{"response":{"docs":[{"id":"bcas_bcmss0837_203","title":"Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1989-10-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","School integration","North Little Rock School District","Little Rock School District","Pulaski County Special School District"],"dcterms_title":["Enrollment, Little Rock School District (LRSD), North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD), racial count"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/203"],"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":["199 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\n\\ ~  SUMMAORFY O CIDBE2R, 1989 ENROUMENT GRADE WHITE BLACK OTI-IER\u0026gt;'( TOTAL %BLACK K 629 1264 16 1909 66 1 653 1450 19 2122 68 2 697 1334 18 2049 65 3 675 1407 21 2103 67 4 691 1356 18 2065 66 5 612 1302 17 1931 67 6 579 1286 18 1883 68 Ungr. 43 90 0 133 68 Total Elem: 4579 9489 127 14,195 67 7 641 1325 25 1991 67 8 617 1422 35 2074 69 9 680 1159 30 1869 62 Ungr. 13 31 0 44 70 Total Jr: 1951 3937 90 5978 66 10 777 1229 27 2033 60 11 810 1104 23 1937 57 12 854 916 27 1797 51 Ungr. 20 15 0 35 43 Total Sr: 2461 3264 77 5802 56 Total\n8991 16,690 294 25,975 64 Spec. Sch: 39  27. 1 67 40 Grand Total: 9030 16,717 295 26,042 64 ~:SLJ!'MAORF YST UDENTLSIS TEDI N \"OTHERC\" ATI.GORY: Spanish 76 Asian/Pac. Is. 186 Eskimo/Amer. Indian 32 Other 1 , .... , 11.1., c k  II \\./hi le  1./ Other 0 unu: ROCK SOIOOL DIS'IHICr O.:tober 2,.1989 ---------- - - - - -- -- -- --- - --- -HmOl .1./-IEHI'----- ------- - ------ - --- -- - SO JOOL/GRADE \\Jl I ITT: lllJ\\CI\u0026lt; Oil U::1\\ 'l'Ol'/\\1. 7. OLJ\\CI( ------------------------------------------------------------- ------ CENIBAL Ungro\u0026lt;le\u0026lt;l 10 200 396 8 604 667. 11 270 343 12 625 557. 12 250 321 13 584 557. Sub-Total --rio -1060 33 1813 587. Kinc.Jcrgortcn 0 so 0 so 1007. Tot.il 720 1110 33 1863 607. ~-\\~} ---------------------------------------------------------------- FAIR Ungroc.Jccl 13 7 0 20 357. 10 145 211 3 359 597. .11 119 156 1 276 577. 12 120 133 3 256 527. Sub-Total 397 507 7 911 567. Kindergortcn 3 10 0 13 777. Total 400 517 7 924 567. ---------------------------------------------~---- HALL Ungra\u0026lt;le\u0026lt;l 7 8 0 15 537. 10 169 ~ 213 4 386 557. 11 154 245 2 401 617. 12 221 163 6 390 427. Sub-Total 551 629 12 1192 537. Kindergarten 16 3 1 20 157. Total 567 632 13 1212 527. ------------------------------------------------------------------------------------------ MCCELI.AN Ungr.ided 10 141 271 2 414 657. 11 145 207 2 354 587. 12 153 156 4 313 507. Sub-Total 439 634 8 1081 597. Kindergn r ten 3 13 0 16 817. Total 442 647 8 1097 597. ------------------------------------------------------------------------------------------- --- - -- - - ----------------------------------- Jfl \u0026gt;ff~ ~.- ~, -- :~ ~. .. :: ': 111..,ck  II \\'11i le  \\J Other  0 sa IOOL/CfW)E LITil.E ROCK SQICX)L Dis1mcr Cx:tober 2, .1989 -- --- --- -- -- --- - ---- - - - ---- -1:NltU.II .Ml:Hl'-- - -- --- --- - - ------------ - \\Jlll'J'E l)l.J\\(I( (Yll lf::lt TOTAi. 7. 01.ACI( -------------------------------------------------------- ------- - . PARKVIEl-1 U11gro\u0026lt;le\u0026lt;l 10 11 12 Sub-Total Kinc.lergnrtcn Tot:il U11groc.lcd 10 .11 12 Sub-Total Kinc.lergnrten Total 122 138 122 153 110 143 ~ 434 5 14 359 448 10 270 517. 6 281 547. 1 254 567. 17 805 547. 1 20 707. 18 825 547. ------------------------------------------------------------------------------------------- Ungrnclecl 10 11 12 Sub-Total Kindcrgortcn Totnl ----------------- - -- ---------------------------------------------------------- Ungr:ic.lecl 10 11 12 Sub-Total Kinclergnrtcn : _.:.~ , - ---------------- - -------------------------------------------------------------------- !, '. .. I, . : . ~ ::.l. : 111..,ck  II l'11ite  \\J Other 0 1.l1TI..E ROCK SCI IOOL DIS1l, I Cl' October 2, _1989 - -- --- - --- -- ---- - --- -- - - - -- - FNHO.IJ ll:.Hl'-- -- - - -- - - --- ---- --- --- -- - SOIOOL/GrtJ\\DE \\JlllTE lll.J\\CK 01111':ll 'J\"\"l''I. .,. D' 'Cl( u \" ,. u, ------------------------------------------------------ ----- CLOVERDALE Ungroclecl 7 58 126 5 189 67% 8 93 218 3 314 69% 9 100 126 2 228 55% Sub-Total ~ 470 10 731 64% Kim.lcrgnr ten Totnl 251 470 10 731 64o/. ------------------------------------------------------------ DUNBAR U11grm.lccl 7 49 128 () 177 72% 8 35 154 2 191 81% 9 36 172 () 208 83% Sub-Total 120 454 2 576 79% Kinc.lergnrten Total 120 454 2 576 79% --------------------------------------------------------------- FOREST HEIGHI'S Ungr.iclecl 3 12 () 15 80% 7 78, 175 3 256 68% 8 89 197 8 294 67% 9 84 154 5 243 63% --- Sub-Total 254 538 16 808 67% Kinclergarlcn Total 254 538 16 808 67% ... , i ---  -------- -- - -- ------ --- ---------- - - - --- - ----- ---- ---- --------- ------- -------------------\n.-. j .-.:-:,.1 . .\n,. : i .t:.\\ -~ -\n., .:.. - \n: .:1 . I ,, ..., . i ' . : HENDERSON Ungrac.lcc.l 7 73 247 6 326 76% .8 91 240 7 338 71% 9 92 193 7 292 66% Sub-Total 256 680 20 956 71 Kin\u0026lt;.lergntre n Total 256 680 20 956 71 ------------------------------------------------------------------------------------------- ------------ - -------------------------------- -.,:\nt1t I .... i  . I ,,' . ... .1\n .! ,, . . . . '.\n..,. .... . , .... ' .. I  J  ~-: . i ... -': ', 'j . , _: -.\n'.1 l\\l.1ck  II \\Jhi tc  \\~ Other 0 L!ITI..E ROCK SQIOOL DIS'JlUCl' October 2, 1989 ------ -- - ---- --- --- - --- -- -- -1:NllO.II /ll}U'-- -- - - --- ---- ------- -- --- - IJlllTE lll.ACI\u0026lt; rrlllr-:lt TOl'/\\1. r. Cll.ACl\u0026lt; SQ KXlL/GMDE ------------------------------------------------------------------------------------------- MABELVALE Ungroc.lec.l 9 12 0 21 57% 7 75 158 l 234 68%  8 67 114 l 182 63% 9 84 88 0 172 51% Sub-Total -m-- 372 2-- 609 61% Kimlcrgortcn Totol 235 372 2 609 61% ------------------------------------------------------------------------------------------- MANN U11grmlcd 7 140 158 4 302 52% 8 125 158 9 292 54% 9. 116 160 7 283 57% Sub-Totol 381 476 20 877 54% Kindergorten 'l'otol 381 476 20 877 54% -------------- ------------------------------------------------------------~--------------- PUlASKI HEIGHI'S Ungrnclccl 1 7 0 8 88% 7 91 158 2 251 637. 8 74 170 3 247 69% 9 90 119 6 215 55% Sub-Total 256 454 11 721 63% Kindcrgortcn Tot.il 256 454 11 721 63% - ------------------------------------------------------ SOtmlWEST Ungr:idcd 7 77 175 4 256 687. 8 43 171 2 216 79% 9 78 147 3 228 64% Sub-Totol 198 ~ 9-- 7oo 707. Kinclerg.irtcn Total 198 493 9 700 70% ------------------------------------------------------------------------------------------- -------------------- -- ., ... . ' ' '.: ,,.). , . .\n:.\n. , . -~ . : . ,: , . ' 111..ick  II \\,hi le  \\J Olhcr  0 l.ffl'I.E !HX'J( SOIOOI. DTS'JHC CI' Ail\nIUArL.C. PORT OCTOBE2R,..1 9B9~ ----------------------------l'JlltOU.I-IEHl'-------------------------- 1ul'AL i: D!J\\CK SOIOOL/CMDE IJlll'IT. IJLJ\\CI( Ulllr-:t\\ -------------------------- -------------------------------------------- - BADGETT UngrocJccJ . l 3 0 4 75% l 6 29 0 35 03% 2 9 30 0 39 77% J 6 30 0 36 83% t, 10 18 0 28 64% 5 7 21 0 C, 13 34 0 28 75% 47 72% --- Sub-Total 52 165 0 217 76% Kindergarten 5 15 o 20 75% Tot:il 57 180 0 237 76% ----------------------------------------------------------- ------ BALE U11cr:i\u0026lt;lcd 4 5 0 9 56% l 8 50 0 58 86% 2 17 49 l 67 73% J 15 42 3 60 7.0% t, 15 41 0 56 73% 5 7 36 l 44 82% 6 11 40 0 51 78% Sub-Total 77 263 5 345 76% Kinc.Jergortcn 11 29 0 40 73% Total 8fl 292 5 385 76% ----------------------------' -------- ------------------ BAS-~LWE UngrnclccJ l 19 47 -1 67 70% 2 15 41 2 58 71 % ,J . 14 45 0 59 76% 15 39 0 54 72% 5 14 35 l 50 70% C, 9 30 2 41 73% Sub-Total 86 237 6 329 72% Kin\u0026lt;lcrg:irtcn 14 45 l 60 75% Tot:il 100 282 7 389 72% -------------------------------------------------------------------7---------------------- BOOKER Ungr:i\u0026lt;le\u0026lt;l l 33 47 3 88 53% 2 45 45 l 91 49% J 40 45 1 86 52% 4 42 48 0 90 53% 5 41 57 0 98 5fJ% 6 42 47 0 89 53% --- Sub-Total, 248 289 5 542 53% Kinr..lcrg\n,tre n 32 36 0 68 53% Total 2fJO 325 5 610 53% --------------------------------------------------------------- ---- ________________________________________ ...,. I 'i .,.\n\\ .. ' . ,' I   I : , ! . l . . :'!\n. '1 1\n-\n'i '. \"j 111,ick  II l,hi le  IJ OLhcr  0 -- - - - --- -- - - -- - - --- - ---- ----l'J lltOI.I./-IEJff-- --- - ----- -------------- - \\Jl I lll: IJLJ\\CI( (JI\\ lr-:Il 'IUl'/d. 'l.' OLJ\\CK ---------------------------------------------------------------------------------------- SOICOL/Gf\\ADE BRADY Ung rod ct.I 2 6 0 8 75% 1 i1 52 1 74 70% 2 25 48 2 75 64% 38 2 63 6\u0026lt;:t J 23 t, 27 37 0 64 58% 5 7 40 2 49 82% G 10 39 1 so 78% Sub-Total -----rrs \"\"\"160 -8-- 383 ~ Kinc.lcrgH ten 27 32 0 59 54% Tot:il 142 292 8 442 66% ------------------------------------------------------------------------ CARVER Unr,r:ic.lcd 33 33 67 49% l 1 2 45 39 0 84 46% J 48 43 1 92 47% t, 49 40 5 94 43% s 51 45 0 96 47% 6 52 45 0 97 46% ---- Sub-Total 278 245 7 530 46% Klnc.lergortcn 30 28 1 59 47% Total 308 273 8 58'3 46% ----------------------------------------------------------------------------------- --  QIICOT Ungrndct.l 12 9 0 21 43% l 32 46 0 78 59% 2 27 40 1 68 59% J 29 46 1 76 61% 4 23 49 1 73 67% 5 21 57 0 78 73% G 13 44 1 58 76% Sub-Total 157 291 4 452 64% Kin\u0026lt;lcrgurlcn 31 48 0 79 61% Tot:il 188 339 4 531 64% ------------------------------------------------------------------------------------------- CLOVERDALE Ungr.ic.Jc\u0026lt;l l 15 53 1 69 77% 2 24 44 0 68 65% J 24 40 .o 64 63% q ] ') 59 . 1 79 75% 5 14 33 1 48 69% G 12 39 0 51 76% --- Sub-Total 108 268 3 379 71% KincJcrgnrtc11 14 26 0 40 ~5X Total 122 294 3 41~ ?OX ------------------------------------------------------------------------------------------- ...  ' . i  ' I\nI ...... ! i._\u0026lt;.- ,..:  ' .. _\n.. , -:: . l\\l..1ck a II \\'111 le a \\J Other 0 1.l1TI.E IWCI\u0026lt; SOIOOI. DI srn[C l' AlifWAL REPORT OCTOBE2R, 1989 ___________ - - -- - -- -- ---- - -- -HIHOU MEHi'-- -- - ---- -- - - ------------- SO JOOL/GRADE \\JI I l'll: l)l.J\\CI{ (JI I If-]\\ '101'/ll. 7. Ol.J\\CK ----------------------------------- --------------------------------- DODD UngrocJccJ 1 16 30 2 48 63% 2 20 30 0 50 60% J 11 38 0 49 78% t, 29 38 0 67 57% 5 26 50 l 77 65% G 16 47 0 63 75% Sub-Total ---i-w 233 3 354 66% Klnclcrgortcn 20 20 0 40 50% . Totnl 138 253 3 394 64% ------------------------------------- ----------------------------- FAIR PARK U11grnclcd L 18 50 0 68 74% 2 18 32 0 50 64% J 9 35 0 44 80% t, 11 37 0 48 77% 5 12 24 0 36 67% G 12 35 0 --4-7 74% Sub-Total 80 213 0 293 73% Kinclergortcn 12 27 0 39 69% Total 92 240 0 332 72% ------------------------------------ ------------------------------  FOREST PARK Ungrnc.Jec.J 1 19 28 l . 48 58% 2 29 41 0 70 59% J 27 42 l 70 60% t, 21 38 l 60 63% 5 26 28 l 55 51% G 19 30 0 49 61% Sub-Total 141 207 4 352 59% Kinclcrg:irlcn 24 16 0 40 40% Total 165 223 4 392 57% --------------------------------------------------------------- FRANKLIN Ungr:iclecl l 3 64 0 67 96% 2 16 43 2  61 70% J 11 50 2 63 79% 4 10 54 l 65 83% 5 11 48 3 62 77% G 10 43 2 55 78% --- Sub-Total 61 302 10 373 81% Kinc.Jcrg.ir ten 11 62 2 75 03% Total 72 364 12 448 81% -------------------------------------------- -. : ------ ----------------------------------------' ..... . I . :\\:! ,, .i .... ,  ' ' ,l \\ i lll.1ck  II 1,llitc  IJ Olhcr  CJ LITTLER GCKS CHOODLI STRICT AtllWALR EPORT OCTODE2K, l :Je9 --- -- -- - - -- ---- - -- - - -- -- --- - l'l IHCJl.1./-11:H-l-'-- ------ -- ------- ----- - SOIC:OL/Glv\\DE \\JlllTI'. Ill.ACK (Jlllf::I\\ 'l'Ol't\\L 7. OLt\\CI( --------------------------------------------------------- --- FULBRIGHT U11groclccl 5 4 0 9 44% l '39 SU 0 97 60% 2 35 55 1 91 61% J 32 48 3 33 58% ,, 35 30 2 75 51% 5 30 44 0 82 54% C, 30 47 2 79 59% Sub-Total ~ 294 0 516 57% Kintlcrgortcn 28 31 1 60 52% Totnl 24 2 325 9 576 56% --------------------------------------------------------------------- GARLAND Uncrnucd 1 11 0 12 92% l 1 26 0 27 96% 2 2 37 0 39 95% J 2 47 0 49 96% ,, 2 48 1 51 94% 5 5 47 0 52 90% 6 0 35 0 35 100% Sub-Total --13- 251 265 95% Ktnc.Jergortcn 2 17 20 CS% Total 15 268 2 205 94% ----------------------------------------------------------  GEYERSP RINGS Ungrnclecl 1 9 15 0 24 63% 2 10 }4 0 24 57% J 13 20 0 33 61% ,, 11 32 0 43 7'1% 5 7 )7 0 24 71 % C, 12 27 0 39 69% Sub-Total 62 12-5 0 107 67% Kinc.lcrg:irlcn 7 11 0 10 61% Tot:11 69 136 0 205 66% ------------------------------------------------------------------------------------------ GIBBS Ungrac.lcc.l l 21 23 2 45 50% 2 16 20 2 46 51% J 30 35 1 66 SJ,\n11 28 17 0 45 38% 5 23 24 0 1\\7 51% 6 22 25 1 48 52% --- Sub-Tot:il 140 152 5 298 51% Kimlcrg-nr (en 19 20 1 40 50% Total 159 172 7 338 51% ------------------------------------------------------------------------------------------- ---=-~--'-------------------------------------- -- - - . ! ,\n:.'! . ' . -...i , .. : .  ..  , -: ..\n-: I .\n... -: .. 1 . ,! ' : 1ll.1ck a II IA1llc a \\J Other a 0 -- -- - - --- - - -- - - - ---- --- - --- -1-llltOl.l.lil:Hr-- - -- - -- - - - --- -- --- ---- -- - IJ\\llH: lll./lCI( UIIIUl 'IUl\"/IL zol/lCI( sa ICXJL/CMDE ------------------------------------------------------------ - -- ISH U11groc.lcc.l ,0 7 0 7 100% l 1 27 0 28 96% 2 1 18 0 19 95% J 2 28 0 30 93% t, 1 14 0 15 93% 5 2 14 0 16 88% 6 0 13 0 13 100% Sub-Total 7 121 ~ 128 95% Kindergarten 0 36 0 36 100% Totnl 7 157 0 164 96% -------------------------------------------------------------------------------- - --- --- JEFFERSON U11grn\u0026lt;..led 4 9 0 13 69% 1 37 37 0 74 50% 2 37 26 0 63 41% J 40 35 0 75 47% t, 35 34 1 70 49% 5 32 36 0 68 5-9% 6 23 32 1 56 57% ---- Sub-Total 7oa\"\"\" 209 2 419 50% Kinc.lergortcn 29 30 1 60 50% Total 237 239 3 479 50% ---------------------------------------------------------------- - -  Mt\u0026gt;,BELVALE Ungrnclecl 1 3 0 4 75% l 35 55 1 91 60% 2 37 36 0 73 49% J 34 49 0 83 59% ,, 28 46 1 75 61% 5 32. 43 0 75 577. 6 33 41 0 74 55% Sub-Total 200 273 2 475 57% Kinclcrg:irlcn 22 38 0 60 63% Tot.ii 222 311 2 535 58% ------------------------------------------------------------------------------------------- MCDERt--O'IT Ungr::ic.lcc.l 1 28 45 2 75 60% 2 27 60 2 89 67% J 33 56 0 89 63% t, 29 44 0 73 60% 5 28 46 1 75 61% G 22 30 2 54 56% Sub-Tot:il 167 281 7 455 62% Kinclcrgnr ten 23 33 3 59 567. Total 190 314 10 514 61% ------------------------------------------------------------------------------------------- ..., __________________________ __J _. .l .\n. ' , ,, '  I ./:J .,  ... .. ',. . ' .~, ,' 111.,ck  II \\,11llc  IJ Other 0 SOIOOL/GMDE MEADOWCFLFI U11gro\u0026lt;le\u0026lt;l l 2 J, , 5 G Sub-Total Kinclcrgot'lcn Totnl MITCHELL Ungrnucd l 2 ,J , 5 6 Sub-Total Klnclet'go-,r-tl!n Total OTTER CREEK UngrncJccJ l 2 ,J , 5 G Sub-Total Kincforg:irLcn Totnl ________ -- - - - -- - -- -- --- - - - --FJ-/H0UJIEHl'-- - -- - --- -------------- -- - 1./lll'll: IJLJ\\CI~ CJlllF]! 'IOT/11. z 01.J\\CI( 24 30 20 22 14 22 50 0 74 68% 36 l 67 54% 46 0 66 70% 45 0 67 67% 32 0 46 70% 30 l 53 57%  132 30 22399 02 373 64% 59 49% 162 263 2 432 62% 0 3 4 4 4 l 0 8 0 8 100% 37 0 40 93% 35 0 39 90% 24 0 28 86% 29 0 33 88% 19 0 20 95% . 35 0 35 100% --- 16 3 187 0 203 92% 33 0 36 92% 19 220 0 239 92% ------------------------------------------- .- 27 23 0 50 46% 27 32 0 59 54% 24 25 0 49 51% 22 24 0 46 .52% 22 25 0 47 53% 25 26 0 51 51% 147 155 0 302 51% 25 15 0 40 38% 172 170 0 342 50% ------------------------------------------------------ . PULASKI HEIGHTS Ungracll!cl l 20 28 0 48 58% 2 13 30 l 44 68% J 8 34 l 43 79% t, 9 32 0 41 78% 5 10 35 o 45 78% 6 9 38 0 47 81% Sub-Total. 69 197 --- Kintlcrg,,rtcn 18 2 268 74% 21 0 39 54% Total 87 218 2 307 71 % .... , .....: . i . '  .. j ' \". .. IIL.1ck  II \\.-Idle  \\J Other 0 ___ - - _ - - - - - - - -- - - - - - - - - - - - - -EtlltOUJIEH r- - - -- --- --- -- -- --- - --- --- - SO IOOL/CRADE \\JI I lTE IJI.J\\CI( UII IF:ll 'IUl'/\\1. z [ll.J\\CI( ------------------------------------------------------- RIGHTSELL U11groc.lcc.l 1 6 34 1 41 2 0 29 0 29 J 3 28 0 31 t, 0 23 0 23 5 2 20 0 22 G 3 31 0 34 Sub-Total --,,r- m- 1 180 Kin\u0026lt;lcrgortcn 2 29 0 31 Tot:il 16 l 9!l 211' ------------------------------------------------------------------------------ ROCKEFELLER Ungr:i\u0026lt;.lcd l 2 J t, 5 G Sub-Total Kindergarten Total 9 2 3 5 1 5 _2_5_ 8 33 42 35 29 28 28 22 104 31 215 1 52 0 37 1 33 0 33 0 29 0 27 2 211 0 39 2 250 03% 100% 90% 100% 91% 91% 92% 93% 92% 81% 95% 88% 85% 97% 81% 87% m 86% ----------------------------------------------------------  ROMINE Ungrnc.lcc.l 2 5 0 7 71% l 11 53 1 65 82% 2 11 48 0 59 81% J 15 47 0 62 76% t, 14 39 2 55 71% 5 8 60 1 69 -an\n(i 7 40 1 43 03% Sub-Tot.il 68 292 -5- 365 80% Kindcrg:irLcn 10 50 0 60 83% Tot:il 78 342 5 425 80% ----------------------------------------------------------------------------------------- STEPHENS Ungr.idcd 0 7 0 7 100% l 0 37 0 37 100% 2 0 23 0 23 100~ J 0 40 0 40 97% 4 0 31 1 32 100% 5 0 20 0 20 100% G 0 30 0 30 100% -- Sub-Total 0 188 1 189 99% Kinc.lcrgnr'tc11 0 37 0 37 100% Total 0 225 226 lOOl ------------------------------------------------------------------------------------------- t . -- ~:, l\\E:' .... , 11i,. '. ...,   I .:  I l\\l.,1ck  II \\,bite  \\J Other U ---- ----- ------- ---- - --- ----IJ llt()l.l./ ll]ff-- --- --- ----- ------------- sa \\Jl nn: Ill.ACK Oil 1m '('(Jr/II. 7..D l.J\\CI( IOOL/GMDE ------------------------------------------------------------------------------------------- TERRY u,,groc.lcc.l 26 45 0 1 71 637. 2 28 46 1 75 617. J 30 44 0 74 597. ,, 31 48 0 79 617. 5 27 52 1 80 657. 6 26 46 2 74 627. Sub-Total -m- 281 -4- --m- 627. Kinc..lerg a r ten 29 31 0 60 52% Tot:il 197 312 4 513 617. ------------------------------------------------------------------------------------------- WAKEFIELD U11grnc..lcd 0 4 0 4 1007. l 26 44 0 70 637. 2 24 41 0 65 637. J 22 44 1 67 667. ,, 22 49 1 72 687. 5 26 46 1 73 637. 6 22 51 0 73 707. Sub-Total -m 279 3 424 667. Kinc..lergortcn 18 22 0 40 557. Total 160 301 3 464 657. -----------------------------------------------------------------------------------.------- 1:/ASHINGTON Ungrnc.lcc.l 2 2 0 4 507. 1 0 77 0 77 1007. 2 0 62 0 62 1007. 3 0 61 0 61 1007. ,, 0 57 0 57 1007. 5 1 42 0 43 . 987. 6 0 51 0 51 1007. Sub-Total. 3 352 0 ~ 997. Kim.lcrg:ir Len 5 158 1 164 967. Tot:il 8 510 1 519 x' 987. -- -- - - -------------.- -------------------- WATSON Ung,.:ic..lec..l l 26 35 1 62 567. 2 26 47 0 73 647. J 18 47 1 66 717. 4 34 47 0 81 587. 5 19 42 0 61 697. 6 27 46 0 73 637. Sub-Total. 150 264 -2- ~ ~ Kinc.lerg:,r ten 10 30 0 40 757. Total 160 294 2 456 647. ---- -- -------------------------------------------------------------------------------- ,. ,,: .. .. ',' '.  .. . 1,\nI .: :.- ~_: j lll.1ck  II \\,Iii le  \\J Other  U -- --- - -- -- --- - -- --- -- - - - --- -J,J lltUI.I.MEJff-- - -- ---- -- --------------- IJl I l'll: lll.J\\CI( Oltlrn TOTAL z DL/ICI( SO JCOL/GMDE ------------------------------------------------------------------------------------------- WESTERNH IU.S Ungroclccl 1 15 33 0 48 69% 2 22 28 0 50 55% J 22 25 0 47 53% t, 24 27 0 51 53% 5 19 33 0 52 63% 6 22 30 0 52 58% Sub-Total ~ 176 -0-- 300 59% Kimlcrgortcn 16 20 1 37 54% Totnl 140 196 1 337 59% ------------------------------------------------------------------------------------------- WILLIAMS U11grnucd l 32 37 0 69 54% 2 33 36 0 69 52% J 45 39 1 85 46% ,, 34 43 0 77 56% 5 35 36 1 72 50% G 33 34 2 69 49% Sub-Total -m 225 --4-- 441 51% Kinc.Jergorten 29 30 1 60 50% Total 241 255 5 501 51% --------------------------------------------------------------- ----------------------. WILSON Ungrnclecl 9 7 0 16 447. 1 22 44 0 66 67% 2 17 33 o 50 66% J 12 38 0 so 76% 4 17 41 0 58 71% 5 17 38 0 55 69% 6 11 34 0 45 76% Sub-Total 105 235 0 34() 69% Kinclcrg::irlcn 29 28 0 57 49% Totnl 134 263 0 397 66% - ----.---------------------- 1-XX)DRUFF Ungr::ic.Jec.J l 7 16 0 23 70% 2 5 17 1 23 74% J 6 24 1 31 77% 4 13 22 0 35 637. 5 6 29 2 37 78% G 6 19 0 25 76% Sub-Total . 43 127 4 ~. 73% Kimlcrg,irtcn 9 10 0 19 53% Total 52 137 4 193 71% j:. ! ------------------------------------------------------------------------------------------- . .:: .l . ', 111.:ick II \\,hll\u0026lt;! \" \\J Other 0 SOIOOL/GMDE EASTESRE ALS Ungroc.lcc.l l 2 J 4 5 6 Sub-Total Kindergarten Totril ELIZABETMHI TCHELL UngrncJc\u0026lt;l l 2 J {1 5 6 Sub-Total Kin\u0026lt;lergorten Total LITTLE ROCK SOIOOL DISTIUCT -----. ---------- . - . --------1:.NllOUJIIJ{l'-------------------------- \\./III'IT. lJLIICI( m11rn TOl'III. 7. DL/\\CK 11 4 0 15 27% 11 4 0 15 27% 28 23 52 44,: 28 23 52 44,: -----------------------------------------------------------------------r--------------. Ungraded l 2 J 4 s G Sub-Total Kindcrg:irtcn Tot:il ---------------------------------------------------------------------.- -------------------. Ungraded l 2 J 4 5 6 Sub-Total Kinderg:irtcn _.i Total ------------------------------------------------------------------------------------------ f'i 11.. l:t: a: l:t: _J 0 (.f) u [L .. 'st IS) U) IS) u w Q j I 9:IICOL J!dkins Arnnlrl OrivA R:lkAr R\n,,t-Ac 0 ~~,, MPt-n r,-~ r,-, I 1 oru\u0026gt; c::t-,,. fl, ,nr.:.A F\\Jl.ler El.an. Harris J 'vi 11.e EI.em. I Landmark Lawson O:tk Grove El. Oakbrooke Pine Forest \"Pinewocrl Robinson Elem. I Scott Sherwood S. Hills Elen. Taylor Tolleson 'IUJ'AL EJ:DI.I. l---:Se 1-/10~ 1~t'N1IZ. ..:,.JIC\\h J I fuller Jr. I J'ville North I I J'ville South I J'ville Hinh ! Milis North Pulaski Northwood Oak Grove Hiat f\u0026lt;t\u0026gt;. Jr. Hiqh Rob. Sr. Hiah S.Hills Jr. S .Hills Hfoh I 'm'l'Af ~- I I 'lnl'AL DI S'T' I l\"lllf':''E novs GIRLS 108 108 146 160 95 120 192 166 311. 276 Jn4 252 A\u0026lt;\n56 182 169 1c\no lOJ. 22] 210 288 ?42 lhf\\ 11.R 1 .4 '1 lJR ?nf. 237 J78 J?.7 782 J.S2 ?lR :ns 180 172 7n 52 205 190 332 275 179 167 237 205 4.600 4.129 259 203 218 245 226 218 435 386 197 200 349 317 407 365 420 402 223 203 184 179 398 364 J\u0026lt;\n..4 1.70 3.670 3 452 8.270 7,581  #-- - 10-1-89\\ENROLLMENT' lli.J\\CK llISP/\\NIC AflV(\n': r..TDT (\n': OOYS t::T'Ui .~ 71 7r, ,l 37 34 3 2 18 41 185 , 144 7 4 l \"1f\nf\n1 \"i7 44 4 7 \"il 3 4 l f\ns\n1 6() l lf )l QS:: 1 11 Q 1'1\u0026lt;\n1 l 1 1,1. 130 -1.q ?4 1'l 14 7A q.4 l .16 'i,,i 7f.. q\") l l S7 40 l 42 n 57 66 80 58 5 l 51 56 1 40 43 3 4 l 620 1.581 21 15 ) ~\n1..,.J./ J. J /5 205 193 74 68 1 94 72 106 131 3 4 164 145 1 l 87 59 3 110 73 3 2 78 82 1 74 52 55 38 l 123 96 1 7q 91 1 2 1.249 1.100 10 14 2.869 2,681 31 L9 1\\SIJ\\N I PAC. ISL_ AM IND li\n'\u0026lt;:J\u0026lt;rN') lOYS GIRLS OOYS GIRLS TOTAT ') 1 37l ~o 'J J 1 1A7 I 'K 294 ~ 4 6 l 6~H -1/' I 2 1 602 ~ 1 656 ....::2 l 2 l l 242 -40 5 8 3 3 470 ,4() 587 \u0026gt;-,'/ 1 l 633 ~, 3 6 l 796 ,\n,\n..'.:L, l 563 ---/ I 114 l'i 572 /\n).., 678 ~ l 625 J.J/ l 6l4 ~'1 450 ~\n)., 203 ~rr 518 ::,1-1 2 2 755 Ir\nl 455 ,.:\n_.. .. 1 12 8 552 - I!'- 38 40 7 4 12.055 d'i . ~5.YY ~1io ..J/'163 o\u0026lt;~~ 4 1 865 4(p 3 5 1 615 t?,3 3 7 620 ~1 6 10 1.081 .::\n~ 2 710 ~ 3 4 822 /1 3 2 965 I 983 11,, 552 --23 457 20 982 :'.)~ 1. 900 '-1 24 28 1 4 9 5S::\u0026gt; ~ 670 62 68 8 8 21 607 ~/4 NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS October 2 I 1989 School Enrollment Black % Non-Black % Amboy 432 198 45.8 234 54.2 Argenta 248 138 55.6 110 44.4 Baring Cross 19 11 57.9 8 42.1 Belwood 147 66 44.9 81 55.1 Boone Park 520 315 60.6 205 39.4 Crestwood 196 85 43.4 111 56.6 Glenview 231 109 47.2 122 52.8 Indian Hills 475 157 33.1 318 66.9 Lakewood 240 98 40.8 142 59.2 Lynch Drive 279 125 44.8 154 55.2 Meadow Park 283 148 52.3 135 47.7 North Heights 412 202 49.0 210 51.0 Park Hill 225 78 34.7 147 65.3 Pike View 456 212 46.5 244 53.5 Pine 226 120 53.1 106 46.9 Redwood 278 164 59.0 114 41.0 Rose City 219 93 42.5 126 57.5 Seventh Street 326 177 54.3 149 45.7 Total Elem. 5,212 2,496 47.9% 2,716 52.1% (Including Kindergarten) Northeast 990 304 30.7 686 6 9. 3 Ole Main 968 440 45.5 528 54.5 Baring Cross 20 14 70.0 6 30.0 Central Jr. 701 305 43.5 396 56.5 Lakewood Jr. 4 88 166 34.0 322 66.0 Ridgeroad Jr. 626 293 46.8 333 53.2 Rose City Jr. 415 197 47.5 218 52.5 Baring Cross 6 3 50.0 3 50.0 Total Sec. 4,214 1,722 40.9% 2,492 59.1% DISTRICT: 9,426 4,218 44.7% 5,208 55.3% .. . . NORTH LITTLE ROCK SCHOOL DISTRICT North Little Rock, Arkansas RACIAL COMPOSITION OF SCHOOLS Excl~ding Kindergarten September 20, 1989 School Enrollment Black % Non-Black % Amboy 414 190 45.9 224 54.1 Argenta 220 111 50.5 109 49.5 Baring Cross 21 11 52.4 10 47.6 (K - 6) Belwood 148 69 46.6 79 53.4 Boone Park 463 266 57.5 197 42.5 Crestwood 207 90 43.5 117 56.5 Glenview 233 100 42.9 133 57.1 Indian Hills 448 163 36.4 285 63.6 Lakewood 240 102 42.5 138 57.5 Lynch Drive 268 111 41.4 157 58.6 Meadow Park 265 136 51. 3 129 48.7 North Heights 385 195 50.6 190 49.4 Park Hill 221 86 38.9 135 61.1 Pike View 424 198 46.7 226 53.3 Pine 194 91 46.9 103 53.1 Redwood 251 134 53.4 117 46.6 Rose City 198 86 43.4 112 56.6 Seventh Street 315 132 41.9 183 58.1 Total Elem. 4,915 2,271 46.2% 2,644 53.8% Baring Cross 20 11 55.0 9 45.0 (7 - 12) Central Jr. 791 342 43.2 449 56.8 Lakewood Jr. 506 166 32.8 340 67.2 Ridge road Jr. 655 299 45.6 356 54.4 Rose City Jr. 421 192 45.6 229 54.4 Northeast 1,043 306 29.3 737 70.7 Ole Main 1,027 474 46.2 553 53.8 Total Sec. 4,463 1,790 40.1% 2,673 59.9% Dist. Total: 9,378 4,061 43.3% 5,317 56.7%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1128","title":"Interdistrict Magnet Schools of Pulaski County, Arkansas","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989-03-17"],"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","Education--Arkansas","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School buildings","School discipline","School facilities","School improvement programs","Student assistance programs","Magnet schools"],"dcterms_title":["Interdistrict Magnet Schools of Pulaski County, Arkansas"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1128"],"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":["62 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nApplication for Grant Under Magnet Schools Assistance Program lnterdistrict Magnet Schools of Pulaski County, Arkansas SueMmED ev: LITTLE ROCK SCHOOL DISTRICT NORTH UTILE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT ARKANSAS DEPARTMENT OF EDUCATION JOSHUA INTERVENORS KNIGHT INTERVENORS PULASKI COUNTY INTERDISTRICT MAGNET Rc::VlEW COMMITTC:::: March 17, 1989 TABLE OF CONTENTS Page Part I: FEDERAL ASSISTANCE FORM State Clearinghouse Letter 1 2 Part II: BUDGET INF0Ri.'1ATION J Standard Form 424A 3 Part III : PROGRAM NARRATIVE I. PLAN OF OPERATION 5 Background 5 Management Plan 11 Magnet Review Corrmittee 13 Relationships of Project Objectives 13 to Purposes of the Program Description of Staff Develonent 15 Program Activities and Personnel to Meet Objectives 16 Equal Access for Eligible Participants 18 II. QUALITY OF KEY PERSONNEL 21 Project Director 21 Other Key Personnel 25 Selection Criteria for Magnet School 28 Teachers District Nondiscriminatory Practices Employment 29 III. QUALITY OF PROJECT DESIGN 30 Booker Arts Magnet 30 Carver Math/Science Magnet 44 Gibbs Magnet 60 Mann Arts/Sciences Magnet 70 Parkview Arts Magnet 77 Williams Basic Skills Magnet 86 Staff Experience in and 109 Knowledge of Curriculum Developnent and Desegregation Strategies Addressing Educational Needs 109 Appropriate to Students Enrolled 110 Parent Involvement VI . BUDGET AND COST EFFECTIVENESS 111 Budget is adequate to Support 111 Project Objectives Costs are Reasonable 112 Project Continuation 112 Page Part V: EVALUATION Pl.AN 114 Part VI: ADEQUACY OF RESOURCES 115 Facilities 115 Construction and Renovation Costs 116 Materials and Supplies are Adequate 116 Part IV: CITHER INFORMATION Desegregation Plan Information 117 Supplemental Data Sheet 118 Attachment 119 Need for Assistance 120 Degree of Achievment 121 Collaborative Efforts 124 Part V: ASSURANCES AND CERTIFICATION Certifications 125 Assurances 129 Agreement 130 APPENDIX BUDGET SUMMARY Booker Magnet 131 Carver Magnet 133 Gibbs Magnet 135 Mann Magnet 137 Parkview Magnet 138 Williams Magnet 139 NEEDS ASSESSMENT Booker Magnet 141 Carver Magnet 143 Gibbs Magnet 144 Mann Magnet 145 Parkview Magnet 148 Williams Magnet 149 Nondiscrimination Policy 151 LRSD Financial Report 152 Approved Desegregation Plan j PART I FEDERAL ASSISTANCE FORM ] AP~UC~TION FOR FEDEnAL ASSaST ~NC~ ,. ,,..,.. o_, 111 -raee : ~ ma  c oa,, c~ cc-- ~~ c~ s. --,_11011 I Z.IIAISJU- 3-17-89 3.IIAIS~~fAIS lsi....__....- rn Rgo11\u0026amp; -Ofi7 '-IIAIS_IT,_.AGIDC't 1~- LAQal- Little Rock School District of ,~Unc P11l.\u0026lt;1c:\nki C'rnmtv Ark.\u0026lt;1n\"\"'\"' Acn-. /o,,,e er,.__,..,, - - DO -,w,: ----ol!l'le--1111:la_,_QII __ 810 West Markham m.- (o,,,e _ _,., Little Rock, AR 72201 James Jermings (501) 370-1604 I. --1~11011-- 1. \"\"0, ~ (., __ ,_ lfl 00.1 [Ii. 17 11 1-j 6!0111417 11 17 I ,\\,5'- 1-1. ~ l C -IC Sctm Oi\u0026amp; 13. Cau,,ty L S-ean- 1-cat ol MiQIW i...,,,nc C.MI.- J.\"\"\"-U.--V .,_o,-..ic.r.110111 o.r- t\u0026lt;.lftCllanTtim :c - ~  i:w- e.~ l..ltldiwoclual F. tn--.. w.,.,,,,_ero-a-rt.. ~ .,_ __t ltfti:llmau:   G.S-.-Cicil:I I'(. 011w 1s-:itvr. , __ 11..0.::--A- C.-Ouraaan o.ec-o...- cu-,-,,,, L-01'~.MUIC'I! U.S. Depart=ient of Educ:ation/ACC Washington, D. C. 20202 11, i.:A-Tr.M..O.C.I .~.a -,ou-- I a I 4 1.1 1 ~ is A 11. --mu o, -.-n \"\"10.ICT\\ mu: Magnet ?c:~ools Assistance Program Interdistrict Magnet Schools of Pulaski Cotmty, Arkansas 11. .,...... ~IT~ 'c:aa. ~nea. JtatN. :.~ Little Rock and North Little Rock, Arkansas (Pulaski Cotmty) 12,, MIC-~IC!\\ I ,._ C0MOIIC\u0026amp;l0IU4 !llsnnc:n ~ StalC.. I l:nClnQ c- IL~ond jtL\"'- 7/1/89 I 6/30/90 - Arkansas Second - Arkansas ,s. !ST!M6Tm \"'-'-- , .. IS-..icA110N sua.cr TO - IT STA1'1 IXIICIITIW- 11:sn JIIOl0CDSI' a.i=-. 1  .aa L Y1:S. TI-ffS iic:l~ClTlCK'AfllllJClTlON WA:J MAOe AV~ TO~ 2,643,401 S'l'ATI! :Xl:CtJ1\"lve ~ 12:Jn ~ FOR ~ CH: ~\"-I  .011 CATI! March 15 . 1989 C. Staa 1 .011 ti N0.0 ~ IS lfC1f ~ 11'1' E.O. 12:lr.l cl,\\,,gca  . .all  CA~ HAS lfC1f amt SEL.=cra:l 11'1' ST'ATI! rCA FIEV1EW .. cm-  .all '-~-  .all 17.  n.-,c.u,rr-....ouarc:.-1'-.a\u0026amp;. CIUff  .GIi  Y 1t-,1111.aaa:r1111wwwwwwc. (21 No\n. TOTAL 2,643)401 1\u0026amp;. 1'0 '!Ma IGTO, 11'1' ~ MIO ..._.,.AU. IIAfA* ---Tl01WN-.IC,t.1101U,_lllM MIOcaacr, '!Ma~--IIUl,Y .IIITI00IIIZID IY\"\"900WII- _.,a,,'!M ~ ANDTMI-.-WIU. c=-.YWffllfftlAff.lCIIID \u0026amp;SSllll\u0026amp;ICZS ll''TM _,._ IS \u0026amp;WIMIOG \u0026amp;. T,om - ot Au-.- ~w,caaw 11. TIiie George Cannon Superintendent CS.~ol,P'D-:22-- AuUtcrizedforLoc:21 Re~roducUcn F3 (1) lts~~61 C I .. 0..5-d ~~1\"\"7ffl.\u0026amp;4 1 ... 1:,.,,. ~11tOM8~.:. OFFICE OF INTERGOVERNMENTAL SERVICES PHONE (501) 682-1074 Mr. James Jennings STATE OF ARKANSAS DEPARTMENT OF F INANCE AND ADMINISTRATION PO BOX 3278 LITT LE ROCK  72203 March 14, 1989 Little Rock School District of Pulaski County 810 Hest Markham Little Rock, Arkansas 72201 Re: AR 890314-067 Interdistrict Magent Schools of Pulaski County, Arkansas. (84. 165A) Dear Mr. Jennings: The State Clearinghouse is in receipt of the above referenced application submitted in accordance with Executive Order 12372 \"Intergovernmental Review of Federal Programs\" and the Arkansas Project Notification and Review System. The proposal will be submitted to the proper state agencies and interested organizations for their review and comment. The State Clearinghouse wishes to thank you for your cooperation. Should you have any questions, please contact Tracy Copeland at the above telephone number. Sincerely, Jt:ii'::!t::\nState Clearinghouse Attachment JG:TC:cb/0021. lN (2) .. AN EQUAL OPPORTUNITY EMPLOYER PART II BUDGET INFORMATION - OMll Appro11al No. 0)4il -0044 BUDGET INFORMATION-Non-Construction Programs SECTION A - BUDGH SUMMARY I Grant Progrm C1tlog of federI htlmted Unobllg.ated fund, New or R 111i d Budget function Dom11tk Aubtiln\u0026lt; or Actl11ity Number Feder.al Non-federal Feder.al Non-federI TotI ll (b) (c) (di (e) (f) (g) 1. Magnet Scho9ls $ $ $ $ $ Assis. Pro.~ram 84-165A 2.643 ,401 2,643 ,401 2. J. 4. 5. TOTAU s s s 2,643,401 s s 2,643,401 SECTION I - BUDGH CA Tf GORIE S ORANT PROORAM, FUNCTION OR ACTIVITY Total ' Obje\u0026lt;t CIHt C1tegod1t (1) (2) (3) (4) (5) .. Penonnel s 426 ,010 s s $ $ 426, 010 .,-.._\"1 ~lJl b. fringe Beneflu 90 ,185 90 ,185 ,. Tri1111el d. lqulpment 1, 215,413 1, 215,413  SuppliH 682 , 379 682 , 379 f. Contril\u0026lt;tual II 11 Connru\u0026lt;tlon h. Other 186 ,612 186 ,~12 I. TotI Dlre\u0026lt;t Charges (sum of 6il - 6h) 2, 600 ,599 2, 600 , ~99 J. lndlre\u0026lt;t Chug11 42 ,802 42 , 802 k. TOTALS (sum of 6i nd 61) 5 2,643 ,401 s s $ s 2,643, 401 ,.~ .. \"l I ,_ Prog,am Income s 1 s s I, I' - SECTION C- NONFEDERAL RESOURCES lI Ornl Prourm lbl Aoollcnl lclllala ldl Olh .. Soun:-  lel TOTALS I . s s s s  10. 11. u. TOTALS (,um of hne, I And 11) s $ $ $ SECTION D - FORECASTED CASH NEEDS u. , .... ,  Jolet lot lat Yr hl0uat1er Jnd Ouarler lrd Ouar1er 41h Ouar1er $ 2,643,401 $1,135,300 $ 1,135,300 $ 186,401 $ 186,400 14. NonfederI 15. TOTAL hum oflinei 11 nd 14) $ s $ $ $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (at Grant Progrem fUJUll fUND\u0026lt;N\u0026lt;i PUIOOI IY .. uj lblflral {\u0026lt;)S.,ond {d}Thl,d (el Fourth 16. $ s $ $ n. 11. 19. 20. TOTALS (,um of line116-19) $ $ $ $ SECTION F  OTHER BUDGET INFORMATION (AIIA\u0026lt;h dd1tionI Sheeu If Ne,enry) 21. Dlre\u0026lt;t Chuge1: I n. lndlre\u0026lt;t Ch111ea: n. llmkl Sf 424A 14 -a\u0026amp;) Puo i PART III PROGRAM NARRATIVE I. PLAN OF OPERATION Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Little Rock School District covers ninety-one square miles, and its boundaries are coterminous with boundaries of the City of Little Rock. Al though the population of the City of Little Rock is approximately two -thirds white, 63% of the Little Rock School District's 25,942 students are black. Along with the North Little Rock School District, the Little Rock School District is one of the oldest continuously operating school districts in Arkansas. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the City of North Little Rock. The North Little Rock School District has 9,505 students (43% black). The Arkansas River separates the City of Little Rock and the City of North Little Rock. Created in 1927 through the consolidation of thirty-eight rural independent school districts, the Pulaski County Special School District surrounds the Little Rock School District and the North Little Rock School District. The Pulaski County Special School District covers 729 square miles and contains the remainder of the county not included in the other two districts. This district has an enrollment of 21,819 students (25% black). Each of the three districts currently operates under a court-ordered desegregation plan, and none of the districts has achieved unitary status. For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. While the racial composition of the school has shifted slowly in the past several years, there (5) has been a gradual increase both in the number of black students attending Little Rock schools and in their proportion of total enrollment. In 1980-81 black enrollment totalled about 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year the number of black students had grown to almost 13,800 or 71 .3 percent of the total enrollment of 19,300 students. The decrease in total enrollment between 1981 and 1987, while experiencing growth in the black enrollment during the same time period, is an indication of the pattern of white flight that has continued to plague the Little Rock School District. In November 1981, a team of twenty-two social scientists, business leaders, educators, and technical assistance specialists, all of whom were involved in the study of desegregation issues, visited the Little Rock School District. The team visited the Little Rock School District under the auspices of the Technical Assistance Center at Stephen F. Austin University, in Nacogdoches, Texas. The team spent four days in Little Rock observing schools, interviewing community leaders, parents and school personnel, and reviewing available research and program documentation. The purpose of the visit was to review the progress of desegregation in Little Rock and to identify ways that the progress could be maintained and expanded. Among other things, the team noted the following: Significant progress in desegregating the Little Rock School District will require the exchange of students across the boundary lines between the Little Rock and Pulaski County school districts. This will require either a voluntary or mandatory exchange of students and will probably require involvement of the state government. The metropolitan areas in the United States with the most desegregated schools are those that implemented county-wide desegregation plans. County-wide desegregation plans have proven to be the most stable urban desegregation plans in big cities. (6) The 1981 desegregation study was the catalyst for a consolidation lawsuit filed by the Little Rock School District on November 30, 1982. The lawsuit was filed against the North Little Rock School District, Pulaski County Special School District, and the State Board of Education. On April 13, 1984, the United States District Court for the Eastern District of Arkansas found that the defendants had contributed to the continuing segregation of the Little Rock schools and that an interdistrict remedy was appropriate. The district court ordered consolidation of the three districts, establishment of a uniform millage rate, elimination of discriminatory practices, and creation of magnet schools to enhance educational opportunities in the new district. The Joshua Intervenors, representing black parents and students in the three districts, filed a brief in support of the district court's judgment. The United States Eighth Circuit Court of Appeals reversed the district court's consolidation order on November 7, 1985, and decided instead that the Little Rock School District should annex those areas in the Pulaski County Special School District that would make its boundaries coterminous with the boundaries of the City of Little Rock. The Eight Circuit maintained, however, that a limited number of magnet schools and programs should be opened to all students in Pulaski County. Also, the Eighth Circuit required the State Board of Education to participate in funding the compensatory, remedial, and quality education programs, in establishing and maintaining the magnet schools, and in monitoring plan progress. Prior to the Eighth Circuit's order, three intradistrict magnet schools were in operation in the Little Rock School District. The first magnet program in the Little Rock School District (and the state) opened at Williams Elementary School in 1982. Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the (7) District had been experiencing and (2) to respond positively to the public's perception and position that public elementary education does not. but should promote competence in fundamental academic skills. In 1983, Booker Arts Magnet School opened for intermediate students, and a math/science magnet school-within-a-school opened at Mann Junior High School. Both of these schools were opened to attract and retain white students in the system. Unlike Williams, these schools were difficult to desegregate before their conversion to magnet schools. Three additional magnet schools 1~ere opened in the 1987-88 school year as a result of the Eighth Circuit's order: Carver Math/Science Magnet (K-6), Gibbs International Studies and Foreign Languages Magnet (K-6), and Parkview Performing Arts Magnet High School (10-12). In addition to these new programs, Mann Junior High was converted to a full magnet by adding an arts magnet program to the math/science component. The six magnet schools are all located within the boundaries of the Little Rock School District\nhowever, all of these schools are \"interdistrict\" magnet schools. All magnet schools must have a student population which is 50-55 percent black and 45-50 percent non-black. Twenty-five percent of the capacity of a magnet school is reserved for the shadow area of the school. The remaining seventy-five percent of the seats are allocated to each of the three districts in proportion to that district's percentage of county-wide students at each school level (elementary, junior high, or senior high). Of the 4,198 magnet seats, Little Rock has 2,488 seats\nNorth Little Rock has 472 seats\nand the Pulaski County Special School District has 1,238 seats. (See next page for actual enrollments by school and district.) A random selection process is used to assign students to the magnet schools. This process allows each magnet school to serve a cross-section of students. (8) ?ULASKI COUNTY INTERDISTRICT ~AGNET SCHOOL ENROLLMENTS AS OF 2/13/89 LRSD PCSSD NLRSD SUBTOTAL SCHOOL SL ~JS BL NB BL ,IJB BL ~B TOTAL \"\nSLACK Booker 229 166 85 61 34 68 348 295 643 54% Carver 167 83 42 90 29 63 238 236 474 50% Gibbs 125 '. ~5 17 23 28 10 171 178 349 19% '.ii l l i ams 2'. .1 '. 32 1 9 .!6 14 15 247 2a.3 l90 :: ,-\\'JI oJ..., ,0 Mann 298 241 '. 75 37 21 32 494 360 354 - -. ,,, :o,, Par'\u0026lt;vi e1:1 31J9 2::..7 '29 -o 1 .1 28 152 345 -:97 :-\n-:, - , J Subtota.i '. 31!.3\nQ64 167 377 140 216 1950 1657 3507 : 4- ~~ Total 2407 8411 356 3607 % Black 58% 55% 39% 54% % of Enrollment LRSD PCSSD :!LRSD School Total 0,,/ Total 0/ Total \" TOHL ,0 .2. Booker 395 61% 146 23% 102 16\n~ 643 Carver 250 53% 132 28% 92 19% 474 Gibbs 271 78% 40 11 % 38 11 % 349 \\~illiams 396 81% 65 13% 29 6% 490 Mann 539 63% 262 31% 53 6% 854 Parkview 556 70% 199 25% 42 5% 797 Total 2407 67% 844 23% 356 10% 3607 (9) The last two school years can be described as the beginning of stabilization and cooperation among the three districts in Pulaski County. The Eighth Circuit Court of Appeals established the Magnet Review Committee to serve as the policy-making board for the magnet schools. The Magnet Review Committee consists of one representive from each district and the Joshua Intervenors, and two representives from the Arkansas State Department of Education. In addition to the interdistrict magnets, non-magnet students can transfer among the three districts if the school assignment enhances desegregation (voluntary majority-to-minority interdistrict transfers). In addition to the area of student assignments, the three districts also work cooperatively in the areas of staff development, curriculum, staff recruitment and hiring, transportation, summer school, gifted and talented, special education, purchasing, and various programs and/or concerns. The new era of stabilization and cooperation is best evidenced by the recent signing of a settlement to the Pulaski County desegregation lawsuit. All of the parties in the lawsuit have agreed to release statements that will end the desegregation lawsuit. The settlement agreement is subject to court approval and the court will still be responsible for enforcing the desegregation plans. Community groups such as the Greater Little Rock Chamber of Commerce, the Little Rock and North Little Rock Chapters of the NAACP, the Greater Little Rock Christian Ministerial Alliance, the Arkansas Education Association (NEA affiliate), and the local teacher associations have expressed their support for the settlement agreement and the desegregation plans in the respective districts. This milestone represents the end of thirty-two years (since the 1957 Central High School crisis) of desegregation litigation. More important, however, this milestone represents revitalization of quality desegregated (10) education in Pulaski County. The purpose of this grant proposal is to secure the resources needed to promote quality desegregated education in the interdistrict magnet schools of Pulaski County and to use these schools as models of academic excellence for the county, state and nation. Management Plan Each of the proposed six (6) magnet school projects will be administered by the Little Rock School District's Division of Schools, with overall responsibility assigned to the Associate Superintendent for Schools (locally funded). The Associate Superintendent for Schools is one of five persons reporting directly to the Superintendent and is a member of the Executive Team which formulates all policy and personnel reccommendations for Board approval. The success of the magnet schools' operations is an ongoing concern for the Little Rock School District Board of Directors who administers the six schools under the aegis of the federal court as interdistrict magnets involving the Pulaski County Special School District, North Little Rock School District, and the Arkansas State Department of Education. The Magnet School Director will report to the Associate Superintendent for Schools. An Acting Director is assuming these duties at the present time. This person will manage further program development and implementation, manage and monitor the budget, coordinate staff development activities, prepare all interim and final reports, coordinate the operations of the magnet schools with the general education programs in the other schools, and provide effective and centralized leadership to the magnet school programs. The Magnet School Director will be assisted by Instructional Coordinators assigned to each of the magnet schools. These coordinators will be responsible for assisting in the development of curriculum guides for the magnet schools, monitoring and implementing the programs, coordinating and monitoring the (11) budget, monitoring the reduction in achievement disparity, coordinating building level staff development and monitoring/facilitating the implementation of activities/projects at the respective magnet schools. They will work under the supervision of the principals who report to the Magnet School Director. The Associate Superintendent for Curriculum and Special Programs and other staff members of the Division (all locally funded) will provide technical assistance and leadership support for curriculum and program refinement, staff development, and program implementation and monitoring. Consultant services through the Division will provide information on federal and state laws and district policies that must be followed in providing educational programs aopropriate to the needs of all students -- i.e., special education, gifted education, etc. The Magnet School Director will also be assisted by the Associate Superintendent for Desegregation. The Associate Superintendent for Desegregation will ensure that federal, state and local mandates are followed as related to the efficient and effective desegregation of the schools and to equity and excellence in all facets of the school programs. Evaluation Specialists from the Department of Research and Evaluation will provide ongoing program monitoring, 1~ith periodic reports provided to Little Rock School District staff and Board members, the Magnet Review Committee, and the Court. The principals of the magnet schools will report to the Magnet School Director concerning implementation of proposed activities. They are administratively responsible for the Instructional Coordinators and the teachers who will provide the instruction and special activities designed to improve the overall achievement of students and to reduce the disparities in achievement among sub-groups of the student population. Working with Little Rock School District personnel, the Magnet Review (12) Committee will conduct an annual end of the year evaluation of each magnet school program. Evaluation components will focus on the overall goals of the individual schools. Feedback instruments from parents, students. staff and other significant parties and statistical student data will be used to evaluate the programs and to identify needs for improvement. Magnet Revi ev1 Cammi ttee ( MRC) The Magnet Review Committee (MRC), created by the Eighth Circuit Court of Aopeals at St. Louis, was established in September, 1986, to oversee the implementation and operation of the six interdistrict magnet schools in Pulaski County. Essentially the MRC is the policy-making body for the interdistrict magnet school program. Comprised of representatives from each of the parties in the desegregation case, the Magnet Review Committee makes policy on issues such as magnet enrollment, transfers, and building capacities. The MRC also approves funds budgeted for the operation of the six interdistrict magnet schools. The Magnet Educational Team (MET) is the recruitment arm of the MRC and is composed of three (3) members from each of the parties in the desegregation case. The MET is responsible for public information, recruitment strategies, and activities for the magnet school program. The MRC and the MET collaborate regularly with the host district and the parties involved in the interdistrict magnet school program. Relationship of Project Objectives to Purposes of the Program The objectives of the State of Arkansas, Little Rock, North Little Rock, and Pulaski County Special School Districts in establishing magnet schools to serve interdistrict students are as follows: (1) to advance voluntary desegregation within a segregated neighborhood and (2) to enhance the educational, cultural, and social opportunities for all students. (13) All three of the above named school districts are located in Pulaski County. The Little Rock School District, which has a school population in in excess of sixty (60) percent minority, houses the six magnet schools in neighborhoods which are primarily segregated. Transportation of students from all three districts to and from the student's home/magnet school is provided at no expense to parents. Core and enrichment curriculums are being refined and expanded to attract both minority and non-minority students at the elementary level. Carver Elementary School is designated as a basic skills/mathematics/science magnet school. International studies and foreign language are the themes selected for Gibbs Elementary School based on research that \"schools should begin emphasizing a global perspective during the elementary school years.\" Booker Elementary School is an arts magnet, and Williams Elementary has a basic skills program that reflects a structured, disciplined approach to learning and behavior. At the secondary school level, Mann Junior High School has a science/math/ fine arts focus, and Parkview High School has a fine arts theme. Activities designed to meet the objectives of the State of Arkansas and the three school districts as well as the two purposes for the Magnet School Assistance Program are described herein for each of the six magnet schools. Refinement and expansion of the curriculums are undertaken to attract and retain more students on a voluntary basis from all three school districts. The major thrusts of the activities revolve around (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parents and community. (14) Description of Staff Development Program The three school districts in Pulaski County believe that staff development is essential to the success of educational programs. The districts ha ve identified staff development strategies to attack second generation desegregation concerns which include, but are not limited to, low expectations, academic achievement disparity and lack of sensitivity toward individual differences. Thus, the districts have identified the following staff development programs: Effective School Training- Based on the research of Ron Edmonds, Larry Lezotte, Wilbur Brookover and others, the training cites Safe and Orderly Climate, Clear School Mission, Instructional Leadership, High Expectations and Frequent Monitoring of Student Progress as essential characteristics for effective schooling. The training is aimed at improving teaching practices, student achievement and student behavior. The training looks at the whole school, recognizes roles and role relationships, encourages shared decision- making and acknowledges the subtle yet powerful interaction that exists among the members of the school social system. Teacher Expectations and Student Achievement (TESA)- TESA is an in-service training program for teachers of all subjects, kindergarten through college, which encourages non-discriminatory behaviors toward all students to increase their academic performance. The program is a five month experience, built around 15 teaching interactions that must be internalized by the teachers and incorporated into the classroom experiences of the student. Cooperative Learning- There are two major cooperative learning models: Cooperation j_Q_ the Classroom and Student Team Learning (15) Cooperative learning is a basic instructional strategy in which lessons are structured so that students work together to accomplish shared goals. Students are assigned to small heterogeneous groups and instructed to learn the assigned material and to make sure that the other members of the group have learned the assigned material. Cooperative learning fosters better student achievement than individualistic methods, increases crossethnic friendships, and improves students' self-esteem as well as positive attitudes toward other students and the school. Cooperation j_.'.!_ the Classroom is a set of instructional strategies developed by David W. Johnson and Roger T. Johnson. Student Team Learning is a set of instructional techniques developed at the Center for Social Organization of Schools at the Johns Hopkins University. The basic idea behind the Student Team Learning techniques is that when students learn in small, carefully structured learning teams and are rewarded for working toward a common goal, they help one another learn, gain self-esteem and achieve feelings of individual responsibility for their learning. Further, Student Team Learning develops positive inter-student relations in desegregated classrooms or other heterogeneous groups. Typically, the training includes three techniques: Student Teams-Achievement Divisions (STAD)\nTeams-Games-Tournament (TGT), developed at the Johns Hopkins University\nJigsaw, which was adapted by the Center for Social Organization of Schools Activities and Personnel ..!Q Meet Objectives In the goal domain of expansion and refinement of curriculum, each magnet school has established objectives that will enable the staff of each school and its administration to offer and implement curriculum generally and specifically designed to meet the needs of all students. The curriculum implementation is (16) j unique in that each school is striving to integrate its theme, i.e., the arts at Booker, throughout all disciplines. Wide range teaching/learning strategies are to be utilized. The building coordinator and principal at each magnet school will be responsible for ensuring that the curriculum is fully integrated throughout the school. In the goal domain of staff development, the primary objective of each school will be to see that staff development is an ongoing activity rather than an event that takes place once a month. While many staff development programs, i.e., Program for Effective Teaching (PET) and Teacher Expectations Student Achievement (TESA), will be utilized at all magnet schools, each magnet school will design and develop unique staff development activities to meet its particular needs, such as computer training for staff at Carver Magnet School. In the third goal domain of reducing achievement disparity between minority and non-minority students, many varied activities, ranging from computer use to using new unique teaching/learning strategies, will be implemented. The expansion of the curricular areas coupled with intensive staff development in the area of effective teaching strategies are two means that will be utilized in improving the present disparity that exists in the schools. District-wide data as well as individual magnet school data will serve as the basis for evaluating where we are and where we need to be. The principal will organize the data at his/her designated magnet school and will make this information available to the school staff. New test data which will be available in the spring will be used to determine disparity reduction, as well as other indicators selected by each magnet school. The fourth goal of domain addresses greater involvement of parent and community. Concentrated efforts will be made to increase active parent participation in all magnet schools. An example of this is Williams Magnet (17) School where parents are required to participate in school programs in order for their child to attend that school. Additionally, two days a year are set aside for parent/teacher conferences. These days are designed to give the parents an opportunity to discuss their child's progress with the teacher. While all magnet schools as yet do not have community partnerships, attempts to formulate these partnerships are ongoing. The parents are also directly involved in the needs assessment survey that is sent out to all parents, encouraging them to state their concerns for the educational future of their child. This activity will be coordinated and will be supervised by each building principal. Each of the four goal domains is an ongoing process and is to be viewed by all participants as an integrated process rather than a specific activity that starts and stops. Additionally, each goal is evaluated at the end of each year, and this evaluation will serve as a basis for continued direction in each magnet school. Note that all goals are designed to be used in the ways that best meet the needs of each magnet school. Upon receiving evaluation data from all magnet schools, the Director of the Magnet Schools will forward this information to the Assistant Superintendent. ~ Access for Eligible Participants The three school districts have made a concerted effort to notify all students of the opportunity to apply to the six interdistrict magnet schools. Individual mailings to students, as well as newspaper ads, have highlighted program details and application procedures. The schools themselves have established telephone networks to recruit by using parent volunteers who could respond to the specific concerns of potential applicants. Implementation of project activities should result in even greater attraction to the magnet schools. (18) Students are assigned to the magnet schools through a random selection process . No preference is given for academic achievement, special talents, or other criteria commonly used in selective admission procedures. The nonselective admission process used in the Pulaski County Interdistrict Magnet Program guarantees the assignment of a cross-section of students and ensures each student of equitable consideration for a magnet assignment. Central administrative control is used to guarantee equity in publicity, recruitment and assignment practices and procedures. Within schools, individual classrooms are also racially balanced to reflect the majority/minority census of the individual school population. In addition, the school district is committed to equity in areas other than ethnicity. These magnet schools approximate equal male/female enrollment. Special Education (resource)students are mainstreamed and all of the magnet schools are accessible to students who are physically handicapped. Special focus will be provided at the science/math magnets on ensuring success of minorities and females in the specialized math/science curriculum where these groups have been greatly underrepresented. The professional staffs assigned to these schools are diverse in terms of race, age and gender. Also, these staffs parallel the diversity found in nonmagnet schools throughout the Little Rock School District. (19) ) Principals Assistant Principals Black 34% Black 34% Magnet School Administrators Black Non-Black -4- 5 Magnet Schools ~Jon-Black 66% 2 5 Teaching Staffs Male 18% LRSD Teaching Staff Non-Black Male 66% 16% r-1a1 e Female -3- 3 3 7 Female 82% Female 84% These numbers parallel the systemwide averages as required by the court order. Ages of the staff members range from 25 to 61. Each person competed for his/her assignment individually. The results of the personnel proc2ss demonstrate the district commitment to equal access as 1~ell as providing a superior staff to enable the schools to succeed. AGE Under 31 31-50 Over 50 LRSD STAFF 20% 66% 14% (20) MAGNET SCHOOL STAFF 17% 71% 12% II. QUALITY OF KEY PERSONNEL The following persons will be the leaders in implementing the Magnet Schools Assistance Program Project. The project director and the six building principals are fully committed to the Magnet School Program and will devote 100% of their time to the implementation of the project. Project Director - (Acting) Arma J. Hart, M.S.E., will serve as the Acting Director of the Magnet Schools until a full-time director is approved. Ms. Hart has had extensive educational experience. She received her B.S.E. degree in 1965 from Arkansas Baptist College, Little Rock, and her M.S.E. degree in 1969 from Harding University at Searcy, Arkansas. In her present position as Assistant Superintendent for Division of Schools, Little Rock School District (LRSD), she has assumed many responsibilities. Additionally, she has been recognized with special appointments, e.g., appointed by Governor Bill Clinton of Arkansas to serve on the Teacher Education Certification and Evaluation Committee. She also chaired the kindergarten through third grade Curriculum Development Committee for the LRSD. Ms. Hart will supervise all building coordinators and will assist them in working with their staffs in carrying out their outlined activities designed to meet their program objectives. She will also be responsible for seeing that district personnel understand the project as well as oversee the fiscal and evaluation activities. Ms. Hart possesses the necessary skills and background in desegregation to implement this project until a full-time Director of Magnet Schools is employed. Included in this grant proposal is a detailed job description developed specifically for the above named position. The Director ~ 1 Magnet Schools will be filled and funded in accordance with the procedures described herein. However, all building administrators will be funded locally. (21) EnUCATION: RESUME ARMA J. HART 810 W. Markham Street Little Rock, AR 72201 Business Phone: 370-1633 1987 - University of Arkansas at Little Rock - Central office Administration - 3 hours 1981 - University of Arkansas Graduate Center - Certification in Administration 1981-83 - Peabody Vanderbilt, Nashville, Tennessee - Post Graduate Program - 15 hours 1976 - University of Central Arknansas (Scholarship) - Psychology - 6 hours 1974 - University of Arkansas at Monticello (Scholarship) - Environmental Education - 3 hours 1972 - University of Arkansas at Fayetteville (Scholarship) - Economic Education - 6 hours 1969 - Harding University, Searcy, Arkansas - Masters in Teaching 1965 - Cortez Peters Business College, Chicago, Illinois - Clerk Typist Certification 1965 - Arkansas Baptist College, Little Rock - B.S. Degree in Education - Graduated Cum Laude OTHER CERTIFICATIONS: 1986 - Evaluation Certificate - Granted by the State Department of Education, Little Rock, Ar~ansas 1984 - Program for Effective Teaching Instructor Certificate for State of Arkansas PROFESSIONAL ORGANIZATIONS: NAESP - National Association of Elementary School Principals ASCD - Association of School Curriculum Development POK - Phi Delta Kappa AUW - Association of University Women PRT - Principals 1 Roundtable\nPast President - 1985-86 National Alumni President of ABC - 1984-Present AKA - Alpha Kappa Alpha Sorority (22) Arma J. Hart Resume Page 2 SPECIAL APPOINTMENTS: 1987-88 - Appointed to the Magnet Review Committee. Approved by Judge Henry Woods 1985-Present - Reappointed by the State Board of Education to Teacher Education Certification and Evaluation Committee 1984-85 - Appointed by Governor Bill Clinton of Arkansas to Teacher Education Certification and Evaluation Committee 1983 - Appointed by the Associate Superintendent for Curriculum and Instruction to chair the kindergarten through third grade Curriculum Development Committee for the Little Rock School District to develop a needs assessment, identify strengths and weaknesses for the existing program and make recommendations for improvement. The report was printed in the District Planning Report verbatim and was used as a basis for future planning. 