMENTARY 1991-92 Projected Enrollment B \"THT 142 16% ____22. 26% ____ 48% 336 2% ,14 144 35r 94 22% 102 Jl ll 47% -.234_ 18% 64 1^1 19% 127 15% 179 \"22% 95 3BF 82 ~2^ 117 TSF 131 26% 108 3ii^ I I w : 235 : 84% : lAl \u0026gt; 213 . 363 : 55%\" 595  529 152 ^TST 352 65% 407 \u0026gt; 53% 292 82% 285 gir 545 85% 581 III 4il- 341 82% 597 1991-92 STUDENT TRANSFER AND MAGNET SCHOOL SUMMARY (As of 6/18/91) Regular Magnet School Assigrsnents M-to-M Magnet School Assignments Enrollinent Minus M-to-M and Regular Magnet School T B W T B W T  Assignments Plus M-to-M Transfers LR to PCSSD Minus M-to-M Transfers PCSSD 377 440. 289 699 609 673 246 454 530 629 829 546 349 580 ^12 687 634 A31 218 458 728 410. 587 12,081 A 0 7 0 7 A 8. A 0 A 0 0 A 0 A A 0 29 J. a 8 A 1 4 0 10 1 3 A A 14 8 7 10 5 1 13 -A 10 112 8 1 4 1 10 8 4 10. A 14 3 1_ 10 5 A 13 A A 10 141 0 1 1 0 0 0 A A 0 0 4 4 1 2 1 2 1 1 13 1 2 1 2 1 1 13 B TS?- 142 16% -_Z2. 27% ____76 48% 330 2% 14 '22% 144 31 102 284 35% 221 29% 241 46% 246 18% 64 14% 127 \"TST 106 29%' 179 TBS\" 82 \"ZST' 117 TB%  131 26%  108 22% \" 132 3??i\nW 62^ 235 84% _365 73% 205 52% 360 98% 594 ~78% 525 64% 152 77% 339 46% 238 65% 404 71%' 588 54% 290 82% 284 86% -ffl- 53J Sii 57: 71% 44\nCT* 13\n32( 825 59( 745 30(  T B T B W to LR n f\" 1991-92 Adjusted Projected Enrollmrent 377 AIL 281 690 608 669 239 441 522 625 829 53A 348 664 679 624 431 217 443 721 408 576 A 0. A A A A A A A A 1 A A 2. A A A 4 0 4 0 1 1 B SB?\" 142 16% 13 28% ._ao 48% 330 2% zit\" 144 \"BBT 81 23% 102 55% 284 35% 221 29% ^41 46% _240. 19% 81 14% 127 16%  106 29%  .122. 23% 26% .117. 18% 111. 26% 132 w UTT 235 84% -365 204 52% 360 98% 525 152 77% 339 45% .23^ 65% 71% _5a2 54% 81% .223. 86% -ffi- 537 84%  513 71%' ..442. Bl Hi J2h. 82% .220. 74% 444 T 377 AXL 284 690 608 669 239 441 .5A3. 350. 56Z 664 679 A24. 434 217 AA3. 221 Aoa 31Ai. 11,927 11 0 11 0 A A 576, 31 IU,929SECONDARY SCHOOLS 1991-92 Projected Enrollment 1991-92 STUDENT TRANSFER AND MAGNET SCHOOL SUMMARY (As of 6/18/92) Page 2. Fuller Jr. High J'Ville Jr. North B TtT Regular Magnet School Assignments M-to-M Magnet School Assignments J'Ville Jr. South J*Ville High___________ mils High -North Pulaski________ Northwood________ Oak _Groye_High_________ Robinson Jr. High Robinson High______ ^Ivan Hills Jr. High Sylvan Hills High -TOTAL SECONDARY________ 162 29% .A2i 25% 265  A7F 312 20% 160 18% ASA 23% lUO 25% 111 715- 192 23% 213 27% 2501 W 53% 475 74^ 460 71% 434 75W 792 53? 358 80% 658 82% 795 329 331 ^795 737 77% 717 73% 6820 T B W T B W T Enrollment Minus M-to-M and Regular Magnet School Assignments Plus M-to-M Transfers LR to PCSSD Minus M-to-M Transfers PCSSD DISTRICT TOTAL 889 622 607 1057 670 818 953 975 429 442 929 930 9321 z 59 0 .a 0 50 0 0 0 0 0 0 109 JI 6 1. 12 3 3 45 11 6' 9 6 113 225 6 _2, 12 53 0 1 1 B 43% 355 76^- 162 29i 17,3 75T 265 43T 262 3 0 1 45 11 6 9 6 222 363 0. A 0 0 0 1 7 20  ^0% 1 4 1 7 160 23% 219 19% 180 74% \u0026gt;- 111 AIF 192 23F 213 26% 2392 w 57% 475 74T 454 71% 427 780 \"57%- 354 SOT 653 77% 730 81% 746 TEW 325 75^ 123 11^ ' 711 74%  6700 \u0026lt; T B W T B W to LR n t 1991-92 Adjusted Projected Enrollmrent 830 616 600 1045 616 813 949 926 Ali 436 920 924 9092 20 A 1 1 a. 7 3 6 28 39 0 A 1 0 0 1 1 1 0 0 0 0 7 3 6 28 39 0 0 0 0_ A 9 2 26 35 B 43% 35,5 ISA 29% 25% 266 262 20% 160 23% 219 20% jar 26% 9 2 I 195 TW 219 27% 26 2420 35 w 57% 475 7# ASA 71% 75i 719 354 gor 652 T 1045 616 77% 812 730 80% -237 74% 316 79% 728, 76% 709 73% 6674 949 918 A22. A34. 923 928 9094 21^ 73* 5610^.41321 123 I JRETENTIONS 1990-91 JUNIOR HIGHS W B M F M F M Cloverdale 7 8 9 7 2 3 2 5 0 14 17 4 6 9 0 0 1 0 Dunbar 1 8 9 0 3 0 0 1 0 0 3 0 0 2 1 0 0 0 RECFIVCD OCT 2 8 1991 Office of Desegregation Monitoring 0 F 0 0 0 0 0 0 Forest Heights 7 8 9 0 1 3 0 0 1 0 6 5 6 10 7 0 0 0 0 0 0 Henderson 7 8 g 0 0 1 1 1 1 14 13 7 8 12 3 0 0 0 0 0 0 Mabelvale / S 9 4 1 0 1 0 1 8 9 4 1 5 1 0 0 0 0 0 0 Mann / 8 9 0 0 0 0 0 0 3 0 0 2 4 0 0 0 0 0 0 0 Pulaski Heights 7 8  9 1 1 0 0 0 0 1 11 0 0 8 2 0 0 0 0 0 0 Southwest A 0 0 0 0 0 0 7 8 9 6 8 1 6 5 2 2 0 0 1 1RETENTIONS 1990-91 SENIOR HIGH W B 0 11 F M F M F Central K 10 11 12 0 h, 2 4 0 1 0 0 1 11 7 10 1 9 4 8 0 1 0 0 0 0 0 0 Fair- K 10 11 12 0 2 1 2 0 1 0 0 0 6 0 5 0 1 1 4 0 0 0 1 0 0 0 0 Hall K 10 11 12 0 6 3 7 0 5 2 1 2 14 10 14 0 8 5 10 0 1 0 0 0 0 0 0 McClellan K 10 11 12 0 8 5 5 0 2 4 9 0 22 22 12 0 9 11 16 0 0 0 0 0 0 0 0 Parkview K 10 11 12 0 1 1 2 0 0 1 1 0 2 1 4 1 1 0 5 0 0 0 0 0 0 0 0Central BM 114 BF 155 Hall BM 107 BF 89 Parkview BM 56 BF 76 McClellan BM 74 BF 80 Fair BM 64 BF 66 GRADUATION DATA 1990-91 WM 88 MF 127 WM 61 WF 96 WM 39 WF 80 WM 51 WT 55 WM 54 MF 58 OM 7 OF 6 OM 1 OF 2 OM 8 OF 4 OM 0 OF 2 OM 2 OF 0/ 4 5 51)1 .374 f L 5 Schi V 1.1' I i  d' I I9S9 NaUonai Merit and Nationai Achievement Schoarship -.iver, Jonathan Nationai Merit Srh larsht^ J. A, Fair Sarnett, Cynthia Sarnett, Jr -- Cauley. Get Davis, Johnso! Levine, Skinner, Chns Shaffer, ha isr National Merit scholarship National Merit Scholarship National Merit Semifinalist Nationai Merit Scholarship National Semifinalist Nation^. Merit Scholarship National Merit Scholarship National Achievement Semifinalist Hall High Hall High Hall High Hall High Hall High Hall Hic^ Hal! High Hall High Hr Andrew National acir.vement Scholarship Parkview* BaLe\n-, otc)r:en Bland Jen. Bolton, Jesse Clemons. J'lngnd Gates, Lorrair- Glubc- . .Si'if ,' LU\nforence. National Merit Scholarship National Achievement Scholarship National Merit Scholarship National Acruevement Scholarship National lerit Scholarship National erit Sciioiarship Neal, Karan' Randolph, Turner, r..,- Wit ..BJca National Merit Scholarship National Achievement Scholarship National Achievement Scholarship National Achievement Scholarship National Achievement Scholarship Centra! Centra Centr-' Central Central Central Centra! Central Central Centr.-h Central ( Ji 1 Mhiftil05 06'92 13:58 0301 374 7609 L R School Dlst ODM @003'009 NATIONAL MERIT SEMIPINALIST 1. Brandy Bridges, Central, 30375 Brandy Rd.,11, Mrs. Sandara Bridges 2. Kevin Brockmeier, Parkview 1300 Northwick Ct., 07, Mrs. Sally Brockmeier 3. Nicholas Cockcroft, Central 514 N. Cedar, 05, M/M David E. Cockcroft 4. Helen Daniel, Central 1406 S. Cedar, 04, M/M B. Page Daniel 5. Bliss Daniel, Central 1406 S. Cedar, 04, M/M B. Page Daniel 6. James Donato, Parkview 1913 Jennifer Dr,, 12, M/M James Donato 7, Jason E, Farrar, Central 3714 Oakwood Rd., 05, Ms. Betty Farrar 8. Jennifer Firestone, Parkview 7315 Amhurst Dr., 05, M/M William Firestone 9. David L. Hall, Hall 14 Tallyho Ln., 07, Mr. and Mrs. Gary H. 10.Cheryl R. Johnson, McClellan, M/M Bill Johnson 11.Ellen Lu, Central 1502 Green, Mtn. Dr. IIIC., 11. M/M Ming Lu 12.Alistair E. Newbern, Central 10 Ozark Point, 05, M/M William D. Newbern 13.Kristen Parsons, Parkview, 5 Natural Steps Dr., Roland, 72135, Mrs. Jane Parsons 14.Kevin Shumaker, Fair, 7006 W. Wakefield Dr., 09, Dale/Susie Shumaker 15.Enn T. Stockey, Central 920 N. Spruce, 05, Mrs, Susan M, Santa Cruz 16.Kelsey M. Stout, Central 3407 Doral Dr., 12, Dr/M Kimber m. Stout 17.Tracy L, Tatom, Central 54 El Dorado Dr., 12, M/M Sam W. Tatom 18.Michelle D. Thompson, Central 53 White Oak Ln., 07, Mrs. Teresa S. Thompson 19.Emily B. Truax, Central 905 N. Shackleford, 11, Dr/M Kurt H. Truax 20\u0026lt;Elizabeth R. Wilson, Central 520 W. Elm, 05, Dr./M Frank J, Wilson x 21.Shelley A. Wunder, Hall ( Country Place, Roland, 72135, M/M Jerry D. Wunder 22,Matthew C. Yeager, Hall, 1118 Wild Turkey Ct., 11, m/M James C. Yeager05 06'92 13:58 501 374 7609 L R School DISt ODM 0004 11119 NATIONAL ACHIEVEMENT SBMIPINALISTS 1. Una Allen, Central, 2, 2818 Welch, 02,Rev/M Lee A. Allen Thurlo Cobb, Hall 1815 S. Monroe, 04, M/M Thurlo Cobb 3. Rolando Herts, Central 5 Woodlore Ct., 72211, Dr. Ruth Herts 4. Chandra Hinton, central 5300 Baseline, Apt. 22G, 09, Mrs. Patricia Hinton 5. Leia Scott, Fair, 5601 Forestview Rd.,04,Therman/Mary Scott,Jr. 6. Michelle Slater,Fair 5707 Pecan Lake Rd.,04,James/Annette Slater 7. Ronald Smith, Central 1822 Allis, 04, Mrs. Lois D. Threet 8. Nnamdi I. Thompson, Hall 4323 W. 17th, 04, M/M Morris Thompson NATIONAI. MERIT COMMENDED STUDENTS 1. 2. 3. 4. 5. 6. Bryan W. Adams, Central 2401 N. Fillmore, 07, M/M Tom Adams April Barrow, Parkview, P.O. Box 15732, NLR 72231,. Mr. Marvin Barrow Ashley E. Boyt, Central 5211 Stonewall, 07, Mrs. Dianne Boyt Cory Susan Fitzgerald, Fair, 9616 Alexander Rd.,72103,Sidney/Annette Fitzgerald Gregory E. Hamilton, Central, 10 Northwest Ct., 12, Dr./M George Hamilton Suzanne Sisson, Parkview 7716 Hillsboro Road,Mabelvale, 72103, M/M Carrol Sisson National Achievement Commended Sherri Atkins, Central 10527 Warren Drive, 09, Mrs. Shirley Atkins Milicent N. Ewing, Hall 1400 Old Forge Dr. #1601, 07 Bethany Hall, Central 10223 Independence, 09, Arthur/Margaret Hall Marcia Howard, Parkview 3606 Tudor Dr.,04, Mrs. Juanita Howard Darrell Johnson, McClellan 2022 S. Rice, 02, Mrs. Vederal Johnso Jerry Jones, Central 1501 West 18th, 02, Rita Lancaster Sonya Marks, Parkview 8 Lakeside Dr.,04, M/M Arcell Marks Kessha Moore, Parkview 2111 Dorchester Dr., 04, M/M Victor Moore William Swanigan, McClellan 6510 Mabelvale Cutoff Rd. R21, 09, Mrs. Shirie Swanigan05 06'92 13:59 0501 374 7609 L R School Dlst ODM @005'009 /m Jermonie Weaver, Central 2600 Roaine Rd., 04, Mrs. GirtnaL Weaver Phillip J, Williams, Hall 2123 Labette Manor Dr., #624, 050506 '92 13:59 0501 374 7609 L R School Dlst ODM @006'009 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. 12. 13. 14. National Merit Scholarships Barney, Tiffany L Central 7001 West 65th, 09, Mark \u0026amp; Victoria Barney Bertram, Chris, Parkview 118 Johnson, 05, Thomas \u0026amp; Pamela Bertram Casciano, Jonathan D Central 1921 Romine Road, 05, Daniel \u0026amp; Gertrude Casciano Climer, Amber, Parkview 419 Carpenter Dr., 05. Mary Beavers Corbell, Jayme B., J. A. Fair 92A Aliza Drive, 09, Mike \u0026amp; Nila Corbell Davis, Susan L., Parkview 4 Labette Ct., 05, Ronald \u0026amp; Lois Davis Floyd, Jill A.. Central also, achievement semifinalsit 1710 West 19th Street, 02, Mr. \u0026amp; Mrs. James Floyd Holmes, Emily A., Central 610 North Oak, 05, Ron Holmes Kern, Maradee K., McClellan 10400 Republic Lane, 09, Mr. \u0026amp; Mrs. Greg Kern Krain, Lewis, Parkview 218 Valley Club Circle, 12. Mark \u0026amp; Doris Krain Langston, Joey, Parkview 9904 Coppersmith Lane, 07, Leo \u0026amp; Joyce Langston Lea. Michael, J. A. Fair 28 Crepe Myrtle PI, 09, Robert \u0026amp; Nancy Lea Lovelace-Chand'er, Altx, J. , air 45 Laver, 09, Ben \u0026amp; Vernta Lovelace-Chandler Luchin, David S., Central 1605 Jr Deputy Road. 05. Che -uchin05'06.92 14:00 0301 374 7609 L R School Dlst ODM @007/009 15. 16. 17. McNee, Emily, Parkview #1 Red Fox. Jacksonville, Ar. 72076, John \u0026amp; Valerie Paul. Melissa S.. J. A. Fair 7 Wagon Circle, 09, Joyce Jean Paul Schriver, Robert R., Hall 39 St. Andrews Dr,. 12. Carol \u0026amp; Byron Schriver Jr. McNee 18. 19. Scruggs, Jennifer, Hall 8 Cherry Creek Cove, 12, Dr. \u0026amp; Mrs. Sheehan, Anne E., Central 4812 Club Rd., 07, Nancy Sheehan Jan W. Scruggs 20. Smith, Larry E., Central 11 LahPttp r. also, achievement semifinaiist 1 Laoette Cr 't, 05, Alice Smith 21. Soo, Jeffrey A., Central 1214 Wild Turkey Ct., 11, Allen \u0026amp; Evelyn Soo 22. Tseng, Jesse L., Central 8 Oakmont Ct., 12, Dr. \u0026amp; Mrs. Jyi-Ming Tseng 23. Turner, Justin T., Central 2725 Charter Oak Dr., 07, Mr. \u0026amp; Mrs. Tom Turner 24. Vogler, Hannah K., Central 28 Pine Manor, 07, Mr. \u0026amp; Mrs. Richard Lawrence 25. Webb, Sarah E., Cenuui 5505 Edgerwood, 07, Mr. \u0026amp; Mrs. Roger Webb 26. Woods. Casey, Hall 17324 Cooper Orbit Road, 10, Jan \u0026amp; Shelby Woods Merit Scholarship Commended 1.. 2. Earl, Mary Arnette, Central u, ^29 El Dorado Drive, 12, John \u0026amp; Suzanne Hatch, Sandra, Hall ouzanne Earl 3. ^srl \u0026amp; Karin Malott, Ragan L., Central Hatch 10000 Kane Dr., 05, Barbara French05/06.'92 14:01 0301 374 7609 L R School Dlst ODM @008-009 4. Taylor. Jonathan M., Parkview 4312 Longtree Cove, 12. Kenneth P. Taylor National Achievement Scholarship 1. 2. 3. 4. Bunting, Eric L., Hail 3424 W. 14th St.. 04. Mrs. Ruth M. Johnson Floyd, Jill A., Central also, merit semifinalist 1710 West 19th Street, 02, Mr. \u0026amp; Mrs. James Floyd Hood, Carla, Parkview 1233 West 37th, 06, Curtis \u0026amp; Susie Hood Smith, Larry E., Centra! also, merit semifinalist 5. 6. 11 Labette Court, 05. Alice Smith Wade, Carla N., Parkview 11324 Hickory Hill Rd., 11, Johnny \u0026amp; Joannie Wade Williams. Shayala L., Parkview 2529 Ozark Drive, North Little Rock. 72116, David \u0026amp; Jean Williams National Achievement Commended 1. 2. 3. 4.. 5. Bradley, Adrienne R.. Parkview 1711 Garfield Court, 04, Ms. Adeal Williams Bradley Cheek, Paula R., J, A. Fair P. O. Box 175, 03, Frank \u0026amp; Shirley Cheek Edwards, Jennifer L., McClellan 9211 Oak Grove Lane, 09, Mr. \u0026amp; Mrs. Willie Fdwards Ivory, George S., Parkview 8815 Beck Rd., 12, George \u0026amp; Rose Ivory Lacey, Julian, Parkview 6412 Shirley Drive. 04, Dr. J. J. Lacey \u0026amp; Mrs. Marian Lacey 6. 7. Robinson, James G., J. A. Fair 7616 Woodhaven Drive , 09, Jimmy \u0026amp; Jimaline Robinson Taylor, Damien, Parkview 19 Tanya Court, 04, Darryl \u0026amp; Georgia Taylor05 -06'92 14:01 501 374 7609 L R School Dlst --- ODM 0009-009 8. Terry, Alvin L. Ill, Parkview 25 Quebec Dr., 04, Beverly A, Terry \u0026amp; Alvin L. Terry Jr. Student ,Vho Received Achievements That Have Moved From District 1. Caldwell, Drew O., Central, Merit Semifinalist (Moved to Benton) 2. Doub, Amy. Hall, Merit Semifinalist (Moved to Florida) 3. Kruger, Natasha, Central, Merit Commended (Moved to Colorado)National Coalition Music Educators National Conference Arkansas_____________ Coalition for Music Education National Academy of Recording Arts and Sciences, Inc. National Association of Music Merchants Arkansas Coalition Coordinating Committee Mike White Arkansas Music Educators Association Earl Allain National Association of Music Merchants Craig Baker National Academy of Recording Arts and Sciences, Inc. Aoerican Choral Director's Association: Arkansas Arkansas Choral Director's Association Arkansas Elanent. Educator's anentary Music Association Arkansas School Band and Orchestra Association Arkansas School Music Dealers Association August 8, 1992 Dr. Mac Bernd, Superintendent Little Rock School District 810 W. Markham Little Rock, AR 72201 Dr. Bernd: RECEIVED AUG 1 0 1992 Office of Desegregation Monitoring As Co-Chairman of the Arkansas Coalition for Music Education I must protest the summary exclusion of elementary general music from your curriculum for the 92-93 school year. I believe that this action on your part is both hasty as well as shortsighted. The two major tasks we face in all of the state's public schools, I believe, are \u0026lt;1) to reduce expenditures to match reduced Income from the state of Arkansas and from lower tax revenues due to the recession, and (2) to raise the quality of the students' education, as measured by test scores. First, the enclosed data, plus an important videotape that I will be pleased to provide, show that cutting the music program will cost the school system more money and will NOT reduce a funds shortfall in subsequent years. The principal reason is that music teachers are responsible for larger classes than other non-music teachers, who would need to replace them. Those larger performing groups such as band and choir will become smaller as the quality of early music education is diminished. participate. Fewer students wi11 want to Where will you put those students who would have been enrolled in the choir or band? This is the phenomenon called \"Reverse Economics.\" Secondly, involvement in music develops students' self-discipline, motivation, and self-esteem (as well as Important skills). Especially for disadvantaged and at-rlsk students, the music-related Improvement in the students' self-worth and attentiveness causes the students to be more self-disciplined and motivated toward other Important subjects  math, science, social sciences and English  test scores of which are used to evaluate the effectiveness of educational programs. Just how is it that quality is recognized in a school? is ultimately determined by what actually takes place between teachers and students. It P. O. BOX 3217 / LITTLE ROCK, ARKANSAS 72203 (501) 374-8206 One of the most valid indicators to look for would be the richness of the curriculum. All schools provide pretty much the same offerings in languages and literature, math, the sciences, and the social sciences. However, they differ enormously In their offerings In the arts. We all can name schools that provide extensive arts programs. the schools that we recognize as being among the best. Very often these are There Is a strong and positive correlation between a high degree of excellence In a school and a vigorous, dynamic program In the arts. While at first glance it may seem illogical to the unaware, an effective answer to achieving substantially higher test scores would be to double the funding for music and the contact time for students in grades K-6. Early contact with the student will pay off when that student graduates with substantially higher test scores than previous generations. Also, guidance counselors should ininedlately begin encouraging the secondary students to enroll in music or other arts courses with the hope that they will slightly Improve their scores before they graduate. Longer periods with the same discipline, motivation, and attention problems we have today are not likely to result in substantially more student learning  students currently at the lower end of the test-score range are not likely to- inprove their test results dramatically. Students motivated from the early grades on through music classes do respond well to their other academic responsibilities. There has been a dramatic increase in the inequity of educational opportunity for the children of Little Rock as well as the rest of Pulaski County: a) no elementary music instruction\nand b) unqualified or poorly prepared music teachers being placed into the regular classroom. Those parents who recognize the value of Instruction In music and who can afford private instruction will see that their children receive it. What will the other parents do? Is this education by ZIP code? another factor in the establishment of a cultural caste system? Is this Just I encourage you to consider what I have offered to you. that will corroborate these statements, other arts can do for our children. Get the research documents Don't close your mind to what music and the Sincerely, Mike White Enclosures: Did You Know...? Verbal/Math Mean Scores - Arts Participants Above Average Verbal/Math Mean Scores - vs. Varying Amounts of Participation Change In Enrollment Research/Resource List Copies to: U.S. District Judge Susan Webber Wright Ann Brown - Office of Desegregation Monitoring Little Rock School Board Members Managing Editor: Arkansas Democrat-Gazette Managing Editor: Arkansas Times Coordinating Conmittee: Arkansas Coalition for Music EducationDID YOU KNOW... 1. According to studies made by The College Board in 1989, students taking music and other arts courses scored an average of 20-40 points higher on both verbal and math portions of the SATs in 1987-89 than students who took no arts cl asses. 2. 3. They also found that students who took more than four years of music and the other arts scored 34 points better on verbal SATs and 18 points better on math SATs than those who took music for less than one year. The arts (music, visual arts, drama, and dance) are now an official part of the AMERICA 2000 initiative (AMERICA 2000 Arts Partnership) being developed by the U.S. Department of Education. 4. Music is beginning to be understood as a -form o-f intelligence, not merely a manifestation of it. Researchers are moving toward a theory of \"multiple intelligences.\" Seven have been identified to date. one of them. Musical intelligence is This could indicate a dramatic new way of learning and teaching. 5. Researchers in Australia have demonstrated statistically significant relationships between music instruction and positive performance in such areas as: a) reading comprehension, spelling, mathematics, and learning ability\nb) listening ability\nc) primary mental abilities (verbal, perceptual, number, and spatial)\nand d) motor proficiency. 6. K-1 music instruction programs in the schools sponsored by Yamaha have been associated with remarkable achievement in reading. One study of the effects of the Yamaha program in the Downey, California, Unified School District showed, for example, that the reading level of first-grade students with a single year of music was nearly one grade higher than their peers\nthose with two years of music scored at almost the third-grade level\nand some students scored as high as fourth- and fifth-grade levels. 7. Early childhood exposure to music and music education can also have a significant impact on early child development. Music has a profound influence on language and social and emotional maturation in children, beginning in infancy. 8. The earlier and more varied a child's music experiences, the greater the prospects for growth and development are in music. 9. As contemporary neurophysiology and psychomotor research discover more about the rhythmic organization of movement, it is likely that musical experience will be shown to have important effects on motor skills development as well. 10. Music education also provides a critical introduction to and reinforcement of such academic and personal skills as critical thinking, problem-solving, and learning how to work cooperatively toward shared goals. Critical thinking skills are widely endorsed as a sine qua non for our children if they are to make much needed contributions to the work force. 11. Skills acquired through learning how to manipulate symbols\nhigher order cognitive skills such as the ability to analyze, synthesize, and evaluate information\nand the kinds of teamwork abilities and conflict-resolution skills required for success in the modern workplace are both implicit and explicit in music instruction.12. Music speaks in unique ways to at-risk children. - The personal attributes that music reinforces are particularly valuable for the \"educational ecology\" schools are trying to construct for at-risk students. 13. A recent Harris poll found that 9 in every 10 people feel that including the arts in education is important for children. The results of the survev are survey overwhelmingly in support of including arts in the regular curriculum, integrated with the mainstream of children's education. 14. 97 percent feel that by learning about the arts \"Children become more creative and imaginative.\" 15. 16. 94 percent feel they \"develop skills that make them feel more accomplished.\" 93 percent feel that the \"arts make learning in school more exciting and interesting.\" 17. 91 percent say the arts help children \"learn to communicate well in developing speaking and writing skills.\" 18. 90 percent feel that exposure to the arts in school makes children \"become tolerant of other cultures.\" 19. 85 percent believe that the arts bene-fit children by helping them develop di^cio! irtP jund narcovoranro ' discipline and perseverance. 20. 80 percent think that when children in school learn about and participate in the arts, they \"learn skills that can be useful in a job.\" 21. 76 percent of those surveyed feel that arts courses in the schools should be paid for \"by the school system as part of the regular school budget.\" 22. 69 percent favor cutting administrative expenses in the school system before cutting spending on the arts. 23. 67 percent feel that the arts are \"as important as learning to read and write wel1 .\" 24. 58 percent want to make it a requirement for graduation that each student complete at least one year of arts courses. 25. The Arkansas Department o-f Education requires the use o-f a state mandated course content quide in elementary music. --- ---... --------- , They don't enforce it, but it is The content guide is much too complicated for the regular classroom teacher who is inadequately trained in music. required. the required content. fun song. Consequently, they do not teach H the student is lucky, they will occasionally sing aVerbal mean scores SOO 450 400 350 300 250 200 150 100 50 0 lllllllll Acting/play Art history/ production appreciation Dance Drama Music Music Photography/ Studio art Math mean scores 500 495 490 - 485 - 480 - 475 - 470 . 465 appreciation appreciation performance  Mean for all students film and design No coursework II.Hill Acting/play Art history/ production appreciation Dance Drama Music Music Photography/ Studio art appreciation appreciation performance film and design No course work Item 1. These graphs depict studentsperformance on the Scholastic Aptitude Test (SAT) in 1989. Students of music appreciation and performance scored significantly above average on both sections. Source: The College Board, 1989 Profile of SAT arui Achievement Test Takers, College Entrance Examination Board, pp. 1 and S. Used by permission.Verbal mean scores 455 450 - 445 . 440 . 435 . 430 . 425 - 420 - 415 T T Less than 1 year 1 or 1.5 years 2 or 2.5 years 3 or 3.5 years 4 years More than 4 years Math mean scores 495 490 - 485 - 480 . 475 - 470 T Less than 1 year 1 or 1.5 years Mean for all students T i. T 2 or 2.5 years 3 or 3.5 years 4 years More than 4 years 2. SAT performance of students with varying amounts of arts study. Note that students with long-term arts _jzr_________.1. .1 -.1 t ...  study tend to score significantly h^her than those with Uss coursework in the arts. Source: The College Board. ToAzra, College Entrance Examination Board pp land % TT/H Ev TWr\u0026gt;micBiz\\r rr 8. Used by permission.Percentage change physical education driver's education arts Item 5. Change in enrollment in various subject areas between 1912 and 1981. Music is one of only three subjects whose actual enrollment and proportion of students enrolled declined despite an overall influx of students during t/u period. Source: National Center for Education Statistics. A Trend Study of High School Offerings and Enrollments: 1912-13 and 1981-82. In Digest of Education Statistics: 1986-86, U.S, Government Printing Office, Washington, DC, pp. 39, 55. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. RESEARCH/RESOURCE LIST Howard Gardner, Frames o-f Mind. New Yorks Basic Books, 1983 X. Leng, 6.L. Shaw, and E.L. Wright, \"Coding Musical Structure and the Trion Model of Cortex,\" Mus i c Percept i on. Vol. 8 (1990), pp.'49-62. \"The Musical Brain,\" U.S, News World Report. June 6, 1990, pp. 56-62. \"The Non-Musical Outcomes of Music Educations A Review of the Literature, Bulletin of the Council for Research in Music Education. No. 55 (1978), pp. 1-27. G.F. Herbert, \"The Nature of Teacher Training in the Implementation of a Development Programme of Music for the Primary School,\" Music in Teacher Education s National Conference Report, Mel bourne s A.M.E.L., 1979, pp. 44-49. Review of I.B. Tapley, \"An Evaluation of Musical Training in Auditory Perception for First-grade Children,\" by J.T. Jetter, Council for Research in Music Education. No. 61 (1980), pp. 50-55. Anne Gates, \"Extra-Musical Benefits of Music Educations Preliminary Investigation,\" Research report to the Australia-Japan Foundation (April, 1980) . The testimony of John Waltrip, president of Waltrip Music Centers of Arcadia, California, at the National Commission on Music Education's Los Angeles Forum, September IB, 1990. Preface, Music and Child Development. Frank R. Wilson and Franz Roehmann, eds., St. Louiss MMB Music, 1990. Edwin Gordon, \"The Nature and Description of Developmental and Stabilized Mental Aptitudess Implications for Music Learning,\" Ibid, pp. 325-335. Thomas Bailey, \"Changes in the Nature and Structure of Works Implications for Skill Requirements and Skill Formation,\" in Education and the Economys Hard Questions, Hard Answers, papers prepared for a conference on \"Education and the Economy 5 Hard Questions, Hard Answers,\" sponsored by Teachers College, Columbia University, held at Ocean Edge Conference Center, Brewster, Massachusetts, September 5-7, 1989, pp. 70-71. Sue E. Berryman, \"What Do We Need to Teach? To Whom? When? How?\" Ibid, pp. 78-79. \"Data on Music Education: A National Review of Statistics\" revised, compiled by Daniel V. Steinel , Music Educators National Conference, 1990, Table 4.3. and 4.4. \"College Bound Seniors, The Class of 1990,\" College Entrance Examination Board, Princeton, NJ, August 28, 1990. The College Board, 1989 Profile of SAT and Achievement Test Takers. College Entrance Examination Board, pp. 1 and 3. National Center for Education Statistics, \"A Trend Study of High School Offerings and EnrolImentss Statistics\n55. 1972-73 and 1981-82,\" in Digest of Education 1985-86. U.S. Government Printing Office, Washington, DC, pp. 39, 1. H 17. \"Americans and the Arts VI,\" Harris Poll, LH Research, March 1992 report, ACA, One East 53rd Street, New York, NY 10022, ATTN: ACA Books. ATTNs11/04/92 08:04:59 CM320100 SATS LITTLE ROCK SCHOOL DISTRICT OBJECTIVE REPORT NOVEMBER 4, 1992 PE-PROU Physical Education Program Outcomes Objective Description Tax M-% TI GL QC LV SL PE-PROU-001 PARTICIPATE IN INTERMEDIATE MOVEMENT ACTIVITIES AD\n07/17/92 75% CD: 07/21/92 RD: 00/00/00 R#: The students will participate in a variety of intennediate movement activities which will provide them an opportunity to develop at a more proficient level. Additionally, they will be encouraged to use these movement activities for personal enjoyment, creativity, and self-expression, as well as for socio-emotional development. PE-PROU-002 RECOGNIZE EXERCISE, REST, NUTRITION ESSENTIAL FOR HEALTH 75% AD: 07/17/92 CD: 07/21/92 RD: 00/00/00 R#: Students will recognize and demonstrate that exercise, rest, nutrition and relaxation are essential for improvement and/or maintenance of a healthy lifestyle. PE-PROU-003 RECOGNIZE CONTRIBUTION OF PHYSICAL CONDITIONING/PRACTICE AD\n07/17/92 75% CD: 07/21/92 RD\n00/00/00 R#: Students will recognize the contribution of physical conditioning and practice to improve performance and enjoyment of team sports, individual/dual sports, and recreational activities for lifetime benefits. PE-PROU-004 RECOGNIZE SIMILARITIES/DIFFERENCES RACE, GENDER, ORIGIN AD\n07/17/92 CD\nRD: 00/00/00 R#: 75% 07/21/92 Students will through movement recognize and respect similarities and differences of race, gender, origin, age or handicapping condition. I RECEIVED February 26, 1993 MAR 2 1993 Office of Desegregation Monitoring Hrs. Lucy Lyon Library Coordinator, LRSD Franklin School 2600 N. McKinley Little Rock, Arkansas 72204 Dear Mrs. Lyon: The elementary library program, and funded by the desegregation plan, instruction. program oriqinally materials greatly access to the and research. requirements concerned that and we library at the provided for small approved in group assistance to teachers. point of need for have been of the desegregation plan librarian has been unable to We are meet the this year because the provision instruction, for required to do large group instruction as teacher-release large additional group access to the library time. During a hinders us meaningful time from to support curriculum. The the instruction and hampers resources using hands-on is limited. large group for our our that they these students, need and and activities deserve in basal new curriculum requires ability at-risk denies the Furthermore, to which provide students, are more teachers the implementing the new less and less dependence on and textbooks materials. to achieve success with this the library program must be revised. We request consideration the following plan for library utilization. This revision will require only the current library ' literature curriculum. your and more and In order more on library of revised. plan for require only tL.____ staff (an elementary librarian and library clerk) and no additional funding. Lessons would teacher be input at each based on curriculum grade level. These objectives and lessons which will emphasize literature appreciation, skills be taught to small Heterogeneous groups (1/2 class) on alternate weeks. This will enable us to use hands- on activities and to better meet the needs of all of our With a small group in session, the library and its remain continuously available to other students under the supervision of the clerk. will students. materials can research methods, and study heterogeneous of all These respectfully submitted in the belief they will enhance the educational opportunities for all   your consideration of this proposal. that our revisions are educational We thank you in advance for f Sincerely, Little Rock School District Elementary Librarians3 ) cc: Dr. C.M. \"Mac\" Bernd Dr. Katherine Mitchell Dorsey Jackson John Moore Patricia Gee Oma Jacovelli John Riggs William Hamilton Honorable Susan Webber Wright Ann Brown, Desegregation Monitor A Provisions of Plans or Orders the LRSD Has Failed to Fulfill Board Responsibilities The LRSD Board of Directors has committed to the following goals which it has failed to fulfill, according to the introductory section of the 1992 plan, page 1.  The elimination of achievement disparity between black and white students on norm- referenced and criterion referenced tests.  Promoting positive public reaction to desegregation.  The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. In addition, under the title \"Leadership\" on pages 2-3 of the 1992 plan, the board and superintendent have failed to assert leadership in the following areas.  Clearly delineating the districts desegregation mission to the staff and the community.  Utilizing the desegregation mission as a guide for the development of policies and setting expectations for the superintendent to implement the policies.  Adopting a budget which will provide the resources necessary for an effective, desegregated school system. Making budgetary decisions consistent with district desegregation policies in terms of buildings, staff, materials, and equipment.  The conduct of an annual self-evaluation of their commitment to a quality desegregated education. Incentive Schools  Failure to reserve kindergarten and four-year-old program seats for white students and engage in documented, sustained, and vigorous recruitment to attract those students, (plan page 140, May 1992 order, page 28).  Program specialists have not been hired at all incentive schools (May 1992 order, page 41).  A staffing needs assessment has not been administered and analyzed (May 1992 order, page 41).  Themes have not been incorporated into the core curriculum at each school (May 1992 order, page 42). Little significant progress has been made toward desegregation of the incentive schools, with the exception of Rockefeller (1992 plan, page 149). Lack of coordinated recruitment and failure to implement aU plan recruitment activities (i.e., individual brochures, marketing blitz) (1992 plan, pages 215-217).  The Parent Council has not begun to monitor or report on all activities related to the incentive school program (1992 plan, page 151). Equity Issues  Failure to show significant progress in the reduction of the achievement disparity between black and white students (1992 plan, page 1, 1989 Settlement Agreement, page 26).  Black students (particularly black males) continue to be disciplined at a rate disproportionate to their percentage of the student population (1992 plan, pages 28, 33-34).  Failure to effectively address the overrepresentation of black students (particularly black males) in special education (1992 plan, page 111). Recruitment  The district has not developed a Strategic Recruitment Plan pursuant to the ODM Incentive School Recommendations (page 4) and e LRSD Marketing Plan.  The Recruitment Tracking System, first requested during the March 1991 Construction Hearing, has not been implemented. Additional Items from the May 1992 Order  A plan has not been submitted describing the extended activities designed to address the needs of Washington Magnet School attendance zone students (May 1992 order, page 38).Rot ^taes JUL 2 0 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET OSes- t- LITTLE ROCK, ARKANSAS 72201 Aaa 11 1 July 15, 1993 TO: Mrs. Ann Brown, Monitor Office of Desegregation Monitoring FROM: e Estelle Matthis, Interim Superintendent SUBJECT: ADMINISTRATIVE VACANCIES This communication is a follow-up of the productive meeting that Jerry Malone and I had with you in your office on July 9, 1993. am providing you a listing of the people who are currently performing responsibilities that were assigned to the top administrators who recently resigned from the District and/or returned to another assignment: Vacated Position Assigned Responsibilities Superintendent Estelle Matthis Assoc. Supt. for School Operations Estelle Matthis (with advice and counsel from Jerry Malone) Assoc. Supt. for Curriculum Dennis Glasgow Manager of Support Services Jerry Malone (providing primary advice and counsel to Mark Milhollen) Asst. Supt.-Secondary Schools Victor Anderson Limited Science Supervisory Activities Annita Paul I Mark Milhollen will consult matters. with Bill Mooney on financial The assistant superintendents report directly to me on a daily basis. The assistant superintendents will assume supervisory roles for the Incentive Schools.Ann Brown Memo July 15, 1993 Page 2 The role and responsibilities of Desegregation Facilitator have been clarified and Mrs. Arma Hart will relocate to the Desegregation Office at 501 Sherman in a timely manner. (See Organizational Chart) Bill Mooney will continue to provide technical assistance. Interviews will be held to select principals for the following schools: July 15, July 20, July 21, 1993 1993 1993 Central High School Wakefield Elementary Mitchell Incentive School Mary Jane Cheatham, who is returning from a sabbatical, has been assigned to Baseline Elementary School. The District will need to advertise and select an Assistant Superintendent for secondary schools by the end of August, 1993. These responsibilities cannot be performed by Victor Anderson after school starts. You were most cordial and helpful during our visits. We will make every effort to respond to your concerns and requests in a timely manner. If additional information is needed, please contact me. /bjf cc: Board of DirectorsBOARD OF DIRECTORS I Little Rock School District Organizational Structure JULY 1993 ,-[ H __ I--------- deanelle Wagner Commurrlcalians I ^Slerilng Insram, I * Esteflo MatlhJs Inlerlm Superintendent \u0026gt;7 I 1 . Brady Oadberry Labor Relatlona To Ba Announced HumanRasouroeB I--------- Marie Parker AssoaSLKd. Oeeegretaoon I ToBeArtnounced Assoo. Stel. School I EstekMatthb Assoo. Su^. CurtcUum 1 Student Aseignmerrt 3 I ToBeArtnotneed ManmAasoureee and Support Rudolph Howard Hearing OHicer Arma Hart Deaegregedlon Fadlrl^or J Uargarat Gromillior Asfit.Supt., Bem. lOScteole LnnyS. Roberlsonl Aect. Supt.. Elm. 14 Spools I |ToB0\u0026gt;liJ inouncd Alice Stovall Reading I *Ano Arts Carol Green Vocaliorial Marte Willhollon Corrtronsr Dabble Milam Volunteers In PuUk) Schools Martha Rodgers fielore- \u0026amp; Mr- School CAB Bed Rather  Parent Recnrrtme rcnritmerrt Coordinator 4 Cotherirte GUI Parent CoordInaJor ] [ PrincFpek Teacfieis irwerrtlvo Schoota\u0026lt;7) RoponsIbiUly of Appropriata Aasociale Sqwfaleadenl I Prfncipale Teachers 3 4 3 [ -[ Asst. Supt., Seo. 13 SCTioole J Princfpab Teachers J Linda Young New Futures AtWetlca blhello Falun Ahemaiive Leamrno ] , Gene Parker ^Lamuage Artsl Foreign Language Dennis Glasgow Sdertce CManneWood Mathematics Marie A McNeal Social StLNfles Hj ] { Inetrudiortal Techrwlogy 'Ph\u0026gt;'8al Educailon Je Evelyn Elston Drug Educailon Pal Price Early Childhood J OonttaHudspdh Stair Development ] ] 1 I Leon Adams \"IFederal Programs/ I Grartls { { Dr.PanyXohtei *.  */ r\\vriK ExconbnaJ CWWren ParJette Martin Aduk Education  Lucy Lyon Littmry Servicae { I DougEalpn Facjlrtiea Sarvicae Brad Montgomery Transpo nation Jackie Boyldn Food Services Che/fieNea]  Proeursment Bill Bamtwuu Secun^Risk J^an^enjeM Dave KIngseira Monnation ServiaiI i ! I n I I 1 1' ! i i i  i I 1\n1 LRSD enrollment figures - 7th day compaTison Sr.high Central Fair Hall I McClellan Park view Total Jr. high Cloverdale Dunbar ! Forest Heights i Henderson Mabelvale Mann Pulaski Heights Southwest Total Elementary Badgett Bale I Baseline I Bcoker 'I Brady j Carver I ] Chicot i lovercaie i ii Coda ,  i Fair Park I  i 1 I i J f I SO Bl 862 493 642 642 439 91 31 972 500 528 633 461 3.073 3,094 SO Wh 606 385 490 386 361 2,228 SI so total SI total Wh enrollment enrollment 667 338 487 323 397 2,232 1,468 878 1,132  1,028 800 5,306 1,659 838 1,015 956 858 5,326 % black 59 60 52 66 54 58 iA it i? It Democrat Friday, 9-6-91. 493 402 526 642 395 514 414 497 524 415 512 661 427 485 461 493 3,913 3,978 234 232 234 238 220 367 270 162 1,957 209 274 213 127 233 367 294 203 1,920 727 634 760 880 615 881 714 659 5,870 733 689 725 788 660 852 755 698 5,896 71 60 71 84 65 57 61 71 67 I 't -*5 Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Ish Jefferson Mabelvale McDermott Meadowcliff Mitchell Otter Creek 168 292 93 336 328 307 364 281 191 272 202 322 293 214 141 186 156 288 239 344 281 319 342 311 153 242 190 411 233 257 178 189 57 . 72 276 276 122 269 184 100 133 65 . 182 66 266 25 57 59 64 82 275 139 274 187 90 136 61 208 79 273 15 75 140 190 Pulaski Heights\n\u0026gt; wtOQfM I\nI Rightsell i Rockefeller - Romine I t t i Stephens Terry Wakefield Watson Western Hills Williams Wilson Woodruff Washington Total Grand Total 216 282 326 275 192 166 201 197 196 314 188 289 321 333 209 276 301 120 443 205 264 277 242 284 157 183 267 277 305 228 238 324 334 195 272 275 148 463 147 4 233 269 207 156 28 178 114 5 72 50 13 228 170 168 127 226 119 64 317 9,157 9,266 4,862 147 12 276 239 220 178 30 197 159 5 118 55 11 266 148 127 130 216 111 81 352 5,097 -------------- 16,148 13,338 9,047 9,249 White student category includes students of other 225 , 364 369 612 450 576 548 381 324 337 384 388 55Q 239 198 333 U4 449 551 533 431 220 344 315 202 268 364 201\n517 491 501 336 502 420 184 760 14,020 25,196 215 352 321 619 420 593 529 401 2S9 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 25,587 73 82 74 56 67 54 65 78 53 80 48 84 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 64 I i i\" I j? races steve scallion / x/alimits 13 Desegregation at work ^30. Arkan^^ niv\u0026lt;^ Hinson Rd. Mara Lynn 3 11 21 city limits KEY O School 12 Satellite zone (not contiguous to school) city limite Q] Third-day enrollment in Little Rock Elementary Schools Cl 130. COj El *\u0026gt; 9 [laaMco KI3 Treasure mil , EEI Honhibige 2' 3 E o 5 ^5 18 ..fi J---- _ ?[ Effl -ncih------ ^-36lh UJ Col. Glenn El -Oasa Lina J I ra a\u0026gt; f ilft HI X gj .