{"response":{"docs":[{"id":"bcas_bcmss0837_1568","title":"\"Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["2001-08-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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District Court (Arkansas: Eastern District)"],"dc_date":["2001-06"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Special districts--Arkansas--Pulaski County","Joshua Intervenors","Little Rock School District","Arkansas. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["8 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PCSSD SUPPLEMENT TO MOTION TO APPROVE MIDDLE SCHOOL IMPLEMENTATION The PCSSD, for its supplement to motion, states: RECI\\VEO jU~ 4 10m --==-- PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. Attached as Exhibit \"A\" is a timeline received today from the Little Rock School District setting forth its middle school activities. 2. While the Little Rock District began a pilot program that concluded in 1997, it is clear that the actual work of committees and others to plan and implement a district-wide implementation did not begin in earnest until January of 1998. 3. Thus, if one compares the activities of the LRSD and the PCSSD respecting district-wide implementation and activities undertaken with respect thereto, it - is apparent that the timelines, actions and other strategies are very similar. 4. Indeed, in the area of professional development and training, the timelines and activities are virtually identical. WHEREFORE, the PCSSD renews its requests that its motion to implement middle schools be approved as soon as possible. 258646-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 CERTIFICATE OF SERVICE On June 1, 2001, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 258646-v1 2 Ms. Sammye L. Taylor Mr. Mark A. Hagemeier Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 258646-v1 .am el Jones Ill ~  3 JUN-Oi-ot FRI t0:05 AM FAX NO, LITTLE ROCK SCHOOL DISTRICT MIDDLE SCHOOL IMPLEMENTATION TIMELINE DATI: 1990- 1997 December, 1995 January, 1998 January. 1998 January, 1998 March, 1998 March, 1998 October, 1998 Fall, 1998 ACTIVITY Middle school concepts piloted within  junior high configuration at Pulaski Heights, Forest Heights, Cloverdale and Southwest Junior Highs with support of the New Futures/C~sey grant LRSD Strategic Plan approved by Boa.rd of Education: Strategic Plan Includes district wide middle schools Revised Desegregation and Education Plan includes establishment of a sched1.1le for the orderly conversion of some or all of Its junior high schools to middle schools arades 6-8 Completion of district wide plan for an orderlv transition to middle schools Initial meeting of the LRSD Middle School Steering Committee. Committee received the cha,ge and tasks of serving as the coordinating committee throughout the planning and initial implementation process and to make recommendations to the Superintendent regarding the development and lmplementatlon of the middle school transition. LRSD Middle School Program Mission Statement adopted by LRSO Board of Education Stl;lering committee eleven subcommittees receive charge and task\u0026 and becin work LRSD Middle School Program Standards adopted by the Board of Education Steering committee/sub-committee recommendations finalized; regular communication briefing\u0026 conducted throuahout communltv l;XHIBIT I A P. 02/03 JUN-01~01 FRi t0:05 AM FAX NO. P. 03/03 Winter, 1999 Phase One of professional development program initiated; continued communlcat!on updates Implementation of initial phase of approved recommendation5; steering committee submits final recommendations to Superintendent; completed staff assignments for middle schools and high schools; elementary, Junior highs and high schools complete clans for student transitions Spring, 1999 Finalize logistical plans; Phase Two of professional development program; continued communication updates; implemented Intermediate phase of oroarem recommendations Summer, 1999 Phase Three of professional development program; implement logistical plan; complete final phase of oroQram recommendations Fall, 1899 OoeninQ of LRSD middle schools -- ----- - - - - - - - - ------------- IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUN O ~ 2001 WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. * No. 4:82CV00866 SWW * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL., * Defendants, * * MRS. LORENE JOSHUA, ET AL., * Intervenors, * * KATHERINE KNIGHT, ET AL., * Intervenors. * MEMORANDUM AND ORDER RECEIVED JUN 8 2001 OfflCEOF IISBi\u0026IIIIIIJI Before the Court are the motion and supplements to the motion of the Pulaski County Special School District (\"PCSSD\") for Court approval of a conversion to middle schools and revamped high schools for the 2001-02 school year. Also before the Court are the PCSSD's motion and supplement to the motion for approval of middle school construction modification. The Court held a hearing on the motions for approval of conversion to middle schools and revamped high schools on May 4, 2001. On May 21, 2001, the Joshua Intervenors and the Knight Intervenors, on behalf of the Pulaski Association of Classroom Teachers (\"PACT\") and the Pulaski Association of Support Staff (\"PASS\"), filed objections to the middle school conversion. On May 29, 2001, the PCSSD filed its response to those objections. Upon review of the motions, objections, and response, as well as the evidence presented during the May 4, 2001 hearing, the Court determines that it will not prevent the PCSSD from proceeding with the conversion to -middle schools for the coming school year and grants the motions. 34 40 I. When the PCSSD initially filed its motion for approval of conversion to middle schools and revamped high schools, the Court had concerns about the degree of planning that the PCSSD invested in the conversion and about whether its desegregation obligations were being addressed. The submissions in support of the motions did not reflect a coherent plan of action and there was no indication that the PCSSD used desegregation and equity as a filter through which to plan and implement various aspects of the middle school concept, such as racial balance, student assignment, staffing, capacity, and student recruitment issues. Further, the PCSSD's filing did not reflect evidence that the Assistant Superintendent for Equity and Pupil Services and the Director of Desegregation were significantly involved in the middle school planning or implementation process. In addition, there was no budget document that broke down all the costs of the middle school conversion, and there were no projections of enrollment and racial balance at Bates Elementary School nor recruitment plans for Bates in conjunction with the middle school conversion. The issues regarding Bates were specifically raised by the Court during the August 9, 2000 hearing on an administrative reorganization and a modification of the PCSSD's student assignment plan. At the hearing held on May 4, 2001, several parents testified as to their involvement in the conversion to middle schools. From their testimony, the Court concludes that parental involvement was minimal. Ms. Gloria Rousseau, Director of Secondary Education and Chairman of the Middle School Task Force, who took over in the middle of the conversion process after Dr. James Fox, an assistant superintendent, became ill and subsequently resigned, testified regarding her efforts to involve parents and teachers in the process. She testified that the PCSSD had no 2 written comprehensive district-wide plan for conversion to middle schools nor did the District have an overall plan addressing the effects conversion would have on desegregation. The Joshua lntervenors object to the conversion on the basis that the PCSSD has yet to comply with its desegregation commitments, has not considered the racial impact of the middle school conversion, has no written plans for conversion of the schools or a time table, has not involved the PCSSD's Office of Desegregation regarding desegregation impact, and has not collaborated with the other parties in the case regarding implementation or planning. The PACT and PASS contend that the PCSSD has failed to involve stakeholder groups in the planning process. They object to the conversion as well, asserting the lack of a district-wide comprehensive written plan, the lack of a staff development training program, the lack of space, and the lack of timely deployment of staff. All these shortcomings have resulted in confusion, - frustration, anxiety, and low teacher morale. In response to these objections, the PCSSD disputes the Joshua Intervenors' assertion that the District has not complied with its desegregation commitments and has not considered the racial impact of middle schools. The PCSSD reiterates that no student assignment zones will change, and that it will continue to apply the same rules regarding assignment and allocation of staff. Further, the PCSSD submits a Plan for Transition to Middle Schools as an exhibit to its response as well as consolidated timetables for all activities which have occurred and the few that are yet to occur. The PCSSD points out the testimony of Mr. Karl Brown, Assistant Superintendent for Equity and Pupil Services, who stated he is comfortable with the process and the activities which have occurred, and Ms. Rousseau's testimony concerning the middle schools and districts which the PCSSD examined and visited as part of this process. 3 In response to the PACT and PASS objections, the PCSSD asserts their objections are \"untimely, speculative, and premised largely upon double and triple hearsay, and . mischaracterization of witnesses' testimony.\" 1 In addition, the PCSSD submits exhibits which it contends show that, contrary to the assertions made by PACT, the staff allocation process is 94 % complete for the middle schools,2 and that the agreement between the District and the Union regarding the conversion does not require that middle school personnel placement be completed by the end of May. 3 Further, the PCSSD submits an exhibit which it contends shows that the reservation of openings for minority staff is in keeping with Plan 2000 in which the District committed to increasing the number of African-American secondary core teachers. 4 Neither the Court nor any of the parties or intervenors conceptually oppose the conversion of the school grade alignment from essentially a six-grade primary, three-grade junior high and three-grade senior high to a five-grade primary, three-grade middle, and four-grade high school configuration. The Court continues to have its own concerns and shares the concerns of the objectors about the lack of planning and stakeholder involvement on the part of the PCSSD in the conversion to middle schools. However, the Court believes and hopes that the implementation of the middle school concept will benefit student achievement and reduce disparity. In addition, the Court believes it is important for the PCSSD to align its grade configuration with those of the Little Rock and North Little Rock school districts as soon as possible to avoid negative impacts 1See Docket entry 3435 (PCSSD's Combined Reply to Joshua Intervenors and PACT) at 3. 2See Docket entry 3435, Ex. D. 3See Docket entry 3435, Ex. E. 4See Docket entry 3435, Ex. E. 4 on M-to-M recruiting and magnet school attendance. The Court determines that putting a hold on the conversion to middle schools, however flawed the planning has been, would be more damaging than allowing the PCSSD to proceed to middle school conversion on the present schedule. The Court, therefore, will not prevent the conversion to middle schools and will grant the motions. The Court will direct the Office of Desegregation Monitoring to monitor closely the conversion process and the impact of the realignment on the desegregation plan. II. Also before the Court are motions to approve middle school construction modification.  The Court notes that the construction projects at Mills and Robinson High Schools were underway  prior to the filing of the April 13, 2001 motion and April 18, 2001 supplement to the motion. Additionally, to seek the court's permission for construction after the fact is neither a demonstration of good planning and management nor a manifestation -of good faith on the part of the PCSSD. The Court is concerned about the changes in building capacities and in the use of space created at the elementary schools when the sixth grade is moved to middle schools. Again, the Court does not wish to obstruct the implementation of the conversion to middle schools in the PCSSD and, therefore, grants the motions. The Court will direct the Office of Desegregation Monitoring to monitor closely the impact of the construction upon the desegregation plan as well as the use of space created by the middle school conversion. 5 m. IT IS THEREFORE ORDERED that the motions to approve middle schools and revamped high schools5 are granted. IT IS FURTHER ORDERED that the motions to approve middle school construction modification6 are granted. i1f1\\.... DATED this _\"T_ day of June 2001. 5Docket entries 3402 \u0026 3422. 6Docket entries 3418 \u0026 3419. -~~~~~ UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH R~,LE 58 AND/OR 79(a) FRCP ON 6 r Lf--0} BY_vf:..-,1.... __ 6 -  FILED EAsTMRsN. DISTRICT COURT DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT JUN 0 5 2001 EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ~~:ME1'f, ~iri~~ ~K DEPCLERK LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * * vs. * No. 4:82CV00866 SWW * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL. , * Defendants, * RECEIVED * MRS. LORENE JOSHUA, ET AL., * JUN 13 100\\ Intervenors, * * omCEOf KATHERINE KNIGHT, ET AL., * DESE61Sll0li MONll0RlNG Intervenors. * ORDER On April 4, 2001, the Joshua Intervenors filed a motion for extension of time to respond to the LRSD 's Notice of Filing and Request for Scheduling Order. On the same day, the Court filed an Order setting forth deadlines and hearing dates to address any challenges to the LRSD Compliance Report. 1 Therefore, the Court finds that the motion [ docket entry 3415] is moot. The Clerk is directed to remove said motion from the pending motions report. DATED this~ day of June 2001. \u0026iLll~.)1~~ F JUDGE UNITED STATES DISTRICT COURT 1 The Court referenced in that Order a letter from the Joshua Intervenors' counsel in which he stated he needed additional time to review the report. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE -~l~_')._U~~ ~8 AND/D_~9(a) FRCP FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION JUN O 5 2001 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. , Defendants, MRS. LORENE JOSHUA, ET AL., Intervenors, KATHERINE KNIGHT, ET AL., Intervenors. * * * * * * * * * * * * * * ORDER No. 4:82CV00866 SWW RECEIVED JUN 1 3 2001 OFFlCE Of DESEGREGATION MDNITOiUNS Before the Court is the motion of the Pulaski County Special School District (\"PCSSD\") for Court approval of the addition of an activities complex at Baker Interdistrict School. The Joshua Intervenors have responded in opposition to the motion. For the reasons stated below, the Court grants the motion. The PCSSD notes that parents and an area business have approached the principal of Baker Interdistrict School about privately funding the building of an activities complex that would include a gymnasium, music room, and art room. 1 The PCSSD asserts that the addition of an activities complex would enhance recruitment of minority students to Baker and help it compete more effectively with the private schools in the area. The Joshua Intervenors object to the motion, 1See Ex. A, PCSSD Mot. to Approve Add. of Activities Complex, docket entry 3430. arguing that the proposal has not been developed and fully considered, and may serve to further establish Baker as a racially identifiable school. Among the specific concerns expressed by the Joshua lntervenors are the PCSSD 's recruitment ( or lack thereof) of minority students from the Little Rock School District and the lack of a recruitment plan in the motion; the absence of a plan setting forth any additional resources, including staff that may be required in expanding programs; the lack of a statement of costs; no indication of whether existing programs will be duplicated; and no indication of the effect of the addition on other schools. Lastly, the Joshua Intervenors -- question whether private donations may be used to establish \"'separate but unequal' schools. \"2 The Court believes community and parental involvement in public schools, including voluntary contributions, should be encouraged. Perhaps the Baker experience will serve as an example to encourage similar parental and community involvement at other schools in the three - Pulaski County school districts. In granting the motion and approving the addition at Balcer, however, the Court directs the PCSSD to file a report by July 9, 2001, setting forth how it intends to improve racial balance at Baker and how it is going about meeting its obligations under Section J of Plan 2000. The Court further directs the PCSSD to set forth target dates for completion of these obligations.3 2See Joshua's Resp. to PCSSD's Mot. to Approve Baker Addition (docket entry 3436) at 3. 3Section J of the Plan, School Resources, provides: \"PCSSD shall design and carry out, in consultation with the Joshua Intervenors, a study to detennine whether school resources are allocated equitable (sic) among the schools of the district. The resources assessed may include such factors as pupil/teacher ratio; pupil/staff ratio; square feet per pupil; percentage of staff with a masters degree and nine or more years of experience; the turnover rate of certified staff; school size; computer/pupil ratio; per pupil expenditure; volunteer hours per pupil; and donations per pupil. The study shall contain recommendations, where appropriate, to address any problems identified.\" See docket entry 3337, Attach. C (PCSSD Plan 2000). 2 IT IS THEREFORE ORDERED that the motion to approve the addition of an activities complex at Baker Interdistrict School4 is granted. IT IS FURTHER ORDERED that the PCSSD file its report on or before July 9, 2001. ..JI\\.. DATED this l,) day of June 2001. ~ UNITED STATES DISTRICT CO{IB.T THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE WITH Rl,ILE 58 ANO/OR~) FRCP ON (c, - l.;,- Q) BY---'\\.._[L __ The Court notes that the same ten factors were addressed in the \"Report of LRSD's Assessment of the Equitable Allocation of Resources,\" docket entry 3214. 4Docket entry 3430. 3 .,I FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS JUN f 5 2001 IN THE UNITED STATES DISTRICT COURTJA.MES W. McCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS By. ______ =-=-- WESTERN DIVISION DEP CLEl\u003cK LITTLE ROCK SCHOOL DISTRICT V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION FOR ADDITIONAL TIME TO RESPOND TO COMPLIANCE REPORT PLAJNTIFF DEFENDANTS INTER VEN ORS INTER VENO RS Come now the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension of Time to Respond to LRSDs Compliance Report, state: 1. Counsel is in negotiations with counsel for the Little Rock School District regarding the compliance report and other matters. 2. This request is not made for purposes of delay. 3. Counsel for Little Rock School District has been consulted and has authorized undersigned counsel to indicate that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enter an Order extending the time in which they may respond to the Little Rock School District' s Compliance Report up to and including June 25, 2001. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-3~74]/5]8 ~ I . By _{__Jj; _Qv'-\u003c:...,-v-'----\" J W. alker CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing has been sent to all counsel ofrecord on this 15th day ofJune, 2001. RECEIVl:IJ JUN 2 5 2001 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS JUN 2 O 2001 ~(I~ WESTERN DNISION LITTLE ROCK SCHOOL DISTRICT, Plaintiff, * * * * *  JA~E1. ~RMACK. ~ By. \\ ' \\ l /\\ /\\f\\ DEPCLERK vs. PULASKI COUNTY SPECIAL SCHOOL * DISTRICT, ET AL., * Defendants, * * MRS. LORENE JOSHUA, ET AL., * Intervenors, * KATHERINE KNIGHT, ET AL., lntervenors. * * * ORDER No. 4:82CV00866 SWW Before the Court is the motion of the Joshua Intervenors for an extension of time in which - to respond to the Little Rock School District's Compliance Report. For good cause shown, and without objection from the Little Rock School District, the Court grants the motion. The Joshua Intervenors have until and including June 25, 2001, within which to file their response. No further exte~ions will be granted. SO ORDERED this ~ay of June 2001. THIS DOCUMENT ENTERED ON DOCKET SHEET IN COMPLIANCE Wll1' RULE 58 AND/OR 79(a) FRCP ON e_~c)..(,Ol sv_rr=-: __ ~A, ~ F JUDGE --=-- UNITED STATES DISTRICT COURT IN THE UNITED STATES DISTRicf coUR1J.foU~1E,D EASTERN DISTRICT OF ARKAf SA's'STERN DISTRg A~~:~SAs WESTERN DMSION f' . JUN 2 5 2001 LITTLE ROCK SCHOOL DISTRICT, Plaintiff, vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., Defendants, NIRS . LORENE JOSHUA, et al:, Intervenors, KATHERINE KNIGHT, et al., Intervenors, * .~:~ES W. McCORMACK, CLERK * * * No. 4:82CV00866 SWW * * * * * * * * * * RECEIVED JUN 2 6 2001 OfRCEOf OESE6RE6AnON lllNJTORJNG JOSHUA INTERVENOR'S OPPOSITION TO LITTLE ROCK SCHOOL DISTRICT'S COMPLIANCE REPORT PRELIMINARY STATEMENT The Joshua Intervenors respectfully request the Court to defer final decision upon the petition of the Little Rock School District for a declaration that it is now unitary as that term has been defined by relevant case law. Toe Joshua Intervenors believe that there are numerous significant questions which are not addressed in a clear, accurate and substantive manner which need to be further explored in an evidentiary proceeding before the Court. Upon that event the Court would be in a better position to make the necessary analysis to determine whether the objectives and commitments of the revised desegregation plan have been fully met. Toe Joshua Intervenors believe further that = the Court must have before it a written response to the district's plan or other written analysis -1- regarding that plan from the Court's Office of Desegregation Monitoring (ODM) before the Court can issue a final opinion regarding the matter. Otherwise, any assessment by the Court would be incomplete and not in keeping with the expectations of the Eighth Circuit Court of Appeals when it required the establishment of the ODM to assist the Court in determining and effectuating desegregation compliance. The sc:hool district's compliance report of March 15, 2001, which incorporates by reference its interim compliance report dated March 15, 2000, is before the Court reportedly to inform concerned interests of \"the status of the district's efforts to meet its obligations under the revised plan . . . \" The district makes reference to the fact that it offered the opportunity for interested parties to provide comments or suggestions to the interim court and that it received none. Because it received no comments or suggestions regarding that report, the district has determined that the form of the report is appropriate for the present report. That position is inaccurate. Joshua made many comments throughout the year to District officials regarding areas of noncompliance and bad faith implementation. Joshua notes, however, that before either of the reports was submitted to the Court, the district did not consult and meet with Joshua regarding the contents in order to reach the agreements of the report contemplated by the desegregation plan. The present report has many of the same failings of earlier reports to the Court. In fact, it has been the exception rather than the rule for the district to affirmatively involve Joshua in preliminary stages of any report or other activity undertaken by the school district. Joshua submits that the Little Rock School District is far from being \"unitary\" at this time, and that the District has much work to accomplish before court release is appropriate. Joshua further submits that the burden of proof that the District is unitary, i.e., has fulfilled all of its obligations, -2- is upon the District rather than upon Joshua. The following comments by Joshua to the March 15, 2001 report raise appropriate for further inquiry by the court. JOSHUA'S SERIATIM RESPONSES TO THE DISTRICT'S REPORT DATED MARCH 15, 2001 Section 2.1. LRSD shall in good faith exercise its best efforts to comply with the Constitution, to remedy the effects of past discrimination by LRSD against African American students, to ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD and to provide an equal educational opportunity for all students attending LRSD schools. The district firsts projects the covenants dated January 11, 2000 to illustrate its good faith beyond March 15, 2001 in.the event that the Court declares the district to be unitary. It points to meetings of administrators who were informed of the covenant; the involvement of Dr. Terrence Roberts, a consultant to the district1 ; and the receipt of the district of a \"quality interest award\" from the Arkansas Quality Award Nonprofit Agency to demonstrate that the initiatives now in place will continue. Joshua notes that the emphasis of the report is upon the objective to improve the academic achievement of all students through the use of its resources in a manner which complies with the non discrimination requirements of law. The commitment is vague! It allows equal, we say greater, attention to the higher achieving white students than to the lower achieving Black students. It does not address the problems which have persisted since the settlement agreement was reached in 1989, especially the concern of remediating preexisting achievement disparities between white and Black 1 Dr. Roberts is one of the first African American students to enroll in Little Rock Central High, i.e., \"the Little Rock Nine\"; he is a clinical psychologist who is on the staff of the University of Antioch University. .., -.)- students. The district received at least $20 million dollars in the form of a forgivable loan by which to address the remediation disparities. Those achievement disparities linger. 2 In this respect, the State of Arkansas has given the district little assistance in meeting this objective and, on information and belief, despite noncompliance, has agreed to forgive the Little Rock School District loan obligation (See Exhibit 1 hereto). Joshua further notes that an objection to the incentive schools by district officials was that those schools were too program heavy and therefore did not lend themselves to effective implementation and evaluation of those programs. We believe that the district now has even more programs which were present in its schools and that the district's past criticism of the incentive schools programs may be applied to the programs which it has put in place since it reduced the number of incentive school programs. Effectiveness of the programs is still lacking. Effect is usually determined after program evaluation. The district's evaluation system borders upon being nil. The district makes reference under good faith to the success of the Campus Leadership Team, later referred to herein as CLT. The person assigned the responsibility for the CL T was Ms. Gayle Bradford. She (like School Superintendent Les Carnine and Associate Superintendent Brady Gadberry) is leaving the school district as of July 1. Her assignment to the position was makeshift in the first place in that it was a job created for her while the district determined what good use could be made of her services after she was removed as principal at Hall High School due to problems associated with desegregation complaince. The Campus Leadership Program was ill conceived, and 2The plan which set the objective that African American achievement as measured by appropriate standardized tests, on a comparative basis, would come within ten percentage points of white student academic achievement. -4- has been poorly implemented. It may be said that the CLT is only a hope for better school management for the future. But it too lacks an assessment or evaluation component. The Campus Leaderships Team are generally under the overall leadership of Associate Superintendent Ms. Sadie Mitchell, to whom Ms. Gayle Bradford reported. Ms. Mitchell, to her credit, has sought to create a working environment conducive to better cooperation between administrators and teachers. But those efforts .on her part are have just begun and with the departure of Ms. Bradford, must begin anew with new staff. The program is not so fundamentru.ly sound as to be self executing. Good faith is to be determined, we submit, within the context of the objectives set by the parties and by the law, especially the law of the case; the actions promised to be taken in order to achieve the objectives; and the manner in which those actions are actually undertaken. Good faith contemplates results as well as processes for achieving the contemplated results. The Little Rock School District outrageously argues that it is simply obliged to make promises to meet its objectives and to set up a procedure for fulfilling those promises but, having done that, it is not required to meet  the objectives set. That position reflects the basic difference between Joshua and Little Rock. Joshua believes that the commitments agreed upon required that the processes or plans for achieving the agreed upon objectives actually be fulfilled and that only conditions of impossibility could preclude compliance. Joshua further believes that the agreement contemplated that there would be prompt undertaking of the commitments; and that that undertaking would be vigorous and sustained. Joshua also believes that implicit in the agreement is that the commitments would be subject to professionally competent evaluation of policies, programs, and procedures put in place as implementing tools for the plan objectives. As will be shown below, the District's efforts have been neither timely nor prompt, vigorous or sustained; nor complimented by competent professional -5- evaluation. We are thus met with a pleading of excuse with promises (the Covenant) of actions that will follow upon Court release. The question before the Court is whether the district can be expected to achieve goals and objectives without Court oversight (the Covenant) that have not been achieved with Court oversight. Moreover, how can Black students enforce this Covenant? \"The LT program was at the heart of the District's efforts to met its obligations under the reviewed plan\". P. 1, Compliance Report. \"A quality school district meets the needs of all students.\" In adopting the CLT program, the District committed itselftoproviding each school the leadership and autonomy necessary to meet the needs of each school's unique population. With that autotomy comes a responsibility to ensure the success of each student.\" Page 3, Compliance Report. Joshua differs with that obj~.ctive. Remediation of disparity conflicts with that concept. When racial grouping is taken into account. Joshua has not been provided with any report which reports an evaluation of the CLT program or of the results that have been achieved by that program. The program appears to accept the proposition that individual schools, through the CLT, will meet their responsibility to each of its students. Because of this \"autonomy\", some magic conversion or remediation of disparities will occur it seems to be argued. Joshua submits that the CLT's actually provide more opportunity for discrimination and for mischief and maintenance of the status quo_ than a system wide appr "},{"id":"bcas_bcmss0837_1707","title":"Court filings concerning LRSD's compliance report, addition of an activities complex at Baker Interdistrict School, and motion release of LRSD from federal court supervision","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":["United States. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["57 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"District Court, Knight intervenors' motion for extension of time; District Court, Joshua intervenors' motion for extension of time; District Court, order; District Court, motion for extension of time to respond to Little Rock School District's (LRSD's) compliance report; District Court, motion to approve addition of an activities complex at Baker Interdistrict School; District Court, motion objecting to release of Little Rock School District (LRSD) from federal court supervision; District Court, Pulaski Association of Classroom Teachers (PACT) and Pulaski Association of Support Staff (PASS) intervenors' objections to proposed Pulaski County Special School District (PCSSD) conversion to middle schools; District Court, response of the Joshua intervenors to the Pulaski County Special School District's (PCSSD's) motion for approval of middle schools; District Court, order; District Court, the Pulaski County Special School District's (PCSSD's) combined reply to Joshua and Pulaski Association of Classroom Teachers (PACT) and further submissions to this court; District Court, Joshua's response to Pulaski County Special School District's (PCSSD's) motion to approve addition of an activities facility at Baker Interdistrict School; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool  The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  FILED EAsrM;...sN01STR1cr COURT K 01STRICT ARf\u003cANSAS MAY JC ;,nrn IN THE UNITED STATES DISTRICT COURT MAY 11 2001 Offliit 1:. EASTERN DISTRICT OF ARKANSAS 8JAy M ES W. McCORMACK, CLERK DESmRE6ATION MONITORING WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION FOR EXTENSION OF TIME For their Motion, Knight, et al. Intervenors, state: PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. At the close of the hearing on Friday, May 4, 2001, the undersigned counsel for PACT and PASS requested a ten (10) day period to file objections to the 4I PCSSD plan to implement middle schools within the district. The court granted the request and gave PACT and PASS ten (10) days to file such objections. PACT/PASS intend to file objections to the PCSSD proposal. 2. Because of scheduling conflicts, the Mother's Day week-end and the absence of Sandra Roy, Executive Director of PACT, counsel has been unable to meet with PACT and gather information with which to file said objections. 3. Granting a seven (7) day extension of time to file said objections until close of business on Monday, May 21, 2001 will cause no prejudice to PCSSD or the other parties. WHEREFORE, Knight Intervenors, et al., and JJ10re specifically PACT and PASS pray that the court grant an additional seven (7) days or until close of business on ,,,, 'ft DEP CLEHK Monday, May 21, 2001 to file their objections to PCSSD's plan to implement middle schools within the district and grant them all other relief to which they may be entitled. Respectfully submitted, Richard W. Roachell ROACHELL LAW FIRM P.O. Box 17388 Little Rock, Arkansas 72222-7388 (501) 224-1110 Richard W. Roachell (78132) CERTIFICATE OF SERVICE  I, Richard W. Roachell, do hereby certify that a true and correct c~y. of the foregoing document was sent by U.S. Mail, postage pre-paid, on this. l \\ T ~Y of May, 2001, on the following person(s) at the address(es) indicated. M. Samuel Jones III Wright, Lindsey \u0026 Jennings, LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 Mr. John W. Walker John W. Walker, P.A 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Heritage West Building, Suite 510 201 East Markham Street Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mark A. Hagemeier Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 ~.~ Richard W. Roachell RECEIVEO MAY 1 6 2001 MAY 1 4 2001 VlfiCl:OF DESEGREGATION MONfflJRJNQ JAMES W. McCORMACK, CLERK .By: OEP CLER~ rn THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERmEKNIGffi, ET AL. MOTION FOR EXTENSION OF TIME PLAmTIFF DEFENDANTS INTERVENORS INTER VEN ORS Come the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension of Time to File a Response to PCSSD l\\Jotion for Approval of Middle Schools up to and including May 21, 2001. For their motion, Joshua states: 1. Additional time is needed in order to provide a response due to undersigned counsel's schedule. 2. Counsel for the Knight Interv~nors has filed a similar request. 3. Counsel for the PCS SD has been contacted and he has indicated that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enter an Order extending the time up to and including May 21, 2001 in which they may file their response to PCSSD's Motion for Approval of Middle Schools. Respectfully submitted, John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 50137~ By~r CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent to all counsel of record via United States mail postage prepaid on this 14th day of May, 2001. ~-~ \\ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS MAY 15 2001 LITTLE ROCK SCHOOL DISTRICT Plaintiff (s) vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL ORDER NO. 4:82CV00866 SWW RECEIVED Defendant(s) MAY 21 2001 OfflCEOf DESEGREGATION MONITORING Intervenors Intervenors Pending before the Court are motions filed by the Knight Intervenors and the Joshua Intervenors for an extension of time in which to file responses to PCSSD's motion to approve middle schools. The Court finds that the motions should be, and they are hereby, granted. IT IS THEREFORE ORDERED that the Knight Intervenors and the Joshua Intervenors are allowed an extension up to and including May 21, 2001, to file responses to PSCCD's motion for approval of middle schools . 11' Dated this ___ii_ day of May, 2001. THIS DOCUMENT ENTERED .ON DOCKET SHEET IN COMPLIANCE WI ~ULE 58 ANO/OR 79(a) FRCP ON - '{;..~(J/ BY er:-: 9?~~M SUAN WEBBER WRIGH~ Chief United States District Judge -FIECEl\\fEO - MAY 18 2001 MAY 1 6 2001 OFFICE OF DESEGREGATION MONrroRING IN THE UNITED STATES DISTRICT C=S W. McCORMACK, CLERK EASTERN DISTRICT OF ARKANSAS DEP CLERI( WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTER VENO RS INTER VENO RS MOTION FOR EXTENSION OF TIME TO RESPOND TO LRSD'S COMPLIANCE REPORT Come now the Joshua Intervenors, by and through undersigned counsel, for their Motion for Extension ohime to Respond to LRSD's Compliance Report, state: 1. Because of undersigned counsel busy trial schedule, additional time is needed for undersigned counsel to review the voluminous report of the Little Rock School District. 2. Undersigned counsel has at least a dozen trials scheduled within the next thirty days for which he has been and is being required to prepare and to meet imminent time requirements and deadlines which included the following cases: Name of Case Date of Trial Bennett v. First National Bank May 21 , 2001 State of Arkansas v. Tyrone Gamble May 22, 2001 U.S.A. v. Joe Bryant III May 29, 2001 Beverly Burkett v. USDA June 4, 2001 Schroeder, et al, v. Ibbottson, et al. June 4, 2001 Jamie Tims v. DHS June 4, 2001 Court/Judge Prince George Co., Maryland Craighead Co. Circuit Court Judge George Howard Jr. Judge Susan Webber Wright Judoo G. Thomas Eisele 'r!., Judge George Howard Jr. Carolyn Adkins v. McGhee SD D. Williams, et al. v Parkcrest Apts. J.C. Springer v. Rita Rowland State of AR v. Tremaille Ross State of AR v. Ravin Taylor Tenisha Stewart v. Dr. James Trice June 4, 2001 June 6, 2001 June 8, 2001 June 11, 2001 June 11, 2001 June 13, 2001 Judge William \"Bill\" Wilson Judge Jim Moody Ouachita County Chancery Court Jackson County Circuit Court Jackson County Circuit Court Jefferson County Circuit Court 3. In addition, undersigned counsel has been in negotiations with counsel for the Little Rock School District and the State of Arkansas regarding the District's compliance report and related matters. 4. This request is not being made for purposes of delay. 5. Counsel for the Little Rock School District has been contacted and has authorized undersigned counsel to indicate that he does not object to this request. WHEREFORE, the Joshua Intervenors pray that the Court enters an Order extending the time in which they may respond to the Little Rock School District's Compliance Report up to and - including June 18, 2001 . Respectfully submitted. John W. Walker, P.A. 1723 Broadway Little Rock, AR 72206 501-374- 8 CERTIFICATE OF SERVICE I do hereby state that a copy of the foregoing pleading has been sent via United States mail postage prepaid to all counsel of record on thi th day of May, 01. EDWARD L. WRIGHT (1903-1077) ROBERT S. LINDSEY WRIGHT, LINDSEY \u0026 JENNINGS LLP JUDY SIMMONS HENRY KIMBERLY WOOD TUCKER RAY F. COX, JR.' ,, .... ,  ,1 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 111 LEE J. MULDROW N.M. NORTON CHARLES C. PRICE CHARLES T. COLEMAN JAMES J . GLOVER EDWIN L. LOWTHER , JR . CHARLES L. SCHLUMBERGER WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPAOOEN ROGER O. ROWE JOHN 0 . DAVIS Mr. John Walker John Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 RE: PCSSD Dear Counsel and Ms. Marshall: ATTORNEYS AT LAW TROY A. PRICE . ... ,..,...... -.a,. \" wlICIA SIEVERS HARRIS 200 WEST CAPITOL AVENUE Bl\"' e C MN !'.0 P 0 R 0 /o~R. SUITE 2200 . . .  A SOH\"oV~~ HANCOCK LITTLE ROCK. ARKANSAS 72201-3 9 KEVIN W. KENNEDY JERRY J. SALLINGS (501) 371-0808 WILLIAM STUART JACKSON FAX (501) 376-9442  ~ICHAEL 0 . BARNES MAY 2 i 200 TEPHEN R. LANCASTER , ~ UOY ROBINSON WILBER BETSY MEACHAM www.wlj .com OF COUNSEL ALSTON JENNINGS RONALD A. MAY M. TODD WOOD KYLE R. WILSON JENNIFER S. BROWN l\\C:j ; u\"i: C. TAO BOHANNON Ur.-lwJ;; I MICHELE SIMMONS ALLGOOD ~TIN! M0NITQMl(tia~~'b~i;HERTY' ~ _......Ni.I M. SEAN HATCH ., PHYLLIS M. McKENZIE ELISA MASTERSON WHITE Writer's Direct Dia I No. 501-212-1273 JANE W. DUKE mJonesCwlJ .com ROBERT W. GEORGE J. ANDREW VINES JUSTIN T. ALLEN CHRISTINE J . DAUGHERTY. Pn.o .  May 18, 2001 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones Jack, Lyon \u0026 Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Ms. Sammye L. Taylor Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 l..icflnHd to practice before the Un#ed Stat Patent and Trademark Off,ce Enclosed is a copy of PCSSD's motion to approve addition of an activities complex at Baker lnterdistrict School, which is being filed today. MSJ/ao Encl. 255717-v1 Cordially, WRIGHT, LINDSEY \u0026 JENNINGS LLP \u0026-~ IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. MOTION TO APPROVE ADDITION OF AN ACTIVITIES COMPLEX AT BAKER INTERDISTRICT SCHOOL The PCSSD for its motion, states: RECEIVED MAY 21 200f GROF BM WN1aomNG PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. Attached as Exhibit \"A\" to this motion is a letter from the principal of Baker lnterdistrict Elementary School to the PCSSD Assistant Superintendent for Equity and Pupil Services outlining what she feels to be an opportunity to enhance recruitment of minority students to Baker Elementary. 2. Briefly stated, the principal and administration believe that the construction of the complex described in Exhibit \"A\" would present a unique opportunity not present at the District's other elementary schools. 3. While the construction of the activities complex would relieve congestion in the building regarding music, art and other activities, it would not literally expand capacity. The District would commit not to utilize any of the new construction for regular classroom space without permission of this Court. 255238-v1 4. However, the Court's approval of the District's current motion to convert to middle schools would generate space sufficient to accommodate newly recruited M to M students and intradistrict transfers to Baker, for the 2001-2002 school year. 5. Further, in a matter not mentioned in Exhibit \"A\", it is important for the Court to note that Baker and other PCSSD schools in the western part of Pulaski County compete directly with established private schools in the area. One is Walnut Valley Christian Academy located at 19010 Highway 10. Walnut Valley has a gymnasium/activity complex. Chenal Valley Montessori School is located at 15717 Taylor Loop Road, which offers preschool through middle school. Baker itself also competes directly with Hebron Christian Academy located at 18715 Kanis Road, about 1  miles from Baker. 6. Further, it is known. and has been known for some time, that Pulaski Academy plans to relocate to a site proximate to the Wildwood Performing Arts Center on Denny Road located approximately two miles from Baker Elementary. 7. The District believes that the construction of a complex as described in Exhibit \"A\" would enhance its ability to recruit additional minority students to Baker and at the same time help position it to compete more effectively with the schools described above. Three pages depicting the location design and dimensions of the proposed complex are attached as Exhibit \"B\". 8. The District will need to supplement this motion as soon as possible to outline a specific strategy and plan for the recruitment of additional minority students to Baker as well as provide the specifics of how additional students would be - accommodated as regards space. The District anticipates that this plan can be 255238-v1 2 - developed in coordination with Joshua and submitted to the Court as soon as reasonably possible. WHEREFORE, the District prays that the construction plans set forth herein be approved and for all proper relief. 255238-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 0) ty Special 3 CERTIFICATE OF SERVICE On May 18, 2001, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 Ms. Sammye L. Taylor Mr. Mark A. Hagemeier Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 255238-v1 4 Baker lnterdistrict Elementary School May 18, 2001 Karl Brown Assistant Superintendent Equity and Pupil Services 15001 Kanis Road Little Rock, Arkansas 72223 (501) 228-3250 Pulaski County Special School District 925 East Dixon Road Little Rock, Arkansas 72206 Dear Mr. Brown: Baker Elementary is located in west Little Rock off of Chenal Parkway. In the original Desegregation Plan, because of its low minority population, Baker Elementary was identified as an lnterdistrict school with an extended day program to attract minority students. Since 1988, Baker has struggled to meet the targeted percentage of minority students. Again this year Baker's minority population is below the target range, at sixteen percent. As the new administrator of Baker lnterdistrict Elementary, I have a strong commitment to Pulaski County Special School District's Desegregation Plan. I have realized during this past year that the recruitment efforts to attract minority students to Baker have not positively impacted our racial composition. Recognizing Baker's need to increase the minority enrollment, I have established a recruitment committee that has formulated and implemented a recruitment plan. At the beginning of the year, we met with Horace Smith from the Office of Desegregation and Monitoring to seek his guidance in our plan. The District's Director of Equity has also been involved in Baker's recruitment planning. As the year has progressed, we have made good faith efforts toward our goal of increasing minority enrollment. These include, but are not limited to, 1) participating in city wide events (World Fest and Boo at the Zoo); 2) surveying our M to M parents as to why they chose to attend Baker and what keeps them at Baker; and 3) visiting our partner Little Rock school, Romine Elementary, where our students presented Baker's economic specialty program and the extended day program (selling points identified from the survey) to this group. Information was then sent home with Romine students. To date, however, these efforts unfortunately have not yielded the results we had anticipated. While seeking to find an added incentive that will attract minority families to Baker, a unique opportunity has presented itself. Parents and an area business have approached me about privately funding the building of an activities complex that would include a gymnasium, music room , and an art room. While exploring this opportunity, I began to envision what this building might mean to my goal for increasing Baker's minority student population.  Baker has a strong and highly successful studio art program offered by volunteers and supported by the district with materials and training. The availability of a room designed for art would be optimal for the in-school program and extension of the after school extended day program.  Volunteers offer Baker students additional curriculum in the area of vocal music that is now held in an open space room with heavy traffic or the regular classroom. A music room would allow for school-wide music instruction as well as enrichment for the extended day program.  Just this year, volunteers have offered a high-interest curriculum teaching physical education. However, this instruction competes for available open spaces. The EXHIBIT Pulaski County Special School District I A gymnasium would optimize instruction and create opportunity for intramural sports and before and after school program use. The opportunity to acquire a facility free to the District (on the heels of voters having declined a millage that would be directed at facilities improvement) may be the blessing Baker has hoped for-a recruitment tool we have not tried. With an activities complex, our art, music, and physical education programs could be expanded during the school day and beyond to enrich our lnterdistrict Specialty after school extended day program. As parents and the lead business continue to plan, the recruitment possibilities seem to be limited only by our imagination (i.e. intramural sports, music and art lessons). Pending court approval, the District has made a \"good faith\" offer of support, approving this request and allocating a part-time certified physical education teacher that validates the program as a recruitment tool. The District has identified Crystal Hill Magnet Elementary School to share the certified physical education teacher in an effort to offer an additional program for their recruitment of minorities. With this facility, the support of a certified teacher, and strong parental and community involvement, this may just be what we need for additional incentive for increased recruitment for Baker. An important note, our district currently has schools that seek to attract white students through physical education (Bates Elementary) and music/art (Landmark Elementary) for desegregation purposes. However, there is no school that seeks to attract minority students through physical education and music/art programs. Therefore, it is our hope that it would please the court to grant our request to allow for the construction of the proposed activities complex to assist with Baker's recruitment plan. Thank you for your attention and representation of our request. M'tk -TJ!t:._, Beverly M. Ruthven Principal Baker lnterdistrict Elementary Pulaski County Special School District A NEW GYMNASIUM FOR BAKER ELEMENTARY LI TTL E ROCK , ARKAN SAS FRONT ELEVATION a ~ BAINUI C0Hsu.T,HT F I'I $ P_ROPOSED SITE PLAN A NEW GYMNASIUM FOR BAKER ELEMENTARY LITTLE ROCK, ARKANSAS PRELIMINARY FLOOR PLAN t BAINUM CONsll.TAHt( MtPJ -f ,  .vr. I J ~?Y. .- ,};.?~~~''.( :.:;,,~,:~,?,)~'\\'~ .:-?r~itF~)f.f!~, ;~:~;;;~~j;lr~~~{ :ti~r.;f !I~t: ~~!1~.:;'fi;:l.cf*:'t .   \" ;:tf:l:-.. l! \\. ;:;y{h::ttf :-T: .. :ii{'~t ~ ~, ~-. -,:c :,.:~:t\"\\i J,i!: !,,,~., ?:fi : rJ~~~tf l!\\:~-\\1~;itfi} . .:, ,. !~ i ~.,J-:,:\\ ~_l'::;!';\\: ~  '-~:-~{~.t!:~~rr:-~~\\ -:-.~D: --- ......____..... ...... ,P. .R.O. POSED SITE PLAN- MAY 2 9 2001 FILED EAST~ifN ~i; RR/ICCTTCOURT AR/\u003cANSAS MAY 1 8 2001 LITTLE ROCK SCHOOL DISTRICT OfflCE OF DESEGREGATION MONITORING JBy:~ A~~CL ERK vs CASE NO. 4:82-CV-866 SWW PULASKI COUNTY SCHOOL DISTRICT DEFENDANT MOTION OBJECTING TO RELEASE OF LITTLE ROCK SCHOOL DISTRICT FROM FEDERAL COURT SUPERVISION Comes Franklin A. Davis, former employee of Little Rock School District, representing himself PRO SE, and for his action states: 1. Venue is proper under Ark. Code Ann. 16-60-115 as at least one, if not all, Defendants (LRSD) live in Pulaski County and the cause of action arose in Pulaski County. 2. 3. 4. Jurisdiction is proper as Frankliil A. Davis is a resident of Arkansas and all Defendants are residents of the State of Arkansas. Davis became a principal in the Little Rock School District in 1989. In late December of 1994, Defendant Sadie Mitchell, made repeated sexual advances and remarks towards Davis while she was his supervisor. 5. Davis rejected these advances. 6. In December of 1997, the Little Rock School District, Dr. Leslie Carnine, Brady Gadberry, and Sadie Mitchell began an orchestration to tortuously interfere with Davis' employment contract with the Little Rock School District. 7. This tortuous interference directly led to Davis' termination as a principal in the Little Rock School District. DEP CLERK e..r.:. 8. The Little Rock School District denied Davis his due process rights under the 5th and 14th Amendments of the United States Constitution by terminating his employment without providing Davis adequate notice, adequate opportunity to respond, and a timely hearing. 9. The Little Rock School District materially misrepresented Davis' job performance as a principal in the Little Rock School District. 10. The Little Rock School District violated the procedural due process requirements of the Arkansas Teacher Fair Dismissal Act. 11. The Little Rock School District wrongfully committed slander and defamation of Davis' character and reputation by publicizing unproven facts and allegations claiming Davis had committed sexual harassment to various individuals in the community, in his profession, and state agencies. 12. The Little Rock School District intentionally discriminated against Davis by treating Davis detrimentally and causing his termination based on his race and gender. 13. Davis has suffered emotional, financial and physical damages as a result of these actions caused by the Little Rock School District. 14. Davis has suffered irreparable damage to his reputation and monetary loss of income damage as a result of his termination by the Little Rock School District and their actions in this matter. 2 15. All of the discriminatory actions the Little Rock School District took against Davis, happened after the LRSD submitted its current Desegregation Plan to this Court. 16. On April 3, 2000, the Little Rock School District issued a report aimed at reassuring the public and this Court that it. 'is moving swiftly and in good faith' to carry out its revised desegregation plan. Defendant Brady Gadberry was a co-author of this report. 17. As recent as today, May 18, 2001, the Little Rock School District's scandalous, whitewashing, and 'dirty linen' covered behavior covers the front page of the state's largest newspaper, the Arkansas Democrat Gazette. All of the praise lauded on Dr. Les Carnine the past several months has been merely a subterfuge by the Little Rock School District to convince the Honorable Chief Judge Susan Webber Wright to grant their release from federal Court supervision. SUMMARY OF WHAT THE LITTLE ROCK SCHOOL DISTRICT DID TO FRANKLIN A. DA VIS SINCE SUBMITTING THEIR REVISED DESEGREGATION PLAN TO THIS COURT The bulk of Franklin A. Davis' suit against the Little Rock School District, and certain school officials, falls under the Civil Rights Act, 42 U.S.C.  1983 which states: \"Every person who under color of any statute, ordinance, regulation, custom, or usage of any State or Territory, subjects, or causes to be subjected, any citizen of the United States or other person within the jurisdiction thereof to the deprivation of any rights, privileges, or immunities secured by the Constitution and laws, shall be liable to the party injured in an action at law, Suit in equity, or other proper proceeding for redress.\"  3 The Little Rock School District is liable under  1983 for violating Franklin A. Davis' Due Process rights under the 14th Amendment. According to current law, Due Process mandates that a Teacher be provided a hearing prior to termination if the nature of the termination involves an attack on the teacher's character or reputation. The Supreme Court hoJds that a teacher, even a nonprobationary one, has a property interest that requires a prior termination hearing by the school board to respond to claims that affect his/her \"good name, reputation, honor, or integrity.\" See Board of Regents v. Roth, 408 U.S. 564, 573-577 (1972). The Eighth Circuit, which Arkansas falls in, has also held that there is a liberty interest when an employee is fired based on a charge that would impair that employee's opportunities within his profession. See Wellner v. Minnesota State Junior College Board, 487 F. 2d 153, 155-156 (1973)(citing Harnett v. Vlett, 466 F.2d 113, 116 (8th Cir. 1972)). The Eighth Circuit has constantly held that a teacher or government employee, who has been fired under circumstances that tarnish the teacher's character and negatively impact future job possibilities, is entitled to a prior termination hearing with full opportunity to respond to the charges. See Wilderman v. Nelson, 467 F.2d 1173 (1972); Scheelhaase v. Woodbury Central Community School District, 488 F.2d 237 (1973); Buhr v. Buffalo Public School District NO. 38, 509 F.2d 1196 (1974). Franklin A. Davis was a Principal with the Little Rock School District for many years. During all those years, he received outstanding evaluations. In 1995, Sadie Mitchell wrote in his evaluation, \"An open line of communication (with Assistant Superintendent) was evident\". \"Mr. Davis has been very cooperative and receptive to constructive criticism.\" She also wrote, \"His leadership style and relationship is respected 4 - by personnel, colleagues, parents, students, and the community.\" She again gave Mr. Davis a near perfect evaluation in 1996. In a mid-year evaluation in February of 1996, Sadie Mitchell wrote, \"Correspondences to parents, teachers, and District personnel displays that Mr. Davis is a team player.\" \"Administrative policies are followed while working well with others.\" She also gave him an excellent evaluation in June of 1997(the last evaluation Franklin A. Davis received as a LRSD employee). Yet, somehow by December of 1997, six months after his evaluation, Franklin A. Davis was suddenly reassigned. Four months later in April of 1998, Superintendent Les Carnine sent a termination letter to Franklin A. Davis. In less than six months, Franklin A. Davis had gone from the Little Rock School District's exemplary tenured principal to being considered an outcast without the LRSD granting him a hearing. It is noteworthy and interesting that Franklin A. Davis became a principal with the Little Rock School District at the age of twenty-seven (27). Essential to a full understanding of Franklin A. Davis' claim against the Little Rock School District is the timing of what occurred. This is the timeline, followed with an explanation of what it means: 1.) June 1997 - Sadie Mitchell gives Franklin A. Davis a great evaluation. 2.) December 30, 1997 -Davis is asked to leave Wilson Elementary and temporarily reassigned. 3.) April 2, 1998 -Dr. Carnine sends Davis a letter informing Davis of Dr. Carnine's intent to recommend the School Board terminate Davis and suspending him without pay, which is later temporarily reinstated. 5 4 .) May 4, 1998 - Davis gets an attorney to write the School Board requesting a hearing, with an offer to arbitrate the superintendent's recommendation for termination before going before the school board. 5.) May 12; 1998-Dr. Carnine writes Davis agreeing to arbitrate Dr. Carnine's termination recommendation before proceeding to the board with it. 6.) December 1, 1998 - Davis still has not had a hearing of any kind, yet the Little Rock School District quits paying Davis. 7.) June 28, 1999 - Fourteen months after Dr. Carnine's recommendation, Davis is given an arbitration hearing covering solely the Arkansas Teacher Fair Dismissal Act. Davis is awarded back pay, but not reinstated. Franklin A. Davis and the Little Rock School District did come to an understanding to arbitrate under the Teacher Fair Dismissal Act, however, this was under the assumption that the arbitrator would decide whether he would be terminated if the recommendation went before the School Board. Davis did not expect the School District to terminate him fourteen months later without a hearing. Afler the understanding to arbitrate whether Davis would be terminated, the Little Rock School District did the following: 1.) Dr. Richard Hurley sent a form to the Arkansas Employment Security Division checking the box stating that Davis was discharged. 