1982 - Appointed by the Little Rock School Board of Education to be on the Search Committee to select the new superintendent for the Little Rock School District. (Selected Superintendent Ed Kelly) 1981-84 - Appointed by Little Rock School Board Directors to serve on the Professional Negotiations Team to negotiate with teachers on behalf of the Board. JOB EXPERIENCE: 1988-Present - Assistant Superintendent for Division of Schools, Little Rock School District 1987-88 - Director of School Improvement, Little Rock School District 1980-87 - Principal, Forest Park School, Little Rock, Arkansas 1967-80 - Elementary Teacher, Forest Park School, Little Rock, Arkansas 1964-66 - High School English Teacher, Washington, Grades 9-12 1966-67 - Head Teacher, Bearden, Arkansas OTHER JOB EXPERIENCE: 1986-87 - Summer School Principal, Pulaski Heights Junior High and Elementary Summer School (23) I Arma J. Hart Resume Page 3 OTHER JOB EXPERIENCE (cont.): 1985 - English Teacher, Parkview High School, Grades 9-10 1970-73 - College English Teacher, Arkansas Baptist College, Part time SPECIAL AWARDS 1981 - Outstanding Alumni Award - Arkansas Baptist College 1986 - Outstanding Recognition for 20 Years of Service - Forest Park Elementary School PTA 1987 - Outstanding Performance - Little Rock School District CHURCH AFFILIATION: Positions Previously Held - Canaan Baptist Church 1. Director of Christian Education 2. M~mber of Church Council 3. Youth Director 4. Vacation Bible School and Sunday School Teacher 5. Choir and Missionary Society Mount Zion Baptist Church 1. Scholarship Committee 2. Baptist Training Union Teacher 3. Missionary Circle (24) Other ~ Personnel Junious~ Babbs, Jr., principal of Parkview Fine Arts Magnet School, holds B.S.E. and M.S.E. degrees from Henderson State University in Arkadelphia, Arkansas. Additional hours toward a Specialist Degree in Educational Administration have been completed at the University of Arkansas and the University of Central Arkansas. He has been with the Little Rock School District for sixteen years\nas an instructor (6 yrs.), assistant principal (4 yrs.), and building principal (6th yr.). This is his fourth year at Parkview High School. He helped to coordinate all preliminary planning for program transition at Parkview to an Arts Magnet High School which is presently in its second year and has been principal since its inception. He has completed additional education program training in PET (Program for Effective Teaching), TESA (Teacher Expectation Student Achievement), Cooperative Learning Classroom Management, Hemispheric Learning Patterns and Excellence in Equity training models. Donna Davis, principal of Gibbs Magnet School, graduated from Hendrix College in 1962 with a B.A. degree. She earned an M.Ed. in 1966 from the University of Arkansas at Fayetteville. She has earned additional hours through the University of Arkansas at Fayetteville, University of Arkansas at Little Rock, and the University of Central Arkansas at Conway. She served as a regular elementary classroom teacher in Coco Beach, Florida\nDeKalb County~ Georgia\nand Little Rock, Arkansas. In 1974 Ms. Davis was named assistant principal at Kramer School. From 1975 to 1979 she was appointed as principal of Kramer School. (Kramer School was a research project headed by Dr. Bettye Caldwell, PhD, to link an early education program with an elementary school program). Upon closure of Kramer, Ms. Davis transferred as Early Education Director to Rockefeller School. In (25) 1980 she was named principal of Woodruff Elementary School and remained there for seven years. In 1986 she was named principal of Gibbs International Studies and Foreign Languages Magnet School. \\lilliam ..:_ Finn, principal of Booker Arts Magnet School, earned a B.A. in Education from Philander Smith College. He holds an M.A in Education degree and has done additional post graduation work at the University of ArkansasFayetteville Campus. He has been working in the Little Rock School District for 20 years as a classroom teacher, Dean of Students, Junior High School Assistant Principal, Principal of the Elementary/Junior High School Summer School for two years and an Elementary Principal. He has worked in the arts magnet orogram since its inception. He has coordinated all of the curriculum and staff development programs and assisted with the implementation of Partners-in-Education agreements for Booker. He has worked with school plant services to plan and oversee all of the building modifications and renovations needed over the last six years as the school changed from a junior high plant to an elementary school plant with an arts emphasis. He has also worked with district staff development committees. Mr . Finn has attended many administrator/management seminars, inservices, and workshops. He serves on many community services, religious, and professional organizations' Boards and Executive Committees. He is the founding First Vice Chairman of the Board of Directors for the Sickle Cell Anemia Foundation of Arkansas and has served as an officer of that board for all of its existence. He has been a member of the Board of Directors of the National Association for Sickle Cell Disease since 1974. Mary I:_ Guinn, pri nci pa 1 of George l4ashi ngton Carver Magnet School, holds a B.A. 1 1rom the University of Arkansas at Little Rock in Speech Pathology/Psychology and a M.S.E. from the University of Central Arkansas in (26) Communicative Disorders/Learning Disablities. She has studied educational administration at several institutions of higher learning. In addition to working with the Headstart Program, Mrs . Guinn has been an instructor on the college level and a public school teacher. Mrs. Guinn has had experience in providing inservice training activities with the staff at Carver Magnet School and also with handicapped services in a seven state area. Mrs. Guinn holds leadership positions in several educational and civic organizations. While fulfilling her duties and responsibilities as principal of Carver Magnet School, irs. Guinn is currently serving a one year appointment as Special Assistant to the Superintendent of the Little Rock School District. Edwin 2..:_ Jackson, Ed.D., principal of lJilliams Basic Skills Magnet School for the past two years, received a B.A. from the University of Arkansas at Monticello and an M.S. and Ed.Din Educational Administration from the University of Arkansas. He has been a teacher at the elementary, junior high, high school, and college levels. In 1985, he was awarded the National Association of Elementary Principals National Distinguished Principals Award after serving in numerous leadership capacities at the local, state, regional, and national levels. As an elementary principal for the past twenty-six years, he has been involved in all areas of elementary curriculum development, organization, implementation, evaluation and revision. Marian Q_:_ Lacey, principal of Mann Arts/Sciences Magnet School, is a graduate of the University of Arkansas at Pine Bluff. She has earned an M.S. in Secondary Education from Indiana University, Bloomington, Indiana, and a specialist degree in educational administration from the University of Arkansas at Fayetteville. She has participated in workshops/inservice in Cooperative Learning (LRSD) and has completed several cycles of Program for ( 27) I Effective Teaching (PET). Mrs. Lacey has been a teacher of English for twenty years, teaching grades 6-12, and has tutored youth, adults and students with special needs. Mrs. Lacey served as chairman of the English department at Eliza Miller High School in Helena, Arkansas, and at Dunbar Junior High School in Little Rock. She represents the Little Rock School District on two special task forces: Principals Task Force of the Arkansas Education Renewal Consortium and the Safety Task Force. She shares her time with her church and various community activities, working with and speaking to youth and adults. Selection Criteria for Magnet School Teachers Although each magnet school has additional criteria applicable to the unique theme of each magnet, the following criteria for all magnet teachers has been approved by the Magnet Review Committee: 1. Mastery of the content area for which he/she is applying\n2. An understanding of and commitment to the goals and purpose of the magnet program\n3. Ability to plan and implement activities designed for large group instruction and counseling that will meet the academic/social behavorial needs of individual students\n4. Willingness to participate in staff development activities prior to beginning of contract and throughout the school year\n5. Evidence of ability to work cooperatively in developing and implementing interdisciplinary program 6. Willingness to be a role model for the students as related to: (28) - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. DISTRICT NONDISCRIMINATORY EMPLOYMENT PRACTICES The Little Rock School District recognizes the following obligation which is contained in a 1973 consent decree in the case of Cl ark ~ The Board .2.f. Education of the Little Rock School District, No. LR-C-64-165: \"The Little Rock School District is an Equal Opportunity Employer and its goal has been and continues to be, through normal attrition and consistent with the hiring of qualified individuals, to achieve a total administrative and teaching ratio of one-third black per sonne 1 . \" According to the most recent EE0-5, November 11, 1988, report filed with the Office for Civil Rights by the Little Rock School District, the total number of teachers at the time of the report was 1,724. Of these, 586 (34%) are black and 1,138 (66%) are white. These numbers show the Little Rock School district is meeting its basic obligation under the Clark decree. numbers show the the Little Rock School District is meeting its basic obligation under the Clark decree. (29) J III. QUALITY OF PROJECT DESIGN The six interdistrict magnet schools of Pulaski County, Arkansas are designed to advance voluntary desegregation within segregated neighborhoods and to enhance the educational, cultural, and social opportunities for all students. In the following pages, specific measurable objectives and related activities are presented for each of the six magnet schools and for each of the foll011ing goals: (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parent and community. Booker Arts f1agnet School The Little Rock School District Board of Directors approved a plan for an arts magnet school to be located at Booker Intermediate School for the school year 1983-84. Booker Arts Magnet School operated as a school within a school for two years. The Board of Directors approved a plan to involve all students at Booker Intermediate School in the arts magnet program for the school year 1985-86. Booker Arts .Magnet School began operating as a full magnet school in August, 1985. Until 1987-88, the Booker Arts Magnet School offered an intermediate grade level (4-6) program that reflected a structured approach to learning with the ability to perceive and interpret. The teaching of reading, 1~riting, grammar, spelling, mathematics, and social studies was emphasized and enhanced through the addition of fine arts and humanities. The goals of Booker Arts.Magnet School were to nurture the students 1 learning, to encourage personal achievement, and to foster self-discipline inherent in artistic achievement. Developing performing artists was not a (30) goal of the program. The major emphasis was to instill a lifetime understanding of the relationship of the arts in their daily lives. Beginning with the 1987-88 school year, Booker Arts Magnet became an elementary school offering its unique program to kindergarten through sixth grade. As a part of the Pulaski County desegregation efforts, Booker Arts Magnet operates as an interdistrict magnet school utilized by students from all three area school districts. A 50/50 racial composition has been established with a 5% varience. Booker Arts Magnet School is operating a highly successful magnet school program (as indicated by previous evaluation results) within a lower socio-economic neighborhood. Booker's location enhances its unique arts magnet school theme because of the proximity to the Arkansas Arts Center, Museum of Science \u0026amp; Natural History, Decorative Arts Museum, and the surrounding Historic Quapaw Quarter of Little Rock. The philosophy of Booker Arts Magnet School is as follows: Booker Arts Magnet School will provide those educational experiences that will help each student develop to his/her highest potential. Emphasizing the inter relationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic/aesthetic growth of students who express an interest and/or need in the arts. The goals of the Booker Arts Magnet are the following: To nurture the students' learning. To encourage personal expression. To use the arts to motivate achievement. To foster self-discipline inherent in artistic achievement. (31) To provide opportunities for students to achieve in artistic media such as art, music, dance, theatre. crafts, and photography. To introduce students to elements of different artistic disciplines. To involve parents in students' educational program. Booker Arts Magnet School will offer an alternative program that emphasizes structure, organization, and discipline in teaching, learning, and behavior. The goal of the school will be the education of the whole child which includes his/her physical, emotional, and intellectual growth . The school will stress traditional grammar, spelling, mathematics, social studies, science, fine arts, and creative movement. The basic skills will be enhanced and complemented by utilizing art and humanities to present or reinforce each instructional objective. The program at Booker will focus on regularly scheduled instruction with computers, and specialized instruction in art, music, and creative movement. Attendance, proper behavior, and acceptable dress will be emphasized. A major component of the philosophy of Booker Arts Magnet School will be that the education of a child is the responsibility of both the school and the parents. Therefore, the parents of all students at Booker Arts Magnet School will be required to sign a contract evidencing their support of the school's philosophy and practices by: 1) attending regularly-scheduled and specially-called teacher/parent conferences 2) cooperating with the school when disciplinary actions are necessary 3) supporting school rules and policies 4) providing a proper study environment and requiring completion of homework as assigned 5) ensuring prompt and regular school attendance (32) 6) being an active member of the parent/teacher organization. The child's continued enrollment at Booker Arts l1agnet School will be contingent upon both parents and students honoring the above contractual agreements. Throughout the history of schools, there has existed a difference in the achievement success of various subgroups of students. Indications of research studies show that with directed attention given to individual deficiencies, high expectations by all school staff members and parents, open communication between school and home, and sufficient time on task, all students can and will learn. The emphasis within the entire school district and especially at Booker Arts Magnet has been directed at ensuring that each child will learn. At Booker strong parent involvement, home/school communication and high teacher expectations have led to an overall increase in student achievement. The objectives for achieving this goal are directed at correcting as many of the disparities as possible. However, academic disparity does exist between racial and economic subgroups of students. One of the objectives of Booker Arts Magnet is to reduce this disparity using various teaching techniques and strategies. Although Booker Arts Magnet has held several staff development workshops since its inception in August, 1983, additional staff development is needed to ensure continuity, correlation, and consistency in the teaching model. While being trained in a prescribed teaching model, staff members will be provided an opportunity to observe exemplary arts programs in other school districts through school visitations and to attend recognized magnet school conferences. Inservice sharing of innovations observed will allow the entire staff to benefit from the visits or conferences. (33) I Booker Arts Magnet School's theme is built upon the philosophy of integrating arts and humanities into content areas. The teaching of reading, language arts, mathematics, science, and social studies is enhanced daily through the infusion of art and humanities. By reviewing and revising the existing curriculum guides, Booker Arts 1agnet School's faculty and staff will be able to infuse more of the arts into its core curriculum. When new guides are produced, the guides will be used with a prescribed instructional model to increase students academic achievement and appreciation of the arts. A conference will be hosted by the school to gather information from the arts institutions and providers in the community on 1~ays to more fully utilize their services and expertise to enhance student learning. During the 1987-88 school year, Booker Arts Magnet School underwent two major changes in programmatic structure. Booker Arts Magnet School changed from being an intermediate (4-6) magnet school serving the Little Rock School District, to an elementary (K-6) magnet school serving the three districts in Pulaski County. One result of this change in structure was a decline in parent involvement. To address this problem, the staff at Booker Arts Magnet suggests the addition of a home/school liaison person whose primary responsibility will be to provide close and continuing contact between school and parents. (34) ..--... w ..V._1,. BOOKER ARTS MAGNET Goal: To provide the faculty and staff of Booker Arts Magnet School with instructional strategies which will reduce the academic disparities between race and gender subgroups while maximizing academic achievement potentials of all students. Objectives 1. The principal and staff of Booker Arts Magnet School will develop and implement a plan which will decrease the disparity among subgroups of students without lowering the achievement rate of the higher performing groups, ultimately eliminating any measurable disparity among various subgroups within the school. Strategies/Activities 1.a. Identify the achievement levels of each student. 1.b. Identify the appropriate learning style of each student. 1.c. Identify those programs, courses, workshops and seminars which address multiethnic teaching and learning styles. 1.d. Train team leaders in various programs identified above. 1.e. Plan inservice to address multi-ethnic teaching and learning styles. 1.f. Place students according to learning styles. Evaluation Class profile sheets Class profile sheets A list of those programs, courses, workshops and seminars identified Team leaders training Inservice program scheduled, completed, and evaluated with participant complet-ing 1vritten evaluative instrument Grade distribution report Standardized test result Teacher observation Adminislrative observation Goal: BOOKER ARTS MAGNET Objectives Strategies/Activities l.g. Provide time for grade level conferences and planning sessions. l.h. To teach and review proper test taking skills and techniques. l.i. Lower academic disparity without lowering scores of highest subgroup. Evaluation Principal, grade-level chairmen, arts, curriculum specialists Conference logs Copy of the teacher made test Copy of the practice test used Computer profile sheet of practice or supplement test given Copy of sample lesson plans, strategies, and assessment instrument Achievement of goal as measured by MAT-6 MPT Classroom assessment ,....,_ w ..-_._.J_, BOOKER ARTS MAGNET Goal: To increase student achievement by identifying and implementing a staff development program which offers cohesive inservice opportunities essential for the professional growth required to realize the arts magnet potential. Objectives 1. A 'prescribed' instructional model will be developed, taught and utilized. Strategies/Activities 1.a. Train a team of Booker Arts Magnet staff in: - \"Effective Schools\" - Multi-cultural F.clucation - Classroom Management - Booker Arts Magnet Program Design (First Year) 1.b. Develop the instructional model for Booker Arts Magnet with the help of Division of Research and Curriculum Development 1.c. Plan staff development program with: - Main instruction module - Reinforcement module - Maintenance module 1.d. Implement staff development series. 1.e. Evaluation research plan developed and implemented Evaluation Trained personnel in identified instructional strategies Teacher instructional model manuals Total staff development series implemenled Evaluation written Periodic r epor ts Evaluation report ,,...... w 00 '-./ Goal: Objectives Strategies/Activities 2. Opportunites will be provided for staff to visit exemplary programs or magnet conferences 1.f. Modify plan, if necessary. 1.g. Implement mandatory model for all Booker Arts Magnet Staff. 2.a . Provide opportunity for all staff members to visit an exemplary arts magnet school conference. 2.b. Compile a list of school districts with programs successfully integraing the arts into content area courses. 2.c. Develop a comprehensive resource center by gathering all available material and infonnation on identified program. Evaluation Modification incorporated into design Classroom observation Evaluation reports and results Visitation schedules A list of identified districts and schools Resource center added to professional library Goal: Objectives 3. The staff will reaffirm c01TITiitment to changed program with required inservices, workshops, prescribed instruction models. parent/teacher contact and other enhancements. 2.d. Strategies/Activities Develop groups consisting of two (2) primary teachers, two (2) intermediate teachers, two (2) specialists and one (1) administrator/coordinator to visit approved sites. 2.e. Develop sharing format for visiting groups to share with entire staff. 2.f. Develop travel budge t r equest 2.g. Implement visitation schedule. 2.h. Implement sharing inservice schedule. 3.a. Develop complete set of job descriptions for Booker Arts Magnet teachers. Evaluation Compile list of groups Sharing des ign Requisitions for approved travel Print schedule Inservice agenda and printed materials added to media center Job descd pt ion booklet BOOKER ARTS MAGNET Goal: To infuse and fully integrate the \"arts\" theme into core content subject areas. Objectives 1. The staff will review existing materials which are presently being used to correlate the arts school magnet theme into all subject areas (K-6). 2. The staff will identify program needs in all subject areas (K-6). 3. The principals and teachers will identify a curriculum building process which reflects the needs determined by the results of objectives 1 and 2 above. 4. The staff will conduct a curriculum writing workshop to improve correlation of the arts magnet theme into al 1 subject areas. Strategies/Activities 1. a. Revise the following: - 1986 Intermediate Curri cu lum Guide - 1987 Primary Curriculum Guide - 1987 Resource File 2.a. Survey teachers\nreview evaluation reports from previous years. 3.a. Contact Arkansas Department of Education, Gene Parker, Language Arts Supervisor. 4.a. Identify participants\nschedule time and place\nlist materials and supplies. Evaluation Revi sed curr i culum guide and resource file Results of teacher survey Curriculum building process List of participants, consultants, scheduled time and place, and materials and supplies ,--... .i:-.. f.-_-_',, Goal: Objectives 5. The staff will print and distribute 5.a. new curriculum guide to Booker Arts Magnet staff. BOOKER ARTS MAGNET Strategies/Activities Type, proof, print and bind g11ide for distribution. 6. Teachers and specialists will be trained to implement new curriculum guides and resource file. 6.a. Conduct staff development workshop with certified staff and participants of Community/Business Conference. Evaluation C11rriculum Guide Resource File Staff Development Program ,,....._ .p-N '--' BOOKER ARTS MAGNET Goal: To improve student academic performance by removing non-academic impediments and by improving home/school collaborative efforts to enhance instruction. Objectives 1. All students and parents will receive an educational plan for the year with remedial, enrichment, and extension activities. 2. Home/school coordinator will be established. 3. Parents and students will be trained to use instructional support packets. 4. Staff will develop instructional packet for each subject area. 5. Home/school liaison will conduct -parent training sessions. Strategies/Activities 1 .a. Develop learning packets in all academic areas. 1 .b. Develop instructional support packets to accompany each objective. 1.c. Develop attractive packaging for each unit. 2.a. Hire home/school liaison 3.a. Train parents to use packets. 4.a. Develop packets across all grade levels in all subjects. 5.a. Survey parents to determine those wanting to be trained in instruction support strategies. 5.b . Develop a series of training sessions. Evaluation A copy of the education plan Support packets Home/school liaison hired Training session schedule and attendance roster Instructional packets completed Training session schedule and attendance roster Goal: Objectives 6. Instructional packets will be developed for discipline program. 7. Parent make-and-take sessions will be scheduled monthly. BOOKER ARTS MAGNET Strategies/Activities 6.a. Develop \"Booker's Best Behavior\" into home instructional packets. 7.a. Provide parents the opportunity and materials to make instructional aids. Evaluation Copies of instructional packets Workshop schedule and attendance roster George Washington Carver Magnet School George Washington Carver Magnet School was designated as a basic skills/mathematics science magnet school in 1987 for two major reasons: 1. To advance voluntary desegregation within a segregated neighborhood, and 2. To enhance the educational, cultural, and social opportunities for all students. It is appropriate that emphasis be directed toward training young men and women in the processes of mathematics and science. In the recently released report from the National Research Council, titled Everyone Counts, phrases such as, \"Mathematics is the key to opportunity,\" \"For lack of mathematical power, many of today's students are not prepared for tomorrow's jobs,\" and \"\\,Jake up, America! Your children are at risk,\" are found throughout the document. Parallel statements can be made that relate to science instruction. From these and other observations, it is clear that programs such as the one at Carver must be developed to help prepare our students for advanced work in mathematics and science at the junior high and high school levels. That preparation can only be done through the elementary curriculum. Carver currently operates with a population of 474 students in grades K-6. The students come to Carver from the three districts located in Pulaski County. At the end of the first year of operation, ninety-eight percent of the students elected to return for the next year. There is a 50-50 racial balance in the student body and instructional staff. The major focus of the instructional program is to provide quality, equitable educational opportunities to all children in the Pulaski County area. The school stresses mastery of basic skills in all subject areas\nhowever, there is an added curricular (44) I through a hands-on approach to the teaching/learning of mathematics and science. The school is housed in a new facility consisting of 26 classrooms\n12 special instructional areas that include a computer laboratory equipped with 34 MS-DOS computers, a star laboratory, and other special purpose rooms designed for activities in art, music, and physical education\na centrally-located media center\nand other areas that support the specialized instructional program of the magnet school. The school emphasizes the education of the whole child which includes his/her physical, social, emotional, and intellectual growth. A variety of organizational and scheduling patterns are utilized to accommodate a wide range of student abilities and learning styles . A major component of the philosophy of Carver Magnet School is that the education of a student is the responsibity of both the school and the parent. Therefore, the parents of all students at Carver are required to sign a contract evidencing their support of the school 1s philosophy and practices by attending parent/teacher conferences, cooperating with the school when disciplinary actions are necessary, supporting school rules and policies, ensuring students compliance with school rules, requiring completion of homework by the student, and participating as an active member of the parent/teacher organization. Parent involvement, as well as involvement of many volunteers, enrich the program in many ways. The school utilizes professionals from business, industry, and government in the greater Little Rock area to provide positive role models for students. Care is taken to include men and women and to select equally from minority and non-minority volunteers. Currently the principal is seeking to involve a business or professional association in the (45) greater Little Rock area to serve as a corporate partner for the school. The purpose of the school/community partnership is to support and enhance the educational programs and strengthen the relationship between the school and the community. A school/community partnership is a voluntary relationship which meets the needs and utilizes the resources of both the school and the partner for the mutual benefit of each. Student achievement and disparity data from the Metropolitan Achievement Test (MAT 6) and the Arkansas Minimum Performance Test (MPTJ for 1987-88 indicate that seventy percent of the students are performing at or above level in all areas tested. Test results indicate that there is a mean disparity of all areas tested. Test results indicate that there is a mean disparity of twenty-two percent between minority and non-minority student achievement. Addressing this disparity in achievement between minority and non-minority students is a major goal of this proposal. Strategies are proposed in three major areas to help teachers extend or develop skills that will help achieve this goal. Teachers at Carver Magnet School are screened and selected based on specific criteria. Those selected for the Carver staff must agree to participate in a variety of inservice training throughout the year(s). The The present staff development program includes the Program for Effective Teaching (PET), Teacher Expectation and Student Achievement (TESAJ, and Discipline Management Training. Ninety-seven percent of the current staff has been trained in the PET model and seventy-nine percent in TESA. As the program expands and new staff members are added to the school, additional training sessions will be needed. All staff will be trained in the use of computers and the distance learning technologies. Another component of staff development will allow teachers the opportunity to become involved in a process of curri- (46) J cul um realignment, unit construction and, eventually, mastery testing of skills. A second component of this proposal that addresses the disparity issue is the expansion of the Young Astronaut Program (YAP). This program 1vas initiated on a limited basis in 1987-88 and has great potential for increasing the interest level of young males - especially minority males - in the study and achievement in mathematics and science. In a survey conducted among the student body, the Young Astronaut Program was listed as a top priority for enhancement . In order to expand the YAP, a satellite down-link will be utilized. A down-link system is a relatively inexpensive way of bringing high technology into the classroom. Through the use of this type of technology, teachers can extend their classroom to include interactive programming produced throughout the world and teleconferencing which allows students the opportunity to communicate 1vith \"teachers\" from other areas of the country. The satellite would allow access to programs for students and provide inservice for teachers via the same medium. One specific program that has been identified for student use is \"Classroom Earth,\" 1.,1hi ch is best known for its involvement in the NASA Teacher in Space Program. The third area that is being developed to reduce disparity is an expansion of the 1 ibrary/media center. The major enhancement in this area will be through the use of distance learning technologies and computers. By equipping the media center with the capabilities to receive satellite transmissions and computer on-line data base access, students can explore current topics in the areas of mathematics and science that previously have not been available due to the limited collection in the library/media center. Also, the access to computers in the media center would allow students the opportunity to compose written reports and graphics to aid in the exploration of scientific experiments. (47) ,....__ .i:-- ..0.__0,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and man-minority students Objectives 1. Students will increase academic achievement through enhancement to the library/media center that will enable them to have on-line access to data and references which will enhance their knowledge of math/science concepts. Strategies/Activities 1 .a. Purchase the following: - On line computer system (2 computers) Electronic encyclopedia services (1 host and 4 computers) Centralized television distribution system Television for each classroom and specialist area. Portable computers and telecommunications modems plus BBS files and communication costs. Carrels, carts and tables to accommodate computers and equipment. 1 .b. Employ one non-certified staff member as a media center technician. 1 .c. Enlarge the current collection of books in the areas of math/science and technology. 1 .d. Add microfiche readers and software. 1 .e. Purchase on-line readers Guide to Periodical Literature. Evaluation Increased scores on the MAT-6 and AMPT in all curricular areas, specifically in math and science. Through the use of curriculum materials students will be able to access information for research projects 11tilizing math/science data and other curricular areas. CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 2. The principal will implement a staff development program designed to provide learning strategies to address the needs of \"at risk\" students and improve student achievement. Strategies/Activities 2.a. Identify enrichment modules as: - Integration of African American History and other minority groups into the total curricular framework - Involvement of parents in learning activities - Action models for closing achievement gaps - Instructional policy models that meet the needs of \"at risk\" students - Coordination of teaching styles w/stu-dents learning styles - Group Dynamics/Human Relations - Teacher Expectation Student Achievement - Cooperative Learning - Effective Schools 2.b. Identify staff to facilitate each module 2.c. Schedule modules for staff on districtwide staff development days Evaluation The achievement disparity gap wi 11 be narrowed. Increased scores on the MAT-6 and AMPT in all curricular areas. ,-... U1 .0._ ,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement test scores between minority and non-minority students. Objectives 3. Students wi 11 increase achievement and interest in science/mathematics through the expansion of the Young Astronaut Program. Strategies/Activities 3.a. Gather information concerning the construction, layout, and curricular integration of the space station activities with the academic program 3.b. Visit the Space Station Laboratory module constructed at Caddo Magnet School in Shreveport, LA. 3.c. Provide opportunities for interaction and and involvement among the school/home and community by forming teams to design the Challenger Simulator. 3.d. Construct the Space Station/Challenger Simulator Laboratory 3.e. Utilize the Challenger Simulator for instructional programs in mathematics/ science technologies. Evaluation Increased scores on the MAT-6 and AMPT in mathematics and science CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students Objectives 4. Student achievement will be enhanced through participation in distance learning technologies. Strategies/Activities 4.a Purchase and install a satellite down-link. 4.b. Identify instructional programs available designed to enhance mathematics/science and other related areas. 4.c. Schedule programs into the classrooms . 4.d. Schedule classroom demonstrat ions and teleconferences to provide student/teacher interaction with similar schools across the country. Evaluation Access more programs that would improve student achievement Increased scores on the MAT-6 and AMPT in mathematics and science . ,,..... V, ..N... .,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 5. Develop strategies to integrate more mathematics/ science into the classroom lessons. Strategies/Activities 5.a. Visit the NASA Regional Teacher Center at Bossier Parish Community College in Bossier City, LA. 5.b. Examine activities and curriculum written for grades K-8. 5.c. Create/design activities and teaching strategies to be utilized in the Carver curriculum. Evaluation Use of activities and strategies guide. ,,....._ \\Jl w ,.__,. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 1. During the school year, teachers and support staff will participate in instructional strategy training sessions to include Teacher Expectation Student AchieveMent and cooperative learning. Strategies/Activities 1 .a. Identify staff members who have not completed TESA and cooperative learning programs. 1.b. Secure trainer to conduct session in building or in district. 1.c. Schedule training session. 1 .d. Conduct training. 1 .e. Provide monitoring/follow-up to support teacher implementation of program in classroom setting. Evaluation Printed list Published agenda Evaluation of session by participants Evaluation by teachers Evaluation and monitoring report by District Evaluation Team CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities Objectives 2. During the summer of 1989, staff will participate in training session to revise, enhance and complete units of study in areas of math/ science and computer technology to integrate critical thinking skills into all subject areas. Strategies/Activities 2.a. Employ a curriculum specialist to coordinate and guide curriculum development and implementation. 2.b. Establish timeline and format for units to be developed. 2.c. Identify participants. 2.d. Meet for 4 weeks to write units of study. 2.e. Edit and prepare units for printing. 2.f. Print units for teachers' use and implementation. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. ,......_ lJl lJl '--' CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 3. During the summer of 1989 specialized units to enhance student learning of math/ science concepts will be developed for \"at risk\" students to address areas of deficit. Strategies/Activities 3.a. Establish timeline and format for units to be developed. 3.b. Identify participants. 3.c. Meet for 4 weeks to write units of study. 3.d. Edit and prepare units for printing. 3.e. Print units for teachers' use and implementation. 3.f. Develop individual education plans for all \"at risk\" students utilizing the units as a resource. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. Individual Education Plans developed. ,--._ Ul O'I -....., CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students throuqh staff development activities. Objectives 4. Teachers will participate in training sessions to prepare for utilization of critical thinking skills instructional units and enhancement skills. Strategies/Activities 4.a. Establish training dates. 4.b. Establish the in-service program agenda. 4.c. Conduct two-week training session. Evaluation Utilization of district facilitator and evaluation of training sessions ,.-._ Vl -...J '--\" CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 5. Teachers will participate in staff development in the use of distance learning technologies, the use of computers, in instruction and activities available through the Young Astronauts Program. Strategies/Activities 5.a. Provide two days of in-service to staff utilizing the Computer Lab. 5.b. Provide in-depth computer training to all staff members on utilizing computers in the classroom. 5.c. Provide practice sessions for staff to implement instructional strategies using computers. 5.d. Utilize the satellite down-link to provide in-service opportunities in the areas of math and science. 5.e. Utilize the satellite down-link to allow Carver Staff members the opportunity to provide staff development and communicate with schools with similar programs across the United States. 5. f. Purchase computers for all labs, 2 Science lab, 2 YAP, 4 for Math Lab. 5.g. Preview and select software to be used in classrooms. 5.h. Purchase selected software. 5.i. Purchase 25 computer stations and a host system to enlarge the computer lab to accommodate .., ~ 1 1 , I r r ii /I ,..., ~ .J. , . I r ..,. I _ Evaluation Increased utilization of computer activities in the curriculum. Completion of training. Demonstration activities provided by teachers. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff developnent activities. Objectives 6. Substitutes will be identified and trained w/the staff to provide for continuity of instruction. 7. During the school year teachers and support staff will attend professional developnent meetings and conferences both in -c\n- state and out of state. 00 '-' Strategies/Activities 6.a. Substitutes will receive in-service training provided to the staff. 7.a. Provide teachers with a listing of appropriate conferences and professional meetings such as National Council of Teachers of Mathematics, National Science Teachers Association, Arkansas Council of Teachers of Mathematics, National Association of Gifted Children. 7.b. Schedule appropriate staff to attend targeted meetings. 7.c. Attend conferences as per agenda to be followed by report to staff. Evaluation Completion of training Documentation as developed Documentation as developed Each staff will prepare a summary report of the conference and serve as a trainer to other staff members ,....,_ .l'......n., CARVER MAGNET SCHOOL Goal: To increase parent involvement in the Carver School Program with emphasis given to increasing minority participants. Objectives 1. Ninety percent of the minority parents will participate in the academic and social activities at Carver Magnet School. Strategies/Activities 1.a. Develop an informational program. The program will address these areas: The Young Astronaut Program, its features \u0026amp; expectations. Invention Convention: What is it? How do you begin? How can I help my children . Science Fair: Where do you begin? What type of program is expected? How do you do a project? How much parental involvement is expected? 1.b. Parents will serve as classroom tutors, resource persons, room mothers and members of the P.T.A. Committees. Evaluation Sign up sheets for parent activities will be kept and examined in the spring of each year to determine if the objective has been met. ] Gibbs Magnet School .2.f. International Studies and Foreign Languages The U.S. Federal Court in 1987 designated Gibbs Magnet School of International Studies and Foreign Languages as one of six magnet schools within a tri-district area. Its purpose was to develop a quality program for the purpose of attracting students from within the three districts. Gibbs Magnet School, along with the other magnet schools, was originally charged with the responsibility to: 1. Advance voluntary desegregation within a segregated neighborhood, and 2. Enhance the educational, cultural, and social opportunities for all students. The international studies and foreign language magnet theme was selected because research strongly suggests that \"schools should begin emphasizing a global perspective during the elementary school years,\" as stated in \"Global Education Primer,\" a publication of the National Association of Elementary School Principals. This organization continues to assert that \"the period from ages 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world.'' The research of Krashen and Terrell in language acquisition notes that \"young children under the age of ten pick up pronunciation very quickly and adopt positive attitudes to1~ard the people who speak the language.\" Three hundred and forty-nine (349) students from the school districts of Little Rock, North Little Rock, and Pulaski County currently attend Gibbs Magnet School. The student body reflects a forty-nine/fifty-one racial ratio (black/non-black). Twenty-nine (29) faculty members, fifteen (15) classroom teachers, twelve (12) specialists, and two (2) administrators interact with students. (60) The school is housed in a facility constructed in 1952. Major renovation of the building preceded its magnet status. Fifteen (15) regular classrooms, a media center, a language lab, and three (3) small group instructional spaces comprise the physical structure. Gibbs stresses mastery of all basic skills but places added curricular emphasis in the areas of international studies and foreign languages. The international studies curriculum is designed to assist each child in developing an understanding of and an appreciation for the similarities and differences among the peoples of the world. A curriculum, developed by the Gibbs staff in consultation with local and national consultants, is based on universals of culture. As an intergral part of this program, students are provided exposure to three languages during the first three years of school - Spanish, French, German. At the end of the second grade, the student chooses one of these three languages in which to specialize for the next four years. Seventy (70) percent of the Gibbs students academically function at or above the norm as measured by the Metropolitan Achievement Test administered in the spring, 1988. A disparity of forty-two (42) percent exists between the basic skill performance cfl black students and non-black students. Forty-eight (48) percent of black students function at or above expectation while ninety (90) percent of non-black students function at or above expectation. Disparity reduction is a major objective of the Gibbs program. The Gibbs staff desires to ensure educational equity for all students through the implementation of strong staff development activities. The faculty is currently required to receive training in various learning modalities and environments associated with all learners, placing particular emphasis on valuing students who are different from the majority. To facilitate educational equity, training for teachers in Effective Schools Correlates, (61) Teacher Student Achievement, and Cooperative Learning will be implemented. Surveys of parents, faculty, and students, conducted in January, 1989, reveal all three groups consistently stating that separation currently exists between the magnet theme and basic skill instruction. Teachers speak of \"more time needed for basic skills instruction,\" parents react to \"more importance must be placed on basic skill instruction if the two must be separated,\" and students speak of a \"need for more time to get work done in all areas.\" To maintain an attractive program, Gibbs Magnet School must demonstrate the ability to improve the understanding that the magnet theme of international studies and foreign languages enhances the delivery of the basic curriculum. The use of \"state-of-the-art\" technology for international studies and foreign languages increases the efficiency of instruction and produces greater student motivation in basic skill areas\ntherefore, infusion of the magnet theme is a major objective of the Gibbs program. Gibbs recognizes parent involvement as a critical component in implementing the school program. Based on Volunteers in Public Schools hours and parentteacher conference attendance, a disparity exists between black and non-black parent involvement. Disparity reduction in parent involvement is addressed through increasing black parent participation in school activities. Broader community involvement in addition to foreign language awareness workshops for parents will increase total parent participation in the Gibbs program. Since it is critical that student progress in the areas of international studies and foreign languages be assessed, a system of monitoring and evaluation of the magnet theme needs to be implemented. A reorganization within the international studies specialist staff is necessary to provide more effective planning as well as improved program monitoring and teacher (62) assistance. Additional assistance is also needed for the development of appropriate instruments to measure student progress. The goals of Gibbs 11agnet School of International Studies and Foreign Languages are as follows: 1. To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement and improve academic achievement of all students. 2. To increase parent involvement to enhance student achievement with emphasis given to increasing minority participation. 3. To develop and implement an assessment instrument for measuring student progress in the International Studies and Foreign Language magnet theme. (63) ........ O'I ..~___,, - GIBBS MAGNEI' SOIOOL Goal: To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement, and improve academic achievement of all students. Objectives 1. Teachers will receive inservice training related to providing educational equity. 2. Teachers will implement strategies applicable to heterogeneous setting to increase student achievement. St~ategies/Activities l.a. Schedule/implement training sessions related to Effective Schools. l.b. Schedule/implement Teacher Expectation Student Achievement (TESA) inservice sessions for all staff members. l.c. Conduct sensitivity training related to social and economic characteristics of at-risk students. 2.a. Schedule/implement cooperative learni~g sessions using Cooperation in the Classroom by Johnson and Johnson and Student Team Learning by Johns Hopkins Universi~ Evaluation Effective Schools training session implemented TESA inservice session implemented Sensitivity training sessions implemented Cooperative learning sessions implemented .,..__ a-. ..L.__n,. Goal: Objectives 3. The staff will infuse the magnet theme into the science curriculun to increase efficiency of curriculum delivery. 4. The staff will infuse the magnet theme into the language arts curriculum to increase the efficiency of curriculum delivery. GIBBS MAGNET SQ-IOOL Strategies/Activities 3.a. Select science curriculum develonent team. 3.b. Purchase materials to be used in developing science activities and science lab equipnent. 3.c. Conduct curriculum develonent sessions. 3.d. Print curriculum guides. 3.e. Conduct inservice for staff on use of curriculum guides. 4.a. Select language arts curriculum develonent team. 4.b. Purchase materials to be used in deve-loping arts. 4.c. Conduct curriculum develonent sessions. 4.d. Print curriculum guides. 4.e. Conduct inservice for staff on use of curriculum guides. Evaluation Science curriculum team selected Materials and equinent purchased . Curriculum is developed ~ Curriculum guides printed Inservice workshop is conducted. Language arts curriculum team selected Purchased Curriculum developed Curriculum guides printed Inservice workshop held Goal: Objectives 5. The staff will increase efficiency of curriculum delivery and enhance student motivation for learning. GIBBS MAGNET SQiOOL Strategies/Activities 5.a. Install telecO!TITiunication system to allow electronic international conmunication. 1. 1989-90 A. Computer hardware (Tandy l00OTL computer system with color monitor, printer, and 1200 band modem) B. Computer software (McGraw-Hill MIX System) C. Telephone time - 111.2 hours on-line 2. 1990-91 A. MIX subscription B. Telephone Time 5.b. Establish a global studies lab. Purchase equinent and instructional materials to allow international studies staff to promote magnet theme within regular classrooms. Evaluation Communication system is installed Global studies lab is purchased and installed ,-... (j\\ .\".._ , Goal: Objectives GIBBS MAGNET SGIOOL Strategies/Activities a. Photocopying machine b. Slide projector c. Typewriter d. Maps/globes e. Global studies materials and activities for students and teachers 5.c. Establish foreign language computer lab. 1. Computer hardware (10 student stations) 2. Software 3. Furniture 4. Wiring S.d. Provide at least three exit experiences in foreign languages for sixth grade students. S.e. Schedule inservice for staff members to enhance teaching strategies for magnet staff. Evaluation Foreign language computer lab to be purchased and installed Three exit experiences are provided for students Inservice is held ,,-... 0-. .(._X,). Goal: Objectives GIBBS MAGNET SCHOOL Strategies/Activities 5.f. Expand existing basic skills computer lab to accorrrnodate twenty-five students. 1. Add furniture for additional seventeen student stations. 2. Install electrical wiring. 3. Purchase computer hardware for seventeen student stations. 4. Purchase software license for seventeen student stations. 5.g. Conduct two-day on-site review of successfully established magnet schools with the same theme. 5.h. Purchase equinent, and audio-visual materials. Evaluation Computer lab is installed On-site review is completed Equinent purchased GIBBS MAGNET SCHOOL Goal: To increase parent involvement in enhancing student achievement with emphasis given to increasing minority participation. Objectives 1. The staff will utilize a parent coordinator. 2. The staff will develop and implement a home instruction assistance program. Strategies/Activities 1.a. Employ a parent coordinator. 1.b. Identify and implement volunteer recruitment techniques. 1.c. Print volunteer recruitment materials developed by parent coordinator 2.a. Utilize parent coordinator to develop and implement a home instruction assistance program. 2.b. Employ a half-time secretary to assist parent coordinator. 2.c. Identify and requisition supplies materials, and equinent to develop the instruction activities for use by parents. - Furniture for the resource center - Typewriter, copier, and laminator for duplicating activitjes Evaluation Parent coordinator is employed Volunteer recruitmenl techniques all impleplemented Materials are printed Home instruction assistance program is implemented Secretary is employed Supplies, materials, and equinent is purchased CJ) ID a, Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 2.d. Organize a steering committee to obtain input from parents and teachers concerning activities and workshops of the home instruction assistance program and to assist in designing/implementing workshops and materials for the program. The committee will consist of the following: - Principal or designee - Three classroom teachers - PTA Representative - District administrator 2.e. Design and implement awareness workshops for teachers - to identify and explain goals expectations of teachers concerning the program - to increase their awareness and sensitivity in meeting the needs of at-risk students - to understand the home environment of these students. 2.f. Design, schedule, and implement with staff input throughout the school year general parent workshops on, but not limited to, the following topics: Evaluation Committee is organized Teacher workshops are conducted O\"I ~ 0- Goal: Objectives 3. The school will provide parents an opportunity for foreign language learning to provide home assistance for students. GIBBS MAGNET SCHOOL Strategies/Activities - program awareness - study ski 11 s - home environment - community-based activities and resources - student project development strategies - research skills - promoting student self-esteem 2.g. Identify through staff input specific academic topics in reading and math and the appropriate grade level for extension workshops. 2.h. Design, schedule, and implement the above workshops for targeted parents. 2.i. Develop a parent resource center. 3.a. Form partnership with Advocates for Language Learning (ALL) to provide parent workshops facilitated by staffs from Gibbs and Advocates for Language Learning. Evaluation Topics for extension workshops are identified Center is developed Partnership is formed and functional Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 3.b. Provide teacher training for parent language program. 3.c. Purchase the following equipment and materials for foreign language instruction for parents. 1. Reel-reel tape recorders 2. Record players 3. Slide projectors 4. Utility carts with electricity 5. Apple 11gs computer 6. Curriculum development software 7. French program 8. Spanish program 9. German program Evaluation Teacher training is provided - Materials and equipment are purchased 1ann Arts and Sciences r1agnet School Mann Arts and Sciences Magnet School was one of six magnets established through a Court mandated cooperative magnet school program among the school districts of Little Rock, North Little Rock, and Pulaski County. Mann began in 1982 as a Little Rock School District magnet school with a science/ mathematics focus. When the school was selected as part of the Pulaski County interdistrict cooperative magnet program in 1987, a dual magnet school program was established. One magnet has science/mathematics as a theme, and the other has an arts theme. Students apply separately for either the science/ mathematics program or the arts program. The magnet program at Mann enjoyed much success during the first year of operation. The percentile rank for seventh, eighth, and ninth grade students on the Metropolitan Achievement Test (MAT-6) Total Composite Battery was the 77th percentile, 71st percentile, and 77th percentile respectively. The number of students at Mann who were at or above the national norm on the Mat-6 Total Composite Battery was 74 percent. However, a disparity between black students and white students varying between 16 percentile points for language and 29 percentile points for reading was still present. The disparities in science and mathematics were both 27 percentile points. The racial composition of the student body at Mann for the 1988-89 school year is fifty-eight percent black and forty-two percent non-black. The target for racial composition for students in magnet schools is 50%/50%. Increased participation of white students from the North Little Rock and Pulaski County Special School Districts is necessary to provide this balance. Efforts to attract minority teachers need to continue throughout the Pulaski County area. The percentage of black students enrolled in higher-level science courses at the high school level in the predominantly black Little Rock School District (70) is approximately 50 percent. Minority students need to be adequately prepared and actively recruited and encouraged to take science and mathematics courses at the high school 1 evel. A superior education program at Mann should include the latest educational technology. Computers are utilized extensively in business, but school use has been limited to such things as computer assisted instruction and simulations. Telecommunications, networks that incorporate a variety of information data bases, would allow students to become more technologically literate. In order to address the racial and gender disparity in achievement of 1ann students, a staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting. The staff development component 1vill consist of several cycles of Program for Effective Teaching, Effective Schools, and cooperative learning techniques. Student achievement and disparity in achievement among student subgroups will be monitored with the help of computer software. Programs of study and achievement for students who graduate from Mann will be tracked using computer technology. Post high school information on students will be solicited through surveys mailed to graduates who were students at Mann Arts and Science Magnet School. One aim of the monitoring system is to determine achievement disparity between student subgroups. Another aim is to measure the success of the magnet program in preparing students for high school and college. A third aim is to determine minority participartion in science/mathematics at the high school and college level. A computerized education and information system will be installed at Mann which will allow students to learn about the technology that is common in busi- (71) ness and industry. The system will assist science students in their required research at Mann and will allow all students to access information not normally available to school students. Finally, partnership with a community agency will provide additional expertise in addressing educational issues at Mann Arts and Sciences Magnet School. Resources from the community can be used to address issues such as achievement disparity and equal opportunities for all students . Long term educational improvement must involve the community as well as schools. (72) ,.....__ -...J ..w.