^^Evofofean 2 Markham 0.4 8 I 24 th Creek I 12th ^i[a 28ih \u0026gt;i KU UJHM^ham a 7^ il2th a\n19 ,14 ^30- Little Rock School District ^'Elementary Schools I S I JO 10th  G ^Confadarate airpod [2^ 1 5 15 o rt(X)$avelt Ashar city limits iL-aTW\" Fourche/|7 ^1 jt ^Orode Creak Fourche Creak T Eli 5 t    S Mnixiivnia h l J*? Cutofl^ Claybrook r/5 28 El I Schools I J Magnet Schools [ Booker Arts Magnet Washington Math arxi SdencG Magnet Carver Math and Science Magnet Gibbs International Studies Magnet Williams Basic Skills Magnet I I Percentage of black students fell^ Percenlage of black students increased Bold type indicates no change 1 Badgett 2 Rockefeller 3 Washington 4 Ish 5 Rightsell 6 Mitchell 7 Stephens 8 Garland 9 Franklin 10 Bale 11 Pulaski Heights 12 Fair Park 13 Forest Park 14 Jefferson 15 Brady 16 McDermott 18 Fulbright 19 Terry 20 Romine 21 Wilson 22 Western Hills y' 23 Meadowdiff 24 Geyer Springs v' 25 Dodd 26 Wakefield 27 Otter Creek 28 Mabetvale 29 Chicot 30 Watson 31 Cloverdale y 32 Baseline 33 WoodruffATTACHMENT B DISTRIBUTION LIST FOR POLICIES \u0026amp; ADMINISTRATIVE DIRECTIVES All Building Principals Superintendent Assoc. Supt., School Operations Associate Supt. for Curriculum Assoc. Supt. for Support Services Assoc. Supt. for Equity (OLE) Planning, Research \u0026amp; Evaluation Jo Evelyn Elston (Drug Education) Mark Milhollen (Financial Services) Charlie Neal (Director) Purchasing Doug Eaton (Director) Plant Services Brad Montgomery (Director) Transportation Patty Kohler (Director) Exceptional Children Dave Kingsella (Director) Data Processing Jackie Boykin (Director) Food Services Asst. Supt. Elem. (Gremillion) Asst. Supt. Elem. (Robertson) Asst. Supt. - Secondary Director (Reading Dept.) Director (Barnhouse) Safety and Security Director (Leon Adams) Federal Programs Director (Gadberry) Human Resources Director (Jeanette Wagner) Communications Director (Carol Green) Vocational Educational Metropolitan Director (Donita Hudspeth) Staff Development Liaison (L. Young) New FuturesPage 2 Office of Deseg. (Ann Brown) Rita White Adm. Asst. (Human Resources) Linda Swain - Student Hearing Officer Othello Faison (Director) - Alternative Learning Center Arma Hart - Facilitator - Incentive Schools Paulette Martin Adult Ed. Director Ouida Carter - Quigley Stadium - Athletics Marie McNeal, Supervisor - Social Studies Lucy Lyon (Coordinator) - Instructional Technology Dennis Glasgow (Supervisor) - Science Dept. Debbie Milam (Coordinator) VIPS Supervisor - Math Department Mabel Donaldson - Gifted and Talented Catherine Gill PAC Coordinator Marie McNeal, Supervisor - Social Studies Pat Price, Coordinator - Early Childhood Marian Shead - HIPPY Martha Rodgers - CARE Mala Daggett - McClellan - Community Education Gene Parker (Supervisor) - English Dept.z LITTLE ROCK SCHOOL DISTRICT DISTRICT DIALOGUES (Straight Talk) ISSUES REPORT FALL 1994 Six District Dialogues were conducted for LRSD faculty and staff by Dr. Henry Williams at various locations throughout the City. Annroximate fliff*n\u0026lt;ianCR af parh nf fhp r^ictrJpf riioli^nnAc Ic tn\u0026lt;4iz\u0026gt;nfAvl attendance at each of the District Dialogues Is Indicated in parentheses. BUDGET CURRtCUlUH AID INSTItllCTItW DISCIPIIK AM\u0026gt; SAFETY lEADERSHIP/EMPLOTEE RELATIONS DESEGREGATION PAREITAL/OMUNITT IMWlWfCHr PRIMCtPAlS (29) October . 1994 additional staff needed st several schools school inprovement needed st several schools (e.g. grounds and facilities) reevaluate ABACUS to determine its' effectiveness as a teaching and monitoring tool the need for security at the elementary school level -possibility of an alternative classroom on the elementary level the need for Ass't Stperintendents to have the authority to approve requests over 1200.00 -perceived lack of stDport from administrators toward principles tXto report \"too many\" discipline sanctions the need for better use of data collected from reports to elIminate request for duplicate Information. technical assistance needed with absentee/tardlness recordkeeping support from Central Office with enforcement of the uniform policy at the Incentive Schools -discussion about state Purchasing guldelInes TRANSPORTATION (41) October 12, 1994 CENTRAL OFFICE (20 Octcber 24. 1994 CLASSIFIB (37) Hove^r 7, 1994 TEACHERS (32) Hove^r S. 1994 ASSISTANT PRINCIPALS (17) Novodter 21, 1994 timeliness of paychecks -explanation of budget process possibility of pay Increase -probabillty of cost of living raise -status of salary classification study status of salary study -drivers eeneerned with their safety -reconnendstion to reduce the ntirber of student write-ups for bus suspension sup(5ort from principals with enforcement of bus suspension -the need to adhere to the districts hiring polley the need for clarification of contracts concerns that buses are net properly maintained -grants have been written to assist with budget deficit -must provide the best quality of education to our students -implementation of ID bodges for secondary schools current mainframe computer does not meet the needs of the district -promotion opportunities for classified staff -the need te somehow canpensate ceployee'a whose salaries have topped out consider outsourcing transportation RIF an option for 1995-96 -*ttus of Balary study recomnendatlon for a millage election -lack of congeniality and camaraderie among enployees -additional secretary needed at schools with enrollments of 400 the reed for better clarification of Mlntenance contracts -the districts policy to hire outside the district the need to address the low sorale of the classified staff -the need for appropriate use of supervision aides -policy and prece^re needed to address transferring of student records the need to address different ways to measure disparity In achievement high mobility rate of student! in the district affects test scores district eust redefine academic disparity ust be sensitive ant responsive to the nee^ of parents -additional school nurses needed -consider direct deposit as a service to enployees -a central location to house student records is needed to eliminate misplaced records -the t\u0026gt;eed for Intermediate Algebra to be included in the High School Curriculus -available resources for Inclusion of students with special needs -possibility of scanning ABACUS test st the schools -Inability to close disparity because of time spent dealing with discipline problems -recamendstion to develop a Teacher Task Force for input with planning -Inclusion of teachers In the decisions making -the need to review sdninlstrstors who have a large transfer request each year -reporting process often times a request of duplicate Information the need to address secondary certification If Middle Schools inplemented consistency needed with interpretation of the Student Handbooks role as it relates te discipline policy -the need for slternative classrooms and schools review 2.00 CPA requirement te participate in sports -the need to be considered pert of the Administrative team -Improved cwnnunlcations needed between LRSD and Courts in order to better assist students who are already apart of the Juvenl le sirsten the need to cemunicste to the Courts the District's attendance documentation precess status of laplementatlon of middle schools tardiness of school buses interferes with Instruction time and creates attendance problemsLITTLE ROCK SCHOOL DISTRICT DISTRICT DIALOGUES ISSUES REPORT 1993-1994 Four district dialogues were conducted for LRSD faculty/staff by Dr. Henry Williams in the Board Room at the district's administration building from November 1993 through February 1994. The approximate attendance at each dialogue Is presented in parentheses. BUDGET CENTRAL OFFICE lit) November 23, 1993 TEACHERS nS) December 16, 1993 PRINCIPALS (261 Jenuary 6. 1994 CLASSIFIED STAFF 1351 February 2, 1994  Inoreaae In Ihe coat of auppliaa for aarvicing Iha dialricl'a achoola - poaaiblY raqueeting more money Item Ihe elate for aupporl ol Ihe dietrict  eooMning budgl out  Iha of (ovonuo prevUod by  utlng tlMmativaa to oH(( budgoi ouu  aaaurence Ihel deaairied alalf wl be treated lalrly II there la a aigriiioant budget out for the 1994-95 aehod year Iha Stale of Arkanaaa lor aupporting LRSO'a oparaiioni - eotnpantatofy adueatlon funding to tehoola - adjuaimania In Iha dialricl'a apanding plana due to Ihe *7 million projected budget cut lor tha 1994-95 achool year  recBpiiviiy ol central office edminiatratore rataliva lo the program planning arxf budgeting CURRICULUM AND INSTRUCTION - aiafl development, buddy ayelam, and mentoring provided for mw alalf peraona ao that an aval-changing aiudont population can ba nxita eltacllvely and affieienUv aetvad  an opinion that aome leeohara leek the aanaitivitv needed lo property inlereel with all ehildran  tha need to uaa Innovativa and varying alretegiea lo addreea learning dalidanciaa by aludanta - explanelion ol ourrent oollaboretive aflone with UALR to develop eduoaiional ptogrema in the ecienca and maihametiee - eligibility end aarvicing criteria for Chapter I  oontlnuad addidona lo the euiilculum with nothing aver being deiaiad  tha need to reorder Inaliuction to fit needa olatudenta  developing aurvivel, aocial aUlla (or (acuity and ataff to baiter menage atudania In an urban achool aetbng - the poaeibiNtv ol reainnturing tha aohool day in order to better meet tha needa of all aludanta - Iha need to eoneider indireduality ol iaaming and ol maturation leadineaa when planning lor Ihe beat inatruelion  LRSD'a auoceaa in providing a quoHtV education to an Incraaaingly varying atudenl  providing developmenlal expetienoea lot klndargartan, fireL arxl aeoond grada atudania ao that more el Ihaea atudarrlt can axparienca tuccata during the eohool day  different evenuee, methoda, lachniquee for leaching reading - diffarencet in Ihe aupporl Ihel non-magnet and magnet taechera receive - a plan of Improvement needed lo affeotlvelv addreea taechera who exemplify deflelenciee In their ablllliaa to propariy deliver Inaliuction DESEGREGATION  Ihe peroepilon by aome laj^ayoia that money la being wealed end apenl unwlaaly on Ihe Implementation of Iha Oeaagregation Plan  Iha need lo aaaaaa aludanta on alandardlzad leata In Iha aprlng aooordlng to funeUonal lavela inataad of giada placamant lavela  the imponanea of apraading the beliel that all chiMran can laarn regatdlaii of ihelr learning malutedon taiaa - a problem of exoaaa paperwork requited by teeohara - InwIry oomarnlng the laqulaltaa for getting LRSD beyond the aueplcea of the Court  Iha hnpoitanoo of learning what the Oeaagregation Plan la oommurloating  a laudable atatament about the Engliah aa a Second Language lESU tulora lor being algrinoant and aueoeaaful In Impacting language for mn-Engliah apeaking atudania - a requMi Ibt ragiatratlon information in Iha apring ter the aueeaading aehoel year In ordar to anhama Inelruotlonal planning and forecaatlng by prineipala - tha need for prinolpala of Inoanllve aohoolB to have knowladge about thair daoUnlng enrollmenta end poaaibla raenifleaUone for Ihair achoola ee a reaull ol daoHnIng onroilmante  antoJbnant plana let Ineantlva tohoola - leoruilment efforte which emphaeiza Ihe attributee ol LRSD  Ihe likelihood of changing tha diatriet'a attendance zonee DISCIPUNEfSAFETY  inv'oving the diaeipHiMZaafatv pereeptlona of Iha achoola - providing a aala end orderty cNtnale for aH oNWran and ataff - reeenl Molant. geng-relaiad eonlrontatlen al - pareaption that Iha dlatriet la ml aala  a repueet for tha dlatriet lo aneure emoke-lrea buHdinga  atudenta' foare about violent aelivily In our  addraaaing Iha made of ohddran who have on-going amoUenal and behavior problatna  preaanca and aaalgnment of polioa offioara to aneure aeourily  the cell (or a dietriot-wlde forum to addreea the laauea of aervtv erW dlaoiplirre  Superinlendent'a poaition to axaroiee axtrrmo mersurea for pnorantceing eefety for LRSO'e acudant populaUon  tha need to oxplora aitemattvo atrategiaa for helping atudenta with aevera behavior pioblema - tha need to Inereeae the numbar ol oouneelora aerving out achoola  the utilization of mental health woikera to Impaol atudania with aevera emotional end behavioral ptoUanw LEADEflSHIP/EMPLOYEE RELATIONS - Ihe Suparlntendent'a goal lo vlait on alia all achoola and programa - the dlaulol'a atandatda for moiala and ametienal aupporl of Ite ampleyaeo  a dlaeuaaion about tha rationale for heving an elementary ebametiva aohool - opinlona ooneemlng Iha City ol Utde Rook'a Soard of Dlraotora impoaad eurfaw - a need lor Improvement In the aoolal relalionahipe between ataff al differing adminitiretive levelB  prineipala need meta autenemy oonoerning teacher aaalgncnenta at their aohode  opinion that the MItalon Slalement ehoi be lived end aotuelized In LRSD'a daily operaliona - walltv of food aarvioa oparating In LRSD  tha unfair praodoa by aome prineipala to pull qu4lltv taaohara from fallow prinelpda  tha need Ie addreea low morala of the oleeelflad ataff In the dialriot  eonoama about agu*(V onb lob plaeainant - pareanlaga of atudania living al er below Iha poverty level Impacta the diatriet'a operadona  Ihe treed lor atrong and dedaive Inatruotienal leadarahip - Iha need to eenduol a aalary aohadule atudy with input from elaaailied ataff - plane to Inoreaea Iha morale ol LRSO'a (aoulty/elaff - tha diMeultv axparionoad by prinoipale In relieving poor. Inalfeciiva taaohara  tha rteod fet an operating 'eunahina club* (or Canlral Office Adminialratlon and paaiing on el - Iha need to proMda job adviaement Ie new peopla when they enter into the dillriot - Ihe opinion by prinolpala that Ihe preeaaa lor terminating ineffeetive amployeee la loo  enhancing promotlonaf epportunitiee for aeeraleriea In tha LRSD, auoh aa IrMremant raiaae  the ourroni griovonea prooeae datara prineipala' peralolenoe and momentum In attempting lo extriceta poorly performing - the need for a publiahed employee newelelter - Inquiry about future changea in adminlBtraiion  principala have Hmitad daelalen-making - eonoarna about Ihe reduetfen of ouatodlat ataff raconwnandatioRa - Iha need lot tha dietrict to (ermulala a new plan of Improvamanl for tha termination ol taechera and other employeoa - Ihe extent and degree ihel prindpele ahouU view the idea of elie-baaed management autonomy  the need to euneH Iha number of etudante retained beoauee of fulura al-riek ImpHcallona  drata ooda mandataa PARENTAL/COMMUNITY INVOLVEMENT - promoting communHy Involvamont In Iha dial riel  peronte' pereepdona oonoerning how altxianit ere treated al eoma el tha dialricl'a achoola - a ooneldarallon of Iha admfnlalralion'a oapeMiliea Ie aerve, aupport, and enharwe prineipela' efforta at the achool buHdinga  a dlaouaalon somaming the Imieaaing number of parenta In damantary achoola who are 21 yeart oM and younger and poaaible ramifleationa for ohildran ol theaa  uaing community aoureea lor reerultfnanl purpoaaaRECEIV^O LITTLE ROCK SCHOOL DISTRICT COMMUNITY FORUMS ISSUES REPORT FALL 1993 APR 5 1994 Office of Desegregation Monitoring Six community forums were conducted by Dr. Henry Williams at 7:00 p.m. at LRSD Schools throughout the city. The approximate anendance at each forum is indicated in parentheses. CLOVERDALE I33\u0026gt; Ociobtr 11. 1893 PARKVIEW 1321 Oclobtr 2S. 1993 BALE \u0026lt;311 November 10, 1993 FOREST HEIGHTS \u0026lt;401 November 19, 1993 ROCKEFELLER 1391 November 30, 1993 CARLAND (321 Oectrrbei 9. 1993 BUDGET  ervianadon o( budget prooete  axplanodon of budget . atetue e( budget planning (er the diatrici - unaqud budgole for area and Inoendva eohode  ttw need to out traneportelien oetie  dittriol'e ebiiiY to mdnttin and operate CURRICULUM AND INSTRUCTION  teeohere ehould have eooeee to e variety of inetiuodonal malariele in ell echoole  eempular dtaraoy (or  iKoeotivo poptrweik re\u0026lt;iuirtd el itoohirt DESEGREGATION DISCIPLINE/SAFETY LEADERSHIP PAREMTAL/COMMUNITV INVOLVEMENT . amount epent on lewyere' (ate by LRSD . dletnct'e eoeounte- bHitY to reptfr end nwinttin prepedy Inner-olty, tmiAer opeiedng loheeli - look of mofnttnonct U|\u0026gt;k*op It Girliraf  bu49trv oonMrrinit  teeohere theuld udHie new Inatruotional . implementinp the LRSD Deeearsgapon Ren  needed aiudlee to determine the oHeotivenMa o( the many progrwna rrvandaled In the Ce\u0026gt;es:eovtnn Ren - Idtndfy and impltrintnt needed dteinedvee to euepention - teeohere theuld poeteai aUlla neoterary to menage the diacipiine proWtme whioh eoour within the eehoolt  prinelpda ehould modd eHaetfva Inatruedond praedoM In thdr leaderehip ioIm - eerraedng the ndaoonoepden that 'area* eohode de not provide the aame quaSty ol Inatruedon aa de Iha 'megnat*  prlnelptie ehould be held aeoeunteble for the growth and devdopment of thdr ataff  oommunity Invdvomom In the diatriet'e budnoBO and Mtoreeta - providing Inetrueiion at the right level e1 di(fioul1Y lor gilted etudente  ehaek and balerwe ayetem and remadlation for tiudenta who era net lunodonlng at the (urior high level end  LRSO't reeponeibilltiM to the Innenoltv oommuriliiee where eoheolt have been oloeed beotute e( deaegregatron efforte  irrrfdr trnnvrurrtatlon burden of bleok aludente (or bringing ebout deeegregation in LRSD - dIowIng black aludente to uea unfilled eeela whioh have bean previoudy reeervad for while etudente at Irvcentive echoole . future direodono for meving LRSD beyond Iha Oeeegiagadon Plan  Inirtotlone ef but drivere auoh M epeeding and not atepping al railroad eret tinge  caliber of bua drivert In the dittrict - the UM of oameiH and eidM on bueM to Mdel in providing a M(a environment on Iha buaae . increadng the number el oommunity vduntaei and parente In eohode - providing Haob etudente eooeeelbllUv to their ettending eohode wNoh era outeMe el their raladva inrtencily naigfberhoode  rehabUttdon ef doeed eohode In bleok correnuridee for ueeful - euggeedon that LRSD beoorvM mere proaodva In order Io dietomlnate poaitlvo informadon about tventt which era ooouning In the  the degree that the Superintendent plane Io be eeteeeable and avaNtblt to the petrona of Iha liietrict - future dtrecdona lor LRSD - fcnprevod ooordinadon o( vduntMia arvd perenta for epdmd eupporl and aadeiance (er the eohode  (he need to leach otudonie hew to appredato alhnio dhreraily and diaabled aludente - proepeele (or improving the ourrent detegre- gation orida  Intagradon e( etudente with handioapping oendidona with the mHpamaam populaden o( tiudenta  aeourlty plana and nwaeuree at high echod levd . aveHabillty of dtemadve progrema (or tiudenta who are behavior prebleme at damantary levd - odrber et aoheol but driven - eflaodvenaea o( echod  preoor tcomponation oori (or ttudonti with - epiniont oonoemlna edueadofial veuehere (er prlveie eoheolt  imprevinp eMeeeiblllty oondilfone In tohool buUdlngt (et nudentt with phytloel hendlo^t . Iha need to hold paronia raoponelbla for (hdt oNkfran'a dierupdva behavior  orgariting a good newa oampaign about the peeidva avantt oocurring In the LRSD - olfioitnt eportlion ef the Englith et i Seeond Lenpueet Pieo\u0026lt;tm \u0026lt;ESU . ueefuInMe ef Family Uta eunloulum - an Inolualonatv ourrieulum whioh tupporta Iha teeoNng and appraoletlen of ell ethrlo gioupe  tupporc lor Sparlih tpoiUng itudinti - ai^anden o\u0026lt; Four-YMr- OW Program at ail achode  provlaien (er a ourrloulum wNoh dtcraaeee tiw dlepeiity betwMn ethnle groupt - centare end teehrwiogy to embedieh and bnprova ourrioukjm for non-Englith apaddng  knplMnanutton ef whioh wll aneure that all etudente grow aoademieally. eooMy. and amotienelly with empheele on baaio akUlt and eoedemio enrlchmant while doting diaparidet In achievement - oomperieon of LRSD euriioulum with national and IntamallentI educallonei goale - eodd aUBa taught and eupportad by - ehangM In Sifted and Ttitntad EnrIehmant Program  the dietrlot't future beyond the plan - diadpllna and order at the junior high ached lovd  knpfovloa iht IrrtoQt e( Mloty in tfn ditirtol  ultcy on tohool butM  odiber of ached bua  Incraeaad auperviaien  pianaby the Superintendent ta doit aM eohode - partntt theuld be held rttponaibit lor their eMIdren'e behavior In the eoheolt - apeeiel prevftiorw by arrployurt (er pererita who need to ndtt work lor toheel oonlareneet - Ullng verled meaeurerrwntt to aeeaee aludent ptrformanca end eohrevenwnt  leek of awarenMt by LRSD ttaohere Io teeoh Uaek etudente appropriately  expendon o( the Early Childhood Program Ie other aohoelt beoaueo demonatrated at Rockefdler  the need to efitr etfeotive end eflloient Ineiruedon ter the SumriMi School Frogram - blaek etudente enoountar dHfloufty in anroking In eohode where a oartain number ef aaata have been raMrvad for while etudente due to Ran - future direodono (or moving LRSD beyond the Plan gdahable *eiM,* *lnoendve,* and magnet* oehoda parpetuatM the Idea ef oepartte but equd* - the need (er eUaleglet end prograne to teeoh oonfllot reeolutlon end problem tolling  the need (or LRSD to addroM the probiema of gang vfdenoe and aedvItY at the eohode  the need to raduea Iha number o( etudente euepended and/or expelled . developmenl et a pubdo rdadona oampaipn gaaiad toward the Utde Rook Board ef Oireolore anf the community at large  dtvalepmant ef a boner ralationahip with the media  upside the eere (het It tfvon to yeunotlere In the CARE Preortm - dedieitien of GIbbt* ptrentt luppen ind purport the poltv mennei by wMoh thit eeheel operiiM dtily * enoouregemant el parental Invelvemenl wMoh Impaote petldvelY the operatren e( LRSO't - Mm (or but 4rivort  mitbehevioi el ttudtnlt on bueot  atudy to raved aped Re Mormadon eoneeming trana- portaticn In (he dietriol  Camp Pfd(or MBMdbWty erlteria  uuriBiiuiiam of Board to keep eohode open In bleok, Inrwf^ity ndghborhoode - ttetue of rebuilding  deddorwnoidng proooM lor exeeudng repaira ef eohode  probabdity ef dodng Carlarxt - demegrtpliie atudy to determine whet eoheolt theuld be doeed  tohoola need votunlary aervloaa to help eHeel eoete  Importanot of oommuriity aupport  Chopler I tidring lor - Adull edueeden for perenti to mppert lenfftepe tUHlLittle Rock School CHstrict 810 W. Markham Street Little Rock, Arkansas 72201 RECEiVF^ Date: To: Through: From: Re: MEMORANDUM November 22, 1994 NOV 2 9 1994 Oilice of DesegiegattOH jnr. Ann Brown, Office of Desegregation Monitoring Dr. Russ Mayo, Associate Superintendent Dina Teagii^^ommunications Specialist Pubiic Relations Training Jeanette Wagner has advised me that you would like to observe one of the public relations training sessions that we provide for school level employees. I hope that you will accept my invitation to come to any of the following meetings scheduled this month: Garland Multi-Media Technology and Educational Research Elementary School Monday, December 5 3:03 - 3:20 p.m. Wilson Elementary School Wednesday, December 7 1:45 - 2:00 p.m. Western Hills Elementary School Wednesday, December 7 2:45 p.m. By copy of this memo, I will let the principals of these schools know that you might attend their meetings. I am very encouraged by your interest and look forward to your comments and suggestions. cc Robert Brown Franklin Davis Scott MorganLITTLE ROCK SCHOOL DISTRICT SCHOOL EVENT NOTIFICATION FORM School Date sent to Communications School Contact Person Phone Date of the event Time of the event (begins) (ends) Person in charge of event Phone (if other than school contact person) Who is doing the event? (club, partner) What is the event? Where will it be held? Why are vou doing this event? What issue are you addressing with this event? Effective schools ___ Parent involvment __ Teacher/Student recognition Student achievement ___ Other (specify') Curriculm Partners in Educ. involxement Special programs ___ Explain w'hy this event would be a good photo opportunity for the newspaper or telev'ision stations. What makes the event \"visual\"? BE SURE TO LET THE COMMUNICATIONS OFFICE KNOW WHEN T.V, COVERAGE HAS OCCURRED AT YOUR SCHOOL SO THAT YOU ARE CREDITED FOR REPORTING AND RECEIVING COVERAGE FOR THE lyjaMiij For Communication Office use onlv: Sent to media Date sent Did not send Comments Used by media yes no KARNLRSD Safety and Security A recent Gallup poll shows that parents across the nation are concerned about their childrens' safety and security at school. At the LRSD we are taking pro-active measures to provide a safe environment for learning. Here are some of the things we are doing, or have done for you and your children:  Publish a report compiled from the Blue Ribbon Task Force committee listing the issues and recommendations for solutions.  Place Police Resource Officers in all secondary schools to help provide a balance between crime prevention, education and enforcement and to provide informed positive contacts for students.  Test LRSD bus drivers for drug use for a period of three years before it was mandated by state law.  Cooperate with the Little Rock Police Department on incidents requiring a police report.  Cooperate with parent groups to improve school environments.  Provide personal alarms for teachers and staff members at a reduced cost.  Employ a Safety and Security Supervisor to investigate student and parent concerns.  Implement scheduled and random electronic scanning of buses, students and students lockers.  Implement random/rotating assignments of security cameras and personnel to school buses  Assign 43 Safety and Security Officers to secondary schools and place additional security officers in schools during the last week of school.  Invite George Butterfield, consultant for the National Center for School Safety, to visit LRSD schools to address safety problems, publish a report on his findings, and present a safety workshop for administrators and principals. l(V31/94 Little Rock School District 810 W. Markham Little Rock, AR 72201 Non-Profit Organization U.S. Postage Paid Permit No. 1367 Little Rock. Arkansas .c. 1 Our Pride is Showing at the Little Rock School District  The Little Rock School District has more course offerings than any other district or private school in the state.  There are 125 businesses that are Partners in Education with the LRSD.  LRSD leads the state with 84 counselors for its 50 schools.  LRSD offers 21 advanced placement courses in its high schools.  LRSD is an educational partner in the New Futures for Little Rock Youth initiative which is a $15 million grant from the Armie E. Casey Foundation. Little Rock is one of only five cities to receive this honor.  LRSD has more that 489,925 books in its school libraries\nthat's twice the state standard.  LRSD offers courses in five foreign languages: Spanish, French, German, Latin and Greek.  In 1994, LRSD seniors were awarded more than $3.3 million in college scholarships.  LRSD traditionally has more National Merit Scholars than any other district in the state.  LRSD offers an educational program for four-year-olds, allowing parents to begin their child's learning very early.  The LRSD has an Instructional Resource Center for teachers and parents with materials and services available to enhance the educational experiences of all LRSD students.  In the 1994-95 school year, LRSD identified 221 seventh graders to take the SAT and ACT college entrance exams as part of the Duke University Talent Identification Program. HV31/94  LRSD offers many educational options such as incentive, area, magnet, and interdistrict schools, each with specialties unique and different.  LRSD has a strong gifted and talented program.  LRSD students have access to the electronic encyclopedia through the library media centers and computer labs.  LRSD offers an extensive program of adult education to meet the needs of people in Central Arkansas with mbming, afternoon, evening and summer programs.  More than 53% of LRSD teachers hold Master's Degrees or have more than 30 hours towards advanced degrees. Ill WORTHEN NATIONAL BANK ALLTEL HONORS Recognizing Outstanding Academic Achievement In Central Arkansas Public Schools DECEMBER 1994 A SPECIAL SUPPLEMENT TO ARKANSAS TIMES AND ARKANSAS BUSINESS These Kids Are All WET Area High School Students Part of Water Education Team Program W^orth Little Rock High School  s West Campus (NLRSD) and Joe T. Robinson High School (PCSSD) are two of 14 high schools statewide entering WET this year, a hands-on water education program coordinated by the Arkansas Department of Pollution Control and Ecology (ADPC\u0026amp;E). The program, entering its third year, now has 30 schools and more than 500 students participating. We are very pleased to have these additional schools join the program. Its going to be an exciting year for the students as they learn about water quality in theory and in practice, says Gregg Patterson, coordinator of WET. Teachers and students from the schools ALL WETContinued on page 5 ONE )NET YEAR: With their teacher and lead sponsor representative, students from Joe T. Robinson High School, new in the WET program this year, learn about chemical testing procedures from ADPC\u0026amp;E's Phillip Osborne. From left are students Natasha Stearns, Kara McCowen. and David Frazier with Jim Irving (teacher), Lucy Moreland (4-H center), and James Mullins (Pinnacle Mountain State Park.) LRSD Announces Achievement Program Semifinalists Last month in Arkansas Honors, Pulaski County Special School District and North Little Rock School District announced its semifinalists in the National Achievement Scholarship Program for Outstanding Negro Students. Now the Little Rock School District is proud to announce its five semifinalists in the prestigious program. Honorees are: Roland R. Brown and Estelle Rutledge from Central High School\nMichael D. Craig from J.A. Fair High School\nCarmelia MacFoy from John L. McClellan High School\nand Samuel Merriweather from Wilbur D. Mills High School. The achievement program is a privately financed competition for Black Americans conducted by National Merit Scholarship Corporation. These academically able high school seniors have an opportunity to continue in the competition for some 800 Achievement Scholarships, worth more than $3 million, to be awarded next spring.  SEMIFINALISTS: (from left to right) Roland Brown, Estelle Rutledge. Michael Craig, and Carmelia Macfoy. Not pictured: Samuel Merriweather 2 ARKANSASHONORS ARKANSAS HONORS Contacts LRSD Advanced Placement Scholar Awards JEANETTE WAGNER Director of Communications Little Rock School District 324-2020 u- J-Sixteen students at Little Rock Central High School and one student at Hall High School have been named AP Scholars by the College Board in recognition of their exceptional achievement on the college-level Advanced Placement (AP) Examinations. Also, one Central student, Matthew Dorfman, was named Arkansas AP Scholar of the Year 1994. The College Board recognizes three levels of achievement: the AP Scholar with Distinction, the AP Scholar with Honor, and the AP Scholar. At Central, five students qualified for the AP Scholar with Distinction Award by earning grades of 3 or above on five or more AP Examinations, with an average exam grade of at least 3.5. These students are: Eric Chen, now a freshman at Harvard University Matthew Dorfman, now at Rice University aAndrew Frits, now at Georgia Tech aDaniel Holt, now at Princeton University aAmy Morgan, now at the University of Chicago. The AP Scholar with Honor goes to students earning grades of 3 or above on four or more AP Examinations with an average exam grade of at least 3.25. These students are: Jonathan Barger, now at Vanderbilt University Clifton Leigh, now at M.I.T. Cory Walker, now at Macalester College (Minn.) AP Scholars complete three or more AP Examinations with grades of 3 or higher. The Central scholars are: Sarah Fan, now at Amherst College (Mass.) Amy Hoth, now at Wartburg College (Iowa) Victoria Kumpuris, now at Washington \u0026amp;Lee University oHenry Murphy, now at Rhodes College Elbert Traister, now a senior at Little Rock Central Christa Twyford, now at the University of South Carolina Lisa Vehik, now atDartmouth CollegeTamara Ward, now at the University of Arkansas, Fayetteville Hall Highs Mark Dyer was recognized as an AP Scholar. Approximately 10 percent of Americas graduating seniors have taken one or more AP Examinations. Only about 12 percent of Matthew Dorfman the more than 450,000 students who took AP Exams in 1994 performed at a sufficiently high level to merit such recognition. The exams, which students take in May after completing challenging college-level courses at their high school, are graded on a five-point scale. Most of the nations colleges and universities award credit and/or placement for grades of 3 or higher.  SHARA B. BRAZEAR Communication Specialist North little Rock School District 771-8000 \u0026amp; W SUSIE ROBERTS Administrator for Informational/ Special Services Pulaski Co. Special School District 490-2000 A KELLY FORD Special Editor to Arkansas Times and Arkwsas Business 664-6454 Outstanding First-Year Teacher AIs. Lisa Miller has been nominated to represent the Little Rock S chool District in the Sallie Mae First Class Teacher Awards, sponsored by the American Association of School Administrators. These awards honor outstanding first-year elementary or secondary school teachers. Miller is a fourth-grade teacher at Jefferson Elementary School and began her teaching career last year at the LRSD. She was selected for the nomination for her ability to make learning real to students by using different mediums for children toex-press values, self-worth and opinions. Some of her teaching methods incorporate current events and collages with group speaking and writing activities.  lAsa Miller Liz Fulton AP\u0026amp;L Names Outstanding Teacher Liz Fulton, a science teacher at North Little Rock -West Campus, was honored by Arkansas Power and Light as an Outstanding Teacher of the Year, one of ten superior Arkansas educators so named. Ms. Fulton has taught in the North Little Rock School District for the last 10 years. An awards banquet including a reception and dinner was held in her honor October27 in the Camelot Hotel in Little Rock. Ms. Fulton was presented $500 in cash and the AP\u0026amp;L distinguished teachers commemorative award.  SUPPLEMENT TO ARKAMSAS TIMES AMD ARKANSAS OUSINESS  3 Simply Delicious Try Dining At This School-Based Full-Service Restuurunt It's Simply Delicious....and the food is too! Simply Delicious, located at Pulaski County Special School Districts North Pulaski High School, is the states only school-based, full-service restaurant operated by students. Open to the adult public and NPHS faculty and staff for lunch Tuesday to Friday from 11:15 a.m. - 1 p.m., the restaurant is operated by juniors and seniors enrolled in the Occupational Home Economics Program. The students earn credit and receive the unique opportunity of becoming real entrepreneurs while completing their high school education, says instructor Ginger Price. Students sell home-made yeast rolls at Thanksgiving and Christmas\nthe proceeds pay their way to the national VICA conventions. The rolls, either herb or plain, cost $3 per dozen and can be frozen. Orders can be placed by calling 982- 8960. Simply Delicious VICA students have placed as one of the top three teams in the nation in the club business/parliamentary procedure category for the past several years at the national convention. The students consistently take top awards in the culinary arts division at state VICA meetings. Simply Delicious is also available for catering parties and other special events. Students have catered receptions at the Governors Mansion, PCSSD Board of Education events, weddings, anniversary parties and luncheons, and evening meals for business and civic organizations.  Association Names Arkansas Speech Teacher of the Year SLR Teacher Honored \u0026amp; h 1^: Lisa Tiller, North Little Rock - East Campus debate and communication survey teacher, has been named Arkansas Speech Teacher of the Year by the Arkansas State Communication Association. The organization of high school or college speech and theater teachers recognizes one high school teacher every year for outstanding work in the area of speech and theater in the classroom and in the organization. Ms. Tiller has been a member of ASCA and taught in the North Little Rock School District for 7 years. She has served on several committees, but her primary interest is with the Student Congress Committee\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_658","title":"Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational planning","Educational statistics"],"dcterms_title":["Monitoring"],"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/658"],"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":["79 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\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING' PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas September 1990 TABLE OF CONTENTS EDUCATIONAL EQUITY MONITORING PAGE 1.0 Separation by Race/Gender in School Programs 1 2.0 Curriculum 2 3.0 School/District Initiated Honors and Awards 4 4.0 Committees I 5 5.0 Extracurricular Activities 5 6.0 Student Achievement/Assessment 5 7.0 Special Education 6 8.0 Gifted and Talented Education 7 9.0 Staff Development 8 10.0 Parental Involvement 8 11.0 Student Discipline 9 12.0 Building Leadership/Management 10 KEY: SP I o D School Profile Interview Observe DocumentSCHOOL PRINCIPAL MONITO: S) LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1990-91 Grade Level(s) DATE NUMBER OF CLASSES VISITED t PL po L\\ease /p^nt obs^ 3S^^t^e pXactic^ chcr^ r^ations and evides^ s andXareas in need jCe in suffffcient de^ \\of improvement. / il to indicate Observers should review e ichool Profile prior to completing this form. SP 1.1 SP 1.2 SP 1.3 in S\u0026lt;fhQol The composition of the school staff ensures that students have access to, and contac with, staff of certified and non-certified personnel. COMMENTS: a varied School enrollment reflects the racial/ethnic composition prescribed by the court order. COMMENTS: Class/course enrollments generally reflect the racial/ethnic composition of the school. COMMENTS: CIRiCLB O^ YES 'N9 i/ r YHS YES XT NO NO Educational Equity Monitoring Page 2 SP 1.4 Participation in extended educational programs (i.e. Governor's School, Academic Enrichment for the Gifted in the Summer (AEGIS), Boys'/Girls' State summer laureate, Odyssey of the Mind, Olympiad, and Alternative School or classes) generally reflect, racial/ethnic composition of the school. COMMENTS: the O 1.5 As you walk through the building, do you see any one- race classes. If yes, indicate specific subject. (math, science, language, etc.) room number, and approximate number of students. Rm#___Appx. # of students___Race Time Subject YE YES NO NO 2.0 O/I O/I Rm#___Appx. Rm#___Appx.  Rm#___Appx. Curriculum JI IT JI V of students of students of students Race Race Race Time Time Time Subject Subj ect Subject The school provides a curriculum that is reflective of cultural differences. Local and/or state-developed course content guides enhance multi-cultural content in all curriculum areas. 2.1 In classrooms observed, the teachers have adequate materials and equipment to deliver the curriculum. COMMENTS: YE NO 2.2 Current and complete student records are maintained in the classroom and school office to monitor the progress in achievement of the individual learner, (i.e. grade books, reading folders, math folders, PRC's, interim reports, report cards, student educational plans and ASDP's) COMMENTS: YE NOEducational Equity Monitoring Page 3 O 2.3 All students are actively involved in classroom instruction. COMMENTS: _____________ ______________ _____ Y / NO O 2.4 Classroom seating patterns promote interaction among students of varying racial/ethnic backgrounds. COMMENTS: Y^\\ NO 2.5 There is evidence that the multicultural curriculum is being implemented. O/D 2.5.1 Bulletin boards, publications, and productions throughout the school (including the media center) reflect the racial/ethnic and gender differences of the student body. COMMENTS : . ________________________________________ YE, NO O/D 2.5.2 Bulletin boards, publications, and productions in the classroom reflect the racial/ethnic and gender differences of the student body. COMMENTS: ____________________________ ES NO O 2.5.3 Evidence of student achievement which reflects varying teaching strategies is widely displayed. COMMENTS: ______ ___________________ YES I/O 2.5.4 Teachers have and use multicultural curriculum guides. COMMENTS: ___. YES T NO oEducational Equity Monitoring Page 4 3.0 School/District Initiated Honors and Awards The school ensures that no student is denied access to being selected for honors and awards through establishment of non-biased and equitable policies and procedures. SP A variety of awards and honors is provided in areas such as scholarship, citizenship, sports, school and NO 3,2 3.3 community service, choral and instrumental music, attendance, clubs, and organizations. COMMENTS: Procedures are evident to assure that students are apprised of requirements governing honors and awards. COMMENTS: YES NO Procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs (i.e.. Governor's School, Girls'/Boys' State, etc.) COMMENTS: YE, NO 3.1 D D 7 I/D 3.4 The offerings and procedures regarding honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. COMMENTS: YES 0 0 3.5 The attention, visibility and publicity given athletic and non-athletic honors and awards are comparable. COMMENTS: YE, NOEducational Equity Monitoring Page 5 4.0 Committees SP The school staff ensures that appointments to all school based committees are made in a non-biased and equitable manner which results in committees that have knowledge of educational programs for a varied student population. COMMENTS: _____ Y YES / YES NO YES NO Educational Equity Monitoring Page 6 SP 6.3 When graduation rates are examined and compared, no differences are evident between identifiable groups of students. COMMENTS: _____________________________________________ YE, 7.0 Special Education YE, NO YES NO YES NO Y' NO YES NOEducational Equity Monitoring Page 7 8.0 Gifted and Talented Education I/SP 8 . O O 8.2 YES NO O 8.3 YES Nj O 8.4 YES y NO O 8.5 YES 0 Educational Equity Monitoring Page 8 9.0 staff Development SP/I The staff development plan for the school demonstrates commitment to educational equity through ensuring that school personnel have been provided: 9.1 general knowledge based on training related to educational equity YES /NO COMMENTS: 9.2 training related to equitable staffing practices YES NO COMMENTS: 9.3 training in teaching strategies related to . multi-cultural 'curriculum delivery and NO I I 10.0 COMMENTS: 9.4 training related to effective strategies to enhance the achievement of diverse student populations COMMENTS: NO Parental Involvement The school provides equitable opportunities for parental involvement in the district. SP 10.1 Y' NO Educational Equity Monitoring Page 9 r\u0026gt;/l SP 11.0 D/I D/0 D/1 Educational Equity Monitoring Page 10 SP 11.2 Suspension and expulsion rates are generally representative of the student population. COMMENTS: YES 0 11.3 Classroom instiruction proceeds in an orderly manner. COMMENTS: Y^S NO 0 11.4 How visible are the following persons in directing/ controlling students? following for each person(s). Indicate one of the I/P 11.5 A. B. C. Very active/visible ^Somewhat active/somewhat visible Not active/not visible Principal: Teachers: Security (if applicable): COMMENTS: I 1 Strategies to eliminate disproportionate discipline sanctions among identifiable student groups are evident. COMMENTS: YES NO 12.0 Building Leadershio/Manaoement SP 12.1 The school has a clear, concise, well-written statement of specific improvement goals. COMMENTS: YES NyEducational Equity Monitoring Page 11 SP 12.2 The school has appropriate strategies for attaining improvement goals. COMMENTS: ____________ _______ YES SP 12.3 The school has an effective home/school communication program. COMMENTS: ES NO D 12.4 The school has published clear statements of expectations for student conduct. COMMENTS: ES NO O 12.5 The campus and building are clean and free of debris and graffiti. COMMENTS: / YES /NO / 0 12.6 Hallways are orderly. COMMENTS: YE NO O 12.7 The school office has friendly and helpful personnel. COMMENTS: ______ ______ YESi NO D 12.8 Where one-race classes exist, strategies to prevent or eliminate one-race classes are evident. COMMENTS: ____________ ____________ YES NOEducational Equity Monitoring Page 12 D/1 12.9 There is evidence that curriculum monitoring occurs. COMMENTS: YES NO D 12.10 Strategies to increase the number of minority students enrolled in upper level courses are evident. COMMENTS: YES NO O/I 12.11 There is evidence that the guidance program provides equitahle services to all groups of students. COMMENTS: YES NO D/I 12.12 Information from former students is effectively used to improve guidance and other educational services. COMMENTS: YES NO Is there anything unusual or of interest or concern which you want to report? COMMENTS: YES NO Send completed document to: Planning, Research, and Evaluation   810 West Markham Street Little Rock, AR 72201I Little Rock School District February 1, 1991 ti TO: Ann Brown, Office of Desegregation Monitoring Arma Hart, Office of Desegregation Monitoring FROM: THROUGH: (M James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools iODr. Herb Cleek, Deputy Superintendent SUBJECT: Semi-annual Monitoring Report According to the Tri-District Desegregation Plan, the Little Rock School District was required to provide a written monitoring report to the court on a semi-annual schedule (February 1, or the nearest work day, and July 15, or the nearest work day). Although the Tri-District Desegregation Plan is no longer in effect, the Little Rock School District is still in the process of preparing a semi-annual monitoring report. This report should be completed for submission on or before February 28, 1991. cc: Chris Heller Sterling Ingram 810 West Markham Street Little Rock, Arkansas 72201  (501)374-33615 s: Little Rock School District February 6, 1991 Ms. Ann Brown Ms. Arma Hart Office of Desegregation Monitoring Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AP. 72201 1 Re: Monitoring of Desegregation Plan in LRSD Dear Ann and Arma: Now that we are certain there will be no further appeals of the Court of Appeals December 12, 1990 order, I believe we should establish, to the extent possible, a systematic approach to compiling and sharing the information necessary for you to monitor the implementation of the approved desegregation plan. Two of the most important functions of the Office of Desegregation Monitoring are to gather the information necessary to determine whether the desegregation plan is being properly implemented and to establish a means by which implementation problems can be quickly resolved. We want to provide necessary information to you in a timely manner and to act quickly to resolve implementation problems. We believe there are two ways we can help you get the information you need to effectively monitor desegregation implementation in the District. First, once you have determined what information you will need on a regular basis (monthly, quarterly, annually), we will establish a system to provide you that information on the dates requested. Second, we will designate one person at LRSD who has sufficient authority to provide any information requested by your office to serve as the person responsible for insuring that you get a prompt response to any ad hoc information request. We believe it will be helpful to both LRSD and ODM if we could establish a calendar of information which will be necessary on a regular basis and designate a person who is responsible to insure that all other information requests receive a prompt response from LRSD. We understand that regular reports and ad hoc information requests will not provide you with all of the information you need for effective monitoring and that there is no substitute for visiting the schools and talking with teachers, parents, and students. We will assist you in whatever way 810 West Markham Street o Little Rock, Arkansas 72201  (501)324-2000Ms. Ann Brown and Ms. Arma Hart February 6, 1991 Page Two we can or in whatever way you would find helpful to facilitate this aspect of your work. We are committed to the successful implementation of our desegregation plan and will work quickly to resolve any problems which are brought to our attention. I urge you to make us aware immediately of problems you find concerning the implementation or operation of our desegregation plan. We want to be able to respond quickly and effectively in resolving whatever problems exist and to work cooperatively with you in addressing them. You may already have some ideas about how we can work cooperatively to insure that our desegregation plan is successful. We would be happy to meet with you to discuss any of the proposals set out in this letter or any other steps we can take to insure that our efforts are successful. Sincerely, Ruth S. Steele Superintendent of Schools RSS/pkk 3 Little Rock School District February 25, 1991 n 2^ O\\Ve TO\nLRSD Board of Directors FROM: James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development THROUGH: /Dr. Ruth Steele, Superintendent of Sci Dr. Herb Cleek, Deputy Superintendent Dr. Schools SUBJECT: Monitoring Report on Incentive Schools Please find attached the Educational Equity Monitoring Report for the Incentive Schools. The report summarizes the findings from the first monitoring visits to the incentive schools. Each incentive school principal was asked to respond to the concerns listed in the monitoring report. review. No concerns were listed for Rightsell. The responses are attached for your 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 ' t !Xijr*v0i / 12- LITTLE ROCK SCHOOL DISTRICT kiWi 'l. l:'. . - ri   . i J I  I- t-l t., r INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 Prepared By PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1990\nV' :t 5nr- A il\ni^,i I ft INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 .i/Ciii.