2.) The Little Rock School District stopped paying Davis in December of 1998, and 6 3.) The Little Rock School District sent Davis a letter on June 29, 1998 informing him his insurance would terminate on August 31, 1998. These actions were in direct conflict with the letter from Dr. Carnine, dated May 12, 1998, which stated that the arbitration was to be an \"alternative method for binding adjudication of the termination recornrnendation.\"(Emphasis added). This was not to be an arbitration of a Principal who was already terminated. The Superintendent wrote the letter recommending Davis' termination in April of 1998. Davis requested a hearing. All Davis received was an arbitration hearing 14 months later, but after the Little Rock School District terminated him anyway despite his understanding. Although Davis' attorney (at that time), did write a letter that included a proposal to arbitrate his claims under the Arkansas Teacher Fair Dismissal Act, this letter was prior to his termination. Davis NEVER agreed to waive his right to a full and open hearing in front of the School Board when the Little Rock School District later terminated him. This is what this MOTION OF OBJECTION is about. CONCLUSION I, Franklin A. Davis, have been fighting for justice in this sad and unfortunate situation for nearly four (4) years. The Little Rock School District's attorney Chris Heller has continuously advised the school district against doing the right thing and reinstating me to my principal' s job with appropriate back pay and damages. Mr. Heller has the advantage of working for a large law firm and the support of the Arkan "},{"id":"bcas_bcmss0837_1456","title":"\"2000-01 Enrollment and Racial Balance in the Little Rock School District and Pulaski County Special School District,\" Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["2001-04-11"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["84 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"District Court, order; District Court, motion for extension of time to respond to Little Rock School District's (LRSD's) notice of filing and request for scheduling order; District Court, notice of filing, North Little Rock School District (NLRSD) July 1998 - June 1999 status report; District Court, notice of filing, Office of Desegregation Management report, ''2000-01 Enrollment and Racial Balance in the Little Rock School District (LRSD) and Pulaski County Special School District (PCSSD)''; District Court, separate motion of the Pulaski County Special School District (PCSSD) to approve middle school construction modification; District Court, supplement to separate motion of the Pulaski County Special School District (PCSSD) to approve middle school construction modification; District Court, supplement to Pulaski County Special School District (PCSSD) motion to approve middle schools and revamped high schools; District Court, supplemental memorandum in support of Pulaski County Special School District (PCSSD) motion to approve middle schools and revamped high schools; District Court, notice of filing, Arkansas Department of Education (ADE) project managment tool  The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  - RECEIVED APR 'J 2001 OfftCEOF 111116ATIONMONITORIN6 FILED U.S. DISTRICT COURT EASTERN DISTRICT ARKANSAS IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 0 4 2001 JA~~sw. M~cc MACK, CLiRK .By. '5J- I ~k, ~ /\\f\\ 1!A DEPCLERK\"\" LITTLE ROCK SCHOOL DISTRICT * * Plaintiff, * * * VS. * No. 4:82CV00866 SWW * * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, ET AL. * * Defendants, * * MRS. LORENE JOSHUA, ET AL. * * Intervenors, * * KATHERINE W. KNIGHT, ET AL. * * Intervenors. * ORDER On March 15, 2001, the Little Rock School District (\"LRSD\") filed a Compliance Report and asked the Court to issue a Scheduling Order setting a date by which the parties must file any objections or challenges to the report.1 The LRSD suggests that the parties be given no more than twenty days within which to file their challenges and, in the event any party files a timely challenge, that the Court schedule a hearing before June 30, 2001. The Court has heard informally from one of the parties, who contends he needs more time to review the report and file challenges. See Attachment A 1See docket entry 3410. Having reviewed the Compliance Report, and considering the informal request for additional time, the Court finds that the parties need more than twenty days to review the many details set forth in the Report and prepar~ any challenges. After having consulted the Court's own calendar, the Court hereby establishes the following deadlines and hearing dates~ Any challenges to the LRSD's Compliance Report must be filed on or before May 18, 2001. If challenges to the report are filed, a hearing will be held on July 5 and July 6, 2001, beginning at 9:00 a.m. If necessary, the hearing will continue on August 1 and August 2, 2001. If the parties desire the Court to examine any documents pertaining to this hearing, those documents shall be submitted to the Court no later than June 29, 2001. Also before the Court is the motion of Tim C. Humphries to withdraw his appearance as counsel for separate defendant Arkansas Department of Education. The motion [ docket entry 3411] is granted.2 The Clerk is directed to remove Mr. Humphries as counsel for the Arkansas Department of Education. SO ORDERED this ~11\\.__day of April 2001. a;z_\u0026,,~ CHIEF JUDGE ' UNITED STATES DISTRICT COURT THIS DOCUMENT ENTERED ON . DOCKET SHEET IN COMPLIANCE 0~1~~8 A~~/m::a) FRCP 2On February 21, 2001, Sammye L. Taylor and Mark Hagemeier entered their appearances as counsel for the Arkansas Department of Education. See docket entries 3405 \u0026 3406. 2 JOHN W. WALKER SHAWN CHILDS JOHN W. WALKER, P.A. ATIORNEY AT LAW 1723 BROADWAY LlTILE ROCK, .ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-418~ Via Facsimile March 26, 2001 Honorable Judge Susan Webber Wright Chief Judge United States District Court 600 West Capitol Avenue Little Rock, AR 72201 Re: LRSD v PCSSD Dear Judge Wright: OF COUNSEL ROBERT McHENRY, P.A. DONNAJ. McHENRY 8210 HENDERSON ROAD Li'ITLE RocK, ARKANSAS 72210 PHONE: (501) 372-3425  FAX (501) 372-3428 EMAIL: mchenryd@swbell.net Due to the fact that I was in trial before the Honorable George Howard Jr. in Pine Bluff, Arkansas from March 19-22, 2001 and in intense preparation for the days preceding the 191\\ I am just getting in position to address the Little Rock filing, Notice of Filing Compliance Report and Request for Scheduling Order. I further note that Little Rock has indicated that it wishes to limit our time for filing challenges to twenty (20) days. This letter is being written to request that the Court set a time for a conference before addressing the issue of a scheduling order so that all parties, as well as the Office of Desegregation Monitoring, would have an opportunity to address the propriety of the scheduling order request. The compliance report is extensive. It appears to be more than two hundred (200) pages in length, is very detail oriented and it makes many claims which are unfamiliar to us and probably to the ODM as well. I am writing the Court this letter, rather than filing a motion, because Mr. Heller, who I am advised is away until Wednesday, expressed an interest in having some dialogue regarding this matter, and the State settlement as well, before this matter becomes, if it ever does, a public dispute which the Court must resolve. ! I understand that the Court .intends to schedule a hearing in the near future regarding the middle s~hool issues raised by the PCS SD. May I suggest that the matter of the hearing of the : scheduling order be set for the same day inasmuch as all parties-are expected to be in court for the PCSSD matter. Although I have been unable to speak with Mr. Heller and I have not attempted to reach his co-counsel, Mr. Clay Fendley who I intend to try and reach immediately, I have informed Ms. Ann Marshall regarding my concerns herein and will be having further conversations with the parties until such time I receive the Court's reply to this letter. With due respect to the court, I remain, JWW:js cc: Mr. Chris Heller Ms. Ann Brown Mr. Sam Jones  Y...r. Steve Jones Mr. Richard Roachell Mr. Timothy Gauger Sincerely yours, ) i APR 12 2001 r:11 Glf.GEif u.!.o1s~fD EASTERN DISTAi r OURT l'Bn!atll!! C AFlKAMc:~c: lllillPII~ A PR O 4 2 IN THE UNITED STATES DISTRICT CO_MRT OOl EASTERN DISTRICT OF ARK.ANSAp)i~S W ..eggRMACK, CLERK WESTERN DIVISION  I \" ' ....   DFP.'TJt[Af LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. CASE NO. 4:82CV00866 SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MOTION FOR EXTENSION OF Tll.VIE TO RESPON~ TO LRSD'S NOTICE OF FILING AND REQUEST FOR SCHEDULING ORDER DEFENDANTS Come now the Joshua Intervenors, through undersigned counsel, for their Motion for - Extension of Time to Respond to LRSD Notice of Filing Compliance Report and Request for Scheduling Order, state: 1. Due to undersigned counsel's trial schedule and other obligations, additional time is needed to review LRSD's Compliance Report. 2. In addition, undersigned adopts, by reference, his letter to the Court dated March 26, 2001. A copy is attached hereto as Exhibit 1. 3. This request is not for purposes of delay. WHEREFORE, for the reasons stated above, plaintiffs respectfully move the Court for an Order extending the time in which to file their Response LRSD's Notice of Filing Compliance Report and.Request for Scheduling Order for an additional thirty days including and up to May 4, 2001 Respectfully submitted, John W Walker, PA. 1723 Broadway Little Rock, AR 72206 501-374-3758 501-3 74-4187 (fax) CERTIFICATE O.F SERVICE I do hereby state that a copy of the foregoing motion has been sent to all counsel of record. \u003c)L JI/ ~~ / ~ ,JOHN W. WALKER SHAWN CHlLDS JOHN W. WALKER, P.A. ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, AR1\u003c.,\\.\\S..\\S 72206 T ELEPHONE (501) 374-3758 FAX (501) 374-4187 Via Facsimile March 26, 200 I Honorable Judge Susan Webber Wright Chief Judge United States District Court 600 West Capitol Avenue Little Rock, AR 7220 l Re: LR.SD v PCSSD Dear Judge Wright : OF cou:--:SEL ROBERT McHENRY. P.A. DONNA .J. McHENRY 82 10 Ht::sOF.RSO~ ROAD LITTLE ROCK. :\\.JlK,\\:SS,IS i22 l 0 PHO:sf.: (501) 3i2-3-l25  F.-\\X (50l) 3i2-3-128 E~l\\lL: mchenryd'!!-swbell.nct Due to the fact that I was in trial before the Honorable George Howard Jr. in Pine Bluff, Arkansas from March l 9-22, 2001 and in intense preparation for the days preceding the 191\\ I am. just getting in position to address the Little Rock filing, Notice of Filing Compliance Report and Request for Scheduling Order. I further note that Little Rock has indicated that it wishes to limit our time for filing challenges to twenty (20) days. This letter is being written to request that the Court set a time for a conference before addressing the issue of a scheduling order so that all parties, as well as the Office of Desegregation Monitoring, would have an opportunity to address the propriety of the scheduling order request. The compliance report is extensive. It appears to be more t_han two hundred (200) pages in lengJh, is very detail oriented and it makes many claims which are unfamiliar to us and probably to the ODM as well. I am writing the Court this letter, rather than filing a motion, because Mr. Heller, who I am advised is away until Wednesday, expressed an interest in having some dialogue regarding this matter, and the State settlement as well, before this matter becomes, if it ever does, a public dispute which the Court must resolve. I understand that the Court intends to schedule a hearing in the near future regarding the middle school issues raised by the PCS SD. May I suggest that the matter of the hearing of the scheduling order be set for the same day inasmuch as all parties are expected to be in court for the PCSSD matter. Although I have been unable to speak with Mr. Heller and I have not attempted to reach his co-counsel, Mr. Clay Fendley who T intend to try and reach immediately, I have informed Ms. Ann Marshall regarding my concerns herein and will be having further conversations with the parties until such time I receive the Court's reply to this letter. ,../ I -r-, ---I With due res pect to the court, 1 remain, JWW:js cc: Mr. Chris Heller Ms. Ann Brown Mr. Sam Jones Mr. Steve Jones Mr. Richard Roachell Mr. Timothy Gauger 1 Sincerely yo~urs, . ' , ~~? r.. / 1 tA'r;Jf!-(!,c v fo'hn w. Walker l JACK, LYON \u0026 JONES, P.A. ATTORNEYS AT LAW .. Nashville Office #11 Music Circle South Suite 202 Nashville, Tennessee 37203 (615) 259-4664 Telecop;er (615) 259-4668 3400 TCBY TOWER REce,,,EDrk ~:;:~i~~:mplex 425WESTCAPITOLAVENUE Cf~, 400SalemRd .. Suite3 LITTLE ROCK, ARKANSAS 7220 1-3472 Conway,Arkansas72032 (501) 375-1 122 (501) 329-1133 TELECOPIER (50 1) 375- 1.027 ! APR 5 Telecopier (501) 336-9089 April 5, 2001 200/ VIA HAND DELIVERY OffiCE Of Christopher J. Heller, Esq. fBIREsAnoN MONITliRINS FRIDAY, ELDREDGE \u0026 CLARK 2000 Regions Bldg. 400 West Capitol Little Rock, Arkansas 72201 M. Samuel Jones, Ill, Esq. WRIGHT, LINDSEY \u0026 JENNINGS 200 West Capitol Avenue 2200 Bank of America Bldg. Little Rock, Arkansas 72201 John W. Walker, Esquire JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas 72206 Sammye Taylor, Esq. Mark Hagemeier, Esq. Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ann Brown OFFICE OF DESEGREGATION MONITORING 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 Richard W. Roachell, Esq. Roachell Law Firm 401 W. Capitol Avenue, Suite 504 Little Rock, Arkansas 72201 Tim Gauger, Esq. Mitchell, Williams, Selig, Gates \u0026 Woodyard 425 W. Capitol, Suite 1800 Little Rock, Arkansas 72201-3525 RE: NLRSD Status Report/July 1998 - June 1999 Dear Ms. Brown and Counsel: Enclosed please find a copy of the above referenced Status Report. If you have any questions, please do not hesitate to contact me. SWJ:tl Enclosures yours, IN THE UNITED STA TES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION NORTH LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DEFENDANTS DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS RECEIVED APR 5 2001 OFFICE OF DESEGREGATION MONITORING NOTICE OF FILING PLAINTIFF North Little Rock School District hereby gives notice of the filing of the following document: 1. North Little Rock School District's July 1998 - June 1999 Status Report. Respectfully Submitted, JACK, LYON \u0026 JONES, P.A. 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 (50 75-1122 CERTIFICATE OF SERVICE I, Stephen W. Jones, hereby certify that I have this 5th day of April, 2001, sent one copy of the foregoing via Hand Deliv~i;y, to the following: Christopher J. Heller, Esq. FRIDAY, ELDREDGE \u0026 CLARK 2000 Regions Center 400 West Capitol Little Rock, Arkansas 72201 M. Samuel Jones, Ill, Esq. WRIGHT, LINDSEY \u0026 JENNINGS 200 West Capitol Avenue 2200 Bank of America Bldg. Little Rock, Arkansas 72201 John W. Walker, Esquire JOHN W. WALKER, P.A. 172;3 Broadway Little Rock, Arkansas 72206 Sammye Taylor, Esq. Mark Hagemeier, Esq. Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Ann Brown OFFIC.E OF DESEGREGATION MONITORING 201 East Markham, Suite 51 O Heritage West Building Little Rock, Arkansas 72201 Richard W. Roachell, Esq. Roachell Law Firm 401 W. Capitol Avenue, Suite 504 Little Roak, Arkansas 72201  Tim Gauger, Esq. Mitchell, Williams, Selig, Gates \u0026 Woodyard 425 W. Capitol, Suite 1800 Little Rock, Arkansas 72201-3525 1. I I I I I I I 1e I I I I I I ~ I I tT  FILED 2000-01 ENROLLMENT AND RACIAL BALANCE IN 'Ufflt r/~;1i;:.~g9..i~~sAs LITTLE ROCK SCHOOL DISTRICT AND PULASKI COUNTY SPECIAL SCHOOL DISTRICT APR 1 1 2001 Melissa R. Guldin Associate Monitor April 11, 2001 Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Ann S. Marshall Federal Monitor  JAMES W. McCORMACK, CLERK .By: DEP CLERK Polly Ramer Office Manager !'.I I, IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. SEPARATE MOTION OF THE PCSSD TO APPROVE MIDDLE SCHOOL CONSTRUCTION MODIFICATION The PCSSD for its separate motion states: RECEIVED APR J 4 200:li illfflCEQf 1lESl!HfEGATION1MONITORINW PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS 1. The PCSSD Board of Directors approved a conversion to middle schools on May 9, 2000. 2. On September 27, 2000 PCSSD submitted to this court, the ODM and the other parties its comprehensive Business Case which explains and justifies the overall middle school conversion. 3. On February 16, 2001 PCSSD filed its motion to approve middle schools and revamped high schools. A copy of the business case referred to in paragraph two was appended to that motion as was a comprehensive bound set of materials explaining the work and preparation that the District had done since May of 2000 to implement the middle school conversion. 4. As part of the conversion, physical modifications to Robinson High School and Mills University Studies High School were deemed necessary and were explained 248200-v1 - in the Business Case. The details of the modifications are set forth at page 57 of the booklet of materials filed February 16, 2001. For the convenience of the court and the parties, this page is re-appended to this motion as Exhibit\"!('. 5. The renovations referred to Exhibit'~' are already in progress. Because of the general oversight which this court has pursuant to the PCSSD, the PCSSD requests that this court formally approve the renovations described in Exhibit'!A!'. WHEREFORE, the PCSSD respectfully requests an order of this court approving the renovation activities described in Exhibit'~' and for all proper relief. Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By ____ ,.-a-+-----~1-'-\"'------ M. Ill (76060 Att ski Coun ial Sch On April 13, 2001, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 248200-v1 2 Ms. Ann Brown ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 401 West Capitol, Suite 504 Little Rock, Arkansas 72201 Mr. Brian Brooks Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 248200-v1 ~ ~ 3 EXHIBIT I A FACILITY NEEDS TO IMPLEMENT MIDDLE SCHOOL~OGRAM Robinson Hi'3h Item Amount  Construct new 2 classroom addition ... ... . ..... .. .... . $160,000  Convert Ex. CR 11 into 2 classrooms . . . . . . . . . . . . . . . . . . . . . . $5,000  Convert Ex. CR 12 into 2 art labs . . . . . . . . . . . . . . . . . . . . . . . . . $5,000  Renovate Ex. Rm. 29 into a classroom . . . . . . . . . . . . . . . . . . . . $5,000  Renovate Ex. Rm. 30 into a classroom . . . . . . . . . . . . . . . . . . . . $5,000  Convert Ex. CR 27 ( choir room )into 2 classrooms . . . . . . . . $20.,.000 Sub-total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $200,000 Contingency, 10% ( +/-) . . .... . .... . ... '. . . . . . . . . . . . . . . . . . $10,000 Sub-total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $210,000 Architect fee, Misc. tests, etc., 8% ( +/-) ..... . ... . : . .... . . $15,000 Total ........ . . : . .. .. . ..... . ... .'. - : -: . . .. ... ..... .. .. $225,000 Mills University Studies High  Convert existing Media Center into additional Cafeteria Space and teacher Amount work room ..... . ... . .. . . . ............. . ..... . . ....... . $85,000  Construct new Media Center  . . ..... . ... .. ... . ..... .. .. $637,500 Sub-total .... . . . . . ...... . . .. ... . ... . .. .. .. . .... . ... . $722,500 Contingency, 10% ( +/-) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $72,300 Total . . ....... . ........ . . . .... . .... .. ... . .. _. ...... .. $794,800 .Total of Robinson High and Mills High .... . .......... . .... . ... .. ... $1,019,800 057  . . ' IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION R!C!JVa, APR 1 9 ZOOt ~~~OF --.vlll.1MIIUJJ IIJIJro- LITTLE ROCK SCHOOL DISTRICT PLAI NTI FF V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS INTERVENORS I NTERVENORS MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. SUPPLEMENT TO SEPARATE MOTION OF THE PCSSD TO APPROVE MIDDLE SCHOOL CONSTRUCTION MODIFICATION For its supplement to its renovation motion, the PCSSD states: 1. Attached as Exhibit \"A\" is a business case in support of the renovation motion which the PCSSD respectfully requests this Court to consider as part of its submissions in this matter. 249171-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 B -~,..::;...~----:-:-:-::::'='\"::-:~-..;;;:....---Jones Ill (76 r Pulaski C Special rict CERTIFICATE OF SERVICE On April [1, 2001, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard W. Roachell Roachell and Street First Federal Plaza 401 West Capitol, Suite 504 Little Rock, Arkansas 72201 Ms. Sammye L. Taylor Mr. Mark A. Hagemeier Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 249171-v1 2 Executive Summary: Implementation of Middle Schools Construction Pulaski County Special School District April 2001 The Pulaski County Special School District (District) currently has 24 elementary schools, each encompassing grades kindergarten through six; one existing middle school, Jacksonville Middle School; and six junior high schools, each encompassing grades seven through nine. The six senior high schools currently contain students in grades ten through twelve. After discussions, workshops, and community meetings, the District's Board of Directors voted at its May 9, 2000, meeting to approve a district-wide conversion to middle schools, effective for the 2001-2002 school year. This decision to pursue middle school conversion included construction for the Mills University Studies High School campus and the Robinson High School campus. Staff estimated that costs for facility remodeling would total $983,734.00. Background: The implementation of the middle school concept will not change student assignments, only the configuration of the existing junior and senior high schools. Oak Grove Junior/Senior High School, Jacksonville Middle School, Jacksonville Junior High School and Jacksonville High School will be the exceptions to the proposed conversion. Toward this end, the District contracted a general evaluation of all of its schools. The facilities study provided the Board with a blueprint of construction needs. At this time, the District anticipates that the conversion to middle schools can be accomplished by converting the existing junior high facilities to middle school campuses and s ending ninth grade students to the senior high school facilities. Existing facilities have been examined for this movement of students. Two sites would need renovation to accomplish the conversion: Robinson High School will require classroom space conversion and renovation. Mills University Studies High School will need additional cafeteria space and a new media center. Problem Statement: Increasing the capacity at the Robinson and Mills sites is recommended for a successful conversion to 9-12 grade high schools. Without the proposed construction, student capacity would be severely limited. Recruitment within and to those areas would also be hampered. Failure to increase the student capacity at these two campuses would result in overcrowding, discipline problems and displacement of students. In turn, this would result in increased student displacement, busing and negative school-community relations. EXHIBIT 249145-v1 J II I I I I I I I I I Alternatives: The alternative to this recommendation for construction would be to keep the campuses in their current configurations. This would cripple the ability to make the complete middle school conversion and conversion to 9-12 grade high schools. Action Recommended: By its vote on May 9, 2000, the Board of Directors approved a district-wide conversion to middle schools, to become effective for the 2001-2002 school year. The Board chose to delay the conversion of Oak Grove Junior/Senior High School to the middle school concept at this time. On March 13, 2001, the Board decided to delay the conversion of Jacksonville Middle School, Jacksonville Junior High School, and Jacksonville High School as well. Once the Board authorized the middle school concept, an examination of all secondary school facilities was conducted for student capacity. As a result of this examination, it was determined that addition construction would be needed at Mills and at Robinson High Schools. At Mills University Studies High School, a new media center is being built and the old media center would be converted into addition cafeteria space. These renovations will increase the capacity of the school media center and cafeteria. At Robinson High School, two additional classrooms will be constructed, the choir room would be divided and two dressing rooms will be converted into classroom space. This construction would increase the student capacity at Robinson High School by at least 250 students, both to accommodate the addition of the 9th grade and to provide for future desegregated growth. Objectives: The implementation of middle schools works to support the District's overall goals which includes the District's commitments to desegregation. Foremost, the creation of effective learning environments for all students support the District's goal of raising student achievement and successfully raising expectations. Students in sixth grade will have intensive use of technology and more opportunities to participate in co-curricular activities than is available in elementary schools. Ninth graders will enjoy increased opportunities for advanced academic pursuits and extra-curricular activities. Impact: Increased capacity will help to improve discipline, enhance recruitment efforts, and assist in maintaining racial balance at these campuses. It will also enhance student achievement and increase the opportunity for success of these students. Ninth grade students will benefit from the challenge of high school classes, increased curriculum opportunities and extra-curricular activities. 249145-v1 2 Student population at Mills for the current school year is 587 students for grades 10 through 12. Of that total, 343 students are white and 244 students are black. Present student capacity at Mills is 780. The projected student enrollment for 2001- 2002 school year, in grades 9 through 12, is 900. Of that projection, 483 students would be white, 417 students would be black. Student population at Robinson High School for the current school year is 435 students for grades 10 through 12. Of that total, 320 students are white and 115 students are black. Present student capacity at Robinson High School is 506. Robinson's projected enrollment for the 2001-2002 school year, in grades 9 through 12, is 638. Of that projection, 458 students would be white and 180 students would be black. Resources: The conversion to middle schools can be accomplished with few facility changes. Robinson High School and Mills University Studies High School have been identified as the only buildings needing immediate renovations. These costs are estimated to be $983,734. The construction at Mills will cost $766,680. Additional renovation at Robinson will cost $217,054 and will increase student capacity by about 250 students. Plan for Implementation: The Pulaski County Special School District will make the facility renovations required to accommodate a middle school conversion. At both Mills University Studies High School and Robinson High School construction started January 30, 2001. Estimated completion of construction is August 1, 2001. 249145-v1 3 EDWARD L. WRIGHT (1903-1977) ROBERT S. LINDSEY (1913-1991) ISAAC A. SCOTT, JR. JOHN G. LILE WRIGHT, LINDSEY \u0026 JENNINGS LLP ATTORNEYS AT LAW JUDY SIMMONS HENRY KIMBERLY WOOD TUCKER RAY F. COX, JR. TROY A. PRICE 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 CHARLES C. PRICE CHARLES T. COLEMAN JAMES J, GLOVER EDWIN L. LOWTHER, JR. CHARLES L. SCHLUMBERGER WALTER E. MAY GREGORY T. JONES H. KEITH MORRISON BETTINA E. BROWNSTEIN WALTER McSPADDEN ROGER D. ROWE JOHN D. DAVIS Mr. John Walker John Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 RE: PCSSD Dear Counsel and Ms. Marshall: 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK, ARKANSAS 72201-3699 (501) 371-0808 FAX (501) 376-9442 www.wlj .com OF COUNSEL ALSTON JENNINGS RONALD A. MAY M. TODD WOOD Writer's Direct Dial No. 501-212-1273 mjonesCwlJ.com April 27, 2001 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones Jack, Lyon \u0026 Jones 3400 TCBY Tower PATRICIA SIEVERS HARRIS JAMES M. MOODY, JR. KATHRYN A. PRYOR J . MARK DAVIS CLAIRE SHOWS HANCOCK KEVIN W. KENNEDY JERRY J. SALLINGS WILLIAM STUART JACKSON MICHAEL D. BARNES STEPHEN R. LANCASTER JUDY ROBINSON WILBER BETSY MEACHAM KYLE R. WILSON JENNlfER S. BROWN C. TAD BOHANNON MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J. CHARLES DOUGHERTY\" M. SUN HATCH PHYLLIS M. McKENZIE ELISA MASTERSON WHITE JANE W. DUKE ROBERT W. GEORGE J . ANDREW VINES JUSTIN T. ALLEN CHRISTINE J. DAUGHERTY, Ph,O. LJcensad to practlca be/'orB the Unled Sla'9s Patent and Trademarl\u003c Office RECEJ.\\fED 425 West Capitol Avenue Little Rock, Arkansas 72201 APR 3 0 zom CIIIE81f -lllllQfflRIIS Ms. Sammye L. Taylor Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Enclosed are copies of supplement to PCSSD motion to approve middle schools and revamped high schools and supplemental memorandum in support which are being filed today. MSJ/ao Encls. 251317-v1 Cordially, WRIGHT, LINDSEY \u0026 JENNINGS LLP ~~ M. S muues, Ill IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION APR 3 0 20m Gffll(lf De~IIJIIDJRlli LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. DEFENDANTS INTERVENORS INTERVENORS MRS. LORENE JOSHUA, ET AL. KA THERINE KNIGHT, ET AL. SUPPLEMENT TO PCSSD MOTION TO APPROVE MIDDLE SCHOOLS AND REVAMPED HIGH SCHOOLS PCSSD, for its supplement to motion, states: 1. Contemporaneously with this supplement, the PCSSD is submitting for filing additional documents numbered 17 4 through 232 for the Court's review and consideration. 2. The numbering of this submission begins with the next number of the documents submitted February 16, 2001. In large measure, the documents are sequenced chronologically and several of them are discussed in the accompanying memorandum. 251097-v1 Respectfully submitted, WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 '---  \"'  (7~ B ~ ---,, \\:::  ones Ill (76Q60) Pulaski'eounty Special ct CERTIFICATE OF SERVICE On April,ZJ, 2001, a copy of the foregoing was served via U.S. mail on each of the following: Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown Marshall ODM One Union National Plaza 124 West Capitol, Suite 1895 Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, Arkansas 72222-7388 Ms. Sammye L. Taylor Mr. Mark A. Hagemeier Arkansas Attorney General's Office 323 Center Street, Suite 200 Little Rock, Arkansas 72201 Mr. Stephen W. Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 251097-v1 M. S~el Jo~es Ill ,.  ) ~ u 2 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. 4:82CV00866SWW PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. SUPPLEMENTAL MEMORANDUM IN SUPPORT PLAINTIFF DEFENDANTS INTERVENOR$ INTERVENORS OF PCSSD MOTION TO APPROVE MIDDLE SCHOOLS AND REVAMPED HIGH SCHOOLS Work on the implementation of middle schools has continued since the District's - original filing dated February 16, 2001. The supplemental document submission covers both documents generated since the first filing as well as supplies a handful of documents that were not available to counsel in February. Documents 174. and 175 represent the memorandum of understanding between PACT and PCSSD dealing with the placement of teachers in middle schools. Documents 176 through 181 represent a presentation made by Dr. Gloria Rousseau to administrators at the PCSSD which contains useful information concerning the process since January 2001. Documents 183 through 193 represent various committee reports and activities as do Documents 195 through 196. Documents 197 through 200 explain the formal Board policies which have been adopted and Documents 201 through 204 contain information regarding the middle school curri "},{"id":"bcas_bcmss0837_1112","title":"Little Rock School District Revised Desegregation and Education Plan Compliance Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["2001-03-15"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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OriiGEGF Little Rock School District Revised Desegregation and Education Plan Compliance Report March 15, 2001 TABLE OF CONTE:\\'TS INTRODUCTION ..................................................................................... I\\\" C0:\\1PLIANCE REPORT .................................................................................. 1 I. Good Faith Section 2.1 ............................................................................... 1 Section2.l.l ............................................................................... 3 II. Facultv and Staff III. IV. V. Section 2.2 ................................................................................ 5 Section 2.2.1 ........................................................................... 5 Section 2.2.2 .............................................................................. 7 Section 2.2.3 .............................................................................. 8 Section 2.2.4 ............................................................................... 9 Section 2.2.5 ............................................................................ 9 Section 2.2.6 ............................................................................ 9 Section2.2.7 ........................................................................... 14 Student Assignment Section 2.3 ......................................................................... 15 Section 3.6 ......................................................................... 18 Special Education and Related Programs Section 2.4 ............................... .-.......................................... 20 Discipline Section 2.5 ........................................................................... 24 Section 2.5 .1 ............................................................................ 25 Section 2.5.2 ........................................................................ 25 Section 2.5.3 ......................................................................... 25 Section 2.5.4 .......................................................................... 26 VI. Extracurricular Activities Section 2.6 ......................................................................... 27 Section 2.6.3 ............................................................................... 29 VII. Advanced Placement Courses and the Gifted and Talented Program Section 2.6.1 ........................................................................ 30 Section 2.6.2 ........................................................................ 30 VII. Academic Achievement A. Generally Section 2. 7 ...................................................................... 51 B. Transition to Middle Schools Section 3.4 .................................................................... 66 C. Early Childhood Education Section 5.1 ........................................................................ 72 D. Reading and Language Arts Section 5.2 ...................................................................... 75 Primary Grades Section 5.2.1 ...................................................................... 75 Section 5.2.l(a) ......................................................... 77 Section 5.2.l(b) ......................................................... 77 Section 5.2.l(c) ......................................................... 77 --------------~- Section 5.2.l(d) ........................................ ................. 78 Section 5.2.l(e) ......................................................... 78 Section 5.2.l(f) ................... . ....................... . .............. 79 Section 5 .2.1 (g) ....................... .................................. 79 Section 5.2.1 (h) .................................... : .................... 80 Section 5 .2.1 (i) .......................................................... 80 Section 5.2.l(j) .......................................................... 81 Section 5 .2.1 (k) ......................................................... 90 Section 5 .2.1 (I) .......................................................... 90 Intermediate Grades Section 5.2.2 ..................................................................... 93 Section 5.2.2(a) ......................................................... 94 Section 5.2.2(b) ......................................................... 94 Section 5.2.2(c) .......................................................... 95 Section 5.2.2(d) .......................................................... 95 Section 5.2.2(e) .......................................................... 95 Section 5.2.2() .......................................................... 96 Section 5.2.2(g) ......................................................... 96 Section 5.2.2(h) ........................................................ 102 Secondary Schools E. Section5.2.3 ..................................................................... 105 Section 5.2.3(a) ........................................................ 107 Section 5.2.3(b) ........................................................ 108 Section 5 .2.3( c) ........................................................ 108 Section 5.2.3(d) ........................................................ 109 Section 5.2.3(e) ........................................................ 109 Section 5.2.3() ............................................... ...... : ... 111 Mathematics F. Section 5.3 ...................................................................... 115 Section 5.3.1 ..................................................................... 115 Section 5.3.2 ..................................................................... 125 Section 5.3.3 ..................................................................... 125 Section 5.3.4 ..................................................................... 126 Section 5.3.5 ..................................................................... 129 Computer Literacy G. H. Section 5.4 ....................................................................... 136 Alternative Educational Opportunities Section5.6.l ..................................................................... 145 Program Evaluation IX. Section2.7.l ...................................................................... 148 Parental Involvement Section 2.8 ................................................................................ 149 ii I ~ I I I I I I I I I I X. Equitable Allocation of Resources Section.2.9 ............................................................................ 158 Section 2.10 .......................................................................... 158 XI. Guidance and Counseling Section 2.11 ............................................................................... 160 Section 2.11.1 ......................................................................... 160 Section 5.8 ........................................................................... 162 XII. Cultural Sensitivity Section 2.12 .............................................................................. 163 Section 2.12.1 ............................................................................ 163 Section 2.12.2 ......................................................................... 165 XIII. Compliance Section 2.13 ............................................................................ 166 APPENDIX Resource Allocation Review (Three-year Comparison and 2000-01 Correlation Analysis) Dedicated Millage Projects Proposed Bond Projects iii INTRODUCTIO'.\\' The Little Rock School District (hereinafter \"LRSD\" or \"'District\") submits this Compliance Report in accordance with Section 11 of the Revised Desegregation and Education Plan (\"Revised Plan\"). On March 15, 2000, the District filed with the Court an Interim Compliance Report. The purpose of the Interim Compliance Report was to advise the Court, the other parties to this case, and interested persons of the status of the District's efforts to meet its obligations under the Revised Plan and to develop a format for this report. The District asked the parties and other interested persons to provide comments or suggestions with regard to the substance and format of the Interim Compliance Report. It received none. Accordingly, this report will follow a similar format as the Interim Compliance Report. The Interim Compliance Report cataloged the programs, policies and procedures implemented by the District in an effort to comply with the Revised Plan. To avoid duplication, the Interim Compliance Report is hereby incorporated by reference. The programs, policies and procedures implemented by the District and identified in the Interim Compliance Report will not be repeated in this report. Where there is nothing new to report, this report will simply refer the reader to the Interim Compliance Report. This report assumes that the reader is familiar with the Interim Compliance Report. This report will vary in one significant respect from the Interim Compliance Report. The Interim Compliance Report included information related to every substantive section of the Revised Plan. This resulted in some redundancy within that report. This report attempts to avoid this redundancy by focusing on the core obligations contained in Section 2 of the Revised Plan. This report is divided into thirteen sections, each of which correlates to a Section 2 obligation. Other sections of the Revised Plan are discussed along with the underlying Section 2 obligation. Effort has been made to refer the reader to other related sections of the report rather than iv repeating information in multiple sections. A table of contents also has been added to assist readers in finding information based on either subject area or section number. Finally, this report was prepared for the Board of Directors (\"Board\") by the District's Compliance Committee. However, it reflects the hard work of a large group of dedicated District employees, including administrators, principals, teachers, counselors and other staff members. While that group is too large for individual acknowledgement, their efforts are greatly appreciated and should not go without mention. Thank you. Compliance Committee V COMPLIANCE REPORT I. Good Faith. Section 2.1 LRSD shall in good faith exercise its best efforts to comply with the Constitution, to remedy the effects of past discrimination by LRSD against African-American students, to ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD and to provide an equal educational opportunity for all students attending LRSD schools. The Covenant During the term of this Revised Plan, the District attempted to demonstrate its good faith by meeting its plan obligations. As the term of the Revised Plan nears its end, the District sought a means to manifest its good faith commitment for the future. On January 11, 2001, the Board adopted a \"Covenant for the Future\" (hereinafter \"Covenant\"). In the Covenant, the Board promised to continue to exercise its best efforts to:  improve the academic achievement of all students,  comply with the Constitution, and ensure that no person is discriminated against on the basis of race, color or ethnicity in the operation of the District, and  provide equitable educational resources, programs and opportunity in a nondiscriminatory environment for all students attending District schools. On January 12, 2001, the District brought together administrators from every school in the District to affirm the Covenant. Participants were presented with the Covenant and then asked to outline strategies to be implemented at their respective schools to fulfill the promises made in the Covenant. Participants were later required to share the Covenant with their Campus Leadership Teams (\"CL Ts\"). Campus Leadership Teams and Total Quality Management The District's success in fulfilling the promises set forth in the Covenant will in large measure depend on the continued success of the CLTs. The CLT program was at the heart of the District's efforts to meet its obligations under the Revised Plan. Since their formation in 1998, the CL Ts have provided the horsepower driving the District's efforts to improve student achievement. They derive their power from the philosophy of Total Quality Management (\"TQM\"). TQM stresses four basic principals: continuous improvement, continuous education, customer satisfaction and data-driven decisions. Training in TQM has been a top priority for the District. Training began during the 1998-99 school year. Principals meet monthly for TQM group study sessions. The CL Ts, including principals, and the Cluster Coordinating Committees conduct a monthly-\"leadership\" meeting. The Cluster Coordinating Committees also meet quarterly. Dr. Terrence Roberts has provided additional professional development to school principals and the CLTs. In October 2000, high school principals and some administrators involved in the TQM initiative attended the National Quality Conference in Raleigh-Durham, North Carolina. All principals have had an opportunity to receive additional TQ\n,.,.1 training thro ugh a series of four-day intensive training sessions conducted by the Arkansas Leadership Academy in the summer of 2000. This training has continued during the 2000-01 school year with two-day training sessions in November 2000 and February 2001 and with rigorous \"homework\" assignments in the interim. During the 1998-99 school year, the District sought to be formally recognized as a quality school district by the Arkansas Quality Award (\"AQA\"), a non-profit agency formed to provide opportunities for interested organizations in the state to measure their progress toward quality. AQA's team of examiners scrutinized the District using the nationally recognized Malcolm Baldrige National Quality Program criteria. These criteria are considered to be organizational best practices and are the foundation for developing and integrating all processes in an organization's operation. The award criteria are divided into seven categories that reflect the major areas for organizations to develop and improve: Leadership, Strategic Planning, Customer and Market Focus, Information and Analysis, Human Resource Focus, Process Management, and Business Results. There are four quality award levels: Level 1 -- Quality Interest Award: For an organization expressing an interest in adopting and applying quality principles. Recognition is given to any organization completing the basic elements associated with quality awareness and understanding. Level 2 -- Quality Commitment Award: For an organization that has advanced from the knowledge and skills gained from initial steps and has a plan to move the organization toward total quality improvement and has progressed to a point of potential serious commitment. Level 3 -- Quality Achievement Award: For an organization that has demonstrated significant progress in building sound and notable processes through its cornmitme~t and practice of quality principles. Level 4 -- Governor's Quality Award: For an organization which is an outstanding example of a quality organization in the state of Arkansas exhibiting \"World Class\" processes which serve as a role model for others. In the fall of 1999, the District received the \"Quality Interest Award.\" In the feedback report, the examiners wrote: Overall, this applicant has established a strong initial process to achieve performance excellence . . .. Substantial planning and training have taken place and the organization is clearly committed to the process .... Significantly, the success of this particular organization will be applauded as a success for the organization and for the State as a whole. 2 Motivated by this positive feedback, the District submitted its second application to AQA in the spring of 2000. Last fall, AQA awarded the District the Quality Commitment A\\\\'ard. The A.QA. provided the following feedback: [T]he applicant has a systematic approach that is responsive to the basic purposes of Leadership, Strategic Planning, Customer and Market Focus, Information and Analysis, Human Resource Focus, Process Management, and Business Results: The early stages of developing trends and obtaining comparative information are evident from the data that are presented .... Work systems are designed to promote cooperation and collaboration by the use of work teams, teacher teams, cluster teams, and Campus Leadership Teams. This applicant's approach to education and training balances both short and longer term goals by providing professional development for certified personnel geared toward successful implementation of new initiatives .... Currently, the District is reviewing AQA's feedback and compiling data in preparation for submitting its application for the \"Quality Achievement Award.\" A quality school district meets the needs of all students. In adopting the CLT program, the District committed itself to providing each school the leadership and autonomy necessary to meet the needs of each school's unique student population. With that autonomy comes a responsibility to ensure the success of each student. The TQM training provided by the District to principals and CL Ts represents an effort to ensure that they are equipped to meet that responsibility. Section 2.1.1 LRSD shall retain a desegregation and/or education expert approved by the JoshuaIntervenors to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. Dr. Terrence Roberts continues to assist the District in meeting its plan obligations by:  Consulting with teachers, counselors, and administrators\n Reviewing programs, policies and/or procedures\n Identifying areas in need of reshaping and problem solving\n Providing methods for maintaining District goals and focus\n Aiding in future projections to address the District needs and strategies for improvement\n Developing the \"Leaming to Cope With Difference\" employee training program\n Meeting with individuals and groups to rethink and/or affirm their commitment and personal development plan\n Working to establish a level of enthusiasm toward personal commitment, growth, and development\nand 3  Seeking to formulate the concept that each individual \\\\ ould be so committed to personal growth that results would be seen District-wide, resulting in the District becoming a positive model for our nation. Likewise, Dr. Steven Ross continues to assist the District in meeting its plan obligations by:  Consulting with Department of Planning, Research, and Evaluation (\"PRE\") and the Director of Federal Programs on the evaluation of Title I programs\n Advising PRE staff on school profiles\n Planning with PRE regarding program evaluation models\n Assisting the Superintendent and PRE in determining appropriate categories of data to present in order to determine whether there has been improvement in student achievement\n Reviewing drafts of data reports for program evaluation\n Discussing data reports with PRE staff and making suggestions for improvement\n Meeting with the Compliance Committee to discuss program evaluation issues\n Providing assistance in securing a consultant for outsourcing some program evaluation responsibilities\nand  Making a presentation to the Board on program evaluation and the formation of a research committee. 4 II. Facultv and Staff. Section 2.2 LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. Total Administrative Staff The overall percentage of African-American administrative staff increased from 48.86 percent to 50.29 percent from 1998-99 through 2000-01. While the number of African-American administrators has remained relatively constant (86, 84, 86), the number of white administrators has decreased slightly each year (90, 89, 85). There has been no change in the racial composition of assistant and associate superintendents (three African-American and four white/other). Total Administrative Staff Year African-American White/Other Percent A-A* 1998-1999 86 90 48.86% 1999-2000 84 89 48.55% 2000-2001 86 85 50.29% * African-Arnencan will be abbreviated \"A-A\" where necessary because of space Iurutat1ons. Building Level Administrators The majority of building level administrators continues to be African-American with a slight increase in the percentage of African-American administrators in the 2000-01 school year. In schools with more than one administrator, the District attempts to maintain racial diversity among administrators where practicable and consistent with other legal requirements. Building Level Administrators Year African-American White/Other Percent A-A 1998-1999 55 46 54.5% 1999-2000 55 46 54.5% 2000-2001 57 42 57.6% Section 2.2.1 LRSD shall maintain in place its current policies and practices relating to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. The District continues to aggressively and successfully recruit qualified African-American teachers. From July 1, 2000, through September 1, 2000, there were 198 full-time teachers hired, 42 percent of whom were African-American. As the table below demonstrates, this raised 5 the District 's percentage of African-American teachers to 3 percent, up from 37 percent in the 1997-98 school year. Total District Teachers Year African-American White/Other Percent A-A 1997-1998 704 1205 37% 1998-1999 728 1192 38% 1999-2000 719 1218 37% 2000-2001 757 1208 39% Recruiting and Retaining Teachers The District's success in recruiting and retaining African-American teachers has not been matched by the other school districts in Pulaski County. Twenty-one percent of the Pulaski County Special School District's certfied staff and 18 percent of the North Little Rock School District's certified staff are African-American. Even so, all of the districts are doing a good job in this regard considering that only 8 percent of college graduates in Arkansas are AfricanAmerican. During the 2000-2001 school year, 84 percent of District recruitment binders were issued to African-Americans. Recruitment binders are advanced commitment agreements enabling applicants to be assured of employment. New recruitment and retention strategies being implemented or developed include:  Tuition assistance programs for full-time students to complete their undergraduate degree, for full-time students to complete a master's degree and for non-certified employees to obtain an undergraduate degree\n The Teachers of Tomorrow Program which provides scholarships to District high school graduates interested in becoming teachers\n Waiver of the tenure requirement for tuition reimbursement for African-American teachers willing to complete an additional certification in a critical supply area\nand  Arkansas New Teacher Mentor Program which partners first year teachers with master teachers. Desegregation of Teaching Staffs The District has also sought to ensure desegregation of the teaching staff at each school. It has measured success in this regard by looking at the number of schools whose percentage of African-American teachers is within plus or minus 15 percentage points (+/-15%) of the overall percentage of African-American teachers at that grade level. As the table below demonstrates, three schools fall outside +/- 15% measure at the elementary level. This is down from seven in 1998-99 school year. At the secondary level, only one school, Metropolitan Career Technical Center, remains outside the +/-15% measure, compared to four schools in the 1998-99 school year. 6 Year 1997-98 1998-99 1999-2000 2000-01 Year 1997-1998 1998-1999 1999-2000 2000-2001 Section 2.2.2 Percentage Of Elementary Schools Within+ / -15% Of Overall ElementanRacial Composition Total Schools Schools Inside Range 36 29 36 29 36 31 36 33 % Of Secondary Schools Within+ / -15% Of Overall Elementary Racial Composition Total Schools Schools Inside Range 15 12 15 11 15 13 15 14 Percent Inside Range 81% 81% 86% 92% Percent Inside Range 80% 73% 87% 93% LRSD shall implement programs, policies and/or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. The District's efforts at increasing the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers have met with modest success. While the percentage of African-Americans in these areas has increased, the increase has been small, as shown in the tables below. Media Specialists Year African-American White/Other Percent A-A 1997 8 44 14% 1998 8 I 43 16% 1999 8 43 16% 2000 9 43 17% 7 Counselors Year African-American White/Other Percent A-A 1997 36 48 43% 1998 39 49 44% 1999 39 49 44% 2000 40 49 45% Core Secondary Year African-American White/Other Percent A-A 1997 156 230 40% 1998 179 227 44% 1999 189 249 43% 2000 206 259 44% Earlv Childhood Year African-American White/Other Percent A-A 1997 40 104 28% 1998 47 116 29% 1999 47 109 30% 2000 46 107 30% Primary Grade Teachers Year African-American White/Other Percent A-A 1997 94 186 34% 1998 92 180 34% 1999 92 198 32% 2000 105 197 35% Section 2.2.3 LRSD shall establish a uniform salary schedule for all positions within the District, including a salary range for director and associate and assistant superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. See Interim Compliance Report filed March 15, 2000. 8 L Section 2.2.4 LRSD shall implement a policy for the centralized hidng and assignment of teachers b) the LRSD Human Resources Department designed to provide an equitable distribution of teaching resources and to prevent nepotism and pre-selection by a school principal. See Interim Compliance Report filed March 15, 2000. Section 2.2.5 LRSD shall implement a policy of promotion from within which shall include procedures for notifying District employees of open positions. Over the last three years, between 62 percent and 71 percent of administrative positions have been filled by promoting existing District employees. The percentage of African-Americans promoted has roughly mirrored the percentage of African-Americans in the District as a whole. Administrative Positions Filled Via Promotion Year Vacancies Promotions Percent Promotions 1998-99 15 10 67% 1999-00 1.7 12 71% 2000-01 13 8 62% Section 2.2.6 LRSD shall implement programs, policies and /or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. The District decided not to require involuntary transfers in order to meet this obligation. Rather, the District compiled data on each school's average years of teaching experience, percentage of teachers with advanced degrees and percentage of teachers with a master's degree and nine or more years of experience. These data are provided in the tables below. Principals were expected to take this information into account when making hiring recommendations. Average Years of Experience The average length of service of teachers by school ranges from 6.65 years (Baseline) to 16.74 (McDermott) in the elementary schools\n6.95 years (Mabelvale) to 12.96 years (Henderson) in the middle schools\nand 7.9 years (McClellan) to 13.96 years (Parkview) in the high schools. 9 Average Years of Experience Elementarv School 1998-99 1999-2000 2000-01 Badgett 11.63 10.26 8.29 Bale 11.88 12.24 10.81 Baseline 10.52 9.29 6.65 Booker 14.29 13.04 12.62 Brady 11.38 11.54 12. 71 Carver 10.85 10.10 10.12 Cloverdale 12.96 12.70 12.32 Charter NIA NIA 3.00 Chicot 11.69 10.00 9.07 Dodd 8.77 8.94 8.05 Fair Park 16.00 17.16 14.89 Franklin 10.30 8.73 10.00 Forest Park 12.44 10.95 9.95 Fulbright 15.51 13.60 13.64 Garland 9.50 Closed Closed Geyer Springs 10.60 10.47 11.36 Gibbs 12.25 12.45 12.52 Jefferson 15.06 15.42 14.08 King 11.40 11.97 10.95 McDermott 16.25 17.32 16.74 Meadowc!iff 14.80 12.95 14.68 Mitchell 7.63 6.77 7.38 Mabel vale 11.06 11.25 11 .23 Otter Creek 12.28 11.44 9.21 Pulaski Heights 10.72 11.35 9.41 Rightsell 11.33 11.04 7.38 Rockefeller 9.86 9.76 10.19 Romine 15.29 14.37 15.92 Stephens Closed Closed 6.85 Terry 13.23 11.71 12.79 Wakefield 15.80 15.17 15.61 Washington 10.47 9.32 9.31 Watson 10.39 9.95 9.45 Western Hills 14.77 13.35 12.50 Williams 16.51 16.09 14.79 Wilson 13.70 12.72 13.67 Woodruff 9.18 7.00 7.38 Secondary School 1998-99 1999-::?000 ! 