__ , MANN MAGNET SCHOOL Goal: Up to date research will be available to students and teachers enabling them to interact with other students, teachers and information bases\nstudents and teachers will utilize current educational technology which is now being used in industry. Objectives 1. A computerized instruction and information system will be made available to all students in the math/science program and other magnet schools. Strategies/Activities 1. a. Install computer terminals in all science/ math classrooms and the library. A central computer tower or \"mainframe\" will house disk drives and hard disk storage. Evaluation A finished lab procedures and safety videodisc- computer assisted program will be available for examination CAI software will be on hand and records of students using it will be available Science simulations software will be on hand and records of classroom utilization will be available Examples of utilization of electronic mail will be available Computer Information software will be accessible throughout building. Examples of utilization by sturlents will be available Research reports, etc. available for examination ,...... -...J .i:-- '--\" Goal: rlANN MAGNET SCHOOL Objectives Strategies/Activities Evaluation Examples of utilization of computer information and instructional system by homebound students will be available Examples of lltilization of test making, scoring, anrl analyzing software by teachers wi 11 be available Monitoring team will conduct on-site visits to collect data on above evaluation criteria S11rvey instruments will be developed to judge student and teacher utilization of comp11ter information and instructional system. Data wi 11 be disaggregated by race to maintain equity ,....._ -..J l..n '-\" Goal: Objectives 2. Teachers and students will be trained to use the computerized instruction and information system. MANN MAGNET SCHOOL Strategies/Activities 2.a. Provide in-service training sessions for Mann teachers and other magnet teachers. 2.b. 2.c. Teachers will receive a two day training session prior to the beginning of school. Three additional training sessions of three hours each will be scheduled as mini courses. 2.d. Provide teachers from Mann with stipends for attending the workshops. 2.e. Train students during the school day. Evaluation Increased utilization of computer activities in the curriculum Completion of training Completion of training Increased utilization of computer activities in math/science coursework ,....__ -.J 0-. '-' MANN M/\\GNET SGIOOL Goal: To implement instructional strategies through a staff developnent program that will ensure educational equity for all students and reduce academic desparity between student subgroups. Objectives 1. 1he principal and staff will develop and implement a staff developnent plan. l.c1. l.b. l.c. l.d. Strategies/Activities Schedule two cycles of progrc1111 for Effective Teaching (PET). Schedule two sessions of classroom management. Schedule two workshops on Cooperative Learning. Schedule two Effective Schools workshops. Evaluation Pl'..\"T workshop implemented Classroom management workshop implemented Cooperative Learning workshops implemented Parkview Fine Arts Magnet High School As a part of the Little Rock School District's Desegration Plan, Parkview Fine Arts Magnet High School is in its second year of transition as an interdistrict fine arts magnet high school. The school's philosophy is to provide a quality integrated education through an emphasis on the visual and performing arts. The proposal to establish Parkview as an interdistrict fine arts magnet high school in 1987 was based on the following priorities: 1. the need to reverse the steady rise in black enrollment that could potentially lead to Parkview becoming a racially identifiable school, 2. the need to prevent the further decrease in student enrollment, 3. the desire to create a program in which students from different social, economic, ethnic, and racial backgrounds could receive a quality integrated education, and 4. the desire to provide a logical, sequential, discipline-based arts curriculum, which exceerled the regular arts course offerings in depth and breadth. The student population of Parkview Fine Arts Magnet was to consist of a total enrollment of no more than 991 students with a 50/50 black/nonblack ratio. Parkview's current enrollment is 797 students with a racial balance of fifty-eight percent black, forty-one percent non-black, and one percent other. A percentage of student spaces was established for each of the districts involved in the interdistrict program -- the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. Parkview Fine Arts Magnet is located in western Little Rock and is housed in a twenty-one year old facility, consisting of a main building, a gymnasium, (77) and a 1 ,051-seat auditorium, which was completed in 1985. Renovations, such as the construction of a piano lab, a dance studio, and an additional visual arts classroom, were made in the instructional classrooms to provide for the immediate needs of the changing curriculum. With the expanding arts curriculum, additional specialty- area space is currently needed. The curriculum is designed to develop the potential of students exhibiting interest, talent, and need in.the arts and is available to all students from every cultural and socio-economic background. Although students do not enter Parkview by an auditioning process, students are interviewed by area specialists for placement and counseling purposes. Through the emphasis and the infusion of the arts in the academic curriculum, which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, artistic, and technical exploration and experimentation. The goals for enhancing the fine arts program at Parkview Fine Arts Magnet High School are to increase overall academic achievement while decreasing the disparity among the sub-populations, and to implement a staff development program which trains teachers, administrators and other staff members in techniques for integrating the arts with the core curriculum. In comparing the tenth grade scores of 1987 with the eleventh grade scores of 1988, there was reduction in disparity in all academic areas. However, there is still a concern with the disparity ranging from thirty-nine percent difference in science scores to twenty-five percent difference in mathematics. Also at the tenth grade level in 1988, the disparity of the number of black males compared to white males was forty-nine percent. This was an increase over 1987. Strategies must be developed to reduce the overall disparity, and the achievement of tenth grade black males must be closely monitored. (78) To date, the staff/faculty has been involved in extensive training in the following teacher programs: Teacher Expectation Student Achievement (TESA). Cooperative Learning, Program for Effective Teaching (PET), and effective study skills. Proposed inservice programs will be conducted to provide the staff with strategies and skills that will facilitate the infusion of the arts into the core curriculum and develop higher level thinking skills. Additional inservice programs are recommended for staff development in TESA and Effective Schools Research. (79) Proposed Parkview Science Magnet High School Although the fine arts program has attracted approximately 800 students for the 1988-89 school year, the school plant is still over 150 students short of capacity. In anticipation of the facility remaining under capacity in the future and to provide continuity for students graduating from the Mann Math/Science and Arts Magnet Schools, the creation of a math/science magnet school to be housed at Parkview is proposed. With funding from this grant, the program will be phased in over a three year period with 100-150 tenth grade students forming the initial class. A similar number of tenth-grade students will be added during year two and year three of the school with a final enrollment of 300-400 students. Parkview Math/Science Magnet School has the following goals: 1. To provide a math/science curriculum that exceeds the regular math/science program in depth and breadth. 2. To increase student understanding in the math/science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in math/science. 4. To develop skills in information acquisition, processing, statistical analysis, and technical writing. 5. To increase the foreign language offerings by adding Russian to the curriculum. 6. To provide opportunities for students to interact with healthscience professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. (80) I The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. A part-time Russian teacher and half-time Science Magnet Coordinator will be the only additional staff members needed for the 1989-90 school term. In 1990-91 an additional science teacher and a part-time technical writing teacher will be needed. Additional staff requests beyond 1990-91 will be based upon enrollment. The Science Magnet Program will combine the district's high-tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate pre-professional or technical major in the area of medicine and health. The Parkview Science Magnet School will work cooperativley with the University of Arkansas for Medical Sciences to provide unique experiences for students. Both universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some i ndi vi dual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at the University of Arkansas at Little Rock and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. Evaluation for the science magnet school will be tied directly to program objectives. The evaluation plan includes: (1) regular site visits by a monitoring team from the District's Evaluation and Testing Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as (81) academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences . Information l'lill be gathered, reviewed, analyzed, and assessed throughout the school year . and a summati ve evaluation report 11i l l be presented annually to the Board of Directors. (82) ......... 00 ._w_, , PARKVIE'W FINE ARTS 1'-'iAGNET Goal: To implement a staff development program which trains teachers, administrators, and other staff members in techniques for integrating the arts with the core-curriculum. Objectives L The teaching of the arts La. will be integrated into the core-curriculum. Lb. l.c. 2. Multi-ethnic arts educa- 2.a. tion will be developed and infused into all content areas. Strategies/Activities Conduct inservice workshops to develop strategies for infusion of the arts into the core-curriculum. Conduct in-house workshops with core-curriculum department to develop and assess infusion strategies such as: (a) costume design-home economics\n(b) set design-drafting\n(c) programs and pub-licity- business\n(d) a)prenticeships-work study programs and (e script writing-history. Conduct inter-school workshops with Horace Mann and Parkview staffs to establish infusion - strategies. Conduct an extensive staff development program for staff members - TESA (approxi-mately 15 teachers). Evaluation Classroom observation of teacher evaluations Student survey to be given at the end of the 1989-90 school year Data from survey will be evaluated Teachers' lesson plans and classroom observations will reflect strategies Teachers' lesson plans and classroom observation of teacher evaluation. ,......_ 00 .i:- \"-' - PARKVIEW FINE ARTS MAGNET Goal: To increase overall academic achievement while decreasing the disparity among sub-populations. Objectives 1. Students will increase academic achievement through the use of computer-assisted instruction. 2. A staff development program will be implemented to provide learning strategies to address the needs of at-risk students and improve student achievement. Strategies/Activities l.a. Place twenty-four (24) computers in various classrooms for tutorial assistance and support in the respective core content, as well as specialty areas. The specialty area programs will include such projects as script writing exercises, graphic arts, music composition, set design, and photography. l.b. Employ computer specialisl to provide instructional assistance and technical support for teachers and students. l.c. Implement staff development workshops in the Effective Schools Model and monitor classroom strategies. Evaluation MAT-6 scores \\vill be evaluated to determine disparity reduction Performance of this job will be evaluated in accordance with provjsions of the Little Rock School District Policy on Evaluation of Professjonal Personnel. Comparison of MAT-6 data will be evaluated to determine disparity reduction. Teacher lesson plans and observalions will reflecl use of Effective Schoo]s strategies. ,.-... 00 ..V.__,,, PARKVIE'W FINE ARTS MAGNET Goal: To provide program continuity for student graduating from Mann Math/Science Junior High School and to recruit more non-minority students to Parkview Fine Arts Magnet. 1. Objectives Strategies/Activities The district's high-tech specialty l.a. Interview candidates for job vacancies. science courses will be combined with a magnet curriculum that will l.b. Hire new personnel prepare students for an under-graduate pre-professional or tech-nical major in the area of medicine l.c. Write curriculum guides and health. l.d. Type and print curriculum guides. l.e. Implement any needed staff development. Evaluation Interviews scheduled Board Approval Time scheduled during surrrner Guides printed Record of Staff Development held - Williams Basic Skills Magnet School Implemented during the 1982-83 school year as a part of the Little Rock School District's reorganization plan for elementary schools, Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the District had been experiencing, and (2) to respond positively to the public's perception and position that public elementary education does not, but must, promote competence in fundamental academic skills . To achieve these two purposes, the school has operated during the last seven years with a yearly student population of approximately 500 students consisting of a 50-50 racial composition, and it has implemented an educational program for kindergarten through 6th grade that reflects a structured, disciplined approach to learning and behavior in relation to the following goals: Development of basic academic skills and concepts with mastery at the highest levels possible. Development of students' higher level thinking skills. Promotion of students' self-discipline development. Development of task commitment, self-motivation, and responsibility. In essence, Williams Basic Skills Magnet School offers an alternative program for students who function best, academically and socially, in a highly structured environment and who are highly motivated by competition in all program areas. To ensure the realization of the above goals, the program at Williams Basic Skills Magnet School consists of the following components that differentiate it from other magnet and regular schools in the District: 1. Instructional Program - Traditionally, a combination of homogeneous/heterogeneous grouping procedures has been used in (86) developing homeroom groups. Re-grouping for instruction, within the homeroom and across homeroom and grade level groups, has been used in various subject areas if deemed appropriate. Basic skills specialists teach reading, math, English, spelling, writing, science, social studies, health, penmanship, and social living skills. Music, art, and physical education are taught by specialists in those areas, and the skills and concepts of each area are correlated in the core content areas. Large/ small group instruction using the basal textbook approach with high expectations in a highly structured and disciplined setting is basic to the program. Students are placed at their instructional levels with the understanding that successful completion of assignments/processes within a specified time frame is required. Critical skills and concepts from the various subject areas are emphasized at each grade level. To be eligible for academic promotion, the student must: Master targeted skills and concepts with 80% mastery. Complete academic activities with 80% mastery. Complete homework with 80% mastery. 2. Parental Involvement - Parents are expected to come to school for conferences at staff request and are expected to join the Williams Basic Skills Magnet School PTA and to attend all required PTA meetings. Also, parents must sign a contract committing their support of and involvement in all aspects of the school. 3. Dress and Grooming Code - Students and staff members are to maintain their person and clothing in a modest, clean, and orderly (87) manner resulting in pride in self and school. To help develop attitudes and behaviors which indirectly affect the learning process, students are to comply with a specific dress code. Each year, the program at Williams Basic Skill Magnet School is assessed through: (1) the disaggregation of test data and report cards, (2) monitoring reports, and (3) surveys of students, staff, and parents. The conclusions from these sources of information reveal that for the most part the program at Williams is achieving its goals. However, the racial and gender disparity of student achievement, the degree of parental involvement in students' instructional activities, use of higher thinking skills by all students, and lack of longitudinal data are major areas of concern that have emerged as a result of a recently conducted needs assessment. To address these areas, the following proposals are presented herein: 1) A staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting\nthis component will consist of strategies based on the \"effective schools research,\" cooperative learning models, method for differentiating activities, and a management system for monitoring the academic disparity reduction of at-risk students. 2) A home instruction assistance program will be designed and implemented to involve all parents and teachers in students' home learning experiences\nthis proposal will be achieved through regularly scheduled teacher-parent workshops and specifically-designed home activities. 3) A program for teaching higher thinking skills will be implemented through staff development activities and through the incorporation of instructional strategies and materials related specifically to the core content areas. (88) l 4) A longitudinal study of students who previously attended Williams Basic Skills Magnet School will be conducted to assist in assessing the educational merits of the school's program. As in any school with a heterogenous population, Williams Basic Skills Magnet School has students at varying levels of academic performance at each grade level and in each classroom. Within this heterogenous setting, emphasis is placed on each student mastering basic skills at his/her instructional level in the core content areas. For the majority of the students at Williams, these instructional levels are at or above grade level. However, for black students, especially black males, the number of students whose instructional level is below grade level is much greater than non-black students\nthis racial and gender disparity is greater in grades one and two. To address the instructional needs of these students functioning below grade level, (1) homogeneous grouping within the heterogenous class, (2) grouping across classrooms and grade levels, and (3) reading and/or math remediation activities through the Program for Accelerated Learning are used. Even though these methods have to degree been successful, they do result in segregating students, limiting educational equity, and lowering the students' self-esteem. Therefore, instructional approaches need to be implemented by the classroom teacher that effectively address the educational needs of studentes who are below grade level without removing them and/or isolating them from the mainstream of the classroom. A staff development model will be implemented that will consist of the following components: 1. instructional strategies based on the \"effective schools\" research\n2. instruction through heterogeneous groups and cooperative learning\n3. differentiated activities for the same concept/skill\nand 4. management systems for monitering at-risk students' performances. (89) Research states that there are significant improvements in students' academic performances when parents are directly involved in students' home learning activities. Although Williams Magnet School's emphasis on homework and parental involvement reflects its agreement with this research, there is evidence through surveys, test data, and teacher observation that more concerted effort needs to be made to involve parents in students' learning activities. Even when parents attempt to assist their students with instruction at home, they often lack the strategies and resources to effectively and effic\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   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_979","title":"Discipline","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":["North Little Rock School District"],"dc_date":["1989/1997"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","North Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School improvement programs","Student assistance programs"],"dcterms_title":["Discipline"],"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/979"],"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":["51 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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n PGMID : DIS012R DisciplinaryR eferral Su,maryB y Page AUG-F8E9B- 90 Referral Reason 3/08/91 -------TOTAL--------I-------BLACK--------1-------WHITE--------I-------OTHER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTACT! 01 Disregard for directions of teachers 2762 31. 99X 1506 I 1868 21.MZ 971 887 10.m 528 7 .OBl 7 I or administrators, I 02 Disregard for directions of bus drivers, 508 5,887. 243 I 403 4.m 168 I 104 1.20% 74 .on lunch aides, or other authorized school I I personnel. I I I 03 Disruption and/or interference with the 2326 26.94% 1605 I 1580 18.30% 107b I 741 8.581 526 s .m 3 I nor  al and orderly conduct of school I I and school-sponsoreadc tivities. I I 04 Behavior that involves indecent and/or 101 i.m 77 I 70 .an 53 31 .m 24 0 .OOl 0 I iuoral acts. I OS Wagerinogr any formo f gambling. 7 .08:t 6 I 4 .m 3 3 .03l 3 0 .OOl 0 I 06 Physical abuse or assault or threatened 123 i.m 94 I 94 1.08% 72 29 .331 22 0 .001 0 I physical abuse to a school employee. 07 Physical abuse or assault or threatened 1401 16.m m1 994 11.sn 664 406 4. 70'/. 291 .Oll 0 I physical abuse to other student or any I other individual. I I 08 Possession of a knife, razor, ice pick, 56 .m 51 I 39 .m 36 16 .181 14 I .01'/. 1 I explosive, pistol, rifle, shotgun, I I pellet gun or any other object that can I be considereda weapono r dangerous instrument. I I 09 Using, offering for sale or selling 32 .m 28 I 10 .rn 8 I 22 .25'/. 20 0 .00'/. 0 I alcoholic beverages or any narcotic drug I as defined by Arkansas law or School I Board policy. I I 10 Destruction of or the atte1pt to destroy 51  597. 40 I 24 .m 17 I 27 .m 23 I 0 .001 0 I school property. I I I 11 Stealing or the atte,pt to steal school 75 .m 55 I 62 .717. 46 I 13 ,15'/. 9 I 0 ,OOl 0 I property or the property belonging to I I I another individual, I I I 12 Cheatingo r copyingt he worko f another 17 .m 11 I 10 .rn 7 I 7 .08'/. 4 0 .00'/. 0 I student. I I 13 Failure to abide by attendance rules, 694 8.03% 590 I 373 4 .32'l. 317 I 315 3.64'/. 267 I 6 .06X 6 14 Useo f profanity, vulgar languageo r 328 3,7 97. 223 I 222 2.m 143 I 105 l.21l 79 I ,01'/. 1 obscene language. I I 15 Com1ittinge xtortion, coercion, black- 4 .047. 3 I 4 .on 3 I 0 .00'/. 0 I 0 .OOl 0 I mail or forcing another person to act I I I I through the use of force or threat of I I force. I I 16 Engagingin verbal abuses such as naae- 104 1.201. 84 I 70 .Bl'/. 57 I 34 .m 27 I 0 .oox 0 I calling, ethnic or racial slurs, or I I I I using derogatory statements to other I I I I students, school personnel or other I I individuals. I I I 17 Hazing, Hazing includes any willful act 43 .m 30 I 31 .m 19 I 10 .m 9 I 2 .m 2 I done by a student, either individually I I or with others, to another student for the purpose of subjecting the other student to indignity, humiliation, etc. I TOTARLE FERRALS8-6--32 5601I 5858 67.86%3 660 1 mo 31,m 1920 24 .m 21 ~ .,. PGHID : DIS013R DisciplinaryR eferral Su11arBy y 3/08/91 AUG-F8E9B- 90 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencwe ith Student 1324 15.33'l. 490 I 938 10,861 316 I 382 4.m 171 I 4 ,04% 3 I I I 02 Conferencwe ithP arent 247 2,86'l. 1951 165 1.m 124 I 81 .m 70 I .on 1 I I I 03 Conferencwe ith Studenta nd Parent 341 3.m 316 I 203 2,351, 185 I 137 UBI 130 I .on I I I 04 Privileges Denied 227 2.62'/, 100 I 171 1.98X BO I 55 .m 19 I .on I I 05 BehaviorC ontract 145 1.67'l. 100 I 86 .99% 56 I 58 .m 44 I .on 0 I I I I I 06 DetentionH al1 3459 40.on 2276I 2233 25.86X 1440I 1219 14,m 830 I 7 .OBX 6 I I 07 StudentN ill NakeU pT i e 39 .45'1: 24 I 24 .m 15 I 15 .m 9 I 0 ,001 0 I I I I 08 Student Placed on Probation 240 2.787. m1 142 1.64% 83 I 96 i.m 67 I 2 .m 2 I I I I I 09 OnC ampuSsu spension( S.A.C.) 1226 14.20% 1010I 850 9.841 6751 370 4.281 329 I 6 .m 6 I I I 10 Off CampuSsu spension 160 1.85% 115 I 114 i.m 77 46 .m 38 I 0 .001 0 I I I 11 Boys Club Suspension 79 .m 62 I 56 .64Z 41 I 23 .m 21 I 0 ,001 0 I I I I 12 Bus Suspension m i.m: 91 I 99 1.141 75 I lb .181 16 I 0 .001 0 I I I I I 13 Corporal Punish1ent 560 6.487. 4251 433 5.0H 324 I 127 i.m 101 I 0 ,001 0 I I I I 14 RecoMmenEdxedp ulsion 34 .m 32 I 25 .m 23 I 8 .09l 8 I .on 1 I I I I I 15 Other 436 5,051. 213 I 319 3.691 146 I 117 i.m 67 I 0 .001 0 I I I I I TOTAALC TIONS---8--632 5601I 5858 67.86%3 660I 2750 31.BSl 1920I 24 .m 21 I \u0026lt; .. . ~ . Attachment II-I PGII D: D!S012R Disciplinary Referral Su11aryB y Page AUG-FE90B- 91 Referral Reason 3/08/91 -------TOTAL--------J-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PARENTI PARENT I CODDEE SCRIPTION TOTAL PCT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Disregard for directions of teachers 2730 30.281 ml I 1900 21.081 13491 815 9.0H 581 IS .m 11 or ad1inistrators. 02 Disregard for directions of bus drivers, 388 4 .307. 272 276 3.061. 187 109 1.201. 82 3 .031 3 lunch aides, or other authorized school personnel. 03 Disruption and/or interference Nith the 2749 30.50% 2000 1928 2un 1404 814 9.031 593 7 .on 3 nor1al and orderly conduct of school and school-sponsoreda ctivities. I 04 Behavior lhal involves indecent and/or 56 .m 36 42 .m 26 13 ,141. 10 .on 0 I i111oraal cts. 05 Wagerinogr any for  of ga  bling. 8 .081. 7 5 .05'l. 5 I 3 .m 2 0 .001. 0 I 06 Physical abuse or assault or threatened 106 1.1TI. 93 I 70 .m 60 I 36 .m 33 I 0 .001 0 I physical abuse to a school e1ployee. I I 07 Physical abuse or assault or threatened 1537 17,0S'l. 1132 I 1111 12.:m 804 420 4.m 322 b .Obl 6 I physical abuse to other student or any I other individual. 08 Possession of a knife, razor, ice pick, 64 .m 60 34 .m 34 29 .m 25 I .on explosive, pistol, rifle, shotgun, pellet gun or any olher object that can be considered a weapono r dangerous instru111ent. 09 Using, offering for sale or selling 45 .m 43 23 .m 21 22 .241 22 0 .001. 0 alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the atte1pt to destroy 30 .m 26 13 .m 11 17 .!Bl 15 0 .OO'l. 0 school property. 11 Stealing or the atte1pt to steal school 74 .an 56 I 55 ,bl'l. 39 19 .m 17 I 0 .OO'l. 0 property or the property belonging to another individual. 12 Cheating or copying the work of another 20 .m 16 lb .m 14 4 .041. 2 0 .001 0 student. 13 Failure to abide by attendance rules. 640 7.101. 565 I 344 3.811. 300 I 295 3.m 264 I .Oil I I 14 Use of profanity, vulgar language or 365 4.041. 270 I 266 2.951. 192 I 97 1.07% 76 I 2 .021 2 I obscene language. 15 Co11itting extortion, coercion, black- 13 .14'I. 12 I 12 .rn 11 .on 0 .001 0 I ail or forcing another person to act I through the use of force or threat of force. 16 Engagingi n verbal abuses such as na,e- 133 1. 4 71. 104 93 l.OH 68 38 .m 34 2 .on 2 calling, ethnic or racial slurs, or using derogatory state1ents to other students, school personnel or other individuals, I 17 Hazing. Hazing includes any Nillful act 55 .m 45 I 44 . 48'l. :,7 11 .m 8 0 .OO'l. 0 I done by a student, either individually or with others, to another student for the purpose of subjecting the other student to indignity, huMiliation, etc. TOTARLE FERRALS9-0--13 6678 6232 69. 141 4562 2743 3o.m 2087 38 .m 29 I ...... . P6MID : DIS013R Disciplinary Referral Su,maryB y 3/08/91 4UG-FE9B0- 91 ActionT aken -------TOTAL--------I-------BLACK--------I-------WHITE--------1-------0THER--------I PARENTI PARENTI PAREIN T PARENTI CODDEE SCRIPTION TOTALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAIT COTT ALP CT CONTAI CT 01 Conferencew ith Student 11S8 12.84% 730 I 801 8.887. 491 I 349 3.87% 231 I 8 .087. 8 I I I I I n2 Conferencew ith Parent 331 3.67'/. 310 I 216 2.39% 203 I 113 i.m 105 I 2 .02! 2 I ! I I 03 Conferencew ith Student and Parent 391 4,337. 369 I 268 2.9n 251 122 i.m 117 I .OH I 04 Privileges Denied 382 4.237. 274 269 2.987. 192 I 111 1.237. 80 2 .02% 2 I I 05 BehaviorC ontract 132 1.467. 122 99 1.on 91 I 33 .m 31 0 ,007. I) I 06 DetentionH alI 3323 36.867. 2172 I 2235 24.m 1457 1075 11.92% 709 13 .147. 6 I I ,_17S tudent Will MakeU pT ime 78 .867. 59 I 54 .m 41 23 .257. 17 I .017. 1)8 Student Placed on Probation m 3.987. 295 I m 2.Bn 214 I 98 1.081. 79 2 .on 2 I\n)9 OnC ampuSsu spension( S.A.C.) 1355 15.03%1 181)I 898 9.967. 764 I 451 5.007. 411 6 .067. 5 I I l0 Off CampuSsu spension 241 2.6 7'l. 218 I 160 1.m 143 I 81 .an 75 0 ,007. 0 I ! 11 Boys Club Suspension 120 1.337. 110 I 81 .891/. 75 I 39 .rn 35 I 0 .007. 0 I I I I \\2 Bus Suspension 184 2,047. 153 I 153 1.m 130 I 31 .m 23 0 .00'.I. 0 I I [3 Corporal Punishment 246 2.m 205 I 201 2.m 165 I 45 .m 40 0 .oor. 0 ft\\\\\u0026gt;Y, .. - I 13 rt:{l) I 6 fl, I l 4 RecoamendEedx pulsion .lff 8 I ,..Cf. - ,{}'17: .-n ,.-1 .on 0 .007. 0 I I I 15 Other 703 7.797. 473 I 529 5.867. 338 I 171 1. 89'.I. 133 3 .03% 2 I I TOTAALC TIONS----9-013 6678 I 6232 69. 14'l. 4562 I 2743 30.43'l. 2087 I 38 .m 29 I THE NORTH LITTLE ROCK SCHOOL DISTRICT OFFICE OF STUDENT AFFAIRS February 8, 1991 EXPULSIONS FOR 1990-91 SCHOOL YEAR NAME SCHOOL GRADE/RACE/SEX OFFENSE Waits, Sheere Lakewood Md. Richey, Haden Ridge road Md. Conklin, David Ridge road Md. Lowe, Dekashun Ridge road Md. Perkins, Willil-, Rose City Md. Bryant, Wilma Rose City Md. Campbell, Jeremiah Rose City Md. Barnett, Me1issa NLRHS-East Dotson, Andre NLRHS-East Kuske, Danny NLRIIS-East Watson, Pashee NLRHS-East Wesley, Roderick NLRHS-East Bogard, Dornetrical NLRHS-East Gunnells, Yosheki NLRJIS-East Horton, Eric NLRHS-East Key, Dewayne NLRHS-East Moore, Phillip NLRHS-East Rhodes, K,,y~hia NLRHS-East Talley, Anthony NLRHS-East BLK/WHT 1 1 DISTRICT POLICY PROHIBITED CONDUCT 8 /Black/Female Weapon 7 /White/Male Prohibited 8 /White/Male Weapon 8 /B\nt.ack/Female Weapon 7 /Black/Male Weapon 8 /Black/Female Weapon 8 /Black/Male Prohibited 9 /White/Female Weapon 9 /Black/Male Drugs and 9 /White/Male Weapon 9 /Black/Female Weapon 9 /Black/Male Disorderly 10 /Black/Male Disorderly 10 /Black/Female Weapon 10 /Black/Male Disorderly 10 /Black/Male Weapon 10 /White/Male Weapon 10 /Black/Female Weapon 10 /White/Male Weapon 3 0 1 0 FBJ FBM FBO FBP DEMONSTRATIONS AND DISORDERLY ACTIVITIES DRUGS AND ALCOHOL 8 5 WEAPONS AND DANGEROUS INSTRUMENTS 13 6 Total: 19 Conduct Conduct Alcohol Activit-, Activit.'., Activity .. NLRSD REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 MIDDLE SCHOOLS From AUGUST Through JUNE ------------------------------------------------------------------------------== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------- -----BM------ -----BF------ 1ota1 number of a.,oigm,ents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =======-=----=--------------------------------------------------------==-====-=- 09 S.A.C. 394 42.00% 232 24.73% 180 109 10 HOME SUSP. 22 50.00% 13 29.55% 20 10 11 BOYS CLUB 63 55.26% 28 24.56% 44 22 16 EXPULSION 3 100.00% 0 .00% 3 0 1 9 9 2 - 9 3 -----BM------ -----BF------ 1ota1 number of assigments: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU  236 25.16% 134 9 20.45% 8 17 14.91% 15 0 .00% 0 -----NBM----# REF PCT /TOT # STU 76 8.10% 46 0 .00% 0 6 5.26% 5 0 .00% 0 -----NBF----# REF PCT/TOT # STU 938 469 44 38 114 86 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 612 45.30% 320 23.69% 193 113 10 HOME SUSP. 56 39.72% 46 32.62% 45 32 11 BOYS CLUB 88 59.06% 34 22.82% 53 25 16 EXPULSION 1 33.33% 2 66.67% 1 2 COMPARISION -----BM------ rotal number of assigrments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 328 24.28% 111 31 21. 99% 25 22 14.77% 16 0 .00% 0 -----NBM----# REF PCT/TOT # STU 91 6.74% 39 8 5.67% 5 5 3.36% 4 0 .00% 0 -----NBF----# REF PCT/TOT # STU 1351 456 141 107 149 98 3 3 -------------------------------------------------------------------------------- 09 S.A.C. 218 55.33 % 88 37.93 % 92 38.98 % 15 19.74 % 413 13 4 23- 7- 13- 10 HOME SUSP. 34 154.55 % 33 253.85 % 22 244.44 % 8 800.00 % 97 25 22 17 5 69 11 BOYS CLUB 25 39.68 % 6 21.43 % 5 29.41 % 1- 16.67-% 35 9 3 1 1- 12 16 EXPULSION 2- 66.67-% 2 200.00 % 0 .00 % 0 .00 % 0 2- 2 0 0 0 Z-3 - REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7 /22/93 HIGH SCHOOLS From AUGUST Through JUNE -=----------------------------------------------------------------=-----====-=== 1 9 9 1 - 9 2 -------------------------------------------------------------------------------= -----BM------ -----BF------ -----NBM----- -----NBF----- 1ota1 nunber of as~ignnents: # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------= 09 S.A.C. 313 53.97% 100 17.24% 143 24.66% 24 4 .14% 580 163 59 92 21 335 10 HOME SUSP. 25 59.52% 4 9.52% 10 23.81% 3 7.14% 42 21 4 10 3 38 11 BOYS CLUB 51 67.11% 9 11. 84% 16 21.05% 0 .00% 76 38 8 12 0 58 16 EXPULSION 1 50.00% 1 50.00% 0 .00% 0 .00% 2 1 1 0 0 2 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total m1mher of aR:,igrments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual ~tudents involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 302 43.20% 167 23.89% 163 23.32% 67 9.59% 699 133 94 80 37 344 10 HOME SUSP. 32 65.31% 6 12.24% 7 14.29% 4 8.16% 49 28 6 7 4 45 11 BOYS CLUB 45 61.64% 16 21. 92% 10 13.70% 2 2. 74% 73 39 13 8 2 62 16 EXPULSION 5 71. 43% 1 14.29% 1 14.29% 0 .00% 7 5 1 1 0 7 COMPARISION -----BM------ -----BF------ -----NBM----- -----NBF----- Total nunber- of assignments: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actual students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 11- 3.51-% 67 67.00 % 20 13.99 % 43 179.17 % 119 30- 35 12- 16 9 10 HOME SUSP. 7 28.00 % 2 50.00 % 3- 30.00-% 1 33.33 % 7 7 2 3- 1 7 11 BOYS CLUB 6- 11.76-% 7 77.78 % 6- 37.50-% 2 200.00 % 3- 1 5 4- 2 4 16 EXPULSION 4 400.00 % 0 .00 % 1 100.00 % 0 .00 % 5 4 0 1 0 5 ), Z-4 REF: DIS032 NORTHL ITI'LE ROCKS CHOOLD ISTRICT Suspension/Expulsion Comparisons Run Date: 7 /22/93 DISTRICT LEVEL From AUGUST Through JUNE -------- .------------------------------------------------------------------===== 1 9 9 1 - 9 2 =----------------------------------------------------------------==-=====--==-== -----BM------ Total nunher of assigments: # REF PCT /TOT Actual students involved: # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU ==---------------------------------------------------------------------------=== 09 S.A.C. 707 46.57% 332 21. 87% 343 168 10 HOME SUSP. 71 57.72% 25 20.33% 63 20 11 BOYS CLUB 245 60.20% 75 18.43% 185 61 16 EXPULSION 4 80.00% 1 20.00% 4 1 1 9 9 2 - 9 3 -----BM------ rota1 number of assigr,nents: # REF PCT /TOT Actual students involved: # STU 09 S.A.C. 915 44.61% 284 10 HOME SUSP. 148 50.86% 116 11 BOYS CLUB 295 59.60% 177 16 EXPULSION 6 60.00% 6 -----BF------ # REF PCT/TOT # STU 487 23.74% 189 70 24.05% 50 99 20.00% 72 3 30.00% 3 379 24.97% 226 24 19.51% 23 73 17.94% 63 0 .00% 0 -----NBM----# REF PCT/TOT # STU 491 23.94% 181 59 20.27% 48 90 18.18% 59 1 10.00% 1 100 6.59% 67 3 2.44% 3 14 3.44% 12 0 .00% 0 -----NBF----# REF PCT/TOT # STU 158 7.70% 71 14 4.81% 11 11 2.22% 9 0 .00% 0 1518 804 123 109 407 321 5 5 2051 725 291 225 495 317 10 10 -------------------------------------------------------------------------------- COMPARISION -----BM------ rota1 number of .,.,e,,ments: # REF PCT/TOT Actual students involved.  # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU -------------------------------------------------------------------------------- 09 S.A.C. 208 29.42 % 155 46.69 % 112 29.55 % 58 58.00 % 533 59- 21 45- 4 79- 10 HOME SUSP. 77 108.45 % 45 180.00 % 35 145.83 % 11 366.67 % 168 53 30 25 8 116 11 BOYS CLUB 50 20.41 % 24 32.00 % 17 23.29 % 3- 21. 43-% 88 8- 11 4- 3- 4- 16 EXPULSION 2 50.00 % 2 200.00 % 1 100.00 % 0 .00 % 5 2 2 1 0 5 Z-1 REF: DIS032 Suspension/Expulsion Comparisons Run Date: 7/22/93 ELEMENTARKY-6 From AUGUST Through JUNE ----------------------------------------------------------------------==-======= 1 9 9 1 - 9 2 ------------------------------------------------------------------------======== -----BM------ -----BF------ rotai number of .,,,ignnents: # REF PCT /TOT # REF PCT /TOT Actual students involved: # STU # STU -----NBM----# REF PCT/TOT # STU -----NBF----# REF PCT/TOT # STU =---------------------------------------------------------------------===-====== 09 S.A.C. 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 10 HOME SUSP. 24 64.86% 8 21.62% 5 13.51% 0 .00% 37 22 6 5 0 33 11 BOYS CLUB 131 60.37% 38 17.51% 40 18.43% 8 3.69% 217 103 32 36 7 178 16 EXPULSION 0 .00% 0 .00% 0 .00% 0 .00% 0 0 0 0 0 0 1 9 9 2 - 9 3 -----BM------ -----BF------ -----NBM----- -----NBF----- Total number of \"\"igr,nents: # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT Actu.,l students involved: # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .00% 0 .00% 0 0 10 HOME SUSP. 60 59.41% 18 17.82% 47 12 11 BOYS CLUB 162 59.34% 49 17.95% 99 35 16 EXPULSION 0 .00% 0 .00% 0 0 COMPARISION -----BM------ rota1 number of assignments: # REF PCT /TOT Actual students involved  # STU -----BF------ # REF PCT/TOT # STU 0 .00% 0 21 20.79% 16 58 21. 25% 38 0 .00% 0 -----NBM----# REF PCT/TOT # STU 0 .00% 0 2 1.98% 2 4 1.47% 3 0 .00% 0 -----NBF----# REF PCT/TOT # STU 0 0 101 77 273 175 0 0 -------------------------------------------------------------------------------- 09 S.A.C. 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 10 HOME SUSP. 36 150.00 % 10 125.00 % 16 320.00 % 2 200.00 % 64 25 6 11 2 44 11 BOYS CLUB 31 23.66 % 11 28.95 % 18 45.00 % 4- 50.00-% 56 4- 3 2 4- 3- 16 EXPULSION 0 .00 % 0 .00 % 0 .00 % 0 .00 % 0 0 0 0 0 0 Z-2 ,   DISCIPLINE INFORMATION REFERRALS ACTIONS TAKEN (Please attach computer generated information) 23  '1: DISC1a Discipli111TYR efernl S....ry.-By P19e 1 IUU.ATM Rtf1rnl Ranon 9nJJl'f2 D LI11l m ~ sam. - w12 -TIJTrL-- ---a.ta-- ---tOf-lJa-- Code Dascriptian Totll Ptt Pu Can Tot,l Ptt P1r Con Tot1l Ptt Pu Can 01 Disr191rd for dir1etions of t11chen REFERRAL2S4 ~.oox 15 14 23.m 9 10 16.661 6 .. idalnlstr1tors. STtmE\u0026gt;fTS 22 39.2.SX 13 14 25.00X 9 8 14.2SX 4 r191rd for dir1etions of bas drivers, REFERRALS 1 1.661 0 1 1.661 0 0 .oox 0 lanch ,idK, or other 111thorizasdc hool Sl\\lE(l'S 1 1.78X 0 1 1.7BX 0 0 .oox 0 penonrwl. OJ Disrtlan .ind/or intM\"ftrera with the REFERfW.S 5 8.331 3 5 s.m 3 0 .oox 0 norul ind orderly condw:to f school S1lllOOS 5 8.92X 3 5 8.92X 3 0 .oox 0 1nd school1POll5Dr,lcdt iv it in. 04 JIRhlviotrh lt inOlvesi ndlcent. ind/or REFERRAL0S .oox 0 0 .oox 0 0 .oox 0 iMOr1l ,cts. snmrs 0 .oox 0 0 .oox 0 0 .oox 0 05 Wi9fif II I or IIIY for of 9HDl i Ill, REFERRALS0 .oox 0 0 .oox 0 0 .oox 0 S1llDTS 0 .oox 0 0 .oox 0 0 .oox 0 06 PhYSicll ibue or HSillt or thr11ttned REFERfW.S 2 3.33X 1 2 3.m 1 0 .oox 0 ph)'Sic1l lbue to  school lO)'le, STlllENTS 2 3.571 1 2 3.571 1 0 .oox 0 07 Physlcll lbue or 1ss11lt or thrNtened REFERRALS 2 3.331 2 2 3.331 2 0 .oox 0 physic,l lbue to othlr st.dent or IIY  STlllENTS 2 3.571 2 2 3.571 2 0 .oox 0 othllr individul. 08 Pos1e11ian of, knife, ruor, ic1 pick, REFERM.S 0 .oox 0 0 .oox 0 0 .oox 0 espl05iw, pistol, rifl1, shotvm, snmrs 0 .oox 0 0 .OOI 0 0 .oox 0 pellet 1111o1r 1ny other abjact thit un be cansiderad  IINPOfl or dilllJl!l'OIS instnnt. 09 Using, offtrint for s,le or selling IIEFEJM.S 0 .oox 0 0 .oox 0 0 .oox 0 1lcmollc IMMrlCJIS or 1ny n1rcotic dr119 STlllENTS 0 .oox 0 0 .OOI 0 0 .oox 0 ,s dlfinld by Arhl'ISH lill or School Bolrd Policy, 10 DKtrw:t ian of or the ,tt..,t to destray REFERRALS 0 .oox 0 0 .OOI 0 0 .oox 0  1 prqierty. STIIOTS 0 .oox 0 0 .oox 0 0 .oox 0 11 int or the 1tte1Pt to st11l school IIEFEJM.S 1 1.661 1 1 1.661 1 0 .oox 0 pro,erty or the property belonging to STlllENTS 1 1.78X 1 t 1.7BX 1 0 .oox 0 1nother individul. 12 ChNti111 or co,ying the of ,nother REFERRALS 0 .oox 0 0 .oox 0 0 .OOI 0 student. STlllEHTS 0 .oox 0 0 .OOI 0 0 .OOI 0 13 Fi ln to ibide by ,ttmi.nc:e rates. REFERRAL2S0 33.33X 15 12 20.00X 8 8 13.m 7 STUllENTS 19 33.92X 14 12 21.Q 8 1 12.SOX 0 14 Useo f prof,nity, valpr 1111111o11r REFERfW.S 4 6.661 3 4 6.66X 3 0 .oox 0 absc1111l1 111utt. ST1JOTS 3 5.35X 2 3 5.35X 2 0 .oox 0 15 Cc:aitting extortion, coercion, bl1ek- REfERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ui l or forcing 1nothlr person to Kt snmns 0 .oox 0 0 .oox 0 0 .oox 0 thrCMl9hth e ne of force or thr11t of force. 16 ETIIPiinJt in wrbl l lbues nch H ~ REFERRALS1 1.661 0 1 1.661 0 0 .oox 0 c1lli119, ethnic or r,ci1l slll's, or STUllENTS 1 i.78X 0 1 i.78X 0 0 .oox 0 usint dlr091tory stateaents to other st.dents, school perSOlllll!lo r other individuls. 17 Hiz i119. REFERRAL0S .OOI 0 0 .oox 0 0 .oox 0 STUllENTS 0 .oox 0 0 .oox 0 0 .oox 0 18 w119 relted t1ttivities. REFERIW.S 0 .oox 0 0 .oox 0 0 .oox 0 ST\\WfTS 0 .oox 0 0 .oox 0 0 .OOI 0 TIJTf(. REFERIW.S6 0 ~ 42 70.00X '17 18 30.00X 13 - STUIDTS 56 36 41 73.211 26 15 26.781 10 Raf, D190i3il Disciplinary RlrilPITiSl uM,ry )y 91Y)/f2 CUii.AIDE Action T1un NJmtL ITTLEm HIQ4! Dill. - 11/12 --TUT#l.-- -rua- ----fOf-k.Aa-- :s:rlption Totil Ptt Pu Con Tot1l Ptt Pu Con Tot1l Ptt PIT Con 01 Conferenc i th Student ACTIIJIS 9 15.00X 3 8 1J.m 3 1 1.661 0 Sl1IEITS 9 1S.25X 3 8 13.551 3 1 1.691 0 02 Conf.,-anc ith Puent ACTIIJIS 2 3.m 2 0 .oox 0 2 J.m 2 STlllOO'S 2 3.B 2 0 .oox 0 2 3.B 2 03 Conferancei th Student ind P1rent ACTIIJIS 2 3.331 2 2 3.m 2 0 .oox 0 STIIIOOS 2 3.381 2 2 3.381 2 0 .oox 0 04 Privi l\"6 Denied flCTIIJIS 1 1.661 1 1 1.661 1 0 .oox 0 STUDENTS 1 1.691 1 1 1.691 1 0 .oox 0 05 B1hnior Contnct ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .oox 0 0 .oox 0 0 .oox 0 06 DetentionH ill ACTIIJIS 7 11.661 2 4 6.661 1 3 s.oox 1 STUDEHTS 7 11.Blil 2 4 6.77X 1 3 S.081 1 07 Stldlnt Yi l l Kak ~ Ti ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 Sl1IEITS 0 .oox 0 0 .oox 0 0 .oox 0 08 StllNllt Pl1eed on PrabltiCII ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 09 On CilfU 6apersion (S.A.C.\u0026gt; ICTitl6 24 40.00X 20 15 Z5.00X 12 9 15.00X 8 ST1IIENTS 23 38.981 19 15 Z5.42X 12 8 13.m 7 10 tmR Sa,eiision ICTIIJ6 1 1.661 1 1 1.661 1 0 .oox 0 STUIOTS 1 1.691 1 1 1.691 1 0 .oox 0 11 bl Cllb Sa,eniion ICTIIJIS 3 S.OOI 2 3 s.oox 2 0 .OOI 0 STUDEHTS 3 s.oex 2 3 s.oex 2 0 .oox 0 12 Bu Sapefsion ICTIN 0 .oox 0 0 .oox 0 0 .oox 0 ST1IIENTS 0 .oox 0 0 .oox 0 0 .oox 0 1-ardiy School ACTIIJIS 9 15.00X 5 7 11.661 4 2 3.331 1 STUDEHTS 9 15.25X s 7 11.861 4 2 3.381 1 14 Recoaende[dJp llsion ACTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 STUDEHTS 0 .OOI 0 0 .oox 0 0 .oox 0 15 othtr ACTIIJIS 2 3.331 2 1 1.661 1 1 1.661 1 snmTS 2 3.381 2 1 1.691 1 1 1.691 1 16 Eq,ll1i0111 ICTIIJIS 0 .oox 0 0 .oox 0 0 .oox 0 snmTS 0 .oox 0 0 .oox 0 0 .oox 0 TOTILA CTIIJIS 60 40 42 70.00X 27 18 30.00X 13 snmrs 59 39 42 71.181 27 17 28.B11 12   COHPREIIENSIVOEU TCOHY.S.V ALUATION (COE) SURVEYR ESULTS (If applicable, please insert after this page) 24  I J NORTH LITTLE ROCK HIGH SCHOOL COMPREHENSIVE OUTCOMES EVALUATION NORTH LITTLE ROCK, ARKANSAS _ 1991 ARKANSASC OMPREHENSIVSEC HOOLI MPROVEMENPTL AN Arkansas D~pQrtment of Education - School: North Little Rock High School - West Year: 1991-92 District: North Little Rock School Superintendent: James R. Smith TABLE OF CONTENTS Letter of Coi:mnitment from District ..................... 1 Letter of Commitment from Principal .................... 2 Introduction . .......................................... 3 Overview of the Improvement Plan ....................... 5 COE Steering Coi:mnittee ................................. 7 Target Area Conuni ttees . ................................ 8 Review of Data ........................................ 10 Description of School and Comrnunity ................... 12 Mission Statement and Goals ........................... 15 Mission Statement ..................................... 16 Monitoring and Assessment of Student Achievement ...... 17 School Climate . ....................................... 24 Parent/Community Involvement .......................... 28 High Expectations ..................................... 32 THE NORTH 1LrITlLE ROCJK PllIBLIC SCHOOL -ADM!NISTR1UIVE OFFICES 2700 POPLAFi STREET COE Steering Committee North Little Rock High School-West Campus 101 West Main Street North Little Rock, AR 72114 Dear Committee Members: The administrative staff of the North Little Rock School District is committed to assisting the faculty of North Little Rock High School West Campus with the implementation of their Comprehensive Outcomes Evaluation Plan which was developed over the past several months. The four areas targeted for improvement are in concert with district priorities established by the Board of Education. We recognize the value of this introspective school improvement process and pledge our support for the school's plan. Sincerely, ~Lt James R. Smith Superintendent of Schools dw P.O. BOX 687, NORTH LITTLE ROCK, AR 72115/0687 501/771-8000 November 19, 1991 Dear Comprehensive Outcomes Evaluation Visiting Team: 101 West 22nd Street North Little Rock, Arkansas7 2114 (501) 771-8100 Since the fall of 1990, I have observed our staff working tirelessly and diligently in planning for the future of North Little Rock High SchoolWest. The commitment and dedication displayed by the entire community has been an inspiration to all who have witnessed the rebirth of North Little Rock High School. It is with great enthusiasm that I fully endorse and pledge my commitment to the plans for the future of North Little Rock High SchoolWest as set forth by our Comprenensive Outcomes Evaluation plan. s ly,\n/ Ari?.~\nlompsbn, Kin~pal North Little Rock High School-West 2 INTRODUCT:i:ON North Little Rock High, West Campus, began its Comprehensive Outcome Evaluation (COE) Improvement Plan in November of 1990. Actually the school was a new school because of the reorganization of two former high schools, Ole Main and Ncrtheast\nthus, some data from both former high schools had to be obtained\nhowever, most of the staff was formerly from Northeast or Ole Main. The Steering Committee, reflecting a cross section of the faculty and staff, began to gather statistics and administer the perceptual surveys to a sampling of parents from different demographic areas, to all students administered by the English teachers, and to the faculty and staff members. Parents assisted in the mailing of surveys to parents. Concurrently, the school's mission statement and goals committee, comprised of faculty and community people, began its report. Other committees, such as the School and Community, earnestly began. Sirice COE is a new process, informational meetings were held. After receiving the surveys, the Dawson Educational Service Cooperative in Arkadelphia tabulated the results\nin addition, North Little Rock High's computer instructor, utilizing the statistical materials, developed charts making the results more visual. Each committee chairman prese11ted an in-depth report to the faculty. Based on the analyses of all data, including the archival, achievement, and perceptual, the faculty unanimously decided on the following target areas: 1. HIGH EXPECTATIONS 2. SCHOOL CLIMATE 3. PARENT/COMMUNITY INVOLVEMENT 4. STUDENT ACHIEVEMENT/TIME ON TASK (MANDATORY) Committee chairmen, selected from the Steering Committee, and vice-chairmen were chosen for each area\nagain after examining the data, the chairmen, vice-chairmen, and subcommittees selected outcomes. After numerous meetings, the chairmen, vice-chairmen, and committee members formulated detailed improvement plans designed to eliminate the disparities revealed in the baseline data. The criteria for each outcome were completed during the spring of 1991. During the summer the Steering CoIDmittee Chairman and target area chairmen met to check for repetition. In e\u0026amp;sence, the Improvement Plan for the target areas were finalized\nhowever, after some of the improvement areas were identified in the plan, actions were immediately begun fer implementation for the 1991-92 school year. The faculty was again apprised of the study, modifications, and final results. 3 The faculty, staff, and administration of North Little Rock High, West Campus, recognize that the Improvement Plan is an ambitious document\nhowever, with the combined efforts of the students, staff, administration, and community, not only will these issues in the five-year plan be addressed, but other concerns will be addressed because the school is dedicated to student growth. 4 Respectfully submitted, Billie Jo White Emogene Wetherington OVERVIEW OF THE IMPROVEMENT PLAN The four targets and the desired outcomes form the basis for the school improveme~t plan. The action plan is designed to achieve the outcomes established for each target. TARGET: Monito1:ing and Assessment of Student Achievement/ Time on Task OUTCOXES 1. To increase enrollment in academically challenging courses and maintain thet enrollment throughout the school year with particular attention given to. increasing minority student participdtion. 2. To improve student success on standardized tests and in the classroom. 3. To increase student time on task. 1. 2. TARGET: School Climate OUTCm!ES To increase student perception of the schocl as a safe environment. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. TARGET: Parent/Community Involvement OUTCOMES 1. To increase the involvement oi the business community in the school programs. 2. To increase the involvement of parents in the school programs. 3. To improve involvement o= the non-business community in school programs. 5 'I\"ARGET: High Expectations OUTCOMES 1. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation. 2. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. 3. To expand the use of classroom strategies designed to encourage interactions that promote critical thinking skills and problem solving abilities. 6 North Little Rock High School-West Campus COE Steering Committee Emogene Wetherington, Chairperson Penny Clay, Reporter Pris Benson Ron Brown Greg Burl Anita Cameron Linda Fuller Liz Fulton Tom Hudson Rena Knight Patsy Pearson Sue Perry Betty Sneed Roy Spradlin Mary Taylor Billie Jo White 7 North Little Rock High School-West Campus Monitoring and Assessment of Student Achievement/ Time on Task Committee Betty Sneed, Chairman Bill Garvin, Vice-Chairman Phyllis Doerr Eulin Downing Geraldine Garrett Ron Ingram David Kaufman Mar::orie Kirby Sallie Langford Sam Mascuilli Carol McAdams Darrell McCoy Mary Power Roseanne Sallis Ira Scoggins Harold Stark Mike Tucker Phyllis Wiggins High Expectations Committee Liz Fulton, Chairman Monica Davis, Vice-Chairman Glen Amis Jim Billings Steve Dar.iels J inuny Harper Lou Hart Quilla Lanes Jim McMurry Christine McRae John Narkinsky Trish Partridge Suzzette Reynolds Jon Robbins Mary Lee Schultz Mildred Standley Johnny Talley Carol Toombs Tammy Tucker 8 North Little Rock High School-West Campus School Climate Committee Rena Knight, Chairman Berdell Ward, Vice-Chairman Helen Casteel Johnnie Collier Ann Cowart Gary Davis Cheryl Fallis Patrina Greenway Annie Hamilton Faith Jones Donnas McGinley Carl Moore Don Robbins Jackie Ryan Jan Scholl Kathy Smith George Thompson Willie Vincent Joe Ward Parent-Community Involvement Committee Patsy Pearson, Chairman Cynthia Hampton, Vice-Chairman Shelia Baker Sue Beach Bill Bowers Gwen Brooks Louise Cammack Cheryl Daniels Kay Ewart Rick Gravette Gary Haver Gail Hopkins Fred Johnson Ron Kieklak Shelia Smith Paul Stovall Billy Wagley 9 REVIEW OF DATA Members of the Steering Committee gathered archival, achievement, and perceptual data on which to base the school improvement plan. ARCHIVAL DATA The archival data included personnel information on certified and non-certified staff members\nstatistics about students' attendance rates, family environment, and participation in extracurricular activities\nand detailed information about the instructional program. Archival data indicated strengths in the following areas: a highly educated, experienced staff\na comprehensive instructional program, and an extensive student activity program. Approximately 70% of the faculty members hold masters' degrees and above. Specific strengths of the instructional program include the Advanced Placement courses, the television production program, and the computer lab facilities for math and reading instruction. The student activity program includes 44 student organizations that meet on a rtgularly scheduled basis within the school day. Therefore, all students have the opportunity to participate in extracurricular activities and are encouraged to do so. Archival data revealed the following areas of disparity: The percentage of minority students enrolled in advanced courses was low. The nunilier of students selecting lower level courses was considered excessive. The absentee/tardy rates for all students needed improvement. These concerns are addressed in the following targets: Monitoring and assessment of student achievement and high expectations. ACHIEVEMENT DATA The achievement data wa$ obtained through records from the school guidance office and the district's offices of instructional services and computer services. Included in the information compiled are grade distribution records, MAT-6 scores, ACT profiles, PSAT scores, lists of scholarships awarded, lists of state and regional awards received, and lists of students receiving honors for outstanding achievement. A significant area of strength is in the number and amount of scholarships awarded to g~aduating seniors. Another area of strength is in the number of state and regional awards received by students in the speech and drama department. 10 A five-year summary of ACT scores shows that our composite score of 19.9 represents a steady increase since 1988-89. For the first time in five years, our composite score is at the state average. Twenty-eight percent of students taking the ACT in 1990-91 were black. The composite score report by ethnic groups shows a 3.6 point difference in the scores of black and white students. Only 34% of black students taking the ACT had the college-core curriculum as compared to 44% of white students. Steps are being taken to encourage all students to complete the strongest courses in which they can be successful. The summary report of the Metropolitan Achievement Test, 6th edition, which was administered to eleventh graders in April 1991, shows an overall basic battery percentile of 56.6. This average indicates that our students scored above the 50th percentile nationally. The test data also reveals a 22.2 percentage norm discr1:pancy between scores for white students and those of minority students. Reducing this disparity while raising the overall test scores is a desired outcome of the improvement plan. PERCEPTUAL DATA The perceptual data was based on the opinions of students, parents, and certified staff members and was obtained through surveys designed for each group. Parent volunteers assisted in mailing surveys to a random sampling of parents. Surveys were distributed through the English classes to all students. All faculty members also completed the opinion surveys. All groups surveyed indicated the following areas of strength: Clear school purpose, monitoring and assessment of student achievement, and high exp~ctations. The opinions of parents, students, and teachers varied on some of the correlates. Although the results of the surveys were generally positive, some variances occurred in the areas of school climate and parent and community involvement. There was a slight discrepancy in the attitudes of students toward the school as a safe environment and the attitudes of their teachers and parents. The surveys also showed a perceptual difference in the area of fairness as related to the administraticn of discipline. There was also a discrepancy in the attitudes of the students, parents, and teachers regarding the degree to _which parents and other members of the community are involved in the school. These areas of discrepancy are addressed in he improvement plan. 11 . DESCRIPTION OF SCHOOL AND COMMUNITY The city of North Little Rock lies just across the Arkansas River from Little Rock. An estimated 61,700 persons live in North Little Rock. That figure represents a 6% decrease in population in the ten-year period from 1980 to 1990. The median age of about 33 years is increasing, and the school age population percentage is decreasing. Approximately 79% of the residents are white, 20% black, and 1% other minorities. Studies indicate that the black population percentage in North Little Rock is increasing while the white population percentage is decreasing. Of the existing labor force in the city, the largest percentage of workers hold management or professional positions (24.3%), while 19% have administrative or clerical jobs, and 12.3% are in service fields. The remainder of the work force is made up of sales people (11.8%), skilled craft workers (11.8%), unskilled laborers (16.7%), and those in technical fields (3.4%). The remaining .7% make up the workers representing fields other than those listed. Although industrial development in North Little Rock is restricted by boundaries on all sides, there are positive economic indicators for the school and community. While the unemployment rate in Greater Little Rock is 7.6% the citizens in North Little Rock are at 4.6%. In 1989 voters approved a 4.9 mill school tax increase on real property. This millage increase is an excellent indicator of the community interest and support of public education in North Little Rock. Cultural and recreational facilities in North Little Rock include the Laman Public Library, the Community Band, the Old Mill, Wild River Country, Riverfront Park, and the North Little Rock Community Center. Within minutes of North Little Rock are the Arkansas Arts Center, the Arkansas Symphony Orchestra, The Arkansas Ballet, and the Arkansas Repertory Theatre. The area also offers the Arkansas Museum of Science and History, the Little Rock Zoo, and a number of state parks, lakes, streams, camping and hunting areas, and hiking trails. The North Little Rock School District is serving 9,194 students in the 1990-91 school year. The city's demographic trends are reflected in the school population, which has decreased in recent years. Of the total enrollment, 52.3% are white, 46.5 are black, and 1.2% represent other minorities. The racial composition has also paralleled the city's trend of declining white population and increasing black population. 12 The 1990-91 school year is the first year for implementing the reorganized secondary school plan. This reorganization process was completed by the \"Planning Task force for Secondary Reorganization,\" which included 39 committees and subcommittees made up of parents, teachers, students, administrators, and citizens. Beginning in 1990-91, the North Little Rock School District changed to one high school on two campuses and three middle schools. All 9th and 10th graders attend the North Little Rock High School East Campus with an enrollment of 1,372. All 11th and 12th graders attend the North Little Rock High School West Campus with an enrollment of 1,180. Seventh and eighth graders attend Lakewood, Ridgeroad, or Rose City Middle Schools, depending on residence and school attendance zones. This reorganization allows the racial makeup of the secondary schools to reflect the racial. makeup of the community as a whole. The administration of the North Little Rock School District operates under policies established by a Board of Education. The School Board was reorganized in 1989 from a six-member at large board to a seven-member geographic zone board to allow for a more equal representation of the various races and socioeconomic groups in North Little Rock. Positions are for alternating three-year terms, and elections are held each September. The North Little Rock School District has established a number of programs to meet better the needs of minority students. The position of Assistant Superintendent for Desegregation was established in March 1990 to ensure racial equity. An activity director at each secondary campus works toward greater minority student participation in extracurricular activities. Compensatory education programs have expanded, and staff development opportunities have been implemented for improved understanding of students who achieve below grade level. Free bus transportation is now provided for all students living more than two miles from schools. District-wide trends indicate that the North Little Rock schools are expanding services and improving educational opportunities for all students: -A greater percentage of public school students graduate than ever before. -The standardized testing program has expanded to include students in grades 1 through 11. -Special education programs are offered to hundreds of students with a variety of learning disabilities and handicaps. 13 -Hundreds of students are in programs for the gifted and talented. -More than 500 computers provide for individualized, self-paced instruction. -Schools work with students to reduce drug and alcohol use. -North Little Rock students consistently earn top awards in regional, state and national competitions in math, history, vocational education, music, art and other subject areas. -More than 100 scholarships were awarded to 1990 graduating seniors. The North Little Rock School District is following the national trend of community involvement in its education development. With the reorganization of the secondary schools in the district, parents and other residents served as advisors on reorganization committees. The Classmate Program teams schools with businesses in the community. These business partners reward student achievement, recognize teacher achievement, provide materials and services, and help schools reach their goals. The Student Incentive Program at North Little Rock High School is designed to recognize and reward student excellence in academic performance, attendance, activity involvement, and citizenship. The Incentive Program is based on a cooperative effort of the school and area businesses tu reward students with discounts at the community businesses. After the first nine weeks of operation, there was a 74.2% increase in students qualifying for the program. The community has also been involved in the creation of the television production program on the West Campus. Through a grant and city funding, a television studio was installed to broadcast City Council meetings. A strong PTSA (Parent, Teacher, Student Association) provides assistance for students and teachers in the North Little Rock School District. Parents and other residents also serve as advisors on academic area committees and other special topic committees that are established to consider school issues. The interest of North Little Rock residents in their schools and their individual neighborhoods results in local involvement, improved services, and community pride. 