-rt?,'   jiv\n! a-*' }\u0026lt; Ob i'^\" t-- '.I, c:.  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. 'f 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, content areas, and grade level programs, * 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 1 '4' M t * Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school f: Findings: ux\nr \u0026amp; JA All schools were within appropriate percentages for certified 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. Non- A scarcity of \n' '  \u0026gt;1\nINCENTIVE SCHOOLS .^EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT 1990-91 WO^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 Garland Ish Mitchell Rightsell Rockefeller Stephens Black #/% White #/% Other #/% Total Non Certified Black White U / 5- 1t/ 'o Total 14/50% 14/50% 0/0% 28 9/53 8/47 17 12/57 9/43% 0/0 '6 21 13/93% 1/7 14 15/60% 11/52% 9/30% 14/52% 10/40% 10/48% 20/67% 13/48% 0/0 0/0 1/3% 0/0% 25 21 30 27 14/100 15/100% 33/83 12/71 0/0% 0/0% 7/17% 5/29 Q, *0 14 15 40 17 *0 'b \"b \"b Black Teachers may constitute 25-50% of the certified staff 1 TABLE 2 INCENTIVE SCHOOL ENROLLMENT COMPARISON BY RACE (10-31-90) 1990-91 Pre-K K -6 '! fc mi- Garland a Mitchell sell)i\n4i/ U.-.-n in Ji.- Rocke-zV. feller Stephens Black 11/ 58% 13/ 93% White 7/ 37% No Program : No Program 58/ 58% -11/ 41% Other 5% 0/ 0% 1/ 1% Total 19 14 100 13/ 68% 6/ 32% 0/ 0% 19 Black / 16/ 84% 16/ 100% 31/ 86% 3 2/ 97% 33/ 56% 2Z/ 90% White #/^ 3/ 16% 0/ 0% 5/ 14% 1/ 3% 2 6/ 44% 2/ Other /% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 0/ 0% 1/ 3% Total 19 16 36 33 59 31 Black 192/ 90% 124/ 98% 153/ 88% 158/ 99% 159/ 163/ 95% white 13/ 6% 3/ 2% 3\\/ 12% 0/ 0% -15/ 22% 8/ 5% Other /t 4% 0/ 0% 0/ 0% 1/ 1% 3/ 2% 6/ 4% Total 214 127 174 159 209 171 Grand Total 252 157 210 192 368 221 1/ . 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 68t black, 30% white, and 2% other.W ^INCENTIVE SCHOOLS i^EDUCATIONAL EQUITY MONITORING Jr g-FIRST QUARTER REPORT 1990-91 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 She said that success. 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 i * 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 multiculturally infused curriculum a  Displays, bulletin boards, materials, and publications that reflect the cultural diversity of the student population Findings: The Garland Biracial Committee visited five classrooms and responded positively to all items in this area. Additional comments from teachers Additional comments from teachers interviewed indicated they had adequate materials, including multicultural curriculum guides. student work, bulletin boards and teachers plan books verified the implementation of the multicultural Displays of curriculum. Monitors observed students actively engaged in classroom instruction. e. At all incentive schools, the seating patterns in the classrooms observed, promoted interaction among students of varying racial/ethnic backgrounds to the degree possibl 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 r 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. At '..Y h'V I. Reports from Garland, Ish, Mitchell, Rightsell Ksporus rrom Garland, Ish, Mitchell, Rightsell, and Stephens indicated that the Student Educational Plans (SEPs) developed for each student. The Rockefeller team reported 'that in most classrooms visited student Individual Education Plans (lEPs) and Academic Skills Development Plans were not current or complete. were The Ish team reported that materials and equipment were excellent, that the multicultural guides were in every classroom visited, and that all children were pai'ticipating in classroom activities. However, a need for more black publications on natural sciences was noted. Mitchell the team reported that multicultural guides were visibly in use and that teachers and students expressed pride in the content.  At The team believed the bulletin boards 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. The team reported a variety of Monitors noted that teachers observed at Stephens had and were using the multicultural curriculum guides. Mu^^^^'^^tural materials were in use in most classrooms visited, and a wide variety of ethnic and multicultural art was displayed throughout the school. These displays were representative of the racial/ethnic and gender differences of the student body. The classroom seating provided for racial/ethnic interaction, and while students were involved in classroom instruction, monitors noted that \"some\" were more actively involved than others. The majority of teachers visited maintained current and complete student records. tests were unavailable. However, some student magazine Short term goals were listed on the Student Educational Plans (SEPs) in all monitored class- rooms. - . 1,'S a' INCENTIVE SCHOOLS EDijCATIONAL EQUITY MONITORING ^glRST QUARTER REPORT 1990-91 Page 5 Responses from Principal(s):  1' f     -.n'- i J 1^\nThe 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. 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 simpleincentive programs were used to ensure wide participation of most students. It was reported by the Rockefeller team that awards could be encouraged. more It was reported by all teams that procedures evident to ensure that students were apprised of requirements governing honors and awards, principal made personal announcements and conducted meeting to inform students about award opportuniti were The Rockefeller -p 7 - 3.0 \u0026gt;3' es. s % J j' '-i 0^0 ! '0'' ^INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING BFIRST QUARTER REPORT 1990-91 fiPage 6 cV 't' Il I The Stephens team reported that students were aware of and knew the requirements for academic and behavior honor rolls. .r'i 4 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 the 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 i  i-   .*..  Findings: population. As evidenced by information listed in the school profiles, committees appointments reflected that members had knowledge of educational programs for a varied student Committee members were selected on a voluntary basis and by request, according to interviewed staff at schools.  h v jS I u\na5.0 Responses from Principal(s)\n(None given) Extracurricular Activities some i At each school the monitors expected to see: * Extracurricular activities generally balanced by gender race and * Leadership positions generally balanced by race and gender when appropriate * Recruitment practices to promote participation of all races in extracurricular activities.Vj.\nj^\n^^| INCENTIVE SCHOOLS CATIONAL EQUITY MONITORING QUARTER REPORT 1990-91 Findings: i-ir ! I- 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. and h Responses from Principal(s): .1 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 There were no other team comments regarding each other. this area. 'Xi 6.0 Student Achievement/Assessment At each school the monitors expected to * All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that graduation/prorootion/retention rates monitored and analyzed to reduce disparities in achievement. Strategies to close the disparity in test scores identifiable groups Findings: are among 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 some schools. Some monitors stated that a comparison couldn't be made until the 1991 test scores available. were see: } 'I' ?^'i\n.INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^FIRST QUARTER REPORT 199 0-91 ^Page 8 j'.sfeiyfc'? ?r,' j\n( J. J 'A' 'I Goals and strategies were developed to decrease the achievement differences between black and white students at most of the monitored schools. Achievement strategies, as documented in the school profiles, given for the norm referenced test, the Arkansas' Minimum Performance Test. Strategies for improving student achievement were described for various subjects and grade levels in the Annual School Improvement Plans. were When retention rates were examined and compared, no differences were evident between identifiable of students at some of the schools visited. groups _ . -------- Very few students were retained at some schools as evidenced in the school profiles. in schools where differences were , - _ _ _ In schools where differences 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 needadditional assistance are identified\nthe teachers provide appropriate teaching strategies\nare aides work with the students, and if indications observedthat this is not providing necessary instruction, the Pupil Services Team considers the student's situation and appropriate actions are taken by the team. 7.0 Special Education At each school the monitors expected to * Clear, well-defined referral, procedures assessment and placement 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 ror all students to participate in classroom learnino experiences see: * * Strategies to decrease minorities any overrepresentation ofSV A*? ^INCENTIVE SCHOOLS [educational equity monitoring [j.IRST QUARTER REPORT 199 0-91 :Page 9 ^tS Findings: 1^ t\nj Monitoring reports from Ish and Mitchell schools e, I .. ci* J vf i'  reflected all positive responses in this area. In theseschools 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 i 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. 3j There is no special education classroom at Rightsell. The special resource teacher is assigned to Rightsell and nearby elementary school on half-time basis. a 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. -- All other responses were positive. The special resource teacher at Rockefeller was not interviewed, but the monitors responded positively to all items in this area. one comment. The committee report for Stephens contained only 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. 3- if- I- j\n'' Jr\"- itV.- r I .V Responses from Principal(s)\nThe principal at Garland indicated to the monitors that resource students and Community-Based Instruction (CBI) students participated in several activities such as: collatingand 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. I 7 I*'-' -.NINCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING tA^^^W^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 scnool staff * A planned and organized strategy to address any problem of underrepresentation of minorities in gifted and talented programs * 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: I 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. \\T' ri' 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. I c\nThe 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. rA'\u0026gt;. v/t. I -T v .A-'- All monitored G/T classrooms have adequate materials and equipment to deliver the curriculum, according to observations reported by the monitoring 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. teams. \u0026gt; r'INCENTIVE SCHOOLS A^(\u0026lt;EDUCATIONAL equity MONITORING feiwfejFIRST QUARTER REPORT 1990-91 Wfew.______ X V '7^ with the exception of the G/T classroom at   j Mitchell, monitors considered the classrooms integrated into the total school environment. as 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. __ Mitchell i't was shared that staff development in this area was sufficient, but at Garland evidence was nonexistent. At 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 inseirvices were presented at each monthly staff meeting, which included but was not limited to, testing preparation and conflictMl -M :i? f-k-: iX-INCENTIVE SCHOOLS ^EDUCATIONAL EQUITY MONITORING ^^IRST QUARTER REPORT 1990-91 Page 12 A Cl 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 hiring. At 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 i * School functions scheduled in community facilities near identifiable groups of parents Findings: '-tf  Overall parental involvement of all identifiable The 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 parents, and an inactive or unorganized PTA.  Stephens' team indicated that many strategies were being used to solicit parent participation, but the process had produced very little success.,1, I?.INCENTIVE SCHOOLS Ji tu ^EDUCATIONAL EQUITY MONITORING gFIRST QUARTER REPORT 1990-91 fjPage 13 W Documentation regarding methods to encourage parents in school and in home supported educational activities was evident at all incentive schools All schools reported that some contact was made with 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. encourage According to the reports of Ish, Garland, Rockefeller, patrons and/or parents of ... schools did actively participate in the writing of the local school plans. Mitchell, and the incentive Responses from Principal(s): The principal of Ish indicated that each teacher make one positive phone call to student achievement/behavior. letter or bulletin that was to a parent each week regarding It was also shared that was sent home was numbered with tear-off section at the bottom for students to return. every a When this section was returned, it was kept on file documentation. The principal further reported that Ish had established a parent center that is utilized by all Identifiable groups of parents.  tutor, serve as room parents, and - - ----- She also shared that there was 100% participation on student conference day. identifiable participate in PTA. f I \u0026gt;1= as These same parents serve as room parents School profile from Stephens suggested little parental involvement was apparent. The principal was apparent. that very expressed in the report that he did not believe in \"holdinq the hands n-F _______ ____, iiuiuiny the hands of parents\" _____ that parents should be responsible on their to encourage involvement. He feels own. He stated opportunity for involvement is always present, but the patrons and parents of that particular school community were not responsive. 11.0 student Discipline r .i-i :r is f ^ch school the monitors expected to see: * No disproportionality among identifiable students when discipline sanctions groups of are analyzed \u0026gt;1 rF 4 iW'?:INCENTIVE SCHOOLS Vs^Z^W/feEDUCATIONAL EQUITY MONITORING .^i^l^^iFIRST QUARTER REPORT 19 9 0-91 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 ha been distributed to parents and students. Garland School sent a handbook to each parent. signed by parents and students indicating receipt hcndbcckc. At each incentive school classroom rules are Ish School has on of handbooks. posted in most rooms. s The Suspension and. expulsion rates are generally representative of the student population, according to the monitors at all incentive schools except Rightsell, team at Rightsell felt that the school enrollment should be considered and did not draw any conclusions regarding these rates. ish and Garland reported no suspensions or expulsions. 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. 1 P' In.all of the incentive schools except Stephens, the monitoring teams indicated that the teachers were very active and visible in directing/controlling The team that visited Stephens stated that it needed to return to the school for further students. 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 \\____1___ active and visible in directing/controlling students.\" were also very s\nStrategies to eliminate disproportionate sanctions among identifiable student groups are evident at Rightsell, Garland, Rockefeller, and Ish, according to the monitors. The teams at Mitchell and Stephens declined to draw conclusions relative to the evidence of such strategies.INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING ^^/i\n^^FIRST QUARTER REPORT 1990-91 k- .I: ' 'if/' 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 onerace classes and a review of the strategies to determine effectiveness * 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 the guidance program are served by * A system to receive information from former students ai.d patrons regarding the guality/needs of the total program and Findings: All six teams responded positively that the schools had concise, well-written statements of specific improvement goals. One monitoring team said that more specifics regarding inservice for added to the school improvement goals. clear, new staff could be * r INCENTIVE SCHOOLS /^EDUCATIONAL EQUITY MONITORING bpIRST QUARTER REPORT 1990-91 pipage 16 .0-3 All monitoring teams reported that the schools :a ? js: V *** \u0026lt;! had appropriate strategies for attaining improvement Although the Ish team members said that this was difficult to measure at this time. goals. iS: i Five positive responses were made regarding the schools having an effective home/school communication i r f- V t ir' 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 nine weeks. Rockefeller the team said that the staff effort to At communicate was commendable. At this school notes were sen-t 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 \"Very pleasant,\" \"cheerful,\" \"colorful,\" \"beau'tiful\" and \"excellently maintained\" were used to describe the campuses and buildings. positive. n cheerful, It The hallways were orderly and the students were well behaved. All positive responses were recorded related to the friendliness and helpfulness of the office staff. Inschools 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. J was Three school All six monitoring teams reported that there evidence curriculum monitoring occurred. Tl____________ reports indica'ted that the principals had made specific to monitor in the classrooms. I Vra. -i.u^i^INCENTIVE SCHOOLS '.SSfea^afeEbUCATIONAL EQUITY MONITORING jsr ^FIRST QUARTER REPORT 1990-91 fPage 17 .W-Ij Ki*: :^- ij 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. 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 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. but they also wrote 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.\n _____ the counselor was unable to take students from class for At Rockefeller school iff. one-on-one help. pullouts. The Incentive School Plan calls for According to the monitoring team, it was difficult for the counselor to do with the children. no one-on-one and group work The counselor is assigned to Rockefeller School three days per week. 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): k. h 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 'l i 1 A The Ish principal reported that the Ish teachers had a major role in setting the goals of the school. r I-INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING \u0026gt; j^m^^jFIRST QUARTER REPORT 199 0-91 18 Si I: 'r 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 alleqedlv violated. v j 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 . i'feji-. MA 'V\u0026lt; There is a need for direct recruitment of white students by central office personnel. Although no incidents have been reported, safety concerns for students and staff because___ dismissal time for the extended day during the central standard time period because it is dark when the students leave. there are of the 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.\" I\\ INCENTIVE SCHOOLS EDUCATIONAL EQUITY MONITORING FIRST QUARTER REPORT PRINCIPALS' RESPONSES Ilb' K' ,su: To: :From: ect K' ir-iS' \u0026lt;- 'I I J?':\n'.a X. 0, it I. Mr. James Jennings, Cheryl A. Simmons, Associate Superintendent for Desegregation Principal Response to Concern Identified During November 0th Monitoring Visit . November 30, 1990 Please find the identified response following. concern listed below with the 10.1 Parent involvement is on a limited basis. utilize PTA Council to get PTA organized. Garland's Will parents are involved in their children's education through working cooperatively with teachers in formulating Student Education Plans. serve on its Bi-racial Advisory Committ Garland's parents also ee, School Improvement Committee, Guidance Committee, and Discipline Management Committee. Parents have also been trained and will be leading APPLE workshops this year. parents have attended Parent Center Mrs. holding a as APPLE facilitators Several Garland workshops. Essie, Middleton, of the Little Rock PTA Council, 6:00-7:00 P.M. is workshop/planning session for Garland parents from on Tuesday, December Ath to for Garland's PTA for the 1990-91 assistance of Mrs. Middleton and Mrs. parents will devleop a plan to organiz will provide valuable tool In communication. organize and plan school year. With the Delores Egeston, Garland's e a strong PTA which continuity from year to year and serve as a recruiting parental involvement and improving'f**^*)* Ir -5^1 SISH\n INCENTIVE SCHOOL ^^OOi-S\nPulaski Street ^ock, AR 3, 1990 Jf rvi: TOi Mr. James Jennings, Monitoring and Program Development Associate Superintendent for Desegregation I I\nFROM '1 RE ' 1.0 i.2 1.4 2.2 2.5 8.1 f 'r.- Li I Mi i A. i- ri: f.' Lonnie S. Dean, Principal Monitoring Team Visit - Response(s) Non-certified staff has been were allowed.to remain when try to fill vacant positions as needed with The Bi-Racial Team is students. 1 all black since Ish School opened. They all other positions were vacated. non-blacks. I will working on strategies to recruit We have enrolled two (2) white visit. (We now have thirty five black more white students since the team's a total of five white students and one-hundred students in Grades K-6). The enrollment for Extended Day classes is one-hundred ten (110) , n 1 , twenty three (123) students enrolled in Extended Day , of a total of one-hundred grades 1-6. Friday. Our Saturday enrollment represents 83Z of our walking students, not provide transportation for District does represents 83Z of Saturday classes. out Our All ASDP's are available in each classroom now, Grades 4, 5, and 6. medical field, lawyers. pictures in the educator, eeleutist. politicians. We are in the Talented ses. process of adding two (2) black males program. All paper work is completed. to the Gifted andSi- li. .1 LITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School \u0026amp; Battery Street* .Ji TO: FROM: SUBJECT: Phone 375-6931 memorandum December 3, 1990 Little Rock, Arkantai 72206 James Jennings, Associate Superintendent for Desegregation Monitoring and nita Hudspeth, Principal tchell Elementary Program Development Response to Monitoring Concerns of November 8 First, I would like to the comments registered always room for improvement, nova 4 m .1___-  express my appreciation for in this report. have in place. The written I am proud of the While there is program we requested arp education plans in the format requested e new for most teachers. I am continuing to 1 staff members individually and  . \"3 are relevant and helpful, mi vary depending on the student and teach work with most teachers. that the plans could in groups to ensure Initiation dates teachers, however, Should be docZntJng when All tSe^sSnd!\"-y^n I working ceacners individual 1 v. Par-h n____ t students indlvidually:p\nt oFtheDecemb addrLs these concLns? involvement 1 as a dramatic increase 1 we have made improvement, area.  The need for We have increased er s ongoing, at meetings this year as well in volunteer hours thus far. While , we will continue to work in this : r j .5'r 2^' :^!i LITTLE ROCK 5CLIOOL DISTRICT Rockefeller Elementary School ' \u0026gt;^ 700 Has, 17lh Phone 374-1226 Lillie Rock, Arkonsos 72206 : i -U f i\" I NDvembur 2/, 19'70  Toi J T f \u0026lt;7allies (Jenning Fronii dames .Jennings, Assodate fJuperintendenh Ilonitoring and Program AAnne Mangan',' Prindpal , DgvgIopment for IJosegregat 1 on Rocks fol 1 er Sclwol Subjset 1 Response to conct?rn of tlia Little Rock nioni taring visit front Coinini ttee Scliool District Bl racial fklvisory tJri November 7, vlBlt from the 1990, Rockefeller Gchool had the fir conf er'ent\nR, Nineteen cl LRSD Di racial there was only Advieory Committee. nt monitoring did one area of On till? asses were visited not have records current or Educational understanding. on records concern eiipressed and I was told that Equity Monitoring tf ley n I report - ns I read the report I all answers which were incomplete. further Ri! 11 to me. four teachere eijcept the one mentioned items and a concern only request to comiiient would have BOR that verifies on the indicated we received H .J. :r 1 lie that yet\n\" a positive response \u0026lt;^2). mere were comments at the end of the Til ere on several that the materials needed to was sent to the school This was not enough time You have been selective Would like for me to . for me to dutermi report. There is concern regarding safety or he prepared for the only four days before the\nne CDinments were selected itemss aass requested. 1*0 The staff interviewing team. intervi ewl decided that they Were no on the fact monitoring team 1t.o _ adJ equa, te ly compile aiBl cdlieodcuulm ede nvtaitsioint,. rn.,-r the criteria items that iRspond to in this report. Itow they chosen you at arid others not. Roc kef e11 er p 1 n c e I will It is difficult some areas wl th respond to those School was selected by an went through an ejitensive the original staff not commit to the incentive new black teachers r specialists Lach staff member ng- process. bl ack. could Two of by selected to be Seven teacher or members who school plan balance the staff, i B my understanding that iS In tin Acrrnn F i  _____ wi til The result i an acceptable many black applicants vacancy. Of the were seven new to. B a rad ally staff which Is 29-/. black. It thl 5 percentage -I though not desirable, - are ava^ 1 :h 1 interview as 1 dost? contact with . that he or Human r a n g e. . I have kept in , every applicant mE in the past. I have as a Robert Robi teach1 ng ns on Resources has and sent f-'? i  b'i B'*'- li fF' J 1 t 2. 1 about The comment made the neighborhood need for by hindergarten and and community younger children to Tirnh grade teaeliere he taught more about V:  about the wor_ldJ was the They are required to foil however and do awareness before being expected L general feeling of those teachers. \"\u0026gt;lticultural curriculum guides to AJp-i.riowever and do so as directed. about using the required materials. They lust agreement of its appropriateness for the they teach. -  materials. They have had adequate iriser'vice are not in total very young children that before school plu 2.2 I. am, Twenty days of inservice have already been provided P'ts one other additional day. at the present determine if any are Mastery dates will be not time, checking all teacher checked current, on up-dated, a regular basis. an d records to complete. 2.5xf I fiavB suggested that to better plan lessons a would be desirable. , very helpful If the the material in different subject staff development inservir.- v... huw using the multicultural curriculum guides stated that I think it would be curriculum supervisors could cros ce on how '  f-1.1 ,   W1.1U jiitc aarreeaass.. It is r ref erence my understanding ! ? H'  PH ij. teachers to . feel to be their turn In needs suggestions which will greatest need. ve schools will for the school. indicate what I have asked they 3. 1 More awards, than we have ro^fcfce-,r ed_I to studeunJts, atnta nR ocwke ehfeavllee r eSvcehr oooivle'n year. Students with strainhf a'., -^onoox ,.ivvu-vi cralght A s and honor roll students grading period have their names boldlv displayed A reception in their honor ' 4 ... first nine weeks. r were invited to attend and a large number achievement ribbons before, have Student 3 for- the 1990-91 been first nine weeks on the front h---a---l-l wall. .week following the end Btudents Tha students school Student and h were presented f-.T.A.), a \"Principal's stlcker/badge. Award school for the was held the Parents o-f these.. were present. their parents-chlldren were honored, students will be were Thi Refreshments followed (purchased by the pencil aanndd aa \"Guper activity Plans to was very repeated at the end I good citizen of the Monday morning, receiving a gold students are A for all students have a well received. reception 07 each star The to be of each nine weeks, week is announced for honor wi th a II at lunch students further recognir.ed worn during chosen over the intercom the Super Cltiz tliat day. Clasnes that the playground all en II on period at the end , SSttuuddeennttss,, in behavior chart for trays to the cl by having a sign and helium balloon display good behavi week are of the contest tl honored by day/week. are a special table The set s as a centerpiece or in the awarded an e:itra cafeteria and 3 oni f? c 1 js a (2 3 , the week. me. who have no 15 minutes checks on recess are allowed to bring tlieir assroom and have lunch with thei Plans have been made with to take the r teacher. 1 unch the 6th grade honor our partner, the Arkans veir -Trn..- . ----- students to the Gazette y ar for a tour and liinrli. Gar et te, at the end of i: .U- it/^i S' 'c- 1\u0026gt; * j iA I.U* ? V.1!\n1 The Hrkansats DazEktr? make picture badej es for the will cnine to tlin honored students. help by providing some of 'the refreshments? to get special T-shirts for the checks ntudent*!) on end of the can ar tin rncRptlnn and They will a 1 so traight A students. who have proven (\no citizenship on ths report year. Perfect attendance The monitors Grades They are also trying bn good citi:ienn by having no cards will be honored at the will not be awards will also bn given. suggested long from businesses. considered in thio area. term incentives such I believe that this date. I persona?TrhX 'nn\"w' ^^his one^^f\"the^non^t'\"\"l\"\"'^''^ \"^\"h^i^rships^^har'eourS monitoring team members or - o-ffmr^d JS'ijJ\" 7\"\"\"\"\" t t't it very costly. proposal 5 7.5 left I come of the monitoring such an I am not been approved by the as scholarships is one of the controversial way of offering such an incentive. i ncenti students members but feel offered by suggest!ons about how on an equitable basis would have to and it might to be be Roc kef el 1 er special educati aware or of any student - white or black leave for plans to on needs met, members mentioned this have not been able team 10. 1 to Identify I as any reasons of think that one of the being a student uch student. Teachers simply finrZ?\"' P^rt^nts . being abfe functions was limited. jhig and stated that was 1i mi ted. families have both to away volunteer transportatl ~ who has not having moni tori ng In speech but I parent participation to participat e i n in the , , , .------- -\" school  . partly due to the fact that parents working and they in the uransportation problems but whenever\"\"'' has been offered t^the n-,. MiSt\n!\n'. planned. Actlvlt\u0026lt;on i \" the parent i^\u0026lt;:'Sftnr r^.T.A. and pi anned. been offered es are borne this problem J* 'sS? 2. MS\" W v..:\n^\u0026lt;4 after regular working such hours'. as many unable to get parents do have or open houses is identified, a home visit is are held 10.2 the Whenever a home vi si t visit is are Immediately etaJed?\"'' 'P'' our ^total Huescion the purpose, total concern and interest in the come to thtj unable to '.the parent. .ft fe# 7. question There 1s A home absolutely vi si t reason for no reason school, the school students. We never try there is -''^^^'-.nced is 12. 1 be to make can can reinforce If a parent is certainly come to a surprise visit and the no phone. if there is a only great need and .J. . Inservice members. on W SJre B-^neral informati assisted .i *4\nfn.indlvldual ba.ia i given as ra group but teachers J level and instructed assignment. on i s i s held f or a all on theI V t t- 5 I little ROCK SCHOOL V A k if district Stephens Elementary School 3700 West 18  Phone 663-0374  Little Rock, Arkansas 72204 December 3, 1990 TO: FROM: SUBJECT: 1.1. 2.3. 3.2. James Jennings, Associate Monitoring and Program Development Superintendent for Desegregation Stanton L. Strauss, Principal, Stephens Incentive School RESPONSE TO CONCERNS FOR FIRST monitoring visit There are five black males on the staff: substitute, one instructional aide, the interview one P.E. teacher, one music . and two custodians, process as established by LRSD as well personnel files in the department of Human Resources. ' has hired a full time employee I followed ' reviewing The District of lack of black males as well to rectify the recruitment problem as black females in the Distri All students are involved through dire and independent practice. IL.,., 'actively' involved... than others, teacher is to be done ct. Ct questioning, guided practl More explanation is needed for Consideration also needs to be observers were \"actively and what teaching II 11 ce. ..-more Communication between student and according to individual learning styles. given to the amount of time the observing whole classroom Instruction strategies were being used. report Stephens.is in compliance with article 2.3. According to the According to the appraisal form Stephens's ments for academic and behavior I don't understand these to promote academic success. Steps toward achievement students do know the require-honors, yet this still is conflicting statements. a concern. I see this The entire focus is art hot. th. students can get all students working must be taken as a very positive goal. Teachers must we want them to be. accomplishment. Then we can gaot ugpr adfreo mle vtheel,r e.that will be quite an If we. 3.. 4. Here again I difficult. reading conflicting ssttaatteemmeennttss.. Responding to this is with articlejhe monitoring report Stephens is in statement reads that recognition of .as many students II 13 doL both pStisrsi can more effort be given. attention is given to as possible.\" If we  success, behavior compliance as much This I 1'.,/.'Jfonitoting . Concerns 1990 Is' I 6.3. Stephens graduation rate is excellent. ,1 .sr 'I- f /Ai xh:\n1 :S. 5 $5 V 8.5. 10.1. 10.2. 10.5. 11.2. 12.3. 12.12. L \u0026gt;! the LRSD policy. grades K-1. males. retained. Our promotion policy follows Stephens does have most of its Unfortunately most of those being rententions falling in 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 as leaders. years and are emerging According to the monitoring report Stephens is in compliance article 8.5. with 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. expanded. The G/T Teacher does not see every Numbers do not exceed the size of The G/T. teacher also make excellent use of the media center. not attending Extended Day, (which is not many), they are pulled out of the classroom and G/T room. the classroom. For those students , ----- are serviced in the Again, I feel that the facility is adequate. Stephens parental involvement has increased from 1989-90 to th This should be seen as a positive, involvement that we desire. 'Holding parents hands I do believe that the school should make communicate with parents and I feel that context. article 10.2. notebook. e present. I know we are not at the level of we do. was taken out of every effort to monitoring report Stephens is in compliance with Staff can communicate daily through the assignment Many conferences have been scheduled. Stephens is in compliance with k 4 strategies for parental involvement are always eing discussed. As stated previously, oarental article 10.5. increasing. According to the monitoring Article 11.2. The school has previously, parental involvement is report Stephens is in compliance with ' sent many communications to the of newsletters, letters, points of interest J A _ If ..* * calendars, and invitations. . letters from teachers, and good news as well as interim from the office, I shall offer There has been notes. parents in the form school information, 1 reports, weekly On the next newsletter a space for parent feedback. no information provided for principals about former Students, ic IS not that I am not aware of the availability there just IS no information made available once students leave Stephens. It is f A i12.3 Every effort is iiindcj to provide .sn communication program at Pockefeller School. laffective hoine/nchooi . will have to further The monitoring team explain I low our efforts dates constantly notifying parents of up-coming events, \u0026gt;Canab^e \"\"Ta\"\"  ^o attend, parent \"seminars Jet iit Zs '\"'^^tings and entertainment, and any other Tni It f Interest. In addition, news bulletins with fP^m articles are sent to parents and numerous letters every ThurZdZ\nm  behavior report on their child anything but'nrn \\ these things could do anytning but promote good home to to We are constantly notifying remember, activities to P'.T.A. meetings attend, of interest. articles Parents are are I fail to are entertainment, add!tlon, failing to meet parent and news parents and any bul1eti ns any of these things could school communication. V 1LITTLE ROCK SCHOOL DISTRICT 810 REST MARKHAM LITTLE ROCK, AR 72201 October 16, 1991 TO: Elementary Principals FROMMargaret Gremillira, Assistant Superintendent Larry RobertsonT^Bsistant Superintendent SUBJECT: 1. 2. 3. 4. Request for Information to Complete for the Office of Desegregation Monitoring (Immediately) Monitoring Sheet Nutcracker Ballet Fund-Raising Activities 1. We have received from the Office of Desegregation Monitoring a comprehensive list of basic information needed for monitoring purposes. Attached are forms for additional information required that is not in your school profile packet. 2. A monitoring sheet is attached for you to copy and distribute to your Please check to make store that all items are completed.  staff. Do not use the old forms. Return the forms to our office each nine weeks following Teacher Record Day. \"The Nutcracker Ballet\" will be limited this year to 3. 4. Attendance to ---------  grades 4-6. Please contact Lee .Ann Matson (324-2295) for assistance with busses and early reservations. Patrons are calling Central Office ccmiplaining about students of all ages ccaning to their doors selling products for their schools. Please be reminded that the LRSD Board policy clearly states,\"Elementary schools shall not have any fund-raising activities that will involve any students in door-to-door solicitations.\" Let us advise our PTA again of this policy in order to prevent any serious incidents. Please know that we are working to avoid any unnecessary paper work on your part. Call if you have any questions. Thanks. /laj AttachmentsLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 School Principal 1. PTA Officers Name Race Gender 2. PTA Committee Members Name ComtTC Pace 3. PTA total membership (approximate\nto date by race, future meetings. Keep records on Black VJhite Other (Please spec. ly) (over)LITTLE ROCK SCHOOL DISTRICT I i I ( EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas December 1991 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 11.0 12.0 TABLE OF CONTENTS Equitable Placement by Race/Gender in School Programs Curriculum School/District Initiated Honors and Awards Committees Extended Day Program Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management Page 2 3 7 8 9 11 13 14 15 17 18 19LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by the LRSD Districtwide Biracial Committee and Planning, Research and Evaluation staff. Each team conducts one school visit each quarter using a monitoring instrument developed by the Biracial Committee, the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. I The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. Visits by the Planning, Research and Evaluation staff are scheduled cooperatively with each principal. Visits by the Biracial Committee are scheduled by the Office of Desegregation. The teams report quarterly to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extended Day Educational Opportunities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMllARY REPORT Page 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current -conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report is a summary of the first quarter visits conducted between October 7 and November 20, 1991. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this -report is to identify the degree to which each school is progressing towards the goals of desegregation.' At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation requires a written response from each principal detailing a plan to eliminate any identified problems. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: * Racially balanced staff which reflects appropriate percentages as established by the Court * Racial/gender balance in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 3 FINDINGS: Monitored by Little Rock School District/Biracial Team Members Three of the LRSD biracial teams monitoring reported a negative reaction to the item dealing with acceptable staffing range. The Mitchell biracial team indicated that there were only three male certified teachers. The Mitchell team also said that the support staff was black, except for one person (perpetrating stereotypical black roles). The Rockefeller biracial monitoring team identified a lack of males in the teaching staff at the school. The Stephens biracial monitoring team saw no black certified males, no white instructional aides, and stereotypical black non-certified staff. Response from Principal(s): None. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists LRSD/PRE Specialists reported that all of the incentive schools were within the acceptable staffing range. 2.0 CURRICULUM At each school the monitors expected to find:  A culturally diverse curriculum * 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 studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 4  Current and accurate documentation of student progress  Teachers demonstrating an understanding of a multiculturally infused curriculum  Students participating in heterogeneous groups that utilize peer tutoring  Displays of bulletin boards, materials, and publications that reflect the multicultural curriculum  Use of hands-on discovery and exploration teaching strategies * Academic program enhanced by extracurricular activities FINDINGS\nMonitored by Little Rock School District/Biracial Team Members Deficiencies in record keeping were noted by the LRSD Biracial Committee (BRC) monitors at five of the seven incentive schools. Student records were reported as not current and complete in some classrooms visited at Franklin, Garland, Rightsell, Rockefeller, and Stephens. Other deficits noted follow. Franklin (10-8-91) Some SEPs did not have dates initiated or evaluation procedures. Some ASDPs did not have strategies to address deficit skills. Garland (10-9-91) Most SEPs reviewed lacked parent signatures, instructional strategies and evaluation procedures. No instructional strategies were listed on any of the ASDPs that were reviewed. Ish (10-10-91) Some signatures were missing on some student records. Mitchell (10-24-91) Some SEPs did not include evaluation procedures and/or initiation dates. One ASDP did not have instructional strategies.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 5 Rightsell (10-6-91) In two classrooms, all of the SEPs were the same with one minor exception. Some SEPs lacked evaluation procedures and some ASDPs lacked instructional strategies. Rockefeller (11-14-91) SEPs were not found in some files. Stephens (10-28-91) Dates initiated needed to be added to SEPs at the first and third grades. Two of the six ASDPs reviewed did not have instructional strategies. The Biracial Committee monitors indicated that at Rockefeller there was no evidence that teachers had adequate materials and equipment to deliver and use the multicultural curriculum. The report stated that the multicultural guides seemed too complicated and that there was no tool to show how to use the multicultural guides. All students were not actively involved in classroom instruction at Rockefeller. Monitors observed some students' who were \"listless\" and/or inattentive. At Rightsell, the Biracial Committee monitors noted that while exhibits in the halls were very good, most classrooms did not have displays that reflected the multicultural curriculum. Monitors found that the displays of student work did not reflect varying teaching strategies. Displays were of workbooks, basals, paperwork with no hands-on or innovative strategies evident. Some classrooms did not have science resources in evidence. No classes were observed working on science. Most teachers visited had not taken their studentsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 6 on field trips to reinforce the academic program and some had not yet planned field trips. The sixth grade teachers at Stephens did not have the district's multicultural curriculum guides. Monitors found that grades 4 through 6 had very little, if any, student work displayed. Also, teachers visited indicated a need for more science equipment, some of which had been ordered. Response from Principal(s): The Stephens principal stated that she was monitoring records and she would take care of all students' records. Monitored by Little Rock School District Planning, Research, and Evaluation Specialists The Planning, Research, and Evaluation monitoring team found the following deficiencies at the incentive schools related to curriculum. In every incentive school, in some classrooms visited, student records were reported to be not current and complete. Additional findings related to teacher/student records follow. Franklin (11-4-91) Reading magazine tests had not been given in two classrooms. Mathematics tests, ASDPs, and parent/student discipline contracts were not available in some classrooms. There were no displays of student work in some classrooms visited. Garland (11-5-91) Some SEPs and ASDPs lacked parent signatures. A grade book was not available in one visited classroom. Grades were available for only one subject area in another classroom. Ish (11-6-91) Parent notifications were not available in PAL folders. Some SEPs lacked parentEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 7 signatures. Interim reports and parent/student discipline contracts were not sent home in one classroom visited. 3.0 Mitchell (11-11-91) Rightsell (11-12-91) Rockefeller (11-13-91) Stephens ((11-14-91) Reading folders were not available in one monitored classroom. signatures in one classroom. ASDPs lacked parent Some parent notifications were not signed or available in a PAL classroom. Some ASDPs and SEPs lacked parent signature. In PAL classes, some parent notifications were not signed and available. Reading magazine tests and mathematics tests had not been administered for the first nine weeks in one monitored classroom. Student/Parent discipline contracts were not available in one monitored classroom. Reading magazine tests had not been administered and recorded on reading folders in some monitored classrooms. Some ASDPs did not have parent signatures. In some classrooms visited at Franklin, there were no displays of student work reflecting varying teaching strategies. Although instruction proceeded in an orderly manner in the monitored classrooms at Garland, some students displayed disruptive behavior, therefore, they were not involved in the instruction. SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A A variety of awards and honors  Written procedures and requirements governing honors and awardsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 8  Methods for communicating requirements for receiving honors/awards to all students * A process to evaluate the honors and awards program * Plans to eliminate any gender/grade level inequities relative to distribution of honors and awards FINDINGS: Monitored by Little Rock School District/Biracial Team Members The Biracial Committee team reported that four of the seven incentive schools had no available evidence for distribution of honors or awards. Procedures for apprising students of the requirements and of information regarding various opportunities in educational programs was in place as observed by Biracial Committee team and PRE monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists The PRE monitors indicated that all information for this area would be available after the first nine weeks for all seven schools. However, procedures for apprising students of the requirements governing honors and awards and of information regarding opportunities in educational programs were in place at each school. 4.0 COMMITTEES At each school the monitors expected to find: Racial/gender composition of committees generally reflects the school populationEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 9 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members Members of the LRSD Biracial Team reported that the composition of each school based committee generally reflected the staff/parent population in six of the incentive schools. Although the school based committees at Garland generally reflected the staff/parent population, there was limited parent involvement and participation. At Rockefeller, school based committees did not reflect the staff/parent population. Monitors said there were no parents on the Biracial Committee and only two parents on the Parent Advisory Committee for this school. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists The composition of each school-based committee generally reflected the staff/parent population in each of the monitored incentive schools. 5.0 EXTENDED DAY PROGRAM At each school the monitors expected to find:  Provides parents with adequate information regarding extended day activities * Recruitment practices to promote participation of all students in extended day activities  Meets the individual needs of the students (SEPs)EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 10 FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The Biracial Committee teams reported that all seven schools informed parents of the extended day activities by sending surveys, fliers, and parent-teacher conferences. Six of seven schools informed the Biracial Committee teams that the majority (3/4 - 80 percent and over) participated in extended day activities. These six schools also indicated to the Biracial Committee teams that the extended day activities were adjusted to meet the needs of all students. Only one school (Rockefeller) reported that less than one-third of the students participated in the extended day activities. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The PRE monitors reported that all seven schools informed parents during registration and at PTA meetings. Fliers and survey forms were also sent to parents to be signed and returned to each school. The PRE monitors reports indicated that the majority of the seven schools student population participated in extended day activities ranging from 52-71 percent (according to each schools' student population). The PRE monitors also reported that all seven schools extended day activities were related to the objectives of each SEP and adjusted to meet the needs of the students.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 11 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find:  All students' strengths and weaknesses assessed and their educational programs planned accordingly * Evidence that promotion/retention rates are monitored and analyzed to reduce disparities in achievement  Test results used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents  Strategies to close the disparity in test scores among identifiable groups FINDINGS: Monitored by Little Rock School District/Biracial Team Members When test results were examined, overall achievement of students did not remain stable or improve at most of the incentive schools. Two of the incentive schools, Ish and Mitchell, demonstrated improved test results for overall student achievement. Goals and strategies were developed and are being implemented at most of the incentive schools to improve student achievement. Monitors at Rightsell reported that no evidence was provided on goals and strategies to improve student achievement. Promotion/retention rates reflected the school population at five of the incentive schools. At Rockefeller, the promotion/retention rates did not reflect the school population, according to monitors. The monitoring team forEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 12 Rightsell said that data was not provided on the promotion/ retention rates. Monitored by Little Rock School District/Planning, Research, and Evaluation Specialists Most of the incentive schools did not demonstrate stable or improved test results overall for student achievement. At Franklin, there was improvement on the Minimum Perfoirmance Test (MPT), but three grade levels had decreased scores on the Metropolitan Achievement Test-Sixth Edition (MAT-6). There was an overall decrease in student achievement on the MPT and MAT-6 at Garland and Ish. Although there was an increase in student achievement scores on the MPT at Rightsell, there was an overall decrease on MAT-6 scores. Monitors at Rockefeller reported that third grade students demonstrated improved scores on the MPT, while sixth graders had decreased scores. On the MAT-6, there was an overall decrease in test scores at Rockefeller. Two of the incentive schools, Mitchell and Stephens, demonstrated improved scores overall on the MPT and MAT-6. All of the incentive schools had developed goals and were implementing strategies to improve student achievement. The retention rate reflected the school population at each of the incentive schools, except Franklin. The monitors reported that the retention rateat Franklin, 16 males and 1 female, did not reflect the school population according to gender.EDUCATIONAL EQUITY MONITORING FIRST QUARTER 1991-92 INCENTIVE SCHOOLS SUMMARY REPORT Page 13 7.0 SPECIAL EDUCATION At each school the monitors expected to find:  clear, well-defined referral, assessment and placement procedures  Sufficient textbooks, materials, and equipment available for all students to participate in classroom learning experiences  Strategies to ensure equitable services by gender and grade level * Adequate facilities to meet the needs of the students served FINDINGS: Monitored by Little Rock School District/Biracial Team Members There were no areas of concern regarding special education reported by the Biracial Committee monitors at Franklin, Garland, Ish, or Stephens. No observations were made at Mitchell, Rightsell or. Rockefeller. The special education teacher was not available at Rightsell and the teacher at Mitchell was absent on the day of the visit. Monitored by Little Rock School District Planninc, Research, and Evaluation Specialists The PRE monitors found no areas of concern regarding special education at Garland, Ish, Rightsell, or Stephens. The Franklin report noted that materials and equipment were not adequate to deliver the curriculum in the special education classroom. The monitors observed that the number of male students enrolled in special education at Mitchell was disproportionateEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 14 to the school enrollment. Strategies to eliminate such disproportionality were not available in the School Profile. Monitors observed special education facilities at Rockefeller to be adequate\nhowever, the staff reported that the facilities were not adequate for the needs of the students served. Response from Principal(s): The Franklin principal stated that there was a new teacher in special education. There had been some concern about how pull-outs for special education would be handled since Franklin was an incentive school. He said he,was working on this situation along with the Special Education Department. 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: * 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 identifiable groups in gifted and talented programs  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  Adequate facilities to meet the needs of the students servedEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 15 FINDINGS: Monitored by Little Rock School District/Biracial Team Members There is not a teacher for gifted and talented (G/T) students assigned to Ish, according to the report submitted by the LRSD Biracial Committee. The report also indicated that the principal is attempting to locate a teacher for this position. No observation of the G/T programs at either Mitchell or Rockefeller was conducted by the monitors. Monitored by Little Rock School District/Planninc, Research, and Evaluation Specialists Students in the G/T program at Ish were not serviced during the first nine weeks.because there was no teacher for G/T education. At Rockefeller, the student enrollment in G/T was disproportionate to the school population\nfemales comprised 73 percent of the students assigned to the program. Response from Principal(s)\nThe principal at Ish reported that there was a teacher for G/T students during the first three weeks of school, and G/T services were provided to students. At Rockefeller, the principal stated that additional students have been recommended, but approval for assignment to the program must come from the G/T central office. 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 16 A 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\nMonitored by Little Rock School District/Biracial Team Members The data from the Ish report revealed that strategies for multicultural curriculum delivery and training related to educational equity had not been provided during the first nine weeks. The report from Stephens reported that less than half of the certified teachers had taken advantage of staff development activities to enhance teaching strategies for multicultural curriculum delivery, and only three teachers had received training in educational equity. Some monitored staff members at Rockefeller indicated that their staff development plan did not provide for development to increase the achievement of a diverse student population. There were no areas of concern at the remaining schools. Monitored by Little Rock School District/Biracial Team Members According to monitored teachers, the staff development plans demonstrated a commitment to equity by providing the appropriate and/or selected inservices. There were no areas of concern.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 17 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find:  Documentation of school-home communication and contact * Documented evidence showing how all identifiable groups of parents have been actively solicited  When financially possible, transportation provided for parents who need the service  School functions conducted in community facilities near identifiable groups of parents  School functions scheduled to accommodate all parent groups * Provision for regularly informing parents regarding all aspects of their child's school performance * Opportunities to develop leadership skills among all parent groups FINDINGS\nMonitored by Little Rock School District/Biracial Team Members The reports from Ish and Rockefeller showed that there was no evidence to' support that parents had participated in the development of the School Improvement Plan. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The team from Mitchell indicated that monitored teachers expressed that actual parent involvement was extremely limited, but emphasized that all parent groups had been adequately informed.EDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 18 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: * No disproportionality among identifiable groups of students when discipline sanctions are analyzed * Teachers receiving staff development and training to become more effective in discipline management and classroom management * Discipline program monitored, evaluated, and updated  Community based support programs Mentoring program  Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained FINDINGS: Monitored by Little Rock School District/Biracial Team Members At Ish, the LRSD Biracial Committee was not able to determine from a review of the School Profile if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. These same strategies were not included in the School Profiles of Rightsell or Rockefeller, according to the reports submitted. At Rockefeller, the Biracial Committee determined that there was no evidence that all students and parents had been given information, including the school's expectation for student conduct, in the form of handbooks and/or public presentations regarding studentdisciplinary policies. The committee that monitored Rockefeller reported that there wasEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 19 no mentoring program established to meet the needs of at-risk students, nor was there evidence that students have access to community based support programs. The report did not specify if strategies are used to prevent the occurrence of a disproportionate number of suspensions, expulsions and/or disciplinary referrals involving identifiable groups. Response from Principal(s): The principal at Ish stated that the plan was in place. but he has not had a need to suspend or expel any students. Monitored by Little Rock School District/Planninq, Research, and Evaluation Specialists The parent/student contracts in the discipline handbooks were either unsigned or unavailable in some of the monitored classrooms at Rightsell, according to the monitoring report. 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find:  Clear, concise and well-written improvement goals * Physical environment supports the goals of quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti * Evidence that the principal monitors the curriculum * Strategies to increase participation in upper level 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 * A safe and secure campus for all students, LRSD employees, and visitorsEDUCATIONAL EQUITY MONITORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 20 FINDINGS\nMonitored by Little Rock School District/Biracial Teaun Members The LRSD biracial monitoring teams from Garland and Rockefeller reported no written, clear, concise statements of specific improvement goals. The LRSD biracial team reported that the Garland Counselor was on an extended leave with no replacement. The biracial team from Stephens School said that the office media center needed new carpeting. There were loose wires hanging inside and outside the Stephens building. Stephens also had a broken fence along the playground area. The biracial monitoring team from Rightsell found that the office staff rather than being friendly and helpful. seemed \"on edge.\" The biracial team from Rockefeller found no form for use in monitoring the curriculum or any other evidence that curriculum monitoring occurred. The Ish, Rightsell, and Rockefeller biracial monitoring committees could find no evidence that strategies were developed to increase the number of minority students in upper level classes. The Rightsell and Rockefeller biracial teams found some problems with security at the schools. At Rockefeller, the visitors were able to walk around without name tags. At Rightsell, a student opened the outside door to let the monitor (stranger) into the school.EDUCATIONAL EQUITY MONI^ORING 1991-92 FIRST QUARTER INCENTIVE SCHOOLS SUMMARY REPORT Page 21 Response from Principal(s): The Ish principal stated that the item dealing with strategies to increase the number of minority students enrolled in upper level courses/class groups did not apply to the -elementary level. Monitored by Little Rock School District/Plannincr, Research, and Evaluation Specialists A few security problems were found at some of these schools by the LRSD/PRE program monitoring team. At Mitchell School, all the visited classroom doors were unlocked. At Rightsell, one outside double door was found unlocked. This was a rear entrance double door between the library and the annex classroom for four year olds. At Rockefeller, three outside doors were unlocked. At Stephens School, two outside entrance doors were unlocked. Also the back door to the girls' restroom was open. Some graffiti was observed on the wall of a portable building at Stephens. Response from Principal(s): The Rockefeller principal said that the outside doors near the cafeteria, were unlocked for a short time during lunch when students go outdoors and back inside with adult supervision. The Stephens principal said that she would have the graffiti removed. She also said that she monitors the building throughout the school day to keep the doors locked. Some students and staff continued to leave doors open. The school staff was working to correct the problem.TO\nFROM: LITTLE ROCK SCHOOL DISTRICT 501 Sherman Little Rock, AR 72202 October 22 1991 Franklin Davis, Principal, Franklin School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services THROUGH: \"\"^ony Wood, Deputy Superintendent, LRSD SUBJECT\nFirst Monitoring Visits - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 8, 1991, F---- respond to the concem(s) listed below by Friday, November 1, 1991. Please be specific as to how and when the concern(s) Your response(s) should be Please listed below will be addressed, forwarded to my office. 2.2 Some of the SEP's did not have dates initiated, evaluation procedures, and/or parent signatures. Some of the ASDP s did not have instructional strategies to address deficit areas. cc\ntarry Robertson Arma HartFRANKLIN INCENTIVE SCHOOL 1701 South Harrison TO\nFROM:' SUBJECT: Little Rock, AR 72204 December 13, 1991 James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Franklin Davis, Principal, Franklin School First Monitoring Visit - Concerns A copy of the attached memo was sent to all teachers whose SEPs were found to have areas of deficit. I personally reviewed each found to have areas of deficit. teacher's SEPs and I have a copy of what was given to each teacher in his/her file.TO: FROM: THROUGH: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 7 2201 Robert Brown, Principal, Garland Incentive School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visits - Concerns Your school was monitored by a team, from the Little Rock School District Biracial Advisory Committee on October 9, 1991. respond to the concern(s) listed below by November 1, 1991. Please be specific as to how and when the concern(s) listed below Your response(s) should be forwarded to my Please will be addressed, office. 2.1 Some teachers would like to have an additional Black History course. 2.2 Most Sep's did Interim reports appeared to be in order, not have parent signatures or dates of initiation, most SEP'S did not have evaluation procedures. There were no instructional strategies listed on any of the Also, 12.1 Gc: ASDP's that were reviewed. 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 Media center needs more bulletin board space. Library needs remodeling. Did not see evidence of requirements in profile. Limited parent involvement and participation. Students must remain during the full extended day. Limited parent involvement. Not reflected in profile. Not at this time. However, in discussion with Not in profile. _ . principal, he has very definite goals for this school. Larry Robertson Arma Hart* 'a' 'a* *A* Garland 3615 W. 25 th Uttie Rock. AR 72204 Incentive Mr. Robert L. Brown, Jr., Principal 0 A Phone: {501)671-6275 W 'Simply Truntfonnational'' TO: a' 4% .A* December 5, 1991 James Jennings, AAssssoocciiaattee SSuuppeerriinntteennddeenntt ftoorr Desegregation Monitoring and Community Services FROM:fA^^obert L. Brown, Jr., Principal, Garland Incentive School SUB J: Response to First Monitoring Visit Concerns The following responses reflect an update of what has occurred since the Biracial Advisory Committee's monitoring visit. 2.1 An attempt was made to assess staff support for the purchase of an African American Video Encyclopedia Program. staff vote produced only three (3) responses in favor of purchasing the program. The staff feels that the Little Rock School District does not approve of, or support those programs recommended by this administrator\ntherefore they express discomfort in supporting that which they feel that The 2.2 the District does not support. A few books have been ordered that will provide teachers with access to some information that has been suppressed concerning the African/African American struggles. SEP'S were not completed or properly initiated and still reflect serious deficits to this date. Teachers have been informed of their requirements to meet the obligations stated in the Desegregation Plan. Providing an adequate assessment of SEP'S by this administrator is hampered by a lack of inservice time needed to fully understand the essential components of a proper SEP. Some ASDP's contained instructional strategies from the previous year, but strategies developed by the current teachers had not been done, The teachers have been made aware of the concerns. Garland 3615 W. 25th UaleRodc AR 72204 Bobcats Incentive Mr. Robert L. Brouir). Jr. Principal l^yone: 1501) 671-6275 2.4.1 3.2 4.1 5.1 10.1 10.4 10.6 12.1 cc: School The needs of the Library are correct, small to conduct a full size staff mee setting. The facility is too ting with an appropriate The individual in charge of awards had not communicated the requirements to the students. and the situation is being corrected. The concern has been shared There is limited parent involvement and participation. Parent involvement, has been significant at three events. PTA Meetings are held each month, but the attendance has been low. Students were required to remain during the full extended day program. Thi s requirement has been eased since it doesn't meet the approval of the team. Equitable opportunities exist for parents to be involved in school activities, but few parents choose to become involved. Some of the school patrons reflected on the profile are also employed in various capacities within the school. community church. Wltii partfULa have been held at a local Documentation and dates are available. Although the school's plan does not reflect specific improvements in line with the Incentive School plan, recommendations for programs that would address several aspects of educational equity has been made by this administration. HHoowweevveerr,, those recommendations have not been approved by Central Office Administration. Larry Robertson Arma Hart Tony Wood LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street TO: FROM: THROUGH: SUBJECT: Little Rock, Arkansas 72202 November 11, 1991 Stan Strauss, Principal, Ish School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 10, 1991. Please respond to the concern(s) listed below by Friday, November 29, 1991, Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be 3.2 No evidence of the procedures found in the school profile. 3.4 No evidence is offered in the school profile showing that honors and awards are evaluated regularly for equity and to determine if new awards are necessary to meet student needs. Cannot be determined from the school profile. 9.1 The staff development program participation level of certified staff does not demonstrate commitment to district desegregation education plan. 9.2 A very few of total certified staff have completed multicultural curriculum which is designed to help staff implement the districtwide desegregation plan. 3.5Ish School First Monitoring Visit-Concerns Page -2- 10.4 10.6 After reviewing school plan, was not able to see evidence of parent participation in developing local school plan. Records at school did not reflect that parents participated in school meetings at local churches, community or recreation centers, etc.ISH INCENTIVE SCHOOL 3001 S. Pulaski Street Little Rock, AR TO: FROM:^ James Jennings, Associate Superintendent for Desegregation Monitoring and Comnunity Services Stan Strauss, Principal DATE: December 2, 199 1 RE: First Monitoring Visit - Concerns 3.2 The Parent/student Handbook is being revised to include honor requirements. At the first honors program, requirements for academic honor roll, academic achievement award, behavior honor roll, and perfect attendance award were explained verbally to all students. 3.4 Honor awards are checked each nine weeks by the principal and are recorded in the School Profile. the first nine weeks was October 31. The monitoring team came October 10. The end of All students, those working at or above grade level and those working below grade level have the opportunity to achieve at least one of the awards mentioned in 3,2. In addition to the school awards, individual classroom teachers have been instructed to present classroom awards in order to provide a greater opportunity for a student to be presented with an award. 3.5 Honor awards are recorded in the School Profile each nine weeks. The monitoring team visited October 10. was October 31. The end of the first nine weeks 9.1 All certified staff participate in two building level staff development meetings. One meeting is addressed to the entire staff and focuses on an area of instruction based on teachers individual improvement plans. The second meeting focuses on instruction and methodology, but is directed at primary teachers one time and intermediate teachers another time, second meetings also discuss current concerns and issues dealing with curriculum and instruction. These 9.2 All certified staff members have participated in District meetings concerning content and delivery of the multi-cultural curriculum guides. 10.4 The School Improvement Plan for Ish was written by the staff and the previous administration. When the new administration took office, the plan was reviewed and revised by the principal and the staff. It was important for the staff and administration to understand each other and the plan before parents were brought in to help write. Parents will be included on any future revisions and the writing of the plan for next year. 10.6 At this time no meetings have been held at community locations outside the school.LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas 72202 October 31, 1991 TO: Donita Hudspeth, Principal, Mitchell chool FROM: James Jennings, Associate Superintendent for -J IT Desegregation Monitoring and Community Services THROUGH: Tony Wood, Deputy Superintendent, LRSD SUBJECT: First Monitoring Visit -Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 24, 1991. respond to the concern(s) listed.below by Friday, November 15, 1991. Please Please be specific as to how and when the concern(s) listed below will be addressed, forwarded to my office. Your response(s) should be c 1.1 Support staff is black except for one person (perpetuating stereotypical .black roles). q 2.2 Most of the SEP'S were in excellent shape. There were a few cases, however, where SEP's did not include evaluation procedures and/or initiation dates. the ASDP' did not have instructional strategies. One of cc: Arma Hart Larry RobertsonLITTLE ROCK SCHOOL DISTRICT Mitchell Elementary School 2410 \u0026amp; Battery Street Phone (501) 375-6931 Little Rock, Arkansas 72206 TO: FROM: SUBJECT: 1.1 2.2 November 18, 1991 James Jennings, Associate Superintendent for Desegration Mon^oring and Community Services ita Hudspeth, Principal, Mitchell School First Monitoring Visit - Concerns The number of black support staff, to be sure represents an imbalance. Since I was already cognizant of this situation, I attempted to recruit white applicants for the additional instructional aides position. I did recruit two (2) white appliants, but was only able to recommend one for employment. Other positions/personnel have been in place for some time. Many staff members assume initiation dates for strategies written are the beginning of school. - - and/or initiation dates will be added. Evaluation procedures - -- ------ Two students' records who now have ASDP's did not arrive until early October. Their plans were completed in their entirety by Mitchell School. Those plans now have instructional strategies. TO\nFROM: THROUGH: SUBJECT\nLITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR .72201 October 29, 1991 Bobbie Goodwin, Principal, Rightsell School James Jennings, Associate Superintendent for Desegregation Monitoring and Community Services '?ony Wood, Deputy Superintendent, LRSD First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 15, 1991. Please respond to the concern(s) listed below by November 11, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, office. Your response(s) should be forwarded to my 2.2 Most of the SEP'S were in excellent shape. In two of the classrooms reviewed, however, all of the SEP's were the same (one minor exception), tain evaluation procedures. have instructional strategies. Some SEP's did not con- A couple of ASDP's did not 3.3 6.2 6.3 2.4.1 2.4.2 2.4.3 2.5 Several did not. lassrooms had excellent evidence. Hall exhibits were very All classrooms did not reflect. Most good. All workbooks, basal, paperwork (all books). No hands-on or innovative strategies evident. Some classrooms didn't even have science resources in evidence, science. No classes observed working on Not in school profile. No evidence provided. Net provided.Incentive Schools Monitoring page 2 10.5 I i i The principal did not provide evidence of outreach to parents in this area. 10.6 Principal said no. 11.2 Not available in school profile. 12.3 Not available. 12.6 Seemed on edge. Didn't bend over to help. 1 f 12.s 'Not in school profile. 12.10 Student opened outside door to let stranger in. classrooms unlocked. Several ADDITIONAL OBSERVATIONS RELATIVE TO THE MONITORING VISIT: Appalling lack of emohasis evidenced in test scores. ExampI lack of student j--- plaved showe es. Not enough writing practices science and'social studies of writing skills dis^ facility with the language.^ Look temporary. net ^'Trailers lack adequate bulletin boards. ---------------- rnnHnnive to learning. Ghild\nr9n b.-ing away from ma\n.n ayea Oa conducive to learning-,. . Ck school not good. j i I cc: Larry Robertson Arma Hartx/.... LITTLE J ROCK SCHOOL DISTRICT Rightsell Elementary School TO: 911 West 19 Street Phone 324-2430 November 11, 1991 FROM: RF: 2.2 Little Rock, Arkansas 72206 Mr. James Jennings - Associate Superintendent Mrs. Bobbie H. Goodwin, Principal First Monitoring Visit Concerns Concerns are being shared with staff. students, with a few exceptions, are the same. Usually, the needs of Primary I Teachers have been instructed to list instructional strategies, if needed on ASDPs. 2.4.1 All teachers have been requested to show evidence that the multi-cultural cur- and 2.4.2 riculum is being implemented by bulletin boards or other displays in the classroom. 2.4.3 Concern is being shared with staff. display hands-on-materials used, and/or Language Arts. Staff has been encouraged to use and The observation occurred during Reading 2.5 One classroom at each level (3-6) is receiving materials and supplies for a science lab. Science classes are scheduled after lunch. 3.3 Extended Educational Programs are listed in the school profile. Students and parents are apprised of this information through oral and written communication from the staff. 6.2 Our school improvement plan is in the folder with the School Profile. Goals and strategies are listed to improve -student achievement using the measures listed. 6.3 Students retained are listed by grade, race, and sex in the School Profile. 10.5 I shared with the team that every effort is made to ensure communication with all parents. Our staff utilizes written correspondence, telephone calls, home visits, early arrivals and late departures to accomodate parents. 10.6 The team was made aware of meetings coordinated last year by the Incentive Schools Parent Coordinator. We also shared with them that surveys were being made by our Incentive School Services Coordinator and meetings/workshops would be planned and implemented this school year.I LITTLE ROCK SCHOOL DISTRICT 501 Sherman Street Little Rock, Arkansas October 31, 1991 TO: FROM: THROUGH: SUBJECT: 72202 Ann Mangan, Principal, Rockefeller James Jennings, Associate Superintendent for 715 Desegregation Monitoring and Community Services Tony Wood, Deputy Superintendent, LRSp First Monitoring Visit - Concerns Your school was monitored by a team from the Little Rock School District Biracial Advisory Committee on October 14, 1991. Please respond to the concern(s) listed below by Tuesday, November 12, 1991. Please be specific as to how and when the concern(s) listed below will be addressed, warded to my office. Your response(s) should be for- 1.1 The student profile reflects that there is a lack of African males. ' Also, European American males. Only staff American male. custodian (1) European male (1) African 2.1 There is no tool to show how multicultural guide is used. 2.2 No SEP' found in some files. 2.3 ome students seemed II 1istless It and/or inattentive. All students should participate in class or be made to participate. 2,4.1 But doesn't reflect student population. Should be more reflective of African American com-  munity. 2.4.2 Yes, hut should be more reflective of the student population.I I Rockefeller Page -2- Concerns 3.1 No, program needs to be started. 3.3 No evidence. 3.4 No evidence. 3.5 No evidence. 4.1 No parents on biracial committee. parental participation. There is a lack of No evidence of involvement. 5.1 No evidence, one flier. 5.2 No, less than one-third. 9.3 10.1 Plan doesn't address diversity issue. No evidence of staff and parent interaction. I 10.5 No evidence. 10.6 No evidence. 11.1 No evidence. ! I 11.4 Working on it, right now only African American woman. 11.5 No evidence. 12.1 No evidence. 12.7 No form or evidence that curriculum monitoring occurs. 12.8 No evidence. cc: Arma Hart Larry RobertsonTO: FROM: JAMES JENNINGS, ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND COMMUNITY SERVICES ANNE MANGAN h^RINCIPAL, ROCKEFELLER INCENTIVE SCHOOL RE: RESPONSE TO FIRST MONITORING CONCERNS AS REPORTED BY THE DISTRICT BIRACIAL ADVISORY COMMITTEE/ OCTOBER 14,1991 VISIT DATE: NOVEMBER 18, 1991 The first visit of the Bi-Racial Monitoring Team was held on A copy of the responses made by the team was October 14, 1991. delivered to my office on Friday, November 15, 1991. An exit conference was held with me at the end of the visit and only a few serious concerns were reported to me at that time. The only two things that I felt would be addressed was the lack of male staff members and the fact that a mentoring program had not been fully implemented at that time. To have twenty-three concerns and twelve of those responses listed with \"no evidence fl was a shock and If the team assigned to monitor Rockefeller totally beyond reason. School saw no evidence, I would have certainly expected them to ask for it from a staff member or the administration. During the exit conference, the team appeared to be rushed and in a hurry to leave. I feel that if there had been that many serious concerns - and only a few were mentioned to me - they should have been made known to me at that time. I keep accurate and up-to-date records and all documentation was available for inspection. I have notebooks, files, and documentation in my office or with the teachers in every area being monitored. clarify anything questionable. If any part was unclear, I was available to In response to the concerns: 1.1 There are three African American males - custodians (3) There is one African American male - instructional aide (1) There is one European American male - certified teacher (1) I will continue to search for additional males to add to the staff and interview any who have applied for positions with LRSD. 2.1 The tool used to determine if the multicultural guide is being used by the teachers is to monitor the lesson plan book. The teacher plans instruction with the textbook and the multicultural materials as a guide. Plans are monitored by the administration. The comment on the report that the multicultural guide appearing to be too complicated should not be a negative response about the program at Rockefeller but rather a comment made to those that have supplied the guide to all teachers in the district and directed all teachers to use it on a regular basis. We also should not be held responsible for the fact that the textbooks do not reflect enough about African Americans. 2.2 ' their This is an absolutely false statement. All teachers have in possession the SEPS prepared for each student and I personally have copies of those SEPs in my office.2.3 I f some students seemed, \"listless\" or i nat tent i ve, have been being referred an underlying reason. Not knowing which children there may I to in this report, i t 13 very difficult to we re say. There are some children who are allowed to stay up until all hours of the night and we sometimes have to do everything possible to keep them awake. There are other extenuating circumstances but teachers do everything keep students on tasks. 