2000-01 Middle Schools Cloverdale Middle 9.84 8.62 -8.36 Dunbar 10.02 8.54 7.42 Forest Heights 12.78 10.50 10.16 Henderson 12.88 13.27 12.96 Mann 12.92 12.38 12.19 Mabelvale Middle 7.90 8.55 6.95 Pulaski Heights 14.84 10.23 9.73 Southwest 10.16 10.22 10.40 High Schools Central 14.54 11.66 12.04 Fair 12.17 9.03 8.84 Hall 14.48 11.94 11.37 McClellan 9.67 8.59 7.90 Metro 14.26 13.81 14.72 Parkview 15.36 14.38 13.96 Percentage of Teachers with Advanced Degrees The table below provides the percentage of teachers with advanced degrees at each District school for the last three school years. Elementary schools have so few teachers that looking only at the percentage of teachers with advanced degrees can be misleading. A school's percentage can change substantially with the change of only a few teachers. At the middle and high school levels, the alternative schools and Metropolitan High School have the lowest percentage of teachers with advanced degrees. The alternative schools' percentages may be explained by the relative newness of those staffs. Metropolitan's percentage is low due to the nature of the vocational subjects being taught. There simply are not many advanced degrees in those areas. Percentage of Teachers with Advanced Degrees Elementary School 1998-99 1999-2000 2000-01 Badgett 57% 47% 60% Bale 56% 40% 58% Baseline 61% 52% 38% Booker 63% 54% 56% Brady 63o/cl 58% 50% Carver 55% 50% 50% Cloverdale Elem. 54% 52% 52% Chicot 49% 50% 48% 11 Dodd 50% -1-t 52% Fair Park 62% 5S 0 0 I 50~-o I Franklin 36% 36% I 41% Forest Park 47% 50% 50% Fulbright 56% 54% i 58% Garland 29% 42% Closed Geyer Springs 62% 40% 33% Gibbs 65% 59% 63% Jefferson 74% 74% 74% King 52% 41% 42% McDermott 50% 44% 48% Meadowcliff 46% 42% 40% Mitchell 57% 40% 38% Mabel vale 42% 24% 23% Otter Creek 64% 54% 64% Pulaski Heights Elem. 56% 71% 55% Rightsell 65% 54% 32% Rockefeller 49% 41% 45% Romine 41% 45% 48% Stephens Closed Closed 40% Teny 45% 50% 50% Wakefield 71% 67% 71% Washington 47% 38% 37% Watson 53% 55% 52% Wes tern Hills 52% 55% 60% Williams 80% 76% 57% Wilson 75% 70% 68% Woodruff 44% 45% 48%, Secondary School 1998-99 1999-2000 2000-01 Middle Schools Cloverdale Middle 48% 38% 32% Dunbar 69% 56% 50% Forest Heights 55% 48% 40% Henderson 41% 48% 40% Mann 54% 54% 59% Mabelvale Middle 47% 51% 50% Pulaski Heights Middle 56% 45% 47% Southwest 56% 51% 50% ACC- Metro 67% 59% 67% ALT Agency 25% 40% 25% ALC 62% 53% 47% High Schools 12 Central 69% 62% 63% Fair 61% . 60% 5 -o , ) / 0 Hall 60% 54% 56% McClellan 50% 44% 49% Metropolitan 37% 28% 23% Parkview 75% 67% 71% Master's Plus Nine The District also compiled data on the percentage of teachers with a master's degree and nine or more years of experience since this was the measure used in the District's resource allocation review. See Section 2.9. The percentage of teachers with a master's degree and nine or more years of experience ranges from 19 percent (Mabelvale) to 67 percent (Wakefield) in the elementary schools\n27 percent (Cloverdale and Forest Heights) to 52 percent (Mann) in the middle schools\nand 35 percent (McClellan) to 55 percent (Parkview) in the high schools. Overall, there are 40 schools where more than 33 percent of the teachers have a master's degree and nine or more years of experience . . Master's Degree Plus Nine or More Years of Experience Elementary School 1998-99 ..  1999-2000 2000-01 Badgett 10/28 36% 8/17 47% 8/15 53% Bale 15/36 42% 12/35 34% 11/26 42% Baseline 13/36 36% 12/27 44% 10/26 38% Booker 23/59 39% 20/52 38% 24/55 44% Brady 14/30 47% 10/26 38% 10/26 38% Carver 19/47 40% 14/44 32% 15/42 36% Cloverdale Elem. 12/37 32% 10/29 34% 9/27 33% Chicot 14/43 33% 13/42 31% 14/42 33% Dodd 9/28 32% 8/20 40% 9/21 43% Fair Park 11/26 42% 10/19 53% 10/20 50% Franklin 11/45 24% 11/45 24% 13/41 32% Forest Park 9/64 14% 7/26 27% 8/22 36% Fulbright 16/41 39% 15/35 43% 14/31 45% Garland 4/25 16% 6/26 24% Closed Geyer Springs 13/34 38% 10/25 40% 6/21 29% Gibbs 12/31 39% 14/29 48% 15/27 56% Jefferson 22/39 56% 17/27 63% 17/27 63% King 19/52 ,37% 17/46 37% 18/45 40% McDermott 12/38 32% 10/27 37% 10/27 37% Meadowcliff 11/26 42% 7/19 37% 9/25 36% Mitchell 9/28 32% 7/25 28% 7/24 29% Mabelvale 7/36 19% 5/29 17% 5/26 19% 13 Otter Creek 11/28 39% 11 26 42% 12/25 48% Pulaski Heights Elem. 13/36 36% 12 23 52~0 I I 10 22 -+) ~o Rightsell 10/23 43% 11 '2-+ 46% 5/28 18% Rockefeller 11 /43 28% 11/39 28% 12/38 32% Romine 11 /32 34% 11 /29 38% 11 /27 41% Stephens Closed Closed 9/30 30% Terry 12/31 39% 13/40 33% 14/36 39% Wakefield 17/28 61% 14/27 52% 16/24 67% Washington 18/34 53% 17/55 31% 17/51 33% Watson 12/60 20% 12/13 92% 13/31 42% W estem Hills 10/23 43% 10/20 50% 9/20 45% Williams 25/41 61% 23/34 68% 23/35 66% Wilson 17/32 53% 14/23 61% 15/25 60% Woodruff 5/27 19% 7/22 32% 8/21 38% Secondary School 1998-99 1999-2000 2000-01 Middle Schools Cloverdale Middle 16/54 30% 15/56 27% 16/60 27% Dunbar 28/68 41% 22/63 35% 19/62 31% Forest Heights 22/64 34% 18/65 28% 17/63 27% Henderson 18/63 29% 21/61 34% 19/60 32% Mann 30/59 51% 29/61 48% 34/66 52% Mabelvale Middle 17/53 32% 18/47 38% 18/48 38% Pulaski Heights Middle 30/61 49% 25/62 40% 23/58 40% Southwest 18/54 33% 20/55 36% 21/56 38% ACC- Metro 7/12 59% 8/16 50% 10/21 48% ALT Agency 0/4 0% 1/5 20% 1/17 1% ALC NIA 4/15 27% 3/17 18% High Schools . Central 60/108 56% 60/135 44% 64/125 51% Fair 27/67 40% 28/75 37% 27/75 36% Hall 36/70 51% 39/102 38% 44/102 43% McClellan 30/78 38% 31/91 34% 32/91 35% Metropolitan 7/19 37% 5/18 28% 5/22 23% Parkview 37/67 55% 43/87 49% 45/82 55% Section 2.2. 7 LRSD shall negotiate with the Knight lntervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. See Interim Compliance Report filed March 15, 2000. III. Student Assignment. 14 I I I Section 2.3 LRSD shall implement student assignment programs, policies and /or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. Policies Policy JC, School Attendance Zones, and JCA, Student Assignment, were approved and adopted by the Board on May 25, 2000. Overall Enrollment From the 1998-99 school year through the 2000-01 school year, the District's enrollment increased a total of 627 students, and the overall racial composition moved from 67 percent African-~erican to 68 percent African-American. Total Enrollment Year Total Enrollment Percent African-American 1998-99 24,898 67% 1999-2000 25,159 68% 2000-01 25,525 68% Enrollment by School The table on the following page shows the percentage of African-American students attending the District's schools for the years 1996-97 through the current school year. The District has used two measures to assess the degree of desegregation within the District. First, it has looked at the number ofracially isolated schools, defined as schools that are 90 percent or more AfricanAmerican. These schools are shaded in the table. While the number of racially isolated schools has increased from four to nine, this occurred with very little change in the racial composition at the affected schools. 15 Percentage African-American B, School Elementarv Schools School 1996-97 1997-98 1998-99 1999-2000 2000-01 Badgett 84 92 94 91 93 Bale 71 73 73 74 76 Baseline 80 83 84 85 84 Booker 52 52 49 51 55 Brady 64 63 65 71 75 Carver 51 52 51 52 53 Chicot 70 69 71 67 68 Cloverdale 88 92 93 89 89 Dodd 64 65 66 64 65 Fair Park 76 76 73 72 73 Forest Park 48 48 53 44 38 Franklin 91 92 94 96 97 Fulbright 53 48 57 41 40 Garland 92 93 93 94 closed Geyer Springs 75 75 78 82 86 Gibbs 51 52 50 52 52 Jefferson 42 44 45 39 42 King 53 54 52 55 54 Mabelvale 74 73 69 73 75 McDermott 57 57 59 57 53 Meadowcliff 76 79 78 79 74 Mitchell 95 92 95 98 97 Otter Creek 42 46 46 47 51 Pulaski Heights 54 55 55 57 53 Rightsell 96 94 96 97 99 Rockefeller 61 59 56 61 61 Romine 66 63 62 65 66 Stephens closed closed closed closed 94 Terry 45 46 52 46 46 Wakefield 88 86 87 84 81 Washington 55 53 52 61 60 Watson 82 89 94 94 95 Western Hills 70 70 73 75 74 Williams 52 52 52 51 52 Wilson 81 82 85 89 90 Woodruff 69 71 78 80 85 Total Elem. 65 65 67 68 68 16 Middle Schools - Middle Schools 1996-97 1997-98 1998-99 1999-2000 2000-01 Cloverdale 86 89 89 88 -- 86 Dunbar 58 57 59 60 59 Forest Heights 77 70 64 65 65 Henderson 82 86 88 76 76 Mabelvale 74 75 76 73 79 Mann 52 52 51 52 53 Pulaski Heights 59 57 62 60 56 Southwest 78 83 85  -.,:. --~--. , ...... 91 -\"J:v/ -~v\n: :. 92 Total Middle 69 69 70 69 69 High Schools High Schools 1996-97 1997-98 1998-99 1999-2000 2000-01 Central 62 59 59 57 55 Fair 79 81 82 80 80 Hall 72 71 70 71 72 McClellan 83 84 86 89 ...... _ -t ....\nf.\"l~~l:~..,--~o Parkview 52 51 51 50 51 Total H.S. 68 67 66 68 68 The District also looked at the number of schools within plus or minus 20 percentage points(+/- 20%) from the district-wide percentage African-American by organizational level. Twenty-three of the 35 elementary schools (66 percent) fall within the+/- 20%. Of the 12 remaining elementary schools, eight have an African-American population more than 20 percent above overall African-American percentage at the elementary level. The racial population at 11 of the 13 secondary schools (85 percent) remains within+/- 20% of the overall African-American percentage at the secondary level. While the number of schools outside the+/- 20% range increased under the Revised Plan, the increase occurred with very little change in the racial balance at the affected schools. Schools Outside +/- 20% Range Year Schools Outside Range 1996-97 9 1997-98 9 1998-99 I 11 1999-2000 15 2000-01 14 17 Assignment Options A significant number of the District 's students continue to take adrnntage of altcmati\\e assignment options provided by the District. In the current school year. 70 percent of high school students are attending their zone schools (80 percent if Parkview students are removed) and 75 percent of middle school students are attending their zone schools (83 percent if Mann students are removed). At the elementary level 62 percent of the students are attending their zone schools (68 percent if stipulation magnet students are removed). Not including students attending a Stipulation Magnet or attending school in another district based on an M-to-M transfer, 731 students are attending a school other than their zone school pursuant to the Revised Plan. In total, 20 percent of the District's students take advantage of an alternative assignment option available under the Revised Plan. The District's Stipulation Magnets remain a very attractive option. Enrollment has increased under the Revised Plan, as shown on the table below. Student numbers for the six Stipulation Magnets show growth and reflect a 2 percent increase over the past three years. Stipulation Magnet School Enrollment 1998-99 1999-2000 2000-01 3763 3787 3837 Similarly, students in Pulaski County continue to take advantage of the M-to-M Transfer program in large numbers, as shown in the table below. Although the number of incoming PCSSD students to elementary interdistrict magnets dropped, this was partly due in part to the middle school transition and grade restructuring. Summary of M-To-M Transfer Students NLR 1998-99 1999-2000 2000-01. Sending 8 0 Receiving 65 27 PCSSD 0 21 Sending 482 399 366 Receiving 1310 1122 1128 LRSD Sending 1375 1149 1149 Receiving 490 399 366 Section 3.6 LRSD-shall construct at least two new area elementary schools, one in west Little Rock and one at the site of the former Stephens school. When the new Stephens Elementary opens, it shall receive additional funding as described in Section 5.5 of this Revised Plan and one or more of the schools identified in Section 5.5 will be closed. When a school identified in 18 Section 5.5 is closed, LRSD shall exercise its best efforts to find a community or educational use for the property. Otherwise, LRSD shall not seek-to close schools in African-American neighborhoods solely because of age or poor maintenance except when a new school will be located in the same general area. The new Stephens Elementary School held its first classes on January 8, 2001. It receives double funding in accordance with the current formula as described in the August 16, 1995, report of the Office of Desegregation Monitoring. Plans for construction of an elementary school in west Little Rock are being developed. A site selection committee is currently investigating potential school sites. The first meeting of the West Little Rock School Site Selection Committee was held on February 5, 2001. 19 IV. Special Education and Related Programs. Section 2.4 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. Policies The Board of Education revised Policy IKF, General Education Graduation Requirements, in December 2000. The revision included among the diploma-earning options, \"Diploma with waived or altered requirements established by an Individual Education Program (\"IEP\") team for a student identified with disabilities.\" Procedures A new \"504\" Handbook was distributed in fall 2000 to campus \"504\" coordinators and to selected central office staff to ensure greater consistency and equity in administering the \"504\" program. A group of secondary Advanced Placement (\"AP\") teachers was convened in fall 2000 to meet with the District's \"504\" supervisor in order to define reasonable accommodations for teachers of AP classes to employ in order to open access to the courses for \"504\" students. They agreed on a set of accommodations to pennit students with disabilities to participate in AP courses. A fonn was developed for the \"504\" committee to use in meeting with parents to establish agreedupon accommodations. The list of available accommodations was published in both the 2001-02 Middle School Curriculum Catalog and the 2001-02 High School Curriculum Catalog. Department staff worked throughout spring 2000 and fall 2000 with the English-as-a-Second Language (\"ESL\") Supervisor and consultant in establishing procedures for the screening/identification of limited-English proficient students who are referred for special education testing.  Programs School-Based Day Treatment Program The Division of Exceptional Children has instituted a school-based day treatment program consisting of two elementary classrooms at Romine Elementary staffed by two certified teachers and two paraprofessionals. The program is coordinated by a school psychology specialist and receives support services from a clinical therapist and psychiatrist provided by The Centers for Youth and Family. The purpose of the program is to provide a school-based placement option that is less restrictive than an off-campus day treatment program. The program addresses academic and social skills individually identified for each student. Students obtain the skills necessary to return to their home campuses and are afforded the opportunity to strengthen those skills by participating in regular classrooms at Romine. Language Arts In order to assure linkage of curriculum with specialized programs and to provide consistent and balanced literacy instruction for special education students, District reading materials and 20 curriculum implementation training were provided to all elementary special education teachers. along with general education teachers. Additionally, special education teachers have participated in the middle and high school teacher training on the implementation of the Reading and Writing Workshop in grades 6-9. Mathematics and Science All special education teachers have been trained in the implementation of both the mathematics and science curricula. Special education teachers share materials with the general education teachers in their building. Inclusion The Director for Exceptional Children was on the agenda for all three of the curriculum orientation workshops for counselors in January 2001. In his presentation he emphasized the importance of reducing the number of hours in which middle school special education students are served in the resource room to assure equitable exposure to the general education curriculum. He advised counselors to be prepared to place virtually all students who might formerly have been placed in resource room programs in the regular levels of Reading/Writing Workshop based on the IEP team's recommendations during annual reviews. He and the Director of Secondary Language Arts collaborated on the design of that curriculum and on professional development and determined that appropriate modifications could be made in the regular classroom for most special education students. Special education teachers have been informed of the curricular modifications and have been strongly encouraged to have IEP teams place students in regular Reading/Writing Workshop. School Psychology Specialists In 2000-01 the Department of Exceptional Children relocated to school sites the school psychology specialists. By placing school psychology specialists at school sites, they now:  participate on individual schools' Pupil Service Teams to provide technical assistance in pre-referral interventions to the general classroom teachers\n participate in pre-referral and referral conferences to assure students are not inappropriately referred for consideration of special education services\nand  are available to meet and confer with parents and staff regarding behavioral interventions for all students. In addition, the Department redistributed school assignments to school psychology specialists, assuring that no school psychology specialist serves more than three school sites. During fall 2000 the Department assigned three school psychology specialists specifically to middle schools to conduct activities outlined in the Safe School/Healthy Students grant proposal. Compliance Staff The Department recruited and hired compliance personnel to ensure that due process documentation is monitored and corrected for compliance and equity. 21 \"504\" Coordination A new District-level \"504\" supervisor was designated to provide technical assistance and training to school-based \"504\" coordinators, principals, and teachers to ensure that students are not inappropriately referred for consideration of special education services. Identified Students The following three tables are reports of ( 1) the numbers of identified students with disabilities for 1998-99, 1999-2000, and 2000-01 by race and gender\n(2) the numbers of identified students with mental retardation and learning disabilities, again by race and gender, for the same three years\nand (3) the numbers of special education students according to free/reduced lunch eligibility in 2000-01. Numbers ofldentified Students with Disabilities School Year A-A A-A White White Other Other Total Males Females Males Females Males Females 1998-99 1239 547 383 220 28 13 2430 Percents 51% 23% 16% 9% 1% 1% 1999-2000 1233 536 362 199 30 13 2373 Percents 52% 23% 15% 8% 1% 1% 2000-01 1257 584 379 193 39 22 2474 Percents 51% 24% 15% 8% 2% 1% Percents add up to more than I 00% due to roundmg. Numbers ofldentified Students with Mental Retardation and Learning Disabilities School Year A-A A-A White White Other Other Totals Males Females Males Females Males Females 1998-99 842 360 165 96 14 7 1484 Percents 57% 24% 11% 7% 1% 1% 1999-2000 839 369 160 87 14 7 1476 Percents 57% 25% 11% 6% 1% 1% 2000-01 873 399 144 74 21 12 1523 Percents 57% 26% 10% 5% 1% 1% Percents add up to more than JOO% due to rounding. Students Identified with Disabilities A-A A-A White White Other Other Totals Percents Status Males Females Males Females Males Females Free 855 399 63 33 15 12 1377 61% Reduced 79 32 23 15 0 2 151 1% Total ldent. 1257 584 379 193 39 22 2474 100% Free/Reduced 74% 74% 23% 25% 38% 64% Percent of Total Interpretations of this data are difficult since African-American students with disabilities are more likely to be enrolled in public education than are their white peers with disabilities. For instance, according to the December 2000 Child Count, there were 44 white students identified 22 with disabilities who were being educated either in private or home schools as compared to zero African-American children. Other factors impacting the relative percentage of AfricanAmerican students with disabilities are the disproportionate percentage of African-Americans who live in poverty and lower levels of pre-natal care among African-Americans. 23 V. Discipline. Section 2.5 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. Overall, the number of disciplinary sanctions issued decreased by 21 percent from the 1997-98 school year through the 1999-2000 school year, as shown in the table below. For that same time period, the number of students committing offenses decreased 16 percent. Thus, fewer students are committing offenses, and those that do commit an offense are less likely to commit a second offense. Moreover, fewer than 2 percent of the students enrolled in the District were involved in violent offenses. Violent offenses are considered by the Arkansas Department of Education as incidents involving drugs, alcohol, student assaults, knives, handguns, rifles, shotguns, explosives, clubs, and gang activity. Overall Disciplinary Sanctions 1996-97 1997-98 1998-99 1999-2000 Short Term 5486 5664 4865 4588 Suspensions Long Term 453 474 446 335 Suspensions Expulsions 82 109 1 3 TOTALS 6021 6247 5312 4926 Number of Students 3585 3672 3237 3011 Committing Offenses The number of African-American students suspended decreased 20 percent consistent with the overall reduction in disciplinary sanctions. The proportion of suspensions issued to AfricanAmerican students remained in the neighborhood of 85 percent. Suspensions By Race 1997-98 1998-99 1999-2000 Suspensions issued to African-American 5341 4470 4274 students Suspensions issued to White/ Other 906 842 652 students Total Suspensions 6247 5312 4926 The decrease in discipline sanctions has had a positive impact on parents' and teachers' perceptions of District schools. A survey of parents and teachers conducted during the 1999- 2000 school year revealed that 93 percent of African-American parents and 95 percent of white/other parents that expressed on opinion agreed that their child was safe at school. Ninetyone percent of both African-American and white/other parents that expressed an opinion agreed 24 that their child has a feeling of belonging at schools. Ninety-seven percent of African-American teachers and 96 percent of white/other teachers that expressed an opinion indicated that they felt safe at school. Section 2.5.1 LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. Policy JBA, Nondiscrimination in Programs and Activities, and Regulation JI, Student Rights and Responsibilities, were approved and adopted by the Board on May 25, 2000. The policy and related regulations affirmed the District's ongoing commitment to make decisions involving students based on individual merit and free from discrimination in all its forms. Section 2.5.2 LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapons offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. Building administrators purge students' discipline records at the end of each school year unless the student has been disciplined for an identified offense. In that case, the Student Hearing Office determines if it is in the best interest of the student for the records to be purged. Section 2.5.3 LRSD shall establish the position of \"ombudsman\" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. As a new position for the District, the ombudsman needed substantial training in order to fulfill his responsibilities. Since the position was established, the ombudsman has received training in conflict resolution (Fred Pryor Seminars), mediation (Center for Dispute Resolution, Austin, Texas), the role of an ombudsman (United States Ombudsman Association) and racial diversity (Dr. Terrence Roberts, \"Learning to Cope with Differences\"). In order to increase public awareness of the services available through the ombudsman, information about the ombudsman was disseminated by way of the District's cable network and printed publications. The ombudsman's rple in the discipline process has been included in the Student Rights and Responsibility Handbook, and the ombudsman made presentations at local churches, PT A, civic, and community meetings and participated in school/community activities, e.g., the Wright Avenue Neighborhood Association's Annual Fall Fest and the Magnet School Fair. 25 Efforts to raise public awareness of the ombudsman appear to h::iYe been successful. In the last year, the ombudsman has been contacted by over 358 parents and/or students. In addition, the ombudsman has implemented intervention activities at Badgett Elementary and McClellan High School designed to assist African-American males who demonstrate unacceptable behavior. Efforts are in place to expand these activities to include other schools. Section 2.5.4 LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Behavior modification plans are developed by the Pupil Services Team or Educational Management Team. The Team typically includes the student, his or her parent, a building administrator, a counselor and one or more of the student's teachers. Others, such as the \"504\" Coordinator or a Special Education Supervisor, may be included depending on the student's individual needs. All members of the Team share responsibility for monitoring implementation of the behavior modification plan. 26 VI. Extracurricular Activities. Section 2.6 LRSD shaH implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified AfricanAmericans in extracurricular activities, advanced placement courses, honors and enriched courses, and the gifted and talented program.  Extracurricular Activities Participation of African-Americans in extracurricular and co-curricular activities showed a significant increase through the 1999-2000 school year. Extracurricular activities are activities designed to provide opportunities for students to explore areas of interest that compliment and enrich the curriculum. These activities include athletics, clubs and organizations such as Student Council, Y-Teens, and Beta Club. As the table below demonstrates, the number of AfricanAmerican students participating in extracurricular activities increased 76 percent in the 1998-99 school year and an additional 26 percent in the 1999-2000 school year. Sixty-two percent of the District's African-American students participated in an extracurricular activity during the 1999- 2000 school year. Data for the 2000-01 school year are not yet available. Extracurricular Activity Participation A-A I W/O I A-A I W/O I A-A I 2335 I 393 I 4121 I 803 I 5203 I Co-Curricular Activities Extracurriclar Participation (Secondary) 4000 2000 0 African-American Participation a91.9s  98-99  99~0 W/O I 902 I African-American participation in co-curricular activities also showed an increase through the 1999-2000 school year. Co-curricular activities are activities designed to extend learning experiences through group or individual activities at school or public events, including band, orchestra, choir, or debate. As the table below demonstrates, the number of African-American students participating in co-curricular activities increased 9 percent in the 1998-99 school year and an additional 30 percent in the 1999-200 school year. Sixty-six percent of the District's African-American students participated in a co-curricular activity during the 1999-2000 school year. Data for the 2000-01 school year are not yet available. 27 Co-Curricular Activity Participation A-A I W/O I A-A I W/O I 2579 I 1222 I 2806 I u 15 I CO-CURRICULAR PARTICIPATION (SECONDARY) 2000 African-American Participation 11:198-99   99-00 -  00-01 A-A 3988 I W/O I I 1864 I The increased participation in extracurricular and co-curricular activities is likely the result of active recruitment by activity sponsors, coaches, principals, and the athletic director. School incentives and community involvement also played a role in increasing student interest and participation in activities. Specifically in terms of athletics, implementation by the District of a \"no cut\" policy for the new middle school sixth graders has been responsible for the tremendous escalation of numbers of young African-American athletes. Finally, the adherence of the District to the Supplemental Instruction Plan (\"SIP\") has had a positive effect on growth of student participants. The SIP program allows athletes to continue to participate in sports while they attend tutoring to improve their grades. Parent and Teacher Survey The 1999-2000 survey of parents and teachers reflects the District's success in the area of ' extracurricular activities. Ninety percent of African-American parents and 93 percent of white/other parents that expressed an opinion agreed that activities were open to students. Ninety-three percent of African-American teachers and 95 percent of white/other teachers that expressed an opinion agreed that students have opportunities for activities. Activities Advisory Board At the time of the District's Interim Compliance Report, a steering committee had been formed to organize an Activities Advisory Board (\"AAB\") for the purpose of promoting, supporting, and enhancing extracurricular and co-curricular activities at all schools. The AAB, comprised of District staff, parents, students, and community representatives, began monthly meetings in April of 2000. Specific areas related to activities have been targeted for discussion and implementation. The focus of these discussions has been on a disproportionate number of African-American students who do not have the financial resources to participate in activities. Other areas of discussion and implementation include marketing, facilities, funding, accessibility, procedural process, and 28 scheduling. Each area has been discussed in connection with increasing student participation. with emphasis on assuring African-American participation. Fine Arts Director The Board has approved the position of Fine Arts Director. One of the basic responsibili.Hes of the Fine Arts Director is to provide leadership in improving student participation and success in fine arts courses, perfonnances, and competitions. In addition, the Fine Arts Director will be responsible for ensuring equitable opportunities are available to qualified African-American students. Section 2.6.3 LRSD shall provide transportation to students otherwise eligible for transportation to school to allow those students to participate in after-school activities required for participation in an extracurricular activity. The District provides transportation to students otherwise eligible for transportation to allow those students to participate in after-school extracurricular activities. Through December 7, 2000, the District averaged 74.3 extracurricular activity runs per day, 29.1 for high schools and 45.2 for the middle schools. No records are kept of the students taking advantage of this service because the number and type of activities vary so greatly day to day. However, no extracurricular activity transportation request made by an eligible student has been denied. 29 VII. Advanced Placement Courses and the Gifted and Talented Program. Section 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Section 2.6.2 LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. Policies The Board approved the revision of Policy IKF, General Education Graduation Requirements, in December 2000. This revision included enhancements of the recommended curriculum. Effective for the class of 2004, students taking the recommended Curriculum must complete a total of 28 units, including at least eight Pre-AP or AP courses. The University Studies courses offered at Hall High School may substitute, as well as any other approved dual-credit courses taken by District students. To receive an Honors Seal on their diploma, students must complete the recommended curriculum and earn a grade-point average of at least 3.5. Criteria for earning the new Arkansas Scholars Seal and a Magnet Program Seal were also included. These changes provide incentives and recognition for more students to take the most challenging courses. Procedures With the revision of Policy IKF, the Board also revised the related regulations. The new regulations include new career focus areas for Teachers of Tomorrow, Computer Technology, and International Studies at Central High School, as well as new programs in Career and Technical Education, such as the new Aviation Technology courses. New courses were also added to the list of courses that will satisfy the Technology Applications requirement. See Section 2.4 for a discussion of procedures for participation of students with disabiliti~s in AP courses. The 2001-02 Middle School Curriculum Catalog and the 2001-02 High School Curriculum Catalog included the following language in bold print: \"Schools are encouraged to allow open admission to all Pre-AP and AP courses and then to require attendance, good behavior, and acceptable performance (including effort, not just a minimum grade) to stay in the course, rather than to deny admission to any motivated student who wishes to try a more challenging curriculum.\" The curriculum catalogs also contained language making it clear that ESL students must have access to AP courses. All this information was presented to counselors, registrars, and principals during the January 2001 curriculum orientation workshops conducted by the Associate Superintendent for Instruction. She emphasized the importance of increasing the participation and performance of African-American students in advanced programs and in extracurricular activities. 30 The middle school and high school Student/Parent Guides to Course Selection for 2001-02 also included extensive information about Pre-AP and AP courses. as well as strong encouragement to students to take the courses. The District's Quality Index continues to include indicators that the District is achieving_!he goals of improved access and success in AP courses among all students, especially AfricanAmerican students. These indicators include the enrollment and completion rates in advanced courses, including Pre-AP and AP, as well as University Studies courses at Hall High School\nthe percent of seniors who graduate earning the Honors Seal\nthe percent of grade 8 students who have completed Algebra I\nand the percent of students scoring at a \"3\" or above on the Advanced Placement examinations. Data with regard to some of these indicators are presented below. Programs Gifted and Talented Program The Gifted and Talented (\"GT\") Program specialists and facilitators (teachers) are responsible for being resources in their respective schools to aid in the academic achievement of identified gifted students as well as aiding teachers in providing enrichment for all students. The teachers are, therefore, encouraged to participate in all professional activities that would help them to be more effective in their jobs. The teachers are provided opportunities for professional growth through various inservice sessions and conferences. GT facilitators representing each secondary school (middle and high) meet each month to share ideas, develop materials, receive new information regarding gifted programs, and learn new ideas to enhance their schools. Facilitators share curricular and co-curricular activities at their respective schools through a publication called \"Sharing the Good News.\" This publication is published six times per year. GT specialists provide a connection between the regular curriculum and the gifted curriculum\ntherefore, they must be well informed of both curricula. The professional development activities that they receive must connect to all of the curriculum departments because they are the advocates and resources in their schools for high achievement. They in turn become resources to the various departments because of their expertise. The table on the following page outlines the professional development growth opportunities for and by the GT Department. 31 Gifted and Talented Program Professional Development Date Title I Number Participating 1/30/98 Tn-District GT Specialists lnserv1ce (Pulaski Co, NLR and 66 LRSD) 3/19/98 Kingore Observauon Inventory Traimng (Designed to 32 observe gifted behaviors of students in grades K-2 whole group enrichment) 9/3/99 GT Student Achievement and Assessment (Rubrics and 16 Ponfolios) Cluster B 9/10/98 GT Student Achievement and Assessment (Rubrics and 17 Ponfolios) Cluster C 9/28/98 Office for Civil Rights Visit - Identification of Gifted 7 Students 10/15/98 AVID Awareness (Advancement Via Individual 24 Determination - Program designed to help underachieving and underrepresented students in advanced classes/programs)(lncluded principals, community persons, counselors and teachers) 10/9/98 GT Curriculum Writing Workshop 5 11/17/98 GT Student Achievement and Assessment - Cluster A 10 11 / 18/98 GT Student Achievement and Assessment - Cluster B 7 11 /19/98 GT Student Achievement and Assessment - Cluster C II 12/4/98 Testing Procedures and Research Development 35 515-5/7/99 Implementation of the Research Guide 35 6/2/99 Curriculum Development 32 6/3/99 Curriculum Development 32 6/4/99 Curriculum Development 33 9/29/99 Introduction to Windows 95 (Technology Course- This 3 course was provided according to the skills and needs of the specialists) I 0/1/99 Introduction to Word Processing (Technology Course) 8 10/5/99 Curriculum Mapping and Content Standards/Performance 10 Assessment- Cluster A 10/6199 Curriculum Mapping and Content Standards/Performance 11 Assessment- Cluster B 10/7/99 Curriculum Mapping and Content Standards/Performance 11 Assessment - Cluster C 10/8/99 Introduction to Word Processing (Technology Course) JO 10/ 14/99 Senior High Counselors- Recruiting and Preparing Students for a Rigorous Academic Curriculum 11 /9/11 Using E-Mail and the Internet (Technology Course) 12 32 Date Title - Number Participating 12/3/99 Curriculum Mappmg and Portfolios, ESL Students and 33 Refrigerator Curriculum 2/22/00 PowerPoint Productions 8 2/24/00 PowerPoint Productions 7 3/9/00 PowerPoint Productions 10 3/6/00 ESL Training/Curriculum Issues - Cluster A 11 3/21/00 ESL Training/Curriculum Issues - Cluster B 7 3/23/00 ESL Training/Curriculum Issues - Cluster C 13 3/16/00 PowerPoint Productions 12 4/6/00 Marco Polo Training (Technology Course) l* 4/7/00 Marco Polo Training (Technology Course) 2* 4/10/00 Effective Literacy Training 35 4/11/00 Marco Polo Training (Technology Course) 17 4/17/00 ELLA Training 33 4/18/00 Graphic Organizers in the Classroom (Technology Course) 11 4/20/00 Graphic Organizers in the Classroom (Technology Course) 10 4/25/00 ESL Students (LEP) in Gifted Programs and Pre-AP and AP 10 Programs (GT Facilitators) 4/27/00 Science Program - Hands On 32 5/30/00 Math Program - Hands On 32 9/11/00 Middle School Research - 6w Grade Teachers  24 9/11/00 Teaching Thinking Using CoRT and the Six Thinking Hats 19 9/12/00 Middle School Research- 7w Grade Teachers** 23 9/13/00 Middle School Research- 8w Grade Teachers 25 9/18/00 Teaching Thinking Using CoRT and the Six Thinking Hats 17 10/3 and Instructional Strategics of GIT Unit Design 31 10/5/00 10/27/00 ESL Strategies for GT Specialists (ESL Designated Schools) 6 11/10/00 ESL Strategics for GT Specialists 8 12/09/00 GT Instructional Strategies and Assessment 31  Teachers mcluded ma larger group  GT Staff Provided Instruction for Classroom Teachers New AP and Pre-AP Courses Two new AP courses, Human Geography and Economics, were added to the curriculum for 2000-2001. An additional two new AP courses, World History and Physics II, were added to the curriculum for 2001-2002. One new science Pre-AP course, Advanced Science/Theoretical Research II, was added to the curriculum for 2001-02. Proposed International Baccalaureate Programme at Cloverdale Middle School and McClellan High School The magnet school grant proposal submitted by the District to the U.S. Department of Education in December 2000 included the proposed implementation of the International Baccalaureate Programme at Cloverdale Middle School and McClellan High School. This plan includes the introduction of the International Baccalaureate Middle Years Programme in grades 6-8, integrated with three other curricula themes: Economics, Multimedia, and Engineering. The planning team stated that they see this approach as necessary to ensure academic rigor at their 33 school. The Middle Years Programme will continue at McClel lan High School in grades 9-1 0. and then the International Baccalaureate Diploma program \\\\ill be implemented in grades 11 -12. At McClellan the International Baccalaureate courses will be integrated with that school 's themes -- Business and Finance, Multimedia and Graphic Design, and Engineering Design and Fabrication -- creating a continuity of curricula purpose throughout the high school and from its feeder middle school. If this grant is funded (notification is expected in April 2001), then the International Baccalaureate Programme courses will be another category of advanced and challenging courses available to students, and their enrollment will be tracked and analyzed, along with the AP, PreAP, and University Studies courses. Middle School Research and Writing Pre-AP The English department for secondary schools worked with teachers, librarians/media specialists, and gifted/talented teachers during summer 2000 to write a new curriculum guide for Research and Writing 6 Pre-AP, 7 Pre-AP, and 8 Pre-AP. Then teachers were trained in how to use the guide in fall 2000. This work grew out of the Middle School Curriculum Refinement Plan that was developed in summer 2000 and included an activity to create qualitatively differentiated courses at the Pre-AP level. High School Reading and Writing Workshop I Three high schools (Fair, Hall, and McClellan) opted to include the two-period English I Workshop and English I Workshop Pre-AP in their master schedules for 2000-01. As of January 2001, all three of those schools plan to continue the program in 2001-02, plus Parkview High School and, perhaps, Central High School. Additionally, effective fall 2001, the Fair, Hall and McClellan have plans to implement the two-period English II Workshop and English II Workshop Pre-AP. This program incorporates some of the characteristics of the Project A YID support class for students so that they can be more successful in their advanced courses. The course was also created to improve student performance on the End-of-Level Literacy test. that all students must take in grade 11 as a part of the State Benchmark examinations, as well as performance on the SAT/ACT necessary for college admission. Teacher and Counselor Training The District has committed to providing teachers with the appropriate training to ensure that all students are successful in upper-level courses. Teachers are involved in the training offered through the College Board. The District has provided the funds to participate though a reimbursement program provided by the State. During summer 2000, 28 teachers participated in Advanced Placement Summer Institutes in Hot Springs and Fayetteville. The subject areas were science, mathematics, social studies, art, and foreign language. During fall 2000, 53 teachers in English, social studies and foreign language attended an AP workshop. The number of teachers attending is lower this fall because Pre-AP training in social studies was not available. 34 Forty-four teachers participated in the Gifted Programs Secondary Content Workshop on August 4, 2000. This training is designed to help teachers work more effectively with identified students in their classes. All counselors and registrars participated in training on January 9-11, 2001, during the ammal curriculum orientations conducted by the Division oflnstruction on the importance of student access to and success in Pre-AP and AP courses. Results of Policies/Procedures/Programs Implementation Identified GT Students The following table displays the number of identified GT students at the elementary school level for school years 1998-99, 1999-2000, and 2000-01 ( as of January 2001 ). There was a significant reduction in elementary school numbers in 1999-2000 when grade 6 students moved from the elementary schools to the middle schools. Then there was an increase of 131 students identified and served from 1999-2000 to 2000-01. Eighty-nine of those were African-American (or 68 percent of the increase). The percentage of African-American students in the elementary program has remained steady at 45 percent. White student participation has declined slightly over three years from 50 percent to 48 percent, with \"other\" students improving from 5 percent to 7 percent. The total number of identified students at the elementary level in 2000-01 was 1516. A-A White Other Total Little Rock School District Gifted Program Elementary Participants 1998-99 Percent 1999-2000 Percent 2000-2001 883 45% 599 43% 688 986 50% 708 51% 723 106 5% 78 6% 105 1975 1385 1516 Percent 45% 48% 7% Secondary students include those in middle schools (grades 6-8) and in high schools (grades 9- 12). At the secondary level GT students are served primarily through the Pre-AP and AP courses. The only school that serves GT students in courses separate from Pre-AP and AP courses is Dunbar Magnet Middle Schoolj which is a GT magnet. GT courses are offered at Dunbar in all three grade levels and in all the core subject areas. In addition, a GT Seminar course is available to students at all three grade levels. The following table displays secondary student enrollment over three school years: 1998-99, 1999-2000 and 2000-01. Although the numbers of African-American students participating in the gifted/talented program have increased from 1224 to 1333 (an increase of 109), the percentage of the total enrollment has declined slightly from 50 percent to 48 percent. White student enrollment went up only one percentage point over the three-year period, as did \"other\" student enrollment. The total number of identified students at the secondary level in 2000-01 was 2758. 35 1998-99 A-A 1224 Whne 1136 Other 93 Total 2453 Little Rock School District Gifted Program Secondary Participants Percent 1999-2000 Percent 2000-2001 50% 1468 49% 1333 46% 1404 47% 1298 4% 124 4% 127 2996 2758 Advanced Placement Courses Percent 48% 47% 5% Great effort has been expended in improving student, especially African-American student, access to AP courses. In summary, the following strategies were implemented:  Improved recruitment of students by teachers and counselors for AP course enrollment\n Added several new AP courses to the curriculum in 1999-2000 and again in 2000- 01\n Authorized all AP courses to be available in all five high schools\n Included enrollment in AP courses as one of the Quality Index indicators\n Changed regulations so that students may now enroll in a Pre-AP or AP course if they earned at least a \"C\" in the previous course\n Increased awareness of goals through the Revised Plan, the National Science Foundation Project, policies and regulations adoption, and professional development for teachers, counselors, and principals\n Published in the curriculum catalogs the guidelines for ensuring access of students to the AP and Pre-AP courses, including those with disabilities, those identified as \"504,\" ESL students, and those who are non-traditional students\n Ensured equal access to the professional development courses for teachers oy advancing the funds so that teachers could participate in the AP and Pre-AP conferences and Institute, thereby ensuring more equity for students at all schools\n Conducted parent night meetings at secondary schools to provide infonnation to parents about AP and Pre-AP programs, the importance of enrollment in courses, and the need for parental support in keeping students in courses\nand  Increased communication with parents through direct conferences and through the High School Student/Parent Guide to Course Selection and Graduation Requirements. 36 Enrollment in AP Courses The table on the following page displays enrollment in each of the AP courses offered by the College Board for African-American students as compared to .. other\" students for school years 1997-98, 1998-99, 1999-2000, and 2000-01. Important findings are as follows: Improvements in Total Enrollments in AP Courses  The total enrollment of African-American students in AP courses increased from 4 71 in 1997-98 to 797 in 2000-0 I-an increase of 326 students or 69 percent.  The total enrollment of \"other\" students in AP courses increased from 964 in 1997-98 to 1495 in 2000-01-an increase of 53 I students or 55 percent.  The total enrollment of all students in AP courses increased from 1435 in 1997-98 to 2292 in 2000-01-an increase of 857 students or 60 percent. Changes in Enrollments in Specific AP Courses  In 1997-98 the District had students enrolled in 16 AP courses. The number of courses taught in 1998-99 increased to 18, in 1999-2000 to 20, and remained at 20 in 2000-01. According to the College Board's 1998 Advanced Placement Yearbook, \"the average participating high school offers six AP courses.\" A greater variety of courses in the District contributed to the attraction of more diverse students to the program. (Note: Spanish IV-VI was counted as one course, as were the multiple levels of French, German, and Latin, so the total number of courses may be higher than the numbers provided.)  The most popular AP course in 1997-98 was American History, with 284 students enrolled, followed closely by English IV with 277 students. These two AP courses substituted for graduation requirements, which, no doubt, contributed to the high enrollment. A similar pattern in course taking occurred in 1998-99, with 287 students enrolled in English IV and 260 in American History. With the addition of AP English ill in fall 1999, the enrollment shifted somewhat: 320 students enrolled in American History, 246 in English IV, and 186 in English III. English IV was the most popular course in 2000-01, with 359 students enrolled. American History had 299 students, and English III had 261.  Over the three-year period the biggest enrollment increases among AfricanAmerican students were in American History-an increase of 60 students\nEnvironmental Science-an increase of 57 students\nEnglish IV--an increase of 49 students\nand Statistics-an increase of 42 students. Also, 75 African-American students were enrolled in AP English ill in 2000-01 (that course was not offered in 1997-98).  The biggest improvements over the three-year period in AP enrollment were in English III (increase of 261), Environmental Science (increase of 174), in English IV (increase of 82)\nPsychology (increase of 63)\nin Art History (increase of 58)\nand Statistics (increase of 53). Some of the improvement in English III AP comes from a reduced number of students taking English ill Pre-AP\nand some of the improvement in Statistics AP is the result of fewer students taking Algebra II PreAP. 37 Enrollment in Advanced Placement Courses APCoune 1997-98 19~8-99 1999-2000 2 Yr. Change 2000--01 3 Yr. Change A-A Other Total A-A Other Total A-A Other Total A-A Other Total A-A Other Total A-A Other Total English Ill 0 0 0 22 13 3S 70 116 186 +70 +116 186 7S 186 261 +7S +186 261 English IV 93 184 277 98 189 287 I0S 141 246 +12 -43 -31 142 217 3S9 +49 +33 82 Caltulus AB 55 96 ISi 53 79 132 50 66 116 -5 -30 -35 58 122 180 +3 +26 29 Caltulus BC 2 IS 17 4 10 14 0 8 8 -2 -7 -9 0 10 10 -2 -5 -7 Slalislits 8 46 54 10 40 50 36 36 72 +28 -10 18 so S7 107 +42 +II 53 Biology JI 42 52 94 31 59 90 58 66 124 +16 +14 30 42 116 128 0 +34 34 Chemistry II s 27 32 13 43 56 20 42 62 +IS +15 30 2S 311 63 +20 +II 31 Physits II 2 25 27 0 14 14 8 25 33 +6 0 6 3 30 33 +I +5 6 Env. Stitncr 2 s 7 16 42 58 41 42 83 +39 +37 76 59 122 181 +57 +117 174 Eur. History 88 114 202 90 90 180 so 79 129 -38 -35 -73 54 90 144 -34 -24 -SIi Amtr. llislory 107 177 284 115 145 260 127 193 320 +20 +16 36 167 132 299 +60 -45 15 Psythology 0 0 0 0 0 0 10 26 36 +10 +26 36 18 4S 63 +18 +45 63 Gov. \u0026amp; Polilits 0 0 0 0 0 0 4 3 7 +4 +3 7 0 0 0 0 0 0 Etonomits 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Human Geog. 0 0 0 0 0 0 0 0 0 0 0 0 s 9 14 +5 +9 14 Frtnth IV-VI 12 56 68 10 24 34 18 31 49 +6 -25 -19 16 56 72 +4 0 4 Gtrman IV-VI I 27 28 0 15 IS 0 16 16 -I -II -12 0 17 17 -I -10 -11 Spanish IV-VI 32 96 128 27 57 84 so 74 124 +18 -22 -4 38 128 166 +6 +32 311 Lalin 111-V I 3 4 0 2 2 0 2 2 -1 -I -2 2 32 34 +I +29 30 Art llislory 0 0 0 29 70 99 18 67 85 +18 +67 85 6 52 58 +6 +52 58 Studio Art 9 16 25 14 21 3S 12 30 42 +3 +14 17 18 37 ss +9 +21 ~o Mus. Theory 12 2S 37 9 23 32 18 33 51 +6 +8 14 19 29 48 +7 +4 ~ Comp. Stitnte 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Totals 471 964 1435 541 936 1477 695 1096 1791 +224 +132 356 797 1495 2292 +326 +531 857 Ptrttnt or Total 33 67 100 37 63 100 39 61 .,,. 100% 35% 65% 100%  I Yr.lncreast IS -3 3% 28 17% 21% IS 36% 28%  2 Yr.lntrtan 48 14 25% 47% 60% 55%  3 Yr. Increase 69% 5S - 60% The ltst of co11rses above mc/11des all AP courses ava,lable through Jhe College Board.  The greatest decline in enrollment over the three-year period has been in AP European History. Enrollment has declined 58 students-from 202 to 144. The major reason for this decline is that under the former graduation policy, students could substitute this course for the requirement of World History. Effectiye fall 1998, the State Board of Education changed their rules and stated that European History could no longer substitute for World History-thus reducing student interest in the course, especially among African-American students who accounted for 34 of the 58-student decline.  The District also experienced a drop in German IV-V-VI enrollment over the three-year period-from 28 students in 1997-98 to only 17 in 2000-01, a decrease of 11 students. Ten of the I I-student decrease in enrollment were \"other\" students. The District sees increased student interest in Spanish and the difficulty of staffing German classes as contributing to the change in this area. Pre-Advanced Placement Courses In December 1998 the Board approved a major revision of the high school curriculum. Among the changes were the elimination of all former courses labeled \"honors,\" \"advanced,\" or \"enriched.\" The District made a decision to label all such courses as Pre-AP so that the alignment behind the AP courses was more evident for everyone and for greater consistency and ease of communication. Another change was the establishment of Pre-AP courses in the core subject areas, beginning in grade 6, with the transition to middle school. Data were collected in 1999-2000 and again in 2000-01 on the enrollment in the Pre-AP program since this is the pipeline through which the District plans to develop the talent already in the District. Through these courses teachers can build the students' capacity to perform at higher and higher levels and, thus, to succeed in the AP courses in grades 11 and 12. Improvements in Enrollments in High School Pre-AP Courses The table on the following page displays enrollment in all Pre-AP courses at the high school level for both school years of implementation, 1999-2000 and 2000-01. 39 Enrollment in High School Pre-AP Courses Course 1999-2000 2000-2001 One-Year Change A-A Other Total A-A Other Total A-A Other English I 267 293 560 340 346 686 73 53 English II 253 284 537 298 316 614 45 32 English III 149 187 336 208 155 363 59 -32 Algebra II 169 330 499 168 257 425 -1 -73 Geometry 152 184 336 200 291 491 48 107 Trig/Adv. 92 168 260 79 222 301 -13 54 Biology I 280 277 557 289 332 621 9 55 Chemistry I 189 234 423 247 269 516 58 35 Physics I 171 191 362 177 274 451 6 83 Sci. Rsrch. 10 10 20 2 14 16 -8 4 Civics 283 282 565 333 347 680 50 65 World Hist. 326 284 610 374 415 789 48 131 World Geog. 0 0 0 0 0 0 0 0 Totals 2341 2724 5065 2715 3238 5953 374 514 Percents 46% 54% 100% 46% 54% 100% 1-Yr. Growth 16% 15% 15% Key findings are as follows:  The total number of high school students who enrolled in Pre-AP courses improved in 2000-2001 from 5065 to 5953-an increase of 888 students or a 15 percent improvement.  African-American student enrollment improved at a slightly higher rate-from 2341 in 1999-2000 to 2715 in 2000-01, an increase of 374 students or 16 percent. \"Other\" student enrollment also improved-from 2724 in 1999-2000 to 3238 in 2000-01 for an increase of 514 students or 15 percent.  The percentage of African-American students in the total high school Pre-AP enrollment remained the same- 46 percent in 1999-2000 and in 2000-2001.  The most popular high school Pre-AP course in 1999-2000 was World History . Pre-AP with 610 students enrolled and the only course with more than 600 students. In 2000-01 five courses surpassed 600, but World History remained the favorite: English II Pre-AP with 614, Biology I Pre-AP with 621, Civics Pre-AP with 680, English I Pre-AP with 686, and World History Pre-AP with 789.  African-American student enrollment improved in English III Pre-AP by 59 students\n\"other\" student enrollment, however, declined by 32. Seventy AfricanAmerican students chose English III AP at this level, rather than the Pre-AP option, and 116 \"other\" students made this decision, which most likely accounts for the decline in \"other\" enrollment in the Pre-AP course.  African-American enrollment in Pre-AP Algebra II declined by one student, and \"other\" student enrollment declined by 73. A partial explanation for this situation is that Statistics AP, which is an alternative course to Algebra II Pre-AP, increased by 22 students in 2000-01.  The largest one-year improvement in enrollment was in World History Pre-AP with 179. Close behind were Geometry with a 155 improvement, English I with 40 Total 126 77 27 -74 155 41 64 93 89 -4 115 179 0 888 126, and Civics with 115. The largest grm~'th for African-American students was in English I Pre-AP (73), and the largest gtowth for \"other\" students was in \\\\'orld History Pre-AP ( 131).  Freshman and sophomore-level course enrollments were generally much higher than those at the junior level. Just as in middle school, it is important to keep these students in the pipeline toward talcing the AP courses. If the District is successful in doing so, AP English enrollment, as an example, could potentially increase a great deal in just two years. Improvements in Enrollments in Middle School Pre-AP Courses The table on the following page displays enrollment in all Pre-AP courses at the middle school level for both years of implementation, 1999-2000 and 2000-0 I. Key findings are as follows:  Even though some feared that students were over-enrolled in the Pre-AP courses at the middle school level in 1999-2000, even more students stepped up to the challenge in 2000-01. The African-American student enrollment grew 937 in one year for an improvement of 19 percent\n\"other\" students grew by 1076 for an improvement of 24 percent. The District as a whole grew by 2013 students or 22 percent.  In contrast to enrollment in the high school AP courses, where African-American enrollment was 35 percent of the total in 2000-01, the African-American enrollment in middle school Pre-AP courses was 51 percent of the total.  