14 Mission Statement and Goals The chairman of the committee met with the Steering Committee November 14 and November 28 to receive information, data, and guidelines for direction to proceed. After several conversations with Steering Chairs Wetherington and White, and an organizational meeting of the Mission Statement and Goals Committee, surveying the educational community - students, teachers, parents - became the number one priority. In order to develop a surve:, instrument, the committee decided to formulate a list of goals based on existing philosophies: administrative priorities for 1990-91 and objectives from past evaluation processes. After the chair gathered the pertinent data, members of the committee met in a lengthy, writing session. Six goals were for~ulated and sent to a cross sampling of classes: basic, regular, and honors English, as well as special education and other disciplines. The PTA P~esident took surveys to meetings with parents for their input. All teachers on the staff were surveyed. A second draft added three goals based on the data collected. A final survey produced one additional goal for the committee, making a comprehensive list of ten goals in the final draft. Using these ten goals, the committee developed the Mission Statement, which was presented to the Steering Committee in January and was accepted. In the fall of 1991, the chair met with representatives of the East Campus, for their input. Based en their findings, two goals were modified and the final Mission Statement completed. West Campus sue Perry, Chair Sylvia Allen Marilyn Carter Cynthia Hampton Mala Rogers MISSIOO SI'ATEMENT With a carmitrnent to provide experience, opportunities and challenges where irrlividuality is acknowledged and maximum potential can be realized, North Little Rock High School values people, ideas, and learninJ. * * * * -* Goals The curriculmn must be designed to educate all youth so that they may becane productive and responsible citizens of our country and world. The cu..rriculum should provide multicultural experiences which enable students to learn to respect irrlividuals, their cultural differences, and the interdependence of people through a study of histo.cy, gt\n!()(Jraphy, and varied cultures of the nation and the world. The curriculum must provide instnlction which enables students to learn basic skills in matherratics and reading, as well as to achieve canpetence in oral and written ccmnunication. The curricuhnn must provide an enviroment in which students learn to think critically in order to make infonred decisions so that they may attain self-respect ru1d self-discipline. The curriculum must be designed to raise the cultural level of the a:mrn.uut.y by developing within the student an appreciation of art, literature, il!ld music. * The curriculum must be designed to nurture adaptability in students so that they may achieve their full IX)tential and nay realize that many of the jcbs in which they will work have not yet been created. * 'lhe curriculum must be designed to meet the special needs and abilities of our students on all levels. * The curriculum should offer o:wortuni ties for students to learn market-ready skills through a variety of work-related programs. * The curriculun must offer students a varied program of school-related activities focusing on the developrent of lE:adership skills, service to the school and camnmity, involverrE11t, and cooperation. * The curriculum must bE: designed to develop the whole person intellectually, physically, arotionally, and socially. 16 TARGET NARRATIVE MONITORING AND ASSESSMENT OF STUDENT ACHIEVEMENT/TIME ON TASK Beginning in March 1991, this committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee merr~ers isolated three areas directly impacting student achievement: increasing time on task, improving student success un standardized tests and in the classroom, and increasing and maintaining enrollment in advanced classes. The committee felt particular attention must be paid to the achievement of minority students in each of these areas. A subcommittee was assigned to each outcome. Each subcommittee conducted additional research into its outcome before considering specific actions to address the outcome. A survey of enrollments in advanced courses (advanced, college bound, GT, AP) revealed a lower percentage of minority students in these courses. Teachers in all subject areas expressed concerns regarding students dropping to a \"lower level\" course or initially selecting a \"lower level\" course rather than meeting the challenges of the advanced courses. The data for absentee/tardies revealed a rate higher than desirable for all students. Teachers also expressed concerns over the amount of class time missed due to interruptions and absences. A review of MAT-6 scores showed a significant discrepancy between scores for white students and those of minority students. This same discrepancy could also be noted in the current GPA data. Once the data was reviewed, each subcommittee considered specific actions to address the desired outcomes. The preliminary improvement plans were presented for consideration to the whole committee. Suggestions were offered and incorporated by the subcommittees. Final inprovement plans were submitted to the Steering Committee in April 1991. 17 00  IMPi PLAN Target:IDNI'IORING AND1 \\SSl'SSMENOTF S'!UDENI' ACHIEVEMENI'/'l'IOMNE T ASK  OUtcare:'ro increase enrollment in acadanically challenging cwrses and maintain that enrollment throughout the school year with partic.'Ular attention given to increasing minority student participation. ACTICNS RFSPCNSIBILITY TIMELINE RFSCOOCES STAFFD EVEWPMENr EVAWATIClD-1A TA 1. Develop ways to GUJ.dance Inplarent Student Explanation and List of potential identify students for counselors, 1991-92 achieverrent interpretation of students. acadanically Teachers Re-check data, Student test scores challenging cwrses Principal each year records, Of:portunities for based on test scores, teachers teachers guidance to past performance, conference teacher reccmnendation, etc. ' 2. R!:!fine and e.'ql\u0026lt;Uld Principal, Initiate Brochures, Opportunities for CaTiparisoo of current procedures for Guidi:ince Spring 1992 Curriculum teachers and guidance to enrollnent to that of providing Counselors, Expand in Booklets, discuss ccurse content previous years. infonnation to students Dept. Chairman, 1992-93 Choices Program and teacher and parents conoenring Teachers Newsletters expectations. the challenges, Camri.ttee St:ooent Leaders oi:portunities, and Coordinator Cwrse Cootent expectations in these Guides courses. 3. Establish a procedure Priocipal, Preliminary Canputer lists O:mnittee of parents, Caiparison of to make it nore Guidance, plans, of enrollment Camselors, Teachers dropout/transfer difficult for students Teachers 5Pring 1992 and other interested rate in current year. to change to less Expand in faculty to hear requests Monitor grade reports challenging ccurses. 1992-93 for schedule changes. to detennine success Revise as rate. needed 4. Establish procedures Principal, Preliminary Professional Infonn parents, teachers, Students grades and for intervention with Dept. Cllairman, plans, Fall publication, and students of programs dropout/transfer students having Teachf:rs 1992 District available. Carmittee rates carpared to difficulty in these FUll .i.rrple- curriculum of teachers to those of previoos courses before dropout/ mentation specialist reccmnend programs. years. transfer occurs. SPring 1993-94 TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. 2. To increase the level of satisfaction teachers feel about their jobs and their work environment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hac been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating (7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Parents generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from parents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes were selected on the basis of the data listed above, a subcommittee was appointed to develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24  IMPi PLI\\N Target:MCM:TORINGA NDA SSESSMENOT F S'IUDENr ACHIEVll1EN.l'/TIMOE N TASK  Outcare:To increase enrollrrent in aCTldanically challenging ccurses and maintain that enrollmmt throughout the school year with particular attention given to increasing minority student participation. ACTIOOS IID3PCNSIBILITY TIMELINE RESOURCES STAFF' DEVEWPMENI' EVALUATIOmO TA 5. Implement incentive Departnental Inplement NLR TV, Departnental Staff Number and list of. programs within ccurses Staff Fall 1991 School dete:anines workable incentives uses. so students can Recheck Newspaper, ideas and activities Number of students achieve success and be each year Bulletin receiving recognized for their Boards, reoognitico. efforts: i.e. Exhibits, Crnpetitions, Local Publication of work, Businesses etc. N 0  IMP~ PLAN Target:l'Oll'IORING AND l\\SSESSMENl' OF S'IUDENT ACIIIEVEMEN'l'/TIME 00 TASK Outcane:'l'o inprove student success on i\ntandardizE..'CIte sts and in the classroan. l\\CTIONS RESPrnSIBILITY TIMELINE RESOURCES STAFF DEVEIOFMENI' 1. Inplement programs Principal, Trial run Test Prep. Meeting of cannittees designed to prarote Guidance 1991-92 Manuals, and staff to encourage suocess on Counselors, Fully Professicoal cross-curricular starrlarclized tests. Teachers implemented Journals involvement. Staff a. Establish before/ 1992-93 meeting to review skills after school to be taught. tutoring sessions in test-taking skills b. Provide canpute.r Principal, Add to and District Explanation of what in software for the Media Specialist update Mooia available. canputer lab to holdings Services, prepare students each year Canputer for a variety of Vendors tests. c. Encourage teachers Principal, !nplement Professional Departmental inservice to~ a variety of Dept. Chainnan, 1992-93 Publications, on relevant testing testing styles. Director of and recheck District styles Secondary each year CUrriculum Education Specialists 2. Inplenent progr= designed to encourage a higher success rate in the classroan. a. Develop before and Principal, Trial run Guidance Meetings of ccmnittees after school Dept. Chairman, Spring 1992 counselors, and st.aff to encourage tutoring sessioos Teachers Fully Professional cross-curricular for study skills implemented Publications involvement. and content in 1992-93 required subjects.  EVAlllATIOND ATA Report on student scores as reported by testing services. Report on student scores as reported by testing services. Student Survey. Report on student scores as reported by testing services. Corputer generated smrnary of grades at end of each sanester.  IMProvllrr PIJ\\N  Target:M:JNITORING AND ASSESSMENr OF Sl'UDENT AOJIEVEMi,NT/TIME ON TASK OutOC111e:J'o .inprove student success on standardized tests and in the classrOCill. ACTIONS RESFONSIBILITY TIMELINE RESOURCES STAFF DEVEIOPMENT EVALUATIODNA TA . b. InpJ.ement special Pr1.rx:1.pal, Inplement Renaissance Inservice on CanpJter generated. recognition and Renaissance 1991-92 Program, Renaissance Program. sumnary of grades. incentive programs Team Refine each Ccmmmity for academic year adrlevarent c. Continue and expand Principal, Implemented Existing labs. Explai,atioo to teachers Canp.iter generated the rea.ding labs. Reading 1990-91, and staff of the program s1.lllll,aryo f grades. Specialists Revise and and its possibilities expand each year N 3. Iroplanent a plan to increase parental 5UHX\u0026gt;rt for academic achievement. a. Establish an Principal, Initial Renaissance Inservice on the Student achievement academic booster Renaissance Plans, 1991 Program, programs ftan the data, Student/ club. Team Pully Camunity Renaissance program. teacher surveys implemented 1991-92 b. Refine the present Principal, Examine Interim report Meetings to explain Parent survey at the program to keep Guidance existing Parent conf. precess and get input end of the year. parents informed counselors, program and Days fran teachers in regard to Camunication revise as Newsletters academic progress Coordinator necessary and results of standardized tests. N N  IMPi PLAN Taiget :IDNITORINGA NDA SSES9-IUJTO F SWDENTA OUEVEMINJ.'/TJMONE TASK Outcane:To increase student time on task. ACTIONS RESPONSIBILITY TIMELINE P.ESOURCES 1. Establish a procedure to minimize outside interruptions to the classroan. a. Establish a Principal, Inplem:mt NLR 'IV regularly scheduled teachers, office Septauber Pager for tinE, procedure, st\n,.ff, guidance 1992, Refine custodians and length of counselors in May of announcements. each year b. Inplerent an Principal, Inplement Club sponsors, assanbly schedule Activities 1991-92 School which provides an Director, Cami. Refine in calendar equitable of teachers May of each distribution of tinE .for classes and minimizes the loss of class tinE. c. Establish an Administrators, Inplarent Teachers, effective policy D-Hall teacher 1991-92 D-Hall for dealing with Re-evaluate teacher tardies to minimize each the disruptions to sarester class tinE. d. Develcp a policy for Principal, Inpleuent Administrators administrators, Assistant 1991-92 Counselors office personnel, Principals, Refine Teachers and guidance to Guidance each year limit classrocm Counselors, interruptions (i.e. Office sending rressages, Personnel pulling students ait for conferences)  SI'l\\FF DEVELOFMENI' EVAUJATIODNA TA Explanaticn in preschool Teacher survey at faculty meeting. the end of the year. Written e)!j)lanation and fonns in faculty handbook. Explanation in preschool Teacher survey at faculty ~ting. the end of the year. Written explanation in faculty handbook. Explanation in preschool Survey of teachPrs faculty ~ting and and administrators procedures stated in at the end of the faculty handbook. semester. Explanation in preschool Survey of teachers facul t'\u0026lt;J r.eeting and and staff at the details in faculty end of each serrester han:.ll:xx:\u0026gt;k 'w\"  IMProvlL PLI\\N Target:l-0,JI'IORING ANil ASSESSMENr OF STUDENI' ACIJIEVEMENI'/TIME 00 'J'A.\u0026lt;\nK OUtcaoo:To increase student time on task. J\\CTIONS RESPCNSIBILITY TIMELINE RESOUR:ES 2. Inplement a plan to reduce absences fran the classroan. a. Establish a District InplE:rrent Club spcnsors, maxim.Jm number of Adrn:ini.strators, February Teachers, school business Schcol Board 1992 Parents, absences per Re-evaluate Students serester (clas~ each year related and extra- L\"'l.trricular) b. Establish a Principal, Inplanent Renaissance program to Teachers 1991-92 Program, encarrage and Crnmunity recognize good attendance. c. Establish a system Caiputer Service\nTrial run Existing for catputer- Director, Fall 1991 ccnputer assisted attendance Principal Implerent hardware, check each class 1992 Trai.ntd period. Personnel 3. Continue programs to Assistant Fall 1993 Trained encarrage tirre on Superintendent Personnel, task within the for Instruction, EY.isting classroan. Director of procedures for Secondary i.nservice Education, Principal  STAFF DEVELOPMENI' EVAIUATICN DATA Explanation in preschcol Teacher/ student faculty ireeting and survey at the end handbook. Explanation of tht year. to studk,nts at beginning of year and include in student handbook. Inservice session on C01p1ter generated Renaissance Program attendance report each grading period. Explanation in faculty C01p1ter generated ireeting. attendance report each grading period and teacher sw:vey. PET and Classroom Observation and Managerent for those evaluation by who have not attended administrators TARGET NARRATIVE SCHOOL CLIMATE A review of the perceptual and archival data available led our committee to select the following desired outcomes to facilitate the improvement of the school climate: 1. To increase student perception of the school as a safe environment. ?.. To increase the level of satisfaction teachers feel about their jobs and their work envircnment. 3. To increase student perception of school rules, policies, and disciplinary actions as fair and equitable. Using the surveys which hud been administered to students, parents, and students as our basis, we identified a discrepancy in the attitudes of students toward the-school as a safe environment and the attitudes of their teachers and parents. Teachers and parents were overwhelmingly positive in their views of the school environment as a safe place to be. On two separate questions relating to safety, teachers recorded positive responses of 72% and 89%. Only 7% and 8% of teachers responded negatively to these questions. Parents' responses were similar. On two safety questions, they replied 87% and 82% positively, with only 6% and 11% negatives. However, students registered only 65% positive in this area while 35% expressed a negative attitude toward the school as a safe environment. Only teacher data was used to target the area of teacher morale. While 80% of teachers had indicated that morale was a positive element in the school climate, this area had the lowest \"always\" rating {7%) of any question on the teachers' survey. It also had the highest negative rating with 20%. Surveys showed at least a perceptual difference in the area of fairness as related to the administration of discipline. Thirty-four percent of the teachers felt that treatment of students was always fair. Another 54% felt that it is sometimes fair for a positive rating of 88%. Par~nts generally agreed with teachers in this area with 77% responding positively to a fairness question. However, this issue did draw an 11% negative from pa.rents, the highest negative rating from this group. Students registered a high degree of dissatisfaction in responding to a question on fairness with a 41% negative response. Only 9% of students felt that discipline is always administered fairly while another 47% thought that it was sometimes. Once these outcomes wert selected on the basis of the data listed above, a subcommittee was appointed tu develop improvement plans for each outcome. The subcommittees met over several weeks, developing their plans. The plans were submitted to the chairman and the vice-chairman of the target committee for approval. Some were returned for \"-fine-tuning\" and the elimination of duplications. The final versions of these plans are attached. 24 N Ln  IMPi. PLI\\N Target: School Clilrate OUtCCIIE:To increase student perception of the school as a safe enviranrrent. 1\\CTIONf\nRE.5PrnSlBILITY TIMELINE RESOUOCES 1. Encourage the use of Administraticn AUgust NLRID police patroi.s thra.1gh 1991 carrpus before a.ud after school 2. Establish and A ccmnitt.e.-e of Septanber ProfesE\nional illplanent a roothc-d by administrators, 1991 camo.mity which tr=bled or counselors, and cw.nseling dangerous students teachers services, coold be referred for NLRSD camseling and perhaps counselors, alternative schooling local alternative school 3. Expand the use of peer Peer counseling 3rd 9 weeks Faculty and c=nseliug to enable faculty advisor 1992 student students to discuss human relations vohmteers for fears about safety camri.ttee pe.-e.r ccunseling services 4. Establish a nethod by 1\\dmi.n:i.stration Spring 1992 Human which a student may Relations identify duty Camri.ttee personnel 5. Utilize portable 1\\dmin:i.stration Spring 1992 Faculty camunication devices for duty pers01mel  STAFF DhVELill!'!ENI' EVALUATION DA'l'A Explain procedures to Sturent survey at staff in preschcol end of schcol year IllEtting Explain procedures to Study of referral staff in preschool data over a five meetings year pericd Current faculty advisor Records kept by peer to meet with and to coonselirg train volunteers Explanation of Perusal of data by identification procec,.ure admin:i.strati ve r\ntaff Dplanation involving Perusal of data by the use of camunicati.on adminir\ntrative staff devices  IMPi PIJ\\N  Target:Sch=l Climate OUtcare:To increase the level of satisfaction teachers feel about their jabs and their work envirorarent. ACTIONS P.ESPONSIBILITY TIMELINE REOOURCT.S STAFFD EVEWFMENI' EVAIUATICDNA TA 1. InplenEnt reward Teacher 5-year plan Businesses, Inionn staff of Feedback fran system for years of recognition beginning Civic criwria honorees service ccmnittt, Spring 1992 organizations, patrons 2. Provide faculty PISA and Student 1992-93 Businezses Inform staff of F'Eeedback fran luncheons once a organizations academic and patrons criteria faculty and hosts nonth school year Septanber May 3. Establish system of Teacher 1992-93 Supervioors, Inform staff of Feedback fran acknowledgeirent for recognition Spring and Principals, criteria faculty outstanding teaching ccmnittee Fall Departnent practices in the Semester Chairs, classro:m Students and peers 4. Obtain discounts from Renaissance August 1, Renaissance Infonn staff businesses Director 1991 Director  IMProvill.r PLAN  'l'arget:.School Clinate Outcx:rre:To increase student perception of school niles, policies, ana aisciplinary actions as fair and e::aj.table. 1\\CTIONS RFSK.lNSIBILI'IY TIMELINE RF.SOORCES STAFF DEVEIJJPMl:NI' EVALUATIODNA TA 1. Include a unitollll A comm.ttee of By August 1, Present and Present new Evaluation oy survey system of rules and administrators, 1992 past handbooks to faculty ar.d staff at the end of the punishnents to be teachers, parents fran and point out changes school year followed consistently ar..d students surrounding in the Student districts Hrux'lbook, with established ai:peals process ' 2. Conduct a survey to The Student By March 30, Survey Results Circulate results of Use data fran survey know exactly where Council 1992 the survey to fonrulate possible students ~ceive new proaa.-dures \"unfairness\" to exist 3. Form hmian relatims Students, August l, Students, Inform staff On-going team teachers and 1991 teachers, and a. To coordinate administrators administrators activities that praoote unity and involvarent frar, all s~ts of the student popllation b. To act as a ccmnuni-cation tool between the student body and the faculty and administration c. 'l'O serve as a sounding board for student problems d. To serve as a liaison be~n school and ccmnunity TARGET NARRATIVE PARENT-COMMUNITYIN VOLVEMENT Beginning in March of 1991, the members of the Parent-Community Involvement Committee reviewed the archival, perceptual, and achievement data for the school to identify areas in need of improvement. Committee members defined three areas that directly impact parent-comnmnity involvement and selected the following desired outcomes to facilitate the improvement: 1. To increase the involvement of the business community in the school programs, 2. To increase the involvement of parents in the school programs, and 3. To improve involvement of the non-business community in school programs. Using the surveys which were administered to students, parents, and teachers as a basis, the committee came to the conclusion that there were discrepancies in the attitudes of the students, their parents, and their teachers regarding the involvement of parents in school programs. In response to the question of parent conferences, 63% of the students said parents rarely or never attended\nhowever, parent responses showed 92% did have an opportunity to discuss student progress through some form of teacher conference. The committee members felt that increased involvement on the part o~ both the business and non-business community should be a target area since more than 60% of students surveyed stated that guest speakers were rarely invited to classes. A subcommittee was then assigned to each outcome. Each subcor.unittee conducted additional research into its outcome before considering specific actions to address the outcome. The subcommittees met over several weeks developing their plans. The plans were submitted to the chairman and the vice chairman of the target committee for approval. Some were returned for refinement and the elimination of duplications. The final versions of these plans are attached. 28 N '  :\n:MPi. PLI\\N Target:PARENI'-\u0026lt;Il'IMUNITIYN VOLVEMENT OJtcane:To Increase Involvarent of Parents in the School Programs ACTIONS RE.5PCtlSIBILITY TIMELINE IlESOOlO:S 1. Farm Academic Booster Administration Inplerent Renaissance Club sponsors Spring '91 Program 2. Increase direc,t Administration Fall 1992 Media Involvarent of parents Coonselors Continuing Newsletter with students' procJrarn Teachers Staff Ccmnuni ty Camrunications Orc,dlllZatiumi Coordinator A. Teacher camrunication with parents 1. 11 G::od News\" card 2. Telephone B. Parent Conferences/ Open House 1. weal Media/ NLRIV 2. School newsletter  STAFFD EVELOENT EVALUATIODNA TA Presentation of Participation of Acadanic Booster Club actively involved parents Distribution of carparison of information to staff participation with through school calendar previous years w 0  lMPi PIJ\\l'i Target :PARENT-a:JMMUNITilYlV OLVEMEl'lT Outc::aoo:To increase the Involvarent of the Business Camll.lility in the School Programs ACl'IONS RESPOOSIBILITY TJMELINE RESOUICES S'ffiFF DEVElOFMENJ' 1. Detenru.ne and Renaissance Inplaient Students Presentation of camrunicate the needs Carrnittee October Staff P,erurissance Program to of the school to the Principal 1992 Business Staff business ccmrunity Ongoing Camunity A. Survey students, staff, and camruni ty B. Establish goals c. Present resultD to camrunity 2. Utilize the rr~terials/ Renaissance Inplerrent Staff Crnpilation of resa.ircp_s resources fran the Ccmnittee Novanber Business available and business carmmity 1991 Camunity presentation to the Revise each Stuaents st,1.ff year 'Ihereafter 3. Establish a procedure Principal Inplarent Staff Explanation of Academic for contirruing Renaissance Spring '91 Students Booster Club to Staff business camrunity Camu.ttee Expand Business involverrent, i.e. Chamber of Invol varent Carm.mity Academic Booster Club Ccmnerce '91-92 Parents Ilcfine each year thereafter  EVAWATICN DATA Analyze data Detennine the use of resa.irces by staff Trace the involvarent of business camuni ty over 5-:year period J'   IMPROVEMENT PI! Target: PMENI'--\u0026lt;Xt-MJNITYIN VOLVEMENI'  OUtcare:_'.I'o I11prove Involvement of the Non-Busilless camunity in School Programs ACTIONS RESPONSIBILITY TIMELINE RESOURCES STAFF DEVEWPMENT EVALUATICtil DATA 1. Establish school needs Sch:Jol Inplerrent Camtunity Pre-school conferezx::es Deternu.ne nllll\\bers for ackli tional Camunications Octc:ber 1991 Students Staff receives training and effectiveness involvenent of the coordinator Evaluate Parents in parent-camrunity of volunteers used non-business ccmnunity yearly School involvement strategies during year and ways to involve Personnel camunity 2. Establish a p:iol of A ccranittee of Inplarent Parents, Teachers advised of Staff and volunteers volunteers (rrumbers to volunteers, February Grandparents services av-dilable and will evaluate be detennined parents, school 1992 .Retired procedure for obtaining effectiveness of according to requests personnel, and individuals and services during faculty program on an w for service) students other rreeting individual basis interested persons 3. Develop_ an awareness Coordinator of Inplerrent Media Special rulletins to Survey staff and of services available Volunteers Septanber District staff i.e. calendar volunteers and Principal 1992 newsletters students School newsletters School television .. TARGET NARRAT:VE HIGH EXPECTATIONS Collection-of information used in this study began two years ago in preparation for the total restructuring of the two existing North Little Rock High schools. Work continued through the fall of 1990. This committee first met in March, 1991, to review collected materials, including achievement, archival and perceptual data. The project was completed in May, 1991. Many positive factors were noted in data gathered through surveys of teachers, students and parents. Some areas of conce=n, derived from the collected data, led this committee to identify high student expectations as an area that needed enha1,cement. The following factors were noted: Increased performance-based assessment and other alternative assessments should be expanded to stay abreast of national trends. Enhanced learning could occur with the use of more classroom activities requiring thinking skills, problem solving, and cooperative learning. Student enrollment in higher level and science, could be increased by enroll and to remain in the class. would be valuable in this area. courses, especially math encouraging students to Mere parent involvement Recruitment of minorities for high level classes would improve the racial composition of classes and help reduce discrepancies between black-white test scores. Improving attendance rates of students in lower-level classes would improve the success rates of these students. The committee chose three outcomes designed to alleviate concerns and to enhance student expectations on the part of teachers, parents and students. They are as follows: To expand the Ube of classroom str~tegies designed to encourage interactions that promote critical thinking skills and problem solving abilities. To promote the use of instructional techniques and policies that convey high teacher expectations for all students. To implement programs that will aid \"at-risk\" students in mastering requirements for graduation . 32 w w .. '  IMPID PLAN  'rarget: High Expectations OUtcare: To expand the use of classrcx:m strategies designed to encoo.rage intP.ractions that prCJ10te critical thinking skills and problan solving abilities. ACTICNS RESPCNSIBILITY TlMELINE RESOURCES STAFF DE.VEWPMENI' r:vALU1\\TICND ATA 1. Provide observation Central office By May 1, School distn.ct Select master teachers Em-of-year days for teachers to and b.Jildirq 1993 and business with daronstrated departmental reports ooserve master teachers administration and university ability in teaching to include a sumary (in and out of alliances problan solving arid of what observaticns district) =itj cal thinking were ccooucted and what changes were inplarcnted in classroans as a result of the observations 2. EDphasize tests Classroan By September State Schedule inservice Gurvey at end of requiring problan- teachers 1, 1992 DE:part:rrent of sessions on alternate 92-93 to ccnpare solving and decision- Education\nforn,s of testing types of tests being making skills\ndistrict used encau-age performance iI1Structional based assessment services 3. Encourage teacher Director of By May 1, Content area Give inservice sessions Carpare teacher rnanbership in state Personnel, 1992 orgruuzations for participation in participation in and naticnal content Director of and acadanic content area 1993 with that in area organizations Secoooary alliances organizations, workshops 1992 Education, and conventions Assistant Superintendent of Instruction 4. Hold inservice Acadanic August 1992 Specialists Inservice workshcps Inflf'rvice evaluation workshops enphasizing depar1:ntnts Ongoing forms proolair-sol ving, central office Classroan observatim cooperative learning, thinking skills and alteniative assessrrent  IMPID PLAN  Target: High Expectations Outoane: To prarote the use of instructional techniques and policies that convey high teacher expectations for all students ACTIONS RESPCNSIBILITY TlliELINE RESOURCES STAFF' DEVEWPMENT EVALUATICDNA TA 1. Do away wJt.h 50% floor Central offJ.ce 1991-92 Central office Staff meeting on grades and school board 2. Encwrage training Ce:ntral office Over next Central office Training sessions Observations programs such as PET, 5 years TESA, cooperative learning, thinking skills, etc., that will err:ourage teachers to expi:ess consistently high expectations for all students 3. Administrator-parent- Glidance, Septaiber Retention data of teacher-guidance teacher, parents, 1992 students in upper-conference prior to administration, level classes and cut~ff date for students docurrentation of drq:ping upper-level conferences clas5es 4. Establish an academic Renaissance team October School Staff rrero newsletter 1991 personnel 5. Offer suggestions for Academic February Master teachers Staff Developrent days Inservice evaluation inservice programs on departments 1992 forms high expectations for students and teachers within each content area 6. Decrease enrolllrent in Guidance August 1992 Central office Camtunicaticn of action Statistical l=-level classes Administration Principal to staff, along with evaluation of so nore individual Departrrent Chairs Glidance expectations academic performance attention is possible Deparbrent of these students Chairs .. ' t'  IMProJ!llI' PLAN  Target: High Expectations Outcane: To inplenent programs that will aid \"at-risk\" students in mastering requirerrents for graduation w V, 1. 2. 3. 4. .ACTIONS Conduct a survey of students/teachers on reasons for poor attendance, dropping out or making failing grades on the pru:t of students. Prarote student participation in the follc:Ming programs as necessary --oaipensatory education -alternative school p~nt -reaclin9' program (PALS, Ll'Jl)\n.iorkstudy programs -suwart groups -incentive programs -parenting skills for students Inplement attendance alert teams Provide incentive programs within classes and/or departnents so students can be recognized for their efforts RESIOISIDILITY English classes and staff surveys CCllllSelors, special services Attendance administrator, OC11p,1ter services director Academic department Renaissance Team Department chairpersons TIMELINE RESOl.JK:ES STAFF DE.VEWPMENI' EVALUATIODNA TA 1991-92 Staff and Staff meeting SUrvey results and. students identification of tq\u0026gt; ten conoerns May 1992 Special Review conoerns for services changes September Attendance Staff meeting CCJl{'Uter generated 1993 administrator attendance report for and OC11pUter each grading period services Fall, 1991 Renaissarce Faculty rrcetings Statistics analysis program on attendance, :ill,proved grades, graduation rates  ANNUAL SCUOOL IMPROVEMENT PLAN (Please insert after this page) Nit  .!' r \"' REPORT to the NORTH LITTLE ROCK BOARD OF EDUCATION From the COORDINATING COMMITTEE ON DISCIPLINE MAY 1995 \\. ~ Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Overview The Coordinating Committee on Discipline was appointed during Spring of 1994 through the Office of the Superintendent to develop recommendations relating to the broad area of discipline in the North Little Rock schools (see Committee list in Appendix A). The Coordinating Committee met from August, 1994, through May, 1995. In weekly meetings, it defined discipline, identified the areas of concern, and selected the categories for Focus Groups. More than two hundred and fifty people were involved in the Committee and Focus Group activities, contributing more than 1200 work hours of time to the project. Dr. Allan Ward of the UALR Department of Speech Communication served as Project Facilitator. The Coordinating Committee organized sixteen Focus Groups. Each Focus Group included a category of participants in the school system, including parents, teachers, students, administrators of the elementary, middle, and high schools, bus drivers, law enforcement/related personnel, alternative elementary school teachers, and alternative secondary school teachers. The Focus Groups identified needs and recommended solutions. Facilitators for the Focus Groups were Dr. Linda Pledger and Ms. Christy Standerfer of the UALR Department of Speech Communication. The Coordinating Committee reviewed the recommendations of the Focus Groups and, through a series of discussions and written drafts, prepared this final report to be presented to the Board of Education. Committee Definition of Discipline For the purposes of making recommendations to the Board of Education, this Committee uses the following definition: Discipline is the process of learning and following clearly defined guidelines for productive behavior and of identifying penalties for violations of that behavior. This process includes the acceptance of responsibility for choices and consequences, thereby demonstrating selfcontrol and respect for self and others. 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Philosophy of Discipline The Committee feels it is important that all of the detailed work of writing and implementing discipline policies should be carried out in a spirit that views discipline differently from punishment. The Committee views discipline as a positive part of the process of learning, where we emphasize consequences for behavior. In this way, the process of disciplining can become a \"teaching moment,\" demonstrating how, in the future, alternative behaviors can produce more beneficial results. The positive benefits of discipline have an impact on individuals who are learning new behavioral choices and also on the learning environment which is freed from disruption and can concentrate its collective efforts on the activities related to education. There are three aspects of work with discipline that relate closely and must be constantly considered: first, written guidelines on discipline should be as specific as feasible\nsecond, flexible and reasonable application of the guidelines would be made in individual circumstances\nand third, the more frequent and extensive the communication is among all parties related to matters of discipline, the more consistent should be the individualized application of the guidelines. This philosophy of emphasizing the positive aspects of discipline can be infused into the educational system by all of us in a variety of ways in individual circumstances. 3 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Recommendations Discipline Policies 1. Review the district-wide policy currently in force. 2. If necessary, rewrite the policy in simple, direct language. 3. Review the policy with groups of students, parents, faculty, bus drivers, and law enforcement and related personnel to be sure the policies are clear to them, and invite their suggestions in the wording of the policies. Make them all owners of the process and the result. Be specific on cause and effect relationships\nthat is, list and define a specific offense and explain as specifically as possible the range of consequences for the person who abuses this guideline. 4. When the policies are completed, have a major kick-off campaign, in which these policies are made accessible to everyone. Hold assemblies for students, discussions for parents, review sessions for faculty, etc. Be prepared to implement the policies consistently starting on a date soon after the kick-off activities. Content of Policies 1. Describe categories of offenses from mild disruptions to lifethreatening situations. Identify the nature of the specific kinds of acts that come under each category. 2. Specify the personnel responsible for handling each level of offense. 3. Be very specific about the range of consequences for each category of offense. Be prepared to enforce these consequences consistently. 4 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Implementation of Policies 1. After the policies are revised, hold discipline training sessions for all district personnel. Encourage them to act promptly and consistently in all situations. Let them know that the goal is for all personnel to implement the policies with equal justice in all school environments. Emphasize positive aspects of maintaining a safe and orderly environment for learning. 2. Implement a plan for addressing infractions specifically and quickly. 3. Ensure that timely feedback occurs among all parties involved. Student Support 1. Develop training plans for peer facilitation: a. Increase time of peer panel sessions. b. Develop \"Buddy\" system for long-term relationships. c. Bring together students with similar concerns. 2. Offer both guidance and personal counseling services for students, adding personnel as funds become available. 3. Identify at-risk students as early as possible and provide assistance. Student Safety 1. Increase hall supervision. 2. Increase the use of metal detectors and video cameras on school property. 3. Expand number of resource officers. 4. Provide teacher training on gang-related issues. 5. Monitor the process of admitting students from other districts. 5 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Follow the procedures for disciplinary referrals and evaluate them for efficiency. 7. Assure quick access and response time for all teachers in obtaining assistance. 8. Make intercoms accessible in all staff work areas. 9. Work with the NLR Police Department to do an analysis of each school building, in order to be aware of any security measures that should be implemented. 1 O. Consider adding aids or increased video monitoring on bus routes with documented behavior problems. Student Self-respect 1. Share information about successful incentive programs across the district. 2. Review incentive programs to determine effectiveness in promoting good student behavior. 3. To improve the image and perceptions about schools, disseminate regularly information about the positive things students are doing. 4. Establish a procedure for on-going discussions so students can voice their opinions and make suggestions. 5. Promote more student interaction with educators and people in the community. Law Enforcement and Related Personnel Recommendations 1. Develop a method of networking among students, parents, school officials, probation officers, juvenile justices, law enforcement officers, resource officers, OHS, and any other pertinent agencies. 2. Notify schools and teachers of the students under court jurisdiction. 6 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Lobby for legislation that would have an impact on discipline, such as acts that would expand and improve the juvenile justice system, and that would add a OHS office in NLR and a probation office in NLR. 4. Provide more full-time resource officers in schools as needed. 5. Provide all school personnel with training in conflict management. 6. Incorporate into the curriculum in all grades the teaching of personal responsibility. 7. Explore ways to make parents feel welcome in schools. 8. Monitor the method of documenting and reporting discipline incidents for clarity and consistency. 9. Enforce all attendance regulations. New Teachers Guidance 1. Develop a mentoring, buddy system. 2. Create orientation on procedures and discipline. 3. Do not overload schedules of new teachers\nconsider release time for observing mentor's teaching skills\nand have new teachers observed in classroom and assisted if necessary. 4. Encourage administrators to hire as early as possible in order to have the schedule completed as soon as possible so teachers can be prepared. Coordination of Policies Between High School Campuses 1. Schedule periodic dual-campus faculty meetings to insure increased communication between staffs. 2. Review all dual-campus faculty meetings to ensure increased communication between staffs. 7 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 3. Identify as early as possible students at risk of not completing high school and provide assistance. Accou ntab i I ity 1. Offer viable alternatives for students (such as vocational training and apprenticeships). 2. Develop clearly written procedures and referral processes, including a range of acceptable options for discipline. These options will provide parents and students and educators with alternatives from which to choose, such as parenting skills training to be attended by both parents and students. These options will also enable the educator to exercise creativity in dealing with individual circumstances in unique and innovative ways. 3. Design and implement staff development programs for conflict management adapted to meet the needs of each building. 4. Develop a plan for recruiting positive role models for minority males. 5. Develop a pre-K through 12 program to teach students conflict-management skills and to build positive self concepts. Reality of Gangs 1. Provide periodic training for all administrators, teachers, support personnel, parents and community in the sociology and basics of gang-related matters 2. As soon as possible, appoint a Task Force to research, plan, implement, and evaluate a program of positive options to replace gang-related activities. The Task Force should include representatives from home, school, and community. 8 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Positive Feedback 1. Carefully record and quickly publicize accomplishments in the area of discipline, including policy and responses to wellknown incidents. 2. The NLR newspaper should be contacted by the district's Information Coordinator for continuous positive coverage of progress made. 3. The Information Coordinator should consider the feasibility of producing an employees' newsletter and of devoting a section of current publications of the school system to provide continuous positive feedback. 4. At school assemblies, PTA meetings, faculty meetings, administrative sessions, etc., a place on the agenda should always be available for an update of the positive things being implemented. 5. In conjunction with the NLR newspaper and the schools, consider developing a periodic column and/or an insert such as Positive Results, written by rotating high school student interns, accountable to the journalism teacher and the newspaper. Listening To and Empowering Students 1. Schedule small group meetings on a regular basis so all students will have the opportunity to express themselves. At the students' request, bring in others, such as law enforcement officers, counselors, administrators, bus drivers, who can address various topics of concern to the students. Send reports from the student group meetings to the appropriate personnel. 2. Empower the students to use the procedures of working through the system, including the Principal, the Superintendent, and the Board. 9 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Alternative Schools, Elementary 1. Rename the Alternative school, omitting the word Alternative. 2. Provide clearly-defined entry and exit guidelines, including who is involved and who makes decisions at each step. 3. Provide more on-site counseling opportunities for students. 4. Provide written information from the school staff for parents of children in alternative schooling, including legal aspects and procedures for entering. 5. Continue to provide staff development and networking with other programs and agencies. 6. During the coming year, explore alternative schools in other states for options used in disciplining students. 7. In staff development, address legal issues concerning discipline, including procedures for Family in Need of Supervision (FINS)\nprocedural due-process\ntort law\nstate codes on behavior\nIDEA\nSection 504 of the Rehabilitation Act of 1973\nand provide yearly training in non-violent crisesprevention and intervention. Alternative Schools, Secondary 1. Provide clearly defined entry and exit guidelines, including who is involved and who makes decisions at each step. 2. Provide thorough orientation program for all new students. 3. Provide social skills curriculum supervised by trained professionals to help the students' interpersonal behavior. 4. Maintain low student-teacher ratio with paraprofessionals to aid teaching teams. 5. Include in-service training for working with behaviordisordered youth. 1 0 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 6. Continue to work with juvenile intervention programs, including Step One Early Intervention Program and the Youth Challenge Program at Camp Robinson. 7. Explore the feasibility of including a Student Assessment Class (SAC) for alternative students. 8. Consider daily use of metal detectors at Argenta and the Boys' and Girls' Club. 9. Provide teachers with training in physical crisis intervention. 10. Explore the possibility of uniforms for students, with possible corporate sponsorship to fund those in need. 11. Expand programs for students with alcohol and drug problems and for children of alcoholics. 12. Include parental responsibilities as part of the intake process, e.g. regular school visits and enrollment in parenting classes. 13. Continue to encourage progress toward site-based management and decision-making. 14. Implement in-house G.E.D. option. 15. Ensure that teachers have sufficient and current materials. 16. Consider incentive stipends for teachers in alternative schools. 17 Provide more on-site counseling opportunities for students. On-going Future Efforts The Committee suggests that the superintendent create an ongoing committee with rotating membership to review discipline concerns and make recommendations for change. 1 1 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Facilitator's Recommendations for Using Team Focus These suggestions are made as a way to efficiently implement the next steps of the NLR work on discipline. Team Focus is an interactive computer-based program originally operated by IBM. This equipment is now at UALR and just becoming available for use. Participants meet around a U-shaped table as they might in a regular conference setting with a recessed computer station in front of each of them. A facilitator assists in the user-friendly computer generation of ideas, editing, and prioritizing, with intermittent discussion among participants. Because all participants have simultaneous input into the computergenerated group results, the Team Focus process makes maximum use of participants' time, accomplishing in a short session what might take long multiple meetings without the equipment. The Committee this year has conducted a broad needs assessment, has made many specific suggestions for implementation, and has identified areas that need further detailed work. For the next phase in the ongoing work with discipline, these recommendations are made: 1. To implement those recommendations that need no further study. 2. To let the appropriate administrative offices implement recommendations related to their respective areas. 3. Where more detailed steps to be taken are needed, to appoint several smaller committees, each with a very specific narrow area of focus. 4. To use the T earn Focus resources for each of these committees to create specific action steps and to prioritize them within a short time frame. 5. To utilize the services of UALR Team Focus facilitator Dr. Michael Hemphill, Chair of the Department of Speech Communication, to coordinate these committees' efforts using the new equipment next year. 1 2 Report to the North Little Rock Board of Education From the Coordinating Committee on Discipline May 1995 Appendix A Coordinating Committee on Discipline Members Bobby Acklin Harold Allen Rhonda Banks Bill Bowers Joyce Brewer Dana Chadwick Johnnie Collier Kathy Cook Esther Crawford Rose Dirden Christine Hickman Charles Hunter Fran Jackson Robert Johnson Louene Lipsmeyer Mable Mitchell Nancy Moore Lou Scott Sherry Smith Helen Stegal Winston Turner Bill Whitten Gayle Wing Assistant Superintendent-Desegregation Principal-Glenview Elementary Parent/East Campus PTA President Administrative Asst-Lakewood Middle School Parent Director of Secondary Education Teacher-NLRHS-West Campus Principal-Rose City Middle School Director of Elementary Education Teacher-Belwood Elementary Parent/HIPPY Program Parent/Biracial Committee Director of Student Affairs Parent/Biracial Committee CTA President/Teacher-Central Elementary Board of Education School District Psychologist D.A.R.E. Officer CTA/Teacher-Ridgeroad Middle School Parent Teacher-Lakewood Middle School Counselor-Boone Park Elementary Parent/PTA Council 1 3 PROHIBITED CONDUCT AUG 1 8 1995 Ofifc e of DesegregatioMno rntonng FBJ Appropriate learning opportunities can be afforded students only in an environment that is free from conflict, distraction, intimidation, and various other influences that result from student misbehavior. Certain student actions are beyond the definition of acceptable student behavior and are therefore prohibited in school. Prohibited conduct includes, but is not limited to the following: 1. Disregard for directions of teachers or administrators. 2. Disregard for directions of bus driver, lunch aides, or other authorized school personnel. 3. Disruption and/or interference with the normal and orderly conduct of school and school sponsored activities. 4. Behavior that involves indecent and/or immoral acts. 5. Wagering or any form of gambling. 6. Physical abuse, assault, insult or threatened physical abuse to a school employee. 7. Physical abuse, assault, insult or threatened physical abuse to another student or any other individual. 8. Possession of knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 9. Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale, selling, or buying alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10. Destruction of or the attempt to destroy school property. 11. Stealing or the attempt to steal school property or the property belonging to another individual. 12. Cheating or copying the work of another student. Page 1 of 2 PROHIBITED CONDUCT FBJ 13. Failure to abide by attendance rules. 14. Excessive tardiness to class. (Secondary use only) 15. Use of profanity, vulgar language or obscene gestures. 16. Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17. Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statement to other students, school personnel or other individuals. 18. Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19. Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothes, jewelry, hand signs, and other symbols of gangs and gang membership are not permitted. 20. Sexual harassment. The School District reserves the right to establish rules in addition to those listed above and to punish those who are guilty of their violation. Punishment may include detention study hall, suspension, expulsion or referral to the police. Any of these disciplinary actions may occur on the first offense or any subsequent offense depending upon the nature of the situation and the age of the student involved in the situation. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 2 of 2 DISORDERLY ACTIVITIES FBM Disorderly activities on the part of any student or group of students at any time on school grounds shall not be tolerated. Participation in any such activities, no matter how well-intentioned, may bring about immediate suspension and possible expulsion from school. Disorderly activities on school grounds during school hours shall, if circumstances justify, be promptly handled by civil authorities. Page 1 of 1 DISRUPTION OF SCHOOL FBQ No student shall by use of violence, force, noise, coercion, threat, intimidation, fear, passive resistance, or any other conduct intentionally cause the substantial and material disruption or obstruction of any lawful mission, process or function of the school. Neither shall a student engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if such a disruption or obstruction is reasonable certain to result. Neither shall a student urge other students to engage in such conduct for the purpose of causing the substantial and material disruption or obstruction of any lawful mission, process, or function of the school if the disruption or obstruction is reasonably certain to result from his/her urging. Any student who threatens a teacher or a teacher's family shall be disciplined by the building administration. The student will not return to class until the building administration has taken appropriate action concerning the incident. A conference with the custodial parent or guardian, an administrator and the teacher, will be scheduled by a building administrator as soon as possible following the incident. Act 888 of 1995 requires principals to report to the police crimes committed by students on school campuses or while under school supervision. Page 1 of 1 DRUGS AND ALCOHOL FBO The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus}, or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this policy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. Page 1 of 2 DRUGS AND ALCOHOL FBO 1. First violation: The student shall be suspended to the North Little Rock Boys and Girls Club for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shall be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. ( 1) The police will be summoned. (2) The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student will receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shall be contingent upon completion of the alcohol/drug counseling program. Failure to complete the alcohol/ drug counseling may be grounds for expulsion. Page 2 of 2 EXPULSION FBT The Board of Education may expel a student for the remainder of the school year for conduct it deems to be of such gravity as to make short-term suspension or other disciplinary action inappropriate or where it finds that the student's continued attendance at school would be disruptive to the educational program or would pose unreasonable danger to other students or staff members. (Arkansas Statute 80-1516) The Superintendent of Schools, or his designee, shall give written notice to the parent or legal guardian that he has recommended to the Board of Education that the student be expelled for the remainder of the school year. The notice shall be sent by registered or certified mail to the address shown on District records. The notice shall contain a statement of the reason(s) for the recommendation and shall reflect the date, hour, and place where the Board will hear and act upon the recommendation. The hearing shall be conducted not less than three calendar days nor more than seven calendar days following the date of the notice, except that the Superintendent and the parent or legal guardian may agree to a date not conforming to this limitation. The President of the Board or other designated Board member shall preside at the hearing. The student shall be entitled to representation by legal counsel. The hearing shall be held in open session of the Board unless the parent requests that the hearing be conducted in a meeting that is closed to the public. During the hearing, the Superintendent or designee will present evidence, including the calling of witnesses, that gave rise to the recommendation of expulsion. The student, or representative, may then present evidence, including the statement of persons with knowledge of events or circumstances relevant to the charges made by the Superintendent. Formal cross-examination will not be permitted. Questions of clarification, however, may be raised by any member of the Board, the Superintendent, or designee, or the student or his/her representative. The presiding officer shall decide in case of question about the appropriateness or relevance of any question asked by any participant. Act 567 of 1995 requires expulsion from school for a period of not less that one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 SAFETY REGULATIONS BICYCLES/MOTORIZED VEHICLES FCF Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive automobiles. Licensed students in grades nine through twelve are permitted to drive automobiles to school. In order to have the privilege of driving any motorized vehicle, the student must complete a registration form provided by the school. All vehicle drivers must obey the following rules: 1. Observe all traffic regulations required of automobile drivers. 2. Ride single on bicycles and motorcycles. Safety helmets must be worn by riders of motorcycles. 3. Park in designated places and leave the area immediately. Students should not return to their vehicles during the day for any reason unless authorized to do so by school personnel. Bicycles, motorcycles, or automobiles may not be driven (or ridden) during the school day unless student has properly signed out in the office and is departing the campus 4. Prohibited substances, items, and weapons found in a vehicle parked on a school campus will subject the driver of the vehicle to all penalties described by policies. The school cannot be responsible for stolen or damage to property\ntherefore, students are encouraged to use locks. Page 1 of 1 STUDENT DRESS AND GROOMING FBD The general climate of any school is reflected by the dress, grooming and manners of the students\ntherefore, students are expected to wear appropriate clothing and to present a neat appearance at all time. Students, with the help and approval of parents, know what is acceptable attire for school activities\nmoderation in type and style should be the basic standard. The following guidelines should be followed. 1. Grooming or dress which could cause blocked vision or restricted movement is discouraged, as well as dress styles that create or are likely to create a disruption of classroom order. No caps, hats, or sunglasses will be worn in school building(s). These items are best left at home. 2. Clothing which displays profanity, nudity or suggestive comments or clothing that is supportive of illegal chemicals, tobacco products, alcoholic beverages, drug paraphernalia, etc. will not be tolerated. 3. Clothing or shoes made of materials or of such structure that cause damage to school facilities will not be permitted. 4. During warm weather, students will be permitted to wear shorts\nhowever, the appearance of students should not be disruptive to the educational atmosphere of the school. 5. For health and safety reasons, students must wear shoes at school at all times. 6. Clothing shall be clean and appropriate for school wear. Articles of dress which are distracting or which fail to conform to reasonable rules of decency shall not be worn. If in the judgement of the administration, a student's attire is a health hazard or a distraction to the educational atmosphere of the school, the student will be asked to go home and make proper adjustments. Disciplinary action may occur if grooming or dress violations continue. Page 1 of 1 SUSPENSION FROM SCHOOL FBS The Board of Education recognizes that many alternatives are necessary to a workable system for maintaining good student conduct. Among those alternatives is student suspension. The Board views student suspension as a serious matter and believes that all other less severe measures should be tried before students are excluded from the regular school experience. The school principal is authorized to suspend a student from class attendance for disciplinary reasons for a period of time not to exceed ten school days, including the day upon which the suspension is imposed. The suspension may be off-campus or may be to the on-campus student assignment class. A student may be suspended if he/she: 1. Violates school policies, rules, or regulations. 