2.4.1 and 2.4.2 change as the in their power to stimulate interest and The bulletin boards and the school and classroom focus of study changes. They do reflect the multicultural curriculum as well as all aspects of the curriculum being studied -art work from all cultures, handwriting, language arts, science, social studies, math. etc. 3.1 All children who were good citizens during the month of September were honored with a special sticker and a popcycle. same reward was given at the end of October. Reception n The There is an \"Honors at the end of each nine week period. The first of Parents of these receptions was held on Friday, November 15, 1991. students making either all As or the A/B honor roll were invited Students to the reception and approximately 50 parents attended. making straight As were awarded a \"I am a STAR at Rockefeller School\" tee shirt, a bumper sticker and a coupon for a kids meal at a local restaurant. tf The A/B Honor students were given a bumper sticker and a coupon for the Jr. Frosty at Wendys. A large sheet The cake, cookies, and punch was served to those attending. --- students with perfect attendance for the first nine weeks received cookies a coupon from McDonalds. Parents and students had been made aware of the awards that would be provided at the beginning of the year during meetings with the students and also explained fully at Parents Night and P.T.A. 3.3 I believe. if one were to check, Rockefeller was the only incentive school to provide an information sheet for parents during registration for the past two years. It fully outlined the educational opportunities that would be provided during extended for the past two years. day. Then, a survey was developed, listing possible selections. to determine interest in the various offerings. After this survey was completed, the programs most frequently chosen were offered during the extended day. 3.4 and 3.5 At the time of the monitoring visit. the list of for honors and awards had not even been turned in. recipients As soon as they were submitted to the office, an evaluation for equity No new awards are necessary since most definitely was conducted. the numbers population. of those awarded were reflective of the student 4.1 There IS Rather, there no are school bi-racial two parents on committee the Incentive set up this year. School Advisory Committee as directed by the district. It is beyond me how could report that there is a lack of parental participation when we have a very active P.T.A. and the executive board meets anyone regularly once a month. There is a listing of volunteers on in the office. There was approximately 275 parents in attendance. Parent Night that was very well attended. a highly successful Parent Night file with We had an Early Childhood 50 parents attended the awards reception. comment of It I certainly do not think that this merits No evidence of involvement.\" a 5.1 If a member of the monitoring team had asked for evidence of information sent home to parents about the extended day activities, they would have seen that we began giving them information during registration and continued to keep them informed up until time of implementation. The information included offerings, hours, registration for the number of days they wanted their children to attend, bus schedules, procedure for registration for CARE if they needed to stay beyond the ending time for extended day, etc. is more than enough evidence to substantiate this statement. There 5.2 the There are approximatel\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_691","title":"Registration","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2007"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School management and organization","School enrollment","Educational statistics"],"dcterms_title":["Registration"],"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/691"],"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":["320 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\nLittle Rock School District First Class Schools For World Class Kids Information Registration 1993-94CALENDAR OPEN HOUSE DATES: (All Open Houses Begin At 7 P.M.) January 25 Incentive and Interdistrict Schools January 26 Elementary Magnet Schools February 1 Area and Magnet High Schools February 2 Area and Magnet lunior High Schools February 3 Area Elementary Schools REGISTRATION DATES: February 8-19 Pre-registration for new students, kindergarten, four-year-old and options (incentive, interdistrict and magnet schools). March 10 Assignment notification to all students, except four-year-old program applicants. March 15-26 Desegregation transfer application period. March 15-June 9 Registration resumes at area schools. April 9 Notification letters to desegregation transfers and four-year-olds. Dates and place for summer registration will be announced later. All students, new and returning, must confirm their school assignment at this time.INTRODUCTION The purpose of this brochure is to save your time by assuring that you know how, when and where to register your child in the Little Rock School District for the 1993-94 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first-class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. I TRANSFER OPTIONS Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Thematic elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/interna- tional studies, health science, business/ communications and basic skills. Interdistrict Schools. LRSD has two interdistrict elementary schools, one with a computer-science theme and the other's theme soon to be announced. Pulaski County Special School District's interdistrict school at Crystal Hill has a communications theme. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 15 to March 26 only. Applications should be completed at the LRSD Student Assignment Office. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson and Woodruff. Area (Attendance Zone) Transfers. Students who are not currently attending their area (attendance zone) school may request a transfer to their area school. Forms should be completed at the Student Assignment Office. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609 Interdistrict Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 8-19 FOR NEW STUDENTS, KINDERGARTNERS AND FOUR-YEAR-OLDS Who Should Register: All students new to the LRSD for the 1993-94 school year or children who will be five years old by October 1, 1993, (for kindergarten) or four years old by October 1, 1993, (for four-year-old program) should complete the pre-registration process February 8 to 19 to receive a confirmed assignment by March 10 (except four-year-olds who will be notified April 9). How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area school. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information with them: Proof of students Social Security number, proof of student's aye and verification of home address. Acceptable documentation of age includes a certified birth certificate, visa or passport. Acceptable documentation of address includes a current utility statement, a sales/ purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you. ALTERNATE PRE-REGISTRATION DATE If you miss the February 8-19 pre-registra- tion, the next pre-registration opportunity will be March 15 to lune 9.Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips. Call 570-4000 for information. Safe, Secure Schools: Precautionary procedures include metal detector scanning in secondary schools, pilot police resource officer program, staff training for conflict resolution and ongoing review and advice on safety policies by a District/community task force. DIVERSE CHOICES ALLOW YOU TO CUSTOMIZE YOUR CHILDREN'S EDUCATION Select a school where they'll thrive in a learning environment that's tailored to their personality and talents. With so many options in the LRSD, there's bound to be one that is especially suited for your child. The following is a summary of options now available: Area Schools: The elementary school that is the district school nearest your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroombased program in basic skills as well as essential skills development necessary for problem solving and critical thinking. The elementary program focuses on instruction in language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors and a gifted and talented education program for students in grades 3-6. Gifted and talented teachers work with classroom teachers for student needs in grades K-2. At the junior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art.HOW TO PRE-REGISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets, majority-to-minority (M- to-M) transfers and desegregation transfers to another area school. (See Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any student not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. SPECIAL FEATURES The following are some of the special features offered daily by the LRSD throughout the school year: Before And After School Child Care: The CARE program is a non-profit program of child care offered to elementary-age students in the LRSD. It operates before and after school and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. Hours are 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Nutritious Meals: Breakfast is available to students for 50 cents and lunch is $1 for elementary and $1.05 for secondary students who have a choice of menu items. other information. Best pupil-to-staff ratio in tfie District: this ratio helps increase interaction between students and trained adults. Special skills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent workskops: priority to learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to prepare children for the learning process. Mentoring/role model programs: emphasis on developing self-esteem and social skills through volunteer, local business and professional persons. The incentive school program is based on the Pre K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficult to desegregate. (See Directory of Softools For A List of Incentive Schools. See Calendar For Open House Dates.) Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet school -- with exciting possibilities for students who wish to pursue specific interests. All magnet schools are tuition-free and available to students in the Little Rock School District, North Little Rock School District and Pulaski County Special School District. Transportation is provided to students who live more than two miles from the magnet school they attend. There is no tryout or pre-requisite course required for entrance. If the applicants exceed the seats available, selection will be made on a random basis by use of a lottery system. Enrollment is open county-wide. Applications must be submitted to the student's resident district. There are 12 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab complement the regular elementary program.band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, language arts, science, social studies and vocal music. Extracurricular opportunities include basketball, football, golf, tennis, track, volleyball, cheerleading, drill team and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. (See Directory of Schools For A List of Area Schools And Addresses. See Calendar For Open House Dates.) Incentive Schools\nThere are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and have a focus geared to educational achievement. These schools receive enhanced funding and voluntary M-to-M transfers are available for some students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: Student education plan: an individual learning plan is developed to meet each student's learning style, interests and needs. Computer-assisted instruction: children learn computer-based instruction in language arts, mathematics, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Latin is used to enhance language arts skills in grades 5-6. Extended day, week and year learning opportunities: classes after school and Saturday enrichment programs to enrich and reinforce academic skills. Parent Center: parents may obtain materials and training on parenting skills and 1 I 1\u0026gt; Central High International Studies (10-12): Limited magnet program with 175 seats developed around an international theme that capitalizes on the school's extensive foreign language program. McClellan Business/Communications (10- 12): Dual focus of business and communications provides a solid college prep business/ communications program and prepares students for the world of work, emphasizing ongoing collaboration with nearby institutions of higher education. Through a seven-class day, the program is enhanced by the schools community education program, also. - Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum, are offered. Visual arts, theatre, dance, music, microbiology and human anatomy are among the offerings.  Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dates.) Interdistrict Schools: There are three interdistrict schools. King Elementary will open as an interdistrict school in August 1993 on Martin Luther King Drive adjacent to 1-630. It will be conveniently located for the children of persons employed in the downtown/state Capitol/ Arkansas Children's Hospital vicinity. It will be open to LRSD students who live in the King attendance zone and students from the Pulaski County Special School District who are eligible for an M-to-M transfer. A thematic focus will be announced soon. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible'' Carver Basic Skills/Math-Science (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical- thinking skills. Gibbs Foreign Language/lnternational Studies (K-6) Daily French, German and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. \" Williams Basic Skills (K-6): An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. - Washington Basic Skills/Math-Science (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two math labs, a computer lab, IBM Writing to Read program and a strong emphasis on the hands-on approach to math and science education. Dunbar International Studies/Gifted \u0026amp; Talented (7-9): International studies are incorporated into seven classes daily including foreign languages, international studies, world issues and a soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Henderson Health Science (7-9): Health science study incorporated into seven classes daily including health sciences in today's world, in the universe and in the physical world. Science rooms are equipped with functional science laboratories and a curriculum specialist serves as a liaison with health science institutions for field trips and special events. - Mann Arts \u0026amp; Science (7-9): Two magnet programs, arts and science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance and science labs.I AEROSPACE PROGRAM INTEREST INVENTORY Clip or copy this form, fill it out and mail it back to LRSD I  The Little Rock School District is applying for a  federal grant to fund operation of an aerospace I program in three junior high schools, beginning in | the second semester of the 1993-94 school year, g and continuing into a senior high aerospace magnet  school to open in the 1994-95 school year if the  grant is received. ? If the District implements this program:  1. Would your child be interested in attending I one of the junior high schools where this program | will be operated?  Yes No 2. Which of these junior high schools would your child prefer? (please check one) Southwest junior High School Forest Heights junior High School Cloverdale junior High School 3. Would your child be interested in attending the high school aerospace magnet program? Yes No 4. Would you like additional information about these proposed programs? Yes No Student's Name Race (black, white, other) Home Address Parent Name Telephone Number Current School Current Grade Level_________________________  We encourage all students enrolled in the Little J Rock, Pulaski County or North Little Rock school J districts to respond to this survey.  Please complete this information, tear out this I page and return it to the LRSD Student Assign- I ment Office, 501 Sherman Street, Little Rock, AR | 72201, ATTENTION: Marie Parker.  for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. There's a computer-based gifted math program which offers pre-algebra and algebra 1 to advanced math students. Physical fitness, music and art are a strong part of the curriculum. Computers are available in classrooms of the four upper grades. (See Directory of Schools For Address. See Calendar For Open House Dates.) Crystal Hill Elementary: In August 1992, Pulaski County Special School District opened the Crystal Hill Elementary Interdistrict School which has a communications theme. Located adjacent to 1-430 north of the Arkansas River, this school is open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs\nFour-year-old Program: Tuition-free programs for children who will be four years old on or before October 1, 1993. (See Directory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dates.) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the child's first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Call 324-2266 for more information. Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. The fee for this program is $55 weekly. This program accepts voucher clients, also. (See Directory of Schools For Address. See Calendar For Open Howse Dates.)Directory of Schools SENIOR HIGH SCHOOLS Central lohn Hickman 1500 S. ParfeSI., 02 324-2300 I.A. Fair Al Niven 13420 David O. Dodd Rd., 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\" SI., 05 671-6200 JUNIOR HIGH SCHOOLS Cloverdale Gai/le Bradford 6300 Hinfoon Rd., 09 570-4085 Dunbar Nanci/ Volsen 1100 Wriyht Ave., 06 324-2440 Forest Heights Ricliard Maple 5901 Evergreen Rd., 05 671-6390 Mabelvale Waller Marshaleck 10811 Mahelvale West Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Finest., O'O 671-6250 Southwest Charity Smith 3301 S. Bryant St., 04 570-4070 ELEMENTARY SCHOOLS Badgett Mari/ Colston 6900 Pecan Rd., 06 324-2475 Bale Levanna Wilson 6501 W. 32ndst., 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Mary Menfe'ng 79I5W. Markham St., 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, AR 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinfaon Rd., 09 570-4055 Dodd Patricia McNeil 6423 Stagecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison St., 05 671-6260 Forest Park Virginia Ashley 1600 N. Tyler St., 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley Dr., 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pike, 09 570-4160 Jefferson Frances Cawthon 2600 N. McKinley SI., 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cutoff Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd., 07 228-3072 Meadowcliff lerry Worm 25 SAeraton Dr., 09 570-4165 Otter Creek Carolyn Teeter 16000 Otter Creek Pkwy., 09 455-7440 Pulaski Heights Kay Lass 319 N. Pine St., 05 671-6290 Terry La Dell Laaper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llayd Black 73 Westminister Dr., 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr., 09 570-4195 Western Hills Scalf Morgan 4901 Western Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Slannus Rd., 04 570-4180 Woodruff Pat Higginbotham 3010 W. 7tli St., 05 671-6270 INCENTIVE SCHOOLS (Elementary) Franklin Franklin Davis 1701 S. Harrisan St., 04 671-6380 Garland Rafcerl Brawn 3615 W. 25th St., 04 67)-6275 Ish Stan Strauss 3001 S. PulaskiSt., 06 324-2410 Mitchell Donila Hudspeth 241 OS. Battery St., 06 324-2415 Rightsell Sharon Davis 911 W. I9lii SI., 06 324-2430 Rockefeller Anne Mangan 700 E. j7th St., 06 324-2385 Stephens Lonnie Dean 3700 W. I Slit SI.. 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elemenlary Dr. Cheryl Simmons 2016 Barber St., 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Mary Guinn 2100 E. 6th St., 02 324-2460 Central High International Studies john Hickman 1500 S. Parfest., 02 324-2300 Dunbar Magnet Junior High (International Studies/Gifted \u0026amp; Talented) Nancy Valsen 1100 Wright Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elemenlary Danna Davis 1115 W. I6lii SI., 02 324-2490 Henderson Health Science Magnet junior High Clell Watts 401 john Barrow Rd., 05 228-3050 Mann Arts \u0026amp; Science Magnet junior High Marian Lacey 1000 E. Roosevelt Rd., 06 324-2450 McClellan Business/ Communications Magnet Senior High jodie Carter 9417 Ceyer Springs Rd., 09 570-4100 Parkview Arts \u0026amp; Science Magnet Senior High junious Babbs, |r. 2501 john Barrow Rd., 04 228-3000 Rockefeller Early Childhood Magnet Anne Mangan 700 E. 17th SI., 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elemenlary Karen BacHanan 115 W. 27th St., 06 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lacfeoH 7301 Evergreen Rd., 07 671-6363 INTERDISTRICT SCHOOLS King Elementary Martin Luther Kiny Dr. al 1-630. Romine Elementary Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elemenlary, Incentive, Inlerdislricl \u0026amp; Magnet Listings Far Phone Numbers S Addresses) 6-Wks. Through 3-Yrs. Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Vear-Old Program Badgett Bale Cloverdale Crystal Hill Franklin Garland Geyer Springs Ish King Mitchell Rightsell Rockefeller Romine Stephens Washington Watson Wilson Woodruff (LRSD expects to add more sites for four-year-old programs for 1993- 94. Details will be announced as soon as possible. I Crystal Hill Elementary (Pulaski County Special School District) Wanda Ruffins 5001 Doyle Venable Dr. North Little Rock, AR 72118 753-4323 VO-TECH CENTER Metropolitan Dr. Doyle Dillahunly 7701 Scali Hamilton Dr., 09 565-8465 LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 Nonprofit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre^registration: February 8-19 k u Ku J * ' ftS o H Z : U s (A (A U (A (A (A U U M o X u o o X u w \u0026gt; O o X u (AJ $ Little Rock School District f I First Class Schools For World Class Kids J INTRODUCTION The purpose of this brochure is to save your time by assuring that you know how, when, and where to register your child in the Little Rock School District for the 1992-93 school year. If you have other questions about school options or feel that you need more information, please call the Student Assignment Office at 324-2272. Welcome to our first class schools. We know that your world class kid deserves no less. The LRSD has everything your child needs to put his or her best foot forward toward a successful future. OUR MISSION The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the LRSD will provide: (1) a program of basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and athletics. Through an organized program of studies, each student will experience academic success and will learn to appreciate responsibility and productive citizenship. ALTERNATE PRE-REGISTRATION DATE If you miss the February 3-14 pre-registration, the next pre-registration opportunity will be April 6 to lune 5.CALENDAR February 3-14 Pre-registration for new students, kindergarten and options (incentive, interdistrict, and magnet schools). March 6 Assignment notification letters to all students. March 9-20 Desegregation Transfer application period. April 6-June 5 Registration resumes at area schools. April 13 Notification letters to Desegregation Transfers. April 27-May 8 4-year-old application period. May 18 Assignment notification letters to 4-year-olds. June 8-July 24 Summer Registration at Student Assignment Office. July 27-31 No registration accepted. August 3-7* Registration in all school buildings. (  OPEN HOUSE DATES (All Open Houses Begin At 6:30 P.M.) January 27 Area Elementary Schools January 28 Incentive and Interdistrict Schools January 29 Secondary Schools January 30 All Magnet Schools  * All students, new and returning, must confirm their school assignment at this time.Diverse Choices Allow You To Customize Your Child's Education Put them where theyll thrive in a learning environment thats tailored to their personality and talents. With so many options in the LRSD. theres bound to be one that is especially suited for each child. The following is a summary of options now available: Area Schools: The elementary school that is the district school for your home is called an area school. Each area elementary school feeds into a particular junior high and senior high school. This is square one in your search for a school thats right for your child. Area schools offer a strong classroom-based program in basic skills as well as essentia! skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. It offers computer lab, music instruction, PE, certified counselors, and a gifted and talented education program for students in grades 3-6. At the lunior high level, the focus on basic skills and decision making is expanded to a broader range of subjects including art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball, and, in some schools, soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges which emphasize critical thinking, teamwork, leadership and high expectations for personal achievement, The schools provide a significant array of academic programs from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. (See Direclon/ of Schools For A Lisi of Area Schools And Addresses. See Calendar For Open House Dales) Incentive Schools: There are seven incentive elementary schools in the LRSD that emphasize science, language and individualized learning. They each offer enriched programs and will have a focus geared to educational achievement. These schools receive enhanced funding and voluntary transfers are available for students who wish to attend an incentive school. Features that distinguish incentive schools from area elementary schools include: SludoHl eJucalion plan-, an individual learning plan Is developed to meet each students learning style, interests, and needs. Computer-assisted instruction: children learn computer-based instruction in reading, mathematics, social studies, and science. Writing to Read computer labs are available for kindergarten and first grade. Extends day, weeh and year learning opportunities: classes after school and Saturday enrichment programs enhance learning. Pdrewt Center: parents may obtain materials on parenting skills and other information. Student ftomwoji kolline: a telephone hotline is available for students to call for assistance. Best pupil-lo-staff ratio in the district: this ratio helps increase interaction between students and trained adults. Spedol shills program: foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent uorksftops. Priority Io learning skills which enhance decision making, problem solving and creative thinking skills. Four-year-old programs: these programs offer an early start to help prepare children for the learning process. The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach to emphasize more activity and student involvement. The goal of the incentive schools is to promote and ensure academic excellence in schools that have been difficuilt to desegregate. [See Directory of Schools For A List of Incentive Schools. See Calendar For Open House Dales} Magnet Schools: There is a thematic curriculum on which all courses focus in a magnet schoolwith exciting possibilities for students who wish to pursue specific interests. All magnet schools are tuition-free and Special Features The following are some of the special features offered daily by the LRSD throughout the school year: Before And After School Child Care: The CARE program is a nonprofit program of child care offered to elementary age students in the LRSD. It operates before and after school and all day on most school holidays, CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. Hours are 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. Nutritious Meals: Breakfast is available to students for 50 cents and lunch is $1 for elementary and $1.05 for secondary students who have a choice of menu items. Safe, Free Transportation: School bus transportation is provided for students who live more than two miles from assigned schools and for school field trips. Call 570-4000 for more information. Safe, Secure Schools: LRSD schools follow security and safety guidelines. It is essential that students and their families be familiar with the Students Rights and Responsibilities Handbook which details acceptable behavior and consequences of unacceptable behavior. The LRSD recently adopted 53 points of action to assure that our schools continue to be safe and secure. available to students in the Little Rock School District. North Little Rock School District, and Pulaski County Special School District- Transportation is provided to students who live more than two miles from the magnet school they attend. There is no tryout or prerequisite course required for entrance, however a student must exhibit a genuine interest in the program selected. Enrollment is open county-wide. There are 10 interdistrict magnets. Booker Arts (K-6): Visual arts, creative movement, dance, orchestra, gymnastics, drama, music and an 18-station keyboard lab all serve to complement the regular elementary program. Carver (K-6): Computer, math, science and Young Astronauts labs, as well as special math and science projects, enhance mathematics and science education and reinforce academic and critical-thinking skills. Gibbs (K-6) Daily French, German, and Spanish language instruction, plus an exploration of cultures from a global perspective, enrich the traditional elementary program. Williams (K-6|: An emphasis on structure, organization, discipline and highest possible competence in basic academic skills characterize this program. Washington (Pre-K-6): A comprehensive education program including a Young Astronauts lab, two science labs, two math labs, a computer lab, IBM Writing to Read program, and a strong emphasis on the hands-on approach to math and science education, Dunbar International Studies/Gifted \u0026amp; Talented (7-91: International studies are incorporated into daily sevenperiod classes including foreign languages, international studies, world issues and soccer program. Dunbar students who wish to participate in the gifted and talented program must be identified and recommended for placement. Mann Arts \u0026amp; Science (7-9): Two magnet programs, artsand science, are offered. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, and science labs. Central High International Studies (10-12|: Limited magnet program with 175 seats developed around an international theme that capitalizes on the schools extensive foreign language program. Parkview Arts \u0026amp; Science (10-12): Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum are offered. Visual arts, theatre, dance, music, microbiology, and human anatomy are among the offerings. Rockefeller Cooperative Early Childhood Magnet School (six weeks-age 3): See Early Childhood Education Section. (See Directory of Schools For Addresses. See Calendar For Open House Dales) Interdistrict Schools: There are two interdistrict schools. Romine Elementary is a LRSD interdistrict school with a thematic focus on computer science and basic skills. It is open to students who live in the attendance zone for Romine and primarily PCSSD students who are eligible for an M-to-M transfer. Strongly anchored with a traditional basic skills curriculum in social studies, science, math, reading and language arts, it is one of only two schools offering the exciting \"Windows on Science\" program. Theres a computer-based gifted math program which offers pre-algebra and algebra I to advanced math students. Physical fitness, music, and art are a strong part of the curriculum. [See Directory of Schools For Address. See Calendar For Open House Doles) Crystal Hill Elementary: In August, 1992, Pulaski County Special School District will open the Crystal Hill Elementary Interdistrict School. Located adjacent to 1-430 north of the Arkansas River, this school will be open to LRSD students who are eligible for an M-to-M transfer. Early Childhood Education: Selected LRSD schools offer one or more of the following early childhood education programs: Four-year-old Program: Tuition-free programs for children who will be four years old on or before October 1,1992, [See Direclory of Schools For A List of Four-year-old Programs And Addresses. See Calendar For Open House Dales) HIPPY (Home Instructional Program for Pre-school Youngsters): A home-based instructional program that recognizes the parent as the childs first teacher and reinforces this idea in order to increase educational achievement and close disparities in achievement among students. Cal! 324-2266 for more information. Rockefeller Cooperative Early Childhood Education Magnet School: A pre-school program that provides educational experiences and child care for children from six weeks through three years of age. A fee for this program may be applicable, based on family income, [See Directory of Schools For Address. See Calendar For Open House Du()Directory Of Schools SENIOR HIGH SCHOOLS Central lohn Hichman 1500 Parh, 02 324-2300 |.A. Fair Al Niven 13420 David O. Dodd, 10 228-3100 Hall Dr. Victor Anderson 6700 \"H\", 05 671-6200 McClellan lodie Carter 9417 Geyer Sprinys, 09 570-4100 JUNIOR HIGH SCHOOLS Cloverdale Gayle Bradford 6300 Hinhson Rd., 09 570-4085 Dunbar NflHCi/ Volsen 1100 Wrighl Ave., 06 324-2440 Forest Heights Richard Maple 5901 Evergreen, 05 671-6390 Henderson Evcrell Haufe 401 Barrow Rd.. 05 228-3050 Mabelvale Clell Walts 10811 Mabelvale W. Rd. Mabelvale, AR 72103 455-7400 Pulaski Heights Ralph Hoffman 401 N. Pine, 05 671-6250 Southwest Charity Smith 3301 S. Bryant, 04 570-4070 ELEMENTARY SCHOOLS Badge! Marg Golston 6900 Pecan Road. 06 324-2475 Bale Levanna Wilson 6501 W. 32nd. 04 570-4050 Baseline William Finn 3623 Baseline Rd., 09 570-4150 Brady Marg Menhing 7915 Marhham, 05 228-3065 Chicot Olis Preslar 11100 Chicot Rd., Mabelvale, 72103 570-4062 Cloverdale Sadie Mitchell 6500 Hinhson Rd., 09 570-4055 Dodd Marg lane Cheatham 6423 Slayecoach Rd., 04 455-7430 Fair Park Barbara Means 616 N. Harrison. 05 671-6260 Forest Park Viryinia Ashley 1600 N. Tg/er. 07 671-6267 Fulbright Mac Huffman 300 Pleasant Valley, 12 228-3080 Geyer Springs Eleanor Cox 5240 Mabelvale Pi he, 09 570-4160 lefferson Frances Cawthon 2600 N. McKinleg. 07 671-6281 Mabelvale lalie Davenport 9401 Mabelvale Cut-off Mabelvale, AR 72103 455-7420 McDermott Michael Oliver 1200 Reservoir Rd.. 07 228-3072 Meadowcliff lerrg Worm 25 Sheraton Dr., 09 570-4165 Otter Creek Caroign Teeler 16000 Oller Creeh Ph, 09 455-7440 Pulaski Heights Kag Loss 319 N. Pine, 05 671-6290 Terry LaDell Looper 10800 Mara Lynn Dr., 11 228-3093 Wakefield Llogd Blacb 75 Westminster, 09 570-4190 Watson Dr. Diana Glaze 7000 Valley Dr . 09 570-4195 Western Hills Maryie Puchelt 4901 Weslern Hills, 04 570-4175 Wilson Gwen Zeigler 4015 Stannus Rd., 04 570-4180 Woodruff Pal Hiyyinbotham 3010 W. 71b, 05 671-6270 INCENTIVE SCHOOLS lElementaryl Franklin Franhiin Davis 1701 S. Harrisc-i, 04 671-6380 Garland Roherl Brou'n 36I5W. 25lh, 04 671-6275 Ish Sian Strauss 3001 Pulashi, 06 324-2410 Mitchell Donila Hudspeth 2410 Battery, 06 324-2415 Rightsell Bobbie Goodwin 911 W. 19fA, 06 324-2430 Rockefeller Anne Manyan 700 E. I7lli, 06  324-2385 Stephens Lonnie Dean 3700 W. 1810, 04 671-6350 MAGNET SCHOOLS Booker Arts Magnet Elementary Dr. Cheryl Simmons 2016 Barber, 06 324-2482 Carver Basic Skills/ Math-Science Magnet Elementary Marg Guinn 2100 EasI 61b, 02 324-2460 Central High International Studies lohn Hichman 1500 Parb, 02 324-2300 Dunbar International Studies/Gifted \u0026amp; Talented Magnet lunior High Nancg Volsen 1100 Wriyht Ave., 06 324-2440 Gibbs Foreign Language/ International Studies Magnet Elementary Donna Davis 1115 W. I6lb, 02 324-2490 Mann Arts \u0026amp; Science Magnet lunior High Marian Laceg 1000 E. Roosevelt Rd., 06 324-2450 Parkview Arts \u0026amp; Science Magnet Senior Hiyh lunious Babbs 2501 Barrow, 04 228-3000 Rockefeller Early Childhood Magnet Anne Manyan 700 E. 171b, 06 324-2385 Washington Basic Skills/ Math-Science Magnet Elementary Karen Buchanan 115 W. 271b 324-2470 Williams Basic Skills Magnet Elementary Dr. Ed lachson 7301 Evergreen, 07 671-6363 INTERDISTRICT SCHOOL Romine Lionel Ward 3400 Romine Rd., 04 228-3086 EARLY CHILDHOOD EDUCATION (See Elementary, Incentive, Interdistrict, \u0026amp; Maynet Listinys For Phone Numbers \u0026amp; Addresses of Schools) 6-Weeks To 3-Years Rockefeller Early Childhood Magnet Home Instructional Program for Pre-school Youngsters (HIPPY) Call 324-2266 for information 4-Year-Old Program Rockefeller Early Childhood Magnet Also Available At All Schools Listed Under Incentive Schools (Elementary) os uell as at the followiny schools: Badgett Bale Cloverdale Geyer Springs Romine Interdistrict Washington Magnet Watson Wilson Woodruff I VO-TECH CENTER Metropolitan Dr. Doyle Dillahunty 7701 ScoK Hamiilon, 09 565-8465 ITransfer Options Incentive Schools. Elementary schools with extended day programs, foreign language instruction, computer lab and other extras. Magnet Schools. Themed elementary, junior high and senior high schools available to students from the Little Rock, North Little Rock and Pulaski County school districts. Focus on arts, math/science, language/ international studies, and basic skills. Interdistrict Schools. The LRSD has one interdistrict elementary school with a computer-science theme. PCSSD operates an interdistrict school at Crystal Hill. Desegregation Transfers. Students may transfer to another area school as long as the reassignment allows the sending and receiving school to comply with desegregation requirements and as long as a seat is available. Applications for desegregation transfers for secondary students will be granted from March 9 to March 20 only. Desegregation transfers also will be granted to the following elementary schools: Badgett, Bale, Baseline, Cloverdale, Fair Park, Geyer Springs, Romine, Watson, Wilson, and Woodruff. M-to-M (Majority to Minority) Transfers. Students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Act 609: Interdistrict Transfers. Provides the option for a student to attend school in a district other than that in which he or she lives, subject to some restrictions. For information about any of these transfer options, contact the Student Assignment Office, 501 Sherman, or call 324-2272.PRE-REGISTRATION FEBRUARY 3-14 FOR NEW STUDENTS AND KINDERGARTNERS Who Should Register: All students new to the LRSD for the 1992-93 school year or children who will be five years old by October 1, 1992, should complete the preregistration process February 3 to 14 to receive a confirmed assignment by March 6.____________________ How To Register: Follow these two steps for a quick and easy pre-registration process. 1. Pick up a Pupil Information Form from your area scfiool. If you don't know your area school, call the Student Assignment Office, 324-2272, and tell them your address, or drop by the office at 501 Sherman to look at district maps. 2. When pre-registering, parents or guardians must bring the following information witfl tfiem: Proof of student's Social Security number, aye and verification of fiome address. Acceptable documentation of age includes a certified birth certificate, visa or passport. HOW TO PRE-RECISTER FOR OPTIONS Who's Eligible: Any student, new or returning, may request another school. Options are incentive schools, high school kindergartens, interdistrict, magnets.maiority-to-minority (M-to-M) transfers, and desegregation transfers to another area school (see Transfer Options Panel). How To Pre-Register: Fill out a form called the Optional Enrollment Request Form at your area school or at the Student Assignment Office. Any applicant not chosen for immediate placement will be placed on a waiting list. Sibling Preference: Sibling preference will be granted for any family whose children are attending their area (attendance zone) school. Sibling preference assignments are subject to desegregation requirements and capacity. Beginning in 1992-93. sibling preference will not be granted to a non-attendance zone school. Sibling preference does not apply to magnet schools. Acceptable documentation of address includes a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important to have your correct address on file so we can mail important information to you.LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, AR IMPORTANT DATES FOR YOU: Pre-registration February 3-14/x 1 \\ Z /'z V I '\\ \" / _1 Free Program For Fewr-Year Olds Applications Accepted April 29-May 10 z \\ I \\ -1 \\ I z \\ I C\\ X \u0026gt; ! LITTLE ROCK SCHOOL DISTRICT First Class Schools For World Class Kids/- \\ _ A A Program Of Fun And Learning For Fowr-Yedr Olds z' I  Certified early childhood education teachers  Ratio of two adults to every 20 students (1 teacher, I aide)  Structured learning environment  Developmentally appropriate curriculum and activities  Before- and after-school childcare available T^ultion-Free I - \\z Tuition-free program for children who will be four years old on or before October 1, 1991, is available at the following schools during the 1991-92 school year: S/'  Badgett  Franklin  Garland  Ish  Mitchell  Rightsell  Rockefeller  Romine  Stephens  Washington  Woodruff I Applications will be accepted at these schools April 29-May 10. /\\ Selections will be by lottery whenever the number of applicants for the Program for Four-Year Olds exceeds the available seats. Enrollment preference is given to children who live within the school's attendance zone or have brothers/sisters enrolled at the requested school. Students selected for enrollment will be notified by May 23. Those who cannot be placed will be put on a waiting list. '*  ' I /I''' \\  I I School Hours. The regular school hours are from 8:00 a.m. to 2:30 p.m., Monday through Friday except for regular school holidays. Childcare. Childcare for a fee is available from 2:30-5:30 p.m. For additional information. For more information about the Program for Four-Year Olds, call the Student Assignment Office at (501) 324-2272. \\ I -1 'A' ! \\ \\ - I -I I PUT YOUR 4-YEAR OLD ON THE RIGHT TRACK FOR SOCIAL, EMOTIONAL, PHYSICAL, AND COGNITIVE GROWTH. Enroll now for the Little Rock School Districts Special Program for Four-Year Olds. I I Little Rock School District Student Assignment Office (501) 324-2272 i 7LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 I  * Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, ARTO: FROM: THROUGH: SUBJECT: Little Rock School District Feburary 21, 1990 Eugene Reville, Metropolitan Supervisor James Jennings, Associate Superintendent for Desegregation\"^*^ Monitoring and Program Development Dr. Ruth Steele, Superintendent - Little Rock School District Revised Implementation Timeline In a recent conversation with Arma Hart it was indicated that you would like for the district to proceed with kindergarten pre-registration. explained to Ms. Hart that our original starting date for pre-registration was February 26, but this date was contingent upon court approval by January 15. I also explained that the kindergarten pre-registration period is directly related to applying for interdistrict and incentive magnets. The purpose of this memo is to get your approval of the dates listed on the attached timeline. We have reached the point that we cannot proceed unless we can publicize the implementation dates. Please note that preregistration will occur from March 5 to March 30. We will still be able to comply with the requirement to assign kindergarten students by May 1. The special newsletter on student assignments (FOCUS) will go to the printer in the next 2-3 days. Also, my office will meet with all principals and secretaries next week to share implementation dates and review the pre-registration and assignment procedures. A student assignment information booth will be available at McCain Mall and South- west Mall on Saturday, February 25. Also, a press release on the student assignment process will be distributed sometime next week. As you can see, a lot needs to occur during the next seven days, all possible, please let us know Thursday, February 22, if we can publicize these dates. If at '6 cc: Dr. Herb Cleek 810 West Narkham Street I I Little Rock, Arkansas 72201  (501)374-3361IMPLEMENTATION TIMELINE REVISED Little Rock Schoo! District Student Assignment Office Critical Tasks A. Develop reorganization plan for Student Assignment Office B. Announce position vacancies C. Interview candidates D. Recommendations to Superintendent and Board of Directors E. Student Assignment Process 1. Identify and unite split siblings. 