If students currently in the middle school pipeline continue through high school in the Pre-AP courses and then take AP courses in grades 11-12, the District can project significant improvements in the AP course enrollments as the current middle school students move into grade 11. As an example, there are currently 828 students enrolled in English 6 Pre-AP and 80 additional students enrolled in English 6 GT for a total of 908 students taking an advanced English course in grade 6 during 2000-01. At the high school level there are only 261 students talcing AP English III in 2000-01. If AP English III enrollment increased to 908, the District would have almost a 250 percent improvement. Enrollment in Specific Middle School Pre-AP Courses   The most popular Pre-AP courses at any grade level in middle schools are the English courses. For example, 908 grade 6 students are enrolled in a Pre-AP or GT English course. Enrollment in other core areas is less: 742 in Pre-AP/GT mathematics\n792 in Pre-AP/GT science\nand 754 in Pre-AP/GT social studies. Algebra I enrollment in middle school made a big jump in 2000-01-from 300 students in 1999-2000 to 426 in 2000-01, a 42 percent increase. In addition, four students were enrolled in 2000-01 in Algebra II and another 19 in Geometry for a total of 449 students enrolled in high school mathematics courses in 2000-01 , as compared to 308 in 1999-2000. That is an increase of 46 percent in one year. 41 - - II - \n1 I I I 111 I Enrollment in Middle School Pre-AP Courses I Course 1999-2000 2000-2001 One-Year Change 1~ 1 A-A Other Total A-A Other Total A-A Other Total i- Read/Write 6 Pre-AP 370 299 669 438 390 828 68 91 159 Read/Write 7 Pre-AP 391 305 696 411 318 729 20 13 33 Read/Write 8 Pre-AP 321 241 562 365 322 687 44 81 125 Read/Write 6 GT 14 37 51 21 59 80 7 22 29 Read/Wnte 7 GT 17 58 75 14 48 62 -3 -10 -13 I-Read/ Write 8 GT 18 41 59 15 59 74 -3 18 15 Rsrch/Write 6 Pre-AP 187 152 339 302 208 510 115 56 171 Rsrch/Write 7 Pre-AP 156 107 263 309 196 505 153 89 242  Rsrch/Write 8 Pre-AP 118 65 183 243 132 375 125 67 192 Rsrch/Write 6 GT 2 14 16 21 59 80 19 45 64 Rsrch/Write 7 GT 7 22 29 14 48 62 7 26 33  Rsrch/Write 8 GT 4 6 10 15 59 74 11 53 64 Mathematics 6 Pre-AP 313 266 579 363 314 677 50 48 98 Mathematics 7 Pre-AP 287 322 609 345 290 635 58 -32 26 - '\\ Mathematics 8 Pre-AP 261 142 403 233 104 337 -28 -38 -66 Algebra I Pre-AP 124 176 300 130 296 426 6 120 126 Algebra II Pre-AP 0 0 0 0 4 4 0 4 4 Geometry Pre-AP 0 8 8 I 18 19 I 10 11 II Mathematics 6 GT 13 32 45 12 53 65 -1 21 20 Mathematics 7 GT 9 28 37 9 28 37 Science 6 Pre-AP 330 291 621 381 339 720 51 48 99 II I! Science 7 Pre-AP 365 320 685 399 339 738 34 19 53 Science 8 Pre-AP 299 256 555 379 341 720 80 85 165 Science 6 GT 19 39 58 19 53 72 0 14 14 I 11 Science 7 GT 15 54 69 16 48 64 1 -6 -5 Science 8 GT 15 43 58 14 61 75 -1 18 17 Health Sci. 6 Pre-AP 31 17 48 30 24 54 -1 7 6 Health Sci. 7 Pre-AP 18 30 48 32 22 54 14 -8 6 - Health Sci. 8 Pre-AP 12 17 29 18 30 48 6 13 19 Lab Science 6 Pre-AP 22 28 50 25 37 62 3 9 12 Lab Science 7 Pre-AP 23 32 55 27 31 58 4 -1 3 II Lab Science 8 Pre-AP 24 26 50 28 39 67 4 13 17 Soc. Studies 6 Pre-AP 337 291 628 359 323 682 22 32 54 Soc. Studies 7 Pre-AP 344 303 647 374 324 698 30 21 51 Soc. Studies 8 Pre-AP 322 241 563 347 316 663 25 75 100 I Soc. Studies 6 GT 11 36 47 19 53 72 8 17 25 Soc. Studies 7 GT 16 56 72 16 45 61 0 -11 -11 Soc. Studies 8 GT 14 44 58 13 63 76 -1 19 18 II Totals 4820 4417 9237 5757 5493 11,250 937 1076 2013 Percents 52% 48% 100% 51% 49% 100% One-Year Change 19% 24% 22% I 11 I\\ I II 42  -  Enrollment in Pre-AP courses predictably declines at each grade level as students drop out of the program. Interestingly, ho\\vever, in 1999-2000 there were 720 students enrolled in grade 6 Pre-AP/GT English. In 2000-01 those students enrolled in Pre-AP/GT English 7 in even greater numbers: 791-an increase of 71 students in one grade level and a trend that runs counter to what usually h_appens.  There were large increases of enrollment in 2000-01 in the Research and Writing Pre-AP/GT course -- 171 in grade 6,242 in grade 7, and 192 in grade 8. This change reflects a change in the schools' policy. In 1999-2000 Pre-AP/GT students were enrolled in only one period of the Reading/Writing Workshop, and they were free to choose the second period as an elective-Research and Writing. Given the importance of this course, most schools decided to register all PreAP/ GT students into both periods in 2000-01. AP Examination The District's major emphasis in 1999-2000 and 2000-01 has been on encouraging enrollment in the advanced courses so that increasing numbers of students experience a more rigorous curriculum and begin to see themselves as college-bound. College Board research shows that students talcing an AP course and earning even a \"2\" on the test (\"3\" is the minimum score required to earn college credit) do better in college courses than those who did not talce the course. Although the District's priority during 1999-2000 and 2000-01 was not in increasing the number of students talcing AP examinations or in improving the percent who earned college credit on the examinations (but rather on improvements in enrollment), some notable improvements did occur in the number of examinations talcen. AP Examination Participation 1997-98 1998-99 1999-2000 Change Number of candidates 249 298 251 1% Number of exams 427 508 489 15% The District also recognized that when the numbers of students talcing any test increase, average scores generally decline since the test was formerly reserved for a more select group of students. The trade-off is worthwhile, since in the long run greater participation in the AP program will reap more benefits for greater numbers of students than simply meeting the goal of raising the average scores of a small group. The following table displays the percentage of District students earning a score of \"3\" or above on AP examinations over the past three years, 1997-98, 1998-99, and 1999-2000. The District anticipates that the percentage of students earning college credit will continue to be stagnant until the increased numbers of students talcing the AP examinations are those who have been in the Pre-AP courses for several years. Many of the new students currently talcing the tests are in their first advanced course and have simply not had enough years of preparation to do well. For now, the celebration is that more students took the examination in 1998-99 and 1999-2000 than in the baseline year, 1997-98, and more students are earning a \"3\" or more on the examinations than in 43 the baseline year. Fifty-five percent of 489 (or 268) is, therefore, better than 59 percent of 427 (or252). Number and Percent of Students Earning a '3\" or More on AP Examinations 1997-98 1998-99 1999-2000 252 (59%) 273 (54%) 268 (55%) Grades in Advanced Placement Courses The table on the following page displays the percentage of students, by race, earning a grade of \"C\" or above in AP courses in 1999-2000, spring semester. Data for earlier years could not be retrieved for comparison purposes due to changes in the course numbers and titles that occurred in fall 1999. Final grades for 2000-01 will not be available until June 2001. Percentage of Students Earning a \"C\" or Above in AP, 1999-2000 Spring Semester AP Course A-A White Other Total English III 87 96 95 93 English IV 82 93 93 89 Calculus AB 77 87 100 85 Calculus BC -- 88 100 89 Statistics 89 83 92 87 Biology II 80 97 86 89 Chemistry II 85 90 100 91 Physics II 88 95 91 92 Env. Science 91 90 100 90 Eur. History 86 88 90 88 Amer. History 72 88 81 81 Psychology 80 96 100 92 Gov. \u0026amp; Politics -- -- -- -- Economics -- - -- -- Human Geog. -- -- -- -- French IV 73 85 100 81 French V 75 100 -- 91 French VI -- 100 -- 100 German IV -- 100 -- 100 German V -- 100 -- 100 German VI -- 100 -- 100 Spanish IV 75 96 92 88 Spanish V 100 86 86 91 Spamsh VI 89 92 100 92 Laun III 100 96 100 97 Latin IV -- -- -- -- Latin V -- -- -- -- Art History 83 90 89 89 Studio Art 91 82 100 86 Mus. Theory 100 97 100 98 Comp. Science -- -- -- -- -- denotes no enrollment m course m spnng 2000. 44 Grades in High School Pre-AP Courses, Spring 1999-2000 The following table provides information relating to the p-ercentage of students, by race, who earned a \"C\" or above in Pre-AP courses at the high school level in spring 2000. Percentage of Students Earning a \"C\" or Above in High School Pre-AP Courses, 1999-2000 Spring Semester Pre-AP Course A-A White Other Total English I 74 90 97 83 English II 64 81 91 74 English III 74 77 90 76 Algebra II 77 89 96 85 Geometry 68 87 89 79 Trig/Adv. 78 90 93 86 Biology I 73 85 79 79 Chemistry I 67 81 87 76 Physics I 71 84 93 80 Sci. Research 70 100 - 85 Civics 90 94 93 92 World History 81 88 87 85 Grades in Middle School Pre-AP Courses, Spring 1999-2000 The following table displays the percent of students, by race, who earned a \"C\" or above in middle school Pre-AP courses in spring, 1999-2000. Percentage of Students Earning a \"C\" or Above in Middle School Pre-AP Courses, 1999-2000 Spring Semester Pre-AP Course A-A White Other Total Read/Write 6 Pre-AP 92 96 100 94 Read/Write 7 Pre-AP 80 89 92 85 Read/Write 8 Pre-AP 83 91 94 87 Read/Write 6 GT 100 100 100 100 Read/Write 7 GT 88 98 88 95 Read/Write 8 GT 39 78 100 70 Rsrch/Write 6 Pre-AP 93 95 100 94 Rsrch/Write 7 Pre-AP 89 97 100 92 Rsrch/Write 8 Pre-AP 82 92 100 87 Rsrch/Write 6 GT 100 100 100 100 Rsrch/Write 7 GT 100 100 100 100 Rsrch/Write 8 GT 75 83 100 83 Mathematics 6 Pre-AP 88 95 100 92 Mathematics 7 Pre-AP 74 90 86 83 Mathematics 8 Pre-AP 67 75 69 70 Algebra I Pre-AP 76 85 81 81 Algebra II Pre-AP - -- 100 100 Geometry Pre-AP .. 100 100 100 Mathematics 6 GT 100 94 100 96 Science 6 Pre-AP 96 99 100 97 Science 7 Pre-AP 79 91 89 85 Science 8 Pre-AP 91 91 94 91 45 Science 6 GT 95 100 100 : 98 I Science 7 GT 80 100 - 89 95 I Science 8 GT 67 82 I 100 I Sl Health Sci. 6 Pre-AP 84 77 S.3 s::: I Health Sci. 7 Pre-AP 63 46 100 57 Health Sci. 8 Pre-AP 92 88 88 89 ' Lab Science 6 Pre-AP 95 100 100 98 Lab Science 7 Pre-AP 83 90 100 88 Lab Science 8 Pre-AP 78 85 86 82 Soc. Studies 6 Pre-AP 89 96 96 92 Soc. Studies 7 Pre-AP 87 94 100 91 Soc. Studies 8 Pre-AP 87 92 94 89 Soc. Studies 6 GT 100 100 100 100 Soc. Studies 7 GT 94 100 100 99 Soc. Studies 8 GT 79 90 100 89 -- denotes no enrollment m course dunng spnng 2000. Enrollment in University Studies Courses at Hall High School Another category of advanced-level courses is the University Studies program at Hall High School, made available through a collaboration with UALR. The program began in 1999-2000 and continued in 2000-01. The following table displays the enrollment of students by race in these courses, where students earn concurrently both high school and university credit. Each course listed is a one-semester course, earning the student one-half high school credit and three semester hours of university credit. Course A-A Composition I 23 Composition II 19 Communications 6 Biology 8 Inrroduction to 14 Sociology Introduction to 9 Psychology Physics I Physics II College Algebra U.S. History I U. S. History II Totals 79 Percents 58% Enrollment in Universitv Studies Courses Hall High School, 1999-2000, 2000-01 1999-2000 2000-01 Other Total A-A Other 16 39 7 9 13 32 7 7 7 13 2 3 5 13 2 9 10 24 8 12 6 15 9 10 4 7 2 6 4 6 6 18 6 18 57 136 57 105 42% 100% 35% 65% Key observations are as follows: Total 16 14 5 11 20 19 11 8 10 24 24 162 100%  Enrollment in University Studies courses increased 26 students in 2000-01 over the initial year enrollment in 1999-2000 (from 136 to 162), representing an increase of 19 percent. 46  African-American student enrollment declined in 2000-01 from 79 the first year to 57-a decrease of22 students. \"Other\"srudent enrollment increased from 57 to 105 for an increase of 48. Numbers of Students Earning a \"C\" or Above in University Studies The following table shows the number and percent of students earning a grade of \"C\" or above in the University Studies courses at Hall High School. ACT Results Students Earning a Grade of \"C\" or Above University Studies, Hall High School, 1999-2000, 2000-01 Course 1999-2000 A-A Other Total Composition I 22/23 12/ 16 34/39 96% 75% 87% Composition II 16/19 12/13 28/32 84% 92% 88% Communications 5/6 7/7 12/13 83% 100% 92% Biology 6/8 4/5 10/13 75% 80% 77% Introduction to 10/14 519 15/23 Sociology 71% 56% 65% Introduction to 6/9 4/6 10/15 Psychology 67% 67% 67% Totals 65/79 44/56 109/122 82% 79% 89% The District has two quality indicators in its accountability system that relate to performance on the ACT, the college admission examination that most District students take. The first goal is to improve the numbers of students who take the ACT, and the second goal is to improve the performance of students on the ACT. Just as with the Advanced Placement examinations, the emphasis during the first few years is on encouraging students to take the test, to see themselves as college-bound, and to use the results for post-secondary planning. At the same time, a number of initiatives has been undertaken to improve student performance. They include:  Enhancing graduation requirements so that all students take the courses that are recommended in ACT preparation materials\n Including at least eight advanced courses to the recommended curriculum so that students are encouraged to take the most rigorous curriculum possible\n Revising ACT preparation courses for both English and mathematics and offering these courses in all five high schools\n Providing comprehensive Pre-AP and AP courses for students who see themselves going to college\n Aligning the Pre-AP curriculum, not only with the AP course requirements, but also with the ACT expectations\n47  Providing a series of pre-test workshops in each of the subject areas through the Community Education Department\nand. -  Better communicating with students and parents about ACT test dates, advantages of taking the test, financial aid, how to make scholarship applications, and how to apply to college. The following table includes the ACT results for school years 1997-98 through 1999-2000, disaggregated by race. The results are provided for each sub-test, as well as the composite (average) score. Students are required to earn a composite score ofat least a \"19\" to qualify for an Arkansas Challenge Scholarship. Year Total 1997-98 ' No:_ofTest\"s ~~-91 ~ ,-..:~~ akers.,,_'!i~ -~ - English Math Reading Sci. Reasoning Composite 1998-99 l\n\\~~2,.,.0~st~ ,.,. 929  .\n~alcers~ ~ English Math Reading Sci. Reasoning Composite 1999-00 ~ 9\n-ofJpt?f. e~- ,,_:_'Takers.~ ~ --- ~ English Math Reading Sci. Reasoning Composite ACT Results by Race and Gender 1997-98, 1998-99, and 1999-2000 Male Female A-A All White Mex./ Alsk. Chicano Ntv.\nJ:-,  ,1 .5,.\" '_ \"'=4.1ll\n-,,410~ -,,. -. 6- ---~-. -?268irj il~~JJ:~ ~ , ~ -a!:\",g~ : - ~ - .! it. -~ ~~'l-R )~i,..--.W. '- ,~. ~~~- 18.8 19.9 17.2 25.2 22.5 17 19.2 18 16.5 23 20.7 16.5 19.5 20.4 17.4 26.2 23.4 18.3 19.8 18.9 17.2 23.2 21.8 17.3 19.4 19.4 17.2 24.7 22.2 17.5 ~ ~5fb\"\"' ,~_ 55~4 \n\u0026gt;480 '.t? ,  .r1, ,. ' ' 3414 1\n'\n\".t: _~6\n\"l ~ ~ ' ,,_ ~ ~ :.\u0026lt;, - ~ .. ,\nl~ ~ t ... ~. ~ - ~~.: :?i! '_\n,..\",\"~'~ ~ -''. ''ii.-_ C .. ~- ., 19 20.3 17.1 20 23.2 16 18.6 18.3 16.5 20 20.6 15.5 19.6 20.2 17.2 24 23 .6 14.8 19.3 19.4 17.3 26 22 17 19.2 19.7 17.2 23 22.5 16.2 ~ .4.1'1.~- ~,.609,~ - ,, 111,,., 3 ... l,\nl t'.:-3~5t' rf6'1\u0026lt;,.~l? m~ ~~ -~1~$,.f~ \u0026amp;'ttil ~it ~ !) .. ~ :-..-, . .. ~~ 18.2 20 17.4 12.3 22.2 18.3 18.l 17.6 16.4 13.7 19.6 16.8 18.6 19.9 17.4 14 22.2 21.5 19.l 19 17.4 15.7 21.4 17.7 18.6 19.2 17.3 14 21.5 18.7 Asian/ P.R./ Mean PL Hispanic ~ 24,\n.\n,-~.:. s irs ' :~- ~~ -~:~~-1~~~tl ~. ~~ ~ .. ~- e ,,, .. l( 23.4 24.3 19.4 24.4 21.6 18.3 24.2 24.8 20.3 23 .6 21.1 19.5 24 23 19.5\n.i:.19~\n~ {,.\n~ ~:-ti... * ~\n,\n,.,..'lj ~-:f~::.8 .\ni: )~].,: cl'\"'.}, ~'\\IF,~~\n,.., .. - ~. 20.1 24.3 19.8 21.8 21.6 18.4 20.2 24.8 19.9 20.7 21.1 19.3 20.8 23 19.5 ., 20 \" ' ~:If ' 6 \\#1, 1 ..\n.~f~ ~j}\n. ff::i~ft ~.i'-'i~ l1,i1, . ,1::\"\n.'.,,c,\n~ .\n-'if.. . \u0026amp;i 21.6 16 19.3 23 .3 16.3 17.8 21.3 18.8 19.3 21.8 19.2 19 22.1 17.7 19 Key observations are as follows:  The number oftest-takers improved from 786 in 1997-98 to 1026 in 1999-2000 for an increase of 240 or a 31 percent improvement. The number of AfricanAmerican test-takers improved from 410 to 570--an increase of 160 students or a 39 percent improvement. The number of white test-takers also increased-from 268 in 1997-98 to 345 in 1999-2000--an improvement of77 students or a 29 percent improvement. 48  Only 40 percent of the test-takers in 1997-98 were male. This percentage remained at 40 percent in 1998-99 and went up slightly to 41 percent in 1999- 2000. These figures suggest the need for initiatives to increase the percentage of male test-takers.  African-American students improved their English scores from 17.2 in 1997-98 to 17.4 in 1999-2000. White students' scores declined from 22.5 to 22.2 in the same period. The District's average scores in English went down from 19 .4 to 19 .3.  African-American students' mathematics scores over the three years declined from 16.5 to 16.4, and white students' scores went down from 20.7 to 19.6. The average for the District went down from 18.3 to 17.8 between 1997-98 and 1999- 2000.  Reading scores for African-American students stayed at 17.4 from 1997-98 to 1999-2000, even though many more students were taking the test in 1999-2000. White students' scores went down from 23.4 to 22.2, and the District average declined in reading from 20.3 to 19.3.  African-American students improved their Science Reasoning scores from 17.2 in 1997-98 to 17.4 in 1999-2000-again with many more students taking the test. During the same period white students' scores declined from 21.8 to 21.4. The District's average score declined from 19.5 to 19.  African-American students improved their average composite score from 17.2 in 1997-98 to 17 .3 in 1999-2000, again with many more students taking the test. During the same period, white students' composite scores declined from 22.2 to 21.5. The District average declined from 19.5 to 19. That African-American participation in taking the ACT has improved so dramatically over three years (39 percent) while at the same time achievement has generally gone up is evidence that the initiatives to enroll these students in advanced courses are paying off already. It is very difficult for any group to increase its numbers and at the same time to improve their average scores. Parent Survey African-American students' willingness to move into more rigorous academic courses may reflect their belief that they will get the support they need to succeed. In the 1999-2000 parent survey, 88 percent of African-American parents who expressed on opinion agreed that their child received academic support. Eighty-six percent of white/other parents who expressed an opinion agreed with this statement. Summary and Next Steps Continued improvements are necessary for full equity of access to Pre-AP, AP, and other advanced courses, but the District is clearly on the right track in making these improvements, with large percentages of African-American students now taking advantage of the opportunity to participate. District and school-level staff members will continue to seek additional funding to 49 improve the program, especially for enhancements in student recruitment, parent involvement, and student support systems, as well as for curriculum development and staff development. 50 VIII. Academic Achievement. A. Generally. Section 2.7 LRSD shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Policies On August 24, 2000, the Board approved a new policy on Home Schooling (IKED). This policy reflects state law and State Board of Education regulations, as well as District views. In December 2000 the Board approved a revision to Policy IKF, General Education Graduation Requirements. The new policy moved much of the detail about required courses that was formerly in regulations into policy. Changes included the following:  Increasing for the Class of 2004 the number of required units from 24 to 26 and the number of units in the recommended curriculum from 27 to 28\n Modifying the recommended curriculum to include eight Pre-AP/AP or University Studies courses\n Establishing criteria for the Magnet Program Seal\n Establishing criteria for the Arkansas Scholars Seal\n Modifying slightly the requirements for the Honors Diploma Seal\nand  Changing the one unit requirement in oral communications to one-half unit in oral communications and an additional one-half unit in any English, communications, or journalism course. A new course in Modem Grammar is recommended. The Board adopted in February 2001 Policy lAA on Professional Development. This new policy states that the Board will \"commit the necessary time and other resources to a comprehensive professional development program that will be driven primarily by student performance data and result in improved educational achievement and equity of outcomes for all students.\" Procedures The regulations for Policy ID on the School Day were revised on May 25, 2000. Formerly, grade 12 students were not required to take more than four units of credit if that was all they needed to complete graduation requirements. The regulations were changed to require seniors to take eight courses, one of which could be a study hall or enrollment as a student monitor/assistant. The principal is authorized to modify this requirement if there are extenuating circumstances, which are defined. The Board reviewed on August 24, 2000, the new regulations for the policy on Remedial Instruction, 1HBDA-R2. These regulations establish the Student Academic Improvement Plan (\"SAIP\"). Effective fall 2000, a SAIP is to be developed for all students who are (1) not performing on grade level (K-4)\n(2) not proficient on any part of the state's Benchmark examinations -primary (grade 4), intermediate (grade 51 6), middle (grade 8)\nand (3) not scoring \"proficient\" on End-of-Course examinations in literacy, geometry, and/or algebra. An electronic form was de\\eloped for teacher use, and all schools received a reference text and software to use in writing the SAIPs. During fall 2000 the Board amended regulations IK.f--R. They eliminated the former procedures that had been established to provide for semester test exemptions for students with good grades, attendance, and behavior I This change was in response to the expressed concerns of many parents and teachers that such exemptions were not in the best interests of students. The exception was reinstated in February 2001 for seniors only. The Board reviewed on October 21, 1999, and then reviewed proposed revisions on May 25, 2000, the regulations on Class Rankings/Grade-Point Averages, IKC-R. These regulations delineate the kinds of grades that will be included in the calculations for class rankings/grade-point averages\nthe kinds of grades that will not be included\nprocedures to be used when students re-enroll for a course to make up a failing grade or to improve a low grade\nhow to calculate transfer grades\nthe grade points of regular-level and AP course grades\nprocedures for determining rank-inclass\nprocedures to be used in determining senior honors\nand definitions of key terms. The May revisions included a new provision that allows a student who earns a grade of \"C\" or \"D\" to retake a course to improve the grade. Both the first and second grades will be included in the calculation of the grade-point average. A new set of regulations, IKEC-R, Credit for Courses Taken Through Distance Learning, was reviewed by the Board on September 14, 2000. These regulations allow District students to take certain high school courses through the Arkansas Virtual High School. Such opportunities open doors to meet more students' needs. The regulations note that these courses might especially be appropriate for \"students who need to make up failed courses, for the resolution of scheduling conflicts, for students transferring in from other high schools, to provide courses where there is a lack of certified teachers available, for home-bound students, for returning home school students who lack credits, for pregnant teens and teen parents, and others with extenuating circumstances.\" The Board reviewed on August 24, 2000, the proposed regulations IKED-R on Home Schooling. The procedures that were established include how to place home school students in grade levels or courses upon their entry or re-entry into the District. The Board reviewed in December 2000 new regulations for General Education Graduation Requirements, IKF-R. The new regulations delineate the procedures for placing students in English and social studies courses\nadded new technology courses that c.an satisfy the requirements for Technology Applications\nand added new Career Focus areas, including one for Teachers of Tomorrow, one in Aviation Technology, and another for the out-of-zone students transferring into Central High School. 52 The Board reviewed on January 11, 2001, proposed new Professional Development regulations, IAA-R. These regulations defined the required professional development hours\nthe necessity of a professional development individual improvement plan\nthe use of the school day for professional development\nprocedures for awarding salary credit\nprocedures for paying stipends\nprocedures for tuition reimbursement\nprocedures for earning time off on Turkey Day (the Wednesday before Thanksgiving)\nencouragement to teachers to become National Board certified\nthe status of AEA Days\na definition of the District's induction program for beginning teachers\nthe importance of professional development in school improvement plans\nand the requirement for program evaluation. On May 1, 2000, a new Administrative Directive ID was issued on the Length of the Instructional Day. Administrative Directive IIB on Minimum Class Enrollment was issued on May 1, 2000. Administrative Directive IKA(2) on Grading Procedures was issued on January 21, 2000. Administrative Directive IKAB on Reporting Pupil Progress was issued on May 1, 2000. Administrative Directive IKC on Implementation of Policy IKC was issued on May 1,2000. Administrative Directive IKF A on Scheduling High School Students was issued on May5,2000. The Middle School Curriculum Catalog, 2001-02, was published and distributed during January 2001. The High School Curriculum Catalog, 2001-02, was published and distributed during January 2001. The Middle School Parent/Student Guide to Course Selection, 2001-02, was published and distributed to schools during January 2001. The High School Parent/Student Guide to Course Selection and Graduation Requirements, 2001-02, was published and distributed to schools during January 2001. Priority Intervention Procedures In early September 2000 the District adopted a set of Priority Intervention Procedures (\"PIP\"). PIP is the system for providing support, corrective actions, and sanctions for schools identified by the Arkansas Department of Education for improvement. This 53 system includes both a set of supportive interventions to help schools improve and a set of corrective actions if schools fail to improve. The procedures include a variety of interventions for schools identified for improvement: I  Accessible data for principals, Campus Leadership Teams, and others involved in school improvement\n Professional development for teachers, principals, and instructional support personnel\n School Improvement Plan coaching for principals and Campus Leadership Teams\n School Improvement Audits and/or Curriculum Audits conducted by District staff and then shared with the principal, Campus Leadership Team, and the faculty\n Technical assistance, on demand, for all schools.  Equitable resources to all schools\nprovision for extra resources for schools in need\nand  Principal evaluation system that is aligned with the accountability system. The PIP also includes a list of possible corrective actions for schools that are identified for improvement:  Diminished autonomy\n Required professional development for the principal and/or other staff.  Negative impact on evaluations for the principal and/or other staff\n Removal of the principal after two consecutive years of a school being identified for improvement\nand  Removal of 50 percent of more of a school's teachers after three consecutive years of a school being identified for improvement. At the September 2000 Leadership Team meeting (principals and central office brokers), the PIP was presented, and a meeting schedule with clusters of principals was distributed. During early October representatives of the School Services and the Instruction Divisions met with each group of four to five principals to talk with them about what is available to support school improvement, to listen to a presentation on their School Improvement Plans, and to listen to their needs for assistance and support. Staff members took notes at these meetings so that follow-up could occur. Subsequent meetings with the same groups of principals were conducted to discuss the results of assessments as they became available. Additionally, the School Services staff conducted monthly follow-up meetings with principals, and two of the PIP gr_oups of principals are meeting to plan together for improvement. Mid-year conferences have been scheduled to follow up on recommendations made as a result of the group pre-conferences conducted in October. 54 Another planned follow-up is to provide training for the Di,ision oflnstruction staff, as well as principals and assistant principals, in the use of the School Observation Measure developed by Dr. Steve Ross and his associates at the University of Memphis. This instrument allows observers to visit classrooms and then to construct a school profile of the instructional program. These data will be used as a part of the Curriculum Audits proposed as a possible intervention in the PIP. The training will be conducted for fall 2001 implementation. Programs Assessments Achievement Level Tests The District's Achievement Level Tests (\"ALTs\") in reading, language, and mathematics are administered in grades 3-11. The ALT is administered early each fall and again in late spring so that the year's growth can be measured. These tests are criterion-referenced in that they are closely aligned with the District's curriculum content standards and grade-level benchmarks. The scores are on a continuum that allows parents, teachers, students, and others to determine a student's growth during a given year, as well as over time. Also, the scoring software allows the staff to compare a student's performance with that of all the students in the nation who also take the ALTs, and a percentile score is derived. This percentile is not the same as the one used to score the SAT9 tests. The ALT national sample is inclusive of all students who take the test, and there has been no attempt to establish a norm based on representative students acc'0rding to region, poverty, race/ethnicity, gender, and so forth. Criterion-Referenced Tests-Literacy, Grades 3-5 Also, second and third quarter criterion referenced tests are administered to third, fourth and fifth grade students. These tests are designed by the District's teacher leaders with input from classroom teachers. They are closely aligned with the District's elementary curriculum content standards and grade-level benchmarks so that they give the school and parents good information about the status of a student's performance in terms of achieving the standards. They are also intended to be predictive of how a student will perfonn on more formal measures unless appropriate interventions are made to improve perfonnance. Criterion-Referenced Tests-Literacy, Grades 6-12 To measure students' growth against the District and State benchmarks, criterion referenced tests (\"CRTs\") were developed by the English curriculum staff in the areas ofreading, writing, and grammar. These tests are used by each classroom teacher to measure students' growth and to plan instruction. Tests were carefully written to model form and procedure of the SAT9, the State Benchmark Exam, End of Course Literacy Test, and the AL Ts. Items are annotated to reflect benchmark(s) tested. The CRT's are designed to be given during the second and third quarters, but teachers have the prerogative1to administer tests during a period of several weeks for maximum value and individual needs. 55 Criterion Referenced Test (End ofUnit/Module Exams), Mathematics and Science CRTs were also developed by the District's Mathematics-and Science Departments in collaboration with PRE. This CRT measures performance at critical junctures in the new math and science curricula: specifically at the end of each mathematics \"module\" and each science \"unit.\" The test directly assesses student performance on District benchmarks in math and science. Each benchmark includes 4 test items. Stu~ents are expected to answer at least 3 of those items correctly to be proficient on the benchmark. In addition the test includes openended, free-response items that are formatted like the open-ended items on the Siate Benchmark Exam. Results on the CRT inform teachers, principals, and the District about how students are achieving the District benchmarks. A process is being implemented to efficiently convey test results to teachers, parents, and principals in order to achieve the CRT goal of identifying student performance in relation to our own curriculum and to identify students in need of additional instruction. To facilitate administration of the math and science multi-module CRTs, a systematic approach is being used for scanning, scoring, and the generation of reports for teacher, parents, and principals. The reports will include an \"item analysis\" that reveals how students performed on the test question by question. This will give the teacher detailed information about the content and skil\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1703","title":"Court filings: District Court, order; District Court, notice of filing compliance report and request for scheduling order; District Court, motion for withdrawal of appearance; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool; District Court, order","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2001-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Arkansas. Department of Education","Special districts--Arkansas--Pulaski County","Education--Arkansas","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Little Rock School District","School management and organization","School improvement programs","School employees","School integration","Student assistance programs"],"dcterms_title":["Court filings: District Court, order; District Court, notice of filing compliance report and request for scheduling order; District Court, motion for withdrawal of appearance; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool; District Court, order"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1703"],"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":["judicial records"],"dcterms_extent":["22 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  - FILED .=,,A, _UE.S. DISTRICT COURT 1 RN DISTRICT ARKANSAS MAR,O f 200f IN 11IB UNITED STATES DISTRICT COURT '., \\ EASTERN DISTRICT OF ARKANSAS ~A!\"fE~jW- Mqe~RJ.f~K, CLERK WESTERN DMSION  y -v 1 ~~ ~ bl'\u003e]/\\ LITTLE ROCK SCHOOL DISTRICT * * Plaintiff: * * vs. r * Case No. 4:82CV00866 SWW * PULASKI COUNTY SPECIAL SCHOOL * DISTRICT NO. 1, ET AL. * * ECEIVED Defendants, * * MRS. LORENE JOSHUA, ET AL. * AR 2 200\\ * Intervenors, * OffiCEOf * OESEGRE~1lotl  KATHERINE W. KNIGHT, ET AL. * * Intervenors. * ORDER The Pu1aski County Special School District moves the Court for an Order authorizing a special election to be held May 8, 2001. See docket entry 3400. The District states the proposed election is for the purpose of placing before the voters for approval a millage increase sufficient to finance an ambitious program of school fucility enhancement. There have been no responses or objections to the motion, and the Court finds that the motion should be granted. TIIEREFORE, the Court hereby grants the motion and approves the special millage election to be held in the Pu1aski County Special School District on May 8, 2001. dt SO ORDERED this _j_ day of March 2001. ~.\u0026-~ F JUDGE  UNITED STATES DISTRICT COURT DEPCLERJ\u003c'-.. ~ DOCUMENT ENTERED ON DOCKET SHEET IN ..,OMPUAN3_ C; WITH RULE 58 ANO'OR 79(~ FRCP )R_ .  \u003cX~CJf.. IV ::'!:?- -~-_;.--~,- 3409 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DNISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 . , Qff.!;R RECEI\\.Y ~u PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL MAR 1 ~ 200\\ OF.ICE OF DESEGREGATION MONITORING NOTICE OF FILING COMPLIANCE REPORT AND REQUEST FOR SCHEDULING ORDER PLAINTIFF DEFENDANTS INTERVENORS INTER VEN ORS The Little Rock School District (\"LRSD\" or \"District\") for its Notice of Filing Compliance Report and Request for Scheduling Order states: 1. LRSD hereby files the attached Compliance Report in accordance with Section 11 of its Revised Desegregation and Education Plan (\"Revised Plan\"). LRSD has substantially and in good faith complied with terms of the Revised Plan. A brief summary of each section of the Compliance Report is set forth below. 2. Good Faith. During the term of the Revised Plan, LRSD attempted to demonstrate its good faith by complying with its plan obligations. To manifest its good faith commitment for the future, the LRSD Board of Directors (\"Board\") on January 11, 2001, adopted a \"Covenant for the Future,\" in which the Board promised to continue fighting discrimination, providing equity and improving the academic achievement of all students. A key component of the District's success under the Revised Plan was the establishment of Campus Leadership Teams (\"CL Ts\") at each school. The CLTs provide the horsepower driving the District's efforts to improve student achievement. The District invested heavily in providing training to the CLTs and school principals in Total Quality Management (\"TQM\"). - All principals received intensive TQM training through the Arkansas Leadership Academy. The District's focus on quality leadership has not gone without recognition. In the fall of 2000, the District received the Quality Commitment Award from the non-profit group Arkansas Quality Award. This award recognized the District as an organization that has a plan and commitment to quality management. The District's development ofleadership talent should pay substantial dividends in the future. 3. Faculty and Staff. LRSD had a strong record in the area of faculty and staff even before adopting the Revised Plan. Even so, the District worked hard to recruit, develop and promote increased numbers of qualified African-Americans. Under the Revised Plan, the District increased the percentage of African-American administrators and teachers, and it increased the number of African-American media specialists, counselors, secondary core subject teachers, early childhood teachers and primary grade teachers. The District also began tracking the distribution of the most experienced and educated teachers in an effort to better ensure an equitable distribution of these teachers. 4. Student Assignment. In accordance with the Revised Plan, the District revised student attendance zones to allow students to go to their neighborhood schools to the extent possible. While this resulted in an increase in the number of racially identifiable schools and schools more than 20 percentage points from the district-wide percentage of African-American students, the increases were not dramatic. Moreover, the large number of alternative assignment choices available to students helped minimize any adverse effect resulting from the neighborhood school zone plan. This year twenty-percent of the District's students chose to attend a school other than their zone school. 5. Special Education. While African-American students remain disproportionately represented among special education students, a review of the District's programs, policies, and procedures revealed no vestiges of racial discrimination in the referral and placement of students in special education or other special needs programs. Furthermore, since 1998-99 the increase in the number of African-American students identified with disabilities has been in proportion to 2 their increase in the total student population. There has been only two percent growth in the number of identified students with disabilities since 1998-99, with the percentage of AfricanAmerican students remaining just about the same. The two percent growth correlates with the increase in total student enrollment over the same period, as well as an increase in the percentage of students qualifying for free/reduced lunch eligibility. 6. Discipline. The number of African-American students suspended decreased 20 percent from 1997-98 through 1999-2000. This was consistent with a 21 percent decrease in the total number of disciplinary sanctions. For the same time period, the number of students committing offenses decreased 16 percent. 1:hus, fewer student are committing offenses, and those that do commit offenses are less likely to commit a second offense. The behavior modification plans being implemented pursuant to the Revised Plan may account for this decrease. The decrease in discipline sanctions positively impacted parents' and teachers' perceptions of District schools. A survey of parents and teachers conducted during the 1999-2000 school year revealed that 93 percent of African-American parents and 95 percent of white/other parents who expressed an opinion agreed that their child was safe at school. Ninety-one percent of both African-American and white/other parents who expressed an opinion agreed that their child has a feeling of belonging at school. Ninety-seven percent of African-American teachers and 96 percent of white/other teachers who expressed an opinion indicated that they felt safe at school. 7. Extracurricular Activities. Extracurricular activities increased dramatically under the Revised Plan. The number of African-American students participating in extracurricular activities jumped from 2,335 to 5,203 from 1997-98 through 1999-2000. A large part of the increase in participation resulted from a \"no-cut\" policy in athletics for middle school six graders and the use of Supplemental Instructional Plans (\"SIPs\"). SIPs allow students who otherwise would be academically ineligible for athletics to continue participating in athletics while they attend tutoring to improve their grades. The District also organized an Activities Advisory Board to promote, support and enhance the activities available in the District. 3 The 1999-2000 survey of parents and teachers also reflected the District's success in the area of extracurricular activities. Ninety percent of African-American parents and 93 percent of white/other parents who expressed an opinion agreed that activities were open to students. Ninety-three percent of African-American teachers and 95 percent of white/other teachers who expressed an opinion agreed that students have opportunities for activities. 8. Advanced Placement Courses. New policies and procedures for placement of students in advanced courses greatly improved access and participation for all students, and especially African-American students. New programs have the potential of producing exponential growths in both participation and success in advanced courses in the next few years. The increasing number of African-American students participating and succeeding in advanced courses perhaps provides the best reason to be optimistic about the District's future. With regard to Advanced Placement (\"AP\") courses, the total enrollment of AfricanAmerican students increased from 471 in 1997-98 to 797 in 2000-01-an increase of 326 students or 69 percent. The total enrollment of white/other students in AP courses increased from 964 in 1997-98 to 1495 in 2000-01-an increase of 531 students or 55 percent. The total enrollment of all students in AP courses increased from 1435 in 1997-98 to 2292 in 2000-01-an increase of 857 students or 60 percent. The number of AP courses taught increased from 16 in 1997-98 to 20 in 2000-01; whereas, the average high school in the United States teaches only six AP courses. With regard to high school Pre-AP courses, the total number of high school students enrolled improved from 5065 in 1999-2000 to 5953 in 2000-01-an increase of 888 students or 15 percent. African-American student enrollment improved at a slightly higher rate-from 2341 in 1999-2000 to 2715 in 2000-01-an increase of 374 students or 16 percent. White/other student enrollment also improved-from 2724 in 1999-2000 to 3238 in 2000-01-an increase of 514 or 15 percent. With regard to middle school Pre-AP courses, African-American student enrollment grew 937 from 1999-2000 to 2000-01-an increase of 19 percent. White/other student enrollment in 4 middle school Pre-AP courses grew 1076 in one year-a 24 percent improvement. The total middle school Pre-AP enrollment grew by 2013 students-a 22 percent improvement. In contrast to the enrollment in the high school AP courses, where African-American enrollment was 35 percent of the total in 2000-01, the African-American enrollment in middle school Pre-AP courses was 51 percent of the total. In sixth grade Pre-AP/GT English courses there were 908 students enrolled in 2000-01 . At the high school level there were 261 students enrolled in English m AP in 2000-01 . If the current grade six students stay in the pipeline for advanced course enrollment, the English ill AP enrollment could improve 250 percent in a few years. The number of AP examinations taken increased from 422 in 1997-98 to 524 in 1999- 2000-an increase of24 percent. Although the percentage of students earning a \"3\" or higher on the AP examinations went down from 60 percent in 1997-98 to 52 percent in 1999-2000, the number of students earning a \"3\" or higher improved from 252 in 1997-98 to 268 in 1999-2000. With regard to the ACT, the most common college entrance exam taken by LRSD students, the number oftest-takers improved from 786 in 1997-98 to 1026 in 1999-2000 for an increase of240 or 31 percent. The number of African-American test takers improved from 410 to 570-an increase of 160 students or 39 percent. The number of white test takers also increased-from 268 in 1997-98 to 345 in 1999-2000-an improvement of77 students or 29 percent. African-American students improved their English scores from 17.2 in 1997-98 to 17.4 in 1999-2000, their Science Reasoning scores from 17.2 to 17.4, and their average composite scores from 17.2 to 17.3. While small increases, they represent a substantial accomplishment given that test scores usually decrease when the number of test-takers increases. African-American students' willingness to move into more rigorous academic courses may reflect their belief that they will get the support they need to succeed. In the 1999-2000 parent survey, 88 percent of African-American parents who expressed on opinion agreed that their child received academic support. Eighty-six percent of white/other parents who expressed an opinion agreed with this statement. 5 9. Academic Achievement. The District completely revised its policies, procedures, and programs to facilitate and enhance academic achievement of all students, especially AfricanAmerican students. The District implemented new standards-based curricula, effective teaching strategies, aligned materials, and a re-designed and a comprehensive professional development program in fall 1999 and expanded in fall 2000 in English language arts, mathematics, and science, K-9. School year 2001-02 will see expansions into grades 10-12, as well as K-12 social studies and the beginning of fine arts program planning. Efforts included the addition of several new student support programs, many of which were funded through federal, state, and foundation grants. This District set high expectations for its students by raising graduation standards. Beginning in 2002, seniors must have a minimum of24 units to graduate, and beginning in 2004, they must have 26 units. In addition, the District published a \"Recommended Curriculum\" for high school students that includes eight advanced courses in the 28 units that students are encouraged to complete. The District secured several major grants as a part of its efforts to improve academic achievement. They are as follows:  A $3.4 million grant from the National Science Foundation to support improvements in mathematics and science;  A $7.8 million Safe Schools/Healthy Students grant from the United States Department of Education to support implementation of new programs aligned with the District's transition of the junior highs to middle schools;  Two multi-million dollar 21 st Century Learning Community grants from the United States Department of Education to develop and support after-school and summer programs to support student achievement;  A $250,000 planning grant from the Carnegie Foundation to support a year of planning for high school reform and improvements in student achievement. 6 An $11 million grant proposal was submitted to the Department of Education in December 2000 to develop magnet curricula at four southwestern Little Rock schools. One challenge the District faces in its effort to improve academic achievement is students arriving for kindergarten without the necessary social or learning skills. To meet this challenge, the District went beyond the requirements of Revised Plan in funding (with no assistance from the State) an early childhood program. The District implemented new four-year-old classes in 1999- 2000 and again in 2000-01. In 2000-01 there were 954 four-year-olds enrolled-234 more than the 720 required by the Revised Plan. In addition, early childhood enrollment included 254 children served in the HIPPY program; 23 infants, toddlers, and three-year olds at Metropolitan; 63 infants, toddlers, and three-year-olds at Rockefeller; and 18 three-year-olds at Washington-for a total of 1058. The District implemented new procedures and programs for early childhood education designed to improve children's kindergarten \"readiness\" level. Specifically with regard to reading and language arts, the District developed its PreK-3 Literacy Plan to guide implementation of new standards-based curricula, instructional strategies, materials, and assessments across all schools. The District invested heavily in professional development for all teachers and in the purchase of classroom sets of materials for students. Consistent with the Revised Plan, the District established a two and one-half hour block of time for the teaching ofreading and language arts in grades K-3. To measure success of the PreK-3 Literacy Plan, the District administers the Observation Survey and the Developmental Reading Assessment in kindergarten through grade two. Both are informal reading inventories that are administered one-on-one. They are administered both in the fall and spring so growth can be measured. The results from the 1999 fall pre-test showed that white kindergarten students began with a score of more than two ( a score of two indicates readiness for the next grade level), as compared to African-American students whose fall pre-test score was less than one. Thus, white students began kindergarten with a higher level of readiness. On the spring post-test, the kindergarten class had the highest percentage of students scoring at or 7 above readiness (72.2 percent) of any of the three grades tested, perhaps as a result of the new Animated Literacy program in phonemic awareness that was introduced in fall 1999, along with the new ELLA strategies and materials. Both African-American and white students improved significantly from the pre-test to the post-test. On average, African-American kindergarten students' post-test scores were 43 percent of that of their white counterparts. First graders performed the poorest of the three grades tested in terms of the percentage of students scoring at or above readiness at the end of the school year ( 53. 6 percent), perhaps indicating the need for the Animated Literacy program for these students. All first graders improved, but white students improved the most, probably because the reading skills that they began the year with enabled them to progress faster. However, the average score for AfricanAmerican first graders was 65 percent of that of their white peers, suggesting a narrowing of the achievement gap that existed when the students entered the District. All second graders' scores improved significantly over the course of the year, just as they did in kindergarten and first grade, with 67.5 percent at or above the readiness level on the spring post-test. On average, African-American student's scores were 77 percent of that of their white peers, an increase from 43 percent in kindergarten and 65 percent in first grade. This again suggests that the District may be having success in narrowing the achievement gap which exists when students enter the District. With regard to reading and language arts in the intermediate grades, the District implemented new standards-based curricula, instructional strategies, materials, and assessments across the District in fall 1999, just as with the primary grades. The District emphasized Effective Literacy in professional development for intermediate grade teachers. While the District is still not where it would like to be, the results from the State Benchmark Exam taken by fourth graders showed substantial improvement. Scores improved from 32 percent at the proficient/advanced levels in 1998-99 to 42 percent in 1999-2000-an improvement of 31 percent. African-American students improved almost 10 points on the exam, 8 a 50 percent improvement, and white students improved four points, a seven percent improvement. The gap between the scores of African-American and white students narrowed six points in 1999-2000, from 42 points to 36 points. The rate of improvement of African-American students was 43 points higher than for white students. The District had many fewer grade four students performing at the lowest level in 1999-2000 than in 1998-99-a reduction of 13 percentage points or a 32 percent decrease. Additionally, fewer African-American students performed at the Below Basic level-a reduction of 16 percentage points or a 31 percent decrease. White students in the lowest level were reduced by seven percentage points for a 41 percent decrease. The gap between white and African-American students in the Below Basic level was 35 points in 1998-99 and was reduced to 26 points in 1999-2000. Reading scores also improved for fifth graders on the Stanford Achievement Test (91h Edition) (\"SAT9\") from 1999-2000. The average percentile score for all students improved five points, for African-American students improved five points, and for white students improved one point. Compared to the SAT9 scores from the fall of 1997, the average percentile score for all students improved five points, for African-American students improved seven points, and for white students improved four points. The achievement gap in reading narrowed from 46 percentile points in 1997-98 to 43 percentile points in 2000-01. Fifth graders' language scores on the SAT9 also improved from 1999-2000. The average percentile score for all students improved four points and for African-American students improved six points. Compared to the SAT9 scores from the fall of 1997, the average percentile score for all students improved four points, for African-American student improved seven points, and for white students improved one point. The achievement gap in language narrowed from 36 percentile points in fall 1997 to 30 percentile points in fall 2000. With regard to math and science, the District implemented new standards-based curricula, instructional strategies, and materials in K-9. The District funded these efforts in large part with 9 the grant from the National Science Foundation. Major investments occurred in professional development and in the purchase of new materials. The scores of fourth graders on the State Benchmark Exam provide a reason for optimism. The State administered the grade four State Benchmark Exam in mathematics for the second time in spring 2000. The District's scores showed significant improvements for all students (eight points), for African-American students (seven points), and white students (eight points). Although the gap widened one point between African-American and white students in 1999-2000 (from 45 to 46 points), the percentage improvement for African-American students was much greater than that of white students, 88 percent compared to 15 percent. The District's grade four as a whole saw fewer students performing at the lowest level in 1999-2000 as compared to 1998-99-a reduction of four percentage points or a seven percent decrease. Additionally, fewer African-American students performed at the lowest level-a reduction of five percentage points or a seven percent decrease. The gap between white and African-American students in the Below Basic level shrank from 50 points in 1998-99 to 45 points in 1999-2000. Fifth graders' mathematics scores improved slightly on the fall 2000 SAT9, with all students' scores up one percentile point and African-American students' scores up two percentile points. Compared to fall 1997 SAT9, the average percentile scores for all students improved one point and for African-American students improved four points. The achievement gap narrowed slightly from 1997-98 to 2000-01, from 36 to 32 percentile points. Tenth graders' SAT9 mathematics scores also improved. Their teachers had had initial training in a standards-based curriculum, and the students were the first required to take physics in the ninth grade. From 1999-2000 to 2000-01, the average percentile scores for all students improved four points, for African American students improved one point, and for white students improved six points. 10. Parental Involvement. The District already had a plethora of parent and community involvement policies, procedures, and programs when the Revised Plan was approved in 1998. Accordingly, the District directed it efforts to widening the outreach, focusing on the school level, and creating a more coherent leadership structure at the district level. The District began including parents and community representatives on CLTs, and the Board approved a Parent Program Restructuring Plan which consolidated all parent programs under the direction of one Collaborative Action Team. 11. Equitable Allocation of Resources. The District developed a unique method of reviewing equity in the allocation of resources. Each year the resource allocation review revealed no correlation between resources allocated to a school and the school's racial composition. Moreover, the District used the results of the review in making resource allocation decisions, such as allocating grant and Title I funding. 12. Guidance and Counseling. The 1999-2000 survey of parents revealed that 94 percent of all parents, both African-American and white/other, who expressed an opinion agreed that help and guidance was available to their child. This perception has proven a reality at least with regard to scholarship money received by African-Americans. Of the 301 scholarships awarded in the 1998-99 school year, 147 or 49 percent went to African-American students totaling $3,256,207 or 47 percent of the total dollar amount of scholarships awarded. For 1999- 2000 school year, African-American students received a total of 185 scholarships valued at $3,716,358. African-American students represented 56 percent of the scholarship recipients and received 58 percent of the total dollar amount of scholarships awarded. African-American females outpaced all other groups in the number received (105) and the dollar value of scholarships awarded ($1,967,654). 13. Cultural Sensitivity. Since the 1999-2000 school year, the District has been providing cultural sensitivity training through Dr. Terrence Roberts, one of the \"Little Rock Nine\" and a desegregation consultant for the District approved by the Joshua lntervenors. His workshop, entitled \"Learning to Cope with Differences,\" provides strategies for dealing with differences in race, ethnicity, gender, economics, disabilities, religion and other characteristics that 11 I can divide people and create unhealthy tension. The 1999-2000 survey of teachers suggests that the District has done well in this regard. Ninety-four percent of African-American teachers and 93 percent of white/other teachers who expressed an opinion agreed that District administrators value diversity. Eighty-eight percent of African-American teachers and 92 percent of white/other teachers who expressed an opinion agreed that personnel respond to cultural differences. 14. Compliance. Section 8 of the Revised Plan included a procedure for parties to raise issues related to the District's compliance. This procedure was invoked on only five occasions, with the last being in December of 1999. All of those issues were resolved without the necessity of court intervention. 15. The Revised Plan obligated LRSD to implement programs, policies and/or procedures designed to achieve certain outcomes, and it has done so. Although the Revised Plan did not obligate LRSD to achieve any particular outcomes, the Compliance Report includes information on outcomes which was used by LRSD to evaluate the programs, policies and procedures being implemented. 16. Section 11 of the Revised Plan provides: At the conclusion of the 2000-01 school year, the district court shall enter an order releasing LRSD from court supervision and finding LRSD unitary with regard to all aspects of school operations provided that LRSD has substantially complied with its obligations set forth in this Revised Plan. In anticipation of release, LRSD shall issue a report on March 15, 2001, indicating the state ofLRSD's compliance with the Revised Plan. Any party challenging LRSD's compliance bears the burden of proof If no party challenges LRSD's compliance, the above-described order shall be entered without further proceedings. LRSD has substantially complied with its obligations set forth in the Revised Plan. If no party challenges LRSD's compliance, an order should be entered finding LRSD unitary with regard to all aspects of school operations. 