2. If guilty of conduct which substantially interferes with the maintenance of essential school discipline. 3. Is guilty of conduct which, in the judgement of school administrators, warrants the reasonable belief that substantial disruption of school operations will likely result. 4. If guilty of incorrigible conduct, including insubordination, disorderliness, and defiant and hostile acts\ntruancy or cutting class\nfighting or other hostile behavior\ndestruction of school property\nact involving moral turpitude\nor violation of parking regulations. School officials shall determine whether the alleged misconduct, if proven, would warrant a suspension from classes, and then shall proceed as follows: 1. The student shall be advised of the exact charges against him/her. 2. If the charges are denied, the evidence shall be explained and the student given the opportunity to present his/her facts or opinions. 3. If the school official finds the student guilty of the misconduct, a suspension may be imposed. 4. If possible, prior to the suspension, the custodial parent or guardian will be notified of the reason for the suspension, its duration, and the manner in which the student may be readmitted to class. If the suspension results from an Page 1 of 2 SUSPENSION FROM SCHOOL FBS incident with a teacher and if the teacher requests a conference, the student will not be readmitted to classes until a conference with the custodial parent or guardian has been scheduled by a building administrator. Every effort will be made to schedule the conference when the teacher is available. Availability would be defined as, \"before/after school and during the teacher's preparation period.\" 5. On the day the suspension is imposed, a written notice of suspension will be mailed to the parent or guardian at the address shown on the school records of the student. 6. The parent(s) or legal guardian(s) of a student shall have the right to appeal a building level decision as outlined in the student handbook section, \"Complaints, Problem Solving, and Appeal Procedures.\" Student Assignment Classes (SAC) shall be established for on-campus suspension of secondary school students. If a student is assigned to SAC three times in a given school year, any subsequent serious misbehavior will result in that student being suspended off-campus (Boys' Club, Alternative School or home) for a maximum of ten (10) days. Chronic severe discipline problems may be grounds for recommending expulsion for the remainder of the school year. An alternative school for secondary students has been established for suspension of students who are identified as having severe discipline problems. While under suspension, students shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Absence from school due to off-campus suspension shall be treated as an unexcused absence. Page 2 of 2 WEAPONS AND DANGEROUS INSTRUMENTS FBP No student shall possess, handle, or transmit any object that can reasonably be considered a weapon: 1. On the school grounds during, before, or after school, 2. On the school grounds at any other time when the school is being used by a school group, or 3. Off the school grounds at any school bus stop, or at any school activity, function, or event. A weapon is defined as a knife, razor, ice pick, explosives, mace, pepper spray, tear gas, pistol, rifle, shotgun, pellet gun, or any other instrument or substance capable of causing bodily harm. Act 57 of 1994 prohibits any minor under the age of eighteen (18) from possessing a handgun and sets the criminal penalty for possessing a handgun on a school campus, on a school bus, or at a school bus stop. Violation of this state law is a Class D felony with no provision for a suspended or probated sentence. Students found in possession of a handgun will not be treated as a first offender. Act 567 of 1995 requires expulsion from school for a period of not less than one calendar year for possession of any firearm or other weapon prohibited upon the school campus by law. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Page 1 of 1 ABSENCES AND EXCUSES FADA The Board believes the fundamental right to attend public schools places upon students the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. In accordance with Board policy, only the following absences shall be considered excused absences, provided that in such instances parental confirmation has been received of the reason for the absence: 1. Illness 2. The existence of a family emergency or other family situations which have received prior approval by the principal. 3. When the student is on official school business. When a student returns to school after being absent, he/she shall bring a written statement from the parents with an explanation of the reason for the absence and the date of the absence. Students who have unexcused tardies or absences shall be disciplined accordingly. No make-up work shall be allowed if the absence is unexcused. A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. Exceptions may be granted by the principal after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals will notify parents or guardians when students unexcused absences total three (3). Notification will be made by telephone (on the same day) or by mail (on the following day). Schools will notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Act 572 of 1995 amends Arkansas Code 6-18-222 related to school attendance. Except in the cases of illness or other excusable reason, students are expected to attend every day in which school is in session. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused, and no make-up work shall be allowed. Because a student is required to be in attendance, days of suspension to the oncampus Student AssigQment Class (SAC) and/or the suspension class at the North Page 1 of 2 ABSENCES AND EXCUSES FADA Little Rock Boys and Girls Club are not counted as days of absence. A student who is exempted from compulsory school attendance (18 years of age or older) will not be permitted to enroll in school after the 6th day of the first semester or after the 6th day of the second semester unless the principal determines that extenuating circumstances exist. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Arkansas Code 6-18-222 requires school districts to notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is authorized by state law to suspend motor vehicle operator's licenses of students under the age of eighteen ( 18) who are not enrolled in school. Act 876 of 1989 authorizes school districts to enter into cooperative agreements with law enforcement agencies to detain suspected truants during school hours. The North Little Rock Police Department will detain and question school-age children who are not in school on those days and hours that the North Little Rock Schools are in session. Secondary students who are found off school grounds without permission from the school will be transported to Argenta Alternative Education Center. Parents will be contacted for further action on the truancy. Page 2 of 2 ENTRANCE REQUIREMENTS FMB In order to enroll in a school in the District, a student must be a bona fide resident and must meet age requirements. The minimum age for enrollment in public school kindergarten shall be age five on or before October 1 of the year of initial enrollment. Any student who has been enrolled in a state accredited or approved kindergarten program in another state for a period of not less than sixty days, who will become five during the school year in which he is enrolled in kindergarten and whose parents or guardians establish domicile in a public school district in the State of Arkansas may be enrolled in kindergarten upon written request of the student's parents or guardians. The minimum age for enrollment in the first grade of any public school in the state shall be age six on or before October 1 of the year of initial enrollment. Any student who has been enrolled in grade one of an accredited or state approved elementary school in another state for a period of not less than 60 days, who will become age six during the school year in which he is enrolled in grade one and whose parents or guardians are residents of Arkansas, may be enrolled in grade one upon request thereby in writing by a parent or guardian. Any six year old who has not completed an accredited kindergarten program prior to initial enrollment in a public school district shall be evaluated by the District and placed in the first grade if the evaluation results indicate that the child is ready for enrollment at the first grade level. If the evaluation results indicate that the child is not ready for enrollment at the first grade level, the child shall be enrolled in the District's kindergarten program. Each school must have a placement committee consisting of the principal, a kindergarten teacher, a first grade teacher, and the child's parents. The committee's primary task is to determine whether the student should be placed in a kindergarten or a first grade classroom. A student who has been enrolled in the first grade of an Arkansas School District or a private school, but whose parents reside in the North Little Rock School District shall not be allowed to enroll in the first grade in the District if the child's sixth birthday falls after October 1 of that year. Act 363 of 1993 amends Arkansas Code 6-18-208 as follows: (a) Prior to a child's admission to an Arkansas public school, a school district shall request the parent, guardian or the responsible person to furnish the child's social security number and shall inform the parent, guardian, or other Page 1 of 2 ENTRANCE REQUIREMENTS FAAB - responsible person that, in the alternative, they may request that the school district assign the child a nine (9) digit number designated by the Department of Education. (b) Prior to a child's admission to an Arkansas public school, the parent, guardian, or responsible person shall provide the school district with one ( 1) of the following documents indicating the child's age: ( 1) A birth certificate\n(2) A statement by the local registrar or a county recorder certifying the child's date of birth\n(3) An attested baptism certificate\n( 4) A passport\n(5) An affidavit of the date and place of birt\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little 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_1074","title":"Exhibits: Unitary hearing, Pulaski County Special School District, Volume I","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":["1989/1998"],"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","Pulaski County Special School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational statistics","School integration","Court records"],"dcterms_title":["Exhibits: Unitary hearing, Pulaski County Special School District, Volume I"],"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/1074"],"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":["exhibition (associated concept)"],"dcterms_extent":["55 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nExhibit numbers 417-425\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n........ AO 187 (Rev. 1/80) ID DATE V V V V v v v V v- V v r -, V V V v V .j,/ EXHIBITS Identification No. ~ 2. \"It.=? Ir tt5 1'4'? ~ Mi\u0026lt;ID .+- II t+-t~ #, 1\"3 if I ~ 1'5 t. 11 ii\u0026gt; I 'a 11\\rlI I lf .lo I 1f ~ I 'i Rulings Offer/Rec'd) t Q _LfLG~ C. C. ~ 'i-1.\\~-3 C. ~ 4 C'J.l.j\n). i C, C. ' Ct~33 C.Y-~ ~ C:..X~31 L)\u0026lt;'S 0 vs. N LR.SD DESCRIPTION C. e, c.sso ' . ... + ... +~ t\"\"~ oi-+s \\.s -\\-~\\-c+\\'c. h ~ e.se~t'.C\"~ab'M .Pion Pc..u \\ 6 L.\\ \\ S~c ~s ~c.T\"\" h .. ~c,...\\...., r1-,,..i:,..~s. bR-C-~~-8t..l CAUSE NO. C. ubjectio 187  r\u0026lt;~v. I /80) GI ~J ~t y_k, b,-~5 Plft Deft) DATE I I EXHIBITS No. J Identification Rulings Offer/Rec'd) 3 C\n'f. 4~ c_ 44'5 c_ ~ '-l L/ l, \u0026lt;L.- ~ 14 '1 c., yg ci i./ \"tq ~'I, ~so ~ 1i'5\\ C.t 4S :l C l..{S:) e, L.{S'-1- C-i i 5'5 c_y.. i.\\S(p I C'j.'151 lci~s'6 lc.t4'5 I LRSD vs. DESCRIITION 0~ \" JI ll h I\\ 1, ) ' h l' l I' 1, l, ,, Q_ V\\~ +-~ \"\"3 ~c:sso fl\\ e.V'/\\ OD 00 ,, ,, ,, \" f'C,SSD ~b \\oM LR -C-5{:l-- ?i' Ll CAUSE NO. 0 Vl O~-- d- - \\ i-7 ~ .\n:i -d-'7 .:'1 ~-\\i-'i~ r~ Buw ~s ~ -~5-'1 Eld, ' Col I ,'n.s\nl.-d-.,, -'t :-\u0026gt; J--\\f-\"Vi' C-k,- ~-~S -'i8' .._ e..i-\nl-j.}--4? -\\-n \"'\"'- Bow c: - l -, i 0 f .).-4-, +u Lc:~~er- ,'CSSD rc.ssn I \" 3-\n,.. - '} 1, lo S-\\3- ,, ' h ~ .).- . ,, \\I \"l- 11- , .6 187 . (Rev. I /80) S ubjection DATE   V   ./  ./  J/ V  // V---.~ ii  I v I EXHIBITS No. Identification I I I I I I Rulings Offer/Rec'd) C \u0026lt;'.!., t14\u0026amp;1 C'i. 4'10 ~ ri I c., 111 ~ c_ ti\\-'1 3 Ct \"1'1 ~ C. L./'15 Q. 111i 1 L\\?.SD vs. DESCRIITION Le Sc Pc.s:5 o S-ecur-1 ,,.. ,- LR.-\u0026lt;\u0026gt;i\ni.-rl l CAUSE NO. EDWARD L. WRIGHT 7 (19031977) ROBERT S. LINDSEY {,9131991) ISAAC A. SCOTT, JR . JOHN G. LILE GORDON S. RATHER , JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD. JR. PATRICK J. GOSS ALSTON JENNINGS. JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J . MULDROW N.M. NORTON EDGAR J . TYLER CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L. LOWTHER. JR. CHARLES L. SCHLUMBERGER SAMMYE L. TAYLOR WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADOEN Ms. Ann Brown WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK. ARKAN SAS 72201-3699 (501) 371-0808 FAX ( 501) 3769442 OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TODD WOOD Writer 's Direct Dlal No. 5012121345 ajones@wlj .com July 10, 1998 Office of Desegregation Monitoring 201 East Markham Street Little Rock AR 72201 RE: PCSSD Hearing Dear Ms. Brown: I enclose copies of PCSSD's Exhibits as follows: Exhibit ex 450-Evaluation Report 1994-1995 Exhibit ex 451-Evaluation Report 1995-1996 Exhibit ex 452-Evaluation Report 1996-1997 ROGER 0 . ROWE NANCY BELLHOUSE MAY JOHN D. DAVIS JU DY SIMMONS HENRY KIM BERLY WOOD TUCKER RAY F. COX, JR. HARR Y S. HURST , JR. TROY A. PRICE PATRICIA A. SIEVERS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK K EVIN W. KENNEDY J ERR Y J . SA LLINGS FRED M. PERKINS Ill WILLIAM STUART JACKSON MICHAEL 0 . BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER B ETSY MEACHAM AIN SLEY H. LA NG KYLE R. WILSON C. TAD BOHANNON DON S. McKINNEY MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Exhibit ex 453-PeSSD Office of Desegregation Second Semester Monitoring Report August 15, 1995 Exhibit ex 454 -Pesso Office of Desegregation First Semester Monitoring Report March 12, 1996 Exhibit ex 455-PeSSD Office of Desegregation Second Semester Monitoring Report August 13, 1996 Exhibit ex 456-PeSSD Office of Desegregation First Semester Monitoring Report February 11, 1997 WRIGHT , LINDSEY \u0026amp; JENNINGS LLP Ann Brown July 10, 1998 Page 2 Exhibit ex 457-PCSSD Office of Desegregation Second Semester Monitoring Report July 17, 1997 Exhibit ex 458-PeSSD SAT 8 Testing Report 1994-95 Very truly yours, Enclosures ALJ/cjh WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ~~-~ Angell L. Jones Legal Assistant EDWARD L WRIGHT 7 (1903-1977) ROBERTS LINDSEY ( 1913-1991) ISAAC A. SCOTT , JR. JOHN G. LILE GORDON S. RATHER, JR. TERRY L. MATHEWS DAVID M. POWELL ROGER A. GLASGOW C. DOUGLAS BUFORD, JR . PATRICK J . GOSS ALSTON JENNINGS, JR. JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES 111 JOHN WILLIAM SPIVEY 111 LEE J . MULDROW N M. NORTON EDGAR J . TYLER CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L . LOWTHER, JR . CHARLES L. SCHLUMBERGER SAMMYE L. TAYLOR WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADDEN Ms. Ann Brown WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ATTORNEYS AT LAW 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK, ARKANSAS 72201-3699 (501) 371 -0808 FAX (501) 376-9442 OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TODD WOOD Writer 's Direct Dial No . 501-212-1345 aj ones@wlj .com July 10, 1998 Office of Desegregation Monitoring 201 East Markham Street Little Rock AR 72201 RE: PeSSD Hearing - Dear Ms. Brown: I enclose copies of PeSSD's Exhibits as follows: Exhibit ex 450-Evaluation Report 1994-1995 Exhibit ex 451-Evaluation Report 1995-1996 Exhibit ex 452-Evaluation Report 1996-1997 ROGER D. ROWE NANCY BELLHOUSE MAY JOHN D DAVIS JUDY SIMMONS HENRY KIMBERLY WOOD TUCKER RAY F . COX, JR. HARRY S. HURST, JR . TROY A . PRICE PATRICIA A. SIEVERS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J . SALLINGS FRED M. PERKINS Ill WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER BETSY MEACHAM AINSLEY H. LANG KYLE R. WILSON C. TAD BOHANNON DON S. McKINNEY MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Exhibit ex 453-PeSSD Office of Desegregation Second Semester Monitoring Report August 15, 1995 Exhibit ex 454 -Pesso Office of Desegregation First Semester Monitoring Report March 12, 1996 Exhibit ex 455-PeSSD Office of Desegregation Second Semester Monitoring Report August 13, 1996 Exhibit ex 456-PeSSD Office of Desegregation First Semester Monitoring Report February 11, 1997 WRIGHT , LINDSEY \u0026amp; JENNINGS LLP Ann Brown July 10, 1998 Page 2 Exhibit ex 457-PeSSD Office of Desegregation Second Semester Monitoring Report July 17, 1997 Exhibit ex 458-PeSSD SAT 8 Testing Report 1994-95 Very truly yours, Enclosures ALJ/cjh WRIGHT, LINDSEY \u0026amp; JENNINGS LLP ~~-~ Angell L. Jones Legal Assistant Little Rock School District 1995-96 Budget Analysis Function Function Description ~ 2539 Other Facilities Acq \u0026amp;Co 2542 Upkeep of Buildings 2541 Service Area Direction 2544 Upkeep of Equipment 2545 Vehicle Maintenance 2548 Asbestos Program Magnet Schools Substitutes Amount $240,213 8,924,431, 201,085/ 12,800, 63,200., 61,388 1,076,870 200,000 Total $10,779,987 (G-t :V-llj LOSS FUNDING ADD ON CALC. WITH M-to-M'S COUNTEDfTRUST FD. NOT INC./STATE USED THIS METHOD YEAR A.D.M. A.D.M. W/M-to-M\"S 3 YR. AVE. DIFF. LF PER. LFWADM USED S.B.E.R. ADD-ON VAL. 1990-91 21,720.18 21,977.24 1991-92 21,590.45 21,849.46 1992-93 21,032.91 21,449.70 21,758.80 309.10 44.69% 1993-94 20,494.90 20,911.69 21,403.62 491.93 62.30% 138.14 138.14 $2,494.92 $344,648.25 1994-95 306.47 306.47 $2,594.97 $795,280.46 LOSS FUNDING ADD ON CALC. WITHOUT M-to-M'S COUNTEDfTRUST FUND NOT INC. YEAR A.D.M. 3 YR. AVE. DIFF. LF PER. LFWADM USED DIFF. S.B.E.R. ADD-ON VAL. FUND. LOSS 1990-91 21,720.18 1991-92 21,590.45 1992-93 21,032.91 21,447.85 414.94 44.69% 1993-94 20,494.90 21,039.42 544.52 63.00% 185.44 138.14 47.30 $2,494.92 $462,645.98 $117,997.73 1994-95 343.05 306.47 36.58 $2,594.97 $890,198.23 $94,917.77 LOSS FUNDING ADD ON CALC. WITH M-to-M'S COUNTED \u0026amp; TRUST INCLUDED YEAR A.D.M. A.D.M. W/M-to-M'S 3 YR. AVE. DIFF. LF PER. LFWADM USED S.B.E.R. ADD-ON VAL. FUND. LOSS 1990-91 21,720.18 21,977.24 1991-92 21,590.45 21,849.46 1992-93 21,032.91 21,449.70 21,758.80 309.10 51.35-k 1993-94 20,494.90 20,911.69 21,403.62 491.93 93.97% 158.72 138.14 $2,494.92 $396,000.81 $51,352.56 1994-95 462.26 306.47 $2,594.97 $1,199,559.89 $404,279.43 LOSS FUNDING ADD ON CALC. WITHOUT M-to-M'S COUNTED \u0026amp; TRUST INCLUDED YEAR A.D.M. 3 YR. AVE. DIFF. LF PER. LFWADM USED DIFF. S.B.E.R. ADD-ON VAL. FUND. LOSS b~u-91 .::'.1,t \u0026lt;'.U.11::1 1991-92 21,590.45 1992-93 21,032.91 21,447.85 414.94 51.35% 1993-94 20,494.90 21,039.42 544.52 93.97% 213.07 138.14 74.93 $2,494.92 $531,592.55 $186,944.30 1994-95 511.69 306.47 205.22 $2,594.97 $1,327,808.38 $532,527.92 ~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL. V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. PCSSD'S WITNESS AND EXHIBIT LIST RECen,~ OFFICE Oi DESEGREGATION MONITORING PLAINTIFFS DEFENDANTS INTER VENO RS INTERVENORS The PCSSD submits the following as its exhibit and witness - list: EXHIBIT LIST 1. 1989 Releases (attached to Settlement Agreement ) 2. ODM Racial Balance Reports 3. Charts from PCSSD Petition for Release From Federal Court Supervision. 4. Staff Development Data 5. Charts pertaining to cheerleading, drill team, student government, Beta Club, and National Honor Society. 6. Affirmative Action Reports 7. Discipline Reports 8. Handbook for Student Conduct and Discipline 9. Secondary Education Report 10. Counselor's Reports 11. Special Education Reports 12. Gifted and Talented Reports 13. Athletic Reports 14. Non-Athletic Reports 15. Biracial Committee Minutes 16. PCSSD Desegregation Plan 17. Interdistrict Desegregation Plan 18. PCU 1039 (Minority AP student recruitment) 19. PCU 1040 (Social Studies Advanced Placement Recommendation Notice). 20. PCU 1041 (Social Studies Advanced Placement Recommendation Followup Student Conference form). 21. The Special Master's Interim Findings and Recommendations concerning PCSSD geography and demographics, dated August 19, 1988, as previously transmitted to the Court on January 20, 1994. WITNESS LIST 1. Bobby Lester, Superintendent, PCSSD\n2. Bill Bowles, Assistant Superintendent for Desegregation, PCSSD\n3. Eddie Collins, Assistant Superintendent for Pupil Personnel Services, PCSSD\n2 4. Dr. Bobby Altom, Assistant Superintendent for Instruction\n5. Gary Miller, Assistant Superintendent for Personnel\n6. Don Stewart, Assistant Superintendent for Business Affairs\n7. Ed Hogan, Assistant Superintendent for Support Services\n8. Charles Green, Director of Secondary Education\n9. Tommie Sue Anthony, Director of Gifted and Talented Programs\n10. Martha Kay Asti, Director of Special Education\n11. Brenda Bowles, Coordinator of Multi-Cultural Education. WITNESSES VIA PREVIOUS TESTIMONY 12. 1988 Testimony of Ed Hogan, docket No. 1059-A, dated June 16, 1988, page Nos. 6 through 213\nand docket No. 1060-A, dated June 17, 1988, page Nos. 6 through 162. 13. Douglas A. Ask, Docket No. 2540 , testimony beginning at page 95 . 14. Bill Bowles, by recent deposition not yet transcribed. 15. Dr. Bobby Altom, by recent deposition not yet transcribed (including previous testimony given in open court in this case, the docket reference for which we have not yet located). 3 . ...__ - - AO 187 (Rev. 1/80) fll EXHIBITS DATE No. tit 2. 1t~ V It V ~'5 V *-~ V v v .I-v Ms ID V .+- II ~ it I~ V iH3 v ~l v - -+t 1'5 V \\,I, V 11 v -IP I 'B v I ti,- lI V I lt-.,lo v' I lf ~I Identification ~ Rulings Offer/Rec'd) t C. _L..f 1~ c_ c i11~-3 C. ~ 4.l C'i ~d-i C,\"\" ~ C. {_ ~31 c-,_ t.133 c.~ '1 'i e..14~ C. tt.\\ :\u0026gt;\u0026lt;o C..X~3'7 vs. N LRSD DESCRIPTION ce., C..SSD ' r+s rt-or+ s 1- ... \\-s ?..:+ \\.,, ~ {. \\ 'c, \\.~ s. B1,~c..~ \\ D 4D Pc..u \\ 6 ~ l S~c l\".s 1-c.r- \\i.,~e,.-,._ F,\"'-d,\n..,.~!i. bR -L-1?:). -S' l. l CAUSE NO. C. . . . 187 .  t{ev. I /80) 1B LR.SD ~,\u0026amp; ~5 y_ k, 6/ ~ s LB -C-~\"J.- b' ll. Plft Deft) vs. CAUSE NO. - ~1-..RSD EXHIBITS Identification ubjection~ DATE Rulings DESCRIPTION No. Offer/Rec'd) ' b- ).Ci-'1~ c.,x ~39 ~ -~\n-l-1 ~\"' o{. ~b~-i I\\) -t-ov-i ot J- \\ i-4 ~ I I c_'{ h\\ 46 \" JI \\DMW\\\\J A-,J-k,hnJ .)-J'l .:c, ~ . l\u0026lt; h \\ I c., 'l ~ Li l 6 :1, B:,1.,\nle s. ~-\\i-'i~ (!__ '{ \"-l Lt\n}... 1, 1, Br~ G\u0026gt;uw!es ~-\n.}..5-C,S? (1,~ 4 3 ) \\ II EJJ .~ G,1 i.'n.s ol.-Jf} .qg C,jy~'-1 l, 1 ~ rvi:lles' d--\\~\"-1? I c_ 'f. ~45 /\\ ,, C..k,-lc-, G~ee V\\ .\n\u0026gt;. - .\ni.s -'i 8' .... ~~ 141..jl, l, ,, ,l/ \"Bobt,,-.1 Le.st-er\n.i-\\J.-4? I  ~Y.. i.l 4 '7 Q_ V\\~ D ~ ex' r'3 ~r\\o:?,.,_~\\nn E.1c--e'l\"\"o\\.- (::L\":..,e~I \\ -..) I - lt-.30-'j f L, '{_ LJL,l g ~c.sso ()\\~V't\\o -\\-n ~ Boi.) le 'S. t,, - I -'i i ''--...... t\n3/J Jjf C~ i_f '-/Cl l\\\\el\"f\\.o fr.,_ Bo'ob~ 1'.ll+cm 0 f .i-'-f-'i'7 +u Li=~~c,- (:,'I, ~ so l~ct4-ti5\"' Evalua~,~ ....  R-Pl\u0026gt;dr-.\\- -r~sso I C.:'/._ ~ '5\\ Mq5 _q l, E va/1,,,,l.,\",., ... R\"'-oor-f- fc,SSO ' C.'L 4S :l 19,l.-9'1 E val~at-1 On (\u0026gt;pDC,r +- fC.S.SD . \\ . c, --\\5':) OD\\'l\\ S-cond -5.e .... ,..c:Jf't- fl'\\.I) n,+11r ,no Retort \u0026lt;il-\\S-'i'S .....) . ,. ~ C, J.. L.\\ 5'-t l-1..::. t\" ,, --. onrn I' \" 3-~-~L ~ii5~ ., \" DDIY\\ St\" ,.\"\".._,l ., s-r~ -qL I c_y.. 1,5(,, Fus\\- ,, ,. 6DIY\\\n). - \\\\ - 'i' '1 - I ,. \\I - C'1.\"i51 6Drt1 Secord \"t ~ \\1-'l 1 - I I \\ Ctl.\\S~ f'c..sso Tc,~\nV\\Q R~Gll\"I\"' \\- ,,~4-q5 - I '1 ... ,_~~ ....:i ' lct4'5q P,c~l..lre w) Te,LL, ~,.. - I I . I j - .o 187 (Rev. I /80) e ubjection DATE   V v  ./    J/ V v V V -.,   - I v I V EXHIBITS No. Identification I Rulings Offer/Rec'd) C C, ~ t141,1 C.' '-l'lD (..\n'l I c... 111 ~ C. 't'l 3 C.'J_ '-4'1 ~ C, '-1'15 c.. 4'7i 1 1g ,~ I G vs. CAUSE NO. rv LQS o DESCRIPTION \\( ~ Te.r M 1n +, ~lo\\. Le d, J '1'i ,-,-+-'i'l +o \u0026amp;w es 1'1-'tf Sdu..r~a. .- I-Sc St 1.4c:J. CA\\ Bowe Pc..ss o 5-ecl.H't fu ~o l.JA -e\\\"\" ~.f.ecl ' -'l-i'i1 to L~ +i:f\" c,... .,1.~~cd ~-4 -C,'7 MAR 9 i99B Qff\\CE Of -~1\\0tt MOtt\\lOR\\I\u0026amp; I EXHIBIT 1 RELEASE OF ALL CLAIMS AGAINST THE STATE For and in consideration of its payments and commitments set forth in the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the State of Arkansas, its constitutional officers, elected officials, appointees, employees, agencies, departments, their predecessors and successors including, but not limited to, the Arkansas State Board of Education and its members (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination or segregation in public education in the three school districts in Pulaski County, Arkansas or to the violation of constitutional or other rights of school children based on race or color in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond 2 the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (the \"Litigation\") is to be dismissed with prejudice as to the Arkansas State Board of Education and the former and current members of that board named in the Litigation. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced payments or commitments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. EXECUTED this ~day of _.d....J...'f..: J .. .i. _ _ , 191J by: WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 200 First Commercial Building Little Rock, AR 72201 - By: Christopner Hell r One of its Attorney 3 * * * * * EXECUTED THIS /Slf_ day of --'-)A_e11-+y ____ , 19JJ by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 * * * * * EXECUTED this J'JIA_ day of ~IL#. f~ \"!- , ~ by: WITNESSED AND APPROVED: JACK LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Little ROCK SCHOOL * * * * * EXECUTED this\n\u0026gt;st-- day of -~.\u0026amp;a.a.a.\n...._ __ , 19:J. by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFEN I and Attorneys WALKER, P.A. Broadway Rock, A its Attorneys ... THE JOSHUA INTERVENORS ~t:~ ay \u0026lt;8:n Oo ~ By~===-----::16'1\"-:-+--=----rF-~'-:-,---:Little Rock, Arkansas , I 4 * * * * * EXECUTED this~~~ay o~E. WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL L' tl ~ock, A~2~01 l~lW. Third B  I,,\\ (_A__. Richard w. Roachell One of its Attorneys . ' I '' I RELEASE OF ALL CLAIMS AGAINST THE LRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached {hereafter, the Consideration), the undersigned parties do hereby release, acquit and forever discharge the LRSD its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as the Released Parties) of and from any and all actions, causes of action, claims . and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory iights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth Circuit and 2 that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Cooper v. Aaron, Norwood v. Tucker and Clark v. Board of Educatic,n of the Little Rock School District) (the \"Litigation\") is to be dismissed with prejudice as to the LRSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and commitments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. ' ' 3 I EXECUTED this tf day of ft'-4r , 199l by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Professional Association 1200 Worthen Bank Bldg. Little Rock, AR 72201 By: f?\u0026lt;'V.:\n:_,(fll__ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION By 2f d,,4(..t U Y'J.  t-1,fj~ Cha rma.A, Board of Directors * * * * * EXECUTED this / f~ day of _/A..__ .o.... -y+---' 199. by: WITNES-.ED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1 t, Board of Directors * * * * * .r: I tC:,'fl EXECUTED this dJ/L day of 1:21~ , 1-5,0-oy: WITNESSED AND APPROVED:~ LITTLE ROCK SCHOOL JACK LYON \u0026amp; JONES, P.A. DISTRICT 3400 TCBY Tower Littl * * WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By.,_ ______ ~---- Norman J. Chachkin One of its Attorneys and of Directors * * * THE JOSHUA INTERVENORS BRSDy Cas~s ReIp #sent~ative By9c0a. Q~ President, Little Rock, Arkansas Branch of the NAACP 4 W. WALKER, P.A. B Broadway k, AR NLRSD s Represent and President of the Little Rock, Arkansas Branch n w. Walker ne of its Attorneys Byofthe~~ ~~ntative * * * * * EXECUTED this d-~day of-JI...~ E, , 199L by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL 10 . Third ttl ~eek, ~2 1 201 -u,\\.. l.A.__ Richard W. Roachell One of its Attorneys KNIGHT INTERVENORS RELEASE OF ALL CLAIMS AGAINST THE PCSSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge appointees, the PCSSD, employees, its directors, administrators, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern 2 District of Arkansas and the Court of Appeals for the Eighth Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court :or the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Zinnamorr v. Pulaski County School District, LR-C-68-154) (the \"Litigation\") is to be dismissed with prejudice as to the PCSSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and cornmi trnents are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. EXECUTED this WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 3 Little Rock, AR 72201 /7BY.,,.,.._\"\"-+-::,---,---------,,.....:....--=--__,,--__ _:By~~\u0026lt;~ Presid~nt, Christophertteffir / -----One of its Attorneys * * * * * EXECUTED THIS / 3ft day of \u0026lt;: , 199f by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Profe~ional Corporation 1200 Worthen Bank Building Little Rock, AR 72201 By: ~~(lu__ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION * * * * * EXECUTED this day WITNESSED AND APPROVED: of~ ,by: JACK LYON \u0026amp; JONES, P.A. 3400 TCBY Tower ::w.RE S't.e en W. Jo s One of its At orneys NORTH LITTLE ROCK SCHOOL DISTRICT * * * * * EXECUTED this --- day of ______ , 1990 by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By ____ --..,....,.------ Norrnan J. Chachkin One of its Attorneys and THE JOSHUA INTERVENORS By_/~~~ ~ Class-.,ptesentative By oJk__ ~sb President, Little Rock, Arkansas Branch of the NAACP JOHN W. WALKER, P.A. 1723 s. Broadway Litt~ Rock, AR 72201 r--V\"---'a n W. Walker ne of its Attorneys 4 Clas Repres and President of e North Little Rock, Arkansas Branch By cg~jL__, PCSSD Class Representative * * * * * ~ -~ _J EXECUTED this'' day of ~C: , 1991 by: WITNESSED AND APPROVED: MITCHELL \u0026amp; ROACHELL L' ttl ~ck, (AFf') ~2201 l~W. Third By ., w\\LL__ Richard W. Roachell One of its Attorneys KNIGHT INTERVENORS 4 ~ By . - (Ui~.f/j LRC A Re~resent tive By~~~q-~~4-SL.~~c:::J::~~By~~~....::\n. i,......,.....,.\"\"\"\"\"....,,.........~-_..:\n.....\n._ _ ,r1esen a ive RELEASE OF ALL CLAIMS AGAINST THE NLRSD For and in consideration of its relinquishment of claims and commitments set forth in the Plans and the Pulaski County School Desegregation Case Settlement Agreement to which this release is attached (hereafter, \"the Consideration\"), the undersigned parties do hereby release, acquit and forever discharge the NLRSD, its directors, administrators, appointees, employees, agencies, departments, their predecessors and successors (hereafter collectively referred to as \"the Released Parties\") of and from any and all actions, causes of action, claims and demands which the undersigned now have or may hereafter have arising out of or in any way related to any acts or omissions of any and every kind to the date of the execution of this release by the released parties which in any way relate to racial discrimination, segregation in public education, or to violations of other constitutional or statutory rights of school children, based on race or color, in the three school districts in Pulaski County, Arkansas. It is understood and agreed that the Consideration is valuable and is given in full and final compromise of disputed claims and that the giving of the Consideration is not to be construed as an admission of any liability on the part of any of the Released Parties beyond the liability found to date by the United States District Court for the Eastern District of Arkansas and the Court of Appeals for the Eighth 2 Circuit and that the terms of this release are contractual and not a mere recital. It is further understood and agreed that the litigation now pending in the United States District Court for the Eastern District of Arkansas, Western Division, entitled Little Rock School District vs. Pulaski County Special School District No. 1, et al, No. LR-C-82-866 and cases consolidated therein and their predecessors (including, but not limited to, Graves v. Board of Education of North Little Rock School District and Davis v. Board of Education of the North Little Rock School District (the \"Litigation\") is to be dismissed with prejudice as to the NLRSD and the former and current members of its board named in the Litigation. This dismissal is final for all purposes except that the Court may retain jurisdiction to address issues regarding implementation of the Plans. We have read this release and had it explained to us by our attorneys who have signed as witnesses hereto and we understand that the above referenced relinquishment of claims and conuni tments are in full and final compromise of any and all claims and causes of action. We understand that in the event all parties for which there is a signature blank below do not sign this release, the release is effective and binding on those parties that do sign. 3 EXECUTED this ~~ay of _{Ji__.'\"'\"'.J...t. ..(.. _ , 19 9i by: I WITNESSED AND APPROVED: FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. Little Rock, AR 72201 By One of its Attorney * * * * * EXECUTED THIS /ft day of ..... faf.__=or.,..._ ___ , 199', by: WITNESSED AND APPROVED: WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, AR 72201 PULASKI COUNTY SPECIAL SC DISTRICT NO. 1 * * * * * EXECUTED this If day of 9' I , 19911 by: WITNESSED AND APPROVED: ALLEN LAW FIRM A Professional Corporation 1200 Worthen Bank Bldg. Little Rock, AR 72201 By 9(~~@4___,_ H. William Allen One of its Attorneys ARKANSAS STATE BOARD OF EDUCATION , Board of Dire * * * * * EXECUTED this ___ day of ______ , 1990 by: WITNESSED AND APPROVED: (NAACP) LEGAL AND EDUCATIONAL DEFENSE FUND, INC. By.,..,.... _____ ...,..,.._.....,.....-____ _ Norman J. Chachkin One of its Attorneys and THE JOSHUA INTERVENORS BRDycfas~s Re#prsen~tati By\u0026lt;i)O--k-gJ~ President, Little Rock, Arkansas Branch of NAAC JOHN W. WALKER, P.A. 1723 S. Broadway Litt Ro 4 By.........,.,L,t.'!.,l.,L.~::!\n'.,\n_..:.:..:...!:..:.::::~~--===:::::::. J 0 its Attorneys * * * * * EXECUTED thisa{'n.lday o~.,) C , 1991 by: WITNESSED AND APPROVED: KNIGHT INTERVENORS MITCHELL \u0026amp; ROACHELL L t~ ~- ock, ~ 72201 ltt:W. Third B  1._), ~ \\...l.__ Richard w. Roachell One of its Attorneys - 1997-98 ENROLLMENT AND RACIAL BALANCE IN THE PULASKI COUNTY SCHOOL DISTRICTS January 30, 1998 - Office of Desegregation Monitoring United States District Court Little Rock, Arkansas AnnS. Brown Federal Monitor Melissa R. Guldin Polly Ramer Associate Monitor Office Manager - EXHIBIT ' 2 fJ, JI.Ii 1997-98 Enrollment and Racial Balance in the Pulaski County Special School District Table of Contents Introduction ............................................................... 1 Plan Provisions and Findings ...... . .. . .... . ............ . ....... .. ..... . ........ 5 Pulaski County Special School District ............. . ......... .. ........ .. .. . 5 Elementary Schools .............................................. 5 Secondary Schools .................................. ... .......... 7 Schools with Specialty Programs .. .......... . ..... .. ..... ..... . .. ... 8 Interdistrict Schools ............................................. 10 All PCSSD Schools ............................................. 11 Summary and Conclusions ...... ... ... . ... . ............. . ........ . ............ 12 School Enrollment Charts .................................................... 14 Little Rock School District .... ................ . ... . ... . ............ .. .. C-1 Enrollment by Organizational Level ...... . .............. . ..... .. . . C-10 Stipulation Magnet Schools . ...... .. .... . .................... ... C-12 Incentive Schools . ......... . ...... . ...... ... .. . ......... .. .... C-14 Area Schools ................................................ C-16 Schools with Magnet Programs ................ ... ........ . ... . .. C-22 Kindergarten Classes Located at High Schools .......... . ..... .. ... .. C-23 Early Childhood Programs ...................................... C-24 Enrollment to Capacity Comparison ............................... C-27 Pulaski County Special School District .... . ...... . ...... . . . .............. C-28 Enrollment by Organizational Levels . . .. .. . ....... .. . .. .... ... .. . .. C-35 Schools with Specialty Programs .. . .... .. .... . .. .. . . ............. C-37 Four-Year-Old Programs . ... ... .... .. ...... . ...... .. .... . . .. ... C-38 Enrollment to Capacity Comparison .. . ... . .. . . . . .. ... .. ....... . ... C-39 North Little Rock School District .. . .......... . .... . . . .. . .... ... ...... .. C-40 Enrollment by Organizational Levels . . ...... . . . . . . . . . ..... . . . .... .. C-46 Four-Year-Old Programs ... . ... . .. . .. . ...... . ......... . .. .. .... C-48 Enrollment to Capacity Comparison .. . ...... . ....... .... . . .. .... .. C-49 Imerdistrict Schools . . ...... .. .... ... .. . . . ... . .. . .. ..... .. .. . . . .. . . . . C-50 Countywide Totals . . . .. .. .. . .. ... . ... . .... .. .. . .. .. . .. . . .. . . .. . ..... C-52 Organizational Levels . . .. . .. . . . ... . .. . .... ... . .. .. .. . . .... . . . . . C-52 Enrollment Totals . . .. . . .... . .. . ............ .. . . ... . .. . .. . . . . . . C-54 INTRODUCTION The Office of Desegregation Monitoring (ODM), an arm of the United States District Court, prepared this report. ODM ass~ts the Court in monitoring the compliance of the three Pulaski County school districts with court orders and the desegregation plans that form the substance of their settlement agreements. Purpose, Scope, and Background For several years, ODM has published an annual report on the enrollment and racial balance of the schools in the three Pulaski County districts. However, due to circumstances explained below, this year for the Pulaski County Special School District (PCSSD) alone have we assessed enrollment and racial balance in relation to the racial balance guidelines found in the desegregation plans. 1 Nevertheless, we again list the student enrollment and racial balance of the schools in all three districts in this year's report, because enrollment and racial balance affect the districts' participation in the two programs that promote interdistrict student transfers: the magnet schools and the M-to-M (majority-to-minority) interdistrict transfer program. In an Order dated September 18, 1995, the District Court withdrew its monitoring and supervision of the North Little Rock School District (NLRSD) in the area of student assignments. As a result, our findings do not include an assessment of enrollment or racial balance in NLRSD schools in relation to any type of desegregation plan guidelines. However, NLRSD's participation in the interdistrict magnet school and M-to-M transfer programs is affected by its enrollment and racial balance: therefore, we have included NLRSD enrollment and racial balance data in the School Enrollment Charts section. On December 6, 1996, the Little Rock School District (LRSD) petitioned the District Court to seek a respite from court monitoring while the district worked on modifications to its desegregation plan. On December 27, 1996, the Court granted LRSD's request for a monitoring moratorium. During that moratorium period, the district developed a revised desegregation and education plan and submitted it to the court in a filing dated September 26, 1997. In that same filing, the district asked that ODM continue to refrain from monitoring until after the Court ruled on the proposed new plan. In its Order of October 23, 1997, the District Court ruled that \"the hiatus from ODM monitoring will continue until this Court rules on the LRSD motion ... \" Therefore, our findings for 1997-98 do not include an assessment of enrollment or racial balance in LRSD schools. Yet, as with the NLRSD, the LRSD's participation in the interdistrict magnet and M-to-M programs is affected by its enrollment and racial balance, so we have included the LRSD enrollment and racial balance data in the section containing the School Enrollment Charts. Although this report focuses on the PCSSD and the 1997-98 school year, we have included enrollment information dating back to 1988-89, when the parties initially reached their settlement agreement. Looking at figures over the past ten academic years enables us to assess long-term trends 1While the six stipulation (original) magnet schools operate in the Little Rock School District, they serve students in all three districts\ntherefoce, we have included one chart showing that these schools meet the racial balance guidelines found in the Interdistrict Desegregation Plan. Page 1 and to draw some conclusions about what those trends indicate about enrollment and the balance of the races in individual schools, as well as the district as a whole. - The PCSSD Desegregation Plan recognizes only two racial designations, black students and white students. The plan includes provisions that set goals for balancing the enrollment of these two racial groups within each school Except for interdistrict schools, which have plan-specified guidelines that are static, these goals are based on the percentage of black students enrolled districtwide by organizational levels. Every year racial balance is assessed for each school based on the district's racial balance at each organization level for that year. The Interdistrict Desegregation Plan sets standards for racial balance at interdistrict schools that are different from those for other schools.2 Due to the unique standards set for these types of schools, this report examines interdistrict schools in a separate section. Racial Balance Calculations The PCSSD Desegregation Plan includes guidelines that set racial balance goals for individual schools. The plan set 20% as the minimum black enrollment for PCSSD schools. The maximum black enrollment at all organizational levels is based on a variance of 25% from the annual percentage of black enrollment at each of the two organizational levels (elementary and secondary). Using these guidelines, we derived a mathematical formula to calculate the targeted maximum percentage for black enrollment at PCSSD schools: For example, for the 1997-98 school year, the PCSSD has a districtwide elementary student population that is 33% black. The allowable variance in racial balance is calculated by multiplying that 33% by 25% (.33 X. 25 = .0825), then adding the product (rounded to 8%) to the total elementary black proportion of 33% (33% + 8% = 41 % ) to establish the maximum black enrollment of 41 % in elementary schools. The type of mathematical operation outlined above can be used to calculate the maximum range of racial balance targeted for each PCSSD school (unless the range is defined by specific plan provisions, such as those governing the interdistrict schools). It is important to remember that the calculations used to define the maximum are based on the percentage of black enrollment, an understanding that the parties reached among themselves. If the enrollment figures for any other racial group are substituted for the black percentage, the results will incorrectly define the target range. Because the plan-prescribed formula used to calculate the targeted racial balance is tied to the district's black enrollment for that particular year, it is not possible to uniformly compare racial balance compliance from year to year without linking a given year's enrollment to that year's acceptable range. Since the target range for racial balance may vary somewhat from one year to the next as districtwide black enrollment fluctuates, it is possible that, due to a change in the district's overall racial balance, a school that was out of compliance one year could have an identical enrollment the following year and yet be within an acceptable range. 2Clinton and Crystal Hill in the PCSSD are called magnet schools, but the desegregation plans provide for them to operate as interdistrict schools. Regardless of whether or not they carry a magnet designation, all interdistrict schools are required to meet the plan-prescribed racial balance guidelines for interdistrict schools. Page 2 As previously noted, the racial balance goals for some PCSSD schools are not determined by any type of formula or plan-prescribed floor. The Interdistrict Desegregation Plan sets specific minimum and maximum racial balance guidelines for all interdistrict schools. Although the desegregation plan specifies a minimum black enrollment for PCSSD schools, certain provisions of an agreement among the parties (called the Joshua Agreement) can possibly raise the PCSSD minimum and potentially alter the maximum as well. Information Sources October I student enrollment figures for the last nine years fonn the basis for this report. The Arkansas Department of Education requires school districts to file a report each fall that reflects the number of children enrolled on October 1 (or the school day closest to that date). Although the enrollment at any school may fluctuate somewhat during the academic year, the October 1 figures remain the basic student tally for each school. In order to make uniform year-to-year comparisons, we have generated enrollment charts that are based on the reported October 1 data. The school districts furnished all the data upon which we based this report. The accuracy and completeness of our figures depend on the reliability of the infonnation reported by each district. Throughout this document, we have rounded all percentages to the nearest whole number. Although the desegregation plans deal only with two racial designations (black students and white students), the districts provided statistical information about students who are of racial or ethnic groups other than black and white (such as Asian or Hispanic). The enrollment charts count these children in a separate category designated as \"other.\" However, these students of other races are counted along with the white students in statistical totals and comparisons in order for the report to remain consistent with the two racial categories identified in the desegregation plans. Report Organization 1bis report is divided into three sections. The first section includes the relevant desegregation plan provisions and our findings regarding the extent to which the PCSSD is meeting those requirements. Each plan provision has been summarized and referenced to its source by page number in the April 1992 PCSSD Desegregation Plan (PCSSD Plan) or the April 1992 Interdistrict Plan (Interdis. Plan). We have also made reference to a document, called the Joshua Agreement, which is among the agreements the parties have reached. Our findings deal with both the enrollment and racial balance of the PCSSD schools. Since the racial balance at each school is a product of its enrollment, the findings on enrollment precede those on racial proportions. The second section contains a summary of the findings and our conclusions about them. The third section, School Enrollment Charts, consists of a series of charts that depict enrollment data. Some of the charted statistical information is further subdivided into school organizational levels. As we assembled the information for this report we encountered data dealing with school capacities and schools that have specialty or early childhood programs, which are features designed to promote desegregation. While such infonnation does not relate directly to the purpose of our report, we Page 3 believe these figures are enlightening. Therefore, we have included charts that depict specialized enrollment data and charts that compare each school's capacity to its enrollment. - The charts in the section reflect the ten-year history of enrollment and racial balance at each school. As explained earlier, neither the NLRSD nor the LRSD are currently subject to monitoring in the area of student assignments: however, the School Enrollment Charts section organizes enrollment data from these two districts because enrollment and racial balance in all the districts remains a factor in interdistrict student transfers. We organized the charts by district, grouping the information that pertains to a single district. The last section ends with graphs that display interdistrict and countywide enrollment by race. Page 4 PLAN PROVISIONS AND FINDINGS PULASKI COUNTY SPECIAL SCHOOL DISTRICT Elementary Schools (Corresponding charts are on pages C-28 through C-31 .) Plan Provisions PCSSD schools are to strive for a minimum black enrollment of 20%. Bayou Meto Elementary school is exempt due to its remote location. (PCSSD Plan, pg. 72) The goal of the plan is to achieve a minimum black student enrollment of 20% by the end of six years in all PCSSD schools. By the end of the implementation period, all PCS SD schools should be within the range of plus or minus 25% of the then prevailing districtwide average of blacks by organizational level. (PCSSD Plan, pg. 84, incorporating the Joshua Agreement, page 9) Enrollment Findings  The 1997-98 elementary enrollment of 10,832 is the lowest number recorded for the PCSSD in ten years.  Between 1996-97 and 1997-98, the PCS SD has lost 445 ( 4%) of its elementary students. 3 - The number of black elementary students has declined by 72 (2% ). - The number of white elementary students has decreased by 373 (5% ).  Between 1996-97 and 1997-98, 16 of the 25 elementary schools experienced a decrease in their total enrollment: Adkins has lost 29 students (9%)\nBaker 2 (1%)\nBayou Meto 14 (2%): Cato 13 (2%): College Station 34 (11 %)\nCrystal Hill 29 (4%)\nDupree 68 (16%)\nHarris 27 (9%)\nJacksonville 139 (19%)\nLandmark 42 (8%)\nLawson 13 (4%)\nPinewood 83 (15%)\nScott 10 (8%)\nSherwood 35 (8%)\nSylvan Hills 9 (2%)\nand Tolleson 36 (7%). At Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elemen.tary, and Pinewood, the enrollment decline was at least partly due to the relocation of sixth graders to Jacksonville Middle School, a change which occurred during the grade-level reorganization that involved those schools for 1997-98. (See footnote 3.)  Between 1996-97 and 1997-98, nine PCSSD elementary schools have shown enrollment increases: Arnold Drive has grown by 10 students (3%)\nBates 2 (less than .5%)\nClinton 8 (1%)\nFuller 18 (5%)\nOak Grove 10 (2%)\nOakbrooke 15 (3%)\nPine Forest 34 (7%)\nRobinson 21 (5%)\nand Taylor 20 (5%). 3Some of the decrease in elementary enrollment that occurred between 1996-97 and 1997-98 was due to the district's reorganizatioo of the Jacksooville junior highs. Jacksooville Junior High South (which previously held grades 7-9) was recoofigured to house grades 8 and 9\nJacksooville Junior High North (which also previously held grades 7-9) was renamed Jacksooville Middle School and began serving grades 6 and 7. Sixth graders were moved from Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elementary, Pinewood, and Taylor to Jacksonville Middle School. This movement resulted in a population shift from the elementary level to the secondary level because some sixth graders, who had previously been counted as elementary students, were counted as secondary students beginning in 1997-98. According to the district, Jacksonville Middle School had 351 sixth graders in 1997-98. Calculations show that the 351 students that were moved out of the elementary school category for 1997-98 account for 79% of the 445- student decline in elementary population from the previous year. Page 5   Since 1988-89, the district has lost 1,421 (12%) of its elementary students. - Significant losses have occurred at 17 schools: Adkins lost l03 students (279c ): Bates 277 (37%): Cato 105 (17%): Dupree 118 (24%): Fuller 217 (36%): Hanis 411 (60%): Jacksonville 207 (26%): Landmark 165 (26%): Lawson 75 (21 %)\nOak Grove 124 (22%): Oakbrooke 193 (29%): Pine Forest 106 (18%): Pinewood 217 (32%): Robinson 71 (15%): Scott 96 (45%)\nSherwood 185 (33%): and Sylvan Hills 323 (44%). - Two schools have shown less significant enrollment declines: Taylor lost 24 students (5%) and Tolleson lost 47 (9%).  Enrollment has risen in four schools since 1988-89: College Station has shown a significant increase of lO 1 students (54% ). The other three schools have much smaller increases: Arnold Drive added 20 students (5%), Baker lO (3%), and Bayou Meto 16 (3%). Racial Balance Findings To detennine the upper end of the target range for racial balance in the PCSSD elementary schools, we used a mathematical formula based on the desegregation plan and the Joshua Agreement. The 1997-98 enrollment in PCSSD elementary schools is 33% black. Using that figure as the basis for calculations. the maximum black percentage at any PCSSD elementary school this year should be 41 %. Since the desegregation plan specifies 20% black enrollment as the minimum for all schools, the racial balance range for 1997-98 is 20% to 41% black.  In 1997-98, ten of the 25 PCSSD elementary schools (including the three interdistrict schools) have fallen outside the target for racial balance, which is two more than the eight elementary schools that failed to meet the racial balance goals last year.  The enrollment at Baker (an interdistrict school which has a minimum goal of 40% black enrollment) is 21 % black, which is 19 percentage points below the minimum for interdistrict schools. During the last ten years, Baker has never come close to achieving the minimum goal\nmoreover, progress toward that goal has continually declined for the last three years.  At 14% black in 1997-98, Lawson has fallen well below the minimum goal of 20% black. Since last year, Lawson has dropped two additional percentage points away from the minimum\nsince 1994-95 (the one year Lawson was within the range), it has fallen nine percentage points.  This year, Pine Forest (which had been within range the last two years) is below the minimum guideline. The school has failed to meet the minimum target for black enrollment for six of the last ten years.  Of the seven elementary schools that exceed the maximum range of 41 % black enrollment, four are located in the southeast sector of the PCSSD and three are located north of the Arkansas River. - Although within range last year, College Station, at 43% black, is above the targeted range. The school has been above the maximum range for eight of the last ten years. - Although within range for the last five years, Scott, at 43% black, moved above the targeted range this year. The school has been above the range for four of the last ten years. - Bates, Fuller, and Landmark have all been outside the target range for the last ten years. This year, Bates exceeds the target range by 15 percentage points, Fuller by 19 points, and Landmark by 4 points. Since 1996-97, enrollment at each of these schools has moved farther above the target range. - At 53% black, Harris, which has exceeded the target for black enrollment for the seventh consecutive year, is 12 percentage points above the goal. Page 6 - At 46% black, which is five percentage points above the goal and four points higher than last year, Jacksonville continues to exceed the target range. This is the third consecutive year that the school has missed the target range.  Although above the targeted range last year, Taylor is within the range this year. Secondary Schools (Corresponding charts are on pages C-31 through C-32.) Plan Provisions PCSSD schools are to strive for a minimum black enrollment of 20%. Bayou Meto Elementary school is exempt due to its remote location. (PCSSD Plan, pg. 72) The goal of the plan is to achieve a minimum black student enrollment of 20% by the end of six years in all PCSSD schools. By the end of the implementation period, all PCS SD schools should be within the range of plus or minus 25% of the then prevailing districtwide average of blacks by organizational level (PCSSD Plan, pg. 84, incorporating the Joshua Agreement, page 9) Enrollment Findings  In 1997-98, for the third consecutive year, PCSSD's total secondary enrollment has increased over the pervious year. The 1997-98 enrollment of9,192 has risen by 2%, or 174 students (13 black and 161 white), over the number recorded in 1996-97.4  Six of the twelve secondary schools have posted enrollment increases between 1996-97 and 1997- 98: Fuller Junior, Jacksonville Middle (previously Jacksonville South), Jacksonville Junior (previously Jacksonville North), Jacksonville High, North Pulaski High, and Robinson Junior. - The largest increases occurred at Jacksonville Junior (246 students or 47%) and at Jacksonville Middle (88 students or 13%) and are due to the reorganization of the Jacksonville junior high schools. (See footnote 4.) - All other increases in student enrollment were much more modest: Fuller Junior High (18 students or 2%)\nJacksonville High (1 student)\nNorth Pulaski High (34 students or 4%)\nand Robinson Junior High (24 students or 6%). 4Some of the increase in secondary enrollment that occurred between 1996-97 and 1997-98 was due to the district's reorganizatioo of the Jacksonvillejunioc highs. Jacksooville Junior High South (which previously held grades 7-9) was recoofigured to hoose grades 8 and 9\nJacksonville Junior High North (which also previously held grades 7-9) was renamed Jacksooville Middle School and began serving grades 6 and 7. Sixth graders were moved from Adkins, Bayou Meto, Dupree, Harris, Jacksonville Elementary, Pinewood, and Taylor to Jacksonville Middle School. This movement resulted in a population shift from the elementary level to the secondary level because some sixth graders, who bad previously been counted as elementary students, were counted as secondary students beginning in 1997-98. Acccrding to the district. Jacksonville Middle School bas 351 sixth graders in 1997-98. While calculations show that moving those 351 sixth graders into a secondary school category for 1997-98 increased the secondary count by 174 students, enrollment in the secondary level actually deaeased, when thooe students are subtracted, by 177 students from the previous year. Page 7  Between 1996-97 and 1997-98, five schools have shown a decrease in overall enrollment: Mills High (-70 or 8%)\nNorthwood Junior High (-87 or 9%): Oak Grove Junior and Senior High (-39 or 4%)\nRobinson High (-16 or 4%)\nand Sylvan Hills High (-25 or 3%). - The 70 student decline at Mills this year nearly offsets the enrollment gain of 84 students recorded in 1996-97. - Since 1995-96, Northwood Junior High has lost 152 students (15%). - The current enrollment of 785 at Sylvan Hills High School is a ten-year low.  Between 1988-89 and 1997-98, enrollment has fallen in nine of the twelve secondary schools: Northwood, Robinson, and Sylvan Hills Junior Highs\nOak Grove Junior and Senior High: and Jacksonville, Mills, North Pulaski, Robinson, and Sylvan Hills High Schools. Racial Balance Findings In order to determine the upper end of the target range for racial balance in the PCS SD secondary schools, we used a mathematical formula based on the desegregation plan and the Joshua Agreement. The 1997-98 enrollment in the PCSSD secondary schools is 32% black. Using that figure as the basis for calculations, the maximum black percentage at any PCSSD secondary school this year should be 40%. Since the desegregation plan specifies 20% as the minimum black enrollment for all schools, the racial balance range for 1997-98 is 20% to 40% black.  Both Fuller Junior High and Mills High have remained above the target range for each of the last ten years. At 44% black, Fuller Junior High is four points beyond the maximum target\nand Mills, at 48% black, is eight points beyond the maximum goal. - The percentage of black students attending Fuller Junior High has remained fairly stable during the last ten years, ranging from 43% in 1993-94 to 49% in 1995-96. - The racial balance at Mills High has been constant at 48% black over the last five academic years, although the enrollment has increased by 34% during that same time period.  No PCSSD secondary schools have fallen below the minimum of 20% black enrollment during the past seven years. In 1988-89, five secondary schools had student populations that were less than 20% black. Schools with Specialty Programs (A corresponding chart is on page C-37) As early as 1988-89 in some schools, the PCSSD began offering specialty programs as a means for promoting voluntary desegregation. Eight schools have offered some type of specialty program, and some schools offer multiple programs. Schools which have (or once had) specialty programs are Bates, College Station, Fuller, and Landmark Elementary Schools\nFuller Junior High School\nand Jacksonville, Mills, and Sylvan Hills High Schools. At the end of 1994-95, the PCSSD discontinued the Math and Science Together (MAST) specialty program it had offered at Bates. Since dropping MAST, the district has not instituted any other specialty program at Bates. Plan Provision In an attempt to further promote desegregation within PCSSD, the district continues to explore the implementation of certain intradistrict specialty programs. (PCSSD Plan, pg. 82) Page 8 Enrollment Findings  Six of the eight PCSSD schools that offer (or have offered) specialty programs have experienced a slide in total enrollment since the school began a specialty program. - Between 1990-91 (the year the specialty program began) and 1997-98, Bates' enrollment has shrunk by 172 students (27% ). Bates began experiencing a significant decrease in enrollment in 1992-93 and suffered a 12% decline in 1993-94 and another 12% drop after the school's specialty program was discontinued at the close of 1994-95. - Between 1988-89 (the year the specialty program began) and 1997-98, Fuller Elementary's enrollment has decreased by 217 students (36% ). - Landmark's enrollment has declined by 104 students (18%) between 1990-91 (the year the specialty program began) and 1997-98. The 1997-98 enrollment is presently the lowest recorded in the last ten years. - Jacksonville High has lost 207 students (17%) between 1988-89 (the year the specialty program began) and 1997-98. Mills' enrollment has decreased by 19 students (2%) between 1988-89 (the year the specialty program began) and 1997-98. However, in 1994-95 the district added two more specialty programs and enrollment began to climb. Between 1993-94 (the year before the addition of the two specialty programs) and 1997-98, enrollment has increased by 195 students (34% ). Nevertheless, the current enrollment of 766 represents a loss of 70 students since last school year. - Enrollment at Sylvan Hills High has decreased by 116 students (13%) between 1991-92 (the year the specialty program began) and 1997-98. The current enrollment of 785 is the lowest number recorded in the past ten years.  