2. Prepare FOCUS newsletter. 3. Provide desegregation plan inservice for all staff members. 4. Inservice for principals and secretaries on student assignment procedures 5. Mail special issue of FOCUS/ Student Assignments Special letter to private school students 6. OPEN HOUSE at magnet schools 7. Registration for K/NEW students (in schools) Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Human Resources Assoc. Supt. - Deseg Assoc. Supt. - Deseg. Student Assignment Officer Data Entry Supervisor Assoc. Supt. - Deseg. Director of Communications Superintendent Assoc. Supts. Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Director of Communications Building Principals Assoc. Supts. Building Principals Assoc. Supts. Begi nni ng Date Dec. 18, 1989 Oan. 8, 1990 Oan. 22, 1990 Oan. 22, 1990 Oan. 2, 1990 Oan. 2, 1990 Oan. 16, 1990 Feb. 26, 1990 March 1, 1990 March 5, 1990 March 5, 1990 Completion Date Jan. 2, 1990 dan. 19, 1990 Feb. 2, 1990 Feb. 22, 1990 Feb. 26, 1990 Oan. 26, 1990 Feb. 2, 1990 March 2, 1990 March 9, 1990 March 30, 1990 March 30, 1990Critical Tasks 8. OPTIONS application period (magnets, incentive schools) 9. Publicize desegregation transfer process 10. Mail letters to Gibbs/Dunbar students 11. Select OPTIONS students 12. Assign ri sing grandfathered and students 13. Prepare OPTIONS assignment letters 14. Mail OPTIONS assignment letters 15. 16. 17. IMPLEMENTATION TIMELINE Principals/secretaries assign K/NEW students as capacity and desegregation requirements allow SAO assigns all K/NEW students unable to be accommodated at attendance zone schools - compile waiting 1i sts Prepare assignment letters 18. Mail assignment letters 19. Application period for four year old program 20. Application period for desegregation transfers Person(s) Responsi ble Assoc. Supt. - Deseg. Assoc. Supt. - Deseg. Student Office Student Officer Student Officer Student Assignment Assignment Assi gnment Assignment Office Data Processing Student Assignment Office Building Principals Student Assignment Officer Data Entry Supervisor Student Assignment Office Student Assignment Office Data Processing Student Office Student Office Student Office assignment Assignment Assignment Beginning Date March March March April Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 Apri 1 April 5, 1990 7, 1990 19, 1990 2, 2, 9, 1990 1990 1990 13, 1990 9, 1990 16, 16, 27, 1990 1990 1990 May 1, 1990 May 7, 1990 Completion Date March 30, 1990 May 18, 1990 March Apr i 1 April April Apri 1 Apri 1 April Apri 1 April 23, 1990 6, 1990 6, 1990 13, 1990 13, 1990 13, 1990 20, 1990 27, 1990 27, 1990 May 18, 1990 May 18, 1990Critical Tasks 21. Assign four year old students and reassign desegregation transfer selections 22. Mail notification letters to four year old program and desegregation transfers IMPLEMENTATION TIMELINE Person(s) Responsible Student Assignment Officer Student Assignment Office Beginning Date May 21, 1990 June 1, 1990 Completion Date May 25, 1990 June 1, 1990 23. Summer registration for K/NEW students 24. Send confirmation letters to new students Student Assignment Student Assignment Office June 1, 1990 dune 7, 1990 August 1, 1990 dune 15, 199002 13 91 13:33 301 374 7609 L R School DIst --- ODM 001 1 Little Rock School District PRESS RELEASE PRESS CONFERENCE TODAY February 13, 1991 Contact: Skye Winslow, 370-1611 Dr, Ruth Steele, Superintendent, will hold a press At this tine conference Wednesday, February 13 at 4:30 p.ot, _ ___ she will announce the school registration dates for the 1991-92 school year. ### 810 West Markham Street Little Rock, Arkansas 72201  (501)574-336102 IS,91 13:33 301 374 7609 L R School DI st ODM 002 Little Rock School District PRESS RELEASE SPECIAL BOARD MEETING February 12, 1991 Contact: Skye Winslow, 370-1611 The Little Rock School District Board of Directors will conduct a special Board meeting on Wednesday, February 13, at 5:00 p-m. The purpose of the meeting is to conduct student hearings in a closed session. The Board will meet again in committee Thursday, February 21, at 5:00 p.m. They will also meet jointly in a dinner meeting at 6:30 p.m. on that same evening with the New Futures for Little Rock Youth Board of Directors at the Capital Hotel. The purpose of the joint meeting is to joint efforts of the two entities to address the needs of junior and senior high school students in the Little Rock School District. ### 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-5361II 02 13 9_ 15:34 Q'3i T609 L R School DIST ODM @003 i Ji- SI 4tc Ba^itj h'- 1 Little Rock School District a I s I I ? PRESS RELEASE BIRACIAL COMMITTEE OPENINGS ( I I I February 11, 1991 Contact I Skye Winslow, S7O-1611 The Little Rock School District is seeking nominations IICl I for two C2) vacancies on the Biracial Advisory Committee. The Biracial Advisory Committee is responsible for advising the District on issues related to desegregation. Committee is also responsible for (racially identifiable.) schools. monitoring the The incentive I Monitoring visits are made each quarter and each visit normally requires 3-4 hours to tour a building and meet with the building principal. addition to monitoring visits. the Biracial the first luesday or\" each month. In ijommittee meets The Biracial Advisory Committee consists of twenty-one (21) people from various geographic areas of the community. Of these members, normally, C5\u0026gt; are white males, five C53 five (53 are black males. ere white females and one Cl) are black females, f ive five (.'5\u0026gt; shall be Native American Asian, or Hispanic American. following categories: one one C 1 \u0026gt; (1) white female white male I The two vacancies are for the People interested in serving on this committee should contact the Student Assignment Office at 324-2272, 4^44 810 West Markliani Street  Little Rock, Arkansas 72201  (501)374-3561 0213 91 17\n31 0501 374 7609 L R School Dlst ODM @002 Little Rock School District February 13, 1991 Statement Dr. Ruth Steele Superintendent Little Rock School District We are pleased today to announce the dates for our pre- registration for kindergarten and new students in the District for the 1991-92 school year. Those dates are Tuesday, February 26, through Friday, March 8. The dates also pertain to application for optional assignments at magnet schools, incentive schools, high school kindergarten and majority-tominority transfers. -Assignment letters will be mailed April 8. And while these dates are critically important to parents to sign their children up for school next year, this announcement today, in my opinion, has a much more far- reaching significance. It is significant because it is the first step we are taking toward the stability this District now can offer patrons as we begin operation under the District's settlement agreement plan for desegregation. Earlier today. Judge Susan Wright signed a stipulation that the Little Rock School District and other parties in 0 810 West Markham Street  Little Kock, -Arkansas 72201  (501)374-536102 13 91 17:32 0501 374 7609 L R School Dlst ODM @003 the desegregation case had agreed upon. This stipulation was necessary in order for us to liaplement the settlement plan approved by the Sth Circuit Court of Appeals in December. This stipulation relates to decisions about which programs begun under the Tri-District plan will be continued or amended, for example. 1 know* that many parents are anxious to begin the registration process and I understand your concern. Our announcement of registration dates is keyed to this court order because we wanted to be absolutely sure that we were all in agreement and coordinated before we began telling you any dates. We are planning a series of open houses ah all the schools so that parents can visit them, learn about the programs and then select schools that will best fit the needs of their children. We have a rich world of diversity and options awaiting students- We encourage parents to make good consumer decisions about our schools. Shop around. Check Us out. Parents will receive a special pre-registration issue of FOCUS, our District newsletter, at the end of next week which details our registration process. The newsletter also tells about the different kinds of schools and educational programs from which they may choose. Each of the open houses we're scheduling 'will begin at 6:30 p.m. The dates for them are: *Elementary area  incentive schools, February 26. 002 13 91 17:33 0301 374 7609 L R School Dlst ODM @004 *Eleiiit itary magnet schools, February 27. *Junior high magnet schools, March 4. *Junior high area schools, March 5. * or high ir net schools, March 6- *Senior high area schools, March 7. There are other dates for the school assignment calendar. All are addressed in the FOCUS newsletter. Copies of it can also be requested from our Communications Department, 324-2020. Our student assignment office is available to answer guestions parents may have and to provide individualized help as needed. That telephone number is 324-2272. -30- 002 13 91 17:53 0301 374 7609 L R School Dlst ODM 0005 Little Rock School District Kindergarten and New Students PRE-REGISTRATION February 26 - March 8 Open House Dates: Elementary Area and Incentive Schools February 26 Elementary Magnet Schools February 27 Junior High Magnet Schools March 4 Junior High Area Schools March 5 Senior High Magnet Schools March 6 Senior High Area Schools March 702 13 91 17:34 0501 374 7609 L R School Dlst ODM 001 School choices Include: * Area schools * Incentive schools 3 Magnet schools and * Interdistrict. QUESTIONS? I Call: i Student Assignment Office I I I I 324-2272. 0f 02 13'91 15:23 0501 374 7609 L R School Dlst ODM @002-003 TO: FROM: THROUGH: SUBJECT\nLittle Rock School District 810 West Markham Street Little Rock, Arkansas February 13, 1991 72201 All Building Principals and Central Office Administrators James Jennings, Associate Superintendent for Desegregation Monitoring and Program Development Dr. Ruth Steele, Superintendent of Schools Dr. Herb Cleek, Deputy Superintendent Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development 1991-92 Registration Procedures On Tuesday, February 13, Judge Susan Wright signed a stipulation that allov7S us to go ahead with pre-registration for the 1991-92 school year. The stipulation was needed to allow us to be able to continue sone of the programs started under the Tri-District Desegregation Plan. As you know, the Tri-District Desegregation Plan was overturned by the Eighth Circuit Court of Appeals on December 12, 1990. following programs\n(NOTE: Programs that are not directly related to student assignments will be considered at a later The stipulation allows us to continue the date. Also, Central High International Studies Magnet will be considered at a later date.) --Dunbar International Studies/Gifted and Talented Magnet McClellan High School Community School Program --Rockefeller Early Childhood Education Magnet Washington Math-Science Magnet In regard to pre-registration for the 1991-92 school year, please note the following dates: 1. Registration for kindergarten and new students - February 26 - March 8. ' Assignment letters mailed to kindergarten and new students - April 8. 2. Application period for options (incentive schools, magnet schools, high school kindergarten, and M-M transfers) - February 26 March 8. Assignment letters mailed for options - April S. 3. Open House: (6:30 p.m.) -Elementary area schools and incentive schools - February 26 -Elementary magnet schools - February 2702 13 '91 15:23 0501 374 7609 L R School Dlst ODM @003-003 1991-92 Registration Procedures page two -Junior high magnet schools - March 4 -Junior high area schools - March 5 -Senior high magnet schools - March 6 -Senior high area schools - March 7 4. Assignment letters mailed to grandfathered and rising students April 8. 5. Pre-registration reopens in schools - April 9 June 7. 6. Application period for desegregation transfers - April 8 - April 19. 7. Assignment letters mailed to desegregation transfer students - April 30. 8. Application period for four-year-old program - April 29 May 10. 9. Assignment letters mailed to four-year-old students - May 21. 10. Summer registration for kindergarten and new students (at the Student Assignment Office) - June 10 - July 19. 11. School Registration - July 29 - August 2. Inservice meetings for principals will be held on Tuesday, . '* Building principals will meet in their cluster February 19. Central office administrators are free to attend any of these meetings. groups. Inservice meetings for school secretariesZregistrars will he held on Wednesday, February 20, Secretaries/registrars will meet in their respective cluster groups and use the same schedule followed by the building principals. Gremillion cluster 9:00 a.m. Robertson cluster (including incentive schools) - Secondary schools - 1:00 p.m. 10:30 a.m. A special issue of FOCUS will be mailed to all parents by the of next week. endoa,13 91 16:13 301 374 7609 L R School Dlst ODM @001/004 #0ir\nxUL Little Rock School District PRESS RELEASE IiRSD Pre-registration Totals 1/217 March 13, 1991 For more information, contact Dianne G. Woodruff 324-2020 The two-week pre-registration period for kindergarten and new students for the Little Rock School District concluded Friday yielded 1,217 new kindergarten through grade 12 students to the District for 1991-92 school year. In the kindergarten level alone, the total was 1,014, including 447 white students, 548 black students and 19 students classified as \"other.\" This compares to a total of 945 in April 1990, including 485 white students and 460 black students. The figures for the pre-registration period in 1989 were 813 students, of which 397 were white students and 416 were black students. Officials said that the designation of white\" totals for 1989 and 1990 would include students classified as \"other\" but the exact number of how many were \"other\" is not available because the specific designation for the \"other\" category was not maintained at that time. Officials said the \"other\" category would account for something less than one percent of the -more-nuknj 03 13 91 16:19 0301 374 7609 L R School Dlst ODM 002 nil4 (2) total figure, based on the overall enrollment of students in that category in the District. Also registering for assignments currently enrolled in private schools. were 203 students This included 121 students in grades one through six (96 white students and 25 black students)\n57 students in grades seven through nine (49 white students and eight black students)\nand 25 students in grades 10-12 students). (23 white students and two black Dr, Ruth Steele, District superintendent. said she was pleased with the pre-registration results. She noted that the pre-registration effort this year was conducted a month earlier than the two period was two weeks previous and that the pre-registration in length, compared to three-week preregistration periods in 1989 and I990. \"Our staff of teachers and administrators who were on hand for the open houses during the pre-registration week\nshould be commended,\" Steele said, commitment and professionalism when \"Their enthusiasm, they met with prospective students and parents were instrumental in many of the registration decisions, I'm sure.\" Steele pointed out that the increase in the kindergarten enrollment. results indicate a steady \"I'm sure this reflects parents' feelings about improving stability and predictability in our student assignment plan and the area zones provided through the settlement plan.\" The U.S. Eighth Circuit Court of Appeals approved December 12 the settlement (more)03 13.91 16:19 0*301 374 7609 L R School Dlst ODM @003'004 (3) plan for desegregated school North Little Rock and Pulaski operation by the Little Rock, County districts. While the cases over operation of the districts were in litigation. there were four different years, she noted. assignment plans in the last four Steele added that this was the first year that the District has had available statistics on enrollees coming from private schools during the pre-registration period. \"While we can't offer any comparison on these private school numbers to previous years stability and predictability for part in their decisions,\" , we do believe that the District have played Steele said. At present, there are 345 students attending l,RSD schools who have transferred to the District from private schools since August 199o. This includes 97 students at the students, lo black students senior high level (85 white and two others)\n16 students at the junior high level (14 white students and two black students)\nand 232 students at the elementary level (171 white students, 58 black students and three others). Steele said she was confident more new students will enroll when registration resumes on April 9, Students who registered for an assignment during the a pre-registration period of February 18 through March 8 will receive their 1991-92 school Desegregation transfers for j . assignment on April 8. secondary students will be considered for persons who apply from April 8-19, also. On those transfers, students may transfer to another area -more-03. 13 .'91 16:20 0501 374 7609 L R School Dlst --- ODM 004.004 school as long as the reassignment allows the the receiving school to sending and requirements and as long comply with desegregation as a seat is available. Desegregation transfers Persons who cannot be made to magnet schools. wish to apply for a make application with the at 501 Sherman Street. desegregation transfer Student Assignment Office -30- may locatedJ Little Rock School District January 16, 1992 TO: FROM: Ann Brown, Office of Desegregation Monitoring James Jennings, Associate Superintendent for'3\"S Desegregation Monitoring and Community Services THROUGH: Dr. Ruth Steele, Superintendent of Schools SUBJECT: 1992-93 Pre-registration Brochure I thought you might be interested in having a few copies of our pre-registration brochure. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 0424  92 09:14 301 374 7609 L R School Dlst @001-001 April 24, Little Rock School District NEWS RELEASE 1992 For more information: Dianne Woodruff, 324-2020 LITTLE ROCK SCHOOL DISTRICT TO BEGIN REGISTRATION OF FOURYEAROLDS The Little Rock School District will begin registration for the Early Childhood Education Program for four-year-old children April 27. The registration will continue through May a at the designated schools and at the Student Assignment Office at 501 Sherman. The Early Childhood Education program is a tuitionfree program made available to children who will be four years old on or before October 1, 1992. Selections are made by *-\u0026gt; ODM lottery whenever the number of applicants for the program exceeds the available seats. Enrollment preference is given to children who live within the schools attendan ce ne and have siblings enrolled in the same school. The sixteen schools that will provide the program include: Badgett, Bale, Cloverdale, franklin. Garland, Geyer Spr ings. Ish, Mitchell, Rightsell, Rockefeller, Romine, Stephens, Washington, Watson, Wilson and Woodruff. For further information contact the Student Assignment Office at 324-2272. ###( ,j8/03/92 14:29 301 324 2032 L R School Dlst 0D)I @002/003 KCKBBaS I Little Rock School District NEWS RA FAAF August 3, 1932 For more information: Dianne Woodruff, 324-2020 LgS_D_STUDENT ASSIGl^tt^ENT RE6ISTRATI0N SET Students entering the Little Rock School District for the first time may register at the Student Assignment Office at 501 Sherman through Friday, August 7. Documentation necessary to register includes the childs birth certificate, social security number. immunization records and proof of legal address. A utility bill, property tax *'^eipt or voter registration can be used to provide proof of address. The Student Assignment Office will not accept registration paperwork on August 10, II or 12 as they will be completing the assignment of all previously registered students during those dates. After August 7 the next opportunity to register new students is Thursday, August 13 or Friday, August 14 at the area schools. To determine the correct area school for your attendance zone, parents/guardians may contact the Student Assignment Office at 324-2272. CMQRE)^8/03/92 14:29 501 324 2032 L R School Dlst ODM @003-'003 LRSD Registration Page 2 In-5chocrl registration will occur August 13 and 14 from 11 a.m. until S p.m. returning LRSD junior and senior high students must register during this time. Elementary students that previously attended LRSD schools who need to process an address change should do so on these days. Also any current LRSD elementary students who did not receive registration materials by mail should register at the school on August 13 or 14. ###.793 17:18 501 324 2032 L R School Dlst ODM w 002/003 1 Little Rock School District NEWS RELEASE May 4, 1993 For more information: Jeanette Wagner, 324-2020 LRSD ANNOUNCES SUMMER SCHOOL LOCATIONS AJJD DATES The little Rock School District announced today the locations, dates and costs of its summer school program. Registration forms are currently available at LRSD schools through June 3. Summer school is offered for grades 1-12 and will be held Tune 23 through August 4. Locations, tunes and cost are as follows: Elementary school locations - 8 am, - 12:15 pjm - $115 Washington Magnet Elementary Geyer Springs Elementary Franklin Incentive Elementary Junior high location - 8 a-m, - 12:15 pjm - $115 Horace Mann Magnet Junior High High School location - 7:45 a-m. - 12 noon - $57.50 1/2 credit course $115 limit course $60 1/2 credit laboratory $120 1 unit laboratory $165 Driver Education Central High School Parkview High School (MORE)L k yckooi Bist ODM LRSD Summer School Page 2 Registration will be held at the summer school sites June 15-21. A late registration fee of SIO will be charged for students registering after June 21. No registration wiH be permitted after June 23. Students who did not reside in the Little Rock School District during the 1992-93 school year will pay an additional $10 fee per course. For more information call 324-2020. ft tl (tLillie Rock Public Schools MEMORANDUM To: Jeannette Wagner, Director of Communications From\nRuss Mayo, Associate Superintendent jLM, Date: November 17, 1993 Subject: Marketing for our annual registration period RECEIVED NOV.l 8 1993, LRSD ATTORNEY This memo is a follow-up to our staff meeting of November 16. It refines my request of you to develop a marketing plan with Julie and Sue for our annual spring registration period. I assume that our recruiters, Becky and Troy, would also help. I requested an overview for our staff meeting this next week. If we develop a specific plan this year, future years will require only revisions which improve the marketing process. Please use the following as your objective and develop activities (strategies) to accomphsh the objective using the same format you are using with the district-wide recruitment plan. Include an additional column fisting the cost of each activity. By December 17,1993, a registration marketing plan will be written explaining how the public will know of the details of our annual spring registration process and thus reduce confusion for the public about the process. The plan should include all methods and materials to be used and reflect sensitivity to different audiences. Within our materials, of course, we should include such things as times, dates, places, information needed to register, what programs are available, their criteria, who may apply, etc. Materials promoting a program which is available only to a certain audience should go only to that audience. As you plan, inform me of decisions that are required of the Superintendent's Cabinet before the plan can be executed. I will present them for consideration to the cabinet. I suggest you use our weekly staff meetings to discuss the plan as it is developed. Please schedule a meeting with me to review the rough draft of the plan no later than December 9. CC: Dr. Henry P. Wilbams, Superintendent Ms. Estelle Matthis, Deputy Superintendent Dr. Vic Anderson. Interim Assistant Superintendent Mr. Larry Robertson. .Assistant Superintendent Ms. Margaret GrimiUon, Assistant Superintendent Mr. Jerry Malone, .Attorney(\u0026gt;f= : /C^iD 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\nMay 10, 1994 To: Russ Mayo From: n Brown Subject: Registration Information Now that e LRSD has completed its main thrust of pre-registration for the 1994-95 school year, please immediately forward to me the total number of children (whether new students, M-to-Ms, desegregation transfers, or magnet assignments) currently registered by school, race, and grade level (including kindergarten and the four-year-old program). Because I had not received a 1994-95 registration brochure, we called your office today to ask for one. Sue Pedersen said that the brochures are still being printed but did not know a delivery date. Please let me know when you expect to receive the brochures and also send me a few copies as soon as you get them. Thanks. LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 May 12, 1994 RECEIVED MAY 1 3 1994 OtficQ of Desegregation Mcniwnng TO: Ann Brown, Federal Monitor FROM: JiXvC. Russell Mayo, Associate Superintendent for r Desegregation SUBJECT: Registration Information Per your request of May 10, please find enclosed a report of the number of students assigned to LRSD schools, by school, race, and grade level. Please be advised that four-year-old numbers are not included because we have not completed the assignment process for all four-year-olds. Rockefeller will reflect some four-year-old assignments because current three-year-olds have been grandfathered for 1994-95 and King's numbers will reflect some PCSSD assignments to the four-year-old program. Also, we expect to receive the 1994-95 registration brochures by June 1. delivered. We will forward copies to you as soon as they are01 LRSD SCHOOL: 001 CENTRAL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 1 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 2 9 201 158 137 4 1 199 184 181 6 10 400 342 318 0 1 91 80 97 0 1 115 77 114 0 2 206 157 211 0 0 7 5 9 0 0 9 10 7 0 0 16 15 16 6 12 622 514 545 100.0% * 83.3% 64.3% 66.5% 58.3% .0% 16.7% 33.1% 30.5% 38.7% .0% .0% 2.6% 2.9% 2.9% 59.5% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 50 0 667 667 666 Total 507 569 1076 269 307 576 21 26 47 1699 63.3% 33.9% 2.8% 2,05001 LRSD SCHOOL: 002 HALL HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 2 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 10 107 123 90 1 6 121 110 102 2 16 228 233 192 5 3 35 53 54 2 2 59 63 42 7 5 94 116 96 0 0 5 5 6 0 0 2 3 2 0 0 7 8 8 9 21 329 357 296 22.2% * 76.2% 69.3% * 65.3% 64.9% 77.8% 23.8% 28.6% 32.5% 32.4% .0% .0% 2.1% 2.2% 2.7% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.0% 67.5% 20 0 400 400 400 Total 331 340 671 150 168 318 16 7 23 1012 66.3% 31.4% 2.3% 1,22001 LRSD SCHOOL: 003 MANN MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 3 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 0 65 72 61 0 87 91 92 0 152 163 153 0 66 58 53 0 75 64 57 0 141 122 110 0 3 4 5 0 5 3 1 0 8 7 6 0 301 * 292 269 .0% 50.5% 55.8% * 56.9% * .0% 46.8% 41.8% 40.9% .0% 2.7% 2.4% 2.2% .0% 50.0% 50.0% 50.0% .0% 55.0% 55.0% 55.0% 0 300 300 300 Total 198 270 468 177 196 373 12 9 21 862 54.3% 43.3% 2.4% 90001 LRSD SCHOOL: 005 PARKVIEW ARTS/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 4 Class Black Male Black Total White White Total Other Female Black Hale Female White Hale Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 0 60 61 68 4 0 74 78 87 7 0 134 139 155 0 0 48 44 48 0 0 61 60 48 0 0 109 104 96 0 0 4 0 2 0 0 7 6 3 0 0 11 6 5 7 0 254 249 256 100.0% * .0% 52.8% 55.8% * 60.5% * .0% .0% 42.9% 41.8% 37.5% .0% .0% 4.3% 2.4% 2.0% 40.0% .0% 50.0% 50.0% 50.0% 75.0% .0% 55.0% 55.0% 55.0% 20 0 331 331 331 Total 192 243 435 140 169 309 6 16 22 766 56.8% 40.3% 2.9% 1,01301 LRSD SCHOOL: 006 BOOKER ARTS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 5 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 21 23 28 21 24 21 19 0 20 19 16 27 25 27 36 0 41 42 44 48 49 48 11 0 14 15 13 16 21 19 10 0 22 22 24 23 22 24 21 0 36 37 37 39 43 43 1 0 2 1 0 2 1 0 2 0 1 1 4 1 0 2 3 0 3 2 4 3 1 2 60 0 80 81 85 90 93 93 60.0% * .0% 51.3% 51.9% 51.8% 53.3% 52.7% 51.6% 35.0% ,0% 45.0% 45.7% 43.5% 43.3% 46.2% 46.2% 5.0% .0% 3.8% 2.5% 4.7% 3.3% 1.1% 2.2% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 80 0 92 92 92 100 100 100 Total 155 153 308 109 147 256 7 11 18 582 52.9% 44.0% 3.1% 65601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 6 SCHOOL: 007 DUNBAR INT'L STUDIES MAGNET JH Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 3 91 102 51 0 81 75 57 3 172 177 108 0 42 40 32 0 51 42 44 0 93 82 76 0 1 5 1 0 4 0 0 0 5 5 1 3 270 * 264 * 185 100.0% 63.7% 67.0% 58.4% .0% 34.4% 31.1% 41.1% .0% 1.9% 1.9% .5% .0% 47.2% 47.2% 47.2% .0% 71.0% 71.0% 71.0% 0 260 256 256 Total 247 213 460 114 137 251 7 4 11 722 63.7% 34.8% 1.5% 77201 LRSD SCHOOL: 008 FAIR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 7 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 1 8 126 101 85 0 8 117 107 82 1 16 243 208 167 0 3 32 57 43 0 3 35 50 56 0 6 67 107 99 0 0 1 0 1 0 0 2 0 2 0 0 3 0 3 1 22 313 * 315 * 269 100.0% * 72.7% 77.6% * 66.0% 62.1% .0% 27.3% 21.4% 34.0% 36.8% .0% .0% 1.0% .0% 1.1% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 306 305 305 Total 321 314 635 135 144 279 2 4 6 920 69.0% 30.3% .7% 93601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 8 SCHOOL: 009 FOREST HEIGHTS JR HIGH SCHOOL Class Black Hale Black Total White Female Black Male white Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 7 78 102 86 3 81 92 109 10 159 194 195 1 36 32 24 4 22 26 34 5 58 58 58 0 3 4 2 0 0 5 2 0 3 9 4 15 220 261 * 257 66.7% 72.3% 74.3% 75.9% 33.3% 26.4% 22.2% 22.6% .0% 1.4% 3.4% 1.6% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 260 260 260 Total 273 285 558 93 86 179 9 7 16 753 74.1% 23.8% 2.1% 78001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 010 PULASKI HEIGHTS JUNIOR HIGH 1994/05/11 PAGE 9 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 95 67 75 4 82 77 56 10 177 144 131 2 46 71 73 0 53 61 59 2 99 132 132 0 2 2 1 0 1 1 1 0 3 3 2 12 279 * 279 * 265 * 83.3% 63.4% 51.6% * 49.4% * 16.7% 35.5% 47.3% 49.8% .0% 1.1% 1.1% .8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 234 233 233 Total 243 219 462 192 173 365 5 3 8 835 55.3% 43.7% 1.0% 70001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 10 SCHOOL: Oil SOUTHWEST JUNIOR HIGH SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 18 63 85 81 2 81 88 89 20 144 173 170 1 19 16 24 1 25 15 28 2 44 31 52 0 3 6 1 0 3 0 3 0 6 6 4 22 194 210 226 90.9% 74.2% 82.4% * 75.2% 9.1% 22.7% 14.8% 23.0% .0% 3.1% 2.9% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 252 251 251 Total 247 260 507 60 69 129 10 6 16 652 77.8% 19.8% 2.5% 75401 LRSD SCHOOL: 012 MC CLELLAN HIGH SCHOOL NEXT YEAR SCHCX)L COUNTS BY SCHOOL 1994/05/11 PAGE 11 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 10 11 12 3 19 125 127 80 1 3 131 123 106 4 22 256 250 186 0 3 40 26 29 0 2 46 39 32 0 5 86 65 61 0 0 3 0 1 0 0 1 2 2 0 0 4 2 3 4 27 346 317 250 100.0% * 81.5% 74.0% * 78.9% * 74.4% * .0% 18.5% 24.9% 20.5% 24.4% .0% .0% 1.2% .6% 1.2% 40.0% .0% 45.0% 45.0% 45.0% 75.0% .0% 67.5% 67.5% 67.5% 20 0 394 393 393 Total 354 364 718 98 119 217 4 5 9 944 76.1% 23.0% 1.0% 1,20001 LRSD SCHOOL: 013 HENDERSON JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 12 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 16 101 126 114 5 96 115 90 21 197 241 204 1 59 49 39 0 40 41 33 1 99 90 72 0 4 7 4 0 6 4 4 0 10 11 8 22 306 342 * 284 95.5% 64.4% 70.5% 71.8% 4.5% 32.4% 26.3% 25.4% .0% 3.3% 3.2% 2.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 320 320 320 Total 357 306 663 148 114 262 15 14 29 954 69.5% 27.5% 3.0% 96001 LRSD SCHOOL: 015 CLOVERDALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 13 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 2 87 94 88 3 87 87 94 5 174 181 182 2 31 18 27 1 13 15 19 3 44 33 46 0 2 0 2 0 0 0 1 0 2 0 3 8 220 214 231 62.5% 79.1% * 84.6% * 78.8% * 37.5% 20.0% 15.4% 19.9% .0% .9% .0% 1.3% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 250 250 250 Total 271 271 542 78 48 126 4 1 5 673 80.5% 18.7% .7% 75001 LRSD SCHOOL: 016 MABELVALE JUNIOR HIGH SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 14 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity SP 07 08 09 6 58 84 84 6 72 63 68 12 130 147 152 3 22 23 25 2 17 28 46 5 39 51 71 0 2 0 4 0 0 0 0 0 2 0 4 17 171 198 227 * 70.6% 76.0% 74.2% 67.0% 29.4% 22.8% 25.8% 31.3% .0% 1.2% .0% 1.8% .0% 52.0% 52.0% 52.0% .0% 78.5% 78.5% 78.5% 0 200 200 200 Total 232 209 441 73 93 166 6 0 6 613 71.9% 27.1% 1.0% 60001 LRSD SCHOOL: 017 BALE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 15 Class Black Male Black Total White White Total Other Female Black Hale Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 21 12 15 13 13 5 9 0 1 15 21 6 10 15 17 18 0 5 36 33 21 23 28 22 5 0 2 8 4 5 7 1 2 7 0 3 2 5 1 2 2 3 12 0 5 10 9 6 9 3 5 0 0 0 2 0 1 1 0 1 0 0 0 1 2 0 0 0 2 0 0 0 3 2 1 1 0 3 30 0 10 49 * 44 28 33 31 30 60.0% .0% 50.0% 73.5% 75.0% * 75.0% * 69.7% 90.3% * 73.3% 40.0% .0% 50.0% 20.4% 20.5% 21.4% 27.3% 9.7% 16.7% .0% .0% .0% 6.1% 4.5% 3.6% 3.0% .0% 10.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 92 94 186 34 25 59 5 5 10 255 72.9% 23.1% 3.9% 34601 LRSD SCHOOL: 018 BRADY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 16 Class Black Male Black Total White Female Black Male White Total Other Other Total Total Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 1 19 19 14 26 15 20 11 0 0 11 15 13 15 23 11 20 0 1 30 34 27 41 38 31 12 0 1 14 17 17 6 7 6 13 0 1 15 14 8 11 6 1 25 0 2 29 31 25 17 13 7 4 0 0 1 1 0 0 0 2 1 0 1 3 2 1 0 0 0 5 0 1 4 3 1 0 0 2 50 0 4 63 68 53 58 * 51 * 40 40.0% .0% 25.0% 47.6% 50.0% 50.9% 70.7% 74.5% * 77.5% * 50.0% .0% 50.0% 46.0% 45.6% 47.2% 29.3% 25.5% 17.5% 10.0% .0% 25.0% 6.3% 4.4% 1.9% .0% .0% 5.0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 50 50 50 Total 123 99 222 80 69 149 8 8 16 387 57.4% 38.5% 4.1% 43501 LRSD SCHOOL: 019 BADGETT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 17 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Hale Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 4 0 4 6 9 13 8 8 9 2 0 1 7 3 6 6 6 7 6 0 5 13 12 19 14 14 16 1 0 0 2 2 3 4 0 6 5 0 0 6 5 2 6 3 0 6 0 0 8 7 5 10 3 6 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 12 0 5 21 19 24 * 24 17 22 50.0% .0% 100.0% 61.9% 63.2% 79.2%  58.3% 82.4% * 72.7% 50.0% .0% .0% 38.1% 36.8% 20.8% 41.7% 17.6% 27.3% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 23 23 23 25 25 25 Total 61 38 99 18 27 45 0 0 0 144 68.8% 31.3% .0% 20201 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 020 MCDERMOTT ELEMENTARY SCHOOL 1994/05/11 PAGE 18 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 17 24 22 16 18 16 8 0 11 15 19 21 15 24 20 0 28 39 41 37 33 40 14 0 16 15 14 19 16 13 19 0 19 15 17 16 22 23 33 0 35 30 31 35 38 36 0 0 1 2 1 1 0 1 3 0 3 1 1 2 5 0 3 0 4 3 2 3 5 1 56 0 67 72 * 74 * 75 76 * 77 * 35.7% * .0% 41.8% 54.2% 55.4% 49.3% 43.4% 51.9% 58.9% .0% 52.2% 41.7% 41.9% 46.7% 50.0% 46.8% 5.4% .0% 6.0% 4.2% 2.7% 4.0% 6.6% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 51.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 125 113 238 107 131 238 6 15 21 497 47.9% 47.9% 4.2% 49201 LRSD SCHOOL: 021 CARVER MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 19 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 17 0 22 24 24 34 25 25 14 0 14 18 25 21 25 31 31 0 36 42 49 55 50 56 8 0 19 29 20 27 26 24 13 0 10 15 20 14 21 17 21 0 29 44 40 41 47 41 2 0 2 0 0 1 0 2 0 0 1 0 0 1 0 0 2 0 3 0 0 2 0 2 54 0 68 86 89 98 97 99 57.4% * .0% 52.9% 48.8% * 55.1% * 56.1% * 51.5% 56.6% * 38.9% .0% 42.6% 51.2% 44.9% 41.8% 48.5% 41.4% 3.7% .0% 4.4% .0% .0% 2.0% .0% 2.0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 92 92 100 100 100 Total 171 148 319 153 110 263 7 2 9 591 54.0% 44.5% 1.5% 61301 LRSD SCHOOL\n022 BASELINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 20 Class Black Male Black Total White White Total Other Other Female Black Male Female White Hale Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 12 0 3 16 25 16 13 13 16 12 0 3 16 9 17 15 13 15 24 0 6 32 34 33 28 26 31 4 0 0 2 8 3 5 7 6 4 0 0 6 5 3 5 3 2 8 0 0 8 13 6 10 10 8 1 0 0 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 2 0 0 0 0 1 1 0 0 34 0 6 40 47 * 40 39 36 39 70.6% .0% 100.0% 80.0% * 72.3% 82.5% * 71.8% 72.2% 79.5% * 23.5% .0% .0% 20.0% 27.7% 15.0% 25.6% 27.8% 20.5% 5.9% .0% .0% .0% .0% 2.5% 2.6% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 36 0 44 44 44 44 44 44 Total 114 100 214 35 28 63 1 3 4 281 76.2% 22.4% 1.4% 34001 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 023 FAIR PARK ELEHENTARY SCHOOL 1994/05/11 PAGE 21 Class Black Hale Black Total White White Total Other Other Total Total Female Black Hale Female White Hale Female Other Count Black Percent White Other Percent Percent Hin % Black Hax % Black Hax Capacity K P4 SP 01 02 03 04 05 06 8 0 0 11 9 10 15 16 11 10 0 0 16 12 21 11 8 14 18 0 0 27 21 31 26 24 25 5 0 0 5 3 9 3 4 4 5 0 0 10 6 4 1 3 2 10 0 0 15 9 13 4 7 6 0 0 0 0 1 1 1 1 0 0 0 0 0 2 0 1 0 0 0 0 0 0 3 1 2 1 0 28 0 0 42 33 45 32 32 31 64.3% .0% .0% 64.3% 63.6% 68.9% 81.3% * 75.0% * 80.6% * 35.7% .0% .0% 35.7% 27.3% 28.9% 12.5% 21.9% 19.4% .0% .0% .0% .0% 9.1% 2.2% 6.3% 3.1% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 50 Total 80 92 172 33 31 64 4 3 7 243 70.8% 26.3% 2.9% 34601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 22 SCHOOLS 024 FOREST PARK ELEMENTARY SCHOOL Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 13 17 22 13 5 9 4 0 15 23 17 19 5 7 13 0 28 40 39 32 10 16 23 0 18 11 17 21 16 16 24 0 20 23 19 23 23 16 47 0 38 34 36 44 39 32 0 0 0 0 0 1 1 1 0 0 0 1 0 1 0 0 0 0 0 1 0 2 1 1 60 0 66 75 * 75 * 78 * 50 49 21.7% * .0% 42.4% 53.3% 52.0% 41.0% 20.0% * 32.7% * 78.3% .0% 57.6% 45.3% 48.0% 56.4% 78.0% 65.3% .0% .0% .0% 1.3% .0% 2.6% 2.0% 2.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 88 90 178 122 148 270 3 2 5 453 39.3% 59.6% 1.1% 44201 LRSD SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 23 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 18 0 2 28 14 17 19 22 20 23 0 2 17 19 23 17 15 18 41 0 4 45 33 40 36 37 38 4 0 0 2 2 1 1 1 1 4 0 0 2 1 1 4 1 0 8 0 0 4 3 2 5 2 1 2 0 0 0 0 1 2 1 0 0 0 0 0 1 0 0 0 0 2 0 0 0 1 1 2 1 0 51 0 4 49 37 43 43 40 39 80.4% * .0% 100.0% 91.8% * 89.2% * 93.0% * 83.7% * 92.5% * 97.4% * 15.7% .0% .0% 8.2% 8.1% 4.7% 11.6% 5.0% 2.6% 3.9% .0% .0% .0% 2.7% 2.3% 4.7% 2.5% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 54 0 60 40 60 60 60 40 Total 140 134 274 12 13 25 6 1 7 306 89.5% 8.2% 2.3% 43401 LRSD SCHOOL: 026 GARLAND INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 24 Class Black Hale Black Total White White Female Black Hale Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 13 0 2 13 11 13 12 15 12 8 0 2 8 14 12 11 7 14 21 0 4 21 25 25 23 22 26 0 0 0 0 0 0 0 1 0 0 0 1 0 2 0 0 0 0 0 0 1 0 2 0 0 1 0 5 0 0 1 4 0 1 1 1 2 0 0 0 2 3 1 1 0 7 0 0 1 6 3 2 2 1 28 0 5 22 33 28 25 25 27 75.0% * .0% 80.0% 95.5% * 75.8% * 89.3% * 92.0% * 88.0% * 96.3% * .0% .0% 20.0% .0% 6.1% .0% .0% 4.0% .0% 25.0% .0% .0% 4.5% 18.2% 10.7% 8.0% 8.0% 3.7% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 91 76 167 1 3 4 13 9 22 193 86.5% 2.1% 11.4% 29801 LRSD SCHOOL: 027 GIBBS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 25 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 14 0 14 11 13 11 13 11 5 0 8 14 9 15 13 14 19 0 22 25 22 26 26 25 11 0 12 7 11 16 10 7 5 0 7 10 5 6 8 10 16 0 19 17 16 22 18 17 1 0 0 1 0 0 0 0 1 0 2 1 2 0 1 0 2 0 2 2 2 0 1 0 37 0 43 44 40 48 45 42 51.4% .0% 51.2% 56.8% * 55.0% 54.2% 57.8% * 59.5% * 43.2% .0% 44.2% 38.6% 40.0% 45.8% 40.0% 40.5% 5.4% .0% 4.7% 4.5% 5.0% .0% 2.2% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 40 0 46 46 46 50 50 50 Total 87 78 165 74 51 125 2 7 9 299 55.2% 41.8% 3.0% 32801 LRSD SCHOOL: 028 CHICOT ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 26 Class Black Hale Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 4 22 38 28 32 23 22 13 0 5 21 25 25 18 24 23 24 0 9 43 63 53 50 47 45 12 0 7 4 13 8 10 6 9 6 0 3 12 13 14 8 9 10 18 0 10 16 26 22 18 15 19 0 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 2 1 42 0 19 59 90 75 68 64 65 57.1% .0% 47.4% 72.9% 70.0% 70.7% 73.5% 73.4% 69.2% 42.9% .0% 52.6% 27.1% 28.9% 29.3% 26.5% 23.4% 29.2% .0% .0% .0% .0% 1.1% .0% .0% 3.1% 1.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 75 92 92 75 75 75 Total 180 154 334 69 75 144 3 1 4 482 69.3% 29.9% .8% 56201 LRSD SCHOOL: 029 WESTERN HILLS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 27 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 3 0 19 18 10 17 15 16 7 0 11 16 13 14 18 18 10 0 30 34 23 31 33 34 3 0 8 8 12 9 6 11 4 0 8 8 9 9 6 7 7 0 16 16 21 18 12 18 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 1 0 18 0 46 50 * 44 49 46 52 * 55.6% .0% 65.2% 68.0% 52.3% 63.3% 71.7% 65.4% 38.9% .0% 34.8% 32.0% 47.7% 36.7% 26.1% 34.6% 5.6% .0% .0% .0% .0% .0% 2.2% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 98 97 195 57 51 108 1 1 2 305 63.9% 35.4% .7% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 030 JEFFERSON ELEMENTARY SCHOOL 1994/05/11 PAGE 28 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 2 17 14 16 10 16 15 10 2 12 11 18 18 24 14 18 4 29 25 34 28 40 29 20 2 19 26 22 28 19 24 17 1 18 22 17 17 17 16 37 3 37 48 39 45 36 40 0 0 1 0 0 1 2 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 2 0 56 7 67 73 * 73 * 74 78 * 69 32.1% * 57.1% 43.3% 34.2% * 46.6% 37.8% * 51.3% 42.0% 66.1% 42.9% 55.2% 65.8% 53.4% 60.8% 46.2% 58.0% 1.8% .0% 1.5% .0% .0% 1.4% 2.6% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 69 75 Total 98 109 207 160 125 285 4 1 5 497 41.6% 57.3% 1.0% 48601 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 29 SCHOOL: 031 CLOVERDALE ELEMENTARY SCHOOL Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 16 0 0 27 23 20 12 16 26 17 0 0 18 17 19 18 17 19 33 0 0 45 40 39 30 33 45 5 0 0 12 5 6 8 2 2 6 0 0 7 4 5 3 2 5 11 0 0 19 9 11 11 4 7 0 0 0 1 0 0 1 1 0 1 0 0 0 0 1 1 0 1 1 0 0 1 0 1 2 1 1 45 0 0 65 49 51 * 43 38 53 * 73.3% .0% .0% 69.2% 81.6% * 76.5% * 69.8% 86.8% * 84.9% * 24.4% .0% .0% 29.2% 18.4% 21.6% 25.6% 10.5% 13.2% 2.2% .0% .0% 1.5% .0% 2.0% 4.7% 2.6% 1.9% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 54 0 69 69 46 50 50 50 Total 140 125 265 40 32 72 3 4 7 344 77.0% 20.9% 2.0% 44801 LRSD SCHOOL: 032 DODD ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 30 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 2 18 9 11 17 11 13 3 3 10 13 7 14 13 12 13 5 28 22 18 31 24 25 0 2 4 11 5 4 14 7 2 0 10 9 10 3 6 6 2 2 14 20 15 7 20 13 0 1 0 2 0 0 0 0 0 0 0 2 0 1 1 1 0 1 0 4 0 1 1 1 15 8 42 46 33 39 45 39 86.7% * 62.5% 66.7% 47.8% 54.5% 79.5% * 53.3% 64.1% 13.3% 25.0% 33.3% 43.5% 45.5% 17.9% 44.4% 33.3% .0% 12.5% .0% 8.7% .0% 2.6% 2.2% 2.6% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73,8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 50 50 50 Total 91 75 166 47 46 93 3 5 8 267 62.2% 34.8% 3.0% 32801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 31 SCHOOLS 033 MEADOWCLIFP ELEMENTARY SCHOOL Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 8 0 25 25 18 21 20 19 4 0 19 26 31 19 11 15 12 0 44 51 49 40 31 34 3 0 2 17 12 12 14 8 5 0 13 3 8 13 7 2 8 0 15 20 20 25 21 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 20 0 59 71 * 69 65 52 * 44 60.0% .0% 74.6% * 71,8% 71.0% 61.5% 59.6% 77.3% * 40.0% .0% 25.4% 28.2% 29.0% 38.5% 40.4% 22.7% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 50 50 Total 136 125 261 68 51 119 0 0 0 380 68.7% 31.3% .0% 44201 LRSD SCHOOL: 034 MITCHELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 32 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 11 0 6 11 15 11 12 16 16 8 0 1 18 11 8 20 12 14 19 0 7 29 26 19 32 28 30 1 0 1 0 0 1 0 0 1 2 0 0 0 0 1 3 0 0 3 0 1 0 0 2 3 0 1 0 0 0 0 1 0 0 0 1 0 0 0 0 1 1 0 0 0 0 0 0 0 2 1 0 0 1 22 0 8 29 28 22 35 28 32 86.4% * .0% 87.5% 100.0% * 92.9% * 86.4% * 91.4% * 100.0% * 93.8% * 13.6% .0% 12.5% .0% .0% 9.1% 8.6% .0% 3.1% .0% .0% .0% .0% 7.1% 4.5% .0% .0% 3.1% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 40 40 Total 98 92 190 4 6 10 2 2 4 204 93.1% 4.9% 2.0% 29801 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 035 MARTIN LUTHER KING JR. ELEMENTARY 1994/05/11 PAGE 33 Class Black Male Black Total White Female Black Male White Total Other other Total Total Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 17 0 0 28 27 15 27 28 21 25 0 0 19 23 16 22 14 15 42 0 0 47 50 31 49 42 36 11 5 0 14 12 6 11 21 12 17 4 0 11 14 14 12 7 13 28 9 0 25 26 20 23 28 25 2 0 0 0 1 0 1 1 0 0 1 0 0 0 1 0 0 0 2 1 0 0 1 1 1 1 0 72 10 0 72 77 * 52 73 71 61 58.3% .0% .0% 65.3% * 64.9% * 59.6% 67.1% * 59.2% 59.0% 38.9% 90.0% .0% 34.7% 33.8% 38.5% 31.5% 39.4% 41.0% 2.8% 10.0% .0% .0% 1.3% 1.9% 1.4% 1.4% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 80 72 0 92 69 69 75 75 75 Total 163 134 297 92 92 184 5 2 7 488 60.9% 37.7% 1.4% 60701 LRSD SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 34 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K Pl P2 P3 P4 SP 01 02 03 04 05 06 23 0 1 5 3 0 16 17 12 16 13 12 11 0 3 0 4 0 22 13 14 20 11 17 34 0 4 5 7 0 38 30 26 36 24 29 15 0 4 3 5 0 5 11 10 5 5 2 9 0 1 1 2 0 4 8 6 8 3 3 24 0 5 4 7 0 9 19 16 13 8 5 1 0 0 0 0 0 2 0 1 0 1 0 0 0 0 0 2 0 0 1 0 0 1 0 1 0 0 0 2 0 2 1 1 0 2 0 59 0 9 9 16 0 49 50 43 49 34 34 57.6% * .0% * 44.4% * 55.6% * 43.8% .0% 77.6% * 60.0% 60.5% * 73.5% * 70.6% * 85.3% * 40.7% .0% 55.6% 44.4% 43.8% .0% 18.4% 38.0% 37.2% 26.5% 23.5% 14.7% 1.7% .0% .0% .0% 12.5% .0% 4.1% 2.0% 2.3% .0% 5.9% .0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% 50.