17. LRSD respectfully requests that the Court issue a scheduling order establishing a period not exceeding 20 days for parties to file challenges to LRSD's compliance pursuant to Section 11 of the Revised Plan. This should be sufficient time given that the parties have known when this report would be filed since April 10, 1998, and that Section 8 of the Revised Plan 12 required parties to raise compliance issues \"as soon as reasonably practicable.\" See Revised Plan, Section 8.2.1. If any party files a challenge on or before the deadline established by the Court, LRSD respectfully requests that a hearing on the challenge be held before June 30, 2001, the end of the 2000-2001 school year. WHEREFORE, LRSD prays that this Court immediately issue a scheduling order establishing a period not exceeding 20 days for parties to file challenges pursuant to Section 11 of the Revised Plan; that should a challenge be filed by a party, a hearing be held on the challenge before June 30, 2001; and that should no party file a challenge on or before the deadline established by the Court, that on June 30, 2001, this Court enter an order finding LRSD unitary with regard to all aspects of school operations. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026 CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-~-i--- 13 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by handdelivery on March 15, 2001 : . Mr. John W. Walker JOHNW. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026 Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026 JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm 11800 Pleasant Ridge Road, Suite 146 Post Office Box 17388 Little Rock, Arkansas 72222-73 88 Little Rock, AR 72201 Ms. Ann Marshall Desegregation Monitor 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Mr. Timothy G. Gauger Mitchell, Williams, Selig, Gates \u0026 Woodward 425 West Capitol Avenue, Suite 1800 Little Rock, AR 72201-3525 14 RECEIVED MAR 1 s 2001 Little Rock School District Revised Desegregation and Education Plan Compliance Report March 15, 2001 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION LITTLE ROCK SCHOOL DISTRICT v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. RECEIVED MAR 2 s zam lllll\u0026EJ~ WfMONllURINQJ PLAINTIFF DEFENDANTS MOTION FOR WITHDRAWAL OF APPEARANCE I, Tim C. Humphries, hereby move to withdraw my appearance as counsel on behalf of separate defendant Arkansas Department of Education in the above-captioned matter. I, Tim C. Humphries, am no longer employed with the Office of the Attorney General, and separate defendant - Arkansas Department of Education is now represented in this matter by Chief Barrister Sammye L. Taylor and Assistant Attorney General Mark A. Hagemeier of the Office of the Attorney General. WHEREFORE, I, Tim C. Humphries, respectfully request that this motion be granted and that the Court direct the clerk of the court to remove me as counsel for separate defendant Arkansas Department of Education. By: Respectfully Submitted, TIM C. HUMPHRIES1. Secretary of State's Office State Capitol, Room 256 Little Rock, AR 72201 (501) 682-3016 CERTIFICATE OF SERVICE I, Tim C. Humphries, certify that on l_k of March, 2001, I caused a copy of the foregoing document to be served by U.S. mail, postige prepaid, on the following person( s) at the address( es) indicated: M. Samuel Jones, III Wright, Lindsey \u0026 Jennings 2000 NationsBank Bldg. 200 W. Capitol Little Rock, AR 7220 I John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 7220 I Richard Roachell 401 W. Capitol, Suite 504 Little Rock, AR 7220 I Timothy Gauger Mitchell, Williams, Selig, Gates \u0026 Woodyard 425 West Capitol Ave. Suite 1800 Little Rock, AR 72201-3525 Christopher Heller Friday, Eldredge \u0026 Clark 2000 Regions Center 400 W. Capitol Little Rock, AR 72201-3493 Stephen W. Jones Jack, Lyon \u0026 Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Brown 201 E. Markham, Ste. 510 Little Rock, AR 72201 Tim c:Humphries 2 I I I , ' . I i II J IN THE UNITED STA TES DISTRICT COURT EASTERN DJSTRICT OF ARKANSAS WESTERN DMSION RECEIVED APR 12 2001 LITTLE ROCK SCHOOL DISTRICT OFFiCEOF DESEGREGATION MONITORING PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's Order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE's Project Management Tool for March, 2001 . Respectfully Submitted, MARK PRYOR Attorney General Assistant Attorney Ge 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-3643 Attorney for Arkansas Department of Education CERTIFICATE OF SERVICE I, Mark A. Hagemeier, certify that on March 28, 200 l, I caused a copy of the foregoing doc "},{"id":"bcas_bcmss0837_1436","title":"Report: ''Student Participation in Extracurricular Activities in the Pulaski County Special School District,'' Office of Desegregation and Monitoring","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["2001-02-02"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Assessment Data Staff Development Update (Certified) Staff Development Update (Classified) * Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Att11ua\nS chool f.np1ove111euPt fan *INFORMATION TO BE FURNISHED BY COMPUTER SERVICES Page 1 2 3 4 5 + 7 8 9 10 44- 12 13 14 15 -4fr 17 18 -~ -26- -2+- 22 23 24 25 26 'lT  SCH~L: AMllOEYL EMENTSACRHYO OL FULL Tl ME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 2 CLASSROOM TEACHERS 15 2 1 18 B.A. CLASSROOM TEACHER 1 1 SPEC EDUC TEACHERS 2 2 MEDIA SPECIALISTS 1 1 GIT FACILITATORS 1 1 SPEECH THERAPIST 1 1 COUNSELORS 1 1 READING RECOVERY 1 1 H.O.T.S. !TOTAL CERTIFIED 21 TEACHER AIDES 3 1 4 CAMPUS SUPERVISOR 1 CLERICAL STAFF 2 2 SOCIAL WORKERS CUSTODIANS 1 1 2 2 CAFETERIA WORKERS 2 2 2 2 COMPENSATORY AIDES LUNCH AIDES 2 4 6 CROSSING GUARDS 1 1 2 INTERVENTION AIDE PARENT COORDINATOR !TOTAL CLASSIFIED Page 1 scHIL: AMBOEYL EMENTS/\\CflHYO OL S,_F (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES 3 3 6 CROSSING GUARDS !TOTAL CLASSIFIED Page 2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 3 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male 3 23 1 Other - Female 1 Other - Male by Race and Sex School 31 AMBOY ELEMENTARY K-6 4.5 10.5 1. 5 7-8 9-10 3 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 4 Ref: ABS0l0 Date: 10/15/01 Time: 15: 41: 45 Classified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male Other - Female Other - Male 5 4 12 by Race and Sex School 31 AMBOY ELEMENTARY K-6 1.0 25.5 2.5 7-8 9-10 4 11-12 Other scHIL: AMllOEYL EMHJTi\\sRcY1 100L GRADE WHITE LEVEL M F # 1 1 BEHAVIORAL ADJ. % 13% 13% # 8 9 KINDERGARTEN % 17% 19% # 5 8 FIRST % 10% 16% # 9 8 SECOND % 17% 15% # 11 7 THIRD % 20% 13% # 11 9 FOURTH % 20% 16% # 15 8 FIFTH % 27% 15% TOTAL # 60 50 GRADES 1 - 5 % 19% 16% ELEM-TARY SCHOOL ENROLLMENT TOTAL BLACK TOTAL WHITE M F BLACK 2 6 6 25% 75% 75% 17 16 14 30 36% 34% 30% 64% 13 15 22 37 26% 30% 44% 74% 17 22 13 35 33% 42% 25% 67% 18 20 16 36 33% 36% 29% 65% 20 22 12 34 36% 40% 22% 62% 23 13 18 31 42% 24% 33% 56% 110 114 95 209 34% 35% 30% 65% OTHER TOTAL M F OTHER TOTAL 0 8 0 47 0 50 0 52 1 1 55 2% 2% 1 1 55 2% 2% 1 1 55 2% 2% 3 0 3 322 1% 1% Page 5  TOTAL ENROLLMENT,SPECIAL PROGRAMS SCHOOL: AM[lOEYL EMENTS/\\CRHYO OL 2001-20 02 WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAMS M F WHITE M F BLACK M F OTHER TOTAL # 2 0 2 9 1 10 12 EARLY SUCCESS % 17% 17% 75% 8% 83% # 2 3 5 9 6 15 20 READING RECOVERY % 10% 15% 25% 45% 30% 75% # 8 7 15 5 6 11 26 QUEST % 31% 27% 58% 19% 23% 42% # 3 0 3 8 6 14 1 1 18 SOAR TO SUCCESS % 17% 17% 44% 33% 78% 6% 6% # % # % # % # % # % # % # % # % # % Page 7  SPECIAL lucATION SCHOOL: MfifJOHYU :'if.Uff..~!:SYi! OOL PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 1 2 PLACEMENT M.R. % 33% 67% RESOURCE ROOM # 3 1 4 2 3 PLACEMENT L.D. % 30% 10% 40% 20% 30% # SELF-CONTAINED % # 4 5 9 19 5 SPEECH % 12% 15% 26% 56% 15% TRANSITION - BA - # l 1 2 6 SELF-CONTAINED % 13% 13% 25% 75% # RESOURCE ROOM/MH % # 1 1 2 1 RESOURCE ROOM/OHi % 33% 33% 67% 33% # RESOURCE ROOM/504 % # RESOURCE ROOM/SEC % RESOURCE ROOM/ # 1 SPEECH IMPAIRED % PLACEMENT IS DETERMINED BY PRIMARY HANDICAPPING CONDITION There is a District Self-Contained Unit on this campus TOTAL BLACK 3 100% 5 50% 24 71% 6 75% 1 33% 1 100% OTHER M 1 10% 1 3% Yes No (Circle one) F  2001-2002 TOTAL OTHER TOTAL 3 1 10 10% 1 34 3% 8 3 1 Page 8 FOUR YEAR ENROL\"ENT COMPARISON OCTOBER 1 DAT A (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACK AND NON-BLACK INCLUDING KINDERGARTEN EXCLUDING KINDERGARTEN BLACK 209 BLACK 179 WHITE 110 WHITE 93 2001-2002 OTHER 3 2001-2002 OTHER 3 TOTAL 322 TOTAL 275 % BLACK 64.91% % BLACK 65.09% BLACK 230 BLACK 185 WHITE 120 WHITE 109 2000-2001 OTHER 7 2000-2001 OTHER 6 TOTAL 357 TOTAL 300 % BLACK 64.43% % BLACK 61.67% BLACK 231 BLACK 190 WHITE 146 WHITE 129 1999-2000 OTHER 3 1999-2000 OTHER 3 TOTAL 380 TOTAL 322 % BLACK 60.79% % BLACK 59.01% BLACK 218 BLACK 180 WHITE 175 WHITE 154 1998-1999 OTHER 3 1998-1999 OTHER 2 TOTAL 396 TOTAL 336 % BLACK 55.05% % BLACK 53.57% Page 9 sc,\u0026amp;L: AMBOYnr n1rnrnny SCHOOL CLASS EitlJLLMENT (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F LESLIE CLEMENT K 4 F w 2 3 5 6 CHRISTIE JONES K 6 F w 2 3 6 4 JONI WALKER K 7 F w 4 3 5 4 SANDRA DUNCAN 1 8 F w 2 2 4 8 KATHY MASCUILLI 1 2 F w 0 4 6 7 '' JOY PLOSZAY 1 3 F w 3 2 5 7 JILL LAWHON 2 33 F w 3 2 9 4 DEVONA WILEY 2 32 F B 3 3 6 5 I LAURA WILLIAMS 2 31 F w 3 3 7 4 ' TOTAL: 22 25 53 49 0 0 Page 10 SC-OL: liMIJOEYL EP:iENTS/CIRMYO OL CLASS E.OLLMENT (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F LYNN BURTON 3 35 F w 5 0 8 5 LYNDA GARCIA 3 37 F w 3 3 7 4 1 GINA GOPER 3 36 F w 3 4 5 7 RUBA ABDIN 4 19 F 0 3 3 7 5 1 SHERI HAMLIN 4 26 F w 4 2 7 5 CAROL MAYERHOFF 4 21 F w 4 4 8 2 f:1, . COURTNEY DICKENS 5 24 F w 5 2 5 5 1 :'::\"( DEANNA MANN 5 1 F w 4 3 4 7 ~. MARCIA SCOTT 5 25 F B 6 3 4 6 ~: ' NATALIE CASAVECHIA BA 5 F w 1 1 6 ' . :' TOTAL: 38 25 61 46 3 0 Page 10a \"ief: SCH611D CLASS ENROLLMENT Page 1 Jate: 10/15/0i AMBOY ELEMENTARY SCHOOL Time: 15: 53: 19 Teacher -White- -Black- -Other- Teacher Name CourseSec Course Title Sex Race M F M F M F Tot '1A. LLI 1 AR101 2 ART F w 5 6 6 17 :::)LOSZAY 1 AR101 3 ART F w 3 2 5 7 i7 DUNCAN 1 AR101 8 ART F l.J 3 2 4 8 i7 ARiOi ART 6 9 i5 2i 5i ,j!LLIAMS 1 AR201 31 ART F w 3 .-:.) ., 7 4 i7 ,jILEY i AR20i \"?J ART F B 4 ., ...,c.. c.. 6 5 i7 _AWHON i AR201 33 ART F w .\".j ., --, ~ 9 3 i7 AR20i ART iO 7 22 i2 5i 2ASAVECHIA 1 AR301 5 ART F w 1 2 .-:.) ., BURTON i AR30i 35 ART F w 5 9 5 i9 --lPER i AR30i 36 ART F l.J .\".\":\\, 4 4 7 i8 }ARCIA i AR30i 37 ART F w 3 3 6 5 i i8 AR30i ART 12 7 21 17 i 58 :::\nASAVECHI A 1 AR401 5 ART F w 1 3 ..., .. .\nBOIN 1 AR401 19 ART F A 3 3 7 5 1 19 1AYERHOFF 1 AR401 21 ART F l.J 4 4 8 2 18 --!AMLIN i AR401 26 ART F l.J 4 2 6 6 iB AR401 ART ii iO 24 13 1 59 3COTT i P,R50i i ART F B 4 '.j .., 5 7 i9 2ASAVECHIA i AR50i 5 ART F l.J 1 i ~~oi i AR50i 24 ART F B 5 2 5 5 i 18 ::iC i AR50i 25 ART F B 6 3 4 6 19 AR50i ART 15 8 i5 i8 i 57 DEPT TOTALS 54 41 97 81 'j ..., 276 :ASAVECHIA 1 ELt1 5 BA SELF CONT F w 1 1 6 8 ELM BA SELF CONT i i 6 8 DEPT TOTALS 1 1 6 8 1ASCUILLI 1 ENiOl 'c\"'.). ENGLISH F w 5 6 6 17 ::\nLOSZAY i ENiOi 3 ENGLISH F l-l 3 2 5 7 17 :JIJNCAl'J i EN101 8 HiGLISH F l.J 3 2 4 8 i7 EN101 ENGLISH 6 9 15 2i 51 ,JILLIAMS 1 EN201 31 ENGLISH F w 3 3 7 4 17 wILEY 1 EN201 ...,., ..:\u0026gt;c.. ENGLISH F B 4 2 5 5 16 _AWHON 1 EN201 33 ENGLISH F l.J 3 2 9 3 17 EN201 ENGLISH 10 7 21 12 50 :ASAVECHIA 1 EN301 5 ENGLISH F l.J 1 ..., 3 c\u0026lt;. 3URTON i EN301 35 ENGLISH F lJ 5 s 4 18 ---iOPER i EN30i 36 Ei'JGLI5H F w -.-.-.:\n, 4 3 7 i7 }ARCIA i EN30i 37 ENGLISH F l.J 3 3 5 5 1 17 EN30i ENGLISH i2 7 i9 16 1 55 :A-ECHIA 1 EN401 5 ENGLISH F l.J 1 3 4 i:\\BDIN i EN40i i9 ENGLISH F A i 3 7 4 15 Ref: SCH611D CLASS ENROLLMENT Page 2 Date: 10/15/01 AMBOY ELEMENTARY SCHOOL Time: 15:53:19 Teacher -White- -Black- -Other- Teacher Name CourseSec Course Title Sex Race M f M f M f Tot MA-HOFF 1 EN401 21 ENGLISH F w 4 3 7 2 16 HAMLIN 1 EN401 26 ENGLISH f w 4 1 6 5 1,:: . EN401 .C:t'l'-:iLJ.::\u0026gt;M 9 8 23 11 51 MANN 1 EN501 1 ENGLISH F w 2 2 -.:. 8 19 CASAVECHIA 1 EN501 5 ENGLISH F w 1 1 DICKENS 1 EN501 24 .C:l'l'-:iLJ.\n:ir, f w 5 C: 4 4 1 16 SCOTT 1 EN501 25 ENGLISH F B 7 4 3 4 18 EN501 ENGLISH 14 8 15 16 1 54 POWELL 1 EN701 71 ENGLISH RES F l,J 2 2 1 1 1 7 WINEBRENNER 1 EN701 72 ENGLISH RES F w 1 3 4 8 EN701 ENGLISH RES 3 2 4 5 1 15 DEPT TOTALS 54 41 97 81 3 -,- c../0 CLEMENT 1 GF, 4 GRADE F, F w .., ...., 3 4 6 16 JONES 1 GK 6 GRADE K F w ~, C. 3 6 4 15 WALKER 1 Gt, 7 GRADE K F w 2 3 7 4 16 G :, GRADE '\\ / 9 17 14 47 DEPT TOTALS / 9 17 14 47 MASCUILLI 1 Gl ., GRADE 01 F w 5 6 6 '-: C. ..... :=\u0026gt;L-AY 1 Gl 3 GRADE 01 f w ..'.I C: 5 7 17 DU. N 1 Gl 8 GRADE 01 f w 3 2 4 8 1 / Gl GRADE 01 6 9 15 ...,. C. J. 51 DEPT TOTALS 6 9 15 ..,, _1.. _ 51 ..JILLIAMS 1 G2 31 GRADE 02 F w 3 3 7 4 17 ...JILEY 1 G2 32 GRADE 02 F B 4 2 6 5 17 _AWHON 1 G2 33 GRADE 02 F w 3 2 9 3 17 G2 GRADE 02 10 7 22 12 51 DEPT TOTALS 10 7 .,..., c.c. 12 51 BURTON 1 G3 35 GRADE 03 F w 5 9 5 19 --iOPER 1 G3 36 GRADE 03 F w 3 4 4 7 18 '\nARCIA 1 G3 37 GRADE 03 F w 3 3 6 5 i 18 G3 GRADE 03 11 i 19 17 1 55 DEPT TOTALS 11 7 19 17 1 55 .\nBOIN 1 G4 19 GRADE 04 F A 3 3 / 5 1 19 \"'iAYERHOFF 1 G4 21 GRADE 04 F w 4 4 8 ., C. 18 --iAMLIN 1 G4 ...,, GRADE 04 F w 4 ~ 6 6 18 c.O C. G4 GRADE 04 11 9 21 13 1 55 DEPT TOTALS . ..1. .. 9 21 13 1 c...c. .,. .. '1A- 1 G5 1 GRADE 05 F w 4 3 5 7 19 JICKENS 1 G5 24 GRADE 05 F w 5 c.'. 5 5 1 i8 Ref: SCH611D CLASS ENROLLMENT Page, 3 Date: 10/15/01 AMBOY ELEMENTARY SCHOOL Time: 15: 53:20 Teacher -White- -Black- -Other- Teacher Name CourseSec Course Title Sex Race M F M F M F Tot sA .1. . G5 25 GRADE 05 F B 6 3 4 6 19 G5 GRADE 05 15 8 14 18 1 56 DEPT TOTALS 15 8 14 18 1 C. .!.. ~\\,... MASCUILLI 1 HL101 ..., HEALTH F w C. 6 6 . -, c:.. .., .... PLOSZAY 1 HL101 ..., HEALTH F w ..., ..., ~ 2 5 7 .'-..,.  DUNCAN 1 HL101 8 HEALTH F w 3 c'. 4 8 17 HUOi HEALTH 6 9 15 21 :, l. WILLIAMS i HI .-,~ ..., 1 HEALTH F w ..., ..., 1-c:..\\._l l ~i ~ ~ / 4 .!. . WILEY 1 HL201 ~c.: HEALTH F B 4 2 6 5 .J. / LAWHON i HL201 ~.~ HEALTH F w ..:\u0026lt; 2 9 3 17 HL201 HEALTH 10 7 ...,,...., c:..z=_ 12 51 CASAVECHIA 1 HL301 C. HEALTH F l,i 1 ,...., ~ z=_ 3 BURTON 1 HL301 35 HEALTH F 1,i 5 9 5 19 HOPER 1 HL301 ..:)C) HEALTH F l,J 3 4 4 7 18 ,\nARCIA 1 HL301 37 HEALTH F w 3 3 6 5 1 18 HL301 HEALTH 12 7 21 17 1 58 CASAVECHIA 1 HL401 5 HEALTH F l,J 1 3 4 ABDIN 1 HL401 19 HEALTH F A 3 3 7 5 i i9 MAYERHOFF 1 HL401 21 HEALTH F l,) 4 4 8 ~, z=_ 18 HA.IN 1 HL401 26 HEALTH F l,J 4 c'. 6 6 18 HL401 HEALTH 11 10 24 13 1 59 SCOTT 1 HL501 1 HEALTH F B 4 3 5 7 19 CASAVECHIA 1 HL501 5 HEALTH F w 1 1 SCOTT 1 HL501 24 HEALTH F B 5 ,...., c:.. 5 5 1 18 SCOTT 1 HL501 25 HEALTH F B C: 3 4 6 19 HL501 HEALTH 15 8 15 18 1 57 DEPT TOTALS 54 41 97 81 3 .-,- c:../Q MASCUILLI 1 HN101 ,,::._. .., HANDWRITING 'IC ' w 5 6 6 17 PLOSZAY 1 HN101 3 HANDWRITING F w ..:\u0026lt; 2 5 7 17 DUNCAN 1 HN101 8 HANDWRITING F l,j 3 2 4 8 17 HN101 HANDWRITING 6 9 15 21 51 WILLIAMS 1 HN201 31 HANDWRITING F w ~ 3 / 4 17 WILEY 1 HN201 32 HAl'WWIRT I NG F B 4 ~, 6 5 1\"7 ,::_ . ' LAWHON 1 HN201 33 HANDWRITING F t,J 3 r\n,::_ 9 3 1-  I HN201 HANDWRITING 10 7 22 12 51 CASA\\.'ECHIA 1 HN301 5 HANDWRITING F w 1 ,...., c:.. 3 BURTOt'li 1 HN301 35 HANDWRITING F i,,i 5 9 5 19 HOPER 1 HN301 '-CCll ' HANDl-JIRT I NG F l,J 3 4 4 7 l !:j GARCIA 1 HN301 37 HAt,JDt,JIRT I NG F l,J 3 3 6 5 1 18 HN301 HANDWRITING 12 7 21 17 1 58 CA-ECHIA 1 HN401 5 HANDWRITING F w 1 3 4 ABDIN 1 HN401 19 HANDWRITING F A ..:\u0026lt; 3 7 5 1 19 Ref: SCH611D CLASS ENROLLMENT Page 4 Date: 10/15/01 AMBOY ELEMENTARY SCHOOL Time,: 15:53:20 Teacher -White- -Biack- -Other- Teacher Name CourseSec Course Ti tie Sex Race M F M F M F Tot MA-HOFF 1 HN401 21 HANDWRITING F l.J 4 4 8 2 i8 HAML..IN i HN40i 26 HANDl.JIRT I NG F l,i 4 2 6 6 i8 HN40i HANDl.JIRT I NG ii iO 24 i3 i 59 MANN 1 HN501 1 HANDWRITING F w 2 \".--, 7 8 19 CASAVECHIA i HN501 5 HANDWRITING F w i i DIC!Ji.ENS i HN50i 24 HANDWRITING F l.J 5 ., ,::. 4 5 i 17 SCOTT i HN50i 25 HANDl.JIRT I i'iG F B 8 4 3 5 20 HN501 HANDl.JIR T I NG i5 8 15 18 1 57 DEPT TOTAL..S C::,' -'+ 4i 97 81 3 276 MASCUILLI 1 MA101 2 MATH F l.J 5 6 6 17 PLOSZAY 1 MA101 '\"' MATH F l.J 3 2 ~- 7 i7 ~ DUNCAN 1 MA101 B MATH F l.J 3 , ,::. 4 B 17 MA101 MATH 6 9 15 21 51 WILLIAMS i MA201 31 MATH F l.J 3 .--, 7 4 \u0026lt; ..,. ~ L .' \\.JILEY i MA201 -::'\"? MATH F B 4 ., ....,.,_ 6 5 17 \"- LAWHON i MA201 33 MATH F l.J 3 ,::., 9 3 i7 MA201 MATH iO 7 .,., \u0026lt;:..a. 1., ,::. ~-i CASAVECHIA 1 MA301 5 MATH F w 1 ,.., c::.. 3 BURTON i MA30i 35 MATH F w 5 s 4 i8 ~?iR i MA30i 36 MATH F (.,j 3 4 3 7 i7 i MA30i 37 MATH F (.,j ., ., G A ...., ..., 5 5 i i7 MA30i MATH i2 7 19 16 i 55 CASAVECHIA 1 MA401 5 MATH F w . L 3 4 ABDIN i MA40i i9 MATH F A 1 3 7 4 1 16 MAYERH OFF 1 MA40i 21 MATH F l.J '+., 3 8 2 17 HAMLii'i i MA40i 26 MATH F l.J 4 2 6 5 i7 MA401 MATH 9 9 24 ii 1 54 MANN 1 MA501 1 MATH F l.J 4 3 5 7 19 ,:\nASAVECHIA 1 MA501 5 MATH F l.J 1 1 MANN 1 MA501 24 MATH F w 5 .,:.:.:., 5 4 1 17 MANN 1 MA501 25 MATH F l.J 5 3 4 5 17 MA501 MATH 14 8 15 16 1 54 POWELL 1 MA701 71 MATH RES F l.J 1 i 2 2 6 WINEBRENNER 1 MA701 72 MATH RES F w '.\":\\ ::. ~'\"\\ 5 MA70i MATH RES 3 i 2 5 11 DEPT TOTALS 54 4i 97 81 3 276 MASCUILLI i MUiOi 2 MUSIC F w 5 6 6 i7 ?LOSZAY i MUiOi 3 MUSIC F l.J 3 ., ,::. 5 7 i7 DUNCAN 1 MU10i 8 MUSIC F l.J 3 ., 4 8 i7 \u0026lt;=.. MU101 t1USIC 6 9 15 21 51 WI-AMS 1 MU201 31 MUSIC F l.J 3 ,., ...., 7 4 17 WILEY i MU20i .J..\u0026gt;,. _ MUSIC F B 4 .-, 6 5 i7 ,::. Ref: SCH611D CLASS ENROLLMENT Page 5 Date: 10/15/01 AMBOY ELEMENTARY SCHOOL Time: 15: 53:21 Teacher -White- -Black- -Other- Teacher Name CourseSec Course Title Sex Race M F M F M 'F Tot LA-N 1 MU201 33 MUSIC F w 3 ...., 9 3 17 C. MU201 MUSIC 1 ,:\n7 22 . ...., .1 C. 51 CASAVECHIA 1 MU301 5 MUSIC F w 1 2 3 BURTON 1 MU301 35 MUSIC F w 5 9 5 19 HOPER 1 MU301 36 MUSIC F l,J 3 4 4 7 18 GARCIA 1 MU301 37 MUSIC F w ,_:I 3 6 5 1 18 MU301 MUSIC 12 7 21 17 1 58 CASAVECHIA 1 MU401 ca MUSIC F w 1 'j 4 ,J - ABDit'I! 1 MU401 19 MUSIC F A 3 3 7 5 1 19 MAYERH OFF 1 MU401 c... .l .,. MUSIC F t,\n4 4 8 C~. , 18 HAMLit-.1 1 MU401 26 MUSIC F w 4 ~. C. 6 6 i8 MU401 MUSIC 11 10 24 13 1 59 DICKENS 1 MU501 1 MUSIC F w 4 3 5 7 19 CASAVECHIA 1 MU501 5 MUSIC F w 1 1 DICKENS 1 MU501 24 MUSIC F w 5 ...., 5 5 1 18 C. DICKENS 1 MU501 25 MUSIC F w 6 3 4 6 19 i1U501 MUSIC 15 8 15 18 1 ~r/ DEPT TOTALS 54 41 q-:- . I 81 3 C:./b MASCUILLI 1 PE101 ...., PHYS ED F w 5 6 6 17 C. P~,AY 1 PE101 3 PHYS ED F w 3 ~, 5 -:- 17 C. I D N 1 PE101 8 PHYS ED F l,J 3 2 4 8 1-:-  I PE101 PHYS ED 6 9 15 21 51 WILLIAMS 1 PE201 31 PHYS ED F w 3 3 7 4 17 WILEY 1 PE201 32 PHYS ED F B 4 ~. 6 5 17 C. LAWHON 1 PE201 33 PHYS ED F w 3 ~, C. 9 3 17 PE201 PHYS ED 10 7 22 12 51 CASAVECHIA 1 PE301 ca PHYS ED F w 1 .., 3 ,J C. BURTON 1 PE301 35 PHYS ED F w 5 9 5 19 HOPER 1 PE301 36 PHYS ED F l,J 3 4 4 7 18 GARCIA 1 PE301 37 PHYS ED F w ,_:I 3 6 5 1 18 PE301 PHYS ED 12 7 21 17 1 58 CASAVECHIA 1 PE401 5 PHYS ED F t,J 1 3 4 ~ ABDIN 1 PE401 19 PHYS ED F A 3 3 7 5 1 19 MAYERH OFF 1 PE401 21 PHYS ED F w 4 4 8 2 18 HAMLir\\J 1 PE401 ...,. c.O PHYS ED F w 4 2 6 6 18 PE401 PHYS ED 11 10 24 13 1 59 MANN 1 PE501 1 PHYS ED F w 4 3 5 7 19 CASAt.,iECHIA 1 PE501 c~a P HYS ED F w 1 1 MANN 1 PE501 24 PHYS ED F w 5 2 5 5 1 18 MANN 1 PE501 25 PHYS ED F w 6 3 4 6 19 PE501 PHYS ED 15 8 15 18 1 57 - DEPT TOTALS 54 41- ~ 9-:- . J 81 3 276 Ref: SCH611D CLASS ENROLLMENT Date: 10/15i01 Time: 15:53:21 Teacher Name AMBOY ELEMENTARY SCHOOL MA-ILL! PLOSZAY DUNCAN WILLIAMS WILEY LAWHON CASAVECHIA BURTON HOPER GARCIA CASAVECHIA ABDit'll !'lf'ITJ:.t'(MUr- r- HAMLIN MANN CASAVECHIA ~~--NS POWELL WINEBRENNER CourseSec Course Title 1 RE101 1 RE101 1 RE101 RE101 2 READING 3 READING 8 READING READING 1 RE201 31 READING 1 RE201 32 READING 1 RE201 33 READING RE201 READING 1 RE301 5 READING 1 RE301 35 READING 1 RE301 36 READING 1 RE301 37 READING RE301 READING 1 RE401 5 READING 1 RE401 19 READING 1 RE401 21 READING 1 RE401 26 READING RE401 READING 1 RE501 1 READING 1 RE501 5 READING 1 RE501 24 READING 1 RE501 25 READING RE501 READING 1 RE701 71 READING RES 1 RE701 72 READING RES RE701 READING RES DEPT TOTALS CASAVECHIA BURTON HOPER GARCIA C.ASAVECHIA ABDIN !'lf'IY'ct'(MUr- r- HAMLIN SCOTT CASAVECHIA SCOTT SCOTT 1 SC301 1 SC301 1 SC301 1 SC301 SC301 1 SC401 1 SC401 1 SC401 1 SC401 SC401 1 SC501 1 SC501 1 SC501 1 SC501 SC501 DEPT TOTALS 5 SCIENCE 35 SCIENCE 36 SCIB'IJCE 37 SCIENCE SCIENCE 5 SCIENCE 19 SCIENCE 21 SCIENCE 26 SCIENCE SCIENCE 1 SCI.ENC-E 5 SCIENCE 24 SCIENCE c:\n:, SCIENCE SCIENCE Teacher Sex Race F W F W F W F F F F F F F F F F F F F F F F F F F F F F F F F F F F w B w w w w l,i 1,J A w w w w w B w w w w w w w A w w B w B B -WhiteM F 5 3 2 3 2 3 4 3 10 1 5 ._j ._j 12 1 4 4 9 .., \"'- 5 14 2 3 3 -, \"'- 2 7 4 3 7 3 3 1 8 .., \"'- .., \"'- 4 8 1 1 2 54 41 1 5 ._j 3 12 3 4 4 11 4 5 6 15 4 3 7 3 4 10 3 2 3 8 38 25 -BlackM F 6 6 5 7 4 8 15 21 7 4 9 4 5 3 20 12 2 9 4 3 7 5 5 19 16 3 7 4 7 c.'. 6 5 23 11 7 8 1 4 4 3 4 15 16 2 4 3 1 5 5 97 81 2 9 4 6 21 3 7 8 6 24 5 4 15 5 7 5 17 5 2 6 13 7 5 6 18 60 48 Page 6 -Other- M F Tot 1 1 1 1 .1. . 1 3 1 1 1 l 1 3 .,. .. .., .' 17 17 =~=..- . 17 15 17 49 3 i8 17 17 55 4 15 16 16 51 .'C.,. .' 1 16 18 54 9 16 276 3 19 18 18 58 4 19 18 18 59 19 1 18 19 57 174 Ref: SCH611D CLASS ENROLLMENT Page 7 Date: 10/15/01 AMBOY ELEMENTARY SCHOOL Time: 15:53:21 Teacher -White- -Blacl:- -Other- Teacher Name CoLrseSec Course Title Sex Race M F M F M F Tot MA-ILLI 1 SP101 ...., SPELLING F w 5 6 6 17 ~ \"'- PLOSZAY 1 SP 1 ()1 3 SPELLING F w 3 c:: 5 7 17 DUNCAN 1 SP101 8 SPELLING F w ..\nI 2 4 8 17 SP101 SPELLING 6 9 15 21 51 WILLIAMS 1 SP201 31 SPELLING F w 3 3 ...,. I 4 17 WILEY 1 SP201 32 SPELLING F B 4 2 5 5 16 LAWHON 1 SP201 33 ::Jt\"'~LL l l'l\\i F w 3 2 9 ..\nI 17 SP201 SPELLING 10 7 21 12 50 CASAVECHIA 1 SP301 5 SPELLING F w 1 2 3 BURTON 1 SP301 35 SPELLING F w 5 9 4 18 :-iOPER 1 SP301 36 SPELLING F w 3 4 3 7 17 GARCIA 1 SP301 37 SPELLING F w 3 3 5 5 1 17 SP301 SPELLING 12 7 19 16 1 55 CASAVECHIA 1 SP401 5 SPELLING F w 1 3 4 ABDIN 1 SP401 19 SPELLING F A 1 3 7 4 15 MAYERH OFF 1 SP401 21 SPELL It-JG F i,i 4 3 7 \"~'-, 16 riAMLIN 1 SP401 26 SPELLING F w 4 1 6 5 16 SP401 SPELLING 9 8 23 i 1 ~. :, ! :'iMJN 1 SP501 1 SPELLING F w \".'.-.., 2 7 8 19 CASAVECHIA 1 SP501 5 SPELLING F w 1 1 ~~-NS 1 SP501 24 SPELLING F w 5 2 4 4 1 16 ::,\\., 1 SP501 25 SPELLING F B 7 4 3 4 15 SP501 SPELLING 14 8 15 16 1 \"' . --4 POWELL 1 SP701 71 SPELLING RES F w \".'.-.., \".'.-.., 1 1 1 7 wINEI3RENNER 1 SP701 72 SPELLING RES F w 1 3 4 8 SP701 SPELLING RES 3 ..., \"'- 4 5 1 15 DEPT TOTALS 54 41 97 81 3 276 CASAVECHIA 1 SS301 5 soc STUDIES F w 1 ..., \"'- 3 BURTON 1 SS301 35 soc STUDIES F w 5 9 5 19 riOPER 1 SS301 36 soc STUDIES F w ..\nI 4 4 7 18 GARCIA 1 SS301 37 soc STUDIES 'F w 3 3 6 5 1 18 SS301 soc STUDIES 12 7 21 17 1 58 CASAVECHIA 1 SS401 5 soc STUDIES F w 1 3 4 ABDIN 1 SS401 19 soc STUDIES F A 3 3 7 5 1 19 MAYERH OFF 1 SS401 21 soc STUDIES F w 4 4 8 2 18 HAMLIN 1 SS401 ...,, c.O soc STUDIES F w 4 ~, C. 6 6 18 SS401 soc STUDIES 11 10 ....., .,_-4 13 1 59 DICKENS 1 SS501 1 soc STUDIES F w 4 3 5 7 19 CASAVECHIA 1 SS501 5 soc STUDIES F w 1 1 DICKENS 1 SS501 24 soc STUDIES F w 5 ~, c:.. 5 5 1 18 DICKENS 1 SS501 25 soc STUDIES F w 6 3 4 6 19 - SS501 soc STUDIES 15 8 15 18 1 57 DEPT TOTALS 38 25 60 48 .,.:.) , 174 SCHOOL TOTALS 623 469 1107 920 36 3155 SCHOi: AMBOEYL EMENTASRCYH OOL EXTENDED EDUCiONAL PROGRAMS 2001-2002  WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAM MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL GOVERNOR'S # SCHOOL % # BOY'S STATE % # GIRL'S STATE % # SUMMER SCHOOL % PRE- # KINDERGARTEN % # KINDERGARTEN % # 5 3 8 5 8 13 21 FIRST % 24% 14% 38% 24% 38% 62% 1 # SECOND % # THIRD % # FOURTH % # FIFTH % # SIXTH % GRADES SEVEN # AND EIGHT % GRADES NINE # THRU TWELVE % QUEST # 2 4 6 I 1 7 SUMMER SCHOOL % 29% 57% 86% 14% 14% 1 Page 12 scHA: l\\rADOEYl[M HJT/\\nYS CHOOL HONORS. AWARDS I List all honors and awards - - - - - be s11ecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 16 I? 28 15 ?3 38 66 REGUL/\\R HONOR ROLL % 24% 18% 42% 23% 35% 58% # R I? 20 7 I~ 22 42 PRINCIPAL'$ IIONOR ROLL % 19% 29% 48% 17% 36% 52% # 25 23 48 39 35 74 122 PERFECT ATTENDANCE % 0.20 19% 39% 32% 29% 61% # 24 36 60 27 55 82 142 BEHAVIOR B/\\SII % 17% 25% 42% 19% 39% 58% # ? 2 2 FLAG MONITORS % 100% 100% # I 2 3 2 I 3 6 FIRE MARSHALL$ % 17% 33% 50% 33% 17% 50% Page 13 SCH!,L: COMMITTEES/PA,NT INVOLVEMENT 2oofioo2 /\\MUOFY.L EMENTSACfllYiO OL EMPLOYEES PARENTS/ PATRONS 0 F F I C E R S WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER TL COMMITTEE M F M F M F M F M F M F M F M F M F EQUITY # 1 1 1 1 1 1 6 COMMITTEE % 17% 17% 17% 17% 17% 17% PARENT TEACHER # 1 29 1 4 1 32 65 38 9 2 1 183 4 1 5 ASSOCIATION % 1% 16% 1% 2% 1% 17% 36% 21% 5% 1% 1% 0.80 0.20 # 64 135 11 46 1 4 261 VOLUNTEERS % 25% 52% 4% 18% 0% 2% # 1 28 1 4 1 35 AMBOY BOOS I ERS % 3% 80% 3% 11% 3% # 3 2 5 QUEST CASE S IUDY % 60% 40% # 3 2 5 COMMUNICA 11011S % 60% 40% # 1 28 1 4 1 35 SUNSHINE % 3% 80% 3% 11% 3% # 1 3 1 5 COUNSELOR'S % 20% 60% 20% # % # % # % # % Page 14 SCH.L: i'IMllOHYE MEN111Si1CYI IOOL EXTRACURRl~AR ACTIVITIES ACTIVITY MEMBERSHIP SPONSORS OR WHITE BLACK OTHER TOTAL WHITE BLACK OTHER TOTAL CLUB M F M F M F M F M F M F # 7 7 ~ 6 24 I 1 BIG BflOTIIERS/BIG SISTER % 29% 29% 17% 25% 100% # 2 2 1 1 PICI\\LE/CI\\NOY MON 11 ORS % 100% 100% # 2 1 2 5 1 1 BOOI\\STORE MONITORS % 40% 20% 40% 100% # 1 2 4 7 1 1 MEDIii CENTER MONITORS % 14% 29% 57% 100% # 1 3 2 6 1 1 CUSlODIIIN'S HELPERS % 17% 50% 33% 100% # 9 7 3 5 24 1 1 1\\1\\MBOY TV STI\\FF % 38% 29% 13% 21% 100% # 3 4 1 8 I 1 2 BIRl HDIIY /FUN DRIii SERS % 38% 50% 13% 50% 50% # 1 3 2 8 14 1 1 TEIICHER'S HELPERS % 7% 21% 14% 57% 100% # 3 2 2 7 1 1 CONrLICT MANAGERS % 43% 29% 29% 100% # 2 2 4 1 1 HIILL MONITORS % 50% 50% 100% # % # % # % Page 15   2001-2002 STUDENT ATTENDANCE AFTER NINE-WEEKS (ATTACH COMPUTER SERVICES GENERATED DATA)  Page 17 scHftL: AMBOEYL EMENl/\\iSiYC HOOt STUDENTAETAINED 200~002 i WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # KINDERGARTEN % # 1 1 1 FIRST % 100% 100% # SECOND % # THIRD % # FOURTH % # FIFTH % # SIXTH % # SEVENTH % # EIGHT % # NINTH % # TENTH % # ELEVEN % # TWELFTH % Page 18   STUDENT ACHIEVEMENT-ASSESSMENT DATA SAT-9 (PLEASE ATTACH MOST RECENT INFORMATION)  Page 22  S1i1Nl'OR/J ,IC/1/El'EMENT TESTSl'.RIES, NIN1'll /)/1'/UN  I EAl'IIER: *' * *  \"'  * * * (iRADE: 01 S('ll001: AI\\IBOV El.l~MF:NTAH\\' 'IFSTIJA'IF: 04/16/01 l)lS.IHIC'.I: NOHTII I.ITI LE IHJCI\u0026lt; - Sl'IUN(\n2001 HIIN IM\"IE: 05/08/01 (\nft()\\11' \\VIII'! E HEAIHNC I\\IATIIEl\\1ATH'S LANC:lJA\u0026lt;\nF. 'IUTAI. ~UI\\IBF:H 'I F:STEU 21 Tolal I Wonl Lwo,d l l!rad Tolall'rnhj ~l:ilh ---- Hcatl __ Study_ Read..... Cump .l\\lalh olvc J1ruc_ N11111hIc'r,, ssihlc IO(i J(i ]{) 40 69 44 25 Number I stet! 21 21 21 21 21 21 21 Natirnml 11 lividtrnl PR-S orMr.11N1 l'E 45-5 )6-4 49-5 52-5 JJ-4 JR-4 28-4 National l'R S11111111:uy fW - 99 N I) II 60 - 79 N 4 4 40 - 59 N 6 J 20  .I~ N 6 R 0/ - If N 5 80 - 9, \",, 14 10 14 14 0 5 0 60. n \"f, 24 19 24 29 19 24 19 40 - H 1r, 14 14 I\u0026lt;) 24 29 JJ 14 20 - 3! \"f, 29 24 JR 19 29 10 38 Of - H' \"i'i 19 1J 14 14 24 29 29 l'crcenl At -\\bovc the National 5 th PR 4) .18 4R 4R )8 52 19 National N 'E Stati,\ntics Afcm1 47 2 42 5 49.5 SI.I 40 8 43.5 38 U Stfllulm rl .'Je1i\u0026lt;itio11 15.7 17.8 16.7 14.8 16.4 19 I 14.2 Perre11til\u0026lt;~ 1'90 - 901l1 69 4 65.0 (,9? 68 7 59 J 619 57 8 QJ - 15th 58 9 56 8 58.7 63.2 53.3 57.2 4) 9 Me,l11111 - 5011, 44.U )8 0 4).) 48.5 41.4 48.3 )6.) QI - 15th 31.2 28 0 )7.1 35.8 30.2 25.3 22.I l'/0 - /0th 26.0 16.2 27.2 31.1 13.2 9.3 17.7 STANfOklJ 1.EVF.1/fOR~l/lJATTERY: Plll~IARY I/ S / full 1.,nglh NORMS: ~11rin~ 199S National Normc\nLan~ [ __ l 44 21 39-4 10 24 19 10 JR 48 44.4 17.7 66 J 56 0 42.9 27.6 21.4 Spell -- JO 0 0 0 I 0 0 0 I) IOU 10 .u I.I) I.U I.U 1.0 IU .-.. AIJMINISTRATOR'S DATA SUMMARY FOR MlllOY ELE~IENTAl!Y F.NVIIH)N/\\IF.NT, S('IENCE, SO\u0026lt;:rl.S{'lr('F, l'ae.c_L_ HATTl~lt\\' TO'rl.S Rrrort trnrntrd h) RF:AOY RF:POR IS'\"' \\'u1lon 7.l.U for N11rlh I.IU!r Rotl, $,.hnnl Olt!drl  S1ANFORIJ ACll/fil fiMfiN1\" ?EST SERIES, N/Nrll EIJl7WN  ll'AC'IIFR ..................... tillAl\u0026gt;E: 01 O..:('IIO\u0026lt;JI AI\\IBO\\' F:LEI\\U.:N I Alt\\' IFSI IJAII': 04/16101 lllS IHI(. I: NIJHTII I.JTI l,E HO(\"K - Sl'HIN\u0026lt;.\nZOOI RIIN IJATI': 05/08/111 lill()lJI': Ill.ACK --------- -- l!F.AlllN(\n~IA\"l 111\".~IATIC:S IO l'AL Nl:l\\lfffR 'I F:5'I Ell .14 '1'111:11I W nnllWordj Hracl TnlJ l'rnll~lall, ----- Rc:11.J Study Rcatl Cnm11 __AJa_tJ _Solv ~me_ Numhc, Pos,\nihlc ]()6 .16 JO 40 69 44 25 Number 1 cscd 14 J4 J4 34 34 34 34 I-Jatiom1lIm hvitlual l'R-S orMca,1 NCE JR 4 _U-4 40-5 42-5 21-3 2.1-4 22-3 Nation:,! PR Summary RO . 99 N 2 I 2 (,(} - 79 N 6 4 6 3 2 40  59 N 9 5 IU 5 5 6 20  39 N 7 13 7 7 10 10 (}/ 19 N 10 10 R IR 15 15 80 . 99 \"fi 6 6 'I 9 (,(/ . 79 % IR 12 2(, IR 9 6 6 40  59 1% 26 IS IR 29 15 15 IR 20 - 39 % 21 JR 2(, 21 21 2'l 2') 01  19 % 29 2'1 21 24 5) 44 44 l'e1cc11At l/A 1ovct he Nalit111a5l0 11P R J5 26 50 JR 18 24 12 N:ilillmll Nl' ~ Stalislics ~fem, 4) 4 40 R 4\"8 46.0 33.1 )4.4 ])7 Stn11dmd f).1in1io11 16 4 15 I 17R 16.2 16.6 IR 4 15 0 l'e, rrnrilf'f /'90 - 90rh 6.16 61 5 Ml 663 55 5 56 8 51.2 Q3 - 75rlt 5) 8 4t).4 SR 0 560 43.8 45.5 42 6 Aft,dim, -50//, 4] 9 JS 6 46 I 44.2 30.4 J0.0 30.7 QI - 25rh 29 5 30.2 32 I 32.2 18.9 20.5 20.7 PIO - 10th 22.9 23.0 15 2 24.1 12.9 12.9 1).7 , l'ANFORO LF.VF.L/FORl\\1/0ATTF,RY: PRll\\1/\\HY I/SI Full Lenglh ~ORI\\IS: Sp,.lng 1995 Nalional Normc\nLAN(\nJl,\\(\n1\\ _Lang_LI 44 J4 31-4 II 12 6 IS 12 ]2 35 29 39.4 15.7 59.7 49.8 36.2 23.2 19.2 Spell JO 84-7 (I (I () 0 100 0 0 0 1) 100 70.9 .0 70.5 70.5 70.5 70.5 70.5 .. C~U~IINISTRATUR'S UATA SU~l~I= FOR A~IBOY ELHIF,NTAl!Y ENVIRONMENT, SUENC-F., SO(rl. S('llr(\"F, PaPc I llATl\"El!Y -ror1,s Rrrnrl irnnllrtl h) RF:i\\llY RF:rORlS'., \\'rr,lnn 7.l ll for l'forlh l.llllr R11dt S\u0026lt;\"hnol lJl\u0026lt;hle!  S1ANNJRIJ ACIIIEl'liMNT7ESTSR1S, NINT/1 017'/0N  11,AClll'.R,  ,. ........... *** GRADE, 02 S('IIOOI., A/\\IBOY F:LF:/\\1ENTARY TFSI' DATE, 04116101 ll1S1 Rll'T: NOHTII Lrn I.F: ROCK-SPHING 2001 RUN UA\"IE, 05108/01 tiROIJI' WlllrF: IU~AUIN{\nl\\1ATIIRl\\1ATICS 1.ANGUA\u0026lt;\nJ\nIOTA!. NI 'I\\IIJElt 1 ES n:u 15 _LL Tni,11Wnrtllll,,.I l lleo\u0026lt;I Tn1nl I rrn1, ~lalh ncatl Stut.1, Vncah _ ComfL ~JatlL -5ulv. ':nc__ N11111hl\\c1rs sihlc I 18 48 JO 41) 74 Numhcr I cstcd 14 14 14 14 13 National lrnlivithrnl l'll-S of Mean Nl'E 68-6 68-6 60-6 73-6 80-7 Nalional I'll S11111111\n11y 80 - 99 N 6 60 - 79 N 40 - 59 N 20 - .19 N (}/ - 19 N (I () 80 - 99 o:\n43 43 2') 36 60 - 79 % 14 14 29 21 40 - 59 % 21 7 21 29 10  .19 % 7 J(, 7 14 0/ - /9 % 14 I) 14 l'crccnt At/AiJove the ',Jntionnl 50(1: PR (,4 64 64 57 .Ja1ionaNl CE Slatistics Afcn11 59.9 60 0 55 2 62.7 Stnmfm d IJ Tiario11 20.6 21.4 22.J 21.7 l'erre111ifcs 1'90 - 90/1, 84.5 87.5 78 9 9).9 ()3 - 15th 75.5 71.1 71.4 77.4 Medim, -50111 55.7 57.4 57.4 53.0 QI - 25th 43.6 )7 8 4),J 46.4 l'/0 - /Vtl, 27.6 32.6 8.7 ]J.4 l'ANFORU LEVEI/FURM/BATTF,RY, l'Rl~IARY 2 / S/ Full 1.englh URMS: Spring 1995 National Norms 7 2 J 0 54 15 23 (J 8 85 67.5 20.3 9).4 83.3 62.5 50.9 34.4 4(, 2R 14 13 71-6 86-7 8 3 I () I 4) 62 7 2) J(, R 14 () 0 8 57 85 61.8 725 20.0 21.8 82.3 96.2 75.5 89.4 51.4 67.9 45.5 57.8 36.I J 1.5 .-... AU~IINISTRATOR'S UATA SUMMARY FOR MlllOY ELEMENTARY l'aoe I ENVIHUNI\\IENT, UATTF:RY SCIENCE, TO'rl.S ___ i~C11N('E 1----1--- ----1---1~--1 Rrrirl -,:,nn1trd hy RF:ADV Rf.PORlS'\"' Vnslon 7.1.lJ for N\u0026lt;\u0026gt;rlh 1,llllt Rnck School Dl1hlfl  .HANFORD ACll/1 '1:JIIENr TESr SERIES, NIN1\"ll E/JIHON  I E/\\CIIER: **\"'**\"'*\"'*-,..*\"'**\"..., \u0026lt;\n('11001., MIIJUY F.LE~IF.NTAII\\' IJIS I Rll'I, NOlrl'II I.ITl'I.E RUC'I( -SPRING 2001 liROUI' Bl.ACK HEAIJINC: t\nRAIJE, 02 'I I'S I' DATE, 04/16/01 RUN DA IE, 05/08/01 '1ATIIF,~!ATICS 1.ANGll/\\GF. I \u0026lt;HAI. NU~IIJEH TES'I EIJ 40 Tutalj Word lHrad lltrad TotaJ l'roh 1 ~lath I L --------t ncatl --5luU)' __ Yncab C.:1111111-.IJJall _Suh~rnc__ _Lang ___ _ N11111bcPrm\ns,hlc I I 8 48 30 411 74 Number I cslcd 35 ]9 ]5 41) 40 J:11ional lmli, iilual 'll-S of Mean NCI: Jl-4 .12-4 27-4 J.1-4 .10-4 Jation.il l'R Sm11111:1ry 80 - 99 N 2 I 0 J 60 . 79 N 5 7 .l 6 40 - 59 N 6 5 12 2 20 - 39 N II 14 10 16 (// - 19 N II 12 10 1.1 so - 99 % 6 J 8 60 - 79 % 14 18 9 15 40 - 59 % 17 1.1 34 5 20 - 39 % JI 36 29 40 0/ - 19 % JI JI 29 ]] 'crcc111/\\ 1//\\bove the la1innal 50th PR 2] 28 26 2] la!ional N( 'E Stalislics \\/('(Ill .19 8 40.I 31.3 40.7 \\'trmdm d IJc1iatirm l'U 15.2 15.7 l(iJ /'crcc11tile.~ 1'90 - 90th 62.5 59 9 54.2 64.U ()3 - 751!, 48.7 50.6 49.I 46.0 Medi\"\" - 50th ]6.8 35.8 36 8 36 2 rJI - Z5rl, 29.9 28.5 27.2 28.1 /'/0 - JO//, 19 4 21.5 II.I 24.4 I ANFUHIJ LF.VEI./FOR~IIBA\"ITF.RY, PRl'1ARY 2 / S / Full Length ORl\\1S: Spring 1995 National Norms 16 IJ 20 20 40 JU 38 8 19.4 60.8 50 4 36.9 21.2 16 4 46 28 44 40 41) J9 27-4 40-5 29-4 2 4 J 4 9 5 6 7 8 12 9 J 16 II 20 5 IU 8 10 2] 13 15 18 21 JU 23 8 40 28 51 25 35 ]3 ]7 U 44 6 38.1 17 6 21.9 18 9 62.I 64 6 64 6 49.] 55.9 52.7 36.9 43.4 JI I 21.2 28.2 21.6 14.4 17.8 14 J  AU~IINISTIUTOll'S UATA SU~IMARY FUR A~IBU\\' EI.E~IENTARY l'al!c I ENVIRONI\\IF.NT, IJATl'F.R\\' SCIENCE, TO-ll\"ALS - --t--S-U_Crl. SClrCli: --- --- ----1---~----1 ......SpclL 30 26 45-.1 6 .1 II 3 12 2] 12 42 12 46 47.3 15.0 66.7 58 2 41.(, 34.7 27.7 RtJHlrl J:frlfnltrl hr REi\\llV RF:ron IS'\"' \\'u~lon 7.2.23 for North Ulllt Rock Sehool U1,1rltl  S1ANFORIJ ACIIIF:J'/IMENT 1ESTSF:RIES, NINT/1 l)lrl0N  I FA\u0026lt;'f/Fll .................... \u0026lt;.iRAl\u0026gt;F OJ '('11001  /\\l\\1HUY F:I.F.1\\11\u0026lt;:NTAHY I FSI I\u0026gt;/\\ IF 04/16101 lllSIIUl'I- NOR'l 11 1.llTI.F. ll()('K - Sl'IIING 2001 llllN l\u0026gt;AIE, 05108/01 ljfl()lJ!' Wlllrl~ -- --- ---- REAl\u0026gt;ING ~li\\'111 EM/\\TICS 1.AN{\ntlA(\nF, 10 l'AI. NlJMUF,H 'IF.SI F.I\u0026gt; 17 1 .. ,,1J lllra,lj Reatl Total ------- Rcatl Yocah Comp _M_ alit I '../urnhclr' nss,blc 84 JO 54 7(, '\\J11111h1cc rs ltd 17 17 17 17 lational lntlh idua\\ 'R-S ofMc:m NCE 47.5 52-5 45.5 45.5 J\nitional PR S11111111ary 80 - 99 N 2 2 2 4 60  79 N 5 5 5 3 40 - 59 N 2 4 2 2 20  .l9 N 5 4 5 4 Of  19 N J 2 3 4 ,'W - 99 % 12 12 12 24 60 - 79 \"f, 29 29 29 18 40  59 \"f. 12 24 12 12 10 - ]9 \"f, 29 24 29 24 Of  19 % 18 12 18 24 'l'1r.:cnl At/Ahovc the la1in11a5l 01h l'R 47 65 47 41 latiunal NCL Slatislics \\fen11 48 2 51 0 47 6 47.5 'irmulanl /Je1intio11 17.9 16.9 17.8 23.1 l'ene111iles 1'90 - 90th 67.3 67.3 67.7 76 6 QJ - 75th 62 0 59.8 59 4 65 4 Median - 50th 46 6 53 8 45 2 44 7 QI - 151!1 34 5 34 5 35.7 23 5 l'/0 - 10th 21 2 24 7 20.3 15.3 I ANFOllU LF.VF:IJFOlt!\\1/DATrF.ltY: PIU!\\IAR\\' 3 /SI Full 1.~nglh ORMS: S1ring 1995 National Norms Lang l'rolj l\\blh I I Sulv l'roc 46 JI) 48 17 17 17 54.5 37.4 44.5 4 4 2 6 2 2 2 3 4 I I 6 4 7 J 24 24 12 35 12 12 12 18 24 6 6 35 24 41 18 65 41 41 52.0 42 8 46.7 209 25.7 13 8 75.7 75 0 618 65.8 60 8 54 I 543 40 0 43.6 28.3 16 7 34 5 I8.0 78 30 9 - S1u~II Jo 17 38-4 I 4 4 4 4 \u0026lt;, 24 24 24 24 41 43 5 17 I 63 2 564 41 6 28 6 16 3 - --- ----  i\\ll~IINISI lti\\'I OR'S l\u0026gt;i\\Ti\\ SUM~li\\RY 1:oR MlllOY ELF.MF.N l'i\\RY F.NVIH.ONl\\rnrfl. S(H\nNCE, SO]' A. I, SCIE[NCE Sri- Soc tJIC(' Scie_ 411 41) 17 17 44.5 48-S 2 2 2 (, 5 I 5 4 J 4 12 12 12 15 ]\u0026lt;) r, 2'1 24 18 21 :'U 11 46 9 49 o 18 2 17.7 (,7 6 68) 52 7 61 7 44.3 48.2 ]73 3] 2 18 I 20 6 - ____!3.g~ 111\\TI ERY TOTALS l,i1,f. U~ing 1 hnkg lla~i 1 c I C~mpl cning lnr1L Ski, Ja au 110 47 191 278 358 17 17 17 17 17 49.1 48-S 44.5 45.5 46-5 2 3 2 2 2 5 1 5 J J 4 J 2 5 5 ,2, 5 4 3 J ) 4 4 4 12 18 12 12 12 2\u0026lt;) 18 29 18 18 24 18 12 29 29 12 29 24 18 IR 24 18 24 24 24 q 47 51 59 51 49 6 49 I 4(, R 47.6 47 7 17.5 18 I 20 6 16.2 16 2 691 71 2 67 4 67 6 66 I 59 I 57 9 5'16 56 5 56 4 49 4 45.5 48 7 51 4 50.9 32.1) 3(, 6 23 5 30 5 30 2 21 5 2] 7 17 6 24 0 22 4 Rtporl 1rnua1,d ht Rt:All\\' Rt PORI')'\" \\'r,1lon 7.1 H for Norlh I lrtlt RockSchool l)l,1rlct   S1ANFORO ACIIIEI 'EM ENT TEST SERIES, NINT/1 E/J/1'/0N IEAC'IIER: ** \u0026lt;.iRADE: 0.1 S('ll()OI.: AI\\IBOY F.LEI\\U-:NTAU.\\I ll'SI l\u0026gt;/\\11' IJ4/16/01 l\u0026gt;IS llll('I: NOIITII I.ITf'I.F. ROCJ\u0026lt; - Sl'IUN(\n21101 RUN l\u0026gt;/\\IF 05/08/111 (iROUI': BL/\\CI( HF./\\IHN\\\nMATIIE~f/\\TICS I.ANGUM\nE 10T/\\L Nll~IIIF.tl TES !'Ell JG 1 orol j I H\u0026lt;atl I n.,,1 Tolal Rcac.J _ \\'ncah Co11111 J\\lath N11111ht1 1'ossihlc 84 JO 54 76 N11111hcrI rslt:tl J(j 36 36 36 Nalio11al lmli\\i1\\ua\\ l'R-S of~ lean N\u0026lt;.\"E .11-4 35-4 32-4 25-4 National I'll Summary 80 - 99 N 2 l 2 2 60 - 79 N 7 4 6 6 40 - 59 N 5 7 6 J 20 - 39 N 9 12 R 9 0/ - /9 N IJ 10 14 16 80 - 99 % 6 8 6 6 60 - 79 % 19 II 17 17 40 - 59 % 14 19 17 8 20 - 39 % 25 33 22 25 QI - 19 % 36 28 39 44 l'c,ccnl AI/Ahovc !he National 50th !'It 28 JJ JI 25 National NCE S!ntistics Meo11 39.6 41 7 4U 4 36.0 Srmulnrd /)cl'iafio11 17.1 17.1 15 8 18.5 f',,rce11tiles 1'90 - 901!, 62 4 64 8 62 8 59 3 ()3 -751!, 51 4 52 5 51 9 49 J Media11 - 50th 35 6 4U.5 37.5 34.9 QI -15th 25.9 29 0 27 8 19.8 J\u0026gt;/0 -10th 21.4 14.8 20 2 I 1.2 \u0026lt;\nTANFORU LF:\\'El,/FORM/BAlTF.RY: rRIMARY 3 / S/ Full Length \"IORl\\1S: Spring 1995 National Norms I l'roh J ~fa4h _Snl\\c ___J'roc La\"~ j I 4(, ]O 4R 36 16 .Hi 26-4 3U-4 27-4 2 J 0 3 5 5 7 4 3 10 10 15 14 14 13 R I) 14 14 19 II 8 28 28 42 39 )9 :lr, JI 31 17 36.7 38 9 37 2 18.2 18.3 13.4 57.9 61.6 57 6 49.3 51 9 41 7 36.4 36 2 35 2 22.5 2).6 29.1 13.4 13 9 21.4 Spell 311 J(, 39-4 \" IJ R 7 u 22 .16 22 19 )6 44 2 14 8 63 6 SH 43 6 34 2 2U.O '-rntr\u0026lt; h,.,,I \"\" tn1u1s1F, r 111 \"'I''' l~hl ~ J'I'\u0026gt;(, h, II,.,.,,,, lnr \\11 lrl11,, r11 -'  AIJ~IINIS'I RATOR'S IJATA SUMMA HY FOil MIIIUY F.LF.~TF.N l'AHY ENVIU.UN/\\1EN r, SCIENC'E, SO('l/\\ L SCI EIN('I( Sd- Snr cncc Sele 40 40 J6 .l6 27-4 30-4 () 7 3 15 II 14 0 3 19 22 R 14 42 22 JI 39 25 JJ 37.0 39 0 153 16 6 58 9 58 I 4R 2 54 I 34 I 38 4 24 8 22 5 17.0 16 0 PaPe I BA'TTF.RY TOTALS l.i-.1- U-.in~ 'fhnk~ 1Ja,\nic1011111I cnh1J! Info --5kl\u0026lt; Ball alL 40 47 191 278 35R :u, 36 J(, 36 J6 .1)-4 27-4 24-4 32-4 Jl-4 .l 2 0 I () 7 ~ 6 5 7 I 5 3 7 5 14 7 9 12 II II 17 IR II 13 (, 0 3 0 19 14 17 14 19 J 14 R 19 14 39 19 25 33 JI 3 I 47 SU JI 36 2R 25 19 28 25 4U 8 36 9 3.12 40.0 39 5 16 5 17 3 16 2 13.3 IJ.J (,J 6 64 5 61.0 57.2 57 I 56 8 49.] 44 5 50 9 49 8 38 I 32 7 29 6 4U.5 37 I 2R 6 23 6 23 7 28.7 29 I 20 0 150 IJ.4 226 21 6 Rfpot! ttntnlfrl b) RF.AIIV R  ri)RIS'., v,,,l11n l.l.JJ for r,lnrth 1.1111, Rnck '-rbnol llh!olr!  SCHOOL AMBOY AMBOY NORTH LITTLE ROCK SCHOOL DISTRICT COMPARISON OF GRADE 3 SPRl.1999 TO GRADE 3 SPRING 2000 SCORES ARE IN MEAN ~RCENTILE RANK (PR) YEAR SP 99 SP 00 Total Reading 39 39 Total Math 38 Social Lang Science Science 41 37 35 Basic Btry 43  Comp Btry 42   CLA-IF(G{)\u0026lt;t\"\"\" STAFF DEVELOPMENT UPDATE FOR CERTIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 23 Ref, STDF03 MBR, NLRSD0l Staff Development By Topic Location 31 Amboy Elementary e Topic Description WRITING TO PERSUADE FRESH LOOK AT NUMBERS GE'ITING SMARTER SMART STEP ELLA NEW SESSION MEETING THE NEEDS OF ALL STUDENTS CONGITIVE \u0026amp; AFFECTIVE CURRICULUM CLASSROOMM ANAGEMENT Date 7/21/00 7/06/00 7/10/00 7/11/00 7/18/00 7/24/00 8/01/00 8/04/00 21001 21004 21006 21007 21011 21013 21015 21017 21018 21020 21021 21022 21027 21028 21035 21043 21044 21069 MAKE \u0026amp; TAKE JULY 25, 26, 27, \u0026amp; 26, 2000 7 /25/00 SPECIAL ED SPECIAL SHOW SPECIAL ED SPECIAL SHOW PATHWISE MENTORING FRAMEWORFKO R UNDERSTANDINGP OVERTY STRATEGIC PLANNING CHARACTER ED HOT SPRINGS TECHNOLOGYC ONFERENCE PEER LEADERSHIP PLANNING LEVELIZED WORKSHIP-AMBOY AEA 8/04/00 8/03/00 7/24/00 8/04/00 7/07/00 7/21/00 7/31/00 8/30/00 11/03/00 as of 10/16/01 Page [-----ADMINISTRATORS----[-------CERTIFIED-------[------CLASSIFIED-------[ [----MALE--- ---FEMALE-- [----MALE--- ---FEMALE-- [----MALE--- ---FEMALE-- [ B w 0 B w 0 B w 0 B w 0 B w 0 B w 0   DISCIPLINE INFORMATION REFERRALS / ACTIONS TAKEN (PLEASE ATTACH COMPUTER GENERATED INFORMATION) Page 25 Ref, DIS012 CUMULATIVE Disciplinary Referral Summary By Referral Reason FILE YEAR, NLRSD0l Page 10/16/01 AMBOY ELEMENTARY SCHOOL Code Description - - - - - - -TOTAL- - - - - - - - - - - - - - -BLACK- - - - - - - - - -- - -NON-BLACK- - - - - - a.regard for directions of teachers or administrators 02 Disregard for directions of bus drivers, lunch aides, or other authorized school personnel. 03 Disruption and/or interference with the normal and orderly conduct of school \u0026amp; school-sponsored activities. 04 Behavior that involves indecent and/or immoral acts. OS Wagering or any form of gambling. 06 Physical abuse, assault, insult or threatened physical abuse to a school employee. REF STU REF STU REF STU REF STU REF STU REF STU 07 Physical abuse, assault, insult, or threatened physical abuse to REF another student or any other individual. OB Possession of a {l)knife, {2)razor, (3)ice pick, (4) explosive, STU REF {S)pistol, {6)rifle, (?)shotgun, (8)pellet gun, (9)mace, (l0)tear gas, STU (ll)pepper spray, or (12) any other object that can be considered a weapon or dangerous instrument. 09 Possession of alcoholic beverages or any narcotic drug as defined REF by Arkansas law or School Board Policy\nor using, under the influence, offering for sale or selling alcoholic beverages or any narcotic drug as defined by Arkansas law or Board policy. 10 Destruction of or the attempt to destroy school property. STU REF STU 11 Stealing or the attempt to steal school property or the property REF belonging co another individual. -eating or copying the work of another student. 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. STU REF STU REF STU REF STU REF STU REF STU 17 Engaging in verbal abuses such as name-calling, ethnic or racial REF slurs, or using derogatory statements to other students, school personnel or other individuals. 18 Hazing. 19 Gang related activities. 20 Sexual harassment. 21 Smoking and/or possession of any tobacco and/or tobacco produce paraphernalia. 22 Possession of any pag~ng device, beeper, mobile/cellular telephone or similar electronic communication device. STU REF STU REF STU REF STU REF STU REF STU TOTAL REF STU Total Pct Par Con Total Pct Par Con Total Pct Par Con 64 17. OH 46 19.9H 69 18.40% 35 15.15% 150 40.00% 73 31.60% .26% .43% .00%.00% .26% .43% 49 13.06% 39 16.88% 0 . 00% .00% 2 2 0 0 9 8 2 2 10 9 375 231 .00% .00% 2. 4 0% 3.46% 1.60% 1. 73% .53% . 86% .26% .43\\ .00% .00% 2.40% 3.46% .53% .86% 2. 66% 3.89\\ .00\\ .00\\ .26% .43\\ .00\\ .00% .00\\ .00% .26% . 43% 58 43 64 33 127 62 44 35 0 0 0 7 2 2 10 9 334 209 so 13.33% 35 15.15% 69 18.40% 35 15.15% 134 35. 73% 63 27.27% .26% . 43% .00% .00% .26% 38 10.13% 31 13 .4H 0 . 00% .00% .00% .00% 1. 60% 2.16% .60% 1.73% .53% .86% . 26% . 43% .00% .00% 2. 4 0% . 4 6% .26% .43% 2 .13% 3. 03% .00% .00% .26% . 00% .00% .00% .00% .26% . 4 3% 328 87.46\\ 196 84.84\\ 46 33 64 33 112 53 33 27 7 291 177 14 11 16 10 11 0 0 .73% 4.76% .00% .'00% 4.26% 4.32% . 00%- . 00% .00% .00% .00% .00% 2.93% . 4 6%. 00% .00% .00% .00% .80% 1.29% .00% .00% .00% .00% .00% .00% .00% .00\\ .00% .00% .26% .43% .53% . 86\\ .00% .00% .00% .00% . 00% .00% .00% .00% .00% . 00% 47 12.53% 35 15.15% 12 10 0 15 11 0 0 0 0 0  43 63 Ref, DIS013 Disciplinary Referral Summary By FILE YEAR, NLRSDOl 10/16/01 CUMULATIVE Action Taken AMBOY ELEMENTARY SCHOOL -- - - - - -TOTAL- - - - - - - - - -- - - - -BLACK- - - -- - - - -----NON-BLACK------ c.escription Total Pct Par Con Total Pct Par Con Total Pct Par Con = ====================-=======--------------------------==-===-=====----======================================================== 01 Conference with Student ACTIONS 6 1.60% 6 6 1.60% 6 0 .00% 0 STUDENTS s 2 .06% s s 2. 06% s .00% 02 Conference with Parent ACTIONS 7 1.86% 4 7 1 . 86% 4 .00% STUDENTS 7 2 .89% 4 7 2.89% 4 0 .00% 0 03 Conference with Student and Parent ACTIONS 1. 06% 4 3 _ 80% 3 .26% STUDENTS 4 1.65% 4 1.23% . 41% 04 Privileges Denied ACTIONS 75 20. 00% 66 67 17 .86% 59 2.13% 7 STUDENTS 53 21 .90% 46 47 19 . 42% 41 2 . 4 7% 5 OS Behavior Contract ACTIONS 0 .00% 0 .00% 0 .00% STUDENTS 0 .00% 0 0 .00% 0 .00% 0 06 Detention Hall ACTIONS 78 20 .80% 69 65 17 .33% 57 13 . 4 6% 12 STUDENTS 54 22 .31% 49 42 17 .35% 37 12 4.95% 12 07 Student Will Make Up Time ACTIONS 0 .00% 0 0 .00% 0 0 .00% STUDENTS 0 .00% 0 0 .00% 0 0 .00% 0 08 Student Placed on Probation ACTIONS 0 .00% 0 0 .00% 0 0 .00% STUDENTS 0 .00% 0 .00% 0 0 .00% 09 Student Assignment Class(SAC) ACTIONS .26% 1 .26% .00% 0 STUDENTS .41% . 41% .00% 0 10 Home Suspension ACTIONS 46 12 .26% 39 40 10 .66% 33 1.60% 6 STUDENTS 30 12 .39% 25 24 .91% 19 2.47% 11 Boys/Girls Club Suspension ACTIONS 0 .00% 0 0 .00% 0 0 .00% STUDENTS 0 .00% 0 .00% 0 0 .00% 12 Alt School Susp (K-6) ACTIONS 0 .00% 0 .00% 0 0 .00% STUDENTS 0 .00% 0 0 .00% 0 0 .00% -s Suspension ACTIONS 15 4. 00% 15 15 4. 00% 15 0 .00% STUDENTS 13 s .37% 13 13 s .37% 13 .00% 14 Saturday School ACTIONS 0 .00% 0 .00% 0 .00% STUDENTS 0 .00% 0 .00% 0 .00% 0 15 Recommended Expulsion ACTIONS 0 .00% 0 0 .00% 0 0 .00% 0 STUDENTS 0 .00% 0 .00% 0 0 .00% 0 16 Other ACTIONS 10 38 .13% 130 124 33 .OH 113 19 5 .06% 17 STUDENTS 75 30. 99% 69 64 26.44% 59 11 4. 54 % 10 17 Expulsions ACTIONS 0 . 00% 0 0 .00% 0 .00% 0 STUDENTS .00% 0 0 .00% 0 .00\\ 0 TOTAL ACTIONS 375 334 328 87 .46% 291 47 12 .53% 43 STUDENTS 242 216 206 85 .12% 182 36 14 .B7% 34   COMPREHENSIVE OUTCOMES EVALUATION (COE) SURVEY RES UL TS (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE)  Page 26 AMBOY ELEMENTARY SCHOOL NORTH LITTLE ROCK SCHOOL DISTRICT NORTH LITTLE ROCK, ARKANSAS 72115-0687 ARKANSAS CONSOLIDATED SCHOOL IMPROVEMENT STATUS REPORT Copies to: SCHOOL IMPROVEMENT TEAM VISIT March 20, 2001 Submitted to: James R. Smith, Superintendent Compiled by: Ms. Alice Simelton, School Improvement Supervisor Arkansas Department of Education Mrs. Beverly Kelso, Principal Dr. Dave Westmoreland, M/SIP Unit Leader 2 SCOPE OF THE SCHOOL IMPROVEMENT PLANNING DOCUMENT It is the official intent of the Arkansas Department of Education that this report should be submitted by the chairperson of the Visiting Team directly to the administrators of the school. The subsequent distribution of the report and its availability for public consideration will be at the discretion of those administrators. Neither the chairperson nor the other members of the Visiting Team are authorized to release any information contained in this report without the approval of the school administrators. Information maintained by the Arkansas Department of Education is subject to the laws, policies, and regulations of the State of Arkansas and the United States. Moreover, the team members are not to be held accountable for any injudicious or unauthorized use of this document. School Improvement Visiting Teams ascertain information and provide comments regarding the following: involvement of the school staff and patrons in the school improvement planning process\nthe connection between the school's mission statement and the goals and activities of the plan\nthe specific areas of emphasis in the plan\nthe appropriateness of the plan\nand evidence of continual plan review. The purpose of these teams is to support the development of useful school improvement plans and to advise school planners on the implementation of proposed intervention strategies. Additionally, the Visiting Team will not evaluate individual student performances and will not prescribe a specific company's instructional materials or programs. Any reference to specific instructional materials contained in a Team Report is merely for consideration by the school. AMBOY ELEMENTARY SCHOOL NORTH LITTLE ROCK SCHOOL DISTRICT ARKANSAS CONSOLIDATED SCHOOL IMPROVEMENT PLANNING PROCESS March 20, 2001 Ms. Alice Simelton, General Chairperson Mr. Harrell Austin, School Improvement Supervisor Crowley's Ridge Education Cooperative P.O. Box 377 Harrisburg,Arkansas72432 Ms. Kathy Juniel, Teacher Mabelvale Elementary School 9401 Mabelvale Cut-Off Mabel vale, Arkansas 72103 Ms. Felicia Hobbs, Principal Gibbs Magnet Elementary School 1115 West 16th Street Little Rock, Arkansas 72202 Dr. Robert Johns, Professor University of Arkansas at Little Rock 2801 South University Little Rock, Arkansas 72204 Ms. Betty Brewer, NCA Representative Reed Elementary North School Caller #8880 Dumas, Arkansas 71639 3 4 On March 20, 2001,an Arkansas Consolidated School Improvement Plan (ACSIP) team visit was conducted at Amboy Elementary School. The information in this report was obtained from observations, the ACSIP, and interviews with the principal, steering committee and faculty. The Visiting Team hopes this report will help the school as the Plan is implemented and updated annually. In addition to certified staff members, Amboy Elementary School involved noninstructional staff members and parents in the ACSIP school improvement process. A parent, a teacher's aide, and the campus supervisor served on the Literacy Committee and a parent and an aide served on the Math Committee. Parents are also involved in several other ways including serving as volunteers in the classroom, the STEP program, Sharefest, and the PTA. Through the STEP program, area churches send mentors to the school for 45 minutes each week to work with high risk students. During Sharefest, 300 individuals from one church held a workday at school to work on the playground, perform building maintenance work, and build bookcases in the classrooms. Children read to parents or care givers each night and parents sign off on the activity. During parent conferences week, the teachers go to satellite communities one day to confer with parents on their turf ( a local church). Over 90% of the parents in the satellite zones attend the conferences. The school also has a PT A that meets quarterly and annual open house day, Parent's Day, and Grandparent's Day. The business community is involved in the school through the Partner's program. American Express and First Star Bank serve the school as business partners. Personnel from these businesses provide tutorial services and serve as judges for school contests. There are obvious connections between the school's mission statement and the goals, interventions, and actions in the ACSIP document. The mission statement was developed in collaboration with the entire staff. It was revised slightly to address the changing population of the school. The mission statement focuses on areas such as academic excellence, home and school partnerships, an enriched learning environment, problem solving skills, literacy, and cultural diversity. The entire Plan addressed student academic performance in literacy and mathematics with special emphasis on problem solving skills. The Plan attempts to engage parents through establishing a parental involvement program for one-on-one reading in kindergarten through second grades. The school mission statement comes alive through various activities such as Math Super Stars, Math Whiz, GfT Programs, CHAMPS, Student of the Month, etc. Teachers and other staff extend themselves to the school community by providing additional instructional materials and services to the meet the changing needs of the student population. Within the mission statement, the staff expresses how it welcomes diversity and embraces uniqueness. There is a need to reevaluate this area. Based upon the demographic make-up of the school, including staff, their appears to be a shortage of minority representation. The ACS IP document addresses the content areas of math and literacy. In math, goals are written to improve student performanf_:e in geometry, measurement, and problem solving strategies. This will be accomplished by implementing the Math Superstars program and teacher designed geometry mini-lessons. The geometry textbook will also be supplemented with the Technical Education Research Centers (TERC) curriculum. Problem solving skills will be enhanced by the use of the Benchmark exam released items and open response items in math classes. A twenty-eight student computer lab is being used to individualize math lessons and students are keeping math journals. In literacy, goals are written to improve reading and writing skills across the curriculum. Actions include the establishment ofliteracy corners, a resource book room, and a common planning time for curriculum mapping. Instructional aides will be provided to reinforce Boehm and the Early Prevention of School Failure reading and writing skills to kindergarten students. Staff members are also trained in Reading Recovery, Early Literacy and Learning in Arkansas (ELLA), and Effective Literacy For (ELF) grades two through four. . The Amboy Elementary School ACSIP is built on a data analysis process that included two sources of data, SAT9 and fourth grade Benchmark, with two years of Benchmark data and one year of SAT9 data. The ACSIP model is designed to include three sources of data and a minimum of three years of SAT9 data. Also, the skills addressed by the goals should relate directly to the data skill deficits reflected in the supportive data. The Plan includes interventions and actions of sufficient quantity and quality to have a positive impact on improving student achievement in literacy and math. Several of the strategies, such as Reading Recovery, ELLA, ELF, and curriculum mapping/alignment, have proven through time and research to be 5 successful if properly implemented. The Benchmark statements reveal a desire to improve student performance 3% each year for five years. However, the state will decide the percent of improvement required based on a state adopted formula. The percent will change ea.ch year based on the amount of improvement the previous year. The Visiting Team was impressed with the staffs focus on meeting state standards in math and literacy. This was evident, not only from the ACSIP and staff interviews, but, more importantly, through classroom observation. Although the ACSIP does not document a plan to review data and revise the plan, interviews with the staff revealed their awareness that a plan needed to be in place. The Visiting Team recommends that a committee be appointed to make sure that a proper monitoring system is designed and documented. The Visiting Team expresses appreciation to the administration and staff for their hospitality and helpfulness during the visit. They are to be commended for their desire and efforts to improve the performance of students at Amboy Elementary School. The Visiting Team respectfully submits the following recommendations for consideration: 1. The Visiting Team recommends that the school continue with efforts to train teachers in ELLA and ELF and continue to give students daily opportunities to participate in varied reading and writing activities. 2. The staff is encouraged to follow through with plans to map and align the curriculum. The curriculum should be aligned both horizontally and vertically. It may be helpful to start with math only and address other content areas as time permits. 3. The responsibility for each action should be assigned to only one person if possible. When several people are assigned the responsibility, there is the danger that everyone may wait for someone else to initiate the activity. 4. As the Plan is reviewed and revised, it would be helpful to include the appropriate secondary indicators from the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACT AAP). The state will require that the school address any secondary indicators that do not meet the state standards. 5. In order for the ACSIP to be a true consolidated Plan, it is recommended that the Plan include federal program activities, special education plans, gifted and talented programs, equity issues, the technology plan, class reduction funds, and other appropriate initiatives. Also, to satisfy federal program requirements, each intervention should include appropriate research documentation and include actual expenditures. 6. It is important that the interventions include appropriate Plan evaluation actions that allow 6 for evaluation of interventions and actions during the school year rather than having to wait a full year to review SAT9 and Benchmark results. This would give the school data to make decisions about whether to continue an intervention or to \"weed\" the garden. It is better to do a few things well than to give superficial attention to several things. 7. Some of the components listed as actions, such as Reading Recovery, ELLA, ELF, and curriculum mapping/alignment, are significant enough to be developed as interventions with several actions addressing each one. 8. It would be helpful to include the charts and graphs showing the three year history of the Benchmark and SAT9 scores, including the item by item analysis, as a part of the ACSIP document.   NORTH LITTLE ROCK SCHOOL DISTRICT 2001-2002 SCHOOL PROFILE School: Belwood Elementary Grade: Kindergarten - Fifth Principal: Cynthia Mel tao Race/Gender: W/F Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Secretary: Janelle Oliger Race/Gender: W/F    Staff Staff Changes SCHOOL.OFILE Table of Contents  Staff Attendance (Certified) * Staff Attendance (Classified) * School Enrollment Elementary Secondary Special Programs Special Education Four Year Comparison * Class Enrollment (Elementary) * Course Enrollment (Secondary) Extended Educational Programs School/District lntitiated Honors and Awards Committee/Parental Involvement Extracurricular Activities Tryout Information * Student Attendance (After Nine Weeks) Students Retained Subject Area Courses Failed (Secondary) Graduation Information Dropout Statistics (Previous Semester) Achievement/Assessment Data Staff Development Update (Certified) Staff Development Update (Classified) * Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Annual School Improvement Plan *INFORMATION TO BE FURNISHED BY COMPUTER SERVICES Page 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27   Belwood 2001-2002 FULL Tl ME PART Tl ME POSITION WHITE BLACK OTHER WHITE BLACK OTHER M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 CLASSROOM TEACHERS A 1 a SPEC EDUC TEACHERS ? ? 1 I MEDIA SPECIALISTS 1 1 GIT FACILITATORS 1 1 SPEECH THERAPIST 1 1 COUNSELORS 1 1 READING RECOVERY 1 1 H.O.T.S. !TOTAL CERTIFIED J3 5 5 TEACHER AIDES ::l ::l /\nCLERICAL STAFF 1 1 SOCIAL WORKERS CUSTODIANS 2 2 CAFETERIA WORKERS \u0026lt; \u0026lt; COMPENSATORY AIDES LUNCH AIDES 1 1 ? CROSSING GUARDS INTERVENTION AIDE PARENT COORDINATOR !TOTAL CLASSIFIED 2 I 1 14 Page 1 Ref: DES00l Staff -45 Belwood Elementary Date: Time: 10/15/01 Based on Base Location 15:40:09 POSITION Administrators Regular Classroom Teachers Special Education Teachers G/T Facilitator Teacher Aides Clerical Staff Custodians Cafeteria Workers Lunch Aides/Crossing Guards Totals ---WHITE--Male Female 0 1 0 8 0 4 0 1 0 3 0 2 0 0 0 0 1 0 1 19 ---BLACK--Male Female 0 0 0 1 0 0 0 0 0 3 0 0 2 0 0 3 0 /'2:' I 2 9 Page 1 ---OTHER--Male Female 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 9 4 1 6 2 2 3 ....a---. ,...a-r 3:J    SCHOOL: Belwood STAFF 2001~2002 (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES CROSSING GUARDS !TOTAL CLASSIFIED Page 2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 3  Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE  by Race and Sex School 45 BELWOOD ELEMENTARY Race / Gender Tot-Emp K-6 7-8 9-10 Black - Female 1 2. 0 Black - Male White - Female 14 25.0 White - Male Other - Female Other Male 3 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DAT A) Page 4 - Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Race I Gender Black - Female Black - Male White - Female White - Male Other - Female Other Male Classified Staff Absences PAGE 4 by Race and Sex School 45 BELWOOD ELEMENTARY Tot-Emp K-6 7-8 9-10 11-12 Other 8 31. 0 2 1. 0 5 9.0 1 PUPIELN R LLNENT BYS CHL LEA~ 60-02-053  CTBER 1, 2001 CURRESCNHTL RSSIGHl1EHTS cmnm: PULASKI DISTRICNTO: RTLHIT TLRTO CKSC HOOOLE:L UOEOLEDM ENTARY GRADSPEA il:K -05 - f.lHITE BLACK HISPANICA SIAH/APIl1 I ND/ALNSA T GRAOTaET AL II F 11 r II r II F i1 F ~ 24 5 2 7 8 1 1 0 0 0 0 Oi 26 6 6 8 5 0 i 0 0 0 0 02 27 3 6 iO 7 0 i 0 0 (i 0 0:j 35 10 \u0026lt;i 10 9 0 2 0 0 0 0 04 24 4 i:, 8 5 0 1 0 0 0 0 05 30 6 iO 6 6 0 i 0 0 i 0 06 i i 0 (i (i 0 0 0 0 0 0 SCHllll1L6 7 35 3'i 49 \u0026lt;iO i 7 0 ii i 0 TllTid.S 4i. 3i: 5Ui: 4.8i: .OX .6i: m\nLUD1E4 3 30 32 42 32 0 i:, ii 0 i 0 GKD!U j 43.4'/. 51.7X 4.2i: .Oi: . 7i:    TOTAL ENROLLMENT IN SPECIAL PROGRAMS SCHOOL: Belwood 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAMS M F WHITE M F BLACK M F OTHER TOTAL # ssee nPxt. ~CTP Special Ed. % #  14 10 24 1 Q 1 Q \u0026lt;A 1 1 7 \u0026lt;\nA Title I % 21 q l'i n 37.5 29. 