Enrollment at College Station was 188 students in 1988-89: however, that number jumped 29% (54 students) when the specialty programs were added in 1989-90. Enrollment continued to increase through 1992-93, and has fluctuated each year since. The current enrollment of 289 is near the average enrollment over the last ten years.  With the exception of 1990-91, enrollment at Fuller Junior increased between 1988-89 and 1993- 94. For the next three years (1994-95 through 1996-97), enrollment declined. In 1997-98 enrollment has risen for the first time in four years. The current enrollment of 861 represents an increase of 18 students since 1996-97 and 34 more students than were recorded in 1988-89. Racial Balance Findings  In 1997-98, six of the eight schools that have offered specialty programs exceed the target range for black enrollment\nonly Jacksonville High and Sylvan Hills High are within the range.  Bates, Fuller Elementary, Landmark, Fuller Junior High, and Mills have exceeded the target range for ten consecutive years.  Fuller Elementary, which has an enrollment that is 60% black, falls furthest from the district's target range for racial balance.  Bates, which has 56% black students, remains far from the district's goal for racial balance. Despite the racial imbalance and the constantly shrinking enrollment, the district has not put in place a new specialty program to replace MAST, which was dropped after 1994-95.  At 43% black, College Station falls just outside the target range. Although the school has met the goal for racial balance only twice within the last ten years (one of which was last year), since the addition of the specialty program, racial balance at the school has remained close to the target. Page 9  While both remain outside the target range for racial balance, the racial ratios at Fuller Junior High and Mills High have remained fairly stable. - Mills has a student population that has held steady at 48% black for the last five years. - Fuller Junior High's current enrollment is 44'k black, which is one percentage point lower than that recorded in 1988-89.  Sylvan Hills High, which once had an enrollment with less than 20'k black students, has been within the target range for the last eight years. - The district's addition of two specialty programs in 1991-92 had no immediate effect on Sylvan Hills' racial balance. However, since 1993-94 (when the Teachers of Tomorrow clubs grew into the Teachers of Tomorrow Academy, a full-fledged academic program with specialized courses) Sylvan Hills High has moved closer to the districtwide average for black and white enrollment. INTERDISTRICT SCHOOLS (Corresponding charts are on page C-50 through C-51) Three elementary interdistrict schools are located in the PCSSD: Baker. Clinton. and Crystal Hill. Clinton (which opened for 1994-95) and Crystal Hill (which opened for 1992-93) lrere built expressly to serve as interdistrict schools. Baker was designated as an interdistrict school in 1989- 90\nbefore that designation, it did not offer any special themes or enhancements. The interdistrict schools were designed to promote desegregation by attracting M-to-M ( majorityto- minority) interdistrict transfer students. The Settlement Agreement provides that when a student transfers from a district in which his race is in the majority to a district in which his race is in the minority, the State of Arkansas v..ill reimburse the receiving district for the cost of educating the Mto- M transfer student. The state also provides a financial incentive to the sending district and pays for all costs associated v..ith transporting M-to-M students. While each of the interdistrict schools draws students from a nearby attendance zone, the district must recruit M-to-M students along with intradistrict transfer students to provide racial balance and to help fill the schools to capacity. School capacity is a product of calculations based on a number of factors such as school size, the number of classrooms, recommended class sizes, and the types of courses offered. Plan Provisions The districts will establish interdistrict schools with a ratio of between 60 percent and 40 percent of either race with the ideal goal to be 50 percent black and 50 percent white. (Interdis. Plan, pg. 3) Enrollment Findings  Baker's student population has remained stable over the last three years, varying from last year's enrollment by only two fewer students.  Increasing by eight students this year, enrollment at Clinton continues a three-year increase.  Enrollment at Crystal Hill continues a three-year decline with the loss of 29 students in 1997-98. Page 10  Current enrollment levels at the PCSSD interdistrict elementary schools are high but not at capacity: - Baker, which is filled to 96% of capacity, has only 14 empty seats. - Clinton is filled to 90% of capacity and has 86 seats available. - Crystal Hill is at 91 % of capacity and has 71 unfilled seats.  Collectively, the PCSSD interdistrict schools have 171 empty seats this year, while last year the number of seats available at these schools was 113. Thus, the PCSSD interdistrict schools have 58 more empty seats than they did last year. Racial Balance Findings  Baker is the only PCSSD interdistrict school ever to fall below the minimum target of 40% black enrollment. - Since 1995-96, Baker's black population has steadily dropped, from 27% to 24% to 21 % . - In its nine years as an interdistrict school, Baker has never come close to meeting the minimum goal for black enrollment and currently has the lowest percentage of black students since it became an interdistrict school in 1989-90.  Each year since their openings, Clinton and Crystal Hill have conformed to the racial balance goals. - This year, both schools are within one percentage point of the ideal racial balance for an interdistrict enrollment, which the Interdistrict Plan designates as 50% black and 50% white. All PCSSD Schools (Corresponding charts are on pages C-33 and C-39.) The findings below pertain to the total districtwide enrollment in the PCSSD from 1988-89 to 1997- 98.  PCSSD's total 1997-98 enrollment of20,024 is the lowest recorded in the last ten years.  Between 1996-97 and 1997-98, the total PCSSD black enrollment decreased by 59 (1 %) and the white enrollment decreased by 212 students (2%) for a total loss of 271 students ( 1 % ).  Although black enrollment has decreased since last year, it has risen by 1,082 students (20%) since 1988-89\nduring that same time period, the number of white students has dropped by 2,929 (18% ), for a districtwide net loss of 1,847 students (8%) over the last ten years.  The proportion of the district's enrollment comprised of black students has increased from 25% in 1988-89 to 33% in 1997-98.  The total 1997-98 enrollment of the PCSSD constitutes only 83% of the district's total school capacity. Page 11 SUMMARY AND CONCLUSIONS The PCSSD Desegregation Plan and the Interdistrict Plan set goals and guidelines for the racial balance of student enrollment in the individual schools. While these targets are not rigid quotas, the district nevertheless agreed to strive to meet these self-imposed goals. Guidelines for maximum black enrollment in all PCSSD schools, except the three interdistrict schools, are based on a mathematical formula that adjusts some of the enrollment requirements as the racial make-up of the student population shifts from year to year. Over the last ten years, the proportion of total PCSSD enrollment comprised by black students has grown steadily as black students have entered the district and white students have left it. While the adjustable upper range for racial balance allows the majority of PCSSD schools to meet the racial balance goals set in the desegregation plans, the district has several schools that lack sufficient black population for true desegregation. The PCSSD Desegregation Plan and the Joshua Agreement set 20% as the absolute minimum for black enrollment This year, Lawson and Pine Forest elementaries (in addition to Bayou Meta, which is exempt from the 20% target) fall short of that goal Several other PCSSD elementary schools have enrollments that perennially hover near the minimum for racial balance. Baker, one of the district's three interdistrict schools, has a current enrollment that is only 21 % black. This figure sharply contrasts with the 40% minimum black enrollment that is targeted for all interdistrict schools. In its nine years as an interdistrict school Baker has never come close to meeting the minimum goal for black enrollment As a matter of fact, this year the enrollment at Baker is perilously close to slipping below the 20% minimum set by the plan for all PCSSD schools. Nine PCSSD schools are beyond the targeted maximum for black enrollment: College Station, Scott, Bates, Fuller, Landmark, Harris, and Jacksonville Elementary Schools\nFuller Junior High\nand Mills High. Five of these nine schools have exceeded the target range for the last ten years: Bates, Fuller, and Landmark Elementary Schools\nFuller Junior High School\nand Mills High School While the majority of the district's schools fall within the plan-prescribed guidelines, the PCSSD has made little progress in addressing those schools that have persistent racial imbalance in their enrollments. In addition to achieving the desired balance at each school, the district must also be concerned with maintaining or increasing the total number of students attending its schools. The number of students enrolled determines the amount of state funding received and also affects many other areas of school and district operations, such as staffing levels and course offerings. Also, enrollment is often used as a barometer of community support for a school or the school district as a whole. If a particular school is losing students, it could indicate a decline in the level of community satisfaction with that school. By the same token, if total school district enrollment is falling, most observers would conclude that support for the local public schools is eroding. A serious issue facing the PCSSD is its continued loss of students. The reorganization of the Jacksonville junior high schools, which resulted in moving many sixth graders from the elementary roster to the secondary roll, makes enrollment comparisons between 1996-97 and 1997-98 a little less exact. Nevertheless, it is clear that the district has lost students at both the elementary and secondary level. Page 12 The economic impact of enrolling M-to-M students can be considerable. While the PCSSD interdistrict schools are filled to 91 % of their capacity, the schools have 171 empty seats. If all the seats at the interdistrict schools that were available for transfer students could be filled with M-to-M students, both the sending and the receiving district would receive significant financial gains. In 1995-96, the PCSSD registered a slight increase in enrollment, and it appeared that the district might have turned the tide of declining enrollment. But a substantial downturn in student population in 1996-97 was followed by more losses in 1997-98. The district's current enrollment represents a ten-year low. If enrollment continues to fall, the district will find itself confronted with perpetual financial shortfalls and the myriad of other difficulties that result from significantly declining enrollment. District leaders need to detennine the various causes underlying the loss of students and take steps to stanch the flow of children out of the district. The very financial and educational viability of the district is at stake. Page 13 SCHOOL ENROLLMENT CHARTS This section of the report is organized by school district in alphabetical order. The enrollment charts for each district are further divided by school organizational level: all elementary schools are grouped together as are junior high and senior high schools. Separate charts focusing on schools with special requirements (interdistrict schools and schools with specialty programs) are also included. Each district's enrollment grand total is the sum of all its schools at all organizational levels. Every district has some schools that are difficult to categorize. For example, the alternative schools, which seek to provide a learning environment specially structured to meet the needs of at-risk youth, do not fit in the category of specialty schools as defined by the desegregation plans. Thus we have grouped these schools with the non-specialty schools. This section of the report also includes some charts depicting specialized enrollment data (such as the four-year-old program) and school capacities. On the charts, we used color highlighting to mark the years that each school has been outside the racial balance guidelines as those guidelines would have been defined for that year. Blue highlighting irxlicates that the proportion of black students is above the maximum guideline in the desegregation plan: yellow highlighting indicates that the proportion of black students is below the minimum. No highlighting appears for the schools in NLRSD nor for the LRSD in the 1997-98 school year. Page 14 I  I LRSD .. School 88-89 Elem Black 202 ~ White 77 other Total 279 %Blk 72 Bale Elem Black 297 ( cl'ea school) White 117 Other Total 414 %Blk 72 Baseline Elem Black 292 (ar88 school) White 108 other Total 400 %Blk 73 Booker Elem Black 355 (magnet school) White 292 Other Total 647 %Blk 55 ae Black 278 White 169 other Total 447 %81k 62 carver Elem Black 222 (magnet school) White 224 Other Total 446 %Blk 50 Chicot Elem Black. 363 (area school) White:. 197 Other Total .. 560 %Blk 65 Cloverdale Elem Black 281 (area school) White 165 Other Total 446 %81k 63 LITTLE ROCK SCHOOL DISTRICT TEN YEAR ENROLLMENT COMPARISON Preoared bv the Office of Des8QI \"\"\"tion Mon1tonn\u0026lt;J 89-90 ~91 91-92 92-93 93-94 180 166 161 154 132 57 56 59 48 57 0 0 0 0 0 237 222 220 202 189 76 75 73 76 70 292 302 295 248 225 88 66 60 62 68 5 7 5 11 10 385 375 360 321 303 76 81 82 77 74 282 272 258 262 265 100 91 74 74 76 7 7 5 3 2 389 370 337 339 343 72 74 77 77 77 325 346 347 345 321 280 260 275 269 265 5 8 12 7 9 610 614 634 621 595 53 56 55 56 54 292 330 286 275 263 142 121 128 111 122 8 5 6 12 12 442 456 420 398 397 66 72 68 69 66 273 327 325 329 325 308 267 271 262 263 8 9 5 7 7 589 603 601 598 595 46 54 54 55 55 .. 339 362 341 350 356 188. 180 187 177  147 4 2. 3 8 t 531 544 531 535 509. 64 67 64 65 70 294 289 304 291 304 122 98 84 71 75 3 2 4 4 7 419 389 392 366 386 70 74 78 80 79 94-95 95-96 96-97 97-98 133 166 185 214 44 44 32 19 0 0 2 0 177 210 219 233 75 79 84 92 214 243 266 265 87 85 94 78 8 19 15 19 309 347 375 362 69 70 71 73 245 247 241 267 77 75 56 44 4 5 5 12 326 327 302 323 75 76 80 83 305 316 313 ' 308 245 267 272 , 275 23 21 18 ' 14 573 604 603 597 53 52 52 52 254 250 236 , 235. 137 124 t03 ' 98, 17 20 32 ' 39 408 394 371 372 62 63 64 63- 309 326 311 . ' ' 312' 267 290 274 264' 12 13 19 20\" 588 629 604 . ' 596' 53 52 51 I' ' 52 344 345 364 l )  3:70 151 99: 127\n~ -~ 127 ~ ~ - 8 B 27 ,. \"t 40 . ' 500 452 518 .537 68 76 70 ) '.: ' '69 312 384 439 =:. 469 74 64 51 '.\\~ 34.. 6 5 10 - . 9 392 453 500 ' 51.2. 80 85 88 ( ' 92 Page C-1 LASO Ten Year Enrollment Comparison School 88-89 89-90 ~91 91-92 92-93 93-94 94-95 95-96 96-97 ril-98 Dodd Elem Black 270 253 194 166 183 189 193 190 156 145 (area school) White 144 138 134 134 121 97 97 97 82 74 Other 3 3 3 0 6 8 7 4 5 Total 414 394 331 303 304 292 298 294 242 224 %Blk 65 64 59 55 60 65 65 65 64 65 Fair Park Elem Black 247 240 279 257 192 200 204 211 193 188 (area school) White 94 92 65 60 49 60 73 53 55 54 Other 0 1 3 2 3 5 6 7 6 Total 341 332 345 320 243 263 282 270 255 248 %Blk 72 72 81 80 79 76 72 78 76 76. Forest Park Elem Black 251 223 205 191 198 200 198 205 218 205, ( area school} White 172 165 1n 206 242 253 228 222 227 219' Other 4 5 5 4 5 6 8 4 6 Total 423 392 387 402 444 458 432 435 449 430' %81k 59 57 53 48 45 44  46 47 49 ' 48 Franklin Elem Black 414 364 343 428 352 300 393 400 414 427 (incentive school) White 28 72 59 71 50 40 41 24 31 31 Other 12 9 8 9 5 9 7 7 6 Total 442 448 411 507 411 345 443 431 452 ' 464 %Blk 94 81 83 84 86 87 89 93 92 :: 92 Slack 327 325 1: 293  231 225 .\nFulbright Elem 233 235 255 265 24 (area sehool) white ... 271 242 259 :,  264 . 296 : 272: 289 254 227 - 247 : Other 9 7 11 .. 9 15 18' .... 9 8 8 576\n'., 559  :.-. .-,: ,_._.- . ::, Total .,. 598\\ .,. 506 53(k '\" .., 520. 542 518' I 500\n: . 495  %Blk ,' / ::: 56,:\"/ , . . . :.: 42 :, . .. 413:' :. 55: :' 52 46: .,,, 45 ., 49. 53 \\ :~ , 48, Garland Elem Black 276 268 211 262 233 181 246 235 254 ' ~.(253, (incentive school)\n, White 23 15 18 15 17 3 9 2 6 .. .\n,6, :' :' Other 2 11 2 6 21 27 18 17 .:  12 Total 299 285 240 279 256 205 282 255 277 271 , %81k 92 94 88 94 91 88 87 92 92 93 Bllitifr ..:: ......  :i)!:1'35\n}',i~, ir 180 . \u0026gt;177 :'.::::::::_,_.\n_ _,_\n:.,_ _\n\\( Geyer Springs Elem C 15 ::a::a:a::o.~ .:':\n:: .1\u0026lt;1Ai' ~: ..., ~  i\u0026gt; '': ZiF }'' 233 ., :, 237 (area school} t 82' .:,:::  l}i:1(' 56 ,. .. . . ., ?1J)S  i/::l'! 79{ \n2y,es 1\u0026gt; 11\u0026gt;\n:\u0026gt;:, \nWfflle\ni :, .. .\u0026gt; 69i . 74 ' - 69 . ..,:\".. 69 :. ~ . other( : /,:. A ,. ....... : .: '' o:: lti\u0026gt;  \u0026lt;h , (l 1., .. ~r\n.o \u0026lt;:::,: 2 .\\j\\ f\nf ::.:\na:\n\u0026gt; . .a 1,/}:. f()' YC~ F ~--)i ,\nt 201 I',. , .. 1: ...  rotat 205 254 . i' ... 282  : aia .,.t:i:'S~ :::: [\n' s1o, ,?}: 310 .316 , %,Blk  66 66 72 71 63 72 74 75 75 ,'/ 75', Gibbs Elem Black 172 172 187 190 191 170 160 165 160\n\\t~1 (magnet school) White 163 159 140 141 134 121 121 132 146 / . 143 Other 7 6 8 11 8 12 10 6 1/.'/ / , Total 335 338 333 339 336 299 293 307 312  311 . %Blk 51 51 56 56 57 57 55 54 51  '/ 5 Page C-2 LASO Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 W-98 lsh Elem Black 178 157 142 188 182 . ' school} White 7 4 9 5 . 19 after 1992-93 school year. Other 0 0 3 0 Total 197 164 146 200 187 %Blk 90 96 97 94 97 Jefferson Elem Black 272 239 237 209 204 213 218 210 207 227 (area school) White 216 237 225 270 273 287 279 285 282 . 279 Other 3 7 5 6 4 5 6 8 7 Total 488 479 469 484 483 504 502 501 497 513 %8Ik 56 50 51 43 42 42 43 42 42 44 King Elem Black 88 357 309 289 332 354 (inlJBrdiatrict school) White 6 189 227 230 279 287 Cloeed after 1988-89\na,- interastrict King opened tor Other 7 15 12 11 17 1900-94. TotaJ 94 553 551 531 622 658 %81k 94 65 56 54 53 54' Mabelvale Elem Black 373 311 321 266 278 311 340 318 308 -. 299' (area school) White 213 222 235 234 219 174 124 139 104 , 99 Other 2 3 5 3 3 10 3 6 9 Total 586 535 559 505 500 488 474 460 418 407 %Blk 64 58 57 53 56 64 72 69 74 ' 73 D81TTlOtt8em Black 298 314 323 291 275 262 241 259 277 '273 school) White 208 190 193 206 220  232 233 213 196 ' 186 Other 10 8 14 14 15 20 15 16 ' 18 Total 506 514 524 511 509- 509 494 481 489 .. .f'/7 %Blk 59 61 62 57 54 51 49 53 57 , ~7 Meado'NCliff Elem Black 312 2 252 292 306 279 305 285 ( 283: (area school) , ' White 144 162 154 174 147 127 131 93 82 , .\n59. Other 2 3 1 1 1 1 2 6 10. Total 456 432 444 427 440 434 411 400 373 332- %Blk 68 62 65 59 66 71 68 76 76 , 79 MltcheU Elem :de 220- 220 :\n. 183 285 232 215 260 250 248 \\ ' 223' (lncElntiY\u0026amp; school) Whit\u0026amp; . 41 19 24 27 28 12 8 7 12 f6' Other 0 0 0 4 3 4 0 2 3 Total 261 239 207 312 - 264 230 272 257 262 , , 242' %81k 84 92 88 91 88 93 96 97 95 / . 9Z '. Otter Creek Elem Black 207 170 180 160 143 141 154 139 132 ! t51 (area school) White 154 172 179 191 203 195 196 193 170 . - -. ,_. 168 Other 0 0 5 7 5 9 7 8 -,_ ! g ' Total 361 342 359 356 353 341 359 339 310 , 328 %Blk 57 50 50 45 41 41 43 41 43 46 Page C-3 LASO Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 'R-98 Pul Heights Elem Black 226 218 211 185 198 190 197 189 245 254 (area school} White 100 87 108 151 173 197 207 207 200 20 Other 2 6 6 8 11 16 10 9 8 Total 326 307 325 342 379 398 420 406 454 464 %81k 69 71 65 54 52 48 47 47 54 55 Aightsell Elem Black 196 194 191 282 239 184 225 210 237 234 (incentive school) White 45 16 1 6 9 4 4 6 5 12 Other 1 1 1 1 1 0 3 4 3 Total 241 211 193 289 249 189 229 219 246 249 %81k 81 92 99 98 96 97 98 96 96 94 Rockefellec Elem Black 255 215 195 282 250 240 264 259 266 264 (incerrtllo6 school with a mag,et program} White 45 33 71 116 104 93 124 131 155 167 Other 2 5 5 7 7 15 16 15 ts Total 300 250 271 400 361 340 403 400 *436 +450- %Blk 85 86 72 70 69 71 66 64 61 59 Romine Elem Black 360 342 323 301 277 247 234 213 201 206 (intardistrict school) White 112 78 66 55 74 73 73 80 82 90 Other 5 3 1 10 14 16 9 21 32 Total 472 425 392 357 361 334 323 302 304 328 %81k 76 80 82 84 77 74 72 71 66 63 Stephens Elem Black 227 225 190 235 202 141 '. (incenliw school) White 6 0 12 9 7 3 Closed after Iha 1993-94- schoci yea,. Other 1 0 1 0 1 Total 233 226 202 245 209 145 %Blk 97 100 94 96 97 97 '' Terry Elem Black 307 312 289 243 238 243 234 239 231 . , 235. (area school) White 215 197 227 253 286 292 295 279 266 ' , 253, Other 4 6 16 17 26 30 18 18 ' 23. Total 522 513 522 512 541 561 559 536 515 ' 5n %8lk 59 61 55 47 44 43 42 45 45 46, ... Wakefield Elem Btack'\n. \"316 :..~\n:(. 301 -326 329- j 341 331 327 368 385 322' ., (area sci'lod) - White- - 185 ,\n_ 160 1--69 141 147 - 100: 73 C 51 38 . .. 41 Other ': .. . - 3 7 9 6 4 13 10. 13 ' . w - , _. 3.73 - Total 501 464- 502 479 500  44-7 413 .\n.: 429 436 1 %Blk 63 65 65 69 69 75 79 86 88\n.. 86 . . Washington Elem Black 510 438 480 483 451 443 422 392 352 . ..., (interdistrict school) White 8 313 356 332 260 211 210 272 247 Old Washington razed\nnew Washington opened for Other 1 11 5 7 10 33 24 44 61 ..- 1989-90. Total 519 762 841 822 721 687 656 708 l'  660 . %Blk 98 57 57 59 63 64 64 55 Page C--4 LRSD Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Watson Elem Black 297 294 347 338 332 353 340 353 394 441 ea school) White 168 160 168 126 117 89 81 84 80 46 Other 2 3 3 2 0 6 7 5 6 Total 465 456 518 467 451 442 427 444 479 493 %Blk 64 64 67 72 74 80 80 80 82 89 Western Hills Elem Black 213 196 204 190 209 215 215 208 219 222 (area school) White 119 140 131 130 124 114 95 106 92 92 Other 1 4 3 2 3 7 1 1 1 Total 332 337 339 323 335 332 317 315 312 315 %Blk 64 58 60 59 62 65 68 66 70 70 Williams Elem Black 246 255 281 273 275 257 250 264 259 248 (rnagiel school) White 229 241 218 214 218 207 214 232 226 2H} Other 5 6 8 9 8 10 12 16 12 Total 475 501 505 495 502 472 474 508 501 479 %Blk 52 51 56 55 55 54 53 52 52 52 Wilson Elem Black 289 263 298 288 265 263 254 304 294 297 (area school) White 123 134 118 105 90 87 83 72 57 53 Other 0 2 1 0 4 8 8 11 12 Total 412 397 418 394 355 354 345 384 362 362 %Blk 70 66 71 73 75 74 74 79 81 82 \nooctruff Elem Black 163 137 120 145 147 147 148 170 185 201 ee school} White 58 52 62 n 83 . 84 87 81 80 ' 81 Other 4 4 3 4 5 8. 3 3 ' 2 Total 221 193 186 225 234 236 243 254 268 284 %Blk 74 71 65 64 63 62 61 67 69 71 High School Black 87 90 98 93 109 110 104 101 72 ' 40 Kindergartens White 36 27 15 18 13 16 16 11 4 ~ ,, 1 Other 2 0 0 0 1 0 3 1 0 Total 123 119 113 111 122 127 120 115 77 41 %Blk 71 76 87 84 89 87 87 88 94 98 SubTotal - Elem Black. _ 91i84 9:489 9.435 9537 9182 9\n055 9004 9239 9.417 9402 White 4768 4579 4,740 4,971 4960 4838 4 767 4613 4,534 ,_ 4- 380' Other 127 161 175 201 251 400 333 407 475 Total 14302 1-4195 14.336 14683 14343 14144  14.171 14.185- 14.358  14,257 %Blk er, 67 66 65 64 64 64 65 66 66 Alternative - Jr_ High Black 10 The LRSD did not provide White 0 October 1 enrollment for the alternative jr h igh until Other 0 1997-98, although the Total 10 school was established ore 1997-98. %81k 100 Page C-5 LASO Ten Year Enrollment Comparison School Cloverdale Jr. High Dunbar Jr. High (interdistrict school with magnet programs) Forest Heights Jr. High Bfack White Other Tolat %Blk Black White Other Total %Blk Black White 88-89 424 288 712 60 600 141 741 81 492. 278  ~90 470 251 10 731 64 454 120 2 576 79 538 -254- 16 90-91 91-92 92-93 535 531 571 224 209  192 5 5 12 764 745 775 70 71 74 423 420 410 236 263 283 4 8 12 663 691 705 64 61 58 530 541 554 224 208 220 \" 18 ...  13 93-94 94-95 95-96 96-97 97-98 566 521 527 553 552 130 119- 73 70 52 5 7 9 16 18 701 647 609 639 622 81 81 87 87 89 439 468 440 451 442 251 227 279 299 291 11 12 13 25 38 701 707 732 775 771 63 66 60 I ,. 58 57 575 , ,:  565 578 485 ,. ,,\n452, .. ,. -195 .-. \u0026gt;  1-97'\" t65, 135 ' ' i Hit' ,.,,,. .. . .. 18 , \" ,,., ,, 1a\u0026gt; .,.,::16 _\n10 .... , ' 15' soa mi . .. 6T . 69 787\" ''\u0026gt; 788-.: .. k  759, ., k ',, 780\n  17 630 70 if \\ 73 f /'O cc72\nf, 76 .. 77 -~o\n: \u0026lt;.: 7:.. _ 7~/ :._: ~ -r Henderson Jr. High (includes a magnet program) 685 678 661 623 610 215 210 229 152 116 Black 614 680 672 711 / 'a62if White 340 256 211 135 ,-:,,: st( r Other 20 19 13 14 27 27 17 15\n, .  12' Total 954 956 902 859 914 915 917 792 741 //. 724 %Blk 64 71 75 83 75 74 72 79 82\n_\"/, 86  Mabelvafe.Jr. High.,. 'Black  ,325. \u0026lt;:{ 372: 1T 404 ,_.. ~ \u0026lt;r\nt,'4$. /,,i.:~ ,:\n!'\"' 417 \u0026gt; )~ ) : . 347 (( ,379 White, , 256, 8ci'. 235 ttl. 214 .\\235\" i\nt? 22a\u0026gt; ti,\u0026lt;.fl7( ,,:  1:st'., ), \u0026lt;125,~\n:J t6 ' _\n\\ 122_: Other.,,,, ir:}~:Iii/,, 21~:e\\:,.?2 ::j 1 t:iJr :f :\n.. ),':l } 1\n'i.' 'ii.:-A\u0026lt;:3, ,,::.{._, 5 (:-: :. 4  :+ora1t\n}  58:1f iif609= ,'\n:~ :J?~ :. 1('\n_ 66i .:.:' :: \"  585\u0026gt; i:t~~.: \u0026gt;\n\u0026gt; 468 _:r:)'SQ5, -, ..... ,  .. c:,,.\u0026gt;- .im1t ,::\n'.\n/si\n,.11\nAt: :tlilV\u0026amp;S. i!I .fsas: :::u ...... :t~,\n\u0026gt; t.~\\: ~1r\n11::: \\,::ci\u0026lt;\u0026lt; \u0026lt;::i ___ 1-t,- t//)~-t _.,,j Mann Jr. High (magnet school) Black 516 476 515 491 505 494 456 451 White 366 381 356 365 327 341 366 382 Other 20 15 16 17 16 23 14 ~ ~ ~ ~ m ~ ~ ~ ~ % Blk 59 54 58 56 59 58 54 53  :\n. ii \\ ~ 11 j =: s~ i.\ni1j~1\n,~\nr\nt:: {t :. ':\n,,\nf,,\na i: {i$ :~:  . Tbfaf.. :.L \"' r :. ,. _ 1,22.- .. ~:- :1st.- :\nt !!\u0026gt;~   .,.. .,.,. .,  ' 'f\nf ': ./,.':,~~t: I . .,,,,,., ,,, ,,,.,,, , ,,z,.,,,\",\" c' ,c:.,.':\u0026gt;:\u0026lt;'::i ,' ,,,,.,, ._., ,.,, ,, , f j\n: ,, . ,_ ,.,,, \"'.,',\n,.,.\n.\u0026gt; \\\n ' { { ', ,_-'_,.{:. % Blk, .:-.::,-,. ~ -:a:\n,,v :':::\n\"' ,\n,, t.H' :t,:':'(J\noa,, ::,,\n,-,, -.:.-:,o:\n\"'\"  .,. ,, ,:J:::IF  / / ,.--57, Southwest Jr. High Black 512 493 492 521 523 524 487 512 White 222 198 151 176 166 141 105 84 Other 9 12 7 6 14 18 16 Total 734 700 655 704 695 679 610 612 %Blk 70 70 75 74 75 77 80 84 Page C-6 I LASO Ten Year Enrollment Comparison School 88--89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 !17-98 Sub Total - Jr. High Black 3 912 3,937 4025 4112 4138 4163 4006 3.~1 3 817 3,768 White 2156 1 951 1878 1 882 1 948 1 816 1,738 1 587 1,558 1,511 Other 90 81 68 80 100 118 95 111 136 Total 6068 5978 5 984 6,062 6,166 6,079 5862 5623 5486 5,415 %Blk 64 66 67 68 67 68 68 70 70 70 Alternative - Sr. High Black 6 The sanlOI' high alternative White 0 program began in 1997-98. Other 0 Total 6 %81k 100 Central High Black 1,136 1,060 928 1,036 1,133 1,178 991 974 1,073 1,068 (includes a magnet program) White 884 720 617 640 761 618 548 542 634 724 Other 33 35 45 56 33 49 30 38 29' Total 2,020 1,813 1,580 1,721 1,950 1,829 1,588 1,546 1,745 1 821 %Blk 56 58 59 60 58 64 62 63 61 59 Fair High Black 455 507 504 534 562 580 618 638 639 612 White 449 397 353 335 310 311 276 244 168 138 Other 7 9 13 14 8 7 8 6 7 Total 904 911 866 882 886 899 901 890 813 757 %Blk 50 56 58 61 63 65 6S 72 79 81 all High Black 632 629 694 587 560 580 662 618 584 554 White 617 551 502 476 390 351 313 254 194 187 Other 12 16 19 26 27 36 39 29 43 Total 1 249 1 192 1,212 1,082 976 958 1,011 911 807 784 %Blk 51 53 57 54 57 61 65 68 72 7,1 McClellan High Black 602 634 613 640 638 648 664. 708 751 , 790. . (commuruly scl'lool wHh a mag,et prognm) White 569 439. 379 328 312 211 203 171 151 132 Other 8 11 12 16 7 10 5 8 13 Total 1.171 1..681 l 003 980 966 866 an 884 910 935 %81i 51 59 61 65 66 75 76 80 83 84 Metropolitan High Black (As a YOCalional high school which students may attend White for half a day, Metropolitm Other students are counted in the enrollment of their assigled Total high school.) %Blk ' Parkview High Black 482 434 436 446 485 443 420 429 445 464 (magiet school) White 347 354 350 373 358 315 ,. 328 373 385 418 Other 17 19 25 11 10 37 35 36 29 Total 829 805 804 844 854 768 785 837  866 911 %Blk 58 54 54 53 57 58 54 51 51 51 Page C-7 School I 88-89 89-90 90-91 91-92 92-93 93-94 94-95 I 95-96 96-97 97-98 Sub Total - Sr. High Black 3,307 3.264 3,174 3,243 3,378 3.429 3,355 3.367 3,492 , 3\n494 White 2,866 2.461 2,201 2.152 2,131 1,806 1,668 1,584 1,532 , ,t ,599 - \u0026lt; Other 77 90 114 123 85 139 117 117 , ,: 121 - \u0026lt; Total 6,173 5,802 5,465 5,509 5,632 5,320 5,162 5,068 5,141 . ,_ ' 5-,214 % Blk 54 56 58 59 60 64 65 66 68 ,:/_~' . 67 Sub Total- Black 7219 7,201 7,199 7,355 7,516 7,592 7,361 7,308 7,309 ,_ -'-7,262 Secondary White 5,022 4,412 4,079 4,034 4,079- 3,622 3,406 3,171 3,09-0 '-':r:n-0 Other 167  171 1.82 203 185 257 212 228 '.,:::z5-7 Total 12,241 11,780 11,449 11,571 U ,798 11,399 . 11,024 10,691 10,627 : fo,629 % Blk 59 61 63 64 64 67 67 68 69 ._ ' .. '68. Grand Total Black 16,753 16.690 16,634 16,892 16,698 16,647 16,365 16,547 16,726 16,664 White 9,790 8,991 8,819 9,005 9,039 8.460 8,173 7,784 7,624 7,490 Other 294 332 357 404 436 657 545 635 '' 732 Total 26.543 25,975 25,785 26,254 26,141 25,543 25,195 24,876 24,985 _ 2'4 886 % Blk 63 64 65 64 64 65 65 67 67 r 67 r Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. 0 Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, . the LASO was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school year, we did not assess the enrollment of LASO schools in relation to racial balance guidelines. The high school enrollment totals, both individually and collective, do not include the number of students in the kindergarten classes that are located within those buildings. The high school kindergarten enrollment is included in the elementary enrollmeia totals.   Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and _ three-year-olds. Before 1994-95, the LASO included only children in the four-year-old program through six1h grade in \"' Rockefeller's October 1 enrollment report. ... , Ii I I I I I Page C-8 , LRSD TEN YEAR ENROLLMENT COMPARISON 30.000 25.000 20,000 15,000 10,000 5,000 0 -==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n==:::\n===7 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97 i iii Total  Black  White The graphs below magnify the total, black, and white enrollment shown above. The graph above is at intervals of 5,000 students\nthose below are at intervals of 500. 18.000 17,500 17,000 16,500 16,000 15,500 27,000 26,500 26,000 25,500 25,000 24,500 24,000 Black Enrollment 1 s,000-+--,---,~~~---,--r---.--r--r' Total Enrollment 11 ,000 10,500 10,000 9,500 9,000 8,500 8,000 White Enrollment PageC-9 School Elementary Junior High Senior High. Sub Total - Secondary Grand Total Page C-10 LITTLE ROCK SCHOOL DISTRICT BY ORGANIZATIONAL LEVEL TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegreganon Mon1twng ! 0s-a9 I 89-90 90-91 I 91-92 92-93 I 93-94 94-95 I 95-96 Black 9,447 9,489 9,435 9,537 91s2 9.055 9,004 9,239 White 4.732 4,579 4,740 4,971 4,960 4.838 4,767 4,613 Other 127 161 175 201 251 400 333 Total 14,179 14,195 14,336 14,683 14,343 14.144 14.171 14.185 %Blk 67 67 66 65 64 64 64 65 I Black 3,912 3,937 4,025 4,112 4,138 4.163 4,006 3.941 White 2.156 1,951 1,878 1,882 1,948 1.816 1,738 1,587 Other 90 81 68 80 100 118 95 Total 6,068 5,978 5.984 6,062 6.166 6.079 5,862 5.623 0 '\u0026lt;\u0026gt; Blk 64 66 67 68 67 68 68 70 Brack 3,394 3,264 3.174 3,243 3,378 3.429 3,355 3,367 White 2.902 2.461 2,201 2.152 2.131 1.806 1,668 1,584 Other Tl 90 114 123 85 139 117 Total 6,296 5,802 5,465 5,509 5,632 5.320 5,162 5,068 %Blk 54 56 58 59 60 64 65 66 Black 7,306 7,201 7,199 7,355 7,516 7.592 7,361 7,308 White 5,058 4,412 4,079 4,034 4,079 3.622 3,406 3.171 Other 167 171 182 203 185 257 212 Total 12,364 11,780 11 ,449 11,571 11 ,798 11 .399 11 ,024 10,691 %Blk 59 61 63 64 64 67 67 68 Black 16.753 16 690 16.634 16,892 16,698 16,647 16,365 16,547 White 9,790 8,991 8,819 9,005. 9039 8,460 8,173 7,784 Other 294 332 'J.57  404 436 657 545 Total 26,543 25.975 25,785 26254 26,141 25,543 25.195 24,876 %Blk 63 64\" 65 64 64 65 65 67 96-97 I 97-98 9,417 9,402 4,534 4,380 407 475 14,358 14.257 66 66 3,817 3.768 1.5s8 \\ 1.511 111 I 136 5.486 5.415 10 I 70 3,492 3,494 1,532 1.599 117 121 5,141 5,214 68 67 7,309 7,262 3.090 3,1 10 228 257 10,627 10.629 69 68 16,726 16,664 7,624 7,490 635 732 24,985 24,886 67 67 J l J I I  1 LASO ENROLLMENT BY ORGANIZATIONAL LEVEL ,0.000 8,000 6,000 4,000 2,000 Elementary Level 0 J2:==============,r 1989-90 1991-92 1993-94 1995-96 1997-96 1988-89 1990-91 1992-93 1994-95 1996-97 II Black O White Secondary Level 10,000 8,000 6,000 4,000 2,000 o-lc====::\n:::::====::\n:::::====-:\n,\" 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97  Black  White The graphs below subdivide enrollment at the secondary level. The graphs above are at intervals of 2,000 students\nthose below are at intervals of 500. 4,500 4,000 3,500 3,000 2,500 2,000 Junior High Level 1,500 -J.!:=\n=::::\n==\n=::::\n==\n=::::\n==\n=::::\n==?' 11194-95  Block  White Senior High Level 4,500 4,000 3,500 3,000 2,500 2,000 1,soo.J.1::=============.r 1969-90 1991-92 1988-89 1990-91  Black  White Page C-11 School Booker Elementary Arts Magnet Carver Elementary Basic Skill\u0026amp;'Math- Science Magnet Gibbs Elementary Foreign Language/ International Studies Magnet Williams Elementary Basic Skills Magnet Mann Jr. High Arts \u0026amp; Science Magnet Parkview High Arts \u0026amp; Science Magnet GrandTotat ' C Black White Other Total %8Ii( Black White Other Total %Blk Black White Other Total %Blk Black White Other Total %Blk Black While Other Total %8lk Black White Other Total %Blk Black' White:  Other, Totai  STIPULATION MAGNETS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregallon Morntonng 88-89 89-90 90-91 91-92 92-93 93-94 355 325 346 347 345 321 292 280 260 275 269 265 5 8 12 7 9 647 610 614 634 621 595 55 53 56 55 56 54 222 273 327 325 329 325 224 308 267 271 262 263 8 9 5 7 7 446 589 603 601 598 595 50 46 54 54 55 55 172 172 187 190 191 170 163 159 140 141 134 121 7 6 8 11 8 335 338 333 339 336 299 51 51 56 56 57 57 246 255 281 273 275 257 229 241 218 214 218 207 5 6 8 9 8 475 501 505 495 502 472 52 51 56 55 55 54 516 476 515 491 505 494 366 381 356 365 327 341 20 15 16 17 16 882 an 886 872 849 851 59 54 58 56 59 58 482 434 435 446 485 443 347 354 350 373 358 315 17 19 25 11 10 829 805 804 844 854 768 58 54 54 53 57 58 1993 1.935 2.091 2.072 2.130 2.P:10 .. -~ 1,621 1723 1 591 1.639 . 1.568 1,St.2 ~ 0 \"' 62 63 74\n62 . , .\n. -:\nA .. 3.6t4 ( 3.7a0 3,745 3785 , 31so \" a:58Ci - '\u0026lt; %Blk , 55 52: 56 55 ... 57 ): '.56 94-95 95-96 96-97 97-98 305 316 313 308 245 267 272  275 23 21 18 14 573 604 603 597 53 52 52 52 309 326 311 312 267 290 274 264 12 13 19 20 588 629 604 596 53 52 51 52 160 165 160 161 121 132 146 143 12 10 6 7 293 307 312 311 55 54 51 52- 250 264 259 . 2.48 214 232 226 219 10 12 16 12 474 508 501 479 53 52 52 52 456 451 443 , 446 366 382 395 392 23 14 16\n, 20 845 847 854 \" 858. 54 53 52 I ~ .1 52 .\n420 429 445 I \\. 464 328 373 385 ' t 4'1,8 \\ 37 35 36 ~  .  , 2!f 785 837 866 91'1 54 51 51 ' 51- ' , t900 1 951 1 931 ' 1..9$ ' . . :\\ 1 541 t676 1698 ' l.711 U? ,1t7\nt- 1:os ,t 111 ... .-,\\102 ~JS-558 ' 3.:732 ,- 3740 ~\n.\n.\n. . .3,752 }., ~-- 53 ' 52 ~ ,\n~ ~ 52 ~-\\., 52 Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school A year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines. W Page C-12 1997-98 Black Percentage in Stipulation Magnets 100 90 80 70 60 50 52 51 40 30 20 10 0 Booker Carver Gibbs Williams Mann Parkview Page 4 of the Interdistrict Desegregation Plan reads, \"The Little Rock [School] District shall continue to operate the interdistrict magnet schools established in 1987-88. Those schools shall be racially balanced to a point of between 50 percent and 55 percent black.\" At the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium, so for the 1997-98 school year, we did not assess the enrolhnent of LRSD schools in relation to racial balance guidelines. However, because the six stipulation (original) magnet schools located in the LRSD serve students from all three school districts in Pulaski County, we prepared the above graph to show that all six supulation magnets fall within the plan guidelines for racial balance. Page C-13 LH:\u0026gt;U i. ~\\..t:N 11 Vt: :\u0026gt;\\..nVvL\n:, TEN YEAR ENROLLMENT COMPARISON Preoared by the Office of Des MorntormQ School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 9~96 96-97 97-98 Franklin Elem Black 414 364 343 428 352 300 393 400 414 427 White 28 72 59 71 50 40 41 24 31 31 Other 12 9 8 9 5 9 7 7 Total 442 448 411 507 411 345 443 431 452 4 %Blk 94 81 83 84 86 87 89 93 92 92 Garland Elem Black 276 268 211 262 233 181 246 235 254 253 White 23 15 18 15 17 3 9 2 6 6 Other 2 11 2 6 21 27 18 17 12 Total 299 285 240 279 256 205 282 255 277 271 %Blk 92 94 88 94 91 88 87 92 92 93 lsh Elem Black 178 157 142 188 182 Closed after the 1992-~ White 19 7 4 9 5 school ye. Other 0 0 3 0 Totat 197 164 146 200 187 %Blk 90 96 97 94 97 Mitchell Elem Black 220 220 183 285 232 215 260 250 248 223 White 41 19 24 27 28 12 8 7 12 16 Other 0 0 0 4 3 4 0 2 3 Total 261 239 207 312 264 230 272 257 262 242 %Blk 84 92 88 91 88 93 96 97 95 9~ Rightsell Elem Black 196 194 . 191 282 -- 239 184 225 210 237 \\ 234 White 45 16 _ 1 6 -- 9 4 4 6 5 '' 12 Other 1 ' t 1 . 1 1- 0 3 4  a 3 Total 241 211 193 289 . - 249 189' - 229 - 219 246 - 249 %BIie 81 92 99 98 96 97 98 96 96 Rockefeller Elem Black 255 215 195 282 250 240 264 259 266 2 White 45 33 71 116 104 93 124 131 155 167 Other 2 5 5 7 7 15 16 15 . 19 Total 300 250 271 403 361 340 403 400 436 *450 %Blk 85 86 72 70 69 71 66 64 61 59 Stephens Elem Black 227 225\n,.: 190 235 202 141 : , ( ' - '- ' White 6 - , ,--~ 0 L~ --_ 12 . 9 7 3 Cfo6ad aner Iha f993-!M . Other . - 1 :- 0 ... 1 . - 0 . 1 - . school year. .. - - - Total- . 233\" 226\n - 202 . 245 7' 209 14\u0026amp; _%,RIie 97 100 94 96 97 97 ' - Grand Total Black 1 766 1,643 1,455 1,962 1,690 1,261 1 388 1 354 1,419 -- 1,40't White 207 162 189 253 220 155 186 170 209 -232 Other 0 18 26 20 27 38 55 44 45 \\. ,~ Total 1 973 1,823 1,670 2,235 1,937 1,454 1 629 1,568 1,673 '  -.1 676 %Blk 90 90 87 88 87 87 85 86 85 ! 84  Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and three-year-olds. Before 1994-95, the LRSD included only children in the four-year-old program through sixth grade in Rockefeller's October 1 enrollment report. Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school year, we did not a~ the enrollment of LRSD schools in relation to racial balance guidelines. W Page C-14 LASO INCENTIVE SCHOOLS ENROLLMENT Franklin Elementary 60()-,------------- soo+-------------- 400 JOO 200 :oo 1989-90 1991.92 1993-9' 1995-96 1997-98 1988-39 1990-91 1992-93 1994-QS l!X\u0026gt;S.97 Mitchell Elementary soo~------------- soo+-------------- ,oo-+-------------- 1989-90 1991-92 1993-94 1995-96 1997-98 1988-l!9 1990-91 1992-93 1994-95 1996-97 Rockefeller Elementary ,\noo-,-- ------------ 500+-------------- ,oo 300 200 100 ~.......... ........... '\u0026lt;- 1989-90 1991-92 1993-94 1995-96 1997-98 1988-a\u0026amp; 1990-91 1992-83 1994-115 1999-97 Garland Elementary Rightsell Elementary Total Incentive School Enrollment 2,500-,-------------- 1,500 1,000 500  Total  Black O White Note: Beginning with the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-yearolds, tv.o-year-olds, and three-year-olds. Before 1994-95, the LASO included only children in the four-yearold program through sixth grade in Rockefeller's October 1 enrollment report. Page C-15 LRSD AREA SCHOOLS TEN YEAR ENROLLMENT COMPARISON P reoar,e dblY th e Offi ce otDe sear\"\"\"hon Morntorin l Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Badgett Elem Black 202 180 166 161 154 132 133 166 185 White 77 57 56 59 48 57 44 44 32  Other 0 0 0 0 0 0 0 2 0 Total 279 237 222 220 202 189 177 210 219 233 %8lk 72 76 75 73 76 70 75 79 84 92 Bale Elem Black 297 292 302 295 248 225 214 243 266 265 White 117 88 66 60 62 68 87 85 94 78 Other 5 7 5 11 10 8 19 15  19 Total 414 385 375 360 321 303 309 347 375 362 %Blk 72 76 81 82 77 74 69 70 71 73 Baseline Elem Black 292 282 272 258 262 265 245 247 241 2ff7 White 108 100 91 74 74 76 77 75 56 44 Other 7 7 5 3 2 4 5 5 12 Total 400 389 370 337 339 343 326 327 302 323 %Blk 73 72 74 77 77 77 75 76 80 83 Brady Elem Black 278 292 330 286 275 263 254 250 236 235 White 169 142 121 128 111 122 137 124 103 98 Other 8 5 6 12 12 17 20 32 39 Total 447 442 456 420 398 397 408 394 371 372 %Blk 62 66 72 68 69 66 62 63 64 63 Chicot Elem Black 363 339 362 341 350 356 344 345 364 .. White 197 188 180 187 177 147 151 99 127 , 127 Other 4 2 3 8 6 8 8 27 , 40 Total 560 531 544 531 535 509 503 452 518 ~ ' 537 %Blk 65 64 67 64 65 70 68 76 70  69 Cloverdale Elem Black 281 294 289 304 291 304 312 384 439 ~ 469 White 165 122 98 84 71 75 74 64 51\n,  4 34 Other 3 2 4 4 7 6 5 10 \\ 9 Total 446 419 389 392 366 386 392 453 500 I 5-12 o/oBlk 63 70 74 78 80 79 80 85 88 ' , , 92 Black .\n\n,,, 189' ., '\nDodd Elem 'ZJO 253 194 166 183 .. 193 190 156 \\ 145 White 144 - .138 134 134 121 97  97 97 82 ~ . \"~ !' 74 C ~\no ~ Other \" ,_ 3 3 3 0 6 . 8 \". 7 4  5 Total 414 394 331 303 304 -~2 298 -- 294 242 -' ( 224 %Blk 65 64 59 55 60 65 65 65 64 . -~ 1:  65 Fair Park Elem Black 247 240 279 257 192 200 204 211 193 ,\" 188 White 94 92 65 60 49 60 73 53 55\nr 54 Other 0 1 3 2 3 5 6 7 '' 6 Total 341 332 345 320 243 263 282 270 255 . ' \". 248 o/oBlk 72 72 81 80 79 76 72 78 76 :. :. Page C-16 LASO Area Schools Ten Year Enrollment Comparison Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Forest Park Elem Black 251 223 205 191 198 200 198- 205 218 205 White 172 165 177 206 242 253 228 222 227 219 Other 4 5 5 4 5 6 8 4 6 Total 423 392 387 402 444 458 432 435 449 430 %81k 59 57 53 48 45 44 46 47 49 48 Fulbright Elem Black 327 325 293 231 225 233 235 255 265 . 240 White 271 242 259 264 296 272 289 254 227 247 Other 9 7 11 9 15 18 9 8 8 Total 598 576 559 506 530 520 542 518 500 495 %Blk 55 56 52 46 42 45 43 49 53 48 Geyer Springs Elem Bfack 157 136 145 180 177 208 223 231 233 , 23-7 White 82 69 56 74 105 78 66 71 69 '' 69 Other 0 0 0 0 2 11 8 8 ' . 1-0 Total 239 205 201 254 282 288 300 310 310 ' 316 %Btk 66 66 72 71 63 72 74 75 75 ' 75 Jefferson Elem Black 272 239 237 209 204 213 218 210 207 ' 227 White 216 237 225 270 273 287 279 285 282 279 Other 3 7 5 6 4 5 6 8 '_ 7 Total 488 479 469 484 483 504 502 501 497 513 %Blk 56 50 51 43 42 42 43 42 42 44 MabelvaleElem Black 373 311 321 266 278 311 340 318 308 299 White 213 222 235 234 2t9 174 124 139 104 99 Other 2 3 5 3 3 10 3 6 9 Total 586 535 559 505 500 488 474 460 418 407 o/o Blk 64 58 S7 53 56 64 72 69 74 . 73 McDermott Elem Black 298 314 323 291 275 262 241 259 277 , 273 White 208 190 193 206 220 232 233 213 196\n186 Other 10 8 14 14 15 20 15 16 , ta Total 506 514 524 511 509 509 494 487 489 477 o/o Blk 59 61 62 57 54 51 49 53 57  57 Meado~liff Elem Ebck 312 268 287 252 292 306 279 305 285 ' 263 W.hite 144 . 162 154 174 147 127 131 93 82 ', 59 Other 2 3 1 1 1 1 2 6 ' 10 Totat 456 432 444 4'Zl 440 -~ 434 411 400 373 ' .332 o/o Blk 68 62 65 59 66 71 68 76 76 79 Otter Creek Elem Black 207 170 180 160 143 141 154 13-9 132 151 White 154 172 179 191 203 195 196 193 170 168 Other 0 0 5 7 5 9 7 8 ' 9 Total 361 342 359 356 353 341 359 339 310 328 %Blk 57 50 50 45 41 41 43 41 43 46 Page C-17 LASO Area Schools Ten Year Enrollment Comparison Elementary Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98. Pul Heights Elem Black 226 218 211 185 198 190 197 189 245 2 A White 100 87 108 151 173 197 207 207 200 ( \" Other 2 6 6 8 11 16 . 10 9 8 Total 326 307 325 342 379 398 420 406 454 464 % 81k 69 71 65 54 52 48 47 47 54 55 Terry Elem Black 307 312 289 243 238 243 234 239 231 235 White 215 197 227 253 286 292 295 279 266 253 Other 4 6 16 17 26 30 18 18 . 23 Total 522 513 522 512 541 561 559 536 5151,. 511 % Blk 59 61 55 47 44 43 42 45 45 46 Wakefield Elem Black 316 301 326 329 347  337 327  368 385 322 White . 185 160 169 141 ' 147 106 38  41 Other 3 7 9 6 .. 4:\u0026gt; ., 13. 10 13 ' 1'0 .. Total 501 464 502 ' 479 -500 c 447 \n, / 413 429 436 ' 373  %Bfk 63 65 65 69 69 75 79 86 88 . 86 Watson Elem Black 297 294 347 338 332 353 340 353 394 C 441 White 168 160 168 126 117 89 81 84 80 ,, 4 6 Other 2 3 3 2 0 6 7 5 \\/, 6 Total 465 456 518 467 451 442 427 444 479 \\ .' 493 % Blk 64 64 67 72 74 80 80 80 82 '.  89 Western Hilts Elem . Black ' \\ 213 . _\n:,\n196} '.::\" 204 :' l 90 ,, )'m (r::}' 215 j\nr \u0026lt; 2t5  208 ,.,  219 i i: {-  White ,. 11'9 \u0026lt;\u0026lt; 140 +'\u0026lt; 131  ./  130 . \\24 }[?) 114 \\  ,,:95 :,  106 ... 92 . '. 92  0t~r- ....  ,, , .. : 1: \u0026gt; 4: '. '3 , --: ) ~]'\n'. .  :l' \" .] {:   1 1 . : 1 ' Totaf,. i '\\ 332 fi '~7k:' .3a9 . ']\\'323 :,{@'.3$ \\t[::', 332 i . ') 317 ::: 315 \u0026gt; 312 },, 315 '. %,~ - 64 \u0026gt;\u0026lt; '.\\{sii \\\u0026gt; '\u0026gt;60: [: :\u0026lt; 59 62 65 68 66 70\n\"'' . '70  Wilson Elem Black 289 263 298 288 265 263 254 304 294\n'.\n', '297 White 123 134 118 105 90 87 83 72 57\n\\\\\\53 Other 0 2 0 4 8 8 11 /,,\".\\ t2 Total 412 397 418 394 355 354 345 384 362 ,\n'\n\u0026lt;\\~62 % Blk 70 66 71 73 75 74 74 79 81 \\C ' ' 82 WoodMf Etem: })\n:j f~i i{:ii,}11 1:\nl!'.!! ~lit 1~\n:::ii'\\):~\n::::::~~}\n:'\\\n.: ~\n'\n:\n: '  ~: 'i '.\n:\n:1 ::. ~:::. ~= :\u0026lt;:~ ~ :\n: '~ ': :tTb?\n: \n'\"'] 1:,:\u0026lt;.,.['J :tf,:!}?!:l ,'c:n:: ,,:,., E f:t:iIi\\\\i :r,i'ha {'::e , sf',\\\\\\2 ., ,r~\u0026gt; '(l:~  ::::\n:,,. ~~ ... :: ' ., ,    ::.:::, \u0026lt;': 12  '.',\n\":: \"~54g: ..... 2aa~:,\\ ,28'4 ...\n' ':? , ~~\n74 71 65 64 63 62 61 67 69 \\ \\'.,\"11 Sub Total - Elem Black 6,238 5,879 5,980 5,566 5,483 5,556 5,502 5,789 5,958 ,, 5~020 White 3,499 3,316 3,272 3,388 3,438 3,289 3,207 2,991 Other 76 92 116 123 149 224 185 Total 9,737 9,271 9,344 9,070 9,044 8,994 8933 8,965 %Blk 64 63 64 61 61 62 62 65 Page C-18 LRSD Area Schools Ten Year Enrollment Comparison Junior High Schools 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97  97-98 Alternative - Jr. High Black 10 LRSO cid not prtMd\u0026amp; White 0 October 1 enrollment fa th\u0026amp; alternative jr. higl until 1997- Other 0 96, although 1he schoa was Total 10 eslllbtished before 1997-98. %81k 100 Cloverdale Jr. High Black 424 470 535 531 571 566 521 527 553 552 White 288 251 224 209 192 130 119 73 70 , 52 Other 10 5 5 12 5 7 9 16 . 18 Total 712 731 764 745 775 701 647 609 639 622 %Blk 60 64 70 71 74 81 81 87 87 - 89 Forest Heights Jr. Black 492 538 530 541 554 575 565 578 485 , 452 High White 278 254 224 208 220 195 197 165 135 , 181 Other 16 18 16 13 18 18 16 10  Hi Total 770 808 772 765 787 788 . 780 759 630 .. 648 o/oBlk 64 67 69 71 . 70 73 72 76 77 '. 70 Henderson Jr. High Black 614 680 672 711 685 678 661 623 610 624 Qnciudes a mag,et program) White 340 256 211 135 215 210 229 152 116 88 Other 20 19 13 14 27 27 17 15 12 Total 954 956 902 859 914 915 917 792 741 724 %Blk 64 71 75 83 75 74 72 79 82 ' 86 abelvale Jr. High Black 325 372 404 429 438 453 417 363 347 379 White 256 235 214 235 - 226 197 161 125 116  122\nOther 2 2 1 3 4 7 3 5 4 Total- 581 . 609 620 665 667 654 585 491 468 ' 50S %Blk 56 61 ' 65 65 66 69 71  74 74 .' ' 75 Pul Heights Jr. High Black 429 454 454 468 452 434 431 447 462 I .. 43.7 White 265 256 262 291 319 351 334 327 314 'It,.' 317 Other 11 6 2 3 '5 6 7 9 , t3 Total 694 721 722 761 774 790 771 781 785 \\. 767 %Blk 62 63 63 61 58 55 56 57 59 ' 57 southwest Jr. High Blad{' 512 4 492 521 523 . 52:4 . 487 512 466f, 426 White 222 198. 151 t76 166 14t 105 84  113~_ ' 613 Other 9 12 7 6 - 14 18 16 15 ~ ~ f6 Total 734 700 655 704 695 6-79 610 612 594~ 5-10 %Blk' 70 70 75 74 - 75 77 80 84 78 \\,. 84 Sub Total - Jr. High Black 2 796 3,007 3087 3 201 3,223 3,230 3,082 3 050 2 923 ,. . 2 880 White 1 649 1,450 1 286 1,254 1 338 1 224 1 145 926 864 828 Other 68 62 44 51 73 83  68 70 I 78 Total 4,445 4,525 4435 4,499 4,612 4527 4 310 4,044 3,857  ~786 %Blk 63 66 70 71 70 71 72 75 76 76 Page C-19 LRSD Area Schools Ten Year Enrollment Comparison Senior High Schools AI..C  Senior High Central High (includes a magnet program) Fair High Hall High 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 9fr97  97-98 1 Black While Other Total %Blk Black White Other Total %Blk 8'ack While Other Total %Blk Black White Other Total %Blk Bfack: Whit\u0026amp;- 1,136 884 2,020 56 455 449 904- 50 632 617 1,249 51 502\n: 569: r  Other.  Total - . t 1-71 %Blk. St 1,060 928 1,036 720 617 640 33 35 45 1,813 1,580 1,721 58 59 60 507 504 534 397 353 335- 7 9: 13 911. 866 882 56 58 61 629 694 587 551 502 476 12 16 19 1 192 1,212 1,082 53 57 54 634 ,0. -\n.\n, 613 640  439: ,\n,\n, 379: . 328 ~-\"\\' a . . 11 12 , -1081 . f\n003 980 -,\n5.9 . 2 61 65 1,133 1,178 991 761 618 548 56 33 49 1 950 1 829 1,588 58 64 62 562 580 618 310 311  276 14 8 7 886 899 90t 63 65 69 560 580 662 390 351 313 26 27 36 976 958 1,011 57 61 65 638 t\"'\"' -. 648 . 664 3ti 21,1 ~ - 16 .~~~- 7-  10 966 i:i\\ ~ an 6.8 75 76 974 542 30 1,546 63 638 244 8 890 72 618 254 39 911 68 703 ' 17t 5 884 80 1,073 634 38 1,745 . 61 , 63%  1681i O 1,068 7241 29 813 ' 7571 79 '   81 584 '-. 554- 194 1 ,', 1871 29 '. 43 807  7841 72  71 Sub Total - Sr. High Black 2 825 2,830 2 739 2,797 2 893 2,986 2,935 2,938 3 047 /: 3:03C White 2,519 2107 1,851 1779 1,773 1,491 1340 1,211 1147 /, \\--~tsfl Other 60 71 89 112 75 102 82 81 ::,\n~ Total 5 344 4,997 4 661 4 665 4,778 4,552 4 377 4 231 4,275 //4'\n3()3 I % Blk 53 57 59 60 61 66 67 69 71 \u0026gt;./\n/ro TotaJ.Emallmant :. '~ \\ 11.lWl j \\\nt'.~teh'i:soo 1fif:SM 1~1't~-?t{m1ft1!sta ~'11.1n_.: U:928'.\\t~9:f Area and Non- - ./ - -, ::-: \"' 1~ ' ''t,jJ~ i:\\)f,40g\nh:e\\12-tFA: ... r...::u r\n\\\\ia \".c?:s..692\n,, ~t28 .,. 41S1.-' i631 I Speciality Schookt:, ii~ ~:~~:,:}/ i:'ti~\n~ ,. 225 {/\n~~u/J', t'* g}~~i~z\n.-:409 :ii 335 f ::3\n\\, \u0026gt;_43~ _. tdlaf.: \"t8t62ii ci}l,1m ,T1a:MOi~ 1~-~ ?tts\n43'i 1tlio'13 f :t,1~ ,~#~ . t1.086 \u0026lt;.11.o\u0026lt;x I .,~4:Dk ,,\n~1:\"-e.1\nr\nl* t,2 ~?10{'~-1 ~\u0026lt;,t'.ij~ ~t,'..c\n\\~ (~~\nlt~~ :Jl~'.,1\n? )\n.ct.)J ss , __ 10 \\\\ '/70 Note: Toe blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the I year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the tenns of a monitoring moratorium\ntherefore, for the 1997-98 school I year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines.  Page C-20  LRSD AREA SCHOOLS* Ten Year Enrollment Comparison 20.000 15,000 10,000 5,000 0 --'==:::\n:::=:::\n:::==\n:::==\n:==\n==::::\n::=:::::\n:==\n:====,\" 1989-90 1991-92 1993-94 1995-96 1997-98 1988-89 1990-91 1992-93 1994-95 1996-97  Total II Black O White  Includes those area schools that have a magnet program. The graphs below magnify the total, black, and white enrollment shown above. The graph above is at intervals of 5,000 students\nthose below are at intervals of 500. 13.000 12.500 12.000 11.500 11,000 10,500 10,000 20,000 19,500 19,000 18,500 18,000 17,500 17,000 Black Enrollment Total Enrollment 8,000 7,500 7,000 6-500 6-000 5,500 White Enrollment 5,000 -J.-~--=\n-~~.:\n:~--=\n-~~.:\n:~.:\n~~~~.:\n~~~.:::-:f,,.. Page C-21 School Rockefeller Elem (incentive schoa) Cooperabve Early Childhood Education Mag,et Progam Dunbar Jr. High (interdistnct school) Gifted and Talented Magnet Program Henderson Jr. High (area school) Health Science Magnet Progam Central High (area school) International Studies Magnet Program McClellan High (aras school} Business/Canmla'licaliona Magnet Progam Black White Other Total o/oBlk Black White Other Total %Blk BJack White Other Total %8lk Black White Other Total %Blk Black . White Other ' LASO SCHOOLS WITH MAGNET PROGRAMS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office ot Desegregation Monrtoring 88-89 89-90 90-91 91-92 92-93 93-94 255 215  195 282 250 240 45 33 71 116 104 93 2 5 5 7 7 300 250 271 403 361 340 85 86 72 70 69 71 600 454  423 420 410 439 141 120 236 263 283 251 2 4 8 12 11 741 576 663 691 705 701 81 79 64 61 58 63 614 680 672 711  685 678 340 256 211 135 215 210 20 19 13 14 27 954 956 . 902 859 914 915 64 71 75 83 75 74 1,185 1,060  928 1,036 1,133 1,178 885 720 617 640 761 618 33 35 45 56 33 2,070 1,813 1,580 1 721 1,950 1,829 57 58 59 60 58 64 61-5 634 . 613 640  638 648 576 439- \" 379 328 312 2fJ . ~ 8~ 11 .  ~- .. 12 --:~ ~- 16 7 94-95 264 124 15 403 66 468 227 12 707 66 661 229 27 917 72 991 548 49 1,588 62 664 203 .. 10 , Total ' 1,19L 10\u0026amp;1~ 1003. 986 ':a,,/ 966 ' 866' -  an %81kl 52  51 ,, 61  66 \",,, 66 75 76  Indicates the school year the magnet program began. 95-96 96-97 97-98 259 266 264 131 155 167 16 15 19 *406 \"436 *450 64 61 59 440 451 442 279 299 291 13 25 38 732 775 771 60 58 57 623 610 624 152 116  88 17 15 } # 12 792 741 724 79 82 ', 86 974 1,073 1,068 542 634 724 30 38 2S 1,546 1,745 , 1,821 63 61 5.9 708 751  790 . 171 151  ,  1\"32 5 8 ) '  13 884 910\n935 80 83 : 84  Beginning 'Mth the 1994-95 school year, the enrollment for Rockefeller includes the infants, one-year-olds, two-year-olds, and I three-year-olds. Before 1994-95, the LRSD included only children in the four-year-old-program through sixth grade in Rockefeller's October 1 enrollment report. Note: The blue and yellow highlighting in this section indicate that the school is outside the racial balance guidelines for the J year. Blue highlighting indicates that the proportion of black students is above the maximum guideline in the desegregation plan\nyellow highlighting indicates that the proportion of black students is below the minimum. However, at the time we prepared this report, the LRSD was operating under the terms of a monitoring moratorium\ntherefore, for the 1997-98 school I year, we did not assess the enrollment of LRSD schools in relation to racial balance guidelines. Page C-22  I School Central High Fair High Kindef'garten program moved after the 1995-96 school year. Hall High McClellan High Kindef'garten program moved alter the 1996-97 school year. Parkview High Kindergarten program ITlOY8d attar the 1996-97 school yea,. Grand Total LASO KINDERGARTEN CLASSES LOCATED AT HIGH SCHOOLS TEN YEAR ENROLLMENT COMPARISON Prepared by the Office of Desegregation Mon1tor1ng 88-89 89-90 90-91 91-92 92-93 93-94 94-95 Black 49 50 49 50 49 50 49 White 1 0 0 0 0 0 0 Other 0 0 0 0 0 0 0 Total 50 50 49 50 49 50 49 %81k 98 100 100 100 100 100 100 Black 11 10 11 8 18 16 13 White 5 3 2 1 1 3 3 Other 0 0 0 0 0 0 Total 16 13 13 9 19 19 16 %Blk 69 77 85 89 95 84 81 Black 3 3 9 8 8 6 7 White 16 16 10 11 10 11 13 Other 0 1 0 0 0 1 0 Total 19 20 19 19 18 18 20 %8Ik 16 15 47 42 44 33 35 Black 13 13 17 18 18 18 20 White 7 3 3 2 1 2 0 Other 0 0 0 0 0 0 0 Total 20 16 20 20 19 20 20 %Blk 65 81 85 90 95 90 100 Black 11 14 12 9 16 20 15 White 7 5 0 4 1 0 0 Other 0 1 0 0 0 0 0 Total 18 20 12 13 17 20 15 %Blk 61 70 100 69 94 100 100 Black 87 90 98 93 109 110 104 White 36 27 15 18 13 16 16 Other 0 2 0 0 0 1 0 Total 123 119 113 111 122 127 120 %81k 71 76 87 84 89 87 87 95-96 96-97 97-98 43 31 33 1 1 1 1 0 0 45 32 34 96 97 97 13 2 0 15 87 8 13 7 8 3 0 1 0 0 17 16 7 47 81 100 19 15 0 0 1 1 20 16 95 94 18 13 0 0 0 0 18 13 100 100 101 72 40 11 4 1 3 1 0 115 77 41 88 94 98 Page C-23 TEN YEAR ENROLLMENT COMPARISUi- Pr eoar ed b V itl e Office 0 f De seqre, ianon Mo n,t o nnQ School I 88-89 89-90 90-91 I 91-92 92-93 I 93-94 94-95 95-96 96-97 I 97-98 Badgett Elem Black  14 9 10 8 20 27 25 29 (area school) White 5 6 7 8 5 9 6 2 (Four-year-old program) Other 0 0 0 0 0 0 0 Total 19 15 17 16 25 36 31 31 %Blk 74 60 59 50 80 75 81 94 Bale Elem Black  9 9 19 19 18 17 (area school) White 9 9 14 11 15 12 (Four-year-old program) Other 0 0 2 5 3 6 Total 18 18 35 35 36 35 % Blk 50 50 54 54 50 49 Baseline Elem BJack  18 23 24 25 27 (area school) White 13 13 10 11 8 (Four-yeer--old progmn) Other 0 0 2 0 0 Total 31 36 36 36 35 %81k 58 64 67 69 n Brady Elem Black  8 8 8 10 9 (area school) White 9 9 9 6 9 (Four-year-old program) Other 0 0 0 2 0 Total 17 17 17 18 18 %Blk 47 47 47 56 50 Chicot Elem Black .  9 9 11 21 18 (area school) White ... -~- 9 1 6 14 17 (Fouryeet-dd progarn) Other 0 2 1 1 0 ..  Total 18 18 18 36 35 %Btk ' .. '\u0026gt; -50 -'- 50 6t 58 51 Cloverdale Elem Black  9 27 34 42 25 29 ( area school) White 7 12 12 10 9 5 (Four-year-old program) Other 1 1 1 1 2 2 Total 17 40 47 53 36 36 %81k 53 68 72 79 69 81 Fair Part\u0026lt; Elem Black \u0026gt;,-\n\".\u0026amp; , ...  -::~? :\n'~- .. _:\n.[\" \" - 1 . :' 18 18 17 17 (araa school) Wtiit\u0026amp; '\n-\\::,rt ,c , .. [,.J\n/~.-~. ~\n:\n'--ft 5 \"'_,\n'\n:/ 1'5 -\n:\n~)~ :.:\n:t\n: ,~,. .'S 16 17 :rr i /':\\~,. ' , ... . jf 'of~', ':. . -~::\nf3 ... ~ .... (Four-~-old progam) Other . .. . '\"'-'  0 3 . 3 2 Total, .. '.,\n..._ ... -a- ~ (\n', 15 ~~1b?36\n: 36 .\" ~-\n36 36 . ' . -- .  %Blk .. .. , .. 47 ... -~ 50 50 47 47 Franklin Elem Black  29 36 31 27 28 46 63 61 58 (incentive school) White 25 19 25 24 18 21 6 9 12 (Four-year-old program) Other 5 3 4 3 3 5 0 2 2 Total 59 58 60 54 49 72 69 72 7 %81k 49 62 52 50 57 64 91 85 81 Page C-24 LRSD Early Childhood Programs Ten Year Enrollment Comparison School 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 Garland Elem Black  11 11 9 9 15 13 15 16 (incentive school) White 7 5 3 0 0 1 1 0 (Foor-year-old progam) Other 2 2 0 5 3 4 2 2 Total 20 18 12 14 18 18 18 18 %Blk 55 61 75 64 83 72 83 89 Geyer Springs Elem Black  9 11 23 21 21 18 (area school) White 9 5 11 15 15 14 (Four-year-old program) Other 0 2 3 1 0 3 Total 18 18 37 37 36 35 %Blk 50 61 62 57 58 51 lsh Elem Black  Data not 12 9 (incentiY\u0026amp; school) White 3.vailat le for 4 3 (Four-year-old progarn) Other 1988 89. 1 0 School closed after the 1992- Total 1989 90. 17 12 93 school year. %Blk nd 19 ~0-91 71 75 King Elem Black  27 32 40 36 35 (interdistr1ct school) White 31 31 31 34 35 (Four-year-old program) Other 2 3 0 1 1 Total 60 66 71 71 71 %Blk 45 48 56 51 49 Mabelvale Bern Black  9 9 11 9 (area school) White 8 8 6 7 (Four-year-old progam) Other 1 0 0 0 Total 18 17 17 16 %Blk 50 53 65 56 Mitchell Elem Black  13 9 11 19 17 13 13 (incentive school) White 7 5 1 0 1 3 5 (Four-year-old program) Other 0 0 0 0 0 2 0 Total 20 14 12 19 18 18 18 %Blk 65 64 92 100 94 72 72 Rightsell Elem Black  11 9 10 17 16 16 9 (Incentive school) White 5 6 0 1 2 1 8 (Four-year-\u0026lt;lid progam) Other 0 0 0 0 0 1 1 Total 16 15 10 18 18 18 18 %Blk 69 60 100 94 89 89 50 Rockefeller Elem Black 16 21 26 23 (incentive school) White 16 19 17 19 (Infant through three-year-old Other Data beforE 1994- ~5 not orovid ed 1 2 3 3 program) Total 33 42 46 45 %Blk 48 50 57 51 Page C-25 Ui::.u c:a 11y 1...,rn1anooo i---rograms I en t edr 1:::nro111111:rn vv11 ,1-1011:ov1, School 88-a9 89-90 90-91 91-92 92-93 93-94 94-95 Rockefeller Elem Black  Data r wt 31 25 28 32 (incentive school) White avai labl e for 28 22 23 16 (Four-year-old program) Other 1988- 59. 1 2 0 5 Total 1989-\u0026lt;)0 . 60 49 51 53 Blk ahd 199 0-91 52 51 55 60 Romine Elem Black  9 9 19 18 (i nterdistrict school) White 10 4 11 16 (Four-year-old program) Other 0 4 2 2 Total 19 17 32 36  Blk 47 53 59 50 Stephens Elem Black  20 14 12 8 8 8 (incentiv\u0026amp; school) White 0 3 7 4 3 1 (Four-year-old program) Other 0 0 1 0 0 0 School closed attar the 1993- Total 20 17 20 12 11 9 94 school year. %Blk 100 82 60 67 73 89 Washington Elem Black  20 18 20 36 (interdistrict school) White Date not 16 18 14 11 (Four-year-old program) Other availa )le for 1 0 0 5 Total 1989-~ '.) and 37 36 34 52 Blk 199( 1-91 54 50 59 69 Watson Elem Black .  11 9 30 (atea school) .. White 6 7 6 (Four-year-old program) Other .,. ... 0 0 0 ,.._  Total -: . . : 17 16 36 :- .... ,.. . %8Ik  65 56  83 Wilson Elem Black  9 9 (area school) White 8 8 (Four-year-old program) Other 0 0 Total 17 17 Blk 53 53 Woodruff Elem ,.,. . Black :/-.-.,\n:: }i\\ , ll'-'',:\":-::_--0.::--.:-t--::..:---.c :. ,,-.::,:,\n,: }?+ \\.,',o \\'0 1ii (area school) .. ...  ..... White /  \u0026gt;: .. :--\n])f1i{, -:::: .. : .t \n:.\n7 . i:1' 4 ...  -::/ ::::,:-::::::?--:, :,, (FOUl'.-year-\u0026lt;\u0026gt;id program)  . Other ....... \u0026lt; ........................ .::::.Jt\" '!ii: . :: J \\\n::: t  Total 'Y . :: :ft+ h,i)::y?. ...:.: ,.... . ....... ... ---'::\n. .::}:/ij 5 ...   \u0026lt;I %Blk .. ::::\n-':}-: y\nr :\n:]I~H\\ O?),.: ... -.\n-:---: :.-' ...... .... _.,. ...... .,._ :,.::- ',.,-.OU :---::--7: 0/ Grand Total Black 20 43 73 155 188 285 White 0 28 38 110 141 191 Other 0 5 6 9 11 16 Total 20 76 117 274 340 492 %Blk 100 57 62 57 55 58  Indicates the first year LASO established an early childhood program at that school. Page C-26 9 8 1 18 50 ['{{'\n18 :/\n: 15 !E\\:.:2- --:\n:36 :::::\nIso 435 220 38 693 63 95-96 96-97 97-98 25 27 27 23 26 26 3 0 51 53 5., 49 51 51 21 19 18 10 13 14 2 4 4 33 36 36 64 53 50 30 26 27 22 21 20 1 5 6 53 52 53 57 50 51 25 23 34 10 12 -- 0 1 0 35 36 36   71 64 94 10 9 9 7 9 8 1 0 1 18 18 18 56 50 50 - ' 20 : ..  - ---\u0026lt;::--19 18 [.} :16 -::- . .  16. -':C:' 15 I S') Q . . :\u0026lt;'. 