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 60 10 17 18 54 0 60 60 60 60 40 40 Total 118 115 233 65 45 110 5 4 9 352 66.2% 31.3% 2.6% 47901 LRSD SCHOOL: 037 GEYER SPRINGS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 35 Class Black Male Black Total White White Total Other Other Total Total Female Black Hale Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 4 19 13 21 6 16 8 10 0 2 13 20 10 18 23 9 19 0 6 32 33 31 24 39 17 1 0 2 6 6 2 5 3 1 5 0 0 6 7 6 10 5 2 6 0 2 12 13 8 15 8 3 2 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 3 0 0 1 0 0 0 0 0 28 0 8 45 46 39 39 47 20 67.9% .0% 75.0% 71.1% 71.7% 79.5% * 61.5% 83.0% * 85.0% * 21.4% .0% 25.0% 26.7% 28.3% 20.5% 38.5% 17.0% 15.0% 10.7% .0% .0% 2.2% .0% .0% .0% .0% .0% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 46 46 46 50 50 25 Total 96 105 201 26 41 67 3 1 4 272 73.9% 24.6% 1.5% 32101 LRSD SCHOOL: 038 PULASKI HEIGHTS ELEMENTARY NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 36 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 13 15 12 12 12 17 8 0 15 16 12 11 15 9 18 0 28 31 24 23 27 26 21 0 16 21 9 19 10 10 13 0 21 16 17 11 16 16 34 0 37 37 26 30 26 26 0 0 4 0 0 0 0 1 2 0 0 2 0 3 2 0 2 0 4 2 0 3 2 1 54 0 69 70 * 50 * 56 55 * 53 * 33.3% * .0% 40.6% * 44.3% 48.0% 41.1% 49.1% 49.1% 63.0% .0% 53.6% 52.9% 52.0% 53.6% 47.3% 49.1% 3.7% .0% 5.8% 2.9% .0% 5.4% 3.6% 1.9% 40.0% .0% 51.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 46 75 50 50 Total 91 86 177 106 110 216 5 9 14 407 43.5% 53.1% 3.4% 41901 LRSD SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 37 Class Black Male Black Total White Female Black Male White Total other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 10 0 0 7 12 13 13 8 18 13 0 0 13 12 13 14 14 11 23 0 0 20 24 26 27 22 29 3 0 0 0 1 2 1 0 0 0 0 0 0 1 1 0 0 0 3 0 0 0 2 3 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 1 26 0 0 20 26 29 28 22 * 30 88.5% * .0% .0% 100.0% * 92.3% * 89.7% * 96.4% * 100.0% * 96.7% * 11.5% .0% .0% .0% 7.7% 10.3% 3.6% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 3.3% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 30.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 40 40 40 20 40 Total 81 90 171 7 2 9 0 1 1 181 94.5% 5.0% .6% 27801 LRSD SCHOOL: 040 ROMINE ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 38 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 15 0 9 24 19 16 13 16 9 19 0 0 20 13 10 13 13 25 34 0 9 44 32 26 26 29 34 7 0 0 9 8 8 3 1 3 9 0 0 5 10 3 2 1 5 16 0 0 14 18 11 5 2 8 1 0 0 4 0 0 0 2 0 2 0 0 1 0 0 1 0 2 3 0 0 5 0 0 1 2 2 53 0 9 63 50 37 32 33 44 64.2% * .0% 100.0% 69.8% 64.0% 70.3% 81.3% * 87.9% * 77.3% * 30.2% .0% .0% 22.2% 36.0% 29.7% 15.6% 6.1% 18.2% 5.7% .0% .0% 7.9% .0% .0% 3.1% 6.1% 4.5% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 60 36 0 69 69 46 50 50 50 Total 121 113 234 39 35 74 7 6 13 321 72.9% 23.1% 4.0% 43001 LRSD SCHOOL: 041 STEPHENS INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 39 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 7 0 0 8 8 7 6 9 9 3 0 0 12 9 15 10 14 5 10 0 0 20 17 22 16 23 14 0 0 0 0 1 1 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 11 0 1 20 18 23 16 23 14 90.9% * .0% .0% 100.0% * 94.4% * 95.7% * 100.0% * 100.0% * 100.0% * 9.1% .0% .0% .0% 5.6% 4.3% .0% .0% .0% .0% .0% 100.0% .0% .0% .0% .0% .0% .0% 50.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 50.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 40 18 0 40 20 40 20 40 20 Total 54 68 122 2 1 3 1 0 1 126 96.8% 2.4% .8% 23801 LRSD SCHOOL: 042 WASHINGTON MATH/SCIENCE MAGNET NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 40 Class Black Hale Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 30 0 1 35 43 26 49 29 25 28 0 0 23 21 28 36 32 27 58 0 1 58 64 54 85 61 52 8 0 0 23 18 14 19 27 20 8 1 0 12 14 22 21 7 13 16 1 0 35 32 36 40 34 33 2 0 0 0 2 2 1 2 1 1 0 0 1 3 2 1 0 1 3 0 0 1 5 4 2 2 2 77 1 1 94 * 101 94 * 127 * 97 87 75.3% * .0% 100.0% 61.7% * 63.4% * 57.4% 66.9% * 62.9% * 59.8% 20.8% 100.0% .0% 37.2% 31.7% 38.3% 31.5% 35.1% 37.9% 3.9% .0% .0% 1.1% 5.0% 4.3% 1.6% 2.1% 2.3% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 60.0% 50.0% .0% 60.0% 60.0% 60.0% 60.0% 60.0% 60.0% 100 36 0 92 115 92 125 100 100 Total 238 195 433 129 98 227 10 9 19 679 63.8% 33.4% 2.8% 76001 LRSD SCHOOL: 043 WILLIAMS MAGNET SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 41 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 12 0 19 17 25 13 18 23 18 0 17 16 13 24 18 18 30 0 36 33 38 37 36 41 12 0 14 15 13 16 15 12 16 0 14 19 14 13 18 16 28 0 28 34 27 29 33 28 1 0 0 0 0 1 0 0 0 0 0 0 3 2 1 0 1 0 0 0 3 3 1 0 59 0 64 67 68 69 70 69 50.8% .0% 56.3% * 49.3% * 55.9% * 53.6% 51.4% 59.4% * 47.5% .0% 43.8% 50.7% 39.7% 42.0% 47.1% 40.6% 1.7% .0% .0% .0% 4.4% 4.3% 1.4% .0% 50.0% .0% 50.0% 50.0% 50.0% 50.0% 50.0% 50.0% 55.0% .0% 55.0% 55.0% 55.0% 55.0% 55.0% 55.0% 60 0 69 69 69 75 75 75 Total 127 124 251 97 110 207 2 6 8 466 53.9% 44.4% 1.7% 49201 LRSD SCHOOL: 044 WILSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 42 Class Black Male Black Total White White Total Other Other Female Black Male Female White Male Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 12 29 14 14 5 14 23 11 0 2 13 19 13 20 17 20 20 0 14 42 33 27 25 31 43 6 0 3 5 9 10 7 2 4 5 0 1 14 4 7 3 9 2 11 0 4 19 13 17 10 11 6 0 0 0 1 1 0 0 0 2 0 0 0 1 1 0 1 0 1 0 0 0 2 2 0 1 0 3 31 0 18 63 48 * 44 36 42 52 * 64.5% .0% 77.8% 66.7% 68.8% 61.4% 69.4% 73.8% * 82.7% * 35.5% .0% 22.2% 30.2% 27.1% 38.6% 27.8% 26.2% 11.5% .0% .0% .0% 3.2% 4.2% .0% 2.8% .0% 5.8% 40.0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 69 46 46 50 50 50 Total 120 115 235 46 45 91 4 4 8 334 70.4% 27.2% 2.4% 36901 LRSD SCHOOL: 045 WOODRUFF ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 43 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 9 17 6 5 7 8 5 0 0 10 12 8 6 3 9 14 0 0 19 29 14 11 10 17 4 0 0 8 9 9 4 5 5 4 0 0 7 5 1 7 4 2 8 0 0 15 14 10 11 9 7 0 0 0 0 0 0 0 0 0 0 0 0 2 1 1 1 0 0 0 0 0 2 1 1 1 0 0 22 0 0 36 44 25 * 23 * 19 24 * 63.6% .0% .0% 52.8% 65.9% 56.0% 47.8% 52.6% 70.8% 36.4% .0% .0% 41.7% 31.8% 40.0% 47.8% 47.4% 29.2% .0% .0% .0% 5.6% 2.3% 4.0% 4.3% .0% .0% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 18 0 44 44 22 22 22 22 Total 61 53 114 44 30 74 0 5 5 193 59.1% 38.3% 2.6% 234ran 01 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 046 HABELVALE ELEMENTARY SCHOOL 1994/05/11 PAGE 44 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 16 6 24 26 23 24 22 15 15 2 16 23 17 17 20 24 31 8 40 49 40 41 42 39 4 1 15 13 10 13 6 19 5 0 12 10 14 9 14 8 9 1 27 23 24 22 20 27 0 0 1 1 0 0 0 1 0 0 0 1 0 2 0 0 0 0 1 2 0 2 0 1 40 9 68 74 * 64 65 62 67 77.5% * 88.9% 58.8% 66.2% 62.5% 63.1% 67.7% 58.2% 22.5% 11.1% 39.7% 31.1% 37.5% 33.8% 32.3% 40.3% .0% .0% 1.5% 2.7% .0% 3.1% .0% 1.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 156 134 290 81 72 153 3 3 6 449 64.6% 34.1% 1.3% 49201 LRSD SCHOOL: 047 TERRY ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 45 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 9 0 17 18 17 18 11 19 4 0 16 20 10 19 18 19 13 0 33 38 27 37 29 38 27 0 27 32 15 19 26 15 17 0 19 17 29 13 17 22 44 0 46 49 44 32 43 37 3 0 1 4 4 4 4 0 0 0 0 1 0 3 3 1 3 0 1 5 4 7 7 1 60 0 80 * 92 75 * 76 * 79 * 76 * 21.7% * .0% 41.3% 41.3% 36.0% * 48.7% 36.7% * 50.0% 73.3% .0% 57.5% 53.3% 58.7% 42.1% 54.4% 48.7% 5.0% .0% 1.3% 5.4% 5.3% 9.2% 8.9% 1.3% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 75 92 69 75 75 75 Total 109 106 215 161 134 295 20 S 28 538 40.0% 54.8% 5.2% 52101 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 048 FULBRIGHT ELEMENTARY SCHOOL 1994/05/11 PAGE 46 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 3 17 18 17 22 23 17 10 1 19 16 13 11 15 15 23 4 36 34 30 33 38 32 19 2 18 21 23 14 32 27 25 1 13 15 16 24 21 20 44 3 31 36 39 38 53 47 1 0 0 0 2 2 0 2 0 0 2 2 1 3 3 0 1 0 2 2 3 5 3 2 68 * 7 69 72 * 72 * 76 * 94 81 * 33.8% * 57.1% 52.2% 47.2% 41.7% 43.4% 40.4% 39.5% * 64.7% 42.9% 44.9% 50.0% 54.2% 50.0% 56.4% 58.0% 1.5% .0% 2.9% 2.8% 4.2% 6.6% 3.2% 2.5% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 100 75 Total 130 100 230 156 135 291 7 11 18 539 42.7% 54.0% 3.3% 51701 LRSD SCHOOL: 049 ISH INCENTIVE SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 47 Class Black Hale Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 .0% * .0% .0% .0% * .0% * .0% * .0% * .0% * .0% * .0% .0% .0% .0%  0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% .0% 40.0% 55.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 75.0% 60.0% .0% 75.0% 75.0% 75.0% 75.0% 75.0% 75.0% 40 18 0 46 23 46 50 25 25 Total 0 0 0 0 0 0 0 0 0 0 .0% .0% .0% 27301 LRSD SCHOOL: 050 OTTER CREEK ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 48 Class Black Male Black Total White White Total Other Female Black Male Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 10 0 11 8 11 15 11 19 5 0 12 15 11 19 10 7 15 0 23 23 22 34 21 26 11 0 11 10 12 22 17 18 13 0 13 13 14 13 18 10 24 0 24 23 26 35 35 28 0 0 0 3 2 0 2 0 0 0 1 0 0 0 0 1 0 0 1 3 2 0 2 1 39 0 48 * 49 * 50 * 69 58 * 55 * 38.5% * .0% 47.9% 46.9% 44.0% 49.3% 36.2% * 47.3% 61.5% .0% 50.0% 46.9% 52.0% 50.7% 60.3% 50.9% .0% .0% 2.1% 6.1% 4.0% .0% 3.4% 1.8% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 40 0 46 46 46 75 50 50 Total 85 79 164 101 94 195 7 2 9 368 44.6% 53.0% 2.4% 35301 LRSD NEXT YEAR SCHOOL COUNTS BY SCHOOL SCHOOL: 051 WAKEFIELD ELEMENTARY SCHOOL 1994/05/11 PAGE 49 Class Black Male Black Total White White Total Other Other Total Total Female Black Male Female White Male Female Other Count Black Percent White Other Percent Percent Hin % Black Max % Black Max Capacity K SP 01 02 03 04 05 06 13 1 26 24 22 26 21 27 13 0 28 16 36 25 25 19 26 1 54 40 58 51 46 46 6 0 4 6 6 4 7 12 3 0 6 7 5 0 9 10 9 0 10 13 11 4 16 22 1 0 0 1 0 0 1 0 0 0 0 0 1 2 1 0 1 0 0 1 1 2 2 0 36 1 64 54 70 * 57 64 68 72.2% 100.0% 84.4% * 74.1% * 82.9% * 89.5% * 71.9% 67.6% 25.0% .0% 15.6% 24.1% 15.7% 7.0% 25.0% 32.4% 2.8% .0% .0% 1.9% 1.4% 3.5% 3.1% .0% 40.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 0 69 69 69 75 75 75 Total 160 162 322 45 40 85 3 4 7 414 77.8% 20.5% 1.7% 49201 LRSD SCHOOL: 052 WATSON ELEMENTARY SCHOOL NEXT YEAR SCHOOL COUNTS BY SCHOOL 1994/05/11 PAGE 50 Class Black Male Black Total White Female Black Male White Total Other Female White Male Other Total Total Female Other Count Black Percent White Other Percent Percent Min % Black Max % Black Max Capacity K P4 SP 01 02 03 04 05 06 9 0 0 27 21 23 26 22 20 15 0 0 24 23 28 21 23 20 24 0 0 51 44 51 47 45 40 2 0 0 6 6 8 5 2 8 8 0 0 4 7 5 7 4 3 10 0 0 10 13 13 12 6 11 0 0 0 1 0 0 1 0 1 1 0 0 0 0 0 1 0 1 1 0 0 1 0 0 2 0 2 35 0 0 62 57 64 61 51 * 53 * 68.6% .0% .0% 82.3% * 77.2% * 79.7% * 77.0% * 88.2% * 75.5% * 28.6% .0% .0% 16.1% 22.8% 20.3% 19.7% 11.8% 20.8% 2.9% .0% .0% 1.6% .0% .0% 3.3% .0% 3.8% 40.0% 50.0% .0% 40.0% 40.0% 40.0% 40.0% 40.0% 40.0% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 73.8% 60 18 0 69 69 69 75 50 50 Total 148 154 302 37 38 75 3 3 6 383 78.9% 19.6% 1.6% 460//Vr -f LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas isg J , J '   'yi .1^' June 15,1994 jlSii 2 1 (9?l Oftico c* Ceses^gSiK J? V'Ky '^'^' ) TO: FROM: RE Memorandum Ann Brown, Federal Monitor, ODM Jeanette Wagner, Director of Communications Incentive School Brochures Attached for your review are the final proofs of the Incentive School Brochures. The brochure for Stephens has been removed from the group at this time. The copy proofs have been reviewed and approved by the LRSD Superintendent's Council.lib L R School Dlst ODM @002/002 Little Rock School District NEWS RELEASE June 20,1994 For more information: Dina Teague, 324-2020 The registration dates for kindergarten and new students in the Little Rock School District are Monday and Tuesday, August 8 and 9. School will begin on Monday, August 22. Parents need to contact the LRSD Student Assignment Office for a school assignment as soon as possible. This office is located at 501 Sherman Street and may be reached at 324-2272. During school registration, parents and students will go to their assigned school to complete the registration process. Students already enrolled in the Little Rock School District may also report to their schools on August 8 and 9 to advise the District of changes in their registration information. ##.# 810 West Markham Street  Little Rock, Arkansas 72201 . (5011824-200008/12/94 17:23 501 324 2032 L R School Dlst ODM @002/005 J Little Rock School District NEWS RELEASE August 12,1994 For more information: Dina Teague, 324-2020 Little Rock School District parents and students who were unable to attend the district-wide registration on August 8 and 9 are encouraged to go to their designated school prior to August 22, the first day of school, to complete the registration process. Parents should call the school office to schedule a time for registration. All students, including those who pre-registered in the Spring, are required to complete the registration process before the school year begins. Kindergarten students and other students new to the district, as well as students who have changed addresses during the summer, should call the Student Assignment Office at 324-2272 to receive their school assignment. Parents must provide proof of address (utility bill, tax statement, or lease agreement). Students entering the LRSD for the first time must present their birth certificate, immunization record, and social security number at registration. ###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: February 9, 1995 To: Russ Mayo From: .rm Brown Subject: LRSD Registration Information Yesterday, I received in my mail at home the new LRSD brochure which contains a variety of information pertaining to pre-school registration. The brochure is certainly attractive and contains handy references to dates for open houses and registration, along with information on enrollment options. Unfortunately, the usefulness of the brochure is limited because it was not mailed in time to give parents adequate notice of many of the dates listed. For example, none of the brochures were distributed until after the open house dates (all in January) were past. When I called to inquire about the dates the brochures were mailed, your associate, Deana, helpfully answered my questions. She said that the brochures targeted at private school patrons were mailed February 1. Those for LRSD patrons were processed by a local advertising agency, and about two- thirds of those brochures were mailed on February 6 and 7\nhowever, because the agency discovered it was short some 5,000 covers, the remainder of the brochures will not be mailed until the week of February 13. In addition to the timing of the brochure, I also have concerns about the costs associated with it and some of the information it contains. I'll appreciate your answers to the following questions: 1. According to the district's monthly management tools, the brochures were 100% complete by November 30, 1994. Why, then, were the brochures distributed so late, after pre-school registration activities had begun? 2. How much did it cost the district to produce this brochure, including preparation and printing? How many hours of LRSD staff time were devoted to all phases of preparing the brochure? How much was (or will be) paid to the local advertising agency which helped process the brochures for mailing? What is the grand total of the costs associated with producing the brochure?Page Two February 9, 1995 3. How many brochures were mailed to private school patrons, how many to LRSD patrons, and how many to any other category? What is the total cost for mailing the brochures? 4. The brochure contains an insert entitled \"Applying for Choices,\" which includes information on M-to-M transfers and directs readers to refe\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_963","title":"Report: ''Educational Equity Monitoring Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"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 statistics","School integration","Office of Desegregation Monitoring (Little Rock, Ark.)"],"dcterms_title":["Report: ''Educational Equity Monitoring Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/963"],"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":["359 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_982","title":"Report: ''Extracurricular Activity Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/1991"],"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 statistics","Student activities","School facilities"],"dcterms_title":["Report: ''Extracurricular Activity Report,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/982"],"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":["53 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\nMable W. Bynum, Assistant Superintendent for Desegregation, May 15, 1991\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_914","title":"Reports: Dropout statistics, North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990/2007"],"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 (Ark.)--History--21st Century","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Dropouts"],"dcterms_title":["Reports: Dropout statistics, North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/914"],"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":["37 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1217","title":"Major Enhancement Schools, First Year Report, 1988-89","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1989-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School management and organization"],"dcterms_title":["Major Enhancement Schools, First Year Report, 1988-89"],"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/1217"],"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":["200 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nIN THE UNITED STATES 01STqICT COURT EASTERN DISTRICT OF AR~ANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT VS. ~O. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL PLl\u0026gt;.I~TIFF DISTRICT, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. INTERVENORS KATHERINE KNIGHT, et al. INTERVENORS LRSD MAJOR ENHANCEMENT SCHOOLS FIRST YEAR REPORT, 1988-1989 In February 1988, pursuant to the instructions of this Court, the Special Master submitted his interim report and recommendations to this Court. After a careful study of those recommendations as submitted, this Court filed an Order on April 27, 1988 accepting and approving the Special Master's recommendations. As part of the court-approved recommendations, the LRSD was required to provide major enhancements to the schools in the District which were racially identifiable. The recommendations also included a program monitoring component which would provide an assessment of the major enhancement schools (formerly known as racially identifiable schools). The evaluation/monitoring design was to provide data for use in comparing various components of the major enhancement schools with those in other schools in the LRSD. For instance, data collected from the major enhancement schools regarding expenditures per student, pupil/teacher ratios, -1- library books per child, academic preparation of teachers and years of teaching experience would be compared with similar data from other schools in the LRSD. In accordance with that program monitoring component, the LRSD and the appropriate committees conducted the required monitoring visits, collected the relevant data and the LRSD now submi ts the major enhancement schools' first year report, 1988-89. That report is attached hereto as Exhibit 5 and incorporated herein by reference. The LRSD continues to monitor and evaluate the major enhancement schools and has already submitted Monitoring Progress Report No. 1 for the 1989-90 school year. That report was attached as Exhibit 3 to the LRSD Desegregation Plan Status Report for first semester 1989-90 school year. ~espectfully submitted, FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201 Attorneys for the Little Rock School District ~ - ... /J . ,'1/4 . By: ~~fi-\n/)\n0 =\u0026gt; ~ JERRY L. MALONE BAR ID. 85096 -2- CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a true and correct copy of the foregoing LRSD Major Enhancement Schools' First Year Report, 1988-1989, has been sent to the following list of counsel by United States Mail, postage prepaid, on this 5 711 day of March, 1990. 8/lrsd/ejl John W. Walker, Esquire Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Norman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson St., 16th Floor New York, New York 10013 Richard W. Roachell, Esquire MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 Stephen W. Jones, Esquire JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, Arkansas 72201 Sharon Street, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 -3- Paul L. Cherry, Esquire ATTORNEY GENERAL'S OFFICE Heritage West Building 201 West Markham Street Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER \u0026amp; EISENBERG 208 South LaSalle Chicago, Illinois 60604 H. William Allen, Esquire Attorney at Law 200 West Capitol, Suite 1200 Little Rock, Arkansas 72201 M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol, Suite 2200 Little Rock, Arkansas 72201 I I II d d HERSCHEL H. FRIOAY. P.A. B. S. CLARK ROBERT V. LIGHT, P.A. WILLIAM H. SUTTON. P.A. GEORGE E. Pt KE, JR . P.A. JAMES W. MOORE WILLIAM L, PATTON, JR .. P.A. BYRON M. EISEMAN, JR., P.A. JOE O. SELL. P.A. MICHAEL G. THOMPSON, P.A. JOHN C. ECHOLS, P.A. JAMES A. BUTTRY. P.A. FREOER1CK S. URSERY, P.A. H. T. LARZELERE, ?.A. OSCAR E. DAVIS, JR, JAMES C. CLARK, JR., P.A. THOMAS P. LEGGETT, P.A. JOHN DEWEY WATSON, P.A. LEWIS MATHIS, P.A. PAUL B, BENHAM 111, P.A. LARRY W. BURKS. P.A. A. WYCKLtFF NISBET, JR., P.A. JAM ES EDWARD HARRIS, P.A. J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. MEREDITH P. CATLETT. P.A. JAM ES M. SAXTON J. SHEPHERD RUSSELL IH DONALD H. BACON, P.A. ROBERT K. WALSH WILLIAM THOMAS BAXTER. P.A. WALTER A. PAULSON 11, P.A. FRIDAY, ELDRED GE \u0026amp; CLAR K A PARTNERSHIP OF INOIVIDUALS AND PROFESSIONAL ASSOCIATIONS ATT ORNEYS AT LAW 2000 FIRST COMMERCIAL BUILDING 400 WEST CAPITOL LITTLE ROCK, AR KANSAS 7220 1 TELEPHONE Marc h 5, 1 990 BARRY E. COPLIN. P.A. RICHARD D. TAYLOR, P.A.. JOSEPHS. HURST, JR  P.A. ELIZABETH J. ROBBEN, P.A. CHRISTOPHER HELLER. P.A. LAURA A. HENSLEY. P.A. ROBERTS. SHAFER WILLIAM M. GRIFFIN JI! THOMAS N. ROSE MICHAELS. MOORE DIANE S. MACKEY WALTER M. EBEL 111 KEVIN A. CRASS WILLIAM A. WADDELL, JR. CLYDE \"TAB\" TURNER CALVIN J. HALL SCOTTJ.LANCASTER JERRY L. MALONE M. GAYLE CORLEY ROBERT B. BEACH, JR. S. RANDOLPH LOONEY .J. LEE BROWN .JAMES C. BAKER, JR. H. CHARLES GSCHWEND, JR. HARRY A. LIGHT HANK .JACKSON SCOTT H. TUCKER JOHN CLAYTON RANDOLPH MARY L. WISEMAN GUY ALTON WADE PRICE C. GARDNER THOMAS F. MEEKS WILLIAM .J. SMITH 7 WILLIAM A. ELDREDGE. JR,. P.A . WILLIAM L. TERRY John W. Walker, Esquire Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Norman Chachkin, Esquire LEGAL DEFENSE FUND 99 Hudson St., 16th New York, New York Floor 10013 Richard W. Roachell, Esquire MITCHELL \u0026amp; ROACHELL 1014 West Third Street Little Rock, Arkansas 72201 Stephen W. Jones, Esquire JACK, LYON \u0026amp; JONES, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, Arkansas 72201 Sharon Street, Esquire ARKANSAS DEPT. OF EDUCATION Education Building #4 Capitol Mall Little Rock, Arkansas 72201 TELE.COPIER (SOI) 376-2147 TELE.COPIER (SOil 376~6369 WFIITEA:'S 01F1C'f NO. Paul L. Cherry, Esquire ATTORNEY GENERAL'S OFFICE Heritage West Building 201 West Markham Street Little Rock, Arkansas 72201 Steve Fedo, Esquire NEAL, GERBER \u0026amp; EISENBERG 208 South LaSalle Chicago, Illinois 60604 H. William Allen, Esquire Attorney at Law 200 West Capitol, Suite 1200 Little Rock, Arkansas 72201 M. Samuel Jones, Esquire WRIGHT, LINDSEY \u0026amp; JENNINGS 200 West Capitol, Suite 2200 Little Rock, Arkansas 72201 Re: LRSD v. Pulaski County Special School District, et al. I March 5, 1990 Page 2 Ladies \u0026amp; Gentlemen: Enclosed please find a copy of the LRSD Major Enhancement Schools' First Year Report, 1988-1989 which is being filed in this matter. By copy of this letter a copy of this Report is going to the Metropolitan supervisor, Mr. Eugene Reveille. Thank you for your attention to this matter. JLM:ejl Enclosure cc: Mr. Eugene Reville Dr. Ruth Steele Mr. James Jennings - ~ ~\n~::M:{one LITTLE ROCK SCHOOL DISTRICT Dr. Ruth Steele, Superintendent Dr. Herbert Cleek, Deputy Superintendent MAJOR ENHANCEMENT SCHOOLS FIRST YEAR REPORT, 1988-89 PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Sterling Ingram, Director Little Rock, Arkansas December 1989 335 I Estelle Matthis, Associate Superintendent Educational Programs and Staff Development James Jennings, Associate Superintendent Desegregation and Program Monitoring Compiled by Ethel B. Dunbar Sharon A. Brooks Betty J. Davis Dr. Selma Hobby Dr. Paul J. Smith Sue Tadlock Contributing Specialists PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock School District 810 West Markham Little Rock, Arkansas 72201 (501) 374-3361 33 LIST OF TABLES Table 1 A Comparison of Average Years of 9 Tea.ching Experience Major Enhancement Schools to Control Schools Table 2 A Comparison of Teacher Absences 9 at the Major Enhancement Schools and Control Schools to the District Average Table 3 Major Enhancement Schools Racial 10 Composition of Teaching Staff Table 4 Major Enhancement and Control 13 School Maintenance Expenditures Table 5 Major Enhancement School 14 Chapter I Reading Expenditures Table 6 Major Enhancement and Control 16 School Supply Expenditures Table 7 Major Enhancement and Control 22 School Gifted Program Report Table 8 Major Enhancement and Control 27 School Percentage of Pupil Attendance Table 9 Major Enhancement/Quality Control 33 Monitoring Checklist Summary Table 10 Major Enhancement Teacher Survey 40 Table 11 Major Enhancement Parent survey 41 Table 12 MAT-6 District Summary-Variance 42 from LRSD Mean of National Percentile Ranks (NPR) by School 337 LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT MAJOR ENHANCEMENT SCHOOLS FIRST YEAR REPORT, 1988-89 1.0 PURPOSE OF THE STUDY The Board of Directors of the Little Rock School District (LRSD) approved and adopted a plan of reorganization for the elementary schools in 1982-83. The reorganization included primary schools (K-3), intermediate schools (K, 4-6), elementary schools (K-6), and the Williams Magnet School (1-6). After the reorganization, four racially identifiable schools were created (Carver, Ish, Mitchell, and Rightsell). Since the approval of the plan in 1982, three more schools became racially identifiable (Gibbs, King, and Rockefeller). The concern for equitable educational opportunities in the racially identifiable schools in comparison to other Little Rock schools was of great importance to the Board of Directors, administrative staff, teachers, the federal judiciary and to the various publics. To ensure that a quality education was received by all and that equity existed, a program evaluation design with monitoring procedures was established in the school year of 1982-83 and implemented each year through 1986-87. The primary purpose of the evaluation design was to develop a monitoring process which would guarantee that equity in instructional programs and staffs existed in all elementary schools of the LRSD. 338 Major Enhancement Schools First Year Report, 1988-89 Page 2 Monitoring visits were conducted by members of the District Biracial Committee and the evaluation and testing specialists. In order to increase the effectiveness of the program evaluation, four additional evaluation and testing specialists were employed during the 1988-89 school year. In April 1988, Federal Judge Henry Woods approved a desegregation plan and ordered that major enhancements be added to the racially identifiable schools. Thereafter, these schools were referred to as major enhancement schools, rather than racially identifiable schools. Two of the major enhancement schools (King and Washington) were closed at the end of the 1987-88 school year. At the beginning of the 1988-89 school year, there were five major enhancement schools (Garland, Ish, Mitchell, Rockefeller, and Stephens) to be monitored. 2.0 ASSUMPTIONS 2.1 The teaching staffs at the major enhancement schools will have statistical data that compares favorably to the average for the other LRSD elementary school staffs in regard to the following characteristics. 2.1.1 Average years (hours/degrees) of educational preparation 2.1.2 Average years of teaching experience 339 Major Enhancement Schools First Year Report, 1988-89 Page 3 2.1.3 Rate of teacher absenteeism 2.1.4 Racial composition of the faculties 2.1.5 Rate of teacher turnover 2.2 The upkeep and maintenance of the major enhancement schools will receive top priority from the LRSD Maintenance Department. 2.3 More funds per pupil for instructional materials will be spent at the major enhancement schools than at the regular LRSD elementary schools. 2.4 The purchase and distribution of equipment for the major enhancement schools will occur to a greater extent than at the regular elementary schools. 2.5 The students at the major enhancement schools will receive more support services per pupil than the students at the regular elementary schools. 2.6 The major enhancement schools will possess the following characteristics of an effective elementary school. 2.6.1 Strong administrative leadership 2.6.2 High expectation of student achievement 2.6.3 Orderly school climate 2.6.4 Emphasis on basic skills of reading, writing and arithmetic 2.6.5 Flexible staff in meeting individual student needs 340 Major Enhancement Schools First Year Report, 1988-89 Page 4 2.6.6 student progress will be monitored 2.6.6.1 By teachers 2.6.6.2 By parents 2.6.7 Student attendance will be monitored by the principal and staff 2.7 student academic achievement in all major enhancement schools will not vary more than ten (10) national percentile points below the mean national percentile scores for the LRSD in each subject area tested at each grade level. 2.8 Parents at Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens will respond favorably concerning the programs at their schools. 3.0 MAJOR EVALUATION QUESTIONS 3.1 Did the statistical data of the teaching staffs at the major enhancement schools compare favorably to the average of all LRSD elementary school staffs in regard to the following characteristics? 3.1.1 Average years (hours/degrees) of educational preparation 3.1.2 Average years of teaching experience 3.1.3 Rate of teacher absenteeism 3.1.4 Racial composition of the faculties 3.1.5 Rate of teacher turnover 341 Major Enhancement Schools First Year Report, 1988-89 Page 5 3.2 Did the upkeep and maintenance of the major enhancement schools receive top priority from the LRSD Maintenance Department? 3.3 Were more funds expended per pupil for instructional materials at the major enhancement schools than the average per-pupil expenditure at the LRSD regular elementary schools? 3.4 Were the purchase and distribution of equipment for the major enhancement schools greater than at the regular elementary schools? 3.5 Did students at the major enhancement schools receive more support services per pupil than the students at the regular elementary schools? 3.6 Did the major enhancement schools possess the following characteristics of an effective elementary school? 3.6.1 Strong administrative leadership 3.6.2 High expectation of student achievement 3.6.3 Orderly school climate 3.6.4 Emphasis on basic skills of reading, writing, and arithmetic 3.6.5 Flexible staff in meeting individual student needs 3.6.6 Was student progress monitored by the following: 3.6.6.1 teachers 3.6.6.2 parents 342 Major Enhancement Schools First Year Report, 1988-89 Page 6 3.6.7 Was student attendance monitored by the principal and staff? 3.7 Did student academic achievement in all major enhancement schools vary more than ten (10) national percentile points below the mean national percentile scores of the LRSD in each subject area tested at each grade level? 3.8 Did the parents at Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens, respond favorably concerning the programs at their schools? 4.0 INSTRUMENTATION 4.1 Summary of MAT-6 test data for the 1988-89 school year 4.2 Monitoring checklist 4.3 Summary data from personnel files 4.4 Monthly budget analysis of expenditures for maintenance by school plant services 4.5 Per pupil expenditure list for each elementary school 4.6 Teacher survey 4.7 Parent survey (random sample) 4.8 School by school elementary budget expenditure list 343 Major Enhancement Schools First Year Report, 1988-89 Page 7 5. 0 DATA COLLECTION AND ANALYSIS Questions 3.1.1, 3.1.2, 3.1.3, 3.1.4, 3.1.5 Question 3.2 Questions 3.3, 3.4, 3.5 Question 3.4 Questions 3.6.4, 3.6.5, 3.6.6, 3.6.6.1, 3.6.6.2, 3.8 Question 3.6.7 Question 3.7 Questions 3.6.4, 3.6.5, 3.6.6, 3.6.6.1, 3.6.6.2, 3.8 Questions 3.6.1, 3.6.2, 3.6.3 6.0 RESULTS OF THE STUDY Summary data from personnel files Monthly budget analysis of expenditures for maintenance by school plant services School by school elementary budget expenditure list Equipment Expenditure list for each elementary school Teacher survey (random sample) District attendance records Summary of MAT-6 data for the 1988-89 school year Parent survey Monitoring checklist Each evaluation question is answered in the discussion which follows. EVALUATION QUESTION: Did the statistical data of the teaching staffs at the major enhancement schools compare favorably to the average for the other LRSD elementary school staffs in regard to the following characteristics? 6.1 This question is answered by the following sub-questions (6.1.1, 6.1.2, 6.1.3, 6.1.4 and 6.1.5) 344 Major Enhancement Schools First Year Report, 1988-89 Page 8 EVALUATION QUESTION: What were the average years (hours/degrees) of educational preparation for the faculty at the major enhancement schools? 6.1.1 At the major enhancement schools, 47.8% of the faculty had obtained Bachelor of Arts/Science degrees plus twelve hours or Bachelor of Arts/Science degrees plus twenty-four hours. over fifty-two (52.2) percent had obtained degrees including Bachelor of Arts/Science plus thirty hours (BA+30), Master of Science/Arts, Master of Science/Arts plus fifteen (MSE/MA+l5), and Master of Science/Arts plus thirty hours (MSE/MA+30). EVALUATION QUESTION: What were the average years of teaching experience at the major enhancement schools? 6.1.2 The average years of teaching experience at the major enhancement schools was comparable to the LRSD elementary average teacher experience (seven years). All four of the control schools exceeded the LRSD average experience with a range from 7.7 years to 18.1 years. (Table 1) EVALUATION QUESTION: Did the rate of teacher absenteeism at the major enhancement schools exceed the district average? 6.1.3 The data in Table 2 disclosed that the absentee rate at the control schools exceeded the 345 Major Enhancement Schools First Year Report, 1988-89 Page 9 TABLE 1 A COMPARISON OF AVERAGE YEARS OF TEACHING EXPERIENCE MAJOR ENHANCEMENT SCHOOLS TO CONTROL SCHOOLS AVERAGE YEARS ADVANCED SCHOOL OF EXPERIENCE nF.GREES MAJOR ENHANCEMENT Garland 7 46.2% Ish 10 71.4% Mitchell 8 57 .1% Rockefeller 6 53.6% Steohens 7 60% CONTROL Geyer Springs 18.1 * Otter Creek 11.0 * Terry 7.7 * Bale 13.0 * LRSD 7 52 .2% * Data not available TAhLE 2 A COMPARISON OF TEACHER ABSENCES AT THE MAJOR ENHANCEMENT AND CONTROL SCHOOLS TO THE DISTRICT AVERAGE Difference Average Number from District SCHOOL Absences (Days) Average Garland 5.8 - 6.4 Ish 13.0 + 0.8 Mitchell 9.0 - 3.2 Rockefeller 12.8 + 0.6 Stenhens 12. 7 + 0.5 CONTROL Bale 14.7 + 2.5 Geyer Springs 13.5 + 1.3 otter Creek 18.0 + 5.8 Terrv 13.3 + 1.1 LRSD AVERAGE 12.2 346 Major Enhancement Schools First Year Report, 1988-89 Page 10 district average. The differences from district average ranged from 1.1 days to 5.8 days. The absentee rate at two of the major enhancement schools (Garland and Mitchell) was considerably lower than the district average. At three of the major enhancement schools, the absentee rate surpassed the LRSD average. EVALUATION QUESTION: Did the racial composition of the faculty at the five major enhancement schools compare favorably to the elementary average? 6,1,4 The data in Table 3 indicates that Rockefeller was the only major enhancement school that did not compare favorably to the LRSD elementary average. TABLE 3 MAJOR ENHANCEMENT SCHOOLS RACIAL COMPOSITION OF TEACHING STAFF 1988-89 DIFFERENCE NON- DH'FERENCE R.T.l!.f'lt FROM F.OA* BT .A.CK FROM EDA* *ELEMENTARY DISTRICT AVERAGE (EDA) 33.2% 66.8% Garland 46.0% +12. 8% 54.0% - 12.8% Ish 40.9% + 7.7% 59.1% - 7.7% Mitchell 45.5% +12,3% 54.5% - 12.3% Rockefeller 27.5% - 5.7% 72.5% + 5.7% Stephens 32.0% - 1.2% 68.0% + 1.2% 347 Major Enhancement Schools First Year Report, 1988-89 Page 11 EVALUATION QUESTION: Did the rate of teacher turnover in the major enhancement schools exceed the district average? 6.1.5 It was reported by the Director of Human Resources that this data had not been tabulated at the time of this writing. EVALUATION QUESTION: Did the upkeep and maintenance of the major enhancement schools occur as the top priority in the LRSD maintenance department? 6.2 According to the Director of Plant Services, the upkeep and maintenance of the major enhancement schools did occur as the top priority in the LRSD during the school year 1988-89. It was reported that during the 1988-89 school year, the Plant Services Department spent a total of $696,654 in renovation contracts for the five major enhancement schools: Garland, Ish, Mitchell, Rockefeller and Stephens. The cost per school ranged from $31,872 at Rockefeller to $393,980 at Garland. Not included in those renovation costs is an additional $144,280 for roof replacement at Rockefeller, and $28,368 to air condition all classrooms at Stephens. In addition to the above, a total of 892 work orders were completed by Plant Services maintenance personnel at the five schools during the 1988-89 school year. Service requests from these schools were given high priority to insure that the level of upkeep remained high. An indication of that level of service 348 II II II Major Enhancement Schools First Year Report, 1988-89 Page 12 is found in comparing the number of work orders completed to the square footage of the buildings. Although these five schools comprise only 6.6% of the district's total square footage, they received 9.7% of the total work orders completed. The same special attention has been given to the cleanliness of these buildings by the two custodial managers, who have been assigned the personal responsibility of ensuring that these buildings are the \"epitome of cleanliness\" at all times. The average maintenance expenditure for the major enhancement schools was $15,275 which was $226 less than the LRSD elementary school average of $15,501. The average maintenance expenditure for the control schools was $15,622 which was slightly highe~ than the LRSD elementary school average expenditure. The average per pupil expenditure at the major enhancement schools was $59, and the average per pupil expenditure for the control schools was $40. The overall district elementary school average per pupil expenditure was $40 (Table 4). 348 Major Enhancement Schools First Year Report, 1988-89 Page 13 rABLE 4 MAJOR ENHANCEMENT AND CONTROL SCHOOL MAINTENANCE EXPENDITURES, 1988-89 NUMBER DIFFERENCE FROM OF TOTAL ELEMENTARY PER PUPIL SCHOOL STUDE s V RAG E NDITURES Garland 299 $ 16,576.73 +$1,074.99 $ 55.44 Ish 197 16,446.67 + 944.93 83.49 Mitchell 261 13,681.10 - 1,820.64 52.42 Rockefeller 300 14,353.36 - 1,148.38 47.84 Stephens 233 15,317.81 183.93 65.74 LRSD ELEMENTARY AV RAGE 7 MAJOR ENHANCEMENT TOTAL MAJOR ENHANCEMENT AVERAG 6.6 59.21 Bale 414 $ 19,057.90 +$3,556.16 $ 46.03 Geyer Springs 239 16,817.74 + 1,316.00 70.37 otter Creek 361 14,173.97 - 1,327.77 39.26 Terry 522 12,440.79 - 3,060.95 23.83 ----- CONTROL SCHOOL TOTAL 1 CONTROL SCHOOL AVERA + 0.86 40.68 DISTRICT ELEMENTARY TOTAL 14 179 DISTRICT ELEMENTARY AVERAG 383 7 40.47 These maintenance expenditures included expenses for repairs and maintenance of buildings, pest control, custodial supplies, upkeep of building supplies, plumbing, carpeting, electrical upkeep of building supplies, locksmiths, boilers, small engines, plaster, glass, painting, roofing, boiler license, repairs to building, upkeep of grounds, security services, equipment for upkeep of grounds, upkeep of equipment (repairs), security repairs, utilities and salaries. 350 Major Enhancement Schools First Year Report, 1988-89 Page 14 EVALUATION QUESTION: Were more funds expended per pupil for instructional materials at the major enhancement schools than the average per pupil expenditure at the LRSD regular elementary schools? 6.3 The average per pupil expenditures for instructional materials at the major enhancement schools in Chapter I reading are indicated in Table 5. TABLE 5 CHAPTER I READING EXPENDITURES 1988-89 PER PUPIL NUMBER OF EXPENDITURES SCHOOT TOT?.T PUPTT,C:: C::1.'l)VED CHA'P'T'ER I 1)1.'ADING Ish $ 982.58 53 $ 19 Garland 982.58 96 10 Mitchell 982.58 53 19 Rockefeller 982.58 118 8 Stephens 982.58 60 16 The Program for Accelerated Learning (PAL) mathematics budget provided $3,300 for instructional materials at each elementary school excluding Fair Park. Several schools (Baseline, Mabelvale, Watson and Chicot) were assigned two PAL teachers and received approximately $5,800. The major enhancement schools had one PAL teacher for reading and one for PAL mathematics. Chapter I funds were not expended based on the number of minority students in each school. For 351  I   Major Enhancement Schools First Year Report, 1988-89 Page 15 Chapter I reading, the money was expended equally among all the schools in the LRSO. For Chapter I mathematics, the money was expended at each school based on the number of PAL mathematics teachers at each school. Table 6 indicates that the school supply expenditure for the major enhancement schools exceeded the supply expenditures for the control schools. At the major enhancement schools, the average expended dollar amount ranged from $76 at Mitchell to $234 at Stephens. The control schools' average supply expenditure had a range of $39 at Geyer Springs to $51 at Bale. The overall major enhancement average was $127\nthe control school average was $48\nthe LRSO elementary school average was $52. EVALUATION QUESTION: Were the purchase and distribution of equipment at the major enhancement schools greater than at the regular elementary schools? 6.4 Detailed data on this subject, as requested, was not provided at this writing. 