29.7 59.4 1.'if 1. 'in 1 1 100 0 Ed/ # 2 2 6 \u0026lt; Q 1 1? Comp. Earlv Succes ,% 16.7 16.7 50.0 25.0 75.0 8.3 8. 3 1000 - # 2 3 5 1 1 7 ? R Gifted Ed. % 25.0 37.5 62.5 12.5 12.5 25.0 100 # % # % # % # % # % # % # % # % # % Page 7   SPECIAL EDUCATION SCHOOL: Belwood PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 1 PLACEMENT M.R. % 100.0 RESOURCE ROOM # 1 I PLACEMENT LO. % 11 1 11 1 # 2 1 3 4 1 SELF-CONTAINED % # fi 4 10 10 3 SPEECH % 25.0 16.7 41. 7 41.7 12.5 TRANSITION - BA - # SELF-CONTAINED % # RESOURSE ROOM/MH % # 2 2 1 1 RESOURSE ROOM/OHi % so.a so.a 25. I 25.0 # RESOURSE ROOM 504 % # RESOURSE ROOM SE % # % PLACEMENT IS DETERMINED BY PRIMARY HANDICAPPING CONDITION There is a District Self-Contained Unit on this campus   2001-2002 TOTAL OTHER TOTAL BLACK M F OTHER TOTAL 1 100 1 1 11 1 inn 5 8 13 1 1 t24 54.5 4. 1 4. 1 100 4 so.a 100 Yes No (Circle one) Page 8 SCH\u0026amp;: Belwood FOUR YEAR ENROLL-NT COMPARISON OCTOBER 1 DATA (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACK AND NON-BLACK INCLUDING KINDERGARTEN EXCLUDING KINDERGARTEN BLACK 89 BLACK 74 WHITE f\nq WHITE IS? 2001-2002 OTHER a 2001-2002 OTHER ~ TOTAL 11 F,7 0 TOTAL 143 % BLACK \"\" ., % BLACK \u0026lt;\n1 R BLACK 72 BLACK 54 WHITE 70 WHITE 61 20, 00-2001 OTHER A 2000-2001 OTHER ,1 TOTAL 1,1/\n0 TOTAL 11 Q % BLACK LIQ \u0026lt; % BLACK 4'i 4 BLACK -,c, .. BLACK - ' \u0026lt;Sl WHITE f\nf\nWHITE 59 1999-2000 OTHER 2 1999-2000 OTHER 2 TOTAL 1AC 0 TOTAL 11 ?7 % BLACK 53 4 % BLACK so.a BLACK 8\" BLACK 71 WHITE 7n. WHITE ,1 1998-1999 OTHER ? 1998-1999 OTHER 1 TOTAL 1 'iA 0 TOTAL 125 % BLACK % BLACK  2001~2002 0 0 0 0 Page 9    SCHOOL: Belwood CLASS ENROLLMENT 2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F -, ., A 1 Jennifer Elms K 06 F w ? ? 4 4 To-- J:i'c1+-nn 1{ na F w -, , ., 1 1 Kelli Dininner 1 14 F w ? -, A -, Tammy Yaqos 1 O'i F w -, C n F, 1 Donna Clifton 2 11 F w .. , A c\n1 Dorie Summons 3 11 F B A 2 c\n4 , Pam Templin 3 10 F w 4 7 R c\n1 Kathy Jackson 4 12 F w .. , n \" \" 1 1 1 Staci Nichols 5 09 F w 1, 2 1 Tisha Long CBI 01 F w 1 1 ? Mary Serbousek CBI 02 F w 1c\n11 4q ,1n ,, 7 - TOTAL: 0 0 0 0 0 0 Page 10 ~ e f-: SCH611D CLASS ENROLLMENT Page 1 )ate: 10/15/01 BELWOOD ELEMENTARY SCHOOL rime: 15: 55: 12 Teacher -t,Jhite- -!Hack- -Other-reach er Name CourseSec Course Title Sex Race M F M F M F Tot -1 1 AR101 1 ART F w 1 1 3ER DUSEK 1 AR101 2 ART F w 1 1 {AGOS 1 AR101 5 ART F w 2 3 4 3 12 )ININGER 1 AR101 14 ART F w 3 1 3 3 1 11 AR101 ART 6 5 7 6 1 25 _ONG 1 AR201 1 ART F w 1 1 :LIFTON 1 AR20i 13 ART F w 3 6 8 6 i 24 AR201 ART 3 6 9 6 1 25 3ERBOUSEK 1 AR301 ..., ART F w 1 1 C. fEMPLIN 1 AR301 10 ART F w 4 2 5 4 1 16 3UMMONS 1 AR301 11 ART F B 6 1 4 5 1 17 AR301 ART 10 3 10 9 2 34 JACKSON 1 AR401 . ..., 1 C. ART F w 4 7 8 5 i 25 AR401 ART 4 7 8 5 1 25 _ONG 1 AR501 1- ART F w 1 1 ..., C. \\JICHOLS 1 AR501 9 ART F w 6 10 5 5 1 1 28 AR501 ART 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 _ONG 1 ELM 1 C B I F w 1 ..., 1 4 C. 3WUSEK 1 ELM 2 C B I F w 1 1 2 4 ELM C B I 2 i 4 1 8 DEPT TOTALS ..., 1 4 1 8 C. _ONG 1 EN101 1 ENGLISH F w 1 1 3ERBOUSB, 1 EN101 2 ENGLISH F w 1 1 YAGOS 1 EN101 5 ENGLISH F w 2 3 4 3 12 DININGER 1 EN101 14 ENGLISH F w 3 1 3 3 1 11 EN101 ENGLISH 6 5 7 6 1 25 _ONG 1 EN201 1 ENGLISH F w 1 1 CLIFTON 1 EN201 13 ENGLISH F t,J 3 6 8 6 1 ..., A c.-4 EN201 ENGLISH 3 6 9 6 1 25 SERBOUSEK 1 EN301 2 ENGLISH F !,J 1 1 TEMPLIN 1 EN301 10 ENGLISH F w 4 ..., 5 4 .i 16 C. SUMMONS 1 EN301 11 ENGLISH F B 6 1 4 5 1 17 EN301 ENGLISH 10 3 10 9 ~, C. 34 JACKSON 1 EN401 12 ENGLISH F l,J 4 7 8 5 1 25 EN401 ENGLISH 4 7 8 5 1 25 LONG 1 EN501 1 ENGLISH F w 1 1 ..., C. NICHOLS 1 EN501 9 ENGLISH F w 6 10 5 5 1 1 28 - EN501 ENGLISH 6 10 6 6 1 ... 30 DEPT TOTALS ...,0 31 40 32 1 6 139 C. .. ~ef: SCH611D CLASS ENROLLMENT Page 2 )ate: 10/15/01 BELWOOD ELEMENTARY SCHOOL rime: 15:55:12 Teacher -White- -Black- -Other-reacher Name CourseSec Course Title Sex Race M F M F M F Tot =-EN 1 GK 4 GRADE K F w 2 2 4 4 12 ::L ::\n1 GK 6 GRADE K F w 3 3 4 1 i 12 GK GRADE K 5 ,, 7 8 1 1 24 C. DEPT TOTALS 5 2 7 B 1 1 24 {AGOS 1 Gl 5 GRADE 01 F w 2 3 4 3 12 HNINGER 1 G1 14 GRADE 01 F w ~ 1 3 3 1 11 Gl GRADE 01 5 4 7 6 1 ,.,~ c.~ DEPT TOTALS 5 4 7 6 1 23 .I. :LIFTON 1 G2 13 GRADE 02 F w 3 6 B 6 1 24 G2 GRADE 02 3 6 8 6 1 24 DEPT TOTALS 3 6 8 6 1 24 fEMPLIN 1 G3 10 GRADE 03 F w 4 2 5 4 i i6 3UMMONS 1 G3 11-- GRADE 03 F B 6 1 4 5 1 17 G3 GRADE 03 10 3 9 9 2 33 DEPT TOTALS 10 3 9 9 2 33 JACKSON 1 G4 12 GRADE 04 F w 4 7 8 5 1 25 G4 GRADE 04 4 7 8 5 i 25 - DEPT TOTALS 4 7 8 5 1 25 \\IICHOLS 1 GS 9 GRADE 05 F w 6 10 5 5 1 1 28 G5 GRADE 05 6 10 C. 5 1 1 28 ,J DEPT TOTALS 6 10 5 5 1 1 28 _QNG 1 HL101 1 HEALTH F w 1 1 0- 3ERBOUSEK 1 HL101 ,, HEALTH F w 1' 1 C. \\c.) YAGOS 1 HL101 C. HEALTH F w ,., 3 4 3 12 ,J C. DININGER 1 HL101 14 HEALTH F 14 3 1 3 3 1 11 HL101 HEALTH 6 5 7 6 1 25 _ONG 1 HL201 1 HEALTH F w 1 1 CLIFTON 1 HL201 13 HEALTH F w 3 6 8 6 -' 24 HL201 HEALTH 3 6 9 6 1 25 SERB DUSEK 1 HL301 2 HEALTH F w 1 1 TEMPLIN 1 HL301 10 HEALTH F l,J 4 2 5 4 1 16 SUMMONS 1 HL301 11 HEALTH F B 6 1 4 5 1 17 HL301 HEALTH 10 3 10 9 2 34 JACKSOl\\l 1 HL401 12 HEALTH F w 4 7 B C. l 25 ,J HL401 HEALTH 4 7 8 5 1 25 ~~LS 1 HL501 1 HEALTH F w 1 1 ...., C. 1 HL501 9 HEALTH F w 6 10 5 5 1 1 28 HL501 HEALTH 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 ~ef: SCH611D CLASS ENROLLMENT Page ,.., --~ late: 10/15/0i BELWOOD ELEMENT ARV SCHOOL 1me: 15:55:13 Teacher -White- -Black- -Other,- eacher Name CourseSec Course Title Se:.: Race M F M F M F Tot .oe 1 HN101 1 HANDWRITING F w i 1\nERBOUSEK 1 HN101 2 HANDWRITING F w i 1 'AGOS 1 HN101 5 HANDWRITING F w 2 3 4 -.-.-.:.\n. , 12 iININGER i HN10i 14 HANDWRITING F w 3 i 3 ., ....., i ii HN101 HANDWRITING 6 5 7 6 i 25 _ONG 1 HN201 1 HANDWRITING F w 1 1 '.LIFTON 1 HN201 13 HANDWRITING F w .-.:.) .., 6 8 6 i 24 HN20i HANDWRITING 3 6 9 6 i 25 ,ERBOUSEK 1 HN301 2 HANDWRITING F w 1 1 rEMPLIN 1 HN301 10 HANDWRITING F l.J 4 2 5 4 1 16 3UMMONS 1 HN301 11 HANDl.JRIT I NG F B 6 1 4 5 i 17 HN301 HANDWRITING 10 3 10 9 2 34 JACKSON 1 HN401 12 HANDWRITING F w 4 7 8 5 1 25 HN401 HANDl.JRIT I NG 4 7 8 5 1 25 _ONG 1 HN501 1HANDWRITING F w 1 1 2 .JICHOLS 1 HN501 9 HANDl.JRIT I NG F l.J 6 10 5 5 1 1 28 HN501 HANDl.JRIT I NG 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 _ONG 1 MA101 1 MATH F l.J 1 1 3E-USEK 1 MA101 2 MATH F (,j 1 i r\"A 1 MA101 5 MATH F w 2 3 4 3 12 )ININGER 1 MA101 14 MATH F w 3 i 3 _-:_l , 1 11 MAiOi MATH 6 5 7 6 i 25 _ONG 1 MA201 1 MATH F w 1  .I. :LIFTON 1 MA201 13 MATH F w 3 6 8 6 1 24 MA201 MATH 3 6 9 6 i 25 3ERBOUSEK 1 MA301 2 MATH F w 1 1 fEMPLIN 1 MA301 10 MATH F w 4 2 5 4 i i6 3UMMONS 1 MA301 11 MATH F B 6 1 4 5 i 17 MA301 MATH 10 3 10 9 2 34 JACKSON 1 MA401 12 MATH r l.J 4 7 8 5 1 25 MA401 MATH 4 7 8 5 1 25 _ONG 1 MA501 1 MATH F w 1 1 2 \\IICHOLS 1 MA501 9 MATH F l.J 6 10 5 5 1 1 28 MASO! MATH 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 - NG 1 MU101 1 MUSIC F w 1 1 3ERBOUSEK 1 MU101 2 MUSIC F l.J 1 1 YA. 1 MU101 5 MUSIC F L.,J 2 3 4 3 12 DI GER i MUiOi 14 MUSIC F w 3 i 3 3 1 11 MU101 MUSIC 6 5 7 6 1 25 ?ef: SCH611D CLASS ENROLLMENT Page 4 iate: 10/15/01 BELWOOD ELEMENTARY SCHOOL \"ime: 15: 55: 14 Teacher -White- -Black- -Other- each er Name CourseSec Course Title Sex Race M F M F M F Tot -- 1 MU201 1 MUSIC F w 1 1 :LI ON 1 MU201 13 MUSIC F w 3 6 8 6 1 24 MU201 rJUSIC 3 6 9 6 1 25\nERBOUSEK 1 MU301 ,., MUSIC F w 1 1 C. \"EMPLIN 1 MIJ301 10 MUSIC F w 4 2 5 4 1 16 \u0026gt;UMMONS 1 MU301 11 MUSIC F B 6 1 4 5 1 17 MU301 MUSIC 10 3 10 9 ,., c.. 34 JACKSON 1 MU401 12 MUSIC F w 4 7 8 5 1 25 MU401 MUSIC 4 7 8 5 1 25 .ONG 1 MU501 1 MUSIC F w 1 1 2 HCHOLS 1 MU501 9 MUSIC F l,J 6 10 5 5 1 1 28 MU501 MUSIC 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 .ONG 1 PE101 1- PHYS ED F w 1 1 :\nERB DUSEK 1 PE101 2 PHYS ED F w 1 1 (AGOS 1 PE101 5 PHYS ED F w 2 3 4 3 12 HNINGER 1 PE101 14 PHYS ED F w 3 1 3 3 1 11 PElOl PHYS ED 6 5 7 6 1 25 .ONG 1 PE201 1 PHYS ED F w 1 1 :L.N 1 PE201 13 PHYS ED F w 3 6 8 6 1 24 PE201 PHYS ED 3 6 9 6 1 25 3ERBOUSB-\u0026lt;. 1 PE301 ,., PHYS ED F w  1 C. ... fEMPLIN 1 PE301 10 PHYS ED F w 4 ,., 5 4 1 16 t::.. 3UMMONS 1 PE301 11 PHYS ED F B 6 1 4 5 1 17 PE301 PHYS ED 10 3 10 9 2 34 JACKSON 1 PE401 12 PHYS ED F w 4 7 8 5 1 25 PE401 PHYS ED 4 7 8 5 .1. . 25 _ONG 1 PE501 1 PHYS ED F w 1 1 ,., C. llICHOLS 1 PE501 9 PHYS ED F w 6 10 5 5 1 .1. . 28 PE501 PHYS ED 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 _ONG 1 RE101 1 READING F w 1 1 3ERBOUSEK 1 RE101 2 READING F w 1 1 rAGOS 1 RE101 5 READING F w 2 3 4 3 12 )ININGER 1 RE101 14 READING F w 3 1 ..:l 3 1 11 RE101 READING 6 5 7 6 l ,':\".l.C.,: C _ONG 1 RE201 1 READING F w .1 . 1 :LIFTON 1 RE201 13 READING F w 3 6 8 6 1 24 3E.USEK RE201 READING 3 6 9 6 1 25 1 RE301 ,., READING F w 1 1 C. !ef: SCH611D CLASS ENROLLMENT Page 5 iate: 10/15/01 BELWOOD ELEMENTARY SCHOOL ime: 15:55:14 . Teacher -!,/hi te- -Black- -Other- . eacher Name CourseSec Course Title Sex Race M F M F M F Tot E-IN 1 RE301 10 READING F w 4 ..., C. 5 4 1 16 3UMMONS 1 RE301 11 READING F B 6 1 4 5 1 17 RE301 READING 10 3 10 9 ~, C. 34 JACKSON 1 RE401 12 READING F w 4 7 8 5 1 25 RE401 READING 4 7 8 5 1 25 .ONG 1 RE501 1 READING F w 1 1 ..., .I. C. HCHOLS 1 RE501 9 READING F w 6 10 5 5 1 1 28 RE501 READING 6 10 6 6 1 1 30 DEPT TOTALS ...,0 C. , 31 40 32 1 6 139 ~ERB0USB\u0026lt;. 1 SC301 2 SCIENCE F w 1 1 fEMPLIN 1 SC301 10 SCIENCE F l,J 4 ~, C. 5 4 1 16 3UMMONS 1 SC301 11 SCIENCE F B 6 1 4 5 1 17 SC301 SCIENCE 10 3 10 9 2 34 JACK.SON 1 SC401 12'SCIENCE F w 4 7 8 5 1 25 SC401 SCIENCE 4 7 8 5 1 25 _ONG 1 SC501 1 SCIENCE F w 1 1 ..., C. IICHOLS 1 SC501 9 SCIENCE F w 6 10 5 5 1 1 28 SC501 SCIENCE 6 10 6 6 1 1 30 - DEPT TOTALS 20 20 24 20 1 4 89 _ONG 1 SP101 1 SPELLING F w 1 1 3ERBOUSEK 1 SP101 2 SPELLING F w 1 1 (AG0S 1 SP101 5 SPELLING F l,J ..., c:.. 3 4 3 12 )Il'HNGER 1 SP101 14 SPELLING F w 3 1 3 3 1 11 SPl0l SPELLING 6 5 7 6 1 25 _ONG 1 SP201 1 SPELLING F w 1 1 :LIFTON 1 SP201 13 SPELLING F w 3 6 8 6 1 24 SP201 SPELLING 3 6 9 6 1 25 3ERBOUSEK 1 SP301 2 SPELLING F w 1 1 rEMPLIN 1 SP301 10 SPELLING F !,J 4 2 5 4 1 16 3UMM0NS 1 SP301 11 SPELLING F B 6 1 4 5 1 17 SP301 SPELLING 1 ,J 3 10 9 C: 34 JAO~SON 1 SP401 12 SPELLING C' \" w 4 7 8 5 1 25 SP401 SPELLING 4 7 8 5 1 25 _ONG 1 SP501 1 SPELLING F w 1 .I. C: \\IICHOLS 1 SP501 9 SPELLING F 1,J 6 10 5 5 1 .iI . 28 SP501 SPELLING 6 10 6 6 1 1 30 DEPT TOTALS 29 31 40 32 1 6 139 3E-USEK 1 SS301 ..c.. ., soc STUDIES F w 1 1 fEMPLIN 1 SS301 10 soc STUDIES F w 4 2 5 4 1 16 \u0026lt;ef: SCH611D CLASS ENROLLMENT Page 6 )ate: 10/15/01 BELWOOD ELEMENTARY SCHOOL iime: 15:55: 15 Teacher -White- -Black- -Other-ieac her Name CourseSec Course Title Sex Race M F M F M F Tot ,U-NS 1 SS301 11 soc STUDIES F B 6 1 4 5 1 17 SS301 soc STUDIES 10 3 10 9 2 34 JACKSON 1 SS401 12 soc STUDIES F w 4 7 8 5 1 25 SS401 soc STUDIES 4 7 8 5 i 25 _ONG 1 SS501 1 soc STUDIES F w 1 1 2 HCHOLS 1 SS501 9 soc STUDIES F l.J 6 10 5 5 1 i 28 SS501 soc STUDIES 6 10 6 6 1 i 30 DEPT TOTALS 20 20 24 20 1 4 89 SCHOOL TOTALS 336 352 456 368 13 69 1594 SCHO. Belwood EXTENDED EDUCA .. AL PROGRAMS WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAM MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL GOVERNOR'S # SCHOOL % # BOY'S STATE % # GIRL'S STATE % # SUMMER SCHOOL % PRE- # KINDERGARTEN % # KINDERGARTEN % # , 7 ' ? ? 4 7 FIRST % , ,,, -, ?Q\" ,.,-, a ?Q \" ?Q \" ~., 1 11 f1\" n # SECOND % # THIRD % # FOURTH % # FIFTH % # SIXTH % GRADES SEVEN # AND EIGHT % GRADES NINE # THRU TWELVE % QUEST # -, ,,, \" -, -, -, SUMMER SCHOOL % 1 R ? 'l6 ' o\na o\na 1 a , 1 Q -, ,,., -, ?7 \".I ,nn n Page 12  SCHOOL: Belwood  HONORS AND AWARDS I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 7-, lln ,\n-, 7-, -,7 cc ' ,, ., ,, REGULARH ONORR OLL % 19.0 33.0 52.0 19.0 26.5 4'i 'i A 1 7 ..2.....5._ 1nn n # -,a ?,1 lea-, 11 11 _6.4__ ? Q -1..Q.._ 1 -,7 PRINCIPAL'SH ONORR OLL % 28.5 17.5 46.0 22.6 24.1 46.7 -1...,__5__ ____5___,_JJ.l._.. .3._____ inn '.1 # ___ll_ ?n c\n7 _2L_ ?4 ----45....__ ., .,, 7 1 nLI 1G~od Citizen % -:,n o , a ? c\nn 7 ?n? ?\u0026lt; 1 A-, -, -, n ., a C -, nn n # \"\" ?C ,.,a 11,1 7,1 1QQ , Q a -,-,c PERFECT ATTENDANCE % 1 Cl 1 ? ? -, A1 .,, .,, n -,-, n \"\" n -, ') .,, ---2......6_ 1 nn n # -1..]___ 1 7 \u0026lt;LI 1? 7-, 3.5 , ., Boost Students % A .::\n~ ?, ., ?, ., ,If\nF, 1 F. 4 111 c\n,17 a 1 LI II 1 _s__..s__ 1 nn n # 16 8 24 ?7 ' ?'i C:? ? ?A Most Helpful % 20.5 10.2 30.7 34.6 32.1 66.7 2.6 2.6 inn n # 1 7 7 ?LI 1,1 ., ,-, .,, , Most Improved Soci lI. 41.5 17.0 58.5 34.2 7.3 41 'i inn n # .,, c\n0 ?.., 11\" .,,., AQ Mr,~t. Tmnr~ -~-' 11.....,,rlomi .'.i,'I1,., s....._.. .: lJL.A LJA. 1l 48 0 33 3 Rl -, -100 # 7? 7,\n11 l!A an IF.F. 1 c\n.5___ \" \" 1? Math % 22.8 24.0 46.8 28.5 20.9 49.4 1.9 1.9 00 # c-, 4R 1 n1 77 74 1, \"' ? A 1 n ?\u0026lt;:7 Spelling % 20.2 18.3 38.5 29.4 28.2 57 F. .8 ' 1 11 Q 100 # ,1 1F. ?n ?7 ?R lc\nc\n7c\nHandwri tng /K % 5.4 21. 3 26.T 36.0 37.3 73.3 inn # 9 4. 11 4 1 17 ., 1 1?1 Computer Reading % 39.1 17.4 56.5 17.4 13.0 30.4 13. 1 13.1 100 # 7 ,1 11 \" c\nn , _j___ I? 1 Grade 2-Story Writin % 33.3 19. 1 52.4 19.1 23.8 42.9 4.7 4.7 100 # C ? -, -, .,, ~ 1,1 Socia1 Studies % ,,~ n ,.,, n ~n n 21 0 29.0 c\nn n nn # , ? ?n ..,,, '\" 1'7 32 1 f,'i SCIENCE AWARD % .. n C -,n .., .,, .. ? 23 1 ?F. 1 /IQ ? 1 F, 1nn # ENGLISHA WARP % # C? \"' ,n., C C,LI 1nc n 10 I? 1 A READINGA WARD % . 23.9 23.4 47.1 ?1 4 74 A .,, Q ') .,, .,, 1 A C nn Page 13   SCHOOL: Belwood HONORS AND AWARDS List all honors and awards - - - - - be specific HONORS WHITE TOT/IL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # ., \" Q ., A , ., Health % ,.,., ' AC ' en -, ,,., , -, -, .,,, 0 ,nn # , - - \" - - C -, Assignment Notebor k% 14,3 71.4 85-7 14 . ..l_ 14.3 inn Music # i 1 \" 1 , 'i CBI Most Improved % 60.0 20.0 80.0 ?n.n ?n n ,nn CBI Most Improved # 3 2 5 1 1 \" Language Arts % c\nn n .,., ., \"\" ., , \" 7 '\" -, '\"\" CBI Most Improved # 1 1 , Listeninq % 100.0 inn n # % # % # % # % # % # % # % # % # % # % . # % # % Page 13    SCHOOL: Belwood COMMITTEES/PARENT INVOLVEMENT 2001-2002 E M P L O Y E E S PARENTS/ PATRONS 0 F F I C E R s WHITE BLACK OTHER  WHITE BLACK OTHER TL WHITE BLACK OTHER TL COMMITTEE M F M F M F M F M F M F M F M F M F EQUITY # ? 1 1 1 1 1 7 COMMITTEE % 29. ( I4.2 14.2 14.2 14.2 14.2 100 PARENT TEACHER # 1 1R 7 14 ?Q r\nlA ? e\nQe\n1 \" ASSOCIATION % 1.0 lQ n ?n 1e\nn 1,n n f\n.0 ,an ?n 'i.O ,mn lLl n Afi.O # 58 m 34 126 3 4 :02 VOLUNTEERS % 11.6 55.2 6.8 25.1 .6 .7 100.0 # 4 1 5 Q.ESt Qlse stu:ly % oo.o\u0026gt; 20.0 11mn # 1 1 4 Rlrtn2rs in F.:tl:B.tic \"% 75.0 25.0 1mn # 4 4 !:ci.al Events % ,mr '\"\"\" Cl\"aracter-Cart:eroo # 4 Tu:dlin\nJ % ,mr !:ci.al Pro:Jrars # 4 4 % ,m.c 1,mn # 1 1 4 \u0026amp;ll1shire % 75.0 25.0 100.0 Ial:els far # 1 ? \" El::lu::Btim % on\" =7 '\"\" KSIP steerin\nJ # ? ? A O:nrntit.e a % :D.0 :D.0 100.0 # % Page 14    SCHOOL: Belwood EXTRACURRICULAR ACTIVITIES 2001-2002 ACTIVITY MEMBERSHIP SPONSORS OR WHITE BLACK OTHER TOTAL WHITE BLACK OTHER TOTAL CLUB M F M F M F M F M F M F # 1 1 1 ., FIRE MARSHALLS % 33.3 33.3 33.3 100.0 # 2 1 1 4 FT..,AG MONITORS % ~-0 25.0 25.0 100.0 BOOKSTORE # 2 1 1 4 MONITORS % ~-0 25.0 25.0 100.0 STUDENT # 2 3 5 4 1 15 2 ? COUNCIL % 13.3 20.0 33.3 '26. 7 6.7 100.0 100.r ,m.n STUDENT # 3 1 1 \"5 COUNCIL OFFICERS % Fl) ?() ?() 1m_n CHM'S # 6 10 5 5 1 1 28 4 4 % 21.4 36.0 17.9 17.9 3.5 3.5 1m.o 1m ,m lm:assad:lrs # 3 5 5 4 1 18 1 1 % 16.7 27.8 27.8 22.2 5.5 100.0 100 11m # 1 1 1 3 Attamn:E Cl:ll1t % .,..,, .,..,, .,..,, I.m:h M:ni.t ars 100.0 M:n:nirg Am::ux:Ers # 1 I 1 2 % ~-0 ~-0 100.0 # 2 1 3 ~~~ % 66.6 33.3 100.0 A=Thl.y 1-e.lfE['S # 1 1 2 % \"\" (\\ ,snr, 100.0 B:xK B3s\u0026lt;et M:ni.toc I# 3 3 % 100.0 100.0 .Eq..ripralt ltnitors # 1 1 2 % ~-0 ~-0 100.0 Page 15   2001-2002 STUDENT ATTENDANCE AFTER NINE-WEEKS (ATTACH COMPUTER SERVICES GENERATED DATA)  Page 17    SCHOOL: Belwood STUDENTS RETAINED 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # KINDERGARTEN % # FIRST % # 1 1 SECOND % 100.0 100.0 # THIRD % # FOURTH % # FIFTH % # SIXTH % # SEVENTH % # E'IGHT % # NINTH % # TENTH % # ELEVEN % # TWELFTH % Page 18   STUDENT ACHIEVEMENT-ASSESSMENT DATA SAT-9 (PLEASE ATTACH MOST RECENT INFORMATION)  Page 22 A() AP PRIMARY (GR 4) BENCHMARK EXAMINATION ge: 1 MATHEMATICS SCHOOL SUMMARY REPORT: COMBINED POPULATION Athnsas Dtstrtct Name: N. LITTLE ROCK SCHOOL OISTRICT School Name: BELWOOO ELEMENTARY SCHOOL Grade: 04 ComprchusivTee stingA. ssessmcnl LEA N: 60-02 School Number: 053 Date of Test: Aprt 1 2001 \u0026amp;AccounlabihlyP rogram Total Number of Students Tested: 25 Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; .Percentage of Students Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; Percentage of Students Belov Basic (BEL) Basic (BAS) Proftctent (PRO) Advanced (ADV) 154 and below 155-199 200-249 250 and above School District Region _State_ _j~- District _B.!~ 2.1!.!!_ School_ Otstrtct _E.!g!.2!!_ 2.1!1!_ School_ District .J!.!gton State A 11 Students 11 294 4 . .165 13,701 5 121 1,872 6.521 3 88 1. 789 6,653 6 147 2, 101 8, 184 44X 45X 42X 39X 2ox 19X 19X 19X 12X ux 18X 19X 24X 23X 21x 23X Gender Fe11ale 6 162 1. 975 6,466 4 61 937 3,218 1 45 859 3,218 5 70 999 3.970 38X 48X 41X 38X 2sx 18X 20X 19X 6X 13X ,ax 19X 31X 21X 21X 24X hie 5 132 2,186 7,218 1 59 932 3,296 2 43 930 3,432 1 77 1,099 d, 203 56X 42X 42X ox 11X 19X 18X ,ax 22X 14X ,ax 19X 11X 25X 21X 23X Ethntc1ty Asian/Pactftc Islander 0 1 12 73 0 1 12 40 0 1 10 49 0 0 21 80 ox 33X 22X 30X ox 33X 22X 17X ox 33X ,ax 20X ox ox 38X 33X African A11ertcan 7 241 2,286 5,718 2 79 553 1,251 2 42 345 774 0 47 230 500 64X 59X 67X 69X ,ax 19X 16X 15X ,ax ,ox ,ox 9X ox 11X 7X 6X Hispanic 0 5 90 537 0 2 32 217 0 3 28 187 1 3 39 188 ox 38X X 48X ox 15X 17X 19X ox 23X 15X 17X 100X 23X 21X 17X Native A11er1can 0 2 14 98 0 0 8 48 0 0 3 48 0 0 5 46 ox 100X 47X 41X ox ox 27% 20X ox ox ,ox 20X ox ox 17X 19X White 4 44 1,696 7,132 3 38 1,235 4,901 1 42 1,383 5,544 5 96 1,770 7,298 31% 2ox 28% 29X 23X 17X 2ox 2ox ax 19X 23X 22X 38X X 29X 29X Other 0 0 42 72 0 1 19 30 0 0 10 20 0 1 24 40 ox ox x 44X ox SOX 20X 19X ox ox 11X 12X ox 50X 25X 25X Gender/Ethnlc1 ty Fe11ale As Ian/Pac 1f 1 c Is 1 and er 0 1 6 29 0 0 8 23 0 0 3 24 0 0 10 36 ox ,oox 22X 26X ox ox 30X 21X ox ox 11X 21X ox ox 37X nx Afr.1can A11erlcan 4 132 1,087 2. 720 2 40 290 662 1 21 176 402 0 24 122 258 57X 61X 65X 67X 29X 18X 17X 16X ux ,ox 11x ,ox ox 11X 7% 6X Hispanic  0 0 32 266 0 1 17 105 0 1 13 82 1 3 24 99 ox ox 37X X ox 2ox 2ox 19X ox 2ox ,sx ,sx 100X 60X 28X ,ax Native 'A11erlcan 0 0 7 42 0 0 5 29 0 0 1 25 0 0 1 20 ox ox SOX 36X ox ox 36X 25X ox ox 7X 22X ox ox 7X 17X White 2 28 813 3,345 ' 2 19 602 2,371 0 23 656 2.660 4 42 821 3,522 25X 2SX 28X 28X 25X 17X 21X 20X ox 21X 23X 22% SOX 38X 28X 30X Other 0 0 16 31 0 1 10 14 0 0 5 10 0 1 19 26 ox ox 32X 38X ox sox 2ox 17% ox ox ,ox 12% ox SOX 38X 32X Gender/E thn1c1 ty Male Astan/Paciftc Islander 0 0 6 44 0 1 4 17 0 1 7 25 0 0 11 44 ox ox 21X 34X ox SOX ux 13X ox sox 2sx 19X ox ox 39X 34X African A11er-1can 3 109 1,198 2,993 0 38 262 588 1 21 169 372 0 23 107 240 75X 57% 69X 71X ox 20X ,sx ux 25X 11X ,ox 9X ox 12X x X Hispanic 0 5 58 271 0 1 15 112 0 2 15 105 0 0 15 89 ox 63X 56X 47X ox 13X 15X 19X ox 25X ,sx ,ax ox ox ,sx 15X Native A11ertcan 0 2 7 55 0 0 3 19 0 0 2 23 0 0 4 26 ox ,oox X 45X ox ox 19X ,sx ox ox 13X 19X ox ox 25X 21X White 2 16 883 3,785 1 19 633 2,527 1 19 727 2,884 1 54 947 3,770 ox ,sx 28X 29X 20X ,ax 20X 19X 20X 18X 23X 22X 20X sox 30X 29X Other 0 0 25 40 0 0 9 16 0 0 5 10 0 0 5 14 ox ox 57X SOX ox ox 20X 20X ox ox 11X 13X ox ox 11X ,ax A() AP PRIMARY (GR 4) BENCHMARK EXAMINATION LITERACY SCHOOL SUMMARY REPORT: COMBINED POPULATION ge: 2 A1hnu1 Otstrtct Name: N. LITTLE ROCK SCHOOL CI STRICT School Name: BELWOOD ELEMENTARY SCHOOL Grade: 04 CompithcuivcT c11111Agu, cumcnl LEA I: 60-02 School Number: 053 Date of Test: Aprtl 2001 \u0026amp;Acco11n11bihtyP101nm Total Nunt\u0026gt;er of Students Tested: 25 Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; .Percentage of Students Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; Percentage of Students Below Baste (BEL) Baste (BAS) Proftctent (PRO) Advanced (ADV) 178 and be 1 ow 179-199 200-249 250 and above School Q.!strtct _E.!_a~ 2!..!..!.!_ _School Otstrtct -8!1i1!2!L 2!il!!.__ School Otsttl..! -8.!Q!filL ~ _School District ~ton State A 11 Students 9 260 3, pt 10,417 8 212 3,197 11,344 7 170 3,435 12,660 1 8 174 638 36X ox 31X 30X 32X 33X 32% 32% 28X 26X 35X 36X x ,x 2% 2x Gender Fertale 6 124 1. 202 3.895 5 111 1. 538 5,366 4 99 1,924 7. 179 1 4 106 432 JBX 37X 25X 23X ~1X 33X 32X 32X 25X 29X ox 43X 6X tX 2% 3X Illa le 3 136 1,915 6,508 3 100 1,656 5,966 3 71 1,508 5,469 0 4 68 206 33X ux 37X 36% 33X 32X 32X 33X 33X 23X 29X 30X ox ,x 1X 1X Ethnicity Asian/Pact ft c Islander 0 2 7 47 0 1 21 86 0 0 24 100 0 0 3 9 ox 67X 13X 19X ox 33X 38X 36X ox ox x 41X ox ox sx X African A11erlcan 8 210 1,663 4.084 2 128 1,087 2,623 1 68 648 1,502 0 3 16 34 73X s1x x SOX 18X 31X 32X 32X 9X 17% 19X 18X ox ,x ox ox H1span1c 0 7 72 428 0 3 58 386 0 2 56 306 1 1 3 9 ox 54X 3BX 3BX ox 23X 31X 34X ox 15X 30X 27% 100X BX 2X ,x Native A11ertcan 0 2 10 79 0 0 11 87 0 0 9 74 0 0 0 0 ox tOOX 33X 33X ox ox 37X 36X ox ox 30X 31X ox ox ox ox Vhtte 1 38 1,328 5,684 6 78 1,966 8,045 6 100 2,640 10,564 0 4 150 582 BX 17X 22X 23X 46X JSX 32X 32X 46X 45X 43X 42% ox 2X 2X 2X Other 0 0 23 44 0 2 35 60 0 0 35 55 0 0 2 3 ox ox 24X 27X ox 100X 37X 37X ox ox 37X 34X ox ox 2x 2x Gender/Ethntct ty Fenale Asian/Pac 1 ftc Is lander 0 1 3 9 0 0 6 35 0 0 15 62 0 0 3 6 ox ,oox 11X BX ox ox 22X 31X ox ox 56X 55X ox ox 11X sx African A11ertcan 5 103 666 1.634 2 67 593 1,429 0 47 408 960 0 0 8 19 71X 47X ox ox 29X 31X 35X 35X ox 22% 24X 24X ox ox ox ox Hispanic 0 1 23 177 0 1 29 191 0 2 33 181 1 1 1 3 ox 20X 27X 32X ox 20X 34X 35X ox ox 38X 33X 100X 20X ,x 1X Native A11ertcan 0 0 4 32 0 0 6 35 0 0 4 49 0 0 0 0 ox ox 29X 28X ox ox 43X 30X ox ox 29X 42X ox ox ox ox Vhlte 1 18 489 2,006 3 41 880 3,627 4 50 1,431 5,865 0 3 92 400 13X 16X 17X 17X 38X 37X 30X 30X sox 45X 49X X ox 3X 3X 3X Other 0 0 9 18 0 2 15 24 0 0 24 36 0 0 2 3 ox ox 18X 22% ox ,oox 30X 30X ox ox 48X x ox ox X x Gender/Ethntct ty le Astan/Paclftc Islander 0 1 4 38 0 1 15 51 0 0 9 38 0 0 0 3 ox SOX 14X 29X ox 50X 54% 39X ox ox 32X 29X ox ox ox 2X African A11ertcan 3 107 997 2,448 0 60 492 1,189 1 21 239 541 0 3 8 15 75X 56X 57X SBX ox 31X 28X 28X 25X 11X 14X 13X ox 2X ox ox Hispanic 0 6 49 251 0 2 29 195 0 0 23 125 0 0 2 6 ox 75X x x ox 25X 28X 34X ox ox 22X 22% ox ox 2x ,x Nat Ive Al'ler 1 can 0 2 6 47 0 0 5 51 0 0 5 25 0 0 0 0 ox 1oox 38X 38X ox ox 31X 41X ox ox 31X 20X ox ox ox ox Vhlte 0 20 839 3. 676 3 37 1,086 4,415 2 50 1,207 4,693 0 1 58 182 ox 19X 26X 28X 60X 34X 34X 34X 40X 46X 3BX 36X ox 1x 2X tX Other 0 0 13 25 0 0 20 36 0 0 11 19 0 0 0 0 ox ox 30X 31X ox ox 45X 45X ox ox 25X 24X ox ox ox ox AC~AP Arkins.as Comprchcnsi~cT csling, Assessment PRIMARY (GRADE 4) BE~HMARK EXAMINATION SCHOOLROSTIIPREPORT MEAN SCALE SCORES uate or Page: 3 \u0026amp; Acco11n11biliP1y,o gum PROFICIENCY CLASSIFICATION SCALE SCORE District Name: N. LITTLE ROCK SCHOOL DISTRICT LEA #: 6002 School Name: BELWOOD ELEMENTARY SCHOOL School Number: 053 Mathefflattcs Literacy Below Baste (BEL) 154 and below 178 and below Baste (BAS) 155-199 179-199 COMBINED POPULATION Mean Scale Score for School /Di strtct/Regton/State SCHOOL DISTRICT REGION STATE MATHEMATICS 179 171 173 179 LITERACY 187 184 190 191 GENERAL POPULATION Mean Scale Score for School /Di strtct/Regton/State SCHOOL DISTRICT REGION STATE MATHEMATICS 199 191 186 193 LITERACY 191 192 195 196 I EP STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 038 090 085 086 LITERACY 160 150 152 152 LEP STUDENTS Mean Scale Score for School /Di stri ct/Regt on/State SCHOOL DISTRICT REGION STATE MATHEMATICS 000 067 153 142 ' LITERACY 000 140 178 176 HIGHLY MOBILE STUDENTS Mean Scale Score for School /Di strict/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 188 118 151 156 LITERACY 193 176 181 182 Proficient (PRO) 200-249 200-249 Advanced (ADV) 250 and above 250 and above STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION TEACHER: ******************** GRADE: 01 SCHOOL: BELWOOD ELEMENTARY TEST DATE: 04/16/01 DISTRlCT: NORTH LITTLE ROCK - SPRING 200 RUN DATE: 05/08/01 GROUP: GENERAL POPULATION Mean Mean Median National SUBTESTS AND Number Raw National Grade lndiv f-LI.lT..JnLT.,dUl.\u0026lt;.l_e ___ __TiPc\u0026lt;et5P..[-lf :ILJ-\u0026lt;~'.a:nr~u: fc+....r\"n1r.l..L' -+Lqlw~-x-..'+. J:K:.:iD._R- +.. \u0026lt;--:- l-------111 Total Reading 19 82.5 63.4 2.1 74-6 Word Study Skills 19 30.8 73.6 3.5 87-7 Word Reading 19 21.3 57.l 1.8 63-6 Reading Comprehension 19 30.4 60.4 1.9 69-6 Total Mathematics 19 54.2 67.4 2.4 80-7 Math: Problem Solving 19 36.0 68.l 2.6 80-7 Math: Procedures 19 18.2 62.4 2.3 72-6 Per ent In ach CONTENT CLUSTERS Number of Below Above ,. ___ Average Aver.age Avcraee Word Study Skills 36 0 42 58 Structural Analysis 12 5 37 58 Phonetic Analysis-Consonants 12 0 26 74 Phonetic Analysis-Vowels 12 0 47 53 Word Reading 30 5 63 32 Reading Comprehension 40 0 68 32 Two-Sentence Stories (Riddles) 5 0 53 47 Short Passages (Cloze) 15 5 53 42 Short Passages w/Questions 20 5 63 32 Recreational 10 21 58 21 Textual 5 II 37 53 Functional 5 5 74 21 Initial Understanding 9 0 79 21 Interpretation II II 53 37 Math: Problem Solving 44 0 37 63 Concepts/Whole No. Cornput. 3 0 47 53 Number Sense and Numeration 12 5 63 32 Geometry and Spatial Sense 5 0 32 68 Measurement 8 0 21 79 Statistics and Probability 5 II 37 53 Fraction and Decimal Concepts 3 0 68 32 Patterns \u0026amp; Relationships 5 II 37 53 Problem-Solving Strategies 3 0 26 74 Math: Procedures 25 5 53 42 Number Facts 8 5 58 37 Computation/Symbolic Notation II 5 58 37 Computation in Context 6 16 32 53 STANFORDLEVEUFORM/BATTERY: PRIMARY 1 / S / Full Length NORMS: Spring 1995 National Norms CONTENT CLUSTERS GROUP REPORT FOR BELWOOD ELEMENTARY National Grade Percentile Bands ,n on 0( Percent In ach Number of Below Above ltomo Aver.age Aven:c Aver.age Report ceaeraccd by READY REPORTS\"' Vuston 7..l..lJ for North Uttle Rock Sc..booOl istrfc:t Scores based oa. normative data copyricht ~ 1996 by Harcourt, lac. All rtcbts reserved. STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION ******************** GRADE: 01 BELWOOD ELEMENTARY TEST DATE: 04/16/01 NORTH LITTLE ROCK-SPRii\"IG 200 RUN DA TE: 05/08/01 GENERAL POPULATION Total Reading 19 Word Study Skills 19 Word Reading 19 Reading Comprehension 19 Total Mathematics 19 Math: Problem Solving 19 Math: Procedures 19 PERFOR.'\\1ANCESTANDARDS 0 0 5 0 0 0 5 32 11 58 53 32 II 37 42 37 16 16 47 63 37 26 53 21 32 21 26 21 NOTES ST ANFORDLEVEUFORM/BA TTERY: PRIMARY 1 / S / Full Length NORMS: Spring 1995 National Norms GROUP REPORT with PERFO~~ANCESTANDARDSFOR BELWOOD ELEMENTARY Performance Standards are content-referenced scores that reflect what students know and should be able to do in given subject areas. The Stanford Performance Standards were determined by expert panels of educators, who judged each test question on the basis of how students at different levels of achievement should perform. These expert judgements yielded four categories or levels of student performance. Level I indicates little or no mastery of fundamental knowledge and skills. Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work. At the high school level, this is higher than minimum competency skills. Level 3 represents solid academic performance, indicating that students are prepared for the next grade. At the high school level, this indicates preparedness for democratic citizenship, responsible adulthood, and productive work. Level 4 signifies performance beyond grade level mastery. At the high school level, this shows readiness for rigorous college courses, advanced technical training, or employment requiring advanced academic achievement  Report :cura1td by READYR El'ORTS'\"V' a-sioa 7.2.23 for Nortb Little Rock School Dlnrkt Scorc:t based on normadve data copyrlcht C 1996 by Harcourt. lac. All ricbts rac\"cd. STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION TEACHER: ****,.,******* GRADE: 02 SCHOOL: BELWOOD ELEME:\"ITARY TEST DATE: 04/16/01 DISTRJCT: GROUP: NORTH LITTLE ROCK-SPRING 200 RUN DATE: 05/08/01 GENERAL POPULATION Mean Mean Median National SUBTESTS AND Number Raw National Grade lndiv rnrsrc, T-' \"- Nrt.' r_ .. ,. PJL\u0026lt;\nTotal Reading 26 85.0 59.4 3.5 67-6 Word Study Skills 27 34.5 53.3 2.8 56-5 Reading Vocabulary 26 21.8 58.9 3.6 66-6 Reading Comprehension 27 27.7 63.4 4.0 74-6 Total Mathematics 27 60.7 71.8 4.3 85-7 Math: Problem Solving 27 36.6 69.5 4.5 82-7 Math: Procedures 27 24.1 73.3 4.3 87-7 Percent In Each 11 CONTENT CLUSTERS Number of Below Above CONTENT CLUSTERS lfomo Aver2ge Average Avuage Word Study Skills 48 15 52 33 Structural Analysis 12 II 89 0 Phonetic Analysis-Consonants 18 II 48 41 Phonetic Analysis-Vowels 18 33 37 30 Reading Vocabulary 30 12 42 46 Synonyms 18 12 46 42 Context 6 4 38 58 Multiple Meanings 6 19 38 42 Reading Comprehension 40 15 26 59 Recreational 14 15 59 26 Textual 13 II 52 37 Functional 13 7 37 56 Initial Understanding 14 7 33 59 Interpretation 20 7 56 37 Critical Analysis 3 0 67 33 Process Strategies 3 19 59 22 Math: Problem Solving 46 7 33 59 Concepts/Whole No. Comput. 4 22 19 59 Number Sense and Numeration 10 4 30 67 Geometry and Spatial Sense 5 II 41 48 Measurement 10 4 41 56 Statistics and Probability 6 II 56 33 Fraction and Decimal Concepts 3 22 78 0 Panems \u0026amp; Relationships 5 15 44 41 Problem-Solving Strategies 3 4 44 52 Math: Procedures 28 0 44 56 Number Facts 8 4 26 70 Computation/Symbolic Notation 12 11 22 67 Computation in Context 8 7 30 63 STANFORDLEVEUFORM/BA TTERY: PRIMARY 2 / S / Full Length NORMS: Spring 1995 National Norms GROUP REPORT FOR BELWOOD ELEMENTARY National Grade Percentile Bands In \\II ~II 711 Oil Percent In Number of Below homo Averace Aver~e oc ach Above Average Rtport ::cmcratcdb y READY REPORTSTNV usioa 7.l.23 for North UUle Rock School District Scores ba.sffl on aonnadve data copyrtcht Cl 1996 by Han:oun. lnc. All rtchu raentd. STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION TEACHER:  ..  ..   GRADE: 02 SCHOOL: BELWOOD ELEMENTARY TEST DATE: 04/16/01 NORTH LITTLE ROCK-SPRING 200 RUN DATE: 05/08/01 GENERAL POPULATION DISTRICT: GROUP: SUBTESTS AND Number rnr ,, r To,\u0026lt;o,I Tomi Reading Word Study Skills Reading Vocabulary Reading Comprehension To1al Mathematics Math: Problem Solving Math: Procedures 26 27 26 27 27 27 27 PERFORMANCE STANDARDS I  .,.1 1 12 15 12 15 4 7 7 Percent in Each I ---' , I ---' ~ 35 38 41 22 23 42 22 52 26 33 26 30 26 ll I- Id 15 22 23 II 37 37 56 NOTES STANFORDLEVEUFORM/BATTERYP:R IMARY2 / S / Full Length NORMS: Spring 1995 National Norms GROUP REPORT with PERFORMANCE STANDARDS FOR BELWOOD ELEMENTARY Performance S1andards are content-referenced scores that reflect what students know and should be able to do in given subject areas. The S1anford Performance S1andards were detennined by expen panels of educators, who judged each test question on the basis of how students at different levels of achievement should perform. These ex pen judgements yielded four categories or levels of student performance. Level I indicates little or no mastery of fundamen1al knowledge and skills. Level 2 denotes partial mastery of the knowledge and skills that are fundamen1al for satisfactory work. At the high school level, this is higher than minimum competency skills. Level 3 represents solid academic performance, indicating that students are prepared for the next grade. At the high school level, this indicates preparedness for democratic citizenship, responsible adulthood, and productive work. Level 4 signifies performance beyond grade level mastery. At the high school level, this shows readiness for rigorous college courses, advanced technical training, or employment requiring advanced academic achievement Report :menlcd by READY REPORTS\"'I Version 7.2.13 for North Uttle Rock School Dlsrrtd Scores based on normative data copyrl:bt O 1996 by Harcourt. lac. All rlchts rnttVM- STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION GROUP REPORT TEACHER: ********* GRADE: 03 FOR SCHOOL: BELWOOD ELEMENTARY - TEST DATE: 04/16/01 BELWOOD ELEMENTARY DISTRICT: NORTH LITTLE ROCK - SPRING 200 RUN DATE: 05/08/01 GROUP: GENERAL POPULATION Mean Mean Median National National Grade Percentile Bands SUBTESTS AND Number Raw National Grade lndiv TnT,\nf\u0026lt;: Tester! C:rn.o NrJ. J.-' PD_S 11 10 10 'iO 70 go QO Total Reading 16 49.4 43.0 3.4 37-4 Reading Vocabulary 16 18.1 40.8 3.0 33-4 Reading Comprehension 16 31.4 45.7 3.4 42-5 Total Mathematics 16 45.1 43.5 3.4 38-4 Math: Problem Solving 16 28.6 45.I 3.3 41-5 Math: Procedures 16 16.6 45.0 3.4 41-5 Language 16 24.4 45.2 3.3 41-5 Spelling 16 17.8 47.7 3.4 46-5 Science 16 20.5 39.0 2.2 30-4 Social Science 16 18.2 41.8 2.9 35-4 Listening 16 22.4 42.l 3.1 35-4 Using Information 16 23.8 37.5 2.7 28-4 Thinking Skills 16 103.0 41.3 2.9 34-4 Basic Battery 16 159.2 44.5 3.4 40-5 Complete Battery 16 197.9 43.6 3.4 38-4 Percent In ach Percent In ach CONTENT CLUSTERS Number of Below Above CONTENT CLUSTERS Number of Below Above !tom\u0026lt; Average Averge Average JtPm\u0026lt; Average Avenge Avenge Reading Vocabulary 30 31 63 6 Spelling 30 19 69 13 Synonyms 18 38 56 6 Sight Words 5 6 50 44 Context 6 31 56 13 Phonetic Principles 12 19 81 0 Multiple Meanings 6 38 63 0 Structural Principles 8 13 75 13 No Mistake 5 38 31 31 Reading Comprehension 54 31 63 6 Recreational 18 31 50 19 Science 40 38 56 6 Textual 18 38 50 13 Earth \u0026amp; Space Science 12 19 81 0 Functional 18 31 56 13 Physical Science 14 38 56 6 Initial Understanding 14 13 88 0 Life Science 14 63 25 13 Interpretation 24 38 50 13 Science Process Skills 30 56 44 0 Critical Analysis 8 13 69 19 Process Strategies 8 38 56 6 Social Science 40 31 63 6 History 9 25 63 13 Math: Problem Solving 46 19 69 13 Geography 10 38 56 6 Concepts/Whole No. Comput. 4 13 81 6 Civics \u0026amp; Government 8 19 81 0 Number Sense and Numeration 6 38 38 25 Econolnics 8 25 63 13 Geometry and Spatial Sense 6 56 25 19 Culture 5 19 69 13 Measurement 10 38 50 13 Statistics and Probability 6 25 56 19 Listening 40 25 69 6 Fraction and Decimal Concepts 4 13 75 13 Vocabulary 10 19 81 0 Patterns \u0026amp; Relationships 3 13 88 0 Comprehension 30 25 56 19 Estimation 3 13 88 0 Recreational 10 31 56 13 Problem-Solving Strategies 4 25 69 6 Informational 10 38 38 25 Functional 10 31 44 25 Math: Procedures 30 25 69 6 Initial Understanding 12 25 56 19 Number Facts 6 6 81 13 Interpretation 18 31 50 19 Computation/Symbolic Notation 12 19 75 6 Computation in Context 9 38 50 13 Using Information 47 44 56 0 Rounding 3 31 63 6 Thinking Skills 191 31 63 6 Language 48 25 69 6 - Capitalization 6 19 56 25 Punctuation 6 31 56 13 Usage 6 19 56 25 Sentence Structure 10 44 50 6 Content and Organization 10 31 50 19 \"\"\" \u0026lt;\n1,\n11. 1() ,, ,\ng ,\nSTANFORDLEVEUFORM/BA TTERY: PRIMARY 3 / S / Full Length Report genenced by READY REPORTSTM Version 7.l.23 for NORMS: Period 15 1995 National Norms North Little Rock School Dlrtrld Scores based on normtlve data c:apyrlght (0 1996 by Harcourt. Inc. AU rlchts reserved.   STAFF DEVELOPMENT UPDATE FOR CERTIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 23 Ref, STDF03 MBR, NLRSDOl Staff Development By Topic Location 45 Belwood Elementary ~ Topic Description Date 21004 FRESH LOOK AT NUMBERS 7/06/00 21006 GETTING SMARTER 7/10/00 21015 CONGITIVE \u0026amp; AFFECTIVE CURRICULUM 8/01/00 21020 SPECIAL ED SPECIAL SHOW 8/04/00 21021 SPECIAL ED SPECIAL SHOW 8/03/00 21022 PATHWISE MENTORING 7/24/00 21025 SENSORY INTEGRATION 8/04/00 21026 GETTING STARTED NYNAVOX 7/06/00 21049 SPECIAL ED READING COMMITTEE 8/10/00 21058 EFFECTIVE LITERACY FOLLOW-UP 7/12/00 21065 TEN MINUTE MATH 10/25/00 21092 WRITING ON DEMAND-NOVA 5/10/01 as of 10/16/01 Page I-----ADMINISTRATORS----I-------CERTIFIED-------1------CLASSIFIED-------I 1----MALE--- ---FEMALE--1----MALE--- ---FEMALE--1----MALE--- ---FEMALE--1 B w 0 B w 0 B w 0 B w 0 B w 0 B w 0 1 1 Belwood Certified Staff Development School \u0026amp; Workplace Safety Expectation for Reading, Math, Social Studies, Science Technology Writing on Demand Reading/Writing Program Teacher Evaluation Smart Start Goals \u0026amp; Strategies COE \u0026amp;ACSIP Flexible Grouping Writer's Workshop Writing Process Writing Prompts and Rubrics Character-Centered Teaching SAT-9 Test Preparation SAT-9 Test Administration Alternative Portfolio Assessment Physical Agent Modalities Training Mathematics CPR Meaningful Mathematics Grant lnservices including - Analysis of Test Scores and Test Items Alignment of Curriculum Curriculum Development Classroom Management Early Literacy Environment Early Prevention of School Failure Training New Teacher Orientation Desegregation Training Effective Literacy Developing a Differentiated Curriculum for GT Reading Strategies That Work   STAFF DEVELOPMENT UPDATE FOR CLASSIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 24 Belwood Classified Staff Development School \u0026amp; Workplace Safety Expectation for Reading, Math, Social Studies, Science Technology Teacher Evaluation Smart Start Goals \u0026amp; Strategies COE \u0026amp;ACSIP Character-Centered Teaching SA T-9 Test Preparation SAT-9 Test Administration CPR Classroom Management Desegregation Training  ,,  DISCIPLINE INFORMATION REFERRALS/ ACTIONS TAKEN (PLEASE ATTACH COMPUTER GENERATED INFORMATION)  Page 25 Ref, DIS013 Disciplinary Referral Summary By FILE YEAR, NLRSD0l 10/16/01 CUMULATIVE Action Taken BELWOOD ELEMENTARY SCHOOL - - - - - - -TOTAL- - - - - - - - - ---- --BLACK-- - - - - - - -----NON-BLACK------ C-escription===================Total=Pct=Par.Con===Total==Pct=Par=Con===Total=Pct=Par=Con 01 Conference with Student ACTIONS 13 21.31% 13 9 14.75% 4 6.55% 4 STUDENTS 13 25.49% 13 9 17. 64% 9 4 7. 84% 4 02 Conference with Parent ACTIONS 1 1.63% 1 1.63% 1 0 .00% 0 STUDENTS 1. 96% l 1.96% 0 .00% 0 03 Conference with Student and Parent ACTIONS 0 .00% 0 0 .00% 0 0 .00% 0 STUDENTS 0 .00% 0 0 .00% 0 0 .00% 0 04 Privileges Denied ACTIONS 16 26.22% 16 15 24.59% 15 1.63% l STUDENTS 12 23.52% 12 11 21. 56% 11 1 1.96% l 05 Behavior Contract ACTIONS 0 .00% 0 0 .00%- 0 .00% 0 STUDENTS 0 .00% 0 0 .00% 0 0 .00% 0 06 Detention Hall ACTIONS 10 16.39% 10 7 11 .47% 7 4.91% 3 STUDENTS 8 15.68% 5 9.80% 5 5.88% 3 07 Student Will Make Up Time ACTIONS 0 .00% 0 0 .00% 0 0 .00% 0 STUDENTS 0 .00% 0 .00% 0 .00% 0 08 Student Placed on Probation ACTIONS 4 6.55% 4 4.91% 1.63% l STUDENTS 7.84% 4 5. 88% 3 1.96% l 09 Student Assignment Class (SAC) ACTIONS 0 .00% 0 .00% 0 .00% 0 STUDENTS 0 .00\\ 0 .00% 0 .00% 0 10 Home Suspension ACTIONS 0 .00% 0 .00% 0 0 .00% 0 STUDENTS 0 .00% 0 0 .00% 0 0 . 00% 0 11 Boys/Girls Club Suspension ACTIONS 0 .00% 0 .00% 0 .00% STUDENTS 0 .00% 0 0 .00% G 0 .00% 0 12 Alt School Susp (K-6) ACTIONS 0 .00% 0 0 .00% 0 0 .00% STUDENTS 0 .00% 0 0 .00% 0 0 .00% 0 1-S Suspension ACTIONS 1 .63% 1 1. 63% 0 .00% 0 STUDENTS l 1.96% 1 1.96% l .00\\ 0 14 Saturday School ACTIONS 0 .00% 0 0 .00% 0 0 .00% 0 STUDENTS .00% 0 .00% 0 0 .00% 0 15 Recommended Expulsion ACTIONS .00% 0 0 .00% 0 0 .00% 0 STUDENTS 0 .00% 0 0 .00% 0 0 .00\\ 16 Other ACTIONS 16 26.22\\- 16 15 24.59% 15 l .63% l STUDENTS 12 23.52% 12 11 21.56% 11 l .96% l 17 Expulsions ACTIONS 0 .00% 0 0 .00% 0 0 .00% 0 STUDENTS .00% 0 0 .00% 0 .00% TOTAL ACTIONS 61 61 51 83. 60% 51 10 16.39\\- 10 STUDENTS 51 51 41 80. 39% 41 10 19.60% 10 Ref, DIS012 CUMULATIVE Disciplinary Referral Summary By Referral Reason FILE YEAR, NLRSDOl Page 18 10/16/01 BELWOOD ELEMENTARY SCHOOL Code Description -------TOTAL---------------BLACK-------------NON-BLACK------ Cl-regard for directions of teachers or administrators. 02 Disregard for directions of bus drivers, lunch aides, or other authorized school personnel. 03 Disruption and/or interference with the normal and orderly conduct of school \u0026amp; school-sponsored activities. 04 Behavior that involves indecent and/or immoral acts. OS Wagering or any form of gambling. 06 Physical abuse, assault, insult or threatened physical abuse to a school employee. REF STU REF STU REF STU REF STU REF STU REF STU 07 Physical abuse, assault, insult, or threatened physical abuse to REF another student or any other individual. 08 Possession of a (l)knife, (2)razor, (3)ice pick, (4) explosive, STU REF (S)pistol, (6)rifle, (?)shotgun, (B)pellet gun, (9)mace, (lO)tear gas, STU (ll)pepper spray, or (12) any other object that can be considered a weapon or dangerous instrument. 09 Possession of alcoholic beverages or any narcotic drug as defined REF by Arkansas law or School Board PolicY\nor using, under the influence, offering for sale or selling alcoholic beverages or any narcotic drug as defined by Arkansas law or Board policy. STU 10 Destruction of or the ~ttempt to destroy school property. REF STU 11 Stealing or the attempt to st~al school property or the property REF belonging to another individual. 1-ating or copying the work of another student. 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. STU REF STU REF STU REF STU REF STU REF STU 17 Engaging in verbal abuses such as name-calling, ethnic or racial REF slurs, or using derogatory statements to other students, school personnel or other individuals. 18 Hazing. 19 Gang related activities. 20 Sexual harassment. 21 Smoking and/or possession of any tobacco and/or tobacco product paraphernalia. 22 Possession of any paging device, beeper, mobile/cellular telephone or similar electronic communication device. STU REF STU REF STU REF STU REF STU REF STU TOTAL REF STU Total Pct Par Con Total Pct Par Con Total Pct Par Con 13 21.31% 10 21.73%- 2 . 27% 4. 34 % 31 SO.SH 20 43.47% .00% .00% 1.63% 2 2 0 0 61 46 2.17% 3 .27\\ 4.34% 9. 83% 10.BH 1.63% 2.17\\.00% .00% .00% .00% 1.63% 2 .17% .00% .00% 4.91% 6.52% .00% .00% .00% 1.63% 2.17% .00% .00% .00% .00% .00% .00% .00% .00% 13 10 2 31 20 0 0 0 0 0 0 0 0 61 46 9 14.75% 13. 04% 2 .27% 4.34% 26 42.62% 15 32.60% .00% .00% 1.63% 0 0 0 0 0 0 0 2 2 0 0 1 0 0 .17% .27% 4. 34% 9.83% 10.86% .00% .00% .00% .00% 1.63% 2.17% . 00%.00% .00% .00% 1.63% 2.17% .00%.00% 3 .27% 4. 34%. 00% .00% . 00%. 00%- 1.63% 2.17\\- 00%. 00% .00% .00% .00% .00%' .00% .00% 51 83.60% 36 78. 2H 6 2 2 26 15 2 6 5 0 0 2 2 0 0 51 36 4 4 6.55% 8.69% .00% .00% 5 8.19% 5 10.86% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 . 00% .00% .00% .00% .00% .00% . 00\\. 00% .00% .00% .00% .00% .00% .00% .00% .00% .00% .00% .00% .00% 1.63% 2.17% .00% .00% .00% . 00%. 00% .00%' .00% .00% . 00%- 10 16.39% 10 21.73% 4 4 0 0 5 5 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 10 44 Ref: DIS032S Analysis of Disciplinary Actions Date: 9/10/01 by School :::.: 16:06:11 From AUGUST ::w,ol: 045 BELWOOD ELEMENTARY SCHOOL Through JUNE ==------------------------------------------------------------=-=-=-============ 1 9 9 9 - 0 0 ====------------=====-----------------===============-----====================== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU -----------------------------======--=================------==================== 09 S.A.C. 10 HOME SUSP. 11 BOYS CLUB 12 E. I. C. 17 EXPULSION 0 0~  0 0 0 ~  0 0 0 5 62.5%- 1 12.5%- 5 1 0 0 ~  0 0 0~  0 0 0 0 05?-  0 0 0 5?-  0 0 0 0 0~  0 0 0~  0 0 0 2 0 0 0 - 0 1 -----BM-----# REF PCT/TOT # STU -----BF-----# REF PCT/TOT # STU 0 0~  0 0 2 25.0% 2 0 0~  0 0 1 0~  0 0 1 100.0% 1 -----NBM----# REF PCT/TOT # STU 0 0~  0 0 0 0~  0 0 0 0~  0 0 0 0~  0 0 0 05?-  0 0 -----NBF----# REF PCT/TOT # STU 0 0 8 8 0 0 0 0 1 1 - ,==~======================================================================== ~.A.C. 0 .0%- 0 .0%- 0 .0% 0 .0%- 0 0 0 0 0 0 10 HOME SUSP. 0 .0%- 0 .0% 0 .0% 0 .0% 0 0 0 0 0 0 11 BOYS CLUB O .0%- 0 .0% 0 .0% 0 .0% 0 0 0 0 0 0 12 E.I.C O .0%- 0 .0% 0 .0% 0 .0%- 0 0 0 0 0 0 17 EXPULSION O .0% 0 .0% 0 .0% 0 .0% 0 0 0 0 0 0 COMPARISON ---------------------------------------------=================================== -----BM------ -----BF------ -----NBM----- -----NBF----# REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU -------------------------------------------------------------------------------- 09 S.A.C. 0 .0 % 0 . 0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 10 HOME SUSP. 5- 100.0-% 1- 100.0-% 2- 100.0-% 0 . 0 % 8- 5- 1- 2- 0 8- 11 BOYS CLUB 0 .0 % 0 .0 % 0 . 0 % 0 . 0 % 0 0 0 0 0 0 12 E. I. C. 0 .0 % 0 . 0 %- 0 . 0 % 0 . 0 % 0 ~EXPULSION 0 0 0 0 0 0 . 0 % 0 .0 % 1- 100.0-% 0 . 0 % 1- 0 0 1- 0 1- \"  COMPREHENSIVE OUTCOMES EVALUATION (COE) SURVEY RES UL TS (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE)  ANNUAL SCHOOL IMPROVEMENT PLAN (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE) ,,   School Improvement Plan Belwood Elementary is in the first year of its new ACSIP Cycle. The staff are in the process of analyzing data, reviewing and revising the mission statement, mapping curriculum, and setting goals for achievement in two priority areas: literacy and mathematics. Benchmarks will be created and interventions developed to bring about increased student achievement in those areas. We continue to practice those Smart Start Goals and Strategies, which have been in place since June, 1999 (attached). - Belwood Elementary School DATA-DRIVEN DECISION MAKING Record and Reflect - March, 1999 Revised - 6121199 NEEDS ANALYSIS Open Response/Writing Math Procedures Language Reading vocabulary Disparity between MB/WM in math anci1eading Problem Solving GOAL SELECTION 1. 2. 3. 4. 5. By May 2000, the number of students scoring at the proficient and advanced levels on the grade 4 Mathematics Benchmark Exam will increase by 10%. By May 2000, the number of students scoring average and above average on the SA T--9 in the Language area will increase by 6%. By May 2000, the number of students scoring average and above average on the SA T-9 in Reading Vocabulary will increase by 7%. By May 2000, scores of black males will increase in Reading by 10% as measured by state/district-approved standardized tests. By May 2000, the number of students scoring average and above average on the SA T-9 in Problem Solving will increase by 6%. GOALS AND STRATEGIES  Goal 1 - By May 2000, the number of students scoring at the proficient and advanced levels on the grade 4 Mathematics Benchmark Exam will increase by 6%. Strategy 1 - Provide a Problem of the Day: Utilize problem solving strategies With an open response format Strategy 2 - Utilize flexible grouping based on strengths and weaknesses: math and writing skills Strategy 3 - Set class goals for each performance assessment task in math and if not met students will edit and revise incorrect/incomplete classwork until it is of an acceptable level (involves reteach and reassess) Strategy 4 - Require memorization of number facts along wfth timed drills to increase computation proficiency Strategy 5 - Provide distributive practice daily on previously taught skills .:.  Goal 2 - By May 2000, the number of students scoring average and above average on SA T-9 in the Language area wiff increase by 6%. Strategy 1 - Teach writing skiffs from Quick Notes, daily Strategy 2 - Identify and target students for flexible group instruction on specific language skills Strategy 3 - Teach students that written expression is an integral part of communication and editing and revision are vital to the process Strategy 4 - Teach the 4 basic formats of non-fiction writing Strategy 5 - Post editing and revising checklists in each classroom and hold students accountable for application of skiffs previously taught Strategy 6- Teach students how to evaluate their own writing based upon the Arkansas State Writing Rubric  Goal 3 - By May 2000, the number of students scoring average and above average on the SA T-9 in Reading Vocabulary wilf increase by 7.%. Strategy 1 - Require the use of new vocabulary in writing activities Strategy 2 - Increase the use of activities relating to words at a/f grade levels Strategy 3 - Establish weekly vocabulary tl3sts Strategy 4 - Engage students in \"word of the weekn activities, daily Strategy 5 - Teach new vocabulary through the use of creative learning games  Goal 4 - By May 2000, scores of black males will increase in reading by 10% as measured by state/district-approved standardized tests. Strategy 1 - Increase the use of flexible grouping in literacy at a/f grade levels as indicated by on-going assessment Strategy 2- Teach, model, and post reading strategies in each classroom and hold students accountable for application of what has been taught Strategy 3 - Involve targeted students in a weekly literature club to build interest, time spent reading, reading vocabulary, and comprehension skills Strategy 4 - Assess the availability of high interest/appropriate level reading materials for black males in order to purchase as needed Strategy 5 - Write for a variety of purposes (persuade, enjoy, entertain, inform, record, etc.) with the use of a concrete scoring guide, in response to reading  Goal 5 - By May 2000, the number of students scoring average and above average on the SA T-9 in Problem Solving will increase by 6%. Strategy 1 - Teach, model, and post the plan for problem solving at all grade levels Strategy 2 - Administer problem solving performance assessment tasks on a weekly basis  Strategy 3 - Analyze the problem of the day and share open responses Strategy 4 - Increase the use of pattern and relationship exercises and require openended responses Strategy 5- Teach and post strategies for problem s_olving 2   NORTH LITTLE ROCK SCHOOL DISTRICT 2001-2002 SCHOOL PROFILE School: BOONE PARK ELEMENTARY Grade: PRE-K-FIFTH GRADE Principal: MAVIS CHERRY Race/Gender: B/F Assistant Principal: LORETTA HASSLE Race/Gender: W/F Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Secretary: BRENDA HOLT Race/Gender: W/F Secretary: LATONYA CLARK Race/Gender: B/F    Staff Staff Changes S CH O O L P '0 FIL E Table of Contents  Staff Attendance (Certified)  Staff Attendance (Classified)  School Enrollment Elementary Secondary Special Programs Special Education Four Year Comparison  Class Enrollment (Elementary)  Course Enrollment (Secondary) Extended Educational Programs School/District lntitiated Honors and Awards Committee/Parental Involvement Extracurricular Activities Tryout Information  Student Attendance (After Nine Weeks) Students Retained Subject Area Courses Failed (Secondary) Graduation Information Dropout Statistics (Previous Semester) Achievement/Assessment Data Staff Development Update (Certified) Staff Development Update (Classified)  Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Annual School Improvement Plan *INFORM AT/ON TO BE FURNISHED BY COMPUTER SERVICES Page 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27   2001-2002 FULL TIME PART TIME POSITION WHITE BLACK OTHER --WHITE BLACK OTHER ~ M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 2 CLASSROOM TEACHERS 1 19 4 24 SPEC EDUC TEACHERS 1 1 2 1 1 MEDIA SPECIALISTS 1 1 GIT FACILITATORS SPEECH THERAPIST 1 1 COUNSELORS 1 1 READING RECOVERY 2 2 1 1 LITERACY COACH 1 1 MATH COOPERATING 1 1 !TOTAL CERTIFIED 34! TEACHER AIDES 2 1 3 CLERICAL STAFF 1 1 2 SOCIAL WORKERS CUSTODIANS 1 2 3 CAFETERIA WORKERS 4 4 COMPENSATORY AIDES LUNCH AIDES 4 4 8 4 4 8 CROSSING GUARDS 2 2 4 INTERVENTION AIDE 1 1 PARENT COORDINATOR 1 1 !TOTAL CLASSIFIED 11 I 21 sl 121 Page 1  SCHOOL: sr.\"= (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER Ji]llll WHITE BLACK OTHER ,,,, \" M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES CROSSING GUARDS !TOTAL CLASSIFIED Page2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page3 Ref: ABS010 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE 3 Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male Other - Female Other - Male 8 26 2 by Race and Sex School 33 BOONE PARK ELEMENTARY K-6 3.5 34.0 1.0 7-8 9-10 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page4 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Race I Gender Black - Female Black - Male White - Female White - Male Other - Female Other - Male Classified Staff Absences PAGE 4 by Race and Sex School 33 BOONE PARK ELEMENTARY Tot-Emp K-6 7-8 9-10 11-12 Other 14 32.0 3 5.0 15 48.5  SCHOOL: GRADE ti WHITE LEVEL ::t:l M F # PRE- K % # 3 3 KINDERGARTEN % 4% 4% # 4 1 FIRST % 5% 1% # 4 3 SECOND % 6% 4% # 2 THIRD % 4% # 5 3 FOURTH % 7% 4% # 1 4 FIFTH % 2% 6% TOTAL # 17 16 GRADES1 -5 % 4% 4% ELEME,ARY SCHOOLE NROLLMENT TOTAL BLACK TOTAL WHITE M F BLACK 0 0 6 28 41 69 8% 36% 53% 90% 5 26 43 69 7% 35% 58% 93% 7 30 33 63 10% 42% 46% 89% 2 28 27 55 4% 49% 47% 96% 8 36 25 61 12% 52% 36% 88% 5 24 37 61 8% 36% 56% 92% 33 172 206 378 8% 42% 50% 91% OTHER TOTAL M F OTHER TOTAL 0 0 1 1 2 77 1% 1% 3% 0 74 1 1 71 1% 1% 0 57 0 69 0 66 1 2 3 414 0% 0% 1% Page 5    TOTAL ENROLLMENT IN SPECIAL PROGRAMS SCHOOL: 2001-2002 HD WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAMS ::::::: M F WHITE M F BLACK M F OTHER TOTAL # 0 0 0 6 9 15 0 0 0 15 GIFTED \u0026amp; TALENTED % 40% 60% 100% # 0 0 0 4 5 9 0 0 0 9 SOAR-TD-SUCCESS % 44% 56% 100% # 0 1 1 6 4 10 0 0 0 11 EARLY SUCCESS % 9% 9% 55% 36% 91% # 2 0 2 16 15 31 1 2 3 36 PRE-Kl NDERGARTEN % 6% 6% 44% 42% 86% 3% 6% 8% # 1 1 9 7 16 17 LAP % 6% 6% 53% 41% 94% # 1 1 2 22 31 53 0 0 0 55 READING RECOVERY % 2% 2% 4% 40% 56% 96% # % # % ,_,i.:i\n# % # % # % l','\"i:!t''i!r, # % ' # % Page 7   SPECIAL EDUCATION SCHOOL: PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 0 0 0 3 PLACEMENT M.R. % 100% RESOURCE ROOM # 0 0 9 6 PLACEMENT L.D. % 60% 40% # SELF-CONTAINED % # 2 2 4 14 19 SPEECH % 5% 5% 11% 38% 51% TRANSITION - BA - # SELF-CONTAINED % # RESOURSE ROOM/MH % # 0 0 3 5 RESOURSE ROOM/OHi % 38% 63% # RESOURSE ROOM 504 % # RESOURSE ROOM SEO % # % PLACEMENT IS DETERMINED BY PRIMARY HANDICAPPING CONDITION There is a District Self-Contained Unit on this campus  2001-2002 TOTAL OTHER TOTAL-BLACK M F OTHER TOTAL 3 0 0 3 100% 15 0 0 15 100% 33 0 0 37 89% 8 8 100% Yes No (Circle one) Page 8  SCHOOL: FOUR YEAR ENROL!ENT COMPARISON OCTOBER 1 DAT A (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACK AND NON-BLACK INCLUDING KINDERGARTEN EXCLUDING KINDERGARTEN BLACK 374 BLACK 305 WHITE 30 WHITE 25 2001-2002 OTHER 3 2001-2002 OTHER 1 TOTAL 407 TOTAL 331 % BLACK 91.89% % BLACK 92.15% BLACK 372 BLACK 297 WHITE 37 WHITE 28 2000-2001 OTHER 2 2000-2001 OTHER 2 TOTAL 411 TOTAL 327 % BLACK 90.51% % BLACK 90.83% BLACK 396 BLACK 332 WHITE 43 WHITE 34 1999-2000 OTHER 7 1999-2000 OTHER 5 TOTAL 446 TOTAL 371 % BLACK 88.79% % BLACK 89.49% BLACK 393 BLACK 286 WHITE 61 WHITE 43 1998-1999 OTHER 10 1998-1999 OTHER 6 TOTAL 464 TOTAL 335 % BLACK 84.70% % BLACK 85.37% Page9  SCHOOL: TEACHER'S NAME TOTAL:  CLASS ENROLLMENT 2001!02 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER GRADE ROOM GENDER RACE Page 10  SCHOOL: TEACHER'S NAME TOTAL:  CLASS ENROLLMENT (ELEMENTARY SCHOOLS ONLY) TEACHER GRADE ROOM GENDER RACE  2001-2002 CLASS ENROLLMENT \\ Page 10a ef: SCH611D CLASS ENROLLMENT Page 1 ate: 10/15/01 BOONE PARK ELEMENTARY SCHOOL ime: 15:53:59 Teacher -White- -Black- -Oth?r-eacher Name CourseSec Course Title Sex Race M F M F M F Tot I.Y 1 AR101 1 ART F w 2 7 9 18 ORTNER 1 AR101 5 ART F l.J 6 11 17 IBEE 1 AR101 6 ART F L.J 2 4 12 18 ESSLER 1 AR101 7 ART F l.J i 9 8 i8 AR101 ART 4 1 26 40 71 MITH 1 AR201 8 ART F w 2 11 4 i 18 ANNING 1 AR201 9 ART F w 1 6 9 16 ILLIAMS 1 AR20i 10 ART F B 3 i 7 6 17 TOLL 1 AR201 20 ART F l.J 5 13 18 AR201 ART 3 4 29 32 i 69 AVER 1 AR301 21 ART F w 8 10 18 EGNOCHE 1 AR301 22 ART F L.J 2 8 7 i7 LLIS 1 AR301 23 ART F B 10 9 19 AR301 ART 2 26 26 54 ENNETT 1 AR401 25 ART F w 2 1 11 9 '-.-:-J\"'\" ' HAMBERLAIN 1 AR401 26 ART M w 2 15 6 23 ass 1 AR401 27 ART F w 1 1 10 11 23 AR401 ART 5 .,\n:.. 36 26 69 ARRINGTON 1 AR501 30 ART F B 1 12 8 21 OPELAND 1 AR501 31 ART F w 1 1 4 15 ::Z1\n!WR 1 AR501 32 ART F w 2 6 14 22 AR501 ART 1 4 22 37 64 DEPT TOTALS 13 13 139 161 i 327 IILSEY 1 EN101 1 ENGLISH F w 2 7 9 18 'ORTNER 1 ENiOi 5 ENGLISH F w 6 ii 17 1IBEE 1 EN10i 6 ENGLISH F w 2 4 12 18 .ESSLER 1 EN101 7 ENGLISH F w 1 9 8 18 EN10i ENGLISH 4 1 26 40 71 1MITH 1 EN201 8 ENGLISH F w 2 11 4 1 18 IANNING 1 EN201 9 ENGLISH F w 1 6 9 16 iILLIAMS 1 EN201 10 ENGLISH F B 3 1 7 6 17 ,TOLL 1 EN201 20 ENGLISH F w 5 13 18 EN201 ENGLISH 3 4 29 32 1 69 !AVER 1 EN301 21 ENGLISH F w 8 10 18 1EGNOCHE 1 EN301 22 ENGLISH F w 2 8 7 17 :LLIS 1 EN301 23 ENGLISH F B 10 9 19 EN301 ENGLISH 2 26 26 54 !ENNETT 1 EN401 25 ENGLISH F l.J 2 1 11 9 '~.:-.J.':\"1'\nHAMBERLAIN 1 EN401 26 ENGLISH M w 2 15 6 23\noss 1 EN401 27 ENGLISH F w 1 1 10 11 23 EN401 ENGLISH 5 2 36 26 69 lA-INGTON 1 EN501 30 ENGLISH F B 1 12 8 21\nOPELAND i EN50i 31 ENGLISH F w i i 4 15 .-\n.\nC..L ef: SCH611D CLASS ENROLLMENT Page 2 ate: 10/15/01 BOONE PARK ELEMENTARY SCHOOL ime: 15: 54:00 Teacher -l.Jhite- -Black- -Other-eacher Name CourseSec Course Title Sex Race M F M F M F Tot I!IR 1 EN501 32 ENGLISH F w 2 6 14 22 EN501 ENGLISH 1 4 22 37 64 DEPT TOTALS 13 13 139 161 1 327 UFFIE 1 GJ 29 GRADE PRE-K F w 2 16 15 1 2 36 GJ GRADE PRE-K 2 16 15 1 2 36 DEPT TOTALS 2 16 15 1 2 36 IERCE 1 GK 2 GRADE K F l.J 1 1 6 6 14 ATTLES 1 GK 3 GRADE K F B 5 9 1 15 OTTRELL 1 GK 4 GRADE K F w 1 6 8 1 16 OUTHWELL 1 GK 48 GRADE K F w 1 6 9 16 10USE 1 GK 49 GRADE K F w 1 5 9 15 GK GRADE K 3 2 28 41 1 i 76 DEPT TOTALS 3 ,, 28 41 1 1 76 c:. IILSEY 1 G1 1 GRADE 01 F w 2 7 9 18 'ORTNER 1 G1 5 GRADE 01 F w 6 11 17 1IBEE 1 G1 6 GRADE 01 F w ., 4 12 18 C. .ESSLER 1 G1 7 GRADE 01 F w 1 9 8 18 G1 GRADE 01 4 1 26 40 71 - DEPT TOTALS 4 1 26 40 71 ,MITH 1 G2 8 GRADE 02 F w 2 11 4. 1 18 !ANNING 1 G2 9 GRADE 02 F l.J 1 6 9 16 I ILL IAMS 1 G2 10 GRADE 02 F B 3 1 7 6 17 .TOLL 1 G2 20 GRADE 02 F w 5 13 18 G2 GRADE 02 3 4 29 32 i 69 DEPT TOTALS 3 4 29 32 1 69 JAVER 1 G3 21 GRADE 03 F w 8 10 18 iEGNOCHE 1 G3 22 GRADE 03 F l.J c.:.. 8 7 17 :LLIS 1 G3 23 GRADE 03 F B 10 9 19 G3 GRADE 03 2 26 26 54 DEPT TOTALS ,, c:. 26 26 54 !ENNETT 1 G4 25 GRADE 04 F w 2 1 11 9 23 :HAMBERLAIN 1 G4 26 GRADE 04 M l.J 2 15 6 23 \\oss 1 G4 27 GRADE 04 F l.J 1 1 10 11 23 G4 GRADE 04 5 2 36 26 69 DEPT TOTALS 5 2 36 26 69 .JARRINGTON 1 G5 30 GRADE 05 F B 1 12 8 21 :.AND 1 G5 31 GRADE 05 F l.J 1 1 4 15 21 11 R 1 G5 32 GRADE 05 F w 2 6 14 22 G5 GRADE 05 1 4 22 37 64 DEPT TOTALS 1 4 22 37 64 ef: SCH611D CLASS ENROLLMENT Page 3 ate: 10/15/01 BOONE PARK ELEMENTARY SCHOOL ime: 15:54:01 Teacher -1,Jh i te- -Black- -Other-eacher Name CourseSec Course Title Sex Race M F M F M F Tot I~Y 1 HL101 1 HEALTH F w ..., C. 7 9 18 ORTNER 1 HL101 5 HEALTH F w 6 11 17 IBEE 1 HL101 6 HEALTH F w ~, C. 4 12 18 ESSLER 1 HL101 7 HEALTH F w 1 9 8 18 HL101 HEALTH 4 1 26 40 71 MITH 1 HL201 8 HEALTH F w 2 11 4 1 18 ANNING 1 HL201 9 HEALTH F w 1 6 9 16 ILLIAMS 1 HL201 10 HEALTH F B 3 1 7 6 17 TOLL 1 HL201 20 HEALTH F w 5 13 18 HL201 HEALTH 3 4 29 32 1 69 AVER 1 HL301 21 HEALTH F w 8 10 18 EGNOCHE 1 HL301 22 HEALTH F w 2 8 7 17 LLIS 1 HL301 23 HEALTH F B 10 9 19 HL301 HEALTH 2 26 ...,, c..(:) 54 ENNETT 1 HL401 25 HEALTH F l,J 2 1 11 9 23 HAMBERLAIN 1 HL401 26 HEALTH M w 2 15 6 23 oss 1 HL401 27 HEALTH F !,J 1 1 10 11 -,~ ,:.,.j HL401 HEALTH 5 2 36 26 69 !ARRINGTON 1 HL501 30 HEALTH F B 1 12 8 21 OPELAND 1 HL501 31 HEALTH F w 1 1 4 15 21 II.R 1 HL501 32 HEALTH F !,J 2 6 14 -,~, ,:\n..,:-_ HL501 HEALTH 1 4 22 37 64 DEPT TOTALS 13 13 139 161 1 327 IILSEY 1 HN101 1 HANDWRITING F w 2 7 9 18 ORTNER 1 HN101 5 HANDWRITING F w 6 11 17 1IBEE 1 HN101 6 HANDWRITING F w 2 4 12 18 .ESSLER 1 HN101 7 HANDWRITING F w 1 9 8 18 HN101 HANDWRITING 4 1 26 40 71 iMITH 1 HN201 8 HANDWRITING F w 2 11 4 .'. . 18 IANNING 1 HN201 9 HANDWRITING F w 1 6 9 16 JILLI AMS 1 HN201 10 HANDWRITING F B 3 1 7 6 17 \u0026gt;TOLL 1 HN201 20 HANDWRITING F w 5 13 18 HN201 HANDWRITING 3 4 29 32 1 69 !AVER 1 HN301 21 HANDWRITING F w 8 10 18 IEGNOCHE 1 HN301 22 HANDWRITING F w 2 8 7 17 :LLIS 1 HN301 23 HANDWRITING F B 10 9 19 HN301 HANDWRITING 2 26 26 54 !ENNETT 1 HN401 25 HANDWRITING F w 2 1 11 9 23 :HAMBERLAIN 1 HN401 26 HANDWRITING M w 2 15 6 23 lOSS 1 HN401 27 HANDWRITING F w 1 1 10 11 23 HN401 HANDWRITING 5 2 36 26 69 iA-NGTON 1 HN501 30 HANDWRITING F B .'. . 12 8 21 :OPELAND 1 HN501 31 HANDWRITING F w 1 1 4 15 21 ef: SCH611D CLASS ENROLLMENT Page 4 ate: 10/15/01 BOONE PARK ELEMENTARY SCHOOL ime: i5:54:0i Teacher -i.Jhite- -Black- -Other-eacher Name CourseSec Course Title Sex Race M F M F M F Tot iI.R 1 HN501 32 HANDWRITING F w 2 6 14 \"\"'-'\"~' HN50i HANDWRITING i 4 22 37 64 DEPT TOTALS 13 13 139 161 1 327 IILSEY 1 MA101 1 MATH F w 2 7 9 18 'ORTNER 1 MA10i 5 MATH F i-.i 6 ii 17 IBEE i MAiOi 6 MATH F w 2 4 i2 i8 .ESSLER 1 MA101 7 MATH F w 1 9 8 18 MA101 MATH 4 1 26 40 71 ,MITH 1 MA201 8 MATH F w 2 11 4 1 18 !ANNING 1 MA201 9 MATH F l.J 1 6 9 16 II LL IAMS 1 MA201 10 MATH F B 3 1 7 6 17 ,TOLL 1 MA201 20 MATH F w 5 13 18 MA201 MATH 3 4 29 32 1 69 !AVER 1 MA301 21 MATH F w 8 10 18 -EGNOCHE 1 MA301 22 MATH F l.J 2 8 7 17 :LLIS 1 MA301 23 MATH F B 10 9 19 MA301 MATH 2 26 26 54 :ENNETT 1 MA401 25 MATH F w 2 1 11 9 ',:\",.'