1 1 1\"'''\"\"\\ .. __ :. : 36 34 :0--:\"/'\n .:,u :1-:c\n:.ss. :\u0026lt;1 : 53: 53 480 463 460 241 260 255 26 33 34 747 756 749 64 61 Elementary Schools Badgett Bale Baseiine Booker Brady Catver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitcheil Otter Creek Pulaski Heights Rightseil Rockefeller Romine Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total LITTLE ROCK SCHOOL DISTRICT COMPARISON OF CURRENT YEAR ENROLLMENT TO BUILDING CAPACITY Prepared by the Office of Desegregabon Mon,tonng Oct 1, 1997 1997-98 Percentage Enrollment Capacity Filled 233 257 91% 362 401 90% 323 390 83% 597 656 91% 372 467 80% 596 613 97% 537 558 96% 512 492 104% 224 328 68% 248 351 71% 430 399 108% 464 434 107% 495 540 92% 271 298 91% 316 328 96% 311 353 88% 513 492 104% 658 728 90% 407 515 79% 477 517 92% 332 465 71% 242 298 81% 328 351 93% 4o4 374 124% 249 258 97% 450 469 96% 328 487 67% 511 515 99% 373 492 76% 660 836 79% 493 492 100% 315 328 96% 479 517 93% 362 394 92% 284 324 88% 14,216 15,717 90% Junior High Oct 1, 1997 1997-98 Percentage Schools Enrollment Capacity Filled ALC-Jr. High 10 Cloverdale 622 868 72\"(, Dunbar 771 812 95~ Forest Heights 648 858 76%, Henderson 724 907 801% Mabelvale sos 614 82\"(, Mann 858 850 101~ Pulaski Heights 767 745 103~ Southwest 510 737 69(, Total 5,415 6.391 85~~ Senior High Oct 1, 1997 1997-98 Percentage Schools Enrollment Capacity Filled ALC-Senior High 6 Central 1,855 1,891 98~0 Fair 757 954 79\"(, Hall 791 1,291 61~ McClellan 935 1,199 78c%, Parkview 911 1,000 91~ Total 5,255 6,335 83%\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_471","title":"Incentive Schools: Enrollment","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1993"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational statistics","Education--Evaluation","School enrollment"],"dcterms_title":["Incentive Schools: Enrollment"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/471"],"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":["98 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\nFRANKLIN SCHOOL ENROLLMENT GRADE LEVEL 4 yr. K 1 2 3 4 5 6 Self-C TOTAL PERCENT B 364 BLACK WHITE OTHER TOTAL % BLACK M F M F M F 17 14 12 13 1 3 60 52% 25 23 3 3 1 1 56 86% 36 29 7 3 0 0 75 87% 36 27 2 1 0 0 66 95% 31 25 4 3 0 0 63 89% 25 29 35 7 241 48% 1989-90 W 0 T 17 26 24 2 187 37% % Blk B 4 4 4 1 41 8% 3 0 0 49 86% 3 1 1 64 86% 1 0 0 64 92% 0 0 0 10 90% 30 6% 1990-91 W 0 T 3 5 507 84% 1%  1% 1991-92 % Blk B W 0 T % Blk 12 12 448 81% 343 59 9 411 83% 428 71 8 507 84%GRADE LEVEL 4-year K 1 2 3 4 5 6 CBI TOTAL PERCENT B 268 BLACK M F 3 8 15 15 19 14 17 20 26 6 135 48% 1989-90 W 0 T 12 22 11 21 13 17 17 6 127 45% % Blk B 15 2 285 94% GARLAND SCHOOL ENROLLMENT WHITE 211 OTHER TOTAL % BLACK M F M F 3 2 2 18 61% 1 1 1 3 2 10 4% 1 1 5 2 2% 1% 28 39 34 35 32 38 43 12 279 96% 95% 88% 100% 94% 97% 100% 100% 94% 1990-91 1991-92 W 0 T % Blk B W 0 T % Blk 18 11 240 88% 262 15 2 279 94%GRADE BLACK LEVEL M F 4 yrs 8 4 K 6 7 1 24 16 2 15 11 3 9 10 4 8 17 5 11 20 6 11 6 CBI 3 2 TOTAL 95 93 PERCENT 48% 47% B 157 1989-90 W 0 T % Blk 7 164 96% ISH SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL I BLACK 2 2 1 17 71% 1 1 15 40 2 1 29 19 25 1 6 3% 1 3 1 2 B 142 32 17 6 200 2% 1% 1% 87% 100% 90% 100% 100% 97% 100% 83% 94% 1990-91 1991-92 W 0 T % Blk B W O T % Blk 4 146 97% 188 9 3 200 94%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 SC* TOTAL PERCENT B 220 BLACK M F 7 6 17 12 19 24 24 28 14 24 7 164 53% 1989-90 W o T 19 0 239 25 17 14 16 16 13 2 121 39% % Blk 92% B MITCHELL SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 3 3 1 1 1 12 4% 183 4 3 2 2 2 1 1 15 5% 1990-91 W 0 T % Blk B 24 0 207 88% 285 20 35 46 46 41 46 31 38 9 312 1991-92 W 0 T 27 0 65% 83% 96% 89% 93% 96% 97% 97% 100% 91% % Blk 312 91%GRADE LEVEL 4 yrs K 1 2 3 4 5 6 TOTAL PERCENT B 194 BLACK M F 4 1 16 14 27 21 17 19 27 15 23 21 19 154 53% 1989-90 W 0 T 14 22 16 128 44% % Blk B 16 1 211 92% RIGHTSELL SCHOOL ENROLLMENT WHITE 191 OTHER TOTAL % BLACK M F M F 2 3 16 69% 0 0 0 0 0 0 0 2 1% 1 0 0 0 0 0 0 4 1% 1990-91 W 0 T % Blk B 1 1 1 1 193 99% 282 31 48 36 43 37 43 35 289 1991-92 W 0 T 100% 100% 98% 100% 100% 100% 98% % Blk 6 1 289 98%GRADE LEVEL Infant 4 yr K 1 2 3 4 5 6 TOTAL PERCENT B 215 28 243 BLACK M F 10 16 14 25 15 17 22 24 14 157 36% 1989-90 W 0 T 12 15 18 21 16 18 18 11 18 147 33% % Blk B 33 2 250 86% 6 34 82% 39 2 284 86% ROCKEFELLER SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 7 8 37 59% 15 13 1 60 52% 9 12 53 60% 11 12 69 67% 5 2 4 3 4 60 14% 195 22 217 7 7 2 5 5 71 16% 1990-91 W 0 T 2 2 % Blk 1 1 3 1% B 71 16 87 5 211 12^ 282 5 45 45 46 44 41 440 1991-92 W 0 T 38 309 116 5 403 69% 78% 87% 80% 78% 69% % Blk 70% 58% 22 15 37 59% 70% 304 131 5 440 69%GRADE BLACK LEVEL M F 4-year 6 2 K 5 19 1 18 21 2 21 14 3 13 12 4 16 7 5 18 23 6 21 14 CBI 5 1 TOTAL 123 113 PERCENT 50% 46% B 225 1989-90 W 0 T % Blk B 0 1 226 100% STEPHENS SCHOOL ENROLLMENT WHITE M F OTHER M F TOTAL % BLACK 3 1 1 5 2% 1 2 3 1% 1990-91 W 0 T % Blk B 1 1 12 25 41 35 25 23 41 37 6 245 1991-92 W 0 T 191 5 7 203 94% 236 8 1 67% 96% 95% 100% 100% 100% 100% 95% 100% 245 96% % Blk 96%SCHOOL B INCENTIVE SCHOOL THREE YEAR ENROLLMENT COMPARISON 1989-90 1990-91 1991-92 W O T % Blk B W O T B W O T g. Blk Franklin* Garland Ish Mitchell Riffhtsell Rockefeller Stephens Total 364 268 157 220 194 243 225 1,671 72 15 7 19 16 39 0 168 12 2 0 0 1 2 1 18 448 285 164 239 211 284 226 1,857 81% 94% 96% 92% 92% 86% 100% 90% 343 211 142 183 191 217 190 1,477 59 18 4 24 1 87 12 205 9 11 0 0 1 5 0 26 411 240 146 207 193 309 202 1,708 83% 88% 97% 88% 99% 70% 94% 86% 428 262 188 285 282 304 236 1,985 71 15 9 27 6 131 8 267 8 2 3 0 1 5 1 20 507 279 200 312 289 440 245 2,272 84% 94% 94% 91% 98% 69% 96% 87%'''' \"SoZcrt t-r\u0026lt;onk.liri\nEnrallf^eni - Hl5 ZnrollnenT:- '-1'7Z ClG.5drocr-i5\n2i ft\\ie. 010.5.5 Size: 20-1 Aicle5 'Rec^enredL: H over 20.') /?G.te: JO GcLrlc-ncG i7\u0026lt;7\u0026lt;3-\u0026lt;7l E.nrollricr\u0026gt;i - 2cS'' / 771-72 IzarcIlnei'iT:- 2,73 ^3.1^0 i3\\. Uli} 8'9.2% 31. 99,/% 3i. CC-50rCGrl.3: H hvc. Clc.5^5 Size: i7^\u0026lt;a AicUis'ReqcirecL: 9.3 C-ier zai 7?ci.ic: 3 \u0026lt;21. j-sh : l^7C 7l ZCircIlrieni - -^7^ LorcHoenl\" ZCZ ^7.9% 31. 94.C% 01. C+5A^ CICK^ssrocns: iC Ave. CIczss Size: 1 S'. 1 AiJes Hecji-i redL\n4.. 6, Over 20\n1 ScJjc : Z CZO-cZo} '\u0026gt;'^iiche! 1. i^'^C'91 Lord ineril - 2ic 8'7,6:% i31, /79i-'7Z LnroZ/rven^--316= iO.57o3i. C+iOfc') C.ickasrocno: Ave. Clc^ Side: Zc.'4 AicLts i^ecjOireJL\n'^.3 LnroHnenl - ISZ Znrol Ineni- Z7Z C+/o') C^\u0026amp;\\' ZC:i Rziic: iS'.^ Zo 81. *7 5 'Zo 31. Cickisrooi'nij: 13 Over ZC\u0026gt;:i J^cdo\n6= Cii,.i%') \u0026lt;ZI\u0026lt;3^ Size: z*?,? AicJjSS Aeq-jireJL'. Sf. 6RockcFe'der: /Gnrol In\u0026amp;n/ ~ ZIZ n9t-=l2 EnrGlii'^e.ni- 3^!^ C Ic^'fiOono\nIC3 7O.37c. SI. 76.7% 3'- Cr/23) C'^\u0026amp;r 20\nI Rc.-hc: IO CiLZ,5-7c) fhMc. Cicss SiLc: 21-0 Irides Req\u0026gt;jirec!L'. lO-fe S+ephei'is: l'^i^a-9i boroHnen-l'- 2O3 i\u0026lt;i9i-^Z ,nrcllnen{.- 239 C'!. 9S.37o SI. C.lcL55rccM3: iZ. OMer za:'! i^Tio.- 3 (.25.C^'} Ci34-.') A'ie. C 1(^35 ize: /S^. 2 Ricle^ r^ecjuireci,'. lo+cJL j-ncenii^e School tsnrolGnen'i': \"Totc,L 1^'il-^Z Tt'}c.en-ii\u0026gt;ie School fc-nrcKnent: Vihi-^\u0026amp;jC-fiTer - Zi5 Ci2.c^^} V-ihAelaker - ZiiS' Cts^') (12.1% ', I c+cJL increase: 5 H(o ^CIcssreons: SCC Ct-Il3 idlcjzE S+udcen'b^ Over 2iC:l 'patio\nVZ Pct\nV2.C \u0026lt;!7. IGTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 West Markham Street Little Rock, Arkansas September 5, 1991 72201 Horace Smith, Associate Monitor James Jennings, Associate Superintendent for^*^ Desegregation Monitoring and Community Services Classroom Enrollment in Incentive Schools Please find enclosed the information you requested concerning the classroom enrollment in the incentive schools. Per your request, this information is by race. Although this information is based on our September 4 enrollment, please understand that we are currently in the process of making class size and staffing adjustments throughout the district. c Dr. Ruth Steele Arma Hart Larry RobertsonTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, AR 72201 September 4, 1991 Mr. James Jennings .^Associate Superintendent Larry S. Robertsoiff^^T'stant Superintendent Incentive School Enrollment Per your request, please find attached current enrollment counts for the seven (7) Incentive Schools.SCHOOL FRANKLIN TEACHER D. Oordan T. Parish 0. Winston S. Beatty T. McGee D. Kennedy M. Carpenter L. McNulty G. Cokeley L. Davis A. Bridges V. Scrubbs M. Smith Legend BM Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM BF X X X WM WF X X X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 . 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE CBI  Pre-K Pre-K Pre-K K K K 1 1 1 1 2 2 BM 7 5 5 5 8 7 10 1 9 8 13 11 9 BF 2 5 4 5 9 8 8 1 10 8 5 10 10 WM 1 4 4 4 3 2 1 2 2 1 WF OF OM 10 5 4 4 1 1 1 2 1 1 1 20 19 1 1 1 19 19 19 19 17 20 20 20 21  20SCHOOL FRANKLIN TEACHER B. Hammons W. Davis J. Buck 0. Matheny D. Garner D. Sharp a. Eddy C. Brown M. Calloway K. Carter A. Giles 3. Clayton Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male DM X BF X X X WM WF X X X X X X X X OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL FRANKLIN DAVIS STUDENT COUNT TOTAL OM GRADE 2 3 3 3 4 4 5 5 5 6 6 6 BM 11 11 9 10 12 12 8 9 10 10 10 11 BF 8 8 8 8 9 6 9 9 6 8 7 8 WM 1 2 2 2 2 3 2 2 2 WF 1 3 Q 1 2 1 OF OM 21 21 1 2 21 21 23 23 18 21 21 21 19 19I INCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL GARLAND PRINCIPAL ROBERT BROWN i TEACHER STUDENT COUNT TOTAL BM BE WM WF OF OM BM BF WM WF OF OM M. Robinson X CBI 3 2 5 F.Norwood X CBI 3 4 7 B. Hines X Pre-K 3 7 2 2 14 T. Arnold X K 11 9 20 X K 5 3 1 9 D. Gross X 1 1 10 6 11 8 1 1 1 23 15 F. Williams X 2 10 6 1 17 0. Farley X 2 9 7 2 18 S. Taylor X 3 7 10 17 0. Joseph X 7 9 1 17 P. Wilson-Robinson X 4 7 7 2 16 S. Connie X 4 9 6 15 Legend I BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male I'SCHOOL GARLAND TEACHER BM BE WM WE OE R. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ROBERT BROWN STUDENT COUNT TOTAL ( ( OM BM BE WM WE OE OM 5 9 9 1 20 L. Harris X  5 10 8 18 L. Slater X 6 14 7 21 Y. Anderson X 6 12 9 21 I Legend BM - Black Male BE - Black Eemale WE - White Eemale WM - White Male OE - Other Eemale OM - Other MaleI INCENTIVE SCHOOL COUNT 1 SCHOOL ISH TEACHER BM BF WM WF\nOF E. Smith X V. Burchfield X E. Self X Y. Redwood X E. Wiley X G. Harp X L. Smith X Y. Jackson X H. Hicks X B. White X M. Pearson X Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male as of September 4 , 1991 PRINCIPAL STAN STRAUSS OM BM BF STUDEN WM COUNT WF TOTAL OF OM CBI 3 2 1  Pre-K K 1 1 2 2 3 4 5 5 6 8 6 12 12 7 7 9 8 4 8 11 3 1 8 9 6 5 11 17 11 9 7 2 1 1 1 2 1 1 1 1 16 15 20 21 14 14 20 25 16 17 18SCHOOL MITCHELL TEACHER BM BF WM WF OF L. Hudson X J. Hoover B. Samler X M. Hale X B. Govan X 0. Hestir X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL donITA HUDSPETH STUDENT COUNT TOTAL OM GRADE CBI Pre-K K K 1 1 BM 7 \u0026amp; 11 8 10 10 BF 2  4 8 13 10 WM WF OF OM 9 3. 1 2 A 1 1 21 18 21 21 B. Banks X 2 10 1 1 21 T. Hamilton X 2 11 10 21 C. Guin X 1 11 8 1. 2 21 P. Ross X 3 13 8 1 1 23 S. Mattison X 4 11. 8 1 1 21 G. Stubbfield X 4 14 8 1 23 N. Cooksey X 5 7 9 16 Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL MITCHELL TEACHER BM BF WM WF OF M. Walker X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL DONITA HUDSPETH B. Hipp X M. Johnson X Legend BM - Black Male BF - Black Female WF - White Female WM White Male OF - Other Female OM - Other Male OM GRADE 5  6 6 STUDENT COUNT TOTAL BM 7 11 12 BF 7 9 6 WM WF 2 OF OM 16 20 1 19SCHOOL RIGHTSELL TEACHER C. Woodley B. Croft F. Dodson S. Brown R. Ziegler S. Bryant B. Fincher 0. Brown A. Sanders E. Fairchild S. Walker D. Cleaver N. Dailey Legend BM - Black Male BF Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X X X X X X X WM WF X X X X OF INCENTIVE SCHOOL COUNT as of September 4___. 1991 OM GRADE Pre-K  K K 1 1 2 2 3 3 4 4 5 5 PRINCIPAL BM 5 8 7 12 12 9 8 14 13 10 13 8 10 BF 7 5 9 9 9 8 11 7 7 8 7 12 11 BOBBIE GOODWIN . STUDENT COUNT WM 1 I TOTAL WF 2 1 OF OM 15 14 16 21 21 17 19 21 I 21 18 20 20  21SCHOOL RIGHTSELL TEACHER L. Falls Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X WM WF OF INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL BOBBIE GOODWIN STUDENT COUNT TOTAL OM BM BF WM WF OF OM 6 16 12 28INCENTIVE SCHOOL COUNT SCHOOL STEPHENS TEACHER BM BF WM WF OF K. Skarda X B. Smith X M. Ellington' X as of September 4 , 1991 PRINCIPAL LONNIE DEAN STUDENT COUNT TOTAL OM GRADE CBI  Pre-K K BM 5 7 2 BF 1 2 10 WM WF OF OM 6 4 1 14 12 0. Pence X K 2 8 1 11 T. Butler X 1 6 12 1 19 M. Wilkerson X 1 12 6 1 19 B. Hollaman X 2 11 5 1 17 M. Smith X I 2 10 8 18 K. Harness X 3 13 11 24 0. Irby X 4 15 7 22 B. Hagar X 5 6 14 20 M. Wilkins X 5 12 9 21 N. Nelms X 6 11 7 18 Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleINCENTIVE SCHOOL COUNT as of September 4 , 1991 SCHOOL STEPHENS PRINCIPAL UINblJF-nfAhL I STUDENT COUNT TOTAL TEACHER BM BF WM WF !OF OM GRADE BM BF WM WF OF OM P. Rov X Z 1 1 la I Legend I. BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other MaleSCHOOL ROCKEFELLER TEACHER K. Ellis B. Foti L. Jones G. Bruce M. Finney N. Romontio M,. McMahan. M. Midrilehrnnk P. .Bell. Pfiten-Holder B. Butts D, Keller Legend BM - Black Male BF - Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X WM WF X X X X X X X 1. X I i I OF X INCENTIVE SCHOOL COUNT as of September 4 , 1991 PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL OM JaRADE Pre-K Pre-K Pre-K K K 1 1 1 2. 3 3 NOTE: PRE-K BM 4 6 A 4 6 8 5 11). 7 9 10 7 5 5 BF WM 4 5 6 WF 3 6 3 OF 1 OM\ni9 20 20 h. 5 7 8 7 6 1 9 9 10 - Black 31 White 27 Other__1_ 59 J 3 1 4 3 1 3 2 1 I u. 4 4 4 4 5 3 5 2 2 4 1 1 1 IB. 16 18 24 20 22 23 24 t 23 22INCENTIVE SCHOOL COUNT as of September 4 . 1991 SCHOOL QCKELLR PRINCIPAL ANN MANGAN STUDENT COUNT TOTAL TEACHER F. Moore A. Pollard M. Matthis L. Miller 0. Myers D. Skyes Legend BM BF Black Male Black Female WF - White Female WM - White Male OF - Other Female OM - Other Male BM BF X X X WM WF OF OM GRADE 4 BM 11 BF 8 WM 2 WF OF OM 21 X X X 4 5 5 6 6 11 13 10 6 7 9 6 6 9 9 2 2 3 2 2 2 2 2 2 1 24 22 21 19 2001 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL * * * * * *TEACHER* * * * * * Class Teacher BM BF WM WF OM OF K CARPENTER M. 1 K HAMMONS B. 1 K MYERS T. 1 P4 BUCK J. 1 P4 PARISH P. 1 P4 WINSTON J. 1 01 ADAMS P. 1 01 SCRUBBS V. 1 02 MATHENY J. 1 02 MCNULTY L. 1 02 SMITH L. 1 03 COKELEY G. 1 PAGE 20 ****CLASS ENROLLMENT**** SP BM BF WM WF OM OF Total Count % Black 10 4 1 1 16 87.5% 9 7 4 5 3 6 8 5 6 6 8 7 4 2 3 5 3 3 1 5 3 4 6 3 3 2 9 3 2 12 6 2 1 1 8 10 5 1 2 16 16 16 17 11 20 20 15 14 16 16 100.0% 68.8% 56.3% 58.8% 52.9% 75.0% 100.0% 73.3% 100.0% 100.0% 81.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 21 SCHOOL: 025 FRANKLIN ELEMENTARY SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 03 DAVIS L. 1 5 5 4 14 71.4% 03 JORDAN D, 1 1 1 100.0% 03 SHARP C. 1 7 8 1 16 93.8% 04 GARNER D. 1 10 4 14 100.0% 04 HIGHT R. 1 8 6 14 100.0% 04 JORDAN D. 1 2 1 3 100.0% 04 DAVIS W. 1 8 6 1 1 16 87.5% 05 BRADFORD G. 1 10 8 18 100.0% 05 CALLAWAY M. 1 11 8 19 100.0% 06 CARTER K. 1 5 4 1 10 90.0% 06 GILES A. 1 5 5 10 100.0% 06 JORDAN D. 1 5 3 8 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 22 SCHOOL: 026 GARLAND INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K ARNOLD T. 1 12 6 1 19 94.7% K HARDIN C. 1 1 1 100.0% P4 HINES B. 1 5 4 5 2 16 56.3% 01 GROSS D. 1 6 8 1 2 1 18 77.8% 01 TAYLOR M. 1 5 8 1 1 1 16 81.3% 02 CARR M. 1 9 4 2 15 86.7% 02 JESTER L. 1 4 9 13 100.0% 03 S^MS -grr 1 4 4 1 1 10 80.0% 03 SIMS S. 1 8 4 12 100.0% 04 MOTTIN M. 1 9 4 1 14 92.9% 04 ROBINSON M. 1 1 1 .0% 04 WILSON-ROBINS P. 1 8 3 1 12 91.7%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 23 SCHOOL: 026 GARLAND INCENTIVE SCHOOL * * * * **teacher* ***** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 CLAYBORN C. 1 6 7 13 100.0% 05 HOUSE K. 1 6 7 2 15 86.7% \u0026lt;1^^ 05 NORWOOD F. 1 2 2 100.0% 05 ROBINSON M. 1 2 2 100.0% 06 EKWOROMADU Y. 1 3 5 1 1 10 80.0% rfci 06 NORWOOD F. 1 1 2 3 100.0% 06 SLATER L. 1 6 1 1 14 92.9%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 40 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K HALE M. 1 4 4 2 1 11 72.7% P4 HOOVER J, 1 3 5 2 1 1 12 66.7% 01 GOVAN B. 1 9 4 1 1 15 86.7% 02 FLEMING B. 1 6 5 1 1 13 84.6% 02 HAMILTON T. 1 6 3 1 1 1 12 75.0% 03 REGNIER M. 1 2 1 3 66.7% 03 ROBERTSON S. 1 6 12 1 19 94.7% 03 ROSS P. 1 6 11 1 1 19 89.5% 04 CALHOUN J. 1 7 6 1 14 92.9% 04 REGNIER M. 1 3 1 4 100.0% 04 ROSS P. 1 1 1 100.0% 04 STUBBLEFIELD G. 1 8 5 13 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 41 SCHOOL: 034 MITCHELL INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 05 COOKSEY N. 1 8 5 1 1 15 86.7% 05 WALKER M. 1 7 6 1 14 92.9% 06 HOODER C. 1 8 8 16 100.0% 06 HYATT JR R. 1 11 5 1 17 94.1%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 52 SCHOOL: 039 RIGHTSELL INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K DODSON F. 1 8 11 19 100.0% P4 WOODLEY C. 1 3 6 9 100.0% 01 BENTIVENGO S. 1 5 6 1 12 91.7% 01 ZEIGLER R. 1 5 6 1 12 91.7% 02 BRYANT S. 1 6 7 13 100.0% 02 FINCHER B. 1 7 5 1 13 92.3% 03 SCULL L. 1 8 7 15 100.0% 04 KESLER J. 1 8 11 1 20 95.0% 05 COX S. 1 10 6 16 100.0% 05 TARKINGTON R. 1 10 6 1 17 94.1% 06 FAIRCHILD E. 1 8 7 15 100.0% 06 FALLS L. 1 7 5 1 13 92.3%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 46 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL * ** * *teacher* * ** * ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K GLOVER G. 1 4 5 3 2 1 15 60.0% K HARDIN C. 1 4 6 2 12 83.3% K RUSSELL M. 1 5 6 1 2 14 78.6% Pl BARR M. 1 1 1 2 1 5 40.0% P2 BARR M. 1 4 3 1 8 50.0% P3 WILKINS M. 1 2 4 5 1 1 13 46.2% P4 FOTI E. 1 5 3 4 4 16 50.0% P4 JONES L. 1 1 3 4 4 18 55.6% P4 MILLER L. 1 6 4 4 3 17 58.8% 01 BREEDLOVE J. 1 5 1 4 1 17 70.6% 01 MCMAHAN M. 1 7 3 4 3 1 18 55.6% 01 STRICKER K. 1 1 6 3 3 19 68.4%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 47 SCHOOL: 036 ROCKEFELLER INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 02 BELL P. 1 3 5 4 4 16 50.0% 02 BURROUGHS R. 1 4 4 3 3 14 57.1% 02 HOLDER P. 1 5 4 2 3 1 15 60.0% 03 BUTTS V. 1 5 8 1 2 16 81.3% 03 GARDNER L. 1 5 7 3 2 17 70.6% 03 LOVETT W. 1 5 7 1 2 15 80.0% 04 ELLIS K. 1 7 5 2 1 1 16 75.0% 04 MOORE F. 1 6 5 3 2 1 17 64.7% 05 JARBOE J. 1 6 9 1 2 18 83.3% 05 MATHIS M. 1 6 10 2 18 88.9% 06 LARKOWSKI A. 1 6 6 1 1 14 85.7% 06 MEIER J. 1 8 6 1 1 16 87.5%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 56 SCHOOL\n041 STEPHENS INCENTIVE SCHOOL ******TEACHER****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black K LAYER M. 1 5 5 10 100.0% K SMITH M. 1 1 1 .0% K PENCE J. 1 4 6 10 100.0% P4 SMITH B. 1 4 5 1 10 90.0% 01 HOLLAMON B. 1 8 8 1 17 94.1% 02 BUTLER T. 1 4 7 1 12 91.7% 02 SMITH M. 1 4 8 12 100.0% 03 MALONE D. 1 6 11 17 100.0% 04 PEARSON M. 1 5 9 14 100.0% 04 ROY P. 1 6 5 11 100.0% 05 WILKINS-COOPE M. 1 10 6 16 100.0% 06 HAGAR B. 1 6 4 10 100.0%01 LRSD ELEMENTARY SCHOOL CLASS ENROLLMENT 10/29/93 PAGE 57 SCHOOL: 041 STEPHENS INCENTIVE SCHOOL ******teacher****** ****CLASS ENROLLMENT**** Class Teacher BM BF WM WF OM OF SP BM BF WM WF OM OF Total Count % Black 06 SMITH M. 1 3 1 4 100.0%\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_648","title":"Little Rock Schools: Woodruff 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":["1989/2004"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Woodruff Elementary School (Little Rock, Ark.)","Student assistance programs","School management and organization","Educational statistics","Student activities"],"dcterms_title":["Little Rock Schools: Woodruff 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/648"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["129 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCelebration! youre invited to a iJhrouoh the teamwork of Woodruff Elementary School, received FEB 11 OFFICE OF Desegregation Monitoring its alumni, the Little Rock School District, and Capitol View/Stifft Station neighborhood, we raised enough money to fix the noisy cafeteria at our school! We now have a new acoustic ceiling, acoustic wall panels, and bright new lights. Come see and hear the difference as we celebrate the completion of this major project! Wfiat: Celebration dinner (spaghetti, salad, roll, drink and dessert), with live music, student performances, door prizes, and ceremonies throughout the evening. Wfien: Friday, Feb. 20th, 6:30 - 8:30 P.M. Where: Woodruff Cafeteria, 3010 W. 7th St. Teresa Knight, PTA President, at 663-2929. Sponsored6y the Woodruff TTSl, and tHe C'lSS KoyH^orhoodAssociation. ClX Tucked away in a quiet, residential neighborhood just a few blocks west of the Arkansas State Capitol complex, Woodruff Elementary School offers a small, caring school community in a location that is easily accessible. The school's proximity to Arkansas Childrens Hospital, the University of Arkansas for Medical Sciences, most state government offices, and 1-630 via the Woodrow Street exit, offers many parents the opportunity to be more active in their children's school experiences. Whether it's sharing a lunch date, attending school day performances or simply being closer for those inevitable calls about childhood illnesses, parents will find that having their children attend Woodruff is as convenient for them as it is enriching and satisfying for their children.  S c ft m fD H 0^0'^ n 3 CD cn hJ fl) O rt ifi rz\u0026gt;r UQ oO  (75 3 3 3 o n fl) Discover Woodruff Elementary School Woodruff Elementary State Capitol 7th St. I W. 1-630 o Qo. O $ Arkansas Children's Hospital s 0) 0) 3\" 0) I s' m 50 O X s /Q s Z p z o  o 0o0 3 o (n o lioS 0) 3 s o 3 First Class Schools For World Class Kids nnnn IIII 31II w nIII rg Woodruff Elementary School opened in 1911. In the ensuing 80 years, Woodruff has provided a rich heritage of educational experiences to many generations of Little Rock students. During 1991 the building and grounds underwent a major addition and renovation project which has resulted in an efficient, up-to-date school environment coupled with the charm and character of a traditional school setting. A new. Early Childhood Wing houses the four-year-old program, kindergarten classrooms, first grade classrooms, and the computer laboratory. A driveway at the entrance permits easy access for dropping off or picking up early childhood students. Improvements to the original school building include an expanded and refurbished media center, an enlarged cafetorium with stage, and new furnishings. Playground improvements feature new equipment selected to meet the developmental needs of both the Early Childhood and elementary students, as well as new basketball courts and an exercise track. A lease agreement permits use of the Billy Mitchell Boys' Club facilities (located next to the school) for special events. Woodruff School  Family atmosphere nurtured in a small school setting.  Located in a quiet neighborhood, one minute from 1-630.  Character education program in all classes, kindergarten through sixth grade.  Non-violent problem-solving curriculum including strategies for effective communication, self control and helping each other solve conflicts.  Hands-on math materials in all classes to help children understand concepts and solve problems.  Before and after school C.A.R.E. Program, 7:00 a.m. - 5:30 p.m. FOR MORE INFORMATION, CONTACT Woodruff Elementary School 3010 W. 7th Street Telephone 671-6270 or Student Assignment Office 501 Sherman Telephone 324-2286 The heart of Woodruff Elementary School's instructional program is an energetic, enthusiastic, well-trained staff who assess all students consistently to determine their learning needs and who plan lessons to meet those needs so that no child is bored or frustrated. Cooperative (team) learning, and independent, small group enrichment projects assure effective, appropriate instruction for all children. Top priorities of the program include mastery of basic skills, development of independent level critical-thinking abilities, and accuracy in problem solving. Students have extensive opportunities to use their skills as they participate in \"units of study which require application of learning in reading, math, language arts, science and social studies. Additional enrichment programs include:  One to two hours of individualized instruction per week in the 28 station computer lab.  Music instruction conducted by a certified music specialist one hour per week.  Gifted and Talented Program for identified students in third through sixth grade.  Tutors to provide extra help in reading, math, and language arts for students with remedial needs. * V r ,e' Joyce A. Meeks 7905 Parkwood Drive Little Rock, AR 7 S20 4 Telephone: (501(224-6620 MEMORANDUM TO: Little Rock Public School District The Honorable Judge Henry Woods Mr. Eugene Revelle FROM: Joyce Meeks and Supporters of Woodruff Elementary School SUBJECT: Plea to maintain Woodruff as a classroom school DATE: June 29, 1989 Our plea Is to save Woodruff Elementary School. If you dissolve a landmark such as Woodruff, you will only show your unconcern for our childrens education and social growth. We stand by the past, present and hopefully future beliefs that the sole purpose of schools Is to educate our citizens academically as well as socially. Woodruff provides Its patrons with a small Intimate environment that Is conducive to learning because the hustle and bustle of activity on a larger Impersonal scale does not exist. Woodruff students receive Individual attention from all teachers because of the close proximity of classrooms and the personal relationships with the students. These students have proven that the educational instruction received at Woodruff Is second to none. The results of their Maximum Achievement Tests and the fact that 70X of the students sport honor roll status Is no \"fluke\". Disciplinary measures are easily Implemented because of the small number of students to be controlled. The programs In the area of discipline have received at least city-wide attention In the television and news media. This achievement with the II helps the students learn to respect others. SAY NO TO FIGHTS\" program Woodruff Elementary School works side by side with the Billy Mitchell Boys Club both during and after school by providing a facility for Woodruff students to continue their social growth by participating together In organized activities after school.So why Is Woodruff being closed? tell you why. The next part of this memorandum will The Issue of equality In education was raised by concerned citizens who had the Intelligence to question the unequal funding of predominantly black schools In Little Rock, An Investigation of this allegation proved that this Inequality did blatantly and measurably exist. The courts and school district alike. knowing that this was a grave Injustice sought to tackle the Issue flamboyantly so that the appearance of trying to correct this shortcoming would not go unnoticed thus DESEGREGATION was born. This policy of desegregation has only served to Initially tear the school system apart. dismantled. Now the neighborhoods and communities are being Those who can afford It just throw up their hands, pack up and move out or send their children to private schools that are small. personal and conducive to learning. Those who cant do this stay In the area and just \"put up\" with the system while slowly giving up and so do the children. This breeds the I dont care attitude In our children because the parents have given up and have the appearance of \"I don't care\". Then we have those like us, who care about our children and will stand our ground and fight for what we believe Is right and fair. The entire \"DESEGREGATION PLAN\" should be scrapped! The school district and courts should concern themselves with providing the best educational resources equally possible to all schools. This should Include Incentive schools and speciality programs and leave the decision of where and with whom the children attend classes up to the parents! It Is a proven fact that generally parents will ensure that their children receive the best education possible regardless of the location, size or racial make-up of a school If It offers what that child needs. So cut the large speciality salaries and unnecessary transportation costs and funnel these funds Into providing the best educational resources to our children. In the meantime, build your Washingtons, construct your Stephens then show us what you can offer our Wonderful Woodruff Elementary children but please don't discard the working model before the final plans are approved and In place. Let our children live peacefully, harmoniously and enjoy the gift of genuine, sincere educational pride and excellence that Woodruff provides. Let them continue to play and learn socially with the support of the neighborhood Boys Club while keeping the spirit of WOODRUFF and learning alive!!!!THE BILLY ^LTTCHELL BOY'S CLUB WORKS HAND IN HAND WITH WOODRUFF ELEJIENTARY. THE DIRECTOR OF THE BOY'S CLUB HAS ESTABLISHED PROGRAMS THAT ENCOURAGE STUDENTS TO EXCELL ACADD^ICALLY IN SCHOOL. MEMBERS OF THE BOY'S CLUB MUST BRING THEIR REPORT CARDS TO THE DIRECTOR WHO REVIEWS THEM AND CHOOSES THE ACADDHC HONOR'S ATHLETE. THE BOY'S CLUB FACILITIES ARE \"DE AVAILABLE FOR PICNICS, AND OTHER SOCIAL ACTIVITIES OF THE SCHOOL. WOODRUFF STUDENTS THROUGH THEIR AFFILIATION WITH THE BOY'S CLUB HAVE BEEN FEATURED IN NEWSPAPER ADS, BROCHURES AND BILLBOARDS PROMOTING THE BOY'S CLUBS OF LITTLE ROCK. THE DIRECTOR IN COOPERATION WITH WOODRUFF TEACHERS ORGANIZED THE SCHOLASTIC 500 COMPETITION WHICH ENCOURAGED WOODRUFF STUDENTS TO ABSORB THEIR STUDIES.WOODRUFF ELEMENTARY SCHOOL 3010 West 7th Street Little Rock, Arkansas 72205 INFORMATION BULLETIN #11 May 25, 1989 SCHOLASTIC 500 - MAY 30 Mr. Gary Patterson, the Billy Mitchell Boys' Club Director, and Woodruff's third through sixth grade teachers have planned an exciting event for Tuesday, May 30, beginning at 8:30 a.m. at the Boys' Club. Teams of students will compete against one another by answering questions about their curriculum for this year. Grade level winners and an over-all class winner will be determined. (The teams of 5 students will be selected this week based on classroom eliminations.) You are invited to join us at 8:30 a.m. or to drop by between 8:30 a.m. and 10:30 a.m. We hope you can join us for this display of our students' learning. FIELD DAY - HELP NEEDED Woodruff's field day will be Wednesday, June 7. The races will begin at 8:30 a.m. and last until 11:00 a.m. All classes will participate. A picnic lunch will be served from 11:15 a.m. until 11:45 a.m. At 12:15 p.m. the concession stand will open. Food prices will be as follows: Nachos and cheese dip ----- Pickle ----- .75\u0026lt;\n.25c Drinks . 25\u0026lt;\nFood tickets will be sold for 25\u0026lt;\neach beginning Tuesday, May 30. No checks will be accepted. If you want your child to eat a snack from the concession stand, please send money in a sealed envelope with your child's name, his teacher's name, and the amount enclosed on the outside. THERE WILL BE NO CASH SALES AT THE CONCESSION STAND. We will need jugs of water for each class during the day. water and/or cups that day, please contact your child's teacher. Please see that your child is dressed appropriately for field day. wear cool clothes and tennis shoes, so they can run and have fun. ALL PARENTS ARE INVITED TO ATTEND THIS FUN DAY! If you can provide ice Children should TEST RESULTS We have not received any MAT-6 results yet. We will send them home as soon as we receive them. As a result of this lack of information, we again are postponing our Bi-Racial Committee Meeting, and we are still not able to schedule an evening parent meeting to explain the results. during the PTA meeting that night. If we get this data by June 1, we will review it PTA MEETING/SCHOOL PROGRAM  JUNE 1 Every Woodruff class will present a musical program at the beginning of our PTA meeting, June 1, 7:00 p.m. - 8:00 p.m. The officers for next year will be elected. If the data has been received, the principal will report the MAT-6 test results for our school. You are cordially invited, and we hope you will attend.WOODRUFF ELEMENTARY SCHOOL - INFORMATION BULLETIN #11 (Cont.) May 25, 1989 HONORS ASSEMBLY - JUNE 6 We will have an honors assembly for grades 2-6 on Tuesday morning, June 6, from 8:45 a.m. to 9:30 a.m. Certificates and bumper stickers will be awarded during this assembly. You are cordially Invited to attend. (We will not have an awards assembly that evening because we have reserved that evening for the Bl-Racial Committee Meeting. BI-RACIAL COMMITTEE MEETING - JUNE 6 The Bi-Racial Committee will meet in the school library Tuesday, June 6, 7:00 p.m. to 8:30 p.m. We truly apologize for the changes in date and time necessitated by the delays in the MAT-6 data. FINAL INFORMATION BULLETIN - JUNE 7 We will send our final information bulletin home on the last day of school, June 7. It will contain the honor rolls for the last nine weeks and, if available Woodruff's test results. SUMMARY OF IMPORTANT DATES AND COMING EVENTS Monday, May 29 - Holiday. School will be closed. (Have a safe and happy holiday!) Tuesday, May 30 - \"Scholastic 500\", 8:30 a.m. - 10:30 a.m., Billy Mitchell Boys' Club Tuesday, May 30 - Bi-Racial Committee Meeting - CANCELLED Thursday, June 1, 7:00 p.m. - 8:00 p.m. cafeteria. School Program and PTA General Meeting in the (Please plan to attend.) Tuesday, June 6, 8:45 a.m. - 9:30 a.m. Tuesday, June 6, 7:00 p.m. - 8:30 p.m. Wednesday, June 7, 8:30 a.m. - 2:00 p.m. Honors Assembly in the cafeteria for grades 2-6. Bi-Racial Committee Meeting in the library. School-wide field day. Last day of school.- V 4 SI I fe:: ^.1. b' f International Pr^hd W B(^ Cluh MeOMKGhiWWM'Ah t f- ** 'A \u0026gt;j* ^4 KV' 8^^ ' For too many kids, these days of increasing smgle- \\ir. ?A/iy.^v Ly f\u0026lt;- r parent and two-parent working families mean that role models are often found on street comers, in gangs, selling\nr drugs. Teachers skilled in tutoring the subject of crime. You know that the Little Rock Boys Club'has always  worked to make sure those same kids are \\ | a. / And while actual tuiorihgin schoolwork, remedial education, even advanced learning opportunitiesis a major part of our education program, it's just the begit.ning Of equal importance is providing consistent, trusting and ^dependable role models who give kids the leadership, , sportsmanship and social skills they must exposed to organized sports, arts i^d crafts, games and chltural opportuniti^ instea'd.y *. 'r Z'.'\"'*' - But what you might not know at^t . .todays Boys Club is the strength of opr.,\n \u0026gt; have to become productive citizens for life. 7- a'' Wr Its a tough world out there today. At theBoj^Ciub, we'dont r'aim to make it (S\n. ' aggressive and broadbased educatiohal-^^'.^^ 'r\" programs. In fact, wq provide disciplined,^.-,'^ any easier3:^Ji 5 . supervised learning environments and support to boys and girls who simply might not receive th.em otherwise__ . iHgr. S Wesim'ply make s ire bur kids get , H , what they deserva \\  The chance to meet that world on even terms,  -. .  ^fe^ttle Rock Boy\u0026amp;Glub: \" Whgre woujd they be without it? WOODRUFF STUDENTS ARE ENCOURAGED TO \"KEEP THE PEACE\" BY NOT FIGHTING AND REALIZING THE IMPORTANCE OF BEING GOOD, PEACEABLE CITIZENS. STUDENTS ARE ENCOURAGED TO ACKNOWLEDGE WRONGDOING AND TO APOLOGIZE TO THE ENTIRE SCHOOL VERBALLY AND IN WRITING. LEARN THAT THEIR ACTIONS AFFECT OTHERS. BY DOING THIS, STUDENTSLITTLE ROCK SCHOOL DISTRICT Woodruff Elementary School 3010 West 7\" Street Phone 663-4149 Little Rock, Arkansas 72205 September 22, 1988 Dear Parents/Guardians of Woodruff Students, We are encouraging our students to learn strategies that will allow them to solve conflicts and problems without fighting. Last week we went six whole days without a fight anywhere at school or on the way home. On the seventh day, there was a fight between two boys on the way home, so we started over. Today, I am proud to tell you that our record is again at six days. As a reward for making such excellent progress and really trying not to fight, every student received a free ticket to the Royal American Circus. The circus will be open at Lamar Porter Field, West 7th and Johnson (immediately west of Woodruff School) today, Thursday, September 22, from 4:30 p.m. to 8:00 p.m. We are really proud of our students' efforts, congratulating them. Please join us in Sincerely, Pat Higginbotham Principal Pulaski Woodruff students ready to celebrate 75 days of peace --Pulaski Page Arkansas Democrat TUESDAY, JANUARY 17, 1989 .  .\n* 4e- - 't _ S Woodruff students say no to fights School picnic to mark 75 days of getting along together BY CYNTHIA HOWELL Democrat Slat) Writer Woodruff Elementary School pupils have gone 75 days without a fight So school officials feel pleased enough to mark the oc- like that and the idea caught cation. All 207 pupils will have^' on with the kids. a picnic lunch today at the' Billy Mitchell Boys Club next door to the school, and will spend an hour playing games at the club or practicing for an upcoming school talent show. The celebration comes at a time when security and violence are major issues in the districL A 16-year-old student was shot and killed at Henderson Junior High School on Jan. 5. The school board last week formed a task force to study se- . curity at all secondary schools. The idea came to me while meeting with the Woodruff kids during the first week of school, Principal Patricia Higginbotham said Monday. I was talking about the playground and not fighting, and the importance of getting along with one another. I thought of those signs you see outside of factories that say, This plant has been accident free for X number of days. I talked about doing something Tve thought for a long time that fighting does not have to be a part of school life or of childhood. A banner went up in front of Woodruff proclaiming the milestones after the first 20 fight-free days, then again after 40 days and then 70 days. Early in the year, Higginbotham and her staff, as well as some of the student leaders, went to each class to explain ways to avoid fights. First and foremost, the pupils were urged to get help from adults in the event of any conflict, and then to talk about the problem so that bad feelings dont continue. The pupils and teachers also had to decide what constitutes a fight, Higginbotham said. If one child shoves another but the second child either doesnt push back or hits back and then both students walk away, thats not a fight, according to the school definition. Ive thought for a long time that fighting does not have to be a part of school life or of childhood, Higginbotham said and added that fighting occurs because children dont know how to control their frustrations. They lash out, she said. Kids fight over games or teasing. Sometimes students egg on fights between other students, Higginbotham said. Higginbotham is in her first year as Woodruffs principal. But she has been a principal at other l.ittle Rock schools where she dealt with fights almost daily and major fights - where pupils had to be pulled apart - every couple of weeks. There have been no suspensions, expulsions or paddlings at Woodruff this year but nine days into the Say No To Fights Program two pupils got into a scuffle on the way home from school. The daily count of fight-free days had to start all over again and the two students had to go to each classroom to explain what happened. As recently as Friday, three boys from another school went to Woodruff to fight with a sixth-grader. Higginbotham said the sixth-grader told the boys he couldnt fight on the school grounds, nor across the street. Other Woodrufff students hacked him up and encouraged him not to ruin the school program. Im not saying weve got it made, Higginbotham said Monday. The school is continuing to teach students how to deal with conflict. But the program has made an incredible difference in the school, she said. i ....... T\"- Z ________ \u0026lt;Arhnnflas'^(j^azcttc. Little Rock _____________ Serving central and western Little Rock SUNDAY, JANUARY 22, 1989 SectionJ Woodruff Elementary celebrates 75 fight-less days s By Martha Tanner GAZETTE STAFF Woodruff Elementary School students know that fighting doesn't solve problems. They also recently discovered that not fighting can bring reward. Students at the school were treated to a picnic lunch and recreation time last week at Lamar Porter Field and the Billy Mitchell Boys Club for going 76 days this school year without having a fight. School Principal Pat Higginbotham came up with the idea to have a picnic to celebrate the 76 \"fight-less days at the school \u0026gt;t the beginning of the year, and the idea caught on with the students. Students were to eat their lunch on the baseball diamond at Lamar Porter Field, which is next door to the School located at 3dl0 W. Sev-forced the picnickers into the ' stands to enjoy their ham sandwiches and popcorn. Then they ' moved inside the Boys Olub. located in front of the field at 3107  W. Capitol, for game time. Higginbotham and Billy Mitchell j Boys Club director Gary Patterson worked together to plan the recreation time at the Boys Club. While there, students played basketball volleyball, foosbatl. Chinese checkers and Twister. Patterson praised the children for not fighting and told them that there had been recent suspensions at the Boys Club for Fighting, but none of the children suspended had been Woodruff students. The students cheered and applauded. Higginbotham said the students had received some training in the classroom on how to handle conflicts and would continue to be  Eddie Johnson chows down the year. \"We want to teach them that conflict is part of life, ^e key point were trying to make to students is the difference between an emotional reacticm and a decision to do something. In other words. J B'A? lia. 4 S':\ndon't use feeling as an excuse to ______________________________ lash out and retailiate. Higgin-enth St. However, wet ground trained by teachers throughout - botham said. j '  Swe photos by Mvttw Tjnnor Leah Fitzgerald watches Julie Robertson work to open her milk carton 3* I   a / , Il^'  \u0026gt; .. .A___ _ 1 C I . t:.': *  \u0026lt; ( A \"4 X\" ' '\\- X' / v'iM CwW T\\\\ \u0026lt; i '- . 3 ' 1 t  i 1^-^ i \\()IA art- m/ Xhcvt- fOe^ -{o -the. Boy y C -t-o 0 l-ci fl^c^fe^corj ' 3c\u0026gt;\u0026lt;Ty i :^5 $i.ACafeV /iW i \\WOODRUFF STUDENTS ARE RECOGNIZED FOR THEIR ACCOIIPLISHMENTS REGARDLESS OF HOW TMNY TMES EXCELLENCE IS REACHED IN THE SAME CATEGORY. DEED GOES UNRECOGNIZED. NO GOOD THIS PRACTICE INSTILLS THE VALUE OF MAINTAINS A POSITIVE ACHIEVEMENT RATHER THAN REACHING THE GOAL ONCE THEN DISCARDING IT FOR THE NEXT FEAT. SEVERAL \"SUPER SPELLER\" CERTIFICATES SAY THAT YOU ARE ALWAYS A SUPER SPELLER INSTEAD OF YOU WERE ONCE A SUPER SPELLER.bt  aKKANSAS OEMOGHAT  I UtSDAY, JANUARY 24.11969   Kid Club ' My New Year Resolution To make better grades for the new year and to be really good and earn $20 Tuesda more. Anna Moore, 11 Forest Park Elementary Little Rock oc 00 oc 00. ot^ 00 wta ot- 00 oc M (I 01 s 0 \" c 1 I Wait on assignments. Eat less-fat food.' Learn more words. Capitalize my words when they should be. Organize my work. M^e 4 in math. Earn better grades. Top teaching skills. Obey all rules. Stay in my seat. Understand Mrs. Cassell. Catch the bus on time. Clear my mind for work. Energy used outside, not in class. Start right end right. Step not stump. Roy Paul Johnson Scotland sixth grade Walk in room, ^d bad grades. Learn more assignments. Come on time. Organize words. Motivate my triends better. Enter school more guietly. Kiloe Page, 11 Woodruff Elementary Little Rock Take home assignments. Obtain special guests. Stand quietly in line. Understand assignments ter. bet- Create better penmanship. Cross (s and dot fs. Eat healthier foods. Stay away from vicious animals. Slay very alert.  Chris Coats, 10 Scotland fifth grade bear Kid Club, My New Years resolution is that 1 will try to make better grades. My moms New Years resolution is to stop getting sick. The reason I would like to make better grades is I would like my mom to be proud of me. Id be proud of me, too. The reason for my moms resolution is that Im tired of her being sick and wasting her money on medication. Lm Plant, fifth grade Gibbs MagneL Little Rock Dear Kid Club, My New Years resolution is to try to keep up with all my work and to \\ stay as healthy as possible. My dogs resolution is to lose two pounds and to try not to get locked in the garden again. My moms resolution is to save all the money she can for 1990. Kadie Chamberlin, fifth grade Gibbs Magnet, Little Rock r- L. i t : Today is Jan. 24,1989 Know any good Jokes? kid in the sixth grade or younger can write to Kid Club, P.O. Box 2221, Little Rock. AR 72203 ibfncscss9e3C3Sscsscx3C3aaE9Csxx3Ejac9aaac3Esacscssacssxs3ts3CacsKsa(*sa^^ 4.. 5--. t--i X 11 \u0026lt; Jlii \n-i-ssir y, X '53 jiL5ga2lLa2U^^ I a. V i i I ik :? aiac **4i.. a L:gCT\u0026gt;4jgar 4  /\\lk.r4 M f 4 /\\lhcr-f M^eJ\\5 I wu.-- I THINK YOU ARE 'll i^ I V M M I 1' i I A ^1^*5 pi pl mi mj -Si i o' GREAT FOR DOING I YOUR BEST  Xpj '^'^rc^ka NATURE  ATE FTTT fra A ?TT-3j^ T I i * TIT iT .W-I A Special thanks to the committee who worked to make this program possible: Carolyn Greenleaf Patricia Hays Mary Mumford Woodruff Elementary School Sunday, June 4, 1989 2:00 p.m. - 3:00 p.m. 4 t\"-J !frs. \u0026gt;aa?s ana . b A WoovVxil\" Etei/jentnr/ 3010 7th Street .. S5C p SP3-:4143 9 Ths teoc/i'.AA havs ptannsd a f.lf\u0026gt;dd tAl.p thA AACitld QACtdA TKf: ijp udLi. t'^A IsnpoJ^ancs. }.ai\u0026amp;sio\u0026gt;dt^ hedpsAA. \" (ifz wdl d^poAt CLsfuanto^ at 1O'G:\u0026gt; a.,r.. .a f6, t9S9 fi'A BtLLL i.vu.ve. flZ th.e. f^ift-ic^-paJ.. a4izX l7\niX 7  rfOe iVz utLLL iouA t/ie. c.\u0026lt;:iJUhjMji.i\u0026amp; and Zi on a CQti^ unZU. At 11:0G a potioan^n udJJ. mAst tui ai. Utz PclZcA Sjtation -d*? is,\\ c sn tQUA UiA baULdinj^ U/e. udJJ. ths. ^std U'd~p ufAdn. a picn^ic. at aAe ^dvsnfAont Tanh^ A bu4 te-LLL \u0026lt;L/tfU.ve. about 1:00 pKU, to AAto/^/t. tUi vixh. io Woodnid/- ^s/nsrix/n^-. . .' 'JC \\po'x uMaJd xihs ^' ij^iun. child to pc? an thi.4 ^Ald iJtlp, p\u0026lt;.iX4.as ^J.jQn ths ps.vnUi^on ispa/iat.fi (.nom tsttsn.  iZ-\u0026lt;it\u0026gt;, adUL r.usd to h..vs a. ^cch jj^xh ^oa. ihs. pLcnLu^ .? c,'. 1 p/oi^ids a. tnnch fd.''. yotiA chLld) do -60. AJ (-'7, OanhA and fiinA, fis./.icz TEACHERS KEEP THE PARENTS INFORJ.ED OF THEIR CHILDREN'S PROGRESS THROUGH INTERIM REPORTS, TELEPHONE CALLS, NOTES AND INFORA'ATIONAL LITERATURE. TEACHERS PROVIDE PARENTS WITH MATERIALS THAT THEY CAN OBTAIN TO HELP THEIR CHILDREN CONTINUE THE LEARNING PROCESS.:\u0026lt;-V 4 X Suggestions for Parents 1. 2. 3. 4. V \\s. 6. T. GRADE TWO SUMMER, 1989 HOW pAJtorrs gw hbj Arkansas Arts Center\n37X*itooo Use short, frequent periods of time for wrting with your child rather than occasional, extended periods. Talk to your children about reading or doings they have done on their am. *sk them^estlons about the words and pictures they have clipped. Hike  . coamamts on how you feel about certain pictures w UTROn TQM CHILDRER'S READING SKILLS ANO TEACH TffiH THE JOT OF READING UI The Arts Ceeter ft loeatat fa ftecAttaii Pirk. Call to flad oat boat oacfit eihfhfo, ffli news articles. Dont hasitate to raad to your child. Stop J^tan whan you are reading and al Iwo h1/har to - -S-^ questions. Ask questions about the facts of uMt^. you are reading as well as the child s opinion. Give your child an opportunity to read to you even If you have to supply a large nuuber of the words. Picture books are good for this. Direct the child's attention to pictures. Help him/her to see that pictures sometimes give clues to the written Mterle! and that the written material sometimes helps to make the picture easier to onderstand.   1 taeind your child that reeding Is e IW^ght sequence by pointing to the frsKS af cclc strips es you read then together. keep the nenes of Imortant people and places In front of your child through the use of the newspaper and magazines. Even a six-year-old can know the name of his/her president, mayor, county. state, etc. 8. Remember thet cutting or tearing pictures and clippings from magazines and newspapers tp ke^ scrapbopks and posters helps improve your child s motor coordlnetlon. \\ ImmWif a Natiaa af PaWm all vgoa a, W la aoivay pmtjrlpam bi oembig a llania aaaitf. Panalm madm adnW pmaonad. wd poleyHHkflc* eadi have diffenae hat eery osrapleoencwy raiee dial SV* hrip oa readi that foaL PamNB, lioeravv, have what may be tba ooet oeeiad rale. Mmi ij a 9f Utim oli mpem ponoNB to lay (ha fiiia liHam lamtop to ram4.. taimaDy .w oomrm . ^. y..i.m - c-.w m ^murnnm M - ai*w wm^^* ^nmf .w - o- n^ vy mdimp almmd to dMU teratoaif itoiiM ami iviiHa. m^ A cmmnpimg thara to taB loBoca aad womda amd lai rhim\u0026lt; tea (ho wwM aimmad tom... .! addlimm to layimf a iwmmdmiom, pRat\u0026gt; m\u0026gt;4 to hdOtoto Iha poumh o\u0026lt; tbair g- toOdm's raadimg by taUi( (hm to nimaiii. cmnmnpimc fvndhig w a fam fam oefaTfay *4 loiiymtlot homwoik. OML p. 57) 'A' Y r* - * Km beaks, Hgazlnes nd nenspapers armmd. * Rwd with year children and praise their reading.  Take trips to the library together. * Write notes tn your children  and encourage the, to irlte nessages to you.  Write down their stories and read the, back to your children.  Most of a11, treat reading u a pleasure, not a chore. TW THINGS USTED NEXT CM HMM YOUR QUID'S READING SKILLS: DON'T DON'T DON'T DON'T DON'T DON'T DON'T tlajrs. Tlia uhfbfts are free ta the pobllc. Museum of Science and Hisiory 37I-35ZI - Can the nuM In WcArtleir Park to fled eat about special classes and eshlbits. The uses* has several penunent displays aoA  smII gift shop. aad ehflOrta's The Public Library\n3'7O~S95O (Downtown\") force her to read idien It upsets her. Let reading bring her joy - not frustration. shew h1e because other children TNn Ifbwy fs  wemdtrfol *let to vfift aid LfCtle tock . has srrtral MraadMS i4 boetaofafl* locaClom. Frw ts tito ^llc. Ffad one atar yot: neteker Sotfthuest C\u0026lt;3-S4S7 50-7494 BeotanOI Ie Stops 370-5951 can read better. read as well as H can. You want h1a to ake hie read or work on reeding qtan or activities Tor a long tine-unless he wants to. Anytiee you see that he 1s becoaing frustrated with 1t, STOP and try another tine or another way. eake her reed sonethlnq that Is too hard for her. There Is nothing wrong with telling her words she doesn't know. But. when you have to tell her half of them or taore. you're working in material that is too hard for her. Unless she is so interested that she doesn't want to stop, go to something easier. aeke him read during a favorite TV show or when children are playing outside and he wants to join them. Then reading becomes a chore Instead of a pleasure. punish for eistakes node. Runlihnont will only kin his desire to read. laugh-or ake fun of her elstakes. tihat you think 1$ really ^ewty or even cute may not be so to your child. She wants to please you not anse you. Zoo of Arkansas:fefe3**1733 Loatad la War Itasrlal Park, the zoo Is open daily frm 9: -5:00. AdeIts per SI for atorissloB aad cklldrvr 12 and unotr pay SOt. fti Saturdays Che zoo U froo fr 9:30 a.*, to 12:00 Aoae. Dial - 3-Story 1131 One* I OrfltoraB ON ca1T ttfs a4 haar a stsry- TMs fs a laal eaU, m ft fs fraa. TelefW (n-an) is latoiar frat call tales Wils about events gulag e, la tea Little beck aree. IN THE FINAL ANALYSIS, WOODRUFF STUDENTS HAVE PROVEN THE VALUE OF THE EDUCATION THEY RECEIVE. JUST CO^'PARE THE RATE OF ACHIEVPZENT AND PROGRESS OF THE A'AT-6 TEST SCORES. WE ARE PROUD OF THE UPWARD TREND IN LEARNING THAT THESE STUDENTS HAVE SHOWN. THE COLOR OF THEIR SKIN HAS NOT HAIffERED, STOPPED OR MADE A DIFFERENCE IN THEIR CAPACITY FOR LEARNING IN THE PROPER ENVIRON}.IENT CONDUCIVE TO LEARNING.ENGLISH 1. 2. 3. 4. Keep a daily journal and record the events of the day. Write letters to relatives and/or school friends. Write a cut-and-paste story from words clipped from newspaper headlines. Keep a television/movie log of programs viewed and record the following information about each: 1. 5. 6. 7. SOCIAL STUDIES Title: Susigary: The best part was _______ My least favorite part was . Why? 2. I would reconnend this program to . Why? because Write an ABC story. The first sentence must begin with a word that starts with A\"\nthe second sentence must begin with a word that starts with B\ncontinue this process, starting each new sentence with the next letter of the alphabet. Pick a topic (sports, food, towns, etc.) and make a list of twenty-six words in alphabetical order associated with the topic. 3. 4. Write a sentence that consists of words that begin with the letters in your name. (Example: Alligators Mver eed education.) SCIENCE Suaaeer science fun for students does not require that adults have all the answers. In fact, more learning can often take place if the adult and child are learning together in an experimental atmosphere. The most productive activities allow students (and parents) to use science process skills to investigate a topic in which they are interested. The topic may 5. 6. 7. be something like growing a vegetable, caring for an animal, making a mineral collection, catching butterflies, test flying paper airplanes, etc.. . The science process skills include observing. Inferring, measuring, classifying, comiunicating, predicting and experimenting. Lett take growing a vegetable as an example. Children can plant vegetable seeds in soil and at the same time place some seeds in a moist paper towel. The seeds in the towel can be observed each day to see what changes have taken place until the seeds germinate in the soil. The adult should ask the child to verbalize his/her observations and write down observations In a notebook. The effect of sunlight, fertilizer and water on the plants can be studied. Leaves, flowers, rocks. Insects, shoes,furniture and other objects can be classified by students. Rainfall, temperature, water, soil, fertilizer and Increase in height can be measured and recorded. What will happen to a plant If you add more fertilizer  or light can be predicted and tested. The key Is for the activity to be open-ended so that parents not have to supply answers. Children should be allowed to manipulate a varTety of materials and observe the outcome. The public library should have a large variety of science experiment books that will help parent and child get started on an exciting project. --------------------- . \"4. Help children to Identify all the people in the community that directly or indirectly touch their lives. Label these people and identify the services that they perfona. Examples: Police Officer, Fire Fighter, Grocer, Mail Carrier, Transportation People. From your front door. Identify cardinal directions (north, east, south, west) for your child. Each time you leave the house, identify the direction that you and your child are going. Print a list of rules for the family\nhave the child help in developing family rules. Discuss the Importance of following family rules. Next, identify rules/laws that are visible In your community. Examples\nsigns. street Visit the library and help children select for reading books about various neloD^orhoods and communities. List the similarities and the differences. Write a story about the things that you can see In your neighborhood or the things that you like best about your neighborhood. Divide a sheet of paper into three (3) columns labeled Past, Present, and Future. At the beginning of each week, list an activity for each column. Take a trip to the grocery store. As you fill your basket, identify whether the item is a want or a need. \u0026lt; HATH 1. 2. 3. 4. 5.'' 8. Make cookies. Helt 1 package chocolate chips. Add 1/2 cup peanut butter, 2 cups cornflakes. Spoon on waxed paper. Tell your family the time and temperature. Make them into animals. Natch to see how quickly they grow: Call 376-8111. Draw three circles. Plant several beans. Measure , the been eprouti end keep e record of growth. '' Count ell the atelrs in your house by I's, 2s, 5's end 10 a. Oo to the store with your perente. Whet een you buy for .10, .25, 7. 8. 9. 10. .50, .75, $1.00. Make a list of oacb. Hunt for 10 iquaras and 10 roctanglas In your house. Maka a clock using a paper plate, cardboard for hands, and a paper fastener. Use the clock to Indicate a certain tiae. How aanr pairs of shoes are in your house? How many shoes is this in all? Practice your addition, subtraction, and aultlplication facts. 4^-' OBJECTIVE la-1 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) GRAPES 1-e, Al/AECVE GRADE LEVEL - pT-5 CtriPO^ITE  BASIC BATTERY 1937-88 1988-89 Dec. (a) \u0026lt;V O c Ui w c a\u0026gt; u m CQ 142 (b) or \u0026gt; \u0026lt; vt c Q r- o  3 \u0026gt; at m ~t 01 o x\u0026gt; m la tn o 47 (^XIOO) a (d) (e.) (jxico) (f-d (fC (i) (]^X100) (k) (m) X 100) (n-j) (g-p)  O o a ?o c z G f: m fl o H \u0026lt;Z) c - a\u0026gt; m \"O \u0026gt; in \u0026lt;u oW X) o o \u0026lt;O U to ar c o \u0026lt;U O \u0026lt; (c) 33 o or O c UI v c 01 o 3 c? 01  46 0\u0026gt; \u0026gt; o 5 tn C 0\u0026gt;r- X3 or 9 \u0026gt; - 01 (O 01 or JXJ  \u0026lt;19  u o 26 XJ 0\u0026gt; c a\u0026gt; 01 x? \u0026gt; 0\u0026gt; 4^ oU V\u0026gt; 01 0\u0026gt; X? 4- O  o w \u0026gt; c o 01 JQ \u0026lt;J \u0026lt; 01 - n. \u0026lt; TH 57 \u0026lt;U c a\u0026gt; O) o m 24 O  VI C or x\u0026gt; 9 in \u0026lt;o co 0) o X3 \u0026lt; c v\u0026gt; c a,  x\u0026gt; \u0026lt;x\u0026gt; 3 \u0026gt; a\u0026gt; la JZ (1\u0026gt; u -o \u0026lt;a \u0026lt;0 m 4- C r- w or X9 \u0026gt; 3 or in or x\u0026gt; u \u0026lt;o o to or c o or o \u0026lt; or CL \u0026lt; x\u0026gt; 0\u0026gt; o c UJ 4-\u0026gt; c or XJ 3 \u0026lt;/\u0026gt; or -\u0026gt; sz 3B 01 \u0026gt; \u0026lt; c in c OJr- X3 0) 3 \u0026gt; 4^ 0\u0026gt; CO (I) a\u0026gt; - -o ttf i o in c or or x\u0026gt; \u0026gt; 3 o\u0026gt; V) or or XT -\u0026gt; o *- u x= o :z o\u0026gt; c o or x\u0026gt; 0) 4-\u0026gt; Q. \u0026lt; \u0026lt;U u c (U u a\u0026gt; o 132 56 42 in 41 28 68 2 c o c o V) (Q \u0026lt;U U 0) o -2 0) OQ (VOBJECTIVE 1a-2 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) GRADES 1-6, AT/ABOVE GRADE LEVEL OR AT LEAST ONE YEARS GAIN BASIC BATTERY ~ MAT-6 COMPOSITE ~ BASIC BATTERY c o o u G z c ?= ?0 m *0 o ?o 1987-88 1988-89 Dec. (a) (b) {|xioo) a (d) (e) (|X1OO) (f-c) (h) (i) (^XIOO) (k) (m) (Jxioo) (n-j) (g-p) XJ 0 o c UJ to c 0 X5 3 J JhC o to z 0 o \u0026lt; X? 0 140 \u0026lt; 40 c 0 I X3 0 3 \u0026gt; 4-\u0026gt; 0 cn .J 0 o x\u0026gt; 0 0 CD (3 59 c \u0026gt; 0 0 o \u0026gt; 3 0 uy 0 XJ O co \u0026lt;o u r- O CD 0 \u0026gt; C O 0 X) U \u0026lt; (cT o c LU (O 4^ C 0 XJ 3 0  :z 48 0 \u0026gt; o \u0026lt; \u0026lt;Z) 4-\u0026gt; C 0  X? 0 3 \u0026gt; 0 CO 0 0 4 XO F- ro :s o to C I 0 0 o \u0026gt; 3 0 to 0 0 XJ 4-\u0026gt; 0 U  o a\u0026gt; 26 c o 0 X3 O \u0026lt; 0 O. \u0026lt; ~ITT 54 0 u c 0 0 o 12 X, 0 o c LU to c 0 X, 3 4-\u0026gt; CO u 0 CO 0 o x\u0026gt; \u0026lt; \u0026lt; to c 0 r- X? 0 3 \u0026gt; 4-\u0026gt; 0 to J .2Z 0 U X) CO co r- U CD O lO C  0 0 XJ \u0026gt; 3 0 to 0 X) U 0 0 U co 0 -\u0026gt; \u0026gt; c o 0 x\u0026gt; u \u0026lt; u 0 D. \u0026lt; X3 0 O c LU c 0 X3 3 tn 0 2= 132 72 55 UT 41 0 \u0026gt; o \u0026lt; \u0026lt; to c  3 \u0026gt; a\u0026gt; (/) -J \u0026lt;U fV \"O - co to C r-- 0) 0 o \u0026gt; 3 0 tZ) 0 0 X) 0 S 0 \u0026gt; C O 0 n u \u0026lt; u 0 O. \u0026lt; 0 u c 0 0 30 73 1 o F 0 o c 0 0 o c 0 tn fO 0 0 O -6 00 (0 JOBJECTIVE lb-1 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) c 8  G *3 z c MPT COMPOSITE  GRADE 3 READING 1987-88 1908-89 Dec. I ?0 PI *0 o 3 (a) XJ 49 O c UI (/\u0026gt; C 49 X\u0026gt; Z9 IZ\u0026gt; u 41 co 34 (b) \u0026lt;D O \u0026lt; in ^52 c 49^ 49 3 \u0026gt; W 49 m M \u0026gt; o x *0 \u0026lt; u m u\u0026gt; 29 (vX 100) (d) (3) (^5^100) (f-c) (h) (i) (^XIOO) (k) (m) {^x 100) (n-j) (g-p) in co TJ 49 QI C 49 49 X\u0026gt; \u0026gt; 3 49 49 X9 V ot 49 U O to c o 4\u0026gt; JO U \u0026lt; * ~RT 85 O n UI v c \u0026lt;u o 3 tn  10 o x\u0026gt; \u0026lt; tr\u0026gt; in co I -\u0026gt; c 49 49 XJ \u0026gt; Zi Of X3 49 O (V O X) \u0026lt; in in co in c ii\u0026gt;^ T)  3 \u0026gt; 4\u0026gt; *n  w J XI n  u 9 UJ 49 X9 4-\u0026gt; to  o c o 49 U 4\u0026gt;\u0026gt;-\u0026gt; CL \u0026lt; u7 90 \u0026gt; 4- o 5 Igl V* c o 3 n U 49 co 21 m 00 o \u0026gt; 3 \u0026gt; 4-t \u0026lt;U iO -J 4\u0026gt; t\u0026gt; T\u0026gt; \u0026lt;O !\u0026gt; co o 20 C r 49 49 XJ \u0026gt; 3 4) -\u0026gt; in 49 AC X9 o o 49 U to co 49 J \u0026gt; c o 41 U 5 49 O. \u0026lt; m 95 XJ 49 O c UI J c 41 XJ 9 i/l 4\u0026gt;  14 O J3 C \u0026lt; IZ) X m co C 49 r- X3 49 3 \u0026gt; 4^ 49 V\u0026gt; 4\u0026gt; 4\u0026gt; r- 4\u0026gt;  12 tn co /)* C Of 49 XJ \u0026gt; 3 4\u0026gt; 4) 49 X3 4-\u0026gt; to U  4\u0026gt; C O 41 U \u0026lt; U** 4\u0026gt; M O. \u0026lt; 86 THT 49 U 49 4\u0026gt; o 7^ 49 U C 49 41 o c 49 \u0026lt;A to Of U 49 Q 14 OQ A UIOBJECTIVE 1b-2  o o pts c (The difference between the percentage of black students above grade level and the percentage of white students above grade level liill decrease as measured by standardized tests.) z G MPT COMPOSITE  GRADE 3 MATH O ?o H 1987-88 1988-89 Dec. i (a) XJ \u0026lt;D o c UJ tzi c X) VI u nJ (D 34 lb) o x\u0026gt; \u0026lt; \u0026lt; at tn VI co s XI l P CD V) CD O X) nj ns u CD C2J 29 C^x 100) 'a at tn C r- \u0026lt;U 01 o \u0026gt; 3 01 CD .W XI U RI U - O CD \u0026lt;]) C O 0) X) u \u0026lt; o\u0026gt; P Q. \u0026lt; ~{a 85 (d) \"O o\u0026gt; o c Uf zi C CD a P in CD P  10 (e) o XI \u0026lt; \u0026lt; M \"I S C (D O CD +-\u0026gt; CD -J CD CD P X) I- nJ 8 (X100) (f-c) (h) (i) (^XIOO) (k, (m) (^X 100) (n-j) (g-p) X tn 00 p C r- CD CD O \u0026gt; 3 CD Kn CD CD X) P \u0026lt;0  o 01 p \u0026gt; c o CD \u0026lt; t.  \u0026lt;l p a. *t TTJ 80 01 o c UJ 0) o 0*1 H. ~lgl -5 0\u0026gt; i \u0026lt; at m 00 c CD CD o \u0026gt; D CD (D o o XI at tn 00 to*-^ W P c a\u0026gt; o 3 P t J in in 00 (Z\u0026gt; t) r5 C' 21 \u0026lt; ex 0)  r) CD t-\u0026gt; OJ (/ -J (U o c 20 0\u0026gt; \u0026gt;t -O u \u0026lt;a )O t- r- O CD \u0026lt;u p \u0026gt; c o o\u0026gt; n u * OJ M Q. \u0026lt; 55 rn c UJ C CD X)  P tn (U x: 14 \u0026lt; at tn co c CD  XJ CD XJ \u0026gt; CD \u0026lt;n CD CD P XI - nJ 36 tn 13 C CD CD O \u0026gt; r) CD CD CD X) P co (U C O (D U \u0026lt; CD P Q. \u0026lt; 93 THT O) o c CD \u0026lt;u 0) u c CD u CD Q 7?y -2 c 0) VI (V u \u0026lt;D Q 3 09 99 \u0026lt;\u0026gt; \u0026lt;OBJECTIVE 1b-*  s  (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.)  MPT COMPOSITE -- GRADE 6 MATH 1907-88 1908-89  Dec. i w *0 a H (a) X, a o cz Ui tn 07 XJ 3 4^ tn u GO 18 (b) \u0026lt;D O JO \u0026lt; \u0026lt;  tn \u0026lt;n 05 c W r- X\u0026gt; 0)  \u0026gt; 01 tZ\u0026gt; u O to CO 14 (^XIOO) d in co tn c  CD \u0026lt;U o \u0026gt; 3 (U -M in 0\u0026gt; X? 0 t9 \u0026lt;O U -\u0026gt; O co 0\u0026gt; -\u0026gt; \u0026gt; c o 0) u  O. \u0026lt; 78 (d) X5 \u0026lt;V O c UI tn cz 01 XJ 3 u\u0026gt; o\u0026gt; 4\u0026lt;\u0026gt; 2 (e) \u0026lt;u 0 X) \u0026lt; M in \u0026lt;/ co c \u0026lt;U r- X? \u0026lt;1\u0026gt; 3 \u0026gt; 01 01 0\u0026gt; - X3 r- 99 x: u SB co 2 (|X1OO) (f-c) (h) (i) C^X 100) (k) (m) (^X 100) (n-j) (g-p) tn 00 0) c 0) 0) XJ \u0026gt; 3 \u0026lt;U 4- I in O) O) X5 4-\u0026gt; (O  w J \u0026gt; c o w o  O) o. \u0026lt; T7 100 o u c UI o JO \u0026lt; tn in co C r- 0) \u0026lt;11 X) \u0026gt; 3 \u0026lt;V x\u0026gt; \u0026lt;v o 0) o X) V) in 00 \u0026lt;1\u0026gt; o c 01 (1\u0026gt; Q lyT 22 4-\u0026gt; C 0) \"O 3 m 00 CO to o CO 13 c Cl) TO CD 3 \u0026gt; +-\u0026gt; O) \u0026lt;Z) 0\u0026gt; V X5 O to S O 13 O) XJ u \u0026lt;o to u o co \u0026lt;p \u0026gt; c o o\u0026gt; x\u0026gt; u \u0026lt;c \u0026lt;1\u0026gt; --\u0026gt; o. (j) 100 c UJ c 0) X? 3 tn 0) x: 4  tn tn co c O) r~ X) O) 3 \u0026gt; J \u0026lt;U m 0) 0) M TO *- \u0026lt;O xz u :s o 4 \u0026lt;1\u0026gt; 0) X) \u0026gt; 3 \u0026lt;U 0) \u0026lt;D X3 -\u0026gt; to x: o 0\u0026gt; J \u0026gt; C O O) JO iO \u0026lt; o\u0026gt; 4-\u0026gt; Q. \u0026lt; 100 O) o c 0) QJ o \u0026lt;u c \u0026lt;u \u0026lt;v Q c 0) tn a O 22 OQ (b 00OBJECTIVE lb-5 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE  GRADE 6 LANGUAGE ARTS I PO c 2 G 50 O pc 1987-88 1988-89 Dec* (a) X, OJ o c UJ V) c 01 XJ 3 m u nJ GO 1 a I (b) OJ \u0026gt; o \u0026lt; X in co * c d\u0026gt; *- XJ OJ 3 \u0026gt; OJ in j d) u XJ S to (|xioo) o (d) (e) (|xioo) (f-c) (h) (i) (^X100) (k) (m) (gx 100) (n-j) (g-P) X in 00 C r* dJ dJ XJ \u0026gt; 3 dJ tn dJ XJ u o o u tJ co dJ c: o dJ X) a\u0026gt; 3 o. \u0026lt; \"TcT 56 o (U O c UJ v\u0026gt; c dJ XJ 3 i/y d) P  1 dJ \u0026gt; a \u0026lt; X in c \u0026lt;u V d\u0026gt; 3 \u0026gt; 4^ dJ d) dJ 4J TO t- J G U T5 2 X in 00 C r- d\u0026gt; dJ XJ \u0026gt; 3 dJ tn dj dj XJ \u0026lt;a (U c o (U O \u0026lt; U H! + tl. \u0026lt; m (U u c o u # f\u0026gt; --(97 44 OJ o c UJ \u0026lt;/\u0026gt; c QI X, 3 to rd Q\u0026gt; \u0026gt; O x\u0026gt; \u0026lt; \u0026lt; X 4^2 dJ r XJ dJ 3 \u0026gt; 4-\u0026gt; 0) tn -v\ndJ ti XJ \u0026lt;0 \u0026lt;d iT1 J H I 12 X in 00 v\u0026gt; C r- dJ dJ XJ \u0026gt; 3 d\u0026gt; tn dJ .a XJ u \u0026lt;a nj u to CO 0) c o d\u0026gt; XJ dJ 4-\u0026gt; n. X nr X, dj o c UJ c di XJ 3 m d) G 3: ti a\u0026gt; \u0026gt; o \u0026lt; X c fl\u0026gt; r XJ d, 3 \u0026gt; Q\u0026gt; in .u d) dJ 4-\u0026gt; XJ r- 03 JZ 3 ID b. X tn 00 lA*-* C dj dJ XJ \u0026gt; 3 dJ 4-\u0026gt; in dJ dJ XJ -I dJ G O 0) .O U \u0026lt; u **. dJ 4-\u0026gt; cu \u0026lt; (Try 100 0) u c o u c (U a\u0026gt; o c O UI co 0) U c 36 00OBJECTIVE 1b -6 c o o o c (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.)  