352 Major Enhancement Schools First Year Report, 1988-89  Page 16 ~ TABLE 6 MAJOR ENHANCEMENT AND CONTROL SCHOOL SUPPLY EXPENDITURES 1988-89 NUMBER OF PER PUPIL SCHOOL PU ILS EXPENDITURE Garland $ 28,007.15 299 $ 93.67 Ish 21,195.47 197 107.59 Mitchell 19,870.16 261 76.13 Rockefeller 39,578.26 300 131.93 Stephens 54,528.57 233 234.03 MAJOR ENHANCEMENT TOTAL 1 9 6.50 MAJOR ENHANCEMENT AVERAGE 9 58 126.50 Bale $ 21,114.05 414 $ 51.00 Geyer Springs 9,273.25 239 38.80 Otter Creek 17,472.59 361 48.40 Terry 25,585.52 522 49.01 CONTROL SCHOOL TOTAL 4 5. 1 47.82 CONTROL SCHOOL AVERAGE 8 361.3 384 47.82 ELEMENTARY TOTAL 14 79 LRSD ELEMENTARY AVERAG 3 52.14 353  II II II II II Major Enhancement Schools First Year Report, 1988-89 Page 17 EVALUATION QUESTION: Did students at the major enhancement schools receive more support services per pupil than the students at the regular elementary schools? 6.5 CARE Program According to the CARE supervisor, all five major enhancement schools participated in the CARE Program. As of May 30, 1989, six hundred ninety-one (691) children were participants in CARE on a monthly basis, thirty-nine (39) on a part-time basis, and four hundred ninety-two (492) on a drop-in basis at a total of thirty (30) sites. Twenty-five (25) of the other elementary schools were also participants in the CARE Program. The number of CARE participants per grade and per fee rate for each major enhancement school is indicated below. CARB PROGRAM NUMBER OP PARTICIPAH'l'S BY RACE PER GRADE SITE I TOTAL I BLACK/ 14 YR I ~NROLLMENT WHITEOLDS K I 1 I 2 I 3 I 4 I 5 I 6 I Garland 29 29/0 0/0 5/0 4/0 8/0 3/0 6/0 0/0 3/0 Ish 27 24/3 5/1 4/0 5/1 5/1 4/0 1/0 0/0 0/0 Mitchell 24 24/0 0/0 7/0 4/0 5/0 4/0 0/0 3/0 1/0 Rockefeller 43 38/5 0/0 9/0 10/3 12/1 3/0 2/0 1/1 1/0 Ste en 8 0 5 0 0 0 0 0 2 0 TOTAL 152 143/9 13/2 31/0 28/4 33/2 16/0 11/0 4/1 7/0 NUMBER OF PARTICIPANTS BY RACE PER FEE RATE I TOTAL BLACK/ FREE STAFF SITE ENROLLMENT WHITE RATE AM PM Garland 29 29/0 26/0 0/0 0/0 3/0 2/1 1/2 Ish 27 24/3 19/3 1/0 0/0 3/0 3/0 1/2 Mitchell 24 24/0 21/0 3/0 0/0 0/0 0/0 1/2 Rockefeller 43 38/5 29/5 2/0 1/0 6/0 4/2 1/3 Ste s 29 8 0 0 0 0 1 3 TOTAL 152 143/9 121/9 7/0 1/0 13/0 9/4 5/12 354 I I I  I Major Enhancement Schools First Year Report, 1988-89 Page 18 6.5.1 Library Holdings and Expenditures The data suggested that the mean per pupil library holdings for 1988-89, at the five major enhancement schools, was 28.3 which was significantly higher than the LRSD elementary mean of 19.8 and that of the control schools which was 18.5. The mean elementary library expenditures for the major enhancement schools was $17, and the mean elemen~ary library expenditure for the control schools was $10. The average elementary library expenditure for schools that were neither major enhancement nor control schools was $14. This data indicated that the expenditures for the major enhancement schools exceeded the average for the control schools and the other elementary schools. Arkansas State and North Central Association standards require ten (10) books per student. The supervisor of Instructional Technology reported that the numbers provided did not include Baseline Elementary School. He also indicated that book totals are slightly down because of a district-wide directive to discard outdated holdings. However, the average per pupil expenditure does include supplemental Chapter 2 funds, but does not generally include   Major Enhancement Schools First Year Report, 1988-89 Page 19 desegregation funds expended on district schools. 6.5.2 Volunteers in Public Schools 6.5.3 According to the VIPS coordinator the volunteer hours served at the major enhancement schools ranged from eighty two (82) to over nine hundred thirty (934.55). The volunteer hours at Garland were 469.7, Ish 819.50, Mitchell 82.0, Rockefeller 257.95, and Stephens 934.55. There was a total of 2,563.7 hours served within those schools during the 1988-89 school year, with a mean of 512.74 hours. In the other elementary schools, there was a total of 37,852.37 volunteer hours served for an average of 1,261.75 hours. Pupil Services Data provided by the Pupil Services Director indicated that all major enhancement schools were assigned a full-time counselor. In addition, Stephens Elementary School was assigned a full-time social worker. Two of tt.e control schools were assigned full-time counselors because of the student enrollment (Terry 522, Bale 414). The remaining control schools, Otter Creek and Geyer Springs, shared a counselor with another elementary school. In 356  Major Enhancement Schools First Year Report, 1988-89 Page 20 the major enhancement schools, there was a total of 1,290 students. The counselor/student ratio at the major enhancement schools was 1/258. The counselor/student ratio at the four control schools was 1/384. The overall LRSD elementary average counselor/student ratio was 1/396. 6.5.4 Special Education In the major enhancement schools, there were one hundred thirty-eight (138) students identified and assigned to the Special Education Program, including resource, self-contained, and speech therapy. Thirty-seven (37) of those students were assigned to self-contained classes, sixty-four {64) to resource and thirty-seven (37) to speech. The self-contained classes at Garland and Stephens provided Community Based Instruction (CBI) for students with moderate to severe disabilities. There was a total of 13.5 teachers providing special services within the major enhancement schools, with Garland having the highest number of students being served, and Ish and Stephens with the lowest number. The four control schools provided Special Education services for a total of one hundred 357 Major Enhancement Schools First Year Report, 1988-89 Page 21 four (104) students. Seventeen (17) of those students were in self-contained classes, twenty-seven (27) were in speech therapy, and sixty {60) were in resource classes. Eight (8) teachers served the students assigned to the program. 6.5.5 Gifted Programs Gifted programming during the 1988-89 school year for the major enhancement schools occurred through the subject areas of language arts, mathematics and science. Because of a lack of sufficient staff, all subject areas and grades were not operational at all schools. Gifted programming during the 1988-89 school year for the control schools occurred through the subject areas of mathematics, science, reading, and language arts. Programming for all subject areas in each school did not occur due to a lack of staff for each grade level. Two of the four schools had one gifted area at each grade level. The subject areas, grades and number of students served at each school are indicated in Table 7. 358  Major Enhancement Schools First Year Report, 1988-89 Page 22 TABLE 7 MAJOR ENHANCEMENT AND CONTROL SCHOOLS GIFTED PROGRAM REPORT 1988-89 GRADE BT CK WH r'T'E SCHOOL LEVELfS) SUBJECT(S) M F M F Garland 1-4 Math 12 19 4 2 Ish 1-3, 6 Lang. Arts Science 18 22 1 1 Mitchell 1-3, 6 Lang. Arts Science 21 25 4 0 Rockefeller 3 Lang. Arts 3 7 2 1 Stephens 3-4 Lang. Arts 9 5 1 3 -- -- -- -- MAJOR ENHANCEMENT TOTAL 63 78 12 7 -- -- -- -- Otter Math Creek 3-4 Lang. Arts Science 13 18 7 13 Geyer Reading Springs 2-3 Math 5-6 Science 11 21 9 15 Terry 2-6 Lang. Arts Science English 31 44 34 36 Bale 1-6 Lang. Arts 24 30 19 15 -- -- -- -- CONTROL SCHOOL TOTAL 79 113 69 79 358 OTHER M F TOTAL 0 0 37 ' i 0 0 42 0 0 50 0 0 13 0 1 19 -- -- I 0 1 161 I -- -- 3 0 54 0 0 56 0 2 147 1 0 89 -- -- 4 2 346  Major Enhancement Schools First Year Report, 1988-89 Page 23 EVALUATION QUESTION: Were the characteristics of an effective elementary school evident at the major enhancement schools in regard to the following? 6.6 This question is answered by the following seven sub-questions. Refer to Table 9 for the compilation of the monitoring checklist items, and Tables 10 and 11 for results of teacher and parent surveys. (6.6.1, 6.6.2, 6.6.3, 6.6.4, 6.6.5, 6.6.6, and 6.6.7) EVALUATION QUESTION: Was strong administrative leadership recognizable at Garland, Ish, Mitchell, Rockefeller, and Stephens? 6.6.1 Teacher survey results from the major enhancement schools (eighty-three percent) and control schools (eighty-eight percent) revealed that effective instructional leadership existed at their schools (Table 10, Item 3). An analysis of the monitoring checklist summary indicated that ninety-one (91) percent of the teacher responses were positive that effective leadership existed at all of the major enhancement schools. (Table 9, Item EC 27) EVALUATION QUESTION: Was there a climate of high expectations for student achievement at the major enhancement schools? 6.6.2 Conclusive data from the major enhancement monitoring visits disclosed ninety-eight (98) percent of the monitored staff felt that the total atmosphere reflected high expectations for 360  I  I I Major Enhancement Schools First Year Report, 1988-89 Page 24 all students (Table 9, Item LE63}. The majority of the surveyed teacher respondents at the major enhancement schools {89%) and the four control schools {92%} expressed that there was an atmosphere of high expectation for student academic development {Table 10, Item 6). Parents {91%) from the major enhancement schools and parents {85%) from the control schools responded favorably to this item {Table 11, Item 12). EVALUATION QUESTION: Was there an orderly school climate manifested at the major enhancement schools? 6.6.3 At the major enhancement schools, ninety-six {96) percent of the monitored staff members indicated that the school climate was safe and orderly {Table 9, Item EC 30). Most of the surveyed teachers at the five major enhancement schools (86%) were in agreement with the monitoring results {Table 10, Items 1 and 2). Parents surveyed at the major enhancement schools {89%) and the control schools (88%) responded that a safe and orderly school climate was observable at those schools (Table 11, Items 1 and 2). 361  Major Enhancement Schools First Year Report, 1988-89 Page 25 EVALUATION QUESTION\nWas there an emphasis on the basic skills of reading, writing, and mathematics at Garland, Ish, Mitchell, Rockefeller, and Stephens? 6.6.4 Ninety-six (96) percent of the teacher respondents at the major enhancement schools and one hundred (100) percent at the four control schools indicated that there was a strong emphasis placed on the basic skills of reading, writing, and mathematics (Table 10, Item 20). Most of the parent respondents at the major enhancement schools (83%) and parents from the four control schools (91%) agreed with the teachers' assessment of the emphasis on basic skills at their schools (Table 11, Item 14). A summary of the monitoring visits at the major enhancement schools revealed that ninety-seven (97) percent of the assessed teachers agreed that emphasis on the mastery of basic skills took precedence over all other school activities (Table 9, Item SM 57). EVALUATION QUESTION: Were the staffs flexible in meeting individual student needs? 6,6.5 The majority of the teachers at Garland, Ish, Mitchell, Rockefeller, and Stephens Schools (96%) and the four control schools (90%) responded that the school staffs were flexible 362 Major Enhancement Schools First Year Report, 1988-89 Page 26 in meeting individual student needs (Table 10, Item 21). EVALUATION QUESTION: Was student progress monitored? 6.6.6 This question is answered by the following sub-questions (6.6.6.1, and 6.6.6.2). EVALUATION QUESTION: Was student progress monitored by teachers? 6.6.6.1 Teacher survey results at the five major enhancement schools (99%) and control schools (98%) showed that student progress was monitored often and very carefully by certified staff members (Table 10, Item 23). EVALUATION QUESTION: Was student progress monitored by parents? 6.6.6.2 At the major enhancement schools, the majority of the parents (89%) and control school parents (90%) indicated that they did monitor their children's progress closely (Table 11, Item 16). EVALUATION QUESTION: Did the principal/staff monitor pupil attendance? 6.6.7 Analytical and comparative data from the major enhancement and control schools indicated that pupil attendance was monitored and records maintained. The data in Table a shows the percentages of pupil attendance for the major 363 II Major Enhancement Schools First Year Report, 1988-89 Page 27 enhancement schools and control schools for 1988-89. TABLE 8 MAJOR ENHANCEMENT AND CONTROL SCHOOLS PERCENTAGE OF PUPIL ATTENDANCE 1988-89 SCHOOL PERCENTAGE OF PUPIL ATTENDANCE MAJOR ENHANCEMENT: Garland Ish Mitchell Rockefeller Stephens CONTROL: Bale 95.7% 98.6% 95.0% 96.0% 96.0% Geyer Springs Otter Creek Terry 94.0% 93.0% 95.0% 96.0% LRSD TOTAL 93.9% EVAWATION QUESTION: Did student academic achievement in all major enhancement schools vary less than ten (10) national percentile points below the mean national percentile scores of the LRSD in each subject area tested at each grade level? 6.6.8 Mitchell students in grade 2, Rockefeller students in grades 5 and 6, and Ish students in grades 2, 3, and 6, exceeded the LRSD mean by several points. Student academic achievement at Garland and Stephens Elementary Schools was 364     Major Enhancement Schools First Year Report, 1988-89 Page 28 considerably below the LRSD mean achievement at most grade levels. EVALUATION QUESTION: Did the parents at Garland, Ish, Mitchell, Rockefeller, and Stephens respond favorably concerning the programs at their schools? 6.6.9 Survey data from the major enhancement schools (86%) and control schools (92%) indicated that parents supported and participated in school programs (Table 11, Item 4). The data also revealed that eighty-six (86) percent of the parents at the control schools and eighty-nine (89) percent of the parents at the major enhancement schools were satisfied with the programs at their schools (Table 11, Item 19). 6.6.10 summary of Other Findings Each of the three survey instruments included items which provided additional information about the major enhancement schools. The following is a partial summary of the information obtained (Tables 9, 10, and 11). 6.6.10,1 Most of the teacher respondents at the five major enhancement schools (75%) and control schools (94%) indicated that standardized tests were used to diagnose and prescribe student needs (Table 10, Item 17). 365 I I I I I I I Major Enhancement Schools First Year Report, 1988-89 Page 29 6.6.10.2 Eighty-five (85) percent of the teachers at Garland, Ish, Mitchell, Rockefeller, and Stephens and eighty-four (84) percent of the teachers at the control schools expressed through the survey instrument that sufficient equipment and materials were provided to effectively implement the total instructional program (Table 10, Item 7). 6.6.10.3 At the major enhancement schools, seventy-eight (78) percent of the teachers and eighty (80) percent of the teachers at the control schools felt that the extracurricular program was designed to guarantee involvement of minority students (Table 10, Item 14). 6.11 summary A careful analysis of the survey results and monitoring reports disclosed that the five major enhancement schools had programs that were equal to programs within the other LRSD elementary schools. This data further revealed that extra human resources and energies were expended in those schools so that 366 ll II ll II II Major Enhancement Schools First Year Report, 1988-89 Page 30 each school designated as a major enhancement school would have \"major enhancements\" within those schools. The collective data indicated that continued extra effort will be needed at those schools during the 1989-90 school year to successfully meet the individual needs of the students. 6.12 Recommendations: As the data suggested, the major enhancement school concept was successful to a degree. However, it is felt that some modifications in the major enhancement schools should be made. The following recommendations are based on the findings of this study and research based on effective inner city schools and are presented for consideration. It is recommended that: * A higher percentage of staff members at the major enhancement schools utilize standardized test results as well as other criteria to diagnose, prescribe and address student needs.  Appropriate staff development be provided at each major enhancement school to suggest methods and resources for meeting the needs of the inner city student. * Individual Educational Plans (IEP's) be written for students that are identified as being at-risk. 367 Major Enhancement Schools First Year Report, 1988-89 Page 31 * Each teacher, in cooperation with the principal, select a proven (research based) instructional  model to deliver curriculum content. * The principal should develop an on-site teacher intervention team to assist with student academic and behavioral problems. The primary function of this committee would be to review student academic progress, and design strategies to meet individual student needs, thus eliminating or reducing the possibility of student academic failure. * A staff committee be organized to study the prescribed curriculum for continuity and teachability to ensure that it addresses the needs of each student. This curriculum should be broadbased to provide a variety of approaches and strategies for the learner. * Teachers at the major enhancement schools should be given the opportunity to plan and participate in appropriate staff development. * Consideration should be given to providing time at faculty meetings for effective teachers to share concepts that have been successful. * Training sessions be held for parents to suggest ways for them to help their children cope with difficulties at school. 368   Major Enhancement Schools First Year Report, 1988-89 Page 32 * The staff make every effort to create and maintain a positive climate . * The goals of the major enhancement schools should be articulated to the staff, students and community. * Funds that are allocated for Chapter I programs be distributed to schools according to students' needs. 369 TABLE 9 LITTLE ROCK SCHOOL DISTRICT EVALUATION AHO TESTING DEPARTMENT MAJOR ENHANCEMENT/QUALITY CONTROL MONITORING CHECKLIST SUMMARY 1911-19 HUMBER OF SCHOOL VISITS: ll KEY: HA - Not Applicable/No Response A Observed NUIIBER OF CLASSROOM VISITS: \"-i B  Not Observed C  No Opinion Questions BG 1 through OS 10 were answered only once for each school visit. Questions G 11 through RB 91 were answered for each classroom visited. ACTIVITY ll.YILDJNG 1,ND GROUNDS CBC) BG l The tallowing areas are clean and free from trash: dumpster (trash pick-up) area: playground areas\nparking lot\nyard/courtyard. BG 2 A schedule is established and followed for custodial staff to maintain the school grounds including proper trimming ot grass and shrubs . REVIEW A II C )\\ I 61\\ J6\\ - '-- 61 70\\ e_G_ J _ P_l_a_y_g_r_o_u_n_d_ _q_u_i_p_m__n_t_i_s__. \"_p_p_r_o_-______ 15\\ 1_84\\ l _ ll\\ priate tor age groups\nsutticient I_ __ (dnount)\nwell-maintained. - n~. ___\"_ a_l_l_~_a_y_s_a_r_e_,_ _c __l e_a n_\n_c_o_l_o_r_!_u_l\n______ ,_l\\1 _ 84\\ 1_ 14\\ well-lighted\nfree from I_ __ obstructions. ME/QC CHECKLIST SIDIMARY 1988-89 SCHOOL YEAR PAGE 2 BG 5 ACTIVITY Restrooms are: clean (floor , corner\u0026amp;,  irrora, baaina, toilets, windows)\ntree troa odor: functional (toilets, basins): properly supplled (tissue, paper towels, soap). NA A II 6J\\ J4\\ - BG--6--C-l_a_s_s_r_ooms_a_r_e_, __ '_u_nc_t _i_o_n_a_l_\n_________ l _ _ l _\\ _ I -88-\\ I __ I I\\ . cloan\nattractive\ncomfortable temperature . BG 7 The building ia: in good repair\nrequests for repairs are c011pleted within a reasonable period ot time. BG 8 The cafeteria is: neati clean (table5, floor, serving ared)\nattractively arranged. Q..E.tll'L~~- os 9 Office st~ff exhibits a positive attiturte and is courteous and efficient when dealing with : students\nteacher\npatrons: others. I~~ 1_: _ 1__ 2 :: )\\ 9 5 \\ os 10 Office area is: colorful\nc lean I 1\\ I 88\\ I O\\ I (not dusty)\nattractive\nof I ____ \"_dequ~~c !\nize. ______________ !'.il\nt!IBhk..lfil. G 11 Teacher is aware of monitoring activities and has seen a copy of the checklist. c . I\\ I \\ I l,J w NE/QC CHECKLIST SUKMARY 1988-89 SCHOOL YEAR PAGE 3 ACTIVITY G 12 Start members are taailiar with and have access to the LRSD desegregation plan. ----------------------- REVIEW A  I! c 1_1_:_1_1~1- _ G_l_J_ _P _r_i n c_i_p_a_l_/_t_e_a_c_h_e_r_s_a_t_t_e_m_p_t_t__o ______ , ___ , _OO l\\ , _--, __ address the needs ot educationally disadvantaged students. G 14 Racial composition of start complies with desegregation requirements. -------------------------- G 15 Teacher demonstrates a commitment to the major enhancement program. -------------------------- G 16 Major enhancement school receives high priority treatment as evidenced by special allocation ot resource  to support program. G 17 A computer is available in the classroom for use by the students. -------------------------- G 18 Students uae a computer at least once each week. -------------------------- G 19 School participateG Jn Partners in Education program. ----------------------- !UJUA CENTERS IHCI MC 20 School start members have the opportunity to suggest materials to be pur~hased for the media center. (..J \"'1 i,-. 1_:_1_:_1_3\\ I_~ 1_: 1_: _ 1 _3\\ 1_: 12\\ 841 3\\ 1_1_35 \\ 1_6:_1_ 1_:_1 _6_ 21 1_]7\\ I_ 1_: _I_:_ I_ _:_1 ~~ 97\\ 2\\ l\\  HE/QC CHECKLIST SUMMARY 1980-89 SCHOOL YEAR PAGE 4 MC 21 HC 22 MC 23 MC 24 :-!C 25 HC 26 ACTIVITY Books, materials, resources, and media available in the media center reflect racial and ethnic diversity. Positive racial and ethnic images and concepts are reflected in materials in the media center. Staft memberu carefully preview, review, and update instructional media to guarantee the elimination ot cultural bias . The media center staff members provide broadening and enriching experiences for the students. The Pulaski County Special School District media center ~odcl is being uGed in grades four through six with planned instructional units taught by the librarian (at selected pilot site ). The media center instructional units taught by the librarian are an outgrowth ot reading instruction provided by the classroom teacher. EffECTIVENESS CHARACTERISTIC~ EC 27 The principal is a strong instructional leader and a viable resource to staff. ------------------------- ~ II TABLE 9 (continued) _____ JJ_f,.ru\niC~ -- - l!A_ _ . _ _J,__' - _n_ C. 95\\ ]\\ l\\ --- --- I 98\\ 1\\ 1' __ _I __ I\\ 80\\ I\\ ', I 95\\ I I 1 5 \\ l\\ I a2, ---' -- - - 9\\ I 7\\ I I _ i _ , -- 1_:_1 I \\ ) \\ I w ~ I ii Ii Ii ii II  /QC CHECKLIST SUMMARY J88-89 SCHOOL YEAR 'IGE 5 _____ .,cR,.._EV.,il\nh'. _ ___ _ ____ _nA~CT.u.JzV~I~T~X----------------~N~A.._ ___ A..___--\"B .___:______i\n__ : 28 School staff melDbers understand goals of the LRSD and the achool. I I 991 I 11 I ------------------------- --- ---- ---- : 29 Teachers clearly exhibit through their interactions with students the belief that all students can learn .. : 30 School climate is safe and orderly. ------------------------- = ll students with outstanding academic success are recognized. -------------------------- = 32 Students have homework assignments, parental involvement, teacher check-in, and immediate feedback . c 33 Each employee is evaluated at least once during the school year through the use of an approved evaluation instrument . C 34 The basis for the employee evaluation is the accomplishment of specific goals and individual s overall .performance. C 35 Specific goals used in the evaluation are mentioned as a requirement from a previous evaluation. 981 H I -- 1_:_1_3 ~'- H 1-- 1_:_~1__:_1 5\\ 92\\ 2\\ 1\\ 99\\ 1\\ 991 l\\ H 97' 2\\ ME/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 6 TABLE 9 (continued) ____ _ Jlli.\\!.U:.iL..:=..:_=-- _ _ _ ___ _,:A.,,CT..,..,IuYuiuTuXL-----------------\"NaA _ __a__: __ lL ..:__. . EC 36 Each certified employee will complete at least 27 hours ot staff development during the school year. PARENT PARTICIPATION CPPl PP 37 Parents are directly involved in their child's education\nfor example, parents help plan student schedules and academic pursuits. PP 38 The school has strategies to increase parental involvement in school and in home supported educational activities. PP 39 Te acher has partic ipa t ed In a s t a ff development program t o l e arn methods of e liciting support and involvement of parents . PP 40 A home based reinforcement program for students with chronic academic or behavioral problems has been e stablished. PP 41 Training s essions h ave been held for parents to teach them how to help their children c ope with difficulties at school . PP 42 A PTA parent birac lal committee is established and a c t i ve. 99\\ 1 \\ 78 \\ 21\\ I \\ 92\\ 6 \\ 2 \\ 2 ot. 44\\ n --- ----'--- --- 35\\ I 6 \\ I __ _ 50\\ 27\\ I I ij 2\\ I 8 \\ I I 0\\ --------- --- ----- --- ---- I w u, I IE/QC CHECKLIST SIJIIKARY .988-89 SCHOOL YEAR \u0026gt;AGE 7 ii REVIEW ____ __.AwCT.....,ILY~I~T~L----------------='-----LL----'\"---~~ P 43 Parent viaitationa to 1:1le I I 981 I 1\\ I U ____ \"_c_h_o_o_l__r_e__c_h__d_u_l__d_.___________ ___ __ _ __ p 44 Principal auppliea into.,..tion I I 981 I I about the school and co.,.unity __to-p ar_ent_vo_lun_te_er__ ____ _ 2\\ \u0026gt;p 45 A parent advisory group is established and active. 1~1_:_1 81 I __ :_ - \u0026gt;P_4_6 _A_ p__r_e_n_t_r_e_c_ru_i_t___n_t_c__o_ i_ t_t_e_e_ _____ I ___ I _641 I _7\\l I __ 3 7\\ is established to recruit new patrons and students. \u0026gt;_P _4_7 _P_ a_r_e_n_t_s__r__ _e_ d_u_c_a_t_e_d__b_o_u_t_t_h_e_ _____ I -- I _88 1, ___ 4 _'_ I _ LRSD desegregation plan. 8\\ \u0026gt;p 48 Parents actively participate through school improvement teams in the development and delivery of quality desegregated educational progrll9S. 58\\ 16\\ 26\\ -------------------------- --- --- --- --- pp 49 VIPS are ettective in ... 1ating the start eabera in each  chool. I I 97\\ I 1, I 1, -------------------------- --- --- ---- --- PP 50 Staff development programs arc utilized to provide parents with strategies and guidance tor working with their children at home. PP 51 Parents are provided training to help their children cope with difficulties at school and to reinforce behavioral expectations and academic learning at home. 441 5\\ 19\\ 36\\ J\\ 521 35\\ 8\\ ii ii ii     HE/QC CHECRLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 8 IICTIYITX DISTRICT GOALS IDGI TABLE 9 (continued) DG 5-2--S-c_h_o_o_l_a-t-a-t_t__eab_er_s_w_e_r.e _ _ _ ______ l __ I __ 99- \\ - , 1 ____l_\\ _ , ___ involved in the development or school goals and building plan. program is to involve all DG 53 The goal ot the co-curricular 12\\ I 9H I -1\\ , students_. ____________ _ _ _______ I_ __ I - __ ------ is generally refl.,cted in DG 54 Racial comi)osition of the school 14\\ I 90\\ t.,\\ I ____c_ o_-_c_u_r_r_i_c_u_1_a_r__c_t_1_v_i_t_i_e_s_.____ _____ __I __ DG 55 An auditable program is established for awareness and recruitment of students to participate in co-curricular activities. H 77\\ l6\\ HI 11, 7\\ DG 56 Goals have been formed to decrease the disparity in academic performances between the races. __ ! __ SKILLS MASTERY ISM) SH 57 There is a strong emphasis to ensure that ninety (90) percent of the students will master the basic skills. (Arkansas Minimum Pe rformance Test (HPT) and teacher-made tests.) SM se Remediation programs aro available for those students who do not meet the required level of mastery in all s ubjects. )4\\ 97\\ 1\\ 1 t 45\\ I w ' HE/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 9 ACTIVITY SH 59 Student who have attained only partial aa tery are enabled to pur ue other learning to increase aotivation to learn the ba  ic ckill . ~PECIALIZEP PROGRAMS CSP) REVIEW NA A  B c 991 lt SP 60 The gifted prograa has been I 2\\ I 60\\ I 31\\ I 7\\ structured to offset previous ____s_ e_g_r_eg_a_t_i_v_e_e_r_re_c_t_s_. ____________ --- SP 61 Black tudents are not as igned disproportionately to pecial education classes. ------------------------- SP 62 Special prograas (e.g. telephone hotlines, hoaework center, extended day, extended year, sucuaer programs, and special tutoring) are provided to identified students with 127\\ I 6lt I 51 I 7\\ St 70\\ 24\\ lt ____ a_c_a_d_e_11_i_c_d_i_f_f_i_c_u_1_t_ie_s_. _________ j _____________ i,Et,RtllNG ENVIRONMENT (LEI LE 63 The total school ataosphere reflects high expectation for intellectual developaent and responsible citizenship. LE 64 Positive reinforcement of desired student behavior is practiced (praise successful experiences.) LE 65 Positive interaction ls occurring ~ithin the building. ,J A u 1\\ 99\\ l \\ It -----   HE/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE 10 TABLE 9 (continued) REV!t'W ______A ..,,.c.:r. 1... ,yl.,II,..TuY.__ _______________~ NaA~--~A~--~B~_ __\u0026lt;\n_ __ I 851 LE 66 Teachere have euCticient 151 11ate,lale and equip nt tor l plementation of the instructional program. ___ , _ _ - - --- LE 67 Teacher/pupil ratio does not exceed specified limits. (l/20) I )\\ I 79\\ I 18\\ I - __ , ____ --- Q.lliQM!.~NSELING (GC) GC 68 A comprehensive progra  of student diagnosis and prescription has been enacted. CC 69 At risk students have been ident i fled. cc 70 Test data have been used to I 90\\ J\\ 1 plan and prescribe programs I tor students. I I I -------------- -- I ___ - -- - 7\\ GC 71 The counselor has helped decrease incidences ot student academic failure. --------------------------,~1__:~1-)\\ !~:- GC 72 The counselor has helped lower pupil drop-out rates. GC 73 Extensive services in quidance, counseling, and social work are provided to identity and address the needs ot all students.  -'~~~'--l~J_:_1 --3- \\ i 92 \\ I -------------------------- - ___ ! ___ _ I w -....J I HE/QC CHECKLIST SUMMAJlY 1988-89 SCHOOL YEAR PAGE 11 ACTIVITY ADVANCEMENT POLICIES (APl AP 74 There is a pertoraance-baaed promotion policy. ----- --------------------- AP 75 Expectations tor student learning are clear. -------- ------- ----------- AP 76 Parents, students, and teachers know what tho pro11\u0026lt;\u0026gt;tion policy is. -------------------------- AP 77 Social pro1110tions are discouraged. ------------------ -------- STUDENT DATA (SDI SD 78 The student record syste  is capable of generating current and complete data by child, by class, by school, by race, SD 79 and by sex. current and coplete student records are aintained in the classroo and school to 110nitor the progress in achieveent of the individual learner including Academic Skills Development Plans for students who failed any s11bjei:t ~r~-:\\ 0! tl'\\e '1P'T . REVIEW NA A B c 1_1_:_1_11 l_l\\ 1-- 1-=-1_ _ 1 1_:__ 1~ 1-l\\I _ 1 _ 1 _:_ 1_ _: 1 33\\ I 14\\ 50\\ )\\ _I __ l\\ 81\\ 17' 1\\ ----------- - ------------ - - - --- --- --- - - - - HE/QC CHECKLIST SUMXARY 1988-89 SCHOOL YEAR PAGE 12 ACTIVITY SD 80 The result (levels or aaetery) fro achievement teats,  ini IDI perfonaance teats, and reading and athe atic inventoriaa are stored in the student record system and used by school  tatf to monitor student achievement, and identify stude nt need and s kills D1a s tery . SD 81 Standardized test data are used to appraise the effectiveness of educational progra- and i nterpret school and di trict successes and needs to the comraunity. SD 82 The foll owi ng staff are provided immedi ate access to i nformation regarding the i nstruct i ona l program and student data : teac he r s\nc oun~clors : p r i nc ipal LJ\ncentral office adainistrators. '.llliE.....Qll TA st\u0026lt; C TT l TT 8J Sutficient time on task enables ninety percent or the students to master the basic curriculum. TABLE 9 (continued) i _ _ _ ___R.~EiVL!u~W,,_ _ _ _ _ NA A B c )6\\ 15\\ 48\\ 1\\ __ J_ -- ' H 96 \\ ))\\ I 12, I I i ___ _ I __ _! _:J _1_9~ - TT--0-4 __ \"_e_dd i_n_g_ a_n_d_ '\" \"t _h_e_ma_~_i_c_s _______ ___ l ___ I _l_OO \\ int e rvent i on programs hdvc bee n I e s t a blis hed at the s chool . 11' 8 5 Trdined paraprofessionals provid~ clas sroom assistance to students who are not reaching nine ty (90) perc ent ma ste ry . ))\\ I I J \\ --- - _I_ --- w' (..() I ME/QC CHECKLIST SUMMARY 1988-89 SCHOOL YEAR PAGE lJ ACTIVITY TT 86 student ar goal oriented and reaain on taak. REVIEW NA A  B c I I 911 I 71 I -------------------------- --- ---- ---- ---- RACIAL BALANCE (RBI RB 87 Student are not re-segregated within a racially  ixed school and/or classroom. -------------------------- RB 88 The curricular focus !or black students is not di!terent !rom the curricular tocua !or non-black students. I 121 I 84\\ I 4\\ I __ 5\\ 95\\ -------------------------- --- ---- ---- ---- _ R_8_8_9_ _H _e_t__r__og_ e_ n_e_o_u__g_r_o_u_p_i_n_g_i__t_h__ ______ l ___ l_98\\ 1_ __2_ ,_ 1_--__ primary practice or organizing students !or learning. - R_D_9_0_ _E _x_t_r_a_e_n_c_o_u_r_a_g_e_m__n__t _i_ s_g_i_v__n_t_o _____ l_l0\\ 1_65\\ , 1 black students to participate _24\\ l _,_ , _ in co-curricular activities. - R_B_9_l_ _S _c_h_o_o_l_p_r_og_r_a_m___r__e _d_ _s_i_g_n__d_t__o _____ l_7\\ 1_93\\ 1_--1_--_ ensure involveent ot minority students. TABLE 9 (continued) I w I.O 1 9 8 8 - R q  ._.,,  rn QUSS1'JON Al\"\"' D/\u0026lt;:n INn/ND r .. na 7 0 1 19 1 . 8cbool ollaaU la aafe. 88% 0% 1n 95:t .. 3 2 3 18 Bcbool cu .. u 1 orderly. ,o., ?r:: 38:t an .. \u0026gt;. h\"t.ncl ..1 1 an tt.at:iv tnat:nactloaal a-. 7 1 0 15 AA'!'. 11% o:r. .,~., .. O.t.ataU. . eca,4-.lo atud.nt.e are ~ - 8,n n., 0 0 20 01: M inn .. .. 8 0 0 20 o..atat.a.tla9 citia.nalt.ip et\\adnU ar. IIVl\" Ot M inn,- .. 5 2.,r\n., 1 n ~ 1890'.t A~ refl~ bigh eapectatlona tor devalo~t . ~,., ,. T. .c har9 llaa aufflclnt: .. trll and e,czvJ....,.at . 5 3 0 17 631. 1A'I: m R'i'l .. Maeda at' ault:1-rc1l and ault.1-.t.hnlc ~ ar. ..t . 4 3 1 19 c\nn.,, ,o .. p., a\u0026lt;: .. .-.reait,/cttlaen pa:-tlc1p,1t.1on rad  upport. u  av1dent. . 338'.t 5 63% 0 0l 1365'J. 8 0 0 [US lo. VIN U-. affective lh ..,.IA,t.i.ftv 0e ftatt. 100% o,: o 90:t 7 0 1 6 11. Pro9r ... aY llabl to t.-cb p ra.nt.  to help cblldran AA.: 0% 13'. in, u . Stu:i nt.a r.c-i\"' 9u1dnca/couna11~ ar,tce, . 7 1 0 17 \"\"\"' l'l'l' fll 85'.I: 6 1,\ny, ll . Stu-:t.ant racont. o int. ined and ued ror ..:,nit.ortn,g. 0 2 19 0% 25' ac\n ... 5 0 3 15 Ertcaeurricular proqr involw alnorit.y ft.lldent.  . 63')\n0% 38% 751 8 0 0 15 !':. . A.\n.,propriat.o ins  rvic v conduct.ad. 100% 0% 01, 7i\nw !6 . R~ived MAT-, aonlt.orlnq ch~tUt. prior !.o teat . 7 0 l 18 oo .. O'! 13'% 901. ll , Uee,d etanda..nUaed teat dU to ldent.Uy ~ ...... 5 0 3 17 63% 0% 38:t as, 8 0 0 19 11, Wa  ev luat.acl by  upervi or t 1 ..  t ~- 100'.( 0% Ol 951 \" . Coiapleted t lt. 27 hour of et  tt devalop:aent. . 8 0 0 20 '\"\"'( n:' o,: 1007 , . There 1   t.roniijl pb. l  on ba  ic: klll   1oor. om: o or. 19 nc JI. St.tt h fllbl and vllUng to t:ry ~ proqir .... 7 0 l 20 DO n '! 131. ,nn, 3 3 38% 2 25'.t \"  P rnt  rpond favorably t.o proqT .... 13 38o/. ,\nc\ni .,. 8 u u 20 r aonitor t.h pcoqr or ay atudent.  clo  ly . 1001 0,,,. 0% 100: ... Appa  renc or building  nd ground  1 tl  ractory . 7 0 I 19 QQ \u0026gt; n 1 13~. 95, \" Ott lee atrt h poeltlv ett.ltud and ta courtaou  . 7 0 1 20 RR o.-: 13'!, 100, ..,.._, TABLE 10 MAJOR ENHANCEMENT SURVEY TEACHERS, 1988-89 KEY: A/SA O/SD NO/NR = AGREE/STRONGLY AGREE DISAGREE/STRONGLY DISAGREE NO OPINION/NO RESPONSE M \" J O R E N fl A N C M F. N .,. C: ,.. H n O T s H.E. SCHOOLS Tc,U M TCHELL ROCKEF'ELLER In,.,, NO/NR IA/SA D/SO NO/NR A/SA O/C:Ot\"'n'NR 1 0 16 0 u II 0 0 5% 0% 100: 0'.t O:t 100:t O:t o,\n2 0 lb u u 15 0 2 In'!'. M 100: 0:t 0% 88:t Ot 12% 3 ,.,., 2 16 0 0 12 3 2 10,: lOOl m 0:t 711, IR'I' l?'l'. 0 0 15 l 0 16 l 0 0'1'. O'I QU .....6.l n-. 94% 61, O't 0 0 16 0 0 16 I 0 O'l 0~ inn m 0'1: 94% 6% oi 0 2 16 OM 0 14 1 2 0:t l0't 11\\ne n, Q?q, ~, 1?~ 2 1 13 3 0 17 0 0 10% 5:Z 811 191 O'l'. 1nnq, _oz... n v 0 1 14 0 z 11 3 3 n'l' .,.,, 881 02 131 f,\u0026lt;\n'I'. lR'I: Hl 'l' 3isi 4 20% 11 2 3 !\u0026gt; 11 1 f,Q \"! 11,: IQ% 29,\n651, 6',\nu '(. 16 0 0 9 4 4 0% 10% 1nf\"l'! 0 '1:1 n 53% 24% 244 7 7 11 69% l 6tl 4 25% 3 9 5 35% 35:Z 18)\n53,\n29\n: 2 1 lb u 0'.ll u 13 3 1 101. 5\n: 100:t 0% 76!, lB'l 6% 0 1 16 0 : 0 16 0 l M \u0026lt;\n'i. 100'!: OIi or. 94'!. O't 6i 0 5 16 0 I 0 11- -o-- -6 0% 25% 10() / Qo/: Ot 65X O'l 357. 1 4 15 0 l 14 0 3 5'! 20% Qd9 n'! f, '/. R7'!' OJ I8~ 0 2 12 75~ 0 4 15 0 2 0% lO'k 0% 25:t RA. '~ Ol I 2~ 1 2 13 0 3 12 3 2 5'.I: 10'.I: 811. 0% 19% 71,: lR'Y. l?t 1 0 16 0 0 17 0 0 5,\n0'X 100~ 0% 0% ,_U!Q~ _ _j).l_ 0'', 0 0 16 0 0- 16 l T n 7 O\" 100' O'l, O\", ~ 94 .~ - _fj_,_ '---_Q_ 0 l 16 1--0- - () - 15 1 l nr ~\" 1nn O'I' o,\n88'/. 6 ., ,. 6,: 0 0 15 0 l 14 l 2 n / 07 94\" oz. 6 ., \" A?Y. .6~ 1?'' 2 5 15 0 1 10 3 4 10'.Y 251 94: 0% 6t 59\n'\n18 24  0 0 'T6 0 u I I 0-- 0 07 0 ' .!.QQ. - o 0'', 100'! 0'' 0 ' 1 0 16 0 0 17 0 0 5,, 0~ 100 O'l. O'I. lf)Q_:\n0 0 . a . . 16- o- - . o  -- 0 17 0 0 0 0 1()0 0,. o. 100 '. o o . STEPHENS A/\u0026lt;:\u0026gt;. ,n,c:n ,N IJNU 10 1 0 Ql'l( Q'l 0 '% 10 0 O'.t I 91't 9:r. 10 0 I 91'.l: 01. 9~ 11 0 0 100'.t O'!', ... .Pl. 11 0 0 100~ 0\u0026gt;: O't II 0 0 inn , ..Jl:.i.. __ 01... 9R2i 1 I . 91,_ 9% 9 0 2 82'l Ol 18'1: 3 5 3 27\"'. 45')\n27'1. 8 0 3 _ll-4 ,____Q!_ 27'1. 4 3 4 36 ( zn -36'~ 11 0 0 l00 t 0'I. o\n11 0 0 ....100'.t _ 0% Ol 9 0 2 821 0% HI% 10 l 0 ---211 _9'.\n0,, 11 0 0 100 1, O'I, 01 7 l 3 \"'~ c\ni '77 1. 11 0 0 . L0QI, _ ..Q.:'c. - _Q'.'.,_ 10 I 0 __ SL Q\u0026gt; O\" 1 lnn,y 0 Oo/. 0 oz 10 l 0 .9.L. Q\" Oo/. 7 0 4 -6..4:'.. 0~ 1fi,Y, 10 0 l 91: o-:: 9'l lJ l u 82 ,~ 18 . 0' ', 10 0 -7- - 91' 0 ', 9 . TOTAL A/SAID/ SD IJI ' NR 69 I 2 I 961 1, ]W 62 4 6 86'1 6:.: Si. bU I 5 83:t 10% 7-:, ,o 2 0 97'! ) I _..QL_ 7 1--,--I - 0 99't bq W9.' 61 85: 57 79~ J~ 49,: 59 82% 31 431, 64 89 .!. btJ g4 . 56 ,w, 62 - 8(. ' 63 RR 54 1s, 71 99~. ro 97 I 69 QI, :', 66 Q?o/ 48 671 71 99:z 68 94 ' ~0- 9/ J ( o~ 3 ~ 4 , __]_ 9 2 131. P . 6 9 St I)~ Lb 11 36 15'Y, 4 9 6't 11', 20 21 28 1 291, 6 2 St, 3N u 4 M _hl__ 0 16 n n, 2 8 3, 1 1 ,: 0 9 0 ' --1.lL 5 7' 1\\B't, l 0 I 0\n, I [) 3 0 l 7.-.- l ' 1 \\ 2 r 4 6 . tJ 16 II ' 22 ', u r 0 I i 3 I :- 4~I-r~ - l , 0 I j I ~ 0 I QUESTI 0 \" l. School cli .. t: la aafe . 2 . School cl iaat is orderly . ). !:vsdence at acho?l of strong parent/citizen aiupport. '- 1 ~upr,ort. and/or participate in school_ activities. \n. !.t.itt i s trying to inc1c a:..o parcnt~l involveaent. 6. Vrogros av i lable to roach parents ~o help children. 7. I closely follow ay child' progr in school. 0 . Staff providos training to ncoura9c learning at ho ... ? . Child receive~ guidanco services at. uchool. .o . ::i no:-it:ies are involved in extracurricular proqraes. , .. :\ntandarctize4 t.esc results r used to identify nod. 1' . ,tcospber reflect.a high expectation  tor dvlopent . l .. Courses offrtJ .::a-.-,1t noel.I:. oJ all \u0026amp;tudont.=6. ... lt::ere is a stror.:r c~pha~i!: on bo::.ic skill :. . i. '..I. Starr 1 flexible and villinq to try new proqra1:1s. ! 6 . I oonitor the proqr of atudcnt closoly. 17. Appaar\u0026amp;J\\Cle ot bulhllng and 9rounda is satisfactory .. : 8 . Ottu:e statr ha positive tttt.ud and 1 courteous. : '). 1 ae t.isticd \"dt.h t.he pc-oqra1t1s or thlc c\nchool. I TABLE 11 MAJOR ENHANCEMENT SURVEY PARENTS, 1988-89 1 9 B B - 8 q MA.TOR E N H A N C GARLAND ISH MITCHELL A/CA n/c,n un,N1\u0026gt; 111,jc, \"n/cn un,uu IA/c,111, 'D, 2 0 0 8 l 0 12 0 0 1001 0\\ 0% 891 11% 0\\ 100\\ 0\\ 0\\ 2 0 0 8 l 0 11 0 l 100\\ 0\\ 01 89\\ 11\\ 0\\ 92\\ oi 8\\ ~ u u 6 I 2 8 0 4 100\\ 0\\ 01 67\\ 11\\ 22\\ 67\\ 0\\ 33\\ l 0 l 8 l 0 12 0 0 50\\ 0% 50\\ 89\\ 11\\ 0\\ 100\\ 0\\ 0% 2 0 0 7 l l 11 1 0 100\\ 01 01 78\\ 11\\ 111 92\\ 81 0\\ l 1 0 4 0 5 10 0 2 501 501 OI 441. no 561 831 01 171 7. 0 0 8 l 0 11 l 0 1001 OI 0\\ 89\\ 11\\ 01 92\\ B\\ 0\\ l 0 l a  0 1 10 0 2 501 n ,na 891 01 111 831 01 17\\ 1 0 l 6 0 3 10 0 2 501 o, 501 671 0\\ 331 83\\ o, 171 0 0 2 4 0 5 8 0 4 0\\ 01 1.00\\ 44\\ 0% 56% 671 0\\ 33\\ 2 0 0 6 0 3 11 0 l 100\\ 0\\ 0\\ 671 Ot 33\\ 921 01 81 2 0 0 7 l 1 12 0 0 1001 o, OI 781 111 11, 1001 OI o, l 0 l 4 l 4 11 0 l so, 0\\ so, 44' 11\\ 441 92\\ o, 81 0 0 2 8 0 l 12 0 0 01 01 1001 RQI. ._QI L.J..l'L 100, ...._21 0\\ --- 0 0 2 6 0 3 11 0 l 01 01 100\\ 671 0\\ 33\\ 92\\ 0\\ 8\\ l 0 l 7 l l 12 0 0 501 0\\ 501 78\\ lit 111 1001 0\\ Ot l 0 l 6 2 l lZ 0 u 50\\ o, 501 67\\ 221 11\\ 1001 01 o, l 0 l 8 0 l 12 0 0 so, 01 so, 89\\ o, 11\\ 1001 01 0\\ l 0 2 B 0 I 12 0 0 ,:n~ n rnn OM n, 117. lrnn. n m. KEY: A/SA D/SD NO/NR AGREE/STRONGLY AGREE DISAGREE/STRONGLY DISAGREE NO OPINION/NO RESPONSE E H F N '1' S C' H O O I \u0026lt;: . ,.R,O. CKE FELT.ER !n/sn Un JUD 7 2 l 70% 20\\ 10\\ 9 l 0 90\\ 10\\ 01 8 2 0 80\\ 20\\ 0% 8 0 2 80i 0% 20\\ 5 0 5 50\\ 0\\ 50\\ 5 2 3 so, 20\\ 30\\ 9 0 1 90\\ 0\\ 10\\ 9 1 0 901 10\\ o, 6 2 2 601 20\\ 20% 6 0 4 60\\ 0% 40\\ 6 0 4 601 0% 401 9 l 0 901 10\\ 01 5 2 3 501 20\\ 30\\ 8 2 0 80\\ 20\\ 0\\ 9 0 l 901 01 10\\ 9 0 l 901 01 10\\ 7 l 2 70\\ 101 201 8 2 0 801 20, 0\\ l 0 9 10% 0\\ 90't H. E. SCHOOLS ,. ,.,S. TEPHENS D/'- NO/NR A/SA 2 0 0 31 100\\ 0\\ 0% 89\\ 1 I 0 JI 50% 50\\ 0\\ 89% 2 0 0 Lb 100\\ 0% 0% 74% l l 0 30 so,. 50\\ O't 86% 2 0 0 2\"/ 100\\ 0% 0% 77\\ l 0 l 21 50\\ 0\\ 501 60% 0 l l 30 0\\ soi 50% 86% --1-- - 2 0 0 30 100\\ 0\\ 0% 86% 2 0 0 25 100% 0% 0% 71'1. l 0 l 19 50\\ 0% 50% 54\\ 2 0 0 27 1001 0\\ 0\\ 77\\ - 2 0 0 32 1001 0\\ Ot 91% 2 0 0 23 100\\ 0% 0% 66% l 0 l ~., so, 01 50% 83% -- 2 0 0 24 1001 Ot -0-\\ - 69% -- - 2 0 0 31 100, 0\\ 01 89% l 0 l 30 so, o, 501 86\\ -  - 2 0 0 29 100\\ o, 0% 83% -- --- 0 0 2 31 0% oi 100~ Rqi TOTAL in1sn NO / tJD 3 I 9\\ ) \\ J ~i- 9% 1i 3 6 - - 9\\ - --17%- 2 3 6\\ 9_L --2 - 6 6% 17% IJ - Ti - 9% 31\\ 3 2 1--~ 6% '---- 1 3% 2 6% 0 o, 0 0\\ --2 . 6\\ 3 9\\ . -- 6\\ - q - 0% 1 3% 2 61 -i- --3% - 2 6 4 11% ~-8 23% 16 46\\ --8- 23% l 3% - 9 26% - 4-- 11\\ --- 11 311 3 9\\ ) 91 - 5 14\\ ---- I ...i.:.,.. 2 f.i SCHOOL ruwm GARLAND l 2 3 4 5 6 ISH l 2 3 4 5 6 MITCHELL 1 2 3 4 5 6 ROCKEFELLER 1 2 3 4 5 6 STEPHENS l 2 3 4 5 6 LRSD 1 2 3 4 5 6 TABLE 12 LITl'LE ROCK SCHOOL DISTRICT MAT-6 DISTRICT SUMMARY VARIANCE.FROM LRSD HEAN OF AVERAGE NATIONAL PERCENTILE RANKS (NPR) BY SCHOOL Number in parenthesis is variance from NPR READING MATHEMATICS LANGUAGE ARTS SCIENCE SOCIAL STUDIES NPR 87-88 NPR 88-89 NPR 87-88 NPR 88-89 NPR 87-88 NPR 88-89 NPB 87-88 NPR 88-89 NPR 87-88 NPR 88-89 44 { -2) 30 (-22) 56 { -3) 43 {-22) 40 {-10) 41 { -9) 66 { +2) 46 (-17) 50 (-11) 52 (-10) 29 {-14) 20 {-24) 30 (-20) 38 (-22) 42 {-18) 42 {-22) 38 {-10) 42 i-10! 49 l -1i 47 (-16) 52 ( -5) 43 (-17) 39 (-11) 42 (-15) 38 (-13) 46 (-13) 24 {-24) 32 -19 34 -21 52 { -9) 33 (-22) 38 (-HI) 23 (-26) 43 (-10) 20 (-29) 43 (-10} 43 (-11) 24 {-30) 49 {-12) 31 (-33) 59 { -3) 29 (-36) 43 (-11) 17 (-40) 42 (-13) 20 (-39) 37 ! -9) 49 ( -3) 36 (-23) 57 ( -8) 55 +5) 49 ( -1) 83 (+19) 57 ( -6) 60 ( -1) 56 ( -6} 27 (-16) 41 ! -3) 40 (-10) 70 (+10) 44 (-16) 70 ( +6) 48 {A) 39 -13) 55 ( -1) 50 (-13) 57 (A) 46 (-14) 49 { -1) 47 (-10) 41 (-10) 44 (-15) 29 (-19) 37 {-14) 29 {-26) 47 i-14) 30 {-25) 37 (-19) 26 (-23) 41 (-12) 24 {-25) 39 (-14) 44 (-10} 41 {-13) 64 ( +3) 63 -1) 51 {-11) 59 ( -6) 33 (-21} 45 (-12) 39 (-16) 44 (-15) - 36 {-10) 51 ( -1) 46 {-13) 56 ( -9) 44 ( -6) 50 (A) 78 {+14) 83 { +20) 60 ( -1) 70 ( +8) 43 {A) 34 i-10) 52 l +2) 50 (-10) 62 ( +2) 57 ( -7) 44 ( -4) 46 -6) 61 +5) 55 ( -8) 69 {+12) 55 ( -5) 46 ( -4) 51 ( -6) 51 ( A ) 43 (-16) 41 ( -7) 44 ( -7) 55 ( A ) 56 ( -5) 49 ( -6} 52 ( -4) 39 (-10} 42 (-11) 40 { -9} 42 (-11) 28 (-26) 30 (-24) 44 (-17) 53 (-11) 47 {-15) 53 (-12) 31 (-23) 35 (-22) 34 (-21) 38 (-21) - 25 (-21) 32 (-20) 38 {-21) 61 ( -4) 41 ( -9) 34 {-16) 51 (-13) 52 (-11) 62 ( +2) 56 ( -6) 36 ( -7) 34 (-10) 32 (-18) 39 (-21) 58 ( -2) 59 ( -5) 40 ( -8) 45 { -7) 59 ( +3) 46 (-17) 59 ( +2) 51 ( -9) 41 ( -9) 44 (-13) 45 ( -6} 44 ( -1 5) 35 (-13) 42 ( -9) 48 ( -7) 64 ( +3) 46 ( -9) 54 ( -2) 32 (-17) 46 ( -7) 35 (-14) 42 (-11) 49 ( -5) 38 (-16) 63 ( +2) 68 ( +4) 64 ( +2) 63 ( -2) 47 ( -7) 52 ( -5) 47 ( -8) 52 ( -7) 21 {-25) 39 i-13) 40 (-19) 41 (-24) 32 (-18) 29 -21) 36 (-28) 40 (-23) 32 (-29) 47 (-15) 33 (-10} 27 (-17) 33 {-17) 38 (-22) 52 ( -8) 40 (-24) 44 ( -4) 46 { -6) 47 ( -9) 47 (-16) 48 ( -9} 51 ( -9} 45 ( -5) 43 (-14) 42 ( -9) 46 ( -13) 26 (-22) 45 { -6) 34 (-21) 58 ( -3) I 30 (-25) 43 (-13) 31 (-18) 52 ( -1) 25 (-24) 42 ( - 11) 42 {-12) 35 (-19) 45 {-16) 44 (-20) 45 (-17) 43 (-22) 47 ( -7) !i2 ( -5) 47 ( -8) 52 ( -7) 46 52 59 65 50 50 64 63 61 62 43 44 50 60 60 64 48 52 56 63 57 60 50 57 51 59 48 51 55 61 55 56 49 53 49 53 54 54 61 64 62 65 54 57 55 59 I .i::,. N I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_948","title":"'Plan for Implementing the Remedial Order of the Courts of Appeals for the 8th Circuit as It Applies to North Little Rock School District (NLRSD)''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-10-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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