-\":, HAMBERLAIN 1 MA401 26 MATH M w 2 15 6 23  1 MA401 27 MATH F w 1 1 10 11 23 MA401 MATH 5 2 36 26 69 !ARRINGTON 1 MA501 30 MATH F B 1 12 8 21 :OPELAND 1 MA501 31 MATH F w 1 1 4 15 21 iILLER i MA501 32 MATH F l.J 2 6 14 22 MA501 MATH 1 4 22 37 64 DEPT TOTALS 13 13 139 161 1 327 IILSEY 1 MU101 1 MUSIC F w 2 7 9 18 \"ORTNER 1 MU101 5 MUSIC F w 6 11 17 \u0026gt;IBEE 1 MU101 6 MUSIC F w 2 4 12 18 ,ESSLER 1 MU101 7 MUSIC F l.J 1 9 8 18 MU101 MUSIC 4 1 26 40 71 \\MITH 1 MU201 8 MUSIC F w 2 11 4 1 18 !ANNING 1 MU201 9 MUSIC F l.J 1 6 9 16 IILLIAMS 1 MU201 10 MUSIC F B 3 1 7 6 a --, J. I ,TOLL 1 MU201 20 MUSIC F w 5 13 18 MU201 MUSIC 3 4 29 32 i 69 lAVER 1 MU301 21 MUSIC F w 8 10 18 iEGNOCHE i MU30i 22 MUSIC F w ., \"'- 8 7 17 :LLIS i MU30i 23 MUSIC F B iO 9 19 MU30i MUSIC 2 26 26 54 IE.TT 1 MU401 25 MUSIC F l.J 2 1 11 9 23 '.HAMBERLAIN i MU401 26 MUSIC M w 2 i5 6 .,.~3 ~-..I ~ef: SCH611D CLASS ENROLLMENT Page C~.  Date: 10/15/01 BOONE PARK ELEMENTARY SCHOOL\n1me: 15: 54:02 Teacher -White- -Black- -Other- Teacher Name CourseSec Course Title Sex Race M F M F M F Tot ~ 1 MU401 27 MUSIC- F w 1 1 10 11 23 MU401 MUSIC 5 2 36 26 69 -!ARRINGTON 1 MU501 30 MUSIC F B 1 12 8 21 :::PELAND 1 MU501 31 MUSIC F w 1 1 4 15 21 1ILLER 1 MU501 32 MUSIC F 1,J 2 6 14 22 MU501 MUSIC 1 4 22 37 64 DEPT TOTALS 13 13 139 161 1 327 ,.J!LSEY 1 PE101 1 PHYS ED F w c.... ., 7 9 18\n-ORTNER 1 PE101 5 PHYS ED F 1,J 6 11 17 )IBEE 1 PE101 6 PHYS ED F w c.... ., 4 12 18 ~ESSLER 1 PE101 7 PHYS ED F w 1 9 8 18 PE101 PHYS ED 4 1 26 40 71 3MITH 1 PE201 8 PHYS ED F w 2 11 4 it 18 1ANNING 1 PE201 9 PHYS ED F w 1 6 9 16 ,.JILLIAMS 1 PE201 10 PHYS ED F B 3 1 7 6 17 3TOLL 1 PE201 20 PHYS ED F w 5 13 18 PE201 PHYS ED 3 4 29 32 l t.:,.9 -iAVER 1 PE301 21 PHYS ED F w 8 10 18 3EGNOCHE 1 PE301 22 PHYS ED F w 2 8 7 17 ~-s 1 PE301 23 PHYS ED F B 10 9 19 PE301 PHYS ED 2 26 26 ~A 3ENNETT 1 PE401 25 PHYS ED F w 2 1 11 9 23 :HAMBERLAIN 1 PE401 26 PHYS ED M w 2 15 6 23 \u0026lt;.OSS 1 PE401 27 PHYS ED F w 1 1 10 11 23 PE401 PHYS ED 5 ..., c.. 36 26 69 -iARRINGTON 1 PE501 30 PHYS ED F B 1 12 8 21 :OPELAND 1 PE501 31 PHYS ED F w 1 1 4 15 21 1ILLER 1 PE501 32 PHYS ED F w 2 6 14 ,-,.,..., r..c.. PE501 PHYS ED 1 4 22 37 64 DEPT TOTALS 13 13 139 161 1 327 .JILSEY 1 RE101 1 READING F 1,J 2 7 9 18 =-  RTNER 1 RE101 5 READING F w 6 11 17 )IBEE 1 RE101 6 READING F w 2 4 12 18 ',ESSLER 1 RE101 7 READING F w i1 9 8 18 RE101 READING 4 1 ...,. c..o 40 71 :\u0026gt;MITH 1 RE201 8 READING F w 2 11 4 1 18 1ANNING 1\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_958","title":"North Little Rock School District, 2001-2002 School Profile","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":["2001/2002"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School attendance","School employees","School enrollment","School improvement programs","Student activities","Students"],"dcterms_title":["North Little Rock School District, 2001-2002 School Profile"],"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/958"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\n  SCHOOL PROFILE Table of Contents * Staff Staff Changes  Staff Attendance (Certified)  Staff Attendance (Classified)  School Enrollment Elementary Secondary Special Programs Special Education Four Year Comparison  Class Enrollment (Elementary)  Course Enrollment (Secondary) Extended Educational Programs School/District lntitiated Honors and Awards Committee/Parental Involvement Extracurricular Activities Tryout Information  Student Attendance (After Nine Weeks) Students Retained Subject Area Courses Failed (Secondary) Graduation Information Dropout Statistics (Previous Semester) Achievement/Assessment Data Staff Development Update (Certified) Staff Development Update (Classified)  Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Annual School Improvement Plan *INFORMATION TO BE FURNISHED BY COMPUTER SERVICES Page 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27  SCHOOL: NORTHH EIGHTSE LEMENTARY  STAFF  2001-2002 FULL TIME PART TIME POSITION WHITE BLACK OTHER - WHITE BLACK OTHER - M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 2 CLASSROOM TEACHERS 1 20 4 1 26 SPEC EDUC TEACHERS 1 1 2 MEDIA SPECIALISTS 1 1 G /T FACILITATORS 1 1 1 1 SPEECH THERAPIST 1 1 COUNSELORS 1 1 1 1 READING RECOVERY 1 1 1 1 H.O.T.S. !TOTAL CERTIFIED 11 26! TEACHER AIDES 3 3 CLERICAL STAFF 1 1 2 SOCIAL WORKERS CUSTODIANS 1 2 3 CAFETERIA WORKERS 2 3 5 COMPENSATORY AIDES 1 1 LUNCH AIDES ? 1 1 1 5 CROSSING GUARDS 1 1 2 INTERVENTION AIDE 1 1 PARENT COORDINATOR !TOTAL CLASSIFIED B! Page 1 SCHOOL: NORTHH EIGHTSE LEMENTARY STAFF 2001-2002 (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER ~ WHITE BLACK OTHER ~ M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES CROSSING GUARDS !TOTAL CLASSIFIED Page 2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 3 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female 5 25 White - Male 1 Other - Female Other - Male 3 by Race and Sex School 41 NORTH HEIGHTS ELEM K-6 4.0 49.5 4.5 7-8 9-10 3 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 4 - Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Race I Gender Black - Female Black - Male White - Female White - Male Other - Female Other - Male Classified Staff Absences PAGE 4 by Race and Sex School 41 NORTH HEIGHTS ELEM Tot-Emp K-6 7-8 9-10 11-12 Other 10 33.0 5 17.0 8 8.5 2 2.0  SCHOOLN: ORTHH EIGHTSE LEMENTARY ELEMENT ARY 2001-2002 SCHOOLE NROLLMENT GRADE WHITE TOTAL BLACK TOTAL OTHER TOTAL LEVEL M F WHITE M F BLACK M F OTHER TOTAL # 0 0 0 0 PRE-K % # 12 6 18 17 18 35 10 7 17 70 KINDERGARTEN % 17% 9% 26% 24% 26% 50% 14% 10% 24% # 6 10 16 26 24 50 6 7 13 79 FIRST % 8% 13% 20% 33% 30% 63% 8% 9% 16% # 16 11 27 19 18 37 12 7 19 83 SECOND % 19% 13% 33% 23% 22% 45% 14% 8% 23% # 10 12 22 18 31 49 7 5 12 83 THIRD % 12% 14% 27% 22% 37% 59% 8% 6% 14% # 13 18 31 28 25 53 6 2 9 93 FOURTH % 14% 19% 33% 30% 27% 57% 8% 2% 10% # 1n 1q 29 ?n in 50 8 6 14 93 FIFTH % 22% 10% 31% 22% 32% 54% 9% 6% 15% TOTAL # 55 60 125 111 128 239 I 39 28 67 421. GRADES1 - 5 % 13.06% 14.25% 29.69% 26.37% 30.40%, 56. 77%,! 9.26% 1 6 .65% . 15.91 Page 5 SCH OOL: NORTHH EIGHTSE LEMENTARYSECONDARYS CHOOL E NROLLMENT 2001-2002 GRADE WHITE TOTAL BLACK TOTAL 0 TH ER TOTAL L E V E L M F WHITE M F BLACK M F OTHER  # SIX % # SEVEN % # EIGHT % TOTAL # ENROLLMENT % G RADE I WHITE TOTAL BLACK TOTAL 0 THE R TOTAL ~ L E V E L M F WHITE M F BLACK M F OTHER TOTAL # NINE % # TEN % # ELEVEN % # TWELVE % TOTAL # ENROLLMENT % Page 6   TOTAL ENROLLMENT IN SPECIAL PROGRAMS SCHOOL: NORTHH EIGHTSE LEMENTARY WHITE PROGRAMS M # 11 % 37% # % # % # % # % # % # % # % # % # % # % # % # % F 3 10% TOTAL WHITE 14 47% BLACK M F 4 fl 13% 27% TOTAL BLACK 1? 40% OTHER M 1 3, F ln'l: TOTAL OTHER 4 11'!:  2001-2002 TOTAL Page 7   SPECIAL EDUCATION SCHOOL: NORTHH EIGHTSE LEMENTARY PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 1 1 2 3 PLACEMENT M.R. % 17% 17% 33% 50% RESOURCE ROOM # 3 2 5 10 1 PLACEMENT L.D. % 19% 13% 31% 63% 6% # SELF-CONTAINED % # 2 1 3 13 7 SPEECH % 8% 4% 13% 54% 29% TRANSITION - BA - # SELF-CONTAINED % # RESOURSE ROOM/MH % # ? 11. I', ? ? RESOURSE ROOM/OHi % 18% 36% 55% 18% 1R% # RESOURSE ROOM 504 % # RESOURSE ROOM SE % # % PLACEMENTIS DETERMINEDB Y PRIMARYH ANDICAPPINGC ONDITION There is a District Self-Contained Unit on this campus TOTAL BLACK 5 R'.l% 11 AQ'l! 20 83% A 11',ql OTHER M F 1 4% 1 9% Yes e (Circle one)  2001-2002 TOTAL OTHER TOTAL 6 ' -\nt, __\n,. ,, ln 1 ?II. 4% - 1 11 9% , ... - \" ,_ ........ - . . - Page 8 SCH~L: NORTl:Hl EIGHTSE LEM. FOUR YEAR ENROL!ENT COMPARISON OCTOBER 1 DAT A (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACI\u0026lt; AND NON-BLACK INCLUDING KINDEI\\GARTEN EXCLUDING KINDERGARTEN BLACK 274 WHITE 133 2001-2002 OTHER 8~ TOTAL 491 0 % BLACK 55.80' BLACK 223 WHITE 167 2000-2001 OTHER 58 BLACK 239 WHITE 115 2001-2002 OTHER JjJ__ TOTAL 421 0 % BLACI\u0026lt; 57% BLACK 183 WHITE 143 2000-2001 OTHER 50 TOTAL 448 0 % BLACK 49.78' BLACK 236 WHITE 192 '1999-2000 OTHER 53 TOTAL 481 0 % BLACK 49 nf\n' BLACK 241 WHITE 205 1998-1999 OTHER 4f\nTOTAL 492 0 % BLACK 48. 98' TOTAL 376 0 % BLACK 48.67% BLACK 209 WHITE 152 1999-2000 OTHER 41 TOTAL 402 0 % BLACK 51. 99% BLACK 206 WHITE 169 1'l90-1999 OTHER '38 TOTAL 413 0 % BLACK 49.88% -  2001-2002 Page~ ,. SCHOOL: NORTHH EIGHTSE LEMENTARY CLASS ENROLL MENT 2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK NAME GRADE ROOM GENDER RACE M F MARIBEL VARGAS K 17 F H 4 PAIGE WRIGHT K 14 F w 3 CARLI NE THOMAS K 16 F w LULA TURNER K 15 F B CORRIE WEBB 8 F w AMY BURKS 9 F w KARI COOLEY. 1 11 F w LESLIE JOSHUA 1 0 F SHEILA WILLIAMS 2 5 F w AMY WI LlIAMS 2 6 F w PILAR WOODY 2 26 F w 0 TOTAL: Page 10  SCHOOL: NORTHH EIGHTSE LEMENTARY CLASS ENROLL MENT 2001-2002 (ELEMENT ARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F \\ ff ,,,,, ERIC WALDORF 2 7 M w 6 3 6 5 1 \u0026gt; \\. \u0026lt; y ,.,.,. ,.,~ LJi.JilllliLl Kil-1 GRISSOM 3 33 F w 3 2 5 8 3 1 '\u0026lt;I\u0026gt;ti \u0026lt;\u0026gt; ~ ~ ~ KIM REEVES 3 25 F w 1 3 3 7 5 1 ' u :: )[',\n,\n,\n,\n:\n, '\ni,C TRACYM CCONNAUGHHAY 3 32 F w 4 4 4 8 ,,,,0, 0 ., ,,,,,,,,,,,, ,,,,,,,,,,,,,,,,,,,,, \"' DANYIAL KI LGROE 3 24 F w 2 3 5 8 0 4 / ,\n,/:,,:/: ,::/ \"'\"' ,,.,,., - CONNIE O'DELL 4 21 F w 4 4 6 7 3 0 \u0026lt;Ell// TERRI DOMBROSKI 4 23 F w 3 4 8 7 2 0 :)\\,,,,. l'''\\F?i 'HY'\" RACHELT HURMAN 4 22 F w 4 'I 7 5 1 2 \u0026lt;\u0026lt;::I:H \u0026gt;\u0026lt;\u0026gt; JENNI FER NEWTON 4 1n F w 3 fi 7 _ :, /\\ :''''\"'  - ,,,, JUDY BINGHAM 5 28 F w 4  6 ,,,,,, ,.,,,,,,, -  CASEY YOUNG 5 20 F w 3 3 8 11 3 0 '\\t:::n: ~ \"''''\"'''''\" TOTAL: Page 10a    SCHOOL: NORTH HEIGHTS ELEMENTARY CLASS ENROLLMENT 2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F STACY SMITH 5 19 F B 1 f\nf\nQ 1 1 TOTAL: 0 0 0 0 0 0 Page 10a SCHOOL : NORTHH EIGHTSE LEMENTARCY OURSE OFFERINGS AND LEVELS (SECONDARY SCHOOLS ONLY) s T u D E N T s WHITE TL BLACK TL OTHER TL WHITE Grade Course  l M F M F M F '\"'/ M F # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 0 0 0 0 0 0 0 TOTAL: % Please use the following indicators: 1. Adv. Placement\n2. Honor9/Gifted\n3. Regular\n4. Spec. Educ. Resource Example: English 10/2 = English, tenth grade/honors/gifted T E A C TL BLACK M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 H E TL :\n::\n:::: 0 0 0 0 0 0 0 0 0 0 0 0 0  2001-2002 Ouolicate as need ed R s OTHER TL M F 0 0 Page 11 0 0 0 0 0 0 0 SCtiO.ORTH HEIGHTS ELEMENTARY EXTENDED EDUCATI.L PROGRAMS WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAM MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL GOVERNOR'S # SCHOOL % # BOY'S STATE % # GIRL'S STATE % ,. # SUMMER SCHOOL % \\.c, ' . PRE- # KINDERGARTEN % # KINDERGARTEN % # 1 1 2 4 6 6 3 9 16 FIRST % 6% 6% 13% 25% 38% 38% 19% 56% 1 # SECOND % .,. # THIRD % , . # FOURTH % ,. # FIFTH % ' # SIXTH % GRADES SEVEN # AND EIGHT % GRADES NINE # THRUTWELVE % .. QUEST # j ,:'. 5 0 4 4 9 SUMMER SCHOOL % 33% 22% 56% 44% 1 Page 12 scHIL: NORTHH EIGHTSE LEMENTARY  HONORS AND AWARDS  2001-2002 I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # REGULAR HONOR ROLL % # 17 15 32 13 21 34 4 2 6 72 PRINCIPAL'S HONOR ROLL % 53% 47% 44% 38% 62% 47% 67% '1'1'1: 8% # 12 19 31 14 26 40 4 6 10 81 ABC HONOR ROLL % 39% 61% 38'.l: 35% /\nl\n'l/ 4Q'.l: 40'.l: i\nn 1?'.l: # 25 18 43 44 49 93 15 10 25 161 PERFECT ATTENDANCE % 58% 42% 27'.l: 47'.l: \"1'.l: \u0026lt;\nQSI nO'l: lln'll ln' # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # GREAT BEHAVIOR % # MOST IMPROVED READING % # POPCORN MONITORS % # FLAG MONITORS % # TOP BANANA AWARDS % # FIR MARSHALLS % # 30 35 65 40 71 111 21 27 48 224 CITIZENSHIP AWARD % 46% 54% 29% 36% 64% 50% 44% 56% 21% # SCIENCE AWARD % # ENGLISH AWARD % # READING AWARD % Page 13 HONORS A.AWARDS I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # REGULAR HONOR ROLL % # PRINCIPAL'S HONOR ROLL % # ABC HONOR ROLL % # PERFECT ATTENDANCE % # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # GREAT BEHAVIOR % # MOST IMPROVED READING % # POPCORN MONITORS % # FLAG MONITORS % # TOP BANANA AWARDS % # FIR MARSHALLS % # CITIZENSHIP AWARD % # SCIENCE AWARD % # ENGLISH AWARD % # READING AWARD % Page 13a SCHOOL: NORTHH EIGHTSE LEM. COMMITTEES/PARENT IN VOLVEMENT 2001-2002 EMPLOYEES PARENTS/ PATRONS 0 F F I C E R s WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER TL :OMMITTEE M F M F M F M F M F M F M F M F M F ~UITY # 4 1 5 COMMITTEE % Ano/. ?M'. \\RENT TEACHER # 1 ?1 n 7 ? ?? \u0026lt;\n? 1\u0026lt;\n4? 4 14 lA? 6 1 7 ASSOCIATION % 1% 13% 4% 1% 12% 29% 8% 23% 2% 8% 0.86 0 14 ~t:C clttQC~~tl1_ # JLUNTEERS % '. .1 ' ~, # % ~ i r -- # % ~-1 .. .,~ # % # % # % .. # % \" # % ' # % # % Page 14 11/07/2001 14:25 581- 771-8818 NLRSD:PERSCNtLC JFFI Ref: VIPS1 10/11/01. 6.45,14 VIPS BY SCHOOL BY RACE/GENDER Date: -Time: SCHOOL: 41 ~~ WHITE BLACK OTHER TOTAft, M F M F M F ' SCHOOL 130:i 218 539 J.43 386 8 9 PAGE 01 HOURS 4,115.50    SCHOOL: NORTH HEIGHTS ELEMENTARY EXTRACURRICULAR ACTIVITIES 2001-2002 ACTIVITY MEMBERSHIP SPONSORS OR WHITE BLACK OTHER TOTAL WHITE BLACK OTHER TOTAL CLUB M F M F M F M F M F M F # 4 2 3 2 1 1 FIRE MARSHALLS % 36% 18% 27% 18% 50% 50% # FT.,AG MONITORS % ,,.:. BOOKSTORE # 1 2 1 1 MONITORS % 25% 50% 25% 100% ... ,. STUDENT # COUNCIL % ,_, STUDENT # COUNCIL OFFICERS %\n# 2 3 1 LIBRARY MONITORS % 33% 50% 17% # 1 1 ? 1 1 OFF! CE MONITORS % 17% 17% 33% 17% 17% # 1 2 1 KJNC:l'RGARTFN Mf1NTTO~ % 25% 50% 25% - # % # % # % . # % # % Page 15 SCHOOL : NORTHH EIGHTSE LEMENTARYE XTRACURRICULAR ACTIVITES 2001-200 2 OFFICERS / LEADERSHIP WHITE BLACK OTHER TOTAL ACTIVITY OR CLUB M F M F M F # STUDENT COUNCIL % # % # % # % # % # % # % # % # % # % # % # % # % Page 15a SCHOOL: NORTHE IGHTSE LEMENTARY SPIRIT GROUP T RYOUTS 2001-200 2 (SECONDARY SCHOOLS ONLY) WHITE TOTAL BLACK TOTAL OTHER TOTAL TOTAL JUDGES OTHER TOTAL ACTIVITY/ CLUB M F M F M F WM WF BM BF M F # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % TOTAL: # 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 % Page 16   2001-2002 STUDENT ATTENDANCE AFTER NINE-WEEKS (ATTACH COMPUTER SERVICES GENERATED DATA)  Page 17 SCHOOL: N ORTHH EIGHTSE LEMENTARY STUDENTS RETA INED 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # Kl N DERGARTEN % ' ,, . ' # FIRST % j, # SECOND % '\n# THIRD % .~_\n: -~.!'-,: .\n/ # FOURTH % \ni\n,\n1~ # 1 1 FIFTH % 100% 100% t1 f -:,- # SIXTH %   J ~-' r1 # SEVENTH % ~ , ' ., # EIGHT % # NINTH % # TENTH % ' , # ELEVEN % # TWELFTH % Page 18 SCHOOL: NORTHH EIGHTSE LEMENTARYS UBJECT AREA COUR SES FAILED 2001-2002 (SECONDARY) I WHITE TOTAL BLACK TOTAL OTHER TOTAL COURSES MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % Page 19 SCHOOL: NORTHH EIGHTSE LEMENTARY GRADUATION INFOR MATION 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL . . YEAR MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # % # % # % # % # % # % # % # % # % # % # % # % # % Page 20 SCHOOL: NORTHH EIGHTSE LEMENTARY DROPOUT STATI STICS 2001-2002  WHITE TOTAL BLACK TOTAL OTHER TOTAL -:,,,\n,\n,\n, GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % Page 21   STUDENT ACHIEVEMENT -ASSESSMENT DATA SAT-9 (PLEASE ATTACH MOST RECENT INFORMATION)  Page 22 - ST.4.'V FORD ACHIEVDfEST TEST SERIES, l'.\nf.\\TH ED!T!O.Y TE.'.CHER:\n\\ORTH HEIGHTS ELE:11 GRADE: 01 SCHOOL: DISTRJCT: !\\ORTH UTILE ROCK - SPRI:\\G 200 TEST D.-\\T E: 04/16/01 RU!\\ DA TE: 05/08/01 GROL'P: GE'iERAL POPl\"L..\\ TIO:\\ l,('.'1 :\nI Mean I _\\!~an j '.\\ledian I'. \\ational: SUBTESTS ASD :\\umber Raw l!\\atlonall, Grade lndiv i -rn-r., \u0026lt;\" T ... \" ~ \"l\nrl' I'm,\n,. PIL~ I Total Reading 64 80.3 61.6 , , __ j 71-6 I. .! Word Study Skills 6.: 27.4 614 2.5 71-6 Word Reading 65 22.i 60.4 2.2 69-6 Reading Comprehension 65 29.9 60.i ~-2 69-6 Total Mathematics 65 47.0 54.5 2.0 5S-5 Math: Problem Solving 65 30.6 53.6 2.0 57-5 Math\nProcedures 65 16.4 55.0 2.0 59-5 Percent In ach I\n!1 CONTENT CLUSTERS\n\\um,,b_ er_ of Oc:low Above CONTENT CLUSTERS ,\\q,ri:c Avc:ra,:c A,c:r11c\n' Word Study Skills 36 6 53 41 Structural Analysis 12 3 58 39 Phonetic Analysis-Consonants 12 14 42 44 Phonetic Analysis-Vowels 12 14 47 39 Word Reading 30 8 51 42 Reading Comprehension 40 6 55 38 Two-Sentence Stories (Rjddles) 5 5 43 52 Short Passages (Clozc) 15 8 51 42 Short Passages w/Questions 20 18 45 37 Recreational 10 17 57 26 Textual 5 15 51 34 Functional 5 29 42 29 Initial Understanding 9 12 55 32 Interpretation II 18 46 35 Math: Problem Solving 44 23 49 28 Concepts/Whole No. Comput. 3 2 72 26 Number Sense and Numeration 12 12 55 32 Geometry and Spatial Sense 5 18 45 37 Measurement 8 32 35 32 Sti.tistics and Probability 5 28 22 51 Fraction and Decimal Concepts 3 0 77 23 Pattcms \u0026amp; Relationships 5 22 51 28 Problem-Solving Strategies 3 17 65 18 Math: Procedures 25 1-l 51 35 Number Facts 8 II 62 28 Computation/Symbolic Notation II 22 46 32 Computation in Context 6 1 s I 51 31 I I I I i I i I I I I I I S_TA.\"ffORDLEVEI.JFOR.\\1/BA TTERY: PRI'.\\URY l / S / Full Length :'\\OR.\\IS: Spring 1995 '.'ialional :'\\arms I\nI i ! I i GROUP REPORT FOR :\\\"ORTH HEIGHTS ELL\\! '.\\ational Grade Percentile Bands tn ln ~n ~n on , oc Percent In Elch Number of llc:low Abo-v, lt,-.mc, Avc:rat\nC: ,\\vc:nc c: Ac:uu I I I i I ! i I Report :cnerarcd by READY RPORTST V~A 7..l..ll for :'lion.h Little Rod Sdlool Oismd .)cores baud on aormauvc dau cop:i,r1i::btC 1996 b~ lbrcoun. l.nc. All n:hu reserved.  STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION ! TEACHER: .......................... GR.A.DE: 01 SCHOOL: l'o'ORTH HEIGHTS ELD! TEST D . .\\TE: 04/16/01 DISTRICT:  GROUP: NORTH LITTLE ROCK- SPRl:'\\G 200 RUN DATE: 05/08/01 GE..'iERAL POPUL.\\ TIO:'\\ SUBTESTS AND Total R.eadin g 64 3 Word Srudy Skills 64 2 Word Reading 65 8 Reading Comprehension 65 3 Total Mathematics 65 6 Math: Problem Solving 65 8 Ma th.: Procedures 65 5 G() Percent in Each . , I . 38 34 33 -31 29 38 42 23 45 40 35 46 52 25 fl:, p I 25 34 25 32 9 II 18 P. I GROUP REPORT with PERFOR.'\\1A .N. \"CES TA. \\.l )A.RDS FOR :--\nORTH HEIGHTS ELE.'\\1 Performance Standards are content-referenced scores that reflect what studentS know and should be able to do in given subject areas. { The Stanford Performance Standards were determined by expert  panels of educators, who judged C.'.lcbte st question on the basis of bow students at different levels of achievement should perform. These expert judgements yielded four categories or levels of student performance. Level l indicates little or no mastery of fundamental knowledge and skills. Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work. At the high school level, this is higher than minimum competency skills. Level 3 represents solid academic performance, indicating that students are prepared for the next grade. At the high school level, this indicates preparedness for democratic citizenship, responsible adulthood, and productive work. Level 4 signifies performance beyond gr.ide level mastery. At the high school level, this shows readiness for rigorous college courses, advanced technical training, or employment requiring advanced academic achievement. NOT ES ST A.'iFORDLEVEUFOR\\1/BA TTERY: PRl:'11..\\RY I/SI Full Len!'lh :'\\OR,tS: Spring 1995 :'\\ational :'\\orms ~ Repon :cnc.nttd b~ READY R.EPOR'fS'TV'Mcn ioa 7-l-23 for :'-onh Urtlc Rock School District Scores based on nonnuive dau cop~Ti:ht .C 1996 by Harcourt. Lac. All ri:hu rcscnrd. ~. TF.AC'I IEll: SCIIOUI.: DISTRICT: - - STANFORD AC/1/EVEMENT TEST SERIES, N/NT/1 EDITION  NOllTII IU:IGIITS F.LEJ\\I GRADE: 01 TEST DATE: 04/16/01 RUN DATE: 05/08/01 --- ADJ\\IINISTRATOll'S l\u0026gt;ATA SIJI\\IJ\\IAllY FOil NORTII IIEIGlllS ELF.1\\1 GllO\\JI': NOllTII LITTLE HOCK - sr1UNG 2001 l\nENEIUL l'Ul'IJLATION l'a\u0026amp;j I I I I I I I I I - llEAUING l\\1ATIIEI\\IATICS LANGUAGE ENVIRONJ\\IENT, \\ IIATTF.RY TOT,\\L Nlll\\~~m TESTEll \\ _. soc AL SCIENCE I 1 bh SCIENCE, TO l'ALS ~---------1-llca Tola Vluolnl ! Wort! Reamtl Total rr,uoub: L.JLJlJ\\.l.aUth\"- --lf----'----''----lf----lf----i,----'----''----1--- ______________ _ N11111hlc'rn ssihlc I 106 36 30 401 69 44 25 N11111hc1rc stc,1 M 64 65 65 65 65 65 Na1io11al1 Hlivi,\\11al I 696 I rR-S of Mean Nl\"E 716 716 696 585 57.5 59.5 Na11111iIa'll S11111111a1y HO . 99 N 24 26 21 22 17 14 16 60  79 N 14 12 20 13 15 17 20 40  59 N 13 14 II 15 II 14 9 20 . 19 N II 9 9 11 13 10 131 I I I Ill - /9 N 2 3 4 4 9 10 7 I I'- so . 99 0/ 38 41 32 )4 26 22 25 ,., Ml  79 ,., 22 19 31 20 2) 26 JI ,., 40  59 ,,,.,, 20 22 17 23 17 22 14 111  39 1)f, 17 14 14 17 20 15 20 ()/ . /9 'J,i, ) 5 6 6 14 15 II l'c1cc111A t/Ahovc the I 60 I Na11011a5l1 1thI 'll (,\u0026lt;, (,9 72 60 62 58 Natinnal NC\"IS'. talistics Mc1111 (,I.(, 61.4 60.4 60.7 54.5 53.6 55.0 S1n11d,m/lJ c.-i11tw11 I').\\ I 9.3 18.6 20.5 18.9 19.6 18.8 l'c,-re111Ucs 1'90  90th ')1.lJ 87.5 84.5 90.7 79.1 78.7 77.2 (!J  75th 71.5 71.5 70.4 73.6 67.5 65.\\ 66.5 A/c,/11111  50th (,\\.7 59.1 59.9 57.9 54.3 53.8 54.1 (!I  15th 4(,.5 46.1 45.6 43.7 38.9 38.8 37.5 /'/0 . /()(/, 38.8 35.1 36.7 35.4 27.3 26.4 27.7 Il i}~i-~,\\ ~ -.S T-A-~-_-F L__OE__RVD_E __UM _/F~BO~AR-T T_E_R_Y_:_P_R_1_1\\_1A_-_-R__Y_-_1_--/ -S/_F_u_.l.l.1_.l. A_._J_._._n___g t_h ~ __ _1, ___ 1-. _________ L1t,por1--,-nJff-,~-,-R-EiA_P_V_R_E_r_OLRTl\"-.--v.-n-,--,.-1.-u-1...Jw Lt:\u0026lt;'.:NORMS1Srrln11995N1tlon1INonn1 . ' ,'!'\n. '  ,,, :  .,., llrtu111o11o\u0026lt;S\u0026lt;NIDlolrid ! 'IEI\\CIIER: S('IIOOI.: OISTRllT: til(OlJI': ~ STANFORD AC/1/EVE/IIENT TEST ~ERIES, NINTII EDITION# .................... NOHTII IIEIGIITS ELEl\\1 NOHTII I.ITTI.E HOCK - SPRING 2001 GENERAL l'Ol'lJLATION GRADE: 02 TEST DATE: 0~116101 RUN DATE: 05108101 -- r------- - ---1. AOI\\IINISTltATOH'S l\u0026gt;ATA Slll\\11\\11\\HY FOil NOlffll llEIGIITS El.El\\! .. - ,----- l'a c I HEADING I\\IATIIEI\\IATICS LANGUAGE ENVIRONI\\IENT, ________,_\n,\n1:::1:k, T,o,, '\"\" \"\"\" soc'~:,'\nc~lNc-e- -,------,----,--- -- 1 OT,\\I. NlJl\\lllEH TESTED 66 IIATTEltY TOTALS N11111hle'or ssihle N11111bTcre sted National Individual l'R-S of Mean Nl'E National I'll S11111111ary RO - 99 60 - 79 40 - 59 20 - 39 0/ - IV Ii(/ - 99 Ml  79 40 - 59 2/J - 39 (If - /9 Pi::1cc11/1\\1 /Ahovl! 1hc National 511th I'll National N\u0026lt; 'E Sialistics Me1111 S11111d1/1 Jrde vi11tio11 l'crcc111i/cs !'YO QJ Median QI /'/() 118 (,2 48-5 N 5 N 20 N 13 N I(, N 8 .,, 8 ~r, ,  32 11, ,u 21 ,,,.,, 2(, % 13 50 48.9 14.8 - Y//tl, 64.5 - 751!, 59.9  501!, 49.3  ]5/1, 37.8  I/Jti, 27.9 48 65 48-5 9 12 9 30 5 14 18 14 46 8 40 49.0 16.1 70.4 60.9 43.0 36.6 32.4 30 40 62  65 41-5 54-5 2 13 15 15 22 14 13 17 10 6 3 20 24 23 35 22 21 26 16 9 45 58 45.5 52.3 16.4 16.3 62.5 75.1 55.4 60.8 47.4 51.4 37.4 38.2 22.I 31.5 74 65 50-5 13 17 II 10 14 20 26 17 15 22 52 50.2 20.4 76.2 64.4 50.9 34.3 19.5 STANFORD I.EVEIJFUH/\\1/IJATJ'EHY: PRIMARY 2 / S / Full Length NOltMS: Spring 1995 National Norms 46 65 46-5 10 18 10 13 14 15 28 15 20 22 49 47.9 20.0 71.9 60.I 48.7 32.4 20.1 28 65 58-5 21 13 10 14 7 321 20 15 22 II 57 54.4 20.8 75.8 66.9 54.3 36.6 28.2 I I Srorn buf\"d on onn11hr data top)Tlthl C\u0026gt; 1996 by lhr1ur1, lac. All rlc:ht, rr-Kntd. I I I .. -. Rrpor1 crntnlrd by Rf:AllV Ht:rotns, Vr\"lon 7.!.U ror North UUlt Roc-lt School lJl1trfC1 TEACHER: SCHOOL: DISTRICT: GROUP: STAS FORD ACHIEVE:\\fE.\\'T TJ::..S I .SJ::.Kll::.S, /\\/,, I t1 t:.u, uu., ................ ,.. ................ ,r .. ,......... GR--\\DE: OZ 'iORTH HEIGHTS ELE\\I ITST DAE 04/l 610 I 'iORTH LITTLE ROCK-SPR!'iG 200 RC~ D.-\\TE: 05108/01 GE'iERAL POPl:LA TIO:\\ I :',lean l :',lean l\n\\ledian /'iational liBTESTS A:\\'D :\\umber!' Raw l:\\ational!' Grade \\ lndh\nI ...,-ri:- JC.. . ,.. oo_c TnT.\u0026lt;f\u0026lt;' TP\u0026lt;-' \"---- Total Reading 62 I 73.2 48.9 I 2.8 4S-5 I 2.4 4S-5 .T Word Srudy Skills 65 32.1 49.0 Reading Vocabulary 62 IS.O 45.5 2.i 41-5 ! :1 Reading Comprehension 65 22.9 52.3 2.9 54-5 : Total Mathematics 65 49.9 502 2.9 50-5 Math: Problem Solving 65 29.5 47.9 2.7 46-5 Math: Procedures 65 20.4 54.4 3.1 58-5 Percent In Each I I I, ' CONTENT CLUSTERS Number of lldow Above CONTENT CLUSTERS ltn.,...,.. ,\\\\cr  i:c Anntt ,\\vcrai:t' ' ord Study Skills 48 15 69 15 ctura! Analysis 12 12 88 0 onetic Analysis-Consonants 18 17 60 23 Phonetic Analysis-Vowels 18 34 55 II Rending Vocabulary JO 19 74 6 Synonyms 18 15 73 13 Context 6 24 53 23 Multiple Meanings 6 24 69 6 Reading Comprehension 40 15 63 22 . Recreational 14 17 58 25 Textual 13 II 72 17 Functional 13 15 60 25 Initial Understanding 14 17 51 32 Interpretation 20 9 77 14 Critical Analysis 3 18 65 17 . Pn:x:css Strategies J II 63 26 Math: Problem Solving 46 28 54 18 Concepts/Whole No. Comput. 4 25 63 12 Number Sense and Numeration 10 17 48 35 Geometry and Spatial Sense 5 23 65 12 Measurement 10 28 48 25 Statistics and Probability 6 20 68 12 Fraction and Decimal Concepts 3 17 83 0 Patterns \u0026amp; Relationships 5 26 57 17 Problem-Solving Strategies J 12 62 26 Math: Procedures 28 18 49 ,, j_ Number Facts 8 12 54 ,, j~ Computation/Svrnbolic ~ot.:Jtion 12 11 49 29 Computation id Context -- 8 14 51 35 I S_TA.'\\fORDLE\\'EUFOR.\\1/BA TIER\\': PRJ:\\1.-\\RY ! IS i Full Length :'iCR\\IS: Spring 1995 :'iational :\\orms i GROCP REPORT FOR :\\ORTH HEIGHTS ELDI 'iational Grade Percentile Bands 1n 10 ~o 70 Qn I QQ Percent In \"ach Number of Below Above It- Avcr  cc A,,.crcc Av,rac I I i I I i I J I. I I ! Rcpon :cncr2ttii b~:R ADY RPORTST\"\"\\' crsio 7.2.ll (w :\",onh Little Rack Schoo1 OlJUict Scores bas~ on normative data cop~Ti:ht t: 199ti b~-ibrcourt. Inc. All ri:hu rescrHd. TEACHER: SCi-!00!...: DfSTRJCT: GROUP: Taul Reading .,)J...-t.,I'VI\\U.\"I\\..JllL' L..\"L..1J lLJI _,~,_~,_....,..,, ....  ..... ..,.,,...,,. ......... w ........................ ,., GK...:..D~. o: '\\ORTHHEIGHTSELOI -:-c:s-:-0:.:-\u0026gt;:-:: OJ1ooi '\\ORTH LITTLE ROCh:-SPRJ'.\\G :!00 R.:..:D-- ..\n: -.-:-:: 05108\n01 GE:,iER-'.L POPl\"LA TIO:\\ PERFOR\\IA:\\CE ST.-'.:\\DARDS J 62 IS ' 5~ 29 GROUP REPORT with PERFOR.\\L.\u0026gt;,.:\\CE ST . .\\..'\\DARDS FOR '\\ORTH HEIGHTS ELDI Word S rudy Skills 65 s Reading Vocabulary 62 19 Reading Comprehension 65 25 Taul Mathematics 65 ,, Math: Problem Solving 65 60 '' 52 42 35 IS 31 37 25 2 11 0 5 6 6 18 Performance Standards are content-referenced scores that reflect what srudems know and should be able IO do in g\nven subject areas. Tne Stanford Performance Standards were determined by expen ( panels of educators, who judged each test question oo the basis of how srudents at differenI levels ofachievemein should perform. These ex pen judgements yielded four categories or levels of srudem performance. Math: Procedures 65 ,- -\" ... .. 34 NOTES Level I indicates linle or no mastery of fundamental knowledge and skills. Level 2 denotes partial mastery of the knowledge and skills that are fundamental for satisfactory work. Al the high school level, this is higher than minimum competency skills. Level 3 represents solid academic performance, indicating that students are prepared for the next grade. Al the high school level, this indicates preparedness for democratic citizenship, responsible adullhood, and productive work. Level 4 signifies performance beyond grade level mastery. Al the high school level, this shows readiness for rigorous college courses. advanced technical training, or employment requiring advanced academic achievement. I ~TA.'\\F~RDLEYEUF\u0026lt;?~\\L'BA TTERY: PRl'\u0026gt;I...\\RY _, S, Full Length  OR)!S. Spring 1995 :\\auonal :\\arms Rrport :rnrruro b~ REA.DY RPOR\"fyM \\\"rn:100 -:..:.:.fJor :--\nonb Lietlr Roclt School Oumct .5coru 02ud oo normatnr dau coprn~ht C 19ao b~ H2rcour1. Inc. A.JI nthu rcsrnrd. I - - - STANFORD ACHIEVDIENT TEST SERIES, NINTH EDITION TEACHER: ******************** GRADE: 03 SCHOOL: NORTH HEIGHTS ELEMENTARY TEST DATE: 04/16/01 DISTRJCT: NORTH LITTLE ROCK- SPRING 200 RUN DATE: 05/08/01 GROUP: GENERAL POPULATION Mean Mean Median National SUBTESTS AND Number Raw National Gnde lndiv TnT.H\u0026lt;. T .. \u0026lt;tP\u0026lt;l CM- Nr-i. r ... , .. PD.C Total Reading 68 49.0 43.3 }.2 37-4 Reading Vocabulary 68 18.4 42.3  3.1 36-4 { Reading Comprehension 68 30.6 45.2 3.2 41-5. Total Mathematics 68 49.3 50.0 3.9 50-5 Math: Problem Solving 68 30.4 50.2 3.8 50-5 Math: Procedures 68 18.9 52.I 4.0 54-5 Language 68 25.2 46.9 3.2 44-5 Spelling 68 18.6 51.2 3.8 52-5 Science 68 206 39.5 2.5 31-4 Social Science 68 17.8 40.4 2.8 32-4 Listening 68 23.1 44.7 3.3 40-5 Using Information 68 24.8 40.3 2.6 32-4 Thinking Skills 68 104.0 42.6 2.9 36-4 Basic Battery 68 165.3 47.5 3.5 45-5 Complete Battery 68 203.6 45.8 3.3 42-5 Percent In ach CONTENT CLUSTERS Number or Bdow Above CONTENT CLUSTERS It- Ann gc Avcragc Avcrai:c Reading Vocabubry 30 31 59 10 Spelling Synonyms 18 28 59 13 Sight Words Context 6 34 54 12 Phonetic Principles Multiple Meanings 6 29 59 12 Structural Principles No Mistake Reading Comprehension 54 26 57 16 Recreational 18 19 66 15 Science Textual 18 34 46 21 Earth \u0026amp; Space Science Functional 18 38 47 15 Physical Science Initial Understanding 14 26 57 16 Life Science Interpretation . 24 22 57 21 Science Process Skills Critical Analysis 8 22 71 7 Process Strategies 8 34 60 6 Social Science History Math: Problem Solving 46 24 56 21 Geography Concepts/Whole No. Comput. 4 IO 81 9 Civics \u0026amp; Government Number Sense and Numeration 6 25 41 34 Economics Geurnetry and Spatial Sense 6 22 53 25 Culture Measurement IO 31 41 28 Statistics and Probability 6 19 56 25 Listening Fraction and Decimal Concepts 4 7 76 16 Vocabulary Patterns \u0026amp; Relationships 3 13 87 0 Comprehension Estimation 3 18 71 12 Recreational Problem-Solving Strategies 4 41 49 10 Informational Functional Math: Procedures 30 15 62 24 Initial Understanding Number Facts 6 15 44 41 Interpretation Computation/Symbolic Notation 12 19 51 29 Computation in Context 9 29 51 19 Using Information Rounding 3 16 65 19 Thinking Skills Language 48 29 54 i 16 Capitalization 6 32 431 25 I Punctuation 6 37 3gl 25 ! Usage 6 18 561 26 I Sentence S trucrure 10 31 57 ! 12 Content and Organization 10 I 28 57 i 15 Ch,,., c,1,.\n11. in ?O ~QI J? STANFORDLEVEUFOR.\\1/BATTERY: PRIMARY 3/S/ Full Length :-IOR\n'\\1S: Period 15 1995 National Norms GROUP REPORT FOR NORTH HEIGHTS ELEMENT ARY National Grade Percentile Bands 1f\\ QO n, Per, ent In ~ach Number or Below Above It- Avcrac c Avtr  l t Annur.- 30 19 59 2t. 5 12 60 28 - 12 12 69 19 8 19 56 25 5 26 40 34 40 40 50 IO 12 28 66 6 14 47 43 10 14 34 53 13 30 53 38 9 40 34 56 10 9 40 46 15 IO 28 65 7 8 26 62 12 8 35 56 9 5 35 49 16 40 29 51 19 IO 28 53 19 30 38 43 19 IO 38 50 12 10 31 47 22 10 40 37 24 12 38 44 18 18 40 44 16 47 44 43 13 191 40 49 12 y Report :e11cntt'd by READY R.EPOR'TS\"' Va-JMN7I .l.l:3 f ~ ortb Utt!e. Rock Sdlool Dtsrrict Scora b\u0026amp;kd o an:nadvc data copyncbt O 1996 by Hucoun. la.c.. Ail ri:hu rtse\"rnd. ei i STANFORD ACHIEVEMENT TEST SERIES, NINTH EDITION TEACHER: '.\"\"\".:HOOL: ******************** GRADE: 03 i\\ORTH HEIGHTS ELEMENTARY TEST DATE: 04/16/01 DISTRICT: GROUP: NORTH UTILE ROCK- SPRING 200 RUN DATE: 05/08/01 GENERAL POPULATION SUBTESTS AND rnr~,,, Number Te\u0026lt;tPrl Total Reading Reading Vocabulary Reading Comprehension Total Mathematics Math: Problem Solving Math: Procedures Language Spelling Science Social Science Listening Using Information Thinking Skills Basic Battery Complete Battery 68 68 68 68 68 68 68 68 68 68 68 68 68 68 68 PERFOR.i\"LANCE STA.'1/OARDS I ovol 1 34 25 37 24 25 15 37 19 40 34 25 NA NA NA NA t8 Percent in Each I ovol 2 f ouol l I f ovol 4 40 35 37 44 38 46 38 44 44 51 51 NA NA NA NA 18 29 22 29 29 31 18 24 12 13 18 NA NA NA NA p 9 ro '4 3 7 9 7 13 4 I 6 NA NA NA NA p NOTES STA.i'I/FORDLEVEUFORM/BAITERY: PRIMARY 3 / S / Full Length NOR.i\\1S: Period 15 1995 National Norms GROUP REPORT with PERFOR.!~ANCESTANDARDSFOR NORTH HEIGHTS ELEMENTARY Performance Standards are content-referenced scores that reflect what students know and should be able to do in given subject areas. The Stanford Performance Standards were determined by expert panels of educators, who judged each test question on the basis of how students at different levels of achievement should perform. These expert judgements yielded four categories or levels of student performance. Level I indicates little or no mastery of fundamental knowledge and skills. :\n''? Level 2 denotes partial mastery of the knowledge and skills that are _.x, fundamental for satisfactory work. At the high school level, this is . higher than minimum competency skills. '--'.\\~ Level 3 represents solid academic performance, indicating that students are prepared for the next grade. At the high school level, this indicates preparedness for democratic citizenship, responsible adulthood, and productive work. Level 4 signifies performance beyond grade level mastery. At the high school level, this shows readiness for rigorous college courses, advanced technical training, or employment requiring advanced ,. academic achievement. :.,-..-c.1,. Rcpon e\ncncrated by RE.ADY REPORTS\"' Vtnloa 7..1.%3.\nNorth Uttle Rod\u0026lt; Sd,ool Diolrid .::~-l~ Scores baxd on normadvc d.au copyrie\nbc 'ti 1996 by H.ara\u0026gt;urt. lnc:. All rigbu reser\ncd. \\:~it~ TEAC'IIER: SCIIOOI.: IJISIIWT: \u0026lt;.illOUI': STANFORD ACIIIEVEMENT TEST SERIES, /l'll\\'T/1 EDITION .................... NOl!TII IIEIGIITS ELEMENTARY NOltTll 1.r!TI.F. ltOCK-SPRING 2001 GENEltAI. l'Ol'ULATION GRADE: OJ 1 EST DA TE: 04116/0 I RUN IJA IE: 0~/08/01 REAIJING ~IATIIE~IA-1 ICS LANGUAGE TutI I I~ ~I:~ ~..~~.~ . TOTAi. NUMIIEH TESTEIJ 68 Total 1 Pilioh ~lath ---1lt.:11I 1\\1,.11, _s,  IC,_ Number l'ussil,lc 84 30 54 76 46 30 Nun1bcrT ested 68 68 68 68 68 68 National lndividu\n:al l'R-S of Mean NCE 37-4 36-4 41-5 50-5 50-5 54-5 National l'R Summary 80 - 99 N 9 7 10 13 10 16 60  79 N 8 4 8 17 16 16 40 - 59 N 7 18 9 10 15 9 10. 3Y N 27 22 28 15 16 18 0/  19 N 17 17 13 13 II 9 80 - 99 % .. 13 10 15 19 15 24 60  79 % 12 6 12 25 24 24 40 - 59 % 10 26 13 15 22 13 10  J9 % 40 32 41 22 24 26 0/  19 % 25 25 19 19 16 13 Percent At/Almvc the National 50lh l'R ( -~8) 31 29 eJ.' 53 54 National NCE S1atist1cs Menn 43.3 42.3 45.2 50.0 50.2 52. I Stn11d(lrdD eviation 17.9 19.2 17.1 19.2 19.7 19.I Percentiles P90 - 901l1 71.6 62.9 70.5 74.5 74.7 72 4 QJ  75th 55.2 52.8 55 5 64.6 62.4 64 7 Mcdit111 -50rh 40.9 39.3 423 50 4 49.6 52.6 QI - 25th 32.0 29.6 33.7 35.5 35.6 38.1 /'/0 - /Otl, 20.6 16.2 24.2 23.4 24.5 20.8 SrANF(lltU LF,VF.IJlOR~l/0,\\17 F.RY: PRIMARY 31 S / Fu0 L,ngth NORM~: Pcrioll 15 1995 National Norms ~-I l 48 68 44-5 9 13 II 20 15 13 19 16 29 22 I 40 ) 46.9 17.8 74 I 58.5 44.0 328 25.3 _sP\"\" JO 68 52-5 13 12 20 13 10 19 18 29 19 15 (2!, I 512 18.9 743 62.4 48.8 36.9 28.4  !-tflrrJ b1\u0026lt;td on n1111n1lht d111 rop.1996b) llarC'ourt, l11t. All rl1thl1 rtltntd, ADMINISTllATOlt'S l\u0026gt;ATA SIIM~IAltY FOIi NOltTJI JIF.IGII IS EI.F.~lF.NTAltV - - - ENVIRONMENT, SCIENCE, soclAL s:T::: Sci- Soc I.le\n(- Uc.Ing I hnkJ! n.c. :ic_ 1-tning Info_ Skis 40 40 411 47 191 68 68 \u0026lt;,X \u0026lt;,X loX 31-4 32-4 40-5 12-4 _\\(i.,\\ 5 7 Ill ,, X 6 \u0026lt;, ,, ,, X II 7 1,, Ill Ill 21 28 I.I 17 211 25 20 IX 2,, 22 7 10 \" 'I 12 9 9 11 11 11 16 10 24 15 II 31 41 22 25 2') 37 29 2,, JX .12 21 24 34 28 2(, 39.5 40.4 44 7 40.J 42.fi 17.2 17.1 19.4 18.2 18.4 64.2 64 6 69.6 (1.~.9 (1')'i 46.6 47.7 55.5 505 _, I 4 38.2 39.0 431 37 4 41 I 26.3 28.7 27 8 25 5 )(12 20.5 16.2 21 7 19.5 IR.fi  ----- Page I 11/ITl\"EltY TOTALS U:ic.ic I Cum11I UalL Ball nx l~X hS h/-1 \"~ c\n12-5 X 8 12 8 IX 21 l'I 20 II II 12 12 18 12 U, 11 28 29 I(, 16 4J 38 47 5 45.8 15 6 15.5 (ii) 9 (,8.J ,7 4 54.6 47 2 46.I J(, 9 J5.I 26 7 750   THREE YEAR COMPARISON OF MEAN PERCENTILE RANK NORTH HEIGHTS ELEMENT ARY SCHOOL - GRADE 5 50 .,----------------------------------------, 45-1---------~~--------------------~~------1 40 -1---------1 30 25 20 - 15-- 10 __  5 0 \\\"\"\" \"'\" FALL 1999 FALL 2000 Reading Mean PR 24 33 37 Mathematics Mean PR 26 29 45 Language Mean PR 30 33 41 Science Mean PR 22 30 29 Social Science Mean PR 21 36 34 Basic Complete Battery Battery Mean PR Mean PR 29 28 34 35 45 43  EJFALL 199!1 ll!IFALL 1999  FALL 2000 ( vi,)\u0026lt; LI PRIMARY( GR~ 4) BENCHMARKE XAMINATION e: 1 MAT HE MAT ICS SCHOOLS UMMARYR EPORT:G ENERALP OPULATION A,hnsu D1strtct Name: N. LITTLE ROCK SCHOOL OISTRICT School Name: NO. HEIGHTS ELEMENTARY SCHOOL Grade: 04 C'omrrchcnsiTvc slingA, ucnmcnl LEA K: 60-02 School Number: 063 Date of Test: Aprt I 2001 \u0026amp;Accountabilily Pro111m Total Number of Students Tested: 56 Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; Percentage of Students Nu11ber \u0026amp; Percentage of Students Nu,.ber \u0026amp; Percentage of Students Below Bask (BEL) Buie (BAS) Proficient (PRO) Advanced ( AUV) 154 and below 155-199 200-249 250 and above School_ District Region State School District Region State _ _ School District -Ba!on_ State _School_ District _Region __ State __ All Students 20 184 2,933 9,345 13 106 1,633 5. 567 12 85 I, 620 5,957 11 140 1. 967 7,644 36X 36X 36X 33X 23X 21X 20X 20X 21X 17X 2ox 21X 2ox 27X 24X 27X Gender Fe11a le 11 '12 I, 494 4,756 10 57 845 2.806  44 793 2,958 J 68 953 3,746 3X ,ox 37X 33X 31X 20X 21X 2ox 2sx 16X 19X 21X 9X 24X 23X 26X Male 9 72 1,438 4,582 3 48 785 2,754 4 41 827 2,997  72 I ,011 J, 887 38X 31X 35X 32X 13X 21x 19X 19X 17X ,ex 20X 21X 33X 31X 25% 27% Ethnicity Aslan/Pac1f1c Jslander 0 ' 11 29 0 '  25 0 '  39 0 0 16 67 ox 33X 26X 18X ox 33X 19X 16X ox 33X 19X 24X ox ox 37X '2X Afr lean A11er ican 13 153 I. 718 4,413 7 70 504 I, 149 7 \" 327 725 4 43 220 477 42X SOX 62X 6SX 23X 23X ,ex 17X 23X 13X 12X 11x 13X 14X BX 7X lllspan1c 3 3 38 177 ' 2 21 123 J 3 21 118 ' J JO 132 38X 27% 3SX 32X 13X ,ex 19X 22X 3BX 27X 19X 21X 13X 27X 27% ,,x Nat 1 ve A11er 1can 0 0 12 59 0 0 7 41 0 0 3 41 0 0 4 39 ox ox 46X 33X ox ox 27% 23X ox ox 12X 23X ox ox ,sx 22X White 4 27 1,106 4 .581 s 32 1,068 4,178 2 40 1,241 4,987 6 93 I, 662 6,863 24X 14X 22x 22x 29X 17X 21X 20X 12X 21x 24X 24X 3SX X 33X 33X Other 0 0 33 47 0 ' 14 23 0 0 10 19 0 ' 23 36 ox ox 41X 38X ox sox 18X x ox ox 13X ,sx ox SOX 29X 29X Gender/E thn I c 1 ty Fe11a le A  t.n/Pctf'1c llnd,. 0 '  ,. 0 0 0 .. 0 0 , ,o 0 0  \" ox ,oox 24X 19X ox ox 24X 19X ox ox ,,x 2SX ox ox 38X 38X African A11erlcan  94 873 2. 225 7 39 274 615 5 21 170 384 2 22 120 252 36X S3X 61X 64X 32X 22X 19X ,ex 23X 12X 12X 11X 9X 13X BX 7X lllspanlc 0 0 18 93 ' ' 9 54 ' ' 9 51 ' 3 18 70 ox ox 33X 3SX 33X 20X 17X 20X 33X 20X 17X 19X 33X 60X 33X 26X Native A11er1can 0 0 7 27 0 0 4 24 0 0 ' 21 0 0 ' 17 ox ox s,x 30X ox ox 31X 27X ox ox BX 24X ox ox BX 19X Whl ta 3 17 571 2. 355 2 16 541 2.077 2 22 600 2,457 0 '2 786 3,343 43X ,ex 23X 23X 29X 16X 22X 20X 29X 23X 24X 24X ox 43X 31X 33X Other 0 0 10 18 0 '  11 0 0 s 10 0 ' 18 24 ox ox 24X 29X ox SOX 20X 17X ox ox 12X 16X ox SOX 44X 38% Gender/E thn 1c I ty Male As 1an/Pac 1 f 1c 1 s I and er 0 0 6 14 0 ' J 10 0 ' 5 19 0 0  36 ox ox 27X 18X ox SOX 14X 13X ox sox 23X 24X ox ox 36X 46X African A11erlcan 5 59 844 2. 183 0 JO 229 533 2 20 157 34' 2 21 99 223 56X 45X 64X 67X ox 23X 17X 16X 22X 15X 12X ,ox 22X 16X 7X 7X lllspan1c 3 3 20 84 0 ' 12 69 2 2 12 67 0 0 12 62 60X sox 36X 30X ox 17X 21X 24X ox 33X 21X 2,x ox ox 21X 22X Nat Ive A11erlcan 0 0 s 31 0 0 J 17 0 0 2 20 0 0 J 22 ox ox 38X 34X ox ox 23X 19X ox ox ,sx 22X ox ox 23X 24X Whl te ' 10 535 2. 225 3 16 527 2,098 0 18 641 2,530 6 51 874 3,514 ,ox 11X 21X 21X 30X 17X 2ox 2ox ox 19X 2SX 24X 60X s,x 34X 34X Other 0 0 23 29 0 0 6 \" 0 0 s 9 0 0 s 12 ox ox S9X 47X ox ox ,sx 19X ox ox 13X ,sx ox ox 13X 19X Migrant 0 0 3 110 0 0 J 64 0 0 3 41 0 0 2 45 ox ox 27X 42% ox ox 27X 25X ox ox 27% 16X ox ox 18X 17% Al~AP A1kan\\U C'omprchcnsiYTt nting, Assessment \u0026amp;.Accoun11bili1yP1ugram PRIMARY (GR. 4) BENCHMARK EXAMINATION LITERACY SCHOOL SUMMARY REPORT: GENERAL POPULATION Dlstr-tct Name: N. LITTLE ROCK SCHOOL DISTRICT LEA K: 60-02 Total Number of Students Tested: 56 School Name: NO. HEIGHTS ELEMENTARY SCHOOL Schoo 1 Number: 063 Grade: 04 Date of Test: l\\prtl 2001 Nun.ber \u0026amp; Percentage of Students Below Bask (BEL) 178 and below Nunber \u0026amp; Percentage of Students Basic (BAS) 179-199 Nu11ber \u0026amp; Percent\nage of Students Proficient (PRO) Nu111ber \u0026amp; Percentage or Studnnt5 Advanced (ADV) All Students Gender Fe11a le flllale Ethnic tty As 1an/Pac 1 f 1 c Is I and er African A11erlcan Hispanic Native A11er I can 'l'hi te Other Gender /E thn 1c i ty Fe11ale '\" 1 11/Pae 1 r 1 b l  t aneu,r African Araerlcan Hispanic Nat Ive A11er I can Whl te Other Gender /E thn le I ty lilale As I an/Pac 1 ft c 1 s I ander African A11erlcan Hispanic Native A11ertcan White Other Migrant _School_ District Region _Slate_ 13 23X 6 19X 7 29X 0 ox 5 16X 4 SOX 0 ox 4 24X 0 ox 0 ox 4 18X 1 JJX 0 ox 1 1,x 0 ox 0 ox 1 11X 3 60X 0 ox 3 JOX 0 ox 0 ox 146 I. 928 6, 162 28% 24% 22x 77 27X 69 JOX 2 67% 121 39X 5 45X 0 ox 18 9X 0 ox 1 100% 69 39X 1 20X 0 ox 6 6X 0 ox 1 SOX 52 ,ox 4 67X 0 ox 12 13X 0 ox 0 ox 795 19X 1,132 28X 6 14X 1. 142 41X 25 23X 8 31X 724 14X 17 21X 10' X 489 34X 11 20X 4 31X 282 11x 4 ,ox 4 18X 653 49X 14 25X 4 31X 442 17% 13 JJX 2 18X 2. 458 17X 3,700 26X 11 7X 2,814 42X 113 21X 45 25X 3,080 15X 22 18X ' 4X 1,219 JSX 40 15X 20 22X I, 161 11x 7 11X 8 ,ox I. 653 sox 73 26X 25 28X I, 918 19X 15 24X 81 31X _School_ District _Region_ State 25 ,sx 15 47X 10 42X 0 ox 17 ssx 3 38X 0 ox 5 29X 0 ox 0 ox 11 SOX 1 JJX 0 ox 3 43X 0 ox 0 ox 6 67X 2 40X 0 ox 2 20X 0 ox 0 ox 194 2 .831 9,930 38X JSX JSX 103 37X 90 39X 1 JJX 118 38X 3 27X 0 ox 70 36X 2 100% 0 ox 62 JSX 1 20X 0 ox 38 39X 2 1oox 1 sox 55 42% 2 JJX 0 ox 32 34X 0 ox 0 ox 1,374 34X 1,454 36X 18 42X 990 36X 39 35X 10 38% I. 726 34X 29 36X  29X 5'6 38X 18 JJX 5 38% 777 31X 13 32X 12 ssx 442 JJX 21 38X 5 38X 949 37X 16 41X 4 36X 4,702 JJX s.in 37X 63 39X 2,422 36X 217 39X 71 39% 7,058 34X 50 ,ox \" 30X 1,317 38X 105 39X 27 JOX 3,187 31X 19 JOX 39 49X 1.100 34X 112 40X 43 48% 3,868 37X 31 SOX 103 ,ox 200-249 _School_ District _Region_ State _ 17 JOX 11 34X 6 25X 0 ox 8 26X 1 13X 0 ox 8 47X 0 ox 0 ox 7 32X 1 JJX 0 ox 3 43X 0 ox_ 0 ox 1 11X 0 ox 0 ox 5 SOX 0 ox 0 ox 167 3.230 11,800 32% 40% 41% 97 JSX 70 30X 0 ox 65 21X 2 18X 0 ox 100 s,x 0 ox 0 ox 45 26X 2 ,ox 0 ox so 52X 0 ox 0 ox 20 15X 0 ox 0 ox 50 sax 0 ox 0 ox 1,813 44X 1,414 35X 17 ,ox 621 22X 43 39X 8 31X 2. 486 49X 32 ,ox 11 52X 394 27X 24 x 4 31X 1,349 54X 22 54X 6 27X 226 17X 19 34X 4 31X I, 135 x 10 26X 5 45X 6,682 47X 5, 106 36X 78 x 1,434 21X 212 39X 64 36X 9,904 48X 50 ,ox .. 60X 921 26X 120 ,sx 42 47X 5,491 s,x 34 s,x 29 37X 512 16X 92 33X 22 24X 4,407 43X 16 26X 72 28X 250 and above _ School_ Ulstr let _Region __ State __ 1 ,x 0 ox I ,x 0 ox 1 3% 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 0 ox 1 11X 0 ox 0 ox 0 ox 0 ox 0 ox 8 2X 4 IX 4 2% 0 ox 3 1X 1 x 0 ox ,'x 0 ox 0 ox 0 ox 1 20X 0 ox 3 ,x 0 ox 0 ox 3 2% 0 ox 0 ox 1 1x 0 ox 0 ox 164 2% 103 ax 61 2X 2 sx 16 1X 3 3X 0 ox 1'1 JX 2 JX ,o' x 8 1x 1 2X 0 ox 90 ,x 2 sx 0 ox 8 IX 2 ,x 0 ox 51 2X 0 ox 0 ox 621 ,r, '\" 3X 197 IX 8 sx 34 IX 8 1X 0 ox 567 3X 3 ,x  6X 19 1X 3 1X 0 ox 393 x 3 sx 3 x 15 ox 5 2X 0 ox 174 2X 0 ox 4 2X   STAFF DEVELOPMENT UPDATE FOR CERTIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 23 ,: , STDFOl /\u0026lt;\n\u0026lt; , NL.itSOO l suu. I!...,..l.opmen~ By n,pic ocation J'.\u0026lt; 'opic Topic 08soription Da.te :oo:i. ~lTIMC 1'0 1'l!Sl1l\\DZ 7/\n/.l/00 1004 FRESH LOOII. AT NUMill-lll-'3 7/0G/00 ::coo, G!!'l.\"l'ING SMAR.Tl!R 7 /10/00 :oo7 SMART S~$:i' 7/ll/On 1:00, nn,\u0026lt;O TO wean ~==s= 7/11/00\n:010 INTRO TO I'O'NEfl ronn 7/13/00 ,l.Oll ELL.\\ llEW Sgs:110Jf 7/18/00 !1015 C0!1!T!W \u0026amp; AFn!:C'I'rvF: CU11p!,CUJ.. U M 8/0l/00 ,'l.0'1.\"l =~ ~ Q/OA/00 Hl1l8 MJ\u0026lt;l!'i\u0026lt;T~ J!ILY 1li, 2,, 27, Ii. 28,2000 7/25/00 11021 SPECI.AL ED SPECIAL Sli01f a/0:1/00 ~1027 FIU\\KS~ l'OR UHDEIISl\"AIIDilllo WVSl'T't 9/04/00 1:036 EOUCAerOltS IN lllD(JS'l'lll' 7/07/00 Zl048 QUICK NOTSS TRAM MTGS K-2 a/Ol/00 21057 CaRJ\\DUXl'Eco m.sl!-CRSL 7305 8/01/00 H0$8 QFp\nCT!W un.= l\"OLLOW-UP 1/12/00 :10~, SP .N!..\"11 T!.l~ OR.Ili:NTATION S/14/00 21061 NP.W Tf'..AC!Ula Ill=VJ:CE ~/J.4/00 210G2 SPECIAL Ell IN5eRVlCC8 6/07/00 21069 Al!A ll./03/Q\u0026lt;\n) l107l GROIIIllG .IO\\l'HEMATICAL IDl!AS KINt\u0026gt;i.:J\u0026lt;!?.Al!TllN 11/3.J/00 :107~ BFLIT\u0026amp;l\\AC'i 't~ ~DIG 1/1-\"l/ln. J:il\u0026gt;91 .l!LLA FOLLOli'-IIP a/10/00\n:\n1t MAK!! 1'ND Tllll 3/23/01 :is\n:, Il\u0026lt;TI\u0026lt;O TO WORD PRDCESSDIG MICROSOFT WOIUl 7 /11/00 21530 INTRODUCTION TO llll.\"NDOWS 95/9S 7/11/00 11i\n34 WORD PII.OOSSING  FART i 7/13/00\n)1535 INl'II.ODUCTIO!II TO .POWER ronrr 7il3/00 as ot 10/l.6/0l. I-----ADMDIISTRATOIZS----I-------CilRTIFillD-------1------CLASSIFIE0---- 1 j----MJ\\Lll--- ---FBMALS-- j ----MJ\\LB--- ---FDW-S--j----MAU--- ---n'!-11,LE-- I a W O B W O B W O B W O 3 W O R W 0 l 2 l J l l l ~ 1 .. l l 1 l 1 l. l 2 l .l 2 2 t l 1 1 l 1 1 11/12/01 11:53 TX/RX N0.4991 P.002 -    STAFF DEVELOPMENT UPDATE FOR CLASSIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 24   DISCIPLINE INFORMATION REFERRALS/ ACTIONS TAKEN (PLEASE ATTACH COMPUTER GENERATED INFORMATION)  Page 25 CUMULATIVE .t\\t:.Lt::::J...1..0...L nca.::,vu NORTH HEIGHTS ELEMENTARY SCHOOL Code Description 01 Disregard for directions of teachers or administrators. o\u0026amp;.sregard for directions of bus drivers, lunch aides, or other ~uthorized school personnel. 03 Disruption and/or interference with the normal and orderly conduct of school \u0026amp; school-sponsored activities. 04 Behavior that involves indecent and/or immoral acts. 05 Wagering or any form of gambling. REF STU REF STU REF STU REF STU REF STU 06 Physical abuse, assault, insult or threatened physical abuse to REF a school employee. STU 07 Physical abuse, assault, insult, or threatened physical abuse to REF another student or any other individual. STU 08 Possession of a (l)knife, (2)razor, (3)ice pick, (4) explosive, REF (5)pistol, (6)rifle, (?)shotgun, (8)pellet gun, (9)mace, (lO)tear gas, STU (ll)pepper spray, or (12) any other object that can be considered a weapon or dangerous instrument. 09 Possession of alcoholic beverages or any narcotic drug as defined REF by Arkansas law or School Board Policy\nor using, under the STU influence, offering for sale or selling alcoholic beverages or any narcotic drug as defined by Arkansas law or Board policy. 10 Destruction of or the attempt to destroy school property. REF 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. l~ilure to abide by attendance rules. 14 Excessive tardiness to class (Secondary use only). 15 Use of profanity, vulgar language or obscene gestures. STU REF STU REF STU REF STU REF STU REF STU 16 Committing extortion, coercion, blackmail or forcing another REF person to act through the use of force or threat of force. STU 17 Engaging in verbal abuses such as name-calling, ethnic or racial REF slurs, or using derogatory statements to other students, school STU personnel or other individuals. 18 Hazing. REF STU 19 Gang related activities. REF STU 20 Sexual harassment. REF 21 Smoking and/or possession of any tobacco and/or tobacco product paraphernalia. STU REF STU 22 Possession of any paging device, beeper, mobile/cellular REF telephone or similar electronic communication device. STU TOTAL REF STU -------TOTAL------------ Total Pct Par Con Tot 26 19.25% 19 22.35% 11 8.14% 10 11. 76% 89 65.92% 47 55.29% 0 .00% 0 . 00% 0 . 00% 0 .00% 0 . 00% 0 . 00% 6 4.44% 6 7.05% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 1 . 74% 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 135 85 1.17% .74% 1.17% .74% 1.17% .00% .00% .00% .00% .00% .00% .00% .00% .00% .00% 16 12 7 6 44 26 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 68 45 1 Ref: DIS013 CUMULATIVE NORTH HEIGHTS ELEMENTARYS CHOOL Code Description O-onference with Student 02 Conference with Parent 03 Conference with Student and Parent 04 Privileges Denied 05 Behavior Contract 06 Detention Hall 07 Student Will Make Up Time 08 Student Placed on Probation 09 Student Assignment Class(SAC) 10 Home Suspension 11 Boys/Girls Club Suspension 12 Alt School Susp (K-6) 13 Bus Suspension lesaturday School 15 Recommended Expulsion 16 Other 17 Expulsions Disciplinary Referral Summary By FILE YE ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS ACTIONS STUDENTS TOTAL ACTIONS STUDENTS Action Taken -------TOTAL-------- -------BLACK---- Total Pct Par Con 26 19.25% 23 21.10% 9 6.66% 7 6. 42% 7 5.18% 6 5.50% 20 14.81% 14 12.84% 0 . 00% 0 . 00% 11 8.14% 11 10. 09% 0 .00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 6 4.44% 6 5.50% 0 . 00% 0 . 00% 25 18.51% 19 17.43% 0 .00% 0 . 00% 0 . 00% 0 .00% 0 . 00% 0 . 00% 31 22.96% 23 21.10% 0 . 00% 0 . 00% 135 109 11 11 8 6 l 1 13 10 0 0 5 5 0 0 0 0 0 0 0 0 0 0 12 9 0 0 0 0 0 0 18 17 0 0 68 59 Total Pct ::\u0026gt;ar 22 16.29% 19 17.43% 8 5.92% 6 5.50% 3 2.22% 3 2.75% 16 11. 85% 11 10.09% 0 . 00% 0 . 00% 8 5.92% 8 7.33% 0 . 00% 0 .00% 0 . 00% 0 . 00% 0 . 00% 0 . 00% 3 2.22% 3 2.75% 0 . 00% 0 . 00% 20 14.81% 14 12.84% 0 .00% 0 . 00% 0 . 00% 0 .00% 0 .00% 0 .00% 23 17.03% 17 15. 59% 0 . 00% 0 . 00% 103 76.29% 81 74.31%   COMPREHENSIVE OUTCOMES EVALUATION (COE) SURVEY RESULTS (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE)  Page 26    ANNUAL SCHOOL IMPROVEMENT PLAN (IF APPLICABLE, PLEASE INSERT AFTER THIS PAGE) Page 27 Carline Thomas Schedule 2001/2002 7:35-10:15 Language Block (The following are approximate times within the Language block. The time and the activities will change with the days of the week and the needs of the students.) 7:40-8:00 8:00-9:15 9:15-10:00 10:00-10:15 10:15-10:30 10:30-10:50 10:50-11:10 11 :10-11 :45 11:45-12:45 12:45-1:15 1 :15-1 :30 1:30-1:45 1:45-2:00 2:00-2:15 2:15 2:20 Familiar Reading/Journals Attendance/Practice Activities Shared Reading/SharedNocabulary development Writing/Modeled Writing/Individual Writing Activities/ HandwritingNVord Activities/EPSF and BOEHM Skills/ Phonics Activities/Calendar/Read Alouds/Cooking Activities/LEA/Book Activities/ Art Group Work/Story Writing/Journals/Shared Writing/ Interactive Writing/Literacy Comers/ Assessments  Read Aloud/Books on Tapes/Music/Poetry Get Ready for Lunch Lunch Recess Familiar reading/ Shared Reading \u0026amp; Writing/Accomplish unfinished work/Art/Author's chair Math Science/Health/Social Studies Read Alouds Snacks Recess and/or Music \u0026amp; Movement Get Ready to go Home Dismiss Bus students Dismiss Daycare students Walk other students outside to dismiss. Library: Monday 11 :45-12:25 PE: Monday and Friday 12:30- 1 :00 Counselor: Every other Wednesday 11 :30- 12:00 ESL-Touchstone Monday and Wednesday 1: 00- 1:30 e Mrs. Tumers'Class Schedule 7:35 Table activity (phonic review,EPSF,Boehm and skills previously learned) Familiar Reading 8:do ABC Phonic Song/Letter March Handwriting Practice Morning News 8:30 Calendar/Weather/ Word Wall Activities Morning Movement(songs, finger plays) Shared Reading (story elements, CAP concepts) Whole Group Table Activity (to develop listening skills and following directions) Shared Writing Phonic Skills Center Activities 10:30 Transition Activities For Lunch 10:40 Lunch/Recess 11 :20 Recess Transition ( quiet time, bathroom, water, finish center work, familiar reading) 12:00 1: 15 1:45 2:00 2:15 2:20 2:25 Teacher Read Aloud Art Activity/Music Math Snack/Unit Study Second Recess/Group Games Dismissal Procedures/ Discuss Today's Leaming Bus Students Dismissed Daycare riders go to cafeteria/Car riders go to pourch End of our day - 7:35 - 8:00 8:00 - 8:30 8:30-10:15 Schedule - iv1anoe1 Ya i=,ia-' Seatwork / familiar reading/ previous day's unfinished work. (roll and lunch count taken at this time) Calendar * months / day / year * abc chart * sight words * sentence of the day * Math Their Way skills * Reading Groups ( call groups - 1 at a time) Groups: triangle, square, rectangle, circle * shared reading and writing * guided reading and writing * interactive reading * language centers * BOEHM / EPSF skills 10:15 - 10:25 Get ready for lunch * restroom * wash hands (line students up alphabetically) 10:25 - 11 :05 Lunch (Pick up children at the top of the hill.) 11 :05 - 11 :20 Quite time * water * familiar reading * restroom * unfmished work * music 11:20 - 12:00 Math skills - Math Their Way Concepts and centers 12:00 - 12:35 Letter of the week (practice) 12:35 - 1 :00 Writing - journals 1:00 - 1:35 Unit study/ art/ music 1:35 - 2:00 Snack/ recess/ abc skills (Recess only if you have time) 2:00 2:15 2:20 2:25 Prepare for home Dismiss bus students Send daycare to cafeteria and walk others outside. Dismiss all ---------------------------------------------------------------------------------------- P.  _ Jvl~ ~ ~ /:00-1:30 l.Rec. Cev,+er-w ~-\\-h Mrs. ~crma.Q.J) ~ ~ - W~- q:30- /D:IJ5 7:358':15 8':158':45 8':45  9:30 9:30  10:15 I 0: 1 5  1 0:3 0 10:3011:IB 11:15 11:20  11:30 11:30  11:50 11:50  I 2:00 I 2:00  1:00 Monda!J I 2:00  I 2:25 12:30 l:10 1:15  1:45 1:45  2:00 1:00  1:30 1:30  1:40 1:40  2:00 Z:00 2:15 Z:Z0 2:25 Kindergarten Mrs. Paige Wright MorningW ork SkillP ractice,R eview, FamiliarR eadingM, athT ubbing Calendar Evel'IDJ ay Counts Math Silver-Burdett-GiCnunr riculum SharedR eadingA BCC hart,L iteratureP, oetry,S haredW riting Finish Work Clean up Prepare for lunch Use restroom, wash hands Line up in ABC order LUN~ Pick up on playground Restroom Water QuietT ime fmishw ork.r ead quietly,h eads down, Musica ppreciation Listeningto differents tyles of music Read Aloud LiteracyH our Poetry,P honemicA warenessP, honics, Lettero f the Week,C onceptsA boutP rint, Writing 'LiteracyG roups,G uidedR eading, InteractiveW riting LiteracyH our LIBRARY LiteracyH our Snack  As students are ready Tuesda!J E vel'JoJ ther week I 2:00  I 2:30COUNSELOR 12:30  I :3 0 LiteracyH our 1:30  1:45 Snack I :4 5  2:0 0 FreeC hoiceo r 2nd Recess IntegratedT hematicA ctivities SocialS tudies,M usicS, cienceA, rt Snackr une DevelopmentaCle nters/FreeC hoiceO R 2nd Recess Cleanu p  Preparet o go home Reviewd ay on the carpet, pass out folders, notes, rewards, etc. Bus Bell  Bus students go to front hall DaycareB ell Daycares tudentsg ot o cafeteria,a nd neighborhoosdt udentsw ait on front porch Final Bell MRS. A. BURKS FIRST GRADE ROOM9 Morning Schedule 7:35 Children enter, pick up morning work off of reading table 7:40 Line up for bathroom, water fountain 7:50 Finish morning work 8:00 Pledge and announcements 8: 10 Clean table and move to rug for calendar time 8: 15 Calendar time 8:30 Shared Reading 8:45 Spelling 9:10 Move to groups (centers. table work. reading rug, reading table) 9:15-9:35 Group l 9:35-9:55 Group 2 9:55-10:15 Group 3 10:15-10:35 Group 4 10:35 Handwriting or journal writing 10:40 Bathroom/Wash hands : 0:47 Line up in ABC order for lunch (exception-sack lunches first) 10:50 Arrive at lunchroom 11 :30 Pick up children at top of playground ( outside Kindergarten wing) Return through doors nearest office. Stop at water fountains by second grade, then bathrooms, and wash bands 11 :45 Read Aloud Afternoon Schedule Moriday ~d W~~esday -~ 12:00 Computer Lab 12:37 12:40 1:30 2:00 2:15 2:20 :~:25 Tuesday: 12:00 12:30 1: 10 1 :30 2:00 2:15 2:20 2:25 Line up, return to class Math/Every other Wednesday the coW1Selor comes from 12:50 to 1 :20 Writer's Workshop/or Math if the counselor has come at 12:50 Clean-up, move to rug to read books Bus riders dismissed Daycare riders dismissed All children dismissed PE with Miss Webb Library Return to room. read n~w books Math Clean-up, move to rug to read books Bus riders dismissed Daycare riders dismissed All children dismissed 12:00 PE with Miss Webb 12:30 Math 1:30 Art 2:00 Clean-up, move to rug to read books 2:15 f3us riders dismissed 2:20 Daycare riders dismissed 2:25 All children dismissed Et:ri~ay  -~ .~. ,.:a~~I 12:00 Math - 1:00 Writer's Workshop 1:30 Music 2:00 Clean-up, move to rug to read books 2:15 Bus riders dismissed 2:20 Daycare riders dismissed 2:25 All children dismissed Miss Cooley's Class Schedule 7:35-7:50 Welcome, Unpack, Familiar Reading 7:50-8 Bathroom 8:00-8:20 Calendar 8:20-8:45 Morning Journals 8:45-9:00 Spelling 9:00-9:15 Handwriting 9:15-10:45 Guided Reading 10:50-11:00 Bathroom and Wash hands 11:00-11:40 Lunch and Recess 11:40-11:50 Bathroom, wash hands, water 11:50-12:20 Read Aloud and Afternoon Activities Activities Monday- Counseling 11:50-12:20 (every other) Tuesday and Thursday - Computer 12-12:37 Wednesday - Library 12:30-1:10 and P.E. 1:30-2 Friday - P.E. 12-12:30 and Music 1:30-2 12:20-1:10 Math 1:10-2 Shared Reading and Writers Workshop 2:00-2:15 Familiar Reading, Packing, and Dismissal 2:15 Buses 2:20 Daycare 2:25 Walkers/Car Riders Miss Joshua's Schedule 7:35-7:55 Familar reading 7: 5 5-8 :05 Bathroom/W aterbreak 8:10-8:40 Spelling 8:40-9:05 Shared reading, ABC charts, and poems 9:05-10:40 LANGUAGE ARTS BLOCK Guided Reading (MWF)/ Assisted Write (Tues./Th) Literacy Comers 10:40-10:50 Bathroom/wash hands prepare for lunch 10:55-11:35 Lunch/recess 11 :40-11 :50 Bathroom/water break 11:50-12:00 Read Aloud 12:00-12:10 Calendar,everyday counts (Fri. P.E. 12:00-12:30) 12:10-1:00 Math (Tues.ffhur. Computer Lab 12:40-1:17) (Mon. Counselor 12:30-1 :00) (Wed. Art 12:30-1:00) 1 :00- 1 : 40 Writer's Workshop (Mon. Library 1 : 15-1: 5 5) (Wed. P.E. 1:30-2:00) (Fri. Music 1 :30-2:00) 1 :40-2:00 Unit Study 2:00 Reflections 2: 15 Dismissal MS.C. WEBB FIRST GRADE - ROOMS CLASS SCHEDULE 7:35-8:00 Familiar Reading (Roll-7:55) 8:00-8:05 Announcements 8:05-8:15 Bathroom 8: 15-8:30 Shared Reading 8:30-8:50 Spelling 8:50-9:00 Explain Seatwork 9:00-9:25 Group 1 9:25-9:50 Group 2 9:50-10:15 Group 3 10:15-10:30 Group 4 10:30-10:40 Bathroom/Line up for lunch 10:45-11 :25 Lunch/Recess 11:25-11:45 Come in from playground/Bathroom 11:45-11:55 Read Aloud 11:55-12:55 Calendar/Math - 12:55-1 :30 Unit Work 1:30-2:10 Writer's Workshop MR. E. WALDORF SECOND GRADE - ROOM7 7:35 - 8:00 Sha:rpen-2 Pencils, Morning Work, Read, Lunch \u0026amp; Attendance 8:00 - 8:15 Everyday Counts Math after announcements 8: 15 - 8:25 Bathroom and drink 8:25 - 8:30 Explanation of Corners and Seat Work 8:30 - 9:00 Reading Group 1 to reading, Reading Group 2 se:uwork. Reading Group 3 to Corners 9:00 - 9:30 Reading Group 1 to Corners, Reading Group 2 to reading. Reading Group 3 seatwork 9:30 - 10:00 Reading Group l se:uwork, Reading Group : to comers. Reading Group 3 to reading l 0:00 - 11 :00 :Vlondays \u0026amp; Wednesdays: Tuesdays: Thursdays \u0026amp; Fridays: lO 00 - 1037 Computer - '0:37 - l 100 D E...\\.R. 10 ! 5 - l0:55 Liorarv l0.00 - 10: 15 DE A .. R. : O 15 - l l 00 \\.\\i rire,'s Wor~shop 11:00 - L2:00 Sarhrocm.. 11::a - t::00 L:r:c:1 \u0026amp; '.Zc.:~~s 12:00 - 12: 15 Bathroom \u0026amp; Drink 12:15-1:00 Math 1:00 - 1:30 Science, Social Studies, or Health 1:30 - 2:00 Writer's Workshop or Art 2:00 - 2: 15 Prepare for going home 2:15 - 2:25 2: 15 - Bus riders dismissed\n2:20 - Daycare dismissed\n2:25 - Walkers/Car Riders Dismissed P.E. and Music P.E. -Thursdays 12:30 - 1:00\nFridays 1:00 - 1:30 Music - Tuesdays 1:30 - 2:00 Mrs. A. Williams' Class Schedule - 7:35-8:00 Sharpen 3 pencils Bathroom D.E.A.R./Bell Work Roll Call 8:00-8:30 Spelling Shared Reading 8:30-10:00 Guided Reading Group I 8:30-9:00 Group 2 9:00-9:30 Group 3 9:30-10:00 10:00-10:30 Social Studies 10:30-11 :00 Science/Health 11 :00-11: 15 Wash Hands Line Up For Lunch - 11:15-11:55 Lunch Recess 11:55-12:15 Drink Bathroom Shared Reading 12:15-1:00 Math Calendar 1:00-2:00 Writer's Workshop 2:00-2:15 Writing: Personal Journals Get ready for home 2:15 Bus Leave 2:20 Daycare Leave - 2:25 Car/Walkers Leave 3:05 Teachers Leave S. \\/ViUiarns 2nd Grade r.u. .i\na ss C,. ,.\nr -h.e5d ' - V i~ u le W!LLL C sc::s:.ux..::::::.sz. ~ WWW Roll Cali. Lunch Count, fv1orn.in.,a, V\\/ork 8:45-9:15 SoeHina ...!. . ',J\n. H C'~r! ,n r,  '-'.Jl\"t..-t '-\"' 11 ~ ::f 10:45-11 :05 \\\n\\J,_\nJ,\n__ ~ ' t i V\\flil.lil~ - rt:1~:,vlictl ,\n0Uf\ni8\ni i ,ii: ... ~-~--- .......... ..,, ,...~' ., c_-: ~~\n: .. ~ i L \"t. .. l\n..., 1 !!:: . ~ ,} ~..\nC f--\\ r'\" .,, t ,-.,. I ' ~J (\n(\nta i ,~- ~:.i c: ~\n-l :s Computer Lai:i I '\\ I I ~ a r1 ( l '1~ tJJ a . Counselor .P.i.-.. l\\,1usic Thur. 1 :00 - i :30 -~ ...... !\"'\"\" ..............\n.. :.--,.. - '\n\\ ..\nf \n\n,, ,, ,.,.., '\n-.._ Pilar Woody's 2nd grade schedule 2001-2002 7:35-8:00 Greet students. Math Writing Journal 8:00-8:40 Social Studies* 8:40-8:55 Bathroom 8:55-9:05 Morning Calender (everyday counts) 9:05-9: 15 Shared Read.mg 9: 15-9:30 Spelling 9:30-11: 15 Read.mg Groups ( centers) 11: 15-11:05 Bathroom/lunch/recess 12:05-12:25 Bathroom/water 12 :25-1: 10 ::VIath ::!O-l::30 Writer's ~Ncrkshc!J .. 