G MPT COMPOSITE  GRADE 6 SCIENCE I Pl o 2? 1907-88 1988-89 Dec. ! (a) XJ OJ o c UJ VI c a\u0026gt; x\u0026gt; 3 v\u0026gt; u O CD 18 (b) a\u0026gt; o x\u0026gt; 4^ *-* X tn\n32 c 01 r- V 01 9 \u0026gt; 4-\u0026gt; 01 JbC QI U -o CD O 11 (^XIOO) G (d) (e) Suoo) (f-c) (b) (i) (y(X100) (k) (m) (7X100) l\\ (n-j) (g-p) M tn CD x\u0026gt; \u0026lt;v C r- oj a\u0026gt; TO \u0026gt; 9 OJ 01 AC T3 U A) Al U CD 01 J \u0026gt; c o 01 x\u0026gt; o \u0026lt; \u0026lt;u w CL \u0026lt; 61 o c UJ c 01 XJ 9 CO 01  2 Q x\u0026gt; \u0026lt; 4^^ tn GO c \u0026lt;We- X) a\u0026gt; 3 \u0026gt; 4^ a\u0026gt; V) 01 01 J x\u0026gt; j: u :* o 2 X tn GO CA^ J C r- 01 01 XI \u0026gt; 9 01 QJ X? A\u0026gt; Q\u0026gt; c o 01 o \u0026lt;l\u0026gt; 4- CL \u0026lt; (U 100 Q\u0026gt; a c UJ o A tn co C 9 W O) X? \u0026gt; 3 01 o 0\u0026gt; o o x\u0026gt; \u0026lt; tn GO tA** \u0026lt;u u c (g) 39 lA J C 01 o 9 u Al CD 13 tA c tn GO \u0026lt;/\u0026gt; \u0026lt;l\u0026gt; r- V \u0026lt;l\u0026gt; 3 \u0026gt; tn .J \u0026lt;u a x\u0026gt; \u0026lt;O *0 CD O 12 O) AC XJ U A\u0026gt; Al U o CD 01 c o o\u0026gt; x\u0026gt; 01 4-\u0026gt; ol \u0026lt; 92 iry c: UJ \u0026lt; c Q\u0026gt; XI 3 tn  tn co C  \u0026lt;U 01 X3 \u0026gt; Zi tn 0\u0026gt; o c O) a\u0026gt; c: n\u0026gt;  XI 01 9 \u0026gt; -\u0026gt; 01 tn .J 0\u0026gt; (V XJ e- A, :3 o) Q\u0026gt; \u0026lt;u x\u0026gt; 4^ x: C c o \u0026lt;U 40 U \u0026lt; a\u0026gt; 4- CL \u0026lt; 100 THT O OJ u c \u0026lt;u O 8 (py c Q\u0026gt; (A AS 0\u0026gt; u \u0026lt;v o 31 Q\u0026gt; 00 (0 oOBJECTIVE 1b -7 (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by standardized tests.) MPT COMPOSITE -- grade 4 SOCIAL studies  O o a g *3  ? Pl u o s 1907-88 1900-89 Dec. (a) o c Uf V) c o 3 m u \u0026lt;0 CD 18 (b) \u0026gt; o \u0026lt; in i32 c W r O Of 3 \u0026gt; O m AC m UX, \u0026lt;0 \u0026lt;a CD C3 10 (^X 100) d (d) (e) (fxioo) (f-c) (h) (i) (^X 100) (k) (m) (^X 100) T (n-j) (g-p) X in 00 X\u0026gt; Of C r- Of d\u0026gt; X3 \u0026gt; 3 01 in 01 X3 \u0026lt;1 u 13 CD Of J \u0026gt; c o 01 JO u \u0026lt; 0) 1-* D. \u0026lt; (cj 56 o c Uf VI c Of 3  2 Of \u0026gt; 2 \u0026lt; w in c Of^ X3 O 3 \u0026gt; Of \u0026lt;n .J Of Of -\u0026gt; XJ  \u0026lt;a 2 in CO Of C r- \u0026lt;U (V o \u0026gt; 3 \u0026lt;U tz \u0026lt;u 01 TJ J  Of c o sg \u0026lt;U J Q. \u0026lt; JU 100 o c a\u0026gt; u a\u0026gt; o c Uf VI c Of x\u0026gt; 3 m \u0026gt; o JO \u0026lt; o Igl 44 u CO 13 s c Of XJ Of 3 \u0026gt; Of in .u AC U XI \u0026lt;o \u0026lt;o m (3 9 X in i3^ C r- 01 Of x\u0026gt; \u0026gt; 3 Of Of AC XI O \u0026lt;d u r- \u0026lt;3 CD Of C O 0) jO U \u0026lt; Of CU \u0026lt; UI 69 XI o c u c (U XJ 3 m 3B 4 o JO \u0026lt; 12 S c 0, - X3 Of 3 \u0026gt; 4- O) m -J \u0026lt;U Of -o \u0026lt;o JZ u o 4 X in co VI*-* -\u0026gt; c Of Of X3 \u0026gt; 3 Of J in Of Of XI 4-\u0026gt; \u0026lt;0 Of -\u0026gt; \u0026gt; c o Of X) u \u0026lt; Of 4-1 n. \u0026lt; (HT 100 o u c a\u0026gt; \u0026gt; u c a\u0026gt; u \u0026lt;x\u0026gt; a c o 31 z\u0026gt; \u0026lt;y u Of o 13 hj 0) TOOBJECTIVE 1 c (The difference between the percentage of black students above grade level and the percentage of white students above grade level will decrease as measured by reading instructional level recorded on the \"Elementary Grade Distribution Report\". s: o o CJ g **3 I c \u0026gt;  FOURTH NINE WEEKS GRADE DISTRIBUTION 90 w o 90 1987-88 1988-89 Dec. (a) o c UJ Z1 c 0) x\u0026gt; 3 u \u0026lt; CD 148 (b) 0\u0026gt; \u0026gt; o c \u0026lt;  m co p c 0) \u0026lt;u 3 \u0026gt; P OJ V) .J 01 O X, m \u0026lt;0 u CD O no (tXIOO) 'a X in co C r- OS OS xs \u0026gt; 3 0) to OS x* e ns 0) p \u0026gt; c o (U j:3 o \u0026lt; \u0026lt;x \u0026lt; in 74 (d) o u5 (Z) c OS X9 3 lO OS  49 (e) 01 \u0026gt; o jQ \u0026lt; ps c W O 01 t-) -J 0) m p -o *- ns  U :s o 40 (|X1OO) in V.2 C r- 0) 0\u0026gt; gs Ui J (U (u n tJ lU u P \u0026gt; c o tu x\u0026gt; OS P D. \u0026lt; TT 82 (f-c) (h) o 01 (i) (^XWO) U) (m) (fxloo) (n-j) (g-p) u g u- jrj o c Ul v 4J C (U o tn 3 rd  CD O\u0026gt; \u0026gt; o \u0026lt; /\u0026gt; in co l: 01 r- x\u0026gt; o\u0026gt; 3 \u0026gt; \u0026lt;-\u0026gt; 0, m 0) u XJ ns *0 CD US yo tn co c f O) 01 xs \u0026gt; 3 O) to 0\u0026gt; xs O ns ns u CIS CD 0) c o 0) J3 U \u0026lt; o5 p Q. \u0026lt; x\u0026gt; w o c UJ c u o 3 m 01 p :x o x\u0026gt; \u0026lt; tn co c 0) r- XS 0) 3 \u0026gt; 4^ OS to -S OS OS P XS r- ns x: u c o X m 00 P c 0\u0026gt; 0\u0026gt; *0 \u0026gt; S 01 m Q\u0026gt; 0, -o P o u  \"* 0\u0026gt; c o 0) 0\u0026gt; P CL \u0026lt; 0) Q c 0\u0026gt; 0 8 135 121 90 uy 42 39 93 TH7 3 TpT 0\u0026gt; o c 0\u0026gt; \u0026lt;u O c 0\u0026gt; o\u0026gt; a o\u0026gt; o 5 OQ (V toWOODRUFF ANNUAL REPORT SCHOOL OBJECTIVE 2a-l Page 14 Individual school growth in student achievement: mat-6 total basic battery ACHIEVED GOAL 1987-88 1988-89 COMPOSITE II 1 III IV (Z) c O) 4-\u0026gt; T3 O 3 -F* tn 4-\u0026gt; U) o S c a\nc\nX c rj GJ Z a v s- c t3 G) -C O c. :s o u q\nit -O + E c: ZS G\u0026gt; 2: ro tZ\u0026gt; O o O x: o : o O 40 T3 I. C C Q, \u0026lt;U E r3 +J Z to \u0026lt;x O IO c 4.^ Q\u0026gt; o c c c co C Q   C \u0026lt;0 CO U S 4- co c 4^ 4^ o VO \u0026lt; 173 102 59 N/A 26 17 65 30 16 53 XJ c u c e O)  E U- S 9 *0 *0 o o o 14 I 1 j I o u V O \u0026gt; K 1 2 3 36 16 39 25 64 24 16 67 18 12 67 All students will achieve 90 percent District Baseline E.xpectation: -------------------------- mastery on skills and concepts on the MAT-6 test and will be ot least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX A. **Erroneously reported as 38 percent last year. 4 5 6WOODRUFF ANNUAL REPORT Page 15 SCHOOL OBJECTIVE 2a-2 Individual school growth in student achievement: mat-6 total basic battery AT/ABOVE GRADE LEVEL 1987-88 1988-89 COMPOSITE II I III IV c 4-\u0026gt; O 3 F- V? 4- (/) 0) CL. 37 fc in 4-\u0026gt; s c 3 c\nZ *3 O \u0026lt;0 3 \u0026lt;0 iO 4-\u0026gt; o \u0026lt;- - o 173 N/A 26 30 36 39 24 18 O V \"O 4J u u c c O Ci  \"O \u0026lt;0 e 3 J z VO \u0026lt; '84 17 14 13 19 11 10 \u0026lt;/ T3 C C C GO o\nI O o CO U 3 co q\n4- 4-\u0026gt; O Q. VX 49 65 47 36 49 46 56 c 0) o a D c ro u c u c c a\u0026gt; E E M- 3 3 F- o O O (-\u0026gt; o 12 I o o 4- 4- u c *5 K 1 2 3 4 5 6 O \u0026lt;0 o  o u V \u0026gt; District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be at least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX A.WOODRUFF ANNUAL REPORT Page 16 SCHOOL OBOECTIVE 2a-3 Individual school growth in student achievement: MAT-6 COMPLETE BATTERY ACHIEVED GOAL 1987-88 1988-89 COMPOSITE Il I III IV (Z) c 0) 4-\u0026gt; o u 3 -\u0026gt; u OQ li o To e Z \"O 3 fO (/) o u. o O .ss O /! *0 k. c c o \u0026lt;D 3 4-) Z VO \u0026lt; o n T? e c c CO o o 1 U \u0026lt;0 co U 3 co O 4-\u0026gt; Ch CU VO \u0026lt; 59 81 56 N/A N/A N/A N/A 39 29 74 24 15 63 18 12 67 c a\nQ O CO -3 u c c OBE U- 3 3 *0 *5 o o o 10 District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be al least one year above grade level. Data will be obtained from separate worksheets. A copy of * K worksheet is attached. SEE APPENDIX B. I K 1 2 3 4 5 6 O )O V c i g 5 CJ o ns u \u0026gt; 1WOODRUFF ANNUAL REPORT SCHOOL OBJECTIVE 2a-4 Page 17 Individual school growth in student achievement: MAT-6 COMPLETE BATTERY AT/ABOVE GRADE LEVEL 1987-88 1988-89 COMPOSITE I II I III I IV V /\u0026gt; c o U U (/) 4-9 1/) o o u c \"S t G,  O r3 o 43 I K 1 2 3 4 5 6 Q? fO i 4^ I .1. OJ e o M-\nI- O ! s I O sz o M- :z o \u0026lt;4-\u0026gt; o O C C C CO G) 0) I U \"C CO U 3 4-\u0026gt; CO O 4^ 4-\u0026gt; O O- c c o Q) CO c O \u0026lt;0 u \u0026gt; c ** ** - 01 o o o 81 4] 51 8 N/A N/A N/A N/A 39 20 51 24 12 50 18 9 50 District Baseline Expectation: All students will achieve 90 percent mastery on skills and concepts on the MAT-6 test and will be at least one year above grade level. Data will be obtained from separate worksheets. A copy of the worksheet is attached. SEE APPENDIX B.WOODRUFF ANNUAL REPORT Page 18 1989 1988 I- LANGUAGE ARTS SCHOOL OBJECTIVE 2a-5 MPT RESULTS - GRADE 3 READING MATHEMATICS (0 \u0026lt;4- T? o o U tA OS O X3 H-  3 tA Si 4-\u0026gt; c \u0026lt; a\nro 4-\u0026gt; 3 O 4-\u0026gt; I \u0026lt;/) 35 44 (d) o c o 3 O O A*D 4^ GS u c c \"O c 3 4-) 3 4-\u0026gt; 4^ 2 VO \u0026lt; 32 38 (g) U-T3 O 0) U v) O 0) Xi h-  3 tA 2 4^ C - GS fO XJ 4^ 3 O 4-J H- in N/A Ih) o o g Q O (A \"O 4-\u0026gt; O u c c 0) o \u0026gt;- -o o e 3 2 (/) \u0026lt; X 100) O \u0026lt;0 o g o o tA -O 4-\u0026gt; 4J OS C C C O) 0) Q O CO U 3 4-\u0026gt; O) 4-J 4-\u0026gt; CL UO \u0026lt; (1) *- -o O O U Q Of XS h- e 3 2 4-\u0026gt; C F- 0) 4-) 3 O 4-\u0026gt; - (/^ N/A X 100) w o s o 5 o o tA 4-* 4-\u0026gt; c\nc c c a\u0026gt; - u -o \u0026lt;o t- 3 4-\u0026gt; Of a, in SCIENCE (j) o \u0026lt;0 gs o 4-\u0026gt; W u c c a\u0026gt; \u0026lt;O T3 \u0026lt;0 I s 2 (/)\u0026lt; 91 86 (4 X 100) 1 o O (O gs lA 4^ 0) c c c o o M- U fO U 3 \u0026gt;\u0026gt; O 4\u0026gt;\u0026lt; 4^ o^in\u0026lt; (e) a 0^ U lA GS CS I  3 i/^ 2 4-\u0026gt; C OS fD \"3 4-\u0026gt; 3 O 4^ * in 35 44 (k) \u0026lt;4- -3 o eu U VO 0) 0) xs   3 tn  G.? fO XT 3 O 4-\u0026gt; h to N/A If) O O tn -C5 +- a\u0026gt; u c c Q\u0026gt; Q) ~ fO E 7 33 {| X 100) o O \u0026lt;0 g3 A T3 4^ 4-\u0026gt; O c c c O Q O *0 \u0026lt;0 U 3 4-\u0026gt; 0) 4-\u0026gt; 4- Q. VO \u0026lt; 3k 84 son AL STUDIES (p X 100) l\\ i I I I t e o O O o o u c V r: c g\no I rs i z: co \u0026lt;. 4-\u0026gt; 4-) 0) C C C O O  O O /o U 3 4J O 4-\u0026gt; 4-\u0026gt; O. UO \u0026lt; I IWOODRUFF ANNUAL REPORT Page 19 1989 1988 LANGUAGE ARTS SCHOOL OBOECTIVE 2a-6 MPT RESULTS  GRADE 6 READING MATHEMATICS (c) u- O 03 U V) 0) 03 l/t Z 4-3 c 03 0 \"O 4-3 3 O 4-3 17 20 (d) s O r= c (3 O *3 4-3 03 U C C o 0} *0 \u0026lt;C E 3 4-3 34-34-3 Z C/X 16 17 o (g) u. X5 O O) Vi 03 03 X3 i Z 4-3 c r- 03 toxi 4-3 3 O 4-3 3 1/5 20 Ih) O \u0026lt;O Z O 3 OS O *3 0\u0026gt; u c c a\no\u0026gt; X3 XJ fO  3 4-9 z tn \u0026lt; 16 12 X 100) O \u0026lt;0  s VI 4- 4^ 03 c c c 03 03 *- ux? *o U 3 4-3 03 4-3 Q. cn \u0026lt; SCIENCE 94 85 (e) M- -O O 0) U V\u0026gt; 03 C) h- E 3 V) c 03 to *3 4-^ 3 O 4-3 I V-\u0026gt; 17 20 (f) O co JZ o O v^ X 4-\u0026gt; 03 U C C O O w- \"O 0 E 3 Z lO \u0026lt; 17 16 X 100) O \u0026lt;9 o 4-3 4-3 03 c c c 03 03 U T3  U 3 4-3 03 4J 4-3 O. VO \u0026lt; 94 60 (i) u-x O 03 43 U tn 5 .0) E 3 V Z 4\u0026lt;\u0026gt; c Q\u0026gt; \u0026lt;0 T3 4-3 3 O 4-3 tn 17 20 (j) O 9 O *3 4-3 03 u e c I T3 *5 3 *- 4-\u0026gt; Z (/\u0026gt; \u0026lt; 16 13 (i X 100) 1 o o \u0026lt;o  o S o V\u0026gt; 4^ 4-3 03 C C C 03 03 O \"O ro U 3 4-3 03 4-3 4-3 C. \u0026lt;/) \u0026lt; 94 65 U) \u0026lt;4- TS O 03 U t/\u0026gt; 03 03 X) h- E 3 *A Z 4-3 fO *0 o -\u0026gt; 17 20 (| X 100) O \u0026lt;0 o VI 4-9 O e c c a\u0026gt; om- U *0 \u0026lt;0 U S 4- 03 4-\u0026gt; O. (/)\u0026lt; 100 80 SOCIAL STUDIES (m) o o 5 o o 4-\u0026gt; O u c c Q) 03 -Q X C 3 4-3 3 4^ 4-3 Z VO \u0026lt; 13 12 X 100) O \u0026lt;9 o  o U3 V \"O 4-9 4^ C C C 03 03 U \"O *0 U 3 4-3 03 4-3 4-3 Q. tn\u0026lt; 76 60NOW THE FIGHT IS ON TO SAVE OUR SCHOOL AND THE GREAT PROGRAItS, SOCIAL HARMONY AND GROWTH THAT WE NOW ENJOY.I  ^Wlly\nl'  ! i OQxie. Wo oJriji.-V'-^ Vs\u0026lt;c^n 'I'Vy^e P.4l4\"iOf\\ 2*.VMn4e \\ f'S 4e +\\\u0026lt; '\\e.sHS- 3- VMr.+e- le.44trs -k, 3a\u0026lt;ne.i Tend. I L R s. J), M(A\u0026lt;a.6ld5, gvo vi.(Vfk|^.' H. ^enc^,- \u0026lt;^SSoc. St.pc.r in+e.ndea+^ Jame^ 'V* 37\u0026lt;*3i4l. CflH Schaol bdoed me/n bcrsAiikansas Arkansos Democrot  WEDNESDAY, Ji inf 7 1939 B No more Woodruff Elementary I I i i 1   'A Closing saddens teachers, pupils at small school I \u0026lt;\u0026gt; I  i . 1 /J Hi*- AY? ''97/ ^4 u '\u0026lt; 1 Anvws DaanoovtSaay! ARD AT WORK - Twe've-vear-oid Chad Hnin-.n works on a readino test r. Six f inq. Tne ade C'ass s? WcxxJruff Elementary- School on Tuesday mom- Roc- ds:nc: s thrd-oidest school closes todas BY LEA CHARLTON Democrat Start Writer Woodruff Elementary. pupils head home for summer today, probably never again to return to their handsome brick school. Students and teachers interviewed Tuesday said they hated to see the old school close. Teachers said they will miss the small-school feel and the pupils they claim are some of the best-behaved and most dedicated around. Several students said what they'll miss the most is the Boys Club adjacent to the school, as well as sliding down tne school's sturdy banisters. *T will be sad because I think its mean, Nathan Young, 9, said over his chili dog during lunch. 'They shouldnt do that to little kids. I hate it Both WoodrufT and King elementaries are supposed to be closed next year with their pupils most likely headed for the new Washin^on Elementary, still under construction at the old school. 115 W. 27th St Built in 1911. Woodruff is the third-oldest school still used as such in the Little Rock district. Other than King, which houses only kindergarteners. Woodruff IS the small- 5^. It -.IftS' Slw 1^ 1 J\n!( g. \"I '\u0026gt; 11 St3E' i^KT Hi !!!i II B 'rzCsniE^ P, KKRki^gKa HBHlBa a.-\nK a m *s^: PLAYTIME - Leavorr Shaw 9. i right) hits the ball toward RodriRques boKin. 8. in a game ot tetherball Tuesday al Woodruff Eiementarv School, at 3010 V\\'. est school, currently housing 196 pupib Though ni-'st pupils and teachers are opposed to Wood- nifTs closing. Patricia Higginbotham. prinrinal. kecj \u0026gt; nn ak ' Artwoas Onoovt Ba^ 0 Arwr Seventh St This is suboose to be the last yea lex classes at Wooarutf and King Elementary schools. Those DUDiis will attend Wasm'igton Eiementarv open mind. I've talked to the b(y. and girls and told them people make a school - the children .and the staff - not the build-  nr *: 'Old \"Wherever thev g(. they will mainiain their identity with their .school.\" She said the school has gained identity anrl strength this year that will not shatter See WOODRUF^ Page 8B J JI Woodruff Both the district and  Continued from Arkansas Page when the doors close to pupils. Suffering from low test scores last year, the predominantly black school is now the highest scorer on the Minimum Performance Test in sixthgrade science, exceeding even that score at Carx'er. the mathscience magnet. After only passing two of the seven MPT areas tested in both third and sixth grades last year, the pupils have nassed all but one this year - . xth-grade social studies. In addition. Higginbotham announced that 74 percent of McCutcheon agreed that Woodruff should be closed. Small schools are inefficient to operate, but are more identifiable ior children and teachers, said Mary Mumford, a computer lab attendant. Ive talked to the boys and girls and told them people make a school - the children and the staff - not the building.  the pupils in grades two through six are on the honor roll. She said she is not con- cinced the school will be closed. But on May 30, U.S. District Judge Henry Woods said he would approve all those portions of the Little Rock Its so stupid.\" Mumford said of the closing. \"It's close to the Boys Club ... it s naturally integrated. Whv would they want to foul it up?\" The school, at 3010 W. Seventh St., is surrounded bv modest homes in a relatively integrated neighborhood. Not long ago. it was once about 40 percent white, said Vicki Gershner. a reading specialist. school desegregation plan with . the district started lim- which Special Master Aubrey V. McCutcheon Jr. agreed. ited busing and some white patrons went to the magnet schools, bringing the white population at the school down to about 24 percent. Terri Swan, a first-grade teacher, said if teachers had a vote, they would keep the school open. But she said ementary, built in 1906, to Woodruff. Unlike Woodruff. Lee has fallen into disrepair. When it rains, employees have to place an infant-sized swimming pool under a leaky portion of the third floor ceiling. teachers were feeling the most frustration from not knowing for sure if the school will be closed and where they teach next year. If theyd just go ahead and tiatucally integrated. Why ' ^t)uld thev want to foul it closed, tnat might be better.  ' vjuui it h's so stupid. Its close to will the Boys Club... its she said. With wide grins, most of the third-graders interviewed Tuesday during their lunch said they were \"sad or \"upset about it. But Tanesha Abernathy, 9, said, Im not sad. Well just go to another school to work. Theyre gonna turn Woodruff into the IRC. the well-informed third-grader said. Theyre gonna turn Woodruff into a place where people wdll work. up? It wont be the same because this school has been here a lot of years. Ive been here ever since kindergarten. said La Shara Doss. 9. \"I have a lot of fun here.\" I dont like it when a school is closed. said Nicola Daniels, 9. Unlike most of her classmates. this was Nicola s first year at Woodruff. I like going to this school. I walk and I've never been late. The district wants to move Last year, she walked to the Instructional Resource Stephens Elementary. That i r _______ g long walk. Center from the former Lee El-5 2B ...ARKANSAS G Dont close Woodruff, Cannon urged insurance By Carla Johnson-Kimbrough GAZETTE STAFF Woodruff Elementary is a model school where students perform above average and should not be closed, a group of four parents told Dr. George Cannon on Wednesday. The four parents of Woodruff students met for a half-hour with Cannon, superintendent of the Little Rock School District. The 196- student school should remain open until a long-range student assignment plan is approved, the parents Justices Continued from Page IB. was pleased with Clinton's choices. \"I know them all personally, . Clark said. \"They are good lawyers and honorable people who will make absolutely the best decision they can. Besides Compton, other members of the panel are prominent in legal and ptolitical circles. Turner was an unsuccessful candidate for the Democratic gubernatorial nomination in 1984. Walmsley is a former state senator. Elrod is a former municipal judge, a delegate to the 1979-80 state Constitutional Convention and a Clinton appointee to the state Adult Probation Commission. Jones was appointed by Clinton in June 1987 to a new Jefferson County chancery-circuit judgeship. Jones, apparently the first said. The district has recommended that Woodruff Elementary, located at 3010 W. 7th St., be closed as part of a long-range plan to close relatively small schools housed in old buildings. The recommendation was seconded by Special Master Aubrey V. McCutcheon Jr. in a report to U.S. District Juoge Henry Woods. Nearly three of four Woodruff students in grades two through six had a B or better average and 23 percent had straight A's in the school year that just ended, Woodruff Principal Pat Higginbotham said last week. He also said the students did well on the Metropolitan Achievement Test and the Minimum Performance Test. Cites test scores The test scores proved that the children at Woodruff were receiving a serious education, said Joyce Meeks, a member of the four-parent group. She has a son at Woodruff. Meeks said the parents wanted to tell Cannon some things about the school that he may not have known, such as the strong parental support it has. The districts plan is to assign kindergarten through fifth-grade students who attended Woodruff this school year to the new Washington Elementary School, 1 IB W. 27th St. John DiPippa. a parent of three Woodruff students, said Cannon appeared \"genuinely touched\" by the group's report. Continued trom Page 1B. would be IB pe cent in 1989 and 16 percent tne following y\u0026lt; The increase for the 18,700 st employees in the health insura program: * For individuals, $21.17 month, raising the total mont premium to $143.26.  For individuals plus a spot $40.67 a month, raising the tc monthly premium to $234.71.  For individuals plus childr $26.60 a month, raising I monthly premium to $178  For individuals plus and children, $40.6\" ing the month $236.09. The employee's rise from $100 to $2\u0026gt;. The state currently pa\u0026gt; alft premium of state employees' surance. The subcommitt adopted a recommendation by t state employee insurance gro that Act 21 of 1989, which wot Identil of Arh still ur T RnWefsr* 9\nJ '  Arkansas Democrat  THURSDAY, JUNE 15, 1989 1 Woodruff parents  Arkansas Democrat Alex Bi andon encouraged after talk with Cannon BY LEA CHARLTON Denrocrai Start Writer Woodruff Elementary parents were encouraged Wednesday that their school would not be closed after speaking with Dr. George Cannon, superintendent of the Little Rock School District. After statements made May 30 by U.S. District Judge Henry Woods, the closing of Woodruff Elementary appears imminent. \"Every parent thinks his school is best and his kids are Wednesday at Juanita s Mexican Restaurant and Bar Dipippa, a ^1300 S. Main St. The 58-year old dentist, a native ol great, said John uipiPP . Nicaragua, is in the process of moving to Arkansas. Woodruff parent, we ao 100, Is to dentist )py to settle in state 1 in 1956. ittle Rock for a is honor by his thers of Sigma\nen was accom- eventually be forced from off- ice. but is uncertain when. IS wife, Maria hagen. lagens left Ni- B1 because he by the persecu- !d by the San- led government ga. He said the 11 and religious was especially ry difficult to with the ideals he said. Panama looked ppealing place. Manuel Noriega er and adopted wers similar to 1 said the vast Panamanians se ks Noriega and Noriega will laud except were right. If they want to do anything with Woodruff school, they should use it as a model for the rest of these schools. Dont kill it, said Joyce Meeks, another Woodruff parent. Four parents met with Cannon on Wednesday to convince him the building should not be Minimum Performance Test and on the national Metropolitan Achievement Test. Meeks said her third-grade son has an unusual talent for math that probably would have been neglected at another school. She said her son scored at the tenth grade level on the math section of the MAT6 that he took in the sec-\nond grade. : Woodruff gave him the op-\nportunity to advance his edu-\ncation no matter what grade' level he was on, Meeks said. They recognized his talent and told me what books j should buy and how 1 should work with him.\n----------------------- closed to students. At 3010 W. He IS not questioned by Woodruff is the small- est elementary school and the third oldest functioning school anybody so he can do whatever he wants. Standthagen said of Noriega. He praised current U.S. poltoward Panama icies toward as \"sound and consciencious, but conceded that outside countries are often powerless to influence internal politics. Standthagen said the U.S. in the district. The district has proposed closing the school as part of its long-range desegregation plan and hopes to move the Instruc- tional Resource Center, currently housed in the aging Lee Elementary School building, to should support the Nicaraguan Woodruff site, opposition forces, or Contras, because they may be the only there can be a return to Both Dipippa and Meeks said the meeting with Cannon way oe ictu... encouraging. We democracy tried to convince him why we \"1 think that people come to believe very simply that Woodpower with force and the use ruff is a model integrated of arms and it is difficult to school, Dipippa said. \"It is convince them by argument to naturally integrated, students give up power, he said. receive a good education there and have for years, and its small enough that kids feel power Standthagen chose UA on has sent all four of his children. who range in age from 39 to 19, to college in the state. was impressed. Woodruff students scored very well this vear on the state (t * Dipippa is a law professor at the University of Arkans^ at Little Rock law school and is looking into legal options parents have in preserving Woodruff as a classroom school. Intervening in the case Is possible but not likely, he said Wednesday. \"It would be very difficult for us to intervene and there would be no assef- tion that we would gel any satisfaction, he said. \"One more party would just complicate the mess even more.\nWe plan to do whatever have to, barring anything illegal, to keep Woodruff open} Meeks said. I- The parents will meet aga|n with Cannon, James Jennings, associate superintendent for desegregation, and Chris Heller, an attorney for the distriijt, sometime Wednesday 9r Thursday, Dipippa said. }\nParents will also gather pt the school Monday or Tuesday to circulate a petition in support of preserving the building as a classroom school. 1' I: Library boarc} OKs changes\n1TO: FROM: SUBJECT: Little Rock School District July 5, 1989 Dr. George Cannon, Superintendent of Schools James Jennings, Associate Superintendent for Desegregation Report on Closing of Woodruff School The purpose of this report is to review the issues related to the closing of Woodruff School. Section One provides background information on how the decision was made to close Woodruff. Section Two addresses concerns about the notification of Woodruff parents. Three provides demographic information on Woodruff school. Section Section One The first reference to the closing of Woodruff School can be found on page six of the Little Rock School District long-term desegregation proposal. This proposal was submitted to the Special ffester in October 1988 and is commonly referred to as the October Plan. The reference noted that Woodruff would be closed in 1990-91. The following is a quote from page six of the October Plan: (tr 'The site for the new Stephens Elementary is approximately one-half mile from Woodruff. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC). There is no need to continue to use Woodruff as a school after the opening of the new Stephens School. tt Public meetings were held immediately after the submission of the October Plan. These meetings were held to give the public a general overview of the proposed desegregation plan. In each case, it was clearly stated that all proposals were subject to change and final approval by the federal court. It was also stated on numerous occasions that the District was under a gag order and could not release the written proposals submitted to the court. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361 Closing of Woodruff page two The public meetings were also held to get input from the public on possible changes to the desegregation proposals. In January, the District prepared a revised attendance zone plan to address concerns that had been identified by patrons, staff members and other parties. The most significant change was a proposal to use a 1:25 pupil/teacher ratio in the proposed incentive schools instead of a 1:20 pupil/teacher ratio. The proposed 1:25 pupil/teacher ratio necessitated the closing of Woodruff in the 1989-90 school year since the increased capacity at the incentive schools could absorb the student population at Woodruff. The closing of Woodruff school was not addressed again by either the District or the Special Master until May. The Special Master indicated during his verbal review of the desegregation proposals that he would recommend closing Woodruff and reassigning the Woodruff students to This proposal was also a part of the the new Washington School. Special Master's written recommendations to Judge Woods. On May 30, Judge Woods issued a statement concerning the Special Master's reccommendations. Among other things, the following was noted: fl- 'For your information, the proposals and plans submitted by the parties which the Special Master recommended for approval will be adopted in my written order, and the districts should proceed immediately to implement these plans. It In summary, the Judge's statement authorized the District to close Woodruff School and directed the District to proceed immediately with the closing of Woodruff School. Section Two As stated earlier, the desegregation proposals were placed under a gag order by the Special Master. As a result of the gag order, there were several proposals under consideration that simply could not be released to the public. For instance, a detailed plan for the incentive schools required the involvement of principals, teachers and parents. However, a detailed plan for the incentive schools was never developed because the District did not have court approval to share information with the public. The same restriction applied to the closing of Woodruff. It should be noted that the October Plan also contemplated the closing of Ish School and the conversion of Rightsell, Mitchell and Rockefeller to magnet schools. Again, none of the parents in these schools were contacted because of the gag order.Closing of Woodruff page three Section Three Demographic Analysis of Woodruff School: 1. Eleven (11) classrooms at Woodruff Kindergarten  1 First Second Third Fourth Fifth Sixth  2  2  2  2  1  1 Woodruff has only one classroom that can accommodate kindergarten. The maximum capacity of the kindergarten classroom at Woodruff is 15. According to the state standards, a kindergarten class can have a maximum of 20 students. Likewise, the two first grade classrooms at Woodruff can only hold 19 students. The state standards will allow an average of 23 students and a maximum of 25 students in first grade. 2. Only one kindergarten class (15 students) feeds into two first grade classes (19 students in each class). In order to fill both first grade classes, 23 first grade students must be recruited or reassigned to Woodruff. 3. The decision to close Woodruff was partially related to the desire by the parties in the desegregation lawsuit to increase the number of elementary schools in central Little Rock. In particular, the Joshua Intervenors and the Little Rock School District view the expansion of elementary school capacity in central Little Rock as an important step toward long-term desegregation. An increase in capacity will reduce the burden of busing on black students. At present, the nunber of elementary students in central Little Rock is twice the number of elementary seats available in this area. The construction of Washington is the first step toward increasing capacity in central Little Rock. The parties have also agreed to rebuild King and Stephens. Both King and Stephens would have a capacity of approximately 600 students. The present student population at Woodruff can be reassigned to other schools without the construction of King and Stephens. Most of Woodruff's students can be reassigned to attendance zone schools. 4. Woodruff's racial balance is approximately 77% black (does not include kindergarten students for 1989-90). This racial balance places Woodruff in the major enhancement school category. If Woodruff is closed, most of the students can be reassigned to schools that meet the desegregation requirements.Closing of Woodruff page four 5. Racial makeup of neighborhood (oral report). 6. Woodruff has experienced a steady decline in enrollment over the last four years: School Year Total Enrollment 1988-89 1987-88 1986-87 (Primary School) 1985-86 * 196 (4th Qtr.) 216 (4th Qtr.) 263 (4th Qtr.) 294 (4th Qtr.) During three of the last four school years, Woodruff's black percentage has increased during the course of the school year: 7. School Year First Qtr. Fourth Qtr. 1988-89 1987-88 1986-87 * 1985-86 * 74% Black 74% Black 75% Black 76% Black 77% Black 75% Black 75% Black 77% Black 8. Woodruff's fourth quarter black percentage has been 75% or more for the last six (6) years: School Year Fourth Qtr. Blk % 1988-89 1987-88 1986-87 * 1985-86 * 1984-85 * 1983-84 * 77% Black 75% Black 75% Black 77% Black 78% Black 75% Black (* Primary School)a 3 Z 0 6 / 1 9 ? 1 1 1 rROtl JOHN W.WALKER P.A, TO 3'10100 P. 02 MHMORAWDPM to: MR. JOHN W. WALKER FROM: MR. KIRK HERMAN MRS. JOY CHARLES-SPRINGER re: LRSD V. PCSSD - New Construction within the LRSD DATE: MARCS Sz 1991 On site visits to four elementary schools (Geyer Springs, Cloverdale, Woodruff, and Western Hills) within the Little Rock District revealed substantial construction underway. Over 5.5 million dollars has been budgeted to effectuate changes in the present structures that were visited. Changes range from construction of additional classrooms, new playgrounds, parking lots, and cafeterias. Construction at all sites has been tentatively set for completion by the beginning of the new school year, August, 1991. Mr. Herman visited Woodruff and Western Hills. Cloverdale and Geyer Springs. a.s follows: I visited Our findings at the locations were CLOVERDALE BLBMBNTARY Principal: Sadie Mitchell (black female) Current Student capacity: 400 students 75% black 25% white Current number of classrooms: 15 After construction the school will have (3 sections each of K-6) 21 classrooms The construction will consist of \"5 additional classrooms, a new playground, office, nurse's station and a cafeteria to be shared with Cloverdale Jr. High School. Final students student capacity (after construction): 492 I I I03/06/1991 11:33 FROM JOHN U.UPLKER P.fl. TO 3710100 P . 03 I I I I I I PAGE TWO March 5, 1991 The only portable building at Cloverdale Elementary is the music room. High has several Cloverdale Jr, portables, The budget between Cloverdale Elementary and Jr. High is approximately 2 1/2 million dollars. GEYER SPRINGS ELgXBNTARY Principal: Eleanor Cox (black female) Current student capacity: 200 students 76% black 24% white Current number of classrooms: 9 After construction, the school will have \"23\" classrooms. The construction will consist of \"14\" new playground and a new parking lot. Final student capacity: 400 new classrooms, a Anticipated capacity next school year\n326 There are currently 8 portable buildings that house the intermediate classes. There is also classroom sharing at Geyer Springs. The budget for Geyer Springs  construction has been set at 1 1/2 million dollars. WESTERN HILLS SLSMENTARY Principal\nMargie Puckett (white female) Current student capacity\n336 students 63.7% black 35.3% white .5% other The construction will consist of \"10\" classrooms. additional i I I03x06z1991 1 1 ! 39 FROM JOHN U.WALKER P.R, TO 3'13130 P. 34 PAGE THREE March 5, 1991 There are currently 6 portable buildings that house classes at Western Hills. The budget for Western Hills has been set at 1 million dollars. WOODRPPP ELEMENTARY Principal\nPat Higginbotham (white female) Current student capacity: unknown 80% black 20% white The construction will consist of 10 new classrooms and expansion of the cafeteria. There are no portable buildings that house classes at Woodruff. The budget for Woodruff has been set between $800,000 and 1 million dollars. I Please let us know if additional information is needed. I i I I I I I I I i IODM Visits to LRSD Schools, Opening Days 1994 Woodruff Elementary School We were pleased to note that:  The interior and exterior of the building were clean and attractive.  The entry received attractive, replacement windows which were in keeping with the school's period of construction.  Students were friendly and well-behaved.  The school contained several multicultural bulletin boards. We also noted some areas needing attention:  The roof leaked in the new early childhood wing of the building.  The paint has pealed and the plaster flaked on a basement wall near the library, probably due to an improperly placed downspout which drains next to the foundation of the building.  A clogged drain in an exterior stairwell causes flooding in the basement kindergarten classroom.  The cafeteria exit door jams, causing a serious safety hazard.r I 03x06/1991 11:37 FROM JOHN 0.U0LKER P . fl . JOHN W. WALKEK RALPH WASHINGTON MARK BURNETTE WILEY A. BRANTON. JK. 'Also 4ihniRd ui riwU:.-v in dl QurHa tjC CUumbu. TO\nFAX NO. : FROM\ndate: RE: MESSAGE\nTO 3710100 JOHN w. Walker, P.A. Attorney At Law I72:i Broadway Little Rock. Arkansas rjaie Telephone (.501) 374.^37.58 FAX (501)\n3744187 FACSIMILB COVSR Cbiw^ S1I-OII^ hr- 5-6 P. 0 1 I.AZAK M. PALNiCX LAW \u0026amp; FINANCE SUITE 1002 129 FOURTH AVENUE PmSBURGH. PA 1.5210 (412) 28.S-9220 THIS FAX CONSISTS 07^^^ 17 YOU DO NOT RECEIVE PAGE(S), INCLUDING THIS COVER PAGE. PAGE(S), PLEASE CALL AT THE NUMBER LISTED ABOVE AS SOON AS POSSIBLE. 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 January 10, 1994 Mrs. Pat Higginbotham Woodruff Elementary School 3010 West 7th Street Little Rock, AR 72205 Dear Pat: Congratulations on 400 fight-free days at Woodruffl Thats a significant milestone to have reached, and 1 am so proud of you, your staff, and your terrific kids. As a former Woodruff parent, I know firsthand the importance you and your fine staff place on teaching children how to constructively handle their differences. As a result of his years at Woodruff, my son Jonathan left sixth grade last year with solid skills in decision making and conflict resolution that are serving him well now in junior high. By the way, 1 also want you to know how fondly Jonathan remembers Woodruff and his teachers. Every time we drive by the school, he heaves a sign and says, 1 wish I were still there.\" Jonathan learned so much while he was at Woodruff. He was challenged and he was also cherished, feeling secure and well-guided by his concerned and loving teachers. As a result, he gained much selfconfidence and now approaches school with an \"I can do it\" attitude. As a Mom, I thank you for all the wonderful things your school has given my son. As a monitor, I salute you for your superb vision, leadership, and know-how. You dared to set a lofty goal and then you provided the direction, resources, and support that have enabled all of you to achieve your goal together. Please share this letter with your terrific Woodruff colleagues and accept my enthusiastic congratulations on a job well done. Sincerely yours, Ann S. Brown( O Ll_ Cm CO co r-rc co I u? I o U-^ I dp Lj_ CK .j _J H S X s\u0026lt;:r B 05 Vol.4, No.l WOODRU^^ GAZETTE WOODRUIF ACADEMY During the last one :md one-halt years, the Wtxxlruff staff conducted an extensive self-study. The study included [1 analysis of surveys completed by the parents of our students. I by the teachers, and by the students themselves\nanalysis of test data, and analysis of discipline and attendance data. Based on the results of that study, the slaff revised the seiiool plan and the Mission Statement to meet the identified needs of our students. I Parents and staff alike identitied the need toi a greater emphasis on academic achievement. The phrase \"while promoting academic excetleoce\" was added to the Mission Suteinent (see beiow) and Woodniff's .name has tx-en changed to Woodruff Academy to to help ina.ntain the kx\nus on superior learning exfxxtations and ojiportunines. CHECK-UN\" REQUIRED i Parents or legal guardians of all students - even tho.se who July 10, 1998 WOODRUFF ACADEMY UNIFORMS At the end of the last school year, Woodruff sent a survey I 11 home to every family. Our parents and guardians over- h whclntisigly supported adoption of unifonns for Woodruff\n[ for the new school year. (Only 19 percent of our laimlies ' were opposed to uniforms.) ' Janice Wilson, W'oodnifrs Library Media Svxxiaiis, I\ndl the parents and guardiarts who volunteered to serv i uuifoiin commiliee to invite them to a meeting. not reach everyone, and some volunteers ments, but eleven }rents met with her\ndetails about their decisions are on page 'fc-, -A .--ini? Cl\ni.=il tlC \u0026lt;x\u0026gt;n!d  t liitj ihe VOYAGER MILL REPLa\u0026lt; E CARE Ihe \"Voyager\" program will replace the CARL program th i year. Please, see intdrmation on page 3. attended school at Woodruff Iasi year nnist rome to srhuol to \"chcck-iii\" on Wednesilay, Aug. 5, or Thurstlay, Aug. 6. between 10:1X1 a.m. and 7:00 p.n.. OPEN HOUSE You axe invited! Plea.se, plan to aUend o-cr \"Open House' } on Tuesday, September 8, from 5\n3f p m to V tW p.m WOODRUJT .MISSION We believe it is our job to guarantee the success of every child while promo--, create a climate where all children tee! a sense of security and purpose, and to adhere to a code of condne and encourage others. . ri ii it i h i fs h I . excellence, to .s us to rcsptxt WOODRUFF GAZETTE VoL4, No.l, page 3 July 10, 1798 to V o VOYAGER WILL REPLACE CARE i I HOW VOYAGER WORKS ro oc- CO \u0026lt;71 LO Tile end of-the-year survey included inJormation and questions about interest in the \"Voyager\" after-school program, without e.xception. every* .rarcni of a child whi wzLS enrolled in ihe C.ARE Frogram this past year and who would be returning to Wotxlruff for the new year, voted io adopt the \"Voyager\" program and pay an increased fee. Therefore. Woodruff Academy wiiJ not have the CARE Program this year, and the Voyager Program will be available for children whose parents enroll them in it. Last years CARE parents will have priority placement\nBeginning the firsi day of school, zXugust 20. trom 2:25 p.ni. j until 3\n25 p.nt, the children will have a snack, a recess, and II\ntime to work on their homework with toe help of the para- ! professionals. The children a rd the paraprofessionals will join tlie teachers for tb.eir Voyager classes from 3\n25 p.m. until 5:30 p.m. Each 'Voyager' ci-tss will have a tcacnet and a parapn?- t'essional aide who will work with 18 children. We will have I dl least four combined-age elt I\nprek-kog., i-2, .3 r- rc co I kD co 'X\u0026gt; 1 R I I Vovager is an inrredihle aftcr-schoni prograrn. It is amazingly popular and soccesstui because it builds each childs interest through hands-on dCiwiiv-bascrf k-arnm\n Whether the children are hniiding md ia'incbing model n space rockets, dres.sing up in nexlicai .scnibs and .siirgk'.ai j! masks, producing a courtnMun di ama. or designing a ! Thi.s after-school program wi\nl cost SJ-t.OO j\u0026gt;er -- I S 12.75 per week .iio.''e than last Vi s C.ARE Program,\nil36.00 will bv due oa the Cfitevth of each inonlh. except I n3 O CO Qi i_i _J _J Lxl (__i s CO mode) citys highway sy.sleia, ii.e v\nhidrc!i are learning advanced subject matter in an age-appropriate, fun, and 1 for Pcfemhfci, The Voyager i'rogra.m Ifirccior will be I available at \"(Jicck-Ir\" to answer quesiions, show a video I about the program, register cnildren for the program, and : accept the August payment ftoni placets -who want to before the fifteenth. t. il exciting way. Voyager adventi\ncontinue after schix, i 11 every school day. so ^cy enrich Ute learning ot children I J'he children who were legis'crrxl in CARE last year wd thnrughout the school y\n:a\n. 1 have priority. Except for them, other registered on a first -come ildren will be rst-served basis. We will ! generate waiting lists for opereng.s and/or e3Wbli.sh classes -.n f addition to the initial four. ii WOCDRL'l'E MISSION. Wc beltcve it is our job to guardniee tlic success of every child while promoting ac'idc.ntc excellence, to create a climate where all children fee! a sense of security and purpose, and to adhere to a code of condu and encourage others. that rail s us to respectSI Q WOODRUFF GAZETTE Vol,4, No. I, page 2 July 10, 1998 hO o CM o co 00 \u0026lt;71 U) r- rc' cc 1 lO \u0026lt;x? I T-i LO I (O O \u0026lt;O ZJ _j Ld a: X os x \u0026lt;x INFORM/VnON ABOUT UNIFORMS Several, inexpensive outfits are consrdered part of the I 'uniform\" dress code, i shirts and blouses: Solid color\nwhite, light or navy bine, with collars\nwith shoil or long sleeves. (No tank tops, etc.) 1! i I lottonis: Solid color., navy blue or khaki. Cotton twill 1 material, etc. No leanS or jeans inatenai girls styles: lumpers, skirts, walking shorts (with longer legs), skorts (shorts with a skirt type Ironl), and slacks. boy.s styles: Slacks, double..knee pants, and/or walking shorts (with longer legsl. socks and lights: Solid ctiior\n, K, vvtiite, lan, iglit nluc navy blue. Socks may be ankle - n kree ieiigth. bells: Solid color\nblack, brown, white, tan, blue warm clothing: White, tight b:u RULES ABOITT LFNIFORMS ! 1 -I 3. i 4. i 5- Navy tops ano bottoms may not be worn together. If clothing has bell loops, belts must be won. If girls wear jumpers or slcirts, they must wear tights or uniform shorts underneath. No hats may be worn in the building by anyone. Boys may not wear earrings. Nutt-: Being out of uniform or violating the. rules alioul uniforms will result in d5Si:iplin.iry action. ! Note: rhe formei WiXMlruff-S'., bo\u0026lt;.\u0026gt;l tee .shirt is obsolete. later this emr, we w-ill in vol 1 .1 rents in the decision aN^'it a 'ogo tor Wtxxirii'f .A.i a\u0026gt;,lemy shuts. li i 1 !) navy blue sweater.s nr i j sweat shirts (worn over anUonn shirt or blouse *ith collar visible). No rules govern coats, jackets, ra*n gear. etc. except those specified in rhe cisincf s stuceut fiasd'rxKik WHERE VG LI Y ( NIEORMS ' Ibietk' uniform compji\ne.ats aic avajiablf. stores, .So tar, we h.ivc found tneni a Xiuly at mariy tinnaft, Montgomery Waid. Sears. J. C. Penney. largct K iMan. Wai-Mar. .J... WOODRUFF MISSION: We beliese it is t\u0026gt;ur job to gjiaranlec the sjcxcss or c^very emit whJe prainonng acadcinic exeeUence, to create a cliinatc where all children feel a sense of seeuniy and .lurpose, and tu adhere tu a \u0026lt;xxle conduct that requ.res us to respeci and encourage others lb ri/ / 1^ PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ,^/V-OKvS2AejiA6(\\^ e^Gi^ S o ro m\\V mA^4Vv\u0026gt;-' ADDRESS CHILDS NAME GRADE yAiejA ------ U \u0026lt;v OVK^ 2^/$ Ttya I r S r. If 'liV 4\" ia ( f ^15 ^4|opiCw- \\/dA\\r\\(iK T 'Tl-tlL^ tS^'cb^^ \"^[if^sJa^ I k^Jbh c ^^ClAtZfe 3SP^ in. \u0026lt;5:ip,'-to| S\" n q\\ 'VccbJXtYK^-X. ^^sXL-v\u0026gt;x rc^ x^tkkvxJ^ CbJ'C-Klj!^ a H PEirnON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME HILD'S NAME GRADE I' 5 S^Wvl ^2  7^0- q\u0026amp;q?| tf Vf Hdn-^ '7)^^ (A-- JUbO . L. Vk^ifie 2, ^^?-\u0026amp;jMryyyOiAAA yryJ^tJ'o \\/aJ/y^'^-\u0026lt;\u0026gt;^  -  yi/-^jcj\u0026gt;! /i) /i^ \\Jic A- 7- iT tPEimON TO KEEP WOODRUFF SCHOOL OPEN V e, the undersigned patrons and supporters request that this school remain a neighborhood, classroo of Woodruff Elementary School, m elementary schooL NAME ADDRESS CHILD'S NAME GRADE CbVU^ I I i 1 I I I ?\u0026gt;)5 Le^'^ Gil^rfc h'^ PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters request that this school remain a neighborhood, classroo of Woodruff Elementary School, m elementary schooL NAME ADDRESS CHILDS NAME GRADE 4^ (K {-^Z. - PETITION TO KEEP WOODRUFF SCHOOL OPEN W e, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo m elementary schooL ( I I ADDRESS i I NAME ^'^10 %o\u0026lt;) i3  *7,P^/(At CHILD'S NAME slai^ GRADE I I 1 51^ We, the PETITION TO KEEP WOODRUFF SCHOOL OPEN undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE ( 4 ~l ??\u0026gt;T C 1-sS I i i i I ') / / (^ (^cLtJsiO 4^^jt rC/t. \u0026lt; I I 1 Ui? 2^' lj\\/(\u0026gt;7\u0026gt;:hzjnd ''^Lu^,){zX 2^0 pQtldL c o ( J^!/ fisLU/ZL 12^ Acaax.0^^ 11^ I petthon to keep woodruff school open We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE VU' U\u0026gt;. A\u0026lt;cv^XC\u0026lt;\u0026lt;^' co, AAqi^(7A-.\u0026amp;^^ \u0026lt;3Ai. old 7Q_4j./\\mj (/ff'C^ (ih t'j t/\\cOc(-^ ]b?. p^) Z-I ll^ l1 - I^Mak 7)f I I ( 11 zD/3 n L-f^ L A/^P Uh '171. PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS TePC^ 0^ (IVC-\u0026lt;*A^ CHILD'S NAME ^cexvCt^S. GRADE \\C h KI ^1 h ( ov t ^l/- ---- r 3 yiff\\/g\u0026gt;ir/ KlPETITION TO KEEP WOODRUFF SCHOOL OPEN undersigned patrons and supporters of request NAME We, the undersigned patrons auu classroom ^at this school remain a neighborhood, classroom Woodruff Elementary SchooL ^mentary schooL address t) Sol CHUD'S NAME y) A J GRADE K. ^/6? tX^ -e / '[ycxvxlel 31^ ^JD \u0026lt;lWUj^ fO(^i J I'OiU % Awe- '/Y I 3 3- af\u0026gt;J 3o 5 Q' f PETTTION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neigh...b..o..r..h..o..o...d..,. ...c..l assrooim elementary schooL NAME CHILDS NAME GRADE 6 fO U 1( 'Vi^ 3y-^z\u0026gt; ADDRESS 30^ ' ly^^aA^nx K-e 17/1 I I I I PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary SchooL request that this school remain a neighborhood, classroom elementary schooL NAME ADDRESS CHILD'S NAME GRADE I 6 J /^C?DO i\u0026amp;i sei /i/ J^yj- 7//. y 'A^ )/9 / / f\\Vo Q. 7 3 : i ''I f 3/1 ^t-iUh  Q  PETmON TO KEEP WOODRUFF SCHOOL OPEN We. the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroom elementary schooL NAME k'u5.(irL CluvO,.. s. \u0026lt; J H'] ''bi l\\[I ADDRESS 7\u0026lt;9\u0026lt;k.h((Oi3Ixxne 2^17 q CHILD'S NAME KvcViQel GRADE (he OJOlt Vl tV^ UJcc6\u0026lt;\"'J'\\T J TJi .\u0026lt;^\u0026lt;r /\u0026gt;a).} b 11Q~? J- P\u0026gt;^-  4/0 moiu'ip 10 140 I'-rr III Lfi,, liOl^ W65c5K rj Let 5 \\v\\S I \u0026lt;Z\u0026gt;X I PETmON TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo m elementary schooL address CHIIILLDD''SS NNAAMME GRADE NAME c Vv  I! PETITION TO KEEP WOODRUFF SCHOOL OPEN We the uunnddeerrssiiggnneedd ppaattrroonnss aannda ssuuppppooirutceiros of request that this school remain a neighborhood, classroo Woodruff Elementary SchooL ra elementary schooL NAME , -a--d--d--r--e-ss CHILD'S NAME GRADE_ )\u0026lt;i8i) 71 t 3 b^i \"^OX tvj f 0. i |*A C e n tc /' L f-s- iZ. AJ 0 A/\u0026lt; 4.5i ! f i' 7 :  V'  .n. \u0026gt;\u0026gt; J \u0026lt;4 I' I ( J I } i a. PETITION TO KEEP WOODRUFF SCHOOL OPEN We, the undersigned patrons and supporters of Woodruff Elementary School, request that this school remain a neighborhood, classroo ADDRESS m ele m entary schooL CHILDS NAME 111 ' 2\n^'' . GRADE * i o ^Oi  i I I ( . C f { STATEMENT OF JOHN DIPIPPA TO LITTLE ROCK SCHOOL BOARD I SPEAK TONIGHT ON BEHALF OF THOSE PATRONS AND SUPPORTERS OF WOODRUFF ELEMENT7VRY SCHOOL. SPEAK FOR THE OVERWHELMING CONSENSUS OF WOODRUFF PATRONS TO KEEP WOODRUFF OPEN AS I A FUNCTIONING CLASSROOM ELEMENTARY SCHOOL. WE HAVE TWO GOALS: 1) TO KEEP WOODRUFF OPEN FOR THE 1989- 1990 SCHOOL YEAR, AND 2) TO KEEP WOODRUFF OPEN PERMANENTLY. TONIGHT I WILL ADDRESS ONLY THE FIRST GOAL BUT IN DOING SO I MUST NECESSARILY SPEAK TO THE REASONS FOR KEEPING WOODRUFF AS A PERMANENTLY FUNCTIONING SCHOOL. WOODRUFF SHOULD NOT BE CLOSED FOR THE COMING SCHOOL YEAR FOR TWO REASONS: FIRST, WOODRUFF PATRONS WERE NOT PROPERLY CONSULTED BY THE SCHOOL DISTRICT PRIOR TO THE ANNOUNCEMENT THAT THE SCHOOL WOULD BE CLOSED. SECOND, IT IS PREMATURE TO CLOSE ANY SCHOOL BEFORE THE DISTRICT HAS A COURT-APPROVED STUDENT ASSIGNMENT PLAN. BECAUSE OF ITS ACADEMIC AND SOCIAL ACHIEVEMENT, WOODRUFF DESERVES TO BE CONSIDERED AS AN OPTION WHEN THE DISTRICT FORMULATES THE PLAN DUE IN DECEMBER. WOODRUFF PARENTS WERE NOT PROPERLY CONSULTED PRIOR TO THEANNOUNCEMENT EARLIER THIS MONTH THAT THE SCHOOL WOULD BE CLOSED. ALTHOUGH THE DISTRICT ANNOUNCED THAT GENERAL COMMENTS WOULD BE TAKEN ON THE PROPOSED SETTLEMENT, NO DIRECT MEETINGS WITH WOODRUFF PARENTS WERE HELD. WHEN A SCHOOL IS SLATED TO BE CLOSED THE SCHOOL DISTRICT SHOULD MEET DIRECTLY WITH PATRONS OF SCHOOLS MARKED FOR CLOSURE. AT THESE MEETINGS THE DISTRICT SHOULD PRESENT ITS RATIONALE FOR CLOSURE AND HEAR ANY OBJECTIONS AND SUGGESTIONS THAT THE PATRONS HAVE. THE DISTRICT MAY THEN TAKE PATRON'S COMMENTS INTO ACCOUNT WHEN MAKING THE FINAL DECISION. THIS PROCESS WOULD TREAT PARENTS AS VALUED CO-PARTICIPANTS IN THEIR CHILDREN'S EDUCATION. IT WOULD MAKE THEM FEEL THAT THEY ARE MORE THAN NUMBERS IN A COMPUTER. MOREOVER, THE DISTRICT WOULD GAIN AN INESTIMABLE AMOUNT OF GOOD-WILL FROM SUCH A PROCESS FROM BOTH THE AFFECTED PARENTS AND PARENTS WHO MAY BE CHOOSING BETWEEN THE LITTLE ROCK DISTRICT AND ANOTHER SCHOOL SYSTEM. THE DISTRICT DID NOT MEET WITH WOODRUFF PATRONS PRIOR TO AN EARLY JUNE MEETING WITH MYSELF, JOYCE MEEKS, KEITH CAVINESS, AND RICK COLLIER AT OUR INSTIGATION. IN SPITE OF THE ASSURANCE AT THAT MEETING THAT NO DECISION WOULD BE MADE AND THAT THIS PARENT'S GROUP WOULD HAVE ACCESS TO THE DECISIONMAKERS, TWO DAYS LATER THE DISTRICT, THROUGH ASSOCIATE SUPERINTENDENT JENNINGS, SECURED MR. REVILLE'S APPROVAL FOR THE CLOSURE OF WOODRUFF. THREE OF US MET WITH SCHOOL OFFICIALS THE NEXT WEEK AND WERE TOLD THAT THE DISTRICT WOULD DO WHAT IT COULD TO KEEP WOODRUFF OPEN FOR AT LEAST THE NEXT YEAR. WE HAVE NOT RECEIVED THE FINAL WORD FROM THE DISTRICT. WE HAVE BEEN TOLD THAT IF WOODRUFF CLOSES PARENTS WOULD HAVE THE OPTION OF CHOOSING THE NEW WASHINGTON SCHOOL OR A SCHOOL BASED ON THE NEWLY DRAWN ATTENDANCE ZONES. OVER HALF OF THE CURRENT WOODRUFF STUDENTS LIVE IN THE PULASKI HEIGHTS ATTENDANCE ZONE. NEVERTHELESS, NEW STUDENTS ARE BEING ASSIGNED TO PULASKI HEIGHTS ELEMENTARY WHILE WOODRUFF STUDENTS' ASSIGNMENTS ARE BEING DELAYED THE FINAL DECISION. THUS, IN SPITE OF THE DISTRICT'S ASSURANCES THAT WOODRUFF STUDENTS WOULD HAVE A CHOICE NEXT YEAR, NO CHOICE MAY EXIST IF PULASKI HEIGHTS FILLS UP BEFORE THE DISTRICT MAKES UP ITS MIND. I RAISE THIS ISSUE TO SHOW THAT WITHOUT PARENT INVOLVEMENT AND AT THIS LATE DATE, IT WOULD BE UNFAIR TO CLOSE WOODRUFF INTHE FALL. EARLIER INVOLVEMENT OF WOODRUFF PARENTS WOULD HAVE GIVEN THEM THE OPPORTUNITY THE SUGGEST ALTERNATIVE ASSIGNMENT OPITONS SHOULD THE SCHOOL CLOSE BU, IN ANY EVENT, WOULD HAVE ALLOWED THEM AMPLE TIME TO PLAN FOR THE COMING SCHOOL YEAR. OUR CHILDREN ARE THE ONLY ONES IN THE ENTIRE DISTRICT WHO WILL BE INVOLUNTARILY ASSIGNED NEXT YEAR. WE SHOULD AT LEAST HAVE THE OPPORTUNITY TO PARTICIPATE IN THE PLANNING FOR THEIR EVENTUAL PLACEMENT. MOREOVER, THAT PLANNING SHOULD BE CONDUCTED IN AN ATMOSPHERE WHEN CHOICES, REAL CHOICES, CAN BE DISCUSSED FREE FROM THE CURRENT PRESSURES. WE ALSO SUBMIT THAT IT WOULD BE PREMATURE TO CLOSE WOODRUFF UNTIL THE DISTRICT HAS A COURT-APPROVED STUDENT ASSIGNMENT PLAN. YOU ARE ALL PAINFULLY AWARE OF THE CURRENT STATUS OF THE MOST RECENTLY PROPOSED STUDENT ASSIGNMENT PLAN. THE DISTRICT MUST, IN ESSENCE, RETURN TO THE DRAWING BOARD AND DRAFT A NEW PLAN BETWEEN NOW AND DECEMBER. GIVEN THIS UNCERTAINTY, THE DISTRICT SHOULD FORECLOSE ONE OF ITS OPTIONS WITHOUT CAREFUL STUDY. WE BELIEVE THAT WOODRUFF CAN PROVIDE PARENTS WITH THE OPTION OF A SMALL COMMUNITY-BASED SCHOOL WITH STRONG TIES TO THE SURROUNDING NEIGHBORHOOD. PERHAPS ITS VERY SUCCESSFUL CONFLICT-RESOLUTION PROGRAM CAN BE EXPANDED AND BE THE BASIS FOR RELATED CURRICULAR OFFERINGS IN LAW, SOCIAL STUDIES, AND HUMAN BEHAVIOR, IN ANY EVENT, A DISTRICT THE SIZE OF LITTLE ROCK SURELY HAS PLACE FOR A VARIETY OF SCHOOLS. IF THE GOAL IS HIGH-QUALITY, INTEGRATED EDUCATION THEN WOODRUFF CAN BE A MODEL FOR THE ENTIRE COMMUNITY. FOR YEARS, WOODRUFF WAS BOTH A GOOD AND AN INTEGRATED SCHOOL. ONLY UNTIL THE MOST RECENT SHIFTING OF STUDENTS DUE TO THE CONTROLLED CHOICE PLAN DID THE RACIAL BALANCE SLIP. NEVERTHELESS, THE SCHOOL HAS CONTINUED TO EDUCATE ITS STUDENTS WELL. IN THE LONG RUN, QUALITY SELLS\nTHAT IS, GOOD EDUCATION IS THE BEST ADVERTISMENT FOR THE PUBLIC SCHOOLS, WITH THE PROPER SUPPORT FROM THE DISTRICT AND SOME STABILITY IN STUDENT, TEACHER, AND ADMINISTRATIVE ASSIGNMENTS, WOODRUFF CAN BE A NATURAL MAGNET TO KEEP AND RETURN WHITE PARENTS TO THE CITY SCHOOLS, BUT EVEN IF THE RACIAL COMPOSITION DOES NOT CHANGE, WOODRUFF DESERVES TO BE PART OF ANY LONG RANGE PLAN, BLACK CHILDREN AS WELL AS WHITE CHILDREN DESERVE THE CLOSE, WARM, FAMILY-LIKE ATMOSPHERE OF A SMALL SCHOOL, BLACKPARENTS AS WELL AS WHITE PARENTS DESERVE TO HAVE THE OPTION OF A SMALL, COMMUNITY BASED SCHOOLK. TO IGNORE THOSE NEEDS IN FAVOR OF LARGER, MORE IMPERSONAL SCHOOLS AND THE COLD CALCULUS OF RATIO'S V AND DEMOGRAPHIC TRENDS IS TO FORGET THAT BROWN BOARD OF EDUCATION WAS ABOUT BOTH INTEGRATED AND QUALITY EDUCATION. THIRTY FIVE YEARS AFTER THE DECISION IN BROWN IT IS THE ULTIMATE IRONY TO CONSIDERING CLOSING AN INTEGRATED, QUALITY SCHOOL LIKE WOODRUFF. TO FAIL TO RECOGNIZE AND ACT UPON THIS IRONY WILL BE TRAGIC. t'j Arkansas Democrat '.W (gazette WEDNESDAY, DECEMBER 2, 1992 B Above the fray i ' r*\\ .V-S. f- 1, ' iv T .r W* \u0026lt; \u0026lt; -h-' A ' 4-? T t' A- K\n * 2 r* s  *'*4 V A A '^16^  s\\ r  \\ ij. ^i! % eW r i B 1' n|M*:\niJ6r r,l(1 B V. :rw. 'M '1\n NO FIGHTS AT THEIR SCHOOL  Third- and fifth-graders from Woodruff Elementary School in Little Rock raise a parachute high at the Billy Mitchell Boys Club on Tuesday as they celebrate 200 consecutive days without a fight parachute games. Arkansas Democral-Gazdne/Scon Carpenter at their school. The students were being rewarded for their hard work in nonviolent conflict resolution with fence painting, ornament making andA Aik^as Democrat ^(j^azcttc TUESDAY, FEBRUARY 15, 1994 Cop^^ e Unie Rock Newspapers. Irw. WOODRUFF ELEMENTARY SCHOOL Before you make a deposit on your childs education, be sure the school you select can provide your child the best education possible. Check us out! Open House each day: Feb. 9 through Feb. 18, 8a.m. - 1p.m. *  * * On your way to work (Woodrow exit just off 1-630) Before- and after-school CARE (7:00 a.m. - 5:30 p.m.) Brand-new early childhood wing (4-6 yr. olds) World-class library Safe, secure family atmosphere Small classes\nindividual attention Warm, caring, highly qualified staff Active PTA * Full-time counselor * 28-station computer lab Teaching based on each child's learning style Results: standardized-test scores prove our methods work is * * * The best of traditional education emphasiting academics and discipline. (Not a single fight since October 15, 1991!) Come see for yourself. Drop in or call me for a personal tour. Pat Higginbotham, Principal. 3010 West 7th St. 671-6270 \"Encouragement, Improvement, Excellence\"THURSDAY, MARCH 16,1994  ARKANSAS DEMOCRAT-GAZETTE  Elementary students resolving conflicts without violence By Mary Maunoy Pierce Sf^clol to the Democrat-Gazette p ositioned for quick visibility on the office wall of Woodruff Elementary School is the schools missions statement: u Vfe at Woodruff School believe it is our job to guarantee the success of every child, to create a climate where all children feel a sense of security and purpose, and to adhere to a code of conduct that requires us to respect and encourage others. In 1988 the school body - teachers. students, office staff and parents - ouuueiivH, umve Btaii aiiu pareiiLS , made a serious commitment to each ' other to live by the words of their mission statement and to adopt a non-violent atmosphere for their school. Now six years later, the school celebrates over 400 days without a fight. 'When I became the principal of Woodruff Elementary in 1988, I found the school and the students to be just like any other normal elementary. There were no weapons on campus or outbreaks of violence, but there was a tremendous amount of talk about fighting. There was a lot of time spent teasing and talking about what someone was going to do to another student after school or the actual scheduling of after-school fights. It wasnt even the majority of the students, but the kids involved were loud enough to be a distraction in a learning environment, said Pat Higginbotham. Higginbotham called a school-wide meeting and talked to the children about her concerns and encouraged them to put an end to fighting. Her idea to keep track of the number of days without a fight - like some factories and plants track days without an accident - was a big hit with the students and the countdown began. Its still a hard job, but the early days were really tough. I made daily visits to each classroom to talk about our success, and we offered rewards like extra recess and circus tickets for students standing up for non-violence, said Higginbotham. We let the parents know what we were doing and they were most supportive. That first try, we only went six days, but gradually made it to 90 days. Teachers began to notice a difference and when they recognized the early stages of a potential fight, they made a great effort to get students to talk about their problems instead of fighting. Now we celebrate milestones in 100-day increments and feel weve made great strides by not. ha,ying a fight since October 1991.' Higginbotham says the non-violence program evolved as the weejcs went by and, two years into the program, Woodruff added after-recess intervention meetings, character education and a big brother/big sister program.\n We began pairing older students  5th and 6th graders  with our four- year old and kindergarten students. The older ones helped the younger ones understand the non-violent way to resolve conflicts. Now those younger students are the older ones, and weve truly seen a cultural n change at Woodruff.' See WOODRUFF, page 2H WOODRUFF Continued from Page IH Woodruff counselor, Shirley Davis has been with the non-violence program since its inception' and has seen a dramatic change in the students attitudes about resolving conflict. In the beginning, some of our kids said we werent being realistic about our non-violent approach to conflict resolution. . Fighting was the real world to them and it was the only way they knew to solve a problem. But with love and patience, we taught them how to fight fair by attacking the problem, not the person, said Davis. Kids have to learn that conflict is just a part of life, and that conflict is not a problem. Instead, its how we handle conflict that can be a problem. Davis works with the teachers and students when various problems arise and is creative with her tactics. She teaches Woodruffs seven-step plan for fighting fair in the form of a song that Woodruff bought from the Grace Contrino Abrams Peace Education Foundation, Inc. She also tries to focus on peaceful times. Theres so much emphasis in the world about conflict and negative situations, but I want the kids to hear about people helping each other, too. said Davis. In six years the non-violence program has given Woodruff students more than a number of days without a fight to be proud of - other positive results are apparent as well. Our academic performances are up and theres a higher sense of morale and purpose. Were hearing from parents and others in the community that these kids are taking this non-violent concept with them outside of our school setting, said Higginbotham. Theyre teaching the principles to their siblings and friends, and wholly believe that it takes more courage not to fight than to fight. Its produced a healthy, functional school family where adults are present to set limits and the children are able to make better and better choices.I / February 23, 2001 Stagecraft on the run  SATURDAY, FEBRUARY 28. 2004  Police inspect cooler outside LR school ARKANSAS DEMOCRAT-GAZETTE Little Rock police investigated a suspicious package outside Woodruff Elementary School on Friday but found only an empty cooler, according a police report. A school security officer told police he had seen an Igloo cooler on the sidewalk at West 7th and Booker streets near the southeast corner of the school about 7:15 a.m. Several police cars surrounded the area, forming a one- block perimeter. Students and teachers were instructed to stay in the basement cafeteria at the northwest side of the school building. 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