30-:2:0:5 Language 2:05-2:25 Review Day, pass out papers. pacl\u0026lt;u p, ge! :-eaciyIO 60. * Activity Schedule Monday- 8:00-8:37 Computer 12:00-12:30 P.E. Tuesday- 8:00-8:40 Library Wednesday- 8:00-8:37 Computer Thursday- 1:00-1:30 Music (in Nlrs. S. William's room) Friday- 10:30-11:00 P.E. - 7:35-8:00 8:00-8:30 8:30-9:00 9:00-9:30 9:30-11 :00 11 :00-11 :30 11 :30-11 :45 11 :55-12:35 12:40-1:30 1:30-2:10 2:15 2:20 2:25 COUSELING MEDIA MISS GRISSOM THIRD GRADE ROOM33 PROBLEM OF THE DAY SOCIAL STUDIES SPELLING WRITING READING LANGUAGE READ ALOUD LUNCH AND RECESS MATH SCIENCE BUS STUDENTS LEAVE DAYCARE STUDENTS LEAVE DISMISS ALL OTHERS 9:25-9:55 EVERY OTHER MONDAY 9:30-10:10 WEDNESDAY COMPUTER LAB 9:20-9:57 TUES. \u0026amp; THURS. P.E. MONDAY 1:30-2:00 \u0026amp; THURSDAY 1:00-1:30 Kilgore's Third Grade Schedule Monday 7:35-8:05 morningjouroal 8:05-8:15 calendar 8:15-9:15 reading 9:20-10:00 computer lab 10:00-11 :00 writing workshop 11 :00-11 :40 spelling and language 11 :45-12:25 lunch/recess 12:35-1:20 math 1 :20-1 :30 homework folder 1 :30-2:00 P.E. 2:00-2:25 DEAR Wednesday 7:35-8:05 morning journal 8:05-8:15 calendar 8:15-9:15 reading 9:20-10:00 computer lab l 0:00-10:50 science or social studies 10:50-11 :30 spelling and language 11 :30-11 :45 DEAR 11:45-12:25 lunch/recess 12:40-1 :10 counselor or music 1 : 10-1 :25 writing 1:25-2:10 math 2:10-2:25 homework folder Tuesday and Friday 7:35-8:05 morningjoumal 8:05-8:15 calendar 8:15-9:15 reading 9:15-10:15 writing workshop 10:15-11:00 spelling and language 11:00-11:45 art or DEAR 11 :45-12:25 lunch/recess 12:35-1 :25 science or social studies 1 :25-2: 10 math 2:10-2:25 homework folder Thursday 7 :3 5-8 :05 morning journal 8:05-8:15 calendar 8:15-9:00 reading 9:00-9:30 spelling and language 9:30-10: 10 library 10: 10-11 :00 writing workshop 11 :00-11 :40 science or social studies 11:45-12:25 lunch/recess 12:25-1 :00 DEAR and homework folder 1:00-1:30 P.E. 1:30-2:15 math 7:30 7:30-7:40 7:it0-8:20 8:20-8:40 8:40-9:00 9:00-9:30 9:30-10:00 10:00-10:10 10:10-11:00 11:00-11:40 11:40-12:40 12:40-12:55 12:55-1:25 1:25-2:10 2:10-2:15 2:15 2:20 2:25 PE Art Music Schedule 2001-2002 Ms. McConnaughhay 3rd Grade Pick Up Students From Cafeteria Restroom Attendance / Lunch Count / Problem of the Day / Everyday Counts Spelling Handwriting Language Science Restroom Break Reading Writing (Soar to Success and Reading Groups) Prepare for Lunch/ Lunch 11:50-12:10 / Recess 12:10-12:30 / Restroom Break 12:30- 12:40 Read a Chapter Book Social Studies Math Prepare To go Home Dismiss Bus Riders Dismiss Daycare Dismiss Car Riders and Walkers Tuesday 12:30-1:00 / Thursday 11:00-11:30 Integrated With Other Subjects Thursday 1:40-2:10 (if Counseling that week) Friday 12:55-1:25 (if no Counseling that week) Computer Lab- Friday 9:20-10:45 Library- Tuesday 9:30-10:10 Counseling- Alternate Fridays 12:45-1:15 Reeves' Third Grade Schedule Monday/Wednesday 7:35-8:05 morningjournal 8:05-8:15 calendar/P.O.D. 8:15-9:15 reading 9:15-10:00 spelling/language 10:00-10:40 writing workshop 10:40-11: 17 computer lab 11:17-11:30 wash for lunch 11 :30-11 :40 DEAR 11:40-12:20 lunch/recess 12:30-1:30 math 1 :30-2:00 science or social studies 2:00-2:25 homework folder/six stars sharpen pencils Tuesday 7:35-8:05 morning journal 8:05-8: 15 calendar/P.O.D. 8: 15-9: 15 reading 9: 15-10: 15 spelling/language/writing 10:15-11:00 science or social studies 11 :00- 11 :40 library 11 :40-12:20 lunch/recess 12:30-1:00 P.E. 1:00-1 :55 math 1 :55-2:05 homework folders 2:05- 2:25 D.E.A.R./ sharpen pencils Thursday 7:35-8:05 momingjournal 8:05-8: 15 calendar/P.O.D. 8:15-9:15 reading 9: 15-10:00 spelling/language 10:00-10:45 writing 10:45-11 :00 D.E.A.R. 11:00-11:30 P.E. 11:40-12:20 lunch/recess 12:30-1:30 math 1:30-2:00 science or social studies 2:00-2:25 homework folder/ six stars, pencils sharpen Friday 7:35-8:05 morningjournal 8:05-8: 15 calendar/P.O.D. 8:15-9:15 reading 9: 15-10:00 spelling/language 10:00-10:30 writing 10:40-11:00 counselor or music 11 :00-11 :40 science or social studies 11:40-12:20 lunch/recess 12:20-12:45 D.E.A.R. 12:45-1:30 math I :30-2:00 art 2:00-2:25 D.E.A.R. e Dombroski Class Schedule 7:35-8:30 AssignmenfNotebook Journal (Problem of the day) 8:30-9:00 Spelling 9:00-9:30 English 9':30-10:45 Reading/Writing 10:45-11:45 Math 11:45-12:10 Science/Social Studies/Health/Bathrooms 12:10-12:50 Lunch/Recess 12:50-1:00 Bathroom/Read to students 1 :00-1 :30 Social Studies/Science/Health 1 :30-2 :00 PE/ Art/Music 2:00-2:25 D.E.A.R./Clean room 2:15 Bus 2 :20 Daycare 2:25 Neighborhood COUNSELOR COMPUTERS MEDIA REC CENTER Every other Wednesday Friday Thursday Wednesday Friday (NO SUBSTITUTES at REC CENTER) 8:05-8:35 8:00-9:15 8:00-8:40 1:00-1:30 1 :30-2:00 7:35-8:00 8:00-9:00 9:30-10:00 10:00-10: 15 10:15-11:00 11:00-11:55 12:00-12:20 12:20-12:40 12:40 12:40-1:10 1:10 1:20-2:00 2:00-2:15 2:15 2:20 2:25 10:15-10:55 12:20-2:00 1:30-2:00 11 :00-11 :30 MRS. J. NEWTON 2001-2002 FOURTH GRADE ROOM30 Attendance, lunch count, homework turn in, students are working on practice worksheets and to copy days work in assignment notebook Math/Ms. Fieg (Math Specialist) comes in to work with students in math Reading Bathroom break/students snack time Continue reading Writing/Language Lunch Recess Pick students up from recess/D-hall Spelling Practice, DEAR or I read to students Restroom break Science, Social Studies, or Character Word of the Month Get ready to go home Dismiss bus students Dismiss daycare students Dismiss walkers/riders Library - Monday Computer Lab - Friday P.E. Monday P.E. Friday MRS. C. O'DELL FOURTH GRADE 2001-2002 ROOM21 7:35-8:30 LUNCH COUNT, ASSIGNMENT BOOK, JOURNAL-SOCIAL STIJDIES, MA TH OR FREE WRITING 8:30-8:55 CHECK MATH OR SOCIAL STUDIES JOURNAL 8:55-9:45 MATH- FIEG AND MYSELF 9:45-10:15 SPELLING 10:00 RESTROOM BREAK 10:15-11:30 READING/WR1TING ACTIVITIES 11:30-12:00 ENGLISH 12:00-12:10 PREPARE FOR LUNCH 12:15-12:55 LUNCH AND RECESS 12:55-1 :05 RESTROOM BREAK 1 :05-1 :20 D.E.A.R. OR TEACHER READS 1 :20-2:05 SOCIAL STIJDIES, SCIENCE OR HEAL TH 2:05-2: 15 CLEAN ROOM 2:15 DISMISS BUS STUDENTS 2:20 DISMISS DAY CARE STIJDENTS 2:20 TEACHER WALKS NEIGHBORHOOD STUDENTS TO GATE 2:25 DISMISS NEIGHBORHOOD STIJDENTS 2:25-3:05 PLANNING TIME 11 :20-11 :50 COUNSELOR - EVERY OTHER THURSDAY 10:15-10:55 LIBRARY-EVERY THURSDAY 11 :30-11 :57 COMPUTER LAB-EVERY MONDAY AND WEDNESDAY 1:00-1:30 P.E.-WEDNESDAY 1 :30-2:00 P.E.-FRIDA Y 1:00-1:20 ART OR MUSIC-FRIDAY -- MRS. R THURMAN FOURTH GRADE ROOM23 -J:\nrl::-:,.,\n::_,---------,-\n-M\n--:o~nd--\n-ay:---------------,-\n:TV\n-\n:-ES\n:-D\n:-A-:-:\nY-------------,~W~c:\n:dn:,::,,:o:::v-------------~ 7:35-8 Mon\"ng \\V,,..ic Copy spcll,ng hsT 1n ass19nmenr notcboak. Moth worksheet, 1-k1ndwr,t1ng worksheet. Calendar moth, Problem of the day, Wr-1t1ng JOlTnOI. Po.ss out popus. arrendancc S1'1cken', behavior ST1cker-s, check ho~worl( Pc1n out papen. Progress r-ept Homework chcr-r I 8:00-8:40 (8-9:25 Latr,:.n-r~,:) (8-9 B,vron-Marh) 8:45-9:10 READING (9-9.-20 Byron----campurer) 9:20-9:40 WRITING (9:30-/0:55 Bvran \u0026amp; 3ronaonr~ ot.rce} 9:50-i0:40 MaTh {J0-10:dO lav-en-comour~. 1 (10:30-//:/5 M,r,am-C5l) !0:4C-ll:OO L.!i'=i\u0026lt;A TVRE UNI'.'\" 12:05-12:45 12:45-1:40 Social Studies 1:40-2 LANGUAGE (J:05-J:40 Brandon-resot.rce) 2-2\n15 ACTIVITY (l:40-2:/5 Lat.ren-rt!:SOU\"'Ce) 2:!5-2:25 DISMISSAL Rcadu,9 {9-9:/5 Turor1ng-Mrs. J.lutcmmon} 8-8:05 Activate background knowlcd9C 8:05-8:10 JO\u0026lt;rnol 8:10-8:20 vocabulary 8:20--8:30 workbook 8:30-8:35 pre.view and predict 8:35--8:50 read the S1'ory 8:50--8:55 rcflecr 8:55-9:05 summary together 9:05-9:15 end of selection test 9:50-W problem of The: dav 10-10:10 Ten minure maTh 10:10-10:30 lesson 10:30-10:40 proc~ice: worksne:er Sc:e:rce Language 11:40-11:50 lesson 11:50-12 practice LUNCH/RECESS Soc10l Stud,es (12:45-2:15 \u0026lt;:\n=r: Bru. Laa, \u0026amp; Chr,sr,an) 12:45-12:50 graphic organizer 12:50-1:10 lesson 1:10-1:20 workshec:T 1:20-1:30 ger re.adv To go home take: home: folder Take rlome: a\"19nmenr noTebaak To be s1gne~ pack backpacks 1:30-2:!5 P. E. 2: 15 bus r,den- picked up 2:20 dav care picked up ,.\n,s:: ~-:1\u0026lt;,o ,,.:r --d~ 'lnd 41ofker\"1t\"o - ..e 'encz CHECX Tgkc Home Fojdcr Asl:'9!?!\"lcnT Note.book Cor.,purer: moth Reading 8:45-8:55 vocabulary rcv,cw 8:55-9:05 workbook 9:05-9:15 vocooulorv qurz Wr,r1ng Wor-ksnop 9:15-9:25 1nrroduce. prompT 9:25-Y:35 analvze promoT I I l1brarv 8:40-9:!0 counsclo- -everv orher week {9-9:30 :-uror,11!'-~ \u0026gt;-lurcnmson) Wr1Tr\"9 Wcrl(snop 9:10-9:40 respono -: -,e\n::romor 9:40-9:~C ,?QIT I f1,1peo: f wr1nr19,\n:~reqorre.s. ~ua1e.nce I 9:35-9:50 pre-wrrTe 9:50-10 problem of :-he :iov 10-JO:lO ten mmufe. moth 10:!0-IC:30 lesson 10:30-!0:40 proc~rce wor-.:snec .5c:e.ncz: I1:10-!J:30 lesson 11:30-11:40 sk,11 IJ:40-!l:50 wor1\u0026lt;0ook toqe.thcr 11:50-12 concept wort\u0026lt;book pa9e LUNCH/RECESS Soc,al Srud,e.s 12:45-12:50 graphic organizer 12:50-1:10 lesson 1:10-1:20 worksiiceT 1:20-1:30 sk,ll lc.sson 1:30-1:40 skill worksheer Longuo9e J:40-1:50 lesson J:50-2 practice ART 2:!5 bus rider~ p1ckea up 2:20 dav care\n:uckca up 2:2~ T'Jl\u0026lt;C c~ r,der-s: 'Jnd ...,o,ke--,-: , rhe 'fl!nce I ' 9:50-10 ~:ote:m of -e: ::av I 10-10:10 en minute -or:, I i0:!0-tC:.\nC lesson I !0:30-IO:.!C oracc-e ..,c,..'\u0026lt;sne:e:r il:!C-!I:2C o?SSOn 11:30-11:-'C s1e11f 11:50-12 c:nce:or wor,\n::oK pa9e: ! I LUNCH/RE\".:55 12:45-12:50 g-aph,c :r:~1zer 12:50-1:JO lesson 1:10-1:20 wCr'lCShce:r 1:30-1:40 sKril workr,---\nLanguage 1:40-1:50 lesson Music 2: 15 bus ricers p1cKc: _:\n2:20 :1ov c:::r'! :,,eke::: .::. 2:2~ ?1,ke ,:7 --:aers ~i: ..,.-:::JkerT\"So' ~tie\nence: I -1 I . { :,, Thu-sdav Fr1dov Notes M\"'\n\"9 Worl\u0026lt;, Copy spelling assignment notebook, Math ..sheet, ~ndwr,ting worksheet, jndar moth, Problem of the day, r,ring JOl.Tnal. Pass out papers. dance sT1ckers, behavior e.rs, check homework 8:00-'3:40 Computer: reading odd dotes Reading (8-9:25 La1rt:n-re..so1.ra) Language even dotes r 8-8:10 skill review {8-9 Byron-Morh) \\. 8:10-8:20 skill practice 8:20-8:45 benchmark re1ease/ hoftstic assessment 8:45-9 re.view multiple choice. ~uest1ons 9-9:15 review open response 8:45-9:10 Reading READING \\ 8:45-9 introduce skdl {9-9:,?0 Byron-compurer) 9-9:15 workbook skill page together 9:20-9:40 (9:/5-/0:25 Qlll!sr: Lodi, Brt:r \u0026amp; Chr1sr1on WRITING {9:30-/0:55 Byron \u0026amp; Brondon-rt: soi.ra} : 9:50-i0:40 Moth 9:50-10 pr-oblem of the dav 9:50- 10 problem of the dav (/0-10:dO Lo1.ren-compurer) 10-10:10 ten mrnute math 10-10:10 ren m1nu-re rnorh {/0:30-/ /:/5 M1r1om-ESL) 10:10-10:30 lesson 10:10-10:30 lesson 10:30-10:40 prac-r,ce workshee-r 10:30-10:40 pracnce worksneet 10:40-11:00 LITERATURE UNIT -c1ence Science {ll-/1:?0 QU#!sr: Ladt. Brt:r. \u0026amp; Chr,sflan) 11-11:30 P E I l l- I I: IO octtvIty ! 11:10-11:30 lesson 11:30-1140 skill I Science I 11:40-tl:50 workbook together 11:50-!2 concept workbook page 11:30-1 !:40 Vocooulorv quiz I IJ:40-i2 Chapter review :2:G:-:245 LUNCH/RECESS LUNCH/RECESS : 12:45-l:40 Social Studies Social Studies Social Studies (IC:40-2 -:omour~r-~,vr:in. . 12:45-12:50 graphic orgomzer Newron) 12:50-1:10 lesson 12:45-12:50 graphic organrzer 1:10-1:20 worksheet 12:50-1:10 lesson i 1:20-1:30 skill lesson \\:l0-1:20 worksheet 1:30-1:40 skill worksheet 1:20-1:30 sktU lesson 1:30-1:40 skill worksheet 1:40-2 Language Language c.ANGUAGE 1:40-1:50 lesson 1:40-1:50 lesson (J:05-/:40 Brandan-resolr'Ce) 1:50-2 prac-rIce J:50-2 practice 2-2:15 Acr1vrry Character Ed D. E. A.R. (!:40-2:15 La,ren-resovce) Drop Everything and Read I I -~AL 2:15 bus riders picked up 2:15 bus riders picked up 2:20 day care picked up 2:20 dav care picked up 2:25 take car riders and walkers to the fence 2:25 Take car riders and walkers TO the fence    Bingham Class Schedule 2001 - 2002 Fifth Grade, Room 28 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 7:35 - 8:00 ASSIGN. BOOKS 7:35 - 8:00 ASSIGN. BOOKS 7:35 - 8:00 ASSIGN. BOOK 7:35 - 8:00 ASSIGN. BOOK 7:35 - 8:00 ASSIGN. BOOK 8:00 - 9:10 MATH 8:00 - 9:10 MATH 8:00 - 9:10 MATH 8:00 - 9:10 MATH 8:00 - 9:10 MATH 9:10 - 9:40 SPNOC 9:10 - 9:40 SPNOC 9:10 - 9:40 .SPNOC 9:10 - 9:40 SPNOC 9:10 - 9:30 SPNOC TEST 9:40 - 9:50 BREAK 9:40 - 9:50 BREAK 9:40 - 9:50 BREAK 9:40 - 9:50 BREAK 9:30 - 9:40 BREAK 9:50 - 10 :50 READING 9:50 - 10 :50 READING 9:50 - 10 :50 READING 9:50 - 10 :50 READING 9:40 - 10:40 READING 10:50 - 11 :00 LA 10:50 - 11 :00 LA 10:50-11:00 LA 10:50 - 11 :00 LA 10:40 - 10:50 LA 11 :00 - 12:00 WRITING 11 :00 - 11 :20 WRITING 11 :00 - 11 :40 WRITING 11 :00 - 11 :20 WRITING 10:50 - 11 :50 WRITING 12:00 - 12:30 ENGLISH 11 :20 - 12:00 COMP LAB 11 :45 - 12:25 LIBRARY 11 :20 - 12:00 COMP LAB 11 :50 - 12:30 ART/MUSIC 12:00- 12:30 WRITING 12:00 - 12:30 WRITING 12:35 -1:15 LUNCH 12:35-1:15 LUNCH 12:35-1:15 LUNCH 12:35-1:15 LUNCH 12:35-1:15 LUNCH 1:20-2:10 SOC ST 1:20-2:10 SCIENCE 1 :20 - 2:10 SOC ST 1:20-2:10 PE 1 :20 - 2: 10 SCIENCE EVERY OTHER MONDAY OCT., JAN. \u0026amp; APR. 11 :00 - 11 :20 WRITING 8:00 - 8:50 MATH 11 :20 - 11 :50 COUNSELOR 8:50 - 9:10 SPNOC TEST 11 :50 - 12:30 WRITING 9:10 - 9:50 ART/MUSIC 9:30 - 9:40 BREAK 9:50 - 10:45 READING 10:50 - 11 :30 COMP LAB 11 :30 - 12:30 WRITING MONDAY 7,:35-8:00 8:45-9:25 9:25-10:00 10:00-10: 15 10:15-11:00 11 :00-12: 15 12:15-1:05 1 :05-1: 10 1: 10-2:00 2:00-215 2:15 2:20 2:25 TUESDAY 7:35-8:00 8:00-8:40 8:40-9:17 9:17-10:00 10:00-10:15 10:15-11:00 11 :00-11 :40 11 :40-12:25 12:25-1:05 1:05-1 :30 1:30-2:00 2:00-2:15 2:15 2:20 2:25 MS. C. YOUNG 2001-2002 FIFTH GRADE ROOM20 PROBLEM OF THE DAY SCIENCE - **8:15-9:15 COUNSELOR SOCIAL STUDIES SNACK/JOURNAL MUSIC SPELLING LUNCH/RECESS RES1ROOM MATH DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS PROBLEM OF THE DAY READING (WHOLE GROUP) COMPUTER LAB* SOCIAL STUDIES SNACK JOURNAL SCIENCE READING (SMALL GROUP) LANGUAGE LUNCH/RECESS MATH P.E.* DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS *CHECK WITH MS. SMITH ABOUT P.E. - SUB. CAN NOTT AKE STUDENTS TO THE REC. ALONE. SUB. MUST STAY WITH CLASS FOR P.E. WEDNESDAY 7:35-8:00 8:00-8:45 8:45-9:25 9:25-10:00 10:00-10: 15 10:15-11:00 11 :00-11 :45 11 :45-12:25 12:25-1 :05 1:05-2:00 2:00-2:15 2:15 2:20 2:25 THURSDAY 7:35-8:00 8:00-8:40 8:40-9:17 9:17-10:00 10:00-10:15 10:15-10:55 10:55-11:55 11:55-12:25 1:05-2:00 2:00-2:15 2:15 2:20 2:25 FRIDAY 7:35-8:00 8:00-8:40 8:40-9:20 9:20-10:00 10:00-10:15 10:15-11:00 11 :00-11 :30 PROBLEM OF THE DAY SPELLING LIBRARY SCIENCE SNACK/JOURNAL SOCIAL STUDIES READING LANGUAGE LUNCH/RECESS MATH DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS PROBLEM OF THE DAY SCIENCE COMPUTER LAB SOCIAL STUDIES SNACK/JOURNAL READING LANGUAGE SPELLING PRE-TEST (PLEASE CHECK \u0026amp; RETURN KEEP lO0'S, THEY CAN EXCHANGE \u0026amp; CHECK) MATH DEAR DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS PROBLEM OF THE DAY SCIENCE SOCIAL STUDIES ART/MUSIC -CHECK PLAN BOOK JOURNAL/SNACK LANGUAGE SPELLING TEST 11:30-12:00 12:00-12:25 12:25-1:05 1:05-2:00 2:00-2:15 2:15 2:20 2:25 P.E. * DEAR LUNCH/RECESS MATH READ \u0026amp; HA VE STUDENTS PASS OUT WEEKS PAPERS DISMISS BUS STUDENTS DISMISS DAYCARE STUDENTS DISMISS WALKERS/RIDERS *CHECK WITH MS. SMITH ABOUT P.E. - SUB. CAN NOT TAKE STUDENTS TO THE REC. ALONE. SUB. MUST STAY WITH CLASS FOR P.E. - Mrs. Smith Schedule 2001-2002 MONDAY \u0026amp; FRIDAY 7:45-8:00 Take Attendance 8:00-8:20 Problem of the Day 8:20-8:50 Spelling 8:50-9:10 Bathroom Break 9:10-9:55 Reading 9:55-10:25 Language Arts 10:25-10:50 Writing 10:50-11:20 Social Studies 11:20-12:10 Math 12:10-12:25 Bathroom Break 12:30-1:10 Lunch/Recess 1:10-1:20 Bathroom Break 1:20-1:50 Science/Heal ff!. 1:50-2:15 DEAR 2:15- Bus Students 2:20 Daycare/Walkers/Car Riders Mrs. Smith Schedule - 2001-200-2 TUESDAY \u0026amp; WEDNESDAY 7:45-8:00 Take Attendance 8:00-8:20 Problem of the Day 8:20-8:50 Spelling 8:50-9:10 Batl1r0Qm Break 9:10-9:55 Reading 9:55-10:25 Language Arts 10:25-10:50 Social Studies/Science 10:40-11:17 Computer Lab/Counselor - 11:17-12:05 Matll- 12:05-12:20 Bathroom Break 12:30-1:10 Lunc/1/Recess 1:15-1:25 Bathroom Break 1:25-2:00 PE/ART/MUSIC 2:15 B.us students 2:20 Daycare/Car riders/Walkers- 2:15- Bus Students 2:20 Daycare/Walkers/Car Riders - Mrs. Smith Schedule - 2001-2002 THURSDAY 7:45-8:00 Take Attendance 8:00-8:20 Problem of the Day 8:20-8:50 Spelling 8:50-9:10 Bathroom Break 9:10-9:55 Reading 9:55-10:25 Language Arts 10:25-10:50 Social Studies/Science 10:40-11:17 Computer Lab/Counselor 11:17-12:05 Math 12:05-12:20 Bathroom Break 12:30-1:10 Lunch/Recess 1:15-1:25 Bathroom Break 1:25-2:00 Science/Health 2:15 Bus students 2:20 Daycare/Car riders/Walkers 2:15- Bus Students 2:20 Daycare/Walkers/Car Riders 7:35-7:45 7:45-10:45 10:45-11 :00 11 :00-12:00 12:00-12:50 12:50-1:15 1 :15-2:00 12:45-1:30 1 :30-2:00 2:00-2:15 2:15 2:35-3:05 Schedule Jennifer Beranek Prep. for Model Classes In Joshua or Cooley's Room Reflection Log Lunch/Planning Time Work with a small group not in model class for professional growth. Reflection Log, Prepare for Writers Workshop Writers Workshop Monday Cooley Tuesday Joshua Wednesday Joshua Thursday Cooley Friday Webb or Burks Friday Organize and inventory books and materials in book room for K-3 teachers. Reflection log Duty Planning except on Wednesday. Literacy Team meetings on Wednesday. SCHEDULE for Barbara Culpepper 7:45 - 8:30 - First grade literacy group 8:30 - 9:10 - Second grade booster group 9:10 - 10:00 - Reading Recovery 10:00 - 10:20 - Travel to North Heights 10:20 - 11:05 - Reading Recovery 11:05 - 11:45 - Lunch 11 :45 - 12 :20 - Reading Recovery 12:20 - 12:55 - Reading Recovery 12:55 - 1:30 - Reading Recovery 1:30 - 2:05 - First grade literacy group 7:35-8:00 MRS. C. FIEG 2000-2001 MTL ROOM29 PLANNING FOURTH GRADE TIME SLOTS 8:00-8:50 8:55-9:45 9:50-10:40 10:45-11 :35 11 :35-12:35 NEWTON O'DELL THURMAN DOMBROSKI LUNCH/PLANNING - TIIlRD GRADE TIME SLOTS 12:35-1:20 1:25-2:10 GRISSOM - FIRST SEMESTER REEVES - SECOND SEMESTER MCCONNAUGHHAY - FIRST SEMESTER KILGORE - SECOND SEMESTER MRS. C. HUTCIDNSON TUTORING ROOM#12 MONDAY \u0026amp; WEDNESDAY 9:00-9:30 9:30-10:00 10:00-10:30 11 :00-11 :30 THURMAN DOMBROSKI O'DELL NEWTON TUESDAY \u0026amp; THURSDAY 8:00-8:30 9:30-10:00 10:00-10:30 BINGHAM YOUNG SMITH MRS. C. HUTCHINSON COMPUTER LAB 2001-2002 ROOM 12 N MONDAY AND WEDENESDA Y 8:00-8:37 WOODY 8:40-9:17 S.WILLIAMS 9:20-9:57 KILGORE 10:00-10:37 WALDORF 10:40-11:17 REEVES 11 :20-11 :57 O'DELL 12:00-12:37 BURKS 12:40-1: 17 WEBB PLANNING TIME BUS DUTY  MRS. C. HUTCHINSON COMPUTER LAB 2001-2002 ROOM 12 TUESDAY AND THURSDAY 8:00-8:37 THURMAN 8:40-9:17 YOUNG 9:20-9:57 GRISSOM 10:00-10:37 A. WILLIAMS 10:40-11:17 SMITH 11 :20-11 :57 BINGHAM 12:00-12:37 COOLEY 12:40-1:17 JOSHUA PLANNING TIME BUS DUTY  8:00-8:25 8:25-8:50 8:50-9: 15 9:20-9:45 9:45-10:10 10:10-10:45 10:50-11 :30 11 :35-12:40 12:40-1: 10 1:10-1:35 1:35-2:00 MRS. C. HUTCHINSON COMPUTER LAB 2001-2002 ROOM 12 DOMBROSKI - READING DOMBROSKI - MA TH DOMBROSKI - LANGUAGE MCCONNAUGID-IA Y - READING MCCONNAUGID-IAY-MATH MCCONNAUGID-IAY-LANUAGE 5TH GRADE (ALTERNATE) SMITH - SEPT., DEC., MAR. BINGHAM - OCT., JAN., APR. YOUNG - NOV., FEB., MAY LUNCH \u0026amp; PLANNING TIME NEWTON - READING NEWTON - MATH NEWTON - LANGUAGE  READING RECOVERY/EARLY LITERACY SCHEDULE - JORGENSON 8:00- 8:50 Group 1 8:50- 9:40 Group 2 9:40-10:30 Group 3 10:30 - 11 :00 Reading Recovery 11 :00 - 11 :40_ Lunch 11:40-12:15 Reading Recovery 12:15-12:50 Reading Recovery 12:50-1:25 Reading Recovery 1 :25 - 2:10 Reading Recovery 2:15 Hall Duty  8:00-9:30 9:30-11 :00 11 :00-12:25 12:25-1:05 l :05-1 :40 1 :40-2: 15 MRS.D.LEE 2001-2002 RESOURCE ROOl\\1127 READING-LA.i'-l\"GUAGAER TS READING-LANGUAGE ARTS READING-LA.i\"\"TGUAGAER TS LUNCH i\\tfATH ivlATH  7:00 - 7:30 7:30 - 8:00 8:00 - 12:20 12:20 - 1:00 1:00 - 2: 15 2:15 - 3:05 MRS. D. SETTLES ROOM2 INTERVENTION CAFETERIA DUTY HALL DUTY INTERVENTION/TUTORING LUNCH INTERVENTION/TUTORING BUS DUTY  8:00-9:25 9:30-10:55 11 :00-12 :25 12:25-1 :05 1 :05-1 :40 1 :40-2: 15 MRS. V. STEADMAN 2001-2002 RESOURCE ROOMl READING GROUP 1 READING GROUP 2 READING GROUP 3 LUNCH MATH GROUP 1 MATHGROUP2 I 8:00-8:15 8:15-8:55 9:00-9:40 9:45-10:25 10:30-11:15 11:30-12:15 12:30-1:10 1:15-1:45 1:50-2:15 2:15  MRS. M. TOUCHSTONE ESL 2001-2002 ROOM29 SPANISH WORD OF THE DAY GROUP I/FIRST GRADE - MON. \u0026amp; WED. GROUP 2/FIRST GRADE - TUES \u0026amp; THURS. FIRST GRADE TUTORING - FRI. GROUP I/SECOND GRADE - TUES \u0026amp; THURS. GROUP 2/SECOND GRADE - MON. \u0026amp; WED. SECOND GRADE TUTORING - FRI. GROUP 1/fHIRD GRADE - MON. \u0026amp; WED. GROUP 2/fHIRD GRADE - TUES. \u0026amp; TffiJRS. TIDRD GRADE TUTORING - FRI. LEVEL I FIFTH GRADE - MON., WED., \u0026amp; FRI. FIFTH GRADE TUTORING - TUES. \u0026amp; THURS. LUNCH KINDERGARTEN -MON.-THURS. SWOD - FIR.DAY PARENT CONT ACT - MON., WED., \u0026amp; FRI. TRANSLATIONS - TUES. \u0026amp; THURS. ESL BUS DUTY I 8:00-8:30 8:30-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11 :00 MS. P. SHOEMAKER SPEECH 2001-2002 ROOM3 GROUP 1 GROUP2 GROUP3 GROUP4 GROUP 5/MEDICAID GROUP 6 ON TIJESDA Y AND THURSDAY I 7:40 - 3:00 8:00 - 8:30 9:00 - 9:30 9: 30 - 10:00 10:00 - 10: 30 10:30 - 10:45 10:45 - 11:25 11: 30 - 12 :00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1: 30 - 2: 15 2: 15 MRS. M. WILLARD ROOMS 1 7 , 16 , 15\nAND 14 TITLE I AIDE . HELP SETTLE IN CHILDREN AND WHERE NEEDED WRIGHT VARGAS. THOMAS TURNER LAP READING HELP GET READY FOR LUNCH LUNCH TURNER THOMAS VARGAS WRIGHT PLANNING TIME BUS DUTY DAILY I 7:35 - 12:20 12:20 - 1:00 1:00 - 2:00 2:15 - 3:05 MRS. C. WOODS TITLE I AIDE LYNCHD RIVE/LUNCH/TRAVEL INTERVENTION EARLY SUCCESS GROUPS BUS DUTY I tvlARY WALKER/LINDA CHANCELLOR COUNSELORS ROOM4 2001 -2002 GRADES K-2 (FIRST WEEK CLASSES) WILL tvIEET ON THE FOLLOWING WEEKS: SEPT. 3 DEC. 10 APR. 1 SEPT. 17 JA.i'-l\"1. APR. 15 OCT. 1 JA.i'-l\"1.4 APR. 29 OCT. 15 JA.i'-l\"2.8 i\\tIAY 13 OCT. 29 FEB. 11 NOV. 12 FEB. 25 NOV. 26 MAR. 11 GRADES 3-5 (SECOND WEEK CLASSES) WlLL MEET ON THE FOLLOWING WEEKS: SEPT. 10 DEC. 17 APR. 3 SEPT. 24 JA.i'-T7. APR. 22 OCT. 8 J_-\\.:-1:1 , :vL-\\Y 6 OCT. 22 FEB.4 1'vL-Y\\. .20 NOV.5 FEB. 18 NOV. 19 MAR.4 DEC.3 1'1AR. 18 YOU WILL BE NOTIFIED WHEN CLASSES MUST BE CA.i'-l\"CELLED DUE TO TESTING, ILLNESS OR COUNSELING EMERGENCIES. I M. Walker Counseling Schedule 8-24-0 l North Heights Elementary School FIRST WEEK SCHEDULE/ Lower Grades MONDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 I 0:05 - l 0:35 10:35 - I 1:00 11:05-11:45 11 :50 - 12:20 12:30 - 1:00 1:00 - 1:30 l :35 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 TTJESDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:50 10:50 - 11 :30 11:30 - 11 :55 12:00 - 12:30 12:40-1:10 1:10 - 1:30 I :35 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Observations/ Parent Conferences Planning Time Student Needs Assistance/ Individual Counseling A. WILLIA.iv!S' CLASS - SECOND GRADE Individual Counseling Lunch Time COOLEY'S CLASS - FIRST GRADE JOSHUA'S CLASS - FIRST GRADE Individual Counseling Small Group Counseling D.E.A.R. Other Couneling Duties Teacher Consultations/ Parent Conferences Bookstore Duty Parent Conferences/ Individual Counseling Observations/ Phone Outreach Planning Time Student Needs Assistance:' Individual Counseling Lunch Individual Counseling WRlGHTS CLASS - KINDERGARTEN TURNER'S CLASS - KINDERGARTEN Individual Counseling Small Group Counse!ing D.E.A.R.. Front Hall Duty Staff Meeting WEDNESDAY [Mrs. Walker] [Ms. Chancellor] 7:35 - 8:00 8:00 - 8:45 8:45 - 9:20 9:20 - 10:00 10:00 - 10:50 10:50 - 11:30 I I :35 - 12:05 12: 10 - 12:45 12:50 - 1:20 I :30 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Parent Converences/ Observations Phone Outreach/ Individual Counseling Planning Time Individual Counseling Lunch WEBB'S CLASS - FIRST GRADE Individual Counseling BURK'S CLASS - FlRST GRADE Small Group Counseling D.E.A.R.. Other Counseling Duties Parent Conferences/ Teacher Consultations 9:20 - 9:50 11:20 - 11:50 2001-2002 VARGAS' CLASS - KIND. THOMAS' CLASS - KIND. I FIRST WEEK SCHEDULE CONTINUED THURSDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:40 10:40 - 11:20 11 :20 - 11 :50 11:50 - 1:30 1:35 - 2:05 2:05-2:15 '.:: 15 - 2:30 2:30 - 3:05 FRlDAY 7:35 - 8:00 3:05 - 8:35 3:45-9:15 9:20 - 10:00 10:05 - 10:35 10:35-11:15 11:15-11:55 12:00 - 12:40 12:40 - l :20 1:20 - 2:05 2:00 - 2: 15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Parent Conferences/ Individual Counseling Observations/ Phone Outreach Planning Time Individual Counseling Lunch Student Needs Assistance Individual Counseling Small Group Counseling D.E.A.R. Front hall duty Parent Conferences/ Teach er Consultations Bookstore Duty WOODY'S CLASS - SECOND GRADE S. WILLIAMS' CLASS - SECOND GRADE Observations/ Individual Counseling WA LDOR..,\n-,SC LASS - SECOND GRADE Planning Time Lunch Home Visits/ Phone Outreach Individual Counseling Student Recognition/ Individual Counseling D.E.A.R. Other counseling duties Parent conferences/ Teacher Consultations I M Walker Counseling Schedule 8-24-01 North Heights Elementary School 2001 - 2002 SECOND WEEK SCHEDULE MONDAY 7:35 - 8:00 8:05 - 8:35 8:45 - 9:15 9:25 - 9:55 10:10 - 10:30 10:30- 11:10 11 :20 - 11 :50 11 :50 - 12:30 12:30 - 1:30 1:35 - 2:05 2:00 - 2:15 2: 15 - 2:30 2:30 - 3:05 TUESDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:40 10:40- 11:00 11:00 - 11:40 11:40- 12:40 12:40 - 1:30 I :35 - 2:05 2:05 - 2:15 2:15 - 2:30 2:30 - 3:05 Bookstore Duty Parent Conferences/ Observations YOUNG'S CLASS - FIFTH GRADE GRISSOMS CLASS - THIRD GRADE Student Needs Assistance/ Individual Counseling Lunch BINGHAM'S CLASS - FIITH GRADE Planning Time Individual Counseling Small Group Counseling D.E.A.R. Other counseling duties Parent conferences/ Teacher Consultations Bookstore Duty Parent Conferences/ Individual Counseling Observations/ Phone Outreach Planning Time Individual Counseling Student Needs Assistance Lunch Home Visits/ Individual Counseling Individual Counseling Small Group Counseling D.E.A.R. Front Hall Duty Staff Meeting WEDNESDAY (Mrs. Walker] [Ms. Chancellor] 7:35 - 8:00 8:05 - 9: 15 9:20 - 10:00 10:00 - 10:35 10:40 - 11:10 11:10-11:50 12:55 - 12:35 12:40 - 1:10 1:10-1:30 l :35 - 2:05 2:05 - 2:15 2: 15 - 2:30 2:30 - 3:05 Bookstore Duty Observations/ Ind. Counseling Planning Time Individual Counseling 8:05 - 8:35 8:50 - 9:20 SMIIBS CLASS - FITTH GRADE Lunch Planning Time KILGORE'S CLASS - THIRD GRADE Individual Counseling Small Group Counseling D.E.A.R. Other Counseling Duties Parent Conferences/ Teacher Consultations DOMBROSKI'S CLASS - FOURTH GR. THURMAN'S CLASS- FOURTH GR. I SECOND WEEK SCHEDULE CONTINUED THURSDAY 7:35 - 8:00 8:00 - 8:40 8:40 - 9:20 9:20 - 10:00 10:00 - 10:35 10:40-11:10 11:20 - 11:50 11 :55 - 12:35 12:35 - 1:30 1:35 - 2:05 2:05-2:15 2:15 - 2:30 2:30 - 3:05 FRIDAY 7:35 - 8:00 8:00 - 8:30 8:30- 9:10 9:10 - 9:40 9:40 - 10:35 10:40 - 11:10 11:15 - 11:55 12:00 - 12:40 12:45 - 1:15 1:20 - 2:00 2:00-2:15 2: 15 - 3:05 Bookstore Duty Parent Conferences/ Individual Counseling Planning Time Phone Outreach/ Observations Individual Counseling NEWTON'S CLASS - FOURTH GRADE O'DELL'S CLASS - FOURTH GRADE Lunch individual Counseling Small Group Counseling O.E.A.R. Front hall duty Parent Conferences/ Teacher Consultations Bookstore Duty CHAMPS Planning Time Student Needs Assistance Individual Counseling REEVES' CLASS-THIRD GRADE Lunch Home Visits/ Phone Outreach MCCONNAUGHHA Y'S CLASS - THIRD GRADE Student Recognition/ Individual Counseling 0.E.A.R. Teacher Consultation -  Quest Schedule. North Heights/ Amboy /Glenview 2001-2002 Monday-North Heights 7:35-8:00 8: 00-9: 15 9:20-10:35 10:40-12:00 12:00-12:40 12:45-2:15 2:15-3:05 Hall Duty/Planning Group Study-Third Grade Group Study-First/Second Grades Group Study-Fourth Grade Lunch Group Study-Fourth Grade Bus Duty/Hall Duty/Planning Time Tuesday-Amboy /NORTH HEIGHTS 7:35-8:00 8:00-9:15 9: 15-10: 30 10:30-11:00 11:00-12:15 12:15-12:55 1:00-2:15 2:15-3:05 Hall Duty/Planning Math Olympiad/Fifth Grade Math Olympiad/Fourth Grade Close/Travel to North Heights Group Study-Fifth Grade Lunch Whole Group-Third Grade Bus Duty/Hall Duty/Planning Time Wednesday-North Heights 7:35-8:00 8:00-9:15 9:20-10:30 10:35-12:00 12:00-12:40 12:40-1:45 1:45-2:15 2:15-3:05 Hall Duty/Planning Math Olympiad-Fourth Grade Problem Solving-Third Grade Math Olympiad-Fifth Grade Lunch Problem Solving-First/Second Independent Study/Production Bus Duty/Hall Duty/Planning Time  Thursday-Glenview\nNORTH HEIGHTS 7:35-8:00 8:00-9: 15 9:15-10:00 10:00-10:30 10:30-11:00 11\\:00-12:20 12:20-1:00 1:00-2:15 2:15-3:05 Planning Math Olympiad-Fifth Grade Problem Solving-Fourth Grade Independent Study/Production Close and travel to North Heights Math Olympiad-Fourth Grade Lunch Independent Study/Production Bus Duty/Hall Duty/Planning Friday-North Heights  7:35-8:00 8:00-9:10 9:15-10:25 10:25-11:45 11:45-12:25 12:25-2:15 Hall Duty/Planning Whole Group- First/Second Grade Whole Group-Fourth Grade Whole Group-Fifth Grade Lunch Planning/Due Process Alternate Friday afternoons at Amboy, Glenview, and North Heights.  Day Monday Tuesd:1y \\Vednesday Thursday Friday FINAL COPY Rec Center PE Schedules 2000 - 2001 Time 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 12:00 - 12:30 12:30 - 1:00 l.::00 - 1:30 1:30 - 2:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 10:30-11:00 11:00 - 11:30 11 :.30 - 12:D0 L::.3.J - 1:00 1:00 - 1:30 1 :30 - 2:00 10:30 - 11:00 11:00-11:30 11:30 - 12:00 12:00 - 12:30 12:30 - 1:00 1:00 - 1:30 1:30 - 2:00 ThonrnsNargas Thurman/Newton Kilgo1e/Grissom Burks/Webb Reeves/McConnaughhay Smith/Young Wright/Thomas O'Dell/Dombroski Cooley/Joshua Reeves/lYicConn:1 ugh h::y Turner/Wrigln ..... ~ ~ . J1.J .. . \\..\n1 ,, :\n.Ju .--\\. \\V\nJli:1ms,\"\\V:1ido!: KilgoreiGrissom Binglwm Woody/S. Williams Thurman/Newton Smith/Young Cooley/Joshua ThomasNargas A. Williams/Waldorf O'Dell/Dombroski 9-14-01 See .Jann Pham if there is a conflict with the Rec Center time scheduled for your class. Reminder: This is an organized P.E. time. Please be sure that when two classes are - scheduled that both teachers are present. - MEDIA CEN-iR SCHEDULE 2001 - 2002  - TJMB ____ _MON._ 'lUES. WED. \"1 IIURS. FRI. 7:35-7:55 l'REB FLOW !'REH Pl.OW 1'1\\Flil'J,OW l'P HE FLOW !'REI! !'LOW 8:00-8:40 .. WOODY TIIURMAN ll' \u0026gt;MDROSKI ## 8:45-9:25 .. S. WILLIAMS Y\u0026lt;HJNc\n## 9:30-L0:l0 VARGAS MCCUNNAUGIIII A Y c\n1\\ISSOM Y ILGORE ## 10.LH0:55 NEWTON WJ\\LDORI' A. WJI.I.IA~ts n llELL ## ll:00-ll:40 LUNCH REEVES 1.UNCI\\ t.\u0026lt;\u0026lt;NCH LUNCH ll:45-li:25 THOMAS LUNCH nlMGIJAM 5111TH ## 12:30-l:l0 WRIGHT BURKS U\u0026gt;OLFY MONITOR MEETING l:l 5-1 :55 JOSHUA WEDO '1111\\NER ## OTHER MEDIA DUTIES #t/COMPUTllR Oil RESEARCH SIGN-UP TIMES OFFICE PHONE: (501) 771-8180 ., JVmdt ~ 8~ fJJchcd  ~================================================'= I 4901 NORTH ALLEN STAFFL ISTING- 2001-2002 JENNIFEBRE RANEK JUDYB INGHAM SCIPIO BROWN AMYB URKS LINDAC HANCELLOR KARI COOLEY BARBARCAU LPEPPER TERRI DOMBROSKI MARLYO UF ERGUSON MARTHFAE/ JELL CATRENFAIE G KIM GRISSOM CARMHAE SS CONNIHEU TCHINSON LIZ JORGENSON LESLIEJ OSHUA DANYIAKLIL GORE DEEDRLAE E TRACMY CCONNAUGHHAY ELIZABETMHC NULLY MARGARMEOTN K JENNIFENR EWTON CONNI0E1 DELL JANNP HARO KIM REEVES DORISS ETTLES PATTYSH OEMAKER STACYSM ITH DANSAN OWDEN VICKI STEADMAN LISA TERRY CARLINTEH OMAS RACHETLH URMAN MARIATO UCHSTONE LULAT URNER MARIBEVLA RGAS ERIC WALDORF MARWY ALKER CORRIWE EBB MARTHWAIL LARD AMYW ILLIAMS SHEILAW ILLIAMS CELESTWI OODS PILARW OODY PAIGEW RIGHT CASEY OUNG NORTH LITTLE ROCK, ARKANSAS 72118 LITERACCYO ACH FIFTH GRADE CAMPUSSU PERVISOR FIRST GRADE COUNSELOR FIRST GRADE READINRGE COVERY FOURTGHR ADE G/T NURSE MATSHP ECIALIST THIRDG RADE SECRETARY COMPUTLEARB M GR. READINRGE COVERY FIRST GRADE THIRDG RADE RESOURCE THIRDG RADE TUTOR MEDIASP ECIALIST FOURTGHR ADE FOURTGHR ADE ASSISTANPTR INCIPAL THIRDG RADE INTERVENTION SPEECH FIFTH GRADE PRINCIPAL RESOURCE SECRETARY KINDERGARTEN FOURTGHR ADE ESL KINDERGARTEN KINDERGARTEN SECONGDR ADE COUNSELOR FIRST GRADE TITLE I SECONGDR ADE SECONGDR ADE TITLE I SECONGDR ADE KINDERGARTEN FIFTH GRADE ROOM#2 9 ROOM#2 8 OFFICE ROOM#9 ROOM#4 ROOM#1 1 ROOM#3 1 ROOM#2 2 ROOM#1 8 OFFICE ROOM#2 9 ROOM#3 3 OFFICE ROOM#1 2 ROOM#3 1 ROOM#1 0 ROOM#2 4 ROOM#2 7 ROOM#3 2 ROOM#2 4 MEDIAC ENTER ROOM#3 0 ROOM#2 1 OFFICE ROOM#2 5 ROOM#2 ROOM#3 ROOM#1 9 OFFICE ROOM#1 OFFICE ROOM#1 6 ROOM#2 3 ROOM#2 9 ROOM#1 5 ROOM#1 7 ROOM#7 ROOM#4 ROOM#8 STAGE ROOM#6 ROOM#5 STAGE ROOM#2 6 ROOM#1 4 ROOM#2 0 ..   NORTH LITTLE ROCK SCHOOL DISTRICT 2001-2002 SCHOOL PROFILE School: PARK HILL ELEMENTARY SCHOOL Grade: K-5 Principal: CAROL A THORNTON Race/Gender: B/F Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Assistant Principal: Race/Gender: Secretary: SANDRA WOOD Race/Gender: W/F    SCHOOL PROFILE Table of Contents * Staff Staff Changes * Staff Attendance (Certified) * Staff Attendance (Classified) * School Enrollment Elementary Secondary Special Programs Special Education Four Year Comparison * Class Enrollment (Elementary) * Course Enrollment (Secondary) Extended Educational Programs School/District lntitiated Honors and Awards Committee/Parental Involvement Extracurricular Activities Tryout Information * Student Attendance (After Nine Weeks) Students Retained Subject Area Courses Failed (Secondary) Graduation Information Dropout Statistics (Previous Semester) Achievement/Assessment Data Staff Development Update (Certified) Staff Development Update (Classified) * Discipline Information (After Nine Weeks) Comprehensive Outcome Evaluation (COE) Survey Results Annual School Improvement Plan *INFORMATION TO BE FURNISHED BY COMPUTER SERVICES Page 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27     SCHOOL: STAFF 2001-2002 FULL Tl ME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER  M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS 1 1 CLASSROOM TEACHERS 12 1 1 14 SPEC EDUC TEACHERS 3 3 MEDIA SPECIALISTS 1 1 GIT FACILITATORS 1 1 SPEECH THERAPIST 2 2 COUNSELORS 1 1 READING RECOVERY 1 1 H.O.T.S. !TOTAL CERTIFIED TEACHER AIDES 2 3 5 CLERICAL STAFF 1 1 SOCIAL WORKERS CUSTODIANS 1 1 2 CAFETERIA WORKERS 1 1 2 COMPENSATORY AIDES LUNCH AIDES 3 2 5 CROSSING GUARDS 1 1 INTERVENTION AIDE PARENT COORDINATOR !TOTAL CLASSIFIED Page 1 Ref: DES00l Staff -43 Park Hill Elementary Page 1 Date: 10/15/01 Based on Base Location -Time: 15:40:09 ---WHITE--- ---BLACK--- ---OTHER--- POSITION Male Female Male Female Male Female Administrators 0 0 0 1 0 0 1 Regular Classroom Teachers 0 11 0 1 0 1 13 Special Education Teachers 0 3 0 0 0 0 3 Media Specialists 0 0 0 1 0 0 1 Counselors 0 1 0 0 0 0 1 Teacher Aides 0 2 0 3 0 0 5 Clerical Staff 0 1 0 0 0 0 1 Custodians 0 0 1 1 0 0 2 Cafeteria Workers 0 3 0 1 0 0 4 Lunch Aides/Crossing Guards 0 2 1 4 0 0 7 Totals 0 23 2 12 0 1 38    SCHOOL: STAFF 2001-2002 (CHANGES AFTER OCTOBER) FULL TIME PART TIME POSITION WHITE BLACK OTHER WHITE BLACK OTHER M F M F M F TOTAL M F M F M F TOTAL ADMINISTRATORS CLASSROOM TEACHERS SPEC EDUC TEACHERS MEDIA SPECIALISTS GIT FACILITATORS SPEECH THERAPIST COUNSELORS !TOTAL CERTIFIED TEACHER AIDES CLERICAL STAFF SOCIAL WORKERS CUSTODIANS CAFETERIA WORKERS COMPENSATORY AIDES LUNCH AIDES CROSSING GUARDS !TOTAL CLASSIFIED Page 2    CERTIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 3 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Certified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male Other - Female Other - Male 3 15 l by Race and Sex School 43 PARK HILL ELEM K-6 14.5 7.5 l.0 7-8 9-10 3 11-12 Other    CLASSIFIED STAFF ABSENCES (ATTACH A COPY OF COMPUTER SERVICES GENERATED DATA) Page 4 Ref: ABS0l0 Date: 10/15/01 Time: 15:41:45 Classified Staff Absences PAGE Race / Gender Tot-Emp Black - Female Black - Male White - Female White - Male Other - Female Other - Male 9 2 8 by Race and Sex School 43 PARK HILL ELEM K-6 28.5 1.0 36.5 7-8 9-10 4 11-12 Other  SCHOOL:  ELEMENTARY 2001-12 SCHOOLE NROLLMENT GRADE TT WHITE TOTAL BLACK TOTAL OTHER TOTAL LEVEL ):): M F WHITE M F BLACK M F OTHER TOTAL # 0 0 0 0 PRE- K % # 18 8 26 8 12 20 0 46 KINDERGARTEN % 39% 17% 57% 17% 26% 43% # 5 4 9 10 11 21 1 1 31 FIRST % 16% 13% 29% 32% 35% 68% 3% 3% # 7 8 15 8 12 20 1 1 36 SECOND % 19% 22% 42% 22% 33% 56% 3% 3% # 9 7 16 9 10 19 2 2 37 THIRD % 24% 19% 43% 24% 27% 51% 5% 5% # 12 9 21 19 11 30 1 2 3 54 FOURTH % 22% 17% 39% 35% 20% 56% 2% 4% 6% # 8 11 19 8 10 18 1 1 38 FIFTH % 21% 29% 50% 21% 26% 47% 3% 3% TOTAL # 59 47 106 62 66 128 4 4 8 242 GRADES1 -5 % 24% 19% 44% 26% 27% 53% 2% 2% 3% Page 5 \u0026lt; e .P: SCH611D CLASS ENROLLMENT Page 1 )ate: 10/15/01 PARK HILL ELEMENTARY SCHOOL iime: 15: 54: 54 Teacher -l,ih i te- -Black- -Other- :each er Name CourseSec Course Title Sex Race M F M F M F Tot m4ts 1 AR101 5 ART F H 2 2 2 5 11 )AVID 1 AR101 6 ART F w 3 2 5 6 16 1ELVIN 1 AR101 18 ART F w 1 2 1 4 AR101 ART 6 4 9 12 31 ,MITH 1 AR201 7 ART F w 3 5 4 6 1 19 :OLCLASURE 1 AR201 8 ART F w 4 3 7 4 18 iELVIN 1 AR201 18 ART F w i 1 AR20i ART 8 8 ii 10 i 38 :.EEDY 1 AR301 9 ART F w 4 6 3 5 1 19 3ULLIVAN 1 AR301 10 ART F w 4 4 5 3 1 17 AR301 ART 8 10 8 8 2 36 1EPPER 1 AR401 13 ART F l.J 4 4 7 8 1 24\nILL I AM 1 AR401 14 ART F w 1 4 5 ~RAMBLE-IVORY i AR401 15 ART F B 7 6 7 4 1 25 AR401 ART 12 10 18 12 1 i 54 HLLIAM 1 AR501 14 ART F w 1 3 4 : OK 1 AR501 19 ART F w 3 6 3 5 1 18 )EAL 1 AR501 20 ART F w 4 6 2 5 17 AR501 ART 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 /I-AM 1 ELM 14 BA SELF CONT F l,I 2 -, I 9 1ELVIN 1 ELM 18 BA SELF CONT F w 5 2 1 8 ELM BA SELF CONT 7 9 1 17 DEPT TOTALS 7 9 1 17 l  RRAS 1 EN101 5 ENGLISH F H 2 2 2 5 11 )AVID 1 EN101 6 ENGLISH F w 3 2 5 6 16 1ELVIN 1 EN101 18 ENGLISH F l.J i 2 i 4 EN101 ENGLISH 6 4 9 12 31 ,MITH 1 EN201 7 ENGLISH F w 3 5 4 6 1 19 : LC LASURE 1 EN201 8 ENGLISH F w 3 3 7 4 17 1ELVIN 1 EN201 18 ENGLISH F w 1 1 EN201 ENGLISH 7 8 11 10 1 37 :.EEDY 1 EN301 9 ENGLISH F w 4 6 2 5 1 18 ,ULLIVAN 1 EN301 10 ENGLISH F l.J 4 4 5 3 1 17 EN301 ENGLISH 8 10 7 8 2 35 1EPPER 1 EN401 13 ENGLISH F w 4 4 7 8 1 24 HLLIAM 1 EN401 14 ENGLISH F w 1 4 5 -RAMBLE-IVORY 1 EN401 15 ENGLISH F B 7 6 7 4 1 25 EN401 ENGLISH 12 10 18 12 1 1 54 H-AM 1 EN501 14 ENGLISH F w 1 3 4 : DK 1 EN501 19 ENGLISH F w 2 3 3 4 1 13 :ef: SCH611D CLASS ENROLLMENT Page 2 iate: 10/ 15/01 PAR~\u0026lt;. HILL ELEMENTARY SCHOOL ime: 15:54: 54 Teacher -White- -Black- -Other- e,er Name CourseSec Course Title Sex Race M F M F M F Tot IE 1 EN501 20 ENGLISH F w 3 5 2 5 15 EN501 ENGLISH 6 8 8 9 1 32 IUGAS 1 EN701 71 ENGLISH RES F w 3 4 1 1 9 EN701 ENGLISH RES 3 4 1 1 9 DEPT TOTALS 42 44 54 52 3 3 198 IONES 1 m, 3 GRADE ~, F w 5 3 4 6 18 iELCH 1 GK 4 GRADE K F w 5 4 4 5 18 iORRAS 1 GK 5 GRADE K F H 2 1 1 4 GK GRADE K 12 8 8 12 40 DEPT TOTALS 12 8 8 12 40 IORRAS 1 Gl 5 GRADE 01 F H 2 2 2 5 11 \u0026gt;AVID 1 Gl 6 GRADE 01 F !,J 3 2 5 6 16 Gl GRADE 01 5 4 7 11 .,, c.., DEPT TOTALS 5 4 7 11 r\"')--J c../ 1MITH 1 G2 7 GRADE 02 F w 3 5 4 6 1 19 : LCLASURE 1 G2 8 GRADE 02 F i,J 4 3 7 4 18 G2 GRADE 02 7 8 11 10 1 37 - DEPT TOTALS 7 8 11 10 1 37 ,EEDY 1 G3 9 GRADE 03 F w 4 6 3 5 1 19 ,ULLIVAN 1 G3 10 GRADE 03 F !,J 4 4 5 3 1 17 G3 GRADE 03 8 10 8 8 2 36 DEPT TOTALS 8 10 8 8 2 36 'EPPER 1 G4 13 GRADE 04 F w 4 4 7 8 1 24 rRAMBLE-IVORY 1 G4 15 GRADE 04 F B 7 6 7 4 1 25 G4 GRADE 04 11 10 14 12 1 1 49 DEPT TOTALS 11 10 14 12 1 .1 49 : OK 1 GS 19 GRADE 05 F w 3 6 3 5 1 18 )EAL 1 G5 20 GRADE 05 F w 4 6 2 5 17 G5 GRADE 05 7 12 5 10 1 35 ~ DEPT TOTALS 7 12 5 10 1 35 ~ iORRAS 1 HL101 5 HEALTH F H c..., 2 2 5 11 )AVID 1 HL101 6 HEALTH F w 3 2 5 6 16 1ELVIN 1 HL101 18 HEALTH F w 1 2 1 4 HL101 HEALTH 6 4 9 12 31\n~,~ASURE 1 HL201 7 HEALTH F w 3 5 4 6 1 19 1 HL201 8 HEALTH F !,J 4 3 7 4 18 1ELVIN 1 HL201 18 HEALTH F !,J 1 1 HL201 HEALTH 8 8 11 10 1 38 lef: SCH611D CLASS ENROLLMENT Page 3 iate: 10/15/01 PARl, HILL ELEMENTARY SCHOOL \"ime: 15: 54:54 Teacher -White- -Black- -Other- e-er Name CourseSec Course Title Sex Race M F M F M F Tot .E y 1 HL301 9 HEALTH F w 4 6 3 5 1 19 1ULLIVAN 1 HL301 10 HEALTH F w 4 4 5 3 1 17 HL301 HEALTH 8 10 8 8 2 36 'EPPER 1 HL401 13 HEALTH F w 4 4 7 8 1 24 :ILL I AM 1 HL401 14 HEALTH F w 1 4 5 \"RAMBLE-IVORY 1 HL401 15 HEALTH F B 7 6 7 4 1 25 HL401 HEALTH 12 10 18 12 1 1 54 :ILL I AM 1 HL501 14 HEALTH F w 1 3 4 DOK 1 HL501 19 HEALTH F w 3 6 3 5 1 18 ,EAL 1 HL501 20 HEALTH F w 4 6 2 5 17 HL501 HEALTH 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 IORRAS 1 HN101 5 HANDWRITING F H 2 2 2 5 11 )AVID 1 HN101 6 HANDWRITING F w 3 ..., c.. 5 6 16 !ELVIN 1 HN101 18 HANDWRITING F w 1 2 1 4 HN101 HANDWRITING 6 4 9 12 31 iMITH 1 HN201 7 HANDWRITING F w 3 5 4 6 1 19 : LC LASURE 1 HN201 8 HANDWRITING F w 4 3 7 4 18 !ELVIN 1 HN201 18 HANDWRITING F w 1 1 - HN201 HANDWRITING 8 8 11 10 1 38\nEEDY 1 HN301 9 HANDWRITING F w 4 6 3 5 1 19 iULLIVAN 1 HN301 10 HANDWRITING F w 4 4 5 3 1 17 HN301 HANDWRITING 8 10 8 8 ..., c.. 36 \u0026gt;EPPER 1 HN401 13 HANDWRITING F w 4 4 7 8 1 24 i!LLIAM 1 HN401 14 HANDWRITING F w 1 4 5 \"RAMBLE-IVORY 1 HN401 15 HANDWRITING F B 7 6 7 4 1 25 HN401 HANDWRITING 12 10 18 12 1 1 54 iILLIAM 1 HN501 14 HANDWRITING F w 1 3 4\n OK 1 HN501 19 HANDWRITING F w 3 6 3 5 1 18 )EAL 1 HN501 20 HANDWRITING F w 4 6 2 5 17 HN501 HANDWRITING 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 iORRAS 1 MA101 5 MATH F H 2 2 2 5 11 )AVID 1 MA101 6 MATH F w 3 2 5 5 15 1ELVIN 1 MA101 18 MATH F w 1 2 1 4 MA101 MATH 6 4 9 11 30 )MITH 1 MA201 7 MATH F w 3 5 4 6 1 19 : LC LASURE 1 MA201 8 MATH F w 4 3 7 4 18 1ELVIN 1 MA201 18 MATH F w 1 1 - MA201 MATH 8 8 11 10 1 38 (EEDY 1 MA301 9 MATH F w 4 6 ..., ,:.. 5 1 18 tef: SCH611D CLASS ENROLLMENT Page 4 )ate: 10/15/01 PARK HILL ELEMENTARY SCHOOL \"ime: 15:54: 55 Teacher -White- -Black- -Other- eier Name CourseSec Course Title Sex Race M F M F M F Tot\nu IVAN 1 MA301 10 MATH F w 4 4 5 3 1 17 MA301 MATH 8 10 7 8 2 35 1EPPER 1 MA401 13 MATH F w 4 4 7 8 1 24 i!LLIAM 1 MA401 14 MATH F w 1 4 5 \"RAMBLE-IVORY 1 MA401 15 MATH F B 7 6 7 4 1 25 t1A401 MATH 12 10 18 12 1 1 54 iILLIAM 1 MA501 14 MATH F w 1 3 4 : K 1 MA501 19 MATH F 1,J 2 4 3 4 1 14 )EAL 1 MA501 20 MATH F w 3 6 2 5 16 MA501 MATH 6 10 8 9 1 34 )UGAS 1 MA701 71 MATH RES F w 2 2 1 2 7 MA701 MATH RES 2 2 1 2 7 DEPT TOTALS 42 44 54 52 3 3 198 iORRAS 1 MU101 5 MUSIC F H ..., 2 2 5 11 C. iAVID 1 MU101 6 MUSIC F w 3 2 5 6 16 1ELVIN 1 MU101 18 MUSIC F w 1 2 1 4 MU101 MUSIC 6 4 9 12 31 3MITH 1 MU201 7 MUSIC F w 3 5 4 6 .1 . 19 :.ASURE 1 MU201 8 MUSIC F w 4 3 7 4 18 1 N 1 MU201 18 MUSIC F w 1 1 MU201 MUSIC 8 8 11 10 1 . 38 (EEDY 1 MU301 9 MUSIC F w 4 6 3 5 1 19 3ULLIVAN 1 MU301 10 MUSIC F 1,J 4 4 5 3 1 17 MU301 MUSIC 8 10 8 8 2 36 'EPPER 1 MU401 13 MUSIC F w 4 4 7 8 1 24 i!LLIAM 1 MU401 14 MUSIC F w 1 4 5 rRAMBLE-IVORY 1 MU401 15 MUSIC F B 7 6 7 4 1 25 MU401 MUSIC 12 10 18 12 1 1 54 iILLIAM 1 MU501 14 MUSIC F w 1 3 4 : OK 1 MU501 19 MUSIC F w 3 6 3 5 1 18 )EAL 1 MU501 20 MUSIC F w 4 6 2 5 17 MU501 MUSIC 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 i  RRAS 1 PE101 5 PHYS ED F H 2 2 2 5 11 )AVID 1 PE101 6 PHYS ED F w 3 2 5 6 16 1ELVIN 1 PE101 18 PHYS ED F w 1 2 1 4 PE101 PHYS ED 6 4 9 12 31 3MITH 1 PE201 7 PHYS ED F w 3 5 4 6 1 19 :.ASURE 1 PE201 8 PHYS ED F w 4 3 7 4 18 1 IN 1 PE201 18 PHYS ED F w 1 1 PE201 PHYS ED 8 8 11 10 1 38 ?ef: SCH611D CLASS ENROLLMENT Page 5 )ate: lOil 5/01 PARK HILL ELEMENTARY SCHOOL \"ime: 15:54:55 Teacher -White- -Black- -Other- e-er Name CourseSec Course Title Sex Race M F M F M F Tot\nE y 1 PE301 9 PHYS ED F w 4 6 3 5 1 19 1ULLIVAN 1 PE301 10 PHYS ED F w 4 4 5 3 1 17 PE301 PHYS ED 8 10 8 8 2 36 \u0026gt;EPPER 1 PE401 13 PHYS ED F w 4 4 7 8 1 24 iILLIAM 1 PE401 14 PHYS ED F w 1 4 5 \"RAMBLE-IVORY 1 PE401 15 PHYS ED F B 7 6 7 4 l 25 PE401 PHYS ED 12 10 18 12 1 1 54 /ILLIAM 1 PE501 14 PHYS ED F w 1 3 4 :OK 1 PE501 19 PHYS ED F w 3 6 3 5 1 18 )EAL 1 PE501 20 PHYS ED F w 4 6 2 5 17 PE501 PHYS ED 8 12 8 10 1 39 DEPT TOTALS 42 44 54 52 3 3 198 iDRRAS 1 RE101 5 READING F H 2 2 2 5 11 )AVID 1 RE101 6 READING F w 3 2 5 5 15 1ELVIN 1 RE101 18 READING F w 1 2 1 4 RE101 READING 6 4 9 11 30 iMITH 1 RE201 7 READING F w 4 5 5 6 1 21 : LC LASURE 1 RE201 8 READING F w 4 3 6 4 17 1ELVIN 1 RE201 18 READING F w 1 1 - RE201 READING 9 8 11 10 1 39 \\EEDY 1 RE301 9 READING F w 3 6 1 5 1 16 iULLIVAN 1 RE301 10 READING F w 3 4 5 3 1 t  ,.(:} RE301 READING 6 10 6 8 2 32 'EPPER 1 RE401 13 READING F w 4 4 -,, 8 1 24 nLLIAM 1 RE401 14 READING F w 1 4 5 \"RAMBLE-IVORY 1 RE401 15 READING F B 7 5 7 4 1 24 RE401 READING 12 9 18 12 1 1 53 HLLIAM 1 RE501 14 READING F w 1 3 4 :OK 1 RE501 19 READING F w 2 3 3 4 1 13 )EAL 1 RE501 20 READING F w 3 6 2 5 16 RE501 READING 6 9 8 9 1 33 )UGAS 1 RE701 71 READING RES F w 3 4 ..., 2 11 .L C. RE701 READING RES 3 4 2 2 11 DEPT TOTALS 42 44 54 52 3 3 198 \\EEDY 1 SC301 9 SCIENCE F w 4 6 3 5 1 19 iULLIVAN 1 SC301 10 SCIENCE F w 4 4 5 3 1 17 SC301 SCIENCE 8 10 8 8 2 36 \u0026gt;EPPER 1 SC401 13 SCIENCE F w 4 4 7 8 1 24 il.AM 1 SC401 14 SCIENCE F w 1 4 5 \"R LE-IVORY 1 SC401 15 SCIENCE F B 7 6 7 4 1 25 SC401 SCIENCE 12 10 18 12 1 1 54 ~ef: SCH611D CLASS ENROLLMENT Page 6 )ate: 10/15/01 PARK HILL ELEMENTARY SCHOOL rime: 15:54:56 Teacher -White- -Black- -Other-re, her Name CourseSec Course Title Sex Race M F M F M F Tot iI IAM 1 SC501 14 SCIENCE F w 1 3 4 )EAL 1 SC501 19 SCIENCE F w 3 6 3 5 1 18 )EAL 1 SC501 20 SCIENCE F w 4 6 2 5 17 SC501 SCIENCE 8 12 8 10 1 39 DEPT TOTALS 28 32 34 30 3 2 129  DRRAS 1 SP101 5 SPELLING F H 2 2 2 5 11 )AVID 1 SP101 6 SPELLING F w 3 2 5 5 15 1ELVIN 1 SP101 18 SPELLING F w 1 2 1 4 SP101 SPELLING 6 4 9 11 30 3MITH 1 SP201 7 SPELLING F w 3 5 4 6 1 19 : LC LASURE 1 SP201 8 SPELLING F w 4 3 7 4 18 1ELVIN 1 SP201 18 SPELLING F l,l 1 1 SP201 SPELLING 8 8 11 10 1 38 ~EEDY 1 SP301 9 SPELLING F w 4 6 2 5 1 18 3ULLIVAN 1 SP301 10 SPELLING F l,l 4 4 5 3 1 17 SP301 SPELLING 8 10 7 B 2 35 \u0026gt;EPPER 1 SP401 13 SPELLING F l,J 4 4 7 8 1 24 HLLIAM 1 SP401 14 SPELLING F w 1 4 5 rRAMBLE-IVORY 1 SP401 15 SPELLING F B 7 5 7 4 1 24 - SP401 SPELLING 12 9 18 12 1 1 53 HLLIAM 1 SP501 14 SPELLING F w 1 3 4 : OK 1 SP501 19 SPELLING F w 2 3 3 4 1 13 )EAL 1 SP501 20 SPELLING F w 3 6 2 5 16 SP501 SPELLING 6 9 8 9 1 33 )UGAS 1 SP701 71 SPELLING RES F w 2 4 1 2 9 SF701 SPELLING RES 2 4 1 2 9 DEPT TOTALS 42 44 54 52 3 3 i98 C.EEDY 1 SS301 9 soc STUDIES F w 4 6 3 5 1 19 5ULLIVAN 1 SS301 10 soc STUDIES F w 4 4 5 3 1 17 SS301 soc STUDIES 8 10 8 8 2 36 \u0026gt;EPPER 1 SS401 13 soc STUDIES F w 4 4 7 B 1 24 iILLIAM 1 SS401 14 soc STUDIES F w 1 4 5 rRAMBLE-IVORY 1 SS401 15 soc STUDIES F B 7 6 7 4 1 25 88401 soc STUDIES 12 10 18 12 1 1 54 iILLIAM 1 SS501 14 soc STUDIES F w 1 3 4 : OK 1 88501 19 soc STUDIES F w 3 6 3 5 1 18 :OK 1 SS501 20 soc STUDIES F w 4 6 2 5 17 SS501 soc STUDIES 8 12 8 10 1 39 - DEPT TOTALS 28 32 34 30 3 2 129 SCHOOL TOTALS 491 512 616 592 36 34 2281 PUPIELH RuLLlBiEYHS CTH iluL W1 1\\60-02-064 Ut:IUllt.K 1, :lUUl CURRESNCHT OAOSLS IGHNEHTS ITV: PULASKI DISTRICNTO: RTLHIT TLREO CKSC HOOPAL:R HKI LLE LEnENTARY GRAOSPEA ifi:\u0026lt; -05 !!HITE BLACK HISPA!IICA Silil!/PAI NI! IO/AL!!SA T GRADTOE TAL Ii F 11 F t! r t! r ti F I\u0026lt; 43 15 8 8 12 0 0 ii 0 0 ii 01 31 6 4 9 12 0 0 0 0 0 0 02 38 8 8 11 10 0 1 0 0 0 0 03 36 8 10 8 8 2 0 0 0 0 0 04 55 13 10 18 12 1 1 0 0 0 0 05 37 7 11 8 10 0 1 0 0 0 0 SCHOO2'L10 57 51 62 64 3 3 0 0 0 0 TOTALS 45.0X S2.5X 2.5Z .OX .OX EXCLU19D7E 42 43 54 52 3 3 0 0 0 0 GRlD\u0026lt;/j 43.i X 53.8X 3.0X .OX .OX    SCHOOL: SECONDARY SCHOOL ENROLLMENT 2001-2002 G RADE WHITE TOTAL BLACK TOTAL 0 TH ER TOTAL L E V E L M F WHITE M F BLACK M F OTHER TOTAL # SIX % # SEVEN % # EIGHT % TOTAL # ENROLLMENT % G RADE WHITE TOTAL BLACK TOTAL 0 T H E R TOTAL L E V E L M F WHITE M F BLACK M F OTHER TOTAL # NINE % # TEN % # ELEVEN % # TWELVE % TOTAL # ENROLLMENT % Page 6   TOTAL ENROLLMENT IN SPECIAL PROGRAMS  SCHOOL: 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL -\"'\"'\"\" PROGRAMS M F WHITE M F BLACK M F OTHER TOTAL # 7 11 18 5 10 15 1 1 34 CHAMPS % 21% 32% 53% 15% 29% 44% 3% 3% # 11 8 19 15 11 26 1 2 3 48 K-KIDS CLUB % 23% 17% 40% 31% 23% 54% 2% 4% 6% # % # % # % # % # % # % # % # % # % # % # % Page 7   SPECIAL EDUCATION SCHOOL: PLACEMENT WHITE TOTAL BLACK M F WHITE M F RESOURCE ROOM # 2 PLACEMENT M.R. % 100% RESOURCE ROOM # 3 3 6 1 1 PLACEMENT L.D. % 33% 33% 67% 11% 11% # 5 5 1 1 SELF-CONTAINED % 63% 63% 13% 13% # 3 2 5 7 6 SPEECH % 17% 11% 28% 39% 33% TRANSITION - BA - # 2 2 7 SELF-CONTAINED % 22% 22% 78% # RESOURSE ROOM/MH % # 2 2 1 1 RESOURSE ROOM/OHi % 50% 50% 25% 25% # RESOURSE ROOM 504 % # RESOURSE ROOM SEO % # 1 I Jli.sua1'Yl1\"Y.Yi1 fYliYPt1 % PLACEMNT IS ~ETERMINED BY PRIMARY HANDICAPPING CONDITION There is a District Self-Contained Unit on this campus TOTAL BLACK 2 100% 2 22% 2 25% 13 72% 7 78% 2 50% OTHER M 1 11% 1 13% Yes No (Circle one) F  2001-2002 TOTAL llilll[! OTHER TOTAL 2 ,,,rm 1 9 11% ,. 1 8 13% 18 '\" Iii! 11 .,. 9 '\"' 4 I 'f ,2 I lill II! Page 8  SCHOOL:  FOUR YEAR ENROLLMENT COMPARISON OCTOBER 1 DAT A (USED TO DETERMINE ACCEPTABLE ENROLLMENT RANGES) STUDENTS ARE IDENTIFIED AS BLACK AND NON-BLACK INCLUDING KINDERGARTEN EXCLUDING KINDERGARTEN BLACK 135 BLACK 114 WHITE 87 WHITE 78 2000-2001 OTHER 9 2000-2001 OTHER 8 TOTAL 231 TOTAL 200 % BLACK 58.44% % BLACK 57.00% BLACK 157 BLACK 131 WHITE 108 WHITE 95 1999-2000 OTHER 12 1999-2000 OTHER 12 TOTAL 277 TOTAL 238 % BLACK 56.68% % BLACK 55.04% BLACK 138 BLACK 120 WHITE 121 WHITE 103 1998-1999 OTHER 10 1998-1999 OTHER 7 TOTAL 269 TOTAL 230 % BLACK 51.30% % BLACK 52.17% BLACK 121 BLACK 105 WHITE 11, WHITE 96 1997-1998 OTHER : 1997-1998 OTHER 4 TOTAL 245 TOTAL 205 % BLACK 49.393/c % BLACK 51.22%  2001-2002 Page 9   SCHOOL: CLASS ENROLLMENT (ELEMENTARY SCHOOLS ONLY) ~ CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M F M F M F ill SANDY JONES K 3 F w 5 3 4 6 k\n'\n//\\\n:' n,:rr /:\n: ::\n\\i\\ )@ ,: /'\n:\n:\n._\\ DEANNA WELCH K 4 F w 5 4 4 5 JENNIFER DAVID 1 6 F w 2 2 8 5 lff,,i/.  t\u0026gt; ,., : ,\n/'''''' + '\u0026lt;:' ,,,, PAIGE HORRAS K-1 5 F H  I~ ~ ~ F ~ AMANDA COLCLASURE 2 8 w 4 3 7 4 ,?Hf?,,,\n'/)// '''\u0026lt;,\u0026gt;?  ,,\n,\n,,,,,\n,,,,,.\n:: ,,.,,,,.,,.,.,,.,.,,. SAMMYE SMITH 2 7 F w 2 5 5 6 .,..,. .. , ...,..., .,.. . ~ BRANDI KEEDY 3 9 F w 5 4 3 6 )\\/\n,,,/' \\\n'HY ,,,\"'\\} \u0026lt;\u0026gt; :::.' ::-:,::,,.: :::,::: -,\n::r:ntn AMY SULLIVAN 3 10 F w 4 3 6 4 1 KAYCE PEPPER 4 13 F w 4 4 7 +:::'t:::\n'\nii/\nY i:\"t ,:.:,., ,.,,, :,_.,.,.,.,.,.,. '\\,8,\n=\n:\n,\n:\n,\n:\n:\nLORENE TRAMBLE 4 15 F B 7 5 8 3 2 m KRISTIN COOK 5 19 F w 3 5 3 5\n,,,,\n::::,} .. ,.,., ,.,.,. ,.,.,.,.,.,.',\".', ._,., ,:, ,.,, TOTAL: 41 38 55 52 4 0 Page 10  SCHOOL:  CLASS ENROLLMENT  2001-2002 (ELEMENTARY SCHOOLS ONLY) CLASS ENROLLMENT TEACHER'S TEACHER WHITE BLACK OTHER NAME GRADE ROOM GENDER RACE M~M F M F ~ ~ DIANNA DEAL 5 20 F w 4 6 2 5 SUZANNE GILLIAM 14 F w 2 7 \"\" BRENDA MELVIN K-2 18 F w 5 1 1 1 '\"\"'''\"''''''''' /:\\,,,,,,,,,,,,,,\n,,1,, ,,\n,,,,,,,,,,,, ,,,,,,,,,,,,,,,,,,,:: \"\" ,.,.,.,.,,. ,.,,,,,,,\n,\n,,,,,,,,,,,,, ,,,,\n/HIHn!HI '\"\" TOTAL: 11 6 10 6 1 0 Page 10a   SCHOOL: COURSE OFFERINGS AND LEVELS (SECONDARY SCHOOLS ONLY) s T u D E N T s WHITE TL BLACK TL OTHER TL WHITE Grade Course M F M F M F M F # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 % # 0 0 0 0 0 0 0 0 0 0 TOTAL: % Please use the following indicators: 1. Adv. Placement: 2. Honors/Gifted\n3. Regular\n4. Spec. Educ. Resource Example: English 10/2 = English, tenth grade/honors/gifted  2001-2002 Duplicate as needed T E A C H E R s TL BLACK TL OTHER TL M F M F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Page 11 EXTENDED EDUC.AL PROGRAMS h/:1 WHITE TOTAL BLACK TOTAL OTHER TOTAL PROGRAM HUI MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL GOVERNOR'S # SCHOOL % # BOY'S STATE % # GIRL'S STATE % ,,,,, # 1 1 3 2 5 6 SUMMER SCHOOL % 17% 17% 50% 33% 83% '\" \" ,, 1 PRE- # KINDERGARTEN % # KINDERGARTEN % \"\"\" # FIRST % # SECOND % # THIRD % '\"\"\" # FOURTH % I # FIFTH % # SIXTH % GRADES SEVEN # AND EIGHT % GRADES NINE # THRU TWELVE % QUEST # 1 1 2 1 1 3 SUMMER SCHOOL % 33% 33% 67% 33% 33% 1 Page 12    SUMMER QUEST 2001 School Last Name First Name Race Gender Grade No Shows Scholarshio Park Hill Burge Courtnie w F 5 xx No Conley Kavsha B F Ka Yes MCCray Lauren w F 3 Reduced McDonald Lawanna B F 2 XX Yes Norwood Michael w M 3 No ATTENDED NO SHOW WM 1 BM 0 WM 0 BM 1 WF 1 BF 1 WF 1 BF 0 TOTAL 3 TOTAL 2 SCHLORSHIPS 2 SCHLORSHIPS 1 REDUCED 1 School #Students #Scholarships #No Shows #Scholarships Amboy 7 2 5 2 Belwood 11 8 3 2 Boone Park 5 4 3 1 Crestwood 18 2 3 0 Glenview 2 0 4 2 Indian Hills 27 4 1 0 Lakewood 6 0 3 2 Lynch Drive 6 6 5 3 Meadow Park 0 0 1 1 North Heights 9 4 1 0 Park Hill 3 2 1 Reduced 2 1 Pike View 17 6 0 0 Seventh St. 3 1 4 0 Lakewood M. 2 0 0 0 Poplar St. M. 13 3 0 0 LC. 5 0 0 0 Carver 4 0 0 0 St. Joseph 1 0 0 0 Totals 139 42 35 14 HONORS A~AWARDS List all honors and awards - - - - - be s~ific HONORS ~ ' WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL 22 30 52 24 31 55 2 4 6 113 REGULAR HONOR ROLL % 19% 27% 46% 21% 27% 49% 2% 4% 5% # 19 21 40 28 24 52 2 2 4 96 PRINCIPAL'S HONOR ROLL % 20% 22% 42% 29% 25% 54% 2% 2% 4% # ABC HONOR ROLL % # 8 12 20 11 19 30 3 1 4 54 PERFECT ATTENDANCE % 0.15 22% 37% 20% 35% 56% 6% 2% 7% # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # 23 34 57 28 30 58 3 4 7 122 GREAT BEHAVIOR % 19% 28% 47% 23% 25% 48% 2% 3% 6% # 7 4 11 6 5 11 1 1 23 MOST IMPROVED READING % 30% 17% 48% 26% 22% 48% 4% 4% # POPCORN MONITORS % # 2 2 2 2 4 FLAG MONITORS % 50% 50% 50% 50% # TOP BANANA AWARDS % # FIR MARSHALLS % # CITIZENSHIP AWARD % # SCIENCE AWARD % # 6 6 12 3 2 5 17 ENGLISH AWARD % 35% 35% 71% 18% 12% 29% # READING AWARD % I h ,.,:,,,1,1\"'''!' :ii:' Page 13 HONORS AN~WARDS I List all honors and awards - - - - - be seecific I HONORS WHITE TOTAL BLACK TOTAL OTHER TOTAL AND AWARDS MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # REGULAR HONOR ROLL % # PRINCIPAL'S HONOR ROLL % # ABC HONOR ROLL % # PERFECT ATTENDANCE % # ALL A'S ON SPELLING TEST % # 100% ON UNIT ENGLISH EX. % # 1ST GRADE HELPERS % # GREAT BEHAVIOR % # MOST IMPROVED READING % # POPCORN MONITORS % # FLAG MONITORS % # TOP BANANA AWARDS % # FIR MARSHALLS % # CITIZENSHIP AWARD % # SCIENCE AWARD % # ENGLISH AWARD % # READING AWARD % Page 13a  SCHOOL:  COMMITTEES/PARENT INVOLVEMENT 2001-12 I E M PLOYEES PARENTS / PATRONS HH\u0026lt; 0 F F I C E R S WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER :OMMITTEE . M F M F M F M F M F M F U\u0026lt;\u0026lt; M F M F M F :!UITY # COMMITTEE % ~RENT TEACHER # 20 1 6 1 50 85 25 44 2 6 240 7 1 ASSOCIATION % 8% 0% 3% 0% 21% 35% 10% 18% 1% 3% 0.88 0.13 # OLUNTEERS % # 1 1 1 1 4 E:SEG. MOIHTORHIG % 25% 25% 25% 25% # % # % # % # % # % # % # % # % Page 14 Ref: VIPSl Date: 10/11/01 Time: 8:45:14 VIPS BY SCHOOL BY RACE/GENDER - SCHOOL: 43 TOTAL SCHOOL 529 To: Principals WHITE BLACK M F M F 94 253 42 140 From: Date: Debbie Rozzel~ Volunteer Coordinator October 11, 2001 Re: VIPS numbers for Desegregation Reports OTHER M F 0 0 HOURS 1,968.50 You'll find the VIPS information for your desegregation reports above. Thank you for your patience. If you have any questions call me.    SCHOOL: COMMITTEES/PARENT INVOLVEMENT 2001-2002 E M P L O Y E E S PARENTS/ PATRONS 0 F F I C E R S WHITE BLACK OTHER WHITE BLACK OTHER TL WHITE BLACK OTHER TL COMMITTEE M F M F M F M F M F M F M F M F M F EQUITY # COMMITTEE % PARENT TEACHER # ASSOCIATION % # VOLUNTEERS % # % # % # % # % # % # % # % # % # % Page 14a    SCHOOL: EXTRACURRICULAR ACTIVITIES 2001-2002 ACTIVITY MEMBERSHIP t\u0026lt;?Ht SPONSORS ~ OR WHITE BLACK OTHER TOTAL WHITE BLACK OTHER TOTAL CLUB M F M F M F ,: ,::_. M F M F M F ,,c:-,,,,,,,,,,\"'H # FIRE MARSHALLS % # FLAG MONITORS % BOOKSTORE # 2 2 1 1 6 MONITORS % 33% 33% 17% 17% STUDENT # COUNCIL % STUDENT # COUNCIL OFFICERS % # 1 1 2 4 ANNOUNCEMENTM ONITORS % 25% 25% 50% # 1 1 2 ATTENDANCE MONITOR % 50% 50% # 1 1 2 LUNCH MONITORS % 50% 50% # % # % # % # % # % Page 15    SCHOOL: EXTRACURRICULAR ACTIVITES 2001-2002 OFFICERS / LEADERSHIP WHITE BLACK OTHER TOTAL ACTIVITY OR CLUB M F M F M F # STUDENT COUNCIL % # % # % # % # % # % # % # % # % # % # % # % # % Page 15a    SCHOOL: SPIRIT GROUP TRYOUTS 2001-2002 (SECONDARY SCHOOLS ONLY) WHITE TOTAL BLACK TOTAL OTHER TOTAL TOTAL JUDGES OTHER TOTAL ~CTIVITY / CLUB M F M F M F WM WF BM BF M F # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % # 0 0 0 0 0 % TOTAL: # 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 % Page 16   2001-2002 STUDENT ATTENDANCE AFTER NINE-WEEKS (ATTACH COMPUTER SERVICES GENERATED DATA)  Page 17    SCHOOL: STUDENTS RETAINED 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # KINDERGARTEN % # FIRST % # SECOND % # THIRD % # FOURTH % # FIFTH % # SIXTH % # SEVENTH % # EIGHT % # NINTH % # TENTH % # ELEVEN % # TWELFTH % Page 18    SCHOOL: SUBJECT AREA COURSES FAILED 2001-2002 (SECONDARY) WHITE TOTAL BLACK TOTAL OTHER TOTAL COURSES MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % # 0 % Page 19    SCHOOL: GRADUATION INFORMATION 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL YEAR MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # % # % # % # % # % # % # % # % # % # % # % # % # % Page 20    SCHOOL: DROPOUT STATISTICS 2001-2002 WHITE TOTAL BLACK TOTAL OTHER TOTAL GRADE MALE FEMALE WHITE MALE FEMALE BLACK MALE FEMALE OTHER TOTAL # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % # 0 0 0 0 % r Page 21   STUDENT ACHIEVEMENT-ASSESSMENT DATA SAT-9 (PLEASE ATTACH MOST RECENT INFORMATION)  Page 22 Arhnsu ComprehensivTee stingA, ssessment PRIMARY (GRADE 4) BEN~MARK EXAMINATION SCHOOLROSTEl9EPORT MEAN SCALE SCORES Page: 3 \u0026amp; Atcounlability Progiam PROFICIENCY CLASSIFICATION SCALE SCORE Below Basic (BEL) Basic Proficient Dtstrtct Name: N. LITTLE ROCK SCHOOL DISTRICT (BAS) (PRO) LEA #: 6002 School Name: PARK HILL ELEMENTARY SCHOOL School Number: 064 Mathematics Literacy 154 and below 178 and below 155- 199 200-249 179-199 200-249 COMBINED POPULATION Mean Scale Score for School /Dt strict/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 161 171 173 177 LITERACY 175 184 190 189 GENERAL POPULATION Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 211 191 186 191 LITERACY 191 192 195 195 I EP STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 054 090 085 086 LITERACY 139 150 152 152 LEP STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 000 067 153 142 LITERACY 000 140 178 176 HIGHLY MOB! LE STUDENTS Mean Scale Score for School/District/Region/State SCHOOL DISTRICT REGION STATE MATHEMATICS 099 118 151 156 LITERACY 171 176 181 182  Advanced (ADV) 2 50 and above 250 and above   THREE YEAR COMPARISON OF MEAN PERCENTILE RANI{ PARK HILL ELEMENTARY SCHOOL - GRADE 5 70 ~--------------------------------------- 60 .,_ _________________ _ 40 0 Reading Mathematics Language Science Social Basic Complete Mean PR Mean PR Mean PR Mean PR Science Battery Battery Mean PR Mean PR Mean PR [!]FALL 1998 27 24 24 29 26 26 26 l!!IF ALL 1999 47 40 46 62 43 45 46  FALL 2000 45 36 43 50 35 41 41  l!JFALL 1998 rJFALL 1999  FALL 2000   STAFF DEVELOPMENT UPDATE FOR CERTIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 23 Park Hill Elementary Staff Development Workshops 2001-2002 School Year SAT-9/ BENCHMARK MATH WORKSHOP ACSIP WORKSHOP READING STRATEGIES ACSIP PROCESS ACSIP DATA COLLECTION WRITERS WORKSHOP- GRADES 1-2-3 ADHD LEARNING DISABILITIES READING STRATEGIES THAT WORK EPSF TRAINING SESSION MATH WORKSHOP- C.G.I. ELLA SMART START SMART STEP McRAT SCIENCE WORKSHOP WRITING WORKSHOP GRADE-5 OPEN COURT READING - SPECIAL ED. AUTISM WORKSHOP MAGIC IN THE CLASSROOM COUNSELOR'S WORKSHOP COUNSELOR'S WORKSHOP IN THE MOOD FOR WRITING THE BRAIN G. T. WORKSHOP WORD 2000/ POWER POINT LITERACY TASK CARDS READING RECOVERY SEMINAR EFFECTIVE LITERACY CLASSROOM MANAGEMENT NEW TEACHER ORIENTATION GATES GATHERING-TECHNOLOGY 8-20-01 8-20-01 8-21-01 8-21-01 9-26-01 10-1-01 6-12-01 7-27-01 8-21-01 10-1-01 6-20-22-01 7-10-11-01 7-10-11-01 8-6-9-01 8-21-01 10-1-01 8-21-01 10-1-01 8-13-01 8-10-01 10-1-01 10-1-01 10-1-01 10-1-01 10-1-01 8-21-01 8-15-01 6-26-29-01 8-6-7-01 8-17-01 6-25-28-01   STAFF DEVELOPMENT UPDATE FOR CLASSIFIED STAFF (OFFERINGS SINCE LAST SCHOOL PROFILE)  Page 24 Staff Development Workshops - Classified Personnel CPR TRAINING SAT-9/BENCHMARKMATH ACSIP PROCESS ACSIP WORKSHOP DATA COLLECTION - ACSIP OPEN COURT READING AUTISM WORKSHOP TECHNOLOGY WORD 2000/ POWER POINT 8-2001 8-20-01 8-21-01 8-20-01 9-26-01 8-21-01 10-1-01 8-21--01 10-1-01   DISCIPLINE INFORMATION REFERRALS/ ACTIONS TAKEN (PLEASE ATTACH COMPUTER GENERATED INFORMATION)  Page 25 Ref: DIS032S Date: 9/10/01 1iiliie: 16:06:11 ~ol: 043 Analysis of Disciplinary Actions by School From AUGUST Through JUNE PARK HILL ELEMENTARY SCHOOL -------------------. ------------------------------------------------------------ l 9 9 9 - 0 0 ==-----==------------------------------------------============================= -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------==------------ 09 S.A.C. 10 HOME SUSP. ll BOYS CLUB 12 E. I. C. 17 EXPULSION 0 0~  0 0 0 g,  0 0 Og,  0 0 0~  0 0 0 0 0 20 54.1% 10 27.0% 7 18.9% 0 0~  0 13 9 6 0 0 Og,  0 0 0~  0 0 0~  0 0 0~  0 0 0 0 0 0 0~  0 0 0~  0 0 0~  0 0 0~  0 0 0 0 0 0 0~  0 0 0~  0 0 0~  0 0 0~  0 0 0 0 0 2 0 0 0 - 0 l -----BM------ -----BF------ -----NBM----- -----NBF----# REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT #SW #Sru #Sru #Sru 0 0 37 28 0 0 0 0 0 0 =================\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1487","title":"\"School Laws of Arkansas, Acts of 2001,\" Arkansas Association of Educational Administrators, Little Rock, Ark., 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":["Arkansas Association